O-Level Biology (SEC 04) MATSEC | London | Oxford etc.

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O-Level Biology Syllabus 2010

Introduction

This syllabus places much emphasis on understanding biological principles and the techniques for studying them rather than on knowledge of descriptive detail and technical terms. In fact, the syllabus implies that candidates will spend more time on practical work, which will aid understanding, rather than on learning to recall biological facts. It is expected that candidates will be familiar with the skills necessary for practical work. This is why, at various sections of the syllabus, practical work is indicated as an integral part of the course.
The course incorporates personal, social, political, economic, technological and environmental aspects of biology. It is expected that where possible the teaching of biology treats these considerations with particular reference to Maltese situations. To achieve this, various syllabus items refer to locally occurring organisms as well as local situations to illustrate biological principles.
Live animals may be brought in the laboratory for study provided that they are kept unstressed in suitable conditions and should whenever possible be returned unharmed to their habitats. Nothing in this syllabus requires candidates or teachers to kill animals. Studies of organisms in their natural habitats should aim to minimal disturbance. Mammalian organs, which may be required for dissection, should be obtained from the abattoir or butchers.

Aims
A course based on the following syllabus should enable candidates to:

develop an awareness of various forms of life (particularly locally occurring) and promote a respect for them;
develop a knowledge and understanding of basic anatomical and physiological characteristics of organisms;
become aware of the interactions (i) between organisms, and (ii) between organisms and their environment;
become aware of the role that humans have in the conservation and destruction of the environment;
become aware of the personal, social, political, economic, technological and environmental implications of biology;
develop a scientific approach to problem solving which includes the assessment and interpretation of experimental data;
acquire a range of manipulative and communicative skills appropriate to biology;
develop a working knowledge of other fields of study (e.g. mathematics, chemistry, physics, geography etc.) which are necessary for a proper understanding of biological concepts; and
obtain a worthwhile educational experience, whether or not they intend to study biology beyond this
level or pursue a career requiring knowledge of biology.