ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

BIOLOGY
SECONDARY SCHOOL LEVEL
FORM 3-6
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
 Biology Teachers’ Guide 2015-2022 FORM 3-4 and 5-6

ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge the following:
zz The Biology National Panel
zz United Nations Children’s Fund (UNICEF)

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TABLE OF CONTENTS

1. Acknowledgements............................................................................................................ 2

2. Organisation of the guide................................................................................................... 4

3. Introduction........................................................................................................................ 5

4. Syllabus Interpretation....................................................................................................... 6

5. Schem cum Plans or Schemes of work............................................................................. 8

6. Lesson Plans................................................................................................................... 10

7. record Keeping................................................................................................................ 12

8. Curriculum delivery.......................................................................................................... 12

9. Scope of the guide........................................................................................................... 14

10. Scope and sequence..................................................................................................... 16

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1.0 ORGANISATION OF THE TEACH- This learning area encourages the learners to employ
biological skills in solving real life problems and also em-
ERS’ GUIDE phasizes the link between human activities and the en-
vironment. Learners acquire knowledge and skills of in-
This is a document intended for you to realise the ex- quiry that help them to critically examine issues that arise
pectations of the new curriculum in the Biology learning in their own lives and in the public domain. The skills will
area. It guides you through the steps necessary for ef- be acquired through understanding of biological concepts
fective curriculum implementation. This teachers’ guide is and practical application. It is therefore important that the
divided into two parts which are Part A and Part B. Part A learners be afforded an opportunity to study Biology as
focuses on the critical documents you should have as a they prepare for self-reliance and future careers.
teacher whilst Part B covers curriculum delivery.

zz Part A: Critical Documents

Objectives
By the end of this part A on critical documents you should
zz Part B: Curriculum Delivery
be able to
a) identify the critical documents
b) interpret the National Syllabus
PART A c) develop the School Syllabus
d) develop preparatory documents
2.0 CRITICAL DOCUMENTS e) develop progress records

Introduction
As a teacher it is important for you to have the following
critical documents for effective curriculum implementa-
tion. The critical documents are:
zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Scheme cum plan or Schemes of Work and lesson
plans
zz Learner Profile
zz Progress Records
zz Register of Attendance

Rationale of the Learning Area

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UNIT 1

Curriculum Framework for Primary and Secondary Education 2015-2022

Introduction
This is a policy document that outlines the under pinning national philosophy ,principles, learning areas, the descrip-
tion and expectations of Ministry of Primary and Secondary education (MoPSE) at policy level. It outlines what the
nation expects you as a Biology teacher to deliver as you go about your duties.

Objectives
By the end of unit 1 you as the teacher should be able to;
zz identify key elements of the new curriculum
zz demonstrate understanding of the values that define the new curriculum

Key Elements
The following are the key elements of the curriculum framework

zz Background
zz Principles and values guiding the curriculum
zz Goals of the Curriculum
zz Learning areas
zz Teaching and learning methods
zz Assessment and learning
zz Strategies for effective curriculum implementation
zz The future

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UNIT 2

Syllabus interpretation

Introduction
Teachers constitute the backbone of any education system and as such your ability to deliver effective lessons de-
pends on careful planning. Planning begins with syllabus interpretation which forms the basis for development: of
zz school syllabus
zz scheme of work
zz lesson plan

Objectives
By the end of this unit you should be able to:

zz interpret the national and school syllabus understanding their components

zz construct a school syllabus

Types of syllabi

There are two types of syllabi that is the National Syllabus and the School Syllabus. The national syllabus is a ready
made document that is obtained from the ministry whilst the school syllabus is made at school level.

2.1 National Syllabus

Definition
It is an operational document that outlines and specifies the Learning area philosophy, aims and objectives, Learning/
teaching concepts and content, suggested methodology and assessment criteria at every level. As a teacher, you
should always have a Biology National Syllabus to guide you in your day to day teaching and learning activities.

Elements of the Biology National Syllabus

To interpret the syllabus you need to identify its components and establish links between and among them. Compo-
nents of the syllabus include;
zz Cover page
zz Acknowledgements
zz Preamble
zz Presentation of Syllabus
zz Aims
zz Syllabus Objectives
zz Methodology and Time Allocation
zz Topics
zz Scope and Sequence
zz Competency Matrix
zz Assessment
zz Glossary/Appendices

Content
Content forms the core of a given learning area. Topics are broken into sub-topics in the competence matrix depend-
ing on the learning area. The topics for Biology Forms 3 - 6 are in the respective Biology Syllabi. Refer to the National
Syllabi documents.

2.2 School Syllabus

Definition
This is an operational document drawn at school level from the National Syllabus by organising learning experiences
taking into account local factors.

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Factors influencing drafting

The school syllabus is drafted taking into consideration different factors;
zz Level of learner performance (knowledge they already have)- make use of progress reports and evaluation
reports
zz Relevant facilities and resources (in biology one may consider expensive practicals being done in January
capitalizing on using left over materials from previous external examination)
zz Time allocation in the official syllabus
zz Local conditions that affect the choice and sequencing of topics
zz Education technology
zz Community influences

Elements
zz Topic/content
zz Activities
zz Time allocation
zz Methodology (N.B. learner – centred)
zz Instructional or teaching materials
zz Assessment

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UNIT 3

Scheme cum Plans or schemes of work

This is a document that you as a teacher should draw from the national and school syllabus. You should outline
the objectives activities, content, methodologies (see schemes of work/scheme cum plan template on page 9).You
should draw your scheme of work/scheme cum plans at least two weeks ahead of lesson delivery date. (Use of ICT
tools in drawing the documents is encouraged. However, as a teacher you are urged to avoid ready-made documents
and ensure that the schemes suit your learners and their particular environment.)

Components
zz Week ending
zz Topic/Content
zz Objectives
zz Competencies
zz Source
zz Methods
zz Activities
zz Evaluation

SCHEME OF WORK
Subject : Biology
Form :3
Term :1

AIMS

The scheme aims to help learners:

zz develop practical skills such as accuracy, objectivity, integrity and enquiry.
zz conduct experiments using the scientific methods of enquiry.
zz draw biological diagrams in two dimension.
zz interpret the relationship between living organisms and their environment.

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WEEK ENDING TOPIC/ CONTENT OBJECTIVES COMPETENCIES/ SOM/MEDIA FACILITY METHODS/ EVALUATION
SKILLS/ /EQUIPMENT ACTIVITIES
KNOWLEDGE

Plant and animal cell By the end of the -using the light zz National zz Micro zz Defining a
week pupils should be microscope syllabus 8.3.1 scope,on- cell.
zz Structural and able to: page 12 ions,blank
functional units
-Drawing zz School slides, cover zz Observing
zz Plant and animal -comparing syllabus slips cells under the
cell structure zz define a cell zz Introduction zz Bio-view- microscope
- Nucleus to biology ers and bio view-
- Cytoplasm zz identify parts of page 20 ers.
- Cell the cells zz Drawing
membrane Media and labeling
- Vacuole zz outline functions plant and ani-
- Cell wall of cell organelles zz Chart mal cells.
- Mitochondrion showing zz Comparing
Chloroplast compare the struc- typical plant the structures
tures of plant and and animal of plant and
Biology Teachers’ Guide 2015-2022 FORM 3-4 and 5-6

animal cells cell animal cells.

 Biology Teachers’ Guide 2015-2022 FORM 3-4 and 5-6

UNIT 4

Lesson Plans

Definition
This is a detailed daily plan of what you intend to deliver and how it will be done. This is to be used in the event of
you having drawn a scheme of work rather than a scheme cum plan. (See Detailed Lesson Plan Template on below)

Components
zz Date
zz Form
zz Time
zz Learning Area
zz Topics/Content
zz Sub topic
zz Source of material
zz Media
zz Equipment
zz Number of learners
zz Assumed knowledge
zz Lesson objectives
zz Stage
zz Teacher activities
zz Learner activities
zz Points to note
zz Evaluation

DETAILED LESSON PLAN

Date: 22 April 2016
Form: Form 3
Time: 11.30 -12.40
Learning Area Biology
Topic/Content: Plant and Animal cell
Sub-Topic: Plant Cell
S.O.M: - National syllabus 8.3.1 page 12
School syllabus
-Introduction to biology page 20

Media Chart showing typical plant cell

Equipment: Microscope,onions,blank slides, cover slips

Number of students: 30
Assumed Knowledge: learners know that cells are the building blocks of living things

Lesson Objectives
By the end of the lesson, learners should be able to:
zz identify the plant cell
zz draw a plant cell as seen under the microscope
zz identify parts of the plant cell
zz relate the parts of the plant cell to their functions

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STAGE TEACHER ACTIVITIES LEARNER ACTIVITIES POINTS TO NOTE

The teacher explains that Learners identify cells Plant cells are building blocks of plants
Introduction bricks are building blocks of as the building blocks of
5minutes buildings and asks learners plants
to identify building blocks of
plants

D e m o n - The teacher demonstrates Learners observe the

stration of how to prepare slides teacher demonstrating
preparation
of slides
10 minutes

Skill Devel- The teacher instructs pu- Learners individually

opment pils to go to their respec- prepare slides
Prepar ing tive workplaces and
Slides prepare slides

20 minutes
Skill Devel- The teacher instructs pu- Learners view the speci- Adjacent cells
opment pils to view the specimen men on slide using a light
Viewing and draw microscope and draw
through the three adjacent cells
microscope
and Draw-
ing
20 minutes

Labelling The teacher instructs Learners : -parts of the plant cell

cells learners to go into i. select one cell from their -functions of parts
10 minutes groups drawings
ii. Identify the parts of the
plant cell
iii. Discuss functions of
the parts
Feedback -The teacher instructs -feedback by learners
10minutes learners to give feedback
from their discussion

Conclusion The teacher asks learn-

Volunteers summarise
5 minutes ers to summarise the
covered concepts
following parts of the
lesson:
-how slides are prepared
-functions of parts of cells

LESSON EVALUATION:
Strength: .......................................................................................................................................................................
.......................................................................................................................................................................................
..................................................................................................................................................................

Areas to be improved: ...................................................................................................................................................

......................................................................................................................................................................................
.......................................................................................................................................................................................

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Unit 5

RECORDKEEPING

Learner Profiles
This is a comprehensive record of the learner’s social, economic and personal background and learning progress.
Profile assessment is a quality assessment tool designed for a variety of learners to determine their strengths and
identify areas of improvement. As a teacher, you should carry out profiling to track learner behaviour, knowledge,
attitudes, aptitudes, skills, values and performances on an on-going basis. This assessment informs teaching and
learning process and contributes to learner profile.

Progress Record
You should have a progress record to capture learner performance. When compiling this document you should exer-
cise a high level of professionalism as it will be used for the learners’ continuous assessment component.

Attendance Register
This is a critical document you should have as a teacher to track and record your learners’ lesson attendance. It may
also help to explain the performance of the learners.

Conclusion
The critical documents are an indispensable component of the new curriculum .Their importance in preparation and
evaluation of learning cannot be over emphasised.

3.0 PART B: CURRICULUM DELIVERY

1.1 INTRODUCTION
This section elaborates on the following aspects of the biology learning area; content, objectives, methodology, learn-
ing teaching materials, evaluation/assessment and class management.

Content
Under every topic in the syllabus the content to be covered is outlined. It is important for you to pay particular atten-
tion to the content that is supposed to be covered.

Objectives
Objectives should be SMART (specific, measureable,attainable, result oriented and time framed). They are more
specific statements that include both an action verb and a content reference.They are a clear statement of intended
learning outcome.

Methodology

As a teacher you should use the interactive, multi-sensory, learner centred and practical approaches. Principles of
independence, team work, completeness and stimulation must be applied to enhance the learning – teaching pro-
cess. The learners should be allowed to apply their experiences, knowledge, skills and attitudes in the learning of the
subject. The following are the suggested methods:

zz Experimentation
zz Discovery
zz Demonstrations
zz Problem solving
zz Discussions
zz E-learning
zz Group work
zz Educational tours
zz Project based learning
zz Research
zz Observations
zz Simulations

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Teaching-learning materials
To enhance learning as a teacher you are supposed to incorporate teaching learning materials that promote pupil
participation and discovery of scientific phenomenon .The material should create an environment that maximizes
learner –learner interaction.

ICT tools
Print media
Real objects
Apparatus
Models

9.0 ASSESSMENT

9.1 Scheme of Assessment

Forms 3 to 4 Biology assessment will be based on 40% continuous assessment and 60% summative assessment.
The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not
condone direct or indirect discrimination of learners.

Arrangements, accommodations and modifications must be visible in both continuous and summative assessments
to enable candidates with special needs to access assessments and receive accurate performance measurement of
their abilities. Access arrangements must neither give these candidates an undue advantage over others nor compro-
mise the standards being assessed.

Candidates who are unable to access the assessments of any component or part of component due to disability
(transitory or permanent) may be eligible to receive an award based on the assessment they would have taken. For
details on assessment refer to the Biology National Syllabus

Evaluation
You are supposed to evaluate at the end of each lesson and in the case of the scheme at the end of the week. When
you evaluate you are looking at the extent to which the objectives have been achieved and this is usually measured
by learners’ performance. You should also evaluate the teaching –learning methods, this encompasses the strength
and weaknesses of the methods used. You should evaluate the suitability of the equipment used. It is also important
to evaluate the timing of activities and class management. You should also bring out the way forward in terms of areas
of improvement and areas you can capitalise on.

Class Management
For you to be able to achieve your objectives and carry out all planned work class management is of paramount im-
portance especially given the new paradigm where all activities are learner centred. You should give clear instructions
on how learners will carry out their activities, the size of their groups, how they will move to activity to activity ,the
observations that they are supposed to make and the safety precautions that they are supposed to observe. You are
supposed to fairly distribute tasks so as to involve all learners. You are also supposed to give equal treatment to all
learners.

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 Biology Teachers’ Guide 2015-2022 FORM 3-4 and 5-6

UNIT 6

SCOPE OF THE GUIDE

Topics to be covered Form 3-4

Safety, Careers and Branches in Biology
Chemicals of life
Cells and cellular activities
Enzymes
Plant Science
Animal Science
Microbiology and Biotechnology
Genetics
Biodiversity
Ecosystems
Health and Diseases
Topics to be covered Form 5-6
Cell Structure and Function
Biological Molecules and Water
Cell and Nuclear Division
Genetic Control
Gene Technology
Inherited Change and Evolution
Energetics
Transport Systems
Nervous Control
Reproduction
Ecology
Biodiversity
Human Health and Diseases

Topic: Plant and animal cell

Sub topic: Plant cell

zz Content: Structural and functional unit of plants

zz Plant cell structure
- Nucleus
- Cytoplasm
- Cell membrane
- Vacuole
- Cell wall
- Mitochondrion
- Chloroplast

Methodology and Activities

Preparation of slides using onion, the specimens can be stained using methylene blue or iodine.
Viewing of cells using the light microscope
Drawing cells as seen under the microscope.

Teaching and learning material

Microscope, onion, iodine solution, methylene blue/iodine, blank slides, cover slips,

Evaluation
To what extent have the objectives been achieved?
How effective were the teaching – learning activities
How effective was your class management in terms of time management, order and clarity of instructions
How the learners responded

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Conclusion

This guide is not exhaustive, your initiative and creativity is of paramount importance in the successful implementa-
tion of the new curriculum. You need to embrace the new paradigm which puts the learner at the centre of all class
activities and encourages learning that is relevant to the learner’s environment and the outcome should move Zimba-
bwe to a higher level in terms of socio-economic status. In order to foster competency development for further studies,
life and work, the following cross-cutting priorities have been taken into consideration: gender and inclusivity, envi-
ronmental issues, information and communication technology tools, children’s rights and responsibilities, disaster risk
management, life skills, collaboration, sexuality, HIV and AIDS, respect for life and heritage studies

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 Biology Teachers’ Guide 2015-2022 FORM 3-4 and 5-6

Annexture:

Scope and sequence

TOPIC FORM 3 FORM 4

7.1 Safety, Careers zz Safety in the laboratory zz Safety labels and symbols
and Branches in Biology zz Branches of Biology
zz Careers

7.2 Chemicals of life zz Constituents and identification of : Classification ,chemical structure

- Water and uses:
- Carbohydrates - Carbohydrates
- Proteins - Proteins
- Lipids - Lipids
- Nucleic acids - Nucleic acids

7.3 Cells and cellular zz Plant and animal cell structure -

activities zz Cell specialization
zz Cellular transport

7.4 Enzymes zz Nature and properties of enzymes zz Industrial application of

zz Mode of action enzymes

zz Nutrition
7.5 Plant Science zz Productivity zz Reproduction
zz Transport zz Coordination and response

7.6 Animal Science zz Nutrition zz Productivity

zz Gaseous exchange zz Homeostasis
zz Respiration zz Coordination and response
zz Transport zz Endocrine system
zz Immunity zz Skeletal system
zz Sexual reproduction in humans

7.7 Microbiology and zz characteristics Types and economic -Recombinant Gene Technology
Biotechnology importance of microorganisms

7.8 Genetics zz Chromosomes and Genes

zz Monohybrid inheritance zz Variation
zz Mutations zz Selection

7.9 Biodiversity zz Classification zz Threats and conservation

measures

7.10 Ecosystems zz Ecosystems zz Management of ecosystems

zz Natural systems
zz Artificial systems

7.11 Health and zz Health zz Drug use and abuse

Diseases zz Diseases (Infectious and
non-infectious)

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TOPIC FORM 3 FORM 4

7.1 Cell Structure and zz Microscopy
Function zz Plant and Animal Cells
---
zz Organelles and their functions
zz Eukaryotic and Prokaryotic cells
zz Movement of substances into and
out of cells
---
7.2 Biological Molecules
zz Carbohydrates
and Water zz Lipids
zz Proteins
zz Water
---
7.3 Cell and Nuclear
zz The Cell cycle
Division zz Mitosis
zz Meiosis

zz Nucleic Acids
7.4 Genetic Control ---
zz Structure and replication of DNA
zz Protein synthesis

7.5 Gene Technology --- zz Insulin Production

zz Genetic Screening and
Finger Printing
zz Gene Therapy
zz Benefits and Hazards of
Gene Technology
zz Ethical implications of
Gene Technology

7.6 Inherited Change and zz Nature of Gene zz Natural selection

Evolution zz Monohybrid and Dihybrid zz Artificial selection
Crosses
7.7 Energetics
zz ATP Structure and Synthesis ---
zz Photosynthesis
zz Respiration

7.8 Transport Systems zz Structure and Mechanisms of zz Mammalian circulatory

system
transport systems in plants

7.9 Nervous Control --- zz Need for communication

zz Action potential
zz Cholinergic synapse

7.10 Reproduction zz Asexual Reproduction in

--- PlantsSexual Reproduction in
Plants
zz Sexual Reproduction in
Humans

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TOPIC FORM 3 FORM 4

7.11 Ecology --- zz Levels of ecological
organization
zz Nitrogen cycle
zz Effects of human activities
on ecosystems
zz Conservation

zz Classification
7.12 Biodiversity
--- zz Importance of Biodiversity

zz Drug and substance abuse ---

7.13 Human Health and
Diseases
zz Global distribution of Diseases
zz Immunity

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