Biology Syllabus Forms 3-4

Republic of Malawi
Syllabus for
Biology
Forms 3 and 4
Ministry of Education, Science and Technology

Syllabus for
Biology
Forms 3 and 4
Ministry of Education, Science and Technology

Prepared and published by
Malawi Institute of Education

PO Box 50
Domasi
Malawi
Email: miedirector@sdnp.org.mw
© Malawi Institute of Education 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.
First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for biology:
Lucia Chidalengwa - DTED-SMASSE

Mclenelous C Chimenya - Kamuzu Academy
Dr Nellie Mbano - Chancellor College
Victory M Chimbalanga - Puteya Secondary School
Prince RF Phwetekele - Domasi College of Education
Dr Martin Gulule Bunda College of Agriculture
Alison S Mhlanga - Malawi Institute of Education
Votie Mboweni - Lilongwe Girls Secondary School
Grace Mphandamkoko - Department of Inspectorate and Advisory
Services
Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.
MoEST and MIE would also like to thank Prof JE Chisi, Dr Stephen Njolomole, George Vakusi
and Getrude Masola who helped in the refining of the syllabus. Finally, thanks should also go to
H Nsasa for providing expert advice on the syllabus during its development.
Production team
Editing: Max J Iphani

Typesetting and
layout: Brenda Makanani
Editor-In-Chief: Max J Iphani
Contents
Page
Acknowledgements .. ........................................................................................................ iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ..... ........................................................................................... viii
Rationale for biology ......................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 3 and 4 ............................................................................. 19
References ........................................................................................................................... 71
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.
It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)
Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.
The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.
It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.
Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.
Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)
vi
The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.
This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.
The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.
TEACHING LEARNING
Developmental outcomes
Secondary education outcomes
Assessment standards
Success
criteria
ASSESSMENT
The developmental structure of the secondary school curriculum in Malawi
vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:
1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues
Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills
viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility
Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development
Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing
Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors
Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment
Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources
Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills
x
Rationale for biology
Biology helps students understand themselves and the world around them and apply scientific,
technological, indigenous and non-indigenous knowledge and skills to identify problems and
come up with appropriate solutions for their personal advancement and the development of
their society. The subject helps students adopt health-promoting behaviour in the centre of
prevalent diseases.
Biology helps students to acquire positive attitudes towards the environment and interact with
it in a responsible and sustainable manner in order to mitigate the impact of climate change. It
also helps them develop scientific attitudes such as curiosity, creativity and inquiring mind.
Core elements and their outcomes

Core elements are broad topics, themes or areas of study. The biology syllabus has seven core
elements. An outcome has been stated under each of the core elements. The outcomes are what
the students are expected to achieve by the end of the secondary school cycle. The core elements
for biology and their corresponding outcomes are as follows:
Research skills
The student will be able to apply thinking, study, problem solving and investigative skills and
techniques to solve problems in everyday life.
Environment
The student will be able to interact with the environment in a responsible manner for its
sustainability and to mitigate the impact of climate change.
Plant biology
The student will be able to discuss the diversity, structure and functions of plants and their role
in the environment.
Animal biology
The student will be able to demonstrate an understanding of the diversity, forms and functions
of animals.
Human biology
The student will be able to apply the knowledge of forms and functions of the human body and
human diseases to promote health behaviour in communities.
Micro-organisms
The student will be able to understand and analyse the role of micro-organisms in the
environment.
Genetics and evolution

The student will be able to demonstrate an understanding of genetics as a means of variations,
survival, evolution and its use in biotechnology.
xi
xii
Scope and sequence chart for Forms 1 to 4
Core element Form 1 Form 2 Form 3 Form 4

Research skills Investigative techniques Investigative skills
 safety measures  planning investigations
 risk factors  carrying out
 handling of accidents investigations
 scientific apparatus and their  recording and
uses analysing data
 drawing conclusions
Drawing biological diagrams
 scientific apparatus
 observation of specimen and
drawing accurate diagrams
 calculation of magnification
Recording measurements
 measurements of organisms
 calculation of variables from
measurements
Study skills
 summarising information from
books in the form of tables,
flow diagrams and notes
1
Environment Organisms and their Organisms and their
environment environment
 characteristics of living things  sampling methods
 estimation of size of a
population of organisms
Classification of living things
 how well samples represent
 classification of organisms
populations
according to:
- similarities and differences Estimation of plant and
- habitats animal population
- feeding methods  quadrat modelling
 population estimates using
Identification of living things
quadrat and transects
 identification of living things
 advantages and limitations
using:
of quadrat, capture and
- dichotomous keys
recapture methods
- hierarchy
- scientific names Energy flow in a food chain
 food chain and food web
Food chains and food webs
construction
 plants as food producers
 food pyramid construction
 animals as food consumers
 energy flow in an
 identification of animals
ecosystem
according to mode of feeding
 construction of food chains and Nutrient cycles in an
food webs ecosystem
 water cycle
Feeding structures in animals
 carbon cycle
 identification of the feeding
 nitrogen cycle
structures of animals
2
 functions of feeding structures Components of an ecosystem
of animals  physical factors
 the relationship between  plant communities
feeding structures and the  animal communities
food which the animals eat Effects of physical factors on
organisms
 soil
 light
 humidity
 pH
 amount of oxygen
 water
 temperature
 mineral salts
 land
Plant and animal communities
in aquatic and terrestrial
ecosystems
 life forms in aquatic and
terrestrial ecosystems
 adaptation of plants and
animals to various
environments
Climate change
 effects of human interaction
with the environment
 impact of human activities
3
on the environment
Ways of mitigating the impact
of climate change
 causes of climate change
 relationship between the
impact of human activities
on the environment and
climate change
Plant biology Plant diversity Plant structures and Plant structure and function Tropisms
 flowering and non-flowering functions  structure and functions of  plant responses to
plants  internal structure of: plants various stimuli
 monocots and dicots - leaves  adaptations of leaves for  types of tropisms
- stems photosynthesis - geo-tropism
 characteristics of:
- roots  gaseous exchange in leaves - photo-tropism
- non-flowering plants
 functions of  mesophyll cells as seen - hydro-tropism
- flowering plants
- leaves through an electron  investigating tropisms
 external features of:
- stems microscope  role of auxin
- non-flowering plants
- roots  functions of parts of a plant  nastic/directional
- flowering plants
 leaf structures and cell responses in plants
 habitants of different groups of
plants functions Photosynthesis
 distribution of  process of photosynthesis
stomates on the upper  light and dark/carbon
and lower sides of a stages of photosynthesis
leaf  fate of glucose after
photosynthesis
 functions of mineral
Photosynthesis
elements in plant growth
4
 food making in green and photosynthesis
plants  leaf pigments
 raw materials for  importance of
photosynthesis photosynthesis
 conditions necessary
Transport in plants
for photosynthesis
 transport systems in plants
 investigations on
 plant tissues used in
conditions necessary
transport
for photosynthesis
 structural and functional
- light
differences between xylem
- carbon dioxide
and phloem
- chlorophyll
 processes of diffusion,
osmosis and active
transport
 translocation
Transpiration
 transpiration stream
 importance of transpiration
 factors that affect the rate
of transpiration
Animal biology Animal structures and Main groups of animals

