‫‪Syllabus‬‬ ‫اإلطار املنهجي‬

‫‪Biology‬‬ ‫مادة األحياء‬

‫‪Bilingual Program‬‬ ‫برنامج ثنائي اللغة‬

‫‪Grades 9-10‬‬ ‫الصفوف (‪)10-9‬‬

‫‪2024-2025‬‬ ‫‪2025-2024‬م‬

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‫‪Biology Syllabus (9-10), 2024-2025‬‬ ‫اإلطار املنهجي ملادة األحياء (‪ 2025-2024 ،)10-9‬م‬
 Contents
− Aims of science standards
Introduction − Important skills 3
− Skills and abilities to be assessed
− Aims
Biology syllabus 9
− How to use this syllabus
Semester 1 11
Grade (9) learning outcomes
Semester 2 21
Semester 1 33
Grade (10) learning outcomes
Semester 2 42
Yearly plan 52
Resources for Teachers to Upgrade their knowledge and Skills 53
References 53

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Introduction

Science plays a major role in the evolution of knowledge. It empowers us to use creative and independent approaches to problem solving.
It arouses our natural curiosity and enables us to meet diverse and ever-expanding challenges. It enhances our ability to inquire, seek
answers, research and interpret data. These skills lead to the construction of theories and laws that help us to explain natural phenomena
and exercise control over our environment. Science is, thus, an integral component of a balanced education.

This syllabus focus on the content essential for preparing students to be engaged and productive citizens. A good foundation in the
sciences will help citizens to respond to the challenges of a rapidly changing world using the scientific approach. It addresses, in addition
to a specific knowledge base, the development of related skills and attitudes. Critical thinking, enquiry and reasoning are emphasized to
ensure that students develop the ability to work creatively, think analytically and solve problems. The syllabus also ensure that students
become aware of their moral, social, and ethical responsibilities, as well as the benefits intrinsic to the practical application of scientific
knowledge to careers in the scientific field. Teaching these standards requires teaching methods that are varied and experiential. Effective
lessons will concert and incorporate with: Practical work and the science standards, the place of information and communications
technology in the science standards, teaching about science, technology and society, the mathematical requirements of the science
standards.

The overall aims of science standards are that students should:

1. Develop and sustain an interest in science and its applications.

2. Have a sound and systematic knowledge of important scientific facts, concepts and principles, and possess the skills needed to
apply these in new and changing situations in a range of personal, domestic, industrial and environmental contexts.
3. Recognize the importance of the application of scientific knowledge in the modern world and be aware of the moral, ethical, social
and environmental implications.
4. Develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and
inventiveness.
5. Develop an understanding of the scientific skills essential for both further study and everyday life.
6. Plan, design and perform experiments to test theories and hypotheses.
7. Be proficient in the use of a range of scientific methods and techniques and in handling apparatus.
8. Develop the ability to work independently and collaboratively with others when necessary.
9. integrated Information and Communication Technology (ICT) tools and skills.

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Important Skills

• Scientific enquiry skills: Scientific enquiry, which ensures the development of scientific skills, intellectual and practical, should be
integrated in the learning of the scientific content across all the science branches. Scientific enquiry skills include the following:

1. Carry out the practical experiments to develop the practical skills which will be mentioned in details below.
2. Find secondary information sources such as the resources available in the public libraries and on the Internet and use these after
validation and making sure of the suitability of the subject.
3. Apply Scientific knowledge and procedures to the situations of the reality Life.
4. Recognizes the importance of cooperative teamwork, put work plans, distributes responsibilities and regulates and sets specific
targets for work.

• Know how scientists are working:

1. Realize that with science we can bring great benefits to humanity also if it is abused can cause serious damage to the environment.
2. Know how scientists are carrying out their work, such as environmental monitoring and control of industrial processes.
3. Know how scientists publish and present their ideas and results in order to encourage debate and development.
4. Know that science could lead to the emergence of ethical considerations and discuss them.
5. Know that there are many questions and considerations that cannot be answered by science.
6. Trace the historical development of some key scientific models and knows what contributions Scientists presented in this
development.

• Processing and delivery of information

1. Present qualitative and quantitative data using a variety of methods, such as descriptive texts, graphics, images, tables, and maps
with the use of technology methods and computer when it is appropriate, then analyse and explain this date to extract conclusions
from them.
2. Use mathematical relationships routinely to calculate the quantities.
3. Do calculations based on data taken from the graphs and distinguishes between Independent and dependent variables.
4. Handle data and writes reports about the results.
5. Use symbolic equations to represent chemical reactions and simple physical relationships.
6. Use the appropriate methods to deliver scientific information.

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• ICT application:

This syllabus provides students with a wide range of opportunities to use ICT in their study of science in order to play a full part in
modern society, students need to be confident and effective users of ICT. Opportunities for ICT include:
1. Gathering information from the internet, DVDs and CD-ROMs.
2. Using spreadsheets and other software to process data.
3. Using animations and simulations to visualize scientific ideas.
4. Using software to present ideas and information on paper and on screen.

Skills and abilities to be assessed:

The skills students are expected to develop on completion of this syllabus, have been grouped under three main headings:

1. Knowledge and understanding.

2. Application of knowledge and understanding, analysis and evaluation of information.
3. Scientific enquiry skills and procedures.

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 1. Knowledge and understanding
Assessment Objectives Skills: The ability to
Knowledge • Identify, remember and grasp the meaning of basic facts, concepts and principles.

• Select appropriate ideas, match, compare and cite examples of facts, concepts and principles in
Understanding familiar situations.
• Explain familiar phenomena in terms of theories, models, laws and principles.
Questions testing these skills will often begin with one of the following words: define, state, describe, explain.

2. Application of knowledge and understanding, analysis and evaluation of information

Assessment Objectives Skills: The ability to
• Use facts, concepts, principles and procedures in unfamiliar situations.
• Transform data accurately and appropriately
Application • Use common characteristics as a basis for classification
• Use information to identify patterns, report trends and draw inferences.
• Use formulae accurately
• Identify and recognize the component parts of a whole and interpret the relationships between those
parts.
Analysis and • Identify causal factors and show how they interact with each other.
Interpretation • Infer, predict and draw conclusions.
• Make necessary and accurate calculations and recognize the limitations and assumptions of data.
• Present reasoned explanations for phenomena, patterns and relationships
• Combine component parts to form a new meaningful whole.
Synthesis • Make predictions and solve problems.
• Locate, select, organize and present information from a variety of sources.
• Make reasoned judgments and recommendations based on the value of ideas and information and
Evaluation
their implications.

Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or determine.

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 3. Scientific enquiry skills and investigations.

Assessment Objectives Skills: The ability to

• Identify problems, make predictions, and design a practical procedure to answer a question, solve a
problem or test a hypothesis.
• Select and use suitable apparatus for carrying out experiments accurately and safely.
Planning and designing a • Consider possible sources of errors and danger in the design of an experiment.
practical procedure • Evaluating experimental procedures and identifying weaknesses and develop realistic strategies for
improvement
• Work in a way that is committed to ethical and moral standards such as honesty and authenticity of his
results and writing of the used references.
• Use experimental controls where appropriate.
Control • Appreciate that, unless certain variables are controlled, experimental results may not be valid
• Recognize the need to choose appropriate sample sizes, and study control groups where necessary.
• Identify possible hazards in practical situations, the risks associated with these hazards, and methods of
Risk assessment
minimizing the risks.
• Follow a detailed set or sequence of instructions.
• Make measurements with due regard for precision and accuracy.
• Handle chemicals and living organisms with care.
Manipulation and
• Cut, stain and mount sections and make temporary mounts.
measurement
• Set up light microscope for optimum use both under low power and high power.
• Use the stage micrometer and eyepiece graticule for accurate measuring.
• Assemble and use simple apparatus and measuring instruments.
• Select observations relevant to the particular activity.
Observation, recording and
• Make accurate observations and minimise experimental errors
reporting
• Record observations, measurements, methods and techniques with due regard for precision, accuracy and
units.
• Record and report unexpected results;

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Assessment Objectives Skills: The ability to
• Select and use appropriate models of recording data or observations, for example, graphs, tables, diagrams
and drawings.
• Organize and present information, ideas, descriptions and arguments clearly and logically in a complete
report, using spelling, punctuation, grammar and scientific terminology with an acceptable degree of
accuracy;
• Appreciate when it is appropriate to calculate a mean, calculate a mean from a set of at least three results
and recognize when it is appropriate to ignore anomalous results in calculating a mean.
Analyzing and interpreting • Recognize patterns in data, form hypotheses and deduce relationships.
data • Use and interpret tabular and graphical representations of data.
• Evaluate data, considering its repeatability, reproducibility and validity in presenting and justifying
conclusions.
• Draw conclusions that are consistent with the evidence obtained and support them with scientific
Making conclusions
explanations
• Make clear, accurate line representations of specimens, with no shading or unnecessary details, and with
clean continuous lines.
Drawing • Label drawings accurately and use label lines which do not cross each other or carry arrowheads or dots
• Make drawings which are large enough to display specific details
• Calculate the magnification of the drawings.

