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
This material is designed to help the teacher in a very practical manner to work through the syllabus.
The syllabus consists of three units:
Unit One: Biology - The Study of Life
Unit Two: The Cell
Unit Three: The Organism
The syllabus is presented in four columns:
- Sub-unit and Topic
- Depth of Treatment
- Contemporary Issues and Technology
- Practical Activities.
3. CHEMISTRY CONTENT
The content of modern biology is increasingly biochemical. A prior knowledge of basic chemistry and knowledge of the topics listed below are useful in the study of biology.
- Composition of matter, atoms and ions.
- Isotopes and radioisotopes.
- Electronic configuration of atoms and ions.
- Bonding - ionic, covalent and hydrogen bonds.
- Acids, bases, pH and neutralisation.
- Oxidation and reduction.
- Water as a solvent and its role in hydration, dehydration reactions and hydrolysis.
- The notion of hydrophilic substances and hydrophobic substances. The nature of lipids as hydrophobic substances. The hydrophilic and hydrophobic nature of proteins.
- For Higher level students an appreciation of the peptide bond, three dimensional nature of proteins - a linear molecule folded up to give very different three dimensional shapes.
4. DIFFERENTIATION BETWEEN HIGHER LEVEL AND ORDINARY LEVEL
The syllabus is offered at two levels: Ordinary and Higher.
The syllabus distinguishes Ordinary level from Higher level by
(i) Range of topics: The Higher level incorporates the Ordinary level. At Higher level an extended range of topics is required.
(ii) Depth of treatment: The Ordinary level course provides an overview of biology and its application to everyday life. At Higher level a deeper, more quantitative treatment of biology is required.
The differences are stated throughout the syllabus and throughout these teacher guidelines in preambles to each sub-unit, depth of treatment and assessment statements. Orientation of the Ordinary level towards a more concrete and applied approach is enhanced by the inclusion of nonprescriptive material in these guidelines. The equivalent of 45 class periods has been allocated at Ordinary level to this non-prescriptive material.
5. TEACHING METHODS
The sequence in which the syllabus is presented does not imply any particular order of teaching. Teaching strategies should promote the aims and objectives of the syllabus. One of the primary objectives in the production of these detailed guidelines is to allow the teaching of the course to be syllabus led rather than textbook led.
Teachers are strongly advised to familiarise themselves with the syllabus content and these guidelines so as to promote professional teaching methods. Ideally teachers teach biology from an interest in and mastery of the subject. Their proficiency in the teaching and learning process should ensure that textbooks are used as a reference, resource and study material only.
6. RESOURCES
The term `resources' covers both the laboratory equipment and chemicals needed to teach the syllabus and any other materials e.g. books, videos, software, wall charts and slides that support the teaching of biology. The revised syllabus has some resource implications even where a school is fully equipped to teach the former syllabus. Laboratory access is essential for the full implementation of the syllabus. The laboratory equipment required for student experiments and teacher demonstrations is very similar. Normal maintenance of such equipment and replacement, where necessary, will be required. Resource requirements for the prescribed activities of the course are listed in the Resources Section of these guidelines (Section Four).
7. TIMETABLING
The syllabus is designed to be taught in 180 hours of class contact time (the equivalent of 270 class periods of 40 minutes duration or five class periods per week, to include at least one double period). A specific number of class periods for each subsection of the syllabus is recommended. This specification is intended only to indicate the approximate amount of time needed.
Teachers are encouraged to exercise discretion when allocating time periods to the various elements of the syllabus. This includes, at Ordinary level, the equivalent of 45 class periods of non-prescriptive material which is included in these guidelines.
8. MIXED-ABILITY TEACHING
The reality of most classrooms is that they contain students of varying ability. Teamwork as referred to in the aims of the syllabus allows for different learning outcomes, which are vital in mixed-ability classes. To cater for this reality these guidelines suggest both a differentiated and undifferentiated task approach to classroom organisation in group-work or pair-work.
Differentiated:
Students of similar abilities and aptitudes could be allocated tasks to work on in pairs. Such tasks, for Ordinary level students in particular, are suggested throughout these guidelines. This would allow them to work at their own pace. Another pair or group could work simultaneously at a Higher level topic or task. Through whole class activities resultant information could be pooled in a co-operative team-spirited way.
Undifferentiated:
Alternatively students of very different abilities could work in pairs. The student of higher ability helps the student of lower ability.
Directed Activities Relating to Text (DART) may also be used to enhance their study of topics.
9. CONCLUSION
In this section a brief overview of the syllabus has been given and the implications for the teaching of the syllabus are drawn out. The syllabus aims to contribute to the students' general education; to encourage in students an attitude of scientific enquiry, of curiosity and selfdiscovery; to develop an understanding of biological facts and principles; to enhance an interest in and develop an appreciation of the nature and diversity of living organisms; to create an awareness of the application of knowledge of biology to modern society and to develop in students an ability to make informed evaluations about contemporary biological issues.