REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL, TRAINING AND EARLY EDUCATION

BIOLOGY SYLLABUS
GRADE: 10 - 12

Prepared and published by the Curriculum Development Centre

P.O. BOX 50092
Lusaka – Zambia
2013

i
© Curriculum Development Centre, 2013.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by electronic,
mechanical, photocopying, recording, or other means, without the prior written permission of the Curriculum Development Centre.

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Contents
Page
Preface ………………………………………………………………………………………………………………………. v
Acknowledgement ………………………………………………………………………………………………………….. vi
Introduction …………………………………………………………………………………………………………………. vii
Methodology ………………………………………………………………………………………………………………… ix
Assessment ………………………………………………………………………………………………………………….. ix
Weighing of assessment outcomes………………………………………………………………………………………….. xi
GRADE 10
Unit 1 Organisms and life processes………………………………………………………………………………………… 1
Unit 2 Animal and plant cells………..……………………………………………………………………………………… 2
Unit 3 Cells and water …………..………...………………………………………………………………………………… 4
Unit 4 Nutrients …………………………………………………………………………………………………………….. 5
Unit 5 Enzymes …………………………………………………………………………………………………………….. 6
Unit 6 Dentition in mammals ……………………………………………………………………………………………….. 7
Unit 7 Nutrition in animals ………………………………………………………………………………………………….. 8
Unit 8 The Soil ……………………………………………………………………………………………………………… 10
Unit 9 Photosynthesis……………………………………………………………………………………………………….. 11
Unit 10 Saprophythtic nutrition……………………………………………………………………………………………… 12
Unit 11 Respiration…………………………………………………………………………………………………………... 13
Unit 12 Gaseous exchange ………………………………………………………………………………………………….. 14

GRADE 11.
Unit 1 Plants and animals……………………………………………………………………………………………………. 15
Unit 2 Transport and storage in plants ……………………………………………………………………………………… 16
Unit 3 The circulating system in humans …………………………………………………………………………………… 18
Unit 4 Excretion …………………………………………………………………………………………………………….. 21
Unit 5 Homeostasis…………………………………………………………………………………………………………... 23
Unit 6 Growth and development ……………………………………………………………………………………………. 24
Unit 7 Tropic and toxic responses…………………………………………………………………………………………… 26
Unit 8 The endocrine system………………………………………………………………………………………………… 27
Unit 9 The nervous system and sense organs………………………………………………………………………………... 28
Unit 10 Health……………………………………………………………………………………………………………….. 30

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GRADE 12
Unit 1 The skeleton and locomotion…………………………………………………………………………………………. 33
Unit 2 Sexual reproduction in flowering plants……………………………………………………………………………… 34
Unit 3 Sexual reproduction in mammals…………………………………………………………………………………….. 36
Unit 4 A sexual reproduction……………………………………………………………………………………………….. 38
Unit 5 Vegetative reproduction……………………………………………………………………………………………… 40
Unit 6 Genetics………………………………………………………………………………………………………………. 40
Unit 7 Population……………………………………………………………………………………………………………. 43
Unit 8 Ecology ……………………………………………………………………………………………………………… 44

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VISION

Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.

v
PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process
started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the
University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education
curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents, teachers, school
managers, educational administrators, tertiary institutions traditional leader’s civic leaders and various stakeholders in education was
collected to help design a relevant curriculum.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as
defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum
Framework `2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION.

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Acknowledgements

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of
Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the
production of the syllabus.

C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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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 materials which may have only short term relevance.

This syllabus is intended to:

1. provide, through well designed studies of experimental and practical biological science, a worthwhile education experience for all
learners, whether or not they go on to study Biology beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to:
 become confident citizens in a changing technology world, able to take or develop an informed interest in matters of scientific
importance,
 recognise the usefulness and limitations of the scientific method and to appreciate its applicability in order disciplines and in
everyday life,
 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.
3. develop abilities and skills that:
 are relevant to the study and practice of Biological Sciences,
 are useful in everyday life,
 encourage efficient and safe practice,
 encourage effective communication.
4. develop attitudes relevant to Biological Sciences such as:
 concern for accuracy and precision,
 objectivity,
 integrity,
 safety.
5. assist the development of:
 the skills of enquiry,
 the attitude of:
- initiative,
- inventiveness.
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6. stimulate interest in and care for the local and global environment.
7. promote an awareness that:
 the study and practice of Biological Science is subject to social, economic, technological, ethical and cultural influences and
limitations,
 the applications of Biological Sciences may be both beneficial and detrimental to the individual, the community and the
environment, and
 Biological Sciences transcent national boundaries and that the language of Science, correctly and rigorously applied is
universal.

Therefore learners are expected to acquire competences in:

1. Knowledge with understanding

Learners will demonstrate knowledge and understanding in relation to:
 biological phenomena, facts, laws, definitions, concepts and theories,
 biological vocabulary, terminology, conventions (symbols, quantities and units),
 scientific instruments and apparatus used in biology (techniques of operation and safety),
 scientific quantities and their determination, and
 biological and technological applications with their social, economical and environmental implications.

2. Handling information and solving problems

Using oral, written, symbolic, graphical and numerical materials learners will:
 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, pattern and relationships,
 make predictions and propose hypothesis, and
 solve problems.

3. Experimental skills and investigations

Learners will:
 follow a sequence of instructions,

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  use techniques, apparatus and materials,
 make and record observations, measurements and estimates,
 interpret and evaluate observations and experimental data,
 plan an investigation, select techniques, apparatus and materials, and
 evaluate methods and suggest possible improvements.

Methodology
The successful of Biology can be achieved by maximum participation by learners. This learning area that enhances creativity,
analysis, problem solving and investigative approach, can be taught effectively using a variety of methods both in the classroom and
outside. Learners are expected to conduct experiments, study tours, field work, group work, individual work and project work.

Assessment
Assessment outcomes describe the knowledge, skills, values and abilities that learners are expected to demonstrate at the end of the
course. They reflect those aspects such as:

A. Knowledge with understanding

Learners demonstrate knowledge and understanding in relation to:

 facts, laws, definitions, concepts and theories relating to biological phenomena,
 biological vocabulary, terminology, convention (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, and
 biological and technological applications with their social, economic and environmental implications.

B. Handling information and solving problems

Using oral, written, symbolic, graphical and numerical materials learners:

 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 relationships,

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  make preditions and propose hypotheses, and
 solve problems.
C. Experimental skills and investigations

Learners:
 follow a sequence of instructions,
 use techniques, apparatus and material appropriately,
 make and record accurately and observations, measurements made,
 interpret and evaluate observations and experimental data,
 select appropriate techniques, apparatus and materials,
 evaluate methods and suggested possible improvements, and
 use experimental control.

Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The
examinations council of Zambia will prepare detailed procedures on how continuous assessment will be conducted by the teachers.
The examination council will also develop examination syllabus to provide teachers with guidelines on the objectives to be tested. The
scheme of assessment will consists of school based assessment and final examination that will be conducted by the examinations of
council of Zambia.

School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice
attitude and performance, learners.

Time and Period allocation

Time allocation for this syllabus is will require at least five-40 minutes periods per week

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GRADE 10
General outcomes: Key competences:
• Develop positive attitudes and values about living organisms and life • Demonstrate the ability to Prepare and examine specimen
processes. using a microscope.
• Demonstrate knowledge and investigative skills. • Show ability to Carry out food tests from given food
• Develop positive attitudes and values about animals and plant cells. samples
• Demonstrate knowledge and investigative skills. • Demonstrate the ability to investigate the conditions
• Demonstrate understanding of the facts about the interaction of water necessary for photosynthesis
with cells. • Demonstrate the ability to control the spread of diarrhoea
• Demonstrate an understanding of the facts about enzymes. and malarial diseases by houseflies and mosquitoes.
• Develop investigative skills.
• Recognise the importance of nutrients to the health of living
organisms.
• Demonstrate understanding of facts about photosynthesis.
• Demonstrate understanding of saprophytic nutrition.
• Develop an understanding about the basic facts of nutrition in animals
• Recognise the importance of gaseous exchange
• Demonstrate an understanding of respiration.
• Recognise the importance of health.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.1 Living 10.1.1 Characteris 10.1.1.1 Identify the  The characteristics of  Communicating  Appreciating
Organisms tics of characteristics of living living organisms: information on the characteristics of
and life living organisms. Feeding, breathing, characteristics of living organisms
processes organisms reproducing, growing, living organisms  Asking questions
locomotion, sensitivity  Comparing Living for more
and excretion. and non-Living understanding
10.1.1.2 Distinguish between  Living organisms and organisms  Appreciating life
living organisms and non-living things.  Communicating processes and role of
non-living things. Metabolism and the enzymes
 Life processes of living role of enzymes
10.1.1.3 Describe life processes organisms: Metabolism
of living organisms. (Catabolism and
anabolism). Include the
role of enzymes.