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Biology Syllabus

The study of biology subject leads to an understanding and appreciation of the concept of life at all levels and, hence, to a greater respect
and reverence for life. Students of Biology should recognize the enormous responsibility they must undertake to ensure the continuity
of life in all its forms. It is incumbent on them to use this knowledge to protect, sustain, conserve and improve the variety of life in the
ecosphere. Additionally, the study of Biology prepares students for careers in biological, agricultural, environmental, medical,
paramedical and applied science.

Aims: Biology syllabus enables students to:

1. Acquire a body of knowledge and develop an understanding of biological concepts and principles.
2. Develop the ability to apply biological knowledge and skills essential for both further studies as well as in everyday life situations.
3. Recognize the dynamic nature of the interrelationships between organisms and their environment.
4. Develop a natural curiosity about living organisms and a respect for all living things and the environment.
5. Understand how new information results in reformulation or rejection of earlier models and concepts.
6. Recognize the scope of Biology from the molecular level to that of entire ecosystems.
7. Develop an ability to communicate biological information in a variety of acceptable ways.
8. Acquire an understanding of the scientific method and be able to apply it to solving problems, both in academic and non-academic
settings.
9. Appreciate the impact of biological knowledge on society and its relevance to ethical, economic, environmental and technological
issues.
10. Acquire training in the practical skills and thought processes associated with the study of science.

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How to use this syllabus

This syllabus is arranged according to the following manner:

Outcomes:
Indicate the scope of the content, including practical work which will be examined as well. However, practical work should not
necessarily be limited to these objectives.

1- The numbering key: [ Unit – Topic –Learning outcome]

e.g. 7.4.2: Unit 7(Human influences on ecosystems); Topic 4 (conservation) and 2 is the second learning outcome (Justify the
need to conserve non-renewable resources, limited to fossil fuels).
2- (S) skill objective.

Practical experiments and activities:

Show some examples of active Learning activities and do not represent Full -scale activities can be done. It is recommended that
approximately 70 % of suggested laboratory-related activities, such as conducting experiments, making field trips and viewing audio-
visual materials, must be done. Consider the sufficient time to carry out practical experiments in the student textbook and the wok
book and training students in practical skills related to them. The teachers should get benefit from the workbook and laboratory
practical book that are recommended by MOE in the approved books list.

Skills
Some Proposed exercises are referred whenever possible to Specific skills.

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 Grade 9 (Bilingual) Biology - Learning outcomes
Semester 1
Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
1. Characteristics and classification of living organisms
1.1 Characterist 1.1.1 Describe the characteristics of living organisms by describing:
ics of living • movement as an action by an organism or part of an organism causing a change of
organisms position or place.
• respiration as the chemical reactions in cells that break down nutrient molecules and
release energy for metabolism.
• sensitivity as the ability to detect and respond to changes in the internal or external
environment.
• growth as a permanent increase in size and dry mass.
• reproduction as the processes that make more of the same kind of organism.
• excretion as the removal of the waste products of metabolism and substances in excess
of requirements.
• nutrition as the taking in of materials for energy, growth and development
1.2 1.2.1 State that organisms can be classified into groups by the features that they share. 1. Practicing Critical
Concept and 1.2.2 Describe a species as a group of organisms that can reproduce to produce fertile classification using thinking
use of a offspring. the key and
classification 1.2.3 Describe the binomial system of naming species as an internationally agreed system in 2. Present some organizatio
system which the scientific name of an organism is made up of two parts showing the genus and samples, models, n
species. and photographs to
1.2.4 Construct and use dichotomous keys based on identifiable features. show examples of
organisms from the
five kingdoms.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
1.3 Features of 1.3.1 State the main features used to place animals and plants into the appropriate kingdoms. 1. Observing samples Observatio
organisms 1.3.2 State the main features used to place organisms into groups within the animal kingdom, and photographs of n, problem
limited to: vertebrates and solving and
a. the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish. invertebrates critical
b. the main groups of arthropods: myriapods, insects, arachnids, crustaceans (Focus on local thinking
1.3.3 Classify organisms using the features identified in 1.3.1 and 1.3.2. examples)
1.3.4 State the main features used to place all organisms into one of the five kingdoms: 2. Observing samples
animal, plant, fungus, prokaryote, Protoctista. and photographs of
1.3.5 State the main features used to place organisms into groups within the plant kingdom, monocotyledons
limited to ferns and flowering plants (dicotyledons and monocotyledons). and dicotyledons
1.3.6 Classify organisms using the features identified in 1.3.4 and 1.3.5 (Focus on local
1.3.7 State the features of viruses, limited to a protein coat and genetic material. examples)

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
2. Organisation of the organism
2.1 Cell 2.1.1 Describe and compare the structure of a plant cell with an animal cell, limited to: cell 1. Prepare slides of Scientific
structure wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes, mitochondria, plant cells (e g. enquiry,
vacuoles. onion bulb leaf, teamwork,
2.1.2 Describe the structure of a bacterial cell, limited to: cell wall, cell Rhoeo discolor and
membrane, cytoplasm, ribosomes, circular DNA, plasmids. leaves, rhubarb Communic
2.1.3 Identify the cell structures listed in 2.1.1 and 2.1.2 in diagrams and skin) and animal’s ation
images of plant, animal and bacterial cells. cells (e. g. cheek
2.1.4 Describe the functions of the structures listed in 2.1.1 and 2.1.2 in cells)
plant, animal and bacterial cells 2.1.5 State that new cells are produced by division of 2. Using the
existing cells. microscope to
2.1.5 State that new cells are produced by division of existing cells. observe the
2.1.6 State that specialised cells have specific functions, limited to: structure of plant
(a) ciliated cells – movement of mucus in the trachea and bronchi and animal cells.
(b) root hair cells – absorption 3. Show models of
(c) palisade mesophyll cells – photosynthesis plant and animal
(d) neurones – conduction of electrical impulses cells.
(e) red blood cells – transport of oxygen
(f) sperm and egg cells (gametes) – reproduction
2.1.7 Describe the meaning of the terms: cell, tissue, organ, organ system
and organism.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
2.2 Size of 2.2.1 State and use the formula: magnification = image size ÷ actual size. Using the microscope Observatio
specimens 2.2.2. Calculate magnification and size of biological specimens using millimetres as units. to observe the structure n and
2.2.3 Convert measurements between millimetres (mm) and micrometres (μm). of different types of communica
specialized cells tion
(Permanent slides)
OR examine
photomicrographs for
some specialized cells

3. Movement into and out of cells

3.1 Diffusion 3.1.1 Describe diffusion as the net movement of particles from a region of their higher Use the ink OR liquid Scientific
concentration to a region of their lower concentration (i.e. down a concentration colors in the water and enquiry
gradient), as a result of their random movement. smoke or perfume in and
3.1.2 State that the energy for diffusion comes from the kinetic energy of random the classroom air to creativity.
movement of molecules and ions. represent diffusion
3.1.3 State that some substances move into and out of cells by diffusion through the cell
membrane.
3.1.4 Describe the importance of diffusion of gases and solutes in living organisms.
3.1.5 Investigate the factors that influence diffusion, limited to: surface area, temperature,
concentration gradient and distance.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
3.2 Osmosis 3.2.1 Describe the role of water as a solvent in organisms with reference to digestion, 1. Experiment of Scientific
excretion and transport. Osmosis and water enquiry
3.2.2 State that water diffuses through partially permeable membranes by osmosis. flow using of and
3.2.3 State that water moves into and out of cells by osmosis through the cell membrane. osmometer OR teamwork
3.2.4 Investigate osmosis using materials such as dialysis tubing. dialysis tube.
3.2.5 Investigate and describe the effects on plant tissues of immersing them in solutions of 2. Investigate the
different concentrations. effect of sugar
3.2.6 State that plants are supported by the pressure of water inside the cells pressing solutions on potato
outwards on the cell wall. tissue.
3.2.7 Describe osmosis as the net movement of water molecules from a region of higher water 3. Use the microscope
potential (dilute solution) to a region of lower water potential (concentrated solution), to show the
through a partially permeable membrane. behavior of plant
3.2.8 Explain the effects on plant cells of immersing them in solutions of different cells (Rhoeo
concentrations by using the terms: turgid, turgor pressure, plasmolysis, flaccid. discolor) in
3.2.9 Explain the importance of water potential and osmosis in the uptake and loss of water isotonic, hypotonic,
by organisms. and hypertonic
solutions

