SCHEME AND RECORD OF WORK

CLASS: FORM 3

SUBJECT: BIOLOGY

NUMBER OF PERIODS PER WEEK: FOUR

TERM: ONE

ACADEMIC YEAR: 2024 - 2025

DATES: 16 SEPTEMBER – 20 DECEMBER, 2020

SUBJECT: BIOLOGY NUMBER OF PERIODS PER WEEK: 4

CLASS: FORM 3
Scheme of work
Week and Success Teaching, learning and assessment
Activities planned
Dates criteria methods
CORE ELEMENT: Environment
Students must be TOPIC: Living things and their
WEEK 1 able to: environment Question & answer

Explain how the Explanation

 Defining sampling methods
population of living  Taking samples of different living
things can be Group work
things and estimating their
estimated population
16-Sept- Research
2024
 Taking small and large samples of
Written exercises
living things and identifying and
interpreting differences
to Video watching
 Discussing how well the samples
represent the population
20-Sept-
2024 Modelling
Estimate plant and  Making a model quadrat using
animal population diagrams, wood and transparent
Discussion
materials (e.g plastic paper)

TERM: ONE (1)

Record of work
AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources

Textbooks  Malawi Institute of Education

Charts (2013) Syllabus for Biology,
Markers Forms 3 and 4, page 18-19
First aid kits MoEST
Sweep nets
Local environment  Nserebo et al. ((2017), Excel and
Ruler succeed senior secondary
Source of power Biology student’s book form 3,
Quadrats page 1-5. Nairobi
Ropes
Gloves  Chimocha et al. (2017)
Gumboots Achievers senior secondary
Biology students book form 3.
Page 1. Nairobi

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4

Week and Success criteria Activities planned Teaching, learning

 and assessment
Dates
methods

Students must be able to: CORE ELEMENT: Environment Field study

WEEK 2
TOPIC: Living things and their environment
Discussion
 Estimate plant and animal population  Estimating plant population using quadrats
 Discussing the advantages and limitations of the Question & answer
quadrat method

23-Sept-  Estimating plant population using transects Explanation

2024
 Modelling mark-recapture using beads or seeds Group work

to  Estimating animal population using the mark- Discussion

recapture method
 Discussing the advantages and limitations of the Oral and written exercises
27-Sept- mark-recapture method
2024

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED

Teaching, learning References Outcomes Remarks

and assessment
 resources
 Local environment Malawi Institute of Education (2013)
Syllabus for Biology forms 3 and 4,
Textbooks page 19 MoEST.

Markers
Nserebo et al. (2017). Excel and
Succeed Senior Secondary Biology
Flip charts
Students’ Book 3 page 5-10 Nairobi

Beads and seeds

Chimocha et al. (2017). Achievers

Ropes
Senior Secondary Biology Students
Book 3 page Nairobi
Pegs

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
CORE ELEMENT: Environment
The student must be able to: TOPIC: Living things and their environment Discussion
WEEK 3

 Estimate plant and animal  Constructing food chains and Group work
population food webs

 Constructing food pyramids (e.g pyramids of

numbers, biomass and energy) Explanation

30-Sept-  Discussing how energy flows in an ecosystem

2024

to  Describe the nutrient cycles in an  Reading about nutrients cycle (eg water carbon and Question & answer
ecosystem nitrogen cycles)
Oral and written exercise
04-Oct-
2024

TERM: ONE

Record of work AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Textbooks Malawi Institute of Education
(2013). Syllabus for Biology Forms 3
Wall charts and 4. Page20 MoEST

Nserebo et al. (2017). Excel and

Markers succeed Senior Secondary Biology
Student’s Book 3. Page 11-22
Nairobi.
Chart paper
Chimocha et al. (2017). Achievers
Senior Secondary Biology Student’s
Local environment Book 3. Page 7- 15 Nairobi

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
CORE ELEMENT: Environment Discussion
The students must be able to; TOPIC: Living things and their environment
WEEK 4
 Discussing nutrient cycles Brainstorming
 Describe the nutrient cycle in an
ecosystem
 Drawing nutrient cycles
Group discussion
 Brainstorming the components of the physical world
07-Oct- (ecosystem)
2024 _physical factors
_plant communities
_animal communities
to  Discussing the components of the physical world
 Explain the effects of selected physical Presentation
 Brainstorming the physical factors influencing living
factors on living things
11-Oct- things in an ecosystem (eg soil, light, humidity, pH,
Question and answer
2024 amount of oxygen, land, water, temperature and
mineral salts
Explanation
 Discussing the physical factors influencing living
things in an ecosystem

Record of work TERM: ONE

AGE RANGE: .……………

 ABILITY: MIXED

Teaching, learning
and assessment References Outcomes Remarks
resources
Malawi Institute of Education (2017)
Flip charts SyllabuS
s for Biology Forms 3 and 4, page
Textbooks 21-21 MoEST.