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.2 Cell structure 10.2.1 Microscopes 10.2.1.1 Demonstrate the correct  How to use a  Demonstrating the  Cooperating in class
and use of a microscope microscope: Focussing, correct use of a activities
organisation mounting a slide, microscope  Knowing the safety
10.2.1.2 Prepare specimen using a observing.  Observing specimen rules of microscope
microscope  Preparation and
mounting a microscope
slide
10.2.1.3 Calculate magnification  Magnification of  Measuring the size  Cooperating in class
of specimen. specimen: as the ratio of the specimen and activities
of linear dimensions of drawing  Participating in
the drawing to that of  Comparing the sizes observation actively
specimen. of the specimen and
the Drawing

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 CONTENT
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Knowledge Skills Values
10.2.2 Cell 10.2.2.1 Investigate the structure  Structure and functions  Investigating the  Appreciating the
Structure and of cells and functions of of cells: Nucleus, detailed structure of structure of the cell
Function the organelles cytoplasm, membrane, the cell  Cooperating in
mitochondrion  Comparing the group activities
ribosome, Golgi functions of cells in
bodies, endoplasmic a chart
reticulum chloroplasts,
cell wall
10.2.2.2 Distinguish between  Differences between  Comparing the  Appreciating the
plant and animal cell plant and animal cells: structures of plant structural differences
structure. Refer to the presence and animal cells of the two types of
of chloroplast and cell cell
wall in plant cells.
10.2.2.3 Relate cell structure to  Relationship between  Inferring the  Appreciating the
functions structure and functions relationship between relation between cell
of cell: Animals (Nerve the structure of the structure and
cells, blood cells, cell to the function function
muscle cells) and  Participating in
Plants (root hair cells, class discussion
spongy cells, phloem
cells and xylem cells)
and their functions.
10.2.3 Cell 10.2.3.1 Describe cell  Cell organization: Cell,  Classifying cells as  Being aware of
Organisation organisation in tissue, organ, system tissues, organs, different levels of
multicellular organisms. and organism. system and cell organisation
organism
organisation

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.2.4 Tissues 10.2.4.1 Identify tissues in plants  Plants (palisade,  Observing different  Cooperating in
and animals. phloem, epidermis, animal and plant class activities
xylem , spongy) and tissues and the
Animals ( muscle, functions  Asking questions
bone, nerves, blood)  Communicating for more
10.2.4.2 Explain the general  General functions of the function of understanding
functions of each tissue tissues: e.g. Muscle, tissues
epithelium, phloem
10.2.5 Organs 10.2.5.1 Identify organs in plants  Organs in plants and  Classifying  Being aware of
and animals animals: Plants different kinds of organs in plants
(leaves, roots, stems, animal and plant and animals.
fruits, flowers), organs
Animals (heart, liver,  Appreciating the
10.2.5.2 Explain the general brain, lungs, kidneys)  Comparing functions of plant
function of each organ  General functions of functions of each and animal organs
plants (leaves, roots, organ.  Participating in
stems, fruits flowers), class activity
animals (heart, liver,
brain, lungs, kidneys)

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 CONTENT
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Knowledge Skills Values
10.2.6 Diffusion, 10.2.6.1 Describe the processes of  Process of diffusion  Communicating  Appreciating the
Osmosis and diffusion and osmosis and osmosis: the processes of processes of
Active transport. Diffusion: Refer to osmosis and diffusion and
movement of solutes diffusion osmosis
into and out of the cell  Cooperating the
across the membrane;  Investigating the class activity
Osmosis as the effects of
movement of water diffusion and
molecules into and out osmosis (Isotonic,
of the cell hypertonic and
hypotonic  Being aware of the
10.2.6.2 Explain the effects and
 Effects and importance solutions) uptake of mineral
of diffusion and salts by roots
importance of diffusion and
osmosis in living organisms osmosis: Plasmolysis,  Analysing against a
turgidity, lysis and information on concentration
crenation active transport in gradient.
10.2.6.3 Describe what active plants
transport is.  Active transport: Refer
to uptake of mineral
salts by root hair cells
from the soil against
concentration gradient.
10.3 Enzymes 10.3.1 10.3.1.1 Investigate  Characteristics of  Investigating  Appreciating the
Characteristics characteristics of Enzymes. enzymes: optimum characteristics of characteristics of
of enzymes temperature, pH, enzymes. enzymes.
specificity of enzymes  Participating
10.3.1.2 Demonstrate the effects  Effects of temperature  Investigating the actively in class
of temperature and pH on and pH on enzyme effects of pH and activities.
enzyme action action (Refer to temperature on  Appreciating the
optimum temperature, enzyme action. role of enzymes in
and pH) industrial
10.3.1.3 Explain industrial  Industrial application  Communicating processes.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
application of enzymes. of enzymes baking, industrial usage of
brewing and biological enzymes
washing powder.

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.4 Nutrients 10.4.1 Classes of 10.4.1.1 Investigate the presence  Nutrients in food:  Investigating the  Being aware of the
nutrients of nutrients in food carrying out food tests presence of nutrients presence of
samples. on reducing sugars, in different food nutrients in food
starch, proteins, fats and samples samples
oils  Comparing the  Participating the
 Sources of nutrients: sources of good class discussion
10.4.1.2 Identify good sources of Refer to sources of nutrients actively
nutrients carbohydrates, proteins,
lipids, Vitamins
10.4.2 Disorders 10.4.2.1 Describe the importance  Importance of  Communicating the  Appreciating the
of nutrients, salts, carbohydrates, proteins, importance of importance of
vitamins and roughage to lipids, roughage, water, nutrients nutrients
the body. vitamins and salts  Cooperating class
 Predicting the activity
 Disease due to effects of deficiency
10.4.2.2 Identify nutritional related nutritional deficiency: of nutrients
disorders/ conditions e.g. kwashiorkor,
marasmus, goitre,
scurvy, rickets, anaemia,
obesity

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.4.3 Dietary 10.4.3.1 Design a balanced diet for  Well-balanced diet:  Planning balanced  Actively
needs people with different Refer to diets of the diet for people with participating in
conditions. aged, pregnant woman, different conditions class activities.
lactating woman, sick  Being aware of
person, pre-school aged, requirements for
sportsman and the youth. people with
different
conditions.
 Applying the idea
of balanced diet in
their daily life
10.4.4 Plant 10.4.4.1 Describe the micro and  Micro and macro plant  Comparing effects  Asking questions
Nutrients macro plant nutrients. nutrients: Refer to of plant micro and for more
Macro: nitrogen, macro nutrients. understanding
potassium, phosphorus  Investigating  Participating in
(NPK) deficiency diseases class activity
Micro: calcium, in plants.
magnesium, sulphur
boron, copper, iron)

10.4.4.2 Describe deficiency  Deficiency diseases:

diseases of macro and Chlorosis, stunted
micro plant nutrients. growth, leaf flecking.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.5 Nutrition in 10.5.1 External 10.5.1.1 Describe the external  External and internal  Examining the  Appreciating the
plants and and internal structure structure of a leaf: External external and external and
internal of a leaf. structure: Veins and Lamina. internal structures internal structure
structure Internal structure: of a leaf of a leaf.
of a leaf. Epidermis, stomata, palisade  Asking questions
and spongy mesophyll cells,  Experimenting on for more
phloem and xylem, the necessity for understanding.
chloroplasts photosynthesis  Appreciating the
stages of
10.5.1.2 Investigate factors  Factors necessary for  Inferring the photosynthesis
necessary for photosynthesis: Carrying out factors of  Caring for plant
photosynthesis. investigations on the photosynthesis life.
necessity of carbon dioxide,  Being aware of
water, chlorophyll and light
10.5.1.3 Describe the light and  Interpreting the storage organs in
dark reactions of energy to photosynthesis plants.
equation for
photosynthesis. photosynthesis
 Chemical equations for
photosynthesis
 Communicating
10.5.1.4 Describe the chemical information on the
reactions for  Utilization of glucose in fate of glucose in
photosynthesis plants (converted to sucrose leaves
and starch, used in  Communicating the
10.5.1.5 Describe the fate of respiration, convention into importance of
glucose in plants. proteins, cellulose and lipids photosynthesis.
 Source of food for all life
forms
10.5.1.6 Describe the  Levels of CO2 and O2 in
importance of atmosphere: Refer to storage
nutrients in plant. of nutrients in Seeds, roots,
stems, leaves, fruits,
10.5.1.7 Identify storage organs rhizomes, corns and tubers.
of plants.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
Knowledge Skills Values
10.6 10.6.1 Rhizopus 10.6.1.1. Investigate the  Structure of Rhizopus or  Investigating the  Developing
Saprophytic structure of Rhizopus Mucor: Mycelium (hyphae, structure of rhizopus curiosity in
nutrition or Mucor. sporangium, and mucor investigaion
sporangiophore, stolons,  Communicating  Appreciating
rhizoids) information on the functions of the
10.6.1.2 State the functions of  Functions of the parts of structure of parts of Rhizopus
the parts of Rhizopus: Refer to Rhizopus and  Cooperating with
Rhizopus. Mycelium (hyphae, mucor. others
sporangium, sporangiophore,  Interpreting stages  Listening to
stolons and rhizoids) in extracellular others with
 Saprophytic nutrition: digestion respect
10.6.1.3 Describe what Feeding on dead or decaying  Analysing the  Appreciating the
saprophytic nutrition matter. It involves secretion importance of importance of
is. of enzymes onto the food by saprophytic nutrition saprophytic
the saprotrophs  Communicating nutrition.
(extracellular digestion) types of saprophytic  Asking more
10.6.1.4 Explain the importance  Importance of saprophytic nutrition questions.
of saprophytic nutrition: Recycle of
nutrition. nutrients. Decomposition of
dead organic matter.
 Symbiosis/Mutualism, and
10.6.1.5 State other types of Parasitism
saprophytic nutrition.

