This chapter provides guidelines to help schools and teachers to develop a flexible and balanced curriculum that suits the needs, interests and abilities of their students, and the contexts of their schools, in accordance with the central framework provided in Chapter 2.
3.1 Guiding Principles
Curriculum planning is essential to facilitate effective learning and teaching in schools.
Teachers are encouraged to develop a balanced and coherent school-based curriculum, taking into account the characteristics of their students and school contextual factors. When planning and developing their own Biology Curriculum at senior secondary level, schools and teachers are encouraged to:
address the different needs and interests, abilities and learning styles of their students;
facilitate progression from the junior secondary science curriculum to the senior secondary science curriculum through a comprehensive coverage of the learning targets, to promote integrative use of skills and a balanced development of learning experiences;
plan and devise appropriate and purposeful learning and teaching materials, practical work, scientific investigations and projects to develop students’ knowledge and understanding, skills and processes, values and attitudes, problem-solving skills, critical thinking skills, creativity, and strategies for learning to learn;
set and work on clear and manageable curriculum goals to develop a progressive and appropriate curriculum that serves to bring about pleasurable, meaningful and productive learning experiences; and
review and plan the curriculum flexibly and make appropriate adjustments when necessary, taking into account the SBA implementation arrangements as specified in Chapter 5.
3.2 Progression
The Biology Curriculum is designed to enable students to explore their interests in different senior secondary subjects at S4, and to progress smoothly in the chosen subjects through S5 and S6. In this regard, foundation topics in the compulsory part of the curriculum framework are identified. These topics include fundamental biological knowledge and skills required for further studies in different areas of biological science. Through the study of the foundation topics, students will understand the nature and significance of biology before they decide on their choice of subjects at S5. The foundation topics identified in the compulsory part are listed in Figure 3.1.
Topic Remarks I Cells and Molecules of Life
a. Molecules of life b. Cellular organisation
c. Movement of substances across membrane d. Cell cycle and division
e. Cellular energetics
I (d) Cell cycle and division can be introduced together with III (c) Reproduction, growth and development.
The subtopics Photosynthesis and Respiration in I (e) can be studied together with III (a) and (b) Essential life processes in plants and animals or at a later stage of S5.
III (d), (e) and (f) can be studied at the early stage of S5.
III Organisms and Environment
a. Essential life processes in plants b. Essential life processes in animals c. Reproduction, growth and development
Figure 3.1 Foundation Topics in the Compulsory Part of the Biology Curriculum
For students with a strong interest in learning science and those intending to take two science subjects in their senior secondary education, it is suggested that schools offer a broad and balanced science curriculum in S4, through including the foundation topics in the Biology, Chemistry and Physics Curricula. This will help students understand the differences in the nature and requirements of the respective disciplines, so that they may make appropriate choices of specialised study in S5 and S6. A broad and balanced foundation laid in S4 will also enable students to follow their interests in science in wider contexts.
Under the senior secondary academic structure, there will be flexibility for some students to start the study of Biology at S5. Schools may consider allocating more learning time and providing other supporting measures (e.g. bridging programmes) to these students to enable them to develop the foundation knowledge and skills as soon as possible. Figure 3.2 presents possible pathways and options that schools may offer for their students.
S4 Exploring different inclinations
Biology Foundation topics of the
compulsory part
and/
or
Chemistry Foundation topics of the
compulsory part
and/
or
Physics Foundation topics of the
compulsory part
and/
or
Other elective subject(s)
Other options
S5 & S6 Engaging in different areas of interest
Option 1 Option 2 Option 3 Option 4
Biology compulsory
part
&
elective part + Chemistry and/or Physics
Biology compulsory
part
&
elective part + Combined Science (Phy,
Chem)
Biology compulsory
part
&
elective part + elective subject(s) from
other KLAs and/or ApL
courses
Combined Science (Bio, Phy) +
Chemistry OR Combined
Science (Chem, Bio) +
Physics and/or elective subject(s) from
other KLAs and/or ApL
courses
Figure 3.2 Possible Pathways and Options that Schools may offer for their Students 3.3 Curriculum Planning Strategies
The curriculum framework provides a central curriculum with curriculum aims, learning targets, essential learning elements and learning outcomes for the learning and teaching of the Biology Curriculum. However, it is not to be viewed as a prescribed syllabus to be taught uniformly in all schools. Schools are encouraged to adapt the central curriculum to different degrees to enable their students to achieve the curriculum aims and learning targets. In school-based curriculum development, schools may vary the way in which they organise learning elements, contexts and optional topics in the elective part, as well as the learning, teaching and assessment strategies through which students are to learn. The aim is to meet the school vision and mission; the needs, interests and abilities of students; and the expertise of teachers. Teachers are advised to consider the following recommendations when planning school-based curriculum development.
