SCIENCE (BIOLOGY)

SYLLABUS
Upper Secondary
Express Course
Sec 5 Normal (Academic) Course
Implementation starting with
2023 Secondary Three Cohort

© 2022 Curriculum Planning and Development Division.

This publication is not for sale. Permission is granted to reproduce this
publication in its entirety for personal or non-commercial educational use
only. All other rights reserved.

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UPDATED IN APRIL 2024
 TABLE OF CONTENTS

1. INTRODUCTION................................................................................................................................................... 2
1.1 Science Curriculum Framework ............................................................................................................................. 2
1.2 Developing 21st Century Competencies through Science ...................................................................................... 5
1.3 Purpose and Value of Biology Education .............................................................................................................. 8
1.4 Aims ...................................................................................................................................................................... 8
1.5 Disciplinary Ideas of Biology ................................................................................................................................. 9
1.6 Practices of Science ............................................................................................................................................. 10
1.7 Values, Ethics and Attitudes................................................................................................................................ 11

2. CONTENT .......................................................................................................................................................... 13
Guide to using this section ........................................................................................................................................ 14
2.1 Cells and the Chemistry of Life ............................................................................................................................ 15
2.2 The Human Body – Maintaining Life ................................................................................................................... 22
2.3 Living Together – Plants, Animals and Ecosystems ............................................................................................. 31
2.4 Continuity of Life ................................................................................................................................................. 36

3. PEDAGOGY ........................................................................................................................................................ 44
3.1 Teaching and Learning of Upper Secondary Biology .......................................................................................... 44
3.2 Students as Inquirers........................................................................................................................................... 44
3.3 Blended Learning ................................................................................................................................................ 45
3.4 Teachers as Facilitators....................................................................................................................................... 46
3.5 Practical Work..................................................................................................................................................... 47
3.6 Use of ICT ............................................................................................................................................................ 48
3.7 Designing STEM Learning Experiences in Science ............................................................................................... 49

4. ASSESSMENT ..................................................................................................................................................... 51
4.1 Purposes of Assessment ...................................................................................................................................... 51
4.2 Scope of Assessment ........................................................................................................................................... 51
4.3 Designing Assessment for Learning (AfL) ............................................................................................................ 52
4.4 Designing Assessment of Learning (AoL) ............................................................................................................ 52

5. ACKNOWLEDGEMENTS ...................................................................................................................................... 54

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 SECTION 1:
INTRODUCTION
Science Curriculum Framework
st
Developing 21 Century Competencies through Science
Purpose and Value of Biology Education
Aims
Disciplinary Ideas of Biology
Practices of Science
Values, Ethics and Attitudes

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 1. INTRODUCTION
1.1 Science Curriculum Framework

The Science Curriculum Framework (see Figure 1.1) encapsulates the thrust of science education
in Singapore, which is to provide students with a strong foundation in science for life, future
learning, citizenry and work.

Science for Life and Society at the core of the curriculum framework captures the essence of the
goals of science education.

Figure 1.1: Science Curriculum Framework

Our science students are diverse, with different needs, interests and aptitudes for science. Given
the diversity of our students and the needs of our country, the twin goals of science education
are:

• To enthuse and nurture all students to be scientifically literate, which can help them to
make informed decisions and take responsible actions in their daily lives.

• To provide strong science foundations for students to innovate and pursue STEM for future
learning and work.

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Surrounding the core of the framework are the three “IN”s, inspire, inquire and innovate, which
represent the vision of science education. It encapsulates the desired overall experience of our
students in science education:

• INspired by science. Students enjoy learning science and are fascinated by how everyday
phenomena have scientific connections and how science helps solve many of our global
challenges. They regard science as relevant and meaningful, and appreciate how science
and technology have transformed the world and improved our lives. A good number of
students see science-related careers as a viable profession to serve the good of society.

• INquire like scientists. Students have a strong foundation in science, and possess the spirit
of scientific inquiry. They are able to engage confidently in the Practices grounded in the
knowledge, issues and questions that relate to the roles played by science in daily life,
society and the environment. They can discern, weigh alternatives and evaluate claims and
ideas critically, based on logical scientific evidence and arguments, and yet be able to
suspend judgement where there is lack of evidence.

• INnovate using science. Students apply and experience the potential of science to generate
creative solutions to solve a wide range of real-world problems, ranging from those
affecting everyday lives to complex problems affecting humanity. A strong pipeline of
students can contribute towards STEM research, innovation and enterprise.

The outer ring represents the domains that make up the strong science fundamentals: Core Ideas
of science, Practices of Science, and Values, Ethics and Attitudes in science.

• Core Ideas. Core Ideas are the distilled ideas central to the discipline. The Core Ideas help
students see the coherence and conceptual links across and within the different sub-
disciplines of science (i.e. biology, chemistry and physics).

• Practices of Science (POS). The Practices consist of three components:

(a) Demonstrating Ways of Thinking and Doing in Science (WOTD);
(b) Understanding the Nature of Scientific Knowledge (NOS); and
(c) Relating Science, Technology, Society and Environment (STSE).

They represent the set of established procedures and practices associated with scientific
inquiry, what scientific knowledge is and how it is generated and established, as well as
how science is applied in society. The Practices serve to highlight that the discipline of
science is more than the acquisition of a body of knowledge (e.g. scientific facts, concepts,
laws, and theories); it is also a way of thinking and doing. In particular, it is important to
appreciate that the three components representing the cognitive, epistemic and social
aspects of the Practices are intricately related.

• Values, Ethics and Attitudes (VEA) in Science. Although science uses objective methods to
arrive at evidence-based conclusions, it is in fact a human enterprise conducted in
particular social contexts which involves consideration of values and ethics. It is important
for our students to be aware of and appreciate the values and ethical implications of the
application of science in society. Thus, science education needs to equip students with the

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 ability to articulate their ethical stance as they participate in discussions about socio-
scientific issues that involve ethical dilemmas, with no single right answers.

The pair of hands in the Science Curriculum Framework represents the roles of students as
inquirers in their learning and pursuit of science, supported by teachers and partners as facilitators
of the students’ learning experiences, to impart the excitement and value of science to the
students. The partnership of learning and teaching goes beyond the students and teachers to
include other partners who can facilitate learning in various contexts to help fuel students’ sense
of inquiry and innovation, to inspire them and to help them appreciate the application of science
in their daily lives, society and the environment.

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1.2 Developing 21st Century Competencies through Science

To prepare our students for the future, a Framework for 21st Century Competencies (21CC) and
Student Outcomes was developed by MOE (see Figure 1.2). This 21CC framework guides the
purposive development, through the total curriculum, of key competencies and mindsets for
students to thrive and contribute in the 21st century.

Figure 1.2: Framework for 21st Century Competencies and Student Outcomes

In Singapore, science education plays a crucial role in equipping our students to understand and
tackle the myriad of local and global challenges of the 21st century. These challenges include issues
such as climate change, technological disruptions (e.g. artificial intelligence), and the sustainable
management of resources to support urban development and economic growth. To effectively
address these challenges, it is vital to cultivate scientifically literate citizens who:

• Possess the mindset and practical knowledge of science and its applications to make
informed decisions and take responsible actions in their daily lives.
• Appreciate science as part of humanity’s intellectual and cultural heritage, recognising the
beauty and power of its ideas, and engaging in socio-scientific issues ethically and in an
informed manner.
• Can apply scientific knowledge and skills, as well as embrace scientific attitudes and
mindsets to innovate and explore new frontiers.

In this respect, engaging our students in the Practices of Science (POS) is aligned with the larger
goal of developing 21CC in our students. The emerging 21CC that can be most naturally developed
through science are Critical Thinking, Inventive Thinking and Communication, while the
development of the others depends on the context of the lesson. Intentional development of 21CC
through science makes learning meaningful and facilitates the transfer of learning (refer to the
table below for specific examples).

