BIOLOGY

MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: BIOLOGY

LEVEL: 4 TOTAL HOURS: 420 TOTAL CREDITS: 42

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: NOVEMBER 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842
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 Table of Contents

FOREWORD ........................................................................................................................................................................................................................ v

ACKNOWLEDGEMENTS............................................................................................................................................................................................... vii

Science National Panel ....................................................................................................................................................................................................... vii

Biology Standing Committee.............................................................................................................................................................................................. ix
Quality Assurance Team ..................................................................................................................................................................................................... x
INTRODUCTION ................................................................................................................................................................................................................ 1

RATIONALE FOR THE SYLLABUS .............................................................................................................................................................................. 1

TARGET POPULATION AND ENTRY REQUIREMENTS......................................................................................................................................... 6

EMPLOYMENT PATHWAYS .......................................................................................................................................................................................... 6

SYLLABUS DELIVERY ROAD MAP.............................................................................................................................................................................. 8

METHODOLOGY............................................................................................................................................................................................................... 9

RESOURCES ....................................................................................................................................................................................................................... 9

ASSESSMENT ................................................................................................................................................................................................................... 10

MODULE BIOSL 1: EXPLORE CONTINUITY AND DIVERSITY OF LIFE ......................................................................................................... 12

Learning outcome BIOSL 1.1: Analyse cell processes and maintenance ..................................................................................................................... 12
Learning outcome BIOSL 1.2: Apply knowledge of classification of living organisms to group them into kingdoms ............................................ 14
Learning outcome BIOSL 1.3: Evaluate the role of reproduction in continuity of life .............................................................................................. 15
Learning outcome BIOSL 1.4: Apply knowledge of heredity to solve problems ......................................................................................................... 17

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MODULE BIOSL 2: ANALYSE ENERGY FLOW IN ECOSYSTEMS ..................................................................................................................... 18

Learning outcome BIOSL 2.1: Investigate interactions in an ecosystem ..................................................................................................................... 18

Learning outcome BIOSL 2.2: Apply knowledge of nutrition in human health.......................................................................................................... 20
Learning outcome BIOSL 2.3: Investigate energy transformations in living organisms ............................................................................................ 21

MODULE BIOSL 3: EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND ANIMALS .................................................................... 22

Learning outcome BIOSL 3.1: Analyse transportation in plants................................................................................................................................. 22

Learning outcome BIOSL 3.2: Analyse transport system in humans ........................................................................................................................... 23

MODULE BIOSL 4: EVALUATE REGULATION AND CONTROL IN PLANTS AND ANIMALS .................................................................... 24

Learning outcome BIOSL 4.1: Analyse homeostatic processes in humans ................................................................................................................. 25

Learning outcome BIOSL 4.2: Explore hormonal regulation in plants and animals ................................................................................................ 26
Learning outcome BIOSL 4.3: Evaluate nervous coordination in humans ................................................................................................................ 27

MODULE BIOSL 5: EXPLORE THE APPLICATION OF BIOLOGICAL PROCESS IN REAL LIFE SITUATIONS .................................... 28

Learning outcome BIOSL 5.1: Investigate the uses and applications of biotechnology in production and service industry ................................. 29
Learning outcome BIOSL 5.2: Investigate gene technology ......................................................................................................................................... 30

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FOREWORD

The Ministry of Basic Education has undertaken a comprehensive review of Botswana's General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from a resource based
to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning
pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that
meet the challenges and needs of the 21st century.

The Ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of quality
education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts more
emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine acquisition
of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning and teaching
that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-
economic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and
integrate emerging issues that include; Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-
corruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for
the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity, including the
inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role
of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the

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learners' needs and guide them to be accountable and responsible for their own learning. This requires active participation by all, and the creation of rich
and diverse learning environments.

It is important that we value the learners' own experiences and build upon what they know as well as reward them for positive achievement. At the same
time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their own
interests, career prospects and preferences. The national ideals of; Democracy, Development, Self-reliance, Botho, Unity and Social Harmony, underpin
our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic
researchers.

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ACKNOWLEDGEMENTS
The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals and
organisations who contributed in different ways to the planning, development and production of this Senior Secondary School Horticulture syllabus. This
syllabus reflects the outcome of a genuinely collaborative work across a broad educational spectrum. The Ministry acknowledges the following members
of the Science National Panel, Biology Standing Committee and Quality Assurance team for their valuable contributions in the production of this syllabus:

Science National Panel

TITLE. FIRSTNAME(S) SURNAME ORGANISATION
1. Mr. Kabelo Nick Moswetsi BIUST – Pre University Programmes - Chairperson
2. Dr. Samuel Chimidza UB – Physics Department
3. Dr. Casper Nyamukondiwa BIUST
4. Dr. Spar Mathews DBE – In-service
5. Dr. Bareki Batlokwa BIUST
6. Mr. Mooketsi Lanka UB - DMSE
7. Dr. Sinvula Robert Masene UB- DMSE
8. Mr. Leonard Puso Inservive – Kweneng Regional Office
9. Mrs. Violet Gadifele Lekang Mater Spei College
10. Mrs Laletsang Mokhobo Gaborone Senior Secondary School
11. Mrs M Tebele DWMPC
12. Ms Thuso Ditirafalo Molefi Senior Secondary School
13. Mr Godfrey Mokotedi Moeding College – BOSETU rep
14. Ms. Onalenna Masi Sithole Nanogang JSS - Secretary

