Biology Grade 10 - 12

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
BIOLOGY SYLLABUS
GRADES 10 - 12
-
9 789982 005319
ISBN 9982-00-531-6
PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

Printed by P.O. BOX 50092, LUSAKA – ZAMBIA
Zambia Educational Publishing House 2013
Republic of Zambia
Ministry of Education, Science, Vocational Training and Early Education
BIOLOGY SYLLABUS
GRADES 10 - 12
-
Prepared and Written by The Curriculum Development Centre
P.O. Box 50092
Lusaka - Zambia
2013
© Curriculum Development Centre, 2013
All rights 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 prior written permission of the copyright owner.
ISBN 9982-00-531-6
First Published 2013 by

Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zamb
BIOLOGY SYLLABUS - GRADE 10 - 12

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
BIOLOGY SYLLABUS - GRADE 10 - 12

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 leaders, 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, criticise, analyse and practically apply knowledge that helps them gain life skills. Its competences and general outcomes are the expected
outcomes to be attained by the learners 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.
ChishimbaNkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION
BIOLOGY SYLLABUS - GRADE 10 - 12 iv

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 organisations 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 Specialised 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, National Food and
Nutrition Commission (NFNC), schools and other institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering financial and
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
BIOLOGY SYLLABUS - GRADE 10 - 12 v BIOLOGY SYLLABUS - GRADE 10 - 12

TABLE OF CONTENTS
PREFACE ............................................................................................................................................................................................................................................. iv
ACKNOWLEDGEMENTS ................................................................................................................................................................................................................. v
INTRODUCTION ................................................................................................................................................................................................................................ vii
METHODOLOGY ............................................................................................................................................................................................................................... ix
TIME AND PERIOD ALLOCATION ............................................................................................................................................................................................... x
GRADE 10 ............................................................................................................................................................................................................................................ 1
10.1 LIVING ORGANISMS AND LIFE PROCESSES.................................................................................................................................................................... 2
10.2 CELL STRUCTURE AND ORGANISATION......................................................................................................................................................................... 2
10.3 ENZYMES................................................................................................................................................................................................................................ 6
10.4 NUTRIENTS ............................................................................................................................................................................................................................ 7
10.5 NUTRITION IN PLANTS........................................................................................................................................................................................................ 9
10.6 SAPROPHYTIC NUTRITION................................................................................................................................................................................................. 10
10.7 NUTRITION IN ANIMALS..................................................................................................................................................................................................... 11
10.8 RESPIRATORY SYSTEM ....................................................................................................................................................................................................... 13
10.9 HEALTH ................................................................................................................................................................................................................................... 15
GRADE 11 ............................................................................................................................................................................................................................................ 18
11.1 TRANSPORT AND STORAGE IN PLANTS .......................................................................................................................................................................... 19
11.2 TRANSPORT IN MAN............................................................................................................................................................................................................ 21
11.3 EXCRETION............................................................................................................................................................................................................................ 24
11.4 HOMEOSTASIS AND OSMOREGULATION........................................................................................................................................................................ 26
11.5 THE ENDOCRINE SYSTEM .................................................................................................................................................................................................. 27
11.6 THE NERVOUS SYSTEM AND SENSE ORGANS ............................................................................................................................................................... 28
11.7 THE SKELETON AND LOCOMOTION ................................................................................................................................................................................ 30
11.8 TROPIC AND TAXIC RESPONSES .................................................................................................................................................................................. 32
11.9 GROWTH AND DEVELOPMENT ...................................................................................................................................................................................... 33
GRADE 12 ............................................................................................................................................................................................................................................ 34
12.1. ASEXUAL REPRODUCTION ................................................................................................................................................................................................ 35
12.2 SEXUAL REPRODUCTION IN FLOWERING PLANTS ............................... ....................................................................................................................... 37
12.3 REPRODUCTION IN ANIMALS............................................................................................................................................................................................ 38
12.4 GENETICS ............................................................................................................................................................................................................................... 41
12.5 CLASSIFICATION OF PLANTS AND ANIMALS................................................................................................................................................................. 44
12.6 THE SOIL................................................................................................................................................................................................................................. 45
12.7 ECOLOGY ................................. ................................................................................................................................................................................................. 46
vi
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 with 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 other disciplines and in everyday life;
• be suitably prepared for studies beyond Ordinary Level in pure sciences, in applied sciences or in physical sciences – dependent on
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.
vii BIOLOGY SYLLABUS - GRADE 10 - 12

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;
BIOLOGY SYLLABUS - GRADE 10 - 12 viii

• 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 success of Biology can be achieved by maximum participation of the 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;
ix BIOLOGY SYLLABUS - GRADE 10 - 12

• use information to identify patterns, report trends and draw inferences;
• present reasoned explanations for phenomena, patterns and relationships;
• 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 of
learners.
TIME AND PERIOD ALLOCATION
Time allocation for this syllabus will require at least five-40 minutes periods per week.
BIOLOGY SYLLABUS - GRADE 10 - 12 x

GRADE 10
GENERAL OUTCOMES AND KEY COMPETENCES
General Outcomes: Key Competences:

• Develop positive attitudes and values about living organisms and · Demonstrate the ability to prepare and examine
life processes. specimen using a microscope.
• Demonstrate knowledge and investigative skills. · Show ability to carry out food tests from given food
samples.
• Develop positive attitudes and values about animals and plant · Demonstrate the ability to investigate the conditions
cells. necessary for photosynthesis.
• Demonstrate understanding of the facts about the interaction of · Demonstrate the ability to control the spread of
water with cells. diarrhoea and malarial diseases by houseflies and
• Demonstrate an understanding of the facts about enzymes. mosquitoes respectively.
• 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 and health.
• Demonstrate an understanding of respiration.
1 BIOLOGY SYLLABUS - GRADE 10 - 12

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES
10.1 LIVING 10.1.1 Characteristics 10.1.1.1 Identify the ·
The characteristics of ·
Communicating ·
Appreciating
ORGANISMS of Living characteristics of living living organisms: information on the characteristics of
Organisms organisms Feeding, breathing, characteristics of living organisms
AND LIFE
PROCESSES reproducing, growing, living organisms
locomotion, sensitivity ·
Asking questions
and excretion. ·
Comparing living for more
10.1.1.2 Distinguish between ·
Living organisms and and non-living understanding
living organisms and non-living organisms organisms
non-living organisms
·
Life processes of living
10.1.1.3 Describe life processes organisms: Metabolism ·
Communicating ·
Appreciating life
of living organisms (Catabolism and Metabolism and the processes and role of
Anabolism). Include the role of enzymes enzymes
role of enzymes
10.2 CELL 10.2.1Microscopes 10.2.1.1 Demonstrate the correct ·How to use a ·
Demonstrating the ·
Cooperating in class
STRUCTURE AND use of a microscope microscope: Focussing, correct use of a activities
ORGANISATION mounting a slide, microscope ·
Knowing the safety
observing rules of microscope
·
Observing specimen
·
Preparation and ·
Measuring the size
10.2.1.2 Prepare specimen using a mounting a microscope of the specimen and
microscope slide drawing ·
·
Magnification of activities
specimen: as the ratio
10.2.1.3 Calculate magnification of linear dimensions of ·
Comparing the sizes ·
Participating in
of specimen the drawing to that of of the specimen and observation actively
specimen the drawing
BIOLOGY SYLLABUS - GRADE 10 - 12 2

