NIGERIA SENIOR SECONDARY SCHOOL CHEMISTRY CURRICULUM IN

COMPARISM WITH CHINA SENIOR SECONDARY SCHOOL CHEMISTRY

CURRICULUM

EST 801: (GRADUATE SEMINAR ASSIGNMENT)

BY

JAMES, GLORIA
UJ/2014/PGED/0010
M.Sc.Ed. CHEMISTRY

UNIVERSTY OF JOS
SCHOOL OF POSTGRADUATE STUDIES
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE AND TECNOLOGY

MAY, 2016
Introduction

The term curriculum refers to the lessons and academic content taught in a school or

in a specific course or program. In dictionaries, curriculum is often defined as the courses

offered by a school, but it is rarely used in such a general sense in schools. Depending on

how broadly educators define or employ the term, curriculum typically refers to the

knowledge and skills students are expected to learn, which includes the learning standards

or learning objectives they are expected to meet; the units and lessons that teachers teach; the

assignments and projects given to students; the books, materials, videos, presentations, and

readings used in a course; and the tests, assessments, and other methods used to evaluate

student learning

Introduction to Chemistry Curriculum

Chemistry as a subject is introduced to the learners for the first time at secondary

schoollevel. The knowledge of chemistry is necessary in the understanding of the

composition,properties and behaviour changes of matter that form the environment around

us.This curriculum presents chemistry as a practical subject where scientific concepts,

principles and skills are developed through experimental investigations. The learning of

scientific knowledge by discovery method is encouraged. The topics and content have been

carefully selected and logically organised to facilitate step by step realization of the expected

behavioural changes. The specific objectives in every topic will guide the teacher and the

learner on the depth of treatment of content. The learning/teaching experiences have been

appropriately chosen to ensure proper development of the cognitive, psychomotor and

affective skills.The syllabus emphasises the use of International Units for Physical and

Applied Chemistry (IUPAC) system of nomenclature, correct use of chemical terminologies

and equations.
 There are applications and projects at the end of most of the topics to enable the

learners link the subject with the physical environment around them. The learners would use

the opportunities to interact with the physical and chemical processes, which take place

within the local environment. The projects are meant to enhance creativity, critical thinking

and ability to make logical decisions. The projects also make the learners aware of the effect

of scientific knowledge in everyday life and thus able to appreciate their responsibility to the

society. The projects given are only examples. Teachers can come up with their own. The

learnersare also encouraged to initiate their own projects based on the scientific principles so

farlearnt. This creates interest, curiosity and fun in the learning of the subject.Most of the

apparatus, chemicals and equipment required for carrying out experiments are basic and by

most schools. Improvisation and use of local materials is encouraged where necessary to cut

down on costs.

Aims and Objectives of Chemistry Curriculum

The objectives of Chemistry curriculum was borne from the revised edition of the

senior secondary school chemistry curriculum. The curriculum is expected to meet the

following objectives:

a. help students develop interest in the subject of chemistry

b. enable students acquire basic theoretical and practical knowledge and skills

c. allow learners to develop interest in science, technology and mathematics

d. help learners acquire basic SMT knowledge and skills

e. ensure the development of reasonable level of competence in ICT applications that

will engender entrepreneurial skills in students

f. provide learners the means to apply skills to meet societal needs of creating

employment and wealth

 g. create a position for learners to take advantage of the numerous career opportunities

offered by chemistry

h. encourage the learners to adequately get prepared for further studies in chemistry

Content: selection, focus and organization

The organizers of chemistry curriculum put into consideration the major issues that

shaped the development of nations globally, which as well influence world of knowledge. As

such the selection of contents of chemistry curriculum is centred also around four themes

such as:

1. The chemical world

2. Chemistry and environment

3. Chemistry and industry and

4. Chemistry and life.

These themes are also spirally arranged through the three years of senior secondary

chemistry learning and contain topics that reveal the level of coverage of the content. For

example,

In senior secondary 1 Chemistry, the first topic has its performance objectives to

prompting: the identification of chemical industries in the learners’ locality, explanation on

how chemical industries have influenced learners’ lives and national economies, description

of environmental problems created by chemical industries and suggesting solutions to solve

those problems. Equipped with these objectives, teachers will find the corresponding contents

for achieving the objectives to involve types of chemical industries, importance to: the

individual, the nation and excursion to chemical industries.