3.3.1 Interface with the Junior Secondary Science Curriculum
To ensure a smooth transition between junior and senior secondary science education, schools should plan for effective progression from the one to the other. Teachers should refer to the learning targets and objectives of Key Stage 3 as outlined in the Science Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002c), and the Syllabuses for Secondary Schools – Science (Secondary 1-3) (CDC, 1998). The study of the Biology Curriculum should build on the knowledge and skills that students acquired through studying the junior secondary science curriculum. The relationship between the Science (S1–3) Syllabus and the Biology Curriculum is shown in Figure 3.3.
Science (S1–3) Biology
Unit Title Topic
1.4 Conducting a simple scientific investigation Scientific Investigation 2.1 Living things
II Genetics and Evolution 2.2 Observing an animal
2.3 Diversity of plant and animal life 2.4 Sorting things into groups
2.5 Endangered species VI Applied Ecology
3.1 The basic units of living things I Cells and Molecules of Life 3.2 A new life is born
III Organisms and Environment 3.3 Puberty
3.4 Pregnancy
5.2 Further treatment of water
VI Applied Ecology 5.4 Water conservation and pollution
7.3 How does man obtain energy?
III Organisms and Environment 7.4 How do green plants obtain energy?
7.5 Gaseous exchanges in animals and plants 7.6 Balance of CO2 and O2 in nature
7.7 Effects of smoking and polluted air on a respiratory system IV Health and Diseases
10.4 Acid rain VI Applied Ecology
11.1 Sensing the environment
III Organisms and Environment 11.2 How we see
11.3 Limitations of our eyes 11.4 Defects of the eye 11.5 How we hear
11.6 Limitations of our ears 11.7 Effects of noise pollution 11.8 Senses of smell, taste and touch 11.9 The brain and our senses 11.10 Responses to stimuli
11.11 Effects of drugs and solvent on our senses
IV Health and Diseases 12.1 Keeping our bodies healthy
12.2 Food substances I Cells and Molecules of Life
III Organisms and Environment
12.3 Balanced diet IV Health and Diseases
12.5 How food is digested and absorbed in our body
III Organisms and Environment 12.6 The fate of the digested food
12.7 Our circulatory system
Science (S1–3) Biology
Unit Title Topic
13.5 Environmental problems associated with the disposal of used metals
VI Applied Ecology 14.2 Environmental problems associated with the disposal of
plastics 15.3 Colour
III Organisms and Environment 15.4 Beyond the visible spectrum
Figure 3.3 Relationships between the Science (S1-3) Syllabus and the Biology Curriculum
3.3.2 Learning and Teaching Sequence
The sequence of topics in the compulsory part of the curriculum framework is organised in such a way as to explore how biological systems work, from biomolecules through cells and organisms to ecosystems. It includes developing an understanding of genetics and evolution as well as of the interactions within and between organisms and between organisms and their environment.
The topics in the compulsory part of the curriculum framework are not in a fixed order. The sequence of learning and teaching may be varied to accord with teachers’ preferences and approaches to the subject, and with the interests, needs, abilities and prior knowledge of students. Teachers are encouraged to use their professional judgment to plan a sequence that suits their students and their context. Figure 3.4 depicts possible sequences for the learning and teaching of the compulsory part.
I Cells and Molecules of Life III Organisms and Environment (a), (b) and (c)
III Organisms and Environment
(d), (e) and (f)
II Genetics and Evolution IV Health and Diseases
Figure 3.4 Possible Sequences for the Learning and Teaching of the Compulsory Part
It is suggested that at S4, schools focus on the foundation topics to equip students with the necessary knowledge and skills for further study of the Biology Curriculum; and at S5 and S6 introduce other topics in the compulsory and elective parts, taking into consideration students’ prior knowledge. Teachers are advised to make reference to the diagrammatic presentations in the Overview of different topics in the elective part. These show the prior knowledge and concepts developed in the compulsory part, and how they are related to individual elective topics. For example, the study of Applied Ecology in the elective part should build on the knowledge and concepts developed through the study of Organisms and Environment in the compulsory part.