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15. Ms. Boitumelo Mojelane Boribamo Primary School
16. Mr. Mothusi Tsie Tlokweng College of Education
17 Ms Snowie Nametsegang Dept. of Social Support Servives
18. Mr. Sedireng Ndolo Botswana Open University
20. Mrs. Dorcus S. Tau Tlokweng College of Education
21. Ms. Virginia Bojosi Botswana Qualifications Authority
22. Ms. Boikhutso Mokotedi- Paledi Museum and Monuments
23. Mr. Titoga Titose Mnindwa CDE
24. Ms. Sibongile Boy CDE

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Biology Standing Committee
No. TITLE. FIRSTNAME(S) SURNAME ORGANISATION
1. Mrs. Violet Gadifele Lekang Mater Spei College - Chairperson
2. Mr. Sandy Mphuting Matsha College
3. Ms. Gaborekwe Tlou Sedie JSS - Secretary
4. Dr. Sinvula Robert Masene University of Botswana - DMSE
5. Dr. Melvin Leteane UB – Biological Sciences
6. Dr. Spar Mathews DBE – In-Service
7. Mr. Mogakolodi Chibona Botswana Examinations Council
8. Mr. Simon Kgaodi Ledumang Senior Secondary
9. Mr. Mothusi Andrew Maripe Moshupa Senior Secondary
10. Ms. Selipa Masego Moutlwatsi Letlhakane Senior Secondary School
11. Mrs. Tsholofelo Kaelo Ledumang Senior Secondary School
12. Mr. Gabriel Ranku Tlokweng College of Education - Vice Chairperson
13. Mrs. Kabelo O. Maripe Molepolole College of Education
14. Mr. Balopi Podi Lehututu JSS
15. Mr. Modisa Bakupi Gantsi Senior Secondary School
16. Mr. Balulwamisi Mosojane Gold Mine JSS
17. Mr. Bethuel Motlamme Kgari Sechele II Senior Secondary School
18. Mr. Ekabang Sebeso Kagiso Senior Secondary School
19. Mr. Phillip Motsisi Kalanke DBE – In - Service
20. Mr. Sesupo L. Lesole South East Region - Inspectorate

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 21. Mr. Mbiganyi Tibone Gaborone Senior Secondary School
22. Mr. Titoga T. Mnindwa CDE
23 Ms. Sibongile Boy CDE

Quality Assurance Team

NO. TITLE FIRSTNAME(S) SURNAME INSTITUTION
1. Prof. Modise Mosothwane Educational - Consultant
2. Dr. Spar Mathews DBE - In-service
3. Ms Isabella Paeye Makgatswane Molepolole College of Education
4. Mr Bachengeta Elias Institute of Health Sciences
6. Mrs Nontobeko Tau Botswana Qualifications Authority

The Department of Curriculum Development and Evaluation officers served as the Secretariat to the committee. This Biology syllabus document reflects
the outcome of a genuinely collaborative work across a broad educational spectrum and the department would like to re-iterate its gratitude to all
individuals and organisations who contributed in any way to the development of this syllabus.

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INTRODUCTION
This syllabus embraces an outcome based approach, which is a vehicle for improving the outcomes of education. It is designed to equip learners with
relevant scientific knowledge, skills and attitudes needed for responsible participation in a knowledge based economy. It also prepares the learners for
tertiary education and provides them with basic skills for employment. The syllabus is anchored on 21st century skills which are the general aims of
the Botswana Senior Secondary School education, and therefore seeks to develop a global competitive knowledge worker.

The syllabus is organized in five (5) compulsory modules which collectively seek to address the broader four (4) Learning Outcomes for the subject. The
modules reflect broad competences within the subject, which are broken down to Module Learning Outcomes. Module Learning Outcomes are
demonstrable behaviours that every learner who is considered to have successfully completed the syllabus must display. Each module learning outcome
is further broken down into performance criteria (PC) which reflect the knowledge, skills and attitudes (KSA) learners must display to demonstrate
achievement of the Learning Outcomes.

The syllabus is allocated 6 periods of 40 minutes each in a 5-day week, preferably with at least two double periods.

RATIONALE FOR THE SYLLABUS

The development of the Biology syllabus is designed to address aspirations of the nation as reflected in the General Education Curriculum and Assessment
Framework (GECAF), which was developed as a response to the implementation of the Education and Training Sector Strategic Plan (ETSSP). The
GECAF is a consolidation of aspirations for the nation as indicated in various policy documents, evaluation reports and research recommendations. The
following are some of the documents that have informed the development of this syllabus; the National Vision 2036, the Botswana Human Resource
Development Strategy, the National Policy on Research, Science, Technology and Innovation, the Botswana General Certificate of Secondary Education
Evaluation report of 2009 and stakeholder consultation reports.

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Biology is a discipline which through the study of structure and function of different forms of life, seeks to build an understanding of the organization of
the living world. The study of Biology examines the interactions between living things and their environments. Knowledge of the living world provides
a foundation for understanding the wellbeing of humans and other living things, an appreciation of Biodiversity and the role of humans in conserving
and improving the quality of the biotic and abiotic environment for sustainability. Learners are also expected to develop an understanding of the strengths
and limitations of applications of biological techniques and technologies in the field of science.

The study of Biology provides opportunities to equip learners with the relevant knowledge, skills and attitudes to enable them to participate in further
studies and life after school. Learners completing the programme will have developed skills and attitudes such as problem solving, critical thinking,
concern for accuracy, innovativeness etc.

The subject will be used as a vehicle to address emerging issues of global and local concern, e.g. Comprehensive Sexuality Education, Non
Communicable Diseases, and Entrepreneurship etc. This syllabus recognizes the need for an understanding of some basic principles of Chemistry, Physics
and Mathematics and therefore exists to strengthen the interrelationship with these subjects.