 THE CURRENT NIGERIAN SSS CHEMISTRY CURRICULUM

The Nigerian Senior Secondary School (SSS) Chemistry Curriculum covers three

classes, Senior Secondary classes 1 – 3 and was developed around four themes (which are:

Chemistry and Industry, the Chemical World, Chemistry and Environment and the Chemistry

of Life. In selecting the contents, three major issues shaping the development of nations

worldwide and influencing the world of knowledge today were identified. These are

globalization, information/communication technology and entrepreneurship. The desire that

Nigeria be identified with contemporary development worldwide has called for the

organization of the contents of the curriculum around the four themes. Thus, the curriculum is

packaged with content that leads to self-actualization by students. In addition, the curriculum

content focuses on practical activity with emphasis on locally available materials. This is to

imbue the learners with the spirit of inquiry. The curriculum, if effectively implemented, will

enable the learner achieve his/her maximum potential in the subject of chemistry and its

various applications. The major topics covered in four themes in the three classes are

summarized in the table below.

Summary of Nigerian SS1-3 chemistry syllabus

Theme/class SS1 SS2 SS3

Chemical and Chemical and Periodic table, chemical Quantitative and

industry industries reactions, Mass volume qualitative analysis
relationship

The chemical Introduction to Acid-base reactions, Petroleum Mental and

world chemistry, Particulate Water their compound iron
nature of matter, Air , Hydrogen, Ethical, legal and
Symbols, formulae and Oxygen , Halogens, social issue
equations, Chemical Nitrogen , Sulphur
combination, Gas laws

Chemistry and Standard separation Oxidation reduction Topics asterisked below

environment techniques for mixtures (redox) are to be treated here to
Acid bases and salt reaction enable students prepare
Water Ionic theory and write their
examinations towards
 Electrolysis the end of the term.
Actually the term was
left open and free.
The chemistry Carbon and its Hydrocarbons Alkanols *Fats and oil Soap
of life compounds and detergent Giants
molecules

THE PROPOSED INTEGRATION

The Senior School chemistry syllabus was further broken down to performance

objectives, contents, teachers and learners’ activities, materials and evaluation. But only few

performance objectives area are shown

SS1 Theme 1 Chemistry and Industry, Topic 1 Chemistry and Industries

Performance objectives- By the end of the lesson students should be able to:

a. Identify chemical industries in their locality

b. Explain how these chemical industries have influenced their lives and national

economics especially Nigeria.

c. Define chemistry

d. List career prospects in chemistry

e. Distinguish between physical and chemical changes

f. Distinguish between atom and molecules

g. Describe how the particles are arrange

h. State the different standard methods of separating mixtures and their individual

applications.

i. Manipulate different apparatus for separation techniques.

j. Draw separation techniques apparatus.

k. State the criteria for purity.

l. Distinguish between pure and impure substances.

1. SS2 Theme 3 the Chemical World, Topic 1 Acids, Bases and Salts
Performance objectives- Students should be able to:

a. Explain the periodic table

b. Arrange common element into groups (families) of elements on the periodic table

c. Discuss the changes in the properties of elements down the group and across period.

d. Define acids, bases, and salts.

e. Identify acids and bases.

f. Describe the nature of proton in an aqueous solution.

g. Explain neutralization reactions.

h. Explain how an acid-base indicator works.

i. Use pH as a scale and discuss the importance of the pH value.

j. Identify and prepare salts (normal, acidic and basic).

k. State properties of salts.

l. State the rules of solubility of salts in water.