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
10.7 Nutrition 10.7.1 Dentition 10.7.1.1 Identify the external
in Animals in mammals structure and function of the
human teeth.
10.7.1.2 Describe the internal
structure and function of the
human tooth.
10.7.1.3 Describe the dental
formulae of a dog and human
being.
10.7.1.4 Identify the differences
in dentition of carnivores,
herbivores and omnivores.
CONTENT
Knowledge Skills Values
 External structure of teeth:  Observing the  Appreciating the
Crown, neck and root. external parts and structure and
 External Functions of teeth: functions of teeth. function of teeth.
such as incisors, canines,  Identifying the  Being aware of
premolars and molars. internal parts and internal parts and
 Internal structure of the functions of a tooth. function of teeth.
human tooth: Dentine,  Comparing dental  Applying
Cement, Pulp Cavity, Nerve formulae of different knowledge on
Endings, Blood animals prevention of
Vessels,(longitudinal section) dental diseases
 Internal function of teeth  Comparing  Caring for teeth
dentitions of  Being aware of
 Dental formulae: Dog i:3/3 carnivores, causes, signs,
c:1/1 pm:4/4 m:2/3, Man herbivores and symptoms and
i:2/2 c:1/1 pm:2/2 m3/3 omnivores prevention of
 Differences in dentition of  Communicating tooth decay.
carnivores, omnivores and Causes, signs and
herbivores: Refer to type of symptoms of gum
teeth present, function and the disease and tooth
number of each type of teeth decay
present in man, dog and goat

10.7.1.5 Describe causes, signs  Causes, signs and symptoms

and symptoms of gum disease
and tooth decay.
10.7.2 Holozoic 10.7.2.1 State the main
nutrition processes in holozoic nutrition.
10.7.2.2 Identify the main
regions of the alimentary canal
of gum disease and tooth
decay
 Ways of preventing tooth
decay
 Processes in holozoic:
nutrition Ingestion, digestion,
absorption, assimilation and
egestion.
 The alimentary canal and
associated organs (liver and
 Communicating  Being aware of
main processes of the main
holozoic nutrition. processes of
 Investigating the holozoic
main regions of the nutrition.
alimentary and the  Participating in

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
and associated organs.
10.7.2.3 Describe the processes
of digestion, absorption and
assimilation of nutrients.
10.7.2.4 Investigate the
common ailments of the
alimentary canal.
10.7.2.5 Describe the metabolic
functions of the liver.
10.7.2.6 Describe the effects of
common ailments of the liver.
CONTENT
Knowledge Skills Values
pancreas) functions. class activity.
 Functions of the parts of the  Comparing the  Developing
alimentary canal and processes of curiosity
associated organs digestion, absorption  Actively
 Processes of digestion, and assimilation. participating in
absorption and assimilation of  Investigating the group discussions.
nutrients: Digestion, common ailments of
absorption and assimilation of the alimentary canal.
proteins, carbohydrates, and  Communicating the
lipids. -Role of hepatic metabolic functions
portal vein -Absorption of of the liver.
vitamins and mineral salts  Investigating the
 Dehydration (loss of mineral common ailments of
salts and loss of fluids) and the liver
inflammation of the
alimentary canal
 Metabolic functions of the
liver: Deamination,
detoxification, production of
bile, regulation of blood
sugar, storage of glycogen,
vitamins and iron
 Effects of common ailments
of the liver: Poor bile
formation, high blood sugar,
low blood sugar and high
toxin levels in the blood.
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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
10.8 10.8.1 Gaseous 10.8.1.1 Describe the
Respiratory exchange respiratory organs of animals.
system
10.8.1.2 Describe the
mechanism of gaseous
exchange in animals.
10.8.1.3 Describe the
composition of inspired and
expired air.
10.8.1.5 Describe the adverse
effects of air pollutants on
health of human beings.
10.8.1.6 Explain gaseous
exchange in green plants.
CONTENT
Knowledge Skills Values
 Respiratory organs of various  Observing  Cooperating in
animals: Insects (spiracles, respiratory organs of group activity
trachea and tracheoles), Fish different animals  Giving
(operculum, mouth, gills), using models. presentation
Humans (nostrils, trachea,  Comparing the  Listening to others
bronchi, bronchioles, alveoli) different types of with respect
 Mechanism of inspiration and respiratory organs  Developing
expiration in an insect, fish and  Analysing the curiosity
human being: Refer to mechanism of  Appreciating the
diffusion of gases in gaseous exchange in release of oxygen
respiratory organs of humans, animals during respiration
fish and insect.  Comparing the by green plants.
 Composition of inspired and composition of
expired air: Refer to inspired and expired
composition of oxygen, carbon air
dioxide, nitrogen, moisture,
dust  Communicating the
 Effects of pollutants: Refer to effects of air
Cigarette smoke (nicotine and pollutants
tar), sulphur dioxide and
carbon monoxide
 Gaseous exchange in green  Communicating
plants: During day time all the gaseous exchange in
carbon dioxide produced from green plants.
respiration is used up by
photosynthesis. Oxygen from
photosynthesis is used up
during respiration
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Knowledge Skills Values
10.8.2 Types of 10.8.2.1 Describe types of  Types of respiration: Aerobic  Comparing aerobic  Being aware of
Respiration tissue respiration. and anaerobic respiration and anaerobic types of tissue
respiration respiration.
10.8.2.2 Describe the  Production of adenosine  Communicating  Appreciating the
production of adenosine triphosphate Equations (word formation and formation of ATP
triphosphate. and chemical) importance of ATP from ADP and P,
and its
10.8.2.3 Investigate the  Production of carbon dioxide  Investigating importance.
production of carbon dioxide during respiration Formation production of  Asking questions
during respiration. of ATP from ADP and P Carbon dioxide for more
(Experiment to show during respiration understanding
production of CO2 during  Valuing the
aerobic and anaerobic  Communicating importance of
respiration) ways in which respiration.
respiration is  Appreciating the
10.8.2.4 State ways in which  Importance of ATP in cells: important industrial
respiration is important. Production of biological application of
energy, Maintenance of respiration.
levels of CO2 and O2 in  Investigating the
atmosphere process of
respiration in
10.8.2.5 Explain the industrial  Industrial applications of industry.
applications of respiration respiration: Baking, brewing,
diary, sewage treatment.

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Knowledge Skills Values
10.9 Health 10.9.1 Diseases 10.9.1.1 Describe what good  Good health: Refer to  Communicating  Appreciating
health is. physical, mental and social information on good good health.
well being, dependent on health  Asking questions
receiving a balanced diet  Interpreting the for a better
and an appropriate physical meaning of the term understanding of
and mental activity. disease. the meaning of the
10.9.1.2 Define disease.  Definition of disease: Refer  Classifying diseases term disease.
to loss of health resulting into different groups.  Appreciating
from disturbances of the  Communicating various types of
normal processes of the causative agents, diseases
10.9.1.3 Describe various types body. signs and symptoms  Applying the
of diseases.  Types of diseases: of pathogenic knowledge on
Deficiency diseases, diseases. preventing disease
Genetic diseases, in daily life
Pathogenic diseases, Social
diseases, Mental illness, and
Ageing and degenerative
diseases.
10.9.1.4 Describe causative
 Agents, symptoms,
agents, signs and symptoms,
methods of transmission
methods of transmission and
and control of disease:
control.
Refer to the following
diseases: Cholera, Malaria
and Bilharzia
(Schistosomiasis).

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10.9.2 HIV and 10.9.2.1 Describe ways of HIV
AIDS transmission
10.9.2.2 Explain the dangers of
having multiple sexual partners.
10.9.2.3 Describe ways of safe
sexual practices.
10.9.2.4 Identify the causes of
stigma to people living with
HIV and AIDS.
10.9.2.5 Describe ways of
reducing discrimination to
people living with HIV and
AIDS.
Knowledge
 Ways of HIV transmission:  Communicating
Sexual intercourse with an
infected person, sharing
contaminated body fluids,
sharing un sterilised
instruments.
 Dangers of multiple sexual
partners: Risk of contracting  Communicating
STIs’ including HIV,
unintended pregnancy,
disintegration of families
 Safe sexual practices:
Abstinence, Consistence and
correct use of condoms,
VCT Services
 Causes of stigma: Fear,
myth, lack of support
groups, lack of information
on the available services
 Ways of reducing stigma:
Support, care, treatment
(ART) and advocacy.
CONTENT
Skills Values
 Being aware of
ways of transmission HIV
of HIV transmission.
 Communicating  Being aware of
dangers of having dangers of having
multiple sexual multiple sexual
partners partners.
 Being aware of
ways of safe sexual safe sexual
practices. practices.
 Investigating  Being assertive to
causes of stigma to sexual advances.
people living with  Showing empathy
HIV and AIDS. to people living
 Communicating with HIV/AIDS.
ways of reducing  Sympathising with
discrimination to people living
people living with HIV/AIDS.
HIV and AIDS

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Knowledge Skills Values
10.9.3 Immunity 10.9.3.1 Explain the term of  Define immunity to disease:  Communicating  Asking questions
immunity to disease. Refer to active, passive information on for better
artificial and natural immunity to disease understanding of
immunity.  Investigating the immunity.
10.9.3.2 Investigate the  Importance of the immune importance of  Relating the
importance of the immune system (Refer to control of immune system importance of
system. diseases).  Identifying factors immunity.
 Factors reducing immunity: that reduce  Being aware of
10.9.3.3 Describe the factors Diet, repeated invasions by immunity to factors that
that reduce immunity to pathogens and development pathogenic diseases reduce immunity
pathogenic diseases of resistant strains of the  Communicating the to pathogenic
pathogens. importance of diseases.
10.9.3.4 Explain the importance  Importance of immunisation  Appreciating the
of immunisation. immunisation: refer to importance of
induced active immunity immunisation.
10.9.4 10.9.4.1 Describe the life cycle  Life cycle of housefly: Egg,  Investigating life  Appreciating
The life cycle of of a housefly. larva, pupa and adult cycles of a housefly the life cycle of
the housefly and 10.9.4.2 Describe the life cycle and mosquito housefly and
the mosquito. of a mosquito.  Life cycle of a mosquito:  Identifying the mosquito.
Egg, larva, pupa and adult relationship between  Being aware of
10.9.4.3 Explain the role of cause of disease and the role of
houseflies and
 Role of Houseflies: Vectors effect of houseflies houseflies and
mosquitoes in the and mosquitoes mosquitoes in
in the spread of dysentery,
spreading of diseases.
cholera, typhoid.  Inferring the control spreading
Role of Mosquito: Vector of malaria to the life diseases.
10.9.4.4 Relate the control of for malaria. cycle of the
malaria to the life cycle
of the mosquito.  Control of malaria: (Refer mosquito
to use of biological and  Investigating the
chemical control) control of water
10.9.4.5 Relate the control of
water borne diseases to  Control of water borne borne diseases to the
disease: such as dysentery, life cycle of the
the life cycle of the housefly
housefly. cholera, typhoid and the life
cycle of the housefly.

