BIOLOGY SYLLABUS 27.05.24

THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
BIOLOGY SYLLABUS FOR ADVANCED SECONDARY EDUCATION

FORM V-VI
2023
BIOLOGY SYLLABUS 27.05.24.indd 1 27-May-24 11:05:10 AM

© Tanzania Institute of Education, 2023
Published 2023
ISBN: 978-9987-09-791-3
Tanzania Institute of Education

Mikocheni Area
132 Ali Hassan Mwinyi Road
P.O. Box 35094
14112 Dar es Salaam
Tel. +255 735 041 168 / 735 041 170

Email: [email protected]
Website: www.tie.go.tz
This document should be cited as: Ministry of Education, Science and Technology. (2023). Biology Syllabus for Advanced Secondary
Education Form V-VI. Tanzania Institute of Education.
All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any
means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Tanzania
Institute of Education.
ii

Table of Contents
List of Tables ................................................................................................................................................................... iv

Abbreviations and Acronyms .......................................................................................................................................... v
Acknowledgements ......................................................................................................................................................... vi
1.0 Introduction ............................................................................................................................................................... 1
2.0 Main Objectives of Education in Tanzania ............................................................................................................... 1
3.0 Objectives of Advanced Secondary Education ......................................................................................................... 2
4.0 General Competences for Advanced Secondary Education ...................................................................................... 3
5.0 Main and Specific Competences ............................................................................................................................... 3
6.0 Roles of Teachers, Students and Parents in Teaching and Learning of Biology ....................................................... 4
6.1 The Teacher ........................................................................................................................................................... 4
6.2 The Student ............................................................................................................................................................ 5
6.3 The Parent .............................................................................................................................................................. 5
7.0 Teaching and Learning Methods ............................................................................................................................... 6
8.0 Teaching and Learning Resources ............................................................................................................................ 6
9.0 Assessment of the Learning Process ......................................................................................................................... 6
10.0 Number of Periods .................................................................................................................................................. 7
11.0 Teaching and Learning Contents ............................................................................................................................ 7
Form V ....................................................................................................................................................................... 8
Form VI ...................................................................................................................................................................... 24
Bibliography .................................................................................................................................................................. 37
iii

List of Tables
Table 1: Main and Specific Competences for Form V-VI ............................................................................................. 3
Table 2: Assessment Measures and their Contribution to Student’s Achievements ..................................................... 7
Table 3: Detailed Contents for Form VI ....................................................................................................................... 8
Table 4: Detailed Contents for Form VII ...................................................................................................................... 25
iv

Abbreviations and Acronyms
ATP Adenosine Triphosphate

DNA Deoxyribose Nucleic Acids
ICT Information and Communication Technology
TIE Tanzania Institute of Education

Acknowledgements
The writing of the Biology Syllabus for Advanced Secondary Education Form V–VI involved various experts from Government
and non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who
participated in writing of this syllabus, namely, lecturers, tutors, school quality assurance officers, teachers and curriculum developers
from TIE. The Institute is also grateful to the National Technical Committee that was formed by the Minister for Education, Science
and Technology for coordinating the curriculum review process for pre- primary, primary, secondary and teacher education. The
Committee discharged its responsibilities professionally by ensuring that the contents of this syllabus are in line with the main
objective of the 2023 curricular review, which is to ensure that the graduates acquire skills, knowledge and attitudes that will enable
them to create self-employment, employ others, be employed and able to sustain themselves.
Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.
Dr Aneth A. Komba
Director General
Tanzania Institute of Education
vi

1.0 Introduction
Biology for Advanced Secondary Education is a compulsory subject for students who choose to join the Natural Science stream taking
Biology among the subjects in their combination. The purpose of studying Biology is to enable students to expand understanding on
life of living organisms, promoting environmental awareness and developing scientific literacy. It also allows students to acquire
a suitable knowledge that will enable them to solve health and agriculture related issues. The subject saves as bridge to enable
students appreciate the values of resources present in Tanzania and develop ability to create works for self-employment.
The Biology syllabus is designed to guide the teaching and learning of Biology at Advanced Secondary Education, Form V-VI in
the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Advanced Secondary Education
Curriculum. It provides information that will enable teachers to plan their teaching and learning processes effectively. It also provides
teaching and learning opportunities that help teachers to apply different methods and strategies to promote students’ biological
skills and develop 21st century skills, which include critical thinking, creativity, collaboration, communication and problem solving.
2.0 Main Objectives of Education in Tanzania

