Biology Teaching Syllabus Second Cycle

REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace – Work - Fatherland Paix – Travail – Patrie
MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS SECONDAIRES
INSPECTORATE GENERAL OF EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
BIOLOGY TEACHING SYLLABUS

SECOND CYCLE SECONDARY GENERAL EDUCATION
(Lower Sixth and Upper Sixth Forms)
Observing the environment in order to make informed choices on training options for a successful future
INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DES SCIENCES 2019
BIOLOGY TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION: LSS AND USS
REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace-Work-Fatherland Paix-Travail-Patrie
--------------------- -----------------------
MINISTRY OF SECONDARY EDUCATION MINISTERE DES ENSEIGNEMENTS SECONDAIRES
---------------------------- ---------------------------------------
INSPECTORATE GENERAL OF EDUCATION INSPECTION GENERALE DES ENSEIGNEMENTS
----------------------------------- ----------------------------------------
INSPECTORATEOF PEDAGOGY INCHARGE OF INSPECTION DE PEDAGOGIE CHARGEE DES
THE TEACHING OF SCIENCES ENSEIGNEMENTS DES SCIENCES
LEARNING AREA: SCIENCE AND TECHNOLOGY

SUBJECT: BIOLOGY
CLASSES: LOWER SIXTH AND UPPER SIXTH SCIENCES
PLANNING OF TEACHING/LEARNING &EVALUATION
ANNUAL WORKLOAD:
324 PERIODS(270 HOURS)
WEEKLY WORKLOAD: TEACHING: 06PERIODS (05 HOURS)
PRACTICALS: 03 PERIODS (2.5 HOURS)
COEFFICIENT: 05
BIOLOGY TEACHING SYLLABUS FOR SECOND CYCLE SECONDARY GENERAL EDUCATION: LSS AND USS Page 1of 84
SUMMARY
I. PREAMBLE ................................................................................................................................................................................................................................. 3
II. GENERAL INTRODUCTION ...................................................................................................................................................................................................... 7
III. EVALUATION OF THE OUTCOME OF THE BIOLOGY SYLLABUS ................................................................................................................................. 8
IV. COMPETENCIES THAT THE SYLLABUS WOULD DEVELOP IN THE LEARNER .......................................................................................................... 9
V. READING AND UNDERSTANDING OF THE SYLLABUS ON COMPETENCY BASED APPROACH ................................................................................... 9
VI. PRESENTATION OF THE MATRIX ..................................................................................................................................................................................... 10
VII. TIME ALLOCATION AND OVERVIEW OF THE MODULES ............................................................................................................................................ 10
VIII. END OF SECOND CYCLE LEARNER’S EXIT PROFILE .................................................................................................................................................... 11
IX. CONTRIBUTIONS OF THE SYLLABUS TO THE AREA OF LEARNING.......................................................................................................................... 12
X. CONTRIBUTIONS OF THE SYLLABUS TO SOCIETAL LIFE............................................................................................................................................... 12
XI. PRESENTATION OF FAMILIES OF SITUATIONS COVERED BY THE SYLLABUSES .................................................................................................. 13
TABULATED SYNOPSIS OF THE MODULES OF THE SYLLABUS ............................................................................................................................................. 13
LOWER SIXTH SYLLABUS ............................................................................................................................................................................................................. 15
UPPER SIXTH SYLLABUS ............................................................................................................................................................................................................... 55
I. PREAMBLE
A. Subject Combinations and Career Profiles
Biology which begins from S2 –S4 offers great deals of career opportunities as far as second cycle science syllabuses are concerned. Given the fact that
Biology is a practical life subject, man’s existence and survival depends very much on its knowledge and applications. Therefore Biology is indispensable for
life.
No S1 S2 S3 S4
1 Maths with Mechanics Biology Biology Biology
2 Chemistry Chemistry Chemistry Chemistry
3 Physics Physics Mathematics with Statistics Geology/Geography
4 Further Mathematics Mathematics with Mechanics Food Science & Nutrition Physics /Food Science and Nutrition
5 Computer Science Further Mathematics ICT / Computer Science Mathematics with Statistics
/Computer Science
NB: In addition to the above main subjects, candidates can add the following enabling subjects: General English Language, Genera French Language, Sports
and Physical education, Manual labour and Citizenship Education.
The enabling subjects should have a period per week.
The Table below shows some plausible career opportunities for each of the series or subject combinations.
SERIES S1 S2 S3 S4
 Aeronautics  Medicine  Agricultural science  Agricultural engineering
 Aerospace engineering  Nursing  Chemical engineering  Biotechnology
 Chemical engineering  Biotechnology  Biotechnology  Geological mining
 Civil engineering  Midwifery  Medicine  Geotechnical engineering
CARRER OPPORTUNITIES
 Electrical engineering  Pharmacy  Nursing  Laboratory technology

 Industrial engineering  Biomedical engineering  Pharmacy  Midwifery
 Mechanical engineering  Anaesthesiology  Anaesthesiology  Nursing
 Renewable energy engineering  Epidemiology  Laboratory technology  Military
 Nuclear engineering  Laboratory technology  Agricultural engineering  Teaching
 Telecommunication engineering  Radiology  Veterinary medicine  Petroleum engineering
 Software engineering  Telecommunication  Military  Geological research
 Military engineering  Teaching  Civil engineering
 Teaching  Military  Statistician  Mining engineering
 Computer engineering  Teaching  Midwifery  Soil Scientist
 Petroleum engineering  Agricultural engineering  Forestry
 Scientific researcher  Veterinary medicine  Food technology
 Petroleum engineering
 Forestry
 Scientific researcher
B. Planning of Teaching/Learning and Evaluation
In the first four weeks could be consecrated to the teaching/learning of resources (knowledge and know-how), interspersed by formative evaluation of the
descriptive type.
That is, during this period of teaching/learning, we ought to develop oral questions, written application exercises for practice or homework.
The fifth week could be consecrated to the integration of learning activities, which can take the form of experimental exercises or tutorials accompanied by
appropriate remedial actions. This should be after a set of lessons that constitutes a topic or a significant part of a topic.
The sixth or last week of the sequence could be consecrated to remediation or revision to surmount possible difficulties or misunderstanding of learners,
followed by graded evaluation of resources and competencies (end-of-sequence evaluation).
The diagram below is an example of how Teaching/Learning and evaluation can be planned over a period of one school year.
It should be noted that this end-of-sequence evaluation should be essentially formative in nature, which implies that it should also be used to diagnose the lapses
in learning. InCameroon; the academic (school) year is subdivided into six sequences of six weeks each. Teaching/Learning and Evaluation takes place in every
sequence and comprises Learning of Resources, Integration Learning and Remediation, followed by summative Evaluation. In each of the three stages of the
Teaching/Learning process, formative evaluation is involved.
The number of teaching hours per week for the teaching/learning of Biology is outlined in the following table among other science subjects. It should be noted
that whenever the practical hours are not being used for practical exercises, this time should always be used in teaching the theory part of the work. The hours
indicated here are per student per week
No Subject LSS1 LSS2 LSS3 LSS4 USS1 USS2 USS3 USS4

1 Maths 8 8 8 8
2 F. Maths 4 4 8 8
3 Physics Theory 6 6 6 6
Practical 2 2 2 2
4 Chemistry Theory 6 6 6 6 6 6 6 6
Practical 2 2 2 2 2 2 2 2
5 Biology Theory 6 6 6 6 6 6
Practical 2 2 2 2 2 2
6 Geology Theory 6 6
Practical 2 2
7 Food Science Theory 4 4
& Nutrition
Practical 2 2
8 Computer Theory 4 4
Science Practical 2 2
II. GENERAL INTRODUCTION
WHAT IS COMPETENCY –BASED APPROACH?
It is a pedagogic approach, a vision of teaching/learning which begins with the identification of REAL LIFE SITUATIONS or BIOLOGICAL SITUATION for
which solutions or improvements have to be sought.
The approach seeks to link school learners to daily contexts which could be: technological, social, cultural, and economical in order to make the learning useful
or sustainable and durable. CBA therefore proposes a type of learning which enables the learner to acquire knowledge from school to be used to reinvest
outside of the school premises.CBA is not just limited to acquire and stock knowledge but goes beyond the mobilization of knowledge, know-how, and
attitudes to seek solutions and /or improvement on REAL LIFE SITUATIONS or PROBLEMS. In CBA, there is LEARNING BY DOING, STUDENT-
CENTRED AND ACTIVITY –BASED LEARNING where the teacher plays a role of a FACILITATOR. In the ANGLOPHONE SUBSYSTEM OF
EDUCATION much of HANDS - ON – ACTIVITIES are done in the SECOND CYCLE and this is reflected on evaluation as well, especially as practicals are
given much more emphasis in the science subjects. Pedagogy is dynamic and it is therefore necessary to be proactive.
In the Lower Sixth Science (LSS) and Upper Sixth Science (USS), the study of biology is expected to be a continuation involving the deepening of the
knowledge (scientific notions), know-how (improved methods and techniques) and further development of attitudes acquired in the First Cycle. It has as main
aim to deepen the learner’s biological concepts, the fascinating nature and variety of life forms, etc in order to guide him/her into pursuing a career in the
Biological Sciences.
The design and teaching of the present syllabus is centred on the Competency-Based Approach (CBA) with real life situations or problems as entry points.
CBA is rooted in the constructivist approach in which the learner is the principal actor in his/her learning with the teacher assuming the role of a facilitator. This
approach is in total rupture with the teacher-centred approach in which the learner is considered a tabula rasa to be filled with knowledge by the teacher.
There is therefore need for the teacher to break away from the traditional chalk and talk practice to one of facilitation in which a conscious effort is constantly
made to link school learning with real life situations. Such an approach will demonstrate the usefulness and relevance of school knowledge to the learner who
takes the lead and full responsibility for his/her own learning. Placing the learner at the centre of his/her own learning is a conscious technique to guide him/her
to appropriate autonomy, self-reliance, creativity, discipline, the spirit of enterprise and the taking of initiative in seeking solutions to life challenges in an ever
changing economic, socio-cultural, technological and political environment. Teachers are therefore called upon to take up the challenge by making their humble
contributions towards the development of the 21st Century Cameroonian and beyond.
In the Second Cycle, the study of biology is expected to be a continuation from the first cycle syllabus for Biology where scientific notions, know -how and
basic concepts have been acquired. In Primary school, emphasis was laid on how life works at the system level. In secondary school emphasis was on how life
works at the physiological level (organ & Tissue level). In high school Biology Syllabus is expected to lay emphasis on how life works at the Cellular and
Molecular Level. Therefore the biology syllabus is a continuum, studying life with emphasisat different levels of organisation: (Atoms Molecules 
OrganellesCells Tissues  Organs Organ Systems  Multicellular Organisms). This syllabus aims at preparing students who will continue with
Biology beyond the Advanced Level and/ or Vocational Training.
III. EVALUATION OF THE OUTCOME OF THE BIOLOGY SYLLABUS

The overall goal or aim of this syllabus is to evaluate the ability of the learner to construct, appropriate, appreciate and reinvest scientific knowledge and
methods to seek solutions to real life situations in different context. The following specific outcomes are expected:
 To promote respect for all living things, and favourable attitudes towards life, science and scientists.
 To enable students apply scientific knowledge and methods to solve real life situations or problems in the same context / field of biology, or in a
different context / field of science (Chemistry, Physics, Geology, etc) and in Technology ;
 Encourage students to observe, make simple drawings of Biological specimens, label and annotate them correctly;
 Develop students, observational, manipulative and experimental skills;
 Develop students, appreciation of experimental and investigatory work in the study of Biology;
 Develop students, power to think creatively and scientifically on biological issues. To make rational decisions and to communicate effectively;
 Develop students, ability to retrieve appropriate information from sources and to develop their confidence in self-learning and to give them a sense of
achievements;
 Provide biological knowledge that prepares the students adequately for University and other educational establishments and for professional courses;
 Help students develop instruments that will enable them assess the validity of experiments, results, conclusions, inferences and statements;
 And above all, prepare students to become responsible citizens in the changing world.
IV. COMPETENCIES THAT THE SYLLABUS WOULD DEVELOP IN THE LEARNER
 In the field of societal and family life: the syllabus seeks to inculcate in the learner, psychosocial competences (life skills) for meeting with the
exigencies of community life and responsible citizenship.
 In the economic domain: It will enable the learner to acquire competencies in the production of consumer goods necessary for good health, wellbeing
and comfort.
 In the field of environmental education: It will enable the learner to reinvest the knowledge acquired in environmental conservation leading to the
maintenance of the natural equilibrium and conservation which are life-wires for sustainable development.
V. READING AND UNDERSTANDING OF THE SYLLABUS ON COMPETENCY BASED APPROACH
The syllabus is presented in a tabular MATRIX made up of THREE MAJOR COLUMNS and EIGHT SUB COLUMNS (TOPICS AND SUB TOPIC NOT
COUNTED).The first column is the CONTEXTUAL FRAMEWORK which is subdivided into families of situations and examples of real life situations or
problems requiring mobilization of appropriate competencies to seek solutions. The two above are only examples and are no way exhaustive. Teachers can
draw inspiration from these examples to identify and define other situations with local specificities and relevance.
The second column is the COMPETENCIES, made up of categories of actions and examples of actions. These are groups of some actions which are related to
the mastery of the competencies expected for each module. The third column is the RESOURCES and consists of the essential or core knowledge which gives
all the cognitive, psychomotor, and affective resources which the learner needs to mobilize so as to successfully treat a family of situations. It is sub divided
into four components the subject content (Topics); aptitude (know-how); attitude (life skills) to be displayed, as well as other resources (material, human,
financial etc) necessary for the acquisition of the competencies.
VI. PRESENTATION OF THE MATRIX
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES
Families of Examples of Categories of Examples of Content Aptitude Attitudes (life Other Resources
situations situations Actions Actions (Core Knowledge) (know-how) skills)
VII. TIME ALLOCATION AND OVERVIEW OF THE MODULES

Biology contributes through its teaching to an efficient training of Cameroonian citizens. As to what concerns Biology in Lowersixth Science (LSS) and Upper
sixth Science (USS), this syllabus has a weekly workload of (09) hours, (06) hours theory and (03) hours practical for a coefficient of (05). It shall be covered
in (180) hours theory and (90) practical hours and consist of four modules.
1. Organisation and Maintenance of Life: Since biology is the study of life, emphasis here is on how life is organised and the characteristics of life
maintained at the level of the cells, tissues, organs, organ systems and organism.
2. Health Education: The rationale here is for students to have a mastery of the wellbeing or health of mankind using the holistic Bio psychosocial view
of health, in line with the WHO (1984) definition of health as “a state of complete physical, mental, and social wellbeing and not merely the absence of
disease or infirmity”. The goal is not limited to Disease Prevention, but to develop appropriate behaviours (life skills) conducive to the promotion,
maintenance and restoration of the health of individuals and communities.
3. Environmental Education: The rationale is toenable learners explore environmental issues (Biodiversity, classification and conservation, climate
change, pollution, etc.) engaged in problem solving and take action to improve upon the environment. This necessitates knowing the variety of living
organisms and how they interact to form a stable and self-perpetuating natural unit.
4. Agriculture, Biotechnology & Sustainable Development. The rationale is to develop in learners the competence to use biological organisms and
processes to produce goods and services, or to solve our daily problems in the domains of Agriculture, Medicine, Mining, and industries. It shall enable
learners see the link between school knowledge, society and technology.
The distribution of hours to the various modules is shown below:
MODULE/ TITLE DURATION