14
GRADE 11

General outcomes: Key Competences:

• Demonstrate understanding of transport and storage in plant. • Show the ability to investigate the conditions necessary for
• Develop investigative skills. transpiration
• Demonstrate understanding of the circulatory system in • Show ability to demonstrate the conditions necessary for
humans germination of seeds.
• Recognise the importance of excretion. • Show ability to identify different joints in mammals and
insects
• Acquire knowledge and values about homeostasis.
• Recognise the importance of the endocrine system.
• Demonstrate an understanding of the nervous system and sense
organs.
• Demonstrate understanding of the Skeleton and locomotion.
• Demonstrate understanding of tropic and taxic responses
• Demonstrate an understanding of plant growth and
development

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Knowledge Skills Values
11.1 Transport 11.1.1 Transport 11.1.1.1 Describe the external and  External and internal  Investigating the  Asking questions
and storage in in plants. internal structure of roots and structure of roots and external and for better
plants stems. stems: Refer to Cross internal structure understanding of
section and longitudinal of a dicot and the structures of
section of roots and stems monocot root and roots and stems.
(xylem and phloem of stem.  Developing
herbaceous dicot and  Predicting the curiosity
monocot anatomy) movement of  Cooperating in
water and mineral group discussions
 The role of roots: salts in roots  Giving
11.1.1.2 Describe absorption of absorption of water  Analysing the presentation
water and uptake of mineral salts (osmosis), uptake of movement of  Sharing ideas with
by roots. mineral salts (Active water and others
transport) transport of  Listening to
mineral salts up others with respect
 Movement of water and the plant.
11.1.1.3 Describe the movement transport of mineral salts:  Analysing the
of water and transport of mineral Root pressure, movement of
salts from the roots to the leaves. capillarity(refer to organic solutes in
adhesion and cohesion phloem
forces), transpiration  Communicating
stream the process of
transpiration
 Movement of organic
11.1.1.4 Describe the movement
solutes: Refer to  Investigating
translocation of factors that affect
of organic solutes in phloem.
carbohydrates and amino the rate of
acids in phloem transpiration
 Observing
 Process of transpiration: adaptive features
11.1.1.5 Demonstrate the process
Refer to loss of water in plants that
of transpiration. vapour through the reduce excess
stomata, opening and loss of water

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11.1.1.6 Investigate factors that
affect the rate of Transpiration
11.1.1.7 Describe adaptive
features of a leaf to reduce excess
loss of water.
11.1.1.8 Explain the significance
of transpiration in plants.
17
CONTENT
Knowledge Skills Values
closing of stomata. Use a
simple photometer  Analysing the
significance of
 Factors affecting transpiration.
transpiration: Humidity;
Temperature;
deforestation; Light
intensity; and Speed of
wind
 Adaptive features of a
leaf: Reduction of leaf
surface, shading of leaves,
reducing the number of
stomata
 Significance of
transpiration: Refer to
water cycle, cooling effect
in plants, absorption of
mineral ions, provides
water for photosynthesis
 CONTENT
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Knowledge Skills Values
11.2Transport in 11.2.1 Blood 11.2.1.1 Identify the composition  Composition of blood:  Classifying the  Being aware of
Man of blood. Solid (leucocytes, components of the composition
erythrocytes, blood of blood.
thrombocytes), Liquid  Comparing the  Appreciating the
(plasma). functions of blood functions of
11.2.1.2 Explain the functions of  Functions of blood:  Comparing blood.
blood. Transporting oxygen and structural and  Developing
carbon dioxide, nutrients, functional curiosity
mineral salts, vitamins, differences  Asking questions
water, hormones, heat, between RBC and for better
metabolic wastes, fighting WBC understanding
disease, and blood clotting  Investigating the
11.2.1.3 Distinguish between the  Structural and functional sites where the
red and the white blood cells. differences of red blood blood cells are
cells(erythrocytes) and produced
white blood cells  Communicating
(leucocytes) the process of
11.2.1.4 Identify the sites where
 Sites of production of blood clotting
the blood cells are produced blood: RBCs-Bone
marrow. WBCs-Bone
marrow, lymph nodes,
thymus and spleen.
Platelets- Bone marrow
11.2.1.5 Explain the process of
blood clotting
 Process of blood clotting:
Change of enzyme
prothrombin to thrombin,
fibrinogen to fibrin and
role of calcium ions and
thromboplastin.

18
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Knowledge Skills Values
11.2.2 Blood 11.2.2.1 Describe the ABO blood  Blood groups: Refer to  Classifying blood  Appreciating
Groups groups blood types A,B,AB and into groups different blood
11.2.2.2 Explain the importance O, antigens and antibodies according to the types.
of determining the blood  Importance of blood antigens they  Being aware of
groups and Rhesus groups: Refer to blood carry. the donor –
factors. transfusions and  Analysing the recipient
11.2.2.3 Explain the donor- transplants; the danger of importance of compatibility of
recipient compatibility Rhesus positive blood to determining of blood groups.
of blood groups. the foetus (haemolytic blood groups and
11.2.2.4 Explain the importance disease) rhesus factors
of screening the blood for  Donor-Recipient  Communicating
purpose of transfusion. compatibility of Blood: the donor -
Refer to antibody and recipient
Antigen reaction when compatibility of
bloods of different groups blood groups.
are mixed.  Communicating
 Importance of screening importance of
blood: Refer to risk of screening the
transmission of HIV and blood for purpose
Hepatitis B by blood of transfusion
donors
11.2.3 Blood 11.2.3.1 Investigate common  Blood disorders:  Communicating  Showing
disorders blood disorders Leukaemia, sickle cell, information on empathy to
anaemia and haemophilia common blood people with blood
disorders disorders.
11.2.4 The heart 11.2.4.1 Describe the structure of  Structure of the heart: Refer  Observing the  Asking questions
the human heart. to chambers, valves, vessels, structure of the for more
including coronary arteries human heart with understanding
 Functioning of the heart: a model  Developing
11.2.4.2 Describe how the heart diastole and systole (Include  Communicating curiosity
functions. pulse rate and heart beat). information on  Applying ways of
 Causes of coronary diseases: how the heart preventing
Include diet, stress, smoking functions coronary heart

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Knowledge Skills Values
11.2.4.3 Explain the causes of and pollution.  Communicating diseases.
coronary heart disease.  Ways of preventing coronary the causes of
diseases: Good diet and coronary heart
importance of exercises. diseases
11.2.4.4 Describe ways of  Communicating
preventing coronary heart ways of preventing
diseases coronary heart
diseases
11.2.5 Lymphatic 11.2.5.1 Describe the structure of  Structure of the lymphatic  Relating the  Actively
system the lymphatic system in relation system and relationship with structure of participating in
to blood circulatory system. blood circulatory system lymphatic system group discussion
to blood  Cooperating in
11.2.5.2 Compare tissue fluid and  Tissue fluid, lymph and circulatory system group activity
lymph to blood. blood (include composition  Comparing the  Giving
and functions of tissue fluid relationship of presentation
11.2.5.3 Describe the flow of and lymph) tissue fluid and  Listening to
lymph.  Flow of lymph: Refer to the lymph to blood others with
lymphatic system  Communicating respect
11.2.5.4 Describe the function of information on the
lymph nodes in disease
 The function of lymph flow of lymph in
prevention. the lymphatic
nodes: Disease prevention,
(STIs, TB, injury). system.
 Investigating the
function of lymph
nodes in disease
prevention
11.2.6 Circulatory 11.2.6.1 Describe types of blood  Types of blood circulatory  Communicating  Actively
systems circulatory systems. systems Closed and open circulatory participating in
circulatory systems systems class discussion.
11.2.6.2 Describe double  Double circulation:  Investigating  Cooperating in
circulation. Pulmonary and systemic double circulation group activity
circulation  Comparing single  Listening to
and double blood others with

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Knowledge Skills Values
11.2.6.3 Distinguish between the  Single and double circulation respect
single and double circulation. circulation  Identifying the  Accepting
main blood vessels responsibility for
11.2.6.4 Identify the main blood  Blood vessels: Arteries and in the double one’s behaviour
vessels in the double circulatory Veins to and from the circulatory system
system heart, lungs, head, limbs,  Comparing the
intestines, liver and the structures and
kidneys functions of
11.2.6.5 Compare the structure  Structure and functions of arteries, veins and
and functions of arteries, veins Arteries, veins and capillaries
and capillaries. capillaries (transverse  Observing the
sections). structure of lymph
11.2.6.6 Describe the structure of  Structure of lymph vessels: vessels using
lymph vessels. Refer to transverse section. models.

11.3 Excretion 11.3.1 Excretion 11.3.1.1 Describe the process of  Process of excretion: Refer to  Investigating the  Appreciating the
excretion. removal of toxic metabolic process of process and
waste: Animals ( Carbon excretion importance of
dioxide, Nitrogenous wastes,)  Communicating excretion
Plants ( latex) the importance of  Participating in
 Importance of excretion: removing of group activity
11.3.1.2 Explain the importance Refer to Removal of metabolic wastes
of excretion to animals. unwanted by-products and
toxic wastes; Regulation of
water content of body fluids
and pH.

