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Biology is a rapidly advancing science incorporating a huge amount of information about living organisms. It may thus be mistakenly thought as a subject of memorizing numerous unrelated facts. In this curriculum, it is hoped that students will gain knowledge as well as develop a comprehensive understanding of biological principles and concepts. 

The overarching aim of the Biology Curriculum is to provide biology-related learning experiences that enable students to develop scientific literacy, so that they can participate actively in our rapidly changing knowledge-based society, prepare for further studies or careers in the fields related to life science, and become lifelong learners in science and technology.


The broad aims of the Curriculum are to enable students to:

• develop and maintain an interest in Biology, a sense of wonder and curiosity about the living world, and a respect for all living things and the environment;

• construct and apply knowledge of Biology, understand the nature of science in Biology-related contexts, and appreciate the relationships between biological science and other disciplines;

• develop the ability to make scientific inquiries; think scientifically, critically and creatively; and solve Biology-related problems individually and collaboratively;

• understand the language of science and communicate ideas and views on Biology-related issues;

• be aware of the social, ethical, economic, environmental and technological implications of Biology, and be able to make informed decisions and judgments on Biology-related issues; and

• develop an attitude of responsible citizenship, and a commitment to promote personal and community health.



The curriculum consists of a compulsory part and an elective part. The compulsory part covers a range of contents that enable students to develop understanding of fundamental biological principles and concepts, and the scientific process skills. There are four topics in the Compulsory Part – Cells and Molecules of Life, Genetics and Evolution, Organisms and Environment, and Health and Diseases. The Elective Part chosen by our School consists of 2 topics - Human Physiology: Regulation and Control and Biotechnology.




Three Curriculum Emphases (the nature of scientific inquiry in biology, the interconnections between science, technology, society and the environment, and biology as a dynamic body of knowledge) are designed in the Biology Curriculum and should be applied across the curriculum.

Scientific inquiry is one of the curriculum emphases which recurs throughout the curriculum. It is expected that students will further develop skills in planning and conducting investigations, communicating and understanding information, scientific thinking and problem-solving as well as working individually and collaboratively.


Assessment Design

The assessment design is subject to continual refinement in the light of feedback.






Public examination

Paper 1 Compulsory Part


2½ hours


Paper 2 Elective Part



1 hour



assessment* (SBA)

Practical related tasks




Figure 1 An Outline of the Assessment Design

Practical related tasks

Students are required to perform a stipulated number of practical work/investigations. The practical work/investigations should be integrated closely within the curriculum content and be a part of the normal learning and teaching process. In investigative work, students are required to: (i) design and perform investigations; (ii) present, interpret and discuss their findings; and (iii) draw appropriate conclusions. They are expected to make use of their knowledge and understanding of biology in performing these tasks, through which their practical, process and generic skills will be developed and assessed.

Biotechnology Workshop   

Dissection of rocky shore organisms 

Rat Dissection

An experiment to demonstrate the transmission of nerve impulse along a nerve of a frog

International Biology Olympiad

1. To help students to appreciate the wonder of the living world.

2. To help students develop observational, manipulative, experimental and communicative skills in the study of Biology.

3. To help students relate Biology to man.

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