The main objectives of education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and develops self-confidence;
(b) Respect the culture, traditions and customs of Tanzania; cultural differences; dignity; human rights; attitudes and inclusive
actions;
(c) Advance knowledge and apply science and technology, creativity, critical thinking, innovation, cooperation, communication
and positive attitudes for his or her own development and the sustainable development of the nation and the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty, accountability
and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;

(f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service provision;
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well as the
management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice per the Constitution of the United Republic of Tanzania
and international conventions.
3.0 Objectives of Advanced Secondary Education

The objectives of Advanced Secondary Education are to:
(a) Strengthen, expand and develop a deeper understanding of the knowledge, skills and attitudes developed at the Ordinary
Secondary Edcation;
(b) Protect the traditions and customs, national unity, national values and democracy, respect of human right and civil rights
duties, and the responsibilities related to such rights;
(c) Develop self-confidence and the ability to learn in various fields, including science and technology, and to gain theoretical
and technical knowledge;
(d) Strengthen the use of language in academic communication;
(e) Strengthen accountability in cross-cutting social issues, including health, security, gender equality and sustainable
environmental conservation;
(f) Build competence and various skills which will enable the student to employ himself or herself, to be employed and to live
comfortably by exploiting well his or her environment; and
(g) Prepare the student for post-secondary education.

4.0 General Competences for Advanced Secondary Education
The general competences for Advanced Secondary Education are to:
(a) Apply the knowledge and skills acquired in Ordinary Secondary Education to Strengthen and broaden their academic
understanding;
(b) Demonstrate an appreciation of citizenship, national virtues, human rights and civil rights;
(c) Demonstrate confidence in learning various fields, including Science and Technology, theoretical knowledge and vocational
education;
(d) Use language skills in academic communication;
(e) Apply knowledge of cross-cutting issues to master the surrounding environment;
(f) Use knowledge and skills to enable a student to employ oneself, be employed as well as manage life and his/her environment;
and
(g) Demonstrate readiness to proceed to the next level of education.
5.0 Main and Specific Competences

The main and specific competences to be developed are presented in Table 1.
Table 1: Main and Specific Competences for Form V-VI
Main competences Specific competences
1.0 Demonstrate mastery of advanced concepts, 1.1 Demonstrate an advanced understanding of concepts, theories and
theories and principles in Biology principles in Biology

Main competences Specific competences
2.0 Demonstrate mastery of biological 2.1 Demonstrate an understanding of the principles of biological
terminologies nomenclature and classification
3.0 Conduct biological investigations 3.1 Demonstrate mastery of advanced skills for conducting biological
investigations
3.2 Perform investigations on the anatomy and physiology of living

organisms
4.0 Conduct a project in Biology 4.1 Conduct a project in Biology

6.0 Roles of Teachers, Students and Parents in Teaching and Learning of Biology
A good relationship between a teacher, student and parent/guardian is fundamental in ensuring successful learning. This section
outlines the roles of each participant in facilitating effective teaching and learning Biology.
6.1 The teacher
The teacher is expected to:
(a) Help the student to learn and acquire the intended competences in Biology;
(b) Use teaching and learning approaches that will allow students with different needs and abilities to:
(i) Develop the competences needed in the 21st century;
(ii) Actively participate in the teaching and learning process.
(c) Use student centred instructional strategies that make the student a centre of learning which allow them to think, reflect and
search for information from various sources;

(d) Create a friendly teaching and learning environment;
(e) Prepare and improvise teaching and learning resources;
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice;
(g) Treat all the students equally irrespective of their differences;
(h) Protect the student while at school;
(i) Keep track of the student’s daily progress;
(j) Identify individual student’s needs and provide the right intervention;
(k) Involve parents/guardians and the society at large in the student’s learning process; and
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.
6.2 The student

