Curriculum Emphases
Three Curriculum Emphases will help to strengthen students’ understanding of the nature of scientific inquiry in biology, the interconnections between science, technology, society and the environment, and biology as a dynamic body of knowledge.
 
(1) Scientific Inquiry
This should enable students to:

• make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations;
• plan, conduct and write reports on scientific investigations;
• select and design appropriate methods of investigations for specific purposes;
• use appropriate instruments and apply proper techniques for carrying out practical work;
• identify and explain the importance of control variables in scientific investigations;
• explain why sample size, random sampling, replicates and repeat procedures are important in scientific investigations;
• classify, collate and display both first and second hand data;
• use diagrams, graphs, flow charts and physical models as visual representations of phenomena and relationships arising from the data;
• analyse and draw conclusions from data;
• understand that the process of scientific investigations includes analysing evidence and providing explanations based upon scientific theories and concepts; and
• formulate and revise scientific explanations and models using logic and evidence.

 
(2) Science–Technology–Society–Environment Connections
This should enable students to:

• develop sensitivity and responsibility in striking a balance between the needs of humans and a sustainable environment;
• appreciate the role of science and technology in understanding the living world;
• be aware of the application of biological knowledge in society and its social, ethical, economic and environmental implications;
• analyse ways in which scientific and technological advancement have influenced our lives, society and the environment;
• understand how biological knowledge is used in technological applications;
• explain how scientific knowledge may lead to the development of new technologies and how new technologies may lead to scientific discovery;
• be aware that societal needs have led to technological advances; and
• understand how science has been influenced by societies.

 
(3) Nature and History of Biology

• This should enable students to:
• be aware of the dynamic nature of biological knowledge and understand that science is a human endeavour;
• recognise the contributions of various people to understanding and applying biology;
• be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses; and
• understand the nature and limitations of scientific activity.

 
Curriculum Content (Compulsory part and elective part)
Compulsory Part
Cells and Molecules of Life
a. Molecules of life
b. Cellular organisation
c. Movement of substances across membrane
d. Cell cycle and division
e. Cellular energetics
Genetics and Evolution
a. Basic genetics
b. Molecular genetics
c. Biodiversity and evolution
Organisms and Environment
a. Essential life processes in plants
b. Essential life processes in animals
c. Reproduction, growth and development
d. Coordination and response
e. Homeostasis
f. Ecosystems
Health and Diseases
a. Personal health
b. Diseases
c. Body defence mechanisms

Elective Part (any 2 out of 4)

 
Public Assessment (Hong Kong Diploma of Secondary Education)
 
MODE OF ASSESSMENT
The public assessment of Biology will consist of a public examination component and a school-based assessment component: 
 
PUBLIC EXAMINATION 
Paper 1 comprises two sections: A and B.  Section A consists of multiple-choice questions. Section B includes short questions, structured questions and an essay question. Paper 2 consists of structured questions set on the four elective topics of the curriculum. Candidates are to attempt questions from any two of the four electives.  SCHOOL-BASED ASSESSMENT (SBA) 
School-based assessment (SBA) is compulsory for all school candidates. In the SBA of Biology, candidates are required to perform a stipulated amount of practical work, which may include scientific investigations, laboratory work, fieldwork, etc. In S5 and S6, they will be assessed in two ability areas: practical skills abilities (A) and reporting of investigative work (B).