LSS USS
THEORY PRACTICALS THEORY PRACTICALS
1. Organisation and Maintenance of Life: 74 HOURS 48 HOURS 58 HOURS 21 HOURS
2. Health Education 37 HOURS 18 HOURS 34 HOURS 24 HOURS
3. Environmental Education 39 HOURS 34 HOURS ---- ---
4. Agriculture, Biotechnology & Sustainable Development ---- --- 53 HOURS 40 HOURS
ANNUAL HOURS ALLOCATION 150 HOURS 90 HOURS 155 HOURS 85 HOURS
TOTAL NUMBERS OF HOURS PER YEAR 240 240
*On all Wednesdays, 1pm – 3:30 pm is reserved for extra-curricular activities such as clubs. This period Could also be used for enabling subjects as well as
catch-up classes.
The teachings envisage here will permit the learner through punctual and integrated learning activities not only to acquire knowledge on the modules related
topics but also to develop competencies that will enable him/her to contribute to the improvement of his/her health and that of those around and also to protect
and manage the environment for a sustainable development.
VIII. END OF SECOND CYCLE LEARNER’S EXIT PROFILE

Biology teachers have as mission; the training, counselling, elaborating and putting in place of projects in the daily life of students in order to improve their
living conditions. They could exercise (work) in the area of Social life, education and the delivery of Services with the goals of using and managing Human and
Material resources relative to context. After obtaining GCE A/L, the learner is trained in a Higher Institution(professional institution like those of Education,
Agriculture, Health, Sports, Forestry etc)or in a faculty where the training leads to the award of a Bachelor’s Degree in Botany, Zoology, Microbiology,
Biochemistry, etc after three years of studies. At the end of this training, the learner should be capable of developing competencies to express scientific and
social know-how for example;
 Proposing a balanced diet to an individual or group taking into consideration their physiological and physical states ;
 Exploiting, producing and packaging of food stuffs;
 Counselling in consumption of food, nutrition and dietetics;
 Counselling and working in the domain of Environment (protection, cleaning, management and support);
 Counselling in community development ;
 Educating consumers, helping them in conception, promote goods and services, counselling in security and ergonomics ;
 Preventing nutritional health problems (nutritional diseases, food poisoning food parasites);
 Advising and practising birth control methods to avoid unwanted pregnancies ;
 Contributing effectively in the fight against HIV/AIDS,STI and Early pregnancies ;
 Fighting against harmful organisms in the environment;
 Engaging in Agriculture as a source of income.
IX. CONTRIBUTIONS OF THE SYLLABUS TO THE AREA OF LEARNING

Biology constitutes an essential part of this program, in the perspective of integrated training and cannot be dissociated from the other disciplines of the same
learning area, as Life and Earth Sciences, Environmental Education, Hygiene and Biotechnology. In the course of their application, principles and theories of
Mathematics, Physics, Chemistry, Technology and Computer science are used. For this reason Biology constitutes a field of experimentation and application of
these disciplines.
X. CONTRIBUTIONS OF THE SYLLABUS TO SOCIETAL LIFE

In social and family domains, this syllabus shall contribute:
 To the development of competences in daily life leading to the reinforcement of national integration and improvement in nutritional and reproductive
health as well as hygiene and sanitation;
 To the development of competences permitting the learner to work later in the Health, Agriculture, Education, Environment, Forestry domains etc;
 To the acquisition of enough civil training by the learner through the different teachings offered to him/her;
 In the economic domain, the application of this syllabus will ensure the development of competencies that will enable the learner to propose goods and
services in Agriculture, Sanitation, and the development of restoration in particular and self-reliance in general. It will also permit the rational
management of available resources.
 In the domain of environment, the competencies developed by the learner will permit him/her to protect and manage the environment sustainably.
XI. PRESENTATION OF FAMILIES OF SITUATIONS COVERED BY THE SYLLABUSES
CYCLE LEVEL MODULE FAMILIES OF SITUATIONS

1. ORGANISATION AND MAINTENANCE OF LIFE Meeting living organisms needs to remain alive
2nd 2. HEALTH EDUCATION Improving plant, animal and human health.
LSS 3. ENVIRONMENTAL EDUCATION. Environmental pollution and use of Ecosystems
Meeting living organisms need to remain alive

1. ORGANISATION AND MAINTENANCE OF LIFE
USS
2. HEALTH EDUCATION Improving human health.
Supply of plants and animal food.
3. BIOTECNOLOGY, AGRICULTURE AND SUSTAINABLE Sustainable use of biodiversity
DEVELOPMENT Supply of man’s needs through Biodiversity resources.
TABULATED SYNOPSIS OF THE MODULES OF THE SYLLABUS
CYCLE LEVEL MODULES CATÉGORY OF ACTIONS

Maintenance and ameliorating conditions for life.
1. ORGANISATION AND MAINTENANCE OF LIFE
Explaining the hierarchical organisation of life at different levels
Sensitization of the population on disease that attack plants and animals.
2. HEALTH EDUCATION Prevention of diseases.
Promotion of good health.
Conserving the natural environment and the recycling of matter in nature.
3. ENVIRONMENTAL EDUCATION.
2nd LSS Fight against pollution.
Eradicating prejudices surrounding genetic and chromosomal abnormalities.
1. ORGANISATION AND MAINTENANCE OF LIFE Creating awareness on the origin of new traits in the human population.
USS Understanding the nature and variety of micro-organisms to better use them.
Creating awareness on the origin of diseases of the human systems.
2. HEALTH EDUCATION Taking appropriate measures to care for Human Systems and Organs.
Prevention of diseases and promoting health.
Ameliorate and enhance the production of consumable food.

3. BIOTECNOLOGY EDUCATION, AGRICULTURE AND
Self-reliance: Understanding the nature and variety of micro-organisms to better
SUSTAINABLE DEVELOPMENT
use them
LOWER SIXTHSYLLABUS
MODULE I: ORGANISATION AND MAINTENANCE OF LIFE
TIME ALLOCATION: (THEORY 74 HOURS & PRACTICALS 48 HOURS
INTRODUCTION TO THE MODULE
Biology is the branch of science that studies Life and Living Organisms. Life processes of living organisms are maintained at several levels of structural
organization. These include the molecular (chemical), cellular, tissue, organ, organ system, and the organism level. Higher levels of organization are built from
lower levels. Therefore, molecules combine to form cells, cells combine to form tissues, tissues combine to form organs, organs combine to form organ
systems, and organ systems combine to form organisms. Advanced level Candidates are expected to understand how life works at the molecular and chemical
levels, haven treated how life works at the level of organs & tissues at Ordinary level.
In biology, a key idea is that structure determines function. Knowledge how structure and function are related at all levels of organisation of life underpins
much of biology. In other words, the arrangement of parts of something, its shape and material of which it is made (structure) enables it to play its role, fulfil its
job, within an organism (function). Structure-Function relationships arise through the process of natural selection. The relationship between structure and
function ensures successful functioning of all living organisms and living systems. Knowledge of the relationship can be applied to other areas of Biology and
to other domains (chemistry, physics, geology, etc.) in solving daily life problems. It can inspire us to become good engineers and creative thinkers.
The emphasis on the section of Biomolecules and Cytology is on the relationship between molecular structures and their functions. Life as we know would not
be possible without water. Carbohydrates, Lipids, Proteins and Nucleic acids have a great variety of functions in organisms and assemble to form organelles.
Their properties determine the characteristics, structure and function of the various organelles. For example Plasma membrane is made up of phospholipids and
protein and accounts for processes like gaseous exchange at alveoli, ultra filtration in Bowman’s capsule, formation of tissue fluid etc.
The fundamental differences between eukaryotic and prokaryotic cells are explored and provide
useful biological background for the section on Infectious disease. The use of light microscopes is a fundamental skill that is developed in this section and
applied throughout several other sections of the syllabus.
Cell specialisation depends on the distribution and abundance of particular organelles in specialised cells such as lymphocytes, neutrophils, adipocytes,
neurones, osteocytes, rod cells, etc. Understanding cell differentiation is an important part of Histology.
It stresses on the relationship between structure, function and location. For example an understanding of the distribution of the various types of animal tissues in
the transverse section of the duodenum (simple epithelium, smooth muscle cells, nerve plexus, collagen and Elastic tissue) explains the involuntary movement
of food by peristalsis. This same organisation is seen in the cross section of different tubes in the body (artery, vein, Ureter, urethra, vas deferens, oviduct etc.)
and uses same mechanism to move different substances (blood, urine, gametes, etc.) along them. The same principle can be applied in other domains in daily
life to explain movement of water or gases in pipes in our homes.
Candidates will be expected to use the knowledge gained in this module to solve problems in familiar and unfamiliar contexts
CONTRIBUTIONS TO THE GOALS OF THE CURRICULUM

Some of the cognitive competencies that the learner will develop from this module will enable him/her:
 Elaborates on the nature, scope and importance of biology with reference to challenges faced by the mankind..
 Conducts investigations from a biological perspective.
 Examines cell as the basic functioning unit of life.
 Investigates energy relationships in metabolic processes of organisms.
 Investigates the role of enzymes in regulating metabolism.
 Examines photosynthesis as an energy fixing mechanism.
 Examines cellular respiration as a process of obtaining energy.
 Investigates the concepts of acquisition of water and minerals.
KEY COMPETENCES AT END OF MODULE: 1
 Apply the scientific approach (scientific reasoning) in problem solving;

 Logical explanation of phenomena;
 Communicate using scientific knowledge;
 Make, manufacture or produce some useful objects/materials using the know-how acquired.
Resources needed to accomplish the competencies include; To,
1. Use scientific procedures and practical skills in studying biology;

2. Appreciate the study of biology as a multidisciplinary subject
3. Use tests for biological molecules in a variety of contexts, such as identifying the contents of mixtures of molecules and following the activity of
digestive enzymes.
4. Explain the important roles of carbohydrates and lipids in the provision and storage of energy and for a variety of other functions.
5. Describe how protein structure is related to function and the role of water as a special molecule with extraordinary properties that make life possible.
6. Describe the mode of action and factors affecting enzymes and their importance for the existence of life.
7. Demonstrate skills on preparation and use of biological specimens for microscopic observations;
8. Describe the structure and function of cells in an organism.
9. Explain the physiological processes by which materials move in and out of cells and the significance of these processes in the life of organisms
10. Describe different specialised plant and animal cells and adaptation of tissues.
11. Explain the absorption and action spectra of photosynthetic pigments with reference to the chloroplast structure,
12. Describe and explain how light energy is harnessed and converted into chemical energy during the light-dependent reactions of photosynthesis
13. Outline the three phases of the Calvin cycle in C3 plants: (i) CO2 fixation, (ii) PGA reduction and (iii) Ribulose bisphosphate (RuBP) regeneration,
indicating the roles of rubisco, ATP and reduced NADP in these processes that ultimately allow synthesis of sugars
14. Outline the process of Glycolysis, highlighting the location, raw materials used and products formed
15. Outline the processes of the link reaction and Krebs cycle, highlighting the location, raw materials used and products formed (in terms of
dehydrogenation and decarboxylation)
16. Outline the process of oxidative phosphorylation including the role of oxygen and the electron transport chain in aerobic respiration (names of
complexes in the ETC are not required)
17. Explain the production of a small yield of ATP from respiration in anaerobic conditions in yeast and in mammalian muscle tissue
18. Explore the relationship between mitosis and growth patterns in organisms;
19. Analyse the relationship between meiosis, the process of gamete formation and reproduction;
20. Discuss the roles of minerals and vitamins in diet.
21. Relate the structures of the circulatory and lymphatic systems to their functions
Category of Actions Core Knowledge Estimated No. of Theoretical Estimated No. of

hours Practical hours
1. INTRODUCING BIOLOGY
1.1. Epistemology of Biology 02
1.2. Biosafety rules 01
1.3. Scientific thinking and process 01
1.4. Biostatistics & Bioethics 01
1.5. Biological tools & technology 01
1.6. Laboratory activities Biosafety & Microscopy / 03
2. BIOMOLECULES
2.1. Atoms and ions
2.1.1. Plant Mineral requirements 01
2.1.2. Animal mineral requirement 01
2.2. Water (structure, functions & Properties) 02
2.3. Carbohydrates (structure, functions & Properties) 02
2.4. Lipids (structure, functions & Properties) 02
2.5. Proteins (structure, functions & Properties) 02 06
2.6. Nucleic acids (structure, functions & Properties) 04
2.7. Identification of Biomolecules (food test) & Osmosis --
2.8. Enzymes
2.8.1. Classification 01
2.8.2. Mechanism of action 01
2.8.3. Laboratory: Factors influencing rate of enzyme 02 06
catalysed reactions.(dehydrogenase, Catalase)etc
3. CYTOLOGY
3.1. Cell structure & Function 04
3.2. Movement of substances across cell membranes 02
3.3. Laboratory experiments on osmosis
12
3.4. Cell energy (ATP Structure & synthesis)
3.4.1. Oxidative phosphorylation (Cellular Respiration) 04
3.4.2. Photophosphorylation (photosynthesis) 04
3.5. Cell Division & Growth 04
3.6. Lab. Observation of Plant & animal cells & /
Protoctista
4. HISTOLOGY
4.1. Location, Structure & Function of Plants Tissues 04
4.2. Location, Structure & Function of Animal Tissues 04 09
4.3. Laboratory. Identification of plant & animal tissues xx
5. MODES OF NUTRITION IN ORGANISMS
5.1. Parasitic 02
5.2. Saprophytic 02
5.3. Holozoic 08
5.4. Laboratory: Investigate activities of amylase on
03
different substrates.
6. TRANSPORT SYSTEMS IN ORGANISMS
6.1. Structure and mechanism of transport in Plants 04
6.2. Laboratory Experiment on Transpiration -- 03
6.3. Structure and mechanism of transport in Mammals 06
6.4. Evolution of the transport system
6.5. Dissection Digestive & Circulatory system of 02 06
Vertebrates (Fish, Toad, Bird & Mammal)
TOTAL 74 48
CONTEXTUAL COMPETENCIES RESOURCES
FRAME WORK
Family of Examples of Catego Examples of Essential knowledge Abilities Life skills Other
situations situations ry of actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
actions
Using the -Define Biology as: -To appreciate careers -Curiosity and Didactic
Distinguish between common knowledge and scientific knowledge and determine their
enquiry and o Body of knowledge in biology. sense of materials

investigating o Scientific methodology observation.
approach to o institution Biology
better study -To use the scientific -Interest in related fields
biology and -Describe the Nature, Scope, Validity, Limitations and approach to solve scientific
bring about Application of Biological knowledge biological and societal investigations.
changes in problems. Companies
the nation. - Distinguish between Biology & other science -Patience, loves for
Conduct scientific investigations from a biological perspective
subjects (chemistry, physics, geology, maths etc) nature-Team spirit

-To use the enquiry, and cooperation. Professional
Appreciate study of Biology as a multidisciplinary subject
Elaborates - Hierarchy of biology knowledge from: facts/ idea problem solving and s
on the Concept Principles  Hypothesis Theories  prediction methods to
1.1.Epistemology of biology
nature, Laws Paradigms study biology. -Creative thinking,

Meeting living organisms needs to remain alive
Maintaining and ameliorating conditions for live
scope and logical reasoning.

