Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

BIOLOGY
HIGH SCHOOL SYLLABUS
GRADES 10 – 12

Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
2012
© Curriculum Development Centre

All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by
any means, electronic, mechanical, photocopying recording or otherwise, without the prior consent of the copyright owners.
  

CONTENTS

Preface..................................................................................................................................................................................................... i

Acknowledgement............................................................................................................................................................................... …ii

Introduction:.............................................................................................................................................................................................iii

Methodology.............................................................................................................................................................................................iv

General Outcomes....................................................................................................................................................................................v

Aims..........................................................................................................................................................................................................vi

Assessment................................................................................................................................................................................................vii

Time allocation.........................................................................................................................................................................................viii

Grade 10

Unit  1.0:    Living  Organisms  and  life  processes…………………………………………………………………………………………………………………………………………….  1  

Unit  2.0:    Animals  and  plant  cells………………………………………………………………………………………………………………………………………………………………..2  

Unit  3.0:    Cells  and  water…………………………………………………………………………………………………………………………………………………………………………….4  

Unit  4.0:    Nutrients……………………………………………………………………………………………………………………………………………………………………………………..5  

Unit  5.0:    Enzymes……………………………………………………………………………………………………………………………………………………………………………………….6  

Unit  6.0:    Dentition  in  mammals…………………………………………………………………………………………………………………………………………………………………..7  

Unit  7.0:  Nutrition  in  animals………………………………………………………………………………………………………………………………………………………………………..8  

Unit  8.0:  The  soil………………………………………………………………………………………………………………………………………………………………………………………….10  

Unit  9.0:  Photosynthesis………………………………………………………………………………………………………………………………………………………………………………11  

Unit  10.0:  Saprophytic  nutrition……………………………………………………………………………………………………………………………………………………………………12  

Unit10.0:  Respiration……………………………………………………………………………………………………………………………………………………………………………………13  

Unit11.0:  Gaseous  exchange…………………………………………………………………………………………………………………………………………………………………………14  

 Grade  11  

Unit  1.0:  Plants  and  animals………………………………………………………………………………………………………………………………………………………………………….15  

Unit2.0:  Transport  and  storage  in  plants……………………………………………………………………………………………………………………………………………………….16  

Unit3.0:  The  circulatory  system  in  humans……………………………………………………………………………………………………………………………………………………18  

Unit  4.0:  Excretion………………………………………………………………………………………………………………………………………………………………………………………..21  

Unit  5.0:  Homeostasis…………………………………………………………………………………………………………………………………………………………………………………..23  

Unit  6.0:  Growth  and  development………………………………………………………………………………………………………………………………………………………………25  

Unit  7.0:  Tropic  and  taxic  responses…………………………………………………………………………………………………………………………………………………………….26  

Unit  8.0:  The  endocrine  system……………………………………………………………………………………………………………………………………………………………………27  

Unit  9.0:  The  nervous  system  and  sense  organs……………………………………………………………………………………………………………………………………………28  

Unit  10.0:  Heath…………………………………………………………………………………………………………………………………………………………………………………………..31  

Grade  12  

Unit  1.0:  The  skeleton  and  locomotion…………………………………………………………………………………………………………………………………………………………34  

Unit  2.0:  Sexual  reproduction  in  flowering  plants………………………………………………………………………………………………………………………………………..36  

Unit  3.0:  Sexual  reproduction  in  mammals…………………………………………………………………………………………………………………………………………………37  

Unit  4.0:  Asexual  reproduction…………………………………………………………………………………………………………………………………………………………………..39  

Unit  5.0:  Vegetative  reproduction………………………………………………………………………………………………………………………………………………………………40  

Unit  6.0:  Genetics……………………………………………………………………………………………………………………………………………………………………………………….41  

Unit  7.0:  Population……………………………………………………………………………………………………………………………………………………………………………………44  

Unit  8.0:  Ecology…………………………………………………………………………………………………………………………………………………………………………………………45  

 
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 living for all. This leads to sustainable national development. The syllabus also addresses
issues of national concern such as Environmental Education, Gender and Equity, Health Education and HIV/AIDS, Family Life
Education, Human Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation Skills, Life and
Values Education.

