Republic of Malawi

Syllabus for

Biology

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Biology

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

Acknowledgements

The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for biology:

Lucia Chidalengwa - DTED-SMASSE

Mclenelous C Chimenya - Kamuzu Academy
Dr Nellie Mbano - Chancellor College
Victory M Chimbalanga - Puteya Secondary School
Prince RF Phwetekele - Domasi College of Education
Dr Martin Gulule Bunda College of Agriculture
Alison S Mhlanga - Malawi Institute of Education
Votie Mboweni - Lilongwe Girls Secondary School
Grace Mphandamkoko - Department of Inspectorate and Advisory
Services

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank Prof JE Chisi, Dr Stephen Njolomole, George Vakusi
and Getrude Masola who helped in the refining of the syllabus. Finally, thanks should also go to
H Nsasa for providing expert advice on the syllabus during its development.

Production team

Editing: Max J Iphani

Typesetting and
layout: Brenda Makanani
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .. ........................................................................................................ iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ..... ........................................................................................... viii
Rationale for biology ......................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 1 and 2 ............................................................................. 19
References ........................................................................................................................... 57
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for biology
Biology helps students understand themselves and the world around them and apply scientific,
technological, indigenous and non-indigenous knowledge and skills to identify problems and
come up with appropriate solutions for their personal advancement and the development of
their society. The subject helps students adopt health-promoting behaviour in the centre of
prevalent diseases.

Biology helps students to acquire positive attitudes towards the environment and interact with
it in a responsible and sustainable manner in order to mitigate the impact of climate change. It
also helps them develop scientific attitudes such as curiosity, creativity and inquiring mind.

Core elements and their outcomes

Core elements are broad topics, themes or areas of study. The biology syllabus has seven core
elements. An outcome has been stated under each of the core elements. The outcomes are what
the students are expected to achieve by the end of the secondary school cycle. The core elements
for biology and their corresponding outcomes are as follows:

Research skills
The student will be able to apply thinking, study, problem solving and investigative skills and
techniques to solve problems in everyday life.

Environment
The student will be able to interact with the environment in a responsible manner for its
sustainability and to mitigate the impact of climate change.

Plant biology
The student will be able to discuss the diversity, structure and functions of plants and their role
in the environment.

Animal biology
The student will be able to demonstrate an understanding of the diversity, forms and functions
of animals.

Human biology
The student will be able to apply the knowledge of forms and functions of the human body and
human diseases to promote health behaviour in communities.

Micro-organisms
The student will be able to understand and analyse the role of micro-organisms in the
environment.

Genetics and evolution

The student will be able to demonstrate an understanding of genetics as a means of variations,
survival, evolution and its use in biotechnology.

xi
xii
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Research skills Investigative techniques Investigative skills
 safety measures  planning investigations
 risk factors  carrying out
 handling of accidents investigations
 scientific apparatus and their  recording and
uses analysing data
 drawing conclusions
Drawing biological diagrams
 scientific apparatus
 observation of specimen and
drawing accurate diagrams
 calculation of magnification
Recording measurements
 measurements of organisms
 calculation of variables from
measurements
Study skills
 summarising information from
books in the form of tables,
flow diagrams and notes

1
Core element Form 1 Form 2 Form 3 Form 4
Environment Organisms and their Organisms and their
environment environment
 characteristics of living things  sampling methods
 estimation of size of a
population of organisms
Classification of living things
 how well samples represent
 classification of organisms
populations
according to:
- similarities and differences Estimation of plant and
- habitats animal population
- feeding methods  quadrat modelling
 population estimates using
Identification of living things
quadrat and transects
 identification of living things
 advantages and limitations
using:
of quadrat, capture and
- dichotomous keys
recapture methods
- hierarchy
- scientific names Energy flow in a food chain
 food chain and food web
Food chains and food webs
construction
 plants as food producers
 food pyramid construction
 animals as food consumers
 energy flow in an
 identification of animals
ecosystem
according to mode of feeding
 construction of food chains and Nutrient cycles in an
food webs ecosystem
 water cycle
Feeding structures in animals
 carbon cycle
 identification of the feeding
 nitrogen cycle
structures of animals

2
Core element Form 1 Form 2 Form 3 Form 4
 functions of feeding structures Components of an ecosystem
of animals  physical factors
 the relationship between  plant communities
feeding structures and the  animal communities
food which the animals eat Effects of physical factors on
organisms
 soil
 light
 humidity
 pH
 amount of oxygen
 water
 temperature
 mineral salts
 land
Plant and animal communities
in aquatic and terrestrial
ecosystems
 life forms in aquatic and
terrestrial ecosystems
 adaptation of plants and
animals to various
environments
Climate change
 effects of human interaction
with the environment
 impact of human activities

3
Core element Form 1 Form 2 Form 3 Form 4
on the environment
Ways of mitigating the impact
of climate change
 causes of climate change
 relationship between the
impact of human activities
on the environment and
climate change

Plant biology Plant diversity Plant structures and Plant structure and function Tropisms
 flowering and non-flowering functions  structure and functions of  plant responses to
plants  internal structure of: plants various stimuli
 monocots and dicots - leaves  adaptations of leaves for  types of tropisms
- stems photosynthesis - geo-tropism
 characteristics of:
- roots  gaseous exchange in leaves - photo-tropism
- non-flowering plants
 functions of  mesophyll cells as seen - hydro-tropism
- flowering plants
- leaves through an electron  investigating tropisms
 external features of:
- stems microscope  role of auxin
- non-flowering plants
- roots  functions of parts of a plant  nastic/directional
- flowering plants
 leaf structures and cell responses in plants
 habitants of different groups of
plants functions Photosynthesis
 distribution of  process of photosynthesis
stomates on the upper  light and dark/carbon
and lower sides of a stages of photosynthesis
leaf  fate of glucose after
photosynthesis
 functions of mineral
Photosynthesis
elements in plant growth