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Critical Thinking

Critical Thinking refers to the ability to exercise sound reasoning and metacognitive thinking to
interpret and analyse information and evidence, draw co
nclusions, make decisions, and solve problems.

Developmental Milestone Examples of how it could look like in an Upper Secondary

Science classroom
• Use evidence and adopt Students should be given opportunities to:
different viewpoints to • draw conclusion(s) from the interpretation of
explain their reasoning and observations and/or experimental data and underlying
decisions, having considered principles.
the implications of the • compare and assess competing claims in the context of
relationship among different currently accepted explanations, limitations (e.g., trade-
viewpoints. offs), constraints, and ethical issues.
• Plan, organise and evaluate • identify and analyse a situation, reflecting on the
their thinking strategies to implications of decisions (e.g., weighing risks and
monitor their learning. benefits) by appreciating and evaluating diverse
Suspend judgement, reassess viewpoints, including scientific/technological, economic,
conclusions and consider social, environmental, and ethical considerations, using
alternatives to refine their evidence to support their viewpoints.
thoughts, attitudes, behaviour
and actions.

Inventive Thinking

Inventive Thinking refers to the ability to frame, investigate and explore issues, generate
innovative ideas and evaluate them to form novel and useful responses.

Developmental Milestone Examples of how it could look like in an Upper Secondary

Science classroom
• Generate ideas that are Students should be given opportunities to:
unique or modified • design investigations to inquire into specific phenomena
substantially from existing or solve issues set in authentic contexts, with
ones and explore different consideration for relevance, accuracy, precision,
pathways that lead to limitations, and potential sources of error.
solutions. • evaluate and refine ideas and solutions in a systematic
• Evaluate and refine their and iterative manner through applying logic, collection of
ideas iteratively, using evidence, experimentation, and applying scientific
relevant strategies and based knowledge.
on a set of criteria that is • ensure that their ideas and solutions developed through
appropriate for the task or experimentation are appropriate for the context in which
context. they are developed.

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Communication

Effective communication refers to the ability to convey information and exchange ideas clearly
and coherently through multimodal ways for specific purposes, audiences and contexts.

Developmental Milestone Examples of how it could look like in an Upper Secondary

Science classroom
• Convey and critically evaluate Students should be given opportunities to:
knowledge to co-construct • communicate and evaluate scientific findings and
new understandings and information using various modes of communication
complex ideas persuasively (e.g., written, verbal, pictorial, tabular, or graphical)
and with impact, while while employing scientific concepts and ideas.
considering the specific • seek feedback and/or acceptance of explanations or
purpose and context of solutions within the class or wider community.
communication.
• Respond with respect and
empathy. The student is
sensitive to the diverse
backgrounds that influence
the context of communication
with others.

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1.3 Purpose and Value of Biology Education

Biology is the study of life and hence, biology education provides a foundational understanding
about the organisation and interactions at organismal, physiological and molecular levels. It
develops in students a scientific mind and disposition, while addressing the broader questions of
what life is and how life is sustained. Biological knowledge, skills and understanding allow us to
tackle real-world challenges relating to climate change, energy, food, health and disease.

The study of biology is cognisant of the vast amounts of Life Sciences knowledge in the on-going
biological revolution, which is driven by the evolving nature of biological knowledge and
emergence of new biological fields. As such, the study of biology is stimulating, ethical and
interesting, where taking action to care for the local and global environment is inherent to the
nature of the subject.

In Singapore, biology education from primary to pre-university has been organised as a

continuum in the following manner:
a) From Primary 3 to 6, students learn about how life works at the systems level;
b) From Lower Secondary Science to Upper Secondary Biology, students learn about how life
works through an understanding of the physiological processes in living organisms.
c) At the A-Level, students learn about how life works at the cellular and molecular level while
understanding their implications on macro levels.

1.4 Aims

The Upper Secondary Biology syllabus seeks to develop in students the understanding, skills, ethics
and attitudes relevant to the Practices of Science, enabling them to
a) appreciate practical applications of biology in the real world,
b) deepen their interest in biology for future learning and work,
c) become scientifically literate citizens who can innovate and seize opportunities in the 21st
century, and
d) develop a way of thinking to understand how living organisms work to sustain life and use the
disciplinary ideas in biology to approach, analyse and solve problems in biological systems.

The Disciplinary Ideas of Biology, the Practices of Science, and the Values, Ethics and Attitudes are
elaborated in sections 1.5 to 1.7.

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1.5 Disciplinary Ideas of Biology

The disciplinary ideas of biology described below represent the overarching ideas which can be
applied to explain, analyse and solve a variety of problems that seek to address the broader
question of how living organisms work to sustain life. The purpose of equipping students with an
understanding of these ideas is to develop in them a coherent view and conceptual framework of
scientific knowledge to facilitate the application and transfer of learning. These ideas can be
revisited throughout the syllabus, deepened at higher levels of learning and beyond the schooling
years.

1. The Cell - Diverse life forms are similar in that their basic unit are cells.

2. Structure and Function - Structure and function of organisms from the molecular to the
organ system levels are related to each other.

3. Systems - Biological systems interact among themselves and with the environment resulting
in the flow of energy and nutrients.

4. Energy - To ensure survival, living organisms obtain, transform and utilise energy from the
external world.

5. Homeostasis, Co-ordination and Response - Living organisms detect changes both from the
surrounding environment and within themselves so that they are able to respond to these
changes to maintain a constant internal environment needed for sustaining life.

6. Heredity - Genetic information is passed down from parents to offspring during reproduction
to ensure the continuity of life.

7. Evolution - The diversity of living organisms is achieved through a process of evolution,

driven by mechanisms such as natural selection.

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1.6 Practices of Science

Teachers are encouraged to provide opportunities for students to develop the Practices of
Science. It is important to appreciate that the three components of the Practices are intricately
related.

Figure 1.3: Practices of Science

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1.7 Values, Ethics and Attitudes

Although science uses objective methods to arrive at evidence-based conclusions, it is in fact a

human enterprise conducted in particular social contexts which involves consideration of values
and ethics. The intent of fostering an awareness and appreciation of these values in the
curriculum is to sensitise our students to the ethical implications of the application of science in
society. The challenges that humanity will face in the upcoming centuries will not be overcome
by scientific and technological solutions alone. There is a need to consider the impact of these
solutions in terms of their benefits to humanity and the ethical issues involved. Thus, science
education needs to equip students with the ability to articulate their ethical stance as they
participate in discussions about socio-scientific issues1 that involve ethical dilemmas, with no
single right answers.

Values, Ethics and Description

Attitudes
Curiosity Desiring to explore the environment and question what is found.
Creativity Seeking innovative and relevant ways to solve problems.
Integrity Handling and communicating data and information with complete
honesty.
Objectivity Seeking data and information to validate observations and
explanations without bias.
Open-mindedness Accepting all knowledge as tentative and suspending judgment.
Tolerance for ambiguity. Willingness to change views if the evidence
is convincing.
Resilience Not giving up on the pursuit for answers / solutions. Willingness to
take risks and embrace failure as part of the learning process.
Responsibility Showing care and concern for living things and awareness of our
responsibility for the quality of the environment.
Healthy Questioning the observations, methods, processes and data, as well
Scepticism as trying to review one’s own ideas.

