THE UNITED REPUBLIC OF TANZANIA MINISTRY … for Biology O Level Form I-IV-23-1... · i the united republic of tanzania ministry of education and vocational training biology syllabus

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THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

BIOLOGY SYLLABUS FOR SECONDARY EDUCATION

FORM I - IV

2005

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© Ministry of Education and Vocational Training, 2005 First reprint 2010Second reprint 2012

ISBN 9978 - 9976 - 61 - 303 - 2

Design and prepared by: Tanzania Institute of Education,P.O. Box 35094, Dar es Salaam, TANZANIA.Tel. 022-27730035/2774420/2780891 Fax No. +255-51-2774420E-mail: [email protected]

All rights reserved. No part of this publication may be reproduced, reported stored in any retrieval system or transmitted in any formor by any means,electronic,mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.

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TABLE OF CONTENTS

1.0 Introduction.......................................................................................................................... iv

2.0 Aims and Objectives of Education inTanzania…................................................................. iv

3.0 Aims and Objectives of Secondary Education….................................................................. v

4.0 General Subject Competences ............................................................................................. v

5.0 General Subject Objectives................................................................................................... vi

6.0 The Structure of the Syllabus….............................................................................................. vi

Form One.............................................................................................................................. 1

Form Two ............................................................................................................................ 28

Form Three…..................................................................................................................... 70

Form Four……………………………………………………………………................... 113

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1.0 IntroductionThis Biology syllabus is a revised version which has been prepared to replace that of 1996. The revision process has been focused on change in paradigm from that of content based curriculum to a competence based curriculum. Moreover, the revision was inevitable due to the fact that the 1996 syllabus did not sufficiently consider the current social, cultural, global, technological, subject biases and cross cutting issues taking place world wide but particularly in Tanzanian society.

In addition, the revision has also taken into consideration the requirements for the Secondary Education Development Plan (SEDP). This syllabus has been introduced for implementation January 2007.

2.0 Aims and Objectives of Education inTanzaniaThe general aims and objectives of education in Tanzania are to:

a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of those resources to bringing about individual and nationaldevelopment;

b) promote the acquisition and appreciation of the culture, customs and traditions of the people of Tanzania; c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional

and other forms of knowledge, skills and attitudes for the development and improvement of the conditionof man and society;

d) develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and readiness towork hard for self advancement and national development;

e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other skills needed to meet the changing needs of industry and the economy;

f) enable every citizen to understand and uphold the fundamentals of the National Constitution as well as the enshrined human and civic rights, obligations and responsibilities;

g) promote love for work, self and wage employment and improved performance in the production and servicesectors;

h) inculcate principles of national ethic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to provision of the national constitution and other international basic charters;

i) enable arational use, management and conservation of the environment.

3.0 Aims and Objectives of SecondaryEducationThe aims and objectives of secondary education are to:

a) consolidate and broaden the scope of baseline ideas, knowledge, skills and attitudes, acquired and developed at the primary education level;

b) enhance the development and appreciation of national unity, identity andethic; personal integrity, respect for human rights,cultural and moral values,customs, traditions and civic responsibilities and obligations;

c) promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign language;

d) provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of study;

e) prepare students for tertiary and higher education, vocational, technical and professional training;

f) inculcate a sense and ability for self-study, self-confidence and self-advancement in new frontiers of science and technology, academic and occupational knowledge and skills.

g) Prepare the students to join the world of work.

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4.0 General Subject CompetencesBy the end of four year course, the student should have ability to:

a) make appropriate use of biological knowledge, concepts, skills and principles in solving various problems in daily life;

b) record, analyze and interpret data from scientific investigation susing appropriate methods and technology to generate relevant information in biological science;

c) demonstrate knowledge and skills in combating health related problems such as HIV/AIDS, drug and drug abuse, sexual and reproductive health;

d) access relevant information on biological science and related fields for self study and life-long learning.

5.0 General Subject ObjectivesBy the end of this four years course, the student should be able to:

a) evaluate the role, influence and importance of biological science in every day life;

b) develop the capacity to improve and maintain their own health, of families and the community;

c) develop mastery of fundamental concepts, principles and skills of biological science and related fields such as agriculture,medicine,pharmacy and veterinary;

d) develop necessary biological practicalskills;

e) apply scientific skills and procedures in interpreting various biological data;

f) acquire basic knowledge and apply appropriate skills in combating problems related to HIV, AIDS, STIs, gender, population, environment, drugs/substance abuse, sexual and reproductive health;

g) develop the ability and desire for self study, self confidence and self advancement in biological sciences and relate fields.

6.0 The Structure and Organization of theSyllabusThis Biology syllabus has a slightly differen tstructure and organization compared to that of 1996. The current syllabus content has been organized into seven (7) columns instead of four(4). The columns consist of the Topic, Sub-topic,Specific Objectives, Teaching and Learning resources, Assessment and the Number of Periods. This content is preceded by classcompetences and class level objectives for each Form.

6.1 Class Level Competences Competences have been stated fore each class level of Biology course. Competences are skills, knowledge and attitudes attained by the learner after learning process.

6.2 Class LevelObjectivesClass level objectives have been derived from class level competences. They are stated in general terms to indicate scope of content to be covered within each level.

6.3 TopicsThe topics have been derived from the class level competences and objectives. Topics have been arranged to attain logical order starting from the simple to complex. Both block and spiral arrangements of topics have been adopted.

6.4 Sub-topicsEvery main topic in the syllabus is divided into several sub-topics. The sub- topics are organized sequentially and presented based on conceptual development of the learners.

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6.5 SpecificObjectivesThere are specific objectives suggested for every subtopic in the syllabus. These are benchmarks upon which the teacher targets to tailor his/her instructional to enable learners to meet the prescribed knowledge, skills and spelt out in each objective. The specific objectives are instructional objectives that the teacher should use to operationalize the teaching and learning process for the respective topics in the syllabus. The specific objectives also provide basis for assessment of learners’ achievement.

6.6 Teaching and LearningStrategiesThese are activities of the teacher and learners during the teaching and learning process of a particular subtopic. The teaching and learning strategies are focused to ensure achievement of the respective specific objectives under each subtopic.

6.7 Teaching and LearningMaterialsTeaching and learning resources include non-consumable teaching aids and materials as well as consumable materials. The teaching and learning resources are those which are to be used during the teaching and learning process for each respective subtopic. Teachers can improvise teaching and learning resources other than those suggested in the syllabus where need arises.

6.8 AssessmentAn assessment shows what and how to assess students with regard to the required knowledge, skills and attitudes to be developed for each specific objectives and respective set of teaching/learning strategies.

6.9 Number ofPeriodsNumber of periods is an estimated time to be used to teach a given topic/sub- topic. Each period is 40 minutes. The numbers of periods have been taken into account the time needed to adequately cover the sub-topic. Sometopics need more time than others depending on the nature and weight of the topic. The teacher is advised to make maximum use of time allocated in classroom in struction. Lost instructional time should always be compensated for.

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DECLARATION

Ordinary level secondary education is a four years course which has been designed to prepare students for the advanced level or other tertiary education. A student will be recognized as a form four graduate when he/she successfully completes and pass secondary education examinations conducted by National Examination Council of Tanzania.

This document is hereby declared as the Syllabus of Biology for ordinary level secondary education course.

Commissioner for EducationMinistry of Education and Vocational Training

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FORM ONE

CLASS LEVEL COMPETENCES

Student should have the ability to:

1. Make the use of scientific procedures and practical skills in studying biology.

2. Demonstrate appropriate use of biological knowledge, concepts, principles and skills in every day life.

3. Group organisms according to their similarities and differences.

4. Demonstrate appropriate preventive measures and precautions against common accidents, infections and other related health problems.

