Form I — Scheme of Work
Biology · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar
| Month | Week | Main Competence | Specific Competences | Topic | Sub-topic | Teaching & Learning Activities | Methods | Resources | Assessment | Periods | References | Remarks |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| January | 1–2 | Apply basic knowledge of biology to understand living things and their importance in daily life. |
| Introduction to Biology | Key concepts and applications | In groups, learners tour the laboratory, identify common apparatus and draw up class safety rules, then present them. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |
| January | 3–4 | Apply first-aid skills to manage common accidents and emergencies safely. |
| Safety in our Environment (First Aid) | Key concepts and applications | Learners practise basic first-aid procedures (bandaging, recovery position) using a first-aid kit and role-play. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |
| February | 5–6 | Apply knowledge of health and disease to maintain personal and community well-being. |
| Health | Key concepts and applications | Learners survey common diseases in their community and prepare a health-education poster on prevention. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |
| February | 7–8 | Classify living things into major groups using observable features. |
| Classification of Living Things | Key concepts and applications | Learners collect and sort specimens by observable features and build a simple classification chart. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |
| March | 9–10 | Relate the structure of cells to their functions in living organisms. |
| Cell Structure & Organisation | Key concepts and applications | Learners observe prepared cells under a microscope (or models), draw them and label the parts. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |
| March | 11–12 | Relate diffusion, osmosis and active transport to processes in living organisms. |
| Movement of Materials in & out of the Cell | Key concepts and applications | Learners carry out a diffusion demonstration (e.g. potassium permanganate in water) and an osmosis experiment with potato strips. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Biology syllabus (TIE); approved Biology textbook. | — |