Biology 2014-15
    • To help students develop an understanding of biological principles, concepts, terms and facts;
    • To equip students with skills in applying biological knowledge and concepts in familiar and unfamiliar situations;
    • To equip students with skills to make careful observations, ask relevant questions, identify problems, formulate hypotheses, conduct scientific investigations individually or collaboratively with appropriate instruments and methods, collect accurate quantitative and qualitative information, analyse data and draw conclusions;
    • To help students develop a scientific and analytical mind to critically evaluate biology-related issues, and to communicate ideas and views effectively with others, using the language of science;
    • To raise students’ interest in the study of biology, to develop their appreciation of the wonders and complexity of Nature, and their respect for all living things and the environment;
    • To develop students positive values and attitudes towards adopting a healthy lifestyle.
  • Choi SY (F.4 CS Bio. & F.6 Bio. level in-charge)
  • Kwok KF (F.5 CS Bio. level in-charge)
  • Tai TL (F.5 Bio. & F.6 CS Bio. level in-charge)
  • Yeung HL (subject in-charge; F.3 & F.4 Bio. level in-charge)
  • Li ST (Lab technician)
Implementation Plan
    • To further enhance effective teaching and active learning by cultivating active learning   skills and pre lesson preparation
      • Assign pre-lesson task to students at least once in each topic (e.g. searching information for daily life and subject-related issues and problems).
      • Design lesson plan with student-centred approach (e.g. peer sharing, discussion, and presentation).
      • Prepare teaching materials with subject-related daily life cases and problems allowing students to think and discuss critically and scientifically.
      • Encourage students to investigate biological issues and problems in project work (e.g. F.3 Mini-project).
      • Include more hands-on experiments in the curriculum design.

    • To elevate academic achievements in local examinations
      • Well-equip teaching resources (e.g. reference books, lab facilities) for more effective teaching and learning.
      • Develop students’ learning skills including the use of learning journal and concept map to facilitate their learning effectiveness.
      • Develop students’ generic skills including investigative skills, critical and scientific thinking skills, as well as verbal and written communication skills.
      • Cater the learning diversity among students through remedial tutorials, enhancement assignment, high-level thinking questions in assignments and assessments.
      • Conduct regular revision tests for revisiting the subject content and integrating different topics.

    • To promote healthy lifestyle
      • Implement teaching materials relating to health issues / problems for discussion and sharing.
      • Conduct researches / investigations concerning health problems.
      • Organize school activities relating to health issues.

  • Curriculum
  • This curriculum builds upon prior knowledge and skills that students have achieved through their junior Science study. In F.3, students learn more on cells and important molecules of life. Besides, the human digestive system is used as an example for them to study how biological systems are functioning to maintain life. Since F.4 onwards, students are having more advanced understanding in different biological systems in human and plants, how different organisms are interacting with each other, as well as with the environment, and how genetics and evolution contribute the appearance of a variety of living organisms.

  • Co-curricular activities
  • F.3 students will conduct investigative research on any science topics in a mini-project. Senior formers will join different workshops, seminars or external competitions (e.g. ecological study workshop and competition, inter-school biology competition).

Evaluation on major concerns 2014-15

Major concern 1: To further enhance effective teaching and learning by pre-lesson preparation

  • Pre-lesson work with guiding questions was assigned occasionally due to time constraint. Besides, students were asked to explore online resources, e.g. to watch a video about a particular topic and then complete a worksheet.
  • Teachers suggested that pre-lesson preparation tasks could be implemented after the basic knowledge was covered so as to encourage students to apply such knowledge in different unfamiliar situations.

Major concern 2: To further promote an active and self-learning ethos of students

  • More peer sharings, group discussions and presentations were conducted to achieve a student-centered learning approach. In addition, the cases discussed during lessons were mainly related to daily life or common diseases related to the taught topic. However, it was difficult to carry out these learning activities in big classes.
  • Besides asking students to carry out hands-on experiment, they were required to think critically and scientifically. The F.3 mini-science project encouraged students to search for information and methodology on the Internet for their investigations.

Major concern 3: To elevate academic achievements in local examinations

  • Students were required to complete a learning journal which records the learning focuses of each topic. Besides, senior forms were encouraged to summarize their errors / misconceptions in a notebook (or error book). Teachers believed that such training was beneficial to students, but ways to cultivate these learning skills require refinement.
  • More investigative studies were incorporated into the curriculum. Hence, students were gien more opportunities to design experiment, conduct experiment, collect and present data. In addition, thinking models were introduced to students to enhance their critical and logical thinking skills.
  • Small group remedial lessons were conducted for low achieving students to consolidate their basic knowledge.
  • For F.5 and F.6, revision tests on taught topics in the previous years were conducted regularly.

Major concern 4: To promote healthy lifestyle

  • Topics on healthy lifestyles were incorporated into the F.3 curriculum.
  • During lessons, students were requested to search information on the Internet and discuss daily issues related to different diseases.
  • Display boards related to healthy lifestyle and balanced diet were borrowed from the Hong Kong Eating Disorders Center for health promotion during Guidance Week.
  • Evaluation on co-curricular activities
  • Selected F.4 to F.6 students were invited to join the Hong Kong Biology Olympiad for Secondary Schools 2014/2015, organized by the Hong Kong Association for Science and Mathematics Education. Students obtained encouraging results including one First Class Honours, five Second Class Honours, five Third Class Honours, and four Merits.
  • Selected F.5 students were invited to join the scientific investigation competition in the Global Natural History Day on global environmental issues. Teachers agreed that this competition could widen students’ exposure to both the local and global issues.
  • In collaboration with the Physics and Chemistry departments, all F.3 students were requested to carry out an scientific investigation. Teachers suggested that more collaboration and communication should be done earlier among the three panels.
Excellent results in the Hong Kong Biology Olympiad We are professional ˇ§surgeonsˇ¨
Presenting scientific findings in the Global Natural History Day 2015 F.3 students performing experiment to investigate how strong the pigˇ¦s aorta is
IB students are well-engaged in class activities Well prepared for the demonstration on Open Day