CLASS LEVEL OBJECTIVES

By the end of Form One course, the student should be able to:

a) Develop basic knowledge and skills on scientific processes of studying biology.

b) Develop mastery for carrying out experiments on various biological processes.

c) Develop appropriate use of biology knowledge, concepts, principles and skills in every day life.

d) Promote ability to communicate using biological terms and vocabularies.

e) Classify living organisms in their respective kingdoms and phyla/divisions.

f) Apply appropriate health precautions and measures against common accidents, infections and other health problems as well as protecting others.

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S1.

0 IN

TR

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UC

TIO

N

TO B

IOL

OG

Y1.

1 B

asic

Con

cept

s and

Te

rmin

olog

ies o

f B

iolo

gy.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e m

eani

ng o

f Ba

sic b

iolo

gica

l con

cept

s an

d te

rmin

olog

ies.

i) St

uden

ts in

gro

ups

to d

iscu

ss th

e ba

sic

biol

ogic

al c

once

pts a

nd

term

inol

ogie

s suc

h as

lif

e, c

ell,

livin

g th

ings

/or

gani

sms.

ii) Th

e te

ache

r to

use

stud

ents’

resp

onse

s to

mak

e cl

arifi

catio

n on

ba

sic b

iolo

gica

l con

cept

s an

d te

rmin

olog

ies.

• Te

xts e

xtra

cted

from

va

riou

s sou

rces

on

basic

bi

olog

ical

con

cept

s and

te

rmin

olog

ies.

A v

arie

ty

of li

ving

and

non

-livi

ng

thin

gs.

• Pr

eser

ved

orga

nism

s.

Is th

e st

uden

t abl

e to

ex

plai

n th

e m

eani

ng

of th

e ba

sic

biol

ogic

al

conc

epts

and

te

rmin

olog

ies?

6

b) o

utlin

e th

e ch

arac

teri

stic

s of l

ivin

g th

ings

.

i) St

uden

ts in

gro

ups

to d

iscu

ss th

e ch

arac

teri

stic

s of l

ivin

g th

ings

.ii)

The

teac

her t

o gu

ide

stud

ents

to su

mm

ariz

e th

eir r

espo

nses

and

mak

e co

nclu

sion.

• C

hart

/Dia

gram

s sh

owin

g th

e ch

arac

teri

stic

s of l

ivin

g th

ings

.•

Vari

ety

of li

ving

thin

gs.

Is th

e st

uden

t abl

e to

ou

tline

the

char

acte

ristic

s of l

ivin

g th

ings

?

c) e

xpla

in th

e im

port

ance

of

stud

ying

bio

logy

.i)

The

teac

her t

o le

ad

stud

ents

to b

rain

stor

m

usin

g V

isual

izat

ion

in

Part

icip

ator

y Pr

ogra

mm

e ca

rds (

VIP

P) o

n th

e im

port

ance

of

life,

livi

ng

thin

gs a

nd st

udyi

ng

biol

ogy.

ii) S

tude

nts i

n gr

oups

to

disc

uss t

he im

port

ance

of

stud

ying

bio

logy

.

• V

IPP

card

s.•

Pict

ures

.•

Vari

ety

of li

ving

or

gani

sms.

Is th

e st

uden

t abl

e to

ex

plai

n th

e im

porta

nce

of st

udyi

ng B

iolo

gy?

14

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STR

ATE

GIE

S

TE

AC

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AN

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BE

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OF

PER

IOD

Sd)

rel

ate

biol

ogic

al sc

ienc

e w

ith o

ther

rela

ted

field

s.Th

e te

ache

r to

guid

e st

uden

ts to

dis

cuss

in

grou

ps th

e re

latio

nshi

p be

twee

n bi

olog

y an

d ot

her s

cien

ce fi

elds

such

as

agr

icul

ture

, med

icin

e,

vete

rinar

y sc

ienc

e,

nutri

tion,

fore

stry

and

pha

rmac

y.

• M

agaz

ines

• Jo

urna

ls•

Biol

ogic

al sc

ienc

e an

d re

late

d fie

lds

Is th

e st

uden

t abl

e to

rela

te b

iolo

gica

l sc

ienc

e w

ith o

ther

re

late

d fie

lds?

1.2

Scie

ntifi

c Pr

oces

ses i

n B

iolo

gy.

The

stud

ent s

houl

d be

abl

e to

: a) u

se o

wn

sens

e or

gans

to

mak

e co

rrec

t ob

serv

atio

ns.

i) Th

e te

ache

r to

assig

n sim

ple

activ

ities

that

will

le

ad th

e st

uden

ts to

use

se

nse

orga

ns to

obs

erve

di

ffere

nt c

ondi

tions

/ sit

uatio

ns in

the

surr

ound

ings

.ii)

Stu

dent

s to

carr

y ou

t sim

ple

activ

ities

an

d us

e th

eir s

ense

or

gans

to m

ake

corr

ect

obse

rvat

ions

of d

iffer

ent

cond

ition

s/sit

uatio

n in

th

e su

rrou

ndin

gs.

Varie

ty o

f liv

ing

and

non-

livin

g m

ater

ials

e.g

. ho

t wat

er, i

ce, c

olou

rful

pi

ctur

es, p

erfu

me,

bel

l/ w

hist

le, p

lant

s, an

imal

, st

one

woo

d, p

rese

rved

sp

ecim

en.

Is th

e st

uden

t abl

e to

use

sens

e or

gans

to

mak

e co

rrec

t ob

serv

atio

ns?

10

b) t

ake

mea

sure

men

ts

of m

ass,

leng

th,

tem

pera

ture

and

pul

se

rate

.

i) Th

e te

ache

r to

prov

ide

guid

elin

es, m

ater

ials,

ap

para

tus a

nd e

quip

men

t fo

r mea

suri

ng m

ass,

leng

th, t

empe

ratu

re a

nd

pulse

rate

.

• Ta

pes.

• Th

erm

omet

ers.

• W

eigh

ing

Scal

es.

• St

op w

atch

.•

Rule

rs.

• Va

riou

s obj

ects

such

as

box

es, s

tone

, flou

r, su

gar,

wat

er•

Real

obj

ects

.

Is th

e st

uden

t abl

e to

ca

rry

out p

ract

ical

ex

erci

ses t

o m

easu

re

mas

s, le

ngth

te

mpe

ratu

re a

nd p

ulse

ra

te?

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IOD

Sii)

Stu

dent

s in

pairs

to

take

mea

sure

men

ts o

f di

ffere

nt su

bsta

nces

, re

cord

thei

r find

ings

an

d pr

esen

t in

clas

s for

di

scus

sion.

c) c

arry

out

sim

ple

Biol

ogic

al e

xper

imen

ts.

i) Th

e te

ache

r to

guid

e st

uden

ts to

car

ryin

g ou

t sim

ple

biol

ogic

al

expe

rim

ents

such

as

obse

rvin

g sp

ecim

en

usin

g ha

nd le

ns,

inve

stig

atin

g ha

bita

ts

of d

iffer

ent o

rgan

isms,

obse

rvat

ion

of v

ario

us

type

s of l

eave

s.ii)

Stu

dent

s in

grou

ps

usin

g gu

idel

ines

to c

arry

ou

t sim

ple

biol

ogic

al

expe

rim

ents

, rec

ord,

an

alys

e an

d ac

cura

tely

pr

esen

t the

ir fi

ndin

gs.

• Sp

ecim

ens.

• A

ppar

atus

.•

Equi

pmen

t.•

Prac

tical

Man

uals.

• O

rgan

isms.

• So

il.

Is th

e st

uden

t ab

le to

car

ry o

ut

sim

ple

biol

ogic

al

expe

rimen

ts?

3 .1

The

Bio

logy

Lab

orat

ory.

