Biological Science (1999-2004) : Heinemann Biology One Heinemann Biology Two

BIOLOGICAL SCIENCE
(1999–2004)
SAMPLE
SENIOR WORK PROGRAM
Based on
Heinemann Biology One
and
Heinemann Biology Two
The following program has been compiled as a sample only. The structure is a guide
as it is anticipated that schools will adapt this to suit the individual needs of their
students and incorporate their respective system and school based initiatives.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)

BIOLOGICAL SCIENCE
CONTENTS
SECTION Page
1 RATIONALE 3
2 SYLLABUS GLOBAL AIMS AND GENERAL OBJECTIVES 3
3 COURSE ORGANISATION 8
3.1 School organisation 8

3.2 Equity statement 8
3.3 Objective development—time organisation 10
3.4 Syllabus general objectives coverage grid 11
3.5 Specific objectives for school units: Semesters 1–4 12
3.6 Specific objectives for school units 16
4 LANGUAGE EDUCATION, LEARNING EXPERIENCES AND RESOURCES 27
4.1 Language education 27

4.2 Learning experiences 27
4.3 Resources available 28
5 ASSESSMENT 28
5.1 Nature of assessment 28

5.2 Assessment techniques 28
5.3 Student ownership 28
5.4 Manipulative skills 28
5.5 Exit levels of achievement 29
5.6 Exit levels in terms of student achievement 30
5.7 Biological science student assessment program 32
5.8 Assessment items and enabling criteria 34
5.9 Manipulative skills checklist 36
5.10 Example of marking scheme for non-test instrument 37
5.11 Verification requirements 38
5.12 Special consideration 38
2
1 RATIONALE
Science is an essential component of a general education. Science education is not education

which becomes obsolete. It teaches children that our world is changing, and in such a
dynamic environment we must equip our students with the necessary skills to cope. No
science course can exist without a set of basic concepts and models, but there is a forceful
interaction between science and humankind. An appreciation of responses of human beings to
scientific knowledge is essential.
The Biological Science Work Program aims to provide students with a scientific
understanding and appreciation of the living world through a study of the origin,
development, functioning and evolution of living systems and the consequences of
intervention in these systems.
2 SYLLABUS GLOBAL AIMS AND GENERAL OBJECTIVES
Global aims
The course in Biological Science provides an opportunity for the further development of
students’ ability to access, process and communicate information so that they might be
culturally and scientifically informed and aware.
To achieve the global aims, Senior Biological Science provides learning experiences that will
assist students to develop:
 scientific processes, complex reasoning processes and appropriate attitudes and values
 the ability to recall specific knowledge and apply this in simple situations
 proficiency and safety in the use of field and laboratory equipment and other resources.
Consistent with the development of these learning experiences, a course in Biological Science
should provide specific learning experiences which will further develop in students:
a a knowledge and understanding of the living world

b the capacity to identify, gather, manipulate and process information in the context of
scientific and field investigations
c the capacity to communicate competently in various formats on biological issues
d an appreciation of the complexity and beauty of biological phenomena
e a recognition of the unique characteristics of Australian ecosystems
f an appreciation that Homo sapiens occupies a unique position in the biosphere and from
this position derives certain responsibilities for its stewardship
g an ability to apply the biological understanding, skills and mental processes to public
issues.
The global aims are expressed via the general objectives and their development is through the
specific objectives in this Work Program.
3
General objectives
These are derived from the interaction of global aims, rationale and a view of science.
A view of Rationale
Science
Global aims
General
objectives
As a result of undertaking a course in study based upon this syllabus, a student should:
 have opportunities to develop attitudes and values
NOTE: These attitudes and values are not assessable for certification.
Objective Outcomes
To develop  towards the impact and limitations of science (be concerned for wise application of
attitudes and science and its ethical use)
values  arising from the practice of science (be open-minded, critically respectful of data,
be sceptical, willing to shift in the face of evidence, systematic, persistent in the
practice of science)
 concerning personal behaviour (be honest, concerned, tolerant and aware of
individual differences and cultural diversity within the learning environment, be
cooperative when participating in group tasks)
 have a knowledge of subject matter
NOTE: This general objective refers to the development and assessment of content
and its simple application.
Objective Outcomes
To recall  list, define, describe, select, identify, recognise, translate, reconstruct, calculate,
deduce, explain, solve, exemplify, spell correctly:
To apply in – facts and formulae