The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the classroom;
and
(b) Participate in the search for knowledge from various sources, including textbooks, reference books and other publications in
online libraries.
6.3 The parent
The parent/guardian is expected to:
(a) Monitor the child’s academic progress;

(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for learning;
(d) Keep track of the child’s progress in behaviour;
(e) Provide the child with any necessary materials required in the learning process; and
(f) Instil in the child a sense of commitment and positive value tow ards education and works.
7.0 Teaching and Learning Methods

The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
learning methods for each activity which includes but not limited to discussions, presentations, field visits, practical work, research,
scientific experiments, and project works. However, a teacher is advised to plan and use other appropriate methods based on the
environment or context. All the teaching and learning methods should be integrated with the everyday lives of students.
8.0 Teaching and Learning Resources

The process of teaching and learning required different resources. In that regard, both the teacher and student should work
together to collect or improvise alternative resources available in the school and home environment when needed. The teacher
and student are expected to constantly seek for information from various sources to effectivelly facilitate teaching and learning
process. The list of approved textbooks and reference books shall be provided by TIE.
9.0 Assessment
Assessment is important in teaching and learning of Biology subject. It is divided into formative and summative assessments.
Formative assessment informs both the teacher and students on the progress of teaching and learning, and in making decisions
on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range of formative assessment
methods which include but not limited to discussions, presentations, oral questions, brainstorming, experiments, observations,
practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected to
use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores obtained
from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall contribute 30%
and the National Form VI Examination shall be 70% of the student’s final achievement, as indicated in Table 2.
Table 2: Contribution of Continuous Assessment and Final Examination in the final score
Type of Assessment Form V Form VI

First Term Examination 5% 6%
Second Term Examination 5% -
Project - 7%
Mock Examination - 7%
National Examination - 70%
Total 100%
10.0 Number of Periods
The Biology Syllabus for Advanced Secondary Education provides estimates of the time that will be spent in learning and teaching,
in consideration of the complexity of the specific competences and the learning activities. Ten periods of 40 minutes each have been
allocated for this subject per week.
11.0 Teaching and Learning Contents

The contents of this syllabus are presented in matrix form with seven columns which include main competence, specific competence,
learning activities, suggested methods, assessment criteria, suggested resources and number of periods as presented in the Table 3
and Table 4.

Form V
Table 3: Detailed Contents for Form V
Main Specific Learning Suggested teaching and Assessment Suggested Number
Competences competences activities learning methods criteria resources of periods
1.0 Demonstrate 1.1 Demonstrate (a)Describe Brainstorming: Guide The concept Stains, 185
mastery of an advanced the concept students to brainstorm of the cell scalpel/
advanced understanding of the cell on the concept of the is correctly razor blade/
concepts, of concepts, (cell theory, cell theory described knife, stirrer,
theories and theories and organelles Group discussions: beakers,
principles in principles in and biological Guide the students heat source,
Biology Biology molecules) to discuss structures droppers,
of typical cells and thermometer,
biological molecules of measuring
cell cylinder,
ICT-based learning: microscope
Guide students to and its
explore structure and accessories,
functions of cells and water
through animations bath

Laboratory Practical:
Guide students to use
prepared microscope
slides to explore typical
cells and their structures
organise and guide
students to conduct
biochemical tests on the
organic components of
the cell
(b) Explain the Group discussion: Physiology of Potted plants,
physiology of Organise and guide photosynthesis charts,
photosynthesis students in manageable is clearly diagrams and
(mechanism of groups to discuss explained illustrations
light reaction the physiology of showing
and dark photosynthesis physiology of
reaction in C3 ICT-based learning: photosynthesis
and C4 plants) Guide students to
explore mechanisms

of light reaction in C3
and C4 plants through
animations
Organise and guide
students to conduct
experiments that
demonstrate the effects
of light intensity and
CO2 concentration
on the rate of
photosynthesis
(c)Describe the Brainstorming: Guide Structure of Microscope,
structure of students to brainstorm epithelia tissue microscope,
epithelial on the concept of in relation to microscope
tissues in epithelia tissue in its digestive slides,
relation to its digestive role are clearly
relation to its diagrams
role described
digestive role and charts
Exploration: Guide
showing
students to explore
structure of
structures of epithelia
10