The

stud

ent s

houl

d be

abl

e to

:- a) d

escr

ibe

the

Biol

ogy

Labo

rato

ry.

i) Th

e te

ache

r to

lead

st

uden

ts to

des

crib

e th

e bi

olog

y la

bora

tory

and

la

bora

tory

rule

s.ii)

Stu

dent

s to

mak

e fa

mili

ariz

atio

n to

ur in

a

biol

ogy

labo

rato

ry to

ob

serv

e its

com

mon

fe

atur

es a

nd d

iscu

ss

labo

rato

ry ru

les.

• A

var

iety

of b

iolo

gy

labo

rato

ry to

ols.

• Li

st o

f lab

orat

ory

rule

s.

Is th

e st

uden

t abl

e to

de

scrib

e th

e co

mm

on

feat

ures

of t

he B

iolo

gy

Labo

rato

ry.

8

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ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

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BE

R

OF

PER

IOD

Sb)

iden

tify

com

mon

ap

para

tus a

nd e

quip

men

t of

Bio

logy

labo

rato

ry.

i) Th

e te

ache

r to

assis

t st

uden

ts to

iden

tify

and

nam

e co

mm

on a

ppar

atus

an

d eq

uipm

ents

of

biol

ogy

labo

rato

ry

such

as m

icro

scop

e,

glas

s war

e, d

issec

ting

kit,

Buns

en b

urne

r, th

erm

omet

er.

ii) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on th

e st

ruct

ure

and

use

of th

e m

icro

scop

e.iii

) Stu

dent

s to

dem

onst

rate

th

e us

e of

mic

rosc

ope.

• A

var

iety

of b

iolo

gy

labo

rato

ry a

ppar

atus

an

d eq

uipm

ent.

• M

icro

scop

e.•

Mic

rosc

ope

slide

s.•

Tool

s or e

quip

men

ts

colle

cted

by

the

stud

ents

.

Is th

e st

uden

t abl

e to

iden

tify

com

mon

ap

para

tus a

nd

equi

pmen

tof

bio

logy

labo

rato

ry?

c) i

nter

pret

war

ning

sig

ns o

n co

ntai

ners

of

labo

rato

ry c

hem

ical

s and

ap

para

tus.

i) St

uden

ts in

gro

ups t

o ob

serv

e an

d di

scus

s the

la

bora

tory

che

mic

als a

nd

appa

ratu

s war

min

g sig

ns.

ii) Th

e te

ache

r to

use

stud

ents’

resp

onse

s to

mak

e cl

arifi

catio

n an

d co

nclu

sion.

• W

all c

hart

s and

pic

ture

s sh

owin

g w

arni

ng si

gns.

• C

onta

iner

s col

lect

ed

by th

e te

ache

r and

st

uden

ts.

Is th

e st

uden

t abl

e to

inte

rpre

t cor

rect

ly

war

ning

sign

s on

cont

aine

rs o

f lab

orat

ory

chem

ical

s and

appa

ratu

s?

d) d

istin

guish

the

biol

ogy

labo

rato

ry fr

om o

ther

sc

hool

faci

litie

s.

i) Th

e te

ache

r to

orga

nize

a

stud

y vi

sits t

o ot

her

scho

ol fa

cilit

ies e

.g.

libra

ry, c

hem

istry

and

ph

ysic

s lab

orat

orie

s, cl

assr

oom

, and

stor

es.

• La

bora

tori

es.

• Li

brar

y.•

Cla

ssro

oms.

• A

ny o

ther

scho

ol

faci

litie

s.

Is th

e st

uden

t abl

e to

di

ffere

ntia

te b

iolo

gy

labo

rato

ry fr

om o

ther

sc

hool

faci

litie

s?

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CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

Stu

dent

s in

grou

ps to

di

scus

s the

diff

eren

ces

betw

een

biol

ogy

labo

rato

ry a

nd o

ther

fa

cilit

ies i

n th

e sc

hool

(e

.g. l

ibra

ry, C

hem

istry

an

d Ph

ysic

s lab

orat

orie

s, cl

assr

oom

s sto

res.

2.0

SAFE

TY

IN O

UR

E

NV

IRO

NM

EN

T2.

1 Fi

rst A

id.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e m

eani

ng a

nd

impo

rtan

ce o

f Firs

t Aid

at

hom

e an

d at

scho

ol.

i) St

uden

ts in

gro

ups

to b

rain

stor

m o

n th

e m

eani

ng a

nd im

port

ance

of

Firs

t Aid

at h

ome

and

scho

ol.

ii) Th

e te

ache

r to

lead

cla

ss

disc

ussio

n an

d m

ake

clar

ifica

tion

on th

e m

eani

ng a

nd im

port

ance

of

Firs

t Aid

at h

ome

and

scho

ol.

Publ

icat

ions

on

Firs

t Aid

.Is

the

stud

ent a

ble

to

expl

ain

the

mea

ning

an

d im

porta

nce

of F

irst

Aid

Kit

at h

ome

and

at

scho

ol?

8

b) id

entif

y co

mpo

nent

s of

the

Firs

t Aid

Kit

and

thei

r use

s.

i) St

uden

ts to

obs

erve

and

id

entif

y co

mpo

nent

s of

first

Aid

Kit.

ii) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on th

e co

mpo

nent

s of F

irst A

id

kit a

nd th

eir u

ses.

• Fi

rst A

id K

it.•

Cha

rts s

how

ing

com

pone

nts o

f Firs

t Aid

K

it an

d th

eir u

ses.

Is th

e st

uden

t abl

e to

id

entif

y co

mpo

nent

s of

the

Firs

t Aid

Kit

and

thei

r use

s?

c) o

utlin

e pr

oced

ures

of

rend

erin

g Fi

rst A

id to

va

riou

s vic

tims.

i) St

uden

ts to

bra

inst

orm

on

way

s of r

ende

ring

firs

t ai

d to

var

ious

vic

tims.

• Fi

rst A

id K

it.•

Cha

rts o

n Fi

rst A

id.

• C

ompo

nent

s of F

irst

Aid

Kit.

• St

retc

her.

Is th

e st

uden

t abl

e to

out

line

prop

er

proc

edur

e of

giv

ing

Firs

t Aid

to v

ario

us

vict

ims?

Page 14

7

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

The

teac

her t

o pr

ovid

e gu

idel

ines

on

“Pro

cedu

res

of re

nder

ing

Firs

t Aid

to

vari

ous v

ictim

s”, R

isks

and

Safe

ty P

reca

utio

ns.

iii) S

tude

nts t

o ca

rry

out

a gu

ided

pra

ctic

e of

re

nder

ing

first

aid

to

vict

ims o

f ins

ect b

ite,

brui

ses,

snak

ebite

, m

uscl

e cr

amps

, vom

iting

, bl

eedi

ng, a

nd e

lect

ric

shoc

k.

• Bl

anke

t.•

Whe

el c

hair.

• O

ther

rele

vant

m

ater

ials.

d) r

ende

r firs

t aid

serv

ices

to

var

ious

vic

tims.

i) St

uden

ts in

gro

ups t

o pr

actic

e pr

oced

ures

of

rend

erin

g Fi

rst A

id to

va

riou

s vic

tims s

uch

as v

ictim

s of b

ruis

es,

snak

ebite

, ins

ect b

ites,

elec

tric

shoc

k, b

leed

ing,

vo

miti

ng, m

uscl

e cr

amps

, hic

cups

and

po

ison

ing.

ii) Th

e te

ache

r to

and

mak

e ap

prop

riat

e cl

arifi

catio

ns

and

corr

ectio

ns.

• Fi

rst A

id K

it.•

Cle

ar W

ater

.•

Soap

.•

Blan

ket.

• Sa

nd.

• O

ther

rele

vant

m

ater

ials.

Is th

e st

uden

t abl

e to

de

mon

stra

te d

iffer

ent

way

s of g

ivin

g Fi

rst

Aid

to v

ario

us v

ictim

s?

