Federal Syllabus: St. Mary High School

ST.
MARY HIGH SCHOOL

SCHOOLS’ CHALLENGE QUIZ
St. Mary High School
Federal Syllabus
Unit 1-22-effective for incoming season from Jan/Mar 2013
Please note that the effective date for Units 1-22 starts from Jan/Mar 2013
Correspondence can be made to the syllabus should be addressed to:
St. Mary High Quiz Club
St. Mary High School
Highgate P.O., St Mary, Jamaica, W.I.
Telephone#: (876) 505-7292; 472-0378
Copyright 2006, by Caribbean Examinations Council
The Garrison, St Michael BB 11158, Barbados
SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 1

CONTENTS
RATIONALE……………………………………………………………
AIMS…………………………………………………………………….
CRITERIA/PROTOCOLS TO BE ASSESSED…………………………
PRE-REQUISITES OF THE SYLLABUS………………………………
STRUCTURE OF THE SYLLABUS……………………………………
UNITS 1: BIBLE KNOWLEDGE:

MODULE 1: OLD TESTAMENT…………………………..
MODULE 2: NEW TESTAMENT………………………….
UNIT 2: BIOLOGY:
MODULE 1: PLANT BIOLOGY……………………………
MODULE 2: ANIMAL BIOLOGY………………………….
MODULE 3: ENVIRONMENTAL BIOLOGY……………..
UNIT 3: ENGLISH LANGUAGE:

MODULE 1: PROVERBS/IDIOMS………….. ………………
MODULE 2: WORD/PHRASE MEANING..…………………
UNIT 4: LOCAL & INTERNATIONAL AFFAIRS/CURRENT AFFAIRS:

MODULE 1: LOCAL, REGIONAL AND INTERNATIONAL
LEADERS….……………………………………………………
MODULE 2: SOCIAL ORGANIZATIONS/INSTITUTIONS...
MODULE 3: SIGNIFICANT DATES OF ERA……...… ……...
UNIT 4: GEOGRAPHY:
MODULE 1: LANDFORM INFORMATION………………....
MODULE 2: GEOMETRIC/COORDINATE POSITIONING…
MODULE 3: COUNTRY ANALYSIS…………………………
MODULE 4: GEOGRAPHIC DETAILS………………………………

UNIT 5: GENERAL KNOWLEDGE:
MODULE 1: SOLAR PLANET INFORMATION……………………….
MODULE 2: GLOBAL COUNTRIES AND OTHER INFORMATION...
MODULE 3: COUNTRY ANALYSIS……………………………………
UNIT 6: LITERATURE:
MODULE 1: LOCAL, REGIONAL & INTERNATIONAL LIT………….
MODULE 2: PRESTIGIOUS ACCOLADES OF LITERATURE…………
MODULE 3: POPULAR FESTIVITIES/CEREMONIES………………….
UNIT 7: SPORTS:
MODULE 1: SPORTS DEFINED & DISCIPLINES………………………
MODULE 2: SPORTING EVENTS/CEREMONIES CALENDAR……….
MODULE 3: ORGANIZATION/ASSOCIATION/RULER BODIES……...
UNIT 8: : chemistry
FUNDAMENTAL CHEMISTRY
ORGANIC CHEMISTRY
ENVIRONMENT CHEMISTRY
STUDIES & FIELDS OF CHEMISTRY
AWARDS & INSTITUTIONS
RELATIONS OF CHEMISTRY
Unit 9: MATHEMATICS:
MODULE 1: BASIC MATHS………………………………………………..
MODULE 2: MEDIUM MATHS…………………………………………….
MODULE 3: HARD MATHS………………………………………………...
MODULE 4: EFFECTIVE/EFFICIEl,NT MATHS……………………………
UNIT 9 &10: SPANISH & FRENCH:

MODULE 1: VERBS, NOUNS & ADJECTIVES……………………………
MODULE 2: FOOD, ARTICLES, AND INSTITUTIONS…………………..