tissue in relation to its epithelia

digestive role using tissue in
digital simulations relation to its
Guest Speaker: Invite digestive role
a medical professional
or a nutritionist to
explain disorders of
diegestive system
(d) Describe the Group discussion: Physiology Charts,
physiology Guide students to of gaseous pictures,
of gaseous discuss physiology of exchange and diagrams,
exchange and gaseous exchange and respiration models
respiration in mammals
respiration in mammals and videos
in mammals ICT-based learning: is correctly showing
(transportation Guide students to described physiology
of gases, explore mechanisms of of gaseous
gaseous exchange and
aerobic and exchange and
respiration in mammals
anaerobic respiration in
using animations or
respiration mammals
video
mechanisms)
11

Group Project:
Organise and guide
students to conduct a
simple research on the
effects of smoking and
air pollution on the
respiratory system, and
present their findings
(e)Explain the Brainstorming: Guide Concept Commelina
concept of students to brainstorm of gaseous sp, hand lens,
gaseous the concept of gaseous exchange microscope,
exchange exchange in plants in plants microscope
in plants through think-ink-share is clearly slides, slide
(mechanism to brainstorm explained cover, knife/
and theories Group discussion: In razor blade,
manageable groups, charts,
of stomata
guide students to diagrams
opening and
discuss the mechanism and videos
closing)
and theories governing on plant
opening and closing of adaptations
stomata
12

ICT-based learning:
Guide students to
explore the mechanism
of gaseous exchange in
plants using animations
or video
Laboratory practical:
Guide students to
observe and measure
different factors
affecting opening and
closing of stomata
Case Study: Guide
students to analyse the
adaptation plants in a
drought-stricken area
that allow the plant to
conserve water while
still allowing gaseous
exchange
13

(f) Describe the Brainstorming: Guide Physiology of Charts,

physiology of students through coordination pictures,
coordination think-ink-share to is clearly diagrams
(mechanism of brainstorm the concept described and models
transmission of of coordination showing
nerve impulse, Group discussion: In physiology of
seeing, hearing manageable groups, coordination
and body
guide students to
balance)
discuss physiology of
coordination
ICT-based learning:
Guide students
to explore the
mechanism of nerve
impulse transmission,
seeing, hearing and
body balance using
animations or video
14

(g) Discribe the Field trip: Organise Application

application and guide students or role of
or role of to visit nearby synthetic
synthetic facilities where phytohormones
phytohormones application of synthetic are clearly
phytohormones is described
done such as botanical
gardens and health
facilities
(h) Explain the Brainstorming: Guide Concept of Models,
concept of students through think- regulation diagrams
regulation ink-share to brainstorm in mammals and charts
in mammals on the concept of is correctly showing the
(feedback regulation in mammals explained mechanisms
Exploration:
mechanisms, of regulation
Guide students to
urine in mammals
explore mechanism
formation and
of urine formation,
osmoregulation) osmoregulation and
feedback mechanism
using digital simulations
15

Group discussion:
Guide students in
manageable groups to
discuss the mechanisms
of urine formation,
osmoregulation and
feedback mechanism
Laboratory practicals:
Guide students to
investigate the effect
of different factors on
urine formation and
osmoregulation
Gust speaker: Invite
a health practitioner;
to guide students in
analysing different cases
of patients with kidney
disorders and develop a
treatment plan
16

2.0 Demonstrate 2.1Demonstrate (a) Explain Brainstorming: The concept of Specimens 60

mastery of an classification Guide students to classification of living
taxonomic understanding systems and brainstorm the concept systems and organisms
terminologies of the taxonomic of classification systems taxonomic (preserved or
principles rank and taxonomic rank rank are fresh), simple
of binomial Group discussion: clearly constructed
nomenclature Guide the students explained keys and
and to discuss types of prepared
classification classification system identification
keys of plants
and animals,
pictures,
photographs
showing
principles
of binomial
nomenclature
17