CONTENT
10.2.2 Cell 10.2.2.1 Investigate the structure ·
Structure and functions ·
Investigating the ·
Appreciating the
Structure of cells and functions of of cells:Nucleus, detailed structure of structure of the cell
and the organelles cytoplasm, membrane, the cell ·
Cooperating in
Functions mitochondrion ·
Comparing the group activities
ribosome, Golgi functions of cells in
bodies, endoplasmic a chart
reticulum, chloroplasts,
cell wall
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
Plants (root hair cells,
spongy cells, phloem ·
Participating in
cells and xylem cells) class discussion
and their functions
10.2.3 Cell 10.2.3.1 Describe cell ·
Cell organisation: 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

CONTENT
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 their
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 functions of plant
function of each organ ·
General functions of of each organ and animal organs
plants (leaves, roots, ·
Participating in
stems, fruits flowers), class activity
animals (heart,
liver,brain, lungs,
kidneys)

CONTENT
10.2.6 Diffusion, 10.2.6.1 Describe the processes of ·
Process of diffusion ·
Communicating the ·
Appreciating the
Osmosis and diffusion and osmosis and osmosis: processes of processes of
Active Diffusion: Refers to osmosis and diffusion and
Transport movement of solutes diffusion osmosis
into and out of the cell
across the membrane;
Osmosis as the
movement of water
molecules into and out
of the cell
10.2.6.2 Explain the effects and ·
Effects and importance ·Investigating the ·
Cooperating the
importance of diffusion of diffusion and effects of class activity
and osmosis in living osmosis: Plasmolysis, diffusion and
organisms turgidity, lysis and osmosis (Isotonic,
crenation hypertonic and
hypotonic
solutions)
·
Active transport: Refers ·Analysing ·
Being aware of the
10.2.6.3 Describe what active
to uptake of mineral information on uptake of mineral
transport is
salts by root hair cells active transport in salts by roots against
from the soil against plants a concentration
concentration gradient gradient

CONTENT
10.3 ENZYMES 10.3.1 Characteristics 10.3.1.1 Investigate characteristics ·
Characteristics of ·
Investigating ·
Appreciating the
of Enzymes of enzymes enzymes: optimum characteristics of characteristics of
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 and pH on enzyme effects of pH and activities
on 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
application of enzymes of enzymes baking, industrial usage of
brewing and biological enzymes
washing powder.

CONTENT
10.4 NUTRIENTS 10.4.1 Classes of 10.4.1.1 Investigate the presence ·
Nutrients in food: ·
Being aware of the
Nutrients of nutrients in food samples carrying out food tests presence of nutrients presence of
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 Refers to sources of nutrients actively
nutrients carbohydrates, proteins,
lipids, vitamins
10.4.2 Disorders 10.4.2.1 Describe the importance ·
Importance of ·
Appreciating the
of nutrients, salts,vitamins carbohydrates, proteins, importance of importance of
and roughage to the body lipids, roughage, water, nutrients nutrients
vitamins and salts
·
Predicting the effects
10.4.2.2 Identify nutritional related ·
Disease due to nutritional of deficiency of
disorders/ conditions deficiency: e.g. nutrients
·
Cooperating class
activity
kwashiorkor, marasmus,
goitre, scurvy, rickets,
anaemia, obesity
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

CONTENT
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
(NPK)
Micro: calcium,
magnesium, sulphur
boron, copper, iron)
10.4.4.2 Describe deficiency ·
Deficiency diseases: ·
Investigating ·
Participating in
diseases of macro and Chlorosis, stunted deficiency diseases class activity
micro plant nutrients growth, leaf flecking in plants

CONTENT
10.5 NUTRITION 10.5.1 External 10.5.1.1 Describe the external ·External and internal · Examining the ·Appreciating the
IN 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
and spongy mesophyll cells,
phloem and xylem, ·Asking questions
chloroplasts for more
understanding
10.5.1.2 Investigate factors ·Factors necessary for
necessary for photosynthesis: Carrying out
·Experimenting on ·Appreciating the
photosynthesis investigations on the
the necessity for stages of
necessity of carbon dioxide,
photosynthesis photosynthesis
water, chlorophyll and light
energy to photosynthesis
·Inferring the
10.5.1.3 Describe the light and ·Caring for plant
factors of
dark reactions of ·Light and dark reactions
photosynthesis
life
photosynthesis including chemical
equations for photosynthesis
·
Interpretingthe
equation for
10.5.1.4 Describe the fate of ·Utilisation of glucose in
photosynthesis
glucose in plants plants (converted to sucrose
and starch, used in
respiration, convention into ·
Communicating
10.5.1.5 Describe the information on the
importance of nutrients proteins, cellulose and lipids
fate of glucose in
in plant ·Source of food for all life
leaves
forms, maintains levels of
CO2 and O2 in atmosphere:
10.5.1.6 Identify storage organs ·Refer to storage of nutrients ·
Communicating the ·Being aware of
of plants in Seeds, roots, stems, importance of storage organs in
leaves, fruits, rhizomes, photosynthesis plants
corns and tubers

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

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

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.7.2 Holozoic 10.7.2.1 State the main ·
Processes in holozoic ·
Communicating main ·Being aware of
Nutrition processes in holozoic nutrition: Ingestion, digestion, processes of holozoic the main
nutrition absorption, assimilation and nutrition processes of
egestion holozoic
nutrition
10.7.2.2 Identify the main ·
The alimentary canal and ·
Investigating the main
regions of the associated organs(liver and regions of the ·Participating in
alimentary canal and pancreas) alimentary and the class activity
associated organs ·
Functions of the parts of the functions ·
Developing
alimentary canal and curiosity
associated organs ·
Actively
10.7.2.3 Describe the processes ·
Processes of digestion, ·
Comparing the participating in
of digestion, absorption and assimilation processes of digestion, group discussions
absorption and of nutrients:Digestion, absorption and
assimilation of absorption and assimilation assimilation
nutrients of proteins, carbohydrates,
and lipids. Role of hepatic
portal vein -Absorption of
vitamins and mineral salts
10.7.2.4 Investigate the ·
Investigating the
·
Dehydration (loss of mineral
common ailments of common ailments of the
salts and loss of fluids) and
the alimentary canal alimentary canal
inflammation of the
alimentary canal
·
Metabolic functions of the
·
Communicating the
10.7.2.5 Describe the metabolic functions of
metabolic functions of liver:Deamination,
the liver
the liver detoxification, production of
bile, regulation of blood
sugar, storage of glycogen,
vitamins and iron
·
Effects of common ailments ·
Investigating the
10.7.2.6 Describe the effects of
of the liver: Poor bile common ailments of the
common ailments of
formation, high blood sugar, liver
the liver
low blood sugar and high
toxin levels in the blood