3.3 Active 3.3.1 Describe active transport as the movement of particles through a cell membrane from Show video about ICT
transport a region of lower concentration to a region of higher concentration (i.e. against a active transport application
concentration gradient), using energy from respiration.
3.3.2 Explain the importance of active transport as a process for movement of molecules or
ions across membranes, including ion uptake by root hairs.
3.3.3 State that protein carriers move molecules or ions across a membrane during active
transport.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
4 Biological molecules
4.1 Biological 4.1.1 List the chemical elements that make up: carbohydrates, fats and proteins. 1. Construct simple Scientific
molecules. 4.1.2 State that large molecules are made from smaller molecules, limited to: models for some enquiry,
(a) starch, glycogen and cellulose from glucose macromolecules problem
(b) proteins from amino acids (carbohydrates, solving and
(c) fats and oils from fatty acids and glycerol fats, proteins, and teamwork
4.1.3 Describe the use of: DNA).
(a) iodine solution test for starch 2. Testing presence of
(b) Benedict’s solution test for reducing sugars carbohydrates,
(c) biuret test for proteins proteins, and fats
(d) ethanol emulsion test for fats and oils by using chemical
(e) DCPIP test for vitamin C tests.
4.1.4 Describe the structure of a DNA molecule:
(a) two strands coiled together to form a double helix
(b) each strand contains chemicals called bases
(c) bonds between pairs of bases hold the strands together
(d) the bases always pair up in the same way:
A with T, and C with G (full names are not required).

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
5 Enzymes
5.1 Enzymes 5.1.1 Describe a catalyst as a substance that increases the rate of a chemical reaction and is 1. Show videos about ICT
not changed by the reaction. action and application,
5.1.2 Describe enzymes as proteins that are involved in all metabolic reactions, where they specificity of teamwork
function as biological catalysts. enzymes. and
5.1.3 Describe why enzymes are important in all living organisms in terms of a reaction rate 2. Construct a model communica
necessary to sustain life. for the specificity tion
5.1.4 Describe enzyme action with reference to the shape of the active site of an enzyme of enzymes.
being complementary to its substrate and the formation of products. 3. Give a presentation
5.1.5 Investigate and describe the effect of changes in temperature and pH on enzyme activity about the use of
with reference to optimum temperature and denaturation. enzymes in industry
5.1.6 Explain enzyme action with reference to: active site, enzyme-substrate complex, OR medicine OR
substrate and product. food production.
5.1.7 Explain the specificity of enzymes in terms of the complementary shape and fit of the
active site with the substrate.
5.1.8 Explain the effect of changes in temperature on enzyme activity in terms of kinetic
energy, shape and fit, frequency of effective collisions and denaturation.
5.1.9 Explain the effect of changes in pH on enzyme activity in terms of
shape and fit and denaturation.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
6 Diseases and immunity
6.1 Diseases 6.1.1 Describe a pathogen as a disease-causing organism. 1. Collect data about Processing
and 6.1.2 Describe a transmissible disease as a disease in which the pathogen can be passed from the number of and
immunity one host to another. students that got delivery of
6.1.3 State that a pathogen is transmitted: any of the information
(a) by direct contact, including through blood and other body fluids transmissible ,
(b) indirectly, including from contaminated surfaces, food, animals and air diseases and present observation
6.1.4 Describe the body defenses, limited to: skin, hairs in the nose, mucus, these data , ICT
stomach acid and white blood cells according to the application,
6.1.5 Explain the importance of the following in controlling the spread of disease: type of the teamwork
(a) a clean water supply microorganisms OR and
(b) hygienic food preparation way of transmission communica
(c) good personal hygiene using graphs and tion
(d) waste disposal tables showing
6.1.6 Describe active immunity as defense against a pathogen by antibody production in distribution of these
the body. transmitted diseases
6.1.7 State that each pathogen has its own antigens, which have specific shapes. in the class.
6.1.8 Describe antibodies as proteins that bind to antigens leading to direct 2. Write a report about
destruction of pathogens or marking of pathogens for destruction by phagocytes. any of the recent
6.1.9 State that specific antibodies have complementary shapes which fit specific antigens. transmitted diseases
6.1.10 Explain that active immunity is gained after an infection by a pathogen or by in Oman (e.g.,
vaccination. Crimean–Congo
6.1.11 Outline the process of vaccination: haemorrhagic
(a)weakened pathogens or their antigens are put into the body. fever)
(b) the antigens stimulate an immune response by lymphocytes which produce antibodies 3. Show a video about
(c) memory cells are produced that give long-term immunity the types of body
6.1.12 Explain the role of vaccination in controlling the spread of diseases. defines
6.1.13 Explain that passive immunity is a short-term defence against a pathogen by antibodies 4. Give a presentation
acquired from another individual, including across the placenta and in breast milk. about some topics
6.1.14 Explain the importance of breast-feeding for the development of passive immunity in (e.g. vaccination
infants. and controlling the
6.1.15 State that memory cells are not produced in passive immunity. spread of diseases)
5. Arrange a Visit a to
the health center
and collect
information about a
range of available
vaccinations.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
7 Plant Nutrition
7.1 7.1.1 Describe photosynthesis as the process by which plants synthesise carbohydrates from Experiments to Scientific
Photosynthesis raw materials using energy from light. investigate enquiry,
7.1.2 State the word equation for photosynthesis as: Photosynthesis: problem
carbon dioxide + water → glucose + oxygen 1. Testing leaves for solving and
in the presence of light and chlorophyll starch. teamwork
7.1.3 State that chlorophyll is a green pigment that is found in chloroplasts. 2. Is light necessary
7.1.4 State that chlorophyll transfers energy from light into energy in chemicals, for the for photosynthesis?
synthesis of carbohydrates. 3. Is Oxygen
7.1.5 Outline the subsequent use and storage of the carbohydrates made in produced during
photosynthesis, limited to: photosynthesis?
(a) starch as an energy store 4. The effect of
(b) cellulose to build cell walls changing light
(c) glucose used in respiration to provide energy intensity and CO2
(d) sucrose for transport in the phloem conc. on the rate of
(e) nectar to attract insects for pollination photosynthesis.
7.1.6 Explain the importance of:
(a) nitrate ions for making amino acids
(b) magnesium ions for making chlorophyll
7.1.7 Investigate the need for chlorophyll, light and carbon dioxide for photosynthesis, using
appropriate controls.
7.1.8 Investigate and describe the effects of varying light intensity, carbon dioxide
concentration and temperature on the rate of photosynthesis.
7.1.9 Investigate and describe the effect of light and dark conditions on gas exchange in an
aquatic plant using hydrogen carbonate indicator solution.
7.1.10 State the balanced chemical equation for photosynthesis as:
6CO2 + 6H2O → C6H12O6 + 6O2
7.1.11 Identify and explain the limiting factors of photosynthesis in different environmental
conditions.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
7.2 Leaf 7.2.1 State that most leaves have a large surface area and are thin, and explain how these Using the microscope Scientific
structure features are adaptations for photosynthesis. to observe the internal enquiry
7.2.2 Identify in diagrams and images the following structures in the leaf of a dicotyledonous leaf structure (prepared
plant: chloroplasts, cuticle, guard cells and stomata, upper and lower epidermis, palisade slides of a transverse
mesophyll, spongy mesophyll, air spaces, vascular bundles, xylem and phloem. section of a
7.2.3 Explain how the structures listed in 6.2.2 adapt leaves for Photosynthesis. dicotyledonous leaf)

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Grade 9 (Bilingual) Biology - Learning outcomes
Semester 2