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BSSE EXIT OUTCOMES
21st Century Skills
1. Ways of Thinking and
Learning
Knowing how to use and develop:
 Creativity and innovation.
 Critical thinking, problem
solving, and decision making.
 Learning with others as well as
learning independently.
Exit Outcomes for Senior Secondary level
At the end of Senior Secondary level:
Competency
 Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they
encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills with which they
process information to solve a wide variety of problems in different contexts. Learners at this level demonstrate
potential for supervisory functions.
Learners, are able to:
 acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training
2. Ways of Working Competency

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Being productive by:
 Relating well to/with others.
 Cooperating and working in
teams.
 Managing and resolving
conflicts.
3. Tools for Working
Effectively use and interact with:
 Language, symbols and text.
 Knowledge and information.
 Varied forms of common
technology.
 Information and
Communication Technology.
4 Living in the World
 Learners can work effectively in groups and individually dealing with complex issues and are result oriented.
They demonstrate leadership skills and are able to manage and resolve conflicts.
Learners are able to:
• work and study purposefully, both independently and in cooperative groups.
• respect, cooperate, communicate effectively in groups and relate well to others.
• take responsibility and accountability for what happens in the group and manage and resolve conflicts that occur
in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
Competency
• Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and
unfamiliar problems in real life situations. They demonstrate understanding of the impact of technology in their
lives, in society, and in the world at large.
Learners are able to:
• locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
• use technologies appropriately.
• demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others
Competency
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Showing effective:
• Self-management.
• Cultural awareness and
expression.
• Social and civic competences.
• Sense of initiative and
entrepreneurship
• Community and global
citizenship
• Learners apply knowledge of the social, cultural, economic, and environmental development in the local and
global context.
Learners are able to:
• demonstrate knowledge and understanding of sustainable development and its implications for the environment
locally and globally.
• apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
• examine issues of human rights.
• recognize and react against forms of discrimination, violence, and anti-social behaviours.
• demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as well
as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and
nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic
society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.
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SUBJECT OUTCOMES

Upon successful completion of the syllabus learners are able to:

LO 1. Apply process skills to investigate cause and effect and the interrelatedness of phenomena on earth and the universe.
LO 2. Apply scientific concepts and knowledge in addressing health, social, economic and environmental issues.
LO 3. Use scientific concepts and knowledge to develop technology for sustainable development.
LO 4. Demonstrate understanding of natural and artificial processes affecting all forms of life to ensure sustainability

TARGET POPULATION AND ENTRY REQUIREMENTS

This syllabus is designed for the academic science stream or those who will take it as a supporting subject for other pathways. The learners who access
the syllabus must have successfully completed the Botswana Junior Secondary Education, level 2 of the National Credit and Qualifications Framework
or its equivalence.

EMPLOYMENT PATHWAYS

The study of Biology lays a foundation for further education and employment in fields such as: Medicine, Forensics, Teaching, Veterinary, Food
science, Agriculture, Biotechnology, Environmental Science, Biosecurity, Teaching, Conservation and sustainability.

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SYLLABUS STRUCTURE
The syllabus comprises of five (5) modules
CODE NAME OF MODULE PURPOSE TYPE
This module enables learners to appreciate fundamental theory of molecules building
BIOSL Explore continuity and up living things and the role of genomic information in diversifying living organisms,
Compulsory
1 diversity of life. continuity of life and sustainability. The module lays a foundation for effective study
of the entire syllabus.
The module provides learners an opportunity to gain understanding on principles of
BIOSL Analyse energy flow in energy transfers through ecosystems and the impact of certain human activities.
Compulsory
2 ecosystems. Understanding of these concepts empowers learners to know how to positively
interact with their environment in order to ensure sustainability.
Evaluate transport of This module enables learners to appreciate importance of transport systems and
BIOSL
substances in plants and biological mechanisms in distribution of substances in living things and Compulsory
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animals. understanding their role in metabolism.
Evaluate Regulation and
BIOSL The module equips learners with knowledge and understanding of how organisms
Control in plants and Compulsory
4 respond to changes in external and internal environment.
animals.
Explore the application of It enables learners to explore and gain understanding on the different applications of
BIOSL
Biological process in real biological processes in various industries and sectors, with more inclination to health, Compulsory
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life situations. food production, sustainable forests, animal production, and waste management.

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DELIVERY MODE
The syllabus is part of a programme that will be taken on a full time basis over a period of 2 years. The syllabus can also be taken by learners enrolled
on part time.

SYLLABUS DELIVERY ROAD MAP

MODULE LEARNING CONTACT TIME SUGGESTED SUGGESTED ASSESSMENT SELF &
CODE OUTCOME 60% (Hrs) FACILITATION LEVEL TIME 20% OTHERS
CODE TERM 20%
BIOSL 1 BIOSL 1.1 17 T1 Form 4 FORM 4 26 26
BIOSL 1.2 10 T2
BIOSL 1.3 35 T2
BIOSL 1.4 16 T2

BIOSL 2 BIOSL 2.1 30 T3 FORM 4 22 22

BIOSL 2.2 24 T3
BIOSL 2.3 12 T1 Form 5
BIOSL 3 BIOSL 3.1 12 T1 FORM 5 8 8
BIOSL 3.2 12 T2
BIOSL 4 BIOSL 4.1 20 T2 FORM 5 16 16
BIOSL 4.2 10 T2
BIOSL 4.3 18 T3
BIOSL 5 BIOSL 5.1 12 T3 FORM 5 12 12
BIOSL 5.2 24 T3

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METHODOLOGY
This syllabus will be delivered through learner - centred methodologies to ensure learners create own knowledge, while the teacher will be facilitating
to ensure organised learning. In this syllabus teachers are encouraged to use a variety of strategies, approaches and methods to provide varied
opportunities for learners with different needs, learning styles, learning paces and abilities. It is imperative that learning of Biology be presented in
contexts that are relevant and related to daily life situations to make the subject real and meaningful to life. Scientific investigations will be incorporated
in the learning process to further develop skills, promote scientific attitudes in scientific inquiry and enhance understanding of scientific concepts and
theories.