CONTENT
10.8 RESPIRATORY 10.8.1 Gaseous 10.8.1.1 Describe the ·
Respiratory organs of · Observing ·
Cooperating in
SYSTEM Exchange respiratory organs of various animals: Insects respiratory organs group activity
animals (spiracles, trachea and of different animals
tracheoles), Fish (operculum, using models
mouth, gills), Humans
(nostrils, trachea, bronchi,
bronchioles, alveoli)
10.8.1.2 Describe the ·
Mechanism of inspiration and ·
Giving
·
Comparing the presentation
mechanism of expiration in an insect, fish different types of
gaseous exchange in and human being: Refer to respiratory organs
animals diffusion of gases in
respiratory organs of humans,
fish and insect
·
Listening to
Composition of inspired and ·
Analysing the
others with
composition of expired air: Refer to mechanism of
respect
inspired and expired composition of oxygen, gaseous exchange
air carbon dioxide, nitrogen, in animals
moisture, dust
10.8.1.5 Describe the adverse ·
Effects of pollutants: Refer to ·
Comparing the ·
Developing
effects of air Cigarette smoke (nicotine and composition of curiosity
pollutants on health tar), sulphur dioxide and inspired and the
of human beings carbon monoxide expired air
10.8.1.6 Explain gaseous ·

Gaseous exchange in green ·
Communicating
exchange in green plants:During day time all the effects of air
plants carbon dioxide produced from pollutants ·
Appreciating the
respiration is used up by
·
Communicating release of oxygen
photosynthesis. Oxygen from
gaseous exchange during respiration
photosynthesis is used up
in green plants by green plants
during respiration

CONTENT
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
Production of adenosine ·Communicating ·Appreciating the
production of triphosphate Equations (word formation and formation of
adenosine triphosphat and chemical) importance of ATP ATP from ADP
and P, and its
·
Production of carbon dioxide ·
Investigating importance
10.8.2.3 Investigate the
production of carbon during respiration Formation production of ·Asking questions
dioxide during of ATP from ADP and Carbon dioxide for more
respiration P(Experiment to show during respiration understanding
production of CO2 during
aerobic and anaerobic
respiration)
10.8.2.4 State ways in which ·

Importance of ATP in cells : ·
Communicating ·Valuing the
respiration is Production of biological ways in which importance of
important respiration is respiration
energy, Maintenance of
levels of CO2 and O2 in important
atmosphere
·
Industrial applications of ·
Appreciating the
10.8.2.5 Explain the industrial
respiration: Baking, brewing, process of industrial
applications of
diary, sewage treatment respiration in application of
respiration
industry respiration

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

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

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

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 humans. • Show ability to demonstrate the conditions necessary for
germination of seeds.
• Acquire knowledge and values about homeostasis.
• Show ability to identify different joi nts in mammals and
• Recognise the importance of excretion and the endocrine
insects.
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.

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

CONTENT
11.1.1.6 Investigate factors that ·Factors affecting
affect the rate of transpiration: Humidity;
Transpiration temperature;
deforestation; light
intensity; and speed of
wind
11.1.1.7 Describe adaptive ·Adaptive features of a
features of a leaf to leaf: Reduction of leaf
reduce excess loss of surface, shading of leaves,
water reducing the number of
stomata
11.1.1.8 Explain the significance ·Significance of
of transpiration in plants transpiration: Refer to
water cycle, cooling effect
in plants, absorption of
mineral ions, provides
water for photosynthesis

CONTENT
11.2 TRANSPORT 11.2.1 Blood 11.2.1.1 Identify the composition ·Composition of blood: · Classifying the ·
Being aware of
IN MAN of blood Solid (leucocytes, components of the composition
erythrocytes, blood of blood
thrombocytes), Liquid
(plasma)
11.2.1.2 Explain the functions of ·Functions of blood: ·
Comparing the Appreciating the
·
blood Transporting oxygen and functions of blood functions of
carbon dioxide, nutrients, blood
mineral salts, vitamins,
water, hormones, heat,
metabolic wastes, fighting
disease, and blood clotting
11.2.1.3 Distinguish between the ·Structural and functional ·
Comparing
red and the white blood differences of red blood structural and
cells cells(erythrocytes) and functional
white blood cells differences
(leucocytes) between RBC and
11.2.1.4 Identify the sites where ·Sites of production of WBC
the blood cells are blood: RBCs-Bone ·
Developing
produced marrow. WBCs-Bone sites where the curiosity
marrow, lymph nodes, blood cells are
thymus and spleen produced
Platelets- Bone marrow
·
Communicating ·
Asking questions
11.2.1.5 Explain the process of ·Process of blood clotting:
the process of for better
blood clotting Change of enzyme
blood clotting understanding
prothrombin to thrombin,
fibrinogen to fibrin and
role of calcium ions and
thromboplastin

CONTENT
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
O, antigens and antibodies according to the types
11.2.2.2 Explain the importance ·Importance of blood antigens they
of determining the blood groups: Refer to blood carry
groups and Rhesus transfusions and ·
Analysing the
factors transplants; the danger of importance of
Rhesus positive blood to determining of
the foetus (haemolytic blood groups and
disease) rhesus factors
11.2.2.3 Explain the donor- ·Donor-Recipient ·
Communicating ·
Being aware of
recipient compatibility compatibility of Blood: the donor - the donor– recipient
of blood groups Refer to antibody and recipient compatibility of
Antigen reaction when compatibility of blood groups
bloods of different groups blood groups
are mixed
11.2.2.4 Explain the importance ·Importance of screening ·
Communicating
of screening the blood for blood: Refer to risk of importance of
purpose of transfusion transmission of HIV and screening the
Hepatitis B by blood blood for purpose
donors of transfusion
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

CONTENT
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
a model
11.2.4.2 Describe how the heart ·
Functioning of the heart: ·
Communicating
functions diastole and systole (Include information on · Developing
pulse rate and heart beat) how the heart curiosity
functions
11.2.4.3 Explain the causes of ·
Causes of coronary diseases: ·
Communicating ·
Applying ways of
coronary heart disease Include diet, stress, smoking the causes of preventing
and pollution coronary heart coronary heart
diseases diseases
11.2.4.4 Describe ways of ·
Ways of preventing coronary ·
Communicating
preventing coronary diseases: Good diet and ways of preventing
heart diseases importance of exercises 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 system and relationship with structure of participating in
relation to blood blood circulatory system lymphatic system group discussion
circulatory system to blood
·
Tissue fluid, lymph and circulatory system
11.2.5.2 Compare tissue fluid and blood(include composition ·
Comparing the ·
Cooperating in
lymph to blood. and functions of tissue fluid relationship of group activity
and lymph) tissue fluid and
11.2.5.3 Describe the flow of ·
Flow of lymph: Refer to the lymph to blood
lymph lymphatic system ·
Communicating ·Giving
information on the presentation
flow of lymph in
the lymphatic ·Listening to
system others with
11.2.5.4 Describe the function of ·
Investigating the respect
·
The function of lymph
lymph nodes in disease function of lymph
nodes: Disease prevention,
prevention nodes in disease
(STIs, TB, injury).
prevention

CONTENT
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
circulation Pulmonary and systemic double circulation ·
Cooperating in
circulation group activity
·
Comparing single
and double blood
11.2.6.3 Distinguish between the circulation
·
Listening to
·Single and double circulation
others with
single and double
circulation ·
Identifying the respect
main blood vessels
·Blood vessels: Arteries and
in the double ·
Accepting
11.2.6.4 Identify the main blood Veins to and from the
vessels in the double circulatory system responsibility for
heart, lungs, head, limbs, one’s behaviour
circulatory system intestines, liver and the ·
Comparing the
kidneys structures and
·Structure and functions of functions of
11.2.6.5 Compare the structure Arteries, veins and arteries, veins and
and functions of arteries, capillaries (transverse capillaries
veins and capillaries sections) ·
Observing the
·Structure of lymph vessels: structure of lymph
11.2.6.6 Describe the structure of Refer to transverse section vessels using
lymph vessels. 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,) excretion
Plants (latex)
Importance of excretion:
of excretion to animals Refer to removal of
unwanted by-products and
·
Communicating ·
Participating in
the importance of group activity
toxic wastes; regulation of
removing of
water content of body fluids
metabolic wastes
and pH