1. SS3 Theme 1 the Chemical World, Topic 1 Petroleum

Performance objectives - Students should be able to:

a. Explain the origin and state the composition of crude oil (petroleum).

b. Discuss the exploration of and drilling for crude oil in Nigeria.

c. Explain the fractional distillation of petroleum and list the major fractions (products).

d. List the location of Nigerian refineries.

e. Explain the terms cracking and reforming.

f. Discuss the use of petrochemicals as starting materials of organic synthesis leading to

organic products like plastics, synthetic rubber, drugs, insecticides, detergents, fibres,

etc.

g. Explain the use of octane numbers in determining the quality of petrol.

h. Explain the occurrence, packaging and uses of natural gases.

 i. State the economic importance of petroleum.

Under metals and the compounds the following objectives are added. Students should be able

to:

a. Explain that some metal ions in water form humic substances that are useful like Fe+

+ and other that are carcinogens (cancer-causing agents);

b. Explain that metal ores are finite in nature and that there is the need to recycle use

done. This kind of addition representing the integration spans the entire contents of

the curriculum.

STUDENTS’ AND TEACHERS’ ACTIVITIES

The Senior Secondary chemistry curriculum and syllabus have in-built table detailing

the performance objectives, the content, students’ and teachers’ activities, evaluation and

reference materials. A specimen of the table is reproduced below. For example, there are nine

performance objectives originally on the topic, petroleum. These are that students should be

able to:

a. Explain the origin and state the composition of crude oil (petroleum).

b. Discuss the exploration of and drilling for crude oil in Nigeria.

c. Explain the fractional distillation of petroleum and list the major fractions (products).

d. List the location of Nigerian refineries.

e. Explain the terms cracking and reforming.

f. Discuss the use of petrochemicals as starting materials of organic synthesis leading to

organic compounds like plastics, synthetic rubber, drugs, insecticides, detergents,

fibres.

g. Explain the use of octane numbers in determining the quality of petrol.

h. Explain the occurrence, packaging and uses of natural gases.

i. State the economic importance of petroleum. Added to these are.

 j. Explain the negative aspect of petroleum refining like oil spill, seismic activities, soil

degradation, water pollution and their effects on floral and fauna.

k. Explain the pollution effect of gas flaring in Nigeria; and. Discuss how to achieve

and sustain lasting relationship between the multinational oil companies and the host

communities. The other requirements, content, students’ and teachers’ activities,

evaluation and resource materials follow the same example with more emphasis here

on the proposed integration and in italics.

Scheme of work detailing students’ and teachers’ activities table of petroleum

T Performance Content Teachers Students Teaching Evaluation

and
O objectives activities activities learning guide
materials
P

P Students should be Origin and Guides the Participate Pictures: - List the
able to: Explain the composition Students in in on composition
E origin and state the of petroleum the class exploration of crude oil.
composition of (crude oil) discussion of discussion of oil Explain the
T crude oil Nigerian and origin and Discuss the - of any negative
Discuss the world crude Composition negative refinery in aspect of
R exploration of oil reserves of crude oil. aspects of Nigeria petroleum
and drilling for Exploration Discuss the oil Samples of refining
O crude oil in and drilling negative exploration; plastics, like oil spill,
Nigeria of crude oil effect of oil Visit the synthetic seismic
L Explain the Negative exploration communitie rubber, activities, soil
negative aspect of on the s insecticides, degradation,
E aspect of petroleum petroleum environment ; where oil détergents, water
refining like oil refining like Discuss ways exploration fibres pollution and
U spill, oil spill, of achieving is (nylon, their
seismic activities, seismic and taking place Dacron, effects on
M soil activities, soil sustaining etc.) floral and
degradation, water degradation, lasting Cylinder of fauna;
O pollution and their water relationship natural gas; Explain the
effects pollution and between the Newspaper pollution
R on floral and fauna; their multinational cuttings, effect of gas
Explain the effects on oil flaring
C pollution effect floral and companies pictures in Nigeria;
of gas flaring in fauna; and Discuss how
R Nigeria; Pollution the host to
Discuss how to effect of gas communities achieve and
U achieve flaring in sustain
and sustain lasting Nigeria; lasting
D relationship Achieving relationship
between the and between the
E multinational oil sustaining multinational
companies and the lasting oil
O host relationship companies
communities between and the
I the host
multinational
L oil communities
companies
and the
host

communities

Chemistry Curriculum in China

Chemistry, one of the sciences closely related with mankind, is treated as part of the

teaching contents in the course for primary schools. Some fundamental knowledge in

chemistry is included in its syllabus and required to be understood and mastered. The

contents related to chemistry amounts to about 11% of the whole course, and are arranged in