4
Core element Form 1 Form 2 Form 3 Form 4
 food making in green and photosynthesis
plants  leaf pigments
 raw materials for  importance of
photosynthesis photosynthesis
 conditions necessary
Transport in plants
for photosynthesis
 transport systems in plants
 investigations on
 plant tissues used in
conditions necessary
transport
for photosynthesis
 structural and functional
- light
differences between xylem
- carbon dioxide
and phloem
- chlorophyll
 processes of diffusion,
osmosis and active
transport
 translocation
Transpiration
 transpiration stream
 importance of transpiration
 factors that affect the rate
of transpiration

Animal biology Animal structures and Main groups of animals

functions  invertebrates and
 external features of: vertebrates

5
Core element Form 1 Form 2 Form 3 Form 4
- invertebrates (insects, - collection
nematodes, annelids, - analysis
crustaceans, arachnids, - identification using
molluscs) dichotomous keys
- vertebrates (fish, Internal structure of
amphibians, reptiles, vertebrates
birds, mammals)  internal features of selected
vertebrates
 comparing and contrasting
systems of selected
invertebrates
- locomotory
- reproductive
- circulatory
- respiratory
Locomotion in vertebrates
 comparing and contrasting
of locomotory systems in
birds, mammals and fish:
- locomotory structures in
birds, fish and
mammals
- locomotion in fish, birds
and mammals
- adaptations of fish,
birds and mammals to
locomotion

6
Core element Form 1 Form 2 Form 3 Form 4
Human biology Nutrition in humans Blood donation Digestive enzymes Respiratory system
 food nutrients  types of blood donors:  effects of enzymes on end  breathing mechanism in
 food substances - family replacement products of digestion human beings
 functions of different types of donors  properties of enzymes  factors that influence
food nutrients - voluntary non-  investigations on enzymes breathing mechanisms in
 food tests remunerated activity on end products of human beings
 common sources of food donors carbohydrates, proteins and  functions of the medulla
nutrients  process of blood lipids oblongata in the
donation regulation of breathing
Balanced diet Food absorption
 role of Malawi Blood  measuring and
 meaning of balanced diet  structures involved in food
Transfusion Service calculating breathing
 designing a balanced diet absorption
(MBTS) rate
 absorption of food
Deficiency diseases  MBTS activities  lung capacity and how to
substances
 examples measure it
Respiratory system  adaptation of small
 causes  tissue respiration
 parts of the respiratory intestines for absorption
 signs and symptoms  differences between
system and their  parts of a villus
 prevention aerobic and anaerobic
functions  functions of colon/large
 treatment respiration
 breathing mechanism intestines
 causes of obesity
 composition of exhaled Gaseous exchange in
 ways of preventing obesity Functions of the liver in
air humans
relation to digestion
Digestive system  artificial ventilation  importance of gaseous
 functions of the liver
 parts of the human digestive exchange
Nervous system - control of proteins,
tract  gaseous exchange in
 stimulus and response lipids and sugar
 functions of parts of the human lungs and tissues
 parts of the nervous - bile production
digestive tract  adaptations of
system and their - storage
 process of digestion respiratory structures in
functions:  fate of the products of
 physical and chemical digestion human beings
- central nervous digestion
 enzymes involved in digestion

7
Core element Form 1 Form 2 Form 3 Form 4
 end products of digestion system
- amino acids - peripheral Abnormal conditions of the Abnormal conditions
- glucose - autonomic digestive system associated with the
- fatty acids  effects of alcohol and  Abnormal conditions of the respiratory system
- glycerol Indian hemp on the digestive system  abnormal conditions
nervous system - constipation associated with the
Circulatory system - diarrhoea respiratory system
 parts of the human circulatory - nausea - asthma
system and their functions Sense organs
 parts of the eye, ear, - indigestion - bronchitis
- the heart - ulcers - pulmonary TB
- arteries and skin and their
functions - vomiting  carbon monoxide
- veins - heart burn poisoning and its
- capillaries  defects of the eye and
ear and their correction  Preventive measures and prevention
 blood circulation remedies  effects of smoking
 composition of blood  care for eyes, ears and
skin Circulatory system
- plasma  functions of the circulatory
- blood cells (red and white) system
- platelets Locomotion
 parts of the skeleton  structures of the heart Excretory system
 functions of components of  sections of blood vessels
 bone structure and  parts of the human
blood  need for a circulatory excretory system
functions
Anaemia  types of muscles and system for large animals  functions of parts of the
 causes eg (worms, bleeding, their functions human excretory system
lack of nutrients) Roles of blood cells  parts and functions of
- voluntary
 signs and symptoms  types of blood cells the kidney
- involuntary
 prevention  structures and functions of
- cardiac
 treatment blood cells Effects of salts and water on
 antagonistic muscles
 roles and properties of urine production
Worm infestations haemoglobin
Injuries to bones and  effects of eating and
- roundworms  process of blood clotting