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11.3.2 The kidney 11.3.2.1 Identify the internal 
structure of the kidneys.
11.3.2.2 Explain the
mechanism of excretion in
the kidney.
11.3.2.3 Identify common
disorders and diseases
associated with the kidney.
11.3.3 The lungs 11.3.3.1 Investigate the role
of lungs in excretion.
11.3.4 The human 11.3.4.1 Identify the
skin structure of the human skin.
11.3.4.2 Describe the role of
the human skin in excretion.
CONTENT
Knowledge Skills Values
Internal structure of the kidneys:  Observing the  Being aware of the
Cortex, medulla, pelvis, internal structure structure of the
structure of nephron, inlet and of kidneys using kidneys.
outlet of blood vessels. models and  Appreciating the
 Mechanism of excretion in the specimen mechanism of
kidney Refer to ultra -filtration  Communicating excretion by the
and selective re-absorption, the mechanism of kidneys.
osmoregulation ultra-filtration  Being aware of
and re-absorption common disease
of substances in and disorders.
 Kidney failure (refer to the kidneys
infections, high blood pressure  Identifying
and low blood pressure) and common
remedies (dialysis machine and disorders and
kidney transplant) disease associated
with the kidney.
 Roles of lungs: Refer to  Investigating the  Appreciating the
elimination of carbon dioxide role of the lungs role of lungs in
in eliminating excretion
carbon dioxide
 Structure of the human skin:  Identifying the  Asking questions
Refer to the Epidermis, dermis structures of the for more
and adipose tissue and human skin understanding
associated structures.  Analysing the  Cooperating in
 Role of the human skin roles of the group activity
Removal of salts, urea and human skin
excess water as waste products.
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Knowledge Skills Values
11.4 Homeostasis 11.4.1 11.4.1.1 Describe what  Homeostasis: Refer to  Analysing  Participating in
and Homeostasis homeostasis is. maintaining of constant maintenance of group discussion
Osmoregulation internal environment (blood constant internal  Cooperating in
temperature, contents of tissue environment class activity
fluid, salts, water  Investigating  Listening to
concentration). important organs others with
11.4.1.2 Identify important  Organs of homeostasis: in homeostasis respect
organs in homeostasis. Kidney, skin and the liver  Communicating  Giving
the role of the presentation
11.4.1.3 Describe the role of  Role of the kidney: water/salt kidney in  Accepting
the kidney in maintaining ion balance (Refer to the role osmoregulation responsibility for
the balance of water and salt of Anti Diuretic Hormone one’s behavior
ions. (ADH)  Analysing the
mechanism of
11.4.1.4 Describe the  Mechanism of thermoregulation
mechanism of Thermoregulation: by the skin
thermoregulation by the Overheating (Vasodilation and  Communicating
skin. sweating), Overcooling the role of the
(vasoconstriction and liver in regulating
shivering) blood sugar and
body temperature
11.4.1.5 Describe the role of  Role of the liver in the
the liver in the regulation of regulation of the blood sugar
blood sugar and body (conversion of glucose to
temperature. glycogen and vice versa.
Amino acids and glycerol to
glucose) and body temperature.
11.5 The 11.5.1 Hormones 11.5.1.1 Describe what  Hormones: Refer to regulatory  Communicating  Cooperating in
endocrine hormones is. chemicals transported by blood information on class activity
system to target organs. hormones as  Being aware of
 Endocrine glands: Pituitary, regulatory the endocrine
11.5.1.2 Identify the pancreas, adrenal and thyroid, chemicals glands
endocrine glands in a human testes and ovaries transported by  Developing

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
being.
11.5.1.3 Identify the
hormones produced by the
pancreas, adrenal, thyroid
and pituitary glands.
11.5.1.4 Describe the
functions of thyroxine,
insulin, glucagon and
adrenaline.
11.6 The nervous 11.6.1 The nervous 11.6.1.1 Identify main parts
system and system of the nervous system in a
sense organs human being.
11.6.1.2 Describe what
neurones are.
11.6.1.3 Explain the path
taken by an impulse through
a spinal reflex arc.
11.6.1.4 Describe what the
spinal, cranial and the
conditioned reflex actions
are
CONTENT
Knowledge Skills Values
 Hormones produced by the blood to target curiosity
pancreas: Insulin and glucagon: organs
Adrenal: Adrenaline,  Identifying
Thyroid: Thyroxine endocrine glands
Pituitary: ADH,TSH,FSH,GH on the charts
 Investigating
 Functions of Hormones: hormones
Thyroxine, insulin and produced by
adrenaline (Refer to the effects some endocrine
of over and under secretion of glands
hormones)  Communicating
functions of
thyroxine,
insulin, glucagon
and adrenaline
 Main parts of nervous system:  Communicating  Appreciating the
Brain, spinal cord and nerves. the main parts of functions of
the nervous neurones
 Functions of Neurones: Refer system  Actively
to functions of sensory, motor participating in
and relaying neurones  Investigating group activities
functions of  Appreciating the
 Spinal reflex arc: Movement of neurones main parts of the
an impulse through sensory human brain
neurone to the CNS and to  Investigating a  Developing
effectors spinal reflex arc curiosity on the
functions of the
 Spinal reflex (knee jerk);  Comparing fore and hind
brain
Cranial reflex (blinking, different reflex
coughing, response to light actions  Being aware of
the effects of
intensity) Conditioned reflex
(Pavlov’s experiment)  Communicating abuse of drugs on
 Main parts of the brain: the main parts of the nervous
24
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Knowledge Skills Values
Cerebral hemispheres, the brain system
cerebellum, Hypothalamus and  Communicating  Asking questions
11.6.1.5 Identify the main medulla oblongata. functions of the for more
parts of the brain of a human  Functions of fore brain forebrain and understanding
being. (cerebrum and hypothalamus) hindbrain  Listening to
and hind brain(cerebellum and others with
medulla oblongata)  Inferring effects respect
11.6.1.6 Explain the  Effects of drug abuse: Affect of abuse of drugs  Giving
functions of the forebrain the breathing centre of the presentation
and the hindbrain. brain (depressants), destroy the  Communicating
neurones, Increase reaction effects of tetanus
11.6.1.7 Describe the effects time the brain and
of abuse of drugs on the  Effects of tetanus infections: nerve tissues
nervous system Refer to damage to brain cells
and impairment of nerve tissue
11.6.1.8 Explain the effects
of tetanus infection.
11.6.2 Sense 11.6.2.1 Identify the external  External and internal structures  Investigating  Appreciating the
organs and internal structures of the of the human eyes: External external and functions of the
human eye. structures (Sclera, cornea, iris, internal structures eye
pupil) include eyebrows and of the human eye  Developing
eyelashes: Internal (include curiosity in
lens, humours ,layers and optic  Communicating understanding
nerve) functions of parts accommodation
11.6.2.2 Explain the  Functions of parts of eye: of the eye of the eye
functions of the parts of eye. Pupil, Iris, Cornea, Tear gland,  Being aware of
Conjunctiva, Sclera, retina  Analysing causes and
11.6.2.3 Describe the  Accommodation of the eye: focusing of an correction of
accommodation of the eye. Refer to the process of image on the short and long
producing a focused image of retina sightedness
near and distant objects on the  Communicating  Arousing
retina causes of short curiosity on
and long causes and

25
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Knowledge Skills Values
11.6.2.4 Describe the causes  The causes of short and long sightedness methods of
of short and long sightedness: Refer to loss of  Analysing preventing
sightedness. elasticity of the lens and correction of  Participating in
abnormal eye ball and age short and long class discussion
11.6.2.5 Explain the  Correction of short (use sightedness actively.
correction of short and long concave lens) and long sight  Giving
sight. (use convex lens)  Investigating the presentation
common causes
11.6.2.7 Investigate the  Causes and methods of and methods of  Listening to
common causes and methods preventing blindness: (Vit A preventing others with
of preventing blindness. deficiency, filarial worm, blindness respect
physical injury and diabetes  Accepting
mellitus) Prevention (foods  Communicating responsibility of
rich in Vitamin A, surgery and major parts of the one’s behaivior
other measures) ear
11.6.2.8 Describe the  Major parts of the ear: outer,
structure of the human ears. middle and inner ears  Analysing
functions of the
11.6.2.9 Explain the  Functions of each part of the parts of the ear
functions of the parts of the ear: include eardrum, ossicles,
ear. Eustachian tube, cochlea and  Communicating
semi circular canals causes and
11.6.2.10 Describe causes  Causes and methods of methods of
and methods of preventing preventing deafness Causes: preventing
deafness. Methods of cleaning the ears; deafness
noise and disease.
11.6.2.11 Describe the role  Role of skin: Refer to Sensory  Communicating
of the skin as a sense organ receptors for heat, pain, touch role of the skin as
and pressure a sense organ

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Knowledge Skills Values
11.7 The skeleton 11.7.1 Skeleton 11.7.1.1 Identify various  Types of skeleton: endoskeleton,  Comparing  Developing
and types of skeleton. exoskeleton, hydrostatic various types of curiosity
locomotion  Functions of skeleton: Support, skeleton  Cooperating in
11.7.1.2 Describe the protection, structure and  Classifying class activity
functions of the skeleton. locomotion functions of the
skeleton
11.7.2 The 11.7.2.1 Investigate the  Structure and composition of an  Investigating the  Developing
skeleton of an structure and composition of exoskeleton: Refer to the position structure and curiosity
insect an exoskeleton. and composition of a skeleton of composition of  Cooperating in
an insect an exoskeleton group activity
 Observing joints  Listening to
11.7.2.2 Identify joints and  Joints and attachment of muscle and muscles in others with
muscles in the limbs of a (flexors and extensors) in the the limbs of a respect
grasshopper. limbs of a grasshopper grasshopper
11.7.3 11.7.3.1 Identify the bones of  Types of Skeleton: Axial  Observing bones  Actively
The mammalian the axial and the skeleton (skull, vertebral of the axial and participating in
skeleton appendicular skeletons. column), Appendicular skeleton appendicular class activities
(girdles, limbs) skeletons  Giving
11.7.3.2 Explain a bone as a  A tissue of bone: Refer to living  Communicating presentation
living tissue. cells in bones, production of red information on
blood cells. (Include bone the living cells in
marrow cancer and TB) bones
11.7.4 Muscles 11.7.4.1 Describe the  Structure of skeletal muscle:  Observing the  Actively
and joints structure of a skeletal Refer to shape and amount of structure of the participating in
muscle. mitochondria skeletal muscle. learning
 Action of antagonistic muscles:  Demonstrating activities
Refer to contraction and the action of  Asking