importance -List major Theories and Laws in Biology
of Methodological
biology with -Brief history of some biologists and their discoveries: action, problem
reference to e.g. Mendel, Darwin, Fleming etc solving.
challenges Management and
1. INTRODUCING BIOLOGY
faced by - Presenting biological information using Diagrams, respect for one

mankind Graphs, Charts, Symbols, etc another and the
environment.
1.2. Safety - Safety rules in the biology laboratories: Use appropriate Management and Didactic
validity & limitations
rules  Facilities. laboratory apparatus respect for one materials:

 Store room and supplies. and techniques safely another and the labels on
 Waste disposal. and accurately when
environment.
different
 Student safety equipment conducting a scientific reagents
Plan and  First aid. investigation. showing
conduct - Safety icons. symbols of:
investigation - Field study safety. Corrosive,
s by - Safety when working with organisms Flammable,
selecting the  Bacteria. Poisonous,
appropriate  Plants etc
experimental  Animals Biologist
procedures, Companies
apparatus Professionals
and 1.3. - How to conduct biological researches/ projects Design a scientific -give reasoned Biologists
materials, Scientific explanations for Environmen
with due  Steps of a scientific approach and shortcoming: investigation with
thinking and phenomena, t(Biotic and
regard for processes o OHERIC appropriate methods patterns and Abiotic
accuracy, relationships factors)
precision o POHERIC of control to test a
and safety o DiPHTeRIC hypothesis (including -make predictions Data from:
and hypotheses Hospitals.
Understand  How to design a good research method dependent and
Data on
that the use independent - apply knowledge, weather
of both logic including principles, conditions
and variables), and
to new situations ,specialised
creativity is evaluate the design of TV
required in -demonstrate an programs
the sample investigations
awareness of the
generation limitations of
of scientific biological theories
knowledge and models
Obtain,
organise and - solve problems.
represent
data in an 1.4. Bio- - Identifying variables: dependent and independent Appropriately use -locate, select, Didactic
appropriate statistics scientific inquiry and organise and materials
manner and Bio- - Data collection technological design, present information
economics  Definition of data including from a variety of Biologists
Analyse and  Types and examples of data: qualitative and mathematical analysis, sources
interpret quantitative to pose questions, seek
data
 Tools used in data collection answers, and develop - translate Companies
 Methods of data collection solutions. information from
one form to another
- How to analyze and interpret data Use scientific professional
 Constructing data tables instrument to record - manipulate s
 Calculations: measure of central tendency (mean measurement data in numerical and other
and standard deviation); significance difference (t- appropriate metric data
and chi square test) units that reflect the
precision and accuracy - use information to
 Representation of data: tables, graphs (line, bar,
pie, histogram, kite) of each particular identify patterns,
 Determination of correlation and regression. instrument report trends and
draw conclusions
- How to do financial calculations Organize and interpret
 In-put the data from a Communicate
 Output controlled scientific scientific findings
 Profit investigation by using and information
mathematics, graphs, using appropriate
-Using the models, and/or language and
microscope technology terminology
to study
living
organisms
and
biological
processes
and 1.5. Bionews - How to write a journal Report scientific Scientific
concepts. - How to prepare posters and charts investigations and articles,
- How to present biological talks make them known to National
-How to write slogans. the public Geography,
-How to prepare and present educative talks science
fiction
1.6. Biology - Biology Equipment: Identification and Uses o Identify and use the Hand Lens
tools and hand lens -Focus and observe
technology o Identify a prepared slides; - Light
- Microscopy microscope and Calculate microscope.
 Definition parts magnification and
 Types of microscopes: identification and uses o Manipulate the measure size.
briefly mentioned compound light Model of
 Comparing light and electron microscopes microscope, -Prepare and organs.
 Light microscope: structure, functions of parts, o Write a project on observe wet
manipulation, preparing materials for observation how to combat the mounts. micrographs
issue of shortage
of slides in
Cameroon
schools.
FRAME WORK
Family of Example Category Examples of Essential knowledge Abilities Life skills Other
situations s of of actions actions Topic Subtopic Contents (aptitudes) (attitude) Resources
situations
2.1. - Definition and examples used by Identify mineral requirements Appreciate the Dieticians and
To be able to test for biological molecules in a variety of contexts, such as identifying the contents
animal and plant resources.
Atoms, living organisms of plants & Animals & their importance of nutritionists
Insufficient knowledge of
Supply of mans needs in
ions, functions identification

Promoting the consumption of food types in their right proportions and their functional roles.
the organization and
of food values Maize/corn

maintenance of life
Explain, measure changes in in the food flour
of mixtures of molecules and to follow the activity of digestive enzymes

length, mass and volume as a industry • Glucose
result of Osmosis and in • Cane sugar
processing • Beaker
. -Describing the effects of different factors on enzyme catalyzed reactions. Identify the different types of and • Stirrer
Carbohydrates, proteins, packaging.
Lipids, and Nucleic acids •Benedict’s
Supply of Insufficie 2.2. water - properties of water - Appreciate solution,
man’s nt (structure, - Solution: definition, composition, Understand functions of the -Millon’s
needs knowledg function & types (unsaturated, saturated, super various Biomolecules importance reagent
e on food 2.BIOMOLECULES properties) saturated; hypotonic, isotonic, ofcarbohydrat -Sudan III
types. hypertonic). -Stating the factors that affect es, lipids and Reagent
2.3.Carbo - carbohydrates: definition, chemical the nature of proteins. Proteins in • Dilute HCl,
hydrates composition, sub units, functions, organisms. NaOH
-
types of carbohydrates: solution,

 monosaccharides: examples, -Conduct experiments to test - Be aware of • Source of
sources and structure of glucose for different classes of food the roles of heat,
only and Show resilience making lipids in the • Test tubes
 disaccharides: examples and observations on colour formation and holders.
sources only changes during food tests ofsoap and Hypertonic,
 polysaccharides: examples, withcarbohydr Isotonic and
formation, characteristics and Explain how the variety of ate and syrups Hypotonic
sources only protein types determine in medicine. solutions
characteristics of living
2.4. Lipids - lipids: definition, chemical organism
composition, properties, functions,
sources and examples. Classification of
lipids to bring out the role in membrane Understanding how DNA
structure, hormones, nutrition and determines characteristics of Appreciate the
health (saturated/unsaturated; organisms via type of protein role of
essential/non-essential).
2.5. - proteins: chemical composition, synthesized. globular and
Proteins subunit, functions, sources, formation. fibrous
Classification of amino acids to bring Acknowledge improper DNA proteinsin
out their role in diets replication would result into biological
- lipoproteins : definition, types and genetic changes in the processes
functions nucleus that would have both suchas the
2.6. - Nucleic acids: (chemical composition, positive and negative effects transport of
Nucleic properties and functions on organisms. gases and
Acids -Formation and structures (using providing
models) of nucleosides and nucleotides support for
-mononucleotides, dinucleotides and tissues.-
polynucleotides: examples and
functions
- structure, functions and differences
between DNA and RNA
- protein synthesis (briefly described
without detail structure)
2.7. o Definition Determine the pH at which Report Amylase
Describe the mode of action and factors affecting enzymes and their
Enzymes o Properties different enzymes (e.g. scientific
Categorize enzymes on the basis of nature of substrate and type of reaction

o Comparing with chemical catalysts catalase, amylase etc) experiments Catalase
function best accurately (found in plant
o Nomenclature of enzymes and animal
o Classification of enzymes Explain the role enzymes Respect safety tissue such as
o Enzyme structure play in the metabolism of measures liver, muscles,
o Inactive and active enzymes living organisms. when carrying cotyledon,
o Cofactors: definition, types, out potato tubers
examples and roles -Explain the properties and experiments etc)
o Mechanisms of enzymes action: how mechanisms of action of -Appreciate
enzymes work- (hypotheses enzymes the need Dehydrogenas
included). toplan and e
o Factors affecting enzymes activity: -Appreciate the effects of
carry out
substrate/enzyme/product enzyme catalyzed reactions. Methylene
experiments
importance for the existence of life.
concentration, temperature, pH, blue

inhibitors (including experiments) Design and Carry out under
o Application of enzymes and enzymes physiological experiments controlled Water bath
mechanisms in medicine and societal conditions
life. HCL
-Critical NaOH
observation of
colour
changes,
catalysed
foaming or
fizzing etc.
FRAME WORK
Family Exampl Category Examples of Essential knowledge Abilities Life skills Other
of es of of actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
situatio situatio
ns ns
3.1. Cell - Cell theory -Identify and draw cell Didactic
Identifying and differentiating different components of the Prokaryotic and Eukaryotic cells
 Contributors to the cell
Relating structure of cells to their functions in solving the daily problems they face in their
structure and organelles and cell structure Acknowledge materials.
Relate how the structure of various organelles are adapted to specific functions of a cell
function theory the use of
Understand the processes of ultra filtration at level of capillary bed, & kidney tubules
 Attributes of the cell theory - Locating and Differentiating electron Charts
Insufficient knowledge of the organization and functioning of life at cellular level
 Definition of cells. prokaryotic and eukaryotic microscopes in

- Cell ultra structure cells. modern science Agricultural
 Labelled ultra structure of with reference professionals
plant and animal cells -identify Biomolecules making to electron
Appreciating the organization and maintenance of life at cellular level .
3. CYTOLOGY
 Comparing cells: prokaryotes up each organelle. micrographs. Dieticians
and eukaryotes and
- Cell organelles: identification, -Comparing the structure of Appreciate the Nutritionists
location and function. animal cells and plant cells as importance of
- Cell differentiations or seen under the light & electron movement Physics and
Specialisation microscopes of substances chemistry:
3.1. Cell - Cell membrane -Model a cell membrane across cells. diffusion and
structure and  Composition concentration
Show concern s
function  Fluid-mosaic model -Investigate osmosis using
different solutions when exposing Potato tubers,
- Movement across the cell
livingorganisms onion
membrane: important processes :
to concentrated epidermis,
o Diffusion, - Investigate the effects of
media. slides and
o Osmosis, alcohol on biological
& between Plant and animal cells
3. CYTOLOGY
microscopes,
o Facilitated Diffusion, membranes
Methylene
o Active Transport, -Interpret data
blue, water,
o Endocytosis and
sucrose
Exocytosis.
solutions of
varying
concentration
environment
s, and animal
tissues e.g.
blood smear
of a frog.
3.3. Cell Energy - Chemical energy and ATP: -Drawing structures and flow Appreciate the Didactic
Mobilise knowledge of Biomolecules and phenomenon in physics and chemistry to explain the mechanism
Appreciating the various component of the cells as transducers to transform energy from one form to
 Components and functions of diagrams relating to the importance of materials.
Distinguish between photophosphorylation and oxidative phosphorylation as process of obtaining energy

ATP photosynthetic and respiratory energy in the life
 ATP cycle processes. of organisms. Charts
Improving food production by appropriating knowledge of the mechanisms of functioning of living

3.3.1. Photo
phosphorylation - Photosynthesis Design experiments to test the - Acknowledge Agricultural
(Photo-  Organisms (autotrophs) effect of different light sources the role of ATP professionals
synthesis  Definition and equation on the rate of photosynthesis as the energy
mechanism in  Occurrence: site, and currency ofthe
the chloroplast) mechanism cell. Dieticians
 photorespiration briefly Describe the structure and and
mentioned, importance of ATP, and Appreciate Nutritionists
Insufficient knowledge of the mechanism of functioning of living processes
outline the roles of the theimportance

 C3, C4, CAM plants:
coenzymes NAD, FAD and ofphotosynthesis
examples, advantages and
coenzyme A during cellular as an energy Physics:
Investigates energy relationships in metabolic processes of organisms.
disadvantages
respiration. transfer optics
 Factors affecting
3.3.2. Oxidative processthat
photosynthesis
phosphorylation Measure the amount of produces Chemistry:
 Importance of photosynthesis
(Cellular fermentation in different complexorganic redox
Respiration  Application in plant beverages compounds reactions,
mechanism in production using light endothermic
the - Cellular respiration Investigate cellular respiration energyabsorbed and
mitochondrion)  Definition and equation in dormant and germinating by chloroplast exothermic
 Biochemistry of respiration: seeds pigments. reactions.
site and mechanism. No
detail of Glycolysis, Krebs Determine conditions that Acknowledge
cycle and ETS: affect rate of fermentation thatenviron-
of photosynthesis and Respiration
 Importance mental factors

influence the
-Compare respiration and rate ofphoto
photosynthesis -synthesis and
- Fermentation investigation
 Definition and equation shows how
 Occurrence: site and theycan be
mechanism (briefly managed
organisms
described ) in protected
another.
 Importance environments
used in crop
production.
3.4. Cell growth - Stages of the cell cycle briefly -Observe and identify the -Appreciate the Light
Using knowledge of cell division to influence the processes of growth, development
Outline the significance of stem cells in cell replacement and tissue repair by mitosis
and Division mentioned different stages of the cell importance of microscope
 Interphase: G1, S and G2 cycle. the presenceof Charts
 Mitosis: prophase,
and state that uncontrolled cell division can result in the formation of a tumour
DNA
-Observe and compare normal Agricultural
Explore the relationship between mitosis and growth patterns in organisms;
metaphase, anaphase,
cells and cancerous cells. inchromosomes. professionals
telophase
 Cytokinesis
Appreciating the role of cell division in growth and reproduction -Outline the significance Appreciate
- Significance of Mitosis and of telomeresin permitting theimportance Dieticians
Observing behaviour of chromosomes in plant & animal tissues

Meiosis continued replication. ofproper and
DNAreplication. Nutritionists
Rate of cell division and reason --Research the role of
apoptosis in a developmental
3. CYTOLOGY
-Acknowledge
Discussing factors associated with cancerousgrowth
- Why cell size is limited process, Computer
Discussing the significance of mitosis & Meiosis.
the role animations,
- Regulation of cell cycle (internal -Explain what is meant by oftelomeres in models and
homologous pairs of preventing the illustrations
and ageing in plant and animal resources
and external factors) and

importance. chromosomes loss of genes and
its relation to the Oncologist.
- Apoptosis and necrosis just - Explain the meanings of the Slides
development of
defined terms haploid and diploid and showing the
the need for a reduction cancer. stages of
- Uncontrolled cell division: division (meiosis) prior to mitosis and
definition, examples, causes, fertilisation in meiosis
effects and prevention sexual reproduction
- Outline the role of meiosis in

- Specialization of cells gametogenesis in humans and
 Stem cell: definition, in the formation of pollen
classification and importance grains and embryo sacs in
flowering plants

FRAME WORK
Family of Examples Category Examples of Essential knowledge Abilities Life skills Other
situations of of actions actions Topic Subto Contents (aptitudes) (attitudes) Resources
situations pic
-Levels of organization -Prepare and Acknowledge Using
- Major systems, their organs and functions examine human the prepared
(Digestive, Circulatory, Excretory, tissues & systems slides and
Bring out similarities in structure and functioning of organs belonging to different organs
relationshipbe
Reproductive, Nervous, Endocrine, and distinguish microscopes,
tween levels
State the advantages and disadvantages of being unicellular. or of being multicellular

Respiratory, Musculo-Skeletal, Immune etc) between main & observe,
- Definition of tissues accessory organs. of identify
Predict the function of an organ from the composition of its constituent Tissues
organisation.
Describe the specialisations of plant and animal cells and adaptations of tissues
- Plant tissues: simple and complex anddraw
Describe different specialised plant and animal cells and adaptation of tissues.
(identification, location and function) Explore a tissue plant and
Relating structure of tissues to their functions and location in a given organ

o Epidermis ; Parenchyma; as a group of cells animaltissue
o Collenchyma, Sclerenchyma withsimilar - Recognise s.
o Xylem & Phloem structureworking theefficiency
Explores structure, growth anddevelopmentof Plants and animals
together fora - Carry out

shownby
systems such as Artery, Duodenum, Vas deferens, and Ureter.

