Staff:

Tracey Mackenzie (HOD)
Tony Richter
Tony Shuttleworth
Ernie Steenkamp
Taryn Randall

Life Science is the study of life in an ever changing natural and man-made environment.

Life Science knowledge provides a unique platform from which to expand and enrich our boy’s outlook on life, through understanding the integration between themselves and the world as we know it. It pays particular attention on understanding the inter-relationships between Science, Technology, Indigenous Knowledge, the Environment and Society.

Aims:

We hope that through opening our young  male learners up to the simplicity and beauty of everyday life around them and by helping them understand how the world and their bodies work, we will not only shape their future, but ours as a species and the rest of the world.

We aim to equip our boys with the necessary skills and understanding of the Life Sciences, so that they will be able to apply this knowledge to everyday situations.

These skills are:

  • Critical thinking, particularly about some of the major problems  and issues of the age such as genetic engineering, epigenetics, population dynamics, resource management  and conservation
  • Scientific enquiry
  • Investigative research  
  • Evaluation and statistical interpretation of information, data and different perspectives
  • Problem solving
  • Understanding, analyzing  and appreciating different perspectives of current topical and controversial issues
  • Adapting the principles of Biomimicry to draw inspiration from nature to help formulate creative solutions in several disciplines such as medicine, design/research, sustainable development and engineering

 Fundamental to the aim of the subject is to develop an interest and passion for the Life Sciences. 

Life Sciences is taught throughout the school. It may be taken with Physical Science for those who are interested in science-based subjects and careers, or without Physical Science for those who want to include a science but are not mathematically strong. It is an important subject in the school curriculum because of its great relevance. No pupil can consider himself to be educated, who does not understand something of the working of his own body and who cannot think intelligently about some of the major problems of the age such as genetic engineering, population dynamics, resource management and conservation. It is probably because of its relevance that Biology has over the years been listed as one of the most enjoyed subjects as well as one in which the pupils have achieved a high percentage of distinctions.

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