Page 44 - SUBSEC October 2017_Neat

 STRUCTURE OF THE SYLLABUS

The subject is organised in two (2) Units. A Unit comprises three (3) Modules each requiring 50 hours.
The total time for each Unit, is therefore, expected to be 150 hours. Each Unit can independently
offer students a comprehensive programme of study with appropriate balance between depth and
coverage to provide a basis for further study in this field.

Unit 1: Biomolecules, Reproduction and Development

Module 1 - Cell and Molecular Biology
Module 2 - Genetics, Variation and Natural Selection
Module 3 - Reproductive Biology

Unit 2: Bioenergetics, Biosystems and Applications

Module 1 - Bioenergetics and Conservation
Module 2 - Biosystems Maintenance
Module 3 - Applications of Biology

It is recommended that of the approximately 50 hours suggested for each Module, a minimum of 20
hours be spent on laboratory-related activities, such as conducting experiments, making field trips and
viewing audio-visual materials.

 SUGGESTIONS FOR TEACHING THE SYLLABUS

The organisation of each module in the syllabus is designed to facilitate inquiry-based learning and to
ensure that connections among biological concepts are established. Teachers should ensure that their
lessons stimulate the use of all the senses in learning as this will help students view science as a
dynamic and exciting investigative process. Although the units are presented in a sequential manner,
teachers are encouraged to utilise a thematic approach in the implementation of the syllabus.

The general and specific objectives indicate the scope of the content and include suggested practical
activities that should be covered. Explanatory notes are provided to the right of some specific
objectives. These notes provide further guidance to teachers as to the level of detail required.
Suggested Practical Activities indicate those areas of the syllabus that are suitable for practical work.
However, practical work should not necessarily be limited to these suggested activities, since
unfamiliar situations may be presented as stimulus material in examination questions.

This syllabus caters to varying teaching and learning styles, with specific attention being drawn to the
interrelatedness of concepts. Whenever possible, a practical approach should be employed, with
special attention given to the identification of variables and to the use of controls in biological
investigations. Students should be encouraged to use information gathering tools and social
networking platforms to aid investigation and teamwork. The need for repeated investigation and
observation to arrive at meaningful conclusions should be emphasised.

Greater emphasis should be placed on the application of scientific concepts and principles and less on
the factual materials, which encourage memorisation and short-term recall. Opportunities should be
provided for relating biological studies to the environment and to use an ecological approach

CXC A10/U2/17
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