a brief analysis of class 11 biology/published by CDC Nepal

1. Analysis of new curriculum
of class 11 biology subject
Presenter
Dambar Singh Khatri , Samjhana Joshi
ODL Second Semester
Tribhuvan University
Tahachal, Kathmandu

2. Contents
• Introduction
• Competences of curriculum
• Contents of theory
• Contents of practical
• Difference between old and new curriculum
• Teaching learning process
• Evaluation system
• Conclusion
Dambar Singh Khatri Samjhana Joshi

3. Introduction
• Development of curriculum is a continuous process.
• In the context of changing condition, on the basis of different research reports, suggestion from teacher, professor,
intellectual person, different organization the curriculum development center(CDC),Nepal revise the old curriculum
of biology.
• The curriculum framework 2076 design a new curriculum of biology in the science stream for class XI and XII.
• It got permission from the government to apply in the nation form 2077.
• Initially the new curriculum got some obstruction from the supreme court but after some revision in it’s structure, it is
now disseminating in the school.
Dambar Singh Khatri Samjhana Joshi

4. Competences of curriculum
• Relate natural and biological phenomena in the scientific manner of knowledge, understanding and
investigating problems pertaining to the living world
• Use scientific instruments, apparatus and methods to collect, evaluate and communicate information
accurately and precisely with biological reasoning
• Use their practical and problem-solving skills in different disciplines of biology, including those in medical,
veterinary, food, agriculture, biotechnology, biosecurity, quarantine, conservation and eco-tourism and so on
• Carryout simple experiment, simple scientific research on issues related to biological phenomena
• Apply biological concepts as well as general science knowledge and skills for the wise use of the available
natural resources to promote care for the environment, indigenous knowledge, social values and ethics and
overall development
• Develop new biotechnological concepts and use of technology in living world.
Dambar Singh Khatri Samjhana Joshi

5. Theory contents(Botany portion)
• Unit 1: Biomolecules & Cell Biology (15 TH)
• Unit 2: Floral Diversity (30TH)
• Unit 3: Introductory Microbiology (5TH)
• Unit 4: Ecology (11TH)
• Unit 5: Vegetation (3TH)
Dambar Singh Khatri Samjhana Joshi

6. Zoology portion
• Unit 6: Introduction to Biology (2 TH)
• Unit 7: Evolutionary Biology (15 TH)
• Unit 8: Faunal Diversity (34 TH)
• Unit 9: Biota and Environment (10 TH)
• Unit 10: Conservation Biology (3)
Dambar Singh Khatri Samjhana Joshi

7. Contents of practical(Botany portion)
• Preparation of temporary slide for onion root tip cell for study mitosis cell division.
• Study of plant tissue using museum slide
• Collect, identify and preservation different plants, mushroom from local area.
• Study and describe locally available flowering plants of different families.
• Culture the given sample of soil and study the microorganisms present in it
• Study the biotic and abiotic factors of a pond as an ecosystem, population density
by quadrate method.
Dambar Singh Khatri Samjhana Joshi

8. Contents of practical(Zoology portion)
• Study parts of a compound microscope.
• Study of the evidences of evolution through fossils (for example saligram).
• Study of specimens and identification like Amoeba, Hydra, Liverfluke, Ascaris, leech,
earthworm.
• Case study to find out new strategies for conserving biodiversity in the context of Nepalese
development through.
• Project work on collection of cryptogams.
• Preparation of report on local issue.
• Field visit in Zoo, museum, protected areas, natural lakes, ponds etc.
Dambar Singh Khatri Samjhana Joshi

9. Difference between old and new curriculum
• The old curriculum consists of 150 teaching hour of theory and 50 teaching
hour of practical course.
• Each zoology and botany was divided into 75 teaching hours.
• The new curriculum is based upon the credit hours and consists of totle160
credit hours. Among them theory is of 128 of credit and practical portion
consists of 32 credit hours.
• One credit hours is equal to 32 instructional hours.
Dambar Singh Khatri Samjhana Joshi

10. Course difference
• There is not vast course difference between old and new curriculum.
• The whole course is divided into four units each (zoology and botany)in previous
curriculum.
• The new curriculum of biology 11 consists of five unit each in zoology and botany taking
same course.
• Kingdom monera,virus,fungi is studied in unit 3 as biodiversity in old course where as in
new course monera and virus kept in unit 3 as introductory microbiology.
• A small unit 5 is added as vegetation having 3 credit hours in new curriculum in which the
course content added like types of vegetation in Nepal, concept of In-situ(protected areas)
and Ex-situ (botanical garden, seed bank) conservation. Other topic are same.
Dambar Singh Khatri Samjhana Joshi

11. Cont …..
• In zoology course, unit 2 as evolution of life is changed into evolutionary biology taking
same contents in unit 7 in new curriculum.
• The wildlife conservation of unit 4 of old syllabus is separated and make it conservation
biology in new syllabus and placed it in unit 10.
• Remaining contents are same as previous syllabus.
• Practical course make some different from previous one and added onion root cell new
course in place of onion scale slide, geranium and tradescantia slide during preparation of
temporary slide.
• Project work, survey, report writing , observation , collection of species gave the more
priority in new syllabus.
Dambar Singh Khatri Samjhana Joshi

12. Teaching learning process
• Lecture
• Interaction
• Question answer
• Demonstrations
• ICT based instructions
• Cooperative learning
Dambar Singh Khatri Samjhana Joshi

13. Cont ….
• Group discussions (satellite learning group, peer group, small and large
group)
• Debate
• Seminar presentation
• Journal publishing
• Daily assignment
Dambar Singh Khatri Samjhana Joshi

14. Evaluation system
• Internal Evaluation
• Out of 100 full marks, internal evaluation covers 25 marks. Internal
evaluation consists of Practical Activities (Practical works and projects
works) (16 marks), (b) Marks from trimester examinations (6 marks), and (c)
Classroom participation (3 marks)
Dambar Singh Khatri Samjhana Joshi

15. Cont ….
• External Evaluation Out of 100 marks theoretical evaluation covers 75
marks. The tool for external evaluation of theoretical learning will be a
written examination. Questions for the external examination will be based on
the specification grid developed by Curriculum Development Centre.
Examination question paper will be developed using various levels of revised
Bloom's taxonomy including remembering level, understanding level,
application level and higher ability (such as analyzing, evaluating, creating)
Dambar Singh Khatri Samjhana Joshi

16. Conclusion
• As a whole the old curriculum of biology was knowledge based, more
theoretical and less practical. So it is revised into new through following
approach:
• a) Conceptual/Theoretical Approach
• b) Practical/Application/Experimental approach
• c) Project work Approach
Dambar Singh Khatri Samjhana Joshi

17. Thank you
Dambar Singh Khatri Samjhana Joshi