Recommended strategies and approaches include and are not limited to;
 Scientific Investigations
 Problem - based learning
 Technology aided learning for ICT integration,
 Group discussions/ role play/debates
 Constructing concept maps
 Project learning (individual/ group)
 Field trips/Excursions

RESOURCES
A laboratory designated for the study of Biology should be fully equipped with the standard contemporary equipment to facilitate learning. The equipment
such as computers, video cameras/CCTV, CD ROMS, smart boards etc. should be available in laboratories to allow effective and meaningful integration

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of ICT. It is recommended that one of the laboratories should be converted into a fully furnished Audio – Visual (AV). To ensure effective interactions
between learners and facilitators during lessons it is recommended that class size should be 25 learners. A qualified laboratory technician will be needed
to play a complementary role to the subject teachers.

To provide learners with opportunities to interact with real ecosystems/environments and hence build the right attitudes towards life. Schools are
encouraged to organise excursions to established facilities such as forests and game reserves, national parks and breeding camps and relevant industries.
Schools are also encouraged to have the following structures in place. These will provide an opportunity for learners to demonstrate the right attitudes
towards life;
 Botanical gardens,
 Fish ponds/ aquariums and
 Cages for insects and other animals.
A comprehensive list of standard laboratory equipment is provided under the section headed Appendices, at the end the Review Framework.

ASSESSMENT
School- based assessment will be conducted throughout modules and at the end of each module to inform instruction and also to judge achievement of
outcomes. It is critical that continuous and timely feedback is given to learners during school based assessment to enable them to reflect on and improve
their performance. Formative assessment will be conducted during modules while summative assessment will be conducted at end of modules, end of
term and end of year.

A number of strategies are recommended for assessment of different Performance Criteria to check attainment of the Learning Outcomes. Examples are
assignments, quizzes, exercises, oral / ICT aided presentations, oral and written tests, practical work etc. These strategies should be varied to give learners
adequate opportunities to demonstrate their achievement.
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Necessary modifications will be made to cater for learners with special needs. These can be achieved through means such as extra time, own room,
scribes, interpreters, using a laptop, presentation, text-to-speech software, videos and audios. Flexible range of assessment modes will be available to all.
Inclusive Assessment methods will allow assessing the same learning outcome in different ways such as projects, group work, coursework, increasing
font size, using assistive devices like CCTV, recorders instead of written work and avoiding complex vocabulary.

The syllabus also seeks to equip learners with the experimental and investigative skills, therefore it is important that these skills are assessed throughout
the course. The following are the skill areas that the syllabus seeks to promote.

 safe use of techniques, apparatus and materials

 planning of experiments and investigations
 make and record observations and measurements
 interpret and evaluate experimental observations and data
 evaluating methods and suggesting possible improvements

Terminal examinations will be administered by the examining body (BEC). School based assessment will contribute to learner certification.

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MODULE BIOSL 1: EXPLORE CONTINUITY AND DIVERSITY OF LIFE

MODULE 1 EXPLORE CONTINUITY AND DIVERSITY OF LIFE CODE: BIOSL 1 TOTAL HOURS 130

Purpose: This module enables learners to appreciate fundamental theory of molecules building up living things and the role of genomic information in diversifying
living organisms, continuity of life and sustainability. The module lays a foundation for effective study of the entire syllabus.

LEARNING OUTCOMES FOR THE MODULE

Upon successful completion of this module the learners are able to:
BIOSL 1.1: Analyse cell processes and maintenance.
BIOSL 1.2: Apply knowledge of classification of living organisms to group them into kingdoms.
BIOSL 1.3: Evaluate the role of reproduction in continuity of life.
BIOSL 1.4: Apply knowledge of heredity to solve problems.

Learning outcome BIOSL 1.1: Analyse cell processes and maintenance

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
1.1.1 Prepare wet mount slides of plant cells. • Microscopy • Practical work • Practical work
1.1.2 Manipulate a compound microscope to observe prepared slides • Parts and functions of • Group work/ discussions • Observations
of plant and animal cells. microscopes and presentations.

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1.1.3 Distinguish between Prokaryotic and Eukaryotic cells using a • Structures of cell parts and • Technology aided • Supervised timed
variety of formats. their functions. teaching. test
1.1.4 Identify cellular components as seen in micrographs. • Practical work
1.1.5 Describe functions of the cellular components. • Group discussions
1.1.6 Relate the number of organelles to the function of specific cells. and presentations.