Wall charts Nserebo et al. (2013). Excel and

Succeed Senior Secondary Biology
Markers Student’s Book 3 page17-23.
Nairobi
Local environment
Chimocha et al. (2017) Achievers
Senior Secondary Biology Student’s
Book 3 page15-24. Nairobi

SUBJECT: BIOLOGY
Scheme of work
CLASS: FORM 3

NUMBER OF PERIODS PER WEEK: 4

 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
The students must be able to; CORE ELEMENT: Environment
TOPIC: Living things and their environment Group discussion
WEEK 5 Question & answer
Observation
 Explain the effects of selected physical  Discussing the effects of physical factors on living
factors on living things things Group work
Presentation
 Describe plant and animal  Observing plants and animal (diversity and Explanation
14-Oct- communities in aquatic and terrestrial distribution) in a school environment Oral and written exercises
ecosystem  Discussing plants and animal diversity and distribution
2024
in a school environment
 Identifying organisms using local and scientific names
(lion, leopard, cow, dog, mango, maize, bees, housefly
to
cockroach)

CONTINUOUS ASSESSMENT 1
18-Oct-  answer questions correctly  answering questions during written  question and answer
2024 in written assessment/test 1 assessment 1  written exercise

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Pictures Malawi Institute of Education
(2013). Syllabus for Biology Forms 3
Local environment and 4. Page21 MoEST

Students’ experience Nserebo et al. (2017). Excel and

succeed Senior Secondary Biology
Text books Student’s Book 3. Page 24-28
Nairobi.

Chimocha et al. (2017). Achievers

Senior Secondary Biology Student’s
Book 3. Page 25-29 Nairobi

CLASS: FORM 3

NUMBER OF PERIODS PER WEEK: 4

Scheme of work
SUBJECT: BIOLOGY
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
MONDAY, 16 OCTOBER, 2023; MOTHERS’ DAY OBSERVATION – PUBLIC HOLIDAY
The students must be able to; CORE ELEMENT: Environment Explanation
WEEK 6
 Describe plant and animal TOPIC: Living things and their environment
communities in aquatic and  Discussing life forms in aquatic and terrestrial Question & answer
21-Oct- terrestrial ecosystems ecosystems
2024  Discussing adaptation of plants to various Group work
environment (e.g. mesophytes, xerophytes,
hydrophytes)
to  Discussing adaptation of animals to various Discussion
environments e.g. goats, cattle camels, sharks, polar
bear Explanation
25-Oct-
2024  Explain the impact of human TOPIC: Human interaction with the environment Oral and written tests
activities on the environment
 Discussing the impact of human activities on the
environment (e.g. climate change, land degradation,
pollution)

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Textbooks  Malawi Institute of Education
(2013). Syllabus for Biology
Local environment Forms 3 and 4. Page22-23
MoEST
Student’s experience
 Nserebo et al., (2017). Excel and
Pictures chloride succeed Senior Secondary
Biology Student’s Book 3. Page
28-44 Nairobi.

 Chimocha et al.,(2017).
Achievers Senior Secondary
Biology Student’s Book 3. Page
29-39 Nairobi

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4

Week and Success criteria Activities planned Teaching, learning

Dates and assessment
 methods
The students must be able to; CORE ELEMENT: Environment
TOPIC: Human interaction with the environment
WEEK 7
Observation
 Observing the impact of human activities on the
 Explain the impact of human activities environment
on the environment
Question & answer
Explain the impact of climate  Discussing climate change
change on the environment  Relating the impact of human activities on the
28-Oct- environment to climate change
2024 Group discussion
 Discussing the major impacts of climate change e.g
floods, drought, storm winds, rise in temperature, Brainstorming
to global warming
Group work
 Brainstorming ways of mitigating the impacts of
01-Nov- climate change Presentations
 Discussing ways of mitigating the impact of climate
2024
change

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED

Teaching, learning References Outcomes Remarks

 and assessment
resources
Malawi Institute of Education
(2013). Syllabus for Biology Forms 3
Local environment and 4. Page 23-24 MoEST

Student’s experience Nserebo et al., (2017). Excel and

succeed Senior Secondary Biology
Resource person Student’s Book 3. Page 44-48
Nairobi.

