BIOLOGY SYLLABUS ADVANCED SECONDARY CURRICULUM
i) Inquiry-based learning: Learners explore biological phenomena through research in the Senior Six 9. Ecology Population Ecology 90
form of investigations and experiments. This helps to develop investigative and critical- Term 3 Succession and Ecological
thinking skills and encourages active learning. Restoration
ii) Experiential learning: Learners engage in hands-on experiments and/ or field trips to Energy Flow in the Ecosystem
collect data and explore biological concepts. This fosters reflection and builds Concept of Carbon Footprint
transferable skills that are applicable beyond school.
Invasive Species
iii) Problem and project-based learning: Learners design scientific investigations to solve
real-world problems. This encourages self-directed learning and builds Food Security
real-world skills.
1.16 Note to users
1.15 Programme Planner Each topic has a competency, which is a broad statement that brings out what the learner is
Senior Five and Six expected to do at the end of the topic. The competency is further broken down into learning
Class Topic Sub-topics Periods outcomes, for which suggested learning activities and sample assessment strategies are
Senior Five 1. Cell Biology Chemicals of Life 90 developed as seen in the three columns below.
Term 1 Microscopy Learning Outcomes Suggested Learning Activities Sample Assessment
Ultrastructure of Plant, Animal, and Strategy
Bacterial Cells A statement of the knowledge, The sort of hands and minds on Opportunities for
Diversity of Tissues understanding, skills, generic skills, engagements, enable the learner assessment within the
Senior Five 2. Nutrition in Plants Photosynthesis in C3 and C4 Plants 28 values, and attitudes expected to be to achieve the learning outcome learning process that
Term 2 3. Transport in Transport of Gases in Humans 80 learned by the end of the topic. including the generic skills and is, during and after the
Humans Immunity in Humans Hence each learning outcome is values. They are designed to lesson.
Senior Five 4. Respiration Mitochondrion Structure and 30 coded with some of these as k, u, s, enable learners to Discover,
Function gs, and v/a for emphasis to the Explain, Apply, and Analyse (DEAA)
Term 3
ATP Production Processes teacher on what to consider during as they participate in knowledge
Negative Feedback Mechanisms 78 the lesson. construction.
5. Homoeostasis
Osmoregulation
Senior Six 6. Coordination Plant Hormones and Responses 90 The learning activities and assessment strategies in the syllabus are “suggested” and “samples”
Impulse Transmission respectively and not exhaustive. Teachers are encouraged to develop more learning activities
Term 1
Sensory Receptors and assessment strategies that are based on the learning outcomes. In addition, teachers are
Behaviour free to customise the suggested learning activities to make them suitable for their respective
Senior Six 7. Inheritance and Nucleic Acids Structure and Function 18 learning environments and for learners with special educational needs.
Term 2 Evolution Gene Technology 72
Mendelian and Non-Mendelian
Inheritance
Evolutionary Advancements in Life
Process in Animals
Speciation and Extinction
8. Growth in Plants Growth in Plants 36
and Development Metamorphosis in Insects
in Insects
8 9
8 9
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