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Examples of socio-scientific issues are genetic engineering (e.g. cloning and gene therapy), reproductive
technology, climate change and the adoption of nuclear energy.
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 SECTION 2:
CONTENT
Cells and the Chemistry of Life
The Human Body – Maintaining Life
Living Together – Plants, Animals and Ecosystems
Continuity of Life

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 2. CONTENT
Content structure

The content of this syllabus is organised to reflect the hierarchical organisation of living
organisms. This sequence allows students to systematically explore the functions and
processes of living organisms at the various levels of life, with increasing complexity. It will
also enable students to appreciate how the processes at different levels interact to carry out
the activities necessary to maintain life.

Sections Topics
1. Cell Structure and Organisation
Cells and the Chemistry of Life 2. Movement of Substances
3. Biological Molecules
4. Nutrition in Humans

The Human Body – 5. Transport in Humans

Maintaining Life 6. Respiration in Humans
7. Infectious Diseases in Humans

Living Together – 8. Nutrition and Transport in Flowering Plants

Plants, Animals and Ecosystems 9. Organisms and their Environment
10. Molecular Genetics

Continuity of Life 11. Reproduction in Humans

12. Inheritance

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Guide to using this section

This is a brief description of the features in Sections 2.1-2.4.

Section overview

Driving question - sets the focus

for each section.

Section narrative - highlights the

value of learning the concepts
covered in each section and the
connections among the topics to
guide teachers in making
learning relevant and coherent.

Topic overview

Guiding Questions - highlight

the essential takeaways for each
topic.

Topic description - highlights the

key ideas within each topic and
the value of learning them to
guide teachers in making
learning relevant.

Learning Outcomes

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2.1 Cells and the Chemistry of Life

Overview

Driving Question: What are living organisms made of at the cellular and molecular level?

Living things are different from non-living things in their ability to grow, reproduce, move, and
respond to change. Understanding what makes these characteristics possible requires an
appreciation of the hierarchical organisation of life (from cells→ tissues →organs → systems
→ organism) and the processes needed to sustain life at each level.

In this section, we begin by exploring life at the smallest level. Amidst the great diversity of
living organisms on earth, all living organisms are fundamentally similar at the smallest level;
they are all made of cells and a common set of carbon-based molecules. Physiological
processes in living organisms can be explained through activities happening at the cellular
level. For instance, the transport of oxygen around the body is made possible by red blood
cells that bind oxygen to haemoglobin.

In order to sustain life, all living things require three macromolecules – carbohydrates, proteins
and fats. They make life possible by providing energy, building cellular structures, and for
growth and repair.

The overarching ideas of this section are cells as the basic unit of life, correlation between
structure and function and how living organisms obtain, transform and utilise energy from the
external world at the cellular level to sustain life. Knowing how life works at the cellular and
molecular level will provide students with a foundation to understand processes needed to
sustain life at the tissue, organ and system levels, which are covered in subsequent sections of
this syllabus.

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TOPIC 1. CELL STRUCTURE AND ORGANISATION
• Plant and Animal Cells
• Cell Specialisation

Guiding Questions
• What is the basic unit of life?
• What are cells made of and how do they work?

Topic Description

Since the 17th century, scientists sought to find the basic unit of life as they believe it holds the
key to explain what makes life possible. This search was accelerated by Antonie van
Leeuwenhoek’s invention of the microscope which extended our ability to see beyond the power
of the human eye and led Robert Hooke to discover the cell as the basic unit of life. Technological
advancements of microscopes over the years have allowed us to study the complex and intricately
organised world within each cell with greater detail.

Just like workers in a factory, each organelle within each cell has a specific function to carry out.
Such division of labour enables the organelles in a cell to work as a collective whole to carry out
the vital processes needed to sustain life. Studying cell structure and its activities allows us to
understand how living organisms work and through which, develop solutions to improve the
quality of life (e.g. more effective medicines and crops with improved qualities).

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 Learning Outcomes
(a) identify and state the functions of the following cell structures (including organelles) of
typical plant and animal cells from diagrams, light micrographs and as seen under the light
microscope using prepared slides and fresh material treated with an appropriate temporary
staining technique:
• cell wall
• cell membrane
• cytoplasm
• nucleus
• cell vacuoles (large, sap-filled in plant cells, small, temporary in animal cells)
• chloroplasts

(b) identify and state the functions of the following organelles from diagrams and electron
micrographs:
• mitochondria
• ribosomes

(c) compare the structure of typical animal and plant cells

(d) explain how the structures of specialised cells are adapted to their functions (e.g. muscle cell
– many mitochondria to supply more energy, root hair cell – large surface area of cell
membrane for greater absorption, red blood cell – lack of nucleus allowing it to transport
more oxygen)

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TOPIC 2. MOVEMENT OF SUBSTANCES
• Diffusion
• Osmosis

Guiding Questions
• How do living organisms regulate the exchange of materials within themselves and with their
environment?

Topic Description
Living organisms need to regulate the exchange of substances such as nutrients, water and waste
products with the environment for survival. This exchange of materials relies on processes such
as diffusion and osmosis to facilitate the movement of substances down a concentration gradient.

Empowering ourselves with knowledge of these transport processes have enabled us to come up
with medical solutions to health problems such kidney dialysis, and invent innovative ways to
solve water shortage problems through the innovation of NEWater.

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 Learning Outcomes
(a) define diffusion and describe its role in nutrient uptake and gaseous exchange in plants and
humans

(b) define osmosis, investigate and describe the effects of osmosis on plant and animal tissues

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TOPIC 3. BIOLOGICAL MOLECULES
• Carbohydrates, Fats and Proteins
• Enzymes

Guiding Questions
• What molecules do living organisms need to sustain life?
• Why do living organisms need enzymes and how do enzymes work?

Topic Description
Living organisms need to produce or obtain food that contains three main groups of nutrients
which are carbohydrates, proteins and fats to sustain life. These nutrients usually come in the
form of large molecules (macromolecules) and need to be broken down into smaller molecules
and transformed in various ways to be used by living organisms. For example, large carbohydrate
molecules need to be broken down into smaller molecules of glucose to be absorbed by body cells
to release energy. The amount of nutrients required by different living organisms may vary,
depending on their lifestyles and health statuses.

The breakdown of macromolecules is one of countless chemical reactions constantly happening

in living organisms. Many of these chemical reactions are usually too slow and cannot sustain life.
Hence, living organisms rely on an important group of proteins, known as enzymes, to alter or
speed up the chemical reactions needed to drive many biological processes in living organisms
such as digestion, photosynthesis and respiration. Without enzymes, life could slow to a crawl and
may cease to exist. Understanding this unique characteristic of enzymes of being able to speed
up biological processes has allowed industries to quicken the production of food and beverages,
such as fruit juice.

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 Learning Outcomes
(a) state the main roles of carbohydrates, fats and proteins in living organisms:
• carbohydrates as an immediate source of energy
• fats for insulation and long-term storage of energy
• proteins for growth and repair of cells

(b) describe and carry out tests for:

• starch (using iodine in potassium iodide solution)
• reducing sugars (using Benedict’s solution)
• protein (using biuret solution)
• fats (using ethanol)

(c) state that large molecules are synthesised from smaller basic units:
• cellulose, glycogen and starch from glucose
• polypeptides and proteins from amino acids
• lipids such as fats from glycerol and fatty acids

(d) explain the mode of action of enzymes in terms of an active site, enzyme-substrate complex
and enzyme specificity using the ‘lock and key’ hypothesis

(e) investigate and explain the effects of temperature and pH on the rate of enzyme catalysed
reactions

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2.2 The Human Body – Maintaining Life

Overview

Driving question: How do human body systems work to maintain life?

Life is sustained through the integrated organisation of the whole organism. In humans, the
maintenance and regulation of life processes include nutrition, transport and respiration.
These processes are all part of different living systems, so how do they work?