Grades 3-6.The requirements of "junior secondary school chemistry" are: to study some

fundamental concepts and principles in chemistry; to learn some basic knowledge about

several most common and important elements and their compounds as well as to understand

initially their practical uses; to cultivate students' preliminary abilities to observe and

experiment. In the junior secondary school curriculum the "chemistry" course is arranged in

Junior III, 3 hours per week, and 96 hours in total.

Ordinary "senior secondary school chemistry" should be studied by every student.

The required course is offered in Senior I and II, 2 hours per week, altogether 140 hours. The
fundamental requirements of this course are: to enable students, on the basis of the junior

secondary school chemistry course for compulsory education, to learn further the basic

knowledge and fundamental skills in chemistry; to know the important uses of chemistry in

practice, and conscientiously care for problems that have to do with chemistry in the modern

society, such as environments, energy resources, personal hygiene and health, etc.; to

cultivate and develop students' abilities and also spirit of bringing forth new ideas; to train

them with scientific methods, and let them use their knowledge to explain or solve some

simple problems involving chemistry. After taking the required courses students should

choose optional courses, which lay emphasis on preparatory education for entering

universities or taking up an occupation. Optional chemistry courses are offered in Senior II, 1

hour per week, and also in Senior III, 3 hours per week, altogether 113 hours. In addition to

raising students' quality and widening and deepening their knowledge, the demand of the

optional courses is to provide more and efficient cultivation of students' abilities to analyse

and solve problems.

Development of teaching materials

In order to enable the Curriculum, Syllabus and teaching materials compiled on the

basis of these two documents geared to actual circumstances, according to the relevant

regulations delivered by SEdC, teaching materials must be at first trial used in less than 200

teaching classes before popularized all over the country. The purpose of the trial use is to

examine whether these teaching materials fit in with the requirements or not. Under the

prerequisite of trial use and good results the compiling unit should send the teaching

materials and the report on trial use to NCEPSSTM. Only when they are evaluated,

examined, approved and passed, can they be offered for selection by schools for use all over

the country. Now there are several series of teaching materials with distinguishing features
based on the Curriculum and Syllabus are compiled by different institutes. Among those

being approved, passed and offered for selection, junior secondary school chemistry (PEP

edition) compiled by the People's Education Press is selected by most schools in the whole

country.

The contents concerning chemistry in the textbooks for primary school chiefly are:

"Dissolution", "How to quicken dissolution?" "Purification of water" and "Water pollution

and protection" in the 3rd and 4th grades, and "Composition of air", "Oxygen", "Carbon

dioxide", "Combustion and fire-extinguishing" and "Air pollution and protection" in the 5th

and 6th grades. The chemistry curriculum for junior secondary school (PEP edition) is

composed of the following chapters:

Preface

Chapter 5: Carbon and its

Chapter 1: Air and oxygen
compounds

Chapter 2: Molecules and atoms Chapter 6: Iron

Chapter 3: Water and hydrogen Chapter 7: Solutions

Chapter 4: Chemical equations Chapter 8: Acids, bases and salts

The aim and objective of this curriculum is: to focus on raising students' quality and

to pay more attention to the links between chemistry and life, production, technology,

environment, society, etc.; to integrate theory with practice; to handle correctly the

relationship between the logical order of knowledge and the pattern of students' cognition as

well as their psychological development; to introduce the contents with air and water and to

teach alternatively concepts and principles as well as elements and compounds; to enhance

the teaching of basic knowledge and basic skills; to cultivate the students' abilities; to pay
attention to teaching the students dialectical materialism, patriotism and scientific methods; to

note the combination of unity and flexibility in order to suit the circumstances in different

schools and the characteristics of individual students; to attract the students' enthusiasm for

learning by improving the design and presentation of the materials; to keep the study loads at

a reasonable level, so as to enable the students to develop in an all-round way morally,

intellectually and physically.

