BIOLOGY FORM THREE SYLLABUS.

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)