functions  invertebrates and
 external features of: vertebrates
5
- invertebrates (insects, - collection
nematodes, annelids, - analysis
crustaceans, arachnids, - identification using
molluscs) dichotomous keys
- vertebrates (fish, Internal structure of
amphibians, reptiles, vertebrates
birds, mammals)  internal features of selected
vertebrates
 comparing and contrasting
systems of selected
invertebrates
- locomotory
- reproductive
- circulatory
- respiratory
Locomotion in vertebrates
of locomotory systems in
birds, mammals and fish:
- locomotory structures in
birds, fish and
mammals
- locomotion in fish, birds
and mammals
- adaptations of fish,
birds and mammals to
locomotion
6
Human biology Nutrition in humans Blood donation Digestive enzymes Respiratory system
 food nutrients  types of blood donors:  effects of enzymes on end  breathing mechanism in
 food substances - family replacement products of digestion human beings
 functions of different types of donors  properties of enzymes  factors that influence
food nutrients - voluntary non-  investigations on enzymes breathing mechanisms in
 food tests remunerated activity on end products of human beings
 common sources of food donors carbohydrates, proteins and  functions of the medulla
nutrients  process of blood lipids oblongata in the
donation regulation of breathing
Balanced diet Food absorption
 role of Malawi Blood  measuring and
 meaning of balanced diet  structures involved in food
Transfusion Service calculating breathing
 designing a balanced diet absorption
(MBTS) rate
 absorption of food
Deficiency diseases  MBTS activities  lung capacity and how to
substances
 examples measure it
Respiratory system  adaptation of small
 causes  tissue respiration
 parts of the respiratory intestines for absorption
 signs and symptoms  differences between
system and their  parts of a villus
 prevention aerobic and anaerobic
functions  functions of colon/large
 treatment respiration
 breathing mechanism intestines
 causes of obesity
 composition of exhaled Gaseous exchange in
 ways of preventing obesity Functions of the liver in
air humans
relation to digestion
Digestive system  artificial ventilation  importance of gaseous
 functions of the liver
 parts of the human digestive exchange
Nervous system - control of proteins,
tract  gaseous exchange in
 stimulus and response lipids and sugar
 functions of parts of the human lungs and tissues
 parts of the nervous - bile production
digestive tract  adaptations of
system and their - storage
 process of digestion respiratory structures in
functions:  fate of the products of
 physical and chemical digestion human beings
- central nervous digestion
 enzymes involved in digestion
7
 end products of digestion system
- amino acids - peripheral Abnormal conditions of the Abnormal conditions
- glucose - autonomic digestive system associated with the
- fatty acids  effects of alcohol and  Abnormal conditions of the respiratory system
- glycerol Indian hemp on the digestive system  abnormal conditions
nervous system - constipation associated with the
Circulatory system - diarrhoea respiratory system
 parts of the human circulatory - nausea - asthma
system and their functions Sense organs
 parts of the eye, ear, - indigestion - bronchitis
- the heart - ulcers - pulmonary TB
- arteries and skin and their
functions - vomiting  carbon monoxide
- veins - heart burn poisoning and its
- capillaries  defects of the eye and
ear and their correction  Preventive measures and prevention
 blood circulation remedies  effects of smoking
 composition of blood  care for eyes, ears and
skin Circulatory system
- plasma  functions of the circulatory
- blood cells (red and white) system
- platelets Locomotion
 parts of the skeleton  structures of the heart Excretory system
 functions of components of  sections of blood vessels
 bone structure and  parts of the human
blood  need for a circulatory excretory system
functions
Anaemia  types of muscles and system for large animals  functions of parts of the
 causes eg (worms, bleeding, their functions human excretory system
lack of nutrients) Roles of blood cells  parts and functions of
- voluntary
 signs and symptoms  types of blood cells the kidney
- involuntary
 prevention  structures and functions of
- cardiac
 treatment blood cells Effects of salts and water on
 antagonistic muscles
 roles and properties of urine production
Worm infestations haemoglobin
Injuries to bones and  effects of eating and
- roundworms  process of blood clotting
8
- hookworms joints drinking habits on the
- tapeworms  types of joints Role of the heart in blood kidney
- threadworms  injuries to bones circulation  effects of water on
- bilharzia worms - fractures  how the heart works quality and colour of
 life cycles of worms  injuries at joints  measuring pulse rate urine
 modes of transmission - sprains  effects of physical activity
Role of antiduratic hormone
 signs and symptoms - strains on pulse rate
 role of ADH in
 preventive and control - dislocations Abnormal conditions osmoegulation
measures  first aid for injuries to associated with the circulatory
bones and joints system How dialysis machines
Human diseases  heart attack work
 diarrhoeal diseases  cardiac arrest  kidney failure
- cholera and  high blood pressure  how the dialysis machine
dysentery  fainting works
- causative agents  heart failure  comparison of the
- signs and  prevention of problems dialysis machine and the
symptoms associated with the kidney
- mode of circulatory system
transmission Lymphatic system Structure of neurones
- prevention  components of the  structure of neurone
- treatment lymphatic system  functions of parts of
 sexually-transmitted  relationship between neurones
diseases plasma, tissue fluid and  types of neurones
- gonorrhoea, lymph  functions of the different
syphilis,  formation of lymph types of neurones
candidiasis, warts,  importance of the Impulse transmission
HIV and AIDS lymphatic system  transmission of nerve
- causes
9
- modes of Parts of human reproductive impulses
transmission system  functions of parts of
- signs and  parts and functions of the neurones
symptoms human reproductive system
The brain and the spinal
- prevention
Menstrual cycle cord
- treatment
 role of hormones in the  the central nervous
 caring for HIV and
menstrual cycle system
AIDS patients
 comparison between the
 misconceptions about Fertilisation and conception
brain and the spinal cord
HIV and AIDS  processes of fertilisation
 functions of parts of the
 effects of STIs and conception
central nervous system
including HIV and  how twins come about
AIDS on : Reflex actions
The placenta
- the individual  reflex actions
 structure and functions of
- the family  experimentation on
the placenta
- the nation reflex actions
 adaptations of the placenta
 reflex arcs
Process of birth  significance of reflex
 process of birth actions
 importance of breast
Conditioned reflexes
feeding
 conditioned reflexes
 advantages of exclusive
 examples of conditioned
breast feeding over bottle
reflexes
feeding
 investigations on
Contraception coordination
 defining contraception
Diseases of the nervous
 methods of contraception
system
 mechanisms of various
10
contraceptives  polio
 importance of contraception  meningitis
 reliability of methods of  leprosy
contraception  tetanus
 stroke
Abnormal conditions
associated with reproduction Endocrine system
 problems associated with  the endocrine system
reproduction  how hormones of the
 prevention of abnormalities endocrine system work
associated with  comparison of the
reproductive system nervous and endocrine
systems
 problems associated with
nervous systems
Immunity
 meaning of immunity
 cells that are involved in
immunity
 types of immunity
- natural and artificial
immunity
- active and passive
immunity
First line defence
 examples of first line
defence
- skin how they work
11
- ear wax
- tears
- mucus
- hydrochloric
- cilia
- symbiotic bacteria
- blood clotting
 how first line defence
works
Vaccination
 how vaccination works
 diseases that can be
vaccinated against
 importance of
vaccination
HIV and immunity
 how HIV weakens the
immune system
 effects of HIV on
helper T-cells and
killer T-cells
 role of lymphatic system
on HIV immune
response
Organ transplants
 examples of organ
transplants
12
- kidney
- cornea
- heart
- skin
 factors to consider
before organ
transplant
Cancer
 meaning and causes of
cancer
 types of cancer
 factors that increase the
risk of cancer
 effects of cancerous cells
in the body
 organs commonly
affected by cancer
 prevention, control and
management of cancer
The ABO and rhesus blood
systems
 the ABO blood system
 blood groups
 rhesus blood system
 rhesus + and –
Blood transfusion
 Factors to consider
13
before blood transfusion
- ABO blood groups
- rhesus factor
- HIV and AIDS
- hepatitis
- syphilis
- malaria
Infectious diseases
 selected infectious
diseases
 signs and symptoms of
selected infectious
diseases
 modes of transmission of
the diseases
 prevention and control
measures of infectious
diseases
 relationship between
mode of transmission,
prevention and control
measures for infectious
diseases
 investigating
prevention and control
measures of school and
local community
14
Micro-organisms Micro-organisms
 groups of micro-
organisms (bacteria,
viruses, fungi,
protozoa, algae)
 culturing micro-
organisms
 distribution of micro-
organisms in nature
 structure of micro-
organisms
 conditions for the
growth of micro-
organisms
 role of micro-
organisms
- parasites
- decomposers
- symbionts
- biotechnology
- preservation and
storage of food and
other substances
Genetics and Principles of Mendelian Variations among
evolution genetics organisms
outline of Mendelian genetics  causes of variations
models of genetic crosses among organisms of the
ratios of genotypes and same species
15
phenotypes of offspring in  heredity
monohybrid crosses up to F2  age
generation  environment
application of principles of  types of variations
Mendelian genetics among organisms of the
ratios of monohybrid genetic same species
crosses  continuous
definitions of genetical terms  discontinuous
Sex determination and  variations as described
linkages using statistical terms
how sex is determined in  collection of data on
human beings variations among
sex ratios in human families organisms
relating sex ratios to genes  calculation of
frequencies, mean, mode,
Cell division
median and range
process of cell division
 presentation of data (bar
how the cell divides (mitosis
charts and histograms)
and meiosis)
chromosome structure and Mutations
functions  meaning of mutation
comparison of mitosis and  how mutations occur
meiosis  examples of mutations
 causes and effects of
Genes, DNA and mutations
chromosomes Natural selection
 relationship among  evidence of natural
chromosomes, DNA and selection and evolution
16
genes  examples of natural
 structure and functions of selection in action
chromosomes, DNA and
Speciation
genes
 how speciation occurs
 models of DNA  natural selection
 isolation
Biotechnology
 examples of plant and
animal breeding in
Malawi
 hybridization of plants
and animals
- production of hybrid
seeds and animals
- production of
varieties of poultry
- production of dairy
cattle
Application of
biotechnology
 application of
biotechnology in:
 agriculture
17
 medicine
 manufacturing
 process of genetic
engineering
 how insulin is produced
 other applications of
genetic engineering:
- improving milk and
yields
- production of
drought and pest-
resistant products
 ethical implications of
the use of biotechnology
 benefits and problems

associated with
biotechnology
Teaching syllabus for Forms 3 and 4
Form 3
Core element: Environment
18
Outcome: The student will be able to interact with the environment in a responsible manner for its sustainability and to mitigate the
impact of environmental degradation and climate change.
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe how 1 explain how Organisms and  defining sampling methods  discussions  sweep-nets
living things the their  taking samples of different  explanation  ropes
influence the populations of environment organisms and estimating  group work  rulers
environment organisms can their population  research  wall charts
be estimated  taking small and large samples  role play  markers
using samples of organisms and identifying  drama  gumboots
and interpreting differences  video watching  gloves
 discussing how well the  individual  DVD players
samples represent the appraisals  videos
populations  peer appraisals  sources of power
 group assessment  textbooks
 modelling  local
environment
19
2 estimate plant Estimating plant  making a model quadrat using  field study  first aid kits
and animal and animal diagrams, wood and  discussions  beads/seeds
populations populations transparent materials (eg,  explanation  nail vanish or
plastic paper)  group work paint
 estimating plant populations  research
 ICT
using quadrats and transects  drama
 quadrants
 discussing the advantages and  video watching
 sweep-nets
limitations of the quadrat  individual
 ropes
method appraisals
 rulers
 modelling mark-recapture  peer appraisals
 flip charts
using beads or seeds  group assessment
 markers
 estimating animal populations  oral and written
 local
using the mark-recapture exercises
environment
method
 discussing the advantages and
limitations of the mark-
recapture method
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standards activities learning and teaching and
20
3 explain how Energy flow in a  constructing food chains and  discussions  chart paper
energy flows in a food chain food webs  explanation  gumboots
food chain  constructing food pyramids (eg,  group work  markers
pyramids of numbers, biomass  research
and energy)  role play
 discussing how energy flows in  video watching
an ecosystem  individual
appraisals
 reading about nutrient cycles  peer appraisals
4 describe the Nutrient cycles  chart paper
(eg, water, carbon and nitrogen  group assessment
nutrient cycles in in an ecosystem  wall charts
cycles)  DART (Direct
an ecosystem  sources of power
 discussing nutrient cycles Activities Related
 ICT
 drawing nutrient cycles to Task)
 textbooks
 oral and written
 markers
exercises
 brainstorming the components  ICT
5 describe the Components of of the physical world  Textbooks
components of an an ecosystem (ecosystem):  local
ecosystem
- physical factors environment
- plant communities
- animal communities
 discussing the components of
the physical world
21
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
standards activities learning and and learning
assessment methods resources
6 explain the Effects of  brainstorming the physical  field study  wall charts
effects of physical factors factors influencing organisms in  discussions markers
selected physical on organisms an ecosystem (eg, soil, light,  explanation  flip charts
factors on humidity, pH, amount of  group work  textbooks
organisms oxygen, land, water,  research  local
temperature and mineral salts)  role play environment
 discussing the physical factors  video watching
influencing organisms in an  individual
ecosystem appraisals
 discussing the effects of physical  peer appraisals
factors on organisms  group assessment
 observing plants and animals exercises
7 describe plant Plant and animal  textbooks
(diversity and distribution) in a
and animal communities in  ICT
school environment
communities in aquatic and  local environment
 discussing plants and animal
aquatic and terrestrial  pictures
diversity and distribution in a
terrestrial ecosystems  students’
school environment
ecosystems experiences
 identifying organisms using local
and scientific names (lion,  first aid kits
leopard, cow, dog, mango,  gloves
maize, housefly, cockroach, bees)  gumboots
 sweep-nets
22
assessment methods learning
resources
 discussing life forms in aquatic
and terrestrial ecosystems
 discussing adaptations of plants
and animals to various
environments (eg, mesophytes,
xerophytes, hydrophytes,
camels, polar bears, goats, cattle
and sharks)
23
resources
able to:
 Explain the impact 1 explain the Climate change  brainstorming the impact of  field study  pictures
of human effects of - Effects of human activities on the  discussions showing
activities on the human human environment  explanation human
climate interaction on interaction on  observing the impact of  group work activities on the
the the human activities on the  video watching environment
environment environment environment  individual  chart paper
- Impact of  debating the impact of human appraisal  textbooks
human activities on the environment  peer appraisal  resource
interaction on  discussing the causes of land  group assessment persons
the degradation, eg:  oral and written  students’
environment - poverty exercises experiences
- illiteracy  markers
- overpopulation  local
- attitude environment
 discussing the impact of
human activities on the
environment using future`s
wheels
24
resources
2 discuss ways of Ways of  discussing climate change  textbooks
mitigating the mitigating the  outlining causes of climate  students’
impact of impact of climate change experiences
climate change change  relating the impact of human  resource
activities on the environment persons
to climate change  chart paper
 discussing the major impact of  markers
climate change:  ICT
- floods  local
- droughts environment
- storm wind
- rise in
temperature/global
warming
 discussing ways of mitigating
the impact of climate change
25
Core element: Plant biology
Outcome: The student will be able to discuss the diversity, structure and functions of plants and their role in the environment.
resources
able to:
 describe the 1 describe Plant structure  observing transverse section of  group work  markers
structure of plants structure and and function leaves  explanation  plants
and their functions of  drawing and labelling the  presentations  microscopes
functions plants cross section of leaves, stems  report writing  wall charts
and roots  DART (Directed  prepared slides
 explaining the adaptations of Activities Related  leaves
leaves for photosynthesis (eg, to Task)  scalpel
broad, thin, veins, stomates  group assessment  stains
and air spaces)  individual  slides and
 discussing gaseous exchange appraisals coverslips
in leaves  peer appraisals  local
 drawing and labelling parts of  practical work environment
a mesophyll cell as seen  demonstration
through an electron  oral and written
microscope exercises
26
 explaining the functions of
parts of a plant cell
resources
2 describe the Photosynthesis  describing the process of  group work  beakers
process of photosynthesis  explanation  water
photosynthesis  discussing the light and dark  presentations  leaves
stages of photosynthesis  report writing  mortars and
 explaining what happens to  DART pestles
glucose after photosynthesis  group assessment  filter paper
 discussing the functions of  individual  cellotape
mineral elements (eg, nitrogen, appraisals  dry stem
magnesium and iron) in plant  peer appraisals (support of
growth and photosynthesis  practical work filter paper)
 carrying out investigations on  demonstration  local
types of pigments in leaves  oral and written environment
 explaining the importance of exercises
photosynthesis
27
resources
3 describe Transport in  identifying tissues used in  group work  beakers
transport plants transport in plants  explanation  potatoes
systems in  describing the structural and  presentations  salt
plants functional differences between  report writing  sugar/glucose
xylem and phloem  DART  visking tubing
 explaining how substances are  group assessment  onion
transported in the xylem and  individual  pawpaw
phloem appraisals petioles
 describing the processes of  peer appraisals  water
diffusion, osmosis and active  practical work  roots
transport  demonstration  stems
 discussing the factors that  oral and written  food colours
affect the rate of diffusion exercises  leafy shoots
 discussing the significance of  razor blades
diffusion, osmosis and active  textbooks
transport  ICT
 discussing how translocation  local
occurs in plants environment
 investigating osmosis in
different plant tissues
28
resources
4 describe Transpiration  discussing the transpiration  brainstorming  textbooks
transpiration stream  explanation  potometers
in plants  discussing the importance of  DART  leafy shoots
transpiration  group work  vaseline
 discussing factors that affect  field visits  rubber tubings
the rate of transpiration  presentations  glass capillary
 investigating factors affecting  practical work tubes
the rate of transpiration  demonstration  millimetre
 oral and written rulers
questions  water
 peer appraisals  large containers
 individual  transparent
appraisals containers or
 group assessment plastic bags
 fans
 local
environment
29
Core element: Animal biology
Outcome: The student will be able to demonstrate an understanding of diversity, forms and functions of animals.
resources
able to:  collecting
 describe the 1 identify the Main groups of  collecting and analysing  field visits bottles
diversity of most abundant animals invertebrates (eg, insects,  group work  pictures and
animals, their animals in a - invertebrates nematodes, annelids  explanation charts
structure and given area - vertebrates crustaceans, arachnids and  presentations  sweep-nets
functions molluscs)  report writing  basket-nets
 collecting and analysing some  DART  rats/fish/frogs/
vertebrates (eg, fish,  group assessment birds
amphibians, reptiles, birds and  individual  samples of
mammals) appraisals dead/preserved
 identifying given animals  peer appraisals animals
using dichotomous keys  practical work  textbooks
 demonstration  ICT
 oral and written  local
questions environment

30
resources
2 describe the Internal structure  dissecting some selected  group work  pictures and
internal of vertebrates vertebrates (eg, fish,  explanation charts
structure of amphibians, reptiles, birds and  presentations  basket-nets
selected mammals)  report writing  rats/fish/frogs/
vertebrates  identifying the internal  DART birds
features of selected vertebrates  group assessment  dissecting kits
in detail (fish, amphibians,  individual  samples of
reptiles, birds and mammals): appraisal dead/preserved
- locomotory system  peer appraisal animals
- reproductive system  practical work  gloves
- circulatory system  demonstration  safety clothing
- respiratory system  oral and written  textbooks
 drawing and labelling the questions  ICT
internal features of selected  local
vertebrates environment
systems of some selected
vertebrates
31
resources
3 compare and Locomotion in  drawing and labelling  group work  textbooks
contrast vertebrates locomotory structures in birds,  explanation  charts
locomotory fish and mammals  presentations  ICT
structures of  discussing locomotion in fish,  report writing  students’
birds, birds and mammals  DART experiences
mammals and  explaining how birds, fish and  group assessment  pictures
fish mammals are adapted for  individual showing
locomotion appraisals movements of
 peer appraisals fish, birds and
 practical work mammals
 demonstration  local
 oral and written environment
questions
32
Core element: Human biology
Outcome: The student will be able to apply the knowledge of forms and functions of the human body and human diseases to promote
health seeking behaviour in communities.
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment methods resources
able to:
 describe the 1 discuss how Digestive  discussing properties of  group work  charts showing
structure and enzymes enzymes enzymes  explanation models of enzymes
functions of a influence the  planning investigations on  presentations  textbooks
human digestive process of enzyme activity  report writing  food stuffs
system digestion  conducting experiments on  DART  iodine
enzyme activity (eg, pH,  group assessment  ICT
temperature, size of particles  individual  liver
and nature of substrates) appraisal  hydrogen peroxide
 discussing the end products of  peer appraisal  egg albumen
digestion of carbohydrates,  practical work  pepsin
33
proteins and lipids  demonstration  HCl
 oral and written  sources of heat
exercises  thermometers
 razor blades
 local environment
resources
2 describe Food absorption  discussing the absorption of  group work  pictures
structures that food substances  explanation  textbooks
are involved in  discussing adaptations of  presentations  models
food absorption small intestines  report writing  charts showing
 drawing and labelling parts of  DART gut, small
a villus  group assessment intestines, villi
 discussing the functions of the  individual and liver
large intestines/colon appraisals  ICT
 peer appraisals
 discussing what happens to  practical work  textbooks
3 explain the role Functions of the food after digestion  demonstration  ICT
of the liver in liver in relation (assimilation – uses of glucose,  oral and written  students’
relation to to digestion amino acids, glycerol and fatty exercises experiences
digestion
acids)
 discussing the functions of the
34
liver:
- control of proteins
(deamination and
transmination)
- control of lipids
- control of sugar
- bile production
- storage
resources
4 discuss abnormal Abnormal  discussing abnormal  group work  textbooks
conditions conditions of the conditions associated with the  explanation  ICT
associated with the digestive system digestive system (eg,  presentations  chart paper
digestive system constipation, diarrhoea,  report writing  markers
nausea, indigestion, ulcers,  DART  students’
vomiting and heart burn)  group assessment experiences
 reading and discussing  individual
preventive measures and appraisal
remedies of abnormal  peer appraisal
conditions associated with the  practical work
digestive system  demonstration
 oral questions and
written exercises
35
resources
We will know this Students must be able
when the students are to:
able to:
 describe the 1 describe the Circulatory  brainstorming the functions of  group work  models
general structure human circulatory system the circulatory system:  explanation  pictures
and function of system - transport of oxygen, food  presentations  textbooks
the human substances, carbon  report writing  prepared
circulatory system dioxide, hormones  DART slides
- distribution of body heat  group assessment  charts
- defence against infections  individual  microscope
 observing and labelling the appraisal  ICT
structure of the heart  peer appraisal
36
 observing sections of blood  practical work
vessels using prepared slides  demonstration
or charts  oral and written
 discussing why large animals exercises
need a circulatory system
resources
2 explain the Role of blood  brainstorming the types of  group assessment  ICT
role of blood cells blood cells  individual  charts showing
cells  discussing types of blood cells appraisals blood cells
 discussing the structure and  peer appraisals  textbooks
functions of blood cells  practical work
 discussing the role of  demonstration
haemoglobin in oxygen  oral and written
transportation exercises
 discussing the properties of
haemoglobin
 discussing the blood clotting
37
process
 discussing how the heart

works  specimen/model
 measuring the pulse rate of mammalian
Role of the heart before and after a physical heart
3 discuss the role
in blood activity  BP measuring
of the heart in
circulation  discussing the effect of machines
blood
physical activity on the pulse  resource persons
circulation
rate  charts
 stop watches
resources
4 discuss Abnormal  brainstorming and discussing  group assessment  ICT
abnormal conditions abnormal conditions  individual  textbooks
conditions associated with associated with the circulatory appraisal  resource persons
associated with the circulatory system (eg, heart attack,  peer appraisal  students’
circulatory system cardiac arrest, high blood  practical work experiences
system pressure, fainting and heart  demonstration
failure)  oral exercise and
 discussing ways of preventing written exercises
problems associated with the
38
circulatory system
5 describe the  discussing the lymphatic

components of system  charts
the lymphatic Lymphatic  discussing relationship  textbooks
system system between, plasma, tissue fluid,  ICT
and lymphatic fluid (lymph)
 discussing the formation of
lymph
 discussing the importance of
the lymphatic system
resources
We will know this Students must be  describing how the dialysis
when the students are able to: machine works
able to:  comparing the dialysis
machine with the kidney
 describe the 1 discuss parts Parts of the  discussing parts of the human  group work  ICT
structure and and functions human reproductive system  explanation  textbooks
functions of the of the human  discussing the functions of the
39
human reproductive reproductive parts of the human  presentations  charts
reproductive system system reproductive system  report writing
system  DART
 group assessment
2 explain the  discussing the menstrual cycle  individual
menstrual  discussing the role of appraisal  charts showing
cycle Menstrual cycle hormones (eg, FSH, LH,  peer appraisal menstruation
progesterone and oestrogen)  practical work cycle
in the menstrual cycle  demonstration  textbooks
 oral and written  ICT
exercises
resources
3 describe the Fertilization and  discussing the processes of  group work  textbooks
process of conception fertilization and conception  explanation  ICT
fertilization  distinguishing between  presentations  charts showing
and conception fertilization and conception  report writing fertilisation
 discussing how twins come  DART
about  group assessment
40
 individual
appraisal
 discussing the role of the  peer appraisal  textbooks
4 explain the placenta  practical work  ICT
role of the The placenta  discussing the structure and  demonstration  charts showing
placenta functions of the placenta  oral and written placenta
 discussing the adaptions of the exercises
placenta
resources
5 describe the Process of birth  discussing the process of birth  group work  textbooks
process of  discussing the importance of  explanation  ICT
birth breast feeding (eg, nutrients,  presentations  charts showing
antibodies and birth control)  report writing breast feeding
41
 discussing the advantages of  DART
exclusive breast feeding over  group assessment
bottle feeding  individual
appraisals
 peer appraisals
 brainstorming methods of  practical work
6 explain the Contraception  contraceptives
contraception [eg,  demonstration
basis of  charts showing
sheath/condom, diaphragm,  oral and written
various contraceptives
spermcides, intra-uterine exercises
contraceptive  textbooks
methods device, (IUD), vasectomy,  ICT
contraceptive pill, tubal
ligation, norplant and
abstinence]
contraception
 discussing the reliability of the
methods of contraception
resources
able to:
 explain abnormal 1 describe the Abnormal  brainstorming problems  group work  textbooks
42
conditions abnormal conditions associated with reproduction  explanation  ICT
associated with conditions associated with (eg, sterility, STIs, fistula,  presentations  resource
reproduction associated with reproduction anaemia, abnormal menses,  report writing persons
reproduction cervical cancer, maternal  DART  students’
death)  group assessment experiences
 discussing problems  individual
associated with reproduction appraisals
 discussing ways of preventing  peer appraisals
abnormalities associated with  practical work
the reproductive system  demonstration
exercises
Core element: Genetics and evolution

Outcome: The student will be able to demonstrate an understanding of genetics as a means of variations, survival, evolution and its use in
biotechnology.
43
resources
able to:
 apply the 1 describe the Principles of  discussing principles of  group work  peas
principles principles Mendelian Mendelian genetics (characters  explanation  textbooks
underlying underlying genetics are controlled by pairs of  demonstration  ICT
Mendelian Mendelian genes –alleles):  presentations  pictures
genetics to genetic genetics - alleles of the same gene  report writing
crosses pass into separate cells  DART
during gamete formation  group assessment
- alleles of the same gene do  individual
not blend appraisal
- alleles of the same gene are  peer appraisal
inherited independently  oral and written
 modelling genetic crosses questions
resources
2 work out ratios Ratios of  applying the principles of  group work  plants
44
of genotypes genotypes and Mendelian genetics  explanation  students
and phenotypes of (monohybrid crosses)  demonstration themselves
phenotypes of offspring in  working out ratios of  presentations  chart paper
offspring in monohybrid monohybrid genetic crosses  report writing  markers
monohybrid crosses  DART  textbooks
crosses up to  group assessment  rulers
F2 generation  individual  ICT
appraisal
 peer appraisal
 textbooks
3 explain how Sex  discussing sex ratios in  chart paper
sex and sex determination families  markers
linkage are and linkage  brainstorming the results of  students’
determined in class sex ratios experiences
human beings  relating sex ratios to genes
 discussing how sex is
determined in humans
 discussing sex linkage (eg,
colour blindness, haemophilia)
resources
45
able to:
 describe cell 1 describe the Cell division  discussing how the cell  group work  markers
division in process of cell divides (eg, mitosis and  explanation  chart paper
humans division in meiosis)  presentations  models
humans  observing chromosomes  DART  prepared slides
 discussing the structure and  group assessment  microscopes
functions of chromosomes  individual  textbooks
 discusing the behaviour of appraisals  students
chromosomes during mitosis  peer appraisals themselves
and meiosis  demonstration  ICT
 comparing the processes of  oral and written
mitosis and meiosis exercises
 role playing the processes of
mitosis and meiosis
46
resources
 explain the 2 describe the Genes, DNA and  discussing the structure and  group work  students
relationship relationship chromosomes functions of chromosomes,  explanation themselves
amongst genes, amongst DNA and genes  demonstrations  chart paper
DNA and chromosomes,  reading about the structures  presentations  markers
chromosomes DNA and and functions of  report writing  books
genes chromosomes, DNA and genes  DART  ICT
 making models of DNA  group assessment  textbooks
 role playing the structures and  individual
functions of DNA and genes appraisals
 discussing relationships  peer appraisals
between chromosomes, DNA
and genes
Form 4
Core element: Plant biology
Outcome: The student will be able to discuss the diversity, structure and functions of plants and their role in the environment.
47
resources
able to:  observing tropisms in plants  field visits  clinostats
 describe the 1 describe plant Tropisms  explaining the meaning of  group work  cardboards
diversity of plants, responses to tropisms  explanation  seedlings
their structures various stimuli  describing types of tropisms  presentations  aluminium foils
and functions (eg, photo-tropisms, geo-  report writing  tins
tropisms, hydro-tropisms)  DART  pins
 carrying out investigations on  group assessment  cotton wool
tropisms  individual  tissue paper
 discussing the results of the appraisals  Mimosa
investigations on tropisms  peer appraisals pudica/www.utu
 explaining how tropisms occur  practical work be.mimosa pudica
 describing nastic responses in  demonstration  first aid kits
plants, eg, Mimosa pudica and  ICT
carnivorous plants)  textbooks
48
Outcome: The student will be able to apply the knowledge of forms and functions of the human body and human diseases to promote health
behaviour in communities.
resources
able to:
 describe the 1 describe the Respiratory  discussing the mechanism of  group work  ICT
structure and factors that system breathing in humans  explanation  charts showing
functions of the influence the  discussing the functions of  presentations different organs
human respiratory breathing medulla oblongata in the  report writing of respiration
system mechanism in regulation of breathing  DART  graphs showing
humans  measuring the breathing rate  group assessment air volume
before and after physical  individual  improvised
exercises appraisals spiral meters
 calculating the rates of  peer appraisals  textbooks
breathing  practical work  stop watches
 discussing the results of  demonstration
experiments on the breathing  oral and written
rate exercises
 measuring lung capacity
 discussing the results of
experiments on lung capacity
49
resources
2 explain how Tissue  discussing tissue respiration  group work  ICT
tissue respiration respiration  discussing the difference  explanation  textbooks
takes place between aerobic and anaerobic  presentations
respiration  report writing
 comparing aerobic and  DART
anaerobic respiration using  group assessment
chemical equations  individual
appraisals
 peer appraisals
 discussing the importance of  practical work
3 explain the Gaseous  ICT
gaseous exchange in  demonstration
importance of exchange in  textbooks
organisms  oral and written
gaseous humans  charts
 discussing how gaseous exercises
exchange
exchange takes place in lungs
and tissues
 comparing gaseous exchange
in lungs and tissues
 discussing adaptations of
respiratory structures in
humans
50
resources
4 explain Abnormal  brainstorming abnormal  group work  ICT
abnormal conditions conditions associated with the  explanation  charts
conditions associated with respiratory system (eg,  presentations  students’
associated with the respiratory asthma, bronchitis and  report writing experiences
the respiratory system pulmonary TB)  DART  resource
system  brainstorming how carbon  group assessment persons
monoxide poisoning occurs  individual  textbooks
 discussing first aid for carbon appraisals
monoxide poisoning  peer appraisals
 practising first aid for carbon  practical work
monoxide poisoning  demonstration
 brainstorming ways of  oral and written
preventing carbon monoxide exercises
poisoning
 discussing the effects of
smoking
 developing future’s wheels on
the effects of smoking (eg,
respiratory infections,
addiction, lung cancer and
harm to foetus)
51
resources
able to:
 describe the 1 discuss parts Excretory system  brainstorming parts of the  group work  textbooks
structure and and functions human excretory system  explanation  charts
functions of the of the human  drawing and labelling parts of  presentations  students’
human excretory excretory the human excretory system  report writing experiences
system system  discussing the functions of  DART  resource
parts of the excretory system  group assessment persons
 drawing and labelling parts of  individual  ICT
the kidney (eg, cortex, appraisals
medulla, nephron, pelvis and  peer appraisals
ureter)  practical work
 discussing the functions of  demonstration
parts of the kidney  oral and written
 describing how the kidney questions
works/functions
 brainstorming substances
excreted by the kidney (eg,
urea, uric acid, water, excess
mineral salts and toxic
substances)
52
resources
2 describe the Effects of salts  discussing the effects of eating  group work  textbooks
effects of salts and water intake and drinking habits on the  explanation  ICT
and water on urine kidneys  presentations  students’
intake on urine production  investigating the effects of  report writing experiences
production water on the quantity and  DART
colour of urine  group assessment
 individual
3 explain the ADH and  discussing the role of ADH appraisals  textbooks
role of osmoregulation and aldosterone in  peer appraisals  ICT
antiduratic osmoregulation  practical work  charts showing
hormone  demonstration nephrons
(ADH) on  oral and written
osmo- questions
regulation
4 explain how  discussing kidney failure (eg,  chart/picture

How the dialysis
the dialysis causes and effects, remedies, showing a
machine works
machine works less volume of fluid dialysis
(hypovolamia); diseases of the machine
kidney, eg, cancer, blockage of  textbooks
the ureters )  ICT
53
resources
able to:
 describe the 1 describe the Structure of  drawing and labelling a  group work  markers
structure and structure of the neurones diagram of a neurone  explanation  chart paper
function of the neurones  describing the structure of a  presentations  textbooks
nervous system neurone (eg, cell body,  DART  models
dendrites and myelin sheath)  group assessment  dart boards
 discussing types of neurones  individual  students’
(eg, motor, sensory and relay) appraisals experiences
 discussing functions of  peer appraisals  resource persons
neurones  demonstration
 discussing the transmission of exercises  textbooks
2 explain Impulse
impulse nerve impulses  pictures/models
transmission  discussing the functions of
transmission in  ICT
a neurone parts of a neurone
54
resources
3 discuss parts The brain and  drawing and labelling  group work  charts showing
and functions spinal cord diagrams of the central  explanation parts of the brain
of the brain nervous system  presentations  textbooks
and spinal  comparing the structure of the  DART  models
cord brain and the spinal cord  group assessment  students’
 discussing the functions of the  individual experiences
parts of the central nervous appraisals
system (eg, brain: cerebrum,  peer appraisals
cerebellum, medulla oblongata)  demonstration
exercises
4 describe reflex  discussing reflex actions  textbooks

Reflex actions  conducting experiments on
actions  students
reflex actions themselves
 discussing reflex arcs  chart paper
 drawing and labelling reflex  rulers
arcs  markers
 discussing the significance of
reflex actions
55
resources
5 describe Conditioned  brainstorming examples of  group work  textbooks
conditioned reflexes conditioned reflexes  explanation  dart boards
reflexes  discussing conditioned  presentations  students’
reflexes  DART experiences
 conducting investigations on  group assessment  maze
coordination (eg, effect of  individual
practice on hitting a target) appraisals
 recording and analysing data  peer appraisals
 writing reports  demonstration
 brainstorming diseases of the exercises
6 state the Diseases of the  textbooks
nervous system (polio,  students’
diseases of the nervous system meningitis, leprosy, tetanus experiences
nervous
and stroke)  chart paper
system
 discussing diseases of the  ICT
nervous system  markers
56
resources
able to:
 describe the 1 discuss the Endocrine  discussing the endocrine  group work  textbooks
endocrine system endocrine system system (eg, pituitary, adrenal,  explanation  charts showing
system pancreas, thyroid, testes,  presentations the endocrine
ovaries)  report writing system
 discussing how hormones  DART  charts showing
work (eg, adrenaline,  group assessment nervous system
thyroxine, insulin, glucagon)  individual  ICT
 comparing nervous and appraisals
endocrine systems  peer appraisals
 practical work
 demonstration
exercises
57
resources
able to:
 explain the 1 describe the Immunity  discussing the meaning of  group work  textbooks
mechanism of the immune immunity  explanation  students’
body defence system  discussing cells that are  presentations experiences
against infections involved in immunity  DART
2 outline types Types of  brainstorming types of  individual  textbooks
of immunity immunity immunity (natural and appraisals  ICT
artificial immunity: active and  peer appraisals  students’
passive)  demonstration experiences
 discussing types of immunity  oral and written
questions
3 explain how  brainstorming first line  students’
First line defence
58
the first line defences (skin, earwax, tears, experiences
defence works mucous, hydrochloric acid,  textbooks
cilia, symbiotic bacteria and  chart paper
blood clotting)  markers
 discussing how each of the
first line defences works
resources
4 discuss the Vaccination  brainstorming how  group work  textbooks
importance of vaccination works  explanation  resource
vaccination  discussing how vaccination  presentations persons
works  DART  students’
 brainstorming diseases that  group assessment experiences
have got vaccines (eg, TB,  individual  chart paper
measles, small pox, diphtheria, appraisal  markers
poliomyelitis, whooping  peer appraisal
cough, tetanus, rabies, viral  demonstrations
diarrhoea and pneumonia)  oral and written
 discussing diseases that have questions
got vaccines
immunization
59
resources
5 explain how HIV and  discuss how HIV affects the  group work  textbooks
HIV weakens immunity immunity of the body  explanation  resource
the immune  role playing the effects of HIV  presentations persons
system on helper T-cells and killer T-  DART  students’
cells  group assessment experiences
 discussing the role of the  individual  chart paper
lymphatic system on HIV appraisals  ICT
immune response  peer appraisals  Markers
 demonstration
questions
60
resources
able to:
 describe the basis 1 discuss organ Organ  discussing examples of organ  group work  textbooks
of organ transplants transplants transplants (eg, kidney,  explanation  students’
transplant cornea, heart and skin)  presentations experiences
 brainstorming factors to  demonstration  resource
consider before organ  oral and written persons
transplants exercises  ICT
 discussing factors to consider
61
before organ transplants
resources
able to:
 describe how 1 describe types Cancer  discussing the meaning and  group work  textbooks
cancer develops of cancer causes of cancer  explanation  resource
 discussing the types of cancer  presentations persons
(benign and malignant)  demonstrations  students’
 discussing factors that increase  oral and written experiences
62
the risk of cancer exercises  charts showing
 discussing the effects of cancerous cells
cancerous cells in the body  ICT
 brainstorming the examples of
organs commonly affected by
cancer (liver, throat, cervix,
prostrate gland, breast, colon,
skin and blood in the case of
leukemia)
 discussing ways of prevention
and controlling cancer
 discussing and management of
cancer (including palliative
care)
resources
able to:
 explain the ABO 1 describe the The ABO blood  brainstorming blood groups  group work  markers
and rhesus blood ABO rhesus system and (A, B, O, AB)  explanation  textbooks
systems systems rhesus blood  discussing the ABO and  presentations  resource
system rhesus blood groups  demonstrations persons
63
 oral and written  students’
exercises experiences
 chart paper
 ICT
2 describe Blood  brainstorming factors to  textbooks

factors to be transfusion consider before blood  resource
considered transfusion persons
before blood  discussing factors to consider  students’
transfusion before blood transfusion (eg, experiences
ABO blood groups, rhesus  chart paper
factor, HIV and AIDS,  brochures
hepatits, syphilis and malaria)  markers
Core element: Genetics and evolution

Outcome: The student will be able to demonstrate an understanding of genetics as a means of variations, survival, evolution and its use in
biotechnology.
resources
64
able to:  plants
 explain the causes 1 state the Variations  discussing variations among  brainstorming  students
of variation causes of among organisms  group work themselves
among organisms variations organisms  brainstorming the causes of  explanation  beans/peas
of the same among variation amongst organisms  demonstration  chart paper
species organisms of of the same species (eg,  presentations  markers
the same heredity, age and  report writing  rulers
species environment)  DART  hybrid plants,
 discussing the causes of  group assessment seeds and
variations among organisms of  individual animals
the same species appraisal  ICT
 peer appraisal  textbooks
 oral and written  local
questions environment
resources
2 describe types  discussing types of variations  ICT
of variations among organisms of the same  textbooks
species (eg, continuous and  pictures
dis-continuous)  plant specimens
 identifying continuous and (maize cobs)
65
discontinuous variations  students
amongst students themselves
 discussing continuous and  local
discontinuous variations environment
amongst students
 discussing continuous and
discontinuous variations
amongst other organisms
resources
able to:
 use statistical 1 describe the Variations  collecting data (students’  field visits  plants
66
terms to describe variations among heights, tongue rolling)  group work  students
variations among organisms  calculating frequencies, mean,  explanation themselves
amongst organisms mode, median and range  demonstration  chart paper
organisms using  discussing how to present data  presentations  graph paper
statistical  drawing bar charts and  report writing  markers
terms histograms  DART  textbooks
 group assessment  rulers
 individual  scales
appraisals  ICT
 peer appraisals  local
 oral and written environment
questions
resources
able to:
 explain how
67
evolution occurs 1 describe how Mutations  discussing the meaning of  group work  markers
mutations mutation  explanation  textbooks
occur  discussing examples of  demonstrations  chart paper
mutations  presentations  ICT
 discussing causes of mutations  report writing
 brainstorming and discussing  DART
the effects of mutations  group assessment
 individual
 discussing the meaning of appraisals  textbooks
2 outline the
evolution  peer appraisals  wall chart
evidence of
 discussing evidence of  practical work  ICT
evolution
evolution:  debate
- fossils records  role play
(palaentology)  oral and written
- comparative anatomy questions
- embryology
- geographical distribution
resources
3 describing Natural selection  discussing natural selection  textbooks
natural  discussing examples of natural  chart paper
68
selection in selection in action:  markers
action - sickle cell anaemia
- peppered moth
- drug resistance
4 explain how Speciation  brainstorming the meaning of  group work  textbooks

speciation speciation  explanation  chart paper
occurs  discussing how speciation  demonstrations  ICT
occurs (natural selection and  presentations  markers
isolation)  report writing
 DART
 individual
appraisals
 peer appraisals
 practical work
 debate
 role play
resources
69
able to:
 describe the 1 give examples Biotechnology  discussing plant and animal  group work  high breed
applications of of plant and breeding:  explanation plants, seeds and
biotechnology animal - production of hybrid seeds  demonstrations animals
breeding in - production of varieties of  presentations  ICT
Malawi poultry  DART  local
- production of dairy cattle  group assessment environment
 visiting places where plants  individual  wall charts
and animals are bred appraisals  textbooks
 peer appraisals  students’
 oral and written experience
exercises  resource person
2 describe the  discussing the applications of  textbooks

Applications of biotechnology in agriculture,  ICT
applications of
biotechnology medicine and manufacturing  students’
biotechnology
industry experiences
 resource persons
70
resources
3 describe the Process of  reading about genetic  textbooks
process of genetic engineering  ICT
genetic engineering  discussing the process of
engineering genetic engineering
4 explain how How insulin is  reading about the production  group work  ICT
insulin is produced of insulin  explanation  wall chart
produced  discussing how insulin is  demonstration  textbooks
produced  DART
5 discuss other Other  discussing other applications  individual  textbooks
applications of applications of of genetic engineering (eg, appraisals  ICT
genetic genetic improving yields through  oral and written
engineering engineering production of drought and exercises
pest-resistant products)
6 ethical Ethical  debating the benefits and

 textbooks
implications implications of problems associated with
 students
on the use of the use of biotechnology
themselves
biotechnology biotechnology  ICT
71
Outcome: The student will be able to apply the knowledge of forms and functions of the human body and human diseases to promote health
behaviour in communities.
assessment learning
methods resources
able to:
 describe common 1 outline Common  brainstorming signs and  group work  textbooks
human infectious selected infectious symptoms of selected disease:  explanation  charts
diseases infectious diseases - bacterial (eg, pneumonia, TB  presentation  students’
diseases and typhoid)  report writing experiences
- viral (eg, common cold, flu,  DART  resource
measles and chicken pox  group assessment persons
- fungal (eg, ringworm, thrush,  individual  ICT
athlete’s foot) appraisals
 discussing signs and symptoms of  peer appraisals
the diseases  practical work
 brainstorming modes of  demonstration
transmission of the diseases (eg,  oral and written
air, water, food, vectors and questions
direct contact)
 discussing modes of transmission
of diseases
72
References
Chinnery, L, Glasgow, J, Jones, M and Jones, G (1992). CXC Biology. United
Kingdom: Cambridge.
Chuah, D, Yee, LH & Lourdusamy, A (1974). Discovering integrated science, book 1.
Harare: Longman.
Harare: Longman.
Harare: Longman.
Croft, G, Chivere, A, Goredema, P, Mugadzaweta, J & Msora, K (1988). Step ahead: O-
Level science in Zimbabwe. Harare: Longman Zimbabwe.
Fullick, A (1994). Biology. Oxford:Heinemann.
Gater, S & Robinson, VW (1996). GCSE science double award biology. London: John
Murray.
Godman, A & Webb, CJ (1997). Human and social biology. England: Longman.
Hayward, G (2000). Secondary biology. London: Macmillan.
Howard, K (1987). Human and social biology for GCSE. London: Forbes Publications
Ltd.
Jones, M & Jones, G (1995). Biology. United Kingdom: Cambridge.
Jones, M (1994). Biology for IGCSE. Great Britain: Heinemann.
Kaddu, J, Jones, M & Jones, G (1999). Biology for east Africa. United Kingdom:
Cambridge.
Mackean , DG (1995). GCSE biology. London: John Murray.
Mackean , DG (1981). Life study: a textbook of biology. London: John Murray.
Macmillan (1986). Family health guide in the tropics. London: Macmillan.
Mawby, P & Roberts, M (1997). Biology, 3rd edition. Singapore: Longman Singapore
Publications Pte Ltd.
Medi, IK & Meredith, HM (Editors) (1989). The senior certificate biology. Blantyre:
Dzuka Publishing Company Limited.
Ministry of Education (1995). Step ahead: new secondary science students’ book 2.
Harare: Longman.
Nyavor, GB & Seddoh, S (1991). Biology for senior secondary schools. London:
Macmillan.
Pichering, WR (2000). Complete biology. United Kingdom: Oxford.
Smit, AL, etal (1987). Senior secondary biology. Capetown: Longman.
Soper, R & Smith, ST (1983). Modern human and social biology. London: Macmillan
Education Limited.
Stone, RH & Cozens, AB (1996). New biology for tropical schools, third edition. England:
Longman Group Limited.
Taylor, DJ, Green, NPO & Stout, GW (1998). Biological science. United Kingdom:
Cambridge.
Wright, D (1989). Human biology. Oxford: Heinemann.
73

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Biology Syllabus Forms 3-4

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Republic of Malawi

Ministry of Education, Science and Technology

Ministry of Education, Science and Technology

Malawi Institute of Education

© Malawi Institute of Education 2013

First edition 2013

Lucia Chidalengwa - DTED-SMASSE

Editing: Max J Iphani

Secondary education outcomes

The developmental structure of the secondary school curriculum in Malawi

Secondary education outcomes

Ethical and socio-cultural skills

Economic development and environmental management skills

Occupational and entrepreneurial skills

Creativity and resourcefulness

Scientific and technological skills

Core elements and their outcomes

Genetics and evolution

Core element Form 1 Form 2 Form 3 Form 4

Animal biology Animal structures and Main groups of animals

 benefits and problems

Teaching syllabus for Forms 3 and 4

 discussing how the heart

5 describe the  discussing the lymphatic

Core element: Genetics and evolution

Core element: Human biology

4 explain how  discussing kidney failure (eg,  chart/picture

4 describe reflex  discussing reflex actions  textbooks

2 describe Blood  brainstorming factors to  textbooks

Core element: Genetics and evolution

4 explain how Speciation  brainstorming the meaning of  group work  textbooks

2 describe the  discussing the applications of  textbooks

6 ethical Ethical  debating the benefits and

Core element: Human biology

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