Design a structure to carry out a specified biological function
o Four major types of animal tissues particular research

multicellularo
4.2. Location, structure and function of Animal tissues

HISTOLOGY
4.1. L Location, structure and function of Plant tissues

& subtypes (identification, function. fromthe
description of structure, location and rganisms library or
function) - Explore an organ toexplore interneton
o Epithelial tissue ( squamous, asa structure moremodes of categories of
columnar etc) madeup of a life thatare not animal
o Connective tissues (blood, group oftissues availableto tissues.
bone, cartilage, collagen & with
4.
single
elastic fibres, adipocytes, relatedfunctions - In groups,
areolar tissues, etc.) workingtogether celledorganis discuss
o Muscular tissues (smooth, to performbodily ms thatshow andpresent
cardiac & skeletal) functions little or no how
o Nervous tissues (sensory, - Explain the specialisation. epithelialtiss
motor & relay) mechanism ues have
o Mechanism of transport of involve in: adapted to
-Analyse and
respiratory gases by Erythrocytes *transport of O2& their
(RBCs) CO2 categorise functions
o Adaptations of Leucocytes (WBCs) * impulse tissues
types in Body defense & Immunity transmission due
o Mechanism of transmission of nerve to membrane
impulse along the axon & across the permeability to
synapse Na+ & K+ ions
FRAME WORK
situations pic
o Types of heterotrophic Nutrition *describe feeding Appreciate Charts of
o Holozoic mechanismsof theimportance different
Explore modes of obtaining nutrients to meet up with organisms’ need of energy and
o Saprophytic animals of a balanced Mouthparts of

o Parasitic diet inrelation Insects for
Describe the structure of epithelial, tissues,glandular tissues andrelate them to

*explain the tohealth sucking,
-Main stages in holozoic nutrition structure of the andeconomicp chewing etc
o Ingestion rosperity.
MODE OF NUTRITION IN ORGANISMS

human digestive
o Digestion system. • Substrate
o Absorption
Relates the structure of thehuman digestive system to itsfunctions.

*state the - Advocatefor
o Assimilation locations of the healthy • Digestive
Explain the adaptations of a named parasite to its mode of life.

o Elimination/Egestion different organs of feeding juices
the digestive methods.
o Feeding mechanisms of animals system • Models of
o Suspension feeders Digestive
o Substrate feeders system
metabolites for growth and proper functioning
o Fluid feeders *relate the

o  Bulk feeders structure with the • Films and
Explore heterotrophic nutrition in animals
functions of each Video of

-Structure and functions of the human organ in the feeding
digestive system digestive system mechanisms
*explain the
-Nervous & Hormonal Control of Digestion
5.
sensory and/or
theirdigestive roles.
hormonal control
of the secretion of
the digestive
juices

FRAME WORK
situations pic
o Structure andadaptations of -prepare TS of monocot *Appreciate Mathematic
Explain the mechanisms by which water & salts is transported from soil to xylem
xylemvessels, sieve tube and dicots leaves, roots theimportance s: graphs for
elements andcompanion cells and stems oftransport variations of
systemsin transpiration
Describe the mechanisms by which substances are moved within the plant o Mechanisms of transport of -Draw the structuresof plants. rates.
water , Mineral salts and the xylem vessels,sieve - Physics:
TRANSPORT SYSTEMS IN ORGANISMS

sucrose tube elements and pressure in
Investigate the process involved in transport of materials in plants

 Diffusion companion cells fluids,
 Active transport *Acknowledg vaporisation
Investigate the concepts of acquisition of water and minerals

Examine resource acquisition andtransport invascular plants
 Osmosis via Apoplast , e that plants and heat
6.1. Structure and mechanism of transport in Plants

Symplast or Vacuolar -Explain how the xylem do not have capacity.
Explain the translocation of sucrose along the Phloem

pathways vessels and phloem systems for
 Role of the Casparianstrip tubes are adapted to transportingox Prepared
 Root pressure their functions ygen and slides of
 Transpiration pull carbon plant tissues
dioxide.
 Capillary effect
-Describe, clearly Insteadthese
 Mass flow hypothesis
stating the pathways, gases
how water is diffusethroug Potometer.
transported from the h air
soil to the xylem spaceswithin Stopwatche
and from roots to leaves
- Design experiment to stems,

s, weighing
measure rate of water rootsand
6.
leaves. balance
lost in plants under
different
Environmental
conditions
-explain the relationship Appreciate the Physics: blood
- structure, function & location of between the structure importance of pressure is
Arteries, Veins & capillaries the need for linked to
and function of arteries,
transport hydraulic
veins and capillaries systems when pressure
Relate the structures of the circulatory and lymphatic systems to their functions - The heart: structure & functioning,
heartbeat, blood flow, adaptation animals
Explain the need for a become larger,
transport system in more complex Charts and
State and explain the differences between blood, tissue fluid and lymph
- Types of circulation: single, double,
animals. and more graphs of the
opened and closed
Explore the need for a transport system in animals and its evolution
Relate the structure ofthe human circulatorysystem to its functions.

active, to cardiac cycle,
- Explain the supply micrographs
- cardiac cycle & Blood pressure
advantages nutrients to, for
Investigate the organization ofcirculatory systems inanimals
changes and remove components
6.2. Structure and mechanism of transport in Mammals

anddisadvantages
ofdifferent types wastes from, of the
- Initiation and Control of Heart beat individual cells. circulatory
(SAN, AVN , Bundle of His, and ofcirculatory systems.
cycle,
Purkinjie Fibres) An sphygmoman
- Describe theexternal
understanding ometer and
-Evolution of the Vertebrate Heart andinternal structure of of the need for computer
(fish Amphibian  Birds a mammalianheart. transport animations of
Mammals) - Explain howa systems in the blood
heartbeat isinitiated relation to size circulatory
and system
-Structure and Functions of the surface area to
Lymphatic System. volume ratio;
the concept of Heart of Fish,
mass flow as toad, cow, pig
seen in the etc
mammalian
circulatory
system and
translocation in
plants
MODULE II: HEALTH EDUCATION
TIME ALLOCATION: (THEORY 37 HOURS & PRACTICALS 18 HOURS)
The goal of Health Education is to build students’ knowledge, skills, and positive attitudes about their physical, mental, emotional and social health. It is
intended to motivate students to improve and maintain their health, prevent diseases, and reduce risky behaviours. For example, smoking is one of the major
avoidable risk factors of chronic, life-threatening diseases of the respiratory and circulatory systems Focus should not be limited to the biomedical model of
disease prevention, but to the holistic ecological bio-psychosocial model of health promotion using a socio-constructivist approach. The health of domestic
plants and animals are also important to provide man with his needed resources.
An understanding of the immune system shows how cells and molecules function together to protect the body against infectious diseases and how the body is
protected from further infection by the same pathogen. Phagocytosis is a more immediate non-specific action against pathogens, while the actions of
lymphocytes provide effective defence against specific pathogens. Autoimmune diseases are the result of failures in the immune system to distinguish between
self and non-self antigens.
The infectious diseases studied in this section are caused by pathogens that are transmitted from one human host to another. Some, like Plasmodium that causes
malaria, are transmitted by vectors; others are transmitted through water and food or during sexual activity. An understanding of the biology of the pathogen
and its mode of transmission is essential if the disease is to be controlled and ultimately prevented.
An understanding of the immune system shows how cells and molecules function together to protect the body against infectious diseases and how the body is
protected from further infection by the same pathogen. Candidates will be expected to use the knowledge gained in this module to solve problems in familiar
and unfamiliar contexts.
CONTRIBUTION TO THE CURRICULUM
The competencies acquired would enable the learner to improve the management of his/her health and nutritional needs and demonstrate an understanding of
contemporary biological and health related issues. It will enable students to be able to apply appropriate biological skills in managing health related problems
such as HIV/AIDS, cardiovascular and respiratory disorders.
KEY COMPETENCIES AT END OF MODULE 11
 Maintain the physical, mental, emotional and social health of the learner.
 Usage of plants in the environment to treat diseases
 Prevention and treatment of diseases.
By the end of this module on the Health Education the students should have the following resources:
1. Analyse the strength and weakness of the different health causative theories.
2. Apply appropriate biological skills in managing Diseases in plants and animals
3. Apply appropriate biological skills in managing health related problems such as HIV/ AIDS, reproduction and genetic disorders
4. Describe the physical, psychological and social factors that affect good health and apply knowledge gained in familiar and unfamiliar context
5. Identify, classify and use some common local medicinal plants
6. Describe the immune system and apply knowledge gained in familiar and unfamiliar contexts.
7. Describe the specific (adaptive) and non-specific (innate) immune systems including active and passive, natural and acquired immunity
8. Outline the roles of B lymphocytes, T lymphocytes, antigen-presenting cells and memory cells in specific primary and secondary immune responses
9. Explain the relationship of the molecular structure of antibodies to their functions, using egg as an example
10. Explain how genetic recombination during development results in millions of different antibody molecules
11. Discuss how vaccination can control disease (including the eradication of small pox), limited to vaccination stimulates immunity without causing the
disease and vaccination of a high enough proportion of the population can break the disease transmission cycle
12. Discuss the benefits and risks of vaccination
13. Explain how viruses, including influenza and HIV, cause diseases in humans through the disruption of host tissue and functions ( e.g. including HIV and
T helper cells, influenza and epithelial cells of the respiratory tract)
14. Explain the causes and precautions of food related disorders in the alimentary canal
15. State the sources & deficiency symptoms of vitamins and minerals
16. Describe the effects of tobacco smoking on the gas exchange system.
17. Practise regular exercises and good feeding habits
Category of Actions Core Knowledge Estimated No. of Theoretical Estimated No. of Practical periods
hours. (hours)
7. PLANT & ANIMAL PATHOLOGY
7.1. Introduction to Health & Diseases 01
7.2. Modern theories of diseases Causation 02
7.3. Disease Control & Management 01
7.4. Plant Diseases 02
7.5. Animal diseases 02
7.6. Lab. Observing Diseased plants & animals 06
8. MEDICINAL PLANTS
8.1. Definition & Examples 02
8.2. Collection & use 02
8.3. Transformation into Modern Drugs 02
8.4. Collecting, identifying & preservation of Medicinal --
Plants (Herbarium)
06
9. IMMUNITY
9.1. Innate (Non Specific) Defence Mechanisms
9.1.1. Physical & Chemical Barriers 02
9.1.2. Phagocytosis; Inflammatory response; Interferons; 02
9.2. Adaptive (Specific) Defence Mechanisms
9.2.1. Humoral & Cell- Mediated Immunity (B & T 03
Lymphocytes)
9.3. Auto Immune Diseases 02
9.4. Immune Reactions (ABO Blood Transfusion & Rhesus 03
Factor)
9.5. Natural & Artificial Immunity 02
10. NON- INFECTIOUS DISEASES
10.1. Nutritional Deficiencies & Excesses 03
10.2. Diseases of the Cardiovascular Systems 03
10.3. Diseases of the Respiratory Systems 03
Laboratory: identification of Diseases from physical and vital signs 03
TOTAL 37 18
FRAME WORK
situations of of actions actions Topic Subtopic Contents (aptitudes) (attitudes) resources
situations
- Classification of - Practising preventive Use a holistic approach Didactic
diseases measures against in analysis and solving materials.
-Based on causative disease infection. health problems.
agents: viral, Charts
bacterial, o Respecting showing
Sensitization of population on diseases that attack Plants and Animals

protozoans and hygiene rules. Develop healthy disease plants
fungal lifestyle by avoiding and animals
7. PLANT & ANIMAL PATHOLOGY

risky behaviours as
- Infectious and Use appropriate Agricultural
means of promoting
non-infectious biomedical terms to professionals
diseases health
describe different types
7.1 Health & Diseases

- Endemic,
Sensitization of the population on human diseases

of diseases (infectious,
Practising control measures to suppress diseases.

epidemic and Dieticians and
non-infectious,
Improving Plant, Animal and Human health
pandemic diseases nutritionists.

Endemic, pandemic, Advocating for a clean
.Disease prevention epidemic, Chronic, environment to promote Visit to farms,
and cure acute, etc.) health Gardens,
- Preventive poultry,
measures: Have empathy for piggery to
Prevalence of human diseases
Practising healthy lifestyles
behavioural, unhealthy class mates identify

Promotion of good health
physical and infected

chemical. plants and
Preventing diseases
animals
o Curative
measures:
CONTEXTUAL FRAME COMPETENCIES RESOURCES

WORK
Family of Examples of Category of Examples Essential knowledge Abilities Life skills Other
situations situations actions of actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
7.2. Modern - Germ Theory (pathogen) -Identify -Appreciate Didactic
Theories of - Lifestyle theory (risky behaviours) signs and validity & materials.
Disease - Environmental theory (hazards) symptoms of limitation of
Causation - Multicausal theory ( bio-psycho- diseases each disease Charts of
social) causing different
-Describe the theories. pathogens
7.3. Disease - Disease cycle life cycle of Avoid
control and some smoking & Agricultural
management -Disease control and management: common alcoholism & professionals
methods and prevention disease
exercise
pathogens
regularly Dieticians
7.4. Plant Diseases caused by
diseases - Viruses -Using and
knowledge of Participate in Nutritionists
- Bacteria
7. PLANT AND ANIMAL PATHOLOGY

life cycle to school health
- Protozoans
control clubs & Photographs
- Fungi
- Platyhelminthes pathogens Involved in of infected
- Nematodes producing plants and
Diseases transmitted by -Adopt slogans for animals
- Arthropods preventive
health
measures
Demonstrate an understanding of global distribution of diseases
Developing an appreciation of health issues in a global context
- Molluscs
Creating awareness on diseases that attack plants and animals
-Educate the campaigns

NB: list many examples but treat
community
Practising control measures to suppress disease conditions
only one disease per group in details Love for

(causative agents, incubation period, on the
different improving
signs and symptoms, spread, life
diseases health clubs
Infections by disease -causing agents (Pathogens)
cycle, prevention and control). The

disease treated must be a common
disease in Cameroon especially in Explain what
Consulting health personnel for treatment
your geographical area. is meant by

health and
7.5. Animal Diseases caused by Love for Poultry farm,
disease
Improving plant and animal health
diseases - Viruses (HIVAIDS, Rabies, Ebola, animal

Flu etc.) husbandry Veterinarian
- Bacteria (Tuberculosis, Cholera,
Typhoid, etc.) Analyse and
interpret
Prevention of diseases
records from
- Protozoans (Malaria, Sleeping
a given
sickness, etc.)
hospital to
- Fungi (Athletes foot, eczema, etc.)
identify
- Platyhelminthes (Fasciola, Tape
Worm etc.) diseases as
endemic,
- Nematodes (Ascaris Hook Worm
epidemic or
etc.)
pandemic
Diseases transmitted by
- arthropods
- mollusc
NB: list many examples but treat

only one disease per group in details
(causative agents, incubation period,
signs and symptoms, spread, life
cycle, prevention and control). The
disease treated must be a common
disease in Cameroon especially in
your geographical area.