Living systems utilise energy and macromolecules to maintain life processes such as growth,
reproduction and homeostasis. Interactions also exist between living systems within
organisms, which are often accompanied by the transfer of energy between matter and
transfer or exchange of matter. Each system has their component parts, characterised by the
division of labour. This division of labour enables an organism to function efficiently and
allows for the various systems to work together as a co-ordinated whole.

The threat of diseases disrupts the maintenance of important life processes and the
functioning of human body systems. In ancient times, the concept of ‘catching’ a disease was
unheard of, and diseases were even thought to be caused by the imbalance of ‘humours’
(internal fluids) within the body. However, with the invention of the microscope, we have
found out that infectious diseases are often caused by pathogens, e.g. viruses and bacteria.

The overarching ideas in the study of this section are the co-ordination of the human body
system as a whole and the correlation between structure and function.

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TOPIC 4. NUTRITION IN HUMANS
• Human Digestive System
• Physical and Chemical Digestion
• Absorption and Assimilation

Guiding Questions
• How does the human body obtain nutrients from food?
• How is blood glucose concentration regulated and how can we prevent and manage
diabetes?

Topic Description
Humans need to eat to obtain nutrients and energy for growth, repair, and maintenance.
The nutrients are released from the food we eat through the processes of digestion,
absorption and assimilation. The structure of the alimentary canal is designed to carry out
these processes efficiently. For instance, peristalsis of the muscular walls of the stomach
helps to break large pieces of food into smaller pieces and mix them with the digestive
juices for chemical digestion. The highly folded surface of the small intestine allows
digested food to be more quickly absorbed into the bloodstream.

Accessory organs in our digestive system also play important roles in the digestion and
assimilation of food. For instance, the liver produces bile, which is involved in fat digestion,
and the pancreas produces digestive juices and hormones to regulate our blood glucose
concentration.

Knowledge of the digestive system has enabled medical advancements in the design of oral
medication. For instance, innovation of pills with different coatings ensures that medication
is only released when the pills arrive at their target organs.

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 Learning Outcomes
(a) describe the functions of the various parts of the digestive system: mouth, salivary
glands, oesophagus, stomach, duodenum, pancreas, gall bladder, liver, ileum, colon,
rectum, anus, in relation to ingestion, digestion, absorption, assimilation and egestion
of food, as appropriate

(b) describe the functions of enzymes (e.g. amylase, maltase, protease, lipase) in
digestion, listing the substrates and end-products

(c) state the function of the hepatic portal vein as the transport of blood rich in absorbed
nutrients from the small intestine to the liver

(d) state the role of the liver in:

• conversion of glucose to glycogen and vice versa
• fat digestion
• metabolism of amino acids and formation of urea
• breakdown of alcohol
• breakdown of hormones

(e) define a hormone as a chemical substance, produced by a gland, carried by the blood,
which alters the activity of one or more specific target organs

(f) outline how blood glucose concentration is regulated by insulin and glucagon

(g) describe type 2 diabetes mellitus in terms of a persistently higher than normal blood
glucose concentration due to the body's resistance to insulin or insufficient
production of insulin

(h) identify the risk factors of (e.g. unhealthy diet and sedentary lifestyle) and ways to
manage type 2 diabetes mellitus

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TOPIC 5. TRANSPORT IN HUMANS
• Parts and Functions of the Circulatory System
• Blood
• Coronary Heart Disease

Guiding Questions
• Why do humans need a circulatory system?
• What are the different parts and functions of the human circulatory system?
• How can we prevent coronary heart disease?

Topic Description
All living organisms need to exchange materials with their external environment for
survival. This includes obtaining nutrients and oxygen needed to release energy and
removal of waste products. Unlike unicellular organisms which simply exchange substances
with their external environment through diffusion and osmosis, humans are complex
multicellular organisms that need a circulatory system to do so. A healthy diet, exercising
regularly and not smoking, is essential to maintain good cardiac health for our circulatory
system to work efficiently.

The human circulatory system consists of a heart, blood vessels and blood as a transport
medium. The structure of the heart and blood vessels are adapted to ensure the efficient
exchange of substances within the body. For instance, the one-cell thick capillary wall
allows the efficient exchange of substances between the blood and body cells. Apart from
transport functions, the blood also plays important roles in defence against harmful
substances such as bacterial infection. In Singapore, nearly 200 L of blood is required daily
for use during medical emergencies and surgical procedures, and to treat patients with
various life-threatening illnesses. The Singapore Red Cross helps to ensure that there is a
steady supply of blood by organising blood donation drives and appealing for donors of
specific blood groups when supply is low.

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 Learning Outcomes
(a) identify the main blood vessels to and from the heart, lungs, liver and kidney

(b) relate the structures of arteries, veins and capillaries to their functions (specific names
of muscle layers in arteries and veins are not required)

(c) state the components of blood and their roles in transport and defence:
• red blood cells – haemoglobin for oxygen transport
• plasma – transport of blood cells, ions, soluble food substances, hormones, carbon
dioxide, urea, vitamins, plasma proteins
• white blood cells – phagocytosis, antibody formation and tissue rejection
• platelets – fibrinogen to fibrin, causing clotting

(d) describe the structure and function of the heart in terms of muscular contraction and
the working of valves (histology of the heart muscle, names of nerves and transmitter
substances are not required)

(e) describe coronary heart disease in terms of the occlusion of coronary arteries and list
the possible causes, such as unhealthy diet, sedentary lifestyle, and smoking, stating
the possible preventative measures

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TOPIC 6. RESPIRATION IN HUMANS
• Human Gas Exchange
• Cellular Respiration

Guiding Questions
• Why do humans need a respiratory system?
• What are the different parts and functions of the human respiratory system?
• Why is cellular respiration important and how does it work?
• What are the harmful effects of smoking?

Topic Description
In an earlier chapter, we learnt that humans obtain energy from the food we eat.
Specifically, energy is locked in glucose molecules and can only be released when it reacts
with oxygen in our body cells through a process known as cellular respiration. Hence,
humans need a respiratory system to obtain oxygen from the air around us for cellular
respiration to take place.

The human respiratory system contains a series of air passages, the lungs, the ribcage and
diaphragm. These structures are adapted to facilitate the movement of air into and out of
the body and efficient gas exchange within the lungs. For example, the one-cell thick wall
of the alveoli ensures faster diffusion of gases between the lungs and the blood. The health
of our respiratory system can be threatened by unhealthy habits such as smoking which
decreases the respiratory system’s efficiency in gaseous exchange.

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 Learning Outcomes
(a) identify the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries and
state their functions in human gaseous exchange

(b) explain how the structure of an alveolus is suited for its function of gaseous exchange

(c) state the major toxic components of tobacco smoke – nicotine, tar and carbon
monoxide, and describe their effects on health

(d) define aerobic respiration in human cells as the release of energy by the breakdown of
glucose in the presence of oxygen and state the word equation

(e) define anaerobic respiration in human cells as the release of energy by the breakdown
of glucose in the absence of oxygen and state the word equation

(f) explain why cells respire anaerobically during vigorous exercise resulting in an oxygen
debt that is removed by rapid, deep breathing after exercise

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TOPIC 7. INFECTIOUS DISEASES IN HUMANS
• Organisms affecting Human Health
• Influenza and Pneumococcal Disease
• Prevention and Treatment of Infectious Diseases

Guiding Questions
• What causes diseases?
• How can diseases be prevented and managed?

Topic Description
Diseases, both infectious and non-infectious, threaten our health by disrupting the
functions of human body systems. Previous topics have focused on non-infectious diseases,
such as diabetes and heart diseases, their causes and preventive measures. This topic
extends our understanding of diseases to infectious diseases in terms of their causes,
prevention and treatment.