CONTENT
SPECIFIC
TOPIC SUB-TOPIC KNOWLEDGE SKILLS VALUES
OUTCOMES
11.3.2 The Kidney 11.3.2.1 Identify the internal ·Internal structure of the kidneys: ·
Observing the ·
Being aware of the
structure of the Cortex, medulla, pelvis, internal structure structure of the
kidneys structure of nephron, inlet and of kidneys using kidneys
outlet of blood vessels. models and
11.3.2.2 Explain the ·Mechanism of excretion in the specimen
mechanism of kidney Refer to ultra -filtration ·
Communicating
excretion in the ·
Appreciating the
and selective re-absorption, the mechanism of
kidneys mechanism of
osmoregulation ultra-filtration
excretion by the
and re-absorption
kidneys
of substances in
11.3.2.3 Identify common ·Kidney failure (refer to the kidneys
disorders and infections, high blood pressure ·
Identifying ·
Being aware of
diseases associated and low blood pressure) and common common disease
with the kidneys remedies (dialysis machine and disorders and and disorders
kidney transplant) diseases associated
with the kidney
11.3.3 The Lungs 11.3.3.1 Investigate the role ·Roles of lungs: Refer to ·
Appreciating the
of lungs in elimination of carbon dioxide role of the lungs role of lungs in
excretion in eliminating excretion
carbon dioxide
11.3.4 The Human 11.3.4.1 Identify the ·Structure of the human skin: ·
Identifying the ·
Asking questions
Skin structure of the Refer to the Epidermis, dermis structures of the for more
human skin and adipose tissue and human skin understanding
associated structures
11.3.4.2 Describe the role of ·Role of the human skin
the human skin in Removal of salts, urea and ·
Analysing the ·
Cooperating in
excretion excess water as waste products roles of the group activity
human skin

CONTENT
SPECIFIC
OUTCOMES
11.4 HOMEOSTASIS 11.4.1 Homeostasis 11.4.1.1 Describe ·
Homeostasis: Refers to ·
Analysing ·
Participating in
AND homeostasis maintaining of constant internal maintenance of group discussion
OSMOREGULATION environment (blood temperature, constant internal
contents of tissue fluid, salts, environment ·
Cooperating in
water concentration) class activity
11.4.1.2 Identify important ·
Organs of homeostasis: Kidney, ·
Listening to
organs in skin and the liver ·
Investigating others with
homeostasis important organs respect
11.4.1.3 Describe the role of ·
Role of the kidney: water/salt ion in homeostasis
the kidney in balance (Refer to the role of Anti ·
Communicating
maintaining the Diuretic Hormone (ADH) the role of the ·
Giving
balance of water kidney in presentation
and salt ions osmoregulation
·
Mechanism of
Thermoregulation: ·
Analysing the ·
Accepting
11.4.1.4 Describe the Overheating(Vasodilation and responsibility for
mechanism of mechanism of
sweating), Overcooling thermoregulation one’s behavior
thermoregulation (vasoconstriction and shivering)
by the skin by the skin
·
Role of the liver in the regulation
11.4.1.5 Describe the role of
of the blood sugar (conversion of ·
Communicating
the liver in the the role of the
glucose to glycogen and vice -
regulation of blood liver in regulating
versa. Amino acids and glycerol
sugar and body blood sugar and
to glucose) and body
temperature body temperature
temperature

CONTENT
11.5 THE 11.5.1 Hormones 11.5.1.1 Describe what ·
Hormones: Refer to regulatory · Communicating ·
Cooperating in
ENDOCRINE hormones are chemicals transported by blood information on class activity
SYSTEM to target organs hormones as
regulatory
11.5.1.2 Identify the ·
Endocrine glands: Pituitary, chemicals
endocrine glands in pancreas, adrenal and thyroid, transported by
a human being testes and ovaries blood to target
organs
·
Being aware of
·
Identifying
the endocrine
11.5.1.3 Identify the ·
Hormones produced by the endocrine glands
glands
hormones produced pancreas: Insulin and glucagon: on the charts
by the pancreas, Adrenal: Adrenaline, ·
Investigating ·
Developing
adrenal, thyroid and Thyroid: Thyroxine hormones curiosity in the
pituitary glands Pituitary: ADH,TSH,FSH,GH produced by role hormones
some endocrine play in the human
11.5.1.4 Describe the glands body
·
Functions of Hormones:
functions of ·
Communicating
Thyroxine, insulin and
thyroxine, insulin, functions of
adrenaline (Refer to the effects
glucagon and thyroxine,
of over and under secretion of
adrenaline insulin, glucagon
hormones)
and adrenaline

CONTENT
11.6 THE 11.6.1 The Nervous 11.6.1.1 Identify main parts ·Main parts of nervous system: ·
Communicating ·
Appreciating the
NERVOUS System of the nervous Brain, spinal cord and nerves the main parts of functions of
SYSTEM AND system in a human the nervous neurones
SENSE ORGANS being system
·Functions of Neurones: Refer
·
Actively
11.6.1.2 Describe what ·
Investigating participating in
to functions of sensory, motor
neurones are functions of group activities
and relaying neurones
neurones
·Spinal reflex arc: Movement of
11.6.1.3 Explain the path an impulse through sensory ·
Investigating a
taken by an impulse ·
Listening to
neurones to the CNS and to spinal reflex arc
through a spinal others with
effectors respect
reflex arc
·
Comparing ·
Asking questions
11.6.1.4 Describe what the ·Spinal reflex (knee jerk);
different reflex for more
Cranial reflex (blinking,
spinal, cranial and actions understanding
coughing, response to light
the conditioned
reflex actions are intensity) Conditioned reflex
(Pavlov’s experiment) ·
Communicating ·
Giving
·Main parts of the brain: the main parts of presentation
11.6.1.5 Identify the main the brain
parts of the brain of Cerebral hemispheres, ·
Appreciating the
a human being cerebellum, Hypothalamus and main parts of the
medulla oblongata human brain
11.6.1.6 Explain the ·
Communicating ·
Developing
functions of the ·Functions of fore brain
(cerebrum and hypothalamus) functions of the curiosity on the
forebrain and the forebrain and functions of the
hindbrain and hind brain(cerebellum and
medulla oblongata) hindbrain fore and hind
brain
11.6.1.7 Describe the effects ·Effects of drug abuse: Affect
the breathing centre of the ·
Inferring effects
of abuse of drugs
brain(depressants), destroy the of abuse of drugs
on the nervous
system neurones, Increase reaction ·
Being aware of
time ·
Communicating the effects of
11.6.1.8 Explain the effects ·Effects of tetanus infections: effects of tetanus abuse of drugs on
of tetanus infection Refer to damage to brain cells the brain and the nervous
and impairment of nerve tissue nerve tissues system