MODULE 3: NUMERALS, ENVIRONMENT, ALMANAC, RELIGION…
UNIT 11: INFORMATION TECHNOLOGY:

MODULE 1: ADVENT OF COMPUTING…………………………………..
MODULE 2: SYSTEMS, STRUCTURE & MISCELLANEOUS…………...
MODULE 3: TECHNOLOGICAL ADVANCEMENTS…………………….
UNIT 12: PHYSICS:

MODULE 1: INTRODUCTORY PHYSICS………………………………….
MODULE 2: PHYSICAL PROPERTIES, APPLICATIONS & MISC……….
MODULE 3: PHYSICAL SYSTEMS, AWARDS, INSTITUTIONS, TERM..
UNIT 13: ART (LOCAL, REGIONAL AND INTERNATIONAL):

MODULE 1: SCULPTORS, PAINTERS, ETC…………………………………..
MODULE 2: ART FORMS, TECHNIQUES, ETC……………………………….
MODULE 3: ORGANIZATIONS……………………………………………….
UNIT 14: THEATRE & CINEMA (LOCAL/REGIONAL AND INTERNATIONAL):
MODULE 1: ACTORS, ACTRESSES, DIRECTORS, PRODUCERS………….
MODULE 2: CURRENT/PAST FILM PREVIEWS……………………………..
MODULE 3: PRESTIGIOUS AWARDS, CEREMONIES, ACCOLADES…….
MODULE 4: TELEVISION & ANIMATION……………………………………
UNIT 15: HISTORY (LOCAL, CARIBBEAN & WORLD):

MODULE 1: WARS, BATTLES WITH THEIR TREAITES…………………
MODULE 2: STAGES OF GOVERNMENT & TYPES………………………
MODULE 3: ERAS & PERIODS OF DEVELOPMENT……………………..
MODULE 4: IMPORTANT FIGURES………………………………………..
UNIT 16: JAMAICAN HERITAGE:

MODULE 1: PERFORMING ARTS……………………………………….....
MODULE 2: HISTORY JAMAICA…………………………………………..
UNIT 17: MUSIC (LOCAL, REGIONAL & INTERNATIONAL):

MODULE 1: PRE & POST-INDEPENDENCE MUSIC…………………….
MODULE 2: MUSIC OF THE AMERICAS…………………………………
MODULE 3: INTERNATIONAL MUSIC (PAST & CURRENT)…………..
UNIT 18: RELIGIOUS KNOWLEDGE (LOCAL, CARIBBEAN & INT’L):

MODULE 1: RELIGIONS………………………………………………
MODULE 2: TERMINOLOGIES & FESTIVIES………………………
MODULE 3: LEADERS & ORGANIZATION STRUCTURES……….

UNIT 19: FOREIGN LANGUAGES & PHRASES:
MODULE 1: LANGUAGE TYPES & VARIATIONS…………………
MODULE 2: ALTERNATIVE NAMES W/ ORIGIN………………….
MODULE 3: PRONUNCIATION………………………………………
UNIT 20: MYTHOLOGY:

MODULE 1: GENRES OF MYTHOLOGY……………………………
MODULE 2: STORIES, FABLES & CHARACTERS…………………
OUTLINE OF THE QUIZ MANDATORY ASSESSMENTS…………………….
REGULATIONS FOR PRESENT/UPCOMING QUIZZITES……………………
ASSESSMENT GRID………………………………………………………………
DATA BOOKLET……………………………………………………………………
ALTERATIONS TO SYLLABUS FOR 2014/15 SEASON…………………………………

INTRODUCTION
T he St. Mary High School Federal Quiz syllabus is designed to provide a dynamic perspective
to academics and as a course of sport which addresses, in addition to specific degree of
knowledge, development of skills, techniques and attitudes. It takes into account the
requirements of all levels of education done (CSEC to CAPE and University). It is structured in
a manner as to make aware of the students’ social and physical environments and ethical
responsibilities, as well as the benefits intrinsic to the practical application of wider knowledge
to specific career paths.
The Schools Challenge Quiz (SCQ) competition can be applied to various educational and co-
curricular activities and is viewed not just as a competition, but as an intensive mind-fuelled
sport that seeks to maximize the all-rounded individual on not solely of education. It involves 64
schools island wide competing randomly for the tops spots in the Jamaican Education system.
As of such, SCQ plays a major role as one of great physical, social, emotional development of
well-being. From the 1st week of January (mostly on a Monday) to the last Thursday of March
annually, the competition seeks to answer what most believe cannot be, or unable to be done in
the Caribbean. The finalists both receive prizes, cash (in cheques) and trophies, with several
other recognized teams receiving incentives on the d

