Singapore–Cambridge Secondary Education Certificate (2027) - G3 Biology - Syllabus K325

Sep 24, 2026

G3 Biology syllabus for the Singapore–Cambridge Secondary Education Certificate (2027) (Syllabus K325) outlines a learning approach that prioritizes understanding and application of scientific concepts over extensive factual recall. Teaching and learning are structured to cultivate scientific expertise, values, and attitudes, using diverse strategies. Assessment is designed to test skills, comprehension, and insight across familiar and unfamiliar contexts, aligned to course aims that include scientific literacy, ethical reasoning, inquiry practices, and disciplinary understanding of living organisms.

LanguageEnglish

CategoryExam

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Introduction

Aims

Practices of Science

Demonstrating Ways of Thinking and Doing in Science (WoTD)

Understanding the Nature of Scientific Knowledge (NOS)

Relating Science, Technology, Society and Environment (STSE)

Assessment Objectives

Scheme of Assessment

Disciplinary Ideas of Biology

Content Structure

Subject Content

Summary of Key Quantities, Symbols and Units

Practical Assessment

Glossary of Terms Used in Biology Papers

Special Note

Singapore–Cambridge Secondary Education Certificate (2027) G3 Biology (Syllabus K325 ) CONTENTS | | Page | | --- | --- | | INTRODUCTION | 3 | | AIMS | 3 | | PRACTICES OF SCIENCE | 4 | | ASSESSMENT OBJECTIVES | 5 | | SCHEME OF ASSESSMENT | 7 | | DISCIPLINARY IDEAS OF BIOLOGY | 8 | | CONTENT STRUCTURE | 9 | | SUBJECT CONTENT | 10 | | SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS | 25 | | PRACTICAL ASSESSMENT | 25 | | GLOSSARY OF TERMS USED IN BIOLOGY PAPERS | 28 | | SPECIAL NOTE | 29 | INTRODUCTION The G3 Biology syllabus is designed to have less emphasis on factual materials, but a much greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly complex and globalised world, rather than focusing on large quantities of factual material, which may have only shortterm relevance. It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies in teaching topics in this syllabus. The assessment will be specifically intended to test skills, comprehension and insight in familiar and unfamiliar contexts. AIMS The aims of a course based on this syllabus should be to: 1. provide a worthwhile educational experience for all students, whether or not they go on to study science beyond this level 2. develop in students the understanding, and skills relevant to the practices of science, and enable them to 2.1 appreciate practical applications of Biology in the real world 2.2 deepen their interest in Biology for future learning and work 2.3 become scientifically literate citizens who can innovate and seize opportunities in the 21st century 2.4 understand how living organisms work to sustain life and use the disciplinary ideas in Biology to approach, analyse and solve problems in biological systems. 3. develop in students the values, ethics and attitudes relevant to science such as 3.1 curiosity – desiring to explore the environment and question what is found 3.2 creativity – seeking innovative and relevant ways to solve problems 3.3 integrity – handling and communicating data and information with complete honesty 3.4 objectivity – seeking data and information to validate observations and explanations without bias 3.5 open-mindedness – accepting all knowledge as tentative and suspending judgement, tolerance for ambiguity, willingness to change views if the evidence is convincing 3.6 resilience – not giving up on the pursuit of answers/solutions, willingness to take risks and embrace failure as part of the learning process 3.7 responsibility – showing care and concern for living things and awareness of our responsibility for the quality of the environment 3.8 healthy scepticism – questioning the observations, methods, processes and data, as well as trying to review one’s own ideas. PRACTICES OF SCIENCE The Practices of Science represent the set of established procedures and practices associated with scientific inquiry, what scientific knowledge is and how it is generated and established, and how Science is applied in society respectively. It consists of three components: 1. Demonstrating Ways of Thinking and Doing in Science (WoTD) 1.1 Posing questions and defining problems 1.2 Designing investigations 1.3 Conducting experiments and testing solutions 1.4 Analysing and interpreting data 1.5 Communicating, evaluating and defending ideas with evidence 1.6 Making informed decisions and taking responsible actions 1.7 Using and developing models 1.8 Constructing explanations and designing solutions 2. Understanding the Nature of Scientific Knowledge

FAQs

What is the main learning emphasis in the G3 Biology syllabus?

The syllabus places less emphasis on factual materials and more on understanding and applying scientific concepts and principles.

What are the intended outcomes of the course aims?

The aims focus on education for all students, developing understanding of scientific practices, building interest in Biology, and enabling scientifically literate citizens to analyze and solve problems in biological systems.

What does the syllabus mean by the Practices of Science?

It covers established procedures for scientific inquiry, including ways of thinking and doing (WoTD), the nature of scientific knowledge (NOS), and the relationships among science, technology, society, and environment (STSE).

Sep 24, 2026

Uploaded by BigDaveOnline