MINISTRY OF EDUCATION MALAYSIA Director For every science subject, the curriculum for the year is articulated

Integrated Curriculum for Primaty Schools Curriculum Development Centre in two

BIOLOGY Ministry of Education, Malaysia documents: the syllabus and the curriculum specifications. The
Syllabus Biology Syllabus syllabus
CURRICULUM DEVELOPMENT CENTRE 1 presents the aims, objectives and the outline of the curriculum
content for a
Ministry of Education INTRODUCTION period of two years for elective science subjects and five years for
2006 As articulated in the National Education Policy, education in core science
THE NATIONAL PHILOSOPHY Malaysia is an on- subjects. The curriculum specifications provide the details of the
Our nation, Malaysia, is dedicated to achieving a greater unity of going effort towards further developing the potential of individuals curriculum,
in a holistic
all her which includes the learning objectives, suggested learning
peoples; to maintaining a democratic way of life; to creating a just and integrated manner to produce individuals who are activities, the
society in which the wealth of the nation shall be equitably shared; intellectually, spiritually,
emotionally, and physically balanced and harmonious. The primary AIMS
intended learning outcomes, and vocabulary.
to and
ensuring a liberal approach to her rich and diverse cultural secondary school science curriculum is developed with the aim of The aims of the biology curriculum for secondary school are to
traditions; to provide students
building a progressive society which shall be oriented toward producing
such individuals. with the knowledge and skills in biology and technology and enable
modern them to
science and technology; As a nation that is progressing towards a developed nation status, solve problems and make decisions in everyday life based on
Malaysia
We, her peoples, pledge our united efforts to attain these ends needs to create a society that is scientifically oriented, progressive, scientific
guided attitudes and noble values.
by the following principles: knowledgeable, having a high capacity for change, forward looking, Students who have followed the biology curriculum will have a
BELIEF IN GOD innovative basic foundation
LOYALTY TO KING AND COUNTRY and a contributor to scientific and technological developments in in biology to enable them to pursue formal and informal further
the future. education in
SUPREMACY OF THE CONSTITUTION This society should also have the capability to manage the science and technology.
RULE OF LAW environment and its
GOOD BEHAVIOUR AND MORALITY resources in a responsible manner. In line with this, there is a need The curriculum also aims to develop a dynamic and progressive
society with a
NATIONAL PHILOSOPHY OF EDUCATION to produce science and technology culture that values nature and works
Education in Malaysia is an on-going effort towards further citizens who are creative, critical, inquisitive, open-minded and towards the
developing the potential of individuals in a holistic and integrated competent in
science and technology. preservation and conservation of the environment.
manner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious Science is a discipline comprising knowledge, skills and scientific OBJECTIVES
The biology curriculum for secondary school enables students to:
attitudes and
based on a firm belief in and devotion to God. Such an effort is noble values. The integration of these three elements is very 1. Acquire knowledge in biology and technology in the context of
natural
designed to produce Malaysian citizens who are knowledgeable important in
and competent, who possess high moral standards and who are ensuring a quality science education. As a discipline of knowledge, phenomena and everyday life experiences.
responsible and capable of achieving a high level of personal well- science 2. Understand developments in the field of biology and technology.
being as well as being able to contribute to the betterment of the provides
understand
a conceptual framework that enables students to 3. Acquire scientific and thinking skills.
the world
family, society and the nation at large. 4. Apply knowledge and skills in a creative and critical manner to
NATIONAL SCIENCE EDUCATION PHILOSOPHY around them. solve
In consonance with the National Education Philosophy, science Science is also a process that emphasises inquiry and problem problems and make decisions on biology-related issues.
solving. Thus, 5. Apply knowledge of biology to improve ones health and well-
education in Malaysia nurtures a Science and Technology Culture science develops skills in investigating the environment, which being. Face
by focusing on the development of individuals who are involves thinking challenges in the scientific and technological world and be willing
competitive, skills, thinking strategies and scientific skills. Knowledge is to
dynamic, robust and resilient and able to master scientific therefore acquired contribute towards the development of science and technology.
knowledge and technological competency. as the product of an investigation. Scientific inquiry also requires 6. Evaluate science and technology-related information wisely and
PREFACE and enables effectively.
Science and technology plays a crucial role in meeting Malaysias students to develop scientific attitudes and noble values. 7. Practise and internalise scientific attitudes and good moral
aspiration to become a developed nation. Therefore, the provision The science curriculum for the Integrated Curriculum for Primary values.
School and
of Biology Syllabus
quality science education from an early age in the education the Integrated Curriculum for Secondary School are designed for 3
students from
process is of
paramount importance. primary to secondary schools. The curriculum is formulated based 8. Appreciate the contributions of science and technology towards
national
The syllabus as outlined in this document has been designed to on the
needs of the nation as well as global scientific requirements. The development and the well-being of mankind.
provide 9. Realise that scientific discoveries are the result of human
opportunities for students to acquire scientific knowledge and focus is
directed towards thoughtful learning and optimizing learning. endeavour to the
skills. It
also seeks to inculcate noble values and love for the nation The science curriculum comprises three core science subjects and best of his or her intellectual and mental capabilities to understand
natural
towards four elective
developing a future generation which is capable of contributing to science subjects. The core subjects are Science at primary school 10. Be awarefor
phenomena the betterment of mankind.
of the need to love and care for the environment and
the level, play an
harmony and prosperity of the nation and its people. Science at lower secondary level and Science at upper secondary active role in its preservation and conservation.
The curriculum aims at producing active learners. The pupils are level.
Elective science subjects are offered at the upper secondary level CONTENT ORGANISATION
given
ample opportunities to observe, ask questions, formulate and test and consist The Biology curriculum is organised by themes. Each theme
consists of
hypotheses, analyse, interprete data, report and evaluate findings. of
The
Biology, Chemistry, Physics, and Additional Science.
core science subjects for the primary and lower secondary various learning areas, each of which consists of a number of
Throughout the investigative learning process, the pupils will be levels are learning
encouraged to apply science process skills, thinking skills and designed to provide students with basic science knowledge, objectives. A learning objective has one or more learning
thinking prepare students outcomes. Learning
strategies for thoughtful learning. to be literate in science, and enable students to continue their outcomes affective
are written based on the hierarchy of the cognitive and
The teaching of Science using English as the medium of instruction science
enables pupils to obtain various sources of information written in education at the upper secondary level. Core Science at the upper domains. understanding,
Levels in the cognitive domain are: knowledge,
English secondary
either in electronic or print forms and helps them to keep abreast level is designed to produce students who are literate in science, application,
affective domain
analysis, synthesis and evaluation. Levels in the
of innovative,
developments in science and technology. Pupils will be able to see and able to apply scientific knowledge in decision-making and are: to be aware of, to be in awe, to be appreciative, to be thankful,
to love, to
science and technology in a wider context and learn to relate their problem solving
knowledge to the world beyond their school. in everyday life. The elective science subjects prepare students practise, and to internalise. Where possible, learning outcomes
relating to the
who are more
This syllabus is the work of many individuals and experts in the scientifically inclined to pursue the study of science at post- affective domain are explicitly stated. The inculcation of scientific
field. On attitudes and
behalf of the Ministry of Education, I would like to express my secondary level.
Biology Syllabus noble values should be integrated into every learning activity. This
deepest ensures a
appreciation to those who have given their vital support and 2
contributed This group of students would take up careers in the field of science more spontaneous and natural inculcation of attitudes and values.
Learning
in one way or another on this effort. and
(MAHZAN BIN BAKAR SMP, AMP ) technology and play a leading role in the field for national through thein the psychomotor domain are achieved implicitly
outcomes
development.
learning activities. SCIENTIFIC SKILLS functioning building blocks. The theme also focuses on the
The Suggested Learning Activities in the supporting document Scientific skills encompass science process skills and manipulative movement of
entitled skills. substances across the cell membrane, the chemical compounds in
Curriculum Specifications provides information on the scope and Science process skills promote thinking in a critical, creative, the cell,
dimension of analytical and cell division and cell organisation.
learning outcomes. The suggested learning activities aim at systematic manner. The mastering of science process skills The learning areas in this theme are as follows:
providing some together with Cell structure and cell organisation
guidance as to how learning outcomes can be achieved. A scientific attitudes and knowledge will enable the students to think, ? Structure of animal and plant cells
suggested activity formulate ? Cell structure and function
may cover one or more learning outcomes. At the same time, more questions and find out answers systematically. ? Differences between animal and plant cells
than one Science Process Skills
activity may be suggested for a particular learning outcome. Science process skills that need to be developed in the science ? Cell organisation
Teachers may curriculum are Movement of substances across the plasma membrane
modify the suggested activities to suit the ability and style of as follows: ? The need for movement of substances across the plasma
learning of their membrane
students. At the same time, teachers are encouraged to design ? Observing
? Classifying ? Properties of the plasma membrane as a semi-permeable
other innovative membrane
and effective learning activities to enhance the learning of biology. ? Measuring and Using Numbers ? Active and passive transport
Teaching and learning strategies in the biology curriculum ? Inferring ? Diffusion, osmosis, plasmolysis, haemolysis and crenation
emphasise ? Predicting ? Hypotonic, hypertonic and isotonic solutions
thoughtful learning. Thoughtful learning is a process that helps ? Communicating Chemical composition of the cell
students acquire ? Using Space-Time Relationship ? Carbohydrates, protein and lipids in cells
knowledge and master skills that will help them develop their mind ? Interpreting Data ? Enzymes, general characteristics of enzymes, factors affecting
to an ? Defining Operationally enzyme
optimum level. Thoughtful learning can occur through various ? Controlling Variables activity, mechanism of enzyme action, and uses of enzymes in
learning industries
approaches such as inquiry, constructivism, contextual learning, Biology Syllabus
and mastery 5 and daily life
learning. These learning approaches encompass learning methods ? Hypothesising Cell division
such as ? Experimenting. ? Phases of cell cycle
experiments, discussions, simulations, projects, visits and future Manipulative Skills ? Mitosis
studies. skills are psychomotor skills in scientific investigation ? Meiosis
Learning activities should therefore be geared towards activating Manipulative
which ? Application of mitosis in agriculture
students
critical and creative thinking skills and not be confined to routine or enable
? Use
students to:
and handle science apparatus and laboratory substances
3. Physiology of Living Things
This theme is aimed at providing an understanding on the
rote correctly, physiological
learning. ? Store science apparatus correctly and safely, processes which take place in living things. Every organism carries
Students should be made aware of the thinking skills and thinking ? Clean science apparatus correctly, out
strategies Biology Syllabus
that they use in their learning. They should be challenged with ? Handle specimens correctly and carefully,
higher order ? Observe, record and measure accurately. 7
questions and problems and be required to solve problems utilising Thinking Skills physiological processes such as digestion, respiration,
their Teaching and learning of science provides a good opportunity to transportation,
locomotion, support, co-ordination, response, reproduction and
Biology Syllabus develop
4 students thinking skills. Strategies in teaching and learning growth to
survive. The emphasis is to ensure that students understand the
creativity and critical thinking. The teaching and learning process science require the
should enable mastering of thinking skills and thinking strategies which will be relationship
physiological
between structure and function in each of these
students to acquire knowledge, master skills and develop scientific the foundation
attitudes for thoughtful learning. Thinking strategies can be categorised into processes.
eventually
The understanding of physiological processes will
and noble values in an integrated manner. critical
The learning of biology is not limited to activities carried out in the thinking skills and creative thinking skills. contribute to the development of science and technology.
school Scientific Attitudes and Noble Values The learning areas in this theme are as follows:
compound. The latest trend in biolgy education is to encourage Science learning experiences can be used as a means to inculcate Nutrition
smart positive ? Types of nutrition
partnership between the Ministry of Education and various scientific attitudes and noble values in students. The inculcation of ? Balanced diet
organisations such scientific ? Malnutrition
as institutions of higher learning, other governmental agencies, attitudes and noble values can be done through proper planning or ? Digestion of food
non- spontaneously. In this curriculum, the learning objectives for the ? Absorption and assimilation of food
governmental agencies and private corporations to provide new affective
ideas, domain are articulated as specific learning outcomes. The specific ? Defecation
? Nutrient requirements in plants
opportunities, strategies and skills. Learning of biology can also be activities to
enhanced achieve the learning objectives have also been suggested. ? Photosyntesis
through the use of external resources such as zoos, animal Knowledge Contents ? Technology in food production
sanctuaries, The curriculum content is organised based on the following ? Development of technology in food processing
museums, science centres, research institutes, mangrove swamps, themes: Respiration
and 1. Introduction to Biology ? Aerobic and anaerobic respiration
factories. Visits to these places make the learning of biology more 2. Cell as a Basic Unit of Living Things ? Respiratory structures and breathing mechanisms in human and
interesting, certain
meaningful and effective. To optimise learning opportunities, visits 3. Physiology of Living Things
need to be 4. Variation and Inheritance in Living Things animals
carefully planned. Students may be involved in the planning 5. Relationship between Living Things and the Environment ? Gaseous exchange and transportation of gases in human
process and The following are the learning areas and content of each theme: ? Regulatory mechanism of oxygen and carbon dio xide content in
specific educational tasks should be assigned during the visit. No 1. Introduction to Biology the ody
educational This theme aims to provide an understanding of Biology as a field ? Human response in terms of rate of respiration in different
visit is complete without a post-visit discussion. of study. situations
The skills to select, analyse and evaluate information from various Students are also introduced to the method of acquiring science ? Respiration in plants
sources are knowledge Transportation
also developed. Through the use of technology such as television, Biology Syllabus ? Transport system of complex multicellular organisms
radio, video, ? Blood circulatory system
computer, and Internet, the teaching and learning of biology can 6 in a scientific manner using scientific investigation and the ? Clotting of blood
be made more importance of ? Lymphatic system
interesting and effective. Computer simulation and animation are cultivating scientific attitudes and noble values. ? Role of blood and lymphatic system in body defence
effective tools
for the teaching and learning of abstract or difficult biology ? Understanding Biology ? Vascular system in plants
concepts. Computer ? Scientific methods ? Water movement and transport of organic materials in plants
simulation and animation can be presented through courseware or ? Scientific attitudes and noble values ? Transpiration and translocation
Web page. 2. Cell as a Basic Unit of Living Things Locomotion and support
The use of technology will enhance the effectiveness of teaching This theme is aimed at providing an understanding that cells are ? Requirement of locomotion and support in human and animals
and learning unique, ? Human skeletal system
of biology besides optimising the intended learning outcomes.
? Action of muscle, ligament and tendon during locomotion 4. Variation and Inheritance in Living Things ecosystem and the
? Mechanism of locomotion in human and animals This theme is aimed at providing an understanding on variation relationship between biotic and abiotic components in a dynamic
Biology Syllabus and ecosystem. Students will also conduct ecological study of
8 inheritance in living things. The key to inheritance lies in the genes population
? Problems related to locomotion and support carried through suitable sampling techniques.
? Support in aquatic and land plants by the chromosomes in the nucleus of a cell. The transferring of The learning areas in this theme are as follows:
these gene
Co-ordination and response units from generation to generation is known as inheritance. Genes Dynamic Ecosystem
? Biotic components, abiotic components, trophic levels, and
? Requirements for response towards st imulation in living are the
organisms controlling unit of specific characteristics in all living things. A gene interactions
between the biotic components
? Nervous communication for a
? Hormonal communication specific characteristic may exist in different forms causin g ? Colonization and succession in ecosystems
? Uses of hormone in medicine and agriculture variations to the ? Population
? The coordination of nervous and endocrine control characteristic. ? Biodiversity
? Homeostasis The learning areas in this theme are as follows: Endangered Ecosystem
? Effects of drug and alcohol abuse on co -ordination and response Inheritance ? Impact of human activities on the ecosystem
Reproduction and growth ? Mendels First Law and Mendels Second Law ? Effects of mismanagement and unplanned development on the
? Process of gamete formation ? Concept of inheritance ecosystem
? Role of hormones in menstrual cycle, effects of hormonal ? Genes and chromosomes ? Pollution
imbalance and Variations ? Greenhouse effect, thinning of the ozone layer and global
menopause ? Types of variations warming
? Prenatal development of human beings ? Causes of variations ? Management of development and ecosystem to preserve the
? Double fertilisation Biology Syllabus balance of
? Growth curve 9 nature
? Primary and secondary growth 5. The Relationship of Living Things With The Environment `
? The importance of the use of te chnology in reproduction This theme is aimed at providing an understanding of an