SCQ FEDERAL SYLLABUS
 RATIONALE
Schools’ Challenge Quiz plays a role in the evolution of knowledge, education, tradition and reputation
in Jamaica. It empowers us to be great problem-solvers and seekers, create sacrifices, hard-work and
become team workers for a healthy environment. It arises our curiosity to learn outside our environment
and encounter what could not be possible through research and interpret data. These skills lead to the
development of laws and theories that help us to understand and explain natural phenomena and exercise
control over our environment. Quizzing, in general, plays an integral role of a balanced education.
Human resources are the most valid and essential resource in Jamaica, the Caribbean and the World.
Sustainable and Economic development through globalization as well as sustainability in scientific and
technological resources of its people is essential.
The federal SCQ syllabus is, therefore, designed to develop a dynamic pathway of academics which
addresses, in addition to increased knowledge base, the development of related skills, attitudes and ethical
features. It consists of 20 Units and 61 Modules, derived mostly from secondary and tertiary education
subjects, while the others come from the local and international fraternity. The Units and Modules of the
syllabus may be studied concurrently or singly, or used with other subjects examined by other
administrators or institutions.
Principles from the SCQ are applicable in examination, societal and environmental concerns. For
example, Units such as Jamaican Heritage and General Knowledge can fall under the study topics of
CSEC Social Studies and/or CAPE Caribbean Studies, which seek to explain how man relates to his/her
environment. As such, SCQ plays a diverse role in lifestyle and lifelong learning of the young generation-
in how we know what we know and what we do everyday etc. Quiz is, therefore an active academic sport,
that all should engage and be proud to be a part of in our development.
 AIMS
The syllabus aims to enable students to:

1. Acquire the knowledge and understanding of quiz principles, concepts and techniques so as to be
suitably prepared for competition current and upcoming in the future.
2. Develop the ability to communicate and perform professionally from collection, analysis and
assimilation of past match tapes;
3. Appreciate, understand and use the body and its effects to conform to training methods in the
practice for the real world;
4. Develop excellent answering, buzzing and reaction skills through constant practice overtime;
5. Apply concrete knowledge to everyday life situations;
6. Appreciate that some of what we hardly know or discover in past and future questions are simply
a part of what we should know and expand on it;
7. Further develop the spirit of inquiry and manipulation of questions asked in order to better
understand from a multi-dimensional approach and sustain use of energy to solve;
8. Recognise that changes that occur in questions and unit content are constantly influenced by
technological, social, cultural and ethical factors;
9. Recognise the power, impact and influence quiz has in its modern-day era from the past;
10. Contribute in making St. Mary High quizzers become professionally and elite quizzites;
 CRITERIA AND ABILITIES TO BE ASSESSED

The criteria, quizzers are expected to have developed on completion of this syllabus, have been
grouped under four main protocols, namely:
(i) Group Processing

(ii) Training, Commitment and Knowledge Coverage
(iii) Performance and Competence
(iv) Conduct/Body Language

Group Processing (GP):
This involves strong organization, concentration and unison of the overall team’s approach at a
particular match or set-play.
Training, Commitment and Knowledge Coverage (TCKC):