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Knowledge Skills Values
11.7.4.2 Demonstrate the relaxation of biceps and triceps; antagonistic questions for
action of antagonistic circular and longitudinal muscles. more
muscles. muscles in iris  Comparing the understanding
Ball and socket  Giving
11.7.4.3 Compare the ball  Joints: Refer to structure and joint to the Hinge presentation
and socket joint and the movement of Ball and socket, joint  Accepting
hinge joint. and hinge joints. (Also refer to  Classifying the responsibility
joint disorders e.g. gout) parts and for one’s
functions of the bahavior
11.7.4.4 Identify the parts  Parts and functions of the synovial joint in a
and functions of the synovial synovial joint: Refer to chart
joint. Functions of the cartilage,  Comparing
ligament, capsule synovial fluid similarities and
11.7.4.5 Compare the joints, and membrane. differences
muscle attachment and  Muscle attachment and between
movement in endoskeletons movement in an endoskeleton exoskeleton and
with those of exoskeletons and exoskeleton. endoskeleton.
11.8 Tropic and 11.8.1 Tropic 11.8.1.1 Describe what  Tropic response: Growth  Communicating  Being aware of
taxic responses responses tropic response is. responses in plants to water, growth responses tropic responses
light, chemicals and gravity in plants in plants
11.8.1.2 Demonstrate growth  Growth responses: Phototropism,  Observing  Developing
responses exhibited by geotropism Hydrotropism and growth responses curiosity in
plants. chemotropism in plants exhibited by plant growth response
 Analysing effects exhibited by
11.8.1.3 Explain the effects  Effects of light energy and of light energy plants
of light energy and gravity gravity on growth of shoots and and gravity on the  Giving
on the growth of plants. roots (Refer to the Auxin growth of roots presentation
theory). and shoots  Listening to
others with
respect

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Knowledge Skills Values
11.8.2 Taxic 11.8.2.1 Describe what taxic  Taxic response: Movement of  Communicating  Participating in
Responses response is. animals in response to stimulus movement of class discussion
(refer to light) animals in  Cooperating in
 Responses exhibited by response to group activity
11.8.2.2 Explain responses invertebrates: Refer to stimulus
exhibited by invertebrates. movement of woodlice and  Observing
cockroaches to light movement of
invertebrates in
response to light
11.9 Growth 11.9.1 Growth in 11.9.1.1 Explain the  Growth: Increase in number of  Communicating  Appreciating
and development Plants meaning of growth. cells, dry mass, complexity and meaning of meaning of
size growth in growth
 Regions of growth in stems and organisms  Being aware of
11.9.1.2 Identify the regions roots: cell division ,elongation  Observing growth the regions of
of growth in stems and and differentiation regions in stem growth in stem
roots.  Differentiated cells: Refer to and roots and roots
meristematic region  Observing  Asking questions
11.9.1.3 Identify differentiating into differentiated to learn more
differentiated cells in plants. collenchymas, parenchyma, cells in plants about
cambium, sclerenchyma,  Communicating differentiated
phloem, and xylem differentiation of cells in plants
11.9.1.4 Explain the  Differentiation of primary and primary and
differentiation of primary secondary tissues in plants secondary tissues
and secondary tissues in in plants
plants.
11.9.2 11.9.2.1 Distinguish the  Structure of a dicot and a  Comparing  Appreciating the
Germination and structure of a dicotyledonous monocot seed. structure of a structure of a
development and a monocotyledonous dicot and dicot and
seed. monocot seed monocot seed
 Conditions for germination:  Appreciating the
11.9.2.2 Investigate Suitable temperature, water and  Investigating conditions
conditions necessary for oxygen conditions necessary for
germination. necessary for germination
 Hypogeal and Epigeal germination  Cooperating in

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Knowledge Skills Values
germination: Epigeal (refer  Recording the class activities
11.9.2.3 Demonstrate elongation of epicotyls in data of  Knowing the
hypogeal and epigeal dicots) and hypogeal (refer to observation safety rule of
germination. elongation of hypocotyls in  Observing observation
monocots) germination hypogeal and
epigeal
germination

30
GRADE 12
General outcomes: Key Competences
• Demonstrate understanding of asexual reproduction.
• Demonstrate understanding of vegetative reproduction
• Develop investigative skills • Demonstrate the ability to identify the reproductive parts in
• Demonstrate understanding of sexual reproduction in flowering plants
flowering plants. • Show the ability to demonstrate variation of characteristics in
• Demonstrate understanding of sexual reproduction in plants and animals
animals. • Demonstrate the ability to identify and classify different
• Demonstrate understanding of genetics species of animals and plants
• Demonstrate knowledge, attitudes and values about plants • Demonstrate the ability to investigate the composition of soil.
and animals. • Demonstrate the ability to design a food chain in a given
• Acquire knowledge and value of soil. ecosystem
• Develop knowledge, positive attitudes and values about
ecology.
• Demonstrate knowledge, attitudes and values about
population.

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Knowledge Skills Values
12.1. Asexual 12.1.1 12.1.1.1 Describe the different  Types of reproduction: Refer  Comparing  Appreciating
reproduction Reproduction in types of reproduction. to asexual and sexual different types of asexual
fungi, amoeba and reproduction reproduction reproduction in
bacteria  Communicating unicellular
12.1.1.2 Describe asexual  Asexual reproduction in information on organisms
reproduction in unicellular unicellular organisms (Refer reproduction in  Actively
organisms. to budding in yeast cells and unicellular participating in
bacteria, binary fission in organisms class activities.
amoeba)  Analysing the  Appreciating
two types of importance of
12.1.1.3 Describe the sexual  Asexual and sexual reproduction in fungi and bacteria
and asexual reproduction in reproduction in fungus (Refer fungus  Giving presentation
fungus. to spores and zygospore)  Communicating  Listening to others
 Decomposition of organic importance of with respect
12.1.1.4 Explain the matter and nutrient recycling. fungi and bacteria
importance of fungi and -Disease causing effects e.g.
bacteria. Ringworm and Bacillary
dysentery. Production of a
food and alcohol, source of
food (mushroom)

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Knowledge Skills Values
12.1.2 Vegetative 12.1.2.1 Describe different  Different methods of natural  Comparing  Being aware of
Reproduction methods of natural propagation: Runners, different methods different methods
propagation. rhizomes, corms, buds, of natural of natural
suckers, stem tubers, root propagation propagation
tubers, bulbs  Investigating  Questioning new
 Methods of artificial different methods ideas in order to
propagation: Refer budding, of artificial fully understand
cuttings, grafting, layering propagation them.
12.1.2.2 Investigate different  Advantages and  Communicating  Being aware of
methods of artificial disadvantages of vegetative advantages and advantages and
propagation. propagation Advantages: disadvantages of disadvantages of
cheap, genetic stability vegetative vegetative
12.1.2.3 Explain the Disadvantages: propagation propagation.
advantages and disadvantages overcrowding, no genetic
of vegetative propagation. variation.