Infectious diseases are caused by pathogens such as bacteria and viruses which can spread
between individuals. Important milestones in the prevention and cure of infectious
diseases include Edward Jenner’s discovery of a vaccine against the cowpox virus in 1796
and Alexander Fleming’s hallmark discovery of the use of antibiotics to treat bacteria
diseases in 1928. These discoveries saved millions of lives and changed the face of medicine.
Unfortunately, the misuse and overuse of antibiotics led to the rapid rise of antibiotic-
resistant bacteria, and we are now racing against time to develop new ways and drugs to
fight such bacteria.

An increasingly interconnected world increases the spread of infectious diseases. An

example close to home is the Coronavirus Disease 19 (COVID-19) outbreak. The virus was
first discovered in 2019, and Singapore confirmed its first imported case in January 2020.
Being highly infectious, it spread rapidly across the world and caused major disruptions to
everyday life, involving closure of schools and businesses. To control its spread, the
government put in several measures including emphasising good personal hygiene and
restricting overseas travel.

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 Learning Outcomes
(a) state that infectious diseases can be spread from person to person whereas non-
infectious diseases cannot and identify examples of each

(b) explain that infectious diseases are caused by pathogens such as bacteria and viruses
and can be spread from person to person through body fluids, food and water
(knowledge of the structure of bacteria and viruses is not required)

(c) state the signs and symptoms of:

• influenza – caused by the influenza virus
• pneumococcal disease – caused by the bacteria, pneumococcus

(d) describe the transmission and methods to reduce the transmission of:
• influenza virus
• pneumococcus

(e) state that vaccines contain an agent that resembles a pathogen and prevent infectious
diseases by stimulating white blood cells to quickly produce antibodies when the
pathogen invades

(f) state that antibiotics kill bacteria and are ineffective against viruses

(g) explain that the misuse and overuse of antibiotics may accelerate the emergence of
antibiotic-resistant bacteria

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2.3 Living Together – Plants, Animals and Ecosystems

Overview

Driving Question: Why do living things need to interact with each other and their
environment and how do they do so?

The sun is the principal source of energy for almost all living organisms on earth, without
which, life will not exist as it is today. Green plants are able to capture and convert light
energy to useful chemical forms through the unique process of photosynthesis. Other
organisms depend on this energy captured by plants through direct or indirect feeding
relationships to sustain life.

The study of ecology seeks to explain how all organisms are interdependent on the transfer
of energy and matter in this intricate web of life. Humans are by far the singular most
influential species in ensuring the conservation of the fragile ecosystem. Thus, there are
important lessons to be learnt from this highly interdependent relationship among
organisms. In the face of global warming as one of the major challenges confronting the world
now, examining how human actions can reduce the effects of global warming takes on a
pressing urgency to ensure the sustainability of the environment and life on Earth.

The overarching idea of this section is the interaction between organisms in the ecosystem
for the sustainability of life through the transfer of energy and matter.

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TOPIC 8. NUTRITION AND TRANSPORT IN FLOWERING PLANTS
• Plant Structure
• Photosynthesis
• Transpiration
• Translocation

Guiding Questions
• Why is photosynthesis important in maintaining life on earth?
• What happens during photosynthesis?
• How do plants obtain and transport the substances they need?

Topic Description
All life on earth ultimately depends on plants for food. Green plants are distinct from other life
forms in their ability to capture light energy from the sun to make food. Ancient Greeks thought
that plants get their food from soil. Jan Baptista van Helmont proved this idea wrong in 1649.
He found that plants make food through a process known as photosynthesis and water is
required for this process. Various scientists built on Helmont’s discovery and found that water
is not the only material needed for photosynthesis - light, carbon dioxide and chloroplasts are
also required. Their collective discoveries can be summarised in the following equation:
𝑙𝑖𝑔ℎ𝑡,
𝑐ℎ𝑙𝑜𝑟𝑜𝑝ℎ𝑦𝑙𝑙
water + carbon dioxide → glucose + oxygen

The structure of a plant and various environmental conditions affect its ability to obtain the raw
materials needed for photosynthesis. Understanding the structure of plants and the process of
photosynthesis allows us to engineer plants and design agricultural systems that can more
efficiently harness energy from the sun to improve crop yield to feed an increasing world
population.

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 Learning Outcomes
(a) identify the cellular and tissue structure of a dicotyledonous leaf, as seen in transverse
section using the light microscope and describe the significance of these features in terms
of their functions, such as the
• distribution of chloroplasts for photosynthesis
• stomata and mesophyll cells for gaseous exchange
• vascular bundles for transport

(b) identify the positions of and state the functions of xylem vessels and phloem in sections of
a herbaceous dicotyledonous leaf and stem, under the light microscope

(c) explain how the structure of a root hair cell is suited for its function of water and ion
uptake

(d) state that chlorophyll absorbs light energy and converts it into chemical energy for the
formation of carbohydrates and their subsequent uses

(e) briefly explain why most forms of life are completely dependent on photosynthesis

(f) state the word equation for photosynthesis (details of light-dependent and light-
independent stages are not required)

(g) describe how carbon dioxide reaches mesophyll cells in a leaf

(h) investigate and describe the effects of varying light intensity, carbon dioxide concentration
and temperature on the rate of photosynthesis (e.g. in submerged aquatic plants)

(i) state that transpiration is the loss of water vapour from the stomata

(j) briefly explain the movement of water through the stem in terms of transpiration pull

(k) investigate and explain:

• the effects of variation of air movement, temperature, humidity and light intensity on
transpiration rate
• how wilting occurs

(l) define the term translocation as the transport of food (mainly sucrose) in the phloem
tissue

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TOPIC 9. ORGANISMS AND THEIR ENVIRONMENT
• Energy Flow
• Food Chains and Food Webs
• Carbon Cycle and Global Warming
• Effects of Man on the Ecosystem

Guiding Questions
• How are organisms in an ecosystem interdependent?
• How do human activities impact the environment and biodiversity?
• How can we protect our environment?

Topic Description
Organisms in an ecosystem are dependent on one another for survival. Green plants harness
energy from the sun through photosynthesis and transfer this energy in the form of organic
matter to secondary and tertiary consumers directly or indirectly through feeding relationships.

Our actions as a human population have deep implications on the health of the ecosystem. The
need to feed the rapidly increasing human population in this millennium is placing great strains
on earth’s natural resources. Deforestation and the increased use of fossil fuels have caused an
increase in atmospheric carbon dioxide concentration and is leading to global warming which
affects the survival and health of all living organisms. Human ingenuity with a responsible mind-
set can rise to this challenge through the sustainable use of natural resources that will
contribute to a balanced ecosystem and potentially mitigate the effects of global warming*.

*Global warming is one aspect of climate change. Other aspects of climate change (e.g. humidity,
changes in precipitation patterns etc.) that are not covered in biology are covered in geography.

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 Learning Outcomes
(a) describe the non-cyclical nature of energy flow

(b) describe the roles of producers, consumers and decomposers in food chains and food
webs

(c) explain how energy losses occur along food chains, and discuss the efficiency of energy
transfer between trophic levels

(d) interpret pyramids of numbers and biomass

(e) describe how carbon is cycled within an ecosystem and outline the role of forests and
oceans as carbon sinks

(f) describe how human activities, such as deforestation and use of fossil fuels, cause an
increase in atmospheric carbon dioxide concentration, leading to global warming

(g) discuss how human actions can reduce the effects of global warming

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2.4 Continuity of Life

Overview

Driving Question: What are the processes involved in the continuity of life and how is genetic
information passed from one generation to the next?

The many aspects of structure and function that we have examined in this syllabus can be
viewed in the widest context as various adaptations aimed at ensuring reproductive success.
Reproduction is vital for the survival of species across generations.