FRAME WORK
Family of Examples of Category of Examples of Essential knowledge Abilities Life skills Other
situations situations actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
8.1. Definition - Define -Research on Curiosity to Didactic
and examples - list common examples in your locality medicinal carry out materials.
Practising the effective use of medicinal plants
Managing a disease where there is no doctor
and study four of them. qualities of research on

Improving Plant, Animal and Human health
Treatment of Diseases using Plant Products
plants medicinal Tradi-

-Sustainable use
8. MEDICINAL PLANTS
8.2. How to - Cultivation, preservation and harvest plants practitioners.

collect and use of medicinal Interest in
- Transformation and use in prevention or plants scientific Agricultural
treatment of specific diseases -Extraction of procedure of professionals
active transforming
83.Use of - Brief introduction to drug production principles from medicinal
(pharmacology) medicinal plants into Dieticians and

medicinal plants
plants. modern drugs Nutritionists
in modern Treatment and o Love for
medicine preservation of indigenous Herbarium
medicinal scientific
plants knowledge
specimens about plants
.
FRAME WORK
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m
m
m
H
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pre
mu
viv
sys
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the
the
sur
Ap
for
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9.1. Innate (Non- - Definition of Immunity *State the Support and Microscopes,
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Specific) -First line of Defense (skin, Mucus, acid, origin and promotenation
Defence sebum, wax etc) describe the alimmunisatio prepared
Mechanisms -Second Line of Defense (fever, mode of action ndays. slides of white
Phagocytosis; Inflammatory response; of phagocytes. blood cells,
Interferons, blood clotting etc) - Support and
9.2. Adaptive -Third Line of Defense {Humoral Immune - Describe the havesympathy statistics on
(Specific) response (B Cells) & Cell Mediated modes of forasthmaticpa disease
Defence Immune response (T Cells)} action of B & tients. occurrence
T lymphocytes
Mechanisms
-Learners National
9.3. Immune -Overreaction of the immune system: - Explain the compare data vaccination
Disorders causes and consequences role of memory showing programs in
-Autoimmune diseases (Type I or insulin- cells in long- statistics of Cameroon
dependent diabetes). AIDS. term immunity. casesof
- Explain the smallpox,
9.4. Immune - Transfusion and ABO, Rhesus blood role of antigens measles,malari
groupings. Haemolyticdisease of the new- in allergies. a and
Reactions
born - Distinguish tuberculosis
between over centuries
9.5. Natural Passive: maternal-foetal exchange. generalised and discuss
Active: Contracting the disease (recall and localised why
Immunity
adaptive defence mechanisms) allergic vaccination
reactions. has not
9.6. Artificial Passive: antibody injection (Serum). -Explain the eradicated
Active: Vaccination (different types of reasons for some of these
Immunity
vaccines are notrequired). antibiotic diseases.
resistance.

FRAME WORK
situations
Describe the social and Environmental factors that affect good health and apply situations actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
- Relate Structure & Function of the -Test digestive enzymes -Practise healthy Charts of
Insufficient knowledge of the functioning of the human body and prevalence

different parts in digestion feeding habits non-
-Design model of and respect infectious
- mechanism of digestion intestinal villi concept of diseases
balanced diet
Creating awareness on the origin of diseases of the human system.

- Absorption of nutrients -Analyse digestibility of Models of
milk. -Sensitise diseased
family members
10. NON -INFECTIOUS DISEAASES

-Disorders of the digestive system, effects organs
and correction -Explain the sensory on importance
Change behavioural lifestyle means to control gastritis

of disorders of the different systems in the human body
o Constipation and/or hormonal of balance diet Pictures of

knowledge gained in familiar and unfamiliar contexts.
o Cholera control of the mal-

o Gastritis secretion of the nourished
o Dysentery digestive juices Appreciate the persons
role of dietary
fibres and Dietician
-Malnutrition diseases antioxidants for
Use behavioural
o Kwashiorkor healthy Nutritionists
change in feeding life in avoiding
o Marasmus
habits to prevent and disorders in
o Beriberi
o Scurvy cure gastritis and alimentary canal
Improving human health
10.1. Digestive system

o Rickets constipation rather

o Obesity than rely on drugs to Avoid food
o etc treat symptoms related disorders
by
practising
proper food
habits
-Structure & Role of organs of the Describe the main Recognise
Recognise possible risk factors as diet, stress, smoking, genetic predisposition, age and
circulatory & Lymphatic systems events of the cardiac possible .Sphygmom
cycle. risk factors as anometer
-Circulatory system diseases: identification, - Explain the diet, stress, Stethoscop
cause, effects and prevention. relationship between smoking, e
o Hypertension the structure and genetic
o Coronary Thrombosis function of blood predisposition, Research
o Atherosclerosis vessels. age and gender tools
- Explain how blood in
Maintaining a healthy lymphatic system circulation is relation to *Heart
controlled. cardio Model
Structure & Functioning of the Heart - Describe the effects vascular
10.2. Cardiovascular System

of exercise on diseases Cardiologist
Cardiac cycle respiration and on s.
 Pacemaker circulation. Appreciate the
 Myogenic control importance of Medical
 Systolic and diastolic blood pressure -Explain how heart the need for practioners.
gender in relation to Cardio Vascular diseases.
 Hypertension action is initiated and transport
 Improved cardiac output controlled. systems when ECG
Describe the effects of animals become
tar in tobacco smoke larger, more
on the gas exchange complex and
more active, to
system with reference
supply nutrients
to lung cancer and to, and remove
chronic obstructive waste from,
pulmonary diseases individual cells
Describe the short-
term effects of
nicotine and carbon
monoxide on the
cardiovascular system
-Components -Interpret photographs -Evaluate the
Describe the distribution of tissues within the trachea, bronchi,
Describe the effects of tobacco smoking on the gas exchange system

- Structure and function to differentiate healthy epidemiological -Model of the
lungs from infected and Respiratory
- Mechanism of breathing and control lungs experimental system.
bronchioles and alveoli and relate each tissue to its function.

- Gaseous exchange in the alveoli evidence linking
Describe the signs and cigarette -
- Respiratory diseases: identification, causes symptoms of lung smoking to Respirometer
and prevention cancer and chronic disease and
Explain the mechanism of ventilation in humans
10.3. Respiratory System

o Asthma obstructive pulmonary early death.-
o Emphysema diseases
o Bronchitis - Describe the effects -Influence the
o Lungs cancer of nicotine and carbon campaign
monoxide on the against cigarette
- Respiratory volumes and capacities cardiovascular system. smoking
- Maintaining a good respiratory health -participate in

sport activities
regularly
MODULE III: ENVIRONMENTAL EDUCATION.
The biodiversity of the Earth is threatened by human activities and climate change. Classification systems attempt to put order on the chaos of all the organisms
that exist on Earth. Fieldwork is an important part of a biological education to appreciate this diversity and find out how to analyse it. There are opportunities in
this module for candidates to observe different species in their locality and assess species distribution and abundance. Conserving biodiversity is a difficult task
but is achieved by individuals, local groups, national and international organisations. Candidates should appreciate the threats to biodiversity and consider the
steps taken in conservation, both locally and globally.
The importance of this module resides in the fact that all organisms including mankind are in a permanent state of dynamic interaction with one another and
their environment in an effort to obtain their basic survival needs. In this interaction a natural equilibrium is established which sustains life. Understanding and
conserving this equilibrium therefore is important to ensure stress free existence and optimal benefit from the resources of the environment. This module
therefore takes into consideration the conservation of social interactions between organisms as well as the substratum on which all depend. Considering the
importance of these relationships to the maintenance of life, it is therefore necessary to help learners develop and appropriate knowledge of the role of major
life processes such as photosynthesis and respiration in the mutual sustenance of plant, animal and human lives.
Candidates will be expected to use the knowledge gained in this module to solve problems in familiar and unfamiliar contexts
The module will enable learners to appreciate the local flora and fauna and to utilize them sustainably for their own development and for the development of the
nation at large. It would also invoke the love for careers in conservation, environmental engineering, agronomy, teaching and environmental education, etc.
 Protection and conservation of biodiversity.

 Maintaining the equilibrium between living things and the environment
Resources to accomplish the competencies include; To,
1. Explain the importance of random sampling in determining the biodiversity of an area

2. Describe the classification of species into the taxonomic hierarchy of domain, kingdom, phylum, class, order, family, genus and species
3. Outline the characteristic features of the kingdoms Prokaryotae, Protoctista, Fungi, Plantae and Animalia
4. Classify given organism into its Kingdom, phylum and class based on externally visible characteristics only.
5. Explain complex relationships between living organisms within their environment (ecosystem)
6. Describe the different components of an ecosystem, biogeochemical cycles and how energy flows in an ecosystem.
7. Evaluate the effects of human population size, resource use, and technology on environmental quality.
8. Identify and explain the human activities over the last few centuries that have contributed to climate change through increased emission of greenhouse
gases (limited to CO2 and methane) including burning of fossil fuels linked to increasing energy usage, clearing of forests and food choices (increasing
consumption of meat)
9. Explain the effects of climate change as a result of greenhouse gas emissions including the melting of polar ice caps, rising sea levels, flooding,
migration of fishes and insects, and release of greenhouse gases in frozen organic matter.
10. Explain how climate change affects plant distribution (vertical and latitude) and plant adaptations, including morphology and physiology.
11. Discuss the reasons for the need to maintain biodiversity.
12. Discuss methods of protecting endangered species, including the roles of zoos, botanic gardens, conserved areas (national parks and marine parks),
‘frozen zoos’ and seed banks
Category of Actions Core Knowledge Estimated No. of Theoretical Estimated No. of Practical
hours periods (hours)
11. BIODIVERSITY & CLASSIFICATION
11.1. Introduction to Biodiversity 02
11.2. Five kingdom classification system
11.2.1. Laboratory Kingdom Protoctista 02 03
11.2.2. Laboratory Kingdom Fungi 02 03
11.2.3. Laboratory Kingdom Plantae 06 09
11.2.4. Laboratory Kingdom Animalia 08 12
11.3. Dichotomous key and Cladogram 01 03
12. ECOLOGY & CONSERVATION
12.1. Principles of Ecology 04
12.2. Interaction in an ecosystem 04 03
12.3. The Biosphere 02
12.4. Human impact on the ecosystem 04
12.5. Conservation & Preservation of the Ecosystem, 04
TOTAL 39 34
FRAME WORK
FRAME WORK
Family of Examples Category Examples of actions Essential knowledge Abilities Life skills Other
situations of of actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
situations
- Define the terms Explain that Acknowledge Frame

o species biodiversity is that quadrats;
o niche considered at Biodiversity long 50 m
o Ecosystem three is much more tape
o Biotic & Abiotic different than a list of measures and
Factors levels: all rope or
To Characterise the biotic and abiotic components that define an ecosystems

- Biodiversity and types ecosystem; the species in a string,
Conserving the natural Environment and the recycling of matter in nature.
o Variation in ecosystems species & particular area.
11. BIODIVERSITY AND CLASSIFICATION

Explain the importance of conserving biodiversity and the environment.
or habitats. Genes sweep nets;

o Number of species and - Recognise
their relative abundance. Evaluate the that the graph charts
11.1. Introduction to Biodiversity

o Genetic variation within effects of biodiversity for
Threat to diversity by climate change and human activities.
each species human of the Earth is populations,

population threatened by simulations
To appreciate diversity and find out how to analyse it
- Measurement of size, resource human and computer

Evaluate the consequences of loss of biodiversity.
Biodiversity usingsuitable use, and activities animations

methods, such as frame technology on and climate Geography:
quadrats, line transects, environmental change. abiotic and
and belt transects to quality biotic
assess - Appreciate factors.
the distribution and -Estimate that fieldwork
abundance of population is an Thermometer
organisms in a local area. sizes by
Extinction of certain species.
important part
quadrat and of a biological Rain gauge,
Environmental pollution.
-Effects of climate random Wind vane,

Fight against pollution.
education.
change on the sampling Respect for Barometer’
Use of Ecosystems
environment, plants and other Cardinal

animals organisms points
-Human activities that (Ecocentric).
contribute to climate
change
- Definition of terms: taxonomy, -identify -Observe Carry out a
Suggest ways of sustainable use of natural resources for socio-economic development.

organisms using
systematic, classification, nomenclature, living field study
Appreciating the necessity and significance of Classifying organisms using criteria

taxon diagnostic organisms trip to a site
-Using knowledge of visible external structural features to distinguish the many

features of the scientifically,
Develop an awareness of the diversity of life, global environmental issues and
-Identifying & classifying organisms five Kingdoms of

identify, draw
production to
Understanding the nature and variety of life forms to better live with them
into Kingdoms, Phylum, Class, and classify
Scientific or Common Name study the
- use diagnostic them using
features to divide only externally economic
Naming organisms
kingdoms into visible features
understand the need for conservation and its relevance to society
Insufficient knowledge of the variety of life forms and their uses
-Taxonomic hierarchy importance

-Reasons for classification phyla & Phylum of bacteria
-Application in everyday life into classes - identify
11.2. Five-kingdoms system

and the ecological relationships that exists between them
-state the biological
Agriculture:
- Socio-economic importance of taxonomic features of
Supply of man’s needs in animal and plant resources
Various Kingdoms dairy

hierarchy organisms that
1. Kingdom Prokaryotae processing
enable them to
- fermentation / - bio-technology
-describe the adapt to their
- food spoilage / - decomposition
socioeconomic environment. Fish ponds
2. Kingdom Protista(Protoctista) Garden /
importance of the
- cause Diseases malaria
five Kingdom Respect all farms
schistosomiasis etc
3. Kingdom Fungi living
-- Fermentation / - Penicillin -Observation and organisms Forest,
Production / - Decomposition classification of (ecocentric in
- Food spoilage/ - Food sources organisms altitude). Savana,
varieties of life forms.
4. Kingdom Plantae according to

- Producers / - Carbon sink their similarities
- Timber / - Medicinal use Mangrove.
- Tourism
and differences.
National
5. Kingdom Animalia
- Tourism / - Food/ - Hunting Geography
- Leather/ - Fishing TV program
-Using -Constructing a dichotomous key -Construct a Develop skills Learners
key
external using characteristics features of dichotomous key to compare observe
observable Phylum or Class to which they -Learn how and contrast collected
11.3. Dichotomous
features to belong cladograms are organisms organisms
constructed
and Cladogram
construct and construct
simple -Constructing a cladogram dichotomous
dichotomous keys
keys