CONTENT
11.6.2 Sense Organs 11.6.2.1 Identify the external ·External and internal structures · Investigating ·
Appreciating the
and internal of the human eyes: External external and functions of the
structures of the structures(Sclera, cornea, iris, internal structures eye
human eye pupil) include eyebrows and of the human eye
eyelashes: Internal (include
lens, humours, layers and optic ·
Communicating
nerve) functions of parts
11.6.2.2 Explain the ·Functions of parts of the eye: of the eye ·
Developing
functions of the Pupil, Iris, Cornea, Tear gland, curiosity in
parts of eye Conjunctiva, Sclera, retina ·
Analysing understanding
·Accommodation of the eye: focusing of an accommodation
11.6.2.3 Describe the Refer to the process of image on the of the eye
accommodation of producing a focused image of retina ·
Being aware of
the eye near and distant objects on the causes and
retina correction of
short and long
11.6.2.4 Describe the causes ·The causes of short and long sightedness
of short and long sightedness: Refer to loss of Communicating ·
Arousing
sightedness elasticity of the lens and · curiosity on
abnormal eye ball and age causes of short causes and
11.6.2.5 Explain the ·Correction of short (use and long methods of
correction of short concave lens) and long sight sightedness preventing
and long sight (use convex lens) ·
Participating in
·
Analysing
correction of class discussion
11.6.2.7 Investigate the ·Causes and methods of short and long actively.
common causes and preventing blindness: (Vit A sightedness ·
Giving
methods of deficiency, filarial worm, presentation
·Investigating the
preventing physical injury and diabetes common causes
blindness mellitus) Prevention (foods ·
Listening to
and methods of
rich in Vitamin A, surgery and preventing others with
other measures) blindness respect
11.6.2.8 Describe the ·Major parts of the ear: outer, ·
Accepting
·
Communicating
structure of the middle and inner ears responsibility of
major parts of the
human ears one’s behaivior
ear

CONTENT
SPECIFIC
OUTCOMES
11.6.2.9 Explain the ·Functions of each part of the ·
Analysing
functions of the ear: include eardrum, ossicles, functions of the
parts of the ear Eustachian tube, cochlea and parts of the ear
semi circular canals
11.6.2.10 Describe causes ·
Communicating
·Causes and methods of causes and
and methods of preventing deafness Causes: methods of
preventing Methods of cleaning the ears; preventing
deafness noise and disease deafness
11.6.2.11 Describe the role · Role of skin: Refer to Sensory ·
Communicating
of the skin as a receptors for heat, pain, touch role of the skin as
sense organ and pressure a sense organ
11.7 THE 11.7.1 Skeleton 11.7.1.1 Identify various ·
Types of skeleton: endoskeleton, ·
Comparing ·
Developing
SKELETON AND types of skeleton exoskeleton, hydrostatic various types of curiosity
LOCOMOTION skeleton ·
Cooperating in
Functions of skeleton: Support, ·
Classifying class activity
functions of the protection, structure and functions of the
skeleton locomotion skeleton
11.7.2 The 11.7.2.1 Investigate the ·
Structure and composition of an ·
Developing
Skeleton of structure and exoskeleton: Refer to the position structure and curiosity
an insect composition of an and composition of a skeleton of composition of ·
Cooperating in
exoskeleton an insect an exoskeleton group activity
·
Listening to
·
Observing joints others with
11.7.2.2 Identify joints and ·
Joints and attachment of and muscles in respect
muscles in the muscle(flexors and extensors) in the limbs of a
limbs of a the limbs of a grasshopper grasshopper
grasshopper

CONTENT
11.7.3 The 11.7.3.1Identify the bones of ·
Types of Skeleton: Axial · Observing bones ·
Actively
Mammalian the axial and the skeleton (skull, vertebral of the axial and participating in
Skeleton appendicular column), Appendicular skeleton appendicular class activities
skeletons (girdles, limbs) skeletons
·
A tissue of bone: Refer to living ·
Communicating
11.7.3.2 Explain a bone as a cells in bones, production of red information on ·
Giving
living tissue blood cells. (Include bone the living cells in presentation
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 Refer to shape and amount of structure of the participating in
skeletal muscle mitochondria skeletal muscle learning
activities
11.7.4.2 Demonstrate the ·
Action of antagonistic muscles:
Refer to contraction and ·
Demonstrating
action of the action of
antagonistic relaxation of biceps and triceps; ·
Asking
antagonistic
muscles circular and longitudinal questions for
muscles
muscles in iris more
·
Joints: Refer to structure and
·
Comparing the understanding
11.7.4.3 Compare the ball Ball and socket
and socket joint and movement of Ball and socket,
joint to the Hinge
the hinge joint and hinge joints. (Also refer to
joint disorders e.g. gout)
joint ·
Giving
·
Classifying the presentation
parts and Accepting
11.7.4.4 Identify the parts ·
Parts and functions of the
functions of the
and functions of the synovial joint: Refer to
synovial joint in a
synovial joint Functions of the cartilage,
chart
ligament, capsule synovial fluid ·
responsibility
and membrane ·
Comparing
11.7.4.5 Compare the joints, similarities and for one’s
muscle attachment ·
Muscle attachment and
differences bahavior
and movement in movement in an endoskeleton
between
endoskeletons with and exoskeleton
exoskeleton and
those of endoskeleton
exoskeletons

CONTENT
11.8 TROPIC 11.8.1 Tropic 11.8.1.1 Describe what ·
Tropic response: Growth · Communicating ·
Being aware of
AND TAXIC Responses tropic response is responses in plants to water, growth responses tropic responses
RESPONSES light, chemicals and gravity in plants in plants
11.8.1.2 Demonstrate growth ·Growth responses: Phototropism, ·
Observing ·
Developing
responses exhibited geotropism, hydrotropism and growth responses curiosity in
by 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 on growth of shoots and and gravity on the ·
Listening to
gravity on the roots (Refer to the Auxin growth of roots others with
growth of plants theory) and shoots respect
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
11.8.2.2 Explain responses ·
Responses exhibited by response to group activity
exhibited by invertebrates: Refer to stimulus
invertebrates movement of woodlice and ·
Observing
cockroaches to light movement of
invertebrates in
response to light

CONTENT
11.9.1 Growth in 11.9.1.1 Explain the ·
Growth: Increase in number of ·
Communicating · Appreciating
11.9 GROWTH Plants meaning of growth cells, dry mass, complexity and meaning of meaning of
AND size growth in growth
DEVELOPMENT organisms
11.9.1.2 Identify the regions ·
Regions of growth in stems and ·
Observing growth
of growth in stems roots: cell division, elongation regions in stem
and roots and differentiation and roots
11.9.1.3 Identify ·
Being aware of
·
Differentiated cells: Refer to
differentiated cells the regions of
meristematic region ·
Observing
in plants growth in stem
differentiating into differentiated and roots
collenchymas, parenchyma, cells in plants
cambium, sclerenchyma, ·
Communicating ·
Asking questions
11.9.1.4 Explain the phloem, and xylem differentiation of to learn more
differentiation of
primary and about
primary and ·
Differentiation of primary and secondary tissues differentiated
secondary tissues in secondary tissues in plants in plants cells in plants
plants
11.9.2 Germination 11.9.2.1Distinguish the ·
Structure of a dicot and a ·
Comparing ·
Appreciating the
and structure of a monocot seed structure of a structure of a
Development dicotyledonous and a dicot and dicot and
monocotyledonous monocot seed monocot seed
seed ·
Investigating
11.9.2.2 Investigate ·
Conditions for germination: conditions ·
Appreciating the
conditions Suitable temperature, water and necessary for conditions
necessary for oxygen germination necessary for
germination ·
Recording the germination
11.9.2.3 Demonstrate ·
Hypogeal and Epigeal data of ·
Cooperating in
hypogeal and germination: Epigeal (refer to the observation class activities
epigeal elongation of epicotyls in ·
Observing ·
Knowing the
germination dicots) and hypogeal(refer to hypogeal and safety rule of
elongation of hypocotyls in epigeal observation
monocots) germination germination

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.