simple situations – procedures
– terminology
– theories and principles
– sequences and events
– shapes, patterns and diagrams
 be able to use scientific processes
4
NOTE: This general objective refers to the development and assessment of scientific
processes at a simple level only.
Objective Outcomes
To collect and  utilise primary data resources:
organise data – observe accurately, being aware of the need to repeat and check
observations
– select appropriate measuring devices
– describe properties and changes
 utilise secondary data sources:
– locate and comprehend relevant information
– from books, film, databases and other resources
– record references
 record and organise data:
– collect both qualitative and quantitative data and utilise standard units
paying attention to accuracy and precision
– record observations
– tabulate
– graph
– sketch, draw, photograph
To process and  infer and predict:
generate – explain observations and forecast future observations based on past
information observations or theory
 interpret:
– identify trends or anomalies
– interpolate and extrapolate
– analyse
– generate analogies
– follow procedures
– draw conclusions
 generalise:
– relate cause and effect
– describe relationships (qualitatively and/or quantitatively)
To communicate  present information in a variety of forms (see Learning Experiences, Resources
information in and Language Education, page 26):
various contexts – write reports of laboratory or field work
– present results of library research
– deliver oral reports on research or experiments
– contribute to discussions/debates
– produce pictorial and audio-visual presentations
– construct physical representations
– use correct spelling, grammar and punctuation
To devise and  use scientific methodology:

design – formulate questions
simple/single
investigations – recognise problems
– establish a conceptual framework
– hypothesise
– develop procedures
5
– identify and control variables
To make simple  reflect on the validity of qualitative and/or quantitative data:
judgements – distinguish fact from opinion
– distinguish relevant from irrelevant information
– distinguish observations from inferences
– identify errors in measurement
 be able to use complex reasoning processes
NOTE: This general objective refers to the development and assessment of higher
oral cognitive processes which provide challenges to students.
Objective Outcomes
To use complex  solve challenging problems:
reasoning in – assemble several pieces of learned information or procedures and integrate
challenging them to complete a task
situations
– combine several of the scientific processes into a coherent strategy for a
given task
– respond to challenging novel tasks
 make logical decisions:
– select relevant knowledge and/or data and a procedure to reach a
conclusion
– analyse alternative information to compare and contrast or make
judgements
– make inferences or predictions consistent with a set of assumptions
– justify an outcome based on given or generated information
 use creative and/or critical thinking:
– identify assumptions on which claims are based
– locate logical fallacies in arguments
– recognise invalid conclusions
– evaluate the worth of ideas and the authority on which claims are based
– critically examine the adequacy of data
– demonstrate originality in design, production, performance
– propose alternate theories for given evidence
– propose evidence that would be required to confirm or refute a particular
theory or belief
6
In addition to the outcomes identified above, other Complex Reasoning Processes outcomes
may involve an advanced level challenge from the Knowledge of Subject Matter or
Scientific Processes general objectives listing.
 demonstrate manipulative skills
Objective Outcomes
To operate safely  in laboratory, and/or field settings:
and proficiently – assemble, construct, manipulate, handle, calibrate, measure, draw
7
COURSE ORGANISATION
3.1 School organisation

Biological Science is allocated three (3) lessons per week, each of seventy five (75)
minutes duration.
Regarding the teaching or learning time given to the general objective categories, the
emphasis over the two (2) year course is:
Knowledge of Subject Matter 45%

Scientific Process 30%
Complex Reasoning Processes 20%
Manipulative Skills 5%
3.2 Equity statement