The sub-section of training involves how well the individual group members are able to concentrate
and respond effectively to the nature of questions asked with or without pressure. The nature of questions
all comes from 5 sources-new and old quiz banks (from past/present quiz matches), internet, media (e.g.
TV & radio) and personal resources (Students’ Companion, A-Z book etc). Training also comes with
mostly buzzer and section practice, all culminating with the whole group processing factor. Thus, more
internal practice matches (at club) ought to be played very regularly until is the norm.
Commitment will be assessed based on individual’s daily attendance record and level of willingness to an
assigned task.
Knowledge is one of the highest pillars of the club & competition. However, knowledge doesn’t
necessarily make a member or group most superior, but other factors that facilitate knowledge. The
‘understanding’ method will be mainly used, as the ‘swatting’ method is left as last resort. Their resource
base will also be assessed if they are prepared.
Performance and Competence:
Both Performance and Competence involves assessing and enhancing the level of competition of groups
& members. It also entails how well groups or individuals do against an opponent with varied questions
types and styles. The opponent selected is most likely a strong one, however if the performance of the
present group is on par with opponents, the most likely result is that competition is high, therefore
performance level is equal and via versa.
Conduct/Body Language:
It deals with how the group & individuals behaviour patterns before, during & after matches and training,
the different facial, emotional & bodily expressions like those which convey disgust, conflict &
discomfort in the group depending on the situation.
 PRE-REQUISITES OF THE SYLLABUS

Any quizzite with a good grasp of the St. Mary High School (SMHS) Federal Quiz Syllabus, SMHS Quiz
Mandatory, and SCQ past matches, banks or tapes, of that equivalent, should be able to pursue the

facilitation process defined by this syllabus. However, successful participation and effectiveness of the
process of study will also depend on the psychological and tactical approach chosen.
 STRUCTURE OF THE SYLLABUS

This syllabus is arranged into 20 Units, each made up of two to four Modules. Whilst each Module
(specific topic) in each Unit (or subject areas) can be used dependently, or singly they form a strong
facilitation process which should prepare quizzers for domestic and national competition. Examples of the
first 2 of 20 Units covered by the syllabus are as follows:
Unit 1: Bible Knowledge
Unit 1 is expected to be covered in a minimum of 2-3 hours (per day), and consists of two Modules, each
requiring approximately 50 contact hours (maximum) or 25 contact hours (minimum). This Unit is
structured as follows:
Module 1 - Old Testament

Module 2 - New Testament
Unit 2: Biology
Unit 2 is expected to be covered in a minimum of 3hrs (per day), and consists of three Modules, each
requiring approximately 50 contact hours. The Unit is structured as follows:
Module 1: Plant Biology

Module 2: Animal Biology
Module 3: Environmental Biology
The syllabus is arranged into 20 Units, each with basic foundations and in-depth details of the concepts. It
is therefore, recommended that Units, with their respective modules, be taken during list scoping, light
drilling, warm-ups or referencing after training. Each Unit is treated separately.
For each Module, there are general and specific objectives. The general and specific objectives indicate
the scope of the content, including research and reform more questions, in which the competition will be
most likely based. However, ‘fresh’ or possible questions (PQ’s) of uncovered material will be presented
based from the standard Units of the competition and of the syllabus.

Explanatory notes are provided to the right of some specific objectives. These notes provide further
insight of what level of scope the material must be viewed and provide guidance to the users of the
syllabus.
The single underlining of a specific objective and its explanatory notes, indicate those areas that also
require practical activity (if found to be complex and too hard to grasp). However, practical activity
should not be necessarily limited.
Audio and Visual tapes are greatly emphasized for e.g. Music, Theatre & Cinema, Local & International
Affairs, Sports just to name a few.
 UNIT 1: BIBLE KNOWLEDGE

MODULE 1: OLD TESTAMENT
GENERAL OBJECTIVES
On completion of this Module, students should:
1. Understand the different biblical stories and contents written in the Old and New
Testament;
2. Understand the family relations, groups and tribes and their origins;
3. Understand the development of marriages, death, divorces, unlawful and lawful acts
in each chapter of the Old (and New) Testament;
4. Understand the hidden/real names of characters, places, or group from another

language;
5. Understand the main laws issued by the Bible and other judicial, religious and
authoritarian documents with author(s) or associates;

6. Understanding other Biblical character’s teaching, principles, and shared
controversies;
7. Understanding the sequential pattern and analysis to which all books are appeared or
reversed;
8. Understanding festivals, ceremonial activities carried out by the various groups,

characters etc;
UNIT 1
SPECIFIC OBJECTIVES EXPLANATORY NOTES
1. Sequencing of Old Testament Chapters (cont’d)
Quizzers should be able to:
1.1 account for the number of chapters within Group and classify them with respect to
each book of the Old Testament; commonality and differences and
total is included.
PQ-How many books together are
said to be found in the books of
Exodus & Leviticus? 80;
PQ-How many chapters are found

in the Old Testament alone? 929
New Testament-260;
1.2 analyze for the number of verses and sentences PQ-In which book of the O.T. can be
found in selected chapters of the the shortest verse be found?
Old Testament; 1st Chronicles (1:25); another-How
many verses consist of the KJV? 31,102.
Include some miscellaneous info on

these.

