BIOLOGY BIOLOGY
(CLASSES XI – XII)
In the present attempt of the NCERT to revise the Biology syllabus of the Classes XI and XII,
several documents like ‘Learning without Burden’, the National Curriculum Framework– 2005,
the report of the ‘National Focus Group on Teaching of Science’ as well as reports of several
external and internal reviews carried out, helped to decide the main focus of the revision. Hence,
the revised syllabus aims primarily at reducing the information load while ensuring at the same
time that ample opportunities and scope for learning and appreciating basic concepts of Biology
continues to be available within the framework.
The Biology Syllabus reinforces the ideas introduced in the lower classes while the children learn
new concepts besides getting an exposure to contemporary areas of Biology. This syllabus aims also
at emphasising the underlying principles that are common to both animals and plants, as well as
highlighting the interrelationships of Biology with other areas of knowledge. The format of the
syllabus allows a simple, clear, sequential flow of concepts without any jarring jumps. The empirical
experience gained and practical exercises carried out during the course would prepare the student to
handle Biology easily at higher levels in case she/he opts to continue further studies in this area.
The revised syllabus stresses the connection of the study of Biology to real life problems –
Syllabus
for use of biological discoveries/innovations in everyday life – in environment, industry, medicine,
Secondary health and agriculture.
and Since it was important that the quality of Biology education at the higher secondary level was
Higher
not compromised in any way, the reduction in load from the syllabus required a very careful
Secondary
Levels selection of topics to be taught. The Committee chose to leave topics out if: the question about
44 why the child needs to study the topic at the particular stage could not be answered; if the topic
had no direct relevance to the child i.e. was not contextual; if the content was repetitive across
stages with no change in expected understanding, and if any topic was in isolation with no evident
horizontal or vertical linkages. The need for a network of ideas and cross-linking between the
areas being identified was deemed very important. While deciding on the units/topics and the
depth of each topic for the higher secondary level, a holistic view of the syllabus across all stages
from the primary to the higher secondary and beyond was taken. Reducing the use of too many
technical terms and avoiding very large numbers of examples will also help to make the content
a little lighter. The importance of careful selection of illustrations and their use to make the
concepts more explicit was stressed; in Biology the quality of illustrations can make or mar any
attempt at good textbooks/teaching.
The principal objective at this stage would be to explore the variations amongst the living and
developing respect for the diversities, and to appreciate that the most complex biological phenomena
are also built on essentially simple processes. Learning Biology should uncover these elementary
aspects and illustrate their linkage to more complex phenomena. It was also felt that the contributions
of scientists (women scientists in particular) that led to critical and important discoveries in Biology
should be highlighted, not merely through a chronological listing, but through brief biographical
, discussions, in an effort to bring out the processes that led to the discovery of principles and ideas
in Biology. These would stimulate critical and creative thinking. Besides, the proposed course at the
higher secondary stage provides substantial orientation to the students to professional/career
opportunities available in medicine, agriculture, research, teaching and industry.
The syllabus also takes up issues pertaining to environment, health and other ethical issues that arise
with any interference of human beings in the natural processes, which have great relevance from the
societal point of view. A discussion on these in the prescribed syllabus would help tackle prevalent
misconceptions and empower the student to play a rational, responsible and informed role in society.
In each unit after giving the various sub topics, “key points for developing subject matter” are given
in the form of bulleted sentences. These, we believe, will serve as a guide for the flow of
concepts while developing the unit in the class as well as in the textbook. The teaching time in
terms of number of periods available is indicated for each unit (total 180 periods). These key
points, along with the number of classes allocated for each unit, provide a reasonable guide to the
depth at which each unit is to be taught. These should be especially considered at the book
writing stage to avoid overburdening and expansion beyond available teaching time.
Each unit in the theory course carries suggestions for practicals. It is expected that the practical
aspects will be integrated into the chapters in the textbook such that the rationale for doing them 45
is evident and the understanding gained from them would help in furthering the understanding of Syllabus
for
the concepts. These experiments should be in the form of investigative reporting and be given
Secondary
along with the text. and
The young student would get an exposure to the various branches of Biology in a more Higher
contextual and friendly manner as they studied various units in the syllabus; each unit could also Secondary
Levels
provide a glimpse of the career opportunities in the particular area. After studying any unit, the
child gets an opportunity to think more deeply and to form informed opinions. The description
of the diverse/various tools and techniques used in the study of Biology have not been collated
to form a distinct unit in the syllabus. It is envisaged that the teachers who teach this syllabus and
the textbooks prepared based on it, will discuss techniques in a contextual manner rather than
distanced from real experimental situations.
The committee faced a dilemma while considering the topic of
animal physiology: whether to deal with ‘animal’ or ‘human’
physiology. But the moment the focus of discussion shifted - from
the ‘subject’ dictated one to the child - and the available time was
considered, it was evident that ‘human’ physiology was more appropriate
at this stage. The student is closest to herself and is curious about the functioning
of the human body. The ‘science’ understood after a study of human physiology
could be meaningfully applied to other organisms.
The students should be encouraged to do at least one project,
may be in Class XI. The basic objective of these projects should
be to provide the child with an exposure to what it means to
carry out an investigation, what research methodologies are,
(CLASSES XI – XII)
In the present attempt of the NCERT to revise the Biology syllabus of the Classes XI and XII,
several documents like ‘Learning without Burden’, the National Curriculum Framework– 2005,
the report of the ‘National Focus Group on Teaching of Science’ as well as reports of several
external and internal reviews carried out, helped to decide the main focus of the revision. Hence,
the revised syllabus aims primarily at reducing the information load while ensuring at the same
time that ample opportunities and scope for learning and appreciating basic concepts of Biology
continues to be available within the framework.
The Biology Syllabus reinforces the ideas introduced in the lower classes while the children learn
new concepts besides getting an exposure to contemporary areas of Biology. This syllabus aims also
at emphasising the underlying principles that are common to both animals and plants, as well as
highlighting the interrelationships of Biology with other areas of knowledge. The format of the
syllabus allows a simple, clear, sequential flow of concepts without any jarring jumps. The empirical
experience gained and practical exercises carried out during the course would prepare the student to
handle Biology easily at higher levels in case she/he opts to continue further studies in this area.
The revised syllabus stresses the connection of the study of Biology to real life problems –
Syllabus
for use of biological discoveries/innovations in everyday life – in environment, industry, medicine,
Secondary health and agriculture.
and Since it was important that the quality of Biology education at the higher secondary level was
Higher
not compromised in any way, the reduction in load from the syllabus required a very careful
Secondary
Levels selection of topics to be taught. The Committee chose to leave topics out if: the question about
44 why the child needs to study the topic at the particular stage could not be answered; if the topic
had no direct relevance to the child i.e. was not contextual; if the content was repetitive across
stages with no change in expected understanding, and if any topic was in isolation with no evident
horizontal or vertical linkages. The need for a network of ideas and cross-linking between the
areas being identified was deemed very important. While deciding on the units/topics and the
depth of each topic for the higher secondary level, a holistic view of the syllabus across all stages
from the primary to the higher secondary and beyond was taken. Reducing the use of too many
technical terms and avoiding very large numbers of examples will also help to make the content
a little lighter. The importance of careful selection of illustrations and their use to make the
concepts more explicit was stressed; in Biology the quality of illustrations can make or mar any
attempt at good textbooks/teaching.
The principal objective at this stage would be to explore the variations amongst the living and
developing respect for the diversities, and to appreciate that the most complex biological phenomena
are also built on essentially simple processes. Learning Biology should uncover these elementary
aspects and illustrate their linkage to more complex phenomena. It was also felt that the contributions
of scientists (women scientists in particular) that led to critical and important discoveries in Biology
should be highlighted, not merely through a chronological listing, but through brief biographical
, discussions, in an effort to bring out the processes that led to the discovery of principles and ideas
in Biology. These would stimulate critical and creative thinking. Besides, the proposed course at the
higher secondary stage provides substantial orientation to the students to professional/career
opportunities available in medicine, agriculture, research, teaching and industry.
The syllabus also takes up issues pertaining to environment, health and other ethical issues that arise
with any interference of human beings in the natural processes, which have great relevance from the
societal point of view. A discussion on these in the prescribed syllabus would help tackle prevalent
misconceptions and empower the student to play a rational, responsible and informed role in society.
In each unit after giving the various sub topics, “key points for developing subject matter” are given
in the form of bulleted sentences. These, we believe, will serve as a guide for the flow of
concepts while developing the unit in the class as well as in the textbook. The teaching time in
terms of number of periods available is indicated for each unit (total 180 periods). These key
points, along with the number of classes allocated for each unit, provide a reasonable guide to the
depth at which each unit is to be taught. These should be especially considered at the book
writing stage to avoid overburdening and expansion beyond available teaching time.
Each unit in the theory course carries suggestions for practicals. It is expected that the practical
aspects will be integrated into the chapters in the textbook such that the rationale for doing them 45
is evident and the understanding gained from them would help in furthering the understanding of Syllabus
for
the concepts. These experiments should be in the form of investigative reporting and be given
Secondary
along with the text. and
The young student would get an exposure to the various branches of Biology in a more Higher
contextual and friendly manner as they studied various units in the syllabus; each unit could also Secondary
Levels
provide a glimpse of the career opportunities in the particular area. After studying any unit, the
child gets an opportunity to think more deeply and to form informed opinions. The description
of the diverse/various tools and techniques used in the study of Biology have not been collated
to form a distinct unit in the syllabus. It is envisaged that the teachers who teach this syllabus and
the textbooks prepared based on it, will discuss techniques in a contextual manner rather than
distanced from real experimental situations.
The committee faced a dilemma while considering the topic of
animal physiology: whether to deal with ‘animal’ or ‘human’
physiology. But the moment the focus of discussion shifted - from
the ‘subject’ dictated one to the child - and the available time was
considered, it was evident that ‘human’ physiology was more appropriate
at this stage. The student is closest to herself and is curious about the functioning
of the human body. The ‘science’ understood after a study of human physiology
could be meaningfully applied to other organisms.
The students should be encouraged to do at least one project,
may be in Class XI. The basic objective of these projects should
be to provide the child with an exposure to what it means to
carry out an investigation, what research methodologies are,