Schools should provide a curriculum which in subject matter, language, methodology,
learning experience and assessment instruments meets the education needs and
entitlements of all students and, in particular, of girls as well as boys, of Aboriginal
and Torres Strait Islander students, of students who are from Non-English Speaking
Backgrounds and of students who have an intellectual and/or physical impairment.
Care should be taken by schools to ensure that the curriculum content recognises the
contributions of women to society, that it is culturally inclusive of the activities and
achievements of Aboriginal, Torres Strait Islander and Non-English Speaking
Background people and that it takes every opportunity to draw students’ attention to
positive examples of people with intellectual and/or physical impairments.
In order to achieve more equitable educational outcomes by meeting these

requirements, the college will be considering the following:
1 Gender issues to be considered
 gender inclusive curriculum

 the contributions of women
 the life experiences of women and girls
 non-stereotyped non-sexist print and non-print resources
 teaching approaches and learning experiences in practical exercises in co-ed classes
 the utilisation of a range of single-sex and co-educational settings
 a school environment which supports and encourages girls’ active participation and
achievement in all aspects of the educational program available
2 Aboriginal and Torres Strait Islander issues to be considered
 curriculum inclusive of Aboriginal and Torres Strait Islander people

 the contributions of Aboriginal and Torres Strait Islander people
 the life experiences of Aboriginal and Torres Strait Islander people including the impact of the
non-Aboriginal settlement of Australia
 non-stereotyped non-racist print and non-print resources
 teaching approaches and learning experiences that suit Aboriginal and Torres Strait Islander
students
 equitable access to curriculum choices
 curriculum content which reflects the diversity amongst Aboriginal and Torres Strait Islander
people and, in particular, the differences between traditional and non-traditional communities
 assessment plans which suit Aboriginal and Torres Strait Islander students
8
 a school environment which supports and encourages the active participation and
achievement of Aboriginal and Torres Strait Islander students in all aspects of the educational
program available.
3 Non-English Speaking Background issues to be considered
 culturally inclusive curriculum

achievements of students from Non-English Speaking Backgrounds in all aspects of the
Educational program available
 teaching approaches and learning experiences which suit students from Non-English
Speaking Backgrounds and which meet their needs for English language development
support
 non-stereotyped non-racist print and non-print resources
 recognition of bicultural and bilingual skills and experiences of people from Non-English
Speaking Backgrounds, including the impact of immigration
 assessment plans which suit students from Non-English Speaking Backgrounds.
4 Issues to be considered with respect to intellectual and/or physical

impairments
 curriculum inclusive of those with intellectual and/or physical impairment

 curriculum appropriate to the needs of intellectually and/or physically impaired learners within
the context of local schools
 positive examples of activities and achievements of people with intellectual and/or physical
impairments
 non-stereotyped print and non-print resources which avoid imposing notions of physical
perfection
 recognition of the skills and abilities of people with intellectual and/or physical impairments
 teaching approaches and learning experiences which suit students with intellectual and/or
physical impairments and which cater for any resource and support needs they may have
achievements of students with intellectual and/or physical impairments in all aspects of the
educational program available
 utilisation of special needs settings as well as integrated settings.
9
3.3 Objective development—time organisation
Semester School Unit Syllabus core topics Elective topics Total

hours
1 2 3 4 5 6 7 8 9 1 2 6 8
1 Organisms in their 20 16 16 3 55
environments
2 Functioning organisms 10 16 17 12 55
3 Challenge to survival 10 8 8 1 10 10 8 55
4 Biological continuity and 2 2 26 25 55

change
Total hours 20 16 16 22 24 25 15 26 25 10 10 8 3 220
NOTES:
Outdoor Field Studies: 10 hours to be conducted in Semester 1 ‘Organisms in their Environments’
2 hours to be conducted in Semester 3 ‘Survival Mechanisms’
10
3.4 Syllabus general objectives coverage grid
Syllabus general Syllabus core topics and extensions Elective topics