UNIT 1: BIBLE KNOWLEDGE
MODULE: OLD TESTAMENT
2. Description of books of the Old Testament
2.1 describe briefly the main ideas, themes from stories Include characters and animals, places
of the Old Testament (PQ) Which book of the Bible is about
the simple story of a young Moabite
widow and her Israelite mother-in-law=
Ruth;
2.2 identify the order and positions to which each book Can be explained from perspectives
are arranged in the Bible; e.g. Minor/Major prophets; Hebrew/
Greek (Torah/ Pentateuch) versions
of the Bible; Writings & Wisdom;
(PQ) Arrange the following books in

order to which they appear last,
Judges, Chronicles, Kings-Chronicles
Kings, Judges.
(PQ) How many books comprise
Historical books of the KVJ of Bible-
12 (Joshua-Esther)
2.3 outline the historical aspects that constitutes parts of

the Bible;
2.4 linking Bible names/characters to events recorded (PQ)- Which books of the Bible were
Bible; originally one book detailing exile
exile of Persian kings Cyrus and
Artaxerxes? Ezra and Nehemiah.
2.5 know geographical details of places/kingdoms Use of charts and maps found in back
mentioned in the Bible; of NIV; use keys to mark distances
and their cardinal positions.

3. Other documents of the Bible
3.1 make small notes about the other documentations (excluded Deuterocanonicals and Apocrypha
from the KVJ etc.)
3.2 mention about dates and years of events of documentations
UNIT 1: BIBLE KNOWLEDGE

4. Ceremonies and Festivals
4.1 list and relate festivals and ceremonies with selected biblical PQ- The Jewish festival of Purim
characters/books of the O.T; announcing victory over the Jews
enemies in which book of the O.T?
Esther
4.2 cite specific quotes, lines or phrases of characters in the Psalms, Proverbs, Exodus, Judges.
Old Testament;
5. Miscellaneous
5.1 identify meaning for persons, places, periods, and other Which biblical character name was
items; changed to Israel after struggling
with God? Look for character name
and meanings.
5.2 list and classify the descendants of selected biblical
characters and or tribes;
Suggested Learning Activities and Techniques
To enhance quizzers’ facilitation process of the objectives of this Module, the following are advised to
engage quizzers in the learning and development activities listed below.

Sequencing and Description of Old Testament Chapters
1. List and arrange chronologically the CHAPTERS AND BOOKS into prophets, versions types,
Writings, timelines. Also read and collect “storybook” version of Bible stories of events etc.
2. In that listing, place each book of the Old Testament in its correct number with verses etc.
Other documents of the Old Testament
1. Identify the number of books, names, listing in correct order, shortest/longest books based on
chapters, Main characters, places and stories. Can be done on table format accordingly.
Ceremonies and Festivals and Miscellaneous
1. Read and view simple storybooks illustrating Biblical events etc.
RESOURCES
Referencing may be sought in the following resource materials useful. The latest editions are also
recommended.
King James Version, The Holy Bible.6th edition.
Websites

UNIT 1
MODULE 2: NEW TESTAMENT
GENERAL OBJECTIVES
On completion of this Module, quizzers should:
1. understand the different biblical stories and contents written in the New Testament;
2. understand most of what was explained from the Old Testament-analysis of chapters,
characters, verses, places/regions, etc;
3. understand timelines, principles, teachings, events, ceremonies/festivals that occurred

in the books of the Bible;
1. Book Analysis
1.1 account for the number of chapters in each book Classify based on same/different
of the New Testament; numbers of books; For example,
Matthew-28; Mark-16; Luke-24;
John-21; Acts-28.
PQ-How many chapters are together
found in the Gospels? 69
1.2 group chapters based on similarities and differences and Synoptic Gospels-Matthew, Mark,
totaling all chapters in New Testament; Luke and John. Which two books of
of the Bible are also called Pastoral
Letters? 1st and & 2nd Timothy, Titus
1.3 identify main characters and original meaning of Biblical Which biblical character was also
names of places, peoples, animal and things; called “Didymus”?- Thomas
The kings/tribes of the Bible.