2.2

Safe

ty a

t Hom

e an

d Sc

hool

.Th

e st

uden

t sho

uld

be a

ble

to: a)

men

tion

com

mon

ac

cide

nts a

t hom

e an

d sc

hool

.

i) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on

com

mon

acc

iden

ts a

t ho

me

and

scho

ol.

• Va

riet

y of

thin

gs th

at

can

caus

e ac

cide

nt a

t ho

me

and

scho

ol.

• K

nife

.•

Ker

osen

e.

Is th

e st

uden

t abl

e to

men

tion

com

mon

ac

cide

nts a

t hom

e an

d sc

hool

6

Page 15

8

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

The

stud

ents

to g

ive

exam

ples

of c

omm

on

acci

dent

s at h

ome

and

scho

ol.

• Fi

re.

• M

edic

ine.

b) o

utlin

e w

ays o

f pr

even

ting

acci

dent

s at

hom

e an

d sc

hool

.

i) Th

e te

ache

r to

lead

st

uden

ts to

bra

inst

orm

w

ays o

f pre

vent

ing

acci

dent

s at h

ome

and

scho

ol.

ii) Th

e te

ache

r to

colle

ct

prop

er re

spon

ses f

rom

th

e st

uden

ts a

nd m

ake

clar

ifica

tion.

• Va

riet

y of

thin

gs th

at

caus

es a

ccid

ent a

t hom

e an

d sc

hool

.•

Ker

osen

e.•

Fire

.•

Med

icin

e.

Is th

e st

uden

t abl

e to

ou

tline

pro

per w

ays o

f pr

even

ting

acci

dent

s at

hom

e an

dsc

hool

?

c) e

xpla

in w

ays o

f m

aint

aini

ng sa

fety

at

hom

e an

d sc

hool

.

i) St

uden

ts to

bra

inst

orm

on

way

s of m

aint

aini

ng

peac

e an

d sa

fety

at h

ome.

ii) Th

e te

ache

r to

use

stud

ents’

resp

onse

s to

give

cla

rific

atio

n on

way

s of

mai

ntai

ning

pea

ce

and

safe

ty a

t hom

e an

d sc

hool

.

• K

eros

ene.

• Fi

re.

• M

edic

ine.

Is th

e st

uden

t abl

e to

exp

lain

way

s of

mai

ntai

ning

pea

ce a

nd

safe

ty a

t hom

e an

d sc

hool

?

2.3.

Was

te D

ispo

sal.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e te

rms ‘

was

te’

and

‘was

te d

ispos

al.

i) St

uden

ts to

bra

inst

orm

on

the

mea

ning

of w

aste

an

d w

aste

disp

osal

.ii)

The

teac

her t

o us

e st

uden

ts’ re

spon

ses t

o m

ake

clar

ifica

tion

and

conc

lusio

n.

• Sa

mpl

es o

f was

te

(pap

er, p

last

ics,

glas

s, ve

geta

tion)

.•

Pict

ures

/pho

togr

aphs

of

dum

ped

was

te.

Is th

e st

uden

t abl

e to

ex

plai

n th

e m

eani

ng

of w

aste

and

was

te

disp

osal

?

8

Page 16

9

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sb)

iden

tify

type

s of w

aste

.i)

The

teac

her t

o ar

rang

e a

stud

y to

ur to

a n

earb

y du

mpi

ng si

te fo

r stu

dent

s to

obs

erve

diff

eren

t typ

es

of w

aste

.ii)

Stu

dent

s to

clas

sify

was

te a

ccor

ding

to th

eir

phys

ical

stat

e.iii

) The

Teac

her t

o as

sign

grou

p w

ork

to st

uden

ts

of c

lass

ifyin

g w

aste

pr

oduc

ed a

t hom

e,

scho

ol a

nd in

dust

ry

acco

rdin

g to

the

livin

g an

d no

n- li

ving

co

mpo

nent

s.

• Li

quid

was

te.

• So

lid w

aste

.•

Plas

tics a

nd n

on- p

last

ic

was

te.

• Pi

ctur

es/d

iagr

am

show

ing

vari

ety

of

was

tes.

• D

umpi

ng si

tes.

• D

ust b

in.

• Se

wag

e sy

stem

.

Is th

e st

uden

t abl

e to

id

entif

y di

ffere

nt ty

pes

of w

aste

?

c) o

utlin

e ba

sic p

rinc

iple

s of

was

te d

ispos

al.

i) St

uden

ts in

gro

ups

to d

iscu

ss th

e ba

sic

prin

cipl

es o

f was

te

disp

osal

.ii)

The

teac

her t

o le

ad c

lass

di

scus

sion

on b

asic

pr

inci

ples

of w

aste

di

spos

al a

ccor

ding

to

loca

l aut

horit

y re

gula

tions

.

• Te

xtbo

oks.

• Lo

cal A

utho

rity.

• H

ealth

regu

latio

ns.

• Pu

blic

atio

ns o

n W

aste

M

anag

emen

t.•

Ass

orte

d W

aste

.

Is th

e st

uden

t abl

e to

ou

tline

bas

ic p

rinci

ple

of w

aste

dis

posa

l?

d) d

emon

stra

te p

rope

r way

s of

disp

osin

g w

aste

.i)

The

teac

her t

o gu

ide

prac

tical

sess

ion

of

clas

sifyi

ng w

aste

into

re

cycl

ed a

nd n

on-

recy

cled

.

• A

ssor

ted

was

te

into

recy

cled

and

no

n-re

cycl

ed.

• W

aste

bin

s.•

Shov

els a

nd h

oles

.

Is th

e st

uden

t abl

e to

de

mon

stra

te p

rope

r w

ays o

f dis

posi

ng

was

te?

10

Page 17

10

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

Stu

dent

s to

dem

onst

rate

pr

oper

way

s of d

ispos

ing

was

te.

• G

love

s and

oth

er

prot

ectiv

e ge

ars.

• W

ater

and

soap

.

e) e

xpla

in e

ffect

s of p

oor

was

te d

ispos

al.

i) Th

e te

ache

r to

pres

ent a

cas

e st

udy

of u

ncon

trol

led

was

te

disp

osal

in a

loca

lity.

ii) S

tude

nts i

n sm

all g

roup

s to

bra

inst

orm

on

effec

ts

of p

oor w

aste

disp

osal

.iii

) The

teac

her t

o le

ad

stud

ents

to d

iscu

ss in

a

plen

ary

sess

ion

the

effec

ts

of p

oor w

aste

disp

osal

an

d th

e im

port

ance

of

disp

osin

g w

aste

pro

perly

.

• Te

xt o

n ca

se st

udy.

• Pu

blic

atio

ns o

n w

aste

di

spos

al.

• A

ny re

leva

nt m

ater

ials.

Is th

e st

uden

t abl

e to

ex

plai

n th

e ef

fect

s of

poor

was

te d

ispo

sal a

t ho

me

and

scho

ol?

f) s

ugge

st p

rope

r way

s of

disp

osin

g w

aste

in th

e su

rrou

ndin

g co

mm

unity

.

The

teac

her t

o gu

ide

stud

ents

to m

ake

a si

mpl

e su

rvey

on

how

w

aste

is d

ispo

sed

in th

eir

com

mun

ity.

• D

ust b

in.

• D

umpi

ng si

tes.

Is th

e st

uden

t abl

e to

su

gges

t pro

per w

ays o

f di

spos

ing

was

te?

3.0

HE

ALT

H A

ND

IM

MU

NIT

Y3.

1 Th

e C

once

pt o

f Hea

lth

and

Imm

unity

.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e co

ncep

ts o

f H

ealth

and

Imm

unity

.

i) St

uden

ts to

bra

inst

orm

on

the

conc

epts

of h

ealth

an

d im

mun

ity.

ii) Th

e te

ache

r to

orga

nize

st

uden

ts’ re

spon

ses

and

use

them

to le

ad

a di

scus

sion

on th

e m

eani

ng o

f hea

lth a

nd

imm

unity

.