Pictures showing human Chimocha et al.,(2017). Achievers

activities on the environment Senior Secondary Biology Student’s
Chart paper Book 3. Page 40-53 Nairobi
Markers

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4

Week and Success criteria Activities planned Teaching, learning

 and assessment
Dates
methods
The students must be able to; CORE ELEMENT: Plant biology  Observation
 Explanation
 Describe plant structure and functions TOPIC: Plant structure and functions
WEEK 8  Written exercises
 Question & answer
 Observing transverse sections of leaves, stem and  Group work
roots  Discussion
 Written exercises
 Drawing and labelling the cross section of leaves, stem
and roots  Explanation
 Practical work
 Explaining the adaptations of leaves to photosynthesis
04-Nov-
( e.g. broad, thin veins stomates and air spaces
2024
 Discussing gaseous exchange in leaves

to  Drawing and labelling parts of a mesophyll cell as seen

through an electron microscope

08-Nov-
2024

TERM: ONE

Record of work AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Malawi Institute of Education
(2013). Syllabus for Biology Forms 3
Textbooks and 4. Page25 MoEST
Markers
Charts Nserebo et al., (2017). Excel and
Practical work succeed Senior Secondary Biology
Local environment Student’s Book 3. Page 49-54
Leaves Nairobi.
Scalpel
Microscope Chimocha et al.,(2017). Achievers
Stains Senior Secondary Biology Student’s
Wall charts
Book 3. Page 54-61 Nairobi

NUMBER OF PERIODS PER WEEK: FOUR (4)

SUBJECT: BIOLOGY
Scheme of work
CLASS: FORM 3

Week and Success criteria Activities planned Teaching, learning

 and assessment
Dates
methods
The students must be able to; CORE ELEMENT: Plant biology
Explanation
TOPIC: Plant structure and functions
WEEK 9
Question & answer
 Describe plant structure and functions  Explaining the functions of parts of a plant cell

Explanation

11-Nov-
 Describing the process of photosynthesis Discussion
2024  Describe the process of
 Discussing the light and dark stages of photosynthesis
photosynthesis

 Explaining what happens to glucose after Group work

to photosynthesis

 Discussing the functions of mineral elements (e.g. Presentation

15-Nov- nitrogen aluminium and magnesium) in plant growth
2024 and photosynthesis
Written exercises

TERM: ONE
Record of
AGE RANGE: .……………
work
ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Malawi Institute of Education
(2013). Syllabus for Biology Forms 3
and 4. Page25-26 MoEST

Textbooks Nserebo et al. (2017). Excel and

succeed Senior Secondary Biology
Charts Student’s Book 3. Page 55=60
Nairobi.

Local environment Chimocha et al.,(2017). Achievers

Senior Secondary Biology Student’s
Student’s experience Book 3. Page 62-71 Nairobi

SUBJECT: BIOLOGY NUMBER OF PERIODS PER WEEK: 4

CLASS: FORM 3
Scheme of work
Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
The students must be able to; CORE ELEMENT: Plant biology Practical work
TOPIC: Plant structure and functions
WEEK 10 Explanation
 Describe the process of Carrying out investigations on types of pigments in
photosynthesis leaves
Explaining the importance of photosynthesis Question & answer

 Describe transport systems in plants Identifying tissues used in transport in plants Group work

Describing the structural and functional differences Discussion

25-Nov-
between xylem and phloem
2024
Oral and written exercises
Explaining how substances are transported in the xylem
and phloem
to CONTINUOUS ASSESSMENT 2

 answer questions correctly  answering questions during written  question and answer
29-Nov- in written assessment/test 2 assessment 2  written exercise
2024

TERM: ONE

AGE RANGE: .……………

Record of work ABILITY: MIXED

 Teaching, learning
and assessment References Outcomes Remarks
resources
Malawi Institute of Education
Beakers (2013). Syllabus for Biology Forms 3
Water and 4. Page26-27 MoEST
Leaves
Motor and pestle Nserebo et al., (2017). Excel and
Filter paper succeed Senior Secondary Biology
Cello tape Student’s Book 3. Page 60-67
Dry stem(support of filter Nairobi.
paper)
Local environment Chimocha et al.,(2017). Achievers
Tree/shrub with many Senior Secondary Biology Student’s
branches Book 3. Page 71-81 Nairobi
Knife