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12.2 Sexual 12.2.1 12.2.1.1 Identify the parts of a
reproduction in Reproduction typical flower.
flowering plants in plants
12.2.1.2 Describe the functions of
various parts of a flower.
12.2.2 12.2.2.1 Distinguish between two
Pollination different types of pollination.
12.2.2.2 Distinguish between
wind and insect pollination.
12.2.2.3 Describe the process of
fertilization in flowers.
12.2.2.4 Investigate ways in which
seeds and dispersed.
12.2.2.5 Explain the adaptation of
fruits and seeds to mode of
dispersal.
12.2.2.7 Explain the importance
of fruit and seed dispersal.
CONTENT
Knowledge Skills Values
 Parts of a Flower: Calyx,  Observing parts of a  Developing curiosity
corolla, pistil, stamens, typical flower to learn more about
receptacle  Comparing various reproduction in
functions of parts a plants.
 Functions of parts of a flower  Being aware of
flower: Refer to Calyx, functions of parts of a
corolla, pistil, stamens, flower.
receptacle
 Types of pollination:  Comparing self and  Appreciating the two
self pollination and cross pollination different types of
cross pollination pollination
 Wind and insect  Comparing wind and
pollination (Include insect pollination  Participating in class
adaptive structures of discussions in order
wind and insect  Communicating to understand wind
pollinated flowers) information on the and insect pollination
 Process of fertilization process of
in flowers: leading to fertilization in plants  Appreciating the
fusion of male and process of
female gametes include  Investigating seed fertilization in
seed and fruit formation and fruit dispersal flowering plants
 Seed dispersal: Refer to
water, wind, animals
 Observing adaptive
and self mechanism.  Developing curiosity
features for dispersal
 Adaptation of fruits and
 Communicating the
seeds: Scent, shape,
importance of seed
colour of various parts
dispersal
 Importance of dispersal:
For plant propagation,
plant preservation and
survival
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12.3 12.3.1 Sexual 12.3.1.1 Describe the process of
Reproduction in reproduction in reproduction in a frog.
animals animals
12.3.1.2 Identify male and female
reproductive organs in human
beings.
12.3.1.3 Explain the functions of
the different organs of the human
reproductive system.
12.3.1.4 Describe the biological
changes associated with sexual
development in human beings.
CONTENT
Knowledge Skills Values
 Process of reproduction in  Communicating the  Asking questions in
frogs: Refer to number of process of order to learn more
eggs laid, nature of reproduction in a about the
fertilisation, care of frog reproduction in
young (metamorphosis is frogs
not needed)  Appreciating the
 Reproductive organs:  Identifying the importance of
Male (Testes, differences between human life
Epididymis, sperm duct, male and female
urethra, penis, prostate reproductive organs  Cooperating in
gland, seminal vesicle) class activity
and female(ovaries,  Listening to others
 Communicating
oviduct, uterus, cervix, functions of different with respect
vagina) reproductive organs
 Functions of different  Investigating
organs: Testes, biological changes
Epididymis, sperm duct, associated with
urethra, penis, prostate sexual development
gland, seminal vesicle)
and female(ovaries,
oviduct, uterus, cervix,  Communicating
vagina) menstrual cycle in
humans
 Biological changes:
Primary and secondary  Investigating
characteristics. (Include processes of
formation of gametes and fertilization and
onset of menstruation, implantation
role of hormones),  Investigating causes
Stimulating the of infertility in
production of sperms and humans
ova  Communicating the
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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
12.3.1.5 Describe the menstrual
cycle.
12.3.1.6 Explain the processes of
fertilisation and implantation in
human beings.
12.3.1.7 Identify causes of
infertility in human beings
12.3.1.8 Describe development of
the embryo in the uterus.
12.3.1.9 Describe health risks
associated with foetal
development
12.3.1.10 Describe healthy
pregnancy and safe child birth
CONTENT
Knowledge Skills Values
 Menstrual cycle: Stages, development of the
follicular growth and embryo in the uterus
ovulation; roles of
hormones (FSH, LH,
Oestrogen, progesterone)  Communicating
health risks
 Processes of fertilisation associated with
and implantation: Fusing foetal development
of sperm and ovum in
oviducts; Implantation of  Communicating
embryo to the uterus wall knowledge on
healthy pregnancy
 Causes of infertility: and safe childbirth
Alcoholism, weak
sperms, fibroids, blocked
oviducts, ovulation
disorders, STIs
 Development of embryo:
Refer to the functions of
amnion, amniotic fluid,
umbilical cord and
placenta
 Health Risks: Poor
nutrition, smoking,
alcohol and drugs/ herbal
medicines during
pregnancy
 Healthy pregnancy:
Antenatal services, good
nutrition, exercise, giving
birth at a health facility,
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Knowledge Skills Values
avoiding taking harmful
substances to the body.
12.3.2 Birth 12.3.2.1 Explain some methods  Method of birth control:  Comparing different  Appreciating
Control of birth control. Refer to mechanical methods of birth different methods
(Condoms, IUDs) control of birth control
surgical, hormonal and  Asking questions
natural  Communicating in order to
benefits of using understand new
12.3.2.2 Describe the benefits  Benefits and Risks of contraceptives ideas about
and possible risks of using Contraceptives: Benefits: contraceptives
contraceptives Planned families, Risks:
side effects (Disturbed
menstrual cycle, weight
gain, and hormonal
imbalance)

37

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12.4 Genetics 12.4.1 Variation in 12.4.1.1 Describe terms used
plant and animal in the study of genetics.
species
12.4.1.2 Describe the
variations in human beings.
12.4.1.3 Observe variations in
flowering plants.
12.4.1.4 Distinguish between
continuous and discontinuous
variations.
12.4.1.5 Describe the factors
that cause variations among
plant and animals of the same
species.
CONTENT
Knowledge Skills Values
 Terms used in the study of  Communicating  Developing curiosity
genetics: Gene, allele, terms in genetics. in understanding
chromosome, genotype,  Classifying variations in human
phenotype, dominant variations in human beings
gene, recessive gene. beings  Asking questions to
 Variation in human being:  Observing learn more about
Eye colour, skin colour, variations of continuous and
finger print, tongue flowers in the discontinuous
rolling, height). locality variation
 Variations in flowering  Comparing  Participating in
plant: Fruit structure and continuous and group discussion
scent, height (tall, dwarf. discontinuous  Cooperating in class
Include leaf size, shape, variation in species activity
and weight).  Communicating  Listening to others
 Continuous and factors that cause with respect
discontinuous variations variations among
in human being: plant and animals
Continuous( refer to of the same species
height ,skin colour, body
mass) and discontinuous
variations ( eye colour,
blood group, sex and
tongue rolling)
 Factors that cause
variations: Refer to
climatic factors, nutrition,
soils.
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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
12.4.2 Cell 12.4.2.1 Describe the stages
division and of cell division.
Chromosomes
12.4.2.3 Explain the
importance of mitosis and
meiosis.
12.4.3 Inheritance 12.4.3.1 Explain what a
monohybrid inheritance is.
12.4.3.2 Demonstrate the
inheritance of human
characteristics using the
crossings
12.4.3.3 Explain the factors
that determine the sex of a
human being.
12.4.3.4 Explain the
inheritance of sex linked
characteristics.
12.4.3.5 Describe the
mechanism of ABO blood
groups inheritance.
CONTENT
Knowledge Skills Values
 Stages of cell division in  Comparing stages  Appreciating the
mitosis and meiosis: of cell division stages of cell
(Refer to chromosome  Communicating division
and double strand of importance of  Appreciating the
DNA). mitosis and meiosis importance of
 Importance of mitosis and mitosis and meiosis
meiosis: Refer to growth
and reproduction. Include
uncontrolled cell
division(cancer)
 Monohybrid crosses:  Interpreting  Asking questions in
Refer to homozygous, chromosomes and order to understand
heterozygous recessive, the genes they the outcomes of
dominant, F1, F2 carry. monohybrid
generation, offspring,  Inferring the crossings
ratio, gene, chromosomes, genotype and  Developing curiosity
alleles, phenotype and phenotype of the to learn more about
genotype, gamete. offspring. inheritance of
 Inheritance of human  Demonstrating the human
characteristics: Refer to inheritance of characteristics
height, eye colour, characteristics  Appreciating sex
albinism, sickle cell. using the crosses. determination in
 Sex of a human being:  Communicating human being
(Refer to X and Y information on the  Giving presentation
chromosomes) X and Y  Appreciating the
chromosomes. mechanism of
 Inheritance of sex linked  Analysing the inheritance blood
to characteristics (Refer to mechanism of ABO groups
red, green colour blood groups  Accepting
blindness and inheritance responsibility of
haemophilia). one’s behavior
 Mechanism of ABO blood
groups inheritance: Refer
39
 CONTENT
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Knowledge Skills Values
to alleles IA, IB, IO;
dominancy, co-dominancy
and recessive
12.4.4 Mutation 12.4.4.1 Describe what  Mutation (refer to  Communicating  Being aware of
mutation is. permanent changes in information on permanent changes
structure of chromosomes mutation in structure of
and genes).  Investigating chromosomes and
12.4.4.2 Identify the causes of  Causes of mutation: causes of mutations genes
mutation. Natural radiation (nuclear  Investigating  Asking questions in
emission, and x-rays, effects of mutations order to understand
ultra-violet light.  Communicating mutation
12.4.4.4 Explain effects of  Effects of mutation: uses of mutations  Awareness of effects
mutation. Down’s Syndrome, of mutation
haemophilia, sickle cell  Appreciating the
12.4.4.5 Describe the uses of anaemia uses of mutations
mutations  Uses of mutations:
Induced mutation in
Agriculture. (Polyploidy
plants).

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12.5 12.5.1 12.5.1.1 Identify various
Classification of Classification types of plants.
Plants and
animals
12.5.1.2 Identify various
types of animals.
12.5.1.3 Formulate a simple
key for classification of
plants and animals.
12.5.1.4 Use a simple
classification key to identify
plants and animals.
CONTENT
Knowledge Skills Values
 Types of plants:  Classifying plants  Appreciating
Chlorophytes (Algae), into different various
Bryophytes (mosses, phyla. characteristic
ferns), coniferous plants  Classifying animals features of
and flowering plants. into their classes. different types of
 Types of mammals:  Formulating plants
reptiles, amphibians, classification keys.  Appreciating
birds, arthropods and  Applying use of a characteristic
protozoa. classification key. features of
different animals
 Simple keys for  Asking questions
classification: Refer to in order to
Dichotomous keys. formulate simple
dichotomous keys
 Identify classes of for plants and
vertebrates and common animals
invertebrates using simple  Actively
classification keys. participating in
class activities.
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12.6 The soil 12.6.1 Soil 12.6.1.1 Demonstrate soil
Composition and composition.
fertility.
12.6.1.2 Describe the types of
soil and their properties.
12.6.1.3 Describe factors that
make soil fertile.
12.6.1.4 Investigate causes of
loss of fertility in soil.
12.6.1.5 Explain methods of
improving and retaining soil
fertility.
12.6.1.6 Determine the
distribution of earth worms in
different types of soils
CONTENT
Knowledge Skills Values
 Soil composition: Air,  Observing the  Appreciating soil
micro-organism, soil composition of soil composition
particles, humus using a soil sample  Appreciating
 Classifying the different types of
 Types and Properties of types of soils and soil
soil: types; Clay, Loam and their properties.  Cooperating in
sand soils  Communicating group activities
factors that make  Being aware of
 Factors that make soil soil fertile. factors that make
fertile: Air, micro  Investigating soil fertile
organisms, moisture, causes of loss of  Asking questions in
mineral elements, organic fertility in soil. order to identify
matter, pH  Communicating causes of soil
methods of fertility
 Causes of loss of fertility in improving and  Developing
soil: Deforestation, poor retaining soil curiosity in the
farming methods, late fertility distribution of earth
burning, overgrazing,  Investigating the worms in different
leaching, harvesting distribution of earth types of soils
 Methods of improving and worms in different
retaining soil fertility: types of soils
Suitable pH, weeding,
application of fertiliser,
crop rotation, conservation
farming
 Distribution of earth
worms: Refer to sand,
loam, clay of different
acidity, alkalinity, moisture
or water and plant
population
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12.7 Ecology 12.7.1 12.7.1.1 Explain the term
Biotic and abiotic ecology.
interactions.
12.7.1.2 Explain the terms
used in ecology
12.7.2 Feeding 12.7.2.1 Design a food chain.
relationships and
energy flow
12.7.2.2 Design a food web.
12.7.2.3 Describe the way
energy flows along food
chains and food webs.
12.7.2.4 Describe the
efficiency of energy transfer
between trophic levels.
12.7.2.5 Construct pyramids
of numbers, bio-mass and
energy
CONTENT
Knowledge Skills Values
 Ecology: Interaction of  Communicating the  Appreciating
organisms with their term ecology interaction of
environment organisms with
 Ecological terms: Habitat,  Communicating terms their environment
niche, population, used in ecology  Asking questions
community (Refer to in order to
specialisation and understand terms
adaptation to a specific used in ecology
habitat)
 Food Chain: Producer,  Designing a food  Appreciating
Consumer and chain linear and webbed
Decomposer.  Formulating a model feeding
 Food web (Relate the of food web relationships
food chain to  Designing the way  Appreciating flow
development of a food energy flows along and efficiency of
web). trophic levels energy
 Energy flow: Refer to  Analysing the  Developing
ultimate source of energy efficiency of energy curiosity about
as being sunlight; non- transfer between pyramids of
cyclical nature of energy trophic levels numbers, bio-mass
flow.  Constructing and energy
 Efficiency of energy pyramids of numbers,  Participating in
transfer between trophic biomass and energy group activity
levels (Refer to 90% loss  Giving
of energy at each level). presentation
 Pyramids of numbers,  Listening to others
bio-mass and energy with respect
(Refer to diagrammatic
representation)
43