Cha

rts/p

ictu

res/

Phot

ogra

phs s

how

ing

peop

le w

ith g

ood

heal

th.

Is th

e st

uden

t abl

e to

ex

plai

n th

e co

ncep

ts

of “

heal

th”

and

“im

mun

ity”?

4

Page 18

11

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sb)

men

tion

type

s of b

ody

imm

unity

and

thei

r im

port

ance

.

i) U

sing

ques

tions

and

an

swer

s, th

e te

ache

r to

expl

ore

wha

t stu

dent

s kn

ow a

bout

bod

y im

mun

ity.

ii) Th

e te

ache

r to

lead

cla

ss

disc

ussio

n on

type

s of

body

imm

unity

(nat

ural

an

d in

duce

d) a

nd th

eir

impo

rtanc

e.

• Te

xt e

xtra

ct o

n bo

dy

imm

unity

.•

Sam

ples

vac

cine

s.

Is th

e st

uden

t abl

e to

m

entio

n ty

pes o

f bod

y im

mun

ityan

d th

eir i

mpo

rtanc

e?

c) s

tate

fact

ors w

hich

affe

cts

body

imm

unity

.i)

Stud

ents

to b

rain

stor

m

on fa

ctor

s whi

ch a

ffect

bo

dy im

mun

ity.

ii) Th

e te

ache

r to

use

stud

ent r

espo

nses

to

mak

e ne

cess

ary

clar

ifica

tions

and

co

nclu

sion.

• C

hart

s on

heal

th a

nd

body

imm

unity

.•

Sam

ples

of v

acci

nes.

Is th

e st

uden

t abl

e to

st

ate

fact

ors a

ffect

ing

body

imm

unity

?

3.2

Pers

onal

Hyg

iene

and

G

ood

Man

ners

.Th

e st

uden

t sho

uld

be a

ble

to:- a)

exp

lain

con

cept

s of

‘Per

sona

l Hyg

iene

’ and

‘G

ood

Man

ners

’.

i) St

uden

ts in

gro

ups t

o di

scus

s the

mea

ning

of

pers

onal

hyg

iene

and

go

od m

anne

rs.

ii) Th

e te

ache

r to

mak

e cl

arifi

catio

ns a

nd

conc

lusio

n ba

sing

on

stud

ents

resp

onse

s.

Pict

ures

show

ing

peop

le

with

cha

ract

eris

tics o

f go

od m

anne

rs.

Is th

e st

uden

t abl

e to

ex

plai

n th

e co

ncep

ts o

f pe

rson

al h

ygie

ne a

nd

good

man

ners

?

6

b) e

xpla

in th

e im

port

ance

of

per

sona

l hyg

iene

and

go

od m

anne

rs.

i) Th

e te

ache

r to

lead

a

disc

ussio

n on

the

char

acte

rist

ic fe

atur

es o

f go

od m

anne

rs.

• W

all p

ictu

res a

nd c

hart

s de

pict

ing

peop

le w

ith

char

acte

rist

ics o

f goo

d m

anne

rs.

• Fi

lms.

Is th

e st

uden

t abl

e to

ex

plai

n th

e im

porta

nce

of p

erso

nal h

ygie

ne

and

good

man

ners

?

Page 19

12

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

Stu

dent

s in

grou

ps to

di

scus

s the

impo

rtan

ce o

f go

od m

anne

rs.

• Ed

ucat

iona

l slid

es.

c) o

utlin

e pr

inci

ples

of

pers

onal

hyg

iene

and

go

od m

anne

rs.

i) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on th

e pr

inci

ples

of p

erso

nal

hygi

ene.

ii) S

tude

nts t

o ou

tline

pr

inci

ples

of p

erso

nal

hygi

ene

and

good

m

anne

rs.

Cha

rt o

n pr

inci

ples

of

pers

onal

hyg

iene

and

goo

d m

anne

rs.

Is th

e st

uden

t abl

e to

ou

tline

prin

cipl

esof

per

sona

l hyg

iene

?

d) m

entio

n re

quire

men

ts

of p

erso

nal h

ygie

ne a

nd

good

man

ners

.

i) St

uden

ts to

bra

inst

orm

on

the

way

of t

akin

g ca

re

of th

e bo

dy a

nd c

loth

es.

ii) S

tude

nts t

o de

mon

stra

te

on w

ays o

f tak

ing

care

of

the

body

and

clo

thes

.

• Pi

ctur

es/c

hart

s sho

win

g to

wel

, soa

p, c

omb,

br

ush,

toot

h br

ush,

ba

sin.

• Pi

ctur

es/c

hart

s sho

win

g th

e ch

arac

teri

stic

s of

good

man

ners

.

Is th

e st

uden

t abl

e to

m

entio

n re

quire

men

ts

of p

erso

nal h

ygie

ne

and

good

man

ners

?

e) o

utlin

e w

ays o

f m

aint

aini

ng p

rope

r pe

rson

al h

ygie

ne d

urin

g pu

bert

y.

i) St

uden

ts in

gro

ups t

o di

scus

s pro

per w

ays o

f m

aint

aini

ng p

erso

nal

hygi

ene

duri

ng p

uber

ty.

ii) Th

e te

ache

r to

mak

e cl

arifi

catio

n an

d co

nclu

sion

on h

ealth

y an

d lif

e st

yles

by

focu

sing

on d

rugs

, die

t, se

xual

be

havi

our,

soap

s and

co

smet

ics.

• Po

ster

s Film

and

pi

ctur

es sh

owin

g eff

ects

of

dru

gs o

n us

ers.

• Sa

mpl

es o

f cos

met

ics

and

soap

.

Is th

e st

uden

t abl

e to

out

line

way

s of

mai

ntai

ning

pro

per

pers

onal

hyg

iene

du

ring

pube

rty?

6

Page 20

13

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

S3.

3 In

fect

ions

and

Dis

ease

s.Th

e st

uden

t sho

uld

be a

ble

to: a)

exp

lain

the

mea

ning

of

‘infe

ctio

n’ a

nd ‘d

isea

se’.

i) St

uden

ts in

gro

ups t

o di

scus

s the

mea

ning

of

infe

ctio

n an

d di

seas

e.ii)

The

teac

her t

o le

ad

plen

ary

disc

ussio

n on

th

e m

eani

ng o

f inf

ectio

n an

d di

seas

e an

d th

eir

diffe

renc

es.

• Te

xts o

n ca

se st

udie

s on

infe

ctio

ns a

nd d

isea

ses.

• C

hart

s/Pi

ctur

es o

f pe

ople

suffe

ring

from

co

mm

on in

fect

ions

and

di

seas

es.

Is th

e st

uden

t abl

e to

ex

plai

n th

e m

eani

ng

of “

Infe

ctio

n” a

nd

“Dis

ease

”?

6

b) m

entio

n co

mm

on

infe

ctio

ns a

nd d

isea

ses.

i) St

uden

ts to

bra

inst

orm

on

the

com

mon

in

fect

ions

and

dis

ease

s (C

omm

unic

able

, no

n-co

mm

unic

able

, ep

idem

ic, e

ndem

ic a

nd

pand

emic

dis

ease

s).

ii) T

each

er to

sum

mar

ize

and

mak

e co

nclu

sions

by

givi

ng e

xam

ples

such

as:

• Ep

idem

ic d

isea

ses e

.g

chol

era,

men

ingi

tis,

tube

rcul

osis

and

plag

ue.

• En

dem

ic d

isea

ses e

.g

bilh

arzi

as, m

alar

ia,

gono

rrho

ea a

nd

syph

ilis.

• Pa

ndem

ic d

isea

ses e

.g.

HIV

and

AID

S.

Cha

rts a

nd p

ictu

res o

n co

mm

on in

fect

ions

and

di

seas

es.