Senior Secondary School Chemistry Curriculum

The present senior secondary school chemistry curriculum was developed according

to the Syllabus promulgated in 1991. Now PEP is compiling a new set of textbooks according

to the "senior secondary school chemistry syllabus". These textbooks are designed for most

schools all over the country.

The structure of the new SSSCC in China

Chemistry 1 Chemistry 2

Chemistry and Daily lives

Chemistry and Technology

Particulate Structure and Properties of Substance

Chemical Reaction Mechanism

Basic Organic Chemistry

Experimental Chemistry
 In the national standards of the science secondary school chemistry curriculum, the

purpose of each course module is stipulated as follows;

 Chemistry 1 and Chemistry 2: To be knowledgeable about chemical substances,

learn important chemical concepts, develop basic chemical conceptions and abilities

of scientific inquiry and appreciate the roles played by chemistry on social

development and interrelationship between chemistry and society.

 Chemistry and Daily Lives: To be knowledgeable about properties of common

chemical substances in daily lives. To learn to investigate chemical phenomena in

daily lives and appreciate the roles chemistry has played in improving the quality of

human lives. To be conscious of using chemicals in a reasonable way and be able to

solve problem by use of chemical knowledge.

 Chemistry and Technology: To be knowledgeable about the applications of

chemistry in industries and agriculture. To appreciate the roles played by chemistry in

the development of the national economy. To recognize the roles of chemistry in

promoting technological advance.

 Particulate Structure and Properties Substances: To experience the processes in

which scientist explored particulate structure of substances. To further learn the basic

ideas about the particulate structure of substances and to know the relationship

between particulate structure of substances and its properties. To be able to explain

some chemical phenomena and predict properties of substance in the view of

particulate structure substances.

 Chemical Reactions Mechanism: To know the basic principles abided by chemical

reactions and foster the ideas about matter change to recognize the rules abided

energy transformation in chemical reactions and appreciate the applications of

chemical reaction mechanism in production of daily lives and scientific research.

  Basic Organic Chemistry: To learn basic knowledge about components, structure,

and properties of organic compounds. To learn the basic methods in organic

chemistry research. To made to social development.

 Experimental Chemistry: To learn basic skills and methods involved in chemical

experiments via investigative activities. To further experience the processes of

experimental investigations in chemistry. To recognize the important roles played by

experiments in chemistry research and learning. To foster abilities of conducting

chemical experiment.

Content of the curriculum

The chief contents of the curriculum to cover are: atomic structure, periodic law and

periodic table, chemical bond, amount of substance, energy change in chemical reactions,

reaction rate and chemical equilibrium, electrolyte solutions, colloid and its applications,

oxidation and reduction reactions, principle of electromotive cells and their applications,

halogen group, oxygen group, nitrogen group, carbon group, general properties of metals,

alkali metals, aluminium and its compounds, magnesium, iron and its compounds, copper and

its compounds, organic compounds, hydrocarbon, derivatives of hydrocarbon, sugars, protein

and synthetic materials.

Some selective contents for Senior III students are: crystal pattern and its relations

with properties, principles of electrolysis and its applications, production technology of

sulphuric acid, test of substances, design of a chemical experiment, etc. The teaching

materials of the above-mentioned five items should be formed as identical topics. That are

used in Senior I, II and III respectively.

 In the national standards of the senior secondary school chemistry curriculum, the

contents of each course modules are presented in the form of themes. The themes of each

module are given in the table below.