(b)Describe Brainstorming: Guide Principles

principles students to brainstorm of binomial
of binomial on the concept of nomenclature
nomenclature scientific names of are clearly
(rules of living describe
scientific Group discussion:
naming, Guide the students to
taxonomic and discuss principles that
taxonomic govern the writing of
hierarchy) scientific names of
living organisms
Project activity:
Organise and guide
students to observe
various organisms
around the school
compound and construct
the bracketed taxonomic
keys
18

(c) Apply Field trip: Organise Binomial Specimens

knowledge and guide students nomenclature of living
on binomial to visit nearby places in Biology and organisms
nomenclature or facilities such as (preserved
related field is
in different botanical gardens, and or fresh),
clearly used
fields national parks and constructed
(forestry, assign scientific names keys, prepared
medicine and to organisms identification
agriculture) Project activity: keys of plants
and animals,
Organise and guide
charts,
students to assign
photographs,
scientific names to pictures and
trees present around the diagrams
school compound showing uses
of binomial
nomenclature
19

(d) Describe the Jigsaw: Guide students Distinctive Varieties

distinctive through jigsaw to characteristics of living
characteristics explore features of each of kingdoms, organisms
of kingdoms, comparative group of phyla/ (preserved
phyla/ classification divisions or fresh)
divisions and Laboratory practicals: and class examples:
Guide students to yeast, bread
class (Monera, are correctly
carry out dissection mould,
Protoctista, described
of the selected animal mushroom,
Fungi,
to explore different Tilapia
Plantae, and
systems fish, crabs,
Animalia)
Snow-balling: moss plant,
summarise the fern plant,
economic importance conifers,
of living organisms mouse/rat,
through snow-balling frog/toad,
Project activity: flowering
Guide students to plants,
perform activities such hand lens,
as growing different dissecting kit,
products, such as dissecting
mushrooms, fruit trees dish, pins,
20

and vegetables, and chloroform,

grafting of different diagrams,
plants by the use of charts videos
biological knowledge and models
Exploration: Guide showing
students to explore dissected
features of the dissected animals
mammals using digital
simulations.
3.0 Conduct 3.1 Demonstrate (a)Apply skills Group discussion: Skills used Illustrations, 30
biological mastery of used in Guide the students in in biological diagrams,
investigations advanced biological manageable groups investigation charts, and
skills for investigation to discuss the basic are correctly photographs
conducting (observation, procedure of conducting described showing
biological measurement, biological investigation skills used
investigations data collection, in biological
and report investigations
writing skills)
21

(b) Plan and Inquiry-based learning: A biological Specimens of

execute in an Guide students to plan/ investigations organisms,
independent design experiments and are clearly microscope,
biological analyze data to develop planned and microscope
investigation their investigative skills carried out slides,
Project work: Organise laboratory
and guide students reagents and
to conduct biological chemicals and
investigations and laboratory
present their findings apparatus
3.2 Perform (a) Design and Exploration: Guide Anatomical Varieties of 45
investigations carry out the students through and organisms,
on the anatomical and animations or videos physiological microscope,
anatomy and physiological to explore steps for investigations microscope
physiology carrying out anatomical
investigations are correctly slides,
of living and physiological
related to designed and laboratory
organisms investigations related to
digestive and carried out reagents and
digestive and excretory
excretory chemicals,
systems, photosynthesis,
systems, and gaseous exchange in laboratory
photosynthesis, living organisms apparatus and
simulations
22

and gas Laboratory practicals:

exchange Organise and guide
in living students to carry
organisms out anatomical
and physiological
investigations related to
digestive and excretory
systems, photosynthesis,
and gaseous exchange in
living organisms
4.0 Conduct a 4.1Conduct a (a) Design and Project: The project is Factories for 30
project in project in carry out a Guide students to well designed production
Biology Biology project in design a project from and carried out of different
Biology any Biology themes products,
Field trip: project
Task students to guidelines,
investigate the selected
sample of
Biology theme and
project reports,
carry out the project
laboratory
facilities, and
materials
23

Form VI
Table 4: Detailed Contents for Form VI
Main Specific Learning Suggested teaching Assessment Suggested Number

