National Assessment At Form III

National Assessment
At Form III
Handbook for Schools
Mauritius Examinations Syndicate
February 2016
 Aims and Objectives
 What will be assessed in 2016?
 Assessment Schemes and Format of Question Papers
 Syllabus Aims and Assessment Objectives
Computer Studies/Literacy
 Biology
 Chemistry
 Physics
Visual Arts
Entrepreneurship Education
National Assessment at Form III
Aims and Objectives
The National Assessment at Form III has specific aims and objectives. It serves to reflect
achievement after three years of secondary education and is also meant to serve formative
purposes to promote quality learning and teaching by helping to identify the strengths and
weaknesses in the knowledge and skills that students have acquired after three years of
secondary education.
The assessment objectives are in line with the learning objectives spelt out in the National
Curriculum Framework (Secondary). It is expected that, along with the National Curriculum
Framework (Secondary), the National Assessment at Form III will assist in the reshaping of
Lower Secondary Education by impacting positively on classroom practices and promoting
greater engagement in learning at school on the part of the students. The aims of the
assessment are summarised below:
Evaluate the skills and competencies acquired by students
Identify the strengths and weaknesses of students
Promote quality in the teaching and learning process
What will be assessed in 2016?
The Assessment in 2016 will be carried out in the following subjects: English, French,
Mathematics, Computer Studies/Literacy, Biology, Chemistry, Physics, Visual Arts and
Entrepreneurship Education. Particular emphasis will be placed on:
Communication skills related to reading and writing in English and French
Mathematical skills and concepts
Computer skills and competencies
Scientific skills and concepts
Development of skills related to Visual Arts and of creativity
Entrepreneurial skills and concepts in Entrepreneurship Education
For each of these skills, specific assessment objectives/learning outcomes have been
Assessment Schemes and Format of Question Papers
The assessment scheme and paper format for each learning area are given below.
Languages (English and French) – 100 marks
In both English and French, emphasis will be laid on reading and writing skills.
Communicative competence in these languages will be assessed through a range of
questions. Knowledge and application of grammar will be assessed in context.
Single papers will be set and their duration will be 1 hour 45 minutes. Each paper
will comprise two sections, Section A (Reading) and Section B (Grammar and
Writing). A number of reading and writing tasks will be set and these will be graded
in terms of difficulty, ranging from simple exercises to progressively more complex
ones. A range of question types will be used, including True/False items, multiple
choice items, structured and open – ended questions.
All the questions are
compulsory but a choice will be given for the Essay question. A description of the
papers is given in table 1.
Table 1: Paper Description for English and French
Section A (Reading)
Section B (Writing
and Grammar)
A range of reading tasks, graded in
terms of difficulty level
A range of tasks, assessing
grammatical knowledge and
writing skills
40 %
60 %
Mathematics – 100 marks
In Mathematics, emphasis will be laid on knowledge and understanding of
mathematical concepts and problem solving skills. Ability to apply mathematical
concepts in given contexts will be assessed in varied ways. The weighting of the
assessment objectives is given in table 2.
Table 2: Assessment Objectives for Mathematics
Assessment Objectives
Knowledge and understanding
70 %
Problem solving skills
30 %
A single Mathematics paper will be set. The duration of the paper will be 1 hour 45
minutes. The paper will consist of one section only. The questions set will be
graded with questions assessing lower order skills at the beginning of the paper and
more challenging questions at the end.
15 to 20 questions will be set and some questions may have sub-parts.
Computer Studies/Literacy – 100 marks
In Computer Studies/Literacy, the items will focus on the content knowledge and on
the basic computer skills which students are expected to have acquired after three
years of secondary schooling.
The paper will comprise two sections: Section A and Section B. Section A will carry
a weighting of 55 %. The weighting for Section B will be 45 %. All the questions set
in Section A, which may cover any topic of the syllabus, will be compulsory and will
consist of a range of types of questions, including Multiple Choice items, Fill – in –
the – blanks, Matching, True/False items, Short Answer questions, Tick boxes and
Structured questions. Section B will consist of four options based on the computer
packages (Word Processing, Spreadsheet, Database) and Program Flowchart.
Students will be required to answer all questions from any three options. Each
option will carry a weighting of 15%.
The Computer Studies/Literacy paper will be of 1 hour 45 minutes duration and will
carry 100 marks.
Table 3: Paper Description for Computer Studies/Literacy
Types of Questions
Multiple Choice items, Fill – in – the – blanks,
Matching, True/False items, Short Answer
questions, Tick boxes and Structured
questions from any part of the syllabus
Option A: Word Processing
Option B: Spreadsheet
Option C: Database
Option D: Program Flowchart
All questions
Choice of 3 options
with all questions
Biology, Chemistry and Physics
Biology, Chemistry and Physics will be assessed through three different question
papers. Each paper will be of one hour duration and will carry 50 marks. Students
will have to attempt all the questions. The use of calculators is not allowed.
Students are expected to bring along all materials such as mathematical
instruments and rulers as may be required during the conduct of the examinations.
The Biology, Chemistry and Physics papers will comprise different types of
questions, namely Multiple Choice Questions, Short Answer and Open-ended
The assessment objectives and their respective weighting for the three different
papers are given in table 4.
Table 4: Assessment Objectives for Biology, Chemistry and Physics
Assessment Objectives
Knowledge with understanding
60 %
Handling information and problem solving
Scientific investigation
30 %
10 %
Visual Arts – 100 marks
In Visual Arts, both the process of realising an artwork and the artwork itself will be
assessed. Most of the thinking, planning, organisation and research for appropriate
solutions happen in the design process and these will be assessed through the
preparatory work undertaken by the students prior to the examination.
In addition, students’ appreciation of different types of artworks will also be
There will be one question paper consisting of two sections: Section A and Section
In Section A, students will be required to choose one question out of 5. This part of
the question paper will be made available to schools 3 weeks prior to the
assessment date.
Students will be expected to engage in preparatory work
consisting of 3 sides of A3-sized paper. The preparatory work should strictly be
carried out at the school under the guidance and supervision of the Visual Arts
Educators will need to authenticate the work of their students.
Students’ preparatory work, therefore, should bear the seal of the school and the
Educator’s signature. Preparatory work will be allowed in the examination rooms
on the day of the assessment. Students will need to produce a final A3-sized
artwork on that day. Both the preparatory work and the final artwork produced
will then have to be submitted.
Section B will comprise a single compulsory question which will require students to
interpret, critically analyse and appreciate a given piece of artwork. In this context,
they will be required to produce a piece of writing of about 200 to 250 words. This
part of the question paper will be made available to the students on the day of the
The time allotted to the production of the artwork and the piece of writing on the
day of the assessment is 3 hours. It is recommended that they spend 2 hour 30
minutes on Section A and 30 minutes on Section B.
The question paper will carry a total of 100 marks with Section A carrying 80 marks
and Section B carrying 20 marks.
The assessment objectives upon which the question paper will be based and their
corresponding overall weighting is shown in table 5.
Table 5: Assessment Objectives for Visual Arts
Assessment Objectives
Knowledge with understanding
40 %
Interpretation and creative response
Analysis and evaluation
40 %
20 %
Entrepreneurship Education – 100 marks
The Entrepreneurship Education question paper will be based on a case study.
Students will be required to apply their knowledge of entrepreneurship on issues
faced by entrepreneurs and advise on solutions to problems in the context of the
case study and the concepts they have studied.
The question paper will comprise 4 to 5 questions with sub-parts presented in a
graded fashion. Students will be required to answer all the questions. A range of
different types of questions will be proposed which may include, inter alia, Multiple
Choice Items, Fill-in-the-blanks, Matching, True/False items, Short Answer
Questions and Open-ended Questions.
The question paper will be of duration 1 hour 30 minutes and will carry 100 marks.
The assessment objectives for Entrepreneurship Education and their respective
weighting are given in table 6.
Table 6: Assessment Objectives for Entrepreneurship Education
Assessment Objectives
Knowledge and understanding
50 %
Application Skills
20 %
Analytical Skills
20 %
Decision-making Skills
10 %
Syllabus Aims and Assessment Objectives
Overarching syllabus aims as well as more specific assessment objectives have been
defined for each subject and these are detailed below.
Syllabus Aims
1. Develop students’ ability to communicate effectively in English.
2. Encourage students to enjoy and appreciate the variety of texts available in the
English Language.
3. Develop imagination and creativity.
Assessment Objectives
Students will be assessed on their ability to:
1. respond to texts and organise information read;
2. understand explicit meanings;
3. identify central themes and ideas;
4. draw inferences;
5. identify characters and follow the sequence of events;
6. provide a personal response to the text;
7. interpret and evaluate the information read;
8. explain the meaning of words.
Students will be assessed on their ability to:
1. communicate and demonstrate adequate control of spelling, punctuation, grammar
and syntax;
2. produce narrative and non-narrative texts (informal letters, simple and factual
3. use a varied range of vocabulary and sentence structures;
4. write for different purposes and different audiences (e.g. to inform, to describe, to
entertain, etc.);
5. use stylistic devices to write for effects (e.g. create suspense, humour, irony, etc.);
6. display originality and creativity.
Objectifs Généraux
L’élève doit être capable:
1. de lire et comprendre une variété de textes;
2. de lire avec plaisir et intérêt des textes sur des sujets variés;
3. de communiquer efficacement à travers différents types d’écrits;
4. de faire preuve d’imagination et de créativité.
Objectifs Spécifiques
L’élève doit être capable:
1. de reconnaître, lire et comprendre des textes de la vie de tous les jours (mode
d’emploi, dépliant, programme de télé, …);
2. d’obtenir des informations de différentes sources (dictionnaire, encyclopédie,
média, …), les organiser et s’en servir;
3. de lire une variété de textes, de différentes longueurs et sur des sujets différents et
a) retrouver des informations spécifiques;
b) identifier des personnages;
c) suivre l’ordre logique et chronologique;
d) comprendre les thèmes (idées/éléments principaux);
e) identifier l’idée centrale;
f) inférer et déduire;
g) donner son opinion;
h) expliquer des mots/expressions.
Production Ecrite
L’élève doit être capable:
1. d'écrire lisiblement et de manière soignée;
2. d’avoir une bonne orthographe;
3. de maîtriser les signes de ponctuation;
4. d’employer une variété de structures syntaxiques;
5. d’utiliser correctement les notions grammaticales se rapportant aux verbes et aux
accords dans les productions écrites;
6. remplir une fiche;
7. d’écrire une lettre simple pour demander/donner des informations;
8. de produire de courts textes (carte de voeux, carte postale, mot d’excuse, petite
annonce, …);
9. de produire des paragraphes/des textes cohérents (narration, description, …) sur
des sujets variés;
10. de faire preuve d’originalité et de créativité dans ses écrits.
Syllabus Aims
Students should:
1. acquire and apply knowledge and demonstrate skills related to number, measure,
geometry, algebra, probability and statistics;
2. develop problem solving skills and an ability to reason logically;
3. develop mathematical language as a means of communication and investigation;
4. acquire a foundation appropriate for further studies in Mathematics as well as skills
and knowledge pertinent to other disciplines.
Specific Objectives
1. Numbers
 use whole numbers, integers (positive, negative and
zero), prime, rational, irrational, and real numbers;
 represent integers on a number line;
 continue given number sequences, recognise patterns
within and across different sequences and generalise to
simple algebraic statements.
2. Factors and Multiples
 use common factors and multiples;
 perform and use prime factorisation;
 find H.C.F and L.C.M.
3. Squares, square roots, cubes  calculate squares, square roots, cubes and cube roots of numbers.
and cube roots
4. Directed numbers
 use directed numbers in practical situations
(e.g. temperature change, tide levels).
5. Vulgar and decimal fractions  use the language and notation of simple vulgar
and decimal fractions;
 recognise equivalence and convert from one form into another.
6. Ordering
 order quantities by magnitude and demonstrate
familiarity with the symbols: =, ≠ , > , < , ≥ , ≤.
7. Order and Properties of
 use the four operations for calculations with whole
numbers, decimal fractions, vulgar and mixed fractions, including
correct ordering of operations and use of brackets.
8. Measures
use current units of mass, length, time, area, volume and capacity in
practical situations;
9. Time
express quantities in terms of larger or smaller units.
 calculate time in terms of the 12-hour and 24-hour clock;
 read clocks, dials and timetables.
10. Speed
 Calculate speed and average speed in practical situations.
11. Money
 solve problems involving money and convert from one currency into
12. Estimation
 make estimates of numbers, quantities and lengths;
 give approximations to specified numbers of decimal
places [Upper bounds & lower bounds are excluded].
13. Set language and notation
 use set language and set notation;
 use Venn diagrams to describe sets and represent relationships
between sets as follows:
Definition of sets, e.g. A = {:     }
B = {(, ):  =  + }
C = {:  ≤  ≤ }
D = {, , , … }
14. Ratio, proportion, rate
Union of A and B
Intersection of A and B
Number of elements in set A
“… is an element of…”
“… is not an element of …”
Complement of set A
The empty set
Universal set
A is a subset of B
A is a proper subset of B
A is not a subset of B
A is not a proper subset of B
 demonstrate an understanding of the elementary ideas
and notations of ratio, direct and inverse proportion and common
measures of rate;
 divide a quantity in a given ratio;
 solve simple word problems involving ratios, proportions and rates;
 use scales in practical situations
[Limited to linear scale factor only].
15. Percentages
 calculate a given percentage of a quantity;
 express one quantity as a percentage of another;
 calculate percentage increase or decrease.
16. Personal and Household
 use given data to solve problems on personal and
household finance involving earnings, simple interest, discount, profit
and loss;
 solve simple problems on commission and hire purchase.
17. Geometrical Terms and
 use and interpret geometrical terms: point, line, plane, parallel,
perpendicular, right angle, acute, obtuse and
reflex angles;
 use and interpret vocabulary of triangles, circles, special quadrilaterals;
 draw circles and triangles using a protractor and a compass.
18. Angles
 use a protractor to find unknown angles;
 calculate unknown angles and give simple explanations
using the following geometrical properties:
(a) Angles on a straight line;
(b) Angles at a point;
(c) Vertically opposite angles;
(d) Angles formed by parallel lines;
(e) Supplementary and complementary angles.
19. Polygons
 use and apply angle properties of triangles and
 use and apply angle properties of polygons including
angle sum;
 solve problems involving angles and number of sides of regular
20. Bearings
 interpret and use three-figure bearings measured
clockwise from the north (i.e. 0000 – 3600).
[Diagrams will be given]
21. Circles
22. Algebraic Representation
and Formulae
use and interpret vocabulary of circles;
solve problems involving the circumference and area of a circle;
determine arc length and area of sector.
 use letters to express generalised numbers and
express basic arithmetic processes algebraically;
 substitute numbers for words and letters in formulae.
23. Algebraic manipulation
 manipulate directed numbers;
 perform binomial expansions;
 factorise expressions of the form:
 +  +  + 
2 − 2
2 + 2 +  2
 2 +  +  (including cases where a is not equal = 1)
 manipulate simple algebraic fractions;
 transform simple and more complicated formulae.
[Including cases where factorisation is required].
24. Solutions of equations and
 solve simple linear equations in one unknown;
 solve fractional equations with numerical and linear
algebraic denominators;
 solve simultaneous equations in two unknowns by
substitution and elimination methods
[Application and formulation are excluded];
 solve quadratic equations by factorisation
[Restricted to coefficient of  = ];
 formulate and solve linear equations in one unknown
from given situations;
 formulate and solve quadratic equations from given
 solve simple linear inequalities.
25. Mensuration
solve problems involving the perimeter of squares,
rectangles and triangles;
solve problems involving the area of squares, rectangles, triangles,
parallelograms and trapezia;
 find surface area using nets;
 calculate the surface area and volume of cubes, cuboids, cylinders and
26. Symmetry
 recognise and draw lines of symmetry in two dimensions.
[Rotational symmetry is excluded]
27. Coordinate Geometry
 calculate the gradient of a straight line from the
coordinates of two points on it;
 calculate the gradient of parallel lines;
 interpret the equation of a straight line graph in the form of
 =  +  and obtain the equation of a straight line in any
appropriate form;
 generate coordinate points using equations of straight lines.
28. Trigonometry
 apply Pythagoras Theorem and the sine, cosine and
tangent ratios for acute angles;
 solve trigonometrical problems in two dimensions
[Angles of elevation & depression are excluded].
29. Indices
express numbers in index form;
use and apply the multiplication and division laws;
use and apply the power law of indices;
use zero index
[Negative and fractional indices are excluded].
30. Matrices
 display information in the form of a matrix of any order;
 solve problems involving the calculation of the sum and product
(where appropriate) of two matrices and interpret the results;
 calculate the product of a scalar quantity and a matrix;
 solve matrix equations involving addition & subtraction
[Algebra of 2×2 matrices is excluded].
31. Statistics
 collect, classify and tabulate statistical data;
 read, interpret and draw simple inferences from tables
and statistical diagrams;
 construct and use bar charts, pie charts, pictograms and
simple frequency distributions;
 calculate the mean, median and mode for individual data and for
ungrouped frequency distributions.
32. Probability
 calculate the probability of simple and combined events
in simple cases;
 construct and use possibility diagrams.
33. Vectors in two dimensions
 describe a translation by using a vector represented by
( ), ⃗⃗⃗⃗⃗
 , ;
 represent vectors graphically;
 demonstrate an understanding of the different types of vectors:
equal vectors, negative vectors, displacement vectors, and parallel
 add and subtract vectors;
 multiply a vector by a scalar;
 calculate the magnitude of a vector ( ) as √ 2 +  2 .
Syllabus Aims
Develop an understanding of basic computer literacy and foster confidence in the use of
computer applications in everyday life.
Assessment objectives are organised around the following topics:
1. Computer System
2. Impact of ICT on society
3. Networking and Internet Applications
4. Program Flowchart
5. Application Packages
Computer System
Students should be able to:
distinguish the features and applications of the four types of computers:
microcomputers (desktops, laptops, notebooks, PDAs), minicomputers,
mainframes, supercomputers;
distinguish between hardware and software and give examples of each;
identify and state the function of the main components of a general-purpose
computer: central processing unit, main/internal memory (including ROM, RAM),
input & output devices [keyboard, mouse, joystick, microphone, bar code reader,
scanner, monitor, printer (dot matrix, inkjet, laser), graph plotter, speakers,
webcam, secondary/backing storage (hard disk, floppy disk, CD Rom, DVD, pen
drive and memory cards)];
state the different units of measurement of storage capacity: bit, byte, kilobyte
(KB), megabyte (MB), gigabyte (GB), terabyte (TB).
2) Impact of ICT on society
Students should be able to:
state the meaning of ‘multimedia’ and give some of its uses;
show an understanding of the following ICT applications and their effects in
everyday life: e-learning, e-commerce, e-banking, tele-working, video-conferencing
and tools such as webcams and digital cameras;
state the advantages and disadvantages of the use of an ATM;
describe the potential health hazards related to the prolonged use of ICT
equipment, for example, repetitive strain injury (RSI), back problems, eye problems;
list ways of preventing the above health hazards;
state the meaning of ‘computer virus’ and its effects;
list ways of preventing a computer virus from infecting a computer.
3) Networking and Internet Applications
Students should be able to:
state the meaning of ‘network’ and list its advantages and disadvantages;
differentiate between Local Area Network (LAN) and Wide Area Network (WAN);
define the terms ‘Internet’, ‘www’, ‘e-mail’;
list the advantages and disadvantages of e-mail over postal systems;
state the meaning of a ‘search engine’ and its uses.
4) Program Flowchart
Students should be able to:
identify and use common flowchart symbols: start and end boxes, process box,
input/output box, decision box;
draw flowcharts (involving the use of sequence and selection constructs) to solve
simple problems;
dry run flowcharts to determine their outputs.
5) Application Packages
Students should be able to:
name and describe the uses of various computer applications such as word
processing, spreadsheet and database;
state the advantages of using a word processor, a spreadsheet and a computerised
database over manual methods;
identify the different features of different application packages (word processing,
spreadsheet, database) and state their functions (for example, title bar, scroll bar
and status bar).
Word Processing
Students should be able to:
apply basic skills to edit and format a text such as:
o set page orientation;
o change margins (top, bottom and sides);
o change the font type (e.g. Arial, Courier, Times New Roman, etc.),
font size, font style (bold, italic, underline) and font colour;
o do paragraph formatting – change line spacing, alignment,
o apply bullets and numbering;
o cut and paste and copy and paste;
o do search and replace based on keywords;
o insert graphics, pictures and textboxes in the document body;
o add and manipulate tables in the main body of the document;
o make use of spell checkers and the thesaurus;
o insert page number, header and footer;
o save a document;
o save a document under a different name using Save As;
o preview a document.
Students should be able to:
show an understanding of the concept of cell, active cell, range,
spreadsheet, workbook, formulae and functions;
apply the following skills when using spreadsheets:
o set page orientation;
o change margins (top, bottom and sides);
o identify cell content: label, number and date;
o format cells, e.g., changing font type, style, size, alignment, row
height, column width, borders and numbers;
o add and delete: rows, columns, sheets;
o rename, move and copy worksheets;
o use formulae and functions (Sum, Average, Min, Max);
o replicate formula using Copy & Paste and Drag & Drop;
o sort data;
o save a workbook.
Students should be able to:
state the meaning of the terms ‘database’, ‘file’, ‘record’, ‘field’ and ‘key
show an understanding of the structure of a database (field name, field
type and field width);
create and modify a database structure;
set primary key;
create, modify and save: tables, queries, forms and reports;
carry out simple query search;
append and browse data;
sort data.
The aims of the National Assessment at Form III in the three Science subjects are to
encourage the laying of strong foundations in Science education. Wherever possible, these
aims are reflected in the assessment objectives. However, some are not because they
cannot be assessed directly.
The aims are to:
provide a relevant and meaningful educational experience for all students,
irrespective of whether they go on to study science beyond this level or
help students gain sufficient understanding and knowledge to develop an
informed interest in scientific matters;
help students develop an awareness of the value and limits of scientific
nurture students’ appreciation of science and its application in other
disciplines as well as in their everyday life;
enable students to develop abilities and skills that are relevant to the
study and practice of science;
promote the development of healthy attitudes relevant to the learning of
science, such as a concern for accuracy and precision, objective thinking, a
sense of inquiry and resourcefulness;
promote interest in and care for both the local and global environment.
Assessment Objectives
The assessment objectives describe the knowledge, skills and competencies that
students are expected to demonstrate.
Knowledge with Understanding
Students should be able to demonstrate knowledge with understanding in relation
scientific phenomena, facts, laws, definitions, concepts;
scientific vocabulary, terminology, conventions (including symbols,
quantities and units);
scientific instruments and apparatus, including techniques of operation
and aspects of safety;
scientific quantities and their determination.
Handling Information and Solving Problems
Students should be able to, using visual and written information including symbolic,
diagrammatic, graphical and numerical):
locate, select, organise and present information from a variety of sources
including everyday experience;
translate information from one form to another;
manipulate simple numerical and other data;
use information to identify patterns, report trends and draw inferences;
present reasoned explanations for phenomena, patterns and relationships;
make predictions and hypotheses;
solve simple problems.
Scientific Investigation
Candidates should be able to:
make and record observations, measurements and estimates with due
regard to precision, accuracy and units;
interpret, evaluate and report on observations and experimental data.
Other Competencies
Besides the learning outcomes given for each of the science subjects (Biology, Chemistry
and Physics), it is also expected that students will be able to demonstrate ability in:
developing a plan of action to solve a given problem;
evaluating the solutions proposed to solve the problem;
solving numerical problems;
supporting ideas with appropriate justifications;
looking for relevant information;
following instructions;
planning and designing a simple investigation.
These competencies cut across all the three Science subjects and may be assessed in all the
three examination papers.
Students should be able to:
(a) define cell as the basic unit of life consisting of various structures performing specific
(b) identify, draw and label the cell membrane, nucleus and cytoplasm of an animal cell;
(c) identify, draw and label the cell wall, cell membrane, sap vacuole, cytoplasm, nucleus
and chloroplasts of a plant cell;
(d) state that the genetic material, consisting of DNA, chromosomes and genes, are found
in the nucleus;
(e) state that chromosomes are made up of genes and outline the role of the genes.
Students should be able to:
(a) define diffusion as the movement of molecules from a region of their higher
concentration to a region of their lower concentration, down a concentration gradient;
(b) define osmosis as the passage of water molecules from a region of their higher
concentration to a region of their lower concentration, through a partially permeable
A) Transport in Organisms (Humans)
Students should be able to:
(a) describe the circulatory system as a system consisting of blood, heart and blood
vessels (arteries, veins and capillaries);
(b) list the components of blood as red blood cells, white blood cells, platelets and plasma;
(c) state the functions of blood:
i. red blood cells
– haemoglobin and oxygen transport;
ii. white blood cells
– phagocytosis, antibody formation;
iii. platelets
– causing clotting;
iv. plasma
– transport of blood cells, ions, soluble food
substances, carbon dioxide, urea, vitamins and
plasma proteins etc;
(d) give a brief description of the structure of the veins, arteries and capillaries in terms of
wall elasticity and thickness and the lumen size;
(e) describe the main functions of each type of blood vessel;
(f) label the different parts of the heart, namely the chambers, valves and associated
blood vessels;
(d) list the factors that may lead to cardiovascular diseases, e.g. thrombosis, stroke, heart
attack and hypertension;
(e) list preventive measures for cardiovascular diseases.
Transport in plants
Students should be able to:
(a) identify the xylem and the phloem in the root, stem and leaf;
(b) explain the movement of water from the soil to the leaves with reference to osmosis;
(c) define the process of transpiration;
(d) list the factors affecting the rate of transpiration;
(e) state the role of the phloem in transporting food.
Breathing and Gas Exchange
Students should be able to:
(a) identify and label the nostrils, pharynx, larynx, trachea, bronchi, bronchioles, alveoli
and associated capillaries in a given diagram;
(b) state that breathing is a physical process taking place in both aquatic and terrestrial
(c) name the organs involved in breathing in a terrestrial organism (e.g. in humans) and in
an aquatic organism (e.g. in fish);
(d) describe the sequence of events occurring during inspiration and expiration;
(e) state the causes and health effects of common respiratory diseases such as bronchitis,
emphysema, asthma and tuberculosis.
D) Respiration
Students should be able to:
(a) state the need for energy in humans;
(b) define respiration;
(c) give the equation (in words) for aerobic respiration.
Students should be able to:
(a) define reproduction as a process in maintaining the continuity of life;
(b) define sexual reproduction as the production of a new individual by the fusion of two
sex cells;
(c) identify on diagrams the parts of the male reproductive system;
(d) identify on diagrams the parts of the female reproductive system;
(e) describe the menstrual cycle, with reference to the alternation of menstruation and
ovulation, the natural variation in its length and the fertile and infertile phases of the
describe fertilisation and early development of the zygote simply in terms of the
formation of a ball of cells that becomes implanted in the wall of the uterus;
(g) describe the symptoms, signs, effects and treatment of sexually transmitted diseases
such as Syphilis and AIDS.
Students should be able to:
(a) explain the term biodiversity and its importance;
(b) outline the threats such as deforestation, pollution, degradation of habitat and
invasive alien species towards biodiversity;
(c) give ways to reduce the impact of these threats (including conservation).
Students should be able to:
(a) define non-communicable diseases as diseases which are non-infectious or noncontagious;
(b) define communicable/infectious diseases as illnesses caused by micro-organisms and
transmitted from an infected person to another person or animal;
(c) describe malaria and influenza as communicable/infectious diseases, including their
modes of transmission and hosts.
Students should be able to:
(a) define the following terms:
(b) recall and use formulae and symbols;
(c) distinguish between elements, mixtures and compounds and give examples of each;
(d) recall that some metals are reactive and others are not;
(e) demonstrate an understanding of the reactivity series;
(f) arrange metals in order of reactivity (Sodium, Calcium, Magnesium, Zinc, Iron,
Copper, Silver and Gold);
(g) define acids and bases;
(h) state the importance of acids and bases;
(i) recall the colours of indicators (methyl orange, phenolphthalein, litmus) in acids and
Students should be able to:
(a) describe physical changes and give examples;
(b) describe chemical changes and give examples;
(c) give the symbols and valencies of common elements;
(d) work out the formulae of compounds;
(e) define the term radical and give the names and valencies of the following radicals:
hydroxide, carbonate, sulfate, ammonium and nitrate;
(f) demonstrate an understanding of chemical reactions, reactants and products;
(g) represent chemical reactions by word equations;
(h) convert word equations to balanced chemical equations;
(i) write and balance chemical equations.
Students should be able to:
(a) describe the reaction of selected metals (sodium, magnesium, iron and copper)with
(b) describe the reaction of selected metals with water and/or steam;
(c) describe the reaction of selected metals with dilute acids;
(d) describe displacement reactions using selected metals;
(e) predict the reaction of a particular metal using its position in the reactivity series;
(f) explain displacement reactions;
(g) explain the thermal decomposition of metal carbonates with respect to their
position in the reactivity series;
(h) describe how hydrogen, oxygen and carbon dioxide can be prepared in the
(i) state the conditions for the rusting of iron;
(j) discuss ways to prevent the rusting of iron (oiling, greasing, painting, galvanizing,
(k) write word equations and balanced chemical equations for the reactions mentioned
Students should be able to:
(a) define neutralisation reaction;
(b) define ‘salt’ and ‘acid salt’;
(c) classify salts as ‘soluble salts’ and ‘insoluble salts’;
(d) describe the preparation of soluble salts by reactions of:
Metals with acids;
Metal oxides with acids;
Metal carbonates with acids;
(e) draw labelled diagrams to show the steps in preparing a salt (students should show
knowledge of safety measures);
(f) state the uses of salts, for example:
Sodium chloride for food preservation and enhancement of taste;
Sodium bicarbonate in baking and indigestion treatment;
Ammonium sulfate in fertilisers;
Calcium sulfate in plaster of Paris;
Sodium fluoride in toothpaste;
(g) explain the importance of neutralisation reaction in cases of indigestion, insect
stings, in agriculture and in the prevention of acid rain;
(h) describe the process of combustion, respiration and photosynthesis;
(i) give the importance of combustion, respiration and photosynthesis in everyday life;
(j) recall the percentage composition of air;
(k) state the importance of respiration and photosynthesis in maintaining the
composition of air;
(l) identify carbon monoxide, oxides of nitrogen, sulfur dioxide, CFCs and smoke as
(m) state the sources, effects and prevention of air pollution caused by the pollutants
listed above;
(n) describe the greenhouse effect with reference to carbon dioxide (causes, effects
and prevention);
(o) demonstrate an understanding of global warming, its causes, effects and ways to
prevent it.
Students should be able to:
(a) define the terms ‘solute’, ‘solvent’, ‘solution’ and ‘suspension’;
(b) recall what are ‘mixtures’;
(c) recall the different changes in state happening in: evaporation, freezing, melting,
boiling and condensation;
(d) define the terms boiling point, melting point and freezing point;
(e) identify a suitable technique to separate a given mixture based on the properties of
the components:
Magnetic separation for mixtures containing iron;
Decantation for a mixture of solid and liquid with the solid having a higher
Filtration for a mixture of a solid and liquid forming a suspension;
Crystalisation to obtain pure crystals of solute from a solution;
Distillation to obtain pure solvent from a solution;
Sublimation to separate mixtures of solids where one of the solids can
Chromatography to separate different components dissolved in a solvent;
(f) show an appreciation of the relevance and importance of separating techniques in
everyday life.
Students should be able to:
(a) choose the appropriate apparatus to measure length, mass, volume, time and
temperature in different situations;
(b) read measuring scales from devices such as metre rules, measuring tapes, vernier
callipers, electronic balances, measuring cylinders, digital and analogue stopwatches and thermometers accurately;
(c) record measurements in their correct units;
(d) explain a few types of errors in measurement and their prevention (end error, zero
error, parallax error);
(e) list a few precautions taken during the measurement of simple quantities;
(f) determine the volume of irregular solids using the displacement method.
Students should be able to:
(a) distinguish between scalar and vector quantities;
(b) distinguish between distance and displacement;
(c) calculate distance and displacement in different contexts;
(d) distinguish between speed and velocity;
(e) calculate speed and velocity using  =

and velocity =

(f) define acceleration;
(g) calculate acceleration for uniform motion using a =

(h) sketch speed-time graphs to illustrate and interpret motion.
Students should be able to:
(a) explain the meaning of energy as the capacity to do work;
(b) list some forms of energy (heat energy, light energy, sound energy, chemical
energy, kinetic energy, potential energy and electrical energy)
(c) state the law of conservation of energy giving simple examples;
(d) define work done and use the formula  = , where d is the distance travelled in
the direction of the force, to calculate work done;
(e) define kinetic and potential energies and use the appropriate formulae,
 = 2  2 and  = ℎ, to calculate kinetic energy and potential energy
(f) define power and use the formula P =

, to calculate power.
Students should be able to:
(a) show an understanding that light travels in a straight line;
(b) differentiate between luminous and non-luminous objects;
(c) state the laws of reflection of light;
(d) illustrate and/or construct simple ray diagrams for a plane mirror to show reflection
of light;
(e) show an understanding of the characteristics of an image formed by a plane mirror;
(f) state the laws of refraction of light (no calculation required);
(g) illustrate refraction of light at a boundary by means of ray diagrams;
(a) describe simple applications of refraction of light (dispersion of light is not
Students should be able to:
(a) show an understanding that:
(i) matter consists of charges;
(ii) an electric current is a flow of charges;
(b) distinguish between conductors and insulators;
(c) identify the symbols of basic components of a circuit (cell, battery, bulb, openswitch, closed switch, connecting wires and resistor);
(d) set up and draw simple circuits;
(e) explain what is meant by potential difference;
(f) explain resistance as opposition to current flow in a conductor;
(g) define resistance as the ratio of the potential difference across a conductor to the

current flowing through it and use the formula  =  to calculate resistance;
(h) determine effective resistance of a combination of resistors arranged in series and
in parallel;
(i) calculate the current, potential difference and resistance in simple circuits.
Visual Arts is an important and relevant area of learning that contributes to the overall
development of students. Through Visual Arts, the student finds a powerful outlet to
communicate ideas, express feelings and emotions and connect to the rich cultural and
historical heritage. Visual Arts also provides students with opportunities to experiment
and investigate materials and processes, express ideas visually, use art terminologies and
make informed judgements on art forms.
In brief, Visual Arts enables students to
understand the role of Art in society and provides them with the scope to unfold their
creative potential. Visual Arts cuts across all areas of learning in line with the cross
curricular issues laid down in the National Curriculum Framework (NCF) and its aims are
clearly articulated in the NCF.
Syllabus Aims
The aims are to:
1. develop students’ ability to communicate ideas, express feelings and emotions in
2. encourage students to enjoy and appreciate a variety of art forms.
3. provide opportunities to students to work with and appreciate different materials
and processes
4. develop students’ imagination and creativity.
Assessment Objectives
The assessment objectives describe the knowledge, skills and competencies that
students are expected to demonstrate.
Knowledge with Understanding
Students will be assessed on their ability to:
1. distinguish between the elements of art and different art forms;
2. demonstrate knowledge and understanding of visual arts materials, techniques and
3. demonstrate skills and competence in making art forms.
Interpretation and creative response
Students will be assessed on their ability to:
1. research appropriate resource;
2. communicate ideas and feelings visually;
3. demonstrate creative thinking in assessing a problem and arriving at an appropriate
4. respond to visual arts tasks in a creative, imaginative and original way.
Analysis and Evaluation
Students will be assessed on their ability to:
1. make informed judgement in appreciating artworks of self and others;
2. use appropriate art terms to discuss materials, techniques and processes;
3. understand, appreciate and decode artworks.
1. Drawing
Students should be able to:
use elements of art: lines, shapes and form confidently in drawing;
demonstrate skills and competencies in object, figure and landscape drawing;
demonstrate skills and competencies in perspective, layout and composition;
demonstrate an exploration of a range of drawing media such as pencils, oil
pastel, charcoal, etc.;
record from primary and secondary sources;
use observations, experiences and imagination to communicate ideas and feelings
in drawing;
demonstrate creativity and originality in drawing.
2. Painting
Students should be able to:
use colour confidently in painting;
demonstrate skills and competencies in colour mixing and tonal gradation;
demonstrate creativity and originality in using colour to express feelings and
3. Printmaking
Students should be able to:
demonstrate skills and competencies in creating prints using
block printing (vegetable printing);
relief printing (string on wood);
stencil printing;
card edge printing;
demonstrate creativity and originality in printmaking.
4. Design
Students should be able to:
show understanding of elements of design;
demonstrate skills and competencies in poster making, logo design, calligram and
CD and DVD sleeve making;
demonstrate creativity and originality in design.
5. Art Appreciation
Students should be able to:
use appropriate art terms to analyse, evaluate and appreciate artworks;
make informed judgements in appreciating artworks;
demonstrate creative thinking and appreciation of aesthetic qualities.
The aim of the National Assessment at Form III in Entrepreneurship Education is to assess
the knowledge and skills required to set up and manage an enterprise.
Syllabus Aims
The aims of the syllabus are to:
1. develop knowledge, understanding and skills required to set up and manage an
2. develop an understanding of the driving factors that contribute to successful
entrepreneurship and the success of an enterprise.
3. develop problem-solving and decision making skills needed to propose solutions in
matters related to the setting and running of an enterprise.
Assessment Objectives
The assessment objectives describe the knowledge, skills and competencies that
students are expected to demonstrate in respect of key concepts in
Entrepreneurship Education. Learners will be assessed on their ability to analyse and
discuss entrepreneurial activities. Learners should also be able to demonstrate
simple skills relevant to setting up and managing an enterprise.
Knowledge and Understanding
Students should be able to demonstrate knowledge and understanding of key terms,
concepts and skills relevant to Entrepreneurship Education.
Application Skills
Students will be assessed on their ability to apply their knowledge and understanding of
facts, terms and concepts with respect to a particular enterprise.
Analytical Skills
Students will be assessed on their ability to analyse the key factors that drive the success of
an enterprise.
Decision-making skills
Students will be assessed on their ability to apply their knowledge and skills in making
entrepreneurial decisions.
Specific Objectives
1. Setting up an enterprise
Students should be able to:
identify and describe the different types of enterprises;
state the characteristics of a given enterprise;
state the reasons why particular types of enterprise are preferred to others.
2. The entrepreneur as a Manager
Students should be able to:
describe the functions and responsibilities of an entrepreneur;
identify stakeholders and their interests in an enterprise;
suggest simple ways to deal with risks in an enterprise.
3. Entrepreneurial skills
Students should be able to:
identify and describe an effective communication process;
show an awareness of different forms of communication;
explain the importance of effective communication in an enterprise;
suggest simple ways in which conflict may be resolved in an enterprise.
4. Productivity and quality
Students should be able to:
differentiate between the terms ‘productivity’ and ‘quality’;
explain, in simple terms, the techniques that an entrepreneur may use to improve
productivity and quality in the enterprise;
discuss the importance of improving productivity and quality in an enterprise.
5. Marketing of entrepreneurs
Students should be able to:
differentiate between selling and marketing;
identify the elements of marketing;
show an awareness of the importance of e-marketing in an enterprise.
6. Business plan
Students should be able to:
identify the components of a business plan;
explain the uses of a business plan to an entrepreneur.