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
CORE ELEMENT: Plant biology
The students must be able to; TOPIC: Plant structure and function
WEEK 11 Explanation
 Describe transport systems Describing the process of diffusion
in plants Discussing the factors that affect the rate of diffusion Question & answer

Describing the process of osmosis and active transport

Group work

Discussing the significance of diffusion, osmosis and

active transport
Discussion
25-Nov-
Discussing how translocation occurs in plants
2024 Investigating osmosis in different plant tissues
Oral and written exercises

to
Practical work

29-Nov-
2024

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
Malawi Institute of Education
Sugar/glucose (2013). Syllabus for Biology Forms 3
Visking tubing and 4. Page27 MoEST
Onion
Pawpaw petioles Nserebo et al., (2017). Excel and
Textbooks succeed Senior Secondary Biology
Pictures Student’s Book 3. Page 67-73
Food colour Nairobi.
Charts
Chimocha et al.,(2017). Achievers
Local environment Senior Secondary Biology Student’s
Potatoes Book 3. Page 81-91 Nairobi
Salt
Water
Razor blades

CLASS: FORM 3

NUMBER OF PERIODS PER WEEK: 4

Scheme of work
SUBJECT: BIOLOGY
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods
CORE ELEMENT: Plant biology
The students must be able to; TOPIC : Plant structure and function
WEEK 12  Explanation
Describe transpiration in plants
Discussing the transpiration stream
 Question & answer
Discussing the importance of transpiration  Discussion

Discussing factors that affect rate of transpiration  Group work

Investigating factors affecting rate of transpiration  Experimentation

02-Dec-
2024
Students must be able to:
Explain various concepts  Question & answer
to learned in the term  Discussion
REVISION

06-Dec-
2024

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED

Teaching, learning References Outcomes Remarks

 and assessment
resources
Textbooks Malawi Institute of Education
Potometer (2013). Syllabus for Biology Forms 3
Rubber tubing and 4. Page28 MoEST
Leaf shoots
Water Nserebo et al., (2017). Excel and
Plastic bag succeed Senior Secondary Biology
Glass capillary Student’s Book 3. Page 74-86
Fans Nairobi.
Large containers
Local environment Chimocha et al., (2017). Achievers
vaseline Senior Secondary Biology Student’s
Book 3. Page 91-94 Nairobi

SUBJECT: BIOLOGY

CLASS: FORM 3
Scheme of work
NUMBER OF PERIODS PER WEEK: 4
Week and Teaching, learning
Success criteria Activities planned
Dates and assessment
methods

 Individual work
Students must be able to END OF TERM 1 TEST
WEEK 13  Written tests
answer questions correctly  Asking students questions for Form 1
Term 1 test
 Students answering questions for
Form 1 Term 1 test

09-Dec-
2024

to

13-Dec-
2024

TERM: ONE
Record of work
AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
 Question papers Malawi Institute of Education
 Answer sheets (2013). Syllabus for Biology Forms 3
and 4. Page 1-28 MoEST

Nserebo et al., (2017). Excel and

succeed Senior Secondary Biology
Student’s Book 3. Page 1-86
Nairobi.

Chimocha et al., (2017). Achievers

Senior Secondary Biology Student’s
Book 3. Page 1-94 Nairobi

NUMBER OF PERIODS PER WEEK: 4

SUBJECT: BIOLOGY
Scheme of work
CLASS: FORM 3
 Teaching, learning
Week and
Success criteria Activities planned and assessment
Dates
methods

Students must be able to END OF TERM 1 TEST  Individual work

WEEK 14
answer questions correctly  Asking students questions for Form 1  Written tests
Term 1 test
 Students answering questions for
Form 1 Term 1 test

18-Dec-
2024

to

22-Dec-
2024

TERM: ONE

Record of work AGE RANGE: .……………

ABILITY: MIXED
 Teaching, learning
and assessment References Outcomes Remarks
resources
 Question papers Malawi Institute of Education
 Answer sheets (2013). Syllabus for Biology Forms 3
and 4. Page 1-28 MoEST

Nserebo et al., (2017). Excel and

succeed Senior Secondary Biology
Student’s Book 3. Page 1-86
Nairobi.

Chimocha et al., (2017). Achievers

Senior Secondary Biology Student’s
Book 3. Page 1-94 Nairobi