WORK
Family of Examples of situations Category Essential knowledge Abilities Life skills Other
Examples of
situations of actions Topic Subtopi Contents (aptitudes) (attitudes) Resources

c
actions
- Definition of ecology -To test Appreciate the Didactic
- Levels of organization of the effects of relationship materials.
existing
biosphere abiotic
between
factors on organisms
Ecological
- Biotic and abiotic factors: definition, plant growth charts and
within their
graphs,
examples, effects on the ecosystem environment.
dopting methods of controlling and correcting the negative effects of man’s activities on the environment
audio visual
- Energy flow in ecosystems - Identifying data,
environment - Recognise computer
- Food chain and food web: al factors and the role aided
of saprophytes
definition, Comparison, importance their effects material, and
in mineral video-film
- Cycling of matter: definition, on the recycling materials
importance, cycles (water, carbon abundance &
(e.g. clips
and nitrogen). distribution -Create & from
ducating and sensitizing on the consequences of disrupting the natural equilibrium

of organisms participate in YouTube).
in an activities of
ecosystem school Observe
predator-
environment
onserving the natural environment and the recycling of matter in nature
prey
al club relationships
xplain complex relationships between organisms within their environment
in the
dopting protective behaviours towards the natural environment
environment
or from
wildlife
movies.
anaging relationships in an ecosystem
isruption of the natural equilibrium
2. ECOLOGY & CONSERVATION
Films
2.1. Principles of Ecology
showing
feeding
relationshi
p and
Recycling
of matter.
Managin - Habitat and niche: definition and -Educating
g differences and
relations - Effects of resource availability on sensitizing on
hip in an the community the
ecosyste - Community interactions: importance
m competition, predation, symbiosis of recycling,
,mutualism ,parasitism, protecting
commensalism (definition, examples) reserve areas
- Population growth: definition, and species.
factors that affect, types, carrying
capacity Describe the
12.2. Interaction in Ecosystems

- Succession and zonation: definition, adaptations of
predators to
process
catch and kill
prey and
adaptations of
prey to avoid
predators.
-Create field
guide
- Definition of biosphere -Model and

- Climate: definition, climate zones in compare
Cameroon and the world briefly abiotic
mentioned with characteristics factors for
- The different biomes and their plant growth
12.3. The Biosphere
characteristics in different
biomes
-Identify the
different
biomes in
Cameroon
- Impact of human population growth -Investigate Appreciate Learners
Suggest ways in which one could take positive action to

Advocate for & respect international convention
make a trip
Production of slogans for the sustainable use of

on Earth’s natural resources how acid rain the need to
- Air pollution: definition, causes, to polluted
affects plant explore the
consequences (ozone depletion, greenhouse sites and
growth environment assess the
effect, global warming, acid rain), prevention
- Water pollution: definition, causes, to supply impact of
12.4. Human impact on ecosystems

consequences (eutrophication), prevention -Test water man needs of industrial
laws on biodiversity conservation
- Land pollution: definition, causes, samples to today while sewage and

consequences, prevention (waste determine if thinking of fertiliser
management) application
they meet the future
- on nearby
Environmental pollution
standards generation
help conserve biological

land to
wetlands and
-list major
the environment
water bodies
global
environ-mental
resources. issues &
describe the
contributory
factors
- Conservation of biodiversity: demonstrate Advocate for Internet,
definition, importance of biodiversity, the knowledge respect of
and Ministry in
environment can be conserved at global and
loss of biodiversity, conservation. international

understanding charge of
of global conventions Environment
Explores methods of Biodiversity and
12.5. Biodiversity Conservation -Main outcomes of the following agreements to conserve and Nature
Investigates how biodiversity and
international agreements and key biodiversity Protection;

Convention of biological diversity national
environmental conservation
(CBD) legislations, Ministry of

their Forestry and
Montreal protocol
administration Wildlife
Kyoto protocol Ministry of
Basel convention environment
national level
Key National Legislations by Ministry and nature

of Forestry & wildlife; & Ministry of protection
Environment & Nature Protection
UPPER SIXTH SYLLABUS
MODULE I: ORGANISATION AND MAINTENANCE OF LIFE
Reproduction is a not necessary for the survival of an organism like other organ systems, but is very vital for the continuation of life of a species or population
of living organisms. It is the process by which one generation produces the next. There are many variations of the process: sexual and asexual reproduction.
Knowledge of how this occurs has implication in biotechnology and genetic engineering. Genetic information is transmitted from generation to generation to
maintain the continuity of life. In sexual reproduction, meiosis introduces genetic variation so that offspring resemble their parents but are not identical to them.
Genetic crosses reveal how some features are inherited. The phenotype of organisms is determined partly by the genes they have inherited and partly by the
effect of the environment.
All the activities of multicellular organisms require co-ordination, some very rapidly and some more slowly. The nervous system and the endocrine system
provide co-ordination in mammals. who perceive, integrate and respond to sensory information received by an organisms from its surroundings to maintain life.
It is important for the harmonious function of interrelated organs and parts. Similar coordinating systems exist in plants and in other domains, especially in
technology.
For multicellular animals to survive, they need to maintain a constant internal environment despite changes in the external milieu by a process called
Homeostasis. In mammals, core temperature, blood glucose concentration, pH, water and salt concentration are maintained within narrow limits to ensure the
efficient operation of cells. The skin, liver, kidney, pancreas, brain, and endocrine system play an important role. In plants, guard cells respond to fluctuations in
environmental conditions and open and close stomata as appropriate for photosynthesis and conserving water.
Candidates will be expected to use the knowledge gained in this modules to solve problems in familiar and unfamiliar contexts.
 Proper management of reproductive health.

 Prevention of systematic diseases as well as social disorders
Resources needed to accomplish the competencies include; To,
1. Describe asexual reproduction in living organisms and its significant in increasing crop yield
2. Describe sexual reproduction in plants and animals
3. Explain the general principles of reception, integration and response in animals.
4. Describe the structure of neurones and explain the mechanisms of impulse transmission (along the axon & across the synapse)
5. Explain the role of hormones in: (i) human reproduction; (ii) digestion; (iii) growth in plants; and (iv) homeostasis.
6. Explain the terms: locus, allele, dominant, recessive, codominant, incomplete dominance, homozygous, heterozygous, phenotype, genotype and linkage
7. Use genetic diagrams to solve problems in dihybrid crosses, including those involving codominance, incomplete dominance, multiple alleles, sex
linkage, autosomal linkage and Epistasis
8. Use genetic diagrams to solve problems involving test crosses, explain the meaning of the terms linkage and crossing-over and explain the effect of
linkage and crossing-over on the phenotypic ratios from dihybrid crosses
9. Explain the general principles of homeostatic mechanisms.
10. Explain the mechanism of the regulation of blood glucose levels.
11. Explain the importance of thermoregulation and ways by which organisms regulate body temperature.
12. Explain the principles of excretion and osmoregulation.
13. Explain the structure of muscles in relation to movement.
CONTRIBUTIONS TO THE GOALS OF THE CURRICULUM
This module could provide future career in the fields of biomedical science, agronomy and teaching, etc.
The competencies that the learner will develop from this module will enable him/her to appropriate knowledge of the basic concepts of the functioning of life
processes in living organisms; and in propagating species.
Category of Actions Core Knowledge Estimated No. of Estimated No. of practical

theoretical hours. hours
13. REPRODUCTION
13.1. Asexual Reproduction 02 03
13.2. Sexual Reproduction in Plants 08 03
13.3. Sexual reproduction in Animals 08
13.4. Laboratory: Dissection of reproductive system of Fish, Toad -- 12
Bird & Mammal
14. RESPONSE & COORDINATION IN ORGANISMS
14.1. General Principles of Reception & Response 04
14.2. Nervous Coordination in Animals 08 03
14.3. Hormonal Coordination in Animals 08
15. GENETICS
15.1. Classical Genetics 14
16. HOMEOSTASIS
16.1. General Principles and Practices 10
17. SUPPORT & LOCOMOTION
17.1. Skeleton , Muscle & Movement 06
TOTAL 68 21
FRAME WORK
-Definition; Describe the variety Advocate
13.1. Asexual Reproduction

of asexual forNatural & Plant & animal
13. REPRODUCTION
Propagating food and cash
-Advantages and disadvantages of reproduction means Artificial resources
crops in our farms using

asexual reproduction. cloning
Vegetative propagation
in living organism
methods as
-Natural cloning in plants effective
Understand the
Insufficient knowledge on the organization and maintenance of living organisms
-Vegetative propagation toolsfor

o Binary fission in a protozoan. significance of this increasing
techniques
o Budding as exemplified by mode of plant & animal
Hydra. reproduction resources
Eradicating prejudices of Genetic and Chromosomal abnormalities.
-Artificial Cloning in plants & Animals

-Definition; -Elaborate on the Improve plant Farmers
structure and yield and Agriculturists
Creating awareness on the origin of new traits in Humans
-Advantages and disadvantages of function of a flower variety to meet

Improving desirable characteristics in plants via cross
sexual reproduction. up with our

-Features which promote genetic -Describe agricultural
13.2. Sexual Reproduction in Plants

Meeting living organisms needs to remain alive
variation ( independent pollination and and economic

assortment, crossing-over, genetic fertilization in needs
recombination; mutations) flowering plants
-Sexual Reproduction in Flowering -Describe the

Plants significance of cross
o Life cycle showing alternation pollination
of generations
o Structure of Flower (Plant -Describe double
reproductive organs) fertilization explain
o Pollen grain & gamete its significance
formation
o Ovule & gamete development -State the
pollination
o Pollination significance of
o Double fertilization development of
o Seed & fruit formation seeds and fruits
- Male and female reproductive -Describe the - Appreciate Biologists.
Using flow-charts, diagrams to interpret the activity of hormones in the maintenance

systems: structures and functions of processes involved how hormones
Explain the role of hormones in human reproduction, stages of pregnancy and foetal
parts. from fertilisation up interact to Gynaecologists.
Insufficient knowledge on the organization and maintenance of living organisms - Gametogenesis. till birth.
regulate the
menstrual
-Courtship and Copulation cycle. Family planning
- Gametes release (Ejaculation & -Describe specialists
ovulation) gametogenesis
- Fertilisation Mechanism - Respect of
13.3. Sexual Reproduction in Animals

-Development of zygote - Explain how a consent on
o ZygoteEmbryoFoetus sperm enters and copulation
o structure & functions of fertilises an ovum
Supply of man’s needs in plant and animal resources
Placenta and how only one
Maintenance of the human species via copulation

Promoting the multiplication of animal resources
sperm fertilises an
- Menstrual cycle ovum.
-Hormonal control of Reproduction
-Explain how
gametogenesis is
of the menstrual cycle.
controlled by
hormones
- Explain in detail
development.
the role of hormones

in the menstrual
cycle
FRAME WORK
Family of Exampl Category Examples of Topic Subtop Essential knowledge Abilities Life skills Other
situations es of of actions actions ic (aptitudes) (attitudes) Resources
situatio
ns
- Importance of responses to the Explain the - Recognise the Illustrations

To be able to explain the general principles of reception and response in
internal and external environment. necessity of and computer

role of sense
responding to aided study
- Types of sensory receptors and internal and organs in the
14.1. General Principles of Response and Coordination

materials,
the sense organs from overload with unnecessary or irrelevant
stimuli. external changes in
perception of models of
o Chemoreceptors (Taste & Olfactory the environment.
eyes, ears and
14. RESPONSE & COORDINATION

different
- Appreciate the role of sensory adaptation in protecting
receptors);
o Thermoreceptors ( Cold -Krauses’s end - Describe the main skin, and
stimuli.
types of reverse
bulbs, Warmth–Ruffini corpuscles; Free
sensory receptors. colour cards
nerve endings);
o Photoreceptors (Rods, Cones) or websites.
- Discuss the main
o Mechanoreceptors functions of a
o Touch receptors–Meissner sensory system. Study of
corpuscles, Merkel’s discs sensory
o Pressure receptors – Pacinian corpuscles - Explain the structures of
significance of human using
o Pain receptors – Special nerve endings
sensory adaptation. diagrams /
models/charts
-Structure & Functions of receptors
information.
- Components of the sensory

system: transduction, transmission
animals.
and processing.
- Structure & function of neurones -outline the roles of Understand that
sensory receptor all the activities Models of the
To be able to describe the structure of neurones and explain the

- Different types of Neurones & Neuroglia cells in detecting of multicellular Brain and
responses and their importance in the survival of organisms

To be able to explain the different forms of behaviour and
stimuli and organisms spinal cord
- organisation of the Nervous system stimulating the require co-
o Central NS (brain & spinal cord) transmission of ordinating, Charts of
o Peripheral NS (Autonomic & Vegetative nerve impulses in some very Neuron and
14.2. Nervous Coordination

NS) sensory neurones rapidly and Endocrine
some more system.
o Structure & Function of the parts of the - describe the slowly.
mechanisms of impulse transmission.

brain functions of Neurologist.
o Cerebrum, sensory, relay and
o Hypothalamus, motor neurones in a Care of the Prepared
o Pituitary, reflex arc Nervous System slide on the
o Cerebellum, and Organs TS of spinal
o Medulla oblongata, -describe cord
o Brain stem, etc.) mechanism of
o Function of the Simple Spinal Reflex impulse
o Structural & functional differences transmission along
between Sympathetic & Parasympathetic axon & across
Nervous System. Synapses.
-Structure and function of the Define hormones. Appreciate the Illustrations
endocrine system in humans: and computer
role of
aided study
Explain how Plants respond quite differently to different concentrations of plant growth
- Explain why
hormonal balance is hormones in the materials, and
-location of endocrine glands
necessary for charts for
and functions of their secretions. growth and
To be able to identify the location and function s of endocrine glands in the body
coordinating the locating
Learners can identify the location and function of endocrine glands in the body.
o Hypothalamus. functions in the development of endocrine
o Pituitary gland body. glands in the
organisms.
o Thyroid gland human body
o Parathyroid gland - Describe the
o Thymus gland principle of the
negative feedback
14.3. Hormonal Coordination

o Adrenal glands Compare and
o Islets of Langerhans mechanism by
contrast the
Distinguish between Nervous & endocrine Coordination

which hormones
o Pineal gland
produce their actions of the
o Gonad effects on target
- Principles of the negative feedback endocrine and
cells.
mechanism of hormonal action. nervous
- Describe the systems.
- Necessity of hormonal balances. structure and
- Comparison of hormonal and nervous function of the
systems endocrine system. - Draw and
o Role of Hormones in Plant Growth interpret the
(Auxins, Gibberellins, Cytokinins, -Outline the
biological basis of flow chart of
Ethene, Abscisic acid etc)
contraceptive pills
o Role of hormones in digestion containing
negative
o Role of Hormones in Human oestrogen and/or feedback
Reproduction progesterone
regulators
mechanisms.
FRAME WORK
situations of situations of actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
- Concept of inheritance. Explain the terms Use diagrams to Learners, in
-Educate and sensitize the community on the basis of paternity and identification of
gene, locus, allele, solve problems groups, use

- Definition of genetic terms. dominant, in mono and genetic
recessive,co- dihybrid crosses. diagrams
Resemble and differences amongst offspring of the same parents (couple).
- Mendel’s laws of inheritance: dominant, linkage, - Analyse provided to

monohybrid inheritance, test cross, F1 and various patterns solve
independent assortment and F2, phenotype, of inheritance problems
segregation. genotype, Explain the involving
Appreciate the roles of genes in determining the phenotype and
homozygous and effects of lethal monohybrid
- Co-dominance, multiple alleles heterozygous. genes on and dihybrid
and lethal alleles. phenotype crosses,
15.1.Classical Genetics
- Explain how to ratios. including
To be able to explain the role of genes in inheritance
15. GENETICS
- Dihybrid inheritance. conduct a test cross. - Explain the those
use of test involving
- Explain why crosses to autosomal
Linkage and crossing over.
monohybrid ratios determine linkage, sex
- Sex determination.
of 1:2:1 occur. unknown linkage, co-
- Sex linkage
genotypes in dominance,
- Describe an studies of multiple
Explain how crossover values (COV) example of dihybrid alleles and
corpses buried in mass graves.
can be used to make a chromosome inheritance inheritance gene

map involving multiple interactions
Interpret Pedigree charts.
alleles -Explain the .The focus is

patterns of inheritance
- Give a effect of lethal on problem

geneticexplanation genes on solving.
ofMendelian phenotype Mathematical
ratios. requirement:
dihybridinheritance.
ratios in
mathematics.
WORK
Family of Examples of Category Examples of Essential knowledge Abilities Life skills Other
situations situations of actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
- Definition of Homeostasis -identify Appreciate the Physics: heat