3.3.3 Linking Major Concepts within the Curriculum
It is recommended that individual topics in the compulsory part should be studied as integral parts of the whole curriculum and not as separate entities. Figure 3.5 shows the relationships between different topics in the compulsory part.
Essential life processes in plants
Nutrition Gas exchange
Transpiration Transport
Support Reproduction
Growth Coordination and
response
Essential life processes in animals
Nutrition Gas exchange
Transport Reproduction
Growth Coordination and
response Homeostasis Cells and
Molecules of Life
Genetics and Evolution
Health and Diseases Ecosystems
For example, in I Cells and Molecules of life, the concept of properties of cell membrane in cellular organisation should be connected to the concept of movement of substances across membrane; and the concept of cell division developed in I Cells and Molecules of life should be linked together with the concept of reproduction, growth and development in III Organisms and Environment. The relationship between prior knowledge to be acquired in the compulsory part and different topics in the elective part are set out in the Overview of each elective topic. The diagrammatic representations may be referred to when planning the school-based curriculum.
3.3.4 Applying the Curriculum Emphases across the Curriculum
The Biology Curriculum has identified three curriculum emphases that permeate the curriculum. They include Scientific Inquiry, STSE Connections and Nature and History of Biology. The scientific process skills, generic skills, and values and attitudes that emerge from each curriculum emphasis are highlighted in each topic for teachers’ reference. It is advisable to cover different curriculum emphases systematically and extensively throughout the curriculum by matching major content areas with the relevant curriculum emphases.
3.3.5 Catering for Learner Diversity
There are differences among students in various dimensions such as interests, academic readiness, aspirations and learning styles. In order to help all students achieve the learning targets of the curriculum, teachers may alter the organisation of learning elements in the curriculum framework and use lesson time flexibly to cater for students with a range of abilities and inclinations. Outlined below are some suggestions that teachers can do to cater for diversity.
Vary the sequence of learning and teaching to cater for students with different interests and abilities.
Adjust the learning targets to make them more challenging for students with a strong interest or outstanding ability in biology and provide them with learning opportunities to develop their full potential.
Focus learning on the compulsory part to build up sound fundamental knowledge and skills in students before studying the elective part.
Adapt the depth of treatment to an appropriate level for demanding topics in the compulsory part, and provide extra support to help students master the knowledge and understanding of these topics.
3.3.6 Flexible Use of Learning Time
As mentioned in Chapter 2, 250 hours lesson time should be allocated to cover this curriculum. Teachers are encouraged to use this time flexibly to help students attain all the different targets of the curriculum. Since students have diverse interests, they may find some of the topics more interesting and spend more time to explore particular topics and related issues in depth. Some schools may allocate more lesson time for the study of the compulsory part to ensure that students are equipped with sound fundamental knowledge and skills, before starting the elective part. Within the 250 hours, the 20 hours allocated to scientific investigation can be used flexibly to promote self-directed learning and develop a full range of skills. Schools are also encouraged to include half-day or whole-day activity sessions (shared among different KLAs) in the school time-table, to allow continuous stretches of time for field trips, visits or scientific investigations.
3.4 Curriculum Management
3.4.1 Effective Curriculum Management
In order to manage the curriculum effectively, curriculum leaders in a school have to work collaboratively in school-based curriculum development. They should take the following aspects into consideration:
(1) Understanding the curriculum and student needs
Curriculum leaders and teachers should have a good understanding of the Biology Curriculum, the needs and interests of students, and the strengths and culture of the school.
This will facilitate effective school-based curriculum development and align learning and teaching with the school vision and mission as well as with the central curriculum framework.
(2) Organisation and structure
Curriculum leaders including the Science Education KLA coordinator, biology panel chairperson and biology teachers have to work as a team and play different roles in managing school-based curriculum development. In addition to overseeing and coordinating the implementation of the curriculum, the Science Education KLA coordinator and panel chairpersons have to develop a plan for enhancing teamwork and the professional capacity of teachers.
(3) Curriculum planning
Schools have to develop a holistic plan for school-based curriculum development in science education to ensure vertical and lateral coherence among different science subjects and with other subjects. It is important to plan effective progression from the junior secondary science curriculum to the senior secondary one, and to provide a balanced foundation in science education for all students. For details of helpful curriculum planning strategies, please refer to section 3.3 of this chapter.