8
Core element Form 1 Form 2 Form 3 Form 4
- hookworms joints drinking habits on the
- tapeworms  types of joints Role of the heart in blood kidney
- threadworms  injuries to bones circulation  effects of water on
- bilharzia worms - fractures  how the heart works quality and colour of
 life cycles of worms  injuries at joints  measuring pulse rate urine
 modes of transmission - sprains  effects of physical activity
Role of antiduratic hormone
 signs and symptoms - strains on pulse rate
 role of ADH in
 preventive and control - dislocations Abnormal conditions osmoegulation
measures  first aid for injuries to associated with the circulatory
bones and joints system How dialysis machines
Human diseases  heart attack work
 diarrhoeal diseases  cardiac arrest  kidney failure
- cholera and  high blood pressure  how the dialysis machine
dysentery  fainting works
- causative agents  heart failure  comparison of the
- signs and  prevention of problems dialysis machine and the
symptoms associated with the kidney
- mode of circulatory system
transmission Lymphatic system Structure of neurones
- prevention  components of the  structure of neurone
- treatment lymphatic system  functions of parts of
 sexually-transmitted  relationship between neurones
diseases plasma, tissue fluid and  types of neurones
- gonorrhoea, lymph  functions of the different
syphilis,  formation of lymph types of neurones
candidiasis, warts,  importance of the Impulse transmission
HIV and AIDS lymphatic system  transmission of nerve
- causes

9
Core element Form 1 Form 2 Form 3 Form 4
- modes of Parts of human reproductive impulses
transmission system  functions of parts of
- signs and  parts and functions of the neurones
symptoms human reproductive system
The brain and the spinal
- prevention
Menstrual cycle cord
- treatment
 role of hormones in the  the central nervous
 caring for HIV and
menstrual cycle system
AIDS patients
 comparison between the
 misconceptions about Fertilisation and conception
brain and the spinal cord
HIV and AIDS  processes of fertilisation
 functions of parts of the
 effects of STIs and conception
central nervous system
including HIV and  how twins come about
AIDS on : Reflex actions
The placenta
- the individual  reflex actions
 structure and functions of
- the family  experimentation on
the placenta
- the nation reflex actions
 adaptations of the placenta
 reflex arcs
Process of birth  significance of reflex
 process of birth actions
 importance of breast
Conditioned reflexes
feeding
 conditioned reflexes
 advantages of exclusive
 examples of conditioned
breast feeding over bottle
reflexes
feeding
 investigations on
Contraception coordination
 defining contraception
Diseases of the nervous
 methods of contraception
system
 mechanisms of various

10
Core element Form 1 Form 2 Form 3 Form 4
contraceptives  polio
 importance of contraception  meningitis
 reliability of methods of  leprosy
contraception  tetanus
 stroke
Abnormal conditions
associated with reproduction Endocrine system
 problems associated with  the endocrine system
reproduction  how hormones of the
 prevention of abnormalities endocrine system work
associated with  comparison of the
reproductive system nervous and endocrine
systems
 problems associated with
nervous systems
Immunity
 meaning of immunity
 cells that are involved in
immunity
 types of immunity
- natural and artificial
immunity
- active and passive
immunity
First line defence
 examples of first line
defence
- skin how they work

11
Core element Form 1 Form 2 Form 3 Form 4
- ear wax
- tears
- mucus
- hydrochloric
- cilia
- symbiotic bacteria
- blood clotting
 how first line defence
works
Vaccination
 how vaccination works
 diseases that can be
vaccinated against
 importance of
vaccination
HIV and immunity
 how HIV weakens the
immune system
 effects of HIV on
helper T-cells and
killer T-cells
 role of lymphatic system
on HIV immune
response
Organ transplants
 examples of organ
transplants

12
Core element Form 1 Form 2 Form 3 Form 4
- kidney
- cornea
- heart
- skin
 factors to consider
before organ
transplant
Cancer
 meaning and causes of
cancer
 types of cancer
 factors that increase the
risk of cancer
 effects of cancerous cells
in the body
 organs commonly
affected by cancer
 prevention, control and
management of cancer
The ABO and rhesus blood
systems
 the ABO blood system
 blood groups
 rhesus blood system
 rhesus + and –
Blood transfusion
 Factors to consider

13
Core element Form 1 Form 2 Form 3 Form 4
before blood transfusion
- ABO blood groups
- rhesus factor
- HIV and AIDS
- hepatitis
- syphilis
- malaria
Infectious diseases
 selected infectious
diseases
 signs and symptoms of
selected infectious
diseases
 modes of transmission of
the diseases
 prevention and control
measures of infectious
diseases
 relationship between
mode of transmission,
prevention and control
measures for infectious
diseases
 investigating
prevention and control
measures of school and
local community

14
Core element Form 1 Form 2 Form 3 Form 4
Micro-organisms Micro-organisms
 groups of micro-
organisms (bacteria,
viruses, fungi,
protozoa, algae)
 culturing micro-
organisms
 distribution of micro-
organisms in nature
 structure of micro-
organisms
 conditions for the
growth of micro-
organisms
 role of micro-
organisms
- parasites
- decomposers
- symbionts
- biotechnology
- preservation and
storage of food and
other substances
Genetics and Principles of Mendelian Variations among
evolution genetics organisms
outline of Mendelian genetics  causes of variations
models of genetic crosses among organisms of the
ratios of genotypes and same species