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12.7.3 Population 12.7.3.1 Explain the term
population.
12.7.3.2 Investigate factors
that cause change in
population size.
12.7.3.3 Interpret population
data.
12.7.4 Carbon and 12.7.4.1 Describe how carbon
nitrogen, Water and nitrogen are cycled within
cycles an ecosystem.
12.7.4.2 Describe what the
water cycle is.
CONTENT
Knowledge Skills Values
 Population: Refer to  Communicating the  Being aware of
different species in a term population population, factors
community.  Investigating factors that cause change
 Change in population that cause change in in population size
size: Refer to natural population size  Appreciating
disasters, disease,  Collecting population population data.
immigration, emigration, data
and wars.
 Refer to graphs,  Interpreting
histograms, tables and pie population data
charts
 Carbon and nitrogen  Communicating how  Appreciating the
cycles: Include the roles carbon and nitrogen water cycle
of micro-organisms are cycled  Participating in
 Water cycle (Relate to  Collecting the data on group discussion
human and environmental water cycle  Giving
factors)  Formulating the cycle presentation
of water in  Listening to others
environment with respect
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12.7.5 Ecosystem 12.7.5.1 Investigate key
features of an ecosystem.
12.7.5.2 Explain the effects of
Agriculture on an ecosystem.
12.7.5.3 Describe the effects
of deforestation on soil
stability and climate.
12.7.6 Pollution 12.7.6.1 Describe the
undesirable effects of
pollution.
12.7.6.2 Determine measures
to prevent pollution.
12.7.7 12.7.7.1 Identify the
Conservation importance of conserving plant
and animal species.
12.7.7.2 Explain how to reuse,
reduce and recycle materials.
Knowledge
 Features of an ecosystem:
Community and Non-
living part of environment
(Use a pond as an
example).
 Effects of agriculture on
ecosystem: Refer to
water, soil and air
pollution.
 Effects of deforestation:
Soil erosion, global
warming.
 Undesirable effects of
pollution on water, air and
land
 Measures to prevent
pollution: Refer to waste
management. Use of
filters in chimneys.
Include the conversion of
sulphur dioxide to
sulphuric acid by passing
it through a tank of water
 Importance of conserving
plant and animal species
(Refer to endangered
species)
 3Rs: Reduce, Reuse,
Recycle
45
CONTENT
Skills Values
 Investigating key  Being aware of
features of an effects of
ecosystem agriculture on an
 Communicating the ecosystem
effects of Agriculture  Being aware of
on an ecosystem. effects of
 Analysing effects of deforestation on
deforestation on soil soil stability and
stability and climate climate
 Participating in
group discussion
 Giving
presentation
 Listening to others
with respect
 Analysing undesirable  Caring for the
effects of pollution on environment by
our life understanding the
 Communicating undesirable effects
measures to prevent of pollution
pollution  Applying
preventive
measures of
pollution to daily
life
 Communicating the  Being aware of the
importance of importance of
conserving plant and conserving plant
animal species and animal species
 Investigating the ways  Applying the idea
of 3Rs of 3Rs to daily life

TOPIC SUB-TOPIC SPECIFIC OUTCOMES
12.7.7.3 Investigate the
importance of sustainable use
of resources
12.7. 8 12.7.8.1 Investigate diversity
Bio-diversity of organisms in a given
locality.
12.7.8.2 Investigate the
importance of diversity of
organisms in given locality
12.7.8.3 Explain how some
organisms are adapted to the
environment
12.7.8.4 Investigate the impact
of human activity on
organisms
12.7.8.5 Describe the
economic reasons for
maintaining bio-diversity.
CONTENT
Knowledge Skills Values
 Sustainable use of  Investigating the  Caring for the
resources: Avoid importance of sustainable use of
deforestation, over sustainable use of resources
fishing, over hunting; resources
encourage game keeping
 Bio-diversity: Refer to  Investigating diversity  Appreciating
school grounds, a pond or of organisms in a different species of
nearby wetland organic given locality organisms in a
reserves.  Communicating given locality
 Importance of biological importance of  Developing
diversity: Refer to organisms in a given curiosity in the
equilibrium of organisms locality adaptation of
in the ecosystem organisms in the
 Observing adaptive environment
 Adaptations of organisms: characteristics of  Conserving
Refer to adaptive organisms in an organisms for
characteristics of fish, environment future generations
insects, mammals and  Investigating the  Appreciating
plants. impact of human economic
 Impact of human activity on organisms importance of
activities on organisms:  Communicating maintaining
Refer to hunting, fishing, economic reasons for biodiversity
and charcoal production. maintaining bio  Applying the idea
Also refer to the diversity of bio-diversity to
threatened extinction of daily life
the African elephant.
 Maintaining biodiversity:
Refer to tourism,
medicinal plants and
animal, source of food.
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 APPENDIX I - SCOPE and SEQUENCE
The following table shows the “Scope and Sequence” of Biology syllabus from G10 to G12.

Grade 10 Grade 11 Grade 12

UNIT/ TOPIC SUB-TOPIC UNIT/ TOPIC SUB-TOPIC UNIT/ TOPIC SUB-TOPIC
1.0: Living 10.1.2 Characteristic 1.0: Transport and 11.1.1 Transport in 1.0: Asexual 12.1.1Reproduction in
Organisms and life s of living storage in Plants plants reproduction fungi, amoeba and
processes organisms bacteria
2.0: Cells 10.2.1 Microscopes 2.0 Transport in 11.2.1 Blood 12.1.2 Vegetative
Human Reproduction

10.2.2 Cell Structure 11.2.2 Blood Groups 2.0: Sexual 12.2.1 Reproduction in
and Function Reproduction in plants
Flowering Plants
10.2.3 Cell 11.2.3 Blood 12.2.2 Pollination
Organisation disorders
10.2.4 Tissues 11.2.4 The heart 3.0: Reproduction 12.3.1 Sexual
in Animals reproduction in animals
10.2.5 Organs 11.2.5 Lymphatic 12.3.2 Birth Control
system
10.2.6 Diffusion, 11.2.6 Circulatory 4.0: Genetics 12.4.1 Variation in plant
Osmosis and Active systems and animal species
transport

3.0: Enzymes 10.3.1 3.0: Excretion 11.3.1 Excretion 12.4.2 Cell division and
Characteristics Chromosomes
of enzymes
4.0: Nutrients 10.4.1 Classes of 11.3.2 The kidney 12.4.3 Inheritance
nutrients

10.4.2 Disorders 11.3.3 The lungs 12.4.4 Mutation

10.4.3 Dietary 11.3.4 The human 5.0: Classification 12.5.1 Classification

needs skin of Plants and
Animals

47
 Grade 10 Grade 11 Grade 12
UNIT/ TOPIC SUB-TOPIC UNIT/ TOPIC SUB-TOPIC UNIT/ TOPIC SUB-TOPIC
10.4.4 Plant 4.0: Homeostasis 11.4.1 Homeostasis 6.0: The Soil 12.6.1 Soil Composition
Nutrients and fertility

5.0: Nutrients in 10.5.1 External and 5.0: The Endocrine 11.5.1 Hormones 7.0: Ecology 12.7.1
Plants internal structure of a system Biotic and abiotic
leaf interactions
6.0: Saprophytic 10.6.1 Rhizopus 6.0: The Nervous 11.6.1 The nervous 12.7.2 Feeding
nutrition system and Sense system relationships and
organs energy flow
7.0: Nutrition in 10.7.1 Dentition in 11.6.2 Sense 12.7.3 Population
animals mammals organs
10.7.2 Holozoic 7.0: The Skeleton 11.7.1 Skeleton 12.7.4 Carbon and
nutrition and locomotion nitrogen, Water cycles
8.0: Respiration 10.8.1 Gaseous 11.7.2 The skeleton 12.7.5 Ecosystem
exchange of an insect

10.8.2 Types of 11.7.3 12.7.6 Pollution

Respiration The mammalian
skeleton
9.0: Health 10.9.1 Diseases 11.7.4 Muscles and 12.7.7
joints Conservation
10.9.2 HIV and AIDS 8.0: Tropic and 11.8.1 Tropic 12.7. 8
Taxic responses responses Bio-diversity
10.9.3 Immunity 11.8.2 Taxic
Responses
10.9.4 9.0: Growth and 11.9.1 Growth in
The life cycle of the development Plants
housefly and the 11.9.2 Germination
mosquito and development

48