Course Modules Themes

Chemistry 1  Knowing Chemistry as a science
 Basics to Chemical experiments
 Common Inorganic Elements and compounds and their applications

Chemistry 2  Particulate Structure of Substances

 Chemical Reaction and Energy
 Chemistry and sustainable social development

Chemistry and  Chemistry and Personal Health

Daily lives  Materials in Daily Lives
 Chemistry and Environmental Protection

Chemistry and  Chemistry and Exploitation and Application of Natural Resources

Technology  Chemistry and Manufacture and application of Materials
 Chemistry and Industrial and Agricultural production

Particulate  Atomic Structure and Elements

structure and  Chemical Bonds and properties of substances
Properties of  Intermolecular Forces and properties’ of Substances
Substance  Values of Investigating Particulate Structure of Substances

Chemical  Chemical Reaction and Energy

Reaction  Velocity of Chemical Reaction and Chemical Equilibrium
Mechanisms  Ionic Equilibrium in Solution

Basic Organic  Components and Structures or Organic Compounds

Chemistry  Properties and Application of Hydrocarbons and its Ramifications
 Saccharine, Amino Acids and Protein
 Synthesized Polymer Compounds

Experimental  Basics to Chemical Experiments

Chemistry  Enquiry by Chemical Experiments

The Presentation Of Content Standards And Recommended Activities In The Theme Of

“Chemistry And Personal Health” In The Course Model Of Chemistry And Daily Lives
Content Standards Recommended Activities
Know the common organic compounds Discussion: the significant of edible grease
contained in foods which are significant to
 personal health
Narrate structures and properties of amino Experimenting Inquiry: the reduction of
acids, protein and be able to list amino acids vitamin C in fresh fruits
essential in human body
Understand main sources and absorbing ways Investigation or Experiment: expansions in
of vitamins. Know the roles played by some foods
vitamins in human body
Understand the important functions of Looking up the labels of some foods to know
microelements in human body the nutrition components and contained
additives
Understand the importance of absorbing Experimenting Inquiry: examination of
nutriment, know the relation between the chemical components of inhibitors of acids
nutrient ion balance and personal health
Know some biochemical reactions occurring Investigation: micro elements in mineral and
in the metabolism process in human body water
Know compositions, properties and functions Looking up Information and Discussion: the
of common food additives effects of lead, iodine on personal health
Know main components and curative effects Looking up Information: components,
of some medicines structures and creative effects of common
medicines.

Teaching of Chemistry Experiments

Chemistry is a subject based on experiments. Teaching experiments can stimulate

students' interests for studying chemistry, and help them to form chemical concepts and to get

knowledge of chemistry and skills in doing experiment, to cultivate abilities of observation

and doing experiments; and it is favourable for the cultivation of practical and realistic as

well as serious and conscientious scientific attitude and scientific study methods. The

improvement in teaching experiments is an important link to raise the chemistry teaching

quality. Much attention has been paid to the teaching of doing experiments in primary school

"nature" and junior school "chemistry" courses. There are more than ten chemistry

experiments in "nature". Pupils must do these experiments by themselves, and it is required

that they should obtain definite results from these experiments. In the junior secondary school

chemistry course (96 hours), there are 84 experiments to be demonstrated by the teacher (or

done in class by students simultaneously according to the real circumstances). Every student

must do 10 obligatory experiments (each at least for 1 hr.) and 9 optional ones as well. In
order to encourage and direct students to carry out experiments by using their own hands, 13

home experiments are arranged. In the optional chemistry courses for senior secondary

schools (253 hours), there are 68 demonstrative experiments (or partly by students and

teachers together in class), 26 obligatory experiments and 13 optional ones done by students,

and also some home experiments. It ought to be mentioned that in the last year of the senior

school, there are 7 special experiments which not only have special requirements, but also

suggest the design of some experiments done by students themselves. Through all these

activities, students may be well trained in scientific methods and raise their abilities to

analyse and solve problems.

Similarities

The Chinese and Nigeria curriculum are similar in terms of the topics cover, contents

selection, aims and objectives because both put into consideration in shaping the nation

globally and both curricula ask teachers to make greater use of ICT in the classroom.

Differences

The Chinese and Nigeria curriculum differ in depth, sequence and structure.