CONTENT
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 reproduction reproduction reproduction in
and Bacteria ·
Communicating unicellular
12.1.1.2 Describe asexual ·
Asexual reproduction in information on organisms
reproduction in unicellular organisms (Refer reproduction in ·Actively
unicellular organisms to budding in yeast cells and unicellular participating in
bacteria, binary fission in organisms class activities
amoeba)
12.1.1.3 Describe the sexual ·

Asexual and sexual
and asexual reproduction in fungus (Refer
reproduction in fungus to spores and zygospore) ·
Analysing the
·
Decomposition of organic two types of ·Appreciating
12.1.1.4 Explain the matter and nutrient recycling. reproduction in importance of
importance of fungi Disease causing effects e.g. fungus fungi and bacteria
and bacteria Ringworm and Bacillary Communicating ·
· Giving presentation
dysentery. Production of a importance of ·Listening to others
food and alcohol, source of fungi and bacteria with respect
food (mushroom)

CONTENT
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 ·Questioning new
12.1.2.2 Investigate the different ·
Methods of artificial ideas in order to
methods of artificial propagation: Refer budding, ·
Investigating fully understand
propagation cuttings, grafting, layering different methods them
of artificial
Advantages and propagation ·Being aware of
advantages and disadvantages of vegetative advantages and
disadvantages of propagation Advantages: ·
Communicating disadvantages of
vegetative cheap, genetic stability advantages and vegetative
propagation Disadvantages: disadvantages of propagation
overcrowding, no genetic vegetative
variation propagation

CONTENT
12.2 SEXUAL 12.2.1 12.2.1.1 Identify the parts of a ·
Parts of a Flower: Calyx, ·
Observing parts of a ·
Developing curiosity
REPRODUCTION Reproduction typical flower corolla, pistil, stamens, typical flower to learn more about
IN FLOWERING in Plants receptacle ·
Comparing various reproduction in
PLANTS functions of parts a plants
12.2.1.2 Describe the functions of ·
Functions of parts of a flower ·
Being aware of
various parts of a flower flower: Refer to Calyx, functions of parts of a
corolla, pistil, stamens, flower
receptacle
12.2.2 12.2.2.1 Distinguish between two ·
Types of pollination: ·
Appreciating the two
Pollination different types of self pollination and different types of
pollination cross pollination pollination
·
Wind and insect ·
Comparing self and
12.2.2.2 Distinguish between pollination (Include cross pollination
·
Participating in class
wind and insect adaptive structures of discussions in order
pollination wind and insect ·
Comparing wind and to understand wind
pollinated flowers) insect pollination and insect pollination
12.2.2.3 Describe the process of ·
Process of fertilization
fertilization in flowers in flowers: leading to ·
Communicating ·
Appreciating the
fusion of male and information on the process of
female gametes include process of fertilization in
seed and fruit formation fertilization in plants flowering plants
12.2.2.4 Investigate ways in ·
Seed dispersal: Refer to
which seeds and water, wind, animals ·
Investigating seed
dispersed and self mechanism and fruit dispersal ·
12.2.2.5 Explain the adaptation of ·
Adaptation of fruits and
fruits and seeds to mode seeds: Scent, shape, ·
Observing adaptive
of dispersal colour of various parts features for dispersal
Importance of dispersal:
of fruit and seed
·
Communicating the
For plant propagation, importance of seed
dispersal plant preservation and dispersal
survival

CONTENT
12.3 12.3.1 Sexual 12.3.1.1 Describe the process of ·
Process of reproduction ·Communicating the ·
Asking questions in
REPRODUCTION Reproduction in reproduction in a frog in frogs: Refer to number process of order to learn more
IN ANIMALS Animals of eggs laid, nature of reproduction in a about the
fertilisation, care of the frog reproduction in
young (metamorphosis is frogs
not needed) ·
Appreciating
12.3.1.2 Identify male and ·
Reproductive organs: ·
Identifying the animal life
female reproductive Male(Testes, Epididymis, differences between
organs in human beings sperm duct, urethra, male and female ·
Cooperating in
penis, prostate gland, reproductive organs class activity
seminal vesicle) and ·
Listening to others
female(ovaries, oviduct, with respect
·
Communicating
uterus, cervix, vagina) functions of different
reproductive organs
12.3.1.3 Explain the functions of ·
Functions of different
the different organs of organs: Testes, ·
Investigating
the human reproductive Epididymis, sperm duct, biological changes
system urethra, penis, prostate associated with
gland, seminal vesicle) sexual development
and female(ovaries,
oviduct, uterus, cervix,
vagina) ·
Communicating
menstrual cycle in
12.3.1.4 Describe the biological ·
Biological changes:
humans
changes associated with Primary and secondary
sexual development in characteristics. (Include
human beings formation of gametes and ·
Investigating
onset of menstruation, processes of
role of hormones), fertilization and
Stimulating the implantation
production of sperms and ·Investigating causes
ova of infertility in
humans

CONTENT
12.3.1.5 Describe the menstrual ·
Menstrual cycle: Stages,
cycle in human beings follicular growth and
ovulation; roles of
hormones (FSH, LH,
Oestrogen, progesterone)
12.3.1.6 Explain the processes of ·

Processes of fertilisation ·
Communicating the
fertilisation and and implantation: Fusing
development of the
implantation in human of sperm and ovum in
embryo in the uterus
beings oviducts; Implantation of
embryo to the uterus wall
12.3.1.7 Identify causes of ·
Causes of infertility:
infertility in human Alcoholism, weak
beings sperms, fibroids, blocked
oviducts, ovulation
disorders, STIs
12.3.1.8 Describe development of ·Development of embryo:
the embryo in the uterus Refer to the functions of
amnion, amniotic fluid,
umbilical cord and
placenta
12.3.1.9 Describe health risks ·

Health Risks: Poor
nutrition, smoking, ·
Communicating
associated with foetal
alcohol and drugs/ herbal health risks
development in human
medicines during associated with
beings
pregnancy foetal development
12.3.1.10 Describe healthy ·
Healthy pregnancy:
pregnancy and safe child Antenatal services, good
nutrition, exercise, giving ·
Communicating
birth knowledge on
birth at a health facility,
avoiding taking harmful healthy pregnancy
substances to the body. and safe childbirth

CONTENT
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 questions
natural methods
12.3.2.2 Describe the benefits ·

Benefits and Risks of ·
Communicating ·
Asking
and possible risks of Contraceptives: Benefits: benefits of using in order to
using contraceptives Planned families, Risks: contraceptives understand new
side effects (Disturbed ideas about
menstrual cycle, weight contraceptives
gain, and hormonal
imbalance)