1.1.7 Describe the importance of cell division. • Different stages of cell • Group work/
1.1.8 Describe the processes of mitosis and meiosis. division. (Interphase, discussions and
Prophase, Metaphase, presentations.
Anaphase and Telophase).
1.1.9 Explain the importance of specialization of cells in multicellular • Structural adaptation of cells • Group discussions
organisms using examples. for functions. and presentations

1.1.10 Investigate effects of osmosis in animal and plant tissues using • The Scientific method. • Practical work • Practical work
a teacher- designed experimental plan. • Movement of substances in • Group work/ • Observations
1.1.11 Investigate the effect of surface area to volume ratio on cell size and out of cells. discussions and • Supervised timed
presentations. tests
1.1.3 Formats: charts and micrographs.
Range statement 1.1.4 and 1.1.5 Cellular components: cytoplasm, mitochondria, chloroplast, cell membrane, cell wall, nucleus, ribosomes.
1.1.6 Organelles: mitochondria and chloroplasts.
1.1.1 Prepared slides –product.
1.1.2 Labelled drawings of cells.
1.1.2 – 1.1.7, 1.1.9 -1.1.11 A marked assessor supervised written/ oral / test.
Evidence requirements
1.1.10 and 1.1.11 A completed planning sheet, approved by the assessor prior to investigations.
1.1.1, 1.1.2 and 1.1.10, 1.1.11 Completed assessor checklist having observed learner performing investigations or in video recordings.
1.1.10, 1.1.11 A marked written laboratory /research report and rubrics.
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Learning outcome BIOSL 1.2: Apply knowledge of classification of living organisms to group them into kingdoms

Facilitation and learning Assessment

Performance Criteria Content
strategies strategies
1.2.1 Outline the general characteristic of organisms in the five • Characteristics of organisms • Group work and • Supervised timed
Kingdoms. in the 5 kingdoms. presentations tests.
1.2.2 Identify organisms in the locality using dichotomous keys. • Classification of organisms. • Technology aided learning
1.2.3 Develop dichotomous keys. • Field work to collect • Observations
1.2.4 Use own dichotomous keys to classify plants and animals.  Use of Dichotomous keys. specimens • Supervised timed
• Sub division of animal and test
plant kingdom into phyla,
classes, genus and species.

Range statement 1.2.1 General characteristics: structure (morphology), reproduction and nutrition.
1.2.3 Learner produced dichotomous keys.
Evidence requirements
1.2.1 - 1.2.4 A marked assessor supervised written/ oral test.

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Learning outcome BIOSL 1.3: Evaluate the role of reproduction in continuity of life

Facilitation and learning

Performance Criteria Content Assessment strategies
strategies
1.3.1 Apply knowledge of mitosis in plant production. • Asexual reproduction • Group practical 1.3.1 Observations of
1.3.2 Compare wind and insect pollinated flowers using fresh • Flower structure work practical work
specimens. • and discussions 1.3.1 – 1.3.15
1.3.3 Discuss importance of cross and self-pollination to a species. • Sexual Reproduction in • Group discussions Supervised tests
1.3.4 Describe the growth of pollen tube and its entry into ovule plants • Technology aided
followed by fertilization. • Flower structure learning
1.3.5 Explain the events leading to fruit and seed formation. • Fertilisation and fruit
formation
1.3.6 Describe the process of seed germination. • Definition of germination • Group practical
1.3.7 Design a plan to investigate environmental conditions which • Role of enzymes in work, discussions
affect germination of seeds. germination and presentations
1.3.8 Investigate the environmental conditions which affect • The Scientific method
germination of seeds

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1.3.9 Describe the menstrual cycle in terms of hormonal control. Sexual Reproduction in Humans
1.3.10 Describe fertilization in humans.  Menstrual Cycle
1.3.11 Describe stages of human development from zygote to  Fertilisation
implantation.  Growth of Foetus
1.3.12 Discuss functions of placenta and umbilical cord during  Diseases and Infections
pregnancy.
1.3.13 Debate for and against the use of birth control.
1.3.14 Discuss STIs in terms of causes, method of transmission, signs
and symptoms, effects, control and treatment.
1.3.15 Discuss cancers associated with the reproductive systems in
terms of cause, effects and treatment.
1.3.14 STIs: gonorrhoea, syphilis, hepatitis B, candidiasis and HIV/AIDS.
Range statement
1.3.15 Cancers: prostate, cervical, ovarian and breast cancer.
1.3.1 Live propagated /cloned plants or in pictures/ videos.
1.3.1 – 1.3.15 Marked assessor supervised written / oral test.
Evidence requirements
1.3.1 – 1.3.7 A completed planning sheet, approved by the assessor prior to investigation.
1.3.7 A Laboratory report marked using rubrics.

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Learning outcome BIOSL 1.4: Apply knowledge of heredity to solve problems

Facilitation and Assessment

Performance Criteria Content
learning strategies strategies
1.4.1 Outline the relationship between DNA, gene and chromosome • Genes and • Group and Supervised
Chromosomes Individual timed tests.
1.4.2 Explain the terms: dominant, recessive, co-dominant, homozygous, • Monohybrid work,
heterozygous, genotype and phenotype. Inheritance discussions
1.4.3 Compute the results of simple crosses with expected ratios of 3:1 and 1:1. and
1.4.4 Solve problems involving monohybrid inheritance using genetic diagrams. presentations.
1.4.5 Discuss factors that may lead to mutation. • Causes and effects of • Technology
1.4.6 Explain the significance of mutation in inheritance of genetic disorders in Mutation aided learning
organisms
1.4.7 Describe continuous and discontinuous variations • Variations
1.4.8 Explain how variation and competition lead to differential survival of organisms
1.4.9 Explain the role of natural selection in evolution • Theories, evidence
1.4.10 Discuss the benefits of artificial selection in agricultural industry and mechanisms of
evolution
Range statement 1.4.6 genetic disorders: albinism, Down’s syndrome
Evidence requirements 1.4.1-1.4.10 Marked assessor supervised written / oral test scripts.