15
Core element Form 1 Form 2 Form 3 Form 4
phenotypes of offspring in  heredity
monohybrid crosses up to F2  age
generation  environment
application of principles of  types of variations
Mendelian genetics among organisms of the
ratios of monohybrid genetic same species
crosses  continuous
definitions of genetical terms  discontinuous
Sex determination and  variations as described
linkages using statistical terms
how sex is determined in  collection of data on
human beings variations among
sex ratios in human families organisms
relating sex ratios to genes  calculation of
frequencies, mean, mode,
Cell division
median and range
process of cell division
 presentation of data (bar
how the cell divides (mitosis
charts and histograms)
and meiosis)
chromosome structure and Mutations
functions  meaning of mutation
comparison of mitosis and  how mutations occur
meiosis  examples of mutations
 causes and effects of
Genes, DNA and mutations
chromosomes Natural selection
 relationship among  evidence of natural
chromosomes, DNA and selection and evolution

16
Core element Form 1 Form 2 Form 3 Form 4
genes  examples of natural
 structure and functions of selection in action
chromosomes, DNA and
Speciation
genes
 how speciation occurs
 models of DNA  natural selection
 isolation

Biotechnology
 examples of plant and
animal breeding in
Malawi
 hybridization of plants
and animals
- production of hybrid
seeds and animals
- production of
varieties of poultry
- production of dairy
cattle

Application of
biotechnology
 application of
biotechnology in:
 agriculture

17
Core element Form 1 Form 2 Form 3 Form 4
 medicine
 manufacturing
 process of genetic
engineering
 how insulin is produced
 other applications of
genetic engineering:
- improving milk and
yields
- production of
drought and pest-
resistant products
 ethical implications of
the use of biotechnology

 benefits and problems

associated with
biotechnology

Teaching syllabus for Forms 1 and 2

Form 1
Core element: Research skills
Outcome: The student will be able to apply thinking, study, problem solving and investigative skills and techniques to solve problems in

18
 everyday life.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students
when students are must be able to:
able to:
 carry out 1 use apparatus Investigative  discussing safety measures,  explanation  gumboots,
practicals safely safely techniques risk factors and handling of  demonstration/  helmets
accidents accident drills  mouth guards
 compiling safety rules for  group work  goggles
laboratory/classroom  practical work  gloves
 identifying various scientific  group discussions  first aid kits
apparatus  group presentation  glassware
 discussing uses of the  group assessment (beakers, test-
apparatus  oral and written tubes, measuring
questions cylinders)
 peer appraisal  burners
 evaporating
basins
 crucibles

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 petri dishes
 dissecting kits

19
  hand lenses
 microscopes
 water bath
 sweep-nets

 collect data 2 describe Drawing  drawing scientific apparatus  observing  burners

apparatus and apparatus and  observing specimens and  measuring  evaporating
specimens biological drawing accurate diagrams  calculating basins
using well diagrams  labelling diagrams using  reading  crucibles
labelled textbooks and notes  explaining  leaves
diagrams  calculating magnification  discussing  filter funnel
 peer appraisal paper
 individual  filter
Direct Activity  glassware
Relative to Task (beakers, test-
(DART) tubes, measuring
cylinders)
 local
environment

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
3 record Recording  taking measurements of  rulers
measurements measurements organisms (eg, length, volume,  triple beam

20
 accurately temperature, time, area, mass, balances
force)  thermometers
 calculating relevant variables  stop watches
from the measurements (eg,  spring balances
surface area, volume)  local
environment

 reading and compiling  textbooks

4 summarise Study skills
summaries in the form of  newspapers
information
from books in tables, flow diagrams and
form of tables, notes
flow diagrams
and notes

Core element: Environment

Outcome: The student will be able to interact with the environment in a responsible manner for its sustainability and mitigate the impact of
climate change.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

21
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must
when students are be able to:
able to:
 describe living 1 list the  wall charts
Organisms and  observing the characteristics of  explanation
things characteristics of  sweep-nets
their organisms in their habitats  field study
living things  traps
environment (feeding, breathing, excretion,  discussions
 anaesthetics
irritability, growth,  group work
 markers
reproduction and movement)  video watching
 gumboots
 discussing characteristics of  individual
 first aid kit
organisms appraisal
 gloves
 peer appraisal
 ICT
 group assessment
 source of power
 oral and written
 models
questions
 pictures of plants
and animals
 local
environment

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching
standard activities teaching, and learning
learning and resources
assessment
methods

22
 2 classify living Classification of  arranging organisms in groups  plants and animal
things living things according to: specimens
- similarities and differences  pictures
- habitats  textbooks
- feeding methods  local environment

3 identify living Identification of  discussing a dichotomous key  pictures

things using living things  using a dichotomous key  textbooks
keys, hierarchy  constructing dichotomous keys  flip charts
and scientific  sorting organism into various hierarchy  markers
names (kingdom, phylum, class, order, family,  plants
genus and species)  local environment
 using scientific names to identify
organisms (binomial system)
 pictures
 discussing plants as food producers  textbooks
4 construct food Food chains and  discussing animals as food consumers  flip charts
chains and food food webs  identifying animals according to their  markers
webs
mode of feeding  skeletons
 constructing food chains and food webs  local environment

Assessment standard Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
learning activities learning and teaching and
assessment methods learning
resources

23
 5 identify Feeding  identifying feeding structures  skeletons
feeding structures in in animals according to the  pictures
structures in animals type of food they eat {humans,  models
animals goat, dog, birds (hawk, wood  textbooks
pecker, chicken)}  students’
 discussing functions of feeding experiences
structures in animals  local
 relating feeding structures to environment
the food the animals eat

