Differences between H2 Chemistry Syllabuses 9476 and 9729

The long awaited change in H2 Chemistry syllabus has finally arrived. The current syllabus (9729) was implemented in 2017 and it took almost 10 years for the new syllabus (9476) to be introduced in 2025 and first examinations will be in 2026.

What are the changes to H2 Chemistry syllabus? Would the new syllabus be more challenging? Are the current resources such as past year prelim papers, guidebooks and notes still useful for students taking the new H2 Chemistry 9476 syllabus?

Chemistry Guru, Singapore’s esteemed A Level Chemistry tuition centre, shares the detailed differences and insights between the 2 syllabuses.

1. SCHEME OF ASSESSMENT

All candidates are still required to enter for Papers 1, 2, 3 and 4. Papers 1 and 2 remain unchanged.

Changes to Paper 3

For the current 9729 syllabus, Paper 3 is 2 hours long, worth 80 marks. Section A is worth 60 marks consisting of 3 to 4 free response questions (15-25 marks each), all compulsory. Section B is worth 20 marks consisting of two questions (20 marks each), candidates to answer any one question.

For the new 9476 syllabus, Paper 3 is 2 hours long, worth 75 marks (-5 marks). Section A is now worth 55 marks (-5 marks) consisting of 3 to 4 structured questions (15-25 marks each), all compulsory. Section B remains the same, worth 20 marks with two 20 mark question and students will answer any one question.

Comments: The reduction of marks in Paper 3 means there will be less questions to answer in the same amount of time.

Changes to Paper 4

For the current 9729 syllabus, Paper 4 is 2 hours 30 minutes long worth 55 marks. Assessment of Planning (P) has weighting of 5%, skill areas Manipulation, measurement and observation (MMO), Presentation of data and observations (PDO) and Analysis, conclusions and evaluation (ACE) has weighting of 15%.

For the new 9476 syllabus, Paper 4 is still 2 hours 30 minutes long, worth 50 marks (-5 marks). Assessment of Planning (P) now has weighting of 4% (-1%) while skill areas MMO, PDO and ACE now have weighting of 16% (+1%).

Comments: The reduction of marks in Paper 4 means there will be less questions to ansewr in the same amount of time. Shift in weighting from Planning to other skill areas will bring slight relief to students as planning questions are unpredictable and difficult to prepare.

Changes in Weighting of Assessment Objectives

Comments: The shift in weighting from Assessment Objective B to A suggests there will be more recall and explain based questions as compared to application questions. This is again good news to students as we will expect more easy and straighforward questions.

2. SUBJECT CONTENT

A. CORE IDEA TOPICS

There are no changes in the new syllabus to the following topics under Core Idea:

1. Atomic Structure

2. Chemical Bonding

3. The Gaseous State

4. Theories of Acids and Bases

5. The Periodic Table

6. The Mole Concept and Stoichiometry

There are a few very minor changes to the learning outcomes for the following topics:

7. Chemical Energetics

Removed from old 9729 syllabus:

7(h) discuss the effects on the entropy of a chemical system by the following (iv) mixing of particles

Comments: Minor reduction in learning outcomes. 

8. Reaction Kinetics

Removed from old 9729 syllabus:

8(l) explain the relationship between substrate concentration and the rate of an enzyme-catalysed reaction in biochemical systems

Modified in the new 9476 syllabus:

From:

8(k) describe enzymes as biological catalysts which may have specific activity

To:

8(k) describe enzymes as protein molecules that act as biological catalysts with high specificity (in the reactions that they catalyse and in their choice of substrates as exemplified by the lock-and-key model), temperature sensitivity and pH sensitivity

Comments: Minor changes to place more emphasis on an enzyme’s high specificity and conditions for its optimum activity.

9. Chemical Equilibria

Removed from old 9729 syllabus:

9(g) show understanding that the position of equilibrium is dependent on the standard Gibbs free energy change of reaction

Comments: Minor reduction in learning outcomes. The relationship between equilibrium constant and Gibbs free energy is hardly tested in examinations anyway.

B. EXTENSION TOPICS

There are no changes in the new syllabus to the following topics under Extension Topics:

10.2 Solubility Equilibria

12. Electrochemistry

There are some changes to the learning outcomes for the following topics:

10.1 Acid-base Equilibria

Modified in the new 9476 syllabus:

From:

10.1(f) (ii) describe and explain their uses, including the role of H₂CO₃ /HCO₃^– in controlling pH in blood

To:

10.1(f) (ii) describe and explain the uses of buffer solutions, including the role of CO₃^2– /HCO₃^– in maintaining pH in oceans, and how the rapid increase in atmospheric carbon dioxide gas contributed to ocean acidification

Comments: Minor changes to emphasise on effects of carbon dioxide on the environment.

11. Organic Chemistry

There is quite a bit of rearrangement of learning outcomes in Organic Chemistry, but all functional groups, number of organic reactions to memorise, reactivity and mechanisms stay unchanged.

Common terms for organic reactions, reactivity and organic mechanisms are now organised under 11.3 Organic Reactions and Mechanisms.

New topic 11.10 Polymers is introduced and proteins is now under this topic.