Suggested teaching and

Subtopics Learning Outcomes learning activities + Practical Skills
work
8. Human Nutrition
8.1 Diet 8.1.1 Describe what is meant by a balanced diet. 1. Nutrients tests ICT application,
8.1.2 State the principal dietary sources and describe the importance of: 2. Put tables to show the diet teamwork and
(a) carbohydrates that fits groups of communication
individuals according to their
(b) fats and oils age and their work.
(c) proteins 3. Show a video about the
(d) vitamins, limited to C and D effect of nutrients’
(e) mineral ions, limited to calcium and iron deficiency on humans.
(f) fiber (roughage) 4. Give a presentation about
(g) water national statistics on obesity,
8.1.3 State the causes of scurvy and rickets. coronary heart disease and
diabetes and discuss actions
of the health institutions to
deal with the obesity.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
8.2 Digestive 8.2.1 Identify in diagrams and images the main organs f the digestive Identifying the different parts of Observation and
system system, limited to: sheep’s digestive system communication
(a) alimentary canal: mouth, oesophagus, stomach, small intestine
(Duodenum and ileum) and large intestine (colon, rectum, anus)
(b) associated organs: salivary glands, pancreas, liver and gall bladder
8.2.2 Describe the functions of the organs of the
digestive system listed in 7.2.1, in relation to:
(a) ingestion – the taking of substances, e.g. food and drink, into the
body
(b) digestion – the breakdown of food
(c) absorption – the movement of nutrients from the intestines into the
blood
(d) assimilation – uptake and use of nutrients by cells
(e) egestion – the removal of undigested food from the body as faeces
8.3 Physical 8.3.1 Describe physical digestion as the breakdown of food into smaller 1. Constructing a teeth model Creativity,
digestion pieces without chemical change to the food molecules. 2. Show a video about structure Observation, and
8.3.2 State that physical digestion increases the surface area of food for the and types of human teeth communication
action of enzymes in chemical digestion.
8.3.3 Identify in diagrams and images the types of human teeth: incisors,
canines, premolars and molars.
8.3.4 Describe the structure of human teeth, limited to: enamel, dentine,
pulp, nerves, blood vessels and cement, and understand that teeth are
embedded in bone and the gums.
8.3.5 Describe the functions of the types of human teeth in physical
digestion of food.
8.3.6 Describe the function of the stomach in physical digestion.
8.3.7 Outline the role of bile in emulsifying fats and oils to increase the
surface area for chemical digestion.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
8.4 Chemical 8.4.1 Describe chemical digestion as the breakdown of large insoluble 1. Show a video about the Observation and
digestion molecules into small soluble molecules. chemical digestion communication
8.4.2 State the role of chemical digestion in producing small soluble 2. Experiments to investigate
chemical digestion:
molecules that can be absorbed. a) The action of salivary
8.4.3 Describe the functions of enzymes as follows: amylase on starch
(a) amylase breaks down starch to simple reducing sugars b) The action of pepsin on
(b) proteases break down protein to amino acids egg-white protein
(c) lipase breaks down fats and oils to fatty acids and glycerol c) The action of lipase on
8.4.4 State where, in the digestive system, amylase, protease and lipase are lipids.
secreted and where they act.
8.4.5 Describe the functions of hydrochloric acid in gastric juice, limited to
killing harmful microorganisms in food and providing an acidic pH
for optimum enzyme activity.
8.4.6 Describe the digestion of starch in the digestive system:
(a) amylase breaks down starch to maltose
(b) maltase breaks down maltose to glucose on the membranes of the
epithelium lining the small intestine.
8.4.7 Describe the digestion of protein by proteases in the digestive system:
(a) pepsin breaks down protein in the acidic conditions of the stomach
(b) trypsin breaks down protein in the alkaline conditions of the small
intestine
8.4.8 Explain that bile is an alkaline mixture that neutralizes the acidic
mixture of food and gastric juices entering the duodenum from the
stomach, to provide a suitable pH for enzyme action.

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 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
8.5 Absorption 8.5.1 State that the small intestine is the region where nutrients are 1. Identifying the structure of Observation and
absorbed. villus using a model. communication
8.5.2 State that most water is absorbed from the small intestine but that 2. Show a video about
Absorption
some is also absorbed from the colon.
8.5.3 Explain the significance of villi and microvilli in increasing the
internal surface area of the small intestine
8.5.4 Describe the structure of a villus.
8.5.5 Describe the roles of capillaries and lacteals in villi.
9. Transport in plants
9.1 Xylem and 9.1.1 State the functions of xylem and phloem: 1. Using the microscope to Scientific
Phloem (a) xylem – transport of water and mineral ions, and support examine the root hair cells enquiry,
(b) phloem – transport of sucrose and amino acids 2. Using the microscope to observation, and
observe the xylem and teamwork
9.1.2 Identify in diagrams and images the position of xylem and phloem as phloem (permanent slides)
seen in sections of roots, stems and leaves of non-woody 3. Investigate water transport in
dicotyledonous plants. plants (Tracing xylem).
9.1.3 Relate the structure of xylem vessels to their function, limited to:
(a) thick walls with lignin (details of lignification are not required)
(b) no cell contents
(c) cells joined end to end with no cross walls to form a long
continuous tube.
9.2 Water uptake 9.2.1 Identify in diagrams and images root hair cells and state their Investigate the effect of Scientific
functions. temperature and humidity on enquiry,
9.2.2 State that the large surface area of root hairs increases the uptake of rates of water uptake by using observation, and
the potometer. teamwork
water and mineral ions.
9.2.3 Outline the pathway taken by water through the root, stem and leaf as:
root hair cells, root cortex cells, xylem, mesophyll cells.
9.2.4 Investigate, using a suitable stain, the pathway of water through the
above-ground parts of a plant.

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 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
9.3 Transpiration 9.3.1 Describe transpiration as the loss of water vapour from leaves.
9.3.2 State that water evaporates from the surfaces of the mesophyll cells
into the air spaces and then diffuses out of the leaves through the
stomata as water vapour.
9.3.3 Investigate and describe the effects of variation of temperature and
wind speed on transpiration rate.
9.3.4 Explain how water vapour loss is related to:
the large internal surface area provided by the interconnecting air
spaces between mesophyll cells and the size and number of stomata.
9.3.5 Explain the mechanism by which water moves upwards in the xylem
in terms of a transpiration pull that draws up a column of water
molecules, held together by forces of attraction between water
molecules.
9.3.6 Explain the effects on the rate of transpiration of varying the
following factors: temperature, wind speed and humidity.
9.3.7 Explain how and why wilting occurs.

9.4 Translocation 9.4.1 Describe translocation as the movement of sucrose and amino acids in
phloem from sources to sinks.
9.4.2 Describe:
(a) sources as the parts of plants that release sucrose or amino acids
(b) sinks as the parts of plants that use or store sucrose or amino acids
9.4.3 Explain why some parts of a plant may act as a source and a sink at
different times.