Core element: Plant biology

The student will be able to discuss the diversity, structure and function of plants and their role in the environment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

24
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students
when students are must be able to:
able to:
 explain the 1 describe Plant diversity  collecting different plants  field visits  chart paper
diversity of plants, characteristics  categorising different plants  group work  markers
their structure and of flowering into two main groups  explanation  plants
functions and non- (flowering and non- flowering)  presentations  hand lenses
flowering  categorizing flowering plants  report writing  scalpels/razor
plants into two main groups:  DART (Directed blades
monocotyledons (monocots) Activities Related  textbooks
and dicotyledons (dicots) to Task)  local
 discussing the characteristics  group assessment environment
of the main groups of plants:  individual
- non-flowering plants – appraisal
stems, leaves, mode of  peer appraisal
reproduction, habitat  oral and written
- flowering plants – types of questions
roots, leaves, flowers,
seeds

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 describe the External features  collecting various parts of non-  textbooks

25
 external of flowering and flowering plants  pencils
features of non-flowering  observing the external features  non-flowering
flowering and plants of selected non-flowering plants
non-flowering plants - algae, mosses,  leaves
plants liverworts, ferns, conifers  flowers
 discussing the external  stems
features and functions of the  roots
selected non-flowering plants  chart paper
 drawing and labelling the  markers
external features of the  ICT
selected non-flowering plants  flowering
 collecting various parts of plants
flowering plants, eg, leaves,  local
stems, flowers and roots environment
 observing the various parts of
flowering plants - leaf
venation, root systems, leaf
arrangement of monocots and
dicots

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
 discussing the various parts of

26
 plants - leaf venation, root
systems, leaf arrangement of
monocots and dicots
 drawing and labelling the
external features of the
selected flowering plants

 walking through fields and

3 describe  observing  chart paper
describe where non-flowering
habitats for  describing  markers
and flowering plants are
different  counting  textbooks
found
groups of  tallying  ICT
 reading on plant distribution
plants  DART  local
and summarising the
 oral/written environment
distribution of monocots and
questions
dicots
 group presentation
 reading on relative abundance
 individual
of various plant groups
appraisal
 peer appraisal

Core element: Animal biology

Outcome: The student will be able to demonstrate an understanding of diversity, form and function of animals.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
27
 resources
We will know this The students
when students are must be able to:
able to:
 describe the 1 describe Animal  collecting samples of  field visit  collecting
diversity, form characteristics structures and invertebrates  group work bottles
and functions of of functions  observing the external  explanation  pictures and
animals invertebrates features of invertebrates  oral and written charts
(insects, nematodes, annelides, questions  anaesthesia
crustaceans, arachnids,  presentations (alcohol)
molluscs)  report writing  sweep-nets
 discussing the external  DART  basket-nets
features of invertebrates  group assessment  gloves
 individual  safety clothing
appraisal  textbooks
 peer appraisal  ICT
 practical work  local
 demonstration environment

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 describe  collecting samples of  collecting

28
 characteristics vertebrates bottles
of vertebrates  observing external features of  pictures and
vertebrates (fish, amphibias, charts
reptiles, birds and mammals)  anaesthesia or
 discussing the external alcohol
features of vertebrates  sweep-nets
 basket-nets
 rat, fish, frog
 samples of dead
or preserved
animals
 gloves
 safety clothing
 textbooks
 ICT
 local
environment

Core element: Human biology

Outcome: The student will be able to apply the knowledge of the form and function of the human body and human diseases to promote
health seeking behaviour in communities.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and

29
 assessment methods learning
resources
We will know this The students
when students are must be able to:
able to:
 explain optimum 1 describe the Nutrition in  brainstorming different types  group work  Benedict’s
human nutrition different food humans of food nutrients (water,  explanation solution
requirement nutrients - food nutrients mineral salts, and food  presentations  alcohol
substances)  report writing  varieties of food
 describing the functions of  DART stuffs
different types of food  group assessment  containers
nutrients (carbohydrates,  individual appraisal  pictures and
proteins and lipids; mineral  peer appraisal charts showing
salts – calcium, iodine and  practical work food items
phosphorus; water )  demonstration  iodine
 oral and written  droppers
questions  test-tubes
 copper sulphate
solution

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 test a given food Food tests  carrying out food tests  sodium
stuff for starch, - starch test hydroxide
protein, reducing - protein test solution

30
 sugar and lipids - reducing sugar test  dilute HCl
- lipids test  filter paper
 discussing the results of the  source of heat
food tests
 a variety of
3 investigate common Common sources  investigating common sources food stuffs
sources of food of food nutrients of food nutrients in the  local
nutrients in the communities environment
communities  writing reports on the
investigation
 reporting the findings to class
for discussion

4 plan a balanced diet  discussing the meaning of the  pictures and

Balanced diet
term balanced diet charts showing
 designing a balanced diet food stuffs
 discussing the designs of a  food stuffs
balanced diet  containers
 textbooks

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment methods learning
resources
5 describe Deficiency  identifying deficiency diseases  textbooks
deficiency diseases (rickets, scurvy, kwashiorkor,  ICT
diseases marasmus, beri-beri, night  pictures and

