Scribd Logo
Загрузить

Добро пожаловать в Scribd!

  • Biology Syllabus - Grades 10-12 (Zambia)

    Загружено:

    hami13
    117K просмотров42 страницы
    perfect for biology teachers.

    Оригинальное название

    Biology Syllabus - Grades 10-12[zambia]

    Авторское право

    © Attribution Non-Commercial (BY-NC)

    Доступные форматы

    PDF или читайте онлайн в Scribd

    Этот документ был вам полезен?

    Это неприемлемый материал?

    Пожаловаться на этот документ
    perfect for biology teachers.

    Авторское право:

    Attribution Non-Commercial (BY-NC)
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    117K просмотров42 страницы

    Biology Syllabus - Grades 10-12 (Zambia)

    Загружено:

    hami13
    perfect for biology teachers.

    Авторское право:

    Attribution Non-Commercial (BY-NC)
    Скачайте в формате PDF или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 42
    “ABojooy gy UN ~sonouay 7] HUQ coupeeH Tun, “uonamposday gy aun, ONOWODOT GINA, : sasuodsoy g 11UQ) uauidopeasg pue yaory 1 1p, ““siseisoowioyy 9 TUN. ‘uonaioxg $1 uonendsoy 4 11UQ, odsuery, ¢11u] nN ZHU, nary 1 au) “qwouissassy sumy ‘wononponuy “stamrspaymowpoy vaaeyang SINGLNOD PREFACE The review of this Syllabus was necessitated by the need to improve the quality of education at High School Level as stipulated in the national policy document "Educating Our Future -1996" Quality education raises the standard of issues of national concem such as Ei Education, Human Rights, Democracy, Reproductive Heal Values Education. ids to sustainable national development. The syllabus also addres: mn, Gender and Equity , Health Education and HIV/AIDS, Family Population Education, Entrepreneurship and Vocation Skills, Life and Another reason for revising this syllabus was to fully localize the High School Examinations which were formerly set by University of Cambridge Local Examinations Syndicate, UK. tis hoped that this syllabus will provide the users with a sound premise on the basis of which meaningful and effective learning experiences will be developed in order to providea good foundation for further study of this subject area. MB Ne Sichalwa M. Kasanda (Dr) PERMANENT SECRETARY MINISTRY OF EDUCATION LUSAKA-ZAMBIA NOLLVONGA dO AULSINEN ‘aauay jwaudojasag wnynaian) 019011 suger és stip so uonanposd amp overt98y 01 Yoddns jerouwuyy snosouaé pue own ojqenyea yonus Buti 207 (Yaa) Ssouarey 10} suUNeI0Iq UORBINPA [eWOUIMONAU oYp_YBNosyY SoouNossy [eIMEN PuE WOWUOTTAUA Jo ANSTUTAL 2p se yons suonEztuEi0 pue suoRNnsUT ‘santo ‘a]doad snouea 0} aINqLN Aed OF SOysim NIU} WaUIoJengq, wAN|ROLIN OL SINDWASCTIMONIOV 1.0 LL INTRODUCTION This syllabus is designed to have greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for learners to develop skills that will be of long term value in a changing technological world rather than focusing on large quantities of factual material which may have only short term relevance. AIMS Some of these aims are reflected in the assessment objectives; others are not because they cannot readily be translated into objectives that can be assessed. The aims are not listed in order of priority. The aims are to: 1. provide, through well designed studies of experimental and practical biological science, a worthwhile educational experience for all students, whether or not they g0 on to study Biology beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to 1.1 become confident citizens in a changing technological world, able to take or develop an informed interest in matters of scientific importance; 1.2 recognise the usefulness and limitations of the scientific method and to appreciate its applicability in other disciplines and in everyday life; 1.3. be suitably prepared for studies beyond Ordinary Level in pure sciences, in applied sciences or in science-dependent vocational courses. 2. stimulate learners to sustain their interest and the appreciation of the Biological Sciences. “yesiaatun st ‘parjdde Ajsnoxodty pur 4j}901109 ‘aauatog, Jo oenguel up re1p pur sourepunog [euoHyeU pusosueN saouaIog JwoITO[OI —¢"L juoUUUOIIAUA oup Pu AUNKOD aup ‘TENpLArpur xp 0} [eUoUTLNOP pur [eroyouag, yiog oq Avuu soouaiog jeorBojorg Jo suonvoydde amp —7'L ‘Suonelut] ple seouaNyut jeAMyjno pur [eompa ‘TeorTojouyoo. 1008 0} 109/GNS $1 SaDUAIDg [va!Zojorg Jo aonoed pue APMIS oH TL ‘o1u0uos9 rein ssouareme ue aroutord ‘WoUMUONAUD [eqo13 pue [20] at 40) axe pure ysoraqul arejnUIS ssoudanuoaul — (11) saneniu — (1) Joopmme om — z's sAambua jo syns om 1°S Jo uatudojaaap aup ysisse Mayes pp ‘Musou ep sAansalgo Zp ‘uorstoaid pure Koeinooe roy w99U0D |p :SP Yons soouiatog [eoIZo]oIg 0} eAajas sapnymne dojaasp “uonRoTUNUNUOD aAloayje aBemooua — pg, ‘gouswad ayes pue quotoljo oBenooua gg. FH AepAraaa Ul fryasn ame 7g fseouai9g [wolBojolg Jo sonoe1d pue Apmis amp or UeAdfos ae "gE eMp SI[PYS pue santige doaaap ASSESSMENT ASSESSMENTS OBJECTIVES These describe the knowledge, those aspects of the aims which will be assessed. A Knowledge with understanding Learners should be eble to demonstrate knowledge and understanding in relation to: facts, laws, definitions, concepts and theories relating to biological phenomena; biological vocabulary, terminology, conventions (including symbols, quantities and units); scientific instruments and apparatus used in Biology, including techniques of operations and aspects of safety; scientific quantities and their determination; biological and technological applications with their social, economic and environmental implications. Questions testing the objectives above will often begin with one of the following words: define, state, name, describe, explain or outline. B AOraLNe Handling information and solving problems Using oral, written, symbolic, graphical and numerical materials learners should be able to: locate, select, organise and present information from a variety of sources; translate information from one form to another; ‘manipulate numerical and other data; use information to identify patterns, report trends and draw inferences; present reasoned explanations for phenomena, patterns and relationshi make predictions and propose hypotheses; solve problems. skills and abilities which learners are expected to demonstrate at the end of the course. They reflect “oxrout ay Jo 9409 ATovewxoudde UoneMUOJUT SuNENpeAd pur BuyA{dde Suypueyy = “syreu ap JO 60h Ajareunrxordde ‘Sutpuesiopun wim oSpaymouy (¢ siadeg) quaussassy fwonswsd -sqreu omp Jo 9409 AjoewNordde uoneuOsU Sunenyers pue SuL

    Вам также может понравиться