objectives 1 2 3 4 5 6 7 8 9 1 2 6 8
Knowledge of subject matter a–f, j a–d, g a–e, h, a–e, a–d, e, a, b, f, a–d, a–e a, b, e, a–h a–e a–g a–c
E1 g–i, j, f, l, g, E1, E1, f, k,
l, n, E1, E2 E2 E2, E3 E1, E2
E1,
E2,
E3, E5
Scientific Collect and g e e, g, k, E4 h, k h, E1 e, i, l, i f h, i d
processes organise data E2
Make simple g, h, k, h, j, k f k, m, j b, i h, k I, j, E1 c, g, j i f i d
judgements l, E1 E4
Process and h–j, l, e, f f, j, m, i, k, h, b, e f, g, j, d d, e, g– e, f, l b, f h, l d
generate m, E2 E4 j, k i
information
Communicate g, E3 j e, g c, d, l h, j c, E1 h, j, k h, j e, f, h, d–f h, i d
information i
Devise and f k, E4 g, i d, h, j
design simple E3
investigations
Complex Solve h k g j b, e–g d, g f i
reasoning challenging
processes problems
Make logical h, k i, j, k g, E2 j, k, m, j i, j i, k h, j d i h, i d
decisions E1
Use creative h, i h f, l i, j i
and/or critical
thinking
Manipulative skills 1, 2, 7, 8, 3, 18 2, 4, 5, 4, 5, 9, 14, 4, 5,
6–8, 18 9–13 10, 11, 16 15
17 15, 18
Learning experiences 1, 2, 5, 1, 2, 4, 1, 2, 3, 1–4, 6, 1–4 1–9 2, 6, 7, 2–4, 6, 2–4, 6
7 5 5, 8 7 10 8, 11
E = extension material. Both extension and elective material, as well as the compulsory core objectives, may be offered.
11
3.5 Specific objectives for school units: Semester 1
Organisms in their Environments—Heinemann Biology One
Chp Chapter name Core topic Core subject Extension Cognitive Manipulative
number matter objectives skills
1 Identifying organisms 3 1–6 a a–h, E1, E2 3
2 Living in an ecosystem 1 1, 2, 4 b a, c–e, i, l, m, 1, 2, 6–8, 17
2 1 a, b, i
E8 1, 2 a, b
3 Food chains and energy flow 1 2 c c, d, g
2 2 b, d, e, j
4 How matter moves through 2 1–4 a–k
ecosystems
5 Population distribution and 1 1–3 c a, b, f, j, E3
abundance 2 1 a–d, f, j
6 Natural change 1 1, 3, 5 c h, j, k, m, E1, E2 7–9, 18
2 6 g, h
E8 3, 4 c, d
7 Human influence 2 4–6 d, f–k
8 Conservation 2 6, 8, 9 i
12
Specific objectives for school units: Semester 2
Functioning organisms—Heinemann Biology One
Studying biology 4 1–4, 8 a–g, i 4, 10–13
(foundation chapter) 7 2, 3 a
9 Getting energy 4 5, 6 a, b f, h, j, k, n, E1, E3 1
5 3 b, j, k, E1
10 Nutrition 5 3, 4 c a–d, j, k 2, 14, 17
6 1, 5 b a–e, g, i
11 Gas exchange 5 1–4 6 a–e, E2 2, 14
6 2 a–c, f, g, i, E1, E3
12 Transport systems 5 1, 4 a 2, 14
6 3, 4 b a–c, g, i, E1, E2
13 Waste removal and water balance 5 4 a 2, 5
6 4, 5 b a–c, g, i, k, E1
14 Ways of reproducing 4 1, 7, 8 b, c, e a, l, m
7 b, c, h–j
15 Sexual reproduction and 7 2–6, 9 g a–d, h–k, E1, E2 2, 5, 15, 18
development
16 Mammalian reproduction and 7 3–6, 10 a, d–h, l
biotechnology
13
Challenge to survival—Heinemann Biology Two
1 Cells—units of life 4 1–6, 8 a, e, d a–l, n, E2 2, 4, 5, 10, 11, 16
2 Functioning cells
3 Homeostasis and regulatory 6 7 a
mechanisms E1 1–9 a–c, e–i
4 Internal stability in animals 6 b
E1 2–4, 6, 7 e
5 Environmental dependence of 5 1–5 b a–g, l 4, 5
plants 8 8 g
E1 5, 7 d, e, i
Animal behaviour (school unit) E2 1–9 a–f
6 Parasites and pathogens 6 6 j
7 Defence against disease E6 1–7 a–i
14
Biological continuity and change—Heinemann Biology Two
8 Where are your genes? 8 2, 4–6 a, c, d, g a, c, d, j, E1
9 How genes work 8 3, 5, 7 d, h, i
10 Passing on genes 8 1, 2 e, g a–c, e–g
11 Evidence for evolution 9 1, 2 a, c, e a, b, d, i, j
12 Mechanisms of evolution 9 3, 4, 5 c, e–i, k, E1, E2
15
3.6 Specific objectives for school units
SEMESTER 1: ORGANISMS IN THEIR ENVIRONMENTS
TOPIC 1
Core Objectives
a Recall and apply terms and definitions associated with the study of populations and
communities.
b Relate the features of organisms to their way of life.
c Evaluate the contribution of environmental factors to change within populations and
communities.
d Relate the patterns of distribution of organisms to their requirements.
e Interpret data and develop hypotheses which link adaptations of organisms to both biotic
and abiotic components of their surroundings.
f Identify or critically analyse various types of special associations that may occur between
organisms within communities, e.g. predation, parasitism, mutualism.
g Construct diagrammatic representations of food chains and food webs, on the basis of
observed or inferred feeding relationships.
h Evaluate observed or described changes in communities.
i Compare communities in terms of their biotic and abiotic characteristics.
j Critically analyse interactions between communities.
k Make judgements regarding general principles associated with the process of change