In this section, we examine the processes that contribute to the continuity of life. These
processes include how genes interact to produce hereditary characteristics in the offspring
and how genetic information is passed from one generation to the next.

Some important scientists who contributed to findings in this section include Gregor Mendel
– who published his observations from breeding experiments on pea plants, and James
Watson and Francis Crick – who developed the model for deoxyribonucleic acid (DNA), a
molecule that was deduced as the hereditary material that is passed down through
generations. Models aid in the visualisation of science and led to the breakthrough of the
discovery of the double-helix molecule – DNA.

The overarching ideas of this section are the storage of genetic information in the DNA and
the passing down of genetic information through generations to ensure the continuity of life.

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TOPIC 10. MOLECULAR GENETICS
• The Structure of DNA
• From DNA to Proteins

Guiding Questions
• What is DNA?
• How does DNA encode genetic information?

Topic Description
Deoxyribonucleic acid (DNA) is often referred to as the code of life as it contains instructions
to produce all the proteins an organism needs for survival and growth. The discovery of DNA
can be traced to Friedrich Miescher who isolated DNA from the nuclei of white blood cells in
1868. Miescher’s discovery received little attention as genetic information was thought to be
encoded in proteins. This changed in the 1940s when Oswald Avery proved that genes were
made of DNA; this led to a race between scientists to unravel its structure. The structure of
DNA was finally uncovered by James Watson and Francis Crick, with the help of Rosalind
Franklin in 1953.

We now know that DNA has a double helical structure and is made of building blocks called
nucleotides. Each nucleotide contains a deoxyribose sugar, a phosphate group and one of
four nitrogenous bases, Adenine (A), Thymine (T), Cytosine (C) and Guanine (G). Genetic
information is encoded in sequences formed by different arrangements of the four bases,
just like how words are formed by different combinations of the alphabets.

The breakthrough discovery of DNA and its structure has changed our understanding of how
life works and led to a new era of biology accompanied with new biological fields and
technologies.

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 Learning Outcomes
(a) outline the relationships among DNA, genes and chromosomes

(b) state that DNA is a double helix comprising two strands of nucleotides, each nucleotide
formed of a sugar, a phosphate group and one of four different bases

(c) state the rule of complementary base pairing

(d) state that each gene:

• is a sequence of nucleotides, as part of a DNA molecule
• codes for one polypeptide
• is a unit of inheritance

(e) state that DNA is used to carry the genetic code, which is used to synthesise specific
polypeptides (details of transcription and translation are not required)

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TOPIC 11. REPRODUCTION IN HUMANS
• Sexual Reproduction in Humans
• Sexually Transmitted Diseases

Guiding Questions
• How do humans reproduce?

Topic Description
Living organisms such as human beings reproduce to ensure the continuity of their species.

Of all the organ systems, the reproductive system is the only system with significant
differences between a male and a female. Hormones control the activities of the
reproductive systems. For example, the release of a mature ovum in a human female is
controlled by oestrogen and progesterone. The gametes produced by the male and female
will fuse during fertilisation to form a zygote, which will continue to grow and develop into a
foetus.

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 Learning Outcomes
(a) define sexual reproduction as the process involving the fusion of nuclei of male and
female gametes to form a zygote and the production of genetically dissimilar offspring

(b) identify the male reproductive system and state the functions of: testes, scrotum,
sperm ducts, prostate gland, urethra and penis

(c) identify the female reproductive system and state the functions of: ovaries, oviducts,
uterus, cervix and vagina

(d) outline the menstrual cycle with reference to the alternation of menstruation and
ovulation, the natural variation in its length, and the fertile and infertile phases of the
cycle with reference to the effects of progesterone and oestrogen only

(e) describe fertilisation and early development of the zygote simply in terms of the
formation of a ball of cells which becomes implanted in the wall of the uterus

(f) discuss the transmission of human immunodeficiency virus (HIV) and methods to
reduce transmission

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TOPIC 12. INHERITANCE
• The Passage of Genetic Information from Parent to Offspring
• Monohybrid Crosses
• Variation

Guiding Questions
• How is genetic information passed down from one generation to the next?
Topic Description
In previous topics, we have learnt that traits of an offspring are determined by the genes that
it receives from its parents through reproduction. So, why are the offspring of sexually
reproducing organisms similar but not identical to their parents? Answering this question
requires understanding how traits are passed down from one generation to the next.

The inheritance of traits was first described by Gregor Mendel, often called the father of
genetics. He made three key observations which lay the foundation to our understanding of
inheritance today. He observed that 1) each trait is controlled by a pair of genes that separate
during gamete formation, 2) inheritance of one trait is not dependent on the inheritance of
another, and 3) organisms with alternate forms of a gene, known as alleles, will express the
form that is dominant.

The production of non-identical offspring and spontaneous mutation of genes create

variation of traits among organisms in a population.

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 Learning Outcomes
(a) distinguish between the terms gene and allele

(b) distinguish between continuous and discontinuous variation and give examples of each

(c) explain the terms dominant, recessive, homozygous, heterozygous, phenotype and
genotype

(d) predict the results of simple crosses with expected ratios of 3:1 and 1:1, using the terms
homozygous, heterozygous, F1 generation and F2 generation

(e) explain why observed ratios often differ from expected ratios, especially when there are
small numbers of progeny

(f) use genetic diagrams to solve problems involving monohybrid inheritance

(g) describe the determination of sex in humans – XX and XY chromosomes

(h) describe mutation as a change in the sequence of a gene such as in sickle cell anaemia,
or in the chromosome number, such as the 47 chromosomes in the condition known as
Down syndrome

(i) name ionising radiation (e.g. X-ray) and chemical mutagens as factors which may
increase the rate of mutation

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 SECTION 3:
PEDAGOGY
Teaching and Learning of Upper Secondary Biology
Students as Inquirers
Blended Learning
Teachers as Facilitators
Practical Work
Use of ICT
Designing STEM Learning Experiences in Science

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 3. PEDAGOGY

3.1 Teaching and Learning of Upper Secondary Biology

We believe that all students are curious and want to explore and learn about things around
them. The curriculum seeks to nurture students as inquirers by providing opportunities for
them to explore and to appreciate the role of Science for Life and Society.

To nurture students as inquirers, teachers are key in facilitating a variety of learning experiences
to support students in understanding Core Ideas, developing Practices, and cultivating Values,
Ethics and Attitudes.

These learning experiences can be situated in various authentic contexts in both formal and
informal settings and should inspire students to inquire and innovate. In designing purposeful
and engaging learning experiences, teachers should consider amongst others, profile of
students, resources available and relevant pedagogical approaches. Students should also be
provided with opportunities to reflect on their own learning progress and act on feedback as
part of Assessment for Learning (AfL).

Learning of science will not be complete without the incorporation of practical work, which
develops in students the ways of thinking and doing while supporting their development of
scientific knowledge and knowledge about science.

3.2 Students as Inquirers

For students to be inquirers, their thinking skills and dispositions should be developed as part
of their learning experiences. To engage students as inquirers, they can be provided with
learning experiences centred on authentic contexts that allow them to pose questions, be
involved in discussions on socio-scientific issues, or be engaged in problem solving. Through
these learning experiences, students are likely to

• ask questions as they engage with an event, phenomenon, problem or issue. They learn
to be objective, ask questions which they are curious about and identify key variables of
their questions. The questions and variables can guide the design of investigations, from
which they draw valid conclusions.

• gather evidence to respond to their questions. They gather evidence through

observations and collect qualitative or quantitative data using simple instruments. In
the process, they have to make appropriate decisions about measurements or
observations, which should be made with appropriate degree of precision and good
details respectively.