UNIT 1
1. Book Analysis cont’d
1.4 summarize the main idea of each book of the New PQ-Which letter of the New Testament is
Testament; describing Paul’s letter from prison?
Phillipians. Follow-up=How many epistles
did the apostle Paul said to have written?
10
Include also the former languages of N.T.
2. Religious Ceremonies/festivals
2.1 relate the Christian festivals with Biblical What is the other name for what Christians
stories, characters and/or events; celebrate Christ’s last supper-Maundy/
Shire/Holy Thursday (PQ). Mention other
Holidays such as Christmas, Easter etc.
2.2 relate to stories, character’s and/or events Last Supper-Acts; Term for the execution
origin in the Bible; of Jesus by crucifixion? Passion; Name
given to the 3-day observance of the
events from Lord’s Supper to Easter Sun?
Easter Triduum.
2.2 list series of events that took place in the New Especially view from Gospels;
Testament and the character involved; Parable of the Good Samaritan; other
terms included- Coenaculum/Cenacle

UNIT 1
Sequence of the New Testament
3. arrange the books of the New Testament to which they

1st or last appear (chronologically/ascending/descending);
Suggested Learning Activities and Techniques
To facilitate the process for quizzers to physically and mentally adapt quicker to new/fresh questions, they
are advised to engage into the following learning activities and techniques listed below:
1. View tapes materials on the stories of the New Testament (via video conferencing sites such as You
Tube)
2. Create songs, phonics or mnemonics with the sequence of New Testament books (or Old Testament)
3. Watch or listen Bible-related channels via media (Television, radio etc.)
4. Visit Sunday-school sessions or teacher and seek some tips for various quotes, lines etc.
RESOURCES
Quizzers and coaches may find references to the following resource materials useful. The oldest editions
are most times preferable.
King James Version-The Holy Bible, Standard Edition-For precise and real quotes, orders etc.
New International Version-The Holy Bible

UNIT 1
Websites
http://christianity.about.com/od/New-Testament/New-Testament-Bible-Stories.htm
http://kids.christiansunite.com/biblestories_old_testament.shtml
http://www.mssscrafts.com/oldtestament/
http://en.wikipedia.org/wiki/The_New_Testament

UNIT 2: BIOLOGY
MODULE 1: HUMAN/ANIMAL BIOLOGY
GENERAL OBJECTIVES
On completion of this Module, quizzers should:
1. Understand the scope and nature of biology in humans;
2. Understand the relations of various levels of biological organization to the functions of the body;
3. Understand the various reactions, divisions and classifications of detailed human biology;
4. Understand the influence of human/animal biology to daily lives;
5. Understand the applications to biology from CAPE/CSEC examination format etc;
1. Biological Organization
1.1. identify each components comprising the pyramid Atom, Molecule, Organelle, Cell,
of biological organization; Tissue…..identify the order and define
where necessary.
1.2 relate the biological organization with other fields of

Biology;
2. Biological branches
2.1 list the main branches and sub-divisions of Biology Highlight with respect to occupations and
and their roles; study-aerobiology, astrobiology, anatomy;

