Science JCE Syllabus 2013 5

SCIENCE ASSESSMENT SYLLABUS
Botswana Examinations Council
Private Bag 0070
Gaborone
Plot: 54864 Western Bypass
Tel: 3184765/ 3650700
Fax: 3164203/ 3185011
JCE Science Assessment Syllabus Page 1 ©BEC 2013

Botswana Examinations Council
Private Bag 0070
Gaborone
Plot: 54864 Western Bypass
Tel: 3184765/ 3650700
Fax: 3164203/ 3185011
Email: [email protected]

CONTENTS
FOREWORD 4
ACKNOWLEDGEMENTS 5
1. INTRODUCTION…………………………………………………………………………...6
2. GENERAL AIMS OF ASSESSMENT…………………………………………………… 7
3. ASSESSMENT OBJECTIVES……………………………………………………………8
4. SCHEME OF ASSESSMENT…………………………………………………………….9
5. ASSESSMENT GRID…………………………………………………………………….11
6. GRADE DESCRIPTORS………………………………………………………………...12
7. INCLUSIVE ASSESSMENT……………………………………………………………. 15
8. APPENDICES……………………………………………………………………………. 16

FOREWORD
The Botswana Examinations Council is pleased to release the assessment syllabus for the
revised Junior Secondary Education curriculum implemented in January 2010.
The purpose of this assessment syllabus is to guide schools, teachers and other educational
institutions on what will be assessed in the subject area and how the assessment will be carried
out for certification of students completing the Junior Secondary Education.
The curriculum at junior secondary level, puts emphasis on understanding and application of
concepts; development of high order thinking skills (HOTS) such as inquiry, decision making,
reasoning, creative, analytical, problem solving and process skills. It also calls for the
acquisition of hands on experience that should increase the participation and performance of all
groups e.g. groups of different abilities, learners with special needs, girls and boys.
All these skills entail more practical and challenging content and tasks that require higher levels
of engagement of a learner’s cognitive ability. The assessment syllabus has been designed to
allow these higher order thinking skills to be assessed. It assesses what candidates know,
understand and can do, enabling them to demonstrate their full potential.
The assessment syllabus is intended to promote a variety of styles of teaching, learning and
assessment to enable candidates to progress to higher levels of learning. Therefore, teachers
must be proficient in planning and directing a variety of learning activities. They should be
conscious of the need for the students to be accountable and responsible for their own learning
to some extent. They must also take into account the widening different levels of achievement
which they aspire to. This implies active participation by both students and teachers, the
creation of rich and diverse learning environments and the use of relevant assessment
procedures to monitor the development of each learner.
It is important then that we value the student’s own experiences, build upon what they know and
reward them for positive achievement. This assessment syllabus is the outcome of a great deal
of professional consultation and collaboration. On behalf of the Botswana Examinations
Council, I wish to express my sincere gratitude to all those who contributed to the development
and production of this assessment syllabus.
_____________________

Executive Secretary
ACKNOWLEDGEMENTS
The Botswana Examinations Council wishes to acknowledge the contributions of the following
Advisory Committee Members for their valuable contributions in the development of this Science
Assessment syllabus.
Mr M. Pharithi Botswana Examinations Council
Mr T. Bolaane Botswana Examinations Council
Mr L. Dibeela Botswana Examinations Council
Mr J. B. Motete Department of Secondary Education
Mrs S. Kesamang Department of Teacher Training and Development
Mr M. Tsie Tonota College of Education
Mr S. Molapisane Moepong Junior Secondary School
Mr D. Seitsang Boiteko Junior Secondary School
Mr K. S. Sekgwama Chamabona Junior Secondary School
Mr T. Mothemele Moshupa Senior Secondary School
Mr Menyatso Department of Curriculum Development and Evaluation
Mr Mnidwa Department of Curriculum Development and Evaluation
The Botswana Examinations Council acknowledges contributions made by the different

departments of the Ministry of Education and Skills Development.

1. Introduction
As part of the Botswana Junior Secondary Education Programme, this Science syllabus is
designed to provide a framework for the assessment of candidates who have completed the
three-year course based on the revised Junior Secondary Science teaching syllabus.
The Junior Secondary Education Science Assessment Syllabus aims to afford the candidate an
opportunity to fully demonstrate their potential and exhibit the knowledge and skills they
possess through a variety of assessment modes. The syllabus also aims at providing
information on what will be assessed and how it will be assessed with the intention of achieving
comparable standards from year to year.
Candidates will be assessed on a scale of A – E. Candidates who fail to meet the minimum
requirement will be awarded a U.
This syllabus should be read in conjunction with:
(a) the Junior Secondary School Science Teaching syllabus;
(b) the specimen question papers and marking schemes.
This syllabus is available for private candidates.
The outcome of instruction in the content prescribed by the Science teaching syllabus will be
assessed through a multiple-choice paper and a written paper.