Is th

e st

uden

t abl

e to

men

tion

com

mon

in

fect

ions

and

dis

ease

?

c) e

xpla

in th

e ca

uses

, sy

mpt

oms,

mod

e of

tr

ansm

issio

n an

d eff

ects

of

com

mon

infe

ctio

ns

and

dise

ases

.

i) Th

e te

ache

r to

guid

e st

uden

ts to

inve

stig

ate

the

com

mon

infe

ctio

ns

and

dise

ases

in th

eir

com

mun

ity.

• C

hart

s on

com

mon

in

fect

ions

and

dis

ease

s.Is

the

stud

ent a

ble

to

inve

stig

ate

caus

es,

Page 21

14

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

Stu

dent

s to

visit

loca

l he

alth

faci

lity

to

inve

stig

ate

the

caus

es,

sym

ptom

s and

effe

cts o

f co

mm

on in

fect

ions

and

di

seas

es.

iii) S

tude

nts u

sing

guid

ing

ques

tions

to a

naly

se

thei

r find

ings

and

shar

e th

eir w

ork

in a

ple

nary

se

ssio

n an

d th

e te

ache

r to

mak

e cl

arifi

catio

n an

d co

nclu

sion.

• Pi

ctur

es sh

owin

g pe

ople

with

com

mon

in

fect

ions

/dis

ease

s.•

Vid

eo/r

adio

tape

s on

caus

es, s

ympt

oms,

mod

es o

f tra

nsm

issio

n,

and

effec

t of c

omm

on

infe

ctio

ns a

nd d

isea

ses.

sym

ptom

s, m

ode

of

trans

mis

sion

and

effe

cts

of c

omm

on in

fect

ions

an

d di

seas

es?

d) s

ugge

st a

ppro

pria

te

prev

entiv

e an

d co

ntro

l m

easu

res f

or c

omm

on

infe

ctio

ns a

nd d

isea

ses.

i) St

uden

ts u

sing

guid

elin

es

to c

arry

out

a su

rvey

on

the

com

mon

dis

ease

s in

the

com

mun

ity a

nd w

rite

repo

rts.

ii) Th

e te

ache

r to

guid

e st

uden

ts to

pre

sent

th

eir r

epor

ts in

the

plen

ary

and

guid

e th

em

to su

mm

ariz

e an

d m

ake

conc

lusio

ns o

n ap

prop

riat

e m

easu

res

to b

e ta

ken

to c

ontr

ol

the

spre

ad o

f com

mon

ep

idem

ic, p

ande

mic

and

en

dem

ic d

isea

ses.

• C

hart

s.•

Jour

nal a

rtic

les o

n co

mm

on e

pide

mic

, pa

ndem

ic a

nd e

ndem

ic

dise

ases

.

Is th

e st

uden

t abl

e to

su

gges

t app

ropr

iate

pr

even

tive

and

cont

rol m

easu

res f

or

com

mon

infe

ctio

ns a

nd

dise

ases

?

3.4

Hum

an Im

mun

e D

efici

ency

viru

s (H

IV),

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e m

eani

ng o

f H

IV, A

IDS,

STI

s and

ST

Ds.

i) Th

e te

ache

r to

guid

e st

uden

ts in

gro

ups t

o di

scus

s the

mea

ning

of

HIV

, AID

S, S

TIs,

and

STD

s.

• Pa

mph

lets

.•

Broc

hure

s.•

Cha

rts/

text

s on

HIV

, A

IDS/

STIs

.

Is th

e st

uden

t abl

e to

ex

plai

n th

e m

eani

ng o

f “H

IV, A

IDS”

,“S

TIs”

and

“ST

Ds”

?

6

Page 22

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TOPI

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SU

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OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

S

A

cqui

red

Imm

une

Defi

cien

cy S

yndr

ome

(AID

S), S

exua

lly

Tran

smitt

ed In

fect

ions

(S

TIs)

and

sexu

ally

Tr

ansm

itted

Dis

ease

s (S

TDs)

.

ii) Th

e te

ache

r to

guid

e st

uden

ts to

pre

sent

gr

oup

task

s for

ple

nary

di

scus

sion

and

guid

e th

em in

mak

ing

nece

ssar

y co

rrec

tions

.

b) e

xpla

in c

ause

s, sy

mpt

oms,

mod

e an

d tr

ansm

issio

n an

d eff

ects

of H

IV, A

IDS,

ST

Is a

nd S

TDs.

i) St

uden

ts to

bra

inst

orm

on

cau

ses,

sym

ptom

s, w

ays o

f tra

nsm

issio

n an

d eff

ects

of H

IV, A

IDS,

ST

Ds a

nd S

TIs.

ii) Th

e te

ache

r to

invi

te a

gu

est s

peak

er to

talk

on

caus

es, s

ympt

oms,

mod

e of

tran

smiss

ion,

effe

cts,

prev

entiv

e an

d co

ntro

l m

easu

res o

f STI

s and

H

IV, A

IDS.

iii) Th

e te

ache

r to

guid

e st

uden

ts to

sum

mar

ize

the

maj

or p

oint

s fro

m

the

gues

t spe

aker

’s sp

eech

/pre

sent

atio

n.

• Pi

ctur

es.

• C

hart

s.•

Broc

hure

s and

Flie

rs.

Is th

e st

uden

t abl

e to

ex

plai

n th

e ca

uses

, sy

mpt

oms,

mod

e of

tran

smis

sion

and

ef

fect

s of S

TIs,

HIV

an

d A

IDS?

c) o

utlin

e th

e pr

even

tive

and

cont

rol m

easu

res

of H

IV, A

IDS,

STI

s and

ST

Ds.

i) By

usin

g qu

estio

ns a

nd

answ

ers,

the

teac

her t

o gu

ide

stud

ents

to o

utlin

e th

e pr

even

tive

and

cont

rol m

easu

res o

f HIV

/A

IDS,

STI

s and

STD

s.ii)

Stu

dent

s to

sum

mar

ise

maj

or p

oint

s and

the

teac

her t

o gu

ide

them

to

mak

e cl

arifi

catio

n an

d co

nclu

sion.

• C

hart

s.•

Mag

azin

es.

• Jo

urna

l/art

icle

s on

STIs

, H

IV a

nd A

IDSs

.•

Rad

io/V

ideo

tape

s•

Film

s.

Is th

e st

uden

t abl

e to

ou

tline

pre

vent

ive

and

cont

rol m

easu

res o

f ST

Is, H

IV a

nd A

IDS?

Page 23

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TOPI

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SU

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OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

S3.

5 M

anag

emen

t of S

TIs,

HIV

and

AID

S.Th

e st

uden

t sho

uld

be a

ble

to: a)

exp

lain

way

s of a

void

ing

risk

y sit

uatio

ns, r

isky

beha

viou

rs a

nd p

ract

ices

.

i) Th

e te

ache

r to

guid

e st

uden

ts to

dis

cuss

in

gro

ups w

ays o

f av

oidi

ng ri

sky

situa

tions

, be

havi

ours

and

pra

ctic

es.

ii) S

tude

nts t

o pr

esen

t gr

oup

delib

erat

ions

in

plen

ary.

• M

agaz

ines

.•

Broc

hure

s/fli

ers o

n w

ays o

f avo

idin

g ri

sk b

ehav

iour

s and

pr

actic

es.

Is th

e st

uden

t abl

e to

exp

lain

way

s of

avo

idin

g ris

ky

situ

atio

ns, r

isky

be

havi

ours

and

prac

tices

?

6

c) d

emon

stra

te n

eces

sary

sk

ills f

or a

void

ing

risk

y be

havi

ours

, pra

ctic

es a

nd

situa

tions

.

i) St

uden

ts u

sing

guid

elin

es

to ro

le-p

lay

on h

ow to

us

e va

riou

s life

skill

s to

avoi

d ri

sky

situa

tion,

be

havi

ours

and

pra

ctic

es.

ii) Th

e te

ache

r to

guid

e st

uden

ts to

dis

cuss

th

e m

ajor

effe

cts a

nd

cons

eque

nces

show

n in

th

e ro

le-p

lay

and

mak

e co

nclu

sions

.