Depth: Despite having similar scopes, the Chinese curriculum goes much deeper into most

topics, particularly at the “elective” level. The Nigeria curriculum goes deeper in only a few

niche areas—notably periodic table, water and air pollution acids base and salt and

hydrocarbons. Suggested experiments in the Chinese curriculum tend to mimic industrial

processes and quality control checks, whereas the Nigerian curriculum suggests no practical

activities at all.
Sequence: Topics in the Chinese curriculum are ordered more logically. For example, topics

on chemical equilibrium, ions in solution, redox, batteries and electrolysis are written

sequentially in that order a very logical progression. The Chinese curriculum then progresses

through the periodic table from right to left (from group 17 to group 1), which also makes

good logical sense. In contrast, the Nigerian curriculum follows no logical sequence. For

example, atomic structure, equilibrium, molecular bonding, and periodicity are taught in that

order. My own Chemistry teacher was kind enough to rearrange it for us when I was in

secondary school. In Chinese curriculum topics like Purification of water" and "Water

pollution and protection", "Composition of air", "Oxygen", "Carbon dioxide", "Combustion

and fire-extinguishing" and "Air pollution are taught in primary schools while in Nigeria are

taught in SSS two.

Structure: In the Nigeria curriculum, chemistry is compulsory to only science students at

senior secondary school level, only part of chemistry is introduce at junior secondary school

level in basic science but in the Chinese curriculum, however, Chemistry is compulsory to all

students. Students can choose between an easier “compulsory Chemistry” and a more

challenging “elective Chemistry”,but both courses are identical in the first year. Students

typically choose between the “compulsory” and “elective” options at the end of the first year

and chemistry is introduce right from primary school level through junior secondary to senior

secondary school. The Chinese curriculum is free of the Nigeria structural constraints, and is

thus able to follow a more logical order.

Suggestion

After comparing both the curriculums, the following suggestion are made in order to

review the Nigeria cchemistry curriculum:

1. A challenge is hereby thrown to curriculum planners. Curriculum planners should

ensure that the chemistry curriculum is made Purposeful enough to awaken the inner
 resources of our students (youths) and not just a mere device for mass production. It

should provoke educational experiences and be sensitive to higher needs of the

individuals (students).

2. Curriculum planers should lay emphasis on experiment because Nigeria curriculum is

more of theory than practical and chemistry is based on practical and employment of

laboratory technicians, will curb the frustrations teachers face and improve on

students’ understanding.

3. Chemistry concepts and processes would not appear strange to the students if they are

introduced to them right from primary school. Our industries can make toys that can

impact toddling age to bring schemistry and science closer to children and make it

real to their life and chemistry topics should be increase in the content of basic

science.

4. Authors of chemistry textbooks and other materials should take into account the level

of cognition of the students at the different levels and come up with indigenous

textbooks commensurate with the secondary level chemistry education.

5. The curriculum- however well planned, developed and interpreted-will come far short

of our hopes unless it is applied well by teachers who are themselves the product of its

philosophy.

6. Students understanding, interest and knowledge of chemistry should be put into

consideration rather than grade.

7. Chemistry teachers should be professionally screened and trained so as to equip them

for the effective performance of their duties.

8. Above all, chemistry teachers in the secondary schools should re-examine and

evaluate their teaching strategies, and resort to modern and effective strategies. Such

teachers should develop not only a new set of attitudes, but also new professional
 skills and habits. With positive attitude, students will choose to study chemistry

because of the interest they have. They need to have a good background in chemistry

and science in general.

9. Finally there is a need for the counselling of students who opt for chemistry right

from their senior secondary one. They need to know the relevance of the subject, how

to study it and the attitude necessary. They need to know that a lot is expected from

them in terms of hard work, dedication and even resources for successful completion

of the course (study).

References

Bing, W (2005). Science Curriculum Reform in Post Compulsory Education in Peoples

Republic of China. The case of senior secondary school chemistry curriculum. Journal

science education international 16,(4)

Federal Ministry of Education (FMoE) (2007). Chemistry Curriculum for Senior Secondary
 School. Nigeria

Ministry of Education (MoE) (2001b). The Chemistry curriculum standard of compulsory

education of full time system. Beijing: Beijing Normal University press (in Chinese)

Nigerian Educational Research and Development Council, NERDC. Federal Ministry of

Education – Senior Secondary Education Curriculum Chemistry for SS1-3; 2007.