(4) Capacity building and professional development
Team building can be enhanced through the regular exchange of ideas, experiences and reflections among teachers in collaborative lesson preparation, peer coaching and lesson observation. These practices promote a collaborative and sharing culture among teachers which fosters professional development. Schools should also provide time for teachers to participate in various professional development programmes and deploy them appropriately in accordance with their strengths.
(5) Resource development
Learning and teaching resources will be developed by the EDB to support the implementation of the curriculum. Schools are encouraged to adapt these resources or to develop their own learning and teaching materials to meet the needs of their students. These materials may be shared among teachers through the development of a school-based learning and teaching resources bank or a sharing platform in the school Intranet. Teachers may refer to Chapter 6 for details about the effective use of learning and teaching resources.
(6) Managing change
In view of the changing nature of biological knowledge and of society, school-based curriculum development needs to be flexible. While schools can define the scope and direction of curriculum development with a degree of certainty, the implementation of the curriculum needs to remain flexible enough to respond to changes. Strategies for managing change include fostering participation and communication, periodic reviewing to monitor progress, and collecting evidence to make informed changes in the implementation of the curriculum.
3.4.2 Role of Different Stakeholders in Schools
Curriculum leaders take on different roles in managing curriculum change and these roles may vary depending on the school context.
(1) Biology teachers
Biology teachers contribute to school-based curriculum development by working in line with the school policy and assisting the panel chairperson as individuals and in collaboration with other biology teachers. They can also play the role of curriculum leaders by initiating innovative changes in the curriculum.
To help implement the school-based curriculum, teachers should:
explain clearly to students the overall plan and objectives of the school-based curriculum;
foster a motivating learning environment among students and enable them to become self-directed learners;
take initiatives to try out innovative learning and teaching strategies;
initiate sharing of ideas, knowledge and experiences to foster peer support and improvement in learning and teaching;
collaborate with laboratory technicians to design appropriate activities and provide a safe environment conducive to learning;
keep abreast of the latest curriculum developments through reading and sharing with other teachers;
participate actively in professional development courses, workshops, and seminars to enhance their professionalism; and
review or evaluate the school-based curriculum from time to time to bring about improvements.
(2) Science Education KLA coordinator/Biology panel chairperson
Science Education KLA coordinators/Biology panel chairpersons play a significant role in developing, managing and implementing the curriculum. They act as a “bridge” between the school administrative personnel and other science panel members to bring about effective communication and collaboration. They should:
take the lead in developing a holistic plan for providing a balanced science education to students by referring to the guidelines set out in the Science Education KLA Curriculum Guide (P1-S3) (CDC, 2002c) and relevant C&A Guides;
promote effective communication and collaboration among school administrative personnel and science panel members for the overall implementation of science education in schools;
ensure effective progression from one Key Stage to the next by enhancing communication between different science panels;
plan for a school-based curriculum to promote effective learning of subject knowledge as well as the development of generic skills, scientific process skills, and values and attitudes, in accordance with the guidelines set out in the Biology Curriculum framework;
decide on the topics to be offered in the elective part, by taking into account students’
needs, interests and abilities as well as panel members’ strengths and the school context;
hold regular meetings to discuss matters such as curriculum planning, assessment policies, the use of learning and teaching materials, the adoption of learning and teaching strategies;
and to review the effectiveness of learning and teaching;
promote regular exchange of learning and teaching ideas, experiences and reflections by various means such as peer coaching, peer lesson observation and collaborative lesson preparation;
encourage panel members to participate in professional development courses, workshops, seminars and projects;
ensure effective provision and use of facilities and resources to support the implementation of the curriculum (e.g. laboratory facilities and equipment, laboratory technicians, and IT equipment); and
coordinate among teachers and laboratory technicians to ensure that safety and precautionary measures are taken for the conduct of practical work and scientific investigations.
(3) School head
School heads should play a leading role in directing, planning and supporting school-based curriculum development. They need to understand the central curriculum framework and be fully aware of contextual factors such as the needs of the students, the strengths of the Biology Panel and other panels in the Science Education KLA. School heads are encouraged to appoint a Science Education KLA coordinator to oversee and coordinate the implementation of school-based curricula across all the subjects in the Science Education KLA. School heads have to work closely with Deputy Heads or the Academic Master/Mistress to carry out the roles as curriculum leaders. They should:
understand the full picture and define the scope of science curriculum development in alignment with the vision and mission of the school, and the direction of whole school curriculum development;
clarify the implementation roles and responsibilities of middle level curriculum leaders of the Science Education KLA;