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MODULE BIOSL 2: ANALYSE ENERGY FLOW IN ECOSYSTEMS

MODULE 2 ANALYSE ENERGY FLOW IN ECOSYSTEMS CODE : BIOSL 2 TOTAL HOURS: 110

Purpose: This module provides learners an opportunity to gain understanding on principles of energy transfers through ecosystems and the impact caused by certain
human activities. Understanding of these concepts empowers learners to know how to positively interact with their environment in order to ensure sustainability.

LEARNING OUTCOMES FOR THE MODULE

Upon successful completion of this module the learners are able to:
BIOSL 2.1 Investigate interactions in an ecosystem.
BIOSL 2.2 Apply knowledge of nutrition in human health.
BIOSL 2.3 Investigate energy transformations in living organisms.

Learning outcome BIOSL 2.1: Investigate interactions in an ecosystem

Facilitation and
Performance Criteria Content Assessment strategies
learning strategies
2.1.1 Explain how organisms are adapted to their environment. • Population dynamics in • Group • Supervised
2.1.2 Estimate population size of organisms in a given community using an ecosystem: - discussions timed tests
sampling techniques. Immigration, birth rate, and (2.1.1 -
2.1.3 Investigate factors that affect population size in an ecosystem. death rate, competition, presentations 2.1.,15)
2.1.4 Outline the process of ecological succession on a piece of land. emigration.
• Ecological succession

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2.1.5 Describe the flow of energy through food chains. • Feeding relationships • Practical • Observations
2.1.6 Construct ecological graphs and energy flow diagrams. work/ (2.1.1, 2.1.2,
2.1.7 Interpret ecological graphs and energy flow diagrams. • Energy flow Fieldwork 2.1.3, 2.1.4)
• Technology • Oral
2.1.8 Explain effects of climate change on ecosystem.
aided research presentation
2.1.9 Evaluate effects of veld fires on an ecosystem.
• Project work (2.1.4)
2.1.10 Evaluate the effects of human activities on ecosystems. • Human Impacts on the
2.1.11 Discuss advantages and disadvantages of biological pest control. environment
2.1.12 Evaluate consequences of loss of diversity in an ecosystem. • Air, Water and Land
2.1.13 Discuss hazards associated with improper disposal of clinical waste. Pollution
2.1.14 Explain effects of use of Persistent Organic Pollutants on ecosystem. • Sustainable
2.1.15 Create useful products out of waste. Management

2.1.2 Sampling techniques: quadrant frame and capture recapture.

Range statement
Evidence requirements
2.1.6, 2.1.7 Diagrams: food chains, webs and pyramids
2.1.10 Human activities: improper disposal of waste (household, industrial and clinical), poor agricultural practices, deforestation,
introduction of invasive species.
2.1.1 -2.1.15 A marked assessor supervised written/ oral / test.
2.1.2 A completed planning sheet, approved by the assessor.
2.1.2 Completed assessor checklist having observed learner performing investigations or captured in video recordings.

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Learning outcome BIOSL 2.2: Apply knowledge of nutrition in human health

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
2.2.1 Investigate factors that affect enzyme activity. • Enzymes • Practical • Supervised timed
2.2.2 Determine composition of food samples using food tests. • Food tests • Group work and tests, Assignments
2.2.3 Discuss the role of the digestive system in humans. • The digestive system. presentations and quizzes.
2.2.4 Discuss digestion of different food substances. • Assimilation • Research • Practical work and
2.2.5 Relate structure of villus to absorption of nutrients. • Causes and Effects of • Computer Simulations observations
2.2.6 Describe assimilation of simple soluble food substances. NCDs
2.2.7 Describe the functions of the liver.
2.2.8 Relate diet to prevention and management of Non Communicable
Diseases (NCDs).
2.2.2 Food tests: protein, starch, fats, reducing sugar and vitamin C.
Range statement 2.2.8 NCDs: diabetes, Hypertension, Cancers of rectum, colon, throat and stomach.
2.2.7 Functions: deamination, detoxification, bile production, storage.
2.2.1 – 2.2.8 A marked assessor supervised written/ oral / tests.
2.2.1 – 2.2.3 A completed planning sheet, approved by the assessor prior to investigations.
Evidence requirements
2.2.1 – 2.2.3 Completed assessor checklist having observed learner performing investigations or captured in video recordings.
2.2.1 – 2.2.3 A marked written laboratory research report and rubrics.

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Learning outcome BIOSL 2.3: Investigate energy transformations in living organisms

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
2.3.1 Explain how plants convert light energy to chemical energy. • Photosynthesis: - • Group discussions • Practical work and
2.3.2 Investigate factors that affect rate of photosynthesis. light and dark • Practical work Observations
2.3.3 Discuss the enhancement of photosynthesis to improve food and fuel reactions. • Technology aided • Practical work and
production. learning Observations.
2.3.4 Distinguish between aerobic and anaerobic respiration. • Aerobic and • Supervised timed oral
2.3.5 Determine amount of energy contained in food using calorimeters. Anaerobic or written tests.
2.3.6 Discuss production of lactic acid in muscles during exercise. Respiration
2.3.7 Carry out experiments to verify release of energy during respiration.
2.3.8 Carry out experiments to investigate production of carbon dioxide
from different sugars.

2.3.2 Factors: carbon dioxide concentration, light intensity and temperature

Range statement

2.3.1 -2.3.8 A marked assessor supervised written/ oral / test.

2.3.2, 2.3.5 A completed planning sheet, approved by the assessor prior to investigations.
Evidence requirements
2.3.2, 2.3.5, 7, 8 Completed assessor checklist having observed learner performing investigations or captured in video recordings.
2.3.2, 2.3.5, 7, 8 A marked written laboratory research report and rubrics.

