I n the light of reviewing literature pertaining to the development of chemistry curriculum in line with the requirements of the comprehensive development of the Egyptian society,and report issued by Nuffield Foundation in 2014 entitled Science Education in Europe: Critical Reflections, confirmed that there was a little attention given in the secondary stage Chemistry curriculum to the relationship between Chemistry and everyday life. Moreover, recommendations of the International Conference on Chemistry Education in 2013; which  stressed the need to show the role of the curriculum in general and Chemistry curriculum in particular in making progress and achieving development. Therefore, the problem of the current research lies in the need to develop secondary school chemistry curriculum in light of the requirements of the comprehensive development of the Egyptian society.  It also lies in the need to instill an appreciation of the role of science and technology in solving everyday life problemsin learners' conceptions. So, the research is limited to Chemistry secondary stage textbooks, for analysis purposes, a group of first-year secondary stage students, at Al-Lozi secondary school for girls in Damietta, a group of chemistry teachers and supervisors at the secondary stage, as well as science professors of curriculum and instruction, for validating the lists of the comprehensive development requirements and aspects of appreciation, the Comprehensive Development Requirements List of the Egyptian society to that should be integrated into the secondary stage chemistry curriculum, and Aspects of Appreciation Scale for the aspects that should be developed at the secondary stage students through the chemistry curriculum. The research tools included; an achievement test of the comprehensive development requirements in the Egyptian society integrated into the proposed unit entitled “Chemistry in our life" of the first-grade secondary stage chemistry curriculum, and a scale for measuring optimal aspects of appreciation among first-year secondary stage students. The results indicate that; there was a statistically significant difference between the mean scores of the research group students in the pre- and post-test application of the achievement test on the comprehensive development requirements in chemistry, for the post-test. Moreover, there was a statistically significant difference between the mean scores of the research group students (who study the selected unit of the developed curriculum) in the pre-application and post-application of the scale of appreciation aspects in chemistry, for the post-application.