CONTENT
12.4 GENETICS 12.4.1 Variation in 12.4.1.1 Describe terms used ·
Terms used in the study of ·Communicating ·
Plant and Animal in the study of genetics: Gene, allele, terms in genetics. in understanding
Species genetics chromosome, genotype, variations in human
phenotype, dominant beings
gene, recessive gene
Variation in human being: ·
Classifying
variations in human Eye colour, skin colour, variations in human
beings finger print, tongue beings
rolling, height, ear lobes)
12.4.1.3 Observe variations in ·
Variations in flowering ·
Observing
flowering plants plant: Fruit structure and variations of
scent, height (tall, dwarf. flowers in the
Include leaf size, shape, locality
and weight)
Continuous and
continuous and discontinuous variations ·
Comparing
discontinuous in human being: continuous and ·
Asking questions to
variations Continuous( refer to discontinuous learn more about
height ,skin colour, body variation in species continuous and
mass) and discontinuous discontinuous
variations ( eye colour, variation
blood group, sex and
tongue rolling) ·
Participating in
group discussion
12.4.1.5 Describe the factors ·
Factors that cause ·
that cause variations variations: Refer to ·
Communicating
among plants and climatic factors, nutrition, factors that cause activity
animals of the same soils variations among ·
Listening to others
species plant and animals with respect
of the same species

CONTENT
12.4.2 Cell 12.4.2.1 Describe the stages ·
Stages of cell division in ·Comparing stages ·
Appreciating the
Division and of cell division mitosis and meiosis: of cell division stages of cell
Chromosomes (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
importance of meiosis: Refer to growth
mitosis and meiosis and reproduction. Include
uncontrolled cell
division(cancer)
12.4.3 Inheritance 12.4.3.1 Explain what a ·
Monohybrid crosses: ·
Interpreting ·
Asking questions in
monohybrid Refer to homozygous, chromosomes and order to understand
inheritance is heterozygous recessive, the genes they the outcomes of
dominant, F1, F2 carry monohybrid
generation, offspring, ·
Inferring the crossings
ratio, gene, chromosomes, genotype and ·
alleles, phenotype and phenotype of the to learn more about
genotype, gamete offspring inheritance of
12.4.3.2 Demonstrate the ·
Inheritance of human ·
Demonstrating the human
inheritance of human characteristics: Refer to inheritance of characteristics
characteristics using height, eye colour, characteristics ·
Appreciating sex
the crossings albinism, sickle cell using the crosses determination in
human being
12.4.3.3 Explain the factors ·
Sex of a human being: ·
Communicating ·
Giving presentation
that determine the (Refer to X and Y information on the
sex of a human chromosomes) X and Y ·
Appreciating the
being chromosomes mechanism of
inheritance blood
Inheritance of sex linked groups
inheritance of sex characteristics (Refer to ·
Accepting
linked red, green colour responsibility of
characteristics blindness and one’s behavior
haemophilia)

CONTENT
Mechanism of ABO blood · Analysing the ·
mechanism of ABO groups inheritance: Refer mechanism of ABO
blood groups to alleles IA, IB, IO; blood groups
inheritance dominancy, co-dominancy inheritance
and recessive
12.4.4 Mutation 12.4.4.1 Describe what ·

Mutation (refer to ·
Being aware of
mutation is permanent changes in permanent changes
structure of chromosomes in structure of
and genes) chromosomes and
12.4.4.2 Identify the causes of ·
Causes of mutation: genes
mutation Natural radiation (nuclear ·
Asking questions in
emission, and x-rays, ·
Communicating order to understand
ultra-violet light information on mutation
mutation
12.4.4.4 Explain effects of ·
Effects of mutation: ·
Awareness of effects
mutation Down’s Syndrome, ·
Investigating of mutation
haemophilia, sickle cell causes of mutations
anaemia ·
Investigating
effects of mutations
12.4.4.5 Describe the uses of ·
Uses of mutations:
mutations Induced mutation in ·
Communicating ·
Appreciating the
Agriculture. (Polyploidy uses of mutations uses of mutations
plants)

CONTENT
12.5 12.5.1 12.5.1.1 Identify various ·
Types of plants: ·Classifying plants ·
Appreciating
CLASSIFICATION Classification types of plants Chlorophytes (Algae), into different various
OF PLANTSAND Bryophytes (mosses, phyla characteristic
ANIMALS ferns), coniferous plants features of
and flowering plants different types of
12.5.1.2 Identify various ·
Types of mammals: plants
types of animals reptiles, amphibians, ·
Appreciating
birds, arthropods and characteristic
protozoa features of
different animals
·
Classifying animals
12.5.1.3 Formulate a simple ·
Simple keys for into their classes ·
Asking questions
key for classification: Refer to in order to
classification of Dichotomous keys ·
Formulating formulate simple
plants and animals classification keys dichotomous keys
·
Identify classes of for plants and
12.5.1.4 Use a simple vertebrates and common animals
·
Applying use of a
classification key to invertebrates using simple classification key
·
Actively
identify plants and classification keys participating in
animals class activities

CONTENT
12.6 THE SOIL 12.6.1 Soil 12.6.1.1 Demonstrate soil ·
Soil composition: Air, ·Observing the ·
Appreciating soil
Composition and composition micro-organism, soil composition of soil composition
Fertility particles, humus using a soil sample ·
Appreciating
different types of
12.6.1.2 Describe the types of ·
Types and Properties of soil
soil and their ·
Classifying the
soil: types; Clay, Loam and types of soils and ·
Cooperating in
properties sand soils group activities
their properties
·
Being aware of
12.6.1.3 Describe factors that ·
Factors that make soil factors that make
make soil fertile fertile: Air, micro ·
Communicating soil fertile
organisms, moisture, factors that make
·
Asking questions in
mineral elements, organic soil fertile
order to identify
matter, pH causes of soil
fertility
12.6.1.4 Investigate causes of ·
Causes of loss of fertility in
loss of fertility in soil soil: Deforestation, poor
farming methods, late ·
Investigating causes
burning, overgrazing, of loss of fertility in
leaching, harvesting soil
·
Methods of improving and
12.6.1.5 Explain methods of retaining soil fertility:
improving and ·
Communicating
Suitable pH, weeding,
retaining soil fertility methods of
application of fertiliser, crop
improving and
rotation, conservation
retaining soil
farming
fertility
12.6.1.6 Determine the
·
Developing
·
Distribution of earth worms: ·
Investigating the curiosity in the
distribution of earth Refer to sand, loam, clay of distribution of earth distribution of earth
worms in different different acidity, alkalinity, worms in different worms in different
types of soils moisture or water and plant types of soils types of soils
population