2. General Aims of Assessment
The syllabus embraces the subject aims defined in the Science teaching syllabus.
The assessment syllabus has the following additional aims:
• To ensure proper assessment of all the important skills in the curriculum.

• To enable both teaching and assessment to cater for all ability levels.
• To provide an efficient evaluative mechanism of the curriculum.
• To encourage an investigative approach to learning.
• To provide internationally recognised standards.
• To enable the students to realise their full potential.
• To encourage candidates to apply learned skills to manipulate life.

3. Assessment Objectives
For purposes of assessment, the behavioural outcomes of instruction in the prescribed content
have been classified into broad skill areas known as assessment objectives. Brief descriptions
of the assessment objectives are given below.
Assessment Objective 1: Knowledge and Understanding
Candidates will be assessed on their knowledge and understanding of;
1.1 the concepts, laws, theories and principles of science;

1.2 terminology, vocabulary and conventions of science, including symbols, quantities and
units;
1.3 applications of science and their environmental and social implications;
1.4 the significance of information and communication technology in day to day life
situations and the world of work.
Assessment Objective 2: Application and problem solving
Candidates will be assessed on their ability to;
2.1 solve problems as they relate to day to day life situations;

2.2 translate information from one form to another e.g. graphs, tables and charts;
2.3 manipulate numerical data;
2.4 explain patterns and relationships;
2.5 use information to identify patterns, report trends, draw inferences, make predictions
and hypothesis.
Assessment Objective 3: Experimental and investigative skills
Candidates will be assessed on their ability to;
3.1 follow a sequence of instructions;

3.2 use appropriate techniques, apparatus and materials;
3.3 handle instruments, apparatus and materials safely;
3.4 make and record observations, measurements and estimates;
3.5 interpret and evaluate observations and data;
3.6 plan investigations and/or evaluate methods and suggest possible improvements;
3.7 use acquired skills creatively;
3.8 apply knowledge and draw conclusions in practical situations.

4. Scheme of Assessment
The JCE Science syllabus will be assessed through a multiple-choice paper and a written
paper.
Paper 1 Multiple Choice Items
Time 1 hour Marks 40
Weighting 30%
This will be a 40 item multiple-choice paper assessing knowledge, understanding and

application of Science concepts including problem solving. Each item will have four options.
Note: Candidates are allowed to use a calculating aid in this paper.

Paper 2 Short-Answer and Structured Items
Time 2 hours Marks 80
Weighting 70%
This will be a written paper assessing knowledge, understanding and application of Science
concepts, including problem solving, investigative and experimental skills. There will be two
sections in the paper, that is, Sections A and B.
Section A: This section will present short-answer items assessing candidates’ ability to
demonstrating in-depth knowledge and understanding of concepts of the subject as well as
application to real life situations. Candidates will answer all questions. This section will be
worth 60 marks.
Section B: This section will present two structured items of 10 marks each assessing
candidates’ graphical and investigative skills including problem solving skills. This section will
be worth 20 marks.
Note: Candidates are allowed to use a calculating aid in this paper.

5. Assessment Grid
The grid below shows the assessment objectives that will be mainly assessed in each paper.
ASSESSMENT COMPONENTS
OBJECTIVES Paper 1 Paper 2
1.1 √ √
1.2 √ √
1.3 √ √
1.4 √ √
2.1 √ √
2.2 √ √
2.3 √ √
2.4 √ √
2.5 √ √
3.1 √
3.2 √
3.3 √
3.4 √
3.5 √ √
3.6 √
3.7 √
3.8 √ √

6. Grade Descriptors
The descriptions below provide a general indication of the skill acquisition expected of
candidates for the award of key grades A, C and E.
GRADE A
Candidates should be able to;
• use scientific vocabulary and a wide range of scientific facts, concepts, principles
and theories;
• relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships;
• apply scientific knowledge and understanding, identify patterns, and report trends
from given information and draw appropriate conclusions and give recommendations
to new situations;
• translate information from one form to another; process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
ease;
• make concise and complete experimental procedures (plan); generate hypotheses to

solve a scientific problem, which may involve a wide range of variables;
• use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a series of steps;
• make accurate observations, process data, make conclusions and generalisations

where appropriate with ease, identify and explain anomalous observations, and
suggest possible improvements.

GRADE C
• use scientific vocabulary, recall a wide range of scientific facts, concepts, principles
and theories;
• relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships with some assistance;
• apply scientific knowledge and understanding, identify patterns, and report trends
from given information and give recommendations to simple situations;
• translate information from one form to another, process information from graphs,
tables and charts, represent information in the form of graphs, tables and charts with
some assistance;
• make and complete experimental procedures (plan); generate hypotheses to solve a

scientific problem and identify some key factors to vary and control;
• use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a few steps;
• make accurate observations, measurements and record experimental data, process

data, make conclusions and generalisations where appropriate with some
assistance; recognise when it is necessary to repeat observations and
measurement.

GRADE E
• use scientific vocabulary, recall a basic range of scientific facts, concepts,

principles and theories with some assistance;
• relate basic scientific concepts to scientific principles and theories and recognise
scientific relationships with some assistance;
• apply basic scientific knowledge and concepts as well as identify simple patterns;
• translate simple information from one form to another; process information from
graphs, tables and charts; represent information in the form of simple graphs,
tables and charts with assistance;
• make simple and complete experimental procedures (plan); devise a fair test
which only involves a few factors;
• use some apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a few steps with assistance;
• make simple observations, measurements and record experimental data,

process data; make obvious qualitative conclusions and generalisations where
appropriate with some assistance all the way

7. Inclusive Assessment
BEC intends to ensure that all assessment is inclusive of all candidates regardless of their
ability or challenges. This will afford all candidates the opportunity to display what they know
without fear or prejudice. The assessment will therefore ensure that in the written papers items
cater for all ability levels. Special needs candidates will be catered for through modification of
assessments to suit visually challenged candidates, learners with hearing impairment as well as
learners with learning disabilities. Candidates will also be accommodated as much as possible
to gain access into the practically oriented syllabuses.
Centres are however requested to;
• inform BEC of any candidates who need special arrangements by March every year;
• ensure familiarity with the BEC special arrangements manual;
• make the necessary accommodations for learners with disabilities during the teaching
and learning;
• modify learners assessments according to their various needs during the teaching and
learning.
This will ensure that the special arrangements carried out by BEC do not come as a shock to
candidates during examination time.

8. Appendices
A. MATHEMATICAL SKILLS
Candidates will be required to perform quantitative work, including calculations. They should be
able to use scientific calculators and mathematical instruments.
The mathematical requirements, which form part of this syllabus, are listed below.
add, subtract, multiply and divide numbers
recognize and use expression in decimal form
use simple formulae
understand and use averages
read, interpret and draw simple inferences from tables and statistical diagrams
find fractions or percentages of quantities
construct and interpret pie-charts
calculate with fractions, decimals, percentage or ratios
manipulate and solve simple equations
substitute numbers in simple equations
recognize and use expressions in standard form
interpret and use graphs
choose by simple inspection and then draw the best smooth curve through a set of points
on a graph
select appropriate axes and scales for plotting a graph
determine the intercept of a linear graph
understand and use direct and indirect proportion

B. PHYSICAL QUANTITIES, SYMBOLS AND UNITS
Candidates will be required to demonstrate an understanding of the physical quantities, and

their corresponding SI units, listed below. They will be required to use them in quantitative work
and calculations.
Physical SI
Symbols Other unit(s)
quantity unit(s)
kilometre(km);
metre
length l, h centimetre (cm);
(m)
millimetre (mm)
kilogram gram (g); milligram

mass M, m
(kg) (mg)
milliseconds (ms),
seconds
time t minutes (min), hours
(s)
(h)
temperature θ, T
ampere
current I milliampere (mA)
(A)

Derived quantities and units
Physical quantity Symbols Unit(s)
area A cm2; m2
volume V cm3; m3
density Ρ kg/m3; g/cm3
force F Newton (N)
pressure P Pascal (Pa); N/m2; N/cm2
speed u ,v m/s; km/h
acceleration a m/s2
energy E joule (J); kilojoule (kJ); megajoule (MJ)
frequency f hertz (Hz); kilohertz (kHz)
electrical charge Q, q coulomb (C)
potential
V volt (V)
difference
resistance R ohm (Ω)
weight W Newton (N)
acceleration of
g m/s2, N/kg
free fall
work W joule (J)
wavelength λ m, cm

NOTE:
Units, significant figures. Candidates should be aware that misuse of units and/ or significant
figures, that is, failure to code units where necessary, the inclusion of units in quantities defined
as ratios or quoting answers to an inappropriate number of significant figures is liable to be
penalised.
Conventions (e.g. signs, symbols, terminology and nomenclature)
Syllabuses and question papers will conform to generally accepted international practice.

C. PRESENTATION OF DATA
Tables
• Each column of a table will be headed with the physical quantity and the
appropriate SI units, e.g., time/s, rather than time (s)
There are three acceptable methods of stating units, e.g., m/s or ms-1
• Candidates should use the number of significant figures appropriate to the precision
of the measuring instrument.
• The column headings of the table can then be directly transferred to the axes of a
constructed graph.
Graphs
• The independent variable will be plotted on the x-axis (horizontal axis) and the
dependent variable plotted on the y-axis (vertical axis)
• The graph is the whole diagrammatic presentation. It may have one or several
curves / lines plotted on it.
• Points on the curve / line should be clearly marked as crosses (×) or encircled dot ( ).
If a further curve / line is included, vertical crosses (+) may be used to mark the points.
• Plots of points should have an accuracy of better than 1mm and all read-offs. Plots
should be made with a sharp pencil.

D. NOTES FOR USE IN QUALITATIVE ANALYSIS
The table below indicates the approved test and test results for the gases noted,
anything other than what is written in the table would not be accepted.
Gas Test and test result
carbon dioxide (CO2) turns limewater milky
hydrogen (H2) “pops” with a lighted splint
oxygen (O2) relights a glowing splint

E. THE PERIODIC TABLE


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SCIENCE ASSESSMENT SYLLABUS

Botswana Examinations Council

Private Bag 0070

Plot: 54864 Western Bypass

Tel: 3184765/ 3650700

Fax: 3164203/ 3185011

JCE Science Assessment Syllabus Page 1 ©BEC 2013

Botswana Examinations Council

Private Bag 0070

Plot: 54864 Western Bypass

Tel: 3184765/ 3650700

Fax: 3164203/ 3185011

JCE Science Assessment Syllabus Page 2 ©BEC 2013

2. GENERAL AIMS OF ASSESSMENT…………………………………………………… 7

JCE Science Assessment Syllabus Page 3 ©BEC 2013

JCE Science Assessment Syllabus Page 4 ©BEC 2013

Mr M. Pharithi Botswana Examinations Council

Mr T. Bolaane Botswana Examinations Council

Mr L. Dibeela Botswana Examinations Council

Mr J. B. Motete Department of Secondary Education

Mrs S. Kesamang Department of Teacher Training and Development

Mr M. Tsie Tonota College of Education

Mr S. Molapisane Moepong Junior Secondary School

Mr D. Seitsang Boiteko Junior Secondary School

Mr K. S. Sekgwama Chamabona Junior Secondary School

Mr T. Mothemele Moshupa Senior Secondary School

Mr Menyatso Department of Curriculum Development and Evaluation

Mr Mnidwa Department of Curriculum Development and Evaluation

The Botswana Examinations Council acknowledges contributions made by the different

JCE Science Assessment Syllabus Page 5 ©BEC 2013

This syllabus should be read in conjunction with:

(a) the Junior Secondary School Science Teaching syllabus;

(b) the specimen question papers and marking schemes.

This syllabus is available for private candidates.

JCE Science Assessment Syllabus Page 6 ©BEC 2013

2. General Aims of Assessment

The assessment syllabus has the following additional aims:

• To ensure proper assessment of all the important skills in the curriculum.

JCE Science Assessment Syllabus Page 7 ©BEC 2013

Assessment Objective 1: Knowledge and Understanding

Candidates will be assessed on their knowledge and understanding of;

1.1 the concepts, laws, theories and principles of science;

Assessment Objective 2: Application and problem solving

Candidates will be assessed on their ability to;

2.1 solve problems as they relate to day to day life situations;

Assessment Objective 3: Experimental and investigative skills

Candidates will be assessed on their ability to;

3.1 follow a sequence of instructions;

JCE Science Assessment Syllabus Page 8 ©BEC 2013

Paper 1 Multiple Choice Items

Time 1 hour Marks 40

This will be a 40 item multiple-choice paper assessing knowledge, understanding and

Note: Candidates are allowed to use a calculating aid in this paper.

JCE Science Assessment Syllabus Page 9 ©BEC 2013

Paper 2 Short-Answer and Structured Items

Time 2 hours Marks 80

Note: Candidates are allowed to use a calculating aid in this paper.

JCE Science Assessment Syllabus Page 10 ©BEC 2013

JCE Science Assessment Syllabus Page 11 ©BEC 2013