The learning outcomes for the following topics stays the same:

11.1 Introduction

11.2 Isomerism

11.6 Hydroxy Compounds

11.8 Carboxylic Acids and Derivatives

There are some changes to the learning outcomes for the following topics:

11.4 Hydrocarbons

Removed from old 9729 syllabus:

11.3(o) recognise that petroleum, a chemical feedstock, is a finite resource and the importance of recycling

Comments: Minor reduction in learning outcomes. Hardly tested anyway.

11.5 Halogen Derivatives

Modified in the new 9476 syllabus:

From:

11.4(h) recognise the concern about the effect of chlorofluoroalkanes (CFCs) on the ozone layer

To:

11.5(e) recognise the effect of chlorofluoroalkanes (CFCs) on the ozone layer, and that their proposed replacements, hydrofluoroalkanes (HFCs) and hydrochlorofluoroalkanes (HCFCs), have significant environmental impact too

Comments: Minor adjustment to place emphasis on effects on the environment.

11.7 Carbonyl Compounds

Modified in the new 9476 syllabus:

From:

11.6(c) explain the differences in reactivity between carbonyl compounds and alkenes towards nucleophilic reagents, such as lithium aluminium hydride and hydrogen cyanide

To:

11.3(h) explain the reactivity of carbonyl compounds towards nucleophilic reagents, such as hydrogen cyanide

Comments: It might seem like a reduction in syllabus but comparing reactivity of functional groups towards electrophiles and nucleophiles is already extensively covered throughout organic chemistry.

11.9 Nitrogen Compounds

Modified in the new 9476 syllabus:

From:

11.8(i) describe the acid/base properties of amino acids and the formation of zwitterions

To:

11.9(i) describe the acid/base properties of amino acids

Shift to 11.10 Polymers in new 9476 syllabus:

11.8(j) describe the formation of peptide (amide) bonds between α -amino acids, and hence explain protein formation

11.8(k) describe the hydrolysis of proteins

Comments: Minor adjustment to place proteins under polymers.

11.10 Polymers (NEW TOPIC)

Content

- Addition and condensation of polymers

- Proteins

(i) formation of proteins

(ii) hydrolysis of proteins

- Biodegradability of poly(alkenes), polyesters and polyamides

Learning Outcomes

Candidates should be able to:

(a) recognise polymers as macromolecules built up from monomers, with average relative molecular mass of at least 1000 or at least 100 repeat units

(b) classify and explain the difference between addition polymers (as exemplified by poly(alkenes)) and condensation polymers (as exemplified by polyesters and polyamides)

(c) describe proteins as an example of condensation polymers made up of α -amino acids as monomers, forming peptide (amide) bonds

(d) describe the hydrolysis of proteins using aqueous acid (or aqueous alkali) and heat

(e) recognise that poly(alkenes) are chemically inert and can therefore be difficult to biodegrade (see also 11.3(c))

(f) recognise that polyesters and polyamides are generally biodegradable by hydrolysis (see also 11.8(h) and 11.9(h)(i))

(g) recognise that materials are a finite resource and the importance of recycling plastics, considering the economic, environmental and social factors

Comments: This is the most significant change in syllabus where polymers such as polyalkenes, polyesters and polyamides are included. The reactions are the same as esters and amides so students should be able to apply concepts to polymers without much issue.

13. An Introduction to the Chemistry of Transition Elements

Modified in the new 9476 syllabus:

From:

(a) explain what is meant by a transition element, in terms of d block elements forming one or more stable ions with partially filled d subshells

To:

(a) explain that a transition element is a d block element whose atom has an incomplete d subshell, or which can give rise to cations with an incomplete d subshell

Comments: Minor change in definition of transition element hence scandium will now be considered a transition element in the new 9476 syllabus.

3. PRACTICAL ASSESSMENT

Mode of practical assessment remains unchanged. Minor changes to practical assessment which include the following:

1. For experimental techniques on gas collection, candidates will no longer be required to carry out gas collection experiments involving water displacement or using gas syringes.

2. The following table on tests for organic compounds will now be available in the Qualitative Analysis Notes for Paper 4. Note that this information is not available in the Data Booklet for use in Papers 1, 2 and 3. Therefore students will still need to memorise the reactions and observations for various functional groups for theory papers.

(e) Tests for organic compounds

4. CONCLUSION

 The changes in syllabus this time are minimal. In summary:

- Slight decrease in total marks for Papers 3 and 4

- Slight shift in focus from application based questions to recall based questions.

- Minor changes to subject content with addition of organic chemistry topic 11.10 Polymers

- Minor changes to requirements for experimental techniques that students need to know

Therefore the new 9476 syllabus is just slightly different from the current 9729 and there is no cause for concern for the first batch of students taking exams in 2026.

All existing resources that are available such as notes from your seniors, past year prelim papers, past year A level papers, online resources such as free YouTube A Level chemistry video lessons offered by Chemistry Guru are still relevant.

Hopefully we have given you a good idea about what to expect from the new H2 Chemistry syllabus. Chemistry Guru is helmed by Singapore’s top JC Chemistry tutor Maverick Puah with 19 years of teaching experience. He has made Chemistry simpler for 1,000+ students since 2010. Find out more about our Bishan and Zoom lessons.

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