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MODULE BIOSL 3: EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND ANIMALS

MODULE 3 EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND CODE BIOSL 3 TOTAL HOURS: 40
ANIMALS
Purpose: This module enables learners to appreciate importance of transport systems and biological mechanisms in distribution of substances in living things and
understanding their role in metabolism.

LEARNING OUTCOMES FOR THE MODULE

Upon successful completion of this module the learners are able to:
BIOSL 3.1 Analyse transportation in plants.
BIOSL 3.2 Analyse Transport system in Humans.

Learning outcome BIOSL 3.1: Analyse transportation in plants

Facilitation and
Performance criteria Content Assessment strategies
learning strategies
3.1.1 Identify vascular bundles in monocots and dicots using live specimens • Structure and Functions of • Group work and • Supervised and
and prepared slides. Vascular bundles presentations timed oral/written
3.1.2 Explain mechanism involved in transportation of substances in xylem. • Mass Flow in Phloem • Practical work tests, Assignments,
3.1.3 Explain mechanism involved in transportation in phloem. • Technology aided Quizzes.
3.1.4 Investigate factors that affect rate of movement of substances in xylem • Effects of environmental learning • Practical work and
vessels. factors on Transpiration • Fieldwork observations
3.1.5 Investigate adaptation of plants to varied environments. • Plant Adaptation • Research

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 3.1.4 Factors: light intensity, temperature and wind speed
Range statement
3.1.5 Environments: arid, aquatic and saline.
3.1.1-3.1.5 Marked assessor supervised written/ oral test scripts.
3.1.4 Completed planning sheet and checklists.
Evidence requirements
3.1.4 & 3.1.5 Marked laboratory research/ fieldwork report with rubrics.
3.1.1,3.1.4 and 3.1.5 Video recordings / (ICT integration)

Learning outcome BIOSL 3.2: Analyse transport system in humans

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
3.2.1 Justify the need for a double circulation in humans. • The circulatory system • Group work, • Timed and supervised
3.2.2 Explain the role of blood components in body defence mechanism. • Types of immunity presentations and oral / written tests.
3.2.3 Describe exchange of substances between blood and cells. • Lymphatic system discussions. Quizzes and Assignments
3.2.4 Relate structure of blood vessels to blood related diseases. • Simulations of heart
3.2.5 Describe the functions of the lymphatic system. cycle
3.2.6 Describe the cardiac cycle in terms of systole and diastole.
3.2.7 Discuss the prevalence of cardiac diseases in local communities.
• Research method

3.2.2 Defense mechanism: blood clotting mechanism, antibody production - natural immunity, artificial immunity and phagocytosis.
Range statement
3.2.4 and 3.2.7 Diseases: stroke, cardiac arrest, coronary heart disease, hypertension
3.2.1 - 3.2.7 A marked assessor supervised written/ oral / test scripts.
Evidence requirements
3.2.7 A marked written research report with rubrics using ICT techniques and checklist for presentations.

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MODULE BIOSL 4: EVALUATE REGULATION AND CONTROL IN PLANTS AND ANIMALS

MODULE 4 EVALUATE REGULATION AND CONTROL IN PLANTS AND CODE BIOSL 4 TOTL HOURS: 80
ANIMALS
Purpose: This module equips learners with knowledge and understanding of how organisms respond to changes in external and internal environment.

LEARNING OUTCOMES FOR THE MODULE

Upon successful completion of this module the learners are able to:
BIOSL 4.1 Analyse homeostatic processes in humans.
BIOSL 4.2 Explore hormonal regulation in plants and animals.
BIOSL 4.3 Analyse nervous coordination in humans.

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Learning outcome BIOSL 4.1: Analyse homeostatic processes in humans

Facilitation and Assessment

Performance criteria Content
learning strategies strategies
4.1.1 Explain the importance of keeping a constant internal • Structures of organs involved in • Group work and • Supervised
environment in humans. Homeostasis presentation timed oral/
4.1.2 Describe the structures of homeostatic organs. • Regulation of Temperature and sugar, • Simulations written tests.
4.1.3 Describe negative feedback of homeostatic processes in osmo-regulation • Research • Observations
humans. • Investigations
4.1.4 Describe kidney failure in terms of causes and treatment. • Kidney Failure • Simulations
4.1.5 Discuss the impact of the management of kidney failure.

4.1.2 Homeostatic organs: skin (sweat gland, erector muscle, hair, arterioles, capillaries and thermoreceptors), lungs (details of the
alveoli) and kidneys (details of nephron)
Range statement
4.1.3 Homeostatic processes: temperature, water and blood sugar regulation.
4.1.4 Causes: diabetes, high blood pressure & drug abuse
4.1.1 – 4.1.5 A marked assessor supervised written/ oral / test scripts.
Evidence requirements
4.1.5 Completed assessor checklist having observed learner making a presentation.

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Learning outcome BIOSL 4.2: Explore hormonal regulation in plants and animals

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
4.2.1 Explain the role of plant hormones in growth. • Tropisms in Plants • Practical work • Investigations
4.2.2 Investigate effects of hormones in tropic responses. • Computer Aided and observations
Learning • Timed supervised
4.2.3 Explain the role of animal hormones in metabolic processes in • Endocrine System • Group work and oral / written
humans. presentations tests.
4.2.4 Explain effects of imbalances of hormones on health in humans. • Research
4.2.1 Plant hormones: auxins, gibberellins, and cytokinines
4.2.2 Tropic responses: geotropism, phototropism, hydrotropism.
Range statement
4.2.3 Animal Hormones: adrenaline, thyroxine and cortisol.
4.2.4 Hormones: thyroxine and cortisol.
4.2.1 -4.2.4 A marked assessor supervised written/ oral / test.
4.2.2 A completed planning sheet, approved by the assessor prior to investigations.
Evidence requirements
4.2.2Completed assessor checklist having observed learner performing investigations or captured in video recordings.
4.2.2 A marked written laboratory research report and rubrics.