• formulate explanations based on the evidence gathered. They explain their findings with
integrity, based on evidence gathered (e.g. qualitative descriptions of observations or
quantitative data collected over a time interval), conclusion(s) from the interpretation
of experimental data or observations and underlying principles. They practise healthy
scepticism towards the evidence gathered and observations made, and are aware of the
effect of significant sources of errors on the reliability and validity of the explanations
and conclusions reached.
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 • connect their explanations to various contexts. They explain how the concepts are
related to or applied in various examples and contexts around them. This helps them to
appreciate how science is relevant and universally applicable in everyday life and
unfamiliar situations.

• communicate and justify their explanations. After data collection, they present and
communicate the evidence in appropriate forms (e.g. tables, charts, graphs, with all
quantitative data to an appropriate number of decimal places/significant figures) to
facilitate the analysis of patterns and relationships. For example, they can use texts,
drawings, charts, tables, graphs, equations or a combination of representations to
support their explanations.

• reflect on their learning and progress. They can reflect on their learning (e.g. what they
have learnt, how they would like to improve, what they are curious about) in different
ways (e.g. ask questions, write journals). For laboratory-based learning experiences,
students can propose how significant errors may be overcome or reduced, as
appropriate, including how experimental procedures may be improved. These
reflections help them take greater ownership of their own learning and develop deeper
conceptual understanding.

3.3 Blended Learning

3.3.1 Why Blended Learning

Blended Learning in MOE’s context transforms our students’ educational experience by

providing them with a more seamless blending of different modes of learning. The key intended
student outcomes are to nurture (i) self-directed and independent learners; and (ii) passionate
and intrinsically motivated learners.

An aspect of Blended Learning is the integration of home-based learning (HBL) as a regular

feature of the schooling experience. HBL can be a valuable complement to in-person schooling.
Regular HBL can equip students with stronger abilities, dispositions and habits for independent
and lifelong learning, in line with MOE’s Learn for Life movement.

Blended Learning presents an opportunity to re-think curriculum and assessment design and
innovate pedagogies for a more effective and student-centric educational experience. It
involves giving students more ownership and agency over how they learn, at a pace they are
comfortable with. It also offers scope for teachers to tap the advantages of both in-person
learning and distance learning to plan lessons best suited to each mode of learning opportunity.

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3.3.2 What is Blended Learning

Blended Learning provides students with a broad range of learning experiences (see Figure 3.1).

Figure 3.1: Examples of Blended Learning experiences

Possible Blended Learning What this means

Experiences
Structured/Unstructured learning A combination of structured time for students to
learn within a given time frame and unstructured
time for students to learn at their own pace and
exercise self-management
Synchronous/Asynchronous A combination of in-person schooling, live online
learning lessons and online/offline learning where students
learn remotely and at their own pace.
Within-curriculum/Out-of- Opportunities for students to learn from and
curriculum learning beyond the formal curriculum
Distance/In-person learning Opportunities for students to learn during face-to-
face lessons with teachers and peers in school,
complemented by out-of-school learning activities
ICT-mediated/Non-ICT-mediated Opportunities for students to learn through a
learning combination of ICT-mediated and non-ICT-
mediated learning experiences
Table 3.1: Elaboration of possible Blended Learning experiences

3.4 Teachers as Facilitators

In the teaching and learning process, teachers play an important role in stimulating students’
curiosity, as well as encouraging students to see the value of science and its applications in their
everyday lives.
To do these, teachers should ensure that the learning experiences provided for students go
beyond learning facts and outcomes of scientific investigations. Teachers should play the role
of facilitators to support students as inquirers.
As facilitators, teachers should:
• provide students with opportunities to ask questions about events/phenomenon/
problems/issues that are related to their daily lives, society and environment;
• support students in gathering and using evidence;

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• encourage students to formulate and communicate explanations based on evidences
gathered;
• encourage students to apply concepts learnt in understanding daily events/phenomenon,
finding solutions to problems/issues and creating products; and
• provide students with opportunities to reflect on their own learning progress and act on
feedback provided through formative assessment.

The Pedagogical Practices in the STP, as shown in Figure 3.2, comprise four core Teaching
Processes which lie at the heart of good teaching. Teachers can refer to the Teaching Processes
and relevant Teaching Areas under each process to guide them in the design and enactment of
students’ learning experiences. To design student-centred learning experiences, teachers will
need to consider student profiles, readiness and needs as they transit from lower to upper
secondary, as well as understand the interest and aspirations of these students as they progress
to the next stage of studies and the future workplace.

Figure 3.2: The four core Teaching Processes within the Pedagogical Practices in STP

3.5 Practical Work

Practical work is an essential component of science teaching and learning, both for the aim of
developing students’ scientific knowledge and that of developing students’ knowledge about
science.
Good quality science practical work supports the teaching and learning of science in the
following ways:
• Develop science inquiry skills
• Develop experimental techniques and practical manipulative skills
• Understand the nature of scientific knowledge
• Enhance conceptual understanding
• Cultivate interest in science and in learning science

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3.6 Use of ICT

Integrating ICT can enhance teaching and learning practices in the science classroom. Teachers
are encouraged to harness:
• e-Pedagogy principles for lesson design;
• technology for active learning; and
• technology for assessment and feedback.

3.6.1 e-Pedagogy Principles for Lesson Design

What is e-Pedagogy?
e-Pedagogy is the practice of teaching with technology for active learning that creates a
participatory, connected, and reflective classroom to nurture the future-ready learner.

Figure 3.3: Overview of e-Pedagogy

Teachers can be guided by the Key Applications of Technology (see Figure 3.3) in designing
different learning experience types to achieve the intended learning outcomes of the Science
syllabus and the Science Curriculum Framework. The following are the LE types that teachers
could design with technology: Acquisition, Collaboration, Discussion, Inquiry, Practice and
Production. These learning experience types, occurring in the physical and/or digital spaces,
capitalise on the role of technology in mediating learning interactions between the learner and
the teacher, peers, content, and community.

3.6.2 Technology for Active Learning

Beyond the use of digital resources, there is a need to evaluate and select appropriate
technological tools based on their pedagogical affordances and apply technologies to support
active learning in science. For example, online collaboration tools can be used by teachers to
facilitate students’ co-construction of knowledge through scientific experimentation/
investigations (inquiry-based learning) or discussion of science-related issues (socio-scientific
issues-based learning).

In the Upper Secondary Biology syllabus, students can be acquainted with the use of basic
digital tools (e.g. data loggers, mobile apps). Apart from better preparing students for the
technologically driven world, using digital tools in the classroom also supports the development

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of the practices of science. For instance, when students are given opportunities to collect
experimental data using these tools, competencies such as understanding experimental design,
choosing appropriate probes or tools for data collection and data analysis can be developed.
Digital tools can also enable students to visualise and explore biological systems and
phenomena.

3.6.3 Technology for Assessment and Feedback

Meaningful integration of technology also supports teacher-student interactions. When

students are given opportunities to demonstrate their understanding in multi-modal ways,
supported by technology, rich learning data is available for assessment and feedback. In
designing AfL items in the Singapore Student Learning Space (SLS), teachers should invite a
range of different response strategies in order to assess students’ learning, and use the
monitoring features to understand students’ learning gaps, provide timely feedback and track
their learning progress.

3.7 Designing STEM Learning Experiences in Science

STEM education seeks to strengthen the interest and capabilities of our students in STEM to
prepare them for an increasingly complex and uncertain world. We want our students to be
curious about the world around them, to think creatively and critically in solving problems, and
be concerned citizens who make a difference in society. These are in line with the goals of
Science Education.

When designing STEM learning experiences, consider two aspects: 1) level of integration and
2) level of application. These two aspects lie on a continuum as illustrated in Figure 3.4.