• Pa

mph

lets

.•

Cha

rts/

pict

ures

sh

owin

g ri

sky

beha

viou

rs, p

ract

ices

an

d sit

uatio

ns.

Is th

e st

uden

t abl

e to

de

mon

stra

te n

eces

sary

sk

ills f

or a

void

ing

risky

be

havi

ours

, pra

ctic

es

and

situ

atio

ns?

c) e

xpla

in th

e im

port

ance

of

cur

ativ

e he

alth

car

e fo

r ST

Is a

nd o

ppor

tuni

stic

di

seas

es.

i) Th

e te

ache

r to

lead

st

uden

ts to

bra

inst

orm

th

e im

port

ance

of

cura

tive

heal

th c

are

for

STIs

and

opp

ortu

nist

ic

dise

ases

e.g

. ear

ly h

ealth

ca

re se

ekin

g ha

bit,

the

impo

rtan

ce o

f ear

ly

med

ical

test

ing

and

trea

tmen

t.

• Pa

mph

lets

.•

Broc

hure

s.•

Rad

io/V

ideo

tape

s.•

Pict

ures

show

ing

heal

th c

are

for S

TIs a

nd

oppo

rtun

istic

dis

ease

s.

Is th

e st

uden

t abl

e to

ex

plai

n th

e im

porta

nce

of c

urat

ive

heal

th c

are

for S

TIs a

nd

oppo

rtuni

stic

dis

ease

s?

Page 24

17

TOPI

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OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

The

teac

her t

o in

vite

a

heal

th o

ffice

r to

talk

on

nece

ssar

y cu

rativ

e he

alth

ca

res a

nd se

rvic

es fo

r ST

Is a

nd o

ppor

tuni

stic

di

seas

es.

iii) Th

e te

ache

r to

guid

e st

uden

ts to

sum

mar

ize

the

maj

or id

eas f

rom

the

abov

e pr

esen

tatio

n.

3.6

Car

e an

d Su

ppor

t for

Pe

ople

Liv

ing

with

HIV

an

d A

IDS

(PLW

HA

).

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e im

port

ance

of

pro

vidi

ng c

are

and

supp

ort t

o PL

WH

A in

th

e fa

mily

com

mun

ity

and

at sc

hool

.

i) Th

e te

ache

r to

lead

st

uden

ts th

roug

h qu

estio

ns a

nd a

nsw

ers t

o ex

plai

n th

e im

port

ance

of

pro

vidi

ng c

are

and

supp

ort t

o PL

WH

A in

th

e fa

mily

, com

mun

ity

and

scho

ol.

ii) Th

e te

ache

r to

guid

e st

uden

ts to

sum

mar

ize

the

maj

or id

eas a

nd

poin

ts o

n th

e im

port

ance

of

pro

vidi

ng c

are

and

supp

ort t

o PL

WH

A.

• Pu

blic

atio

ns o

n ho

me

base

d ca

re fo

r PLW

HA

.•

Any

oth

er re

leva

nt

mat

eria

ls.•

Pict

ures

show

ing

how

to

take

car

e PL

WH

A.

Is th

e st

uden

t abl

e to

ex

plai

n th

e im

porta

nce

of p

rovi

ding

car

e an

d su

ppor

t to

PLW

HA

in

the

fam

ily c

omm

unity

an

d at

scho

ol?

6

b) o

utlin

e ne

cess

ary

care

an

d su

ppor

t ser

vice

s to

be p

rovi

ded

to P

LWH

A

in th

e fa

mily

, com

mun

ity

and

at sc

hool

.

i) Th

e te

ache

r to

guid

e st

uden

ts to

dis

cuss

in

grou

ps th

e ne

cess

ary

care

an

d su

ppor

t ser

vice

s to

be p

rovi

ded

to P

LWH

A

in th

e fa

mily

and

at

scho

ol.

• M

anua

ls on

car

e an

d su

ppor

t for

PLW

HA

.•

Film

/Vid

eo ta

pes

on c

are

and

supp

ort

serv

ices

to P

LWH

A.

Is th

e st

uden

t abl

e to

ou

tline

nec

essa

ry c

are

and

supp

ort

serv

ices

to

be g

iven

to P

LWH

A?

Page 25

18

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sii)

Stu

dent

s to

pres

ent t

heir

re

spon

ses f

or p

lena

ry.

iii) Th

e te

ache

r to

guid

e st

uden

t to

mak

e co

rrec

tions

and

cl

arifi

catio

n.

c) e

xpla

in th

e eff

ects

of

disc

rim

inat

ion

and

stig

ma

to P

LWH

A to

the

indi

vidu

al, f

amily

and

so

ciet

y.

i) Th

e te

ache

r to

prov

ide

case

stud

ies o

n th

e va

riou

s inc

iden

ces

of st

igm

a an

d di

scri

min

atio

n an

d th

eir

effec

ts to

an

indi

vidu

al,

fam

ily a

nd so

ciet

y.ii)

Stu

dent

s in

grou

ps

to d

iscu

ss th

e ca

se

stud

ies,

mak

e co

rrec

t in

terp

reta

tions

and

pr

esen

t the

ir re

spon

ses

for p

lena

ry d

iscu

ssio

n.

• Pa

mph

lets

/Bro

chur

es

on st

igm

atiz

atio

n an

d di

scri

min

atio

n of

PL

WH

A.

• Pi

ctur

es/p

hoto

grap

hs

on in

cide

nces

of

disc

rim

inat

ion

and

stig

ma

to P

LWH

A.

Is th

e st

uden

t abl

e to

ex

plai

n th

e ef

fect

s of

disc

rimin

atio

n an

d st

igm

a to

PLW

HA

?

4.0

CE

LL

STR

UC

TU

RE

A

ND

O

RG

AN

ISAT

ION

4.1

The

Con

cept

of C

ell.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e m

eani

ng o

f th

e ce

ll.

i) Th

e te

ache

r to

lead

st

uden

ts to

dis

cuss

in

grou

ps th

e m

eani

ng o

f ce

ll.ii)

Stu

dent

s to

pres

ent t

heir

re

spon

ses f

or p

lena

ry

disc

ussio

n.

Cha

rts/m

odel

s sho

win

g di

ffere

nt ty

pes o

f cel

ls.

Is th

e st

uden

t abl

e to

ex

plai

n th

e m

eani

ng o

f th

e ce

ll?4

b) m

entio

n th

e ch

arac

teri

stic

s of t

he c

ell.

i) St

uden

ts in

gro

ups

to d

iscu

ss th

e ch

arac

teri

stic

s of t

he c

ell.

ii) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on th

e ch

arac

teri

stic

s of t

he c

ell.

• C

hart

s/m

odel

s of

diffe

rent

type

s of c

ells.

• Pr

epar

ed sl

ides

on

diffe

rent

type

s of c

ells.

Is th

e st

uden

t abl

e to

m

entio

n ch

arac

teris

tics

of th

e ce

ll?

Page 26

19

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sc)

diff

eren

tiate

var

ious

ty

pes o

f cel

ls.i)

The

teac

her t

o de

sign

prac

tical

wor

k fo

r st

uden

ts to

obs

erve

di

ffere

nt ty

pes o

f cel

ls.ii)

Stu

dent

s in

grou

ps to

ob

serv

e an

d di

ffere

ntia

te

vari

ous t

ypes

of c

ells,

pr

epar

ed m

icro

scop

e sli

des,

char

ts a

nd m

odes

of

diff

eren

t cel

l typ

es.

iii) Th

e te

ache

r to

lead

cla

ss

disc

ussio

n on

var

ious

cel

l ty

pes.

• C

hart

s/m

odel

s/ p

ictu

res

of d

iffer

ent t

ypes

of

cells

.•

Prep

ared

mic

rosc

ope

slide

s sho

win

g di

ffere

nt

type

s of c

ells.

