AGUS OLAÍOCHTA BIOLOGY - Curriculum
AN ROINN OIDEACHAIS AGUS EOLA?OCHTA
BIOLOGY
Leaving Certificate Ordinary Level and Higher Level
GUIDELINES FOR
TEACHERS
THESE GUIDELINES
INTRODUCTION
practical approach
SYLLABUS STRUCTURE
Chemistry content
DIFFERENTIATION
between Higher level and Ordinary level ? range of topics ? Depth of treatment
TEACHING METHODS
class preparation material
RESOURCES
? laboratory equipment ? chemicals
TIMETABLING
contact time class periods
MIXED ABILITY TEACHING
team work DART
PLUS
helpful hints,
real samples, lots, lots more...
BIOLOGY
CONTENTS
INTRODUCTION
1
1
UNIT ONE: BIOLOGY ? THE STUDY OF LIFE
5
2
UNIT TWO: THE CELL
25
3
UNIT THREE: THE ORGANISM
47
4
RESOURCES
81
BIOLOGY
BIOLOGY
I ntroduction
1. Introduction
2
2. Syllabus structure
2
3. Chemistry content
3
4. Differentiation between
Higher level and
Ordinary level
3
5. Teaching methods
3
6. Resources
4
7. Timetabling
4
8. Mixed-ability teaching
4
9. Conclusion
4
1
BIOLOGY
1. INTRODUCTION
This material is designed to help the teacher in a very practical manner to work through the syllabus.
The former Leaving Certificate Biology syllabus was introduced in 1975 and first examined in 1977. In the intervening years many changes have occurred in the knowledge and application of biology and in the needs of new cohorts of students.
This revised syllabus has been developed in response to:
? new knowledge, understanding and application of biology ? comparative studies of world syllabi ? submissions from and consultations with individuals,
relevant organisations and Government Departments ? the terms of reference provided by the National Council
for Curriculum and Assessment.
The Course Committee noted in particular a number of key issues in the development of this syllabus including:
? the need to give a greater vocational orientation to the curriculum
? the needs, not only of students who proceed to higher education but also of those who enter the workforce directly on completion of the Leaving Certificate
? the particular needs of those students who present at Ordinary level
? the perception that the previous Biology course was too long and too broad
? the necessity to modernise Biology e.g. the inclusion of contemporary biological issues and technology and the highlighting of its scientific nature
? the need to reduce the overlap in content between the Biology and the Agricultural Science syllabi.
The aims and objectives of the syllabus provide a clear specification of its ethos. Particular emphasis is placed on the following components which are integrated throughout the syllabus in percentage proportions as indicated in brackets:
? science for the enquiring mind or pure science (70%) ? science for action, application and its interface with
technology (22.5%) ? science which is concerned with issues - political, social
and economic - of concern to citizens (7.5%)
In addition the syllabus emphasises
? skill attainment, with particular reference to practical activities
? health and safety issues.
2. SYLLABUS STRUCTURE
The syllabus consists of three units:
The syllabus is presented in four columns:
Unit One: Unit Two: Unit Three:
Biology - The Study of Life The Cell The Organism
? Sub-unit and Topic ? Depth of Treatment ? Contemporary Issues and Technology ? Practical Activities.
2
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