Competences competences activities and learning methods criteria resources of periods
1.0 Demonstrate 1.1 Demonstrate (a) Explain the Group discussion: In Physiology Microscopes 240
mastery of an advanced physiology manageable groups, and theories slides,
advanced understanding and theories guide students to underlying microscope,
concepts, of concepts, underlying discuss physiology and transportation charts, diagrams
showing
theories and theories and transportation theories underlying of materials
vascular tissues,
principles in principles in of materials in transportation of in plants
transparent
Biology Biology plants materials in plants are clearly
plastic tube,
explained seedlings,
ICT-based simulations,
learning: Guide leaf such as
students to explore Commelina
physiology and sp., slide cover,
theories underlying charts showing
transportation of opening and
materials in plants closing of
stomata
using animations or
video
24

(b)Describe the Group discussion: In Mechanisms Charts, picture,
mechanism manageable groups, of blood diagram of
of blood guide students to circulation in cardiac muscle,
circulation in discuss the mechanism vertebrates microscope
of blood circulation in
vertebrates are correctly slides,
vertebrates
(single, double described microscope,
ICT-based learning:
and maternal- simulations and
Guide students to
foetal explore the mechanism models showing
circulation) of blood circulation circulatory
in vertebrates using systems
animations or video
(c) Explain growth Brainstorming: Growth Charts, diagram,
process in Guide students process simulations,
plants (cell through think-ink- models,
in plants
share to brainstorm on
cycle, growth is clearly microscope
the concept of growth
patterns, seed explained slides, charts/
in plants
dormancy and Group discussion: In Diagrams
viability, and manageable groups, showing various
primary and guide students to patterns of
secondary discuss the process of growth in plants,
growth) growth in plants microscope,
25

ICT-based learning: specimens of
Guide students to use meristematic
animations/video to tissues,
explore the process of real plants,
growth in plants charts showing
Laboratory meristematic
practical: Organise tissues and
and guide students to variety of seeds
carry out biological
investigations to
analyse factors
affecting growth of
plants
Field trip: Organise
and guide students to
visit a nearby place
where large scale
cultivation is done
to observe different
stages of plant growth
26

(d)Explain growth Brainstorming: Growth Microscope,
process in Guide students process in microscope
animals (growth through think-ink- animals slide, charts,
patterns and share to brainstorm on is clearly diagrams,
the concept of growth
metamorphosis) explained models and
in animals
simulations,
Group discussion: In
showing various
manageable groups,
patterns of
guide students to
discuss the process of growth in
growth in animals animals
ICT-based learning:
Guide students to
explore the process of
growth in plants using
digital simulations
Laboratory
practicals: Organise
carry out biological
investigations to
analyse factors
27

affecting growth of
animals
visit a nearby place
where large scale animal
keeping is done to
observe different stages
of animals growth
(e) Describe the Group discussion: Mechanisms Microscope
mechanism of Guide students in a of slides,
reproduction manageable group to reproduction microscope,
in plants discuss the mechanism in plants is diagrams of
(gametogenesis, of reproduction in correctly endospermic
fertilisation, plants described and non-
endospermic
and life cycles ICT-based learning:
seeds and
of selected Guide students to
charts showing
plants) explore the mechanism
diagrams of
of reproduction
life cycles of
in plants using
different plants
animations or video
28

Project activity:
Organise and
guide students to
produce varieties of
plants (fruits trees,
vegetables, flowers)
(f) Describe the Group discussion: Mechanism of Microscope,
mechanism of Guide students in a reproduction microscope
reproduction manageable group to in animals slides, preserved
in animals discuss the mechanism is correctly specimens of
(gametogenesis, of reproduction in described selected animals,
fertilisation animals Charts, and
and hormonal ICT-based learning: videos showing
control of Guide students to use mechanisms of
menstrual animations or video to reproduction in
cycle, oestrus explore the mechanism animals
cycle and of reproduction in
pregnancy) animals
29

Project activity:
Organise and guide
students to carry out
projects of producing
varieties of animals
(g)Describe Brainstorming: Principles of Charts, models,
principles of Guide students inheritance microscope,
inheritance through think-ink- in living microscope
in living share to brainstorm organisms slides,
organisms on the concept of are clearly photographs,
(hereditary inheritance in living described pictures, video
organisms
materials, and diagrams
Group discussion:
DNA showing
Guide students in a
replication, principle of
manageable group to
protein inheritance in
discuss principles of
synthesis living organisms
inheritance in living
and dihybrid organisms
inheritance). ICT-based learning:
Guide students to
explore the mechanism
30

of DNA replication,
protein synthesis and
dihybrid inheritance
using animations or
video
Project activity:
Organise and guide
students to carry
out a project of
producing varieties
of yield through the
use of principle of
inheritance
(h)Describe Brainstorming: Theories and Models,
theories and Guide students mechanism diagrams and
mechanism through think-ink- underlying chart showing
underlying share to brainstorm evolution mechanisms
evolution on the concept of
are clearly underlying
(theories evolution
explained evolution
of origin of Exploration: Guide
life, organic students to use ICT to
evolution explore the theories
31

theory, evidence of origin of life and
of evolution, organic evolution
and speciation) Group discussion:
Guide students to
discuss theories of
origin of life and
organic evolution
Field trip or ICT
based learning:
Organise and guide
student to visit nearby
museums and observe
remains of man or use
digital simulation to
observe remain fossil
records
32

(i) Explain the Brainstorming: Concept of Sampling
concept of Guide students through ecology is equipment;
ecology think-ink-share to correctly tape measures,
(methods brainstorm on the explained quadrants and
of studying, concept of ecology notebooks, and
biodiversity,
Exploration: pencil Charts or
ecological
Guide students to video showing
succession,
explore mechanisms mechanisms of
and
biodiversity, ecological biodiversity
conservation
succession and
methods)
conservation using ICT
Group discussion:
Guide students to
explore methods of
studying, biodiversity,
ecological succession
and conservation
and guide student to
visit nearby national
parks and zoo to
33

observe living
organisms,
biodiversity, ecological
succession, threats and
conservation methods
2.0 Conduct 2.1 Demonstrate (a) Prepare and Laboratory activity: Biological Note book, 20
biological mastery of present a Guide students to write investigations pencil, and
investigations advanced report based biological report based reports relevant text
skills for on the findings on their anatomical are clearly on scientific
conducting and physiological prepared report writing
biological investigations following procedure
conducted using
investigations scientific
required procedures
procedure
Presentation: Guide
the students to
present the biological
investigation report
34

2.2 Perform (a) Design and Exploration: Guide Anatomical Varieties of 40
investigations carry out the students to explore and organisms,
on the anatomical and steps for carrying physiological microscope,
anatomy and physiological out anatomical investigations microscope
physiology investigations and physiological related to slides, laboratory
of living related to investigations related transportation reagents and
organisms transportation to transportation in in plants chemicals
in plants plants and animals, and animals, laboratory
and animals, growth in plants and growth in apparatti
growth in reproductive system plants and
plants and Laboratory reproductive
reproductive practicals: Organise system are
system and guide students to correctly
carry out anatomical designed and
and physiological carried out
investigations related
to transportation in
plants and animals,
growth in plants and
reproductive system
35

2.0 Conduct a 2.1 Conduct a (a) Complete and Practical: Scientific Samples, project 50
project in project in submit for Guide students to report of guidelines,
Biology Biology assessment perform experiments the project sample
a scientific of the selected Biology is clearly of project reports
report of the themes started in Form written and and biology
project started Five quality project based software
in Form Five Project: product(s) are
Guide students obtained
to analyse the
experimental data by
using ICT facilities
and submit the
synthesised product(s)
and scientific report
for assessment
36

Bibliography
Cambridge International AS and A’level Biology 9701 for 2016, 2017 and 2018. (2015). Cambridge international examinations.
MOE & UCLES (2020). Singapore–Cambridge General Certificate of Education Ordinary Level (2022), Biology GCE ordinary
level syllabus. MOE & UCLES
Rwanda Education Board. (2015). Advanced Level Biology Syllabus (S4-6). Ministry of Education.
Tanzania Institute of Education. (2019). Biology for Advanced Level Secondary Schools, Students Book Form V. Tanzania Institute
of Education.
Tanzania Institute of Education. (2019). Biology for Advanced Level Secondary Schools, Students Book Form VI. Tanzania Institute
of Education.
Tanzania Institute of Education. (2021). Biology for Secondary Schools, Form One. Tanzania Institute of Education.
Tanzania Institute of Education. (2021). Biology for Secondary Schools, Students Book Form Three. Tanzania Institute of Education.
Tanzania Institute of Education. (2019). Biology for Secondary Schools, Students Book Form Two. Tanzania Institute of Education.
Tanzania Institute of Education. (2022). Biology for Secondary Schools, Students Book Form IV. Tanzania Institute of Education.
UCLESC (2019) Cambridge Assessment International Education is part of the Cambridge Assessment Group. Syllabus Cambridge
International AS & A Level Biology 9700#.
37