• M

icro

scop

e.•

Stai

ns.

• Sc

alpe

ls.

Is th

e st

uden

t abl

e to

di

ffere

ntia

te v

ario

us

type

s of c

ells

?

4.2

Plan

t and

ani

mal

cel

ls.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e fu

nctio

ns o

f di

ffere

nt p

arts

of p

lant

an

d an

imal

cel

ls.

i) U

sing

guid

ing

ques

tions

st

uden

ts in

gro

ups t

o ob

serv

e ch

arts

/ mod

els/

slide

s of p

lant

and

ani

mal

ce

lls.

ii) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on

func

tions

of d

iffer

ent

part

s of a

pla

nt a

nd

anim

al c

ell.

• M

icro

scop

e.•

Mic

rosc

ope

slide

s.•

Stai

ns.

• Sc

alpe

rs.

• C

hart

s/ D

iagr

ams

Mod

els/

Pict

ures

/ M

icro

grap

hs.

Is th

e st

uden

t abl

e to

ex

plai

n th

e fu

nctio

ns o

f di

ffere

nt p

arts

of p

lant

an

d an

imal

cel

ls?

4

b) d

raw

and

labe

l pla

nt a

nd

anim

al c

ell.

i) Th

e te

ache

r to

guid

e st

uden

ts o

n ho

w to

pr

epar

e sli

des,

char

ts

and

mod

els o

f pla

nt a

nd

anim

al c

ells.

ii) S

tude

nts t

o dr

aw a

nd

labe

l pla

nt a

nd a

n an

imal

ce

ll.

Cha

rts/m

icro

grap

hs/

mic

rosc

ope

slid

es o

f pla

nt

and

anim

al c

ells

.

Is th

e st

uden

t abl

e to

dr

aw w

ell l

abel

led

diag

ram

s of p

lant

and

anim

al c

ells

?

Page 27

20

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sc)

out

line

simila

ritie

s and

di

ffere

nces

of p

lant

and

an

imal

cel

ls.

Stud

ents

in g

roup

s to

obse

rve

and

disc

uss

disp

laye

d ch

arts

, mod

els,

slid

es a

nd p

ictu

res o

f pla

nt

and

anim

al c

ell.

Mic

rosc

ope

slid

es/c

harts

sh

owin

g pl

ant a

nd a

nim

al

cells

.

Is th

e st

uden

t abl

e to

ou

tline

sim

ilarit

ies a

nd

diffe

renc

es o

f pla

nt a

nd

anim

alce

lls?

4.3

Cel

l Diff

eren

tiatio

n.Th

e st

uden

t sho

uld

be a

ble

to: a)

exp

lain

the

conc

ept o

f ce

ll di

ffere

ntia

tion.

i) Th

e te

ache

r to

disp

lay

fres

h/ p

rese

rved

sp

ecim

en/c

hart

s/ m

odel

s of

pla

nt a

nd a

nim

al

tissu

es a

nd o

rgan

s.ii)

Stu

dent

s in

grou

ps to

ob

serv

e th

e di

spla

yed

tissu

es a

nd o

rgan

s of

plan

ts a

nd a

nim

als.

iii) Th

e te

ache

r to

lead

cl

ass d

iscu

ssio

n on

the

mea

ning

of

tissu

es,

orga

ns a

nd b

ody

syst

ems.

• Fr

esh

pres

erve

d sp

ecim

en o

f diff

eren

t tis

sues

.•

Cha

rts/

mod

els o

f pla

nt

and

anim

al ti

ssue

s and

or

gan.

Is th

e st

uden

t abl

e to

ex

plai

n th

e co

ncep

t of

cell

diffe

rent

iatio

n?

b) o

utlin

e th

e im

port

ance

of

cel

l diff

eren

tiatio

n an

d fo

rmat

ion

of ti

ssue

s, or

gans

and

bod

y sy

stem

s.

i) Th

e te

ache

r to

lead

a

clas

s dis

cuss

ion

on

the

impo

rtan

ce o

f cel

l di

ffere

ntia

tion

and

form

atio

n of

tiss

ues,

orga

ns a

nd b

ody

syst

ems.

ii) S

tude

nts t

o ou

tline

th

e im

port

ance

of c

ell

diffe

rent

iatio

n an

d fo

rmat

ion

of ti

ssue

s, or

gans

and

bod

y sy

stem

s.

Fres

h/pr

eser

ved

spec

imen

/ ch

arts

/mod

els o

f pla

nt a

nd

anim

al ti

ssue

s and

org

ans.

Is th

e st

uden

t abl

e to

ou

tline

the

impo

rtanc

e of

cel

l diff

eren

tiatio

n an

d fo

rmat

ion

of

tissu

es, o

rgan

s and

bo

dy sy

stem

?

Page 28

21

TOPI

CS/

SU

B-T

OPI

CS

SPE

CIF

IC O

BJE

CT

IVE

ST

EA

CH

ING

A

ND

LE

AR

NIN

G

STR

ATE

GIE

S

TE

AC

HIN

G

AN

D L

EA

RN

ING

R

ESO

UR

CE

SA

SSE

SSM

EN

TN

UM

BE

R

OF

PER

IOD

Sc)

diff

eren

tiate

cel

ls, ti

ssue

s, or

gans

and

bod

y sy

stem

s.i)

The

teac

her t

o le

ad

a di

scus

sion

on th

e fo

rmat

ion

of ti

ssue

s, or

gans

and

bod

y sy

stem

s an

d di

ffere

nces

exi

stin

g be

twee

n th

em.

ii) S

tude

nts t

o di

ffere

ntia

te

cells

, tiss

ues,

orga

ns a

nd

body

syst

ems.

Cha

rts/m

odel

s of p

lant

and

an

imal

tiss

ues a

nd o

rgan

s.Is

the

stud

ent a

ble

to d

iffer

entia

te c

ells

, tis

sues

, org

ans a

nd

body

syst

ems?

5.0

CL

ASS

IFIC

ATIO

N

OF

LIV

ING

TH

ING

S5.

1 C

once

pt o

f Cla

ssifi

catio

n.

The

stud

ent s

houl

d be

abl

e to

: a) e

xpla

in th

e co

ncep

t of

clas

sifica

tion.

i) Th

e te

ache

r to

orga

nize

st

udy

visit

to p

lace

s whe

re

item

s are

syst

emat

ical

ly

grou

ped

(labo

rato

ry,

scho

ol li

brar

y, ne

arby

sh

op, n

earb

y m

arke

t, ph

arm

acy)

.ii)

Stu

dent

s in

grou

ps to

di

scus

s on

how

var

ious

ite

ms a

re g

roup

ed

syst

emat

ical

ly.

• Li

brar

y.•

Labo

rato

ry.

• N

earb

y sh

op.

• Ph

arm

acy.

• M

arke

t.

Is th

e st

uden

t abl

e to

ex

plai

n th

e co

ncep

t of

clas

sific

atio

n?6

b) e

xpla

in th

e im

port

ance

of

cla

ssify

ing

livin

g th

ings

.

i) St

uden

ts to

bra

inst

orm

on

the

impo

rtan

ce o

f cl

assif

ying

livi

ng th

ings

.ii)

The

teac

her t

o su

mm

ariz

e st

uden

ts’

resp

onse

s and

mak

e ne

cess

ary

clar

ifica

tion

and

conc

lusio

n.

• C

hart

s on

clas

sifica

tion

of o

rgan

isms.

• Pi

ctur

es/ p

hoto

grap

hs

of v

ario

us o

rgan

isms.

• Pr

eser

ved

or li

ve

spec

imen

of l

ivin

g th

ings

.

Is th

e st

uden

t abl

e to

ex

plai

n th

e im

porta

nce

of c

lass

ifyin

g liv

ing

thin

gs?