CONTENT
12.7 ECOLOGY 12.7.1 12.7.1.1 Explain the term ·
Ecology: Interaction of ·
Appreciating
Biotic and Abiotic ecology organisms with their term ecology interaction of
Interactions environment organisms with
12.7.1.2 Explain the terms ·
Ecological terms: Habitat, ·
Communicating terms their environment
used in ecology 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)
12.7.2 Feeding 12.7.2.1 Design a food chain ·
Food Chain: Producer, ·
Appreciating
Relationships and ·
Designing a food
Consumer and linear and webbed
Energy Flow chain
Decomposer. feeding
12.7.2.2 Design a food web ·
Food web (Relate the relationships
food chain to
development of a food ·
Participating in
web) ·
Formulating a group activity
of food web model
12.7.2.3 Describe the way ·
Energy flow: Refer to ·
Giving
energy flows along ultimate source of energy presentation
food chains and food as being sunlight; non- ·
Designing the way ·
Listening to others
webs cyclical nature of energy energy flows along with respect
flow trophic levels
Efficiency of energy ·
Appreciating flow
efficiency of energy transfer between trophic and efficiency of
transfer between
·
Analysing the
levels (Refer to 90% loss energy
efficiency of energy
trophic levels of energy at each level).
transfer between ·
Developing
·
Pyramids of numbers, trophic levels
12.7.2.5 Construct pyramids bio-mass and energy curiosity about
of numbers, bio-mass (Refer to diagrammatic
·
Constructing pyramids of
and energy pyramids of numbers, numbers, bio-mass
representation)
biomass and energy and energy

CONTENT
12.7.3 Population 12.7.3.1 Explain the term ·
Population: Refer to ·
Being aware of
population different species in a term population population, factors
community that cause change
12.7.3.2 Investigate factors ·
Change in population in population size
that cause change in ·
Investigating factors
size: Refer to natural
that cause change in
·
Appreciating
population size disasters, disease, population data
population size
immigration, emigration,
and wars ·
Collecting population
12.7.3.3 Interpret population data
·
Refer to graphs,
data histograms, tables and pie ·
Interpreting
charts population data
12.7.4 Carbon and 12.7.4.1 Describe how carbon ·
Carbon and nitrogen ·
Communicating how ·
Appreciating the
Nitrogen, Water and nitrogen are cycles: Include the roles carbon and nitrogen water cycle
Cycles cycled within an of micro-organisms are cycled ·
Participating in
ecosystem ·
Collecting the data on group discussion
water cycle ·
Giving
12.7.4.2 Describe what the ·
Water cycle (Relate to ·
Formulating the cycle presentation
water cycle is. human and environmental of water in ·
Listening to others
factors) environment with respect
12.7.5 Ecosystem 12.7.5.1 Investigate key ·
Features of an ecosystem: ·
Investigating key ·
Being aware of
features of an Community and Non- features of an effects of
ecosystem living part of environment ecosystem agriculture on an
(Use a pond as an ecosystem
example) ·
Being aware of
12.7.5.2 Explain the effects of ·
Effects of agriculture on effects of
Agriculture on an
·
Communicating the
ecosystem: Refer to deforestation on
effects of Agriculture
ecosystem water, soil and air soil stability and
on an ecosystem
pollution climate
12.7.5.3 Describe the effects of ·
Effects of deforestation: ·
Analysing effects of ·
Participating in
deforestation on soil Soil erosion, global deforestation on soil group discussion
stability and climate warming stability and climate ·
Listening to others
with respect

CONTENT
12.7.6 Pollution 12.7.6.1 Describe the ·
Undesirable effects of ·
Analysing undesirable ·
Caring for the
undesirable effects of pollution on water, air and effects of pollution on environment by
pollution. land our life understanding the
12.7.6.2 Determine measures ·
Measures to prevent ·
Communicating undesirable effects
to prevent pollution pollution: Refer to waste measures to prevent of pollution
management. Use of pollution ·
Applying
filters in chimneys. preventive
Include the conversion of measures of
sulphur dioxide to pollution to daily
sulphuric acid by passing life
it through a tank of water
12.7.7 Conservation 12.7.7.1Identify the ·
Importance of conserving ·
Being aware of the
importance of plant and animal species importance of importance of
conserving plant and (Refer to endangered conserving plant and conserving plant
animal species species) animal species and animal species
12.7.7.2 Explain how to reuse, ·
3Rs: Reduce, Reuse, ·
Investigating the ways ·
Applying the idea
reduce and recycle Recycle of 3Rs of 3Rs to daily life
materials
·
Sustainable use of ·
Caring for the
12.7.7.3 Investigate the resources: Avoid importance of sustainable use of
importance of deforestation, over sustainable use of resources
sustainable use of fishing, over hunting; resources
resources encourage game keeping

CONTENT
12.7.8 Bio - diversity 12.7.8.1 Investigate diversity ·
Bio-diversity: Refer to ·
Investigating diversity ·
Appreciating
of organisms in a school grounds, a pond or of organisms in a different species of
given locality nearby wetland organic given locality organisms in a
reserves given locality
Importance of biological
importance of diversity: Refer to
diversity of equilibrium of organisms ·
Developing
organisms in given in the ecosystem curiosity in the
locality ·
Communicating adaptation of
12.7.8.3 Explain how some ·
Adaptations of organisms: importance of organisms in the
organisms are Refer to adaptive organisms in a given environment
adapted to the characteristics of fish, locality ·
Conserving
environment insects, mammals and organisms for
plants ·
Observing adaptive future generations
12.7.8.4 Investigate the impact characteristics of
·
Impact of human
of human activity on organisms in an
activities on organisms:
organisms environment
Refer to hunting, fishing,
and charcoal production. ·
Appreciating
impact of human economic
Also refer to the
activity on organisms importance of
threatened extinction of
maintaining
the African elephant ·
Communicating
12.7.8.5 Describe the biodiversity
·
Maintaining biodiversity: economic reasons for
economic reasons for Refer to tourism, maintaining bio ·
Applying the idea
maintaining biodiversity of bio-diversity to
medicinal plants and
diversity daily life
animal, source of food

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Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

First Published 2013 by

BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12 iv

C.N.M Sakala (Mrs.)

BIOLOGY SYLLABUS - GRADE 10 - 12 v BIOLOGY SYLLABUS - GRADE 10 - 12

This syllabus is intended to:

vii BIOLOGY SYLLABUS - GRADE 10 - 12

Therefore, learners are expected to acquire competences in:

1. Knowledge with understanding

2. Handling information and solving problems

3. Experimental skills and investigations

BIOLOGY SYLLABUS - GRADE 10 - 12 viii

A. Knowledge with understanding

B. Handling information and solving problems

ix BIOLOGY SYLLABUS - GRADE 10 - 12

C. Experimental skills and investigations

TIME AND PERIOD ALLOCATION

BIOLOGY SYLLABUS - GRADE 10 - 12 x

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes: Key Competences:

1 BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12 2

3 BIOLOGY SYLLABUS - GRADE 10 - 12

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5 BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12 6

10.4.3 Dietary 10.4.3.1 Design a balanced diet for ·

7 BIOLOGY SYLLABUS - GRADE 10 - 12

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9 BIOLOGY SYLLABUS - GRADE 10 - 12

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11 BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12 12

10.8.1.6 Explain gaseous ·

13 BIOLOGY SYLLABUS - GRADE 10 - 12

10.8.2.4 State ways in which ·

BIOLOGY SYLLABUS - GRADE 10 - 12 14

15 BIOLOGY SYLLABUS - GRADE 10 - 12

BIOLOGY SYLLABUS - GRADE 10 - 12 16

17 BIOLOGY SYLLABUS - GRADE 10 - 12

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes: Key Competences:

BIOLOGY SYLLABUS - GRADE 10 - 12 18

19 BIOLOGY SYLLABUS - GRADE 10 - 12

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11.8.2 Taxic 11.8.2.1 Describe what taxic ·

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GENERAL OUTCOMES AND KEY COMPETENCES