Disciplinary Integrative
• Learning is • Learning involves
Level of anchored within a integration of
integration discipline. concepts/skills across
two or more STEM
disciplines.
Learning knowledge Creative application of
and skills through real- knowledge and skills in real-
world examples world contexts
• Use of real-world • Creative application of
examples to knowledge and skills (e.g.
Level of illustrate concepts. in ideating and making)
application • Involves application to address real-world
of knowledge/skills issues.
to solve • Involves application of
simplified/routine knowledge/skills to solve
problems set in real- complex real-world
world contexts. problems.

Figure 3.4 Design considerations for STEM Learning

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 SECTION 4:
ASSESSMENT
Purposes of Assessment
Scope of Assessment
Designing Assessment for Learning (AfL)
Designing Assessment of Learning (AoL)

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 4. ASSESSMENT
4.1 Purposes of Assessment

Assessment is the process of gathering and analysing evidence about student learning to make
appropriate decisions and enhance learning. Assessment is integral to the teaching and learning
process. In designing assessments, we need to have clarity of purpose. Assessment measures
the extent to which desired knowledge, skills and attitudes are attained by students. It should
produce both quantitative and qualitative descriptions of a learner’s progress and development
that can be analysed and used to provide feedback for improving future practices.

• Assessment provides feedback to students. It allows them to understand their strengths

and weaknesses. Through assessment, students can monitor their own performance
and progress. It also points them in the direction they should go to improve further. The
use of feedback in this way helps students work towards mastering their 21CC.

• Assessment provides feedback to teachers. It enables them to understand the strengths

and weaknesses of their students. It provides information about students’ attainment
of learning outcomes (which includes 21CC development) as well as the effectiveness
of their teaching.

• Assessment provides feedback to schools. The information gathered facilitates the

placement of students in the appropriate course, and the promotion of students from
one level to the next. It can also help to inform the review of the instructional
programmes in schools.

• Assessment provides feedback to parents. It allows them to monitor their children’s

learning attainment and progress through the information obtained.

4.2 Scope of Assessment

Besides knowing the reasons for assessment, it is important to be clear about what is being
assessed. If the assessment objectives are not clear, then the information obtained from the
assessment process will not help improve student learning; neither will the information be
meaningful for making decisions about student progression.

The Science Curriculum Framework shares that students should

be provided with strong grounding in the three fundamentals:

● Core Ideas of Science

● Practices of Science
● Values, Ethics and Attitudes (VEA) in Science

These broad goals are translated into more specific learning

objectives under the Subject Content section.

While VEA are usually not assessed formally, informal assessment is encouraged.

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4.3 Designing Assessment for Learning (AfL)

Assessment for Learning (AfL) is assessment conducted constantly during classroom instruction
to support teaching and learning. The critical feature about AfL is that information gathered
from the assessment is used to adjust and improve the teacher’s teaching strategies, as well as
surface students’ learning progress and difficulties.

4.4 Designing Assessment of Learning (AoL)

Assessment of Learning (AoL) aims to summarise how much or how well students have
achieved at the end of a course of study over an extended period of time. The Preliminary and
O/N-Level examinations are examples of AoL. To ensure content validity, the assessment
should be designed to cover a representative sample of the syllabus. The assessment content
should reflect the scope of the syllabus and be pitched at the appropriate demand.

For more information on the scheme of assessment for the national examinations, please refer
to the Singapore Examinations and Assessment Board.

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 SECTION 5:
ACKNOWLEDGEMENTS

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 5. ACKNOWLEDGEMENTS
Members of the Upper Secondary Biology Syllabus Resource and Development Committee
(2016 – 2022) are:

1. Ms Wang Siew Ping, Deputy Director, Sciences, Curriculum Planning and Development
Division
2. Mr Chia Guo Hao, Senior Assistant Director, Sciences, Curriculum Planning and
Development Division (up to 2017)
3. Ms Chua Shi Qian, Senior Assistant Director, Sciences, Curriculum Planning and
Development Division (up to 2021)
4. Assoc Professor Tan Aik Ling, Assistant Dean, Professional Development, National Institute
of Education
5. Dr Timothy Tan, Senior Lecturer, School of Life Sciences, Ngee Ann Polytechnic
6. Ms Ivane Tay, Programme Chair, Diploma in Pharmaceutical Sciences, Republic Polytechnic
7. Ms Ang Jia Xi, Lecturer, Biotechnology Department, School of Applied and Health Sciences,
ITE College East
8. Ms Sharon Tan, Assessment Specialist, Singapore Examinations and Assessment Board
9. Ms Low Kiah Woon, Assessment Officer, Singapore Examinations and Assessment Board
10. Mdm June Wong Kwai Yeok, Master Teacher, Academy of Singapore Teachers (up to 2020)
11. Mr Muhamad Salahuddin B Ibrahim, Master Teacher, Academy of Singapore Teachers
12. Mrs Lim-Leong Woon Foong, HOD (Science), Singapore School of Science and Technology
(up to 2020)
13. Ms Tan Zhen Zhi, Teacher, Pasir Ris Crest Secondary School (up to 2018)
14. Mr Alwin Njoo, School Staff Developer, Teck Whye Secondary School
15. Ms Li Qianyi, Subject Head (Biology), Clementi Town Secondary School
16. Mr Tan Guanrui Jacob, Senior Teacher (Biology), Commonwealth Secondary School
17. Ms Khoo Jiezhu Carolyn, Teacher, East Spring Secondary School
18. Mr Muhamad Firdaus Bin Mohamed Yasin, Year Head, Christ Church Secondary School
19. Ms Ong Seow Wei, Teacher, Woodgrove Secondary School
20. Mdm Yeo Leng Choo, Senior Teacher (Biology), Victoria Junior College
21. Mr Cheong Kim Fatt, Lead Specialist (Biology), Sciences, Curriculum Planning and
Development Division
22. Ms Tay Wee Beng, Lead Specialist (Biology), Sciences, Curriculum Planning and
Development Division
23. Ms Charlene Seah, Senior Curriculum Specialist (Lower Secondary Science), Sciences,
Curriculum Planning and Development Division
24. Ms Grace Huang, Curriculum Planning Officer, Sciences, Curriculum Planning and
Development Division (up to 2018)
25. Ms Ng Shuwen, Senior Curriculum Resource Development Officer, Sciences, Curriculum
Planning and Development Division (up to 2018)
26. Mr Marcus Chan, Senior Curriculum Planning Officer, Sciences, Curriculum Planning and
Development Division (up to 2019)
27. Ms Lu Huiping, Curriculum Resource Development Officer, Sciences, Curriculum Planning
and Development Division (up to 2019)
28. Ms Tong Shuqing, Curriculum Resource Development Officer, Sciences, Curriculum Planning
and Development Division (up to 2019)
29. Ms Tan Yan Fen, Curriculum Planning Officer, Sciences, Curriculum Planning and
Development Division (up to 2021)
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30. Ms Gerlynn Yap, Curriculum Planning Officer, Sciences, Curriculum Planning and
Development Division
31. Mr Donovan Loh, Curriculum Planning Officer, Sciences, Curriculum Planning Officer,
Sciences, Curriculum Planning and Development Division
32. Ms Audrey Chia, Curriculum Resource Development Officer, Sciences, Curriculum Planning
and Development Division
33. Ms Kristine Anne Koh, Curriculum Planning Officer, Sciences, Curriculum Planning and
Development Division
34. Mr Dominic Heng, Curriculum Resource Development Officer, Sciences, Curriculum
Planning and Development Division

The Ministry of Education also wishes to acknowledge all Principals, Vice Principals, Heads of
Department / Subject Heads / Level Heads and teachers for their invaluable feedback and
contributions in the development of this syllabus.

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