Column four also highlights connections between biological concepts and the fields of Chemistry,

Physics, Mathematics and other related disciplines. In order to make the course as relevant as possible,
students’ awareness of the effect of science on society and on the environment should be encouraged.
All aspects of the environment: social, biological and physical must be considered in totality. Greater
emphasis should be placed on the application of scientific concepts and principles and less on the factual
materials, which encourage memorisation and short-term recall. Every opportunity should be made to
relate biological studies to the environment, and to use an ecological approach whenever pertinent.
Biological principles should be illustrated by specific local and regional examples. Common names of
organisms are acceptable. The relationship between structure and function, cause and effect, stability
and change is to be continually highlighted. Where appropriate, this relationship should be illustrated by
the use of annotated diagrams. The role of the teacher is to facilitate students’ learning of accurate and
unbiased information that will contribute to a more scientifically literate society that is capable of
making educated and ethical decisions regarding the world we live in.  CERTIFICATION AND
DEFINITION OF PROFILES The syllabus will be examined for General Proficiency certification. In addition
to the overall grade, there will be a profile report on the candidate's performance under the following
headings: (a) Knowledge and Comprehension; (b) Use of Knowledge; (c) Experimental Skills. Knowledge
and Comprehension (KC) Knowledge The ability to: identify, remember, and grasp the meaning of basic
facts, concepts and principles; Comprehension select appropriate ideas, match, compare and cite
examples of facts, concepts and principles in familiar situations. Use of Knowledge (UK) The ability to:
Application use facts and apply concepts, principles and procedures in familiar and novel situations;
transform data accurately and appropriately; use formulae accurately for computational purposes; CXC
20/G/SYLL 13 5 Analysis and Interpretation identify and recognise the component parts of a whole and
interpret the relationship among those parts; identify causal factors and show how they interact with
each other; infer, predict and draw conclusions; make necessary and accurate calculations and recognise
the limitations and assumptions inherent in the collection and interpretation of data; Synthesis combine
component parts to form a new and meaningful whole; make predictions and solve problems;
Evaluation make reasoned judgements and recommendations based on the value of ideas, information
and their implications. Experimental Skills – (XS) Manipulation/Measurement The ability to: follow a
detailed set or sequence of instructions; use techniques, apparatus and materials safely and effectively;
make observations and take measurements with due regard for precision and accuracy.
Observation/Recording/Reporting The ability to: select observations relevant to the particular activity;
make accurate observations and minimise experimental errors; report and recheck unexpected results;
select and use appropriate models of recording data or observations, for example, graphs, tables,
diagrams; record observations, measurements, methods and techniques with due regard for precision,
accuracy, and units; present data in an appropriate manner, using the accepted convention of recording
errors and uncertainties; organise and present information, ideas, descriptions and arguments clearly
and logically in a complete report, using spelling, punctuation and grammar with an acceptable degree
of accuracy; report accurately and concisely using scientific terminology and conventions as necessary.