BIOLOGY SYLLABUS FORM III
Biology
course objectives
This course is designed to respond to Tanzania's present
aspiration to produce more creative scientists by encouraging greater
participation in science and technology in all walks of life.
The main objectives of the course are to enables
learners to:
Cultivates an understanding and appreciation of the
role. Influence and importance of science in everyday life, at work, and in
society in general; develop mastery in the fundamental concepts. Principles and
skills of Biological Science and use these to best utilize their natural
heritage and raise the standard of living;
Apply their knowledge and skills in proper use of and
management of the environment;
Analyze the behaviors of people involved in the abuse
and misuse of the environment and make informed judgment in as for as making
amendments is concerned;
Inculcate in the Tanzania growing youth
positive population family life attitudes, values and behaviour to enable
him/her contribute effectively to national self-reliance and enhance community
and family well-being.
Contribute to the physical, mental,
cultural and spiritual development of every family member in a way, which will
maximize personal growth and happiness so that helshe will perform
his/her roles as a member of the Tanzania society in conformity with society's
values and norms.
Prepare themselves for further studies
and training in biology and related fields.
Organization of
the Syllabus
In designing this syllabus due consideration has been
made to both the learner's and the teacher's needs.
The content has been carefully selected and organized so
as to promote interest and motivation throughout the course. All topics and
sub-topics are blockly organized in a progressive manner such that the
acquisition of knowledge and skills is synchronized with the learning level of
the leaner. The topics fall under 4 blocks Form I, Form II, Form III and Form
IV. Each form has its objectives. In the format of the syllabus are also
included instructional objectives for each subtopic.
Choice
and Use of Instructional Materials
With the new book production policy, the science book
market is seeing more and more up to date science books.
The biology teacher is expected to be well informed
about books which best meet the requirements of the syllabus. Teachers will also
be expected to use their academic and professional knowledge and skills to guide
and advice learners on how best to use books and other non-textual instructional
materials available in schools and libraries.
Methods
of Teaching and Learning
The syllabus has proposed teaching, learning strategies
for each topic. These are just proposals. The teacher of Biology will be free to
use any teaching/ learning method considered effective in promoting concept
formation, skill development and internalization of knowledge in general. It is
worth bearing in mind that it is generally agreed among science schools that
using the active methods of instruction learns science better.
Assessment Students
Progress and Performance
It is expected that teachers will carry out assessment
of their student progress and performance periodically. This is so as to
identify their strengths and weaknesses and so as to help the weak and encourage
the good one as appropriate. Assessment of student’s progress and performance
does also measure the effectiveness of the course and the teaching/learning
strategies. At the end of Form IV students are expected to do an overall
achievements examination intended to determine the extent to which the
objectives of the course have been attained
Instructional Time
The teacher is advised to make maximum use of the
located time per week for this subject. Lost instructional time for whatever
cause. Should be compensated for through the teacher's own local arrangement
with the school administration. It should be remembered that this course of
study is designed to be covered in four years at a minimum of 420 minutes
duration each.
FORM III
The Form Three Biology course is aimed at introduction
pupils those physiological processes in organisms by which coordination,
excretion, regulation and reproduction are effected.
It is therefore expected that
at the end of this course pupils should be able to:
1.
Describe and discuss the coordination mechanism in mammals and plants.
2.
Explain the way osmotic pressure, temperature and glucose are regulated
in mammals.
3.
Distinguish between a sexual and sexual methods of reproduction and
explain how mammals and flowering plants reproduce.
4.
Explain the importance of excretion and discuss the ways by which mammals
get rid of waste products.
TOPICS
10.0 COORDINATION
10.1. General Concept
10.2. Nervous coordination in human
10.2.1.
Neurone
10.2.2.
Central Nervous System (CNS)
10.2.3.
Peripheral Nervous System (PNS)
10.2.4.
Reflex Actions
10.2.5.
Sense Organs
10.2.6.
Drugs and Drugs Abuse
10.3. Hormonal Coordination in mammals
10.4. Coordination in plants
11. EXCRETION
11.1. Excretion in human
11.1.1. The urinary system
11.2.1
Accessory excretory organs11.3. Excretion in plants
12. REGULATION
12.1. General Concepts
12.2. Temperature Regulation in Mammals
12.3. Osmo-regulations in Mammals
12.4. Blood sugar Regulation in Mammals
13.
REPRODUCTION
13.1.
General Concept
13.2.
Meiosis and Reproduction
13.3.
Human Reproduction
13.3.1.
Reproductive Systems
13.3.2.
Gamete formation and fertilization
13.3.3.
Pre-natal human growth and development
13.3.4.
Disorders of the reproductive system
13.3.5.
Complications of the reproductive system
13.3.6.
Sexuality and sexual behaviour
13.3.7.
Family Planning
13.3.8.
Maternal and child care
13.3.9.
Non communicable reproductive tract infections (RTIs) and diseases (RTDs)