31
 blindness, anaemia) charts showing
 explaining the causes of - mal-
deficiency diseases nourished
 describing signs and symptoms persons
of deficiency diseases - overweight
 discussing ways of treating persons
deficiency diseases - food stuffs
 outlining causes of obesity  local
(overweight) envirnment
 discussing the significance of the
causes of obesity
 discussing ways of preventing
obesity

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must
when the students are be able to:
able to:
 describe the 1 describe the
structure and parts and

32
 functions of a functions of the Digestive system  brainstorming parts of the  group work  pictures and
human digestive human digestive human digestive sytem  explanation charts
system system  discussing functions of parts  presentations  textbooks
of the human digestive system  DART  students’
 drawing and labelling parts of  group assessment experiences
the human digestive system  individual  ICT
appraisal
 peer appraisal
 practical work
 demonstration

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
2 outline the Digestion  discussing the meaning of  explanation  textbooks
process of digestion  DART  students’
digestion  distinguishing between  Individual experiences
physical and chemical appraisal  pictures and

33
 digestion  peer appraisal charts
 defining digestive enzymes  practical work
 discussing different enzymes  demonstration
involved in the digestion of  oral and written
carbohydrates, proteins and exercises
lipids  self appraisal

 discussing end products of

3 state the end End products of  textbooks
digestion
products of digestion  students’
(carbohydrates – glucose,
digestion experiences
fructose, galactose
 ICT
proteins – amino acids
lipids – fatty acids and
glycerol)

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must be
when the students are able to:
able to:

34
 describe the
general structure 1 describe the Human  discussing general functions of  DART  heart of cow
and functions of components of the circulatory heart, and blood vessels  practical work or goat
the human human circulatory system  drawing and labelling parts of  demonstration  pictures and
circulatory system system and their the human circulatory system  oral and written charts
functions  discussing the general blood questions  samples of
circulation in the body  exercises animal
 observing blood cells using  individual blood
samples of animal blood or appraisal  models
prepared slides  peer appraisal  microscopes
 discussing functions of  test-tubes
components of blood  ethyleneda-
 drawing and labelling mine-
components of blood tetracetric
 discussing types of bleeding acid (EDTA)
and their control  test-tubes
 prepared
slides

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:

35
 explain the 1 describe Anaemia  discussing the meaning of  group work  markers
consequence of anaemia anaemia  discussion  textbooks
reduction of red  discussing the causes of anaemia  explanation  chart paper
blood cells in the - bleeding (arterial, venous,  DART  pictures of
body capillary)  presentations hookworms,
- hookworms, bilharzias,  individual appraisal bilharzia worms
malaria  group assessment  students’
- lack of iron, protein, vitamin C experiences
 types of bleeding (arterial,  ICT
venous, capillary)
 discussing ways of preventing
anaemia (eg, diet, prevention of
worm infestation)
 discussing ways of treating
anaemia
- iron tablets, folic acid tablet
- iron foods
- blood transfusion

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:

36
 describe 1 explain Worm  studying diagrams or  report writing  charts
consequences of consequences infestations specimen of worms  group work  worm
worm infestations, of worm {roundworms, hookworms,  DART specimens
mode of infestations in tapeworms, threadworms and  presentations  students’
transmission and humans bilharzia worms (Schitosoma  explanations experiences
prevention haematobium, Schistosoma  written exercises  textbooks
mansoni), filarial worms -  field visits  ICT
elephantiasis}  oral and written  local
 discussing the signs and exercises environment
symptoms of worm  self appraisal
infestations  group assessment
 discussing life cycles of worms  peer appraisal
and modes of transmission
 discussing ways of preventing
and controlling worm
infestations
 identifying sources of worm
infestations in the local
environment and their control
measures

Form 2
Core element: Research skills
Outcome: The student will be able to apply thinking, study, problem solving and investigative skills and techniques to solve problems in
everyday life.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning

37
 assessment methods resources
We will know this The students must
when the students are be able to:
able to:
 conduct 1 plan Investigative skills  designing scientific  demonstration  textbooks
experiments and investigations investigations  group work  glassware
interpret results - identifying aim of the  group discussions (beakers,test-
investigations  practical work tubes, measuring
- formulating hypotheses  group cylinders)
- identifying variables presentations  burners
- designing investigations  explanation  evaporating
 group assessment basins
 oral and written  crucibles
questions  petri dishes
 peer appraisal  sweep-nets
 self appraisal  hand lenses
 group assessment  other appropriate
resources

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 carry out Designing and  carrying out investigations  hand lenses
investigations carrying out systematically  thermometers
investigations  making observations  chart paper

38
  recording data  markers
 rulers
 triple beam
balances
 spring balances
 other
appropriate
resources

 graph paper
3 analyse data Analysis of data  presenting data in table and  chart paper
graphic forms  markers
 analysing data  rulers
- looking for qualitative and  textbooks
quantitative mathematical
relationships

 chart paper
 interpreting data and drawing
4 draw Drawing  markers
conclusions
conclusions conclusions from  textbooks
 writing reports
investigations

Core element: Plant biology

Outcome: The student will be able to discuss the diversity, structure and functions of plants and their role in the environment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must

39
when the students are be able to:
able to:
 describe the role 1 describe Plant structure  discussing the functions of  group work  chart paper
of plants in the structure and and functions leaves, stems and roots  explanation  markers
environment functions of  observing the internal  presentations  plants
plants structure of flowering plants  report writing  microscopes
(leaves, stems and roots)  DART  prepared slides
 discussing the functions of  group assessment  hand lenses
parts of a leaf (cuticle,  individual  stains
epidermis, stomates, appraisal  scalpels
mesophyll cells, veins)  peer appraisal  sources of heat
 investigating distribution of  practical work  beakers
stomates on the upper and  demonstration  water
lower sides of a leaf  sisal leaf

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
2 describe the Photosynthesis  discussing the process of  transparent
process of photosynthesis using word plastic bags
photosynthesis and chemical equations  variegated leaves
 brainstorming the conditions  metal foils
necessary for photosynthesis  green leaves

40
  discussing the conditions and  white tiles
raw materials necessary for  droppers
photosynthesis  burners
 investigating the conditions  beakers
necessary for photosynthesis  alcohol or
(light, carbon dioxide and methylated
chlorophyll) spirits
 potted plants
 iodine solution
 test-tubes
 sodium
hydroxide
 sodium
bicarbonate or
candle

Core element: Human biology

Outcome: The student will be able to apply knowledge of form and function of the human body and human diseases to promote health
seeking behaviour in communities.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

41
We will know this The students must
when the students are be able to:
able to:  MBTS website
 describe the blood 1 explain the Blood donation  discussing different types of  field visits www.mbtsmala
donation process process of blood donors (eg, family  explanation wi.com
blood donation replacement donors, voluntary  group work  MBTS
non-remunerated blood  presentations brochures,
donors) with emphasis on  oral and written posters
voluntary non-remunerated exercises  MBTS facebook
blood donors  self appraisal page
 discussing the process of  group assessment  textbooks
blood donation (pre-donation  peer appraisal  students’
counselling, eligibility criteria, experiences
venipuncture, post-donation  resource
counselling) persons
 observing or participating in
blood donation sessions

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 discuss the Role of Malawi  discussing roles of Malawi  brainstorming  MBTS website
role of Malawi Blood Blood Transfusion Service  explanation www.mbtsmala
Blood Transfusion (MBTS)  report writing wi.com
Transfusion Service  discussing the activities of  peer appraisal  MBTS

42
 Service MBTS (eg, district campaigns,  individual brochures,
open days, static and mobile appraisal posters
clinics)  group assessment  MBTS facebook
page
 textbooks
 students’
experiences
 resource
persons

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:
 describe general 1 state the Respiratory  discussing parts and functions  group work  chart paper

43
 structure and components system of the respiratory system  explanation  textbooks
functions of and functions  drawing and labelling  presentations  students’
human respiratory of the diagrams of the human  report writing experiences
system respiratory respiratory system  DART
system in  group assessment
humans  individual
appraisal
2 explain the  demonstrating the breathing  oral and written  textbooks
Breathing
breathing process using a lung model exercises  lung model
mechanism
mechanism  discussing the breathing  peer assessment  charts
process using the lung model  students’
 discussing limitations of lung experiences
model
 discussing the importance of
breathing through the nose

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
3 analyse the Composition of  discussing the composition of  conical flasks
composition of exhaled air the air breathed out  test-tubes
exhaled air  demonstrating the presence of  anhydrous
water vapour and carbon copper sulphate
dioxide in air breathed out  sources of heat

44
  textbooks
 cobalt chloride

 demonstrating how to carry  face model

4 demonstrate Artificial out artificial ventilation using  charts
how to ventilation models (mouth to mouth and  students’
conduct (resuscitation) mouth to nose) experiences
resuscitation  discussing how artificial  textbooks
ventilation works

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students be able to:
are able to:
 explain the 1 describe the Nervous system  investigating stimulus and  group work  textbooks
general components of response in selected animals and  explanation  students’

45
 structure and nervous system students  presentations experiences
function of the in humans  discussing the terms stimulus and  report writing  charts showing
human response  DART parts of the
nervous  drawing and labelling parts of the  group assessment nervous system
system nervous system  individual  models of the
 discussing the parts of the appraisal brain
nervous system  written and oral  small animals
 discussing functions of the parts exercises (eg, millipedes,
of the nervous system (central,  peer assessment snails,
peripheral and autonomic)  role play cockroaches)
 ICT
 role playing the effects of alcohol
2 describe the Effects of alcohol and Indian hemp on the nervous  textbooks
effects of alcohol and drug abuse system  students’
and drug abuse on the nervous  discussing the effects of alcohol experiences
on the nervous system and Indian hemp on the nervous  ICT
system system  chart paper
 markers

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:
 describe the main 1 describe Sense organs  drawing and labelling parts of  drawing/labelling  models of the
sense organs structure and the eye, ear and skin  group work eye, ear and

46
 functions of  discussing parts of the eye, ear  explanation skin
eye, ear and and skin and their functions  presentations  textbooks
skin  discussing how the eye, ear  report writing  charts showing
and skin work  DART parts of the eye,
 self appraisal ear and skin
 group assessment  ICT
 students’
experiences
2 outline the Defects of the  discussing how to take care of
defects of eye the eye, ear and skin  charts
eye and ear  markers
and ear  discussing the common
defects of the eye and ear  textbooks
 discussing corrective measures  models of the
of defects of the eye and ear ear and skin
 ICT
 students’
experiences

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:
 explain the 1 describe Locomotion in  drawing and labelling parts of  group work  textbooks
structure and locomotory human beings the human skeleton  explanation  skeleton models

47
 functions of the structures in - bones  discussing functions of bones  presentations  charts showing
locomotory the human - muscles  observing structure of bones  report writing muscles, bones
structures in body  discussing structure and  DART and locomotion
human beings functions of bones  group assessment in human
 discussing types of muscles  individual beings
and their functions appraisal  bones
- voluntary  students
- involuntary themselves
- heart muscle  pithed frog
 investigating what happens to
muscles when one is moving
 discussing how antagonistic
muscles work

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:
 explain injuries of 2 describe Injuries to  brainstorming types of joints  sticks/splinters
bones and joints injuries to bones and - movable joints (eg, hinge,  bandages, eg,

48
 bones and joints ball and socket, gliding) creep bandage
joints - immovable joints (eg,  textbooks
satures)  charts showing
 discussing different types of fractures
injuries of bones (fractures –  charts showing
simple and compound) and at first aid for
joints (sprains, strains and strains, sprains
dislocations) and
 demonstrating how to carry dislocations
out first aid for injuries to  students
bones and joints themselves
 practising first aid for  ICT
fractures, strains, sprains and  markers
dislocations  chart paper
 role playing first aid for
fractures, sprains, dislocations
and strains

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must
when the students are be able to:
able to:
 describe diseases 1 describe main Diarrhoeal  discussing the meaning of  group work  textbooks
of alimentary diarrhoeal diseases diarrhoea  explanation  salt

49
 canal caused by diseases  identifying the causative  presentations  sugar
micro-organisms agents of diarrhoeal diseases  report writing  bottle tops
(eg, cholera, dysentery)  DART  posters
 discussing the causative  group assessment  water
agents of diarrhoeal diseases  individual  beakers
 discussing the modes of appraisal  stirring rods
transmission of diarrhoeal
diseases
 discussing the signs and
symptoms of diarrhoeal
diseases
 discussing the effects of
diarrhoea in the body

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
 investigating ways of
preventing and controlling
diarrhoeal diseases
 investigating home-made
treatment for diarrhoea
(home-made ORS, eg, dissolve

50
 10 level full bottle tops of
sugar and 1 level bottle top
table salt to 1 litre of water)
 discussing home treatment for
diarrhoeal diseases

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this The students must be
when the students are able to:
able to:
 discuss sexually- 1 describe various  discussing the meaning of the
STIs, HIV and  explanation  charts/
transmitted STIs term sexually-transmitted
AIDS  group discussion pictures
infections (STIs) infections (STIs)
 presentations showing

51
  brainstorming sexually-  oral and written STIs
transmitted infections (eg, exercises  textbooks
gonnorhoea, AIDS, syphilis,  group assessment  resource
candidiasis and genital warts)  individual persons
 discussing the causative appraisal  videos on
agents of STIs  peer assessment STIs
 discussing the modes of  students’
transmission of STIs experiences
 discussing the signs and
symptoms of STIs
 discussing ways of caring for
HIV and AIDS patients
 discussing ways of preventing
STIs

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
 discussing misconceptions
about HIVand AIDS
 discussing the effects of STIs,
HIV and AIDS on individual,
family and nation

52
Core element: Micro-organisms
Outcome: The student will be able to analyse the role of micro-organisms in the environment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students
when the students are must be able to:
able to:
 describe the 1 list the main  refrigerators

53
 diversity, groups of Groups of  observing protozoa in pond  group work  microscopes
structure, micro- micro- water  explanation  microscope slides and
conditions for organisms organisms  brainstorming groups of  demonstration cover slips
growth and role of micro-organisms (bacteria,  presentations  chart showing micro-
micro-organisms fungi, viruses, protozoa, algae)  report writing organisms
 exposing sterile dishes of  DART  pond/stagnant water
nutrient agar to different  group assessment  petri dishes
places, e.g, body (unwashed  individual  nutrient agar
hands), open air, toilet, appraisal  bread moulds
classroom  peer appraisal  autoclaves or pressure
 observing different colonies of  practical work cookers
fungi and bacteria  sources of heat
 observing pictures of colonies  cotton wool
of viruses and protozoa  conical flask
 drawing and labelling selected  water
micro-organisms from pictures  textbooks
and charts

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 describe the Structure of  studying diagrams of 5 groups  group work  chart showing
structure of 5 micro-organisms of micro-organisms  explanation micro-
main groups of - algae  demonstration organisms
micro- - protozoa  presentations  textbooks
organisms - fungi – moulds/yeast  report writing  ICT

54
 - bacteria (crocus, bacillus,  DART
spiral)  group assessment
- viruses  individual
 describing the structure of the appraisal
5 main groups of micro-  peer appraisal
organisms:  practical work

 brainstorming conditions of
3 explain the Conditions for  textbooks
growth for micro-organisms
conditions for the growth of  ICT
 discussing conditions of
growth of micro-organisms  students’
growth for micro-organisms
micro- experiences
 explaining ways of controlling
organisms
micro-organisms

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
4 describe the role The role of  brainstorming the importance  group work  burners
of micro- micro-organisms of micro-organisms (parasites,  explanation  water
organisms decomposers, symbionts,  demonstration  refrigerators
biotechnology, preservation  presentations  salt
and storage of food)  report writing  sugar

55
 brainstorming methods of  DART  food stuffs, eg,
preserving food  group assessment fresh fish, fresh
 discussing methods of  individual vegetables,
preserving food and how the appraisal fresh fruits,
methods work  peer appraisal fresh meat
 investigating methods of  practical work  students’
preserving food (eg, drying,  oral questions experiences
salting, refrigeration)  written exercises  textbooks

56
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