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Learning outcome BIOSL 4.3: Evaluate nervous coordination in humans

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
4.3.1 Describe the relationship between sense organs, receptor • Nervous System • Group work, discussions • Supervised
cells and effector organs. • Neurones and presentations timed tests
4.3.2 Relate structure of neurones to their functions. • Reflex arc • Videos • Investigations/
4.3.3 Describe a simple reflex arc. • Chemicals and CNS Research
4.3.4 Describe transmission of impulses across a synapse.
4.3.5 Describe the structure and function of the brain. • The Central Nervous System

4.3.6 Explain effects of drugs on the central nervous system. • Medicinal and non-Medicinal Drugs: - • Group work, discussions
4.3.7 Discuss the psychological and economic effects of abuse steroids, diet pills, tranquilizers and and presentations
of drugs. analgesics, alcohol, Nicotine, marijuana, • Videos
cocaine, solvents and organophosphate • Debates
(venom).
4.3.5 brain: cerebellum, cerebrum, hypothalamus, pituitary gland and medulla oblongata
Range statement
4.3.6 drugs: stimulants ( nicotine and caffeine), depressants (alcohol and solvents), hallucinogens (marijuana and cocaine), painkillers
4.3.1 – 4.3.7 A marked assessor supervised written/ oral / test.
Evidence requirements
4.3.7 Completed assessor checklist having observed learner presentation or video recordings.

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MODULE BIOSL 5: EXPLORE THE APPLICATION OF BIOLOGICAL PROCESS IN REAL LIFE SITUATIONS

MODULE 5 EXPLORE THE APPLICATION OF BIOLOGICAL PROCESS IN CODE: BIOSL 5 TOTAL HOURS : 60
REAL LIFE SITUATIONS.
Purpose: This module enables learners to explore and gain understanding on the different applications of biological processes in various industries and sectors, with
more inclination to health, food production, sustainable forests, animal production, and waste management.

LEARNING OUTCOMES FOR THE MODULE

Upon successful completion of this module the learners are able to:
BIOSL 5.1 Investigate the uses and applications of Biotechnology in production and service industry.
BIOSL 5.2 Investigate gene technology.

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Learning outcome BIOSL 5.1: Investigate the uses and applications of biotechnology in production and service industry

Facilitation and learning Assessment

Performance criteria Content
5.1.1 Explain reasons for use of micro-organisms in Biotechnology. • Introduction to
Biotechnology
5.1.2 Investigate the use of microbes in food and beverages production. • Role of microorganisms
5.1.3 Explain the role of micro-organisms in the production of medicine. in manufacturing Industry •
5.1.4 Explain the role of viruses in the production of vaccines. • Use of pectinase and
lactase.
strategies strategies
• Group discussions • Supervised and
timed test
• Practical work • Practical work
Field trips or Use of resource and observations
persons • Supervised and
• Technology aided learning timed test

5.1.5 Explain the role of micro and macro - organisms in waste • Waste management • Technology Aided Learning
management. • Field trips or Use of
5.1.6 Evaluate the impact of Biotechnology in a society. • Implications of use resource persons
5.1.7 Analyse the social and ethical implications associated with use of of Biotechnology • Research
Biotechnology. • Presentation
• Debate
5.1.2 Food and beverages: traditional beer, bread, madila (sour milk), fruit juices, lactose free milk.
Range statement 5.1.3 Medicines: antibiotics and vaccines.
5.1.5 Waste management: waste oil degradation, waste water management, composting, biogas.
5.1.1, 5.1.3 -5.1.5, 5.1.7 A marked assessor supervised written/ oral / test covering.
5.1.2 A completed planning sheet, approved by the assessor prior to investigations.
Evidence requirements
5.1.2 Completed assessor checklist having observed learner performing investigations or captured in video recordings
5.1.2 A marked written laboratory research report and rubrics.

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Learning outcome BIOSL 5.2: Investigate gene technology

Facilitation and Assessment

Performance criteria Content
learning strategies strategies
5.2.1 Describe the stages of gene transfer. • Process of gene transfer • Group work and • Presentations and
5.2.2 Explain the role of gene technology in production of insulin. • Genetic engineering in presentations observations.
production of insulin. • Video and • Supervised timed
5.2.3 Explain the role of genetic engineering in correcting human disorders. • Gene therapy computer test.
5.2.4 Discuss the impact of genetic engineering on bio-diversity. • Genetic Modification of simulations • Investigations.
5.2.5 Explain the significance of genetic engineering in crop and livestock Organisms • Debate
production.

5.2.6 Compare the processes and outcomes of reproductive technologies • Artificial insemination &
artificial pollination

5.2.7 Discuss ethical issues in the use of gene technology. • Ethical issues of genetic
5.2.8 Investigate and assess the effectiveness of cloning technology
• Cloning
5.2.3 Human disorders: cystic fibrosis, haemophilia.
Range statement 5.2.6 Reproductive technologies: Artificial Insemination, Artificial pollination.
5.2.8 Cloning: whole organism & gene cloning.
5.2.1 – 5.2.8 A marked assessor supervised written/ oral / test covering
5.2.8 A completed planning sheet, approved by the assessor prior to investigations
Evidence requirements
5.2.8 Completed assessor checklist having observed learner performing investigations or video recordings
5.2.8 A marked written laboratory research report and rubrics for

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