UNIT 2
MODULE 1: HUMAN BIOLOGY
Biological branches cont’d
2.2 give other associated branches or sub-divisions (PQ) What branch of biology deals with
terms with respect to biology; the study of human diseases?
Epidemiology
3. Biological Cycles
3.1 identify important processes, reactions (and/or reactants Cycles include Anaerobic and Aerobic
involved) of biological cycles in man; respiration (yeast and human), Kreb’s
Cycle, Fertilization, Genetics,Digestion;
Include cycle learned from CSEC/CAPE
3.2 outline roles of specific enzymes/microorganisms E.g. Carbonic anhydrase-found in red

and their processes involved in the reactions above; blood cells that are responsible for
catalysis of CO2 to be removed from the
body to be converted to bicarbonate ions
4. Classification
4.1 classify the various divisions of taxanomy; Domain, Kingdom, Phyllum, Family,
Order, Genus, Species (in mammals, fish
Insects, reptiles, birds common)
4.2 classify various animals names and physical features Perrissodactyla-order name for large,
with respect to the Taxanomy format; odd-hoofed animals (e.g. horse, rhinos)
under the sub-order Ungulates where
ruminants like sheep belong.
Artiodactyla-even-toed animals;

UNIT 2
Classification cont’d
4.3 list the scientific/generic name for common E.g. Leopard-Panthera pardus; Goat-
Domesticated, livestock, endangered and Capra aegagrus hircus;
wildlife animals; Sheep-Ovis aries; Pig-Sus scrofa
Domestica.
5. Human Conditions
Quizzers should be able to
5.1 list and briefly classify forms of human diseases Communicable and Non-Communicable;
Airborne. Waterborne, Lifestyle,
Hereditary, Inflammations of body parts
5.2 outline the causing agents for respective diseases Pathogens for the respective diseases
under the forms of diseases.(PQ)
Is Meningitis caused by a virus or a
bacteria? Bacteria-(pneumococcus)
6. Discoverers of Medicine
6.1 list famous inventors, patents, discoverers w.r.t. Emphasize the discovery made, the
their contribution to Medicine/Physiology; year, other contributions linked.
For example, Who discovered the blood
groups in 1901? Karl Landsteiner.
6.2 list the major titles given to famous scientists, Emphasis place on knowledge of basic
discoverers etc; “Father of” or “Pioneer of” selections.
For example, who is the father of
Modern behaviourism? John Watson.
Father of biology-Aristotle/C.Darwin.

UNIT 2
Discoverers of Medicine cont’d
6.3 know the Nobel Prize listings for Physiology Empahsize on the years won, specific
or Medicine; and common contributions by scientist,
and the nationality; simplify what they
won for.
e.g. Landsteiner winning in 1930-blood
groups
6.4 identify international health institutions for diseases; PAHO, WHO
7. Biological systems
7.1 list types of human systems stating their Integumentary, Digestive, Excretory,
components; Muscular, Endocrine, Reproductive.
7.2 make notes on the facts with respect to the parts PQ-How many bones are found in the
of the human systems above; head? 22 bones.
7.3 give appropriate measurements, size and description of Description include naming of
the components (organs); enzymes, muscles. Rank, differentiate
and sort accordingly.
7.4 briefly give diseases and illnesses related to the human
systems; relate other systems in functioning of system.
7.5 briefly outline important processes that are carried out

in these components (or systems);
7.6 sketch a simple anatomy of the internal components of the Description include positions in
human body with description; relation with another and naming it
as “regions”-lumbar, umbilical of the
Abdomen. The use of adjectives in
hinting type of organ=pectoral-chest.

UNIT 2
MODULE 2: PLANT BIOLOGY
GENERAL OBJECTIVES:
1. Understand the scope and nature of biology in plants;
2. Understand the relations of various levels of biological organization to the functions of plant
systems;
3. Understand the various reactions, divisions and classifications of detailed plant biology;
4. Understand the influence of plant biology to daily lives;
5. Understand the applications to biology from CAPE/CSEC examination format.
1. Biological Organization:
3.1. identify each components comprising the pyramid Atom, Molecule, Organelle, Cell,
of biological organization; Tissue…..identify the order and define
where necessary.
2. Biological branches:
2.1 list the main branches and sub-divisions of botany Highlight with respect to occupations and
and their roles; study-

Suggested Learning Activities:
1. Quizzers can use or make flash cards, images and charts of the human body. With this,
you are able to remember most, if not all essential areas where questions are targeted.
2. Play biology-related games and activities that will enhance learning.
Resources:
Chimney, L., Glasgow, J., etal. (2009) CXC Biology: 4th edition. Oxford, UK: Cambridge
University Press.
Tinsdale, A. (1998). Biology-A Revision course for CXC. Cheltenham, U.K. : Thomas Nelson
and Sons.
Roberts, M.B.V., etal. (1997). Biology for CXC. Cheltenham, U.K. : Thomas Nelson and Sons.
Websites:

BIBLE KNOWLEDGE AND BIOLOGY FED. SYLLABUS ALTERATIONS:
For Bible Knowledge, there are 12 suggested sub-modules that go with the 2 main
modules of Old and New Testament:
 Power, Positions and prestige;
 Relationships;
 Events and other stories;
 Geographical location/scenes;
 Tribal/Ethnic Religious groups;
 Common quotes, phrases and notes of the Bible;
 Books of the Bible;
 Characters of the Bible;
 Interpretation/Summary*;
 Laws of the Bible;
For Biology, the following modules are selected (and depths focused):
 Level of Biological Organization/ Characteristics of Living Things;
 Structure (Macro and Micro);

 Processes;
 Reproduction;
 Instrumentation;
 Measurements and approximates;
 Institutions of Biology
 Prizes/Awards & Ceremonies;
 Fields of study in Biology;

Federal Syllabus: St. Mary High School

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ST.

MARY HIGH SCHOOL

St. Mary High Quiz Club

St. Mary High School

Highgate P.O., St Mary, Jamaica, W.I.

Telephone#: (876) 505-7292; 472-0378

Copyright 2006, by Caribbean Examinations Council

The Garrison, St Michael BB 11158, Barbados

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 1

PRE-REQUISITES OF THE SYLLABUS………………………………

STRUCTURE OF THE SYLLABUS……………………………………

UNITS 1: BIBLE KNOWLEDGE:

UNIT 3: ENGLISH LANGUAGE:

UNIT 4: LOCAL & INTERNATIONAL AFFAIRS/CURRENT AFFAIRS:

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 2

STUDIES & FIELDS OF CHEMISTRY

AWARDS & INSTITUTIONS

UNIT 9 &10: SPANISH & FRENCH:

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 3

UNIT 11: INFORMATION TECHNOLOGY:

UNIT 12: PHYSICS:

UNIT 13: ART (LOCAL, REGIONAL AND INTERNATIONAL):

UNIT 15: HISTORY (LOCAL, CARIBBEAN & WORLD):

UNIT 16: JAMAICAN HERITAGE:

UNIT 17: MUSIC (LOCAL, REGIONAL & INTERNATIONAL):

UNIT 18: RELIGIOUS KNOWLEDGE (LOCAL, CARIBBEAN & INT’L):

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 4

UNIT 20: MYTHOLOGY:

OUTLINE OF THE QUIZ MANDATORY ASSESSMENTS…………………….

REGULATIONS FOR PRESENT/UPCOMING QUIZZITES……………………

ALTERATIONS TO SYLLABUS FOR 2014/15 SEASON…………………………………

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 5

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 6

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 7

5. Apply concrete knowledge to everyday life situations;

 CRITERIA AND ABILITIES TO BE ASSESSED

(i) Group Processing

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 8

Training, Commitment and Knowledge Coverage (TCKC):

Performance and Competence:

 PRE-REQUISITES OF THE SYLLABUS

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 9

 STRUCTURE OF THE SYLLABUS

Unit 1: Bible Knowledge

Module 1 - Old Testament

Module 1: Plant Biology

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 10

 UNIT 1: BIBLE KNOWLEDGE

On completion of this Module, students should:

4. Understand the hidden/real names of characters, places, or group from another

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 11

8. Understanding festivals, ceremonial activities carried out by the various groups,

SPECIFIC OBJECTIVES EXPLANATORY NOTES

1. Sequencing of Old Testament Chapters (cont’d)

Quizzers should be able to:

PQ-How many chapters are found

Include some miscellaneous info on

SMHS FEDERAL QUIZ SYLLABUS 2012-13 Page 12

SPECIFIC OBJECTIVES EXPLANATORY NOTES

2. Description of books of the Old Testament

Quizzers should be able to:

(PQ) Arrange the following books in

2.3 outline the historical aspects that constitutes parts of