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 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
10. Transport in Animals
10.1 Circulatory 10.1.1 Describe the circulatory system as a system of blood vessels with a Show a video about the two ICT application
systems pump and valves to ensure one-way flow of blood. types of blood circulation and and
10.1.2 Describe the single circulation of a fish. the first scientists to describe communication
theses circulations
10.1.3 Describe the double circulation of a mammal.
10.1.4 Explain the advantages of a double circulation.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
10.2 Heart 10.2.1 Identify in diagrams and images the structures of the mammalian 1. Identify the structures of the Scientific
heart, limited to: muscular wall, septum, left and right ventricles, left mammalian heart using enquiry, ICT
and right atria, one-way valves and coronary arteries. sheep’s Heart application and
2. Investigate the effect of team work
10.2.2 State that blood is pumped away from the heart in arteries and physical activity on the pulse
returns to the heart in veins. rate (use excel to present
10.2.3 State that the activity of the heart may be monitored by: ECG, pulse data)
rate and listening to sounds of valves closing.
10.2.4 Investigate and describe the effect of physical activity on the heart
rate.
10.2.5 Describe coronary heart disease in terms of the blockage of coronary
arteries and state the possible risk factors including diet, lack of
exercise, stress, smoking, genetic predisposition, age and sex.
10.2.6 Discuss the roles of diet and exercise in reducing the risk of coronary
heart disease.
10.2.7 Identify in diagrams and images the atrioventricular and semilunar
valves in the mammalian heart.
10.2.8 Explain the relative thickness of:
(a) the muscle walls of the left and right ventricles
(b) the muscle walls of the atria compared to those of the ventricles
10.2.9 Explain the importance of the septum in separating oxygenated and
deoxygenated blood.
10.2.10 Describe the functioning of the heart in terms of the contraction of
muscles of the atria and ventricles and the action of the valves.
10.2.11 Explain the effect of physical activity on the heart rate.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
10.3 Blood 10.3.1 Describe the structure of arteries, veins and capillaries, limited to: Using of microscope to examine Observation and
vessels relative thickness of wall, diameter of the lumen and the presence of the structure of blood vessels communication
valves in veins. (Prepared slides)
10.3.2 State the functions of capillaries.
10.3.3 Identify in diagrams and images the main blood vessels to and from
the:
(a) heart, limited to vena cava, aorta, pulmonary artery and pulmonary
vein
(b) lungs, limited to pulmonary artery and pulmonary vein
(c) kidney, limited to renal artery and renal vein
10.3.4 Explain how the structure of arteries and veins is related to the
pressure of the blood that they transport.
10.3.5 Explain how the structure of capillaries is related to their functions.
10.3.6 Identify, in diagrams and images, the main blood vessels to and from
the liver as: hepatic artery, hepatic veins and hepatic portal vein.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
10.4 Blood 10.4.1 List the components of blood as: red blood cells, white blood cells, Using of microscope to identify Observation and
platelets and plasma. the blood cells (Prepared slides) communication
10.4.2 Identify red and white blood cells in photomicrographs and diagrams
10.4.3 State the functions of the following components of blood:
(a) red blood cells in transporting oxygen, including the role of
haemoglobin.
(b) white blood cells in phagocytosis and antibody production
(c) platelets in clotting (details are not required)
(d) plasma in the transport of blood cells, ions, nutrients, urea,
hormones and carbon dioxide.
10.4.4 State the roles of blood clotting as preventing blood loss and the
entry of pathogens.
10.4.5 Identify lymphocytes and phagocytes in photomicrographs and
diagrams.
10.4.6 State the functions of:
(a) lymphocytes – antibody production
(b) phagocytes – engulfing pathogens by phagocytosis
10.4.7 Describe the process of clotting as the conversion of fibrinogen to
fibrin to form a mesh.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
11. Gas Exchange in Humans
11.1 Gas 11.1.1 Describe the features of gas exchange surfaces in humans, limited to: 1. Construct a model to explain Scientific enquiry,
Exchange in large surface area, thin surface, good blood supply and good the mechanism of breathing. creativity, ICT
Humans ventilation with air. 2. Using limewater as a test for application,
carbon dioxide in exhaled teamwork and
11.1.2 Identify in diagrams and images the following parts of the breathing air. communication
system: lungs, diaphragm, ribs, intercostal muscles, larynx, trachea, 3. Effects of physical activity
bronchi, bronchioles, alveoli and associated capillaries. on rate and depth of
11.1.3 Investigate the differences in composition between inspired and breathing
expired air using limewater as a test for carbon dioxide.
11.1.4 Describe the differences in composition between inspired and
expired air, limited to oxygen, carbon dioxide and water vapour.
11.1.5 Investigate and describe the effects of physical activity on the rate
and depth of breathing.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
12. Respiration
12.1 Respiration 12.1.1 State the uses of energy in living organisms, including muscle
contraction, protein synthesis, cell division, active transport, growth,
the passage of nerve impulses and the maintenance of a constant body
temperature.
12.1.2 Investigate and describe the effect of temperature on respiration in
Yeast.
12.2 Aerobic 12.2.1 Describe aerobic respiration as the chemical reactions in cells that 1. Measurement of oxygen Scientific
respiration use oxygen to break down nutrient molecules to release energy. consumption using a enquiry, ICT
12.2.2 State the word equation for aerobic respiration as: respirometer. application,
glucose + oxygen → carbon dioxide + water 2. Measurement of carbon teamwork and
dioxide and heat release. communication
12.2.3 State the balanced chemical equation for aerobic respiration as:
C6H12O6 + 6O2 → 6CO2 + 6H2O

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Subtopics Learning Outcomes learning activities + Practical Skills
work
12.3 Anaerobic 12.3.1 Describe anaerobic respiration as the chemical reactions in cells that 1. Experiment to investigate Scientific
respiration break down nutrient molecules to release energy without using release of carbon dioxide, enquiry,
oxygen. ethanol, and heat during teamwork, and
anaerobic respiration in communication
12.3.2 State that anaerobic respiration releases much less energy per yeast cells.
glucose molecule than aerobic respiration. 2. Write a report using
12.3.3 State the word equation for anaerobic respiration in yeast as: resources from the library
glucose → alcohol + carbon dioxide about the uses of
12.3.4 State the word equation for anaerobic respiration in muscles during fermentation in the
vigorous exercise as: manufacture of products.
glucose → lactic acid
12.3.5 State the balanced chemical equation for anaerobic respiration in
yeast as:
C6H12O6 → 2C2H5OH + 2CO2
12.3.6 State that lactic acid builds up in muscles and blood during vigorous
exercise causing an oxygen debt.
12.3.7 Outline how the oxygen debt is removed after exercise, limited to:
(a) continuation of fast heart rate to transport lactic acid in the blood
from the muscles to the liver
(b) continuation of deeper and faster breathing to supply oxygen for
aerobic respiration of lactic acid
(c) aerobic respiration of lactic acid in the liver.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Grade 10 (Bilingual) Biology - Learning outcomes
Semester 1

Suggested teaching and

Learning Outcomes
Subtopics learning activities + Skills
Practical work

1. Coordination and response

1.1 Coordination 1.1.1 State that electrical impulses travel along neurones. 1. Show a video about the Observation
and response 1.1.2 Describe the mammalian nervous system in terms of: human nervous system and
(a) the central nervous system (CNS) consisting of the brain and the spinal cord. OR reflex arc OR communicatio
synapses. n
(b) the peripheral nervous system (PNS) consisting of the nerves outside 2. Test the speed of the
of the brain and spinal cord. students’ response in
1.1.3 Describe the role of the nervous system as coordination and regulation of some examples of reflex
body functions. actions (e.g., pick up a
1.1.4 Identify in diagrams and images sensory, relay and motor neurones. pen during the fall
1.1.5 Describe a simple reflex arc in terms of: receptor, sensory neurone, relay between their fingers).
neurone, motor neurone and effector.
1.1.6 Describe a reflex action as a means of automatically and rapidly integrating
and coordinating stimuli with the responses of effectors (muscles and glands).
1.1.7 Describe a synapse as a junction between two neurones.
1.1.8 Describe the structure of a synapse, including the presence of vesicles
containing neurotransmitter molecules, the synaptic gap and receptors.
1.1.9 Describe the events at a synapse as:
(a) an impulse stimulates the release of neurotransmitter molecules from
vesicles into the synaptic gap
(b) the neurotransmitter molecules diffuse across the gap
(c) neurotransmitter molecules bind with receptor proteins on the next neurone
(d) an impulse is then stimulated in the next neurone.
1.1.10 State that synapses ensure that impulses travel in one direction only.

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 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

1.2 Sense organs 1.2.1 Describe sense organs as groups of receptor cells responding to specific 1. Identify the structures of Observation
stimuli: light, sound, touch, temperature and chemicals. the human eye by using and
1.2.2 Identify in diagrams and images the structures of the eye, limited to: cornea, the eye model/sheep’s communicatio
eye n
iris, pupil, lens, retina, optic nerve and blind spot. 2. Examine the pupil’s size
1.2.3 Describe the function of each part of the eye, limited to: under a bright light and
(a) cornea – refracts light in the dark.
(b) iris – controls how much light enters the pupil
(c) lens – focuses light on to the retina
(d) retina – contains light receptors, some sensitive to light of different colours
(e) optic nerve – carries impulses to the brain
1.2.4 Explain the pupil reflex, limited to changes in light intensity and pupil
diameter.
1.2.5 Explain the pupil reflex in terms of the antagonistic action of circular and
radial muscles in the iris.
1.2.6 Explain accommodation to view near and distant objects in terms of the
contraction and relaxation of the ciliary muscles, tension in the suspensory
ligaments, shape of the lens and refraction of light.
1.2.7 Describe the distribution of rods and cones in the retina of a human.
1.2.8 Outline the function of rods and cones, limited to:
(a) greater sensitivity of rods for night vision
(b) three different kinds of cones, absorbing light of different colours, for colour
vision.
1.2.9 Identify in diagrams and images the position of the fovea and state its function.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

1.3 Hormones 1.3.1 Describe a hormone as a chemical substance, produced by a gland and carried 1. Show video about some Observation,
by the blood, which alters the activity of one or more specific target organs. situations in which evaluation,
1.3.2 Identify in diagrams and images specific endocrine glands and state the adrenaline secretion is communicatio
increased. n, and ethics
hormones they secrete, limited to: 2. Study specific cases of (safety, health,
(a) adrenal glands and adrenaline the body's responses and and
(b) pancreas and insulin discuss the evidence of environment)
(c) testes and testosterone whether these responses
(d) ovaries and oestrogen. are from the nervous
1.3.3 Describe adrenaline as the hormone secreted in ‘fight or flight’ situations and system or the hormonal
its effects, limited to: system.
3. Arrange a trip to one of
(a) increased breathing rate beef, poultry and dairy
(b) increased heart rate industries and discuss the
(c) increased pupil diameter use of hormones.
1.3.4 Compare nervous and hormonal control, limited to speed of action and duration
of effect.
1.3.5 State that glucagon is secreted by the pancreas.
1.3.6 Describe the role of adrenaline in the control of metabolic activity, limited to:
(a) increasing the blood glucose concentration
(b) increasing heart rate

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

1.4 Homeostasis 1.4.1 Describe homeostasis as the maintenance of a constant internal environment. 1. Use a blood glucose Observation,
1.4.2 State that insulin decreases blood glucose concentration. meter to measure the evaluation,
1.4.3 Explain the concept of homeostatic control by negative feedback with level of blood glucose communicatio
before and after eating n, and ethics
reference to a set point. sugar (under the (safety, health,
1.4.4 Describe the control of blood glucose concentration by the liver and the roles supervision of the and
of insulin and glucagon. teacher). environment)
1.4.5 Outline the treatment of Type 1 diabetes. 2. Record changes in body
1.4.6 Identify in diagrams and images of the skin: hairs, hair erector muscles, sweat temperature across the
glands, receptors, sensory neurones, blood vessels and fatty tissue. full day, in places with
1.4.7 Describe the maintenance of a constant internal body temperature in mammals different air temperatures
and explain the results.
in terms of: insulation, sweating, shivering and the role of the brain.
1.4.8 Describe the maintenance of a constant internal body temperature in mammals
in terms of vasodilation and vasoconstriction of arterioles supplying skin
surface capillaries.
1.5 Tropic 1.5.1 Describe gravitropism as a response in which parts of a plant grow towards or 1. Experiments provide Scientific
responses away from gravity. clues about phototropism enquiry,
1.5.2 Describe phototropism as a response in which parts of a plant grow towards or and gravitropism. teamwork,
2. Give a presentation about communicatio
away from the direction of the light source. the commercial uses of plant n, and ethics
1.5.3 Investigate and describe gravitropism and phototropism in shoots and roots. hormones. (safety, health,
1.5.4 Explain phototropism and gravitropism of a shoot as examples of the chemical and
control of plant growth. environment)
1.5.5 Explain the role of auxin in controlling shoot growth, limited to:
(a) auxin is made in the shoot tip
(b) auxin diffuses through the plant from the shoot tip
(c) auxin is unequally distributed in response to light and gravity
(d) auxin stimulates cell elongation.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

2. Excretion in Human
2.1 Excretion in 2.1.1 State that carbon dioxide is excreted through the lungs 3. Investigating and dissection Problem solving,
Humans 2.1.2 State that the kidneys excrete urea and excess water and ions mammalian kidney. creativity,
2.1.3 Identify in diagrams and images the kidneys, ureters, bladder and urethra teamwork,
communication,
2.1.4 Identify in diagrams and images the structure of the kidney, limited to the and ethics
cortex and medulla (safety, health,
2.1.5 Outline the structure and function of a nephron and its associated blood and
vessels, limited to: environment)
(a) the role of the glomerulus in the filtration from the blood of water,
glucose, urea and ions
(b) the role of the nephron in the reabsorption of all of the glucose, some of
the ions and most of the water back into the blood
(c) the formation of urine containing urea, excess water and excess ions
(details of these processes are not required)
2.1.6 Describe the role of the liver in the assimilation of amino acids by converting
them to proteins.
2.1.6 State that urea is formed in the liver from excess amino acids
2.1.7 Describe deamination as the removal of the nitrogen-containing part of
amino acids to form urea
2.1.8 Explain the importance of excretion, limited to toxicity of urea
3. Reproduction
3.1 Asexual 3.1.1 Describe asexual reproduction as a process resulting in the production of 1. Show some diagrams and Observation
reproduction genetically identical offspring from one parent. photos about the asexual and
3.1.2 Identify examples of asexual reproduction in diagrams, images and reproduction communicatio
2. Practice some methods of n
information provided. the asexual reproduction
3.1.3 Discuss the advantages and disadvantages of asexual reproduction: in plants.
(a) to a population of a species in the wild
(b) to crop production.

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 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

3.2 Sexual 3.2.1 Describe sexual reproduction as a process involving the fusion of the nuclei of Observation
reproduction two gametes to form a zygote and the production of offspring that are and
genetically different from each other. communicatio
n
3.2.2 Describe fertilization as the fusion of the nuclei of Gametes.
3.2.3 State that nuclei of gametes are haploid and that the nucleus of a zygote is
Diploid.
3.2.4 Discuss the advantages and disadvantages of sexual reproduction:
(a) to a population of a species in the wild
(b) to crop production.

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 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

3.3 Sexual 3.3.1 Identify in diagrams and images and draw the following parts of an insect- 1. Examine the structure of Scientific
reproduction pollinated flower: sepals, petals, stamens, filaments, anthers, carpels, style, a flower and identify the enquiry,
in plants stigma, ovary and ovules. male and female parts. problem
2. Examine a range of floral solving,
3.3.2 State the functions of the structures listed in 3.3.1. structures to differences teamwork and
3.3.3 Identify in diagrams and images and describe the anthers and stigmas of a between wind pollinated communicatio
wind-pollinated flower. and insect pollinated n
3.3.4 Distinguish between the pollen grains of insect-pollinated and wind-pollinated flowers.
flowers. 3. Visit to appropriate plant
3.3.5 Describe pollination as the transfer of pollen grains from an anther to a stigma. Propagation Stations.
3.3.6 State that fertilization occurs when a pollen nucleus fuses with a nucleus in an 4. Investigate the
requirement of water,
ovule. oxygen, and suitable
3.3.7 Describe the structural adaptations of insect-pollinated and wind-pollinated temperature for seed
flowers. germination.
3.3.8 Investigate and describe the environmental conditions that affect germination
of seeds, limited to the requirement for: water, oxygen and a suitable
temperature.
3.3.9 Describe self-pollination as the transfer of pollen grains from the anther of a
flower to the stigma of the same flower or a different flower on the same plant
3.3.10 Describe cross-pollination as the transfer of pollen grains from the anther of a
flower to the stigma of a flower on a different plant of the same species.
3.3.11 Discuss the potential effects of self-pollination and cross-pollination on a
population, in terms of variation, capacity to respond to changes in the
environment and reliance on pollinators,
3.3.12 Describe the growth of the pollen tube and its entry into the ovule followed by
fertilization (details of production of endosperm and development are not
required).

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

3.4 Sexual 3.4.1 Identify on diagrams and state the functions of the following parts of the male 1. Show a video about the Teamwork,
reproduction reproductive system: testes, scrotum, sperm ducts, prostate gland, urethra and development of embryo. ICT
in humans penis. 2. Give a presentation (talk application,
OR poster) about ante- communicatio
3.4.2 Identify on diagrams and state the functions of the following parts of the natal care of pregnant n, and ethics
female reproductive system: ovaries, oviducts, uterus, cervix and vagina. women. (safety, health,
3.4.3 Describe fertilization as the fusion of the nuclei from a male gamete (sperm) and
and a female gamete (egg cell). environment)
3.4.4 Explain the adaptive features of sperm, limited to: flagellum, mitochondria and
enzymes in the acrosome.
3.4.5 Explain the adaptive features of egg cells, limited to: energy stores and the jelly
coat that changes at fertilization.
3.4.6 Compare male and female gametes in terms of: size, structure, motility and
numbers.
3.4.7 State that in early development, the zygote forms an embryo which is a ball of
cells that implant into the lining of the uterus.
3.4.8 Identify on diagrams and state the functions of the following in the
development of the fetus: umbilical cord, placenta, amniotic sac and amniotic
fluid.
3.4.9 Describe the function of the placenta and umbilical cord in relation to the
exchange of dissolved nutrients, gases and excretory products between the
blood of the mother and the blood of the fetus.
3.4.10 State that some pathogens and toxins can pass across the placenta and affect
the fetus.

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 Suggested teaching and
Learning Outcomes
Subtopics learning activities + Skills
Practical work

3.5 Sex 3.5.1 Describe the roles of testosterone and oestrogen in the development and Observation
hormones in regulation of secondary sexual characteristics during puberty, and
humans 3.5.2 Describe the menstrual cycle in terms of changes in the ovaries and in the communicatio
n
lining of the uterus.
3.5.3 Describe the sites of production of oestrogen and progesterone in the
menstrual cycle and in pregnancy.
3.5.4 Explain the role of hormones in controlling the menstrual cycle and
pregnancy, limited to FSH, LH, progesterone and oestrogen.
3.6 Sexually 3.6.1 Describe a sexually transmitted infection (STI) as an infection that is Give a presentation (talk OR Teamwork,
transmitted transmitted through sexual contact. poster) about AIDS OR other ICT
infections 3.6.2 State that human immunodeficiency virus (HIV) is a pathogen that causes an sexually transmitted diseases application,
(STIs) communicatio
STI. n, and ethics
3.6.3 State that HIV infection may lead to AIDS. (safety, health,
3.6.4 Describe the methods of transmission of HIV. and
3.6.5 Explain how the spread of STIs is controlled. environment)

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 Grade 10 (Bilingual) Biology - Learning outcomes - Semester 2
Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
4 Inheritance
4.1 Chromosomes 4.1.1 State that chromosomes are made of DNA, which contains genetic information in 1. construct a model Observation
, genes and the form of genes. using the colored and
proteins 4.1.2 Define a gene as a length of DNA that codes for a protein. beads to represent communication
the alleles
4.1.3 Define an allele as an alternative form of a gene. (dominant and
4.1.4 Describe the inheritance of sex in humans with reference to X and Y chromosomes. recessive) in the
4.1.5 State that the sequence of bases in a gene determines the sequence of amino acids genes of the parents
used to make a specific protein to illustrate how
4.1.6 Explain that different sequences of amino acids give different shapes to protein these alleles are
molecules. transmitted to the
4.1.7 Explain that DNA controls cell function by controlling the production of proteins, gametes and then to
the offspring.
including enzymes, membrane carriers and receptors for neurotransmitters. 2. construct a model
4.1.8 Explain how a protein is made, limited to: using the colored
• the gene coding for the protein remains in the nucleus beads to represent
• messenger RNA (mRNA) is a copy of a gene how the sequence
• mRNA molecules are made in the nucleus and move to the cytoplasm of bases in a gene
• the mRNA passes through ribosomes determines the
sequence of the
• the ribosome assembles amino acids into protein molecules amino acids in the
• the specific sequence of amino acids is determined by the sequence of polypeptide.
bases in the mRNA. 3. Show a photo of
4.1.9 Explain that most body cells in an organism contain the same genes, but many male and female
genes in a particular cell are not expressed because the cell only makes the specific Karyotypes
proteins it needs. (Somatic cells and
4.1.10 Describe a haploid nucleus as a nucleus containing a single set of chromosomes. gametes)
4.1.11 Describe a diploid nucleus as a nucleus containing two sets of chromosomes.
4.1.12 State that in a diploid cell, there is a pair of each type of chromosome and in a
human diploid cell there are 23 pairs.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
4.2 mitosis 4.2.1 Describe mitosis as nuclear division giving rise to genetically identical cells (details 1. Using of Teamwork,
of the stages of mitosis are not required). microscope to creativity,
4.2.2 State the role of mitosis in growth, repair of damaged tissues, replacement of cells examine stages of observation,
mitosis (Prepared and
and asexual reproduction. slides) communication
4.2.3 State that the exact replication of chromosomes occurs before mitosis. 2. Simulate
4.2.4 State that during mitosis, the copies of chromosomes separate, maintaining the chromosomal
chromosome number in each daughter cell. behaviour in
4.2.5 Describe stem cells as unspecialized cells that divide by mitosis to produce mitosis using
daughter cells that can become specialized for specific functions. coloured strings
OR plastic wires.

4.3 Meiosis 4.3.1 State that meiosis is involved in the production of gametes. 1. Using of Teamwork,
4.3.2 Describe meiosis as a reduction division in which the chromosome number is microscope to observation,
halved from diploid to haploid resulting in genetically different cells (details of the examine stages of and
meiosis (Prepared communication
stages of meiosis are not required). slides)
2. Simulate
chromosomal
behaviour in
meiosis using
coloured strings OR
plastic wires.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
4.4 Monohybrid 4.4.1 Describe inheritance as the transmission of genetic information from generation to 1. Practicing using of Problem
inheritance Generation. Punnett square. solving, critical
4.4.2 Describe genotype as the genetic make-up of an organism and in terms of the 2. Practicing solving thinking and
pedigrees. teamwork
alleles present. 3. Collect and
4.4.3 Describe phenotype as the observable features of an organism. interpret statistical
4.4.4 Describe homozygous as having two identical alleles of a particular gene. information about
4.4.5 State that two identical homozygous individuals that breed together will be some common
pure breeding. inherited diseases
4.4.6 Describe heterozygous as having two different alleles of a particular gene. in Oman.
4.4.7 State that a heterozygous individual will not be pure breeding.
4.4.8 Describe a dominant allele as an allele that is expressed if it is present in the
genotype.
4.4.9 Describe a recessive allele as an allele that is only expressed when there is no
dominant allele of the gene present in the genotype.
4.4.10 Interpret pedigree diagrams for the inheritance of a given characteristic.
4.4.11 Use genetic diagrams to predict the results of monohybrid crosses and calculate
phenotypic ratios, limited to 1 : 1 and 3 : 1 ratios.
4.4.12 Use Punnett squares in crosses which result in more than one genotype to work
out and show the possible different genotypes.
4.4.13 Explain how to use a test cross to identify an unknown genotype.
4.4.14 Describe codominance as a situation in which both alleles in heterozygous
organisms contribute to the phenotype.
4.4.15 Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O
blood groups and alleles are IA, IB and Io.
4.4.16 Describe a sex-linked characteristic as a feature in which the gene responsible is
located on a sex chromosome and that this makes the characteristic more common
in one sex than in the other.
4.4.17 Describe red-green colour blindness as an example of sex linkage.
4.4.18 Use genetic diagrams to predict the results of monohybrid crosses involving
codominance or sex linkage and calculate phenotypic ratios.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
5 Variation and selection
5.1 Variation 5.1.1 Describe variation as differences between individuals of the same species. 1. Investigations into ICT
5.1.2 State that continuous variation results in a range of phenotypes between two continuous and application,
extremes: examples include body length and body mass. discontinuous teamwork, and
variation in the ethics (safety,
5.1.3 State that discontinuous variation results in a limited number of phenotypes with no class (statistical health, and
intermediates: examples include ABO blood groups, seed shape in peas and seed work). environment)
color in peas. 2. Write instruction set
5.1.4 State that discontinuous variation is usually caused by genes only and continuous to carry out a task,
variation is caused by both genes and the environment. then change one of
5.1.5 Investigate and describe examples of continuous and discontinuous variation. the instructions
5.1.6 Describe mutation as genetic change. and then try to do
the mission.
5.1.7 State that mutation is the way in which new alleles are formed. 3. Collect and interpret
5.1.8 State that ionizing radiation and some chemicals increase the rate of mutation. statistical
5.1.9 Describe gene mutation as a random change in the base sequence of DNA. information about
5.1.10 State that mutation, meiosis, random mating and random fertilization are sources Down’s syndrome
of genetic variation in populations. and sickle cell
anemia in Oman.
4. Arrange for a
scientific debate
between students
distributing to
them specific roles
on evidence
available that
agree about the
effects of radiation
and chemicals on
mutation rates.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
5.2 Adaptive 5.2.1 Describe an adaptive feature as an inherited feature that helps an organism to 1. Present images and Observation
features survive and reproduce in its environment. samples about a and
5.2.2 Interpret images or other information about a species to describe its adaptive species to describe communication
its adaptive
features. features.
5.2.3 Explain the adaptive features of hydrophytes and xerophytes to their environments. 2. Record observations
for various types
of Omani plants
(including shrubs
and trees) that live
in the desert and
describe their
adaptive features.
6 Organisms and their environment
6.1 Energy flow 6.1.1 State that the Sun is the principal source of energy input to biological systems. 1. Designing charts Teamwork
6.1.2 Describe the flow of energy through living organisms, including light energy from
the Sun and chemical energy in organisms, and its eventual transfer to the
environment.

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6.2 Food chains 6.2.1 Describe a food chain as showing the transfer of energy from one organism to the 2. Drawing and Problem
and food next, beginning with a producer. interpreting food solving, critical
webs 6.2.2 Construct and interpret simple food chains. chains, food webs, thinking, and
pyramids of numbers ethics (safety,
6.2.3 Describe a food web as a network of interconnected food chains and interpret food and pyramids of mass. health, and
webs. environment)
6.2.4 Describe a producer as an organism that makes its own organic nutrients, usually
using energy from sunlight, through photosynthesis.
6.2.5 Describe a consumer as an organism that gets its energy by feeding on other
organisms.
6.2.6 State that consumers may be classed as primary, secondary, tertiary and quaternary
according to their position in a food chain.
6.2.7 Describe a herbivore as an animal that gets its energy by eating plants.
6.2.8 Describe a carnivore as an animal that gets its energy by eating other animals.
6.2.9 Describe a decomposer as an organism that gets its energy from dead or waste
organic material.
6.2.10 Use food chains and food webs to describe the impact humans have through
overharvesting of food species and through introducing foreign species to a
habitat.
6.2.11 Draw, describe and interpret pyramids of numbers and pyramids of biomass.
6.2.12 Discuss the advantages of using a pyramid of biomass rather than a pyramid of
numbers to represent a food chain.
6.2.13 Describe a trophic level as the position of an organism in a food chain, food web
or ecological pyramid.
6.2.14 Identify the following as the trophic levels in food webs, food chains and
ecological pyramids: producers, primary consumers, secondary consumers,
tertiary consumers and quaternary consumers.
6.2.15 Draw, describe and interpret pyramids of energy.
6.2.16 Discuss the advantages of using a pyramid of energy rather than pyramids of
numbers or biomass to represent a food chain.
6.2.17 Explain why the transfer of energy from one trophic level to another is often not
efficient.
6.2.18 Explain, in terms of energy loss, why food chains usually have fewer than five
trophic levels.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
6.3 Nutrient 6.3.1 Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, 1. Practicing Critical
cycles decomposition, formation of fossil fuels and combustion. interprets thinking, and
6.3.2 Describe the nitrogen cycle with reference to: nutrient cycles. ethics (safety,
health, and
• decomposition of plant and animal protein to ammonium ions environment)
• nitrification
• nitrogen fixation by lightning and bacteria
• absorption of nitrate ions by plants
• production of amino acids and proteins
• feeding and digestion of proteins
• deamination
• denitrification
6.3.3 State the roles of microorganisms in the nitrogen cycle, limited to: decomposition,
nitrification, nitrogen fixation and denitrification (generic names of individual
bacteria, e.g. Rhizobium, are not required).
6.4 Population 6.4.1 Describe a population as a group of organisms of one species, living in the same Observation
area, at the same time. and
6.4.2 Describe a community as all of the populations of different species in an communication
ecosystem.
6.4.3 Describe an ecosystem as a unit containing the community of organisms and their
environment, interacting together.
6.4.4 Identify and state the factors affecting the rate of population growth for a
population of an organism, limited to food supply, competition, predation and
disease.
6.4.5 Identify the lag, exponential (log), stationery and death phases in the sigmoid curve
of population growth for a population growing in an environment with limited
resources.
6.4.6 Interpret graphs and diagrams of population Growth.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
7 Human influences on ecosystems
7.1 Food supply 7.1.1 Describe how humans have increased food production, limited to: 1. Arrange for a Critical
(a) agricultural machinery to use larger areas of land and improve efficiency scientific debate thinking and
(b) chemical fertilizers to improve yields between students communication
distributing to them
(c) insecticides to improve quality and yield specific roles on
(d) herbicides to reduce competition with weeds evidence available that
(e) selective breeding to improve production by crop plants and livestock. agree or disagree about
7.1.2 Describe the advantages and disadvantages of large-scale monocultures of crop the negative impacts of
Plants. large-scale
7.1.3 Describe the advantages and disadvantages of intensive livestock production. monocultures of crop
plants on an ecosystem

7.2 Habitat 7.2.1 Describe biodiversity as the number of different species that live in an area. 1. Show a video about Observation
destruction 7.2.2 Describe the reasons for habitat destruction, including: the undesirable effects and
(a) increased area for housing, crop plant production and livestock production of deforestation on the communication
environment
(b) extraction of natural resources
(c) freshwater and marine pollution
7.2.3 State that through altering food webs and food chains, humans can have a negative
impact on habitats.
7.2.4 Explain the undesirable effects of deforestation as an example of habitat
destruction, to include reducing biodiversity, extinction, loss of soil, flooding and
increase of carbon dioxide in the atmosphere.

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Biology Syllabus (9-10), 2024-2025 ‫ م‬2025-2024 ،)10-9( ‫اإلطار املنهجي ملادة األحياء‬
 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
7.3 Pollution 7.3.1 Describe the effects of untreated sewage and excess fertilizer on aquatic 1. Show a video about Observation
ecosystems. pollution (causes, and
7.3.2 Describe the effects of non-biodegradable plastics, in both aquatic and terrestrial effects, and communication
possible remedies)
ecosystems. 2. A visit to one of the
7.3.3 Describe the sources and effects of pollution of the air by methane and carbon institutions that are
dioxide, limited to the enhanced greenhouse effect and climate change. in charge with the
7.3.4 Explain the process of eutrophication of water, limited to: environment in
• increased availability of nitrate and other ions Oman and write a
• increased growth of producers report about their
• increased decomposition after death of producers rules and
regulations to
• increased aerobic respiration by decomposers reduce pollution.
• reduction in dissolved oxygen
• death of organisms requiring dissolved oxygen in water.

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 Suggested teaching
Subtopics Learning Outcomes and learning activities Skills
+ Practical work
7.4 Conservation 7.4.1 Describe a sustainable resource as one which is produced as rapidly as it is 1. Show videos Observation
removed from the environment so that it does not run out. about and
7.4.2 State that some resources can be conserved and managed sustainably, limited to conservation of communication
fossil fuels,
forests and fish stocks. sewage
7.4.3 Explain why organisms become endangered or extinct, including: climate change, treatment and
habitat destruction, hunting, overharvesting, pollution and introduced species. recycling
7.4.4 Describe how endangered species can be conserved, limited to:
(a) monitoring and protecting species and habitats
(b) education
(c) captive breeding programmes
(d) seed banks
7.4.5 Explain how forests can be conserved using: education, protected areas, quotas and
Replanting.
7.4.6 Explain how fish stocks can be conserved using: education, closed seasons,
protected areas, controlled net types and mesh size, quotas and monitoring.
7.4.7 Describe the reasons for conservation programmes, limited to:
(a) maintaining or increasing biodiversity
(b) reducing extinction
(c) protecting vulnerable ecosystems
(d) maintaining ecosystem functions, limited to nutrient cycling and resource
provision, including food, drugs, fuel and genes.
7.4.8 Describe the use of artificial insemination (AI) and in vitro fertilization (IVF) in
captive breeding programmes.
7.4.9 Explain the risks to a species if its population size decreases, reducing genetic
variation (knowledge of genetic drift is not required).

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 Yearly plan
Grade 9 – semester one Number Grade 9 – Number of Grade 10 – Number of Grade 10 – Number
of lessons semester two lessons semester one lessons semester two of lessons
1 Characteristics and 10 9 16 15
Human Coordination and
classification of living Inheritance
nutrition response
organisms
2 Organization of the 6 Transport in 9 Excretion in 16 Variation and 10
organisms plants Humans selection
3 Movement into and out 6 Transport in 10 16 Organisms and 12
Reproduction
of cells. animals their environment
4 6 Gas 10 11
Human influence
Biological molecules exchange in
on ecosystem
Humans
5 Enzymes 6 Respiration 10
6 Diseases and immunity 6
7 Plant nutrition 8
Total 48 48 48 48

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Resources for teachers to upgrade their knowledge and skills
Teacher support http://www.cie.org.uk/teaching-and-learning/
How to teach https://www.international.heacademy.ac.uk/
Past paper resource http://papers.xtremepapers.com/CIE/Cambridge%20IGCSE/
http://www.teachthought.com/pedagogy/instructional-strategies/50-teaching-strategies-to-jumpstart-your-teacher-
Teaching strategies
brain/

References:
1. Bloom’s Taxonomy of action verbs: http://www.educatorstechnology.com.
2. Biology Syllabus, Caribbean Examinations Council, Caenwood Centre, Jamaica, 2013. www.cxc.org
3. Cambridge IGCSE Biology Syllabus (0610). Syllabus for examination in 2016, 2017 and 2018. Cambridge International
Examinations, United Kingdom. www.cie.org.uk
4. Cambridge IGCSE biology, Third edition, D G Mackean and Dave Hayward. Hodder education, 2015.
5. Cambridge IGCSE biology, Third edition, Mary Jones, Geoff Jones. Cambridge University Press. 2014
6. Complete biology for Cambridge IGCSE, second edition, Ron Pickering, Oxford University Press, 2014
7. Essential knowledge and skill statements. www. bradford-pathways.org.uk
8. https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-and-Select-Quality-
Assessments/DOK-Compared-to-Blooms-Taxonomy.pdf.aspx
9. https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html
10. Oxford AQA International GCSE Biology Syllabus (9201). For exams in May/June 2018 onwards. Version 1.0. Oxford
International AQA Examinations, United Kingdom. oxfordaqaexams.org.uk
11. Science/ Biology Standards in Qatar. Ministry of education and higher education, Qatar. http://www.edu.gov.qa

End of Biology Syllabus

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