Clearly explain the importance and ways by which organisms regulate body
components adaptations
Recognize the importance of homeostasis for the survival of human life
Adaptations of different organisms to different environmental conditions
- Roles of the nervous system and of homeostatic of animals Charts/illustrat

mechanism to different ions, on
endocrine system in co-ordinating
environmental Kidney,
homeostatic mechanisms (internal and - explain feedback conditions Skin and
external stimuli receptors, central mechanism of in relation to Liver
control  effectors (muscles and glands). homeostasis homeostasis.
Explain the feedback mechanism of homeostatic control.
-describe Discuss the
16.1. General Principles

16. HOMEOSTASIS -Definition of Internal & external
environment homeostasis of man causes and
in regulating body effects of
temperature, blood sugar
- Principles of Negative and Positive
blood glucose level imbalances in
Feedback Mechanisms
and osmoregulation the body
temperature and blood glucose level.
- Regulation of body temperature -explain the role of Acknowledge

-Regulation of blood glucose level the liver in the importance
- Osmoregulation (salt & water balance) homeostasis of maintaining
fairly constant
- Role of the liver in homeostasis - Explain temperatures
-Role of kidney in Excretion, adaptations for efficient
of mammals to cold metabolism.
Osmoregulation and PH regulation
and hot climatic
conditions
-Adaptations of organisms to different
environmental conditions
WORK
Family of Examples of Category Examples of Essential knowledge Abilities Life skills Other
situations situations of actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
Describe the three - Adopt the Physics: joints
main types of practice of are linked to
-Types of animal skeletons:
animal skeletons. playing sport to levers.
hydrostatic, exoskeleton and
develop healthy
endoskeleton
- Discuss the muscles and Model of
functions of bones. Human
Structure & functions of the skeletal
skeletons. skeleton
Learners can explain the structure of muscles in relation to movement.

system
- Appreciate showing all
- State and discuss the role of joints the 206 bones
-Vertebrate joints and locomotion:
17.1. protection , support & movement

17. SUPPORT & LOCOMOTION
the advantages and and muscles in and various
structure of joints, and types
disadvantages of bringing about types of joints.
of joints (fibrous, cartilaginous, and
exoskeletons movement
synovial)
Prepared
-Explain the role of slides of TS of
The sliding filament theory of muscle antagonistic muscles Bones
contraction in a joint.
- Describe the
features of a
synovial joint.
- Explain the
function of a motor
unit/
neuromuscular
junction/motor
endplate
MODULE II: HEALTH EDUCATION
As earlier mentioned one of the major goals of health education is to motivate students to improve and maintain their health, prevent diseases, and reduce risky
behaviours. A disease is a physical or functional disorder of normal body systems that places an individual at increased risk of adverse consequences. Diseases
are diagnosed by physicians or other health care providers through a combination of tools. Physiological and morphological knowledge of the various organ
systems of the human body is essential for diagnosis and treatment of humans from non-infectious diseases and to promote health. It will motivate candidates
not to practice healthy life styles out of injunction but out of conviction.
A comprehensive knowledge of Adolescent Reproductive Health education is needed in order to enhance knowledge of their risks, as well as an understanding
of their own sexuality, and how one needs to act in risky situations. it will empower candidates by developing the necessary cognitive and psychosocial
competencies to cope with the diversify complex real life situation related to HIV/AIDS, unwanted pregnancies, and various forms of sex abuses.
The development of psychosocial competencies such as self-esteems and decision making in this module will enable students to deal constructively with
decisions about our lives. This can have consequences for health if young people actively make decisions about their actions in relation to health by assessing
the different options, and what effects different decisions may have.
 Make informed decisions on whether to use natural or Artificial contraceptive methods STI/VIH & Unwanted pregnancy
 Prevention and of diseases associated with the nervous, endocrine, excretory, reproductive and Musculo- skeletal systems of humans
 Practise healthy life style to promote good health.
The competencies acquired would enable the learner to demonstrate biological knowledge, skills and scientific technology in combating health related problems
such as nervous, endocrine, skeletal, reproduction and congenital disorders. It shall equally enable them to improve on the management of his/her health and
that of others through the knowledge of the functioning of the various systems.
Category of Actions Core Knowledge Estimated No. of theoretical Estimated N° of

hours. practical hours
18. NON- INFECTIOUS DISEASES
18.1. Diseases of the Reproductive Systems 06
18.2. Disorders of the Nervous Systems 06
18.3. Hormonal disorders of Endocrine Systems 06
18.4. Diseases of the Excretory Systems 06
18.5. Congenital Diseases 06
18.6 Disorders of the Musculo-skeletal system 04
18.6. Laboratory: Dissection of reproductive system of Fish, Toad, Bird & Mammal -- 12
18.7. Laboratory: Analysis of signs & symptoms of non-infectious diseases from photos and clinical 16
data
TOTAL 34 24

FRAME WORK
Family of Examples Category of Examples of Essential knowledge Abilities Life skills Other
situations of situations actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
- Summary on Anatomy and -To be able to relate - Support people Social workers
Insufficient knowledge of the functioning of the human body and prevalence of disorders of
physiology of the Human reproductive the structures of the living with HIV
system. human reproductive Health
system to their -Learners can Professional
Change behavioural lifestyles as means to avoid unwanted Pregnancies & HIV/STI

functions and brainstorm on the
- Rhesus Factor & haemolytic diseases
Creating awareness on the origin of diseases of the human Reproductive system.

describe gamete socialand Lawyers
of the New Born
Taking appropriate measures to care for the human systems and organs.
formation. economic
consequences of Using the
- Miscarriages and Abortions (causes Recognise the ethical barrenness and internet or the
& consequences) implications of in- producing many library,
vitrofertilisation. children by a learners
18. NON- INFECTIOUS DISEAASES
18.1. Adolescent Reproductive Health

- definition of HIV/STI couple, and can research on
- Show concern suggest methods in-vitro
-Definition of Unwanted pregnancy for thebiological, to cope with fertilisation
social and ethical these issues. and
implications of the present their
-Lifestyles that prevent HIV/STI &
use of contraception. - Develop findings to
Unwanted Pregnancies decision making class and s
- Advocate for skills regarding then discuss
- Infertility and in-vitro fertilisation. family planning Abstinence, the
methods as faithfulness and ethical
the different systems in the human body
- Family planning and contraceptive effective tools for condom use to implications.
methods. controllinghuman prevent HIV/
*mechanism of action population AIDS &
*failure rate unwanted
*Relative advantages & - Evaluate the pregnancies
medical, social, -Develop self-
Disadvantages
psychological, legal esteem and
and moral advantages decision making
-Harmful substances that may cross & disadvantages of skill toward use
the placenta and influence the the different methods of contraceptive
development of Embryo (Smoking, of contraception and social
alcohol, Drugs etc) pressure to have
sex
-Summary on Anatomy and Appreciate the explain the
18.2. Disorder of the nervous

Explain the effects of hormonal Explores the injuries and common
physiology of the Human Nervous origin of some reasons for Charts
disorders of the nervous system

system. common diseases common showing
disorders of the various
disorders of
system
-Common disorders of nervous system Fight against the nervous system
the nervous
Schizophrenia prevalence of these and how those system
Depression diseases could be
Alzheimer’s disease Describe the causes controlled
Parkinson’s disease and correction of
. Paralysis eye & are respect hygiene
impairment of the sense
-Disorder linked to various sense organs and the
organs (Eye, ear, skin, nose & tongue ) Nervous system
- Summary on Anatomy and Learners discuss Learners
18.3. Hormonal disorder of

the endocrine system
physiology of the Human Endocrine picture/ research the Videos or
system. photographs or necessity of charts showing
movies showing hormone disorders
resulting from
-Causes, Symptoms, Effects and gigantism and balance and the
Endocrine
Treatment of hormonal imbalance: dwarfism with effects of malfunctioning
o diabetes, reference to imbalance and
imbalances.
o goitre, hormonal disorders write a report.

o dwarfism and
o Gigantism.
explain - Summary on anatomy and Describe how the Support the
enough water, eating less salts, exercise and

Sensitization on the importance of drinking
-Prevention of diseases of the urinary tract.
Nephrologists.
18.4. Diseases of the excretory systems

how urine physiology of the Human Excretory processes of ultra-
use of dialysis
analysis is system. filtration,
used in - Structure and role of kidney in selective machine or Carts of
diagnosis excretion, water, salt and pH reabsorption and Kidney and
kidney nephron.
with regulation tubular secretion
reference - Disorders and remedy of diseases of are transplants
to glucose, involved in the Videos on
the excretory system in solving Dialysis
protein and Urinary tract Infections formation of urine
ketones in the nephron problems session on you
Urinary Incontinence tube
Kidney stones -explain causes
associated with
&symptoms of
kidney failure
good rest
kidney disorders
-DNA Replication and protein synthesis - Describe types of - Use pedigree In groups,
(Transcription & translation) mutations and chart to discuss
- Definition of Mutations.
causes of
calculate role of differences
mutations.- Explain
-Willingly subscribe to electrophoresis tests and blood group tests to diagnose anomalies
-Explaining the occurrence of certain characteristics and resemblance in some families
-Causes of mutations: chance, the significance genes between gene
radiation, and chemicals. ofmutations. inheritance and
-Educating the community members on genetic anomalies and misconceptions.

- Explain how gene
(haemophilia). chromosomal
Recurrence of genetic anomalies and new character traits in the population
mutation occurs by
-Types of mutations: gene
Eradicating prejudices surrounding genetic and chromosomal anomalies
substitution, mutations
and chromosomal mutation.
deletion, inversion Model and one
- Differences between gene and andinsertion of base inheritance of a possible
Congenital Diseases
chromosomal mutations. pairs in DNA.
sex-linked trait. effect on an
- Effect of mutations on the Outline how such Self empathy organism.
phenotype.
mutations may for victims of Videos or
- Effect of environment on the affect the
genetic charts on
phenotype. phenotype.
disorders. various
18.5.
- Significance of mutations. - Outline the effects Self esteem of genetic
Genetic and chromosomal anomalies
of mutant alleles on
- Genetic disorders: victims. disorders or
the phenotype in
o albinism, syndromes.
the following
o sickle- cell anaemia,
o haemophilia human
o Daltonism and conditions:
o Huntington’s disease albinism, sickle
o Down syndrome cell anaemia,
o Klinefleter’s syndrome haemophilia
Turner’s syndrome , etc and Huntington’s
disease.
-Anatomy and physiology of the - Investigate how Practice
Insufficient knowledge of the functioning of the human body and

Human Musculo-skeletal system. long it takes for
prevalence of disorders of the different systems in the human body

exercises
muscles of the hand
- Types of skeletons to become fatigue. regularly and First Aid box
- Structure and function of skeletal and its
advice others to
system - Identify bones, composition
Sensitization on the importance of sports to the body.

- Bones that make up the skeletal muscles, tendons do same.
system involved in a Counselling
particular action.
18.6 Disorder of the Musculo-skeletal system

- Joints: definition, constituents, victims of
functions and types Identify some accidents
- Bone: structure, adaptation and accidents of the
growth
skeletal system.
- Muscles: definition, types (structure,
- Reduction of skeletal accidents
location and functions)

Use of appropriate
- Muscle contraction briefly described
First Aid measures.
- Diseases of the skeletal and muscular

Explain effects of
systems and management
exercise on body
systems
- Postures and deformities of the
skeletal system.
- Sprains, dislocations and fractures:

types and management.
MODULE III: BIOTECHNOLOGY, AGRICULTURE AND SUSTAINABLE DEVELOPMENT.
After studying biological processes and organisms so far, students are expected to be able to mobilise these knowledge to produce goods and services for the
well-being of mankind. Traditional Biotechnology has used microorganisms and fermentation processes to produce bread, beverages, and Dairy products over
the years. The discovery of the structure of DNA by Watson and Crick in the early 1950s has led to advancements in Genetic engineering with applications in
the areas of medicine, agriculture, mining, and forensic science. The production of transgenic organism has ethical and social implications related to human and
environmental safety, thus the need of its sustainable use in bringing about development. It is important to conserve ecosystems as well as individual species
while exploiting our environment to solve our needs, as cautioned during the World Commission on Environment and Development. (Brundtland, 1987)
defined Sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own
needs"
Candidates will be expected to use the knowledge gained in this module to solve problems in familiar and unfamiliar contexts.

 The skills the learner will acquire in this module will better equip him/her for the sustainable management of his/her environment and the resources, and
will develop in the learner psychosocial skills necessary for living in a clean and conducive environment and to be self-reliance.
 This module would also invoke the love for careers in conservation, environmental engineering, agronomy, teaching, food processing and
environmental education, etc.
 Sustainable management the environment and its resources

 Choosing a career in conservation, food processing and environmental education.
 Self reliance through the exploitation of bio-resources
Resources needed to accomplish the competencies include; To,:
1. Explain the process of culturing microorganisms and the factors affecting their population growth.
2. Explain the biotechnology involved in production of ethanol, biogas and bread making
3. Explain the principles of gene technology.
4. Evaluate how gene technology is applied in areas of medicine, forensic science and agriculture.
5. Explain variation and mutation as a source of biodiversity.
6. Explore the origin of life, evolution of new species and evidences which support organic evolution;
7. Appreciate the use of principles of genetics in improving animals and plant breeds.
8. Explain how diversity is threatened by climate change and human activities.
9. Explain the role of artificial and natural selection in production of varieties of animals and plants with increased economic importance especially in the
domain of Agriculture
10. Analyse the relevance of theories of evolution and explain the process of speciation.
11. Discuss the consequences to the global food supply of increased environmental stress resulting from climate change, including the effects on plants and
animals of increased temperature and more extreme weather conditions
Category of Actions Core Knowledge Estimated No. of Estimated No. of
theoretical hours. practical hours
19. BIOTECHNOLOGY
19.1. Traditional Biotechnology 08
19.2. Genetic Engineering 04
19.3. Laboratory on traditional Biotechnology activities : Production of Yoghurts, 10
Bread, etc
19.4. Role of Microorganisms 04
19.5. Application of Gene Technology 04
19.6. Bioethics 02
20. AGRICULTURE 08
21. NATURAL SELECTION & EVOLUTION
21.1. Natural selection 03
21.2. Laboratory: Features of Biological interest adapting organisms to their milieu / 06 15
habitat
21.3. Mechanisms of Evolution 08
22. SUSTAINABLE DEVELOPMENT
22.1. Introduction to Concept Of Sustainable Development 06
22.2. Field Trip to study Ecosystems & Sustainable Development 15
TOTAL 53 40
FRAME WORK
Family of Examples Category Examples Essential knowledge Abilities Life skills Other Resources
situations of of actions of actions Topic Subtopic Contents (aptitudes) (attitudes)
situations
-Definition of Biotechnology -Explain the - Appreciatethe
processes involved in role -Microorganisms
-Overview of biotechnological Biotechnology ofanaerobicrespira obtained from yoghurt.
(Lactobacilli).
processes - Production of tion in the
consumable dairy production of
products .made ethanol andin
-Fermenters
- Growth of Microorganisms in
-Cereals
Understanding the variety of micro-organism to better use them.