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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

BIOLOGY SYLLABUS FOR ADVANCED SECONDARY EDUCATION

BIOLOGY SYLLABUS 27.05.24.indd 1 27-May-24 11:05:10 AM

Tanzania Institute of Education

Tel. +255 735 041 168 / 735 041 170

BIOLOGY SYLLABUS 27.05.24.indd 2 27-May-24 11:05:10 AM

List of Tables ................................................................................................................................................................... iv

BIOLOGY SYLLABUS 27.05.24.indd 3 27-May-24 11:05:10 AM

Table 1: Main and Specific Competences for Form V-VI ............................................................................................. 3

Table 2: Assessment Measures and their Contribution to Student’s Achievements ..................................................... 7

Table 3: Detailed Contents for Form VI ....................................................................................................................... 8

Table 4: Detailed Contents for Form VII ...................................................................................................................... 25

BIOLOGY SYLLABUS 27.05.24.indd 4 27-May-24 11:05:10 AM

ATP Adenosine Triphosphate

BIOLOGY SYLLABUS 27.05.24.indd 5 27-May-24 11:05:10 AM

BIOLOGY SYLLABUS 27.05.24.indd 6 27-May-24 11:05:10 AM

2.0 Main Objectives of Education in Tanzania

BIOLOGY SYLLABUS 27.05.24.indd 1 27-May-24 11:05:10 AM

3.0 Objectives of Advanced Secondary Education

BIOLOGY SYLLABUS 27.05.24.indd 2 27-May-24 11:05:10 AM

5.0 Main and Specific Competences

BIOLOGY SYLLABUS 27.05.24.indd 3 27-May-24 11:05:10 AM

3.2 Perform investigations on the anatomy and physiology of living

4.0 Conduct a project in Biology 4.1 Conduct a project in Biology

BIOLOGY SYLLABUS 27.05.24.indd 4 27-May-24 11:05:10 AM

6.2 The student

(a) Monitor the child’s academic progress;

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7.0 Teaching and Learning Methods

8.0 Teaching and Learning Resources

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Type of Assessment Form V Form VI

11.0 Teaching and Learning Contents

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BIOLOGY SYLLABUS 27.05.24.indd 8 27-May-24 11:05:10 AM

BIOLOGY SYLLABUS 27.05.24.indd 9 27-May-24 11:05:10 AM

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tissue in relation to its epithelia

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BIOLOGY SYLLABUS 27.05.24.indd 12 27-May-24 11:05:10 AM

BIOLOGY SYLLABUS 27.05.24.indd 13 27-May-24 11:05:10 AM

(f) Describe the Brainstorming: Guide Physiology of Charts,

BIOLOGY SYLLABUS 27.05.24.indd 14 27-May-24 11:05:10 AM

(g) Discribe the Field trip: Organise Application

BIOLOGY SYLLABUS 27.05.24.indd 15 27-May-24 11:05:10 AM

BIOLOGY SYLLABUS 27.05.24.indd 16 27-May-24 11:05:10 AM

2.0 Demonstrate 2.1Demonstrate (a) Explain Brainstorming: The concept of Specimens 60

BIOLOGY SYLLABUS 27.05.24.indd 17 27-May-24 11:05:10 AM

(b)Describe Brainstorming: Guide Principles

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(c) Apply Field trip: Organise Binomial Specimens

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(d) Describe the Jigsaw: Guide students Distinctive Varieties

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and vegetables, and chloroform,

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(b) Plan and Inquiry-based learning: A biological Specimens of

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and gas Laboratory practicals: