Biology Teaching Syllabus Second Cycle
Biology Teaching Syllabus Second Cycle
Biology Teaching Syllabus Second Cycle
Observing the environment in order to make informed choices on training options for a successful future
ANNUAL WORKLOAD:
324 PERIODS(270 HOURS)
COEFFICIENT: 05
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SUMMARY
I. PREAMBLE ................................................................................................................................................................................................................................. 3
IV. COMPETENCIES THAT THE SYLLABUS WOULD DEVELOP IN THE LEARNER .......................................................................................................... 9
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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
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.
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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
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.
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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.
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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
8 Computer Theory 4 4
Science Practical 2 2
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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
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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
OrganellesCells 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.
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.
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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.
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.
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VI. PRESENTATION OF THE MATRIX
Families of Examples of Categories of Examples of Content Aptitude Attitudes (life Other Resources
situations situations Actions Actions (Core Knowledge) (know-how) skills)
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The distribution of hours to the various modules is shown below:
*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.
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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.
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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.
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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.
2. HEALTH EDUCATION Taking appropriate measures to care for Human Systems and Organs.
Prevention of diseases and promoting health.
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LOWER SIXTHSYLLABUS
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MODULE I: ORGANISATION AND MAINTENANCE OF LIFE
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.
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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
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.
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KEY COMPETENCES AT END OF MODULE: 1
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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
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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
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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
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
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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,
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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.
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CONTEXTUAL COMPETENCIES RESOURCES
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
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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)
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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
foaming or
fizzing etc.
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CONTEXTUAL COMPETENCIES RESOURCES
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
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
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.
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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
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
described ) in protected
another.
Importance environments
used in crop
production.
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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
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
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-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
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
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CONTEXTUAL COMPETENCIES RESOURCES
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
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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
*explain the
-Nervous & Hormonal Control of Digestion
5.
sensory and/or
theirdigestive roles.
hormonal control
of the secretion of
the digestive
juices
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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:
leaves. balance
lost in plants under
different
Environmental
conditions
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-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
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MODULE II: HEALTH EDUCATION
TIME ALLOCATION: (THEORY 37 HOURS & PRACTICALS 18 HOURS)
INTRODUCTION TO THE MODULE
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.
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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.
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)
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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
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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
CONTEXTUAL COMPETENCIES RESOURCES
FRAME WORK
Family of Examples Category Examples of Essential knowledge Abilities Life skills Other
situations of of actions actions Topic Subtopic Contents (aptitudes) (attitudes) resources
situations
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- 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
animals
o Curative
measures:
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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
- Molluscs
Creating awareness on diseases that attack plants and animals
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
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Diseases transmitted by
- arthropods
- mollusc
m
m
H
fU
N
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pre
mu
viv
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T
the
the
sur
Ap
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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.
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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
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-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
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-Components -Interpret photographs -Evaluate the
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MODULE III: ENVIRONMENTAL EDUCATION.
TIME ALLOCATION: (THEORY 39 HOURS & PRACTICALS 34 HOURS)
INTRODUCTION TO THE MODULE
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.
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KEY COMPETENCIES AT END OF MODULE 111
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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
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CONTEXTUAL COMPETENCIES RESOURCES
FRAME WORK
CONTEXTUAL COMPETENCIES RESOURCES
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
important part
quadrat and of a biological Rain gauge,
Environmental pollution.
education.
change on the sampling Respect for Barometer’
Use of Ecosystems
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- Definition of terms: taxonomy, -identify -Observe Carry out a
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
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-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
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- 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
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
Films
2.1. Principles of Ecology
showing
feeding
relationshi
p and
Recycling
of matter.
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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
-Create field
guide
characteristics in different
biomes
-Identify the
different
biomes in
Cameroon
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- Impact of human population growth -Investigate Appreciate Learners
standards generation
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
12.5. Biodiversity Conservation -Main outcomes of the following agreements to conserve and Nature
Investigates how biodiversity and
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UPPER SIXTH SYLLABUS
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MODULE I: ORGANISATION AND MAINTENANCE OF LIFE
TIME ALLOCATION: (THEORY 68 HOURS & PRACTICALS 21 HOURS)
INTRODUCTION TO THE MODULE
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.
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KEY COMPETENCIES AT END OF MODULE 1
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.
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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.
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CONTEXTUAL COMPETENCIES RESOURCES
FRAME WORK
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Family of Examples of Category of Examples of Essential knowledge Abilities Life skills Other
situations situations actions actions Topic Subtopic Contents (aptitudes) (attitudes) Resources
-Definition; Describe the variety Advocate
13. REPRODUCTION
Propagating food and cash
-Advantages and disadvantages of reproduction means Artificial resources
Vegetative propagation
in living organism
methods as
-Natural cloning in plants effective
Understand the
Insufficient knowledge on the organization and maintenance of living organisms
techniques
o Budding as exemplified by mode of plant & animal
Hydra. reproduction resources
Eradicating prejudices of Genetic and Chromosomal abnormalities.
o Pollination significance of
o Double fertilization development of
o Seed & fruit formation seeds and fruits
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- Male and female reproductive -Describe the - Appreciate Biologists.
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
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.
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CONTEXTUAL COMPETENCIES RESOURCES
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
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.
and processing.
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- Structure & function of neurones -outline the roles of Understand that
sensory receptor all the activities Models of the
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-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
mechanisms.
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CONTEXTUAL COMPETENCIES RESOURCES
FRAME WORK
Family of Examples Category Examples of Essential knowledge Abilities Life skills Other
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
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.
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CONTEXTUAL FRAME COMPETENCIES RESOURCES
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
components adaptations
Recognize the importance of homeostasis for the survival of human life
Adaptations of different organisms to different environmental conditions
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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
- Describe the
features of a
synovial joint.
- Explain the
function of a motor
unit/
neuromuscular
junction/motor
endplate
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MODULE II: HEALTH EDUCATION
TIME ALLOCATION: (THEORY 34 HOURS & PRACTICALS 24 HOURS)
INTRODUCTION TO THE MODULE
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.
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CONTRIBUTION TO THE CURRICULUM
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.
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
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- 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
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
- 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-
Improving human health
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
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-Summary on Anatomy and Appreciate the explain the
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
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explain - Summary on anatomy and Describe how the Support the
good rest
kidney disorders
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-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
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.
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-Anatomy and physiology of the - Investigate how Practice
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MODULE III: BIOTECHNOLOGY, AGRICULTURE AND SUSTAINABLE DEVELOPMENT.
TIME ALLOCATION: (THEORY 53 HOURS & PRACTICALS 40 HOURS)
INTRODUCTION TO THE MODULE
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.
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KEY COMPETENCIES AT END OF MODULE 111
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
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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
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CONTEXTUAL COMPETENCIES RESOURCES
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
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-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
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
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- 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
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)
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-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
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
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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.
production of consumable
fertility practices
supply
20. AGRICULTURAL
economic purposes
SCIENCE
production
rubber, cotton
Gardens ,Farms,
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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.
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CONTEXTUAL COMPETENCIES RESOURCES
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
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- Definition of Evolution -state the general -appreciate how Physical
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
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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.
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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.
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