fermenters & Factors affecting locally e.g. Yoghurt yeast duringbread- -Flow chart showing stages
growth. and Corn beer making
Ameliorate and enhance the production of consumable food. of genetic Engineering
Sensitization on the techniques involved in Biotechnology

You tube videos on
19. BIOTECHNOLOGY
-Role of Microorganisms in the Explain how Recognise
Biotechnology Activities,
production of: fermenters are used thediversity of
o Beverages (brewing in the production of microorganisms.
industry), penicillin.
Supply of Biological Goods and Services
o Bread ( baking industry), - Appreciatethe role

Insufficient supply of consumable food.
o Dairy Products (Yoghurt, Discuss why bacteria of

cheese, butter) and are useful in anaerobicrespiratio
19.1. Traditional Biotechnology

o Antibiotics biotechnology and n inthe
genetic engineering. productionof
- Fruit juice production using Focus on: lack of ethanol andin
Pectinases ethical concerns over yeast duringbread-
their manipulation making
and growth, genetic
Self reliance.
code shared with all

other organisms, and
presence of plasmids.
- Definition of Genetic Engineering, -explain the roles of -Show concern for Online resources, CDs,
Being able to use biological organisms & processes to provides goods &
Recombinant DNA restriction the role of bacteria simulations, diagrams,
Endonucleases, in genetic
charts, micrographs,
-Principles of gene technology: using reverse engineering.
enzymes (Restriction endonuclease, transcriptase and illustrations, cultured
Reverse Transcriptase, DNA DNA ligases in microorganisms, and
polymerase, DNA ligase,) to form genetic engineering
materials to make
Recombinant DNA.
-explain that genetic Insulin, GMOs, etc.
Modern Biotechnology
-Steps in genetic engineering engineering involves
(briefly mentioned): the extraction of
Amelioration of plant and animal production.

o The isolation of desired genes from one
19.2.
DNA from a donor organism, or the
organism; synthesis of genes, in
o insertion of desired DNA order to place them
into a vector genome and; in another organism.
o The growth of a
recombinant vector in an -explain the methods
appropriate host. used in gene transfer
services to mankind.
technology
-Polymerase Chain Reaction(PCR)
-Production of genetically modified

organisms (Transgenesis Plants &
Animals or GMOs)
- Definition List and describe the Appreciate the
of microorganisms to better use them
Understanding the nature and variety
-Microbiology roles importance of Charts on Bacteria and

19.3. Role of Microorganisms
-Structure and life cycle: ofmicroorganismsand microorganisms in Viruses ,structures and

o Viruses. theirrequirements life Life cycles
o Escherichia coli forgrowth.
o Mould fungus (Penicillium sp) - Explain the roleof Recognise the
environmentalvariabl diversity of
- Grouping and comparing beneficial es microorganisms.
and harmful microorganisms inculturingmicroorga
nisms.
-Cultivation and Culture techniques
-Describe
thedifferent types
ofculture media
-Genetic fingerprinting and DNA -outline the use of o Curiosity and Students visit an
profiling and its applications in PCR and DNA sense of agricultural centre
19.4. Application of Gene Technology.

forensic work and paternity cases testing in forensic observation or research stations
medicine and o Interest in (IRAD)
implications of gene technology and DNA

-Pharmaceutical products of gene criminal scientific available in the area
technology (Insulin, factor VIII for investigations investigations and and find out how gene
Research the benefits, hazards and

the treatment of haemophilia, -explain the manipulations technology is applied
Vaccines, etc.) significance of using scientific in the modernisation
genetic engineering apparatus and life of agriculture.
-Applications of gene technology in in improving the specimens.
agriculture: the production of pest quality and yield of
resistant crops e.g. Bt maize. crop plants and o Love for nature,
livestock in solving Team spirit and
fingerprinting.
- Gene therapy the demand for food cooperation Books and Scientific
in the world, e.g. articles on Bioethics
Beans, maize,
vitamin A enhanced
rice, etc
Making -Health, environmental and socio- discuss the social and -discuss methods
informed ethical considerations of assisted
economic concerns of using
Decisions of using gene testing reproduction,
genetically modified organisms
and gene therapy in including IVF,
medicine (reference embryo transfer
-Cartagena protocol should be made to and surrogacy,
genetic conditions for used in the
which treatments conservation of
-Bioethical consideration regards the
Sensitization on the techniques Discuss the ethical and social implications of using genetically
exist and where none endangered
production and use of GMO, exist, also to IVF, mammals
embryo biopsy and
Cloning, In- Vitro Fertilisation
19.5. Bioethics.
pre-selection and to Recognise that
(IVF), etc therapeutic abortions) they could be
influenced by
application of
scientific
involved in Crop and animal modified organisms (GMOs) in food
knowledge to
problem solving.
Use
other
considerations
such as economic,
social, environ-
mental and ethical
production in the amelioration production.
factors in problem
solving.
- Soil types & constituents -Cultivate plants found Didactic materials.

Ameliorate and enhance the
of
production of consumable
of plant and animal food

Supply of man’s need through
in the environment Use of sustainable

20.1. Plant Production
-Techniques of improving on soil Agricultural Charts

plant and animal resources
fertility practices
supply
20. AGRICULTURAL
Rear animals for Agricultural

- Plant nutritional requirements consumption and professionals
consumable foods
economic purposes
SCIENCE
- Cultivation techniques of Beans,

Insufficient
production
Maize/millet, Mushroom, cassava, Dieticians and

Plantain, cocoa, coffee, palms, nutritionists.
foods
rubber, cotton
Gardens ,Farms,
Rear animals for Respect for plantations
- Animal nutritional requirement consumption and Biodiversity
economic purposes
- Cultivation techniques of Bees,
snails, fish, poultry, Rabbit/Guinea,
Pigs, Goats, Sheep, Cattle.
FRAME WORK
Family of Examples Category Examples Essential knowledge Abilities Life skills Other
situations of of actions of actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
situations
- Importance of variations (as a result of Explain, with Belief and Learners

mutations, meiosis and sexual reproduction) examples,how explain that undertakea
Can use artificial selection (selective breeding) to improve features in

production of varieties of animals and plants with increased economic
Apply technique of artificial selection to improve Plants and animal

in natural selection mutations and natural selection field study
environment may occurs as orvisit
-Concepts of the species (biological, affect phenotypes populations have nearby
21. NATURAL SELECTION & EVOLUTION

ecological, morphological, genetic and the capacity to farms,demon
phylogenetic concepts) - Explain, with produce many stration
examples, how offspring that centres,and
-Darwin / Wallace theory of natural selection environmental compete for agriculture
21.1. Natural selection

Crop plants, domesticated animals and livestock
factors act as forces of resources. In the researchstatio
-Neo-Darwinism natural selection struggle for ns to
“survive to breed deduceadvant
-Use the Hardy–Weinberg principle to - Explain how natural and pass on their ages of
calculate allele, genotype and selection may bring alleles existence” selectivebree
phenotypefrequencies in populations about evolution only the ding in
individuals that comparison
are best with natural
adapted to move selection.
to the next
generation
productivity.
importance
- Definition of Evolution -state the general -appreciate how Physical
To be able to analyse the relevance of theories of evolution
Creating awareness on the origin of new traits in the human

theory of evolution speciation may geography:
- Theories of evolution (Lamarck, Darwin, that organisms have occur as a result Continental
Neo-Darwinism and changed over time of geographical drift
creation theory) separation
(allopatric Online
21.2. Mechanisms of Evolution

- Molecular evidence ofevolution. -explain why speciation), and resources,
organisms become ecological and CDs,
Recurrence of changes in the population
-Speciation (allopatric and sympatric extinct, with reference behavioural simulations,
Improve varieties of plants and animals

and explain the process of speciation.
speciation) to separation maps,
climate change, (sympatric diagrams,
-Mechanisms of speciation: competition, habitat speciation) and charts
o Continental drift loss and killing by
Changes in the population
o Migration. humans
o Adaptive radiation.
o Divergent and convergentevolution.
o Isolation i.e. ecological, reproductive and
genetic.
o Extinction
population.
22.1.Introduction to Concept
of Sustainable Development
-Definition of concept of Sustainable -State objectives Respect for -Documents
Development ,targets and indications national Laws and for vision
DEVELOPMENT
linked to SDG dealing Rectified 2035 for

- The 17 sustainable development goals
22. SUSTAINABLE
with the Environment conventions Cameroon.

(SDG); -SDG
- application of SDG in the domain of:
o Environment
o Agriculture
o Social
o Economic life of Cameroon
NB; SUGGESTIONS:
The syllabus is divided in to three main sections A, B and C.
Where A: is made up of topics compulsory to be done by all advanced level biology students;
B: made up of topics to be done by pure science students;
C: made up of topics to be done by those who will continue with Agriculture.
SECTION A: TOPICS;
1- Cytology. 10- Taxonomy
2- Molecular organization. 11-Evolution
3- Heredity and genetics.
4- Reproduction.
5- Nutrition.
6- Transport.
7- Respiration.
8- Excretion and Homeostasis.
9- Environmental biology.
SECTION B: SECTION C.
1- Genetic engineering. 1- Plant Histology
2- Reception, Coordination and Response in animals. 2- Reception, Coordination and Response in plants.
3- Endocrine system. 3- Support and Movement in plants.
4- Cellular organization. 4-Growth and Development in plants
5-Animal Histology 5-Biotechnology, Agriculture and livestock farming
6- Support and movement in Animals. 6-Medicinal plants
7- Growth and Development in Animals.
Article 2: This syllabus shall go into operation following the time schedule below:
Academic year 2019 – 2020LSS
2020 – 2021USS
Article 3: This syllabus replaces all existing syllabuses for the teaching of Biology in the LSS & USS Forms of Secondary General Education.
Article 4: The Secretary General, the Inspector General of Education, the Inspector Coordinator General in Charge of Science Education, the Registrar of the
Cameroon General Certificate of Education Board, the Director of Secondary General Education, the Director of Private Education, Regional Delegates for
Secondary Education, Divisional Delegates for Secondary Education, Education Secretaries of various Lay and Confessional Education Agencies, Principals
and Teachers of public and private schools, each in their sphere of competence, are responsible for the strict implementation of this order which shall be
registered and published in the Official Gazette in English and French.
Done in Yaoundé, on the
The Minister of Secondary Education

CC:
-PRC;
-PM;
-MINESEC/CAB/IGE/Directorates;
-Ministry of Higher Education;
-Regional Delegations of MINESEC;
-National Representatives of Organisations of Private Education;
-Offices of Education Secretaries of Lay and Confessional Education Agencies;
-Schools/Institutions concerned;
-Archives;
-Chrono.

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REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

Peace – Work - Fatherland Paix – Travail – Patrie

MINISTRY OF SECONDARY EDUCATION

BIOLOGY TEACHING SYLLABUS

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES

LEARNING AREA: SCIENCE AND TECHNOLOGY

WEEKLY WORKLOAD: TEACHING: 06PERIODS (05 HOURS)

PRACTICALS: 03 PERIODS (2.5 HOURS)

II. GENERAL INTRODUCTION ...................................................................................................................................................................................................... 7

III. EVALUATION OF THE OUTCOME OF THE BIOLOGY SYLLABUS ................................................................................................................................. 8

V. READING AND UNDERSTANDING OF THE SYLLABUS ON COMPETENCY BASED APPROACH ................................................................................... 9

VI. PRESENTATION OF THE MATRIX ..................................................................................................................................................................................... 10

VII. TIME ALLOCATION AND OVERVIEW OF THE MODULES ............................................................................................................................................ 10

VIII. END OF SECOND CYCLE LEARNER’S EXIT PROFILE .................................................................................................................................................... 11

IX. CONTRIBUTIONS OF THE SYLLABUS TO THE AREA OF LEARNING.......................................................................................................................... 12

X. CONTRIBUTIONS OF THE SYLLABUS TO SOCIETAL LIFE............................................................................................................................................... 12

XI. PRESENTATION OF FAMILIES OF SITUATIONS COVERED BY THE SYLLABUSES .................................................................................................. 13

TABULATED SYNOPSIS OF THE MODULES OF THE SYLLABUS ............................................................................................................................................. 13

LOWER SIXTH SYLLABUS ............................................................................................................................................................................................................. 15

UPPER SIXTH SYLLABUS ............................................................................................................................................................................................................... 55

2 Chemistry Chemistry Chemistry Chemistry

3 Physics Physics Mathematics with Statistics Geology/Geography

 Electrical engineering  Pharmacy  Nursing  Laboratory technology

B. Planning of Teaching/Learning and Evaluation

No Subject LSS1 LSS2 LSS3 LSS4 USS1 USS2 USS3 USS4

III. EVALUATION OF THE OUTCOME OF THE BIOLOGY SYLLABUS

V. READING AND UNDERSTANDING OF THE SYLLABUS ON COMPETENCY BASED APPROACH

CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

VII. TIME ALLOCATION AND OVERVIEW OF THE MODULES

MODULE/ TITLE DURATION

1. Organisation and Maintenance of Life: 74 HOURS 48 HOURS 58 HOURS 21 HOURS

2. Health Education 37 HOURS 18 HOURS 34 HOURS 24 HOURS

3. Environmental Education 39 HOURS 34 HOURS ---- ---

4. Agriculture, Biotechnology & Sustainable Development ---- --- 53 HOURS 40 HOURS

ANNUAL HOURS ALLOCATION 150 HOURS 90 HOURS 155 HOURS 85 HOURS

TOTAL NUMBERS OF HOURS PER YEAR 240 240

VIII. END OF SECOND CYCLE LEARNER’S EXIT PROFILE

IX. CONTRIBUTIONS OF THE SYLLABUS TO THE AREA OF LEARNING

X. CONTRIBUTIONS OF THE SYLLABUS TO SOCIETAL LIFE

XI. PRESENTATION OF FAMILIES OF SITUATIONS COVERED BY THE SYLLABUSES

CYCLE LEVEL MODULE FAMILIES OF SITUATIONS

Meeting living organisms need to remain alive

TABULATED SYNOPSIS OF THE MODULES OF THE SYLLABUS

CYCLE LEVEL MODULES CATÉGORY OF ACTIONS

Creating awareness on the origin of diseases of the human systems.

Ameliorate and enhance the production of consumable food.

TIME ALLOCATION: (THEORY 74 HOURS & PRACTICALS 48 HOURS

INTRODUCTION TO THE MODULE

CONTRIBUTIONS TO THE GOALS OF THE CURRICULUM

 Apply the scientific approach (scientific reasoning) in problem solving;

Resources needed to accomplish the competencies include; To,

1. Use scientific procedures and practical skills in studying biology;

Category of Actions Core Knowledge Estimated No. of Theoretical Estimated No. of

enquiry and o Body of knowledge in biology. sense of materials

subjects (chemistry, physics, geology, maths etc) nature-Team spirit

nature, Laws Paradigms study biology. -Creative thinking,

Maintaining and ameliorating conditions for live

scope and logical reasoning.

faced by - Presenting biological information using Diagrams, respect for one

rules  Facilities. laboratory apparatus respect for one materials: