DSE-Bio - Cirriculum 2012 PDF

(Web Version)

Science Education Key Learning Area

Biology
Curriculum and Assessment Guide
(Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and

the Hong Kong Examinations and Assessment Authority
Recommended for use in schools by the Education and Manpower Bureau

HKSARG
2007
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Contents
Page
Preamble i
Acronym iii
Chapter 1 Introduction 1
1.1 Background 1
1.2 Implementation of Science Subjects in Schools 2
1.3 Rationale 3
1.4 Curriculum Aims 3
1.5 Interface with the Junior Secondary Curriculum and 4
Post-secondary Pathways
Chapter 2 Curriculum Framework 7

2.1 Design Principles 7
2.2 Learning Targets 8
2.2.1 Knowledge and Understanding 9
2.2.2 Skills and Processes 9
2.2.3 Values and Attitudes 9
2.3 Curriculum Structure and Organisation 10
2.3.1 Curriculum Emphases 12
2.3.2 Time Allocation 14
Scientific Investigations 16
Compulsory Part 17
Elective Part 43
Chapter 3 Curriculum Planning 63
3.1 Guiding Principles 63
3.2 Progression 63
3.3 Curriculum Planning Strategies 65
3.3.1 Interface with the Junior Secondary Science Curriculum 66
3.3.2 Learning and Teaching Sequence 67
3.3.3 Linking Major Concepts within the Curriculum 68
3.3.4 Applying the Curriculum Emphases across the Curriculum 69
3.3.5 Catering for Learner Diversity 69
3.3.6 Flexible Use of Learning Time 70
3.4 Curriculum Management 70
3.4.1 Effective Curriculum Management 70
3.4.2 Role of Different Stakeholders in Schools 72
Chapter 4 Learning and Teaching 75

4.1 Knowledge and Learning 75
4.3 Approaches and Strategies 77
4.3.1 Approaches to Learning and Teaching 77
4.3.2 Variety and Flexibility in Learning and Teaching 78
4.3.3 From Curriculum to Pedagogy: How to Start 78
4.4 Interaction 86
4.4.1 Scaffolding Learning 86
4.4.2 Effective Questioning 87
4.4.3 Feedback 87
4.5 Catering for Learner Diversity 88
4.5.1 Strategies to Cater for Learner Diversity 89
4.5.2 Information Technology as a Learning Tool to Cater for 90
Learner Diversity
4.5.3 Catering for Gifted Students 91
Chapter 5 Assessment 93
5.1 The Roles of Assessment 93
5.2 Formative and Summative Assessment 93
5.3 Assessment Objectives 95
5.4 Internal Assessment 96
5.4.1 Guiding Principles 96
5.4.2 Internal Assessment Practices 97
5.5 Public Assessment 98
5.5.1 Guiding Principles 98
5.5.2 Assessment Design 100
5.5.3 Public Examinations 101
5.5.4 School-based Assessment (SBA) 101
5.5.5 Standards and the Reporting of Results 103
Chapter 6 Learning and Teaching Resources 105

6.1 Purpose and Function of Learning and Teaching Resources 105
6.3 Types of Resources 106
6.3.1 Textbooks 106
6.3.2 References 107
6.3.3 The Internet and Technology 108
6.3.4 Community Resources 109
6.4 Flexible Use of Learning and Teaching Resources 110
6.5 Resource Management 110
Appendices
1 Time-tabling arrangement and deployment of teachers to cater for 111
the diverse needs of students
2 Resources published by the Education and Manpower Bureau 115
Glossary 117
References 123
Membership of the CDC-HKEAA Committee on Biology (Senior Secondary)

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Preamble
The Education and Manpower Bureau (EMB) stated in its report 1 in 2005 that the
implementation of a three-year senior secondary academic structure would commence at
Secondary 4 in September 2009. The senior secondary academic structure is supported by a
flexible, coherent and diversified senior secondary curriculum aimed at catering for students’
varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of
the series of documents prepared for the senior secondary curriculum. It is based on the goals
of senior secondary education and on other official documents related to the curriculum and
assessment reform since 2000, including the Basic Education Curriculum Guide (2002) and
the Senior Secondary Curriculum Guide (2007). To gain a full understanding of the
connection between education at the senior secondary level and the basic education level, and
how effective learning, teaching and assessment can be achieved, it is strongly recommended
that reference should be made to all related documents.
This C&A Guide is designed to provide the rationale and aims of the subject curriculum,
followed by chapters on the curriculum framework, curriculum planning, pedagogy,
assessment and use of learning and teaching resources. One key concept underlying the
senior secondary curriculum is that curriculum, pedagogy and assessment should be well
aligned. While learning and teaching strategies form an integral part of the curriculum and
are conducive to promoting learning to learn and whole-person development, assessment
should also be recognised not only as a means to gauge performance but also to improve
learning. To understand the interplay between these three key components, all chapters in the
C&A Guide should be read in a holistic manner.
The C&A Guide is jointly prepared by the Curriculum Development Council (CDC) and the
Hong Kong Examinations and Assessment Authority (HKEAA). The CDC is an advisory
body that gives recommendations to the HKSAR Government on all matters relating to
curriculum development for the school system from kindergarten to senior secondary level.
Its membership includes heads of schools, practising teachers, parents, employers, academics
from tertiary institutions, professionals from related fields/bodies, representatives from the
HKEAA and the Vocational Training Council (VTC), as well as officers from the EMB. The
HKEAA is an independent statutory body responsible for the conduct of public assessment,
including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its
governing council includes members drawn from the school sector, tertiary institutions and
government bodies, as well as professionals and members of the business community.
1
The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action
Plan for Investing in the Future of Hong Kong, and will be referred to as the 334 Report hereafter.
i
The C&A Guide is recommended by the EMB for use in secondary schools. The subject
curriculum forms the basis of the assessment designed and administered by the HKEAA. In
this connection, the HKEAA will issue a handbook to provide information on the rules and
regulations of the HKDSE examination as well as the structure and format of public
assessment for each subject.
The CDC and HKEAA will keep the subject curriculum under constant review and
evaluation in the light of classroom experiences, students’ performance in the public
assessment, and the changing needs of students and society. All comments and suggestions
on this C&A Guide may be sent to:
Chief Curriculum Development Officer (Science Education)

Curriculum Development Institute
Education and Manpower Bureau
Room E232, 2/F, East Block
Education and Manpower Bureau Kowloon Tong Education Services Centre
19 Suffolk Road
Kowloon Tong, Hong Kong
Fax: 2194 0670

E-mail: [email protected]
ii
Acronym
AL Advanced Level
ApL Applied Learning
ASL Advanced Supplementary Level
C&A Curriculum and Assessment
CDC Curriculum Development Council
CE Certificate of Education
EC Education Commission
EMB Education and Manpower Bureau
HKALE Hong Kong Advanced Level Examination
HKCAA Hong Kong Council for Academic Accreditation
HKCEE Hong Kong Certificate of Education Examination
HKDSE Hong Kong Diploma of Secondary Education
HKEAA Hong Kong Examinations and Assessment Authority
HKedCity Hong Kong Education City
HKSAR Hong Kong Special Administrative Region
IT Information Technology
KLA Key Learning Area
KS1/2/3/4 Key Stage 1/2/3/4
LOF Learning Outcomes Framework
MOI Medium of Instruction
NOS Nature of Science
NGO Non-governmental Organisation
OLE Other Learning Experiences
P1/2/3/4/5/6 Primary 1/2/3/4/5/6
PDP Professional Development Programmes
QF Qualifications Framework
RASIH Review of the Academic Structure for Senior Secondary Education and
Interface with Higher Education
iii
S1/2/3/4/5/6 Secondary 1/2/3/4/5/6
SBA School-based Assessment
SEN Special Educational Needs
SLP Student Learning Profile
SRR Standards-referenced Reporting
STSE Science, Technology, Society and Environment
TPPG Teacher Professional Preparation Grant
VTC Vocational Training Council
iv
Chapter 1 Introduction
This chapter provides the background, rationale and aims of Biology as an elective subject in
the new senior secondary curriculum, and highlights how it articulates with the junior
secondary curriculum, post-secondary education, and future career pathways.
1.1 Background
The Education Commission’s education blueprint for the 21st Century, Learning for life,
learning through life – Reform proposals for the Education System in Hong Kong (EC, 2000),
highlighted the vital need for a broad knowledge base to enable our students to function
effectively in a global and technological society such as Hong Kong, and all subsequent
consultation reports have echoed this. The 334 Report advocated the development of a broad
and balanced curriculum emphasising whole-person development and preparation for lifelong
learning. Besides the four core subjects, Chinese Language, English Language, Mathematics
and Liberal Studies, students are encouraged to select two or three elective subjects from
different Key Learning Areas (KLAs) according to their interests and abilities, and also to
engage in a variety of other learning experiences such as aesthetic activities, physical
activities, career-related experiences, community service, and moral and civic education. This
replaces the traditional practice of streaming students into science, arts and
technical/commercial subjects.
Study of the three different areas of biology, chemistry and physics often complement and
supplement each other. In order to provide a balanced learning experience for students
studying sciences, the following elective subjects are offered under the Science Education
KLA:
Biology, Chemistry and Physics

These subjects are designed to provide a concrete foundation in the respective
disciplines for further studies or careers.
Science
This subject operates in two modes. Mode I, entitled Integrated Science, adopts an
interdisciplinary approach to the study of science, while Mode II, entitled Combined
Science, adopts a combined approach. The two modes are developed in such a way as
to provide space for students to take up elective subjects from other KLAs after taking
one or more electives from the Science Education KLA.
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Mode I: Integrated Science
This is designed for students wishing to take up one elective subject in the Science
Education KLA. It serves to develop in students the scientific literacy essential for
participating in a dynamically changing society, and to support other aspects of
learning across the school curriculum. Students taking this subject will be provided
with a comprehensive and balanced learning experience in the different disciplines
of science.
Combined Science (Physics, Chemistry)

Mode II: Combined Science Combined Science (Biology, Physics)
Combined Science (Chemistry, Biology)
Students wishing to take two elective subjects in the Science Education KLA are
recommended to take one of the Combined Science electives together with one
specialised science subject. Each Combined Science elective contains two parts,
and these should be the parts that complement the discipline in which they
specialise. Students are, therefore, offered three possible combinations:
• Combined Science (Physics, Chemistry) + Biology

• Combined Science (Biology, Physics) + Chemistry
• Combined Science (Chemistry, Biology) + Physics
1.2 Implementation of Science Subjects in Schools
The five separate Curriculum and Assessment Guides for the subjects of Biology, Chemistry,
Physics, Integrated Science and Combined Science are prepared for the reference of school
managers and teachers, who are involved in school-based curriculum planning, designing
learning and teaching activities, assessing students, allocating resources and providing
administrative support to deliver the curricula in schools. Arrangements for time-tabling and
deployment of teachers are given in Appendix 1
This C&A Guide sets out guidelines and suggestions for the Biology Curriculum. The
delivery of the Biology part of Combined Science contributing towards the qualifications of
Combined Science (Biology, Physics) and Combined Science (Chemistry, Biology) in the
Hong Kong Diploma of Secondary Education will be discussed in the Combined Science
C&A Guide (CDC & HKEAA, 2007).
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1.3 Rationale
This Biology Curriculum serves as a continuation of the Science (S1–3) Curriculum and
builds on the strength of the current Biology curricula. It will provide a range of balanced
learning experiences so that students develop the necessary scientific knowledge and
understanding, skills and processes, and values and attitudes embedded in the “Life and
Living” strand and other strands of science education. These are necessary for personal
development to enable students to contribute towards a scientific and technological world.
The curriculum will prepare students for their tertiary studies, vocational training and careers
in various fields of life science.
The emergence of a highly competitive and integrated economy, advanced scientific and
technological innovations, and a growing knowledge base will continue to have a profound
impact on our lives. In order to meet the challenges posed by these changes, the Biology
Curriculum, like other science electives, provides a platform for developing scientific literacy
and building up essential scientific knowledge and skills for life-long learning. Through the
learning of biology, students will acquire relevant procedural and conceptual knowledge to
help them understand many contemporary issues. They will become aware of the
interconnections between science, technology, society and the environment. In addition,
students will develop a respect for the living world, an attitude of responsible citizenship and
a commitment to promote personal and community health.
Biology is a rapidly advancing science incorporating a huge amount of information about

living organisms. There is a mistaken impression that it is a subject involving memorisation
of numerous unrelated facts. In this curriculum, it is hoped that students will develop a broad,
general understanding of biological principles and concepts and at the same time acquire a
body of essential facts. In order to make the study of biology exciting and relevant, it is
suggested that it should be introduced in real life contexts. The adoption of a wide range of
learning and teaching strategies and assessment practices is intended to stimulate interest in
and create motivation for learning among students with a range of abilities and aspirations.
1.4 Curriculum Aims
The overarching aim of the Biology Curriculum is to provide biology-related learning

experiences that enable students to develop scientific literacy, so that they can participate
actively in our rapidly changing knowledge-based society, prepare for further studies or
careers in the fields related to life science, and become lifelong learners in science and
technology.
3
The broad aims of the Biology Curriculum are to enable students to:
• develop and maintain an interest in biology, a sense of wonder and curiosity about the
living world, and a respect for all living things and the environment;
• construct and apply knowledge of biology, understand the nature of science in
biology-related contexts, and appreciate the relationships between biological science and
other disciplines;
• develop the ability to make scientific inquiries; think scientifically, critically and
creatively; and solve biology-related problems individually and collaboratively;
• understand the language of science and communicate ideas and views on biology-related
issues;
• be aware of the social, ethical, economic, environmental and technological implications
of biology, and be able to make informed decisions and judgments on biology-related
issues; and
• develop an attitude of responsible citizenship, and a commitment to promote personal and
community health.
1.5 Interface with the Junior Secondary Curriculum and Post-secondary

Pathways
This curriculum draws and builds upon the knowledge and understanding, skills and
processes, and values and attitudes developed in the junior secondary science curriculum. It
extends the study of the “Life and Living”, “Scientific Investigation” and “Science,
Technology, Society and Environment (STSE)” strands in science education. Figure 1.1
depicts how the strands in this KLA are inter-related.
Figure 1.1 Diagrammatic Representation of the Strands in Science Education
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Teachers may refer to Chapter 3 for details of the relationship between the Science S1–3
Syllabus and the NSS Biology Curriculum.
One aim of the senior secondary education is to enable students to pursue higher education or
to enter the workplace through a variety of pathways, so that every student has an opportunity
to succeed in life. This curriculum will provide students with a solid foundation in biological
and life science, so that they can pursue higher levels of study in tertiary or vocational
training institutions and enter a wide spectrum of careers related to science, technology and
the environment. Furthermore, the development of a logical mind and problem-solving skills
through studying biology will prepare students to deal intelligently with everyday problems
and make them more competitive in the workplace. Figure 1.2 shows the continuum of
learning for students studying biology.
Further Studies / Work
Further
Professional
qualifications
4-year
Bachelor
degrees Sub degrees
& Vocational
related courses
S4-6
S4-6
Combined
Biology
Science
S1-3 Science
Figure 1.2 Multiple Pathways to Higher Education and the Workplace
5
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Chapter 2 Curriculum Framework
The curriculum framework for Biology embodies the key knowledge, skills, values and
attitudes that students are to develop at senior secondary level. It forms the basis on which
schools and teachers can plan their school-based curriculum, and design appropriate learning,
teaching and assessment activities.
2.1 Design Principles
The design of this curriculum is founded on the following principles, which are in line with
those recommended in Chapter 3 of the 334 Report and Booklet 1 of the Senior Secondary
Curriculum Guide (CDC, 2007).
(1) Prior knowledge

This curriculum builds upon the prior knowledge, skills, values and attitudes, that students
are expected to have achieved through the Science S1-3 Curriculum. There is a close
connection between the topics in the Science S1-3 Curriculum and the Biology Curriculum.
Please refer to Chapter 3 for details of their relationships.
(2) Balance between breadth and depth

The Biology Curriculum serves as one of the elective subjects to widen the spectrum of
subjects available for student choice. A balanced coverage of topics is selected to broaden the
perspective of the students. However, there will be in-depth study in some topics to prepare
students for further study in a particular area or field.
(3) Balance between theoretical and applied learning

Theoretical learning of the conceptual knowledge in this curriculum provides students with a
solid foundation in biological principles and concepts. Students are expected to understand
the application of biological knowledge through the curriculum emphasis on STSE
Connections.
(4) Balance between essential learning and a flexible and diversified curriculum
The compulsory part of this curriculum will provide students with essential knowledge and
concepts, whilst the choice provided in the elective part will allow for flexibility to cater for
the needs and interests of students.
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(5) Learning how to learn and inquiry-based learning
In this curriculum, a wide range of learning activities is suggested to develop students’
overall capacity for self-directed and lifelong learning. In addition, it is recommended that
teachers adopt a range of learning and teaching strategies, e.g. a contextual approach,
scientific investigations, problem-based learning and issue-based learning to enhance
students’ understanding of various contemporary issues.
(6) Progression
Students can explore their interests through the study of foundation topics within the
compulsory part in S4. This will also ensure effective progression to S5 and S6 in their
chosen studies.
(7) Smoother articulation to multiple progression pathways

This curriculum enables students to pursue academic and vocational/professional education
and training, with articulation to a wide range of post-secondary and university studies or to
the workplace.
(8) Greater coherence

There are cross-curricular elements in the curriculum to strengthen the connections with other
subjects.
(9) Catering for diversity

There are differences among students in various dimensions such as interests, needs and
abilities. This curriculum provides an opportunity for students to choose individual elective
topics according to their interests and needs. The curriculum allows students to achieve the
learning targets at their own pace in line with their abilities.
(10) Relevance to students’ life

Motivation and interests are key considerations for effective and active learning. This
curriculum provides means to ensure that learning content and activities are relevant to
students’ everyday life, especially the events and substances they encounter daily.
2.2 Learning Targets
The learning targets of the curriculum are categorised into three domains: knowledge and
understanding, skills and processes, and values and attitudes.
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2.2.1 Knowledge and Understanding
Students are expected to:

• acquire knowledge and develop an understanding of biological principles, concepts, terms
and facts;
• apply biological knowledge and concepts to familiar and unfamiliar situations;
• show an understanding of the application and uses of biological knowledge in daily life;
and
• develop an understanding of current issues and developments in biology.
2.2.2 Skills and Processes

• make careful observations, ask relevant questions, identify problems and formulate
hypotheses for investigations;
• recognise the importance of evidence in supporting, modifying or refuting proposed
scientific theories;
• develop the ability to think scientifically and creatively;
• acquire an analytical mind to critically evaluate biology-related issues;
• identify the pros and cons of the application of biological knowledge for informed
decision-making;
• plan and conduct scientific investigations individually or collaboratively with appropriate
instruments and methods, collect quantitative and qualitative information with accuracy,
analyse data and draw conclusions for problem-solving;
• use information technology to process and present scientific information; and
• communicate ideas and views effectively with others, using the language of science.
2.2.3 Values and Attitudes

• show an interest in the study of biology, appreciate the wonders and complexity of Nature,
and show respect for all living things and the environment;
• recognise their responsibility for conserving, protecting and maintaining the quality of the
environment;
• develop positive values and attitudes towards adopting a healthy lifestyle;
• be aware of the dynamic nature of biological knowledge and appreciate the role of
science and technology in understanding the living world; and
• be aware of the application of biological knowledge in society and its social, ethical,
economic and environmental implications.
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2.3 Curriculum Structure and Organisation
The Biology Curriculum serves as a continuation of the Science (S1-3) Curriculum. With
careful consideration of students’ prior knowledge and everyday experiences, it is designed to
cover major aspects of biology, and to highlight relevance of biology to social, technological
and environmental issues. The curriculum framework has three interconnected components:
Learning Targets, Curriculum Emphases, and Compulsory and Elective Parts. Figure 2.1
represents the relationships between the various components.
Figure 2.1 Diagrammatic Representation of the Biology Curriculum Framework
The curriculum consists of compulsory and elective parts. The compulsory part covers a
range of content that enables students to develop understanding of fundamental biological
principles and concepts, and the scientific process skills. There are four topics in the
compulsory part – Cells and Molecules of Life, Genetics and Evolution, Organisms and
Environment, and Health and Diseases.
The elective part is designed to cater for the diverse interests, abilities and needs of students.
It aims to provide an in-depth treatment of some of the topics in the compulsory part, an
application of essential knowledge and concepts, or an extension of certain areas of study.
There are four topics in the elective part – Human Physiology: Regulation and Control,
Applied Ecology, Microorganisms and Humans, and Biotechnology. Students are required to
study any two out of the four topics.
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Each topic in the compulsory and elective parts is organised in the following way:
(1) Overview
This part introduces the main theme and focuses of the content for each topic. It
suggests the overarching expected learning outcomes of the topic.
(2) Curriculum Emphases
This part comprises Scientific Inquiry, Science–Technology–Society–Environment

Connections, and the Nature and History of Biology. It outlines the generic skills,
scientific process skills, values and attitudes that are highlighted in the topic. It also
helps enhance students’ understanding of the nature of scientific inquiry in biology,
the interconnections between science, technology, society and the environment, and
biology as a dynamic body of knowledge.
(3) Students should learn and should be able to
(a) The left column of the table lists the intentions of learning (students should learn)
in the content domain of the curriculum. It outlines the major content areas of
each topic and also indicates the knowledge and concepts that students should
learn. This provides a basic framework upon which the learning and teaching
activities can be developed. For general principles and examples of learning and
teaching strategies, please refer to Chapter 4.
(b) The right column of the table lists a range of learning outcomes (students should
be able to) to be achieved by students, with different levels of ability in the
content domain of the curriculum. Whenever learning outcomes which draw on
higher cognitive ability (e.g. evaluate, relate) are applicable, other learning
outcomes drawing on lower cognitive ability (e.g. state, describe) are not listed.
Students are expected to demonstrate the whole range of cognitive abilities and
use these learning outcomes as the basis for self-evaluation. Teachers can also use
these learning outcomes to set assessment tasks for monitoring the progress of
learning.
(4) Suggested Learning and Teaching Activities
This part suggests activities that can be provided for students to enable them to
achieve the learning outcomes. The list includes a wide range of activities, such as
discussion, debate, practical work, investigations, information searching and projects.
It should be seen as a guide for teachers rather than as an exhaustive or mandatory list.
Teachers should exercise their professional judgment in selecting activities to meet
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the interests and abilities of their students. Where possible, the activities should be
framed in the context of students’ own experience, to enable them to make
connections with scientific knowledge, society and the environment around them.
Students will then be well equipped to apply scientific concepts, theories, processes,
and values to situations in which they have to investigate and solve everyday
problems. Teachers may refer to Chapter 4 for general principles and examples of
learning and teaching strategies.
2.3.1 Curriculum Emphases
Three Curriculum Emphases are designed in the Biology Curriculum. These should be
applied across the curriculum. They will help to strengthen students’ understanding of the
nature of scientific inquiry in biology, the interconnections between science, technology,
society and the environment, and biology as a dynamic body of knowledge. The following
three Curriculum Emphases are identified in the Biology Curriculum:
(1) Scientific Inquiry
This should enable students to:

hypotheses for investigations;
• plan, conduct and write reports on scientific investigations;
• select and design appropriate methods of investigations for specific purposes;
• use appropriate instruments and apply proper techniques for carrying out practical work;
• identify and explain the importance of control variables in scientific investigations;
• explain why sample size, randomly selected samples, replicates and repeat procedures are
important in scientific investigations;
• classify, collate and display both first and second hand data;
• use diagrams, graphs, flow charts and physical models as visual representations of
phenomena and relationships arising from the data;
• analyse and draw conclusions from data;
• understand that the process of scientific investigations includes analysing evidence and
providing explanations based upon scientific theories and concepts; and
• formulate and revise scientific explanations and models using logic and evidence.
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(2) Science–Technology–Society–Environment Connections

• develop sensitivity and responsibility in striking a balance between the needs of humans
and a sustainable environment;
• appreciate the role of science and technology in understanding the living world;
• be aware of the application of biological knowledge in society and its social, ethical,
economic and environmental implications;
• analyse ways in which scientific and technological advancement have influenced our
lives, society and the environment;
• understand how biological knowledge is used in technological applications;
• explain how scientific knowledge may lead to the development of new technologies and
how new technologies may lead to scientific discovery;
• be aware that societal needs have led to technological advances; and
• understand how science has been influenced by societies.
(3) Nature and History of Biology

• be aware of the dynamic nature of biological knowledge and understand that science is a
human endeavour;
• recognise the contributions of various people to understanding and applying biology;
• be aware that biological knowledge and theories are developed through observations,
hypotheses, experimentations and analyses; and
• understand the nature and limitations of scientific activity.
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2.3.2 Time Allocation
A total of 270 hours should be allocated to cover the Biology Curriculum. Within this, 20
hours are allocated for scientific investigations to further develop students’ skills and attitudes
in scientific inquiry. An estimate of the number of hours required for each topic is shown
below to provide some guidance on the weighting to be placed on individual topics:
Suggested lesson
time (Hours)
Scientific Investigations 20
Compulsory Part (200 hours)
I. Cells and Molecules of Life 46

a. Molecules of life* ∗
b. Cellular organisation*
c. Movement of substances across membrane*
d. Cell cycle and division*
e. Cellular energetics*
II. Genetics and Evolution 42
a. Basic genetics*
b. Molecular genetics*
c. Biodiversity and evolution*
III. Organisms and Environment 86
a. Essential life processes in plants*
b. Essential life processes in animals*
c. Reproduction, growth and development*
d. Coordination and response *
e. Homeostasis*
f. Ecosystems*
IV. Health and Diseases 26
a. Personal health*
b. Diseases*
c. Body defence mechanisms
∗
Part of these topics is included in the biology part of Combined Science (Biology, Physics) and Combined
Science (Chemistry, Biology).
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Elective Part (50 hours, any 2 out of 4)
V. Human Physiology: Regulation and Control 25
a. Regulation of water content (osmoregulation)
b. Regulation of body temperature
c. Regulation of gas content in blood
d. Hormonal control of reproductive cycle
VI. Applied Ecology 25
a. Human impact on the environment
b. Pollution control
c. Conservation
d. Sustainable development
VII. Microorganisms and Humans 25
a. Microbiology
b. Use of microorganisms
c. Microbial genetics
d. Harmful effects of microorganisms
VIII. Biotechnology 25
a. Introduction to biotechnology
b. Techniques in modern biotechnology
c. Biotechnology in medicine
d. Biotechnology in agriculture
e. Bioethics
Total lesson time: 270
The sequence of presentation of topics in the curriculum framework should not be regarded
as a fixed order of learning and teaching. Teachers have autonomy to decide on the
arrangement that suits their students and their circumstances. Individual topics should be
studied as integral parts of the whole curriculum and not as separate entities. The biological
structures and processes, for example, should be considered and understood in the context of
the whole organism and not in isolation. Please refer to Chapter 3 for suggestions regarding
the sequence of learning and teaching.
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SCIENTIFIC INVESTIGATIONS
Scientific inquiry is one of the curriculum emphases which recur throughout the curriculum.
It is expected that students will further develop skills in planning and conducting
investigations, communicating information and understanding, scientific thinking and
problem-solving as well as working individually and in teams.
In order to facilitate the incorporation of scientific investigation into the learning and
teaching of biology, time for conducting simple investigations and practical work has already
been included in the suggested lesson time for each topic. In addition, there are 20 hours
allocated for arranging relatively large-scale or cross-topic investigations to provide students
with opportunities to develop the full range of skills and appreciate the nature of science.
Teachers could make their own judgments on the best use of this 20-hour lesson time to
provide an opportunity for students to design and conduct individual or group investigative
projects.
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COMPULSORY PART
I. Cells and Molecules of Life
Overview
Cells and biomolecules are fundamental units of life. Organisms are built up of these
fundamental units and functions as an integrated whole. The study of the structure and
function of cells will lay the foundation for students to understand and relate cellular
processes to the essential life processes of complex organisms. The study of the discovery of
cells will enable students to appreciate the contribution of technology to the advancement of
science and the dynamic nature of biological knowledge.
Scientific Inquiry

• ask relevant questions, identify problems and formulate hypotheses for investigations
related to cells and molecules of life;
• plan and conduct scientific investigations in the area of cellular structures and functions;
• use appropriate instruments and proper techniques for carrying out practical work (e.g.
food tests, preparation of temporary mounts and microscopic examination);
• make careful observations and accurate records (e.g. examine prepared slides or
temporary mounts of tissues and make biological drawings); and
• identify and explain the importance of control variables in scientific investigations (e.g.
the study of enzymatic activities, osmosis, photosynthesis and respiration).
STSE Connections

• be aware of the applications of biological knowledge of cells and molecules of life in
society;
• appreciate the role of science and technology in understanding the molecular basis of life;
and
• recognise that the development of microscopic technology, computing technology and
image analysing technology may lead to the advancement of biological knowledge.
17
Nature and History of Biology

• be aware of the dynamic nature of biological knowledge (e.g. the understanding of cell
membrane, sub-cellular organelles and cellular processes);
• recognise the contributions of various people (e.g. Robert Hooke, Theodor Schwann,
Melvin Calvin and Sir Hano Krebs) to developments in biology; and
hypotheses, experimentations and analyses (e.g. fluid mosaic model of cell membrane
structure).
18
Students should learn Students should be able to
a. Molecules of life
Water and inorganic ions (e.g. nitrogen, • Relate the significance of water, inorganic ions
magnesium, calcium and iron) and biomolecules to life.
Biomolecules: carbohydrates, lipids, proteins

and nucleic acids
• Building blocks
• Functions
b. Cellular organisation
Discovery of cells • Appreciate the contribution of the
technological development of the microscope
Cell membrane to the discovery of cells.
• Properties and functions • Prepare temporary mounts of specimens for
examination, and make observations and
Sub-cellular structures and their functions drawings under a light microscope.
• Nucleus and chromosomes, endoplasmic • Use the fluid mosaic model to explain the
reticulum, mitochondrion, chloroplast, cell properties and functions of cell membrane.
wall and vacuole • Appreciate the uses and limitations of
scientific models.
Prokaryotic cells (e.g. bacterial cells) and • Compare the cellular organisation of animal
eukaryotic cells and plant cells.
• Identify cell organelles as seen under light and
electron microscopes.
• Compare the sub-cellular organisation of
prokaryotic and eukaryotic cells.
c. Movement of substances across membrane

Diffusion, osmosis and active transport • Account for the movement of substances
across membrane using the concepts of
Occurrence of phagocytosis in cells diffusion, osmosis and active transport.
• Apply the concept of osmosis to explain
plasmolysis and haemolysis.
d. Cell cycle and division

Stages of cell cycle • Understand the importance of cell division in
• Cell growth, nuclear division and growth and reproduction.
cytoplasmic division • Recognise the various stages of cell cycle.
19
Nuclear division • Outline and compare the processes of mitosis

• Mitosis and meiosis.
• Meiosis
e. Cellular energetics
Metabolism: catabolism and anabolism • Distinguish between catabolic and anabolic
• Occurrence of catabolic and anabolic processes.
processes in cells • Recognise the properties of enzyme and its
roles in metabolism.
Enzymes and enzymatic reactions • Explain enzyme specificity in terms of active
• Properties and roles of enzyme site.
• Active site and specificity • Explain the effects of factors on the rate of
• Factors (temperature, pH and inhibitors) enzymatic reactions.
affecting the rate of enzymatic reactions
• Application of enzyme in everyday life
Photosynthesis • Understand the significance of photosynthesis.

• Site of photosynthesis • Relate the structures of leaves and chloroplasts
− Leaves and chloroplasts to their functions in photosynthesis.
• Requirements for photosynthesis • Outline the major steps of photochemical
− light, carbon dioxide, water and reactions and carbon fixation.
chlorophyll • Understand the dependence of carbon fixation
• Photochemical reactions to the photochemical reaction.
− light absorption • Explain the effects of environmental factors on
− photolysis of water for the generation of the rate of photosynthesis.
NADPH
− generation of ATP
• Carbon fixation: Calvin cycle
− Carbon dioxide fixation and formation
of 3-C compound
− Reduction of 3-C compound leading to
the formation of glucose
− Regeneration of carbon dioxide acceptor
• Conversions of photosynthetic products
into other biomolecules
• Factors (light intensity and carbon dioxide
concentration) affecting the rate of
photosynthesis
20
Respiration • Understand the significance of respiration.

• Sites of respiration • State the role of ATP in energy transfer.
− Cytoplasm and mitochondrion • Outline the major steps of glycolysis, aerobic
• Glycolysis and anaerobic pathways.
− Breakdown of glucose to 3-C compound • Be aware of the occurrence of anaerobic
(triose phosphate) respiration during exercise.
− Oxidation of triose phosphate to • Distinguish between aerobic and anaerobic
pyruvate respiration.
− Production of NADH and ATP • Compare the processes of respiration and
• Aerobic pathway photosynthesis.
− Conversion of pyruvate to acetyl-CoA • Be aware of the interconversions of
− Outline of Krebs cycle biomolecules through biochemical pathways.
Combination of acetyl-CoA with a
4-C compound to form a 6-C
compound
Regeneration of 4-C compound with
the release of carbon dioxide
Production of NADH, FADH and
ATP
− Oxidative phosphorylation
Regeneration of NAD and FAD
Formation of ATP
• Anaerobic pathway
− Formation of lactic acid in muscle cell
− Formation of ethanol and carbon
dioxide in yeast
• Industrial applications of anaerobic
respiration
Suggested Learning and Teaching Activities
a. Molecules of life
• Discuss whether life can exist without water; and the possible benefits of drinking
mineral water or isotonic drinks.
• Perform common biochemical tests (e.g. Benedict’s test, iodine test, grease spot test, and
different types of test papers) to identify the presence of biomolecules in living tissues.
21
b. Cellular organisation
• Read articles about the discovery of cells.
• Conduct a project to explore the contribution of the development of the microscope to
the understanding of cells.
• Discuss the variations of the number of mitochondria in different tissues and cell types.
• Prepare temporary mounts of animal and plant tissues for examination under a light
microscope.
• Examine electron micrographs or live cell images of prokaryotic, eukaryotic cells and
sub-cellular structures.
• Construct a model to represent the structure of cell membrane (e.g. using tank and
ping-pong balls).
c. Movement of substances across membrane

• Perform practical work using living materials to study osmosis at cellular, tissue or
organ levels.
• Examine live cell images of the processes involved in the movement of substances
across membrane.
d. Cell cycle and division

• Observe and identify the different stages of mitosis and meiosis, using prepared slides,
photomicrographs or live cell images.
e. Cellular energetics
• Perform practical work to demonstrate the breaking down or building up action of
enzymes; and to identify the products of photosynthesis.
• Design and perform investigations to study the effects of temperature, pH or inhibitors
on the activities of enzymes; to find out some commercial applications of enzymes (e.g.
bioactive washing powder and meat tenderiser); to study the effects of environmental
factors (e.g. light intensity and carbon dioxide concentration) on the rate of
photosynthesis; and to study aerobic and anaerobic respiration in organisms.
• Examine the morphology and the internal structure of leaves; and the photomicrographs
or live cell images of chloroplasts and mitochondria.
• Search for information to compare the photosynthetic rates and productivities in
different climatic areas; and to understand scientists’ work related to photosynthesis and
cellular respiration.
• Conduct a project on how a greenhouse works in enhancing plant growth.
• Discuss the application of anaerobic respiration in the food industry.
• Interpret, analyse and evaluate data relating to investigations on photosynthesis and
respiration.
• Use animations to study the processes of photosynthesis and respiration.
22
COMPULSORY PART
II. Genetics and Evolution
Overview
Through the study of basic genetics, students will acquire knowledge and develop an
understanding of concepts of genes and their roles in the life of organisms. The study of
molecular genetics will lay the foundation for students to study further in the field of
biotechnology and be aware of its impact on society.
The study of biodiversity will help students to recognise its complexity and the adaptations of
different groups of organisms to their environment. Moreover, a phylogenetic approach to the
classification system is adopted, which helps them to understand the development of the
classification system with evidence gathered from molecular genetics. This will enable
students to appreciate the phenomena of evolution and develop their curiosity about the
origins of life. In addition to Darwin’s theory, students are encouraged to explore other
explanations for evolution and the origins of life, to help illustrate the dynamic nature of
scientific knowledge.
Scientific Inquiry

• make careful observations and accurate records (e.g. observe distinguishing features for
identifying organisms, and variations in humans);
• use appropriate instruments and proper techniques for carrying out practical work on
molecular genetics (e.g. DNA extraction and gel-electrophoresis);
• classify, collate and display both first and second hand data (e.g. construct a pedigree of
the inheritance of some human traits);
• use diagrams and physical models as visual representations of phenomena and
relationships arising from the data (e.g. genetic diagrams and DNA model); and
• formulate and revise scientific explanations and models using logic and evidence (e.g.
use of fossil records as evidence for evolution).
23
STSE Connections

• be aware of the application of knowledge of basic and molecular genetics in society and
its social, ethical and economic implications;
• be aware that societal needs have led to technological advances (e.g. recombinant DNA
technology and DNA fingerprinting);
• appreciate the contribution of the Human Genome Project (HGP) and the application of
biotechnology to humans and society;
• appreciate the role of science and technology in understanding the complexity of life
forms and their genetics;
• understand how science has been influenced by societies (e.g. various views on evolution
and the origins of life); and
• explain how the knowledge of biotechnology may lead to the development of new
technologies and how new technologies may lead to further understanding of inheritance.

• be aware of the dynamic nature of biological knowledge (e.g. from basic genetics to
molecular genetics, and the development of classification systems);
• recognise the contributions of various people (e.g. Gregor Mendel, James Watson,
Francis Crick, Charles Darwin, Sir Alfred Russel Wallace and Jean Baptiste Lamarck) to
understanding genetics and evolution;
• appreciate the advancement of the study of genetics from traditional breeding
experiments to molecular experimentation and analysis; and
hypotheses, experimentations and analyses (e.g. Mendel’s work).
24
a. Basic genetics
Mendel’s laws of inheritance • Understand the law of segregation and law of
independent assortment.
Inheritance in humans • Apply Mendel’s laws of inheritance to solve
• Multiple alleles: ABO blood groups genetic problems involving monohybrid and
• Sex linkage dihybrid crosses.
• Sex determination • Understand the inheritance of ABO blood
groups and sex-linked traits.
Pedigree analysis • Recognise the role of sex chromosomes in sex
determination of humans.
Variations in characteristics • Analyse pedigree to study the inheritance of
• Continuous variation characteristics.
• Discontinuous variation • Explain the causes of different types of
• Causes of variation variations in characteristics.
− hereditary information
− environmental factors
− mutation
b. Molecular genetics
Chromosomes, genes and nucleic acids • Describe the structural and functional
relationships of chromosomes, genes and
Gene expression and protein synthesis nucleic acids.
• transcription and translation • Outline the process of protein synthesis.
• Distinguish between chromosome and gene
Mutation mutation.
• Chromosome mutation (e.g. Down • Recognise the applications of recombinant
syndrome) and gene mutation (e.g. DNA technology and DNA fingerprinting.
Sickle-cell anaemia) • Recognise the contributions and limitations of
• Spontaneous and induced mutation the data obtained from the HGP.
• Causes of mutation (e.g. radiation and • Appreciate the joint effort of scientists in the
chemical) HGP.
Applied genetics
• Recombinant DNA technology
• DNA fingerprinting
• Human Genome Project (HGP) and its
implications
25
c. Biodiversity and evolution

Diversity of life forms • Appreciate the existence of various life forms
in the world, and the different ways through
Classification of organisms which organisms adapt to their habitats.
• Need for classification • Be aware that modern classification is based
• Classification approaches proposed by Carl on the phylogenetic relationships of
Woese organisms.
− Three domains (Bacteria, Archaea and • Appreciate that classification systems are
Eukarya) and six kingdoms (Eubacteria, subject to change when new evidence appears.
Archaebacteria, Protista, Fungi, Plantae • Recognise the use of classification systems
and Animalia) system and the binomial system of nomenclature.
• Construct and use dichotomous keys to
Origins of life identify unknown organisms.
• Classify organisms into six kingdoms.
Evolution • Appreciate that there are various explanations
• Origin of species for the origins of life.
• Speciation • Be aware of the limitations of using fossil
− genetic variation record as evidence of evolution, and the
− isolation presence of other evidence.
• Mechanism of evolution • Relate speciation to evolution.
− natural selection • Outline the mechanism of evolution.
• Evidence of evolution (e.g. fossil record)
a. Basic genetics
• Read articles about how Gregor Mendel contributed to the study of genetics.
• Use computer simulations and other materials (e.g. genetic corn) to study patterns of
inheritance.
• Observe and analyse variations in humans (e.g. height variation and tongue rolling).
• Construct and/or analyse a pedigree of the inheritance of some human traits (e.g.
haemophilia, tongue rolling and ear lobes of the family).
26
b. Molecular genetics
• Construct models of DNA and RNA.
• Read about the work of some biologists (e.g. James Watson and Francis Crick) in the
discovery of DNA.
• Examine photomicrographs of karyotypes of chromosome mutation.
• Search for information on the sources of mutagenic agents and their effects on human
health.
• Use audiovisual materials to illustrate the processes of recombinant DNA technology
and DNA fingerprinting.
• Perform practical work to extract DNA from living tissues (e.g. onion tissues); and to
separate DNA segments by gel-electrophoresis.
• Search for information on the use of DNA fingerprinting in forensic science.
• Make a chart or create a timeline of the discoveries that have arisen from the HGP.
c. Biodiversity and evolution

• Visit a herbarium, country park or special area (e.g. Lions Nature Education Centre, and
Tai Po Kau Nature Reserve).
• Use specimens, audiovisual materials, games, etc. to study the diversity of organisms,
and their ways of life.
• Classify organisms into major categories according to a classification system.
• Discuss the advantages and limitations of different classification systems, and why the
classification of some organisms has been changed over time.
• Search for information on other classification systems; and binomial naming of some
organisms.
• Construct and use dichotomous keys to identify organisms from a local habitat.
• Read about the work of Carl Linnaeus and his system of naming organisms; the different
hypotheses for the origins of life; and the work of some biologists (e.g. Jean Baptiste
Lamarck, Charles Darwin and Sir Alfred Russel Wallace) on evolution.
• Use computer simulations or other simulations to model natural selection.
27
COMPULSORY PART
III. Organisms and Environment
Overview
Organisms are an integral part of the environment. Their ways of life and living are closely
related to the environment where they live in. Based on this perspective, students will gain
knowledge and understanding of organisms and their environment.
Firstly, students will study how organisms obtain their basic needs for oxygen, water and
food from the environment. Life processes, such as nutrition, gas exchange, and transport
involved, will be studied in an integrated manner so as to enhance understanding of the
structures and functions of an organism as a whole. Secondly, students will study
reproduction, growth and development to understand how organisms perpetuate and
proliferate in the environment. The human is used as a model for students to understand the
essential life processes of animals. Thirdly, students will examine how organisms detect
changes in the environment and make appropriate responses for their survival, and how
humans maintain a steady internal environment. Students will then explore how organisms
interact with each other and with their environment as a whole. Finally, the dynamic nature of
the ecosystems that involves energy flow and materials cycling will also be investigated.
Students are expected to develop an awareness of the impact of human activities on the
ecosystems and recognise the need for conservation.
Scientific Inquiry

temporary mounts of roots, stems and leaves, and make biological drawings);
related to life processes and ecosystems;
• plan, conduct and write reports on scientific investigations in areas of life processes and
ecosystems;
• select and design appropriate methods of investigations for specific purposes (e.g. use
transects and quadrats to collect samples in field studies);
• identify and explain the importance of control variables in scientific investigations (e.g.
the study of the effects of different minerals on plant growth, and the action of digestive
enzymes);
important in scientific investigations (e.g. field studies);
28
food tests, preparation of temporary mounts, microscopic examinations, dissections and
field study techniques); and
• use diagrams, graphs, flow charts and physical models as visual representations of
phenomena and relationships arising from the data (e.g. use food chains, food webs, and
pyramid of numbers to represent relationships between organisms in ecosystems and
distribution of organisms).
STSE Connections

• evaluate the impact of the application of biology to human activities (e.g. dietary
requirement, birth control and pollution control);
• analyse ways in which scientific and technological advancement have enhanced our
understanding of complex life processes (e.g. computing technology and image analysing
technology);
• develop sensitivity and responsibility in striking a balance between the needs of humans
and a sustainable environment; and
• be aware of the application of biological knowledge (e.g. balanced diet, birth control, and
sewage treatment) in society and its social, ethical, economic and environmental
implications.

• understand that science is a human endeavour through the study of essential life processes
of organisms and interactions with our environment;
hypotheses, experimentations, and analyses (e.g. the study of tropism, transpiration pull
and field ecology);
• recognise the complexity of the physiological processes of organisms and the
environment; and
• understand the nature and limitations of scientific activity (e.g. investigations on various
physiological processes and ecosystems).
29
a. Essential life processes in plants

Nutrition in plants • Appreciate the significance of plants as
• Plants as autotrophs autotrophs.
• Photosynthesis * • Explain the need for minerals in plants.
• Need for minerals • Relate the structure of roots to their functions
• Absorption of water and minerals in water absorption.
• Relate the features of leaves to gas exchange
Gas exchange in plants and prevention of water loss.
• Occurrence of gas exchange in different • Explain the effects of light intensity on gas
parts of plant exchange in plants.
• Gas exchange in leaves • Make connections between transpiration,
absorption and transport of water, and cooling
Transpiration of plants.
• Process and significance • Explain the effects of environmental factors on
• Factors (humidity, light intensity and wind) the rate of transpiration.
affecting the rate of transpiration • Describe the path of materials transport in
flowering plants.
Transport in plants • Compare the means of support in herbaceous
• Transport of water and minerals and woody dicotyledonous plants.
• Translocation of organic nutrients
Support in plants
• Cell turgidity
• Physical nature of xylem
b. Essential life processes in animals

Nutrition in humans • Explain the effect of age, activity and
• Humans as heterotrophs pregnancy on dietary requirements.
• Food requirements and functions of • Relate health problems to improper diet.
different food substances • Explain the significance of mechanical and
− Carbohydrates chemical digestion.
− Lipids • Understand the digestion and absorption
− Proteins processes in various parts of the alimentary
− Vitamins canal.
− Minerals (e.g. calcium and iron) • Illustrate the adaptive features of the small
− Dietary fibre intestine for food absorption.
*
Refer to Photosynthesis in topic I Cells and Molecules of Life
30
• Balanced diet • Describe the routes of the transport of

• Ingestion absorbed food and their fates in cells and
− Dentition tissues.
− Mastication
• Digestion
− General plan of the digestive system
− Digestion of carbohydrates, proteins and
lipids in various parts of the alimentary
canal
• Absorption and assimilation
− Structural adaptation of small intestine
for food absorption
− Role of liver
− Fate of absorbed food
• Egestion
Gas exchange in humans • Understand the exchange of respiratory gases

• General plan of the breathing system between the body cells and the external
• Gas exchange in air sacs environment.
• Routes of transport of respiratory gases • Relate the structure of various parts of the
• Mechanism of ventilation breathing system to gas exchange.
Transport in humans • Relate the structure of various components of

• General plan of the circulatory system and the circulatory system and lymphatic system to
lymphatic system transport.
• Composition and functions of blood, tissue • Describe the exchange of materials and the
fluid and lymph formation of tissue fluid.
• Exchange of materials between blood and
body cells
• Formation of tissue fluid
c. Reproduction, growth and development

Asexual reproduction • Outline with an example, the process of
• Binary fission in bacteria vegetative propagation in flowering plants.
• Vegetative propagation in flowering plants • Relate the structure of various floral parts to
reproduction.
Sexual reproduction in flowering plants • Understand the importance of pollination.
• Floral parts • Compare the adaptive features of
• Pollination insect-pollinated flowers and wind-pollinated
• Fertilisation flowers.
31
• Significance of seed and fruit dispersal • Outline the process of fertilisation leading to
the formation of seed and fruit.
• Discuss the significance of asexual and sexual
reproduction.
Reproduction in humans • Relate the structure of various parts of the

• General plan of the male and female reproductive systems to their functions.
reproductive systems • Recognise the roles of sperm and ovum in
• Structure of sperm and ovum sexual reproduction.
• Menstrual cycle • Describe the transfer of semen during sexual
− Cyclic changes in uterine lining intercourse and the process of fertilisation.
− Ovulation • Relate the structure of the placenta to its role
• Fertilisation in the development of foetus.
• Development of embryo and foetus • Recognise the significance of parental care
− Placenta and the advantages of breast-feeding.
• Identical twins and fraternal twins • Understand the biological basis of various
• Birth process methods of birth control.
• Parental care
• Birth control
Growth and development • Discuss the advantages and disadvantages of

• Concepts of growth and development using various parameters to measure growth.
• Germination of seed and its development • Identify the different stages of growth from
into a new plant growth curves of plants and humans.
• Stages of growth in annual plants and
humans
• Measurement of growth in plants and
humans
− Growth parameters (e.g. weight, height
and area)
− Growth curves
d. Coordination and response

Stimuli, receptors and responses • Understand the roles of sense organs and
• Light as stimulus: the human eye receptors in detecting changes in the
− Major parts of the eye environment.
− Rods and cones • Relate the structure of major parts of the eye to
− Colour vision vision.
− Accommodation
32
− Eye defects (long sight, short sight and • Explain the causes of eye defects.
colour blindness) • Describe how long sight and short sight are
• Light as stimulus: phototropic response in corrected with glasses.
plants • Be aware of the surgical methods for eyesight
− Responses of root and shoot correction.
− Role of auxins • Recognise the significance of phototropism.
• Sound as stimulus: the human ear • Understand the mechanism of phototropic
− Major parts of the ear responses in root and shoot.
• Relate the structure of major parts of the ear to
hearing.
Nervous coordination in humans • Recognise the role of the central nervous

• General plan of the nervous system system.
• Central nervous system • Distinguish different types of neurones in
− Functions of main parts of the brain: terms of structure and function.
cerebrum, cerebellum and medulla • Describe the transmission of nerve impulses
oblongata across a synapse.
− Functions of spinal cord • Compare the nature of reflexes and voluntary
− Neurone: sensory neurone, interneurone actions with examples.
and motor neurone
− Synapse
• Reflex arc and reflex action
• Voluntary actions
Hormonal coordination in humans • Understand the nature of hormonal

• Nature of hormonal coordination coordination.
• General plan of the endocrine system • Use an example to illustrate hormone
mediated response.
• Compare hormonal and nervous coordination.
Movement in humans • Understand the roles of different components

• Components of the musculo-skeletal of the musculo-skeletal system.
system: skeleton, muscles, joints, tendons • Compare the degree of movement between
and ligaments hinge joints and ball-and-socket joints.
• Joints: hinge joints (e.g. elbow/knee) and • Describe how a nerve impulse transmits across
ball-and-socket joints (e.g. shoulder/hip) the neuromuscular junction leading to muscle
• Action of opposing muscle pairs contraction.
• Initiation of muscle contraction by nerve • Explain coordination in terms of stimulus,
impulse receptor, coordination system, effector and
response.
33
e. Homeostasis
Concept of homeostasis • Explain the principle of feedback mechanism
• Importance of homeostasis with reference to the regulation of blood
• Feedback mechanism glucose level.
• Appreciate that the internal environment of the
Parameters of a steady internal environment human body is maintained by the nervous
• Glucose level and gas content in blood, system and the endocrine system.
water content and body temperature
Regulation of blood glucose level

• Roles of liver, pancreas, insulin and
glucagon
f. Ecosystems
Levels of organisation • Be aware that organisms and their
• Species, population, community, ecosystem, environment are studied at different levels of
biome and biosphere organisation.
• Appreciate the existence of a variety of
Major ecosystem types ecosystems in the local environment.
• Freshwater stream, rocky shore, mangrove,
grassland and woodland
Components of an ecosystem • Identify the abiotic factors of a habitat and

• Abiotic factors explain their effects.
• Biotic community • Describe the different types of relationships
− Niche and habitat between organisms in a habitat.
− Species diversity and dominant species • Outline the process of ecological succession.
− Relationships between organisms • Use food chains, food webs, pyramids of
Predation, competition, numbers and biomass to represent the feeding
commensalism, mutualism and relationships of organisms and energy flow
parasitism between different trophic levels.
− Ecological succession • Understand the efficiency of energy transfer in
Primary and secondary succession an ecosystem.
Climax community • Understand the cycling of materials in an
ecosystem.
• Be aware of the interactions between the biotic
community and the abiotic factors of an
ecosystem.
34
Functioning of an ecosystem
• Energy flow
− Source of energy
− Energy flow between different trophic
levels
− Feeding relationships of organisms
• Materials cycling
− Carbon and nitrogen cycles
• Roles of producers, consumers and
decomposers in energy flow and materials
cycling
Conservation of ecosystem • Recognise the need for conservation.

• Impacts of human activities
Study of a local habitat • Conduct and report an ecological study of a

• Distribution and abundance of organisms local habitat.
− Sampling methods
Quadrats
Line and belt transects
• Measurement of abiotic factors (e.g. light
intensity, pH, wind, temperature, oxygen,
humidity and salinity)
a. Essential life processes in plants

• Design and perform investigations to study the effects of different minerals on plant
growth using potted plants; to study the effects of light intensity on gas exchange in land
or water plants using hydrogencarbonate indicator solution or data loggers; to compare
the distribution of stomata on both sides of a leaf; and to study the effects of
environmental factors on the rate of transpiration using potometer.
• Examine the cross sections of the leaf, stem and root of a young dicotyledonous plant
using temporary mounts or prepared slides; and the structure of the root of young
seedlings using live specimens or prepared slides.
• Perform practical work to demonstrate the occurrence of transpiration; and to trace the
uptake of water in herbaceous plant using eosin solution.
35
b. Essential life processes in animals
• Perform practical work to identify composition in some common foodstuffs; to
demonstrate the effect of bile salt on oil; to simulate digestion and absorption in the
alimentary canal using dialysis tubing; and to compare the differences in composition
between inhaled and exhaled air.
• Design and perform investigations to compare the amount of vitamin C in different fruits
and vegetables; and to study the action of digestive enzymes (e.g. amylase on
starch-agar plate, protease on milk-agar plate or egg white).
• Examine the alimentary canal and its associated glands, and the breathing system of a
dissected mammal or a human torso.
• Examine a pig’s lungs; and the capillary flow in a fish’s tail fin or frog’s web.
• Examine the structure of air sacs, arteries and veins, and the components of blood using
prepared slides or photomicrographs.
• Perform dissection of a pig’s heart and examine its structures.

• Examine photomicrographs, video clips or live cell images of binary fission of bacteria,
sperms and ova.
• Use audiovisual materials to study the process of fertilisation.
• Examine the adaptive features of insect-pollinated and wind-pollinated flowers.
• Examine the male and female reproductive systems of dissected mammals or a human
torso.
• Examine photos or video clips taken by ultrasound showing different stages of foetal
development.
• Cultivate and examine any vegetative propagation organ of flowering plants.
• Search for information on the effectiveness and possible side effects of various birth
control methods; in vitro fertilisation and termination of pregnancy.
• Discuss the harmful effects of drinking and smoking habits of a pregnant woman on the
development of the foetus.
• Design and perform investigations to study seed germination and the growth of young
seedlings.
d. Coordination and response

• Perform dissection of an ox’s eye and examine its structures.
• Search for information on how modern technology helps in rectifying eye defects
(e.g. short/long sight, astigmatism, cataract or glaucoma).
• Examine models of the human brain, eye, ear and arm.
• Design and perform investigations on the phototropic responses of roots and shoots.
• Perform practical work to observe the contraction of teased muscle from the leg of a
pithed frog.
36
e. Homeostasis
• Construct a flow chart to illustrate the feedback mechanism.
• Search for information about the physiological consequences of hormonal imbalance
(e.g. insulin) and the remedies, especially through modern advances in science and
technology.
f. Ecosystems
• Visit nature reserves, country parks, marine parks, field study centres and other local
habitats.
• Construct and interpret food chains, food webs, and pyramids of numbers and biomass.
• Use live or audiovisual materials to show the relationships of organisms in an
ecosystem.
• Conduct an ecological study of a local habitat (e.g. freshwater stream and rocky shore).
37
COMPULSORY PART
IV. Health and Diseases
Overview
Students will acquire knowledge and develop an understanding of what constitutes health; so
that they can make informed decisions on the choice of lifestyles, habits, and disease
prevention measures. This is designed to help students develop a positive attitude towards
health and be aware of both individual and public responsibility for the maintenance of a
healthy community. The routes of pathogen transmission and the causes of some
non-infectious diseases are to be learned in association with the biological principles that may
lead to their prevention and control. The physiological defence mechanisms employed by the
human body to combat diseases, the principle of vaccination, the use of antibiotics, and some
of the related issues, are also discussed.
Scientific Inquiry

photomicrographs of pathogens and make biological drawings);
• identify questions and carry out appropriate studies to understand various infectious and
non-infectious diseases in our society;
• classify, collate and display both first and second hand data (e.g. collect information
related to health and diseases from the Hospital Authority, Department of Health or the
Internet); and
• understand that the process of scientific investigations includes analysing evidence and
providing explanations based upon scientific theories and concepts (e.g. body defence
mechanisms, treatment and prevention of infectious diseases).
STSE Connections

• be aware of the application of biological knowledge in maintaining a healthy community
and its social, ethical, economic and environmental implications;
• analyse ways in which societal needs have led to technological advances (e.g. treatment
and prevention of diseases, and diet control);
• appreciate how modern technological advances and scientific discoveries contribute to the
detection, diagnosis, treatment, prevention and monitoring of diseases (e.g. cancer and
tuberculosis); and
• be aware of personal responsibility in preventing disease transmission.
38

• be aware of the dynamic nature of biological knowledge related to body defence
mechanism and diseases, and understand that science is a human endeavour;
• appreciate the contributions of various people in advancing the application of biology (e.g.
the development of vaccines and the discovery of antibiotics);
• be aware that biological knowledge and theories related to the prevention and control of
diseases are developed through observations, hypotheses, experimentations and analyses;
and
• understand the nature and limitations of scientific activity (e.g. the causes and
transmission of some diseases are not yet known).
39
a. Personal health
Meaning of health • Discuss the significance of healthy lifestyles.
• Understand the long term effects of smoking
Effects of lifestyles on body functions.
• Diet
• Exercise
• Rest
• Personal hygiene
• Smoking, alcohol and drug abuse
b. Diseases
Types of diseases • Understand the concept of disease.
• Infectious diseases • Distinguish between infectious and
• Non-infectious diseases non-infectious diseases.
• Understand how infectious diseases are
Infectious diseases (e.g. AIDS, cholera, cold, transmitted.
dengue fever, gastroenteritis, hepatitis B, • Discuss how to reduce the spread of some
influenza, malaria, measles, SARS and common infectious diseases.
tuberculosis) • Discuss the consequences of indiscriminate
• Causes and causative agents use of antibiotics.
• Ways of transmission • Be aware of the various ways of disease
− Water, air, droplets, food, body fluids, treatment.
vector and direct contact • Discuss the causal relationships between the
• Treatment incidence of various non-infectious diseases
− Antibiotics and certain lifestyles.
Action of antibiotics • Outline the biological principles in the control
Indiscriminate use of insulin-dependent diabetes.
− Other drugs (e.g. sulpha drugs, cocktail • Outline the principle of vaccination and
treatment for AIDS) evaluate the advantages and risks of its
application.
Non-infectious diseases • Be aware of personal responsibility in
• Allergy preventing disease transmission and the
• Cancer importance of community health.
• Cardiovascular diseases (e.g. coronary
heart disease)
• Diabetes
− Forms of diabetes (insulin-dependent
diabetes and non-insulin-dependent
diabetes)
− Control of diabetes
40
Prevention of diseases
• Vaccination: principle of vaccination
• Immunisation programme
• Healthy lifestyle
• Community health

Non-specific defence mechanisms • Understand the non-specific and specific
• Skin, mucus and other secretions, cilia, defence mechanisms.
blood clotting, phagocytes and • Outline the principles of the humoral and
inflammatory responses cell-mediated immune responses.
• Compare primary and secondary responses.
Specific defence mechanisms • Distinguish between active and passive
• Humoral and cell-mediated immune immunity.
response
• Antigen and antibody
• Lymphocytes (B and T cells)
• Primary and secondary responses
• Active and passive immunity
a. Personal health
• Discuss the effects of prolonged unbalanced diet.
• Search for information on different types of exercise (e.g. jogging, physical training, Tai
Chi) and their effects on body health; the importance of rest and its scientific basis; and
the effects of smoking, alcohol and drugs on body organs and developing foetuses.
41
b. Diseases
• Examine photomicrographs, prepared slides or live cell images of some pathogens (e.g.
viruses, bacteria, fungi and protists).
• Conduct a project on infectious diseases (e.g. AIDS, cholera, cold, dengue fever,
gastroenteritis, hepatitis B, influenza, malaria, measles, SARS and tuberculosis) with
reference to their ways of transmission, symptoms, treatments and ways of prevention;
and the incidences of the various types of cancer in Hong Kong.
• Conduct a study on the incidence of liver cancer and lung cancer in relation to lifestyles.
• Design a poster, leaflet or web page to advise how to reduce the chances of developing
one form of cancer.
• Suggest ways to reduce the incidence of cardiovascular diseases.
• Search for information on the types, symptoms, risk factors, detection, management and
control of diabetes; the relation of immunisation programmes to the control of infectious
diseases (e.g. whooping cough and tuberculosis), and the major outbreaks of infectious
diseases in Hong Kong.
• Read stories about how scientists (e.g. Edward Jenner, Louis Pasteur and Jonas Salk)
contributed to the development of vaccination.
• Read stories about how scientists (e.g. Sir Alexander Fleming, Ernst Boris Chain and Sir
Howard Florey) contributed to the discovery and development of penicillin.
• Study a personal immunisation record to find out the types of diseases that are covered
by the local immunisation programme.
• Use audiovisual materials to illustrate the effects of antibiotic discs on a bacterial lawn.

• Examine prepared slides or models to identify features of mammalian skin that are
related to body defence.
• Use audiovisual materials, prepared slides, photomicrographs or live cell images to
observe phagocytes and lymphocytes.
• Use audiovisual materials or animations to demonstrate the production of antibodies in
response to an antigen, and the antigen-antibody reactions.
• Construct flow charts to illustrate how humoral and cell-mediated immune responses
work to combat pathogens.
• Discuss why breast feeding may confer passive immunity on a child.
42
ELECTIVE PART
V. Human Physiology: Regulation and Control
Overview
In this topic, students will develop a deeper understanding of the physiological processes in
humans. Regulation and control is an interesting topic concerning the intriguing mechanisms
which enable our bodies to function normally regardless of the changes in environmental
conditions. Students are expected to understand the roles of nervous control and hormonal
control in coordinating different organs and systems to achieve a steady internal environment.
Human Physiology: Regulation and Control builds on students’ prior knowledge of

Movement of substances across membrane, Essential life processes, Coordination and
response and Homeostasis studied in the compulsory part. The diagram below shows how the
prior knowledge is related to this topic.
Human Physiology:
Regulation and Control
Movement of
Regulation of
substance across
water content
membrane
Regulation of body
temperature
Gas exchange
Transport in humans Regulation of gas in humans
content in blood
Hormonal control of Reproduction

reproductive cycle in humans
Coordination and Response
Homeostasis
43
Scientific Inquiry

related to nervous and hormonal control of the human body;
• plan, conduct and write a report on a scientific investigation (e.g. study the change in
heart rate and breathing rate before and after exercise);
measuring breathing rate and heart rate);
• make careful observations and accurate records; and
• classify, collate and display both first and second hand data (e.g. hormonal change in the
menstrual cycle).
STSE Connections

• be aware of the significance of biological knowledge in human physiology to improve the
quality of life and maintain a healthy community;
• be aware that societal needs have led to technological advances (e.g. dialysis machines
and the use of contraceptives); and
• appreciate the role of science and technology in understanding the human body.

• be aware of the dynamic nature of biological knowledge in human physiology, and
understand that science is a human endeavour; and
hypotheses, experimentations, and analyses.
44
a. Regulation of water content

(osmoregulation)
Importance of regulation of water content • Relate the structure of nephron to its function
in regulation of water content.
Regulation of water content • Understand the action of ADH.
• General plan of the urinary system • Recognise the excretory function of the
• Structure and function of nephron kidney.
• Processes in urine formation
− Ultrafiltration
− Reabsorption
• Action of antidiuretic hormone (ADH)
• Biological principles of the dialysis
machine (kidney machine)

Importance of body temperature regulation • Understand the structural, physiological and
behavioural mechanisms of body temperature
Mechanisms of temperature regulation regulation.
• Skin
• Regulatory centre (hypothalamus)
• Circulation
• Hormone (thyroxine)
• Muscle
• Behavioural methods

Importance of regulation of gas content in • Understand the control mechanism of
blood breathing.
• Outline the major events during the cardiac
Control of rate and depth of breathing cycle.
• Nervous control • Understand the nervous and hormonal control
− Respiratory centre and chemoreceptors of cardiac output.
− Effects of carbon dioxide concentration • Explain how the gas content in blood is
in blood regulated during and after exercise.
Control of cardiac output

• Heart rate and stroke volume
• Pacemaker and cardiac cycle
45
• Nervous control
− Vagus nerve, sympathetic nerves
• Hormonal control
− Adrenaline
Effects of exercise
• Rate and depth of breathing
• Oxygen debt
• Cardiac output

Interaction of hormones in the menstrual cycle • Understand the significance of hormonal
control of the menstrual cycle.
Use of hormones as contraceptives and in the • Explain how hormones can be used as
treatment of infertility contraceptives and in the treatment of
infertility.
a. Regulation of water content

• Examine a dissected mammalian kidney or a kidney model.
• Examine the urinary system of a dissected mammal or a human torso.

• Examine prepared slides or photomicrographs to identify features of mammalian skin
that are related to temperature regulation.
• Construct a concept map to show the mechanism of temperature regulation.
• Search for information on physiology at extreme environmental conditions, heat and
cold stress.

• Design and perform investigations to study the changes in heart rate and breathing
before and after exercise using data loggers or other methods.