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.

It is 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 provide a good foundation for further study of this subject area.

Miriam .C. Chinyama (Mrs)

PERMANENT SECRETARY
MINISTRY OF EDUCATION
LUSAKA-ZAMBIA

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ACKNOWLEDGEMENTS

The Curriculum Development Centre wishes to pay tribute to various people, committees, institutions and organizations such as the
Ministry of Environment and Natural Resources through the Environmental Education Programme for Awareness (EEPA) for giving
much valuable time and generous financial support to facilitate the production of this syllabus.

C. N. M Sakala (Mrs.)
Director, Standards and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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1.0 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.

1.1 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 go 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.

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3. develop abilities and skills that:

3.1are relevant to the study and practice of Biological Sciences;

3.2are useful in everyday life;
3.3encourage efficient and safe practice;
3.4encourage effective communication.

4. develop attitudes relevant to Biological Sciences such as:

4.1 concern for accuracy and precision;

4.2 objectivity;
4.3 integrity;
4.4 safety.

5. Assist the development of:

5.1the skills of enquiry;

5.2the attitude of:
(i) initiative
(ii) Inventiveness

6. stimulate interest in and care for the local and global environment.

7. promote an awareness that:

7.1 the study and practice of Biological Sciences is subject to social, economic, technological, ethical and cultural
influences and limitations;
7.2 the applications of Biological Sciences may be both beneficial and detrimental to the individual, the community and the
environment;
7.3 Biological Sciences transcend national boundaries and that the language of Science, correctly and rigorously applied, is
universal.

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ASSESSMENT

ASSESSMENTS OBJECTIVES

These describe the knowledge, skills and abilities which learners are expected to demonstrate at the end of the course. They reflect
those aspects of the aims which will be assessed.

A Knowledge with understanding

Learners should be able to demonstrate knowledge and understanding in relation to:

1. facts, laws, definitions, concepts and theories relating to biological phenomena;
2. biological vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus used in Biology, including techniques of operations and aspects of safety;
4. scientific quantities and their determination;
5. 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 Handling information and solving problems

Using oral, written, symbolic, graphical and numerical materials learners should be able to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, reports trends and draw inferences;
5. present reasoned explanations for phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems.

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In answering questions, learners are required to use principles and concepts that are within the syllabus and apply them in a logical
and deductive manner. Questions testing these objectives may begin with one of the following words: discuss, predict, suggest,
calculate or determine.

C Experimental skills and investigations

Learners should be able to:

1. follow a sequence of instructions;
2. use techniques, apparatus and materials appropriately;
3. make and record accurately and observations, measurements made;
4. interpret and evaluate observations and experimental data;
5. select appropriate techniques, apparatus and materials;
6. evaluate methods and suggest possible improvements;
7. use experimental controls.

WEIGHTING OF ASSESSMENT OBJECTIVES

Theory Papers (Papers 1 and 2)

A. Knowledge with understanding, approximately 40% of the marks.

B. Handling, applying and evaluating information approximately 60% of the marks.

Practical Assessment (Paper 3)

C. Knowledge with understanding, approximately 40% of the marks.

D. Handling, applying and evaluating information approximately 60% of the marks.

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 SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and either 3

Paper Type of Paper Duration Marks

1 Multiple-choice 50 min 40
2 Theory 1h 45 min 80
3 Practical Examination 1h 15 min 40

Paper 1 (50 min, 40 marks) - forty compulsory multiple-choice items

based on Assessment Objectives A and B.

Paper 2 (1h 45 min, 80 marks) - a series of compulsory short answer

Section A (1 h) questions based mainly on Assessment
Objectives B.

Section B (45 min) - three structured free response questions out

of five questions. All questions will be
designed to give the same weighing to the
assessment objectives based mainly on
Assessment Objective A.

Paper 3 (1h 45 min, 40 marks) - two practical questions based mainly on

Assessment Objectives C and D.
 

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