• Interpret graphs showing the fluctuation of hormones and the changes of the uterine
lining of the menstrual cycle.
• Conduct a project on the causes of infertility and its treatment.
46
ELECTIVE PART
VI. Applied Ecology
Overview
In this topic, students will build on their prior knowledge of basic ecological principles and
develop a further understanding of applied ecology. Students will explore some of the ways
in which human activities can impose far-reaching effects on the environment. Local and
global pollution issues, resources management, pollution control measures and conservation
will be also discussed. At the end, students are expected to apply a range of field study skills
to investigate the impact of pollution on the local environment.
Applied Ecology builds on students’ prior knowledge of the Diversity of life forms, Essential
life processes, Ecosystems and Health and Diseases studied in the compulsory part. The
diagram below shows how the prior knowledge is related to this topic.
Diversity of life
forms Essential life
Applied Ecology processes
Health and Diseases
Ecosystem
47
Scientific Inquiry

hypotheses for investigations related to pollution;
• identify and explain the importance of control variables in scientific investigations related
to pollution;
important in ecological investigations; and
• classify, collate, display, analyse and draw conclusions from both first and second hand
data (e.g. collect field data, obtain data from the Environmental Protection Department,
Agriculture, Fisheries and Conservation Department or the Internet).
STSE Connections

• be aware of the application of ecological knowledge in society and its social, ethical,
economic and environmental implications;
• analyse ways in which scientific and technological advancement have influenced our
lives, society and the environment (e.g. pollution resulting from industrialisation and
urbanisation);
• develop sensitivity and responsibility in striking a balance between the utilisation of
resources and a sustainable environment; and
• explain how biological knowledge is used in technological application for management of
the environment (e.g. sewage treatment).

• be aware of the dynamic nature of biological knowledge in ecology and understand that
science is a human endeavour;
hypotheses, experimentations, and analyses (e.g. study of the impact of pollution on the
local environment); and
• understand the nature and limitations of scientific activity.
48

Human population growth • Evaluate the impact and control of rapid
• Pattern of population growth human population growth.
• Impact of rapid human population growth • Discuss the impacts of malpractices in
on the environment fisheries, agriculture and forestry.
• Need for population control • Explain the ecological impacts of land
clearance and reclamation.
Use of resources • Discuss the effects of atmospheric and water
• Types of resources: renewable and pollution on the environment and human
non-renewable resources health.
• Fisheries, agriculture and forestry • Account for the accumulation of toxic
• Impacts substances along a food chain.
− Overexploitation (e.g. in fisheries) • Understand the causes and problems
− Environmental degradation associated with global environmental issues.
Soil erosion (e.g. in agriculture and • Design, conduct and report on field and
forestry) laboratory investigations related to
Chemical pollution (e.g. in atmospheric or water pollution.
agriculture)
Disturbance of ecological balance
(e.g. monoculture)
Effects of urbanisation and industrialisation

• Land clearance and reclamation
• Issues related to pollution
− Atmospheric pollution
Health problems caused by air
particulates (e.g. respiratory
illnesses)
Global issues (e.g. global warming
and acid rain)
− Water pollution
Health problems caused by sewage
discharge
Global issues (e.g. algal bloom)
Reduce, reuse, recycle • Recognise strategies for pollution control.
• Describe the biological principles of sewage
Sewage treatment treatment.
49
c. Conservation
Importance of biodiversity • Understand the need for conservation.
• Recognise measures to preserve biodiversity.
Conservation of species • Be aware of the economic, ecological,
• Endangered species in Hong Kong (e.g. aesthetic and moral issues related to
Romer’s Tree Frog, Chinese White conservation.
Dolphin, Black-faced Spoonbill and • Discuss the roles of individuals and
Pitcher-plants) government in conservation.
• Measures to protect endangered species
Conservation of habitats
• Conservation areas (e.g. nature reserves,
wetland park, marine parks, country parks,
Sites of Special Scientific Interest (SSSI)
and the Ramsar site)
• Ecological restoration of damaged land
• Concept of sustainable development • Use local examples to illustrate how resources
• Management of resources: fisheries, are managed.
agriculture and forestry

• Conduct a project on the effects of human population growth on the environment and the
quality of life; and the issues related to global warming and acid rain.
• Visit a sewage treatment plant.
• Design and perform investigations to study the lichen distribution as an indication of air
pollution by sulphur dioxide; to compare the oxygen content of clean and polluted water
using data loggers or other means; and to study the types, sources and effects of
pollutants on a freshwater stream or a shore habitat.
• Identify areas in Hong Kong in which air pollution is most serious, based on the
available information from the Environmental Protection Department, and discuss the
possible causes.
50
• Search for information on the joint efforts of governments to control regional air
pollution problems.
• Develop action plans to reduce environmental pollution.
c. Conservation
• Discuss the conservation of an endangered species with regard to population numbers,
reasons for concern, measures introduced and international cooperation required; and the
existing government policies on environmental conservation.
• Visit one conservation area in Hong Kong (e.g. nature reserves, a wetland park, marine
parks, country parks, Sites of Special Scientific Interest (SSSI) and the Ramsar site).
• Search for information on the work on conservation done by environmental concern
groups and the government.
• Debate on the dilemma between urbanisation, industrialisation and conservation.
• Research into some local examples which illustrate the conflicting interests between
economic development and environmental conservation.
51
ELECTIVE PART
VII. Microorganisms and Humans
Overview
Humans are living in a world full of microorganisms, and our daily lives are directly and
indirectly affected by them. In this topic, students will develop an understanding of the
diversity of microorganisms, and their beneficial and harmful roles. Students will have the
opportunity to study the growth of microorganisms, and develop appropriate laboratory skills
and techniques for conducting practical work with microorganisms. Examples of uses of
microorganisms in food, medicine, industry pollution control and genetic engineering are
included, so as to illustrate the importance of microorganisms and their wide applications.
Finally, human diseases caused by pathogenic microorganisms, and microbial deterioration
are used to illustrate the harmful effects of microorganisms.
Microorganisms and Humans builds on students’ prior knowledge of Cellular energetics,

Molecular genetics, Diversity of life forms, Functioning of ecosystem, and Diseases studied in
the compulsory part. The diagram below shows how the prior knowledge is related to this
topic.
Microorganisms and
Humans
Diversity of Microbiology
life forms
Use of microorganisms
Cellular energetics
Molecular genetics
Microbial genetics
Functioning
Harmful effects of of ecosystem
Diseases microorganisms
52
Scientific Inquiry

hypotheses for investigations related to the study of microorganisms;
• plan, conduct and write a report on an investigation (e.g. study the optimal conditions for
fermentation);
aseptic techniques, measuring the growth of yeast);
• identify and explain the importance of control variables in scientific investigations related
to microbiology; and
• classify, collate and display both first and second hand data (e.g. collect data from the
Hospital Authority, Department of Health and World Health Organisation).
STSE Connections

• be aware of the influences of various types of microorganisms on society and the
environment (e.g. as pathogens, decomposers);
• be aware of the applications of knowledge of microorganisms and their social, economic
and environmental implications (e.g. the use of bacteria in biotechnology);
• analyse ways in which scientific and technological advancement have enhanced our
understanding in microbiology(e.g. aseptic techniques, recombinant DNA technology);
and
• explain how biological knowledge is used in technological application (e.g. the use of
microorganisms in sewage treatment).

• be aware of the dynamic nature of biological knowledge related to microorganisms and
understand that the development of microbiology is a human endeavour;
• appreciate the contributions of various people in advancing the application of biology (e.g.
the development of vaccines and the discoveries of antibiotics); and
• understand the nature and limitations of scientific activity (e.g. the limitations of using
E. coli as pollution indicator organisms).
53
a. Microbiology
Viruses • Describe how a virus reproduces by infecting a
• Multiplication of viruses living cell.
• Distinguish different groups of
Diversity of microorganisms microorganisms based on group features.
• Representative organisms of Bacteria, • Discuss the effects of environmental factors on
Protista and Fungi the growth of microorganisms.
• Measure and identify the different stages of
Growth of microorganisms (e.g. yeast) growth of microorganisms in culture.
• Growth requirement • Outline the principle of aseptic techniques.
− Temperature, pH, carbon and nitrogen • Use aseptic techniques and follow safety
sources, oxygen and water availability procedures in handling, culturing and
• Stages of growth disposing of microorganisms.
• Measurement of growth
− Cell counts, biomass and optical
methods
Aseptic techniques
• Principles
• Precautions and risk assessment
Food and health food (e.g. single cell protein, • Outline the process of food production
Spirulina) involving the use of microorganisms in
fermentation.
Food processing (e.g. brewery ) • Understand the roles of microorganisms in
sewage treatment.
Vaccines • Recognise the use of microorganisms as
pollution indicator organisms.
Antibiotics • Be aware of the wide applications of
microorganisms.
Industrial enzymes (e.g. biological washing • Relate the use of microorganisms to pollution
powder, and pectinase for extracting fruit juice) control.
Sewage treatment
Pollution indicator (e.g. Escherichia coli)
Biogas production
54
Recombinant DNA technology • Account for the use of microorganims in
recombinant DNA technology.
Genetically modified microorganisms • Be aware of the significance and potential
hazards of the application of genetically
modified microorganisms.

Infectious diseases caused by viruses and • Outline the principles of how viruses and
microorganisms (e.g. bacteria, protists and microorganisms cause diseases in humans.
fungi) • Explain how food poisoning is brought about
• Food-borne infection caused by bacteria by microorganisms.
(e.g. Salmonella) • Recognise the problems of microbial
• Food poisoning caused by microbial toxins deterioration to our daily lives.
(e.g. bacterial toxin, fungal toxin and algal • Discuss how to control microbial growth to
toxin) reduce the harmful effects of microorganisms.
Microbial deterioration
Control of growth of microorganisms
a. Microbiology
• Perform practical work to demonstrate aseptic techniques; and to grow yeast in liquid
culture and on agar.
• Design and perform investigations to study the growth of microorganisms (e.g. yeast and
unicellular green algae).
• Visit a food production plant or a sewage treatment plant.
• Conduct a project on the applications of microbial biotechnology in agriculture,
medicine, industry or pollution control.
• Perform practical work on the application of the fermentation process (e.g.
bread-making, fruit juice fermenting, beer-brewing, wine-making).
• Design and perform investigations to study the optimal conditions necessary for
fermentation by yeast in bread-making or beer-brewing; and to study the content and
effectiveness of biological and non-biological washing powder.
55
• Search for information on the wide application of genetically modified microorganisms.

• Conduct a project on one named disease caused by viruses or microorganisms, in terms
of its cause, transmission, host response, symptoms, treatment, prevention and control;
the prevention of microbial deterioration.
• Search for information on the incidence of food poisoning in Hong Kong.
56
ELECTIVE PART
VIII. Biotechnology
Overview
This topic is expected to provide students with opportunities to study the general principles of
biotechnology and its wide range of applications. This will enable them to recognise
biotechnology as a rapidly expanding branch of Biology. Students will first develop an
understanding of the principles of different techniques in modern biotechnology, e.g.
recombination DNA technology, polymerase chain reaction, genetically modification of
organisms, plants and animal cloning. They will also become familiar with the applications of
biotechnology in the area of medicine and agriculture, and be aware of the ethical, legal,
social, economic and environmental implications of biotechnology. Current issues, research
and developments in biotechnology, as well as the contribution of biotechnology to the
advancement of biology will also be discussed.
Biotechnology builds on students’ prior knowledge of Cells and Molecules of Life; Molecular
genetics; Reproduction, growth and development; Ecosystems and Diseases studied in the
compulsory part. The diagram below shows how the prior knowledge is related to this topic.
Biotechnology
Techniques in modern
Diseases biotechnology
Biotechnology
Reproduction, in medicine
growth and
development Biotechnology
in agriculture
Bioethics Ecosystems
Cells and Molecules of life
Molecular genetics
57
Scientific Inquiry

separation of DNA by gel-electrophoresis and amplification of DNA segments by PCR);
and
• analyse and draw conclusions from data (e.g. DNA fingerprinting).
STSE Connections

• be aware of the wide application of biotechnology and its social, ethical, economic and
environmental implications (e.g. issues related to stem cells therapy, gene therapy, animal
cloning and genetically modified food);
• explain how scientific knowledge may lead to the development of new technology and
how new technology may lead to scientific discovery (e.g. understanding of the
characteristics of enzymes leading to the invention of PCR technology which contributed
to the rapid development in HGP);
• appreciate the role of science and technology in understanding the inheritance of humans;
• analyse ways in which societal needs have led to technological advances (e.g. the
production of genetically modified crops to solve food shortage problem) ; and
• understand how science has been influenced by societies (e.g. debates on human cloning
and human stem cells research).

• be aware of the dynamic nature of biological knowledge related to biotechnology and
understand that biotechnology is a human endeavour;
• appreciate the contributions of various people in biotechnology (e.g. Herbert Boyer and
Stanley Cohen - development of recombinant DNA technology, Kary Mullius - invention
of the PCR technique, and Alec Jeffreys - development of DNA fingerprinting); and
• appreciate the joint efforts of scientists in the development of biotechnology (e.g. the
scientists in the US, the UK, France, Germany, Japan and China have contributed to the
HGP).
58
Traditional and modern biotechnology • Be aware that biotechnology covers various
techniques for using biological systems,
organisms and processes in manufacturing and
providing services.
Process of recombinant DNA technology • Outline the principles of recombinant DNA
• the production of insulin technology, PCR, DNA fingerprinting,
constructing genetically modified organisms,
Polymerase chain reaction (PCR) and its and cloning of mammals and plants.
application • Recognise the wide application of PCR and its
contribution to HGP.
DNA fingerprinting and its application • Discuss the benefits and hazards of genetic
engineering.
Genetically modified organisms • Be aware of the advantages, disadvantages,
• Principles of producing genetically applications and limitations of cloning in
modified microorganisms, animals and animals and plants.
plants
Animal cloning
• Major steps in cloning of mammals (e.g.
Dolly the sheep)
Plant cloning
• Major steps in cloning of plants
Production of pharmaceutical products • Understand the role of bacteria in the
• Insulin, human growth hormone, vaccine, production of pharmaceutical products.
monoclonal antibodies • Understand the basis of gene therapy.
• Distinguish between somatic and germline
Gene therapy gene therapy.
• Somatic and germline gene therapy • Recognise the possible benefits and hazards of
• Possible benefits and hazards of gene gene therapy.
therapy • Recognise the application of stem cells in
medical treatment.
Stem cells therapy
• Nature of stem cells
• Application of stem cells in medical
treatment
59
Transgenic animals • Recognise the use of transgenic animals and
plants in scientific research, food products and
Transgenic plants agriculture.
e. Bioethics
Ethical, legal, social, economic and • Be aware of the potential impact of
environmental issues biotechnology on society.
• Discuss the issues related to one of the areas of
Areas of current concern in biotechnology concern in biotechnology.
• Genetically modified food
• Animal and plant cloning
• Human Genome Project
• Gene therapy
• Stem cells transplant
• Search for information on traditional biotechnology (e.g. wine-making, soya sauce
making).
• Read articles about the importance of modern biotechnology.

• Perform practical work to amplify DNA using PCR; and to separate DNA fragments or
polypeptides by gel electrophoresis.
• Use diagrams, audiovisual materials or animations to illustrate the processes of
recombinant DNA technology, PCR, DNA fingerprinting and cloning.
• Examine cases or discuss the use of DNA fingerprinting in forensic science.
• Read articles about the contributions of scientists which have led to the development in
genetic engineering (e.g. Kary Mullius, Alec Jeffreys, Herbert Boyer and Stanley
Cohen).
• Search for information on animal or plant cloning.
60
• Read articles about the successful treatment of severe combined immunodeficiency
disease (SCID) by means of gene therapy.
• Search for information on the application of biotechnology in the pharmaceutical
industry.
• Search for information on the uses of transgenic plants in agriculture.
• Compare traditional breeding in crop production and genetic engineering.
e. Bioethics
• Debate on the issues related to genetically modified food, animal and plant cloning,
HGP, gene therapy, and stem cells transplant.
• Search for information on the ways in which scientists inform the public and debate their
discoveries in cloning.
61
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62
Chapter 3 Curriculum Planning
This chapter provides guidelines to help schools and teachers to develop a flexible and
balanced curriculum that suits the needs, interests and abilities of their students, and the
contexts of their schools, in accordance with the central framework provided in Chapter 2.
3.1 Guiding Principles
Curriculum planning is essential to facilitate effective learning and teaching in schools.

Teachers are encouraged to develop a balanced and coherent school-based curriculum, taking
into account the characteristics of their students and school contextual factors. When
planning and developing their own Biology Curriculum at senior secondary level, schools
and teachers are encouraged to:
• address the different needs and interests, abilities and learning styles of their students;
• facilitate progression from the junior secondary science curriculum to the senior
secondary science curriculum through a comprehensive coverage of the learning targets,
to promote integrative use of skills and a balanced development of learning experiences;
• plan and devise appropriate and purposeful learning and teaching materials, practical
work, scientific investigations and projects to develop students’ knowledge and
understanding, skills and processes, values and attitudes, problem-solving skills, critical
thinking skills, creativity, and strategies for learning to learn;
• set and work on clear and manageable curriculum goals to develop a progressive and
appropriate curriculum that serves to bring about pleasurable, meaningful and productive
learning experiences; and
• make flexible use of lesson time to facilitate learning.
3.2 Progression
The Biology Curriculum is designed to enable students to explore their interests in different
senior secondary subjects at S4, and to progress smoothly in the chosen subjects through S5
and S6. In this regard, foundation topics in the compulsory part of the curriculum framework
are identified. These topics include fundamental biological knowledge and skills required for
further studies in different areas of biological science. Through the study of the foundation
topics, students will understand the nature and significance of biology before they decide on
their choice of subjects at S5. The foundation topics identified in the compulsory part are
listed in Figure 3.1.
63
Topic Remarks
I Cells and Molecules of Life • I (d) Cell cycle and division can be introduced
a. Molecules of life together with III (c) Reproduction, growth and
b. Cellular organisation development.
c. Movement of substances across membrane • The subtopics Photosynthesis and Respiration
d. Cell cycle and division in I (e) can be studied together with III (a) and
e. Cellular energetics (b) Essential life processes in plants and
III Organisms and Environment animals or at a later stage of S5.
a. Essential life processes in plants • III (d), (e) and (f) can be studied at the early
b. Essential life processes in animals stage of S5.
Figure 3.1 Foundation Topics in the Compulsory Part of the Biology Curriculum
For students with a strong interest in learning science and those intending to take two science
subjects in their senior secondary education, it is suggested that schools offer a broad and
balanced science curriculum in S4, through including the foundation topics in the Biology,
Chemistry and Physics Curricula. This will help students understand the differences in the
nature and requirements of the respective disciplines, so that they may make appropriate
choices of specialised study in higher forms. A broad and balanced foundation laid in the first
year of study will also enable students to follow their interests in science in wider contexts.
Under the senior secondary academic structure, there will be flexibility for some students to
start the study of Biology at S5. Schools may consider allocating more learning time and
providing other supporting measures (e.g. bridging programmes) to these students to enable
them to develop the foundation knowledge and skills as soon as possible. Figure 3.2 presents
possible pathways and options that schools may offer for their students.
64
S4 Biology Chemistry Physics
Exploring Foundation and/ Foundation and/ Foundation and/ Other elective
different topics of the topics of the topics of the subject(s)
or or or
inclinations compulsory compulsory compulsory
part part part
Other options
S5 & S6
Engaging in Option 1 Option 2 Option 3 Option 4
different
areas of Biology Biology Biology Combined
interest compulsory compulsory compulsory Science
part part part (Bio, Phy) +
& & & Chemistry
elective part elective part elective part OR
+ + + Combined
Chemistry Combined elective Science
and/or Physics Science (Phy, subject(s) from (Chem, Bio) +
Chem) other KLAs Physics
and/or ApL and/or
courses
elective
subject(s) from
other KLAs
and/or ApL
courses
Figure 3.2 Possible Pathways and Options that Schools may offer for their Students
3.3 Curriculum Planning Strategies
The curriculum framework provides a central curriculum with curriculum aims, learning
targets, essential learning elements and learning outcomes for the learning and teaching of the
Biology Curriculum. However, it is not to be viewed as a prescribed syllabus to be taught
uniformly in all schools. Schools are encouraged to adapt the central curriculum to different
degrees to enable their students to achieve the curriculum aims and learning targets. In
school-based curriculum development, schools may vary the way in which they organise
learning elements, contexts and optional topics in the elective part, as well as the learning,
teaching and assessment strategies through which students are to learn. The aim is to meet the
school vision and mission; the needs, interests and abilities of students; and the expertise of
teachers. Teachers are advised to consider the following recommendations when planning
school-based curriculum development.
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3.3.1 Interface with the Junior Secondary Science Curriculum
To ensure a smooth transition between junior and senior secondary science education, schools
should plan for effective progression from the one to the other. Teachers should refer to the
learning targets and objectives of Key Stage 3 as outlined in the Science Education Key
Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002), and the
Syllabuses for Secondary Schools – Science (Secondary 1-3) (CDC, 1998). The study of the
Biology Curriculum should build on the knowledge and skills that students acquired through
studying the junior secondary science curriculum. The relationship between the Science
(S1–3) Syllabus and the Biology Curriculum is shown in Figure 3.3.
Science (S1–3) Biology

Unit Title Topic
1.4 Conducting a simple scientific investigation Scientific Investigation
2.1 Living things
2.2 Observing an animal
II Genetics and Evolution
2.3 Diversity of plant and animal life
2.4 Sorting things into groups
2.5 Endangered species VI Applied Ecology
3.1 The basic units of living things I Cells and Molecules of Life
3.2 A new life is born
3.3 Puberty III Organisms and Environment
3.4 Pregnancy
5.2 Further treatment of water
VI Applied Ecology
5.4 Water conservation and pollution
7.3 How does man obtain energy?
7.4 How do green plants obtain energy?
III Organisms and Environment
7.5 Gaseous exchanges in animals and plants
7.6 Balance of CO2 and O2 in nature
7.7 Effects of smoking and polluted air on a respiratory system IV Health and Diseases
10.4 Acid rain VI Applied Ecology
11.1 Sensing the environment
11.2 How we see
11.3 Limitations of our eyes
11.4 Defects of the eye
11.5 How we hear
11.6 Limitations of our ears
11.7 Effects of noise pollution
11.8 Senses of smell, taste and touch
11.9 The brain and our senses
11.10 Responses to stimuli
11.11 Effects of drugs and solvent on our senses
IV Health and Diseases
12.1 Keeping our bodies healthy
I Cells and Molecules of Life
12.2 Food substances
12.3 Balanced diet IV Health and Diseases
12.5 How food is digested and absorbed in our body
12.6 The fate of the digested food III Organisms and Environment
12.7 Our circulatory system
12.8 How fatty food affects our circulatory system
12.9 Exercise and health IV Health and Diseases
12.10 Need for rest
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Science (S1–3) Biology
Unit Title Topic
13.5 Environmental problems associated with the disposal of
used metals
VI Applied Ecology
14.2 Environmental problems associated with the disposal of
plastics
15.3 Colour
15.4 Beyond the visible spectrum
Figure 3.3 Relationships between the Science (S1-3) Syllabus and the Biology Curriculum
3.3.2 Learning and Teaching Sequence
The sequence of topics in the compulsory part of the curriculum framework is organised in
such a way as to explore how biological systems work, from biomolecules through cells and
organisms to ecosystems. It includes developing an understanding of genetics and evolution
as well as of the interactions within and between organisms and between organisms and their
environment.
The topics in the compulsory part of the curriculum framework are not in a fixed order. The
sequence of learning and teaching may be varied to accord with teachers’ preferences and
approaches to the subject, and with the interests, needs, abilities and prior knowledge of
students. Teachers are encouraged to use their professional judgment to plan a sequence that
suits their students and their context. Figure 3.4 depicts possible sequences for the learning
and teaching of the compulsory part.

I Cells and Molecules of Life
(a), (b) and (c)
III Organisms
and Environment
(d), (e) and (f)
II Genetics and Evolution IV Health and Diseases
Figure 3.4 Possible Sequences for the Learning and Teaching of the Compulsory Part
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It is suggested that at S4, schools focus on the foundation topics to equip students with the
necessary knowledge and skills for further study of the Biology Curriculum; and at S5 and S6
introduce other topics in the compulsory and elective parts, taking into consideration
students’ prior knowledge. Teachers are advised to make reference to the diagrammatic
presentations in the Overview of different topics in the elective part. These show the prior
knowledge and concepts developed in the compulsory part, and how they are related to
individual elective topics. For example, the study of Applied Ecology in the elective part
should build on the knowledge and concepts developed through the study of Organisms and
Environment in the compulsory part.
3.3.3 Linking Major Concepts within the Curriculum
It is recommended that individual topics in the compulsory part should be studied as integral
parts of the whole curriculum and not as separate entities. Figure 3.5 shows the relationships
between different topics in the compulsory part.
Cells and
Molecules
of Life
Essential life Essential life

processes in plants processes in animals
Nutrition Nutrition
Gas exchange Gas exchange
Transpiration Genetics Transport
Transport and Reproduction
Support Evolution Growth
Reproduction Coordination and

Growth response
Coordination and Homeostasis

response
Health
Ecosystems and
Diseases
Figure 3.5 Relationships between Different Topics in the Compulsory Part
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Major concepts within each topic, and between different topics in the compulsory and
elective part, should be connected where appropriate. For example, in I Cells and Molecules
of life, the concept of properties of cell membrane in cellular organisation should be
connected to the concept of movement of substances across membrane; and the concept of
cell division developed in I Cells and Molecules of life should be linked together with the
concept of reproduction, growth and development in III Organisms and Environment. The
relationship between prior knowledge to be acquired in the compulsory part and different
topics in the elective part are set out in the Overview of each elective topic. The diagrammatic
representations may be referred to when planning the school-based curriculum.
3.3.4 Applying the Curriculum Emphases across the Curriculum
The Biology Curriculum has identified three curriculum emphases that permeate the
curriculum. They include Scientific Inquiry, STSE Connections and Nature and History of
Biology. The scientific process skills, generic skills, and values and attitudes that emerge
from each curriculum emphasis are highlighted in each topic for teachers’ reference. It is
advisable to cover different curriculum emphases systematically and extensively throughout
the curriculum by matching major content areas with the relevant curriculum emphases.
3.3.5 Catering for Learner Diversity
There are differences among students in various dimensions such as interests, academic
readiness, aspirations and learning styles. In order to help all students achieve the learning
targets of the curriculum, teachers may alter the organisation of learning elements in the
curriculum framework and use lesson time flexibly to cater for students with a range of
abilities and inclinations. Outlined below are some things that teachers can do to cater for
diversity.
• Vary the sequence of learning and teaching to cater for students with different interests
and abilities.
• Adjust the learning targets to make them more challenging for students with a strong
interest or outstanding ability in biology and provide them with learning opportunities to
develop their full potential.
• Focus learning on the compulsory part to build up sound fundamental knowledge and
skills in students before studying the elective part.
• Adapt the depth of treatment to an appropriate level for demanding topics in the
compulsory part, and provide extra support to help students master the knowledge and
understanding of these topics.
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3.3.6 Flexible Use of Learning Time
As mentioned in Chapter 2, 270 hours lesson time should be allocated to cover this
curriculum. Teachers are encouraged to use this time flexibly to help students attain all the
different targets of the curriculum. Since students have diverse interests, they may find some
of the topics more interesting and spend more time to explore particular topics and related
issues in depth. Some schools may allocate more lesson time for the study of the compulsory
part to ensure that students are equipped with sound fundamental knowledge and skills,
before starting the elective part. Within the 270 hours, the 20 hours allocated to scientific
investigation can be used flexibly to promote self-directed learning and develop a full range
of skills. Schools are also encouraged to include half-day or whole-day activity sessions
(shared among different KLAs) in the school time-table, to allow continuous stretches of time
for field trips, visits or scientific investigations.
3.4 Curriculum Management
3.4.1 Effective Curriculum Management
In order to manage the curriculum effectively, curriculum leaders in a school have to work
collaboratively in school-based curriculum development. They should take the following
aspects into consideration:
(1) Understanding the curriculum and student needs

Curriculum leaders and teachers should have a good understanding of the Biology
Curriculum, the needs and interests of students, and the strengths and culture of the school.
This will facilitate effective school-based curriculum development and align learning and
teaching with the school vision and mission as well as with the central curriculum
framework.
(2) Organisation and structure

Curriculum leaders including the Science Education KLA coordinator, biology panel
chairperson and biology teachers have to work as a team and play different roles in managing
school-based curriculum development. In addition to overseeing and coordinating the
implementation of the curriculum, the Science Education KLA coordinator and panel
chairpersons have to develop a plan for enhancing teamwork and the professional capacity of
teachers.
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(3) Curriculum planning
Schools have to develop a holistic plan for school-based curriculum development in science
education to ensure vertical and lateral coherence among different science subjects and with
other subjects. It is important to plan effective progression from the junior secondary science
curriculum to the senior secondary one, and to provide a balanced foundation in science
education for all students. For details of helpful curriculum planning strategies, please refer to
section 3.3 of this chapter.
(4) Capacity building and professional development

Team building can be enhanced through the regular exchange of ideas, experiences and
reflections among teachers in collaborative lesson preparation, peer coaching and lesson
observation. These practices promote a collaborative and sharing culture among teachers
which fosters professional development. Schools should also provide time for teachers to
participate in various professional development programmes and deploy them appropriately
in accordance with their strengths.
(5) Resource development

Learning and teaching resources will be developed by the EMB to support the
implementation of the curriculum. Schools are encouraged to adapt these resources or to
develop their own learning and teaching materials to meet the needs of their students. These
materials may be shared among teachers through the development of a school-based learning
and teaching resources bank or a sharing platform in the school Intranet. Teachers may refer
to Chapter 6 for details about the effective use of learning and teaching resources.
(6) Managing change

In view of the changing nature of biological knowledge and of society, school-based
curriculum development needs to be flexible. While schools can define the scope and
direction of curriculum development with a degree of certainty, the implementation of the
curriculum needs to remain flexible enough to respond to changes. Strategies for managing
change include fostering participation and communication, periodic reviewing to monitor
progress, and collecting evidence to make informed changes in the implementation of the
curriculum.
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3.4.2 Role of Different Stakeholders in Schools
Curriculum leaders take on different roles in managing curriculum change and these roles
may vary depending on the school context.
(1) Biology teachers

Biology teachers contribute to school-based curriculum development by working in line with
the school policy and assisting the panel chairperson as individuals and in collaboration with
other biology teachers. They can also play the role of curriculum leaders by initiating
innovative changes in the curriculum.
To help implement the school-based curriculum, teachers should:
• explain clearly to students the overall plan and objectives of the school-based curriculum;
• foster a motivating learning environment among students and enable them to become
self-directed learners;
• take initiatives to try out innovative learning and teaching strategies;
• initiate sharing of ideas, knowledge and experiences to foster peer support and
improvement in learning and teaching;
• collaborate with laboratory technicians to design appropriate activities and provide a safe
environment conducive to learning;
• keep abreast of the latest curriculum developments through reading and sharing with
other teachers;
• participate actively in professional development courses, workshops, and seminars to
enhance their professionalism; and
• review or evaluate the school-based curriculum from time to time to bring about
improvements.
(2) Science Education KLA coordinator / Biology panel chairperson

Science Education KLA coordinators / Biology panel chairpersons play a significant role in
developing, managing and implementing the curriculum. They act as a “bridge” between the
school administrative personnel and other science panel members to bring about effective
communication and collaboration. They should:
• take the lead in developing a holistic plan for providing a balanced science education to
students by referring to the guidelines set out in the Science Education KLA Curriculum
Guide (P1-S3) (CDC, 2002b) and relevant C&A Guides;
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• promote effective collaboration and communication among school administrative
personnel and science panel members for the overall implementation of science education
in schools;
• ensure effective progression from one Key Stage to the next by enhancing communication
between different science panels;
• plan for a school-based curriculum to promote effective learning of subject knowledge as
well as the development of generic skills, scientific process skills, and values and
attitudes, in accordance with the guidelines set out in the Biology Curriculum framework;
• decide on the topics to be offered in the elective part, by taking into account students’
needs, interests and abilities as well as panel members’ strengths and the school context;
• hold regular meetings to discuss matters such as curriculum planning, assessment policies,
the use of learning and teaching materials, the adoption of learning and teaching strategies;
and to review the effectiveness of learning and teaching;
• promote regular exchange of learning and teaching ideas, experiences and reflections by
various means such as peer coaching, peer lesson observation and collaborative lesson
preparation;
• encourage panel members to participate in professional development courses, workshops,
seminars and projects;
• ensure effective provision and use of facilities and resources to support the
implementation of the curriculum (e.g. laboratory facilities and equipment, laboratory
technicians, and IT equipment); and
• coordinate among teachers and laboratory technicians to ensure that safety and
precautionary measures are taken for the conduct of practical work and scientific
investigations.
(3) School head

School heads should play a leading role in directing, planning and supporting school-based
curriculum development. They need to understand the central curriculum framework and be
fully aware of contextual factors such as the needs of the students, the strengths of the
Biology Panel and other panels in the Science Education KLA. School heads are encouraged
to appoint a Science Education KLA coordinator to oversee and coordinate the
implementation of school-based curricula across all the subjects in the Science Education
KLA. School heads have to work closely with Deputy Heads or the Academic Master /
Mistress to carry out the roles as curriculum leaders. They should:
• understand the full picture and define the scope of science curriculum development in
alignment with the vision and mission of the school, and the direction of whole school
curriculum development;
• clarify the implementation roles and responsibilities of middle level curriculum leaders of
the Science Education KLA;
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• provide students with different options in taking elective subjects from the Science
Education KLA to cater for their needs and aspirations, and equip them with a balanced
foundation in science (e.g. adopting flexible time-tabling to facilitate the implementation
of the Combined Science Curriculum);
• deploy school resources (e.g. laboratory technicians and equipments) appropriately to
facilitate effective learning and teaching;
• promote a collaborative and sharing culture among teachers by encouraging collaborative
lesson preparation and peer lesson observation;
• provide time for teachers to participate in professional development programmes;
• appreciate and commend progress made, and sustain appropriate curriculum initiatives;
• help parents and students to understand the school’s beliefs, rationale and practices in the
implementation of the curriculum, and their roles in facilitating learning; and
• network with other schools to promote professional exchange of information and sharing
of good practices.
For details of the role of teachers as the key change agents, please refer to Chapter 9 of the
334 Report and Booklet 9 of the Senior Secondary Curiculum Guide (CDC, 2007).
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Chapter 4 Learning and Teaching
This chapter provides guidelines and suggestions for effective learning and teaching of the
Biology Curriculum. It is to be read in conjunction with Booklet 3 in the Senior Secondary
Curriculum Guide (CDC, 2007), which provides the basis for the suggestions set out below.
4.1 Knowledge and Learning
Biology is a discipline with a well-established body of scientific knowledge that contributes

to students’ understanding of life on Earth and of the contemporary world. This body of
knowledge includes biological facts, principles and laws, theories, procedures for inquiry and
applications. Biological knowledge is continuously advancing and dynamically changing. To
facilitate learning and teaching of this growing body of knowledge, different approaches may
be used, ranging from direct instruction, inquiry to co-construction of knowledge. In addition
to direct instruction and individual work, students should also learn through scientific inquiry
processes and collaboration with others.
The primary emphasis of the curriculum is on understanding biological concepts and

principles rather than on memorising unrelated facts. It is essential for students to gain
personal experience of scientific inquiry, to see science as a process, and to develop an
understanding of its nature and methods. In the learning process, teachers may take up a
variety of roles ranging from a transmitter of knowledge to a resource person, facilitator,
consultant, counsellor, assessor, and learning partner – and, very often, involve a mixture of
some of these. All these roles share the common goal of helping students to become
independent and self-directed learners.
The key guidelines for effective learning and teaching of the subject are listed below, which
take into account the recommendations on learning and teaching in Booklet 3 of the Senior
Secondary Curriculum Guide (CDC, 2007) and the emphases of Science Education KLA.
(1) Building on strengths

The strengths of both teachers and students in Hong Kong should be acknowledged and
treasured. In learning science, most Hong Kong students are strong in memorising content
knowledge, analysing numerical data and understanding scientific concepts.
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(2) Prior knowledge and experience
Learning and teaching activities should be planned with due consideration given to students’
prior knowledge and experience.
(3) Understanding learning targets

Learning and teaching activities should be designed and deployed in such a way that the
learning targets are clear to both the teacher and the students.
(4) Teaching for understanding

Learning and teaching activities should aim at understanding, and at enabling students to
think and act intelligently with what they know.
(5) A wide range of learning and teaching approaches and strategies

A variety of learning and teaching approaches and strategies should be used so that different
learning targets can be attained effectively.
(6) Promoting independent and self-directed learning

Learning and teaching activities that aim at nurturing generic skills and thinking skills should
be employed in appropriate learning contexts to enhance students’ capacity for independent
learning. Students should be provided with opportunities to take responsibility for their own
learning.
(7) Motivation
Students learn most effectively when they are motivated to learn. Various motivation
strategies should be used to arouse and sustain the interest of students.
(8) Engagement
Learning and teaching activities should aim to engage students’ minds actively in the learning
process, so that they remain “on task” and focused.
(9) Feedback and assessment

Providing prompt and useful feedback to students should be an integral part of learning and
teaching. In addition to summative assessment, appropriate formative assessment should be
adopted as part of the learning process.
(10) Resources
A variety of resources, including laboratory equipment and IT resources can be employed
flexibly as tools for learning. Suggestions on resources which can be used to enhance the
quality of learning are given in Chapter 6.
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(11) Catering for learner diversity
Students have different characteristics and strengths. A range of learning and teaching
strategies should be employed so that all students realise their full potential.
4.3 Approaches and Strategies
4.3.1 Approaches to Learning and Teaching
Broadly speaking, there are three common and intertwined pedagogical approaches to
learning and teaching biology.
(1) “Teaching as direct instruction” is a pedagogical approach in which teachers transmit

knowledge or model behaviours to be learnt by students. This teaching approach typically
includes three key methods: presenting content systematically, providing close guidance to
students, and assessing students’ understanding through questioning, assignments or tests.
Direct instruction may be an effective way to deliver certain content knowledge in biology,
such as the molecules of life, the structures of organisms, classification systems, and safety in
practical work.
(2) “Teaching as inquiry” means that learners have to be actively involved in finding out
information for themselves. This approach to learning and teaching has important
implications for classroom practice. It engages learners actively in observing, classifying,
predicting, formulating hypotheses, designing investigating methods, collecting and
analysing data, and drawing conclusions. This approach is emphasized throughout the
Biology Curriculum. Teachers are encouraged to incorporate scientific inquiry activities into
the learning and teaching of the subject where appropriate. Examples of scientific inquiry
suggested for individual topics are provided in Chapter 2 for teachers’ reference.
(3) “Teaching as co-construction” is based on the view that the class is a community of
learners which works together to share and develop knowledge. This approach stresses the
value of dialogue among students, and between students and teachers. Co-construction of
knowledge can take place in a variety of ways, such as by asking open-ended questions, by
posing contradictions and inviting responses, by engaging students in discussion and debate,
and by setting collaborative group work. In the Biology Curriculum, emphases such as STSE
connections and the nature and history of biology may be pursued effectively through
co-construction involving the sharing of experiences and perspectives brought together by
students and the teacher.
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The most important factor in choosing the learning and teaching approach is that it should be
“fit for purpose”. Teachers should adopt a variety of approaches and strategies to meet the
different learning targets and outcomes of individual lessons, as well as the varied needs and
learning styles of their students. Teachers should also note that students can achieve more
than one learning target in a single learning activity. A range of learning and teaching
activities commonly used in biology classrooms is listed in Figure 4.1.
Direct Interactive
Individualisation Inquiry Co-construction
instruction teaching
• Explanation • Teacher • Constructing • Problem- • Discussion
• Demonstration questioning concept maps solving forums
• Video shows • Whole-class or • Reading to learn • Scientific • Role-play
group • Information investigation • Debates
discussion searching • Practical work • Project work
• Visits • Writing learning • Simulation
• Use of IT and journals / note- and modelling
multimedia taking
packages
Figure 4.1 Range of Learning and Teaching Activities in Biology
4.3.2 Variety and Flexibility in Learning and Teaching Activities
Teachers should adopt appropriate learning and teaching approaches and engage students in a
variety of learning activities to help them attain the learning targets and enhance active
learning. Learning and teaching activities such as questioning, reading, discussions,
model-making, demonstrations, practical work, field studies, investigations, oral reporting,
assignments, debates, information search and role-play should be chosen carefully to bring
about meaningful learning for students.
4.3.3 From Curriculum to Pedagogy: How to Start
The pedagogical strategies adopted to help learners achieve specific learning targets should,
as far as possible, be made relevant to students’ daily lives, so that they experience biology as
interesting, relevant and important to them. When evaluating the appropriateness of a
pedagogical strategy, teachers are advised to refer to the guiding principles outlined in section
4.2. In addition, they should ensure safety in all practical work and scientific investigations in
collaboration with laboratory technicians.
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Listed below are some useful strategies and activities for the learning and teaching of
biology.
(1) Historical approach

Incorporating the historical development of biological knowledge in various parts of the
curriculum can provide students with an understanding of the nature of science. The work of
some famous biologists can be revisited, so that students can discover how they went about
exploring biological phenomena and solving problems through systematic inquiry. It is
important that the focus of these studies should be on analysis and deduction, using evidence
drawn from experimental work. Students should not be expected to study all the examples
suggested, or link all the names with particular pieces of work or be familiar with all the
details of the techniques that these biologists employed. Teachers can use historical stories to
elaborate on the various aspects of scientific inquiry and on different historical and cultural
perspectives in biology. This may cultivate a positive attitude towards the learning of biology
in students. In addition, students should be aware of the interrelationships between biology
and other science disciplines such as physics and chemistry.
Examples
• the development of the microscope and the discovery of cells.
• the genetic experiments of Gregor Mendel
• the work on DNA structures by Watson and Crick
• the theory of evolution by Darwin and Wallace
• the development of vaccines and the discovery of antibiotics
(2) Contextual approach

When the study of biology is related to students’ everyday lives, they will find their learning
more meaningful. Therefore, where possible, teachers should adopt a contextual approach,
which helps students to integrate their daily life experiences into their learning of biology.
The list of Suggested Learning and Teaching Activities for each topic in Chapter 2 included
activities that link biology to technological applications, societal issues and students’ daily
experiences. These activities provide contexts where students will experience biology as
interesting and dynamic. Relating biology topics to the context of students’ lives will enhance
their motivation to inquire, apply and reflect on what they have learned. Through a systematic
inquiry guided by teachers, students should be able to acquire the relevant concepts, skills
and attitudes in a step-wise manner. To maximise effectiveness, both the learning contexts
and inquiry activities should build upon the existing knowledge, ideas and experiences of the
students.
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Example
• In III (f) Ecosystems, the activities suggested are visiting nature reserves, country
parks, marine parks and other local field sites. These activities allow students to come
across animals and plants in the field, thus enhancing their understanding of the
interactions of organisms and their environment in their habitats.
(3) Practical work and scientific investigation

As biology is a practical subject, it is essential for students to gain personal experience of
science through “hands-on” practical activities, and to develop the skills and thinking
processes associated with the practice of science. Such activities require students to link
scientific thinking with the processes of problem-solving, decision-making and evaluation of
evidence. Practical activities should be integrated into the learning of scientific principles as
far as possible, so that students can associate the findings of the experiments with the theories
they have learned. Teachers are encouraged to design a wide range of practical activities (e.g.
dissection of animal specimens, and observation of plant and animal cells) and open-ended
investigations (e.g. the effect of changing environmental conditions on the rate of
photosynthesis).
Scientific investigations involve observing phenomena, defining problems, formulating

hypotheses, designing and conducting investigations, and interpreting results. These kinds of
activity are not just for verification purposes; they also allow students to understand the
process of science, including how to clarify questions, how to design an experiment, how to
record and interpret data, and how to communicate the knowledge generated. It should be
noted that developing science process skills is as important as finding correct answers.
Students are expected to master much more than facts and manipulative skills. They must
learn to be critical thinkers.
A balanced set of learning experiences should include an adequate amount of practical and
investigative work for students to enable them to develop both their practical skills and
higher-order thinking skills. Designing and undertaking practical work and investigations that
are relevant to students’ real-life contexts will enhance learning effectiveness.
Practical work and investigations should be performed by students under proper teacher
supervision to ensure that safety measures are observed. Teachers are advised to try out new
or unfamiliar practical work beforehand to identify potential risks in order to avoid them.
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(4) Issue-based learning
Discussion of an issue inevitably gives rise to different points of view representing different
values and interests. Relevant issues can provide meaningful learning contexts in the learning
of biology. For instance, the incorporation of STSE issues into the study of biology helps
students to bring together the scientific knowledge they have acquired and the societal
implications of using technology. The moral and value components embedded in these issues
provide opportunities for students to consider the implications of various viewpoints in the
light of fundamental societal values such as respect for life, respect for others, respect for the
environment, freedom and justice. Some issues, such as the origins of life, may be
controversial, as they involve religious perspectives and beliefs. Teachers should ensure that
such issues are treated sensitively and rationally, and avoid imposing their own values on
students. Students should be exposed to different perspectives and viewpoints, and be given
ample opportunity to share their beliefs and values and to develop arguments based on
evidence before making their own decisions.
Example
In VI (c) Conservation, the issue of the conflicting interests of economic development
and environmental conservation can be raised for discussion.
This issue involves the impact of humans on the environment, pollution and control
measures, the importance of biodiversity, the concept of sustainable development and
economic implications.
(5) Problem-based learning

Problem-based learning is an instructional method that challenges students to solve real
problems by applying thinking skills and working cooperatively in a group. In the learning
process, they are required to think critically and analytically, and to find and use appropriate
learning resources. Problems are used to arouse students’ curiosity and initiate learning of the
subject matter. During the process of solving a problem, students construct new knowledge
and develop their problem-solving, collaborative and communication skills. Problem-based
learning may start with a poorly defined or open-ended problem, or a real-life scenario.
Students work collaboratively to define the problem, pose questions or formulate hypotheses,
search for information, generate alternatives, and develop solutions to the problem. Teachers
become facilitators of learning and observers of students’ participation and achievements
during the whole process. Problem-based learning engages students actively in the learning
process and allows them to take responsibility for their own learning.
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Example
In VIII (e) Bioethics, teachers can use the following questions as the starting point for
discussion:
The progress of the Human Genome Project has reached the stage that, perhaps in the
not-so-distant future, geneticists will be able to locate particular genes and decode their
genetic information. People will have the option of knowing their current status for any
genetic defects before they decide to have a child.
Would you prefer to know the genome of yourself/family members/next-of-kin? Should
we have the right to genetically engineer ourselves to prevent illness?
Should we have the right to genetically engineer our children?
What are the ethical and legal issues, and societal concerns, regarding the Human
Genome Project?
(6) Project learning

Projects provide inviting and productive learning experiences, and bridge the gap between
learning in school and learning in the real world. Project learning enables students to
construct knowledge, skills, values and attitudes through a variety of learning experiences.
Projects take place within an extended time-frame, ranging from a week to a term, depending
on their nature. They usually consist of several stages, including planning (goal-setting,
identifying the focuses of projects), gathering (researching, finding resources, collecting data),
processing (analysing, sorting and synthesising information), and applying (prioritising tasks,
reviewing, revising, evaluating). The final stage is normally a presentation which may be
done in the form of a written report, a multimedia presentation, a poster design or the
construction of a model. Group projects can facilitate the development of collaboration and
study skills in students. Project ideas are listed in the Suggested Learning and Teaching
Activities for each topic in Chapter 2. Teachers may select some of these ideas to enhance
biology learning in suitable contexts, and provide opportunities for students to learn by
conducting individual or group projects on particular biology and cross-curricular topics or
issues.
Examples
• Conduct a project on the contribution of the development of the microscope to the
understanding of cells.
• Conduct a project on how a greenhouse works in enhancing plant growth.
• Conduct a project on infectious diseases (e.g. AIDS, cholera, colds, dengue fever,
gastroenteritis, hepatitis B, influenza, malaria, measles, SARS and tuberculosis) with
reference to their ways of transmission, symptoms, treatments and prevention; and the
incidence of the various types of cancer in Hong Kong.
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(7) Life-wide learning
As learning can take place everywhere, not just in the classroom or school, it is essential to
provide opportunities for students to learn in real contexts and authentic settings. Life-wide
learning can widen the exposure of students to the real scientific world and enable them to
achieve certain learning targets that are difficult to attain through classroom learning alone.
Examples of appropriate learning programmes include popular science lectures, debates and
forums, field studies, museum visits, invention activities, science competitions, science
projects and science exhibitions. These programmes also offer challenging learning
opportunities for capable students to achieve their full potential. When organising life-wide
learning programmes, teachers may refer to the examples described in the STSE Connections
for each topic in Chapter 2.
Examples
• Visit nature reserves, country parks, marine parks, field study centres and other local
habitats.
• Visit a herbarium, country park or special area (e.g. Lions Nature Education Centre,
and Tai Po Kau Nature Reserve).
• Visit a sewage treatment plant.
(8) Reading to learn

Reading to learn can be used to promote students’ independent learning. In particular, it can
help students to understand aspects of the past, present and likely future developments in
biology. Students should be given opportunities to read science articles of appropriate breadth
and depth. This strategy aims at developing students’ ability to comprehend, interpret, analyse
and communicate scientific concepts and ideas. Meaningful discussions on good science
articles among students, and between students and teachers, may also strengthen students’
communication skills. The development of their capacity for self-directed learning in this
way is invaluable in preparing students to become active lifelong learners.
Articles which emphasise the interconnections between science, technology, society and
environment can broaden and enrich the curriculum by bringing in current developments and
relevant issues, and so arouse students’ interest in learning. Teachers should select articles
suited to the interests and abilities of their students. Students should be encouraged to search
for articles themselves from newspapers, science magazines, the Internet and library books.
It is important to encourage reading for meaning. The factual knowledge acquired may be
relatively less important; and rote memorisation of the content of articles is undesirable and
should be discouraged. After-reading tasks should be arranged to enable students to construct
personal knowledge from what they have read. This involves them having to work on the new
knowledge they have had access to, through tasks such as writing a summary or a short report
about an article, preparing a poster or writing a story to stimulate imaginative thinking.
Students should also be encouraged to share what they have read with their classmates in
order to cultivate the habit of reading biology articles.
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Examples
• Read articles about the work of Carl Linnaeus and his system for naming organisms.
• Read articles about the different hypotheses on the origins of life; and the work of
some biologists (e.g. Jean Baptiste Lamarck, Charles Darwin and Sir Alfred Russel
Wallace) on evolution.
(9) Constructing concept maps

Concept maps provide a visual means through which to depict ideas and the links between
them. They can be used as a tool to generate ideas, communicate complex ideas, integrate
newly learned and prior knowledge, and assess understanding or diagnose misconceptions.
Students should be encouraged to construct concept maps of their understanding of a topic,
and subsequently refine them in the light of teachers’ comments, peer review and
self-evaluation in the course of learning. To familiarise students with this way of representing
their understanding of scientific concepts, teachers can ask them to add the links between
concepts or label the links on a partially-made concept map at the beginning; and later they
should be encouraged to construct concept maps on their own. Apart from drawing them by
hand, a wide range of computer programmes for concept mapping are available which enable
users to create and edit concept maps easily.
(10) Searching for and organising information

In the information era, the skill of searching for information is important. Students can gather
information from various sources such as books, magazines, scientific publications,
newspapers, CD-ROMs and the Internet. They need, however to select what to pay attention
to, categorise it and evaluate it as the learning task warrants.
Examples
• Search for information to compare the photosynthetic rates and productivities in
different climatic areas; and to understand scientists’ work related to photosynthesis
and cellular respiration.
• Search for information on the use of DNA fingerprinting in forensic science.
• Search for information on the effectiveness and possible side-effects of various birth
control methods, in vitro fertilisation and the termination of pregnancy.
(11) Group discussion/role-play/debate

Group discussion, role-play and debate are effective ways to motivate and engage students
actively in learning, and to develop their generic skills such as collaboration, communication,
critical thinking, and problem-solving. These learning activities involve students in the
processes of researching and analysing information, organising and presenting ideas in a clear
and logical manner, and making judgments from arguments. Group discussion and debate are
particularly suitable for dealing with controversial issues such as the definitions of life and
genetically modified food. In such activities, students may first be given some background
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information on a specific case and allowed time to do some individual thinking. They are
then divided into groups to discuss their opinions and exchange views. Students should be
encouraged to interact with their peers, while the teacher acts as a facilitator to guide
students’ work in the right direction, and provide feedback on their performance. Some
biological, environmental and ethical issues provide meaningful contexts for students to
explore conflicting viewpoints through role-play. In this way, students can explore the
experience and views of different characters in a given situation, and widen their perspectives
on the topic being considered.
Examples
• Discuss why breast feeding may provide passive immunity in a child.
• Discuss the conservation of an endangered species with regard to population numbers,
reasons for concern, measures introduced and international cooperation required; and
the existing government policies on environmental conservation.
(12) Information technology (IT) for interactive learning

Information technology is a valuable tool for interactive learning which complements
strategies for learning both inside and outside the classroom. In biology, IT can be used to
support scientific investigations, as in the use of data loggers for data acquisition and analysis.
IT can also help students to create data tables, plot the results, and find out mathematical
relationships of data by using user-friendly computer packages. Through computer
animations or simulations, IT can enhance students’ learning. Animations can help students to
visualise abstract concepts and processes such as cellular processes; and simulations can be
used to present animal dissections, laboratory experiments or environmental scenarios – for
example, the process of natural selection can be simulated by using appropriate software. IT
also allows students to work at their own pace, and gives them more time to pursue creative
activities in biology, as well as to experience enjoyment through biology-related games or
programmes
In addition, the use of IT may extend students’ learning through the Internet, which is an
extremely valuable source of scientific information and resources. The Internet may also
provide opportunities for students to learn, sometimes collaboratively, with students in
another part of the world.
Examples
• Use computer simulations and other materials (e.g. genetic corn) to study patterns of
inheritance.
• Use computer simulations or other simulations to model natural selection.
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4.4 Interaction
Interaction is an essential integral part of most learning and teaching strategies. It involves
communication among students, as well as between teachers and students as a means towards
better understanding.
4.4.1 Scaffolding Learning
To achieve the learning targets of the curriculum, teachers have to scaffold students’ learning
to help them overcome any hurdles they face. Scaffolding learning involves purposeful
interaction between teacher and students, in which the teacher facilitates learning by breaking
difficult learning challenges into manageable tasks, by showing possible directions and
means, or by providing appropriate tools. Scaffolding may take many forms, such as:
• a collection of resource materials – for example, an article on the recombinant DNA

technology with a detailed uncluttered description and schematic drawings of the major
steps, to help students to understand the basic principles and applications of this
technology;
• procedural guidelines and templates – for instance, a worksheet with well-structured
questions to guide students in planning for their own experiments;
• guidance, in a variety of formats, on the development of cognitive abilities, and
investigative and social skills – for example, showing a video clip or presenting a
demonstration on how to conduct an agarose gel electrophoresis, to enhance the
acquisition of the practical skills required for the separation of DNA fragments;
• teacher debriefings – for instance, the presentation of a clear conceptual framework at the
end of a learning and teaching activity when students have difficulties in “distilling” the
essence of the activity, or when they encounter obstacles that significantly hinder their
learning.
Scaffolding is an effective teaching strategy that enables students to keep up their momentum
in learning. However, in order to develop students’ capacity for independent learning, it is
important that scaffolds should be removed gradually in accordance with their progress in
learning.
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4.4.2 Effective Questioning
Questioning is a useful instructional mode for maintaining the quality of classroom

interaction. To be effective, a range of types of question has to be used for different puposes
and in different contexts. For example, closed questions which have predetermined correct
answers, are concerned with recalling factual knowledge or reporting simple information.
They are useful for checking students’ background knowledge and focusing their learning.
On the other hand, open questions allow for more thinking and may give rise to a range of
responses. They can be used for eliciting students’ understanding, leading them to articulate
their ideas, and triggering divergent thinking. The effectiveness of questioning is further
enhanced when teachers give suitable “wait-time” for students to process the questions and
formulate their answers.
Examples of open questions

• What is the principle of feedback mechanism as illustrated by the regulation of blood
glucose level? (This question requires the understanding and integration of the concept
of homeostasis and the mechanism of regulation of blood glucose level.)
• Would you accept genetically modified food, and what is the rationale for your
decision? (This question requires students to think critically about information and
opinions, and make informed decisions.)
4.4.3 Feedback
Teachers can provide useful feedback to students as a result of formative assessment through
oral questioning, observation of students’ performance, practical work, scientific
investigation, project work or assignments. Students also receive feedback from their peers
and others (e.g. laboratory technicians). Feedback from students can also assist teachers to
adjust their pedagogy to enhance learning effectiveness.
Effective feedback goes beyond the simple provision of marks, and involves, for example,
teachers’ oral or written comments on students’ strengths and weaknesses in learning, or
suggestions on areas for improvement to enable students to learn effectively and efficiently.
Teachers can also use feedback to diagnose and clarify misunderstandings, reinforce
achievements, and promote self-regulation.
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Figure 4.2 outlines the fact that good feedback enables both teachers and students to reflect
on what they are doing and take appropriate action.
Feedback
Teachers Students
Reflect on teaching Reflect on learning
Adjust their teaching Re-align their learning
Assessment for learning
Enhance learning Develop responsibility

effectiveness for learning
Reflective practitioners Self-directed learners
Figure 4.2 The Use of Feedback
4.5 Catering for Learner Diversity
Learner diversity exists in every classroom and should be taken into account in learning and
teaching. It is unrealistic to expect every student to have the same level of achievement. In
this regard, teachers are encouraged to find out more about their students’ interests, abilities,
strengths and needs through investigating their general background, personal contacts with
other students, and progress in learning. This will enable teachers to make informed decisions
on the most appropriate strategies for handling students’ individual differences.
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4.5.1 Strategies to Cater for Learner Diversity
Suggestions on how to cater for learner diversity in curriculum planning are outlined in
section 3.3.5 of Chapter 3. Teachers may consider the following suggestions in designing
their learning and teaching strategies.
(1) Employing a variety of learning and teaching activities to address students’ different
learning styles
Teachers have to be flexible in their choice of learning, teaching and assessment strategies to
maximise the learning of students with different learning styles. Some students are visual
learners; some are auditory learners; and some are kinaesthetic learners. Teachers have to
adopt a range of presentation modes and vary their pedagogical strategies to address such
differences. A variety of resources including textual, visual and audio materials may be used;
and individual and group work should also be arranged to allow students to study and learn in
their preferred styles.
Example
In III (f) Ecosystem, there are two different ways of learning the components and
functioning of an ecosystem (i.e. abiotic factors, biotic community, energy flow and
materials cycling). For example, this topic can be introduced and explained to students
simply through lecturing with illustrative examples, with students then being assessed
through round-up questions and assignments. This is an effective way of learning for
students who have good concentration and self-motivation. Alternatively, students can be
asked to observe a video of different ecosystems, and then work in small groups to
identify the components of each ecosystem and discuss the relationships of organisms
living in various habitats. In this case, students have to watch the video and then build
relevant knowledge through discussion and reflection. Teachers may provide appropriate
scaffolding for students in different groups in line with their varied learning needs. This
way of learning is more suitable for learners who prefer a visual and kinaesthetic approach
to learning.
(2) Arranging learning tasks for students with different abilities

Teachers should vary the scale, nature and demand of learning tasks for students with
different abilities. For capable students, teachers can design tasks which are challenging
enough to maintain their motivation. With students who are less able, small and less
demanding tasks can help them to build up their capacity and confidence gradually. For
example, for less able students, the teacher may break down a complicated investigation into
a series of simple ones. However, for capable students, such a scientific investigation can be
made more demanding by including more variables and requiring the collection of more data
or the adoption of more sophisticated instrumentation and skills (see also section 4.6.3 on
gifted students).
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Example
In I (e) Cellular energetics, teachers may ask capable students to design and conduct
investigations to study the factors affecting the rate of enzymatic reactions. For less able
students, teachers may break the study down into a series of simple investigations to probe
separately the effects of individual factors (e.g. temperature, pH) on the activity of
enzymes; and they can also provide guidance on the design of the procedure and use an
enzyme with a comparatively narrower range of active temperature or pH.
(3) Varying the level of support and challenge

Students with diverse capabilities need varied degrees of support, guidance and challenge to
achieve the learning targets of the curriculum. It is very important for teachers to provide
students with manageable “building blocks” systematically, in accordance with their ability.
In studying a biological issue, capable students may understand, sort out and interpret
important facts and information on their own – and these students can proceed towards
self-directed learning at the early stage. On the other hand, less able students may need more
information and guidance (e.g. a structured worksheet with guiding questions) before they
can reach the threshold to start on their own exploration. As the performance of such slow
starters improves, teachers should gradually reduce the extent to which they intervene in the
learning process, to allow them to learn more independently.
(4) Adopting flexible grouping of students

Group activities in which students work collaboratively to complete learning tasks can
facilitate the co-construction of knowledge among students and allow them to learn from
their peers. In such activities, teachers usually cater for diversity by grouping students of
similar ability together so that the tasks present an appropriate level of demand for different
groups. However, teachers can also group students with different strengths to work together
to enhance peer learning. This might be done as a jigsaw activity where the whole solution to
a problem only becomes clear when each group has presented its part of the solution.
4.5.2 Information Technology as a Learning Tool to Cater for Learner Diversity
Used properly, information technology can be very effective in catering for different learning
styles and expanding students’ learning beyond the classroom. Students who are quiet in class
may participate actively and contribute useful ideas in an online discussion forum. Online
assessment tools, with mechanisms to support learning, can be used to motivate students and
promote “assessment for learning”. The multimedia and interactive elements are particularly
useful for students who prefer visual or auditory approaches to learning. Also, the boundless
nature of web-based learning resources provides flexibility for students to learn at their own
pace and follow up their own interests. Students are encouraged to build up a learning
community with their teachers and classmates by using e-mail, web-based instant messages,
and bulletin boards.
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4.5.3 Catering for Gifted Students
Students with a strong interest or talent in biology should be allowed to fulfil their full
potential. One way of achieving this is through enrichment – that is, by involving such gifted
students in additional, more sophisticated, and more thought-provoking work, while keeping
them with their peers in the class. For example, in conducting scientific investigations,
teachers may not only design complex tasks for them, but also allow them to choose
challenging topics of interest to work on. Gifted students can also set the objectives for their
own investigations, thus allowing them to think and act independently in defining problems,
using information sources and evaluating procedures. Another approach is acceleration, by
allowing gifted students to move more quickly through what has to be learnt.
In addition, arrangements can be made for gifted students to participate in a variety of

learning programmes (e.g. Young Scholar Programme for Biology) or learning activities in
the form of science competitions (e.g. Hong Kong Student Science Project Competition) and
research projects which may further develop their talents. In this way, they can explore their
own personal interests in the learning of biology.
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Chapter 5 Assessment
This chapter discusses the roles of assessment in Biology learning and teaching, the
principles that should guide assessment of the subject and the need for both formative and
summative assessment. It also provides guidance on internal assessment and details of the
public assessment of Biology. Finally, information is given on how standards are established
and maintained, and how results are reported with reference to these standards. General
guidance on assessment can be found in the Senior Secondary Curriculum Guide (CDC,
2007).
5.1 The Roles of Assessment
Assessment is the practice of collecting evidence of student learning. It is a vital and integral
part of classroom instruction, and serves several purposes and audiences.
First and foremost, it gives feedback to students, teachers, schools and parents on the
effectiveness of teaching and on students’ strengths and weaknesses in learning.
Second, it provides information to schools, school systems, government, tertiary institutions

and employers to enable them to monitor standards and to facilitate selection decisions.
The most important role of assessment is in promoting learning and monitoring students’
progress. However, in the senior secondary years, the more public roles of assessment for
certification and selection come to the fore. Inevitably, these imply high-stakes uses of
assessment since the results are typically employed to make critical decisions about
individuals.
The HKDSE provides a common end-of-school credential that gives access to university
study, work and further education and training. It summarises student performance in the four
core subjects and in various elective subjects, including both discipline-oriented subjects such
as Biology and the new Applied Learning courses. It needs to be interpreted in conjunction
with other information about students given in the Student Learning Profile.
5.2 Formative and Summative Assessment
It is useful to distinguish between the two main purposes of assessment, namely “assessment
for learning” and “assessment of learning”.
“Assessment for learning” is concerned with obtaining feedback on learning and teaching,
and utilising this to make learning more effective and to introduce any necessary changes to
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teaching strategies. We refer to this kind of assessment as “formative assessment” because it
is all about forming or shaping learning and teaching. Formative assessment is something that
should take place on a daily basis and typically involves close attention to small “chunks” of
learning.
“Assessment of learning” is concerned with determining progress in learning, and is referred

to as “summative” assessment because it is all about summarising how much learning has
taken place. Summative assessment is normally undertaken at the conclusion of a significant
period of instruction (e.g. at the end of the year, or of a key stage of schooling) and reviews
much larger “chunks” of learning.
In practice, a sharp distinction cannot always be made between formative and summative
assessment, because the same assessment can in some circumstances serve both formative
and summative purposes. Teachers can refer to the Senior Secondary Curriculum Guide
(CDC, 2007) for further discussion of formative and summative assessment.
Formative assessment should be distinguished from continuous assessment. The former refers
to the provision of feedback to improve learning and teaching based on formal or informal
assessment of student performance, while the latter refers to the assessment of students’
on-going work and may involve no provision of feedback that helps to promote better
learning and teaching. For example, accumulating results in class tests carried out on a
weekly basis, without giving students constructive feedback, may neither be effective
formative assessment nor meaningful summative assessment.
There are good educational reasons why formative assessment should be given more attention
and accorded a higher status than summative assessment, on which schools tended to place a
greater emphasis in the past. There is research evidence on the beneficial effects of formative
assessment when used for refining instructional decision-making in teaching and generating
feedback to improve learning. For this reason, the CDC report Learning to Learn – The Way
Forward in Curriculum Development (CDC, 2001) recommended that there should be a
change in assessment practices, with schools placing due emphasis on formative assessment
to make assessment for learning an integral part of classroom teaching.
It is recognised, however, that the primary purpose of public assessment, which includes both
public examinations and moderated school-based assessments (SBA), is to provide
summative assessments of the learning of each student. While it is desirable that students are
exposed to SBA tasks in a low-stakes context and benefit from practice and experience with
the tasks (i.e. for formative assessment purposes) without penalty, similar tasks will need to
be administered subsequently as part of the public assessment to generate marks to
summarise the learning of students (i.e. for summative assessment purposes).
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Another distinction to be made is between internal assessment and public assessment.
Internal assessment refers to the assessment practices that teachers and schools employ as
part of the ongoing learning and teaching process during the three years of senior secondary
studies. In contrast, public assessment refers to the assessment conducted as part of the
assessment processes in place for all schools. Within the context of the HKDSE, this means
both the public examinations and the moderated SBA conducted or supervised by the
HKEAA. On balance, internal assessment should be more formative, whereas public
assessment tends to be more summative. Nevertheless, this need not be seen as a simple
dichotomy. The inclusion of SBA in public assessment is an attempt to enhance formative
assessment or assessment for learning within the context of the HKDSE.
5.3 Assessment Objectives
The assessment objectives are closely aligned with the curriculum framework and the broad
learning outcomes presented in earlier chapters. The assessments in Biology aim to evaluate
students’ abilities to:
• recall and show understanding of facts, concepts and principles of biology, and the
relationships between different topic areas in the curriculum framework;
• apply biological knowledge, concepts and principles to explain phenomena and
observations, and to solve problems;
• formulate working hypotheses, and plan and perform tests for them;
• demonstrate practical skills related to the study of biology;
• present data in various forms, such as tables, graphs, charts, drawings, diagrams, and
transpose them from one form into another;
• analyse and interpret both numerical and non-numerical data in forms such as continuous
prose, diagrams, photographs, charts and graphs – and make logical deductions and
inferences and draw appropriate conclusions;
• evaluate evidence and detect errors;
• generate ideas; select, synthesise and communicate ideas and information clearly,
precisely and logically;
• demonstrate understanding of the applications of biology to daily life and its contributions
to the modern world;
• show awareness of the ethical, moral, social, economic and technological implications of
biology, and critically evaluate biology-related issues; and
• make suggestions, choices and judgments about issues affecting the individual, society
and the environment.
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5.4 Internal Assessment
This section presents the guiding principles that can be used as the basis for designing the
internal assessment and some common assessment practices for Biology for use in schools.
Some of these principles are common to both internal and public assessment.
5.4.1 Guiding Principles
Internal assessment practices should be aligned with curriculum planning, teaching

progression, student abilities and local school contexts. The information collected will help to
motivate, promote and monitor student learning, and will also help teachers to find ways of
promoting more effective learning and teaching.
(1) Alignment with the learning objectives

A range of assessment practices should be used to assess the achievement of different
learning objectives for whole-person development, which include: knowledge and
understanding of biological principles and concepts; scientific skills and processes; and
positive values and attitudes. The weighting given to different areas in assessment should be
discussed and agreed among teachers. The assessment purposes and assessment criteria
should also be made known to students so that they can have a full understanding of what is
expected of them.
(2) Catering for the range of student ability

Assessment practices at different levels of difficulty and in diverse modes should be used to
cater for students with different aptitudes and abilities. This helps to ensure that capable
students are challenged to develop their full potential and the less able ones are encouraged to
sustain their interest and succeed in learning.
(3) Tracking progress over time

As internal assessment should not be a one-off exercise, schools are encouraged to use
practices that can track learning progress over time (e.g. portfolios). Assessment practices of
this kind allow students to set their own incremental targets and manage their pace of
learning, which will have a positive impact on their commitment to learning.
(4) Timely and encouraging feedback

Teachers should provide timely and encouraging feedback through a variety of means, such
as constructive verbal comments during classroom activities and written remarks on
assignments. Such feedback helps students to sustain their momentum in learning, and to
identify their strengths and weaknesses.
(5) Making reference to the school’s context

As learning is more meaningful when the content or process is linked to a setting which is
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familiar to students, schools are encouraged to design assessment tasks that make reference to
the school’s own context (e.g. its location, relationship with the community, and mission).
(6) Making reference to the current progress in student learning

Internal assessment tasks should be designed with reference to students’ current progress, as
this helps to overcome obstacles that may have a cumulative negative impact on learning.
Teachers should be mindful in particular of concepts and skills which form the basis for
further development in learning.
(7) Feedback from peers and from the students themselves

In addition to giving their own feedback, teachers should also provide opportunities for peer
assessment and self-assessment in student learning. The former enables students to learn
among themselves, and the latter promotes reflective thinking which is vital for students’
lifelong learning.
(8) Appropriate use of assessment information to provide feedback

Internal assessment provides a rich source of data for providing evidence-based feedback on
learning in a formative manner.
5.4.2 Internal Assessment Practices
A range of assessment practices suited to Biology, such as assignments, practical work and
scientific investigations, oral questioning and projects, should be used to promote the
attainment of the various learning outcomes. However, teachers should note that these
practices should be an integral part of learning and teaching, not “add-on” activities.
(1) Assignments
Assignments are a valuable and widely used assessment tool that reflects students’ efforts,
achievements, strengths and weaknesses over time. A variety of assignment tasks – such as
exercises, essays, designing posters or leaflets, and model construction – can be used to allow
students to demonstrate their understanding and creative ideas. The assignment tasks should
be aligned with the learning objectives, teaching strategies and learning activities. Teachers
can ask students to select a topic of interest, search for information, summarise their findings
and devise their own ways of presenting their work (e.g. role-play, essays, poster designs or
PowerPoint slides). Teachers should pay close attention to students’ organisation of the
materials, the language they use, the breadth and depth of their treatment, and the clarity with
which they explain concepts. The scores or grades for assignments can be used as part of the
record of students’ progress; and the comments on their work, with suggestions for
improvement, provide valuable feedback to them. Assignments can also help in evaluating
the effectiveness of teaching by providing feedback upon which teachers can set further
operational targets for students and make reasonable adjustments in their teaching strategies.
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(2) Practical work and scientific investigation
Practical work and scientific investigation are common activities in the learning and teaching
of science subjects. They offer students “hands-on” experience of exploring, and
opportunities to show their interest, ingenuity and perseverance. In scientific investigations,
teachers can first pose a problem and ask students to devise a plan and suggest appropriate
experimental procedures for solving it – and the design of the investigations can then be
discussed and, if necessary, modified. During such sessions, teachers can observe students’
practical skills and provide feedback on how the experiment/investigation might be improved.
Reading students’ laboratory reports can provide teachers with a good picture of students’
understanding of the biological concepts and principles involved, as well as their ability to
handle and interpret data obtained in investigations.
(3) Oral questioning

Oral questioning can provide teachers with specific information on how students think in
certain situations, as their responses often provide clues to their level of understanding,
attitudes and abilities. Teachers can use a wide range of questions, from those which involve
fact-finding, problem-posing, and reason-seeking to more demanding ones which promote
higher levels of thinking and allow for a variety of acceptable responses. This can be a
valuable supplement to conventional assessment methods.
(4) Projects
A project can be any piece of extended work on any topic. Asking students to carry out
project work provides an opportunity for them to study a topic of interest in depth. Teachers
can make use of the project work listed in the Suggested Learning and Teaching activities for
each section, and develop appropriate criteria to assess the ideas being formed and skills
being developed by students during the process.
5.5 Public Assessment
5.5.1 Guiding Principles
Some principles which should guide public assessment are outlined below for teachers’
reference.
(1) Alignment with the curriculum

The outcomes that are assessed and examined through the HKDSE should be aligned with the
aims, learning targets and intended learning outcomes of the senior secondary curriculum.
To enhance the validity of the public assessment, the assessment procedures should address
the range of valued learning outcomes, not just those that are assessable through external
written examinations.
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The public assessment for Biology will place emphasis on testing candidates’ ability to apply
and integrate knowledge in authentic and novel situations. In addition, the SBA component
extends the public assessment to include valuable scientific investigative skills and generic
skills such as creativity, critical thinking, communication and problem-solving.
(2) Fairness, objectivity and reliability

Students should be assessed in ways that are fair and are not biased against particular groups
of students. A characteristic of fair assessment is that it is objective and under the control of
an independent examining authority that is impartial and open to public scrutiny. Fairness
also implies that assessments provide a reliable measure of each student’s performance in a
given subject so that, if they were to be repeated, very similar results would be obtained.
(3) Inclusiveness
The HKALE is designed for a relatively elite group of students, most of whom aspire to
university study. However, the new assessments and examinations will accommodate the full
spectrum of student aptitude and ability.
The public examination for Biology will contain questions testing candidates’ knowledge of
the foundations and selected areas in biology, and test higher-order thinking skills. At the
same time, the SBA component offers room for a wide range of activities to cater for the
different preferences and readiness of students and/or schools.
(4) Standards-referencing reporting

The new system will be “standards-referenced”, i.e. students will be matched against
standards, which indicate what students have to know and be able to do to merit a certain
level of performance. Level descriptors will be developed for Biology in due course to
provide information about the typical performance of candidates at the different levels.
(5) Informativeness
The new qualification and the associated assessment and examinations system should provide
useful information to all parties. First, it should provide feedback to students on their
performance and to teachers and schools on the quality of the teaching provided. Second, it
should communicate to parents, tertiary institutions, employers and the public at large what it
is that students know and are able to do, in terms of how their performance compares with the
standards. Third, it needs to facilitate selection decisions that are fair and defensible.
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5.5.2 Assessment Design
The assessment design is subject to continual refinement in the light of feedback. Full details
will be provided in other supplementary documents, in particular the approved Regulations
and Assessment Frameworks for the year of the examination.
Component Outline Weighting Duration

Paper 1 Compulsory Part
60% 2½ hours
Public examination
Paper 2 Elective Part
20% 1 hour
(a choice of two out of four elective topics)
School-based Practical related tasks and non-practical
20%
assessment* (SBA) related tasks
Figure 5.1 An Outline of the Assessment Design
*The following options regarding the implementation of SBA are proposed. The EMB and
HKEAA will seek the views of relevant stakeholders on these proposals with a view to
finalising the arrangement in March 2007.
Option A 1. For 2012 and 2013, schools are not required to submit SBA marks.
Public examination results constitute 100% of the final subject results.
2. Starting from 2014, all schools have to submit SBA marks for
contributing towards the final subject results.
Option B 1. For 2012 and 2013, schools are required to submit SBA marks for the
practical related component for contributing towards the final subject
results.
2. Starting from 2014, all schools have to submit SBA marks, for both
practical and non-practical related components, for contributing
towards the final subject results.
Note: A further point for discussion is to have school trial (i.e. all schools fully implement the
curriculum and assessment guide and submit SBA marks to HKEAA for feedback, but these
marks will not be counted towards the final subject results) for 2 years in 2012 and 2013
before full implementation in 2014, taking into consideration of the fact that assessment of
practical skills has been practised in science subjects for many years.
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5.5.3 Public Examinations
The overall aim of the public examination is to assess candidates’ ability to demonstrate their
knowledge and understanding in different areas of biology, and to apply this to familiar and
unfamiliar situations.
Various kinds of items, including multiple-choice questions, short questions, structured

questions and essays, will be used to assess students’ performance in a broad range of skills
and abilities. Multiple-choice questions permit a more comprehensive coverage of the
curriculum, while basic knowledge and concepts can be tested through short questions. In
structured questions, candidates may be required to analyse given information and to apply
their knowledge to different situations. Finally, essay questions allow candidates to discuss
biological issues in depth and demonstrate their ability to organise and communicate ideas
logically and coherently. Specimen papers will be provided to schools to illustrate the format
of the examination and the standards at which the questions are pitched.
5.5.4 School-based Assessment (SBA)
In the context of public assessment, SBA refers to assessments administered in schools and
marked by the students’ own teachers. The primary rationale for SBA in Biology is to
enhance the validity of the assessment by including the assessment of students’ practical
skills and generic skills.
There are, however, some additional reasons for SBA. For example, it reduces dependence on
the results of the examinations, which may not always provide the most reliable indication of
the actual abilities of candidates. Obtaining assessments based on student performance over
an extended period of time and developed by those who know the students best – their subject
teachers – provides a more reliable assessment of each student.
Another reason for including SBA is to promote a positive impact or “backwash effect” on
students, teachers and school staff. Within Biology, SBA can serve to motivate students by
requiring them to engage in meaningful activities; and for teachers, it can reinforce
curriculum aims and good teaching practice, and provide structure and significance to an
activity they are in any case involved in on a daily basis, namely assessing their own students.
The SBA of Biology comprises two components: assessment of (1) practical related tasks
which refer to students’ laboratory work and field work, and (2) non-practical related tasks.
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(1) Practical related tasks
Students are required to perform a stipulated number of pieces of practical
work/investigations. The practical work/investigations should be integrated closely with the
curriculum content and form a part of the normal learning and teaching process. In
investigative work, students are required to: design and perform investigations; present,
interpret and discuss their findings; and draw appropriate conclusions. They are expected to
make use of their knowledge and understanding of biology in performing these tasks, through
which their practical, process and generic skills will be developed and assessed.
(2) Non-practical related tasks

The inclusion of non-practical related tasks is to broaden the scope of assessment in the SBA
and enhance the integration of the curriculum, teaching and assessment. To this end, the tasks
adopted should cover one or more of the curriculum emphases and two or more of the generic
skills as listed in Figure 5.2:
Curriculum emphases Generic skills

• Scientific inquiry • Creativity
• Science–Technology–Society–Environment • Critical thinking skills
connections • Communication skills
• Nature and history of Biology • Problem-solving skills
Figure 5.2 Curriculum Emphases and Generic Skills
Examples of such tasks include: information searching and report writing, survey studies,
field-studies or site-visit reports, designing posters/pamphlets/web pages, writing articles,
building models or developing multimedia artefacts. Teachers can employ different means of
assessing their students as appropriate.
It should be noted that SBA is not an “add-on” element in the curriculum. The modes of SBA
above are normal in-class and out-of-class activities suggested in the curriculum. The
requirement to implement the SBA will take into consideration the wide range of student
ability and avoid unduly increasing the workload of both teachers and students. Detailed
information on the requirements and implementation of the SBA and samples of assessment
tasks will be provided to teachers by the HKEAA.
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5.5.5 Standards and the Reporting of Results
The HKDSE will make use of standards-referenced reporting of assessments. What this
means is that candidates’ levels of performance will be reported with reference to a set of
standards as defined by cut scores on the variable or scale for a given subject. Standards
referencing relates to the way in which results are reported and does not involve any changes
in how teachers or examiners mark student work. The set of standards for a given subject can
be represented diagrammatically as shown in Figure 5.3.
Cut scores
Variable/scale
U 1 2 3 4 5
Figure 5.3 Defining Levels of Performance via Cut Scores on the Variable or Scale for a
given subject
Within the context of the HKDSE there will be five cut scores, which will be used to
distinguish five levels of performance (1–5), with 5 being the highest. A performance below
the threshold cut score for Level 1 will be labelled as “Unclassified” (U).
For each of the five levels, a set of written descriptors will be developed that describe what
the typical candidate performing at this level is able to do. The principle behind these
descriptors is that they describe what typical candidates can do, not what they cannot do. In
other words, they will describe performance in positive rather than negative terms. These
descriptors will necessarily represent “on-average” statements and may not apply precisely to
individuals, whose performance within a subject may be variable and span two or more levels.
Samples of students’ work at various levels of attainment may be used to illustrate the
standards expected of them. These samples, when used together with the level descriptors,
will be able to clarify the standards expected at the various levels of attainment.
In setting standards for the HKDSE, Levels 4 and 5 will be set with reference to the standards
achieved by students awarded grades A−D in the HKALE. It needs to be stressed, however,
that the intention is that the standards will remain constant over time − not the percentages
awarded at different levels, as these are free to vary in line with variations in overall student
performance. Referencing Levels 4 and 5 to the standards associated with the old grades A−D
is important for ensuring a degree of continuity with past practice, for facilitating tertiary
selection and for maintaining international recognition. Secure monitoring tests will be used
to ensure equivalence of standards over time.
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The overall level awarded to each candidate will be made up of results in both the public
examination and the SBA. SBA results for Biology will be statistically moderated to adjust
for differences among schools in marking standards, while preserving the rank ordering of
students as determined by the school.
To maintain current levels of discrimination for selection purposes, the Level 5 candidates
with the best performance will have their results annotated with the symbols ** and the next
top group with the symbol *. The level awarded to each candidate will be recorded on the
Diploma. There will also be a Statement of Results which will in addition provide level
descriptors.
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Chapter 6 Learning and Teaching Resources
This chapter discusses the importance of selecting and making effective use of learning and
teaching resources, including textbooks, to enhance student learning. Schools need to select,
adapt and, where appropriate, develop the relevant resources to support student learning.
6.1 Purpose and Function of Learning and Teaching Resources
The purpose of learning and teaching resources is to provide a basis for students’ learning
experiences. Besides textbooks and workbooks, there is a wide range of available learning
and teaching resources. These include audio-visual aids, web-based learning materials and
interactive computer programs on the Internet, the media, libraries, and various organisations
including the EMB – and even the natural environment. All of these should be drawn upon to
keep students abreast of the latest scientific and technological developments, broaden their
learning experience, enhance self-directed learning and meet their varied learning needs. The
effective use of learning and teaching resources will help students to consolidate what they
have learned, grasp abstract ideas and concepts, develop generic skills and values, and
construct knowledge independently as well as collaboratively – and to gradually become
lifelong learners.
Textbooks and other resource meaterials should be chosen and used to:
• address the learning targets and cover the core elements of the Biology Curriculum;
• arouse students’ interest and motivate them to engage actively in learning tasks;
• provide students with access to an adequate knowledge base;
• provide scaffolds to help students construct their scientific concepts;
• cater for learner diversity by including different levels of difficulty;
• complement and extend what students have learned in class to promote independent
learning; and
• promote discussion and provide possibilities for further inquiry.
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6.3 Types of Resources
6.3.1 Textbooks
Well-written textbooks developed in accordance with the curriculum framework can facilitate
learning and teaching. Textbooks should contain the core elements of learning in the subject
recommended by the CDC and be used to develop critical and creative thinking and other
generic skills. By reading textbooks of a good standard, students can achieve the learning
targets and outcomes, consolidate what they have learned, and extend their personal
knowledge.
(1) Selection of textbooks

A set of guiding principles (http://www.emb.gov.hk/cd) has been formulated for the writing,
reviewing and selection of textbooks; and a list of recommended textbooks will be compiled
and updated. Schools and teachers should refer to the list and guidelines when choosing the
textbooks for their students. The following factors should be taken into account when
selecting biology textbooks:
• the approach and content should facilitate the development of the knowledge, skills,
values and attitudes promoted in the curriculum;
• the learning content should be suitable;
• the language should be accurate and appropriate;
• the learning activities should be appropriate;
• the examples and illustrations used should promote effective learning; and
• the safety aspects of the practical work should have been taken into consideration.
(2) Flexible use of textbooks

Teachers are encouraged to use textbooks flexibly according to the needs, abilities and
interests of their students. While textbooks can be used as the basic resource for learning and
teaching activities, they should not be the only resource. Other learning and teaching
resources (e.g. audio-visual materials, natural resources from the environment, the Internet
and community resources) should be used to complement textbook materials. Also teachers
should feel free to select and/or adapt relevant parts of textbooks and to modify the sequence
of presentation to suit their learning and teaching approaches and purposes. Teachers may
also choose to provide students with school-based learning and teaching resources which are
better suited for implementing the curriculum. Overall, teachers are advised to use their
professional judgment to select tasks and exercises from textbooks, make use of a variety of
educational resources, and develop school-based learning and teaching resources based on the
needs of their students.
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6.3.2 References
A variety of references can be used to enrich the curriculum, arouse students’ interest in
learning, and promote “Reading to Learn”.
(1) Textual material

Students should be encouraged to read extensively to extend the scope of their knowledge
and understanding. There are a lot of useful and interesting texts (e.g. books, journals,
magazines) of appropriate breadth and depth. These include, for examples, stories about
modern science, and articles on current developments or issues in the field of life science. It
is important to set up a text-rich environment with ample curriculum-related materials
appropriate to students’ ability, linguistic competence and interests to encourage them to get
into the habit of reading about science, and so kindle a lifelong interest in the area.
(2) Mass media

Materials from the mass media, including audio-visual materials, news articles, TV
programmes and advertisements are authentic learning resources for encouraging discussion
and helping students to make informed decisions and judgments. Some videotaped
programmes can keep students abreast of the latest scientific and technological developments;
and a large number of television programmes have a high educational value. Also,
documentaries produced by professional bodies and broadcasting organisations are often
pitched at an appropriate level for students. Teachers are encouraged to bring such TV
programmes to students’ attention as they may make learning more relevant and interesting.
Local newspapers can also be a valuable source from which to develop learning activities and
assessment tasks. To extend their learning, students can collect cuttings on topics of interest
to them in relation to the Biology Curriculum, such as the ozone depletion in the Earth’s
atmosphere, or the Human Genome Project. Learning and teaching resources from the media
can provide students with a variety of perspectives on biology-related issues and stimulate
their thinking. Students’ motivation and interest in learning biology may be increased by
discussing relevant media reports. Teachers should make flexible use of such resources for
consolidating biological concepts, raising conceptual conflicts, visulising connections, and
evaluating and applying biological knowledge.
Teachers should, however, be aware of the risks associated with the use of such a variety of
resources as they may sometimes present inaccurate, biased or out-of-date information and
present scientific knowledge in “black and white” terms, as if there were no doubts about the
information. Resources need to be examined carefully to ensure that they are appropriate for
the learning and teaching intentions.
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6.3.3 The Internet and Technology
The Internet and technology play an important role in the provision of learning and teaching
resources for biology. Strategic use of technology can enhance student engagement and give
convenient access to vast amounts of information. Teachers can act as facilitators of learning
by helping students to search for information and to work on it in ways that enable them to
turn it into personal knowledge.
The Internet and technology can help students to learn by:

• providing audio-visual aids for difficult concepts and cellular processes;
• providing access to information from a wide variety of sources and processing large
quantities of information;
• allowing students to work at their own pace, including the use of specially designed
software;
• promoting interaction and collaboration among learners, and between the teacher and
learners; and
• facilitating the acquisition of information, the development of critical thinking, and the
co-construction of knowledge.
Teachers are encouraged to make use of the Internet to promote active learning in students, as
it offers opportunities for them to collaborate with their peers in other schools, obtain and
deal with real life data, discuss with scientists, publish their work and access learning
materials and journals. Many internet sites offer rich sources of information and materials on
issues related to biology, such as genetically modified food, stem cell therapy, environmental
conservation, and the outbreak of disease. It is useful for teachers to give students hints, key
words or focused areas for Internet searches, to preview and bookmark useful websites and to
make connections to useful websites in their school network.
There are also computer software programs suitable for the learning and teaching of biology.
Such programs include tutorial software, databases of information and simulations or
modelling of processes and experiments. For instance, teachers may use a computer
simulation of rat dissection to help students to investigate its body structure. Also, modelling
software, which allows students to test their proposed models through virtual experiments, is
useful in helping students to develop conceptual understanding and reasoning from their own
ideas. Some CD-ROMs provide students with interactive learning experiences by presenting
information in a variety of forms and requiring them to make notes, search for key words,
answer questions, give explanations or solve problems. Finally, the use of devices such as
data-loggers and microcomputer-based laboratories can help students to collect, interpret and
analyse data when conducting scientific investigations.
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6.3.4 Community Resources
The learning of biology is more effective, when students are able to relate their study to
daily-life contexts. Life-wide learning opportunities should be provided to widen their
exposure to the scientific world. A variety of organisations and persons in the community can
contribute useful learning and teaching resources for biology or provide students with
appropriate learning experiences and up-to-date information. Some examples of community
resources are noted below for teachers’ reference, but the list is by no means exhaustive.
Teachers are encouraged to explore further opportunities available in the community and use
them effectively to make the learning of biology interesting, authentic and meaningful.
• Resource materials are available from professional organisations (e.g. the Hong Kong
Association for Mathematics and Science Education, the Hong Kong Medical
Association), non-government organisations (e.g. the Family Planning Association of
Hong Kong, the World Wide Fund For Nature (WWF) Hong Kong, the Conservancy
Association), pharmaceutical companies, forensic laboratories and hospitals.
• Government departments such as the Environmental Protection Department, the
Agriculture, Fisheries and Conservation Department, the Hospital Authority, the
Department of Health and the Food and Environmental Hygiene Department support the
learning and teaching of biology in many ways. For examples, they are sources for people
who can provide valuable assistance or advice for the development of school-based
programmes. The visitor centres, education centres, laboratories, herbaria and libraries of
some of these departments may also provide life-wide learning contexts and abundant
learning resources to complement self-learning.
• Venues such as natural ecosystems, field study centres, country parks, marine parks,
botanical gardens, Ocean Park, museums, universities, research institutions and school
grounds are good places for fieldwork. Fieldwork allows students to integrate the study of
key concepts and gain first-hand experience of biological phenomena. Some
organisations also offer guided educational tours for schools.
• Local competitions such as the Hong Kong Student Science Project Competition can
provide valuable opportunities for students to develop their biological knowledge and
skills for scientific investigation. The publications provided by organisers of these
competitions are also very useful references for ideas on scientific investigations and
inventions.
In addition, parents and alumni can be a very valuable resource for supporting student
learning. Parents and alumni from different professions can be invited to deliver speeches or
lectures to enable students to gain authentic knowledge about various disciplines and careers.
They can also discuss social, moral and ethical issues related to biology with students, and
share their views on the value of learning to learn to encourage active learning in students.
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The EMB will continue to develop and update useful resources to support the implementation
of the Biology Curriculum. A list of resource materials published by the EMB can be found in
Appendix 2. Also, to assist schools in managing curriculum change, the EMB has provided a
one-stop curriculum resources directory service at www.emb.gov.hk/cr which provides a
central pool of ready-to-use learning and teaching resources and useful references developed
by the EMB and other parties.
6.4 Flexible Use of Learning and Teaching Resources
Learning and teaching resources should be used flexibly to enhance the effectiveness of
learning and teaching. To assist schools in the implementation of the senior secondary
curriculum, the EMB will continue to provide funding and allow flexibility in the use of
resources to cater for their diverse needs. Schools are advised to refer to the relevant and
latest circulars issued by the EMB from time to time.
Teachers’ selection of learning and teaching resources from the various sources outlined
above should be based on the needs of their students; and, for this purpose, they may adapt
and modify the materials from different sources or develop school-based learning and
teaching resources to complement the textbook when necessary.
6.5 Resource Management
Teachers and students should share the responsibility for finding useful learning and teaching
resources. Teachers may provide students with lists of recommended websites and references
which are specific to the learning of particular topics in biology; and students can then follow
them up by searching for useful resources from the Internet, libraries, government
departments and other community organisations on their own, and can also make suggestions
for enriching the teachers’ lists.
A culture of sharing is necessary for effective resource and knowledge management. Schools
should make arrangements for:
• teachers and students to share learning and teaching resources through the Intranet or
other means within the school; and
• teachers to form professional groups for the exchange of experiences.
A resource bank for the Biology Curriculum is essential for storing and retrieving resources.
This requires a joint effort by teachers, school librarians and students to collect, identify,
locate and update resources. An up-to-date inventory of resources should be kept on the
school Intranet so that students and teachers can easily locate and access the resources they
need.
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Appendix 1
Time-tabling arrangements and deployment of teachers

to cater for the diverse needs of students
There are four subjects – Biology, Chemistry, Physics and Science (including Mode I and
Mode II) – offered in the Science Education KLA, leading to a number of possible different
subject combinations for students. The provision of these different subject combinations is
valuable for serving the needs of students who intend to pursue further study in different
areas. Possible ways of managing school time-tabling and resources to allow students more
choices are discussed below.
Implementation of Mode I - Integrated Science Curriculum
If this subject is to be taken by a class of students as a single elective subject, the normal
time-tabling for elective subjects can be adopted. It is common practice in schools for
teachers to be involved in teaching a course for three years. However, due to the
multi-disciplinary nature of this subject, schools may consider assigning teachers with
different expertise to teach this subject at different levels (S4, 5 & 6), or two teachers of
different subject expertise to teach one class, so that teachers can focus more on modules with
which they are familiar. This also help share out the effort required in preparing for new
curriculum.
We encourage schools to promote partnership in the preparation of lessons, team teaching and
lesson observations, so that teachers can learn from each other. It is recommended that
schools reserve time for collaborative lesson preparation in the time-table so that teachers can
work together.
In cases where a school is offering this subject to two or more classes, it is advisable to assign
teachers with different subject expertise to the different classes. With special time-tabling, it
will be possible to swap classes so that teachers can concentrate on the modules that they
know best. After a few years, the teachers will be able to cover the teaching of the whole
curriculum and be better placed to monitor student progress.
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The following illustrates the different arrangements that schools may adopt according to the
resources they have and the readiness of their teachers:
Option A: One teacher teaching one class at all three levels. If the teacher is required to teach
beyond his/her own expertise, more time should be allowed for his/her
professional development in knowledge updating and lesson preparation.
Option B: Teachers with different expertise share the teaching of one class. This allows them
to concentrate on preparing the modules in areas in which they are most
knowledgeable.
Option C: Two teachers with different expertise teach two classes, with each teaching one
class. These teachers should share their knowledge and experience regularly and
help each other in preparing resources.
Option D: Two teachers with different expertise teach two classes, with a special time-table
arrangement which allows them to swap their responsibilities at various times in
the year.
Implementation of Mode II - Combined Science Curriculum with Biology,

Chemistry and Physics
The Combined Science Curriculum is designed for students taking two elective subjects in
the Science Education KLA. Students will take one specialised science and Combined
Science in the two parts that are complementary to the discipline in which they specialise.
Special time-tabling and staff deployment are needed for implementation of this option in
schools.
To help students build up a broad knowledge base, it is recommended that they should be
offered more elective subjects in S4, and be guided to select two or three electives to focus on
in S5 and S6. Students wishing to take two elective subjects in the Science Education KLA
should start with all three science disciplines using the lesson time for two elective subjects in
S4. That is, if four periods per cycle are allocated for one elective subject, schools may
arrange three periods for each science discipline in S4. Teachers should refer to the C&A
Guides for a selection of topics suitable for inclusion in the S4 curriculum to help students
build up a broad-based foundation. Schools may consider the following two arrangements in
S5 and S6:
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(A) Flexible grouping and a split-class arrangement
Students from two or three different classes are arranged into three groups – namely, a
Biology group, a Chemistry group and a Physics group, depending on the specialised subject
they opt for. As illustrated in the diagram below, the students will have four periods per cycle
for their specialised subject and two periods per cycle for the other two complementary
subjects.
Bio Group Chem Group Phy Group
S6
Bio C P Chem B P Phy C B
S5
S4 Bio Chem Phy Bio Chem Phy
Class A Class B
An example of two classes taking two elective subjects from the Science Education KLA
To implement the split-class arrangement, three common blocks in the time-table have to be
arranged for the Biology, Chemistry and Physics teachers. That is, in the four periods
allocated for the 1st Block, subject teachers will be teaching the groups that chose to
specialise in their subject areas. In the 2nd and 3rd Blocks, they will give two periods each to
the groups taking the other two specialised subjects.
Biology Teacher Chemistry Teacher Physics Teacher

st
1 Block Biology Chemistry Physics
(4 periods) (Bio Group) (Chem Group) (Phy Group)
nd
2 Block Bio part of Chem part of Phy part of
(2 periods) Combined Science Combined Science Combined Science
(Chem Group) (Phy Group) (Bio Group)
rd
3 Block Bio part of Chem part of Phy part of
(2 periods) Combined Science Combined Science Combined Science
(Phy Group) (Bio Group) (Chem Group)
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(B) Block time-table arrangement
Schools may arrange three common blocks in the time-table for three classes. The three
subjects in each block will share the same time slots in the time-table. In each block, students
may take any one subject from the three subjects offered in the block.
Other
Class A Class B Class C
Classes
Chin Lang Chin Lang Chin Lang Chin Lang
Core Eng Lang Eng Lang Eng Lang Eng Lang
subjects Math Math Math Math
LS LS LS LS
Integrated
1st Block Bio / Combined Sci (Chem, Bio) / X from other KLAs
Science
X from other
2nd Block Chem / Combined Sci (Phy, Chem) / X from other KLAs
KLAs
X from other
3rd Block Phy / Combined Sci (Bio, Phy) / X from other KLAs
KLAs
In the above arrangement, X is an elective subject from the other KLAs or an ApL course.
Students in Classes A, B and C are offered the following possible choices:
Biology + 2X
Chemistry + 2X
Physics + 2X
Biology + Combined Science (Phy, Chem) + X
Chemistry + Combined Science (Bio, Phy) + X
Physics + Combined Science (Chem, Bio) + X
Biology + Chemistry + X
Chemistry + Physics + X
Biology + Physics + X
Biology + Chemistry + Physics
3X (from other KLAs / ApL)
From the time-table, it is clear that two teachers of each science disciplines are needed. For
example, in the first common block, one Biology teacher is needed to teach four periods of
Biology and another Biology teacher is needed to teach the two periods for the Biology part
of Combined Science.
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Appendix 2
Resources published by the Education and Manpower Bureau
Title Category Year of

Production
1. Resources for Teaching of Biology CD-ROM 2000
2. Resources for Teaching of Biology 2: CD-ROM 2001

Photomicrographs
3. Hong Kong Bio Web Web-based 2002
http://resources.emb.gov.hk/biology/
4. Biology Learning and Teaching Resource Kit Folder & 2002

CD-ROM
5. An English-Chinese Glossary of Terms Commonly Book 2003

Used in the Teaching of Biological Sciences in
Secondary Schools
6. Biology Learning and Teaching Resource Kit – Supplementary 2004

Supplementary Materials sheets &
CD-ROM
7. Informed Decision Making in Science Education: Book & CD-ROM 2005

Biology Seed Project (2002-2003)
115
(Blank page)
116
Glossary
Term Description
Applied Learning (ApL, Applied Learning (ApL, formerly known as Career-oriented

formerly known as Studies) is an essential component of the senior secondary
Career-oriented Studies) curriculum. ApL uses broad professional and vocational fields as
the learning platform, developing students’ foundation skills,
thinking skills, people skills, values & attitudes and career-related
competencies, to prepare them for further studies and / or for
work as well as for lifelong learning. ApL courses complement 24
subjects, diversifying the senior secondary curriculum.
Assessment objectives The outcomes of the curriculum to be assessed in the public

assessments.
Biliterate and trilingual Capable of reading and writing effectively in Standard Written
Chinese, English and to use Cantonese, Putonghua and spoken
English. The language education policy of Hong Kong is to
enable the Hong Kong students to become biliterate (in written
Chinese and English) and trilingual (in Cantonese, Putonghua and
spoken English).
Co-construction Different from the direct instruction and construction approaches

to learning and teaching, the co-construction approach
emphasises the class as a community of learners who contribute
collectively to the creation of knowledge and the building of
criteria for judging such knowledge.
Core subjects Subjects recommended for all students to take at senior secondary
level: Chinese Language, English Language, Mathematics and
Liberal Studies.
Curriculum and A guide prepared by the CDC-HKEAA Committee. It embraces

Assessment (C&A) Guide curriculum aims / objectives / contents and learning outcomes,
and assessment guidelines.
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Term Description
Curriculum interface Curriculum interface refers to the interface between the different
key stages/educational stages of the school curriculum (including
individual subjects), e.g. the interface between Kindergarten and
Primary; Primary and Secondary; and Junior Secondary and
Senior Secondary. The Hong Kong school curriculum, made up
of eight key learning areas (under which specific subjects are
categorised), provides a coherent learning framework to enhance
students’ capabilities for whole-person development through
engaging them in the five essential learning experiences and
helping them develop the nine generic skills as well as positive
values and attitudes. Thus when students move on to senior
secondary education, they will already have developed the basic
knowledge and skills that the study of various subjects requires.
When designing the learning and teaching content and strategies,
teachers should build on the knowledge and learning experiences
students have gained in the previous key stages.
Elective subjects A total of 20 subjects in the proposed new system from which
students may choose according to their interests, abilities and
aptitudes.
Generic skills Generic skills are skills, abilities and attributes which are
fundamental in helping students to acquire, construct and apply
knowledge. They are developed through the learning and
teaching that take place in different subjects or key learning
areas, and are transferable to different learning situations. Nine
types of generic skills are identified in the Hong Kong school
curriculum, i.e. collaboration skills, communication skills,
creativity, critical thinking skills, information technology skills,
numeracy skills, problem-solving skills, self-management skills
and study skills.
Hong Kong Diploma of The qualification to be awarded to students after completing the
Secondary Education three-year senior secondary curriculum and taking the public
(HKDSE) assessment.
Internal assessment This refers to the assessment activities that are conducted
regularly in school to assess students’ performance in learning.
Internal assessment is an inseparable part of the learning and
teaching process, and it aims to make learning more effective.
With the information that internal assessment provides, teachers
will be able to understand students’ progress in learning, provide
them with appropriate feedback and make any adjustments to the
learning objectives and teaching strategies they deem necessary.
118
Term Description
Key Learning Area Organisation of the school curriculum structured around

(KLA) fundamental concepts of major knowledge domains. It aims at
providing a broad, balanced and coherent curriculum for all
students in the essential learning experiences. The Hong Kong
curriculum has eight KLAs, namely, Chinese Language
Education, English Language Education, Mathematics Education,
Personal, Social and Humanities Education, Science Education,
Technology Education, Arts Education and Physical Education.
Knowledge construction This refers to the process of learning in which learners are
involved not only in acquiring new knowledge, but also in
actively relating it to their prior knowledge and experience so as
to create and form their own knowledge.
Learning community A learning community refers to a group of people who have

shared values and goals, and who work closely together to
generate knowledge and create new ways of learning through
active participation, collaboration and reflection. Such a learning
community may involve not only students and teachers, but also
parents and other parties in the community.
Learning differences This refers to the gaps in learning that exist in the learning
process. Catering for learning differences does not mean rigidly
reducing the distance between the learners in terms of progress
and development but making full use of their different talents as
invaluable resources to facilitate learning and teaching. To cater
for learners’ varied needs and abilities, it is important that
flexibility be built into the learning and teaching process to help
them recognise their unique talents and to provide ample
opportunities to encourage them to fulfil their potential and strive
for achievement.
Learning outcomes Learning outcomes refer to what learners should be able to do by

the end of a particular stage of learning. Learning outcomes are
developed based on the learning targets and objectives of the
curriculum for the purpose of evaluating learning effectiveness.
Learning outcomes also describe the levels of performance that
learners should attain after completing a particular key stage of
learning and serve as a tool for promoting learning and teaching.
119
Term Description
Learning targets and • Learning targets set out broadly the knowledge/concepts,
learning objectives skills, values and attitudes that students need to learn and
develop.
• Learning objectives define specifically what students should
know, value and be able to do in each strand of the subject in
accordance with the broad subject targets at each key stage of
schooling. They are to be used by teachers as a source list for
curriculum, lesson and activity planning.
Level descriptors A set of written descriptions that describe what the typical
candidates performing a certain level is able to do in public
assessments.
Other learning For whole person development of students, ‘Other Learning

experiences Experiences’ (OLE) is one of the three components that
complement the examination subjects and Applied Learning
(formerly named as Career-oriented Studies) under the Senior
Secondary Curriculum. It includes Moral and Civic Education,
Aesthetics Development, Physical Development, Community
Service and Career-related Experiences.
Public assessment The associated assessment and examination system for the Hong
Kong Diploma of Secondary Education.
SBA Moderation The mechanism adopted by HKEAA to adjust SBA marks

Mechanism submitted by schools to iron out possible differences across
schools in marking standards and without affecting the rank order
determined by the school.
School-based assessment Assessments administered in schools as part of the teaching and

(SBA) learning process, with students being assessed by their subject
teachers. Marks awarded will count towards students’ public
assessment results.
School-based curriculum Schools and teachers are encouraged to adapt the central
curriculum to develop their school-based curriculum to help their
students achieve the subject targets and overall aims of education.
Measures may include readjusting the learning targets, varying
the organisation of contents, adding optional studies and adapting
learning, teaching and assessment strategies. A school-based
curriculum, hence, is the outcome of a balance between official
recommendations and the autonomy of the schools and teachers.
Standards-referenced Candidates’ performance in public assessment is reported in

Reporting terms of levels of performance matched against a set of standards.
120
Term Description
Student diversity Students are individuals with varied family, social, economic and
cultural backgrounds and learning experience. They have
different talents, personalities, intelligence and interests. Their
learning abilities, interests and styles are, therefore, diverse.
Student learning profile It is to provide supplementary information on the secondary

school leavers’ participation and specialties during senior
secondary years, in addition to their academic performance as
reported in the Hong Kong Diploma of Secondary Education,
including the assessment results for Applied Learning courses,
thus giving a fuller picture of the student’s whole person
development.
Values & attitudes Values constitute the foundation of the attitudes and beliefs that
influence one’s behaviour and way of life. They help form
principles underlying human conduct and critical judgment, and
are qualities that learners should develop. Some examples of
values are rights and responsibilities, commitment, honesty and
national identity. Closely associated with values are attitudes.
The latter supports motivation and cognitive functioning, and
affects one’s way of reacting to events or situations. Since both
values and attitudes significantly affect the way a student learns,
they form an important part of the school curriculum.
121
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122
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Membership of the CDC-HKEAA Committee on
Biology (Senior Secondary)
(From December 2003)
Chairperson: Prof TAM Fung-yee, Nora
Members: Ms CHENG Lai-yun
Prof FUNG Ming-chiu
Ms HO Ngar-yin, Assunta
Dr LEE Yeung-chung
Mr MA Hing-tak
Dr MAN Wai-hin
Mr NG Yau-keung, Benjamin
Mr PAK Chi-on
Prof TSAO Sai-wah, George
Dr WONG Kong-chu, Chris
Mr WONG Leung-kwan
Ex-officio Members: Ms CHUNG Oi-lin, Irene (EMB)
Ms CHOY Siu-kwan (HKEAA)
Secretary: Mr SO Chi-shing, Jason (EMB)

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(Web Version)

Science Education Key Learning Area

Jointly prepared by the Curriculum Development Council and

Recommended for use in schools by the Education and Manpower Bureau

Chapter 2 Curriculum Framework 7

Chapter 4 Learning and Teaching 75

Chapter 6 Learning and Teaching Resources 105

Membership of the CDC-HKEAA Committee on Biology (Senior Secondary)

Chief Curriculum Development Officer (Science Education)

Fax: 2194 0670

Biology, Chemistry and Physics

Combined Science (Physics, Chemistry)

• Combined Science (Physics, Chemistry) + Biology

1.2 Implementation of Science Subjects in Schools

Biology is a rapidly advancing science incorporating a huge amount of information about

1.4 Curriculum Aims

The overarching aim of the Biology Curriculum is to provide biology-related learning

1.5 Interface with the Junior Secondary Curriculum and Post-secondary

Figure 1.1 Diagrammatic Representation of the Strands in Science Education

Further Studies / Work

Figure 1.2 Multiple Pathways to Higher Education and the Workplace

2.1 Design Principles

(1) Prior knowledge

(2) Balance between breadth and depth

(3) Balance between theoretical and applied learning

(7) Smoother articulation to multiple progression pathways

(8) Greater coherence

(9) Catering for diversity

(10) Relevance to students’ life

2.2 Learning Targets

Students are expected to:

2.2.2 Skills and Processes

Students are expected to:

2.2.3 Values and Attitudes

Students are expected to:

Figure 2.1 Diagrammatic Representation of the Biology Curriculum Framework

(2) Curriculum Emphases

This part comprises Scientific Inquiry, Science–Technology–Society–Environment

(3) Students should learn and should be able to

(4) Suggested Learning and Teaching Activities

2.3.1 Curriculum Emphases

(1) Scientific Inquiry

This should enable students to:

This should enable students to:

(3) Nature and History of Biology

This should enable students to:

Compulsory Part (200 hours)

I. Cells and Molecules of Life 46

I. Cells and Molecules of Life

This should enable students to:

This should enable students to:

This should enable students to:

Biomolecules: carbohydrates, lipids, proteins

c. Movement of substances across membrane

d. Cell cycle and division

Nuclear division • Outline and compare the processes of mitosis

Photosynthesis • Understand the significance of photosynthesis.

Respiration • Understand the significance of respiration.

Suggested Learning and Teaching Activities