within communities, e.g. ecological succession.
l Interpret data—primary or secondary—from a community study.
m Evaluate the effectiveness of various sampling and measuring techniques.
Extension objectives
1 Evaluate and interpret the impact of humans by comparing, e.g. Kirra Beach and Hastings
Point environments, tidal mudflat environments, etc.
2 Analyse the impact of increased human population on food chains and food webs.
3 Evaluate and interpret the impact of a chosen biological/ecological issue on an ecosystem.
Learning experiences
1 Undertake a first-hand investigation of one or more communities, involving recording
variations in structure, measuring population densities, and noting how communities
change over time.
2 Present population data in graphical form using both standard and semi-logarithmic
scales, as appropriate.
3 Design and perform an investigation to determine the particular abiotic and/or biotic
preferences of a species.
16
TOPIC 2
Core objectives
a Recall and apply terms and definitions associated with the study of ecosystems, e.g.
ecosystems, environment, biome, biosphere.
b Identify examples of interacting populations within ecosystems.
c Describe the types of interactions that occur between living and non-living components of
an ecosystem.
d Investigate and discuss the relationships that occur between organisms and their
surroundings in a particular ecosystem.
e Interpret data pertaining to the ways in which matter and energy move in an ecosystem.
f Compare matter and energy flow in a natural ecosystem with that in an urban or an
agricultural system.
g Explain how particular ecosystems interact within the biosphere, e.g. agricultural and
estuarine.
h Predict the effects on the natural environment of activities associated with industrialised
human societies.
i Critically examine current environmental issues with respect to ecologically sustainable
management practices.
j Evaluate the effects of introducing species into an environment, e.g. grazing animals,
water hyacinth, salvinia, cane toads, groundsel, rabbits, dung beetles.
k Compare the effects of biological, chemical and other control measures, and evaluate
their use, effectiveness and long-term consequences.
1 Undertake a first-hand investigation of an ecosystem by collecting and interpreting data
on abiotic and biotic factors.
2 Investigate the effects of human activity on an ecosystem.
3 Construct food webs from data relating to the feeding relationships in an ecosystem.
4 Use diagrams, flow charts and computer simulations to model the movement of matter
and energy within ecosystems.
TOPIC 3
Core objectives
a Recall and apply terminology and conventions associated with biological nomenclature
and taxonomic systems.
b Justify the need for a classification and explain why changes occur within it.
c Process information regarding the use of the species as the basic unit of classification, and
the limitations of the species concept.
d Recognise significant features of common taxonomic groups and use these features in
classifying organisms.
e Present information on a wide variety of organisms to demonstrate an understanding of
biodiversity.
f Identify selected organisms using a prepared key.
g Critically evaluate the classification of an organism with atypical features.
h Describe examples of human activities which have affected biodiversity.
17
1 Recall and recognise significant features of a variety of subgroups of the major taxonomic
groups including Division Tracheophyta, Phylum Arthropoda, Phylum Chordata.
2 Construct a dichotomous key given the characteristics of a variety of organisms.
1 Visit a foreshore to observe species diversity.
2 Use and construct keys for the identification of organisms.
3 Decide whether two organisms belong to the same species from descriptions of their
breeding behaviour.
4 Use field guides to identify local flora and fauna.
5 Access video, CD-ROM and other resources to enhance understanding of classification
and the species concept.
ELECTIVE TOPIC 8: BIOGEOGRAPHY
Subject matter
1 Australia has a variety of unique ecosystems.
2 Australian ecosystems contain a variety of unique species of flora and fauna.
3 Australian ecosystems are subjected to a variety of forces causing change within the
ecosystem.
4 Geographic isolation has resulted in Australia’s unique climate, ecosystems, plants and
animals not found elsewhere in the world.
Objectives that could be developed in this topic:

a Give examples of the characteristics of unique Australian communities and ecosystems,
e.g. the Mallee, and where these are found within Australia
b Describe the characteristics of a variety of Australian fauna and flora
c Explain how the separation and isolation of the Australian continent occurred
d Report on, interpret, analyse and evaluate data relating to an ecological issue using
second-hand data.
1 Use second-hand data and/or CD-ROMs to interpret, analyse and evaluate ecological
information.
2 Access video and internet information to gather ecological information.
18
SEMESTER 2: FUNCTIONING ORGANISMS
TOPIC 4
Core objectives
a Recall and apply terms associated with the study of the composition, structure and
functioning of cells.
b Recognise structural components from a variety of sources.
c Distinguish between prokaryotic and eukaryotic cells and between plant and animal cells.
d State the function of the cell organelles.
e Recognise and describe the contribution that cell components make to the functioning of
the cell, e.g. mitochondria, membranes.
f Infer the function of different types of cells, e.g. use information about their structure,
production of chemicals.
g Recall the basic composition of carbohydrates, lipids, proteins.
h Compare the processes of photosynthesis and respiration.
i Relate the structure of the cell membrane to the ways substances move in and out of cells.
j Explain the role of enzymes and ATP in the operation of cells.
k Interpret, analyse and evaluate data relating to experiments on respiration and
photosynthesis.
l Describe the process of mitosis in plant and animal cells.
m Interpret, analyse and evaluate data including diagrams and photomicrographs relating to
investigations of mitosis.
n Describe the contribution that each of the major groups of chemical compounds makes to
the functioning of the cell.
1 Compare and contrast glycolysis and the Krebs citric acid cycle.
2 Relate the different ATP productions to the different reactions occurring in aerobic and
anaerobic respiration.
1 Identify chemicals present in cells, e.g. starch, glucose, cellulose, proteins, lipids.
2 Model the stages of mitosis.
3 Investigate the relationship between surface area and volume, and relate this to the
effectiveness of diffusion. Relate findings to the need for cell division.
TOPIC 5
Core objectives
a Recall and apply terms used in the study of plant physiology.
b Relate the requirements of green plants to the processes of photosynthesis and respiration.
c Identify particular plant structures presented in a variety of formats.
d Describe examples of adaptations that have evolved in plants to enable them to obtain,
process, transport and store raw materials.
e List the processes by which movement of materials takes place within plants.
f Describe the mechanisms of transpiration and translocation in vascular plants.
g Design an experiment to show that the transpiration rate varies with different conditions.
h Record, tabulate and evaluate observations of the movement and loss of water in plants.
i Relate the uptake, synthesis and circulation of nutrients to the structure of plants.
j Evaluate experimental evidence relating to factors affecting the rate of photosynthesis.
k Process information regarding the uses made of the products of photosynthesis.
19
1 Identify symbiotic relationships, e.g. legumes, mycorrhiza, and discuss the importance for
the plant species involved.
1 Investigate factors influencing photosynthesis, e.g. light, carbon dioxide concentration
and the presence of chlorophyll.
2 Prepare plant root and stem sections for microscopic investigation. Relate cell structure to
function.
3 Investigate factors affecting transpiration, e.g. temperature, relative humidity and wind
speed.
TOPIC 6
Core objectives
a Recall and apply terms and definitions associated with the study of animal physiology.
b Investigate and describe particular physiological systems including digestive systems,
respiratory systems, circulatory systems and excretory systems.
c Describe the relationship between the structure and functions of organs of those systems
stated in b above.
d Briefly explain the function of enzymes.
e Identify and interpret the interrelationships between different body systems, e.g. the
digestive and circulatory systems.
f Analyse the characteristics of respiratory surfaces which facilitate gaseous exchange, e.g.
gills and lungs
g Explain how an organ contributes to the maintenance of a constant internal environment.
h Predict the possible effects on the body of the malfunctioning of particular organs or
systems.
1 Discuss various conditions occurring in animal bodies, e.g. kidney disease, diabetes,
diarrhoea, gallstones, asthma, heart disease, etc; and predict the effect on the body.
2 Analyse the structural features of arteries, veins and capillaries and relate to function.
3 Hypothesise the effect of exercise on breathing rate, recovery time and pulse rate and
devise/design simple investigations to show any relationships.
1 Dissect a rat to identify organ systems. Make a detailed examination of two systems.
2 Investigate the emulsification of lipids by bile
3 Examine a mammalian pluck to identify air passages and blood vessels, and relate
structure to functions.
4 Measure aspects of human lung capacity, e.g. vital capacity, tidal volume, expiratory
reserve.
5 Dissect a mammalian heart to relate structure to function.
6 Examine prepared slides of arteries, veins and capillaries and relate structure to function.
7 Analyse second-hand data to make inferences regarding the function of the kidney as an
organ of homeostasis.
20
TOPIC 7
Core objectives
a Recall and apply terms and definitions associated with reproductive processes and
reproductive technologies.
b Evaluate the differences between sexual and asexual reproduction.
c Describe the implications of meiosis for sexually reproducing organisms.
d Identify structures associated with the process of reproduction in a variety of organisms.
e Interpret data relating to hormone levels in the human female during the menstrual cycle,
during pregnancy, at birth, and during and after menopause.
f Explain how a knowledge of hormones may be applied to birth control and infertility.
g Compare the menstrual and oestrous cycles.
h Evaluate reproductive strategies used by different organisms, e.g. corals, kangaroos,
mangroves, Acacia sp.
i Interpret, analyse and evaluate data relating to the effect of nutrition on growth and/or
development in a variety of organisms.
j Design an experiment to show that the reproduction, growth or development of a species
varies with different environmental conditions.
k Observe and record information about variations in floral and fruiting structures and
relate these to the processes of pollination and seed dispersal.
l Collect and analyse data on modern reproductive technologies.
1 Identify structures associated with the reproductive strategies of mosses and ferns.
2 Label diagrams showing alternation of generations in mosses and ferns.
3 Discuss the significance of alternation of generations of mosses and ferns.
1 Investigate vegetative reproduction using any one of a number of plants, e.g. garlic,
onions, geraniums, strawberries, couch grass, etc.
2 Dissect various flowers to identify reproductive parts and relate the structure of these to
methods of pollination.
3 Dissect rats to identify reproductive parts.
4 Research and report on the technologies used to treat infertility and the associated
consequences for male and female health.
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SEMESTER 3: SURVIVAL MECHANISMS
TOPIC 4
Core objectives
 as listed previously
1 Discuss and critically evaluate the major theories proposed for the origin of eukaryotic
cells.
2 Interpret, analyse and evaluate data relating to experiments on the effect of temperature
and pH on enzyme activity.
3 Relate the structure of enzymes, as protein molecules, to their functions.
1 Investigate the relationship between environmental conditions and enzyme activity.
Factors which could be varied are temperature, surface area and pH.
2 Investigate the structure and function of the cell membrane by observing the effect of
various chemical and physical treatments on cells.
3 Observe the effect of differing environmental conditions on the functioning of
membranes.
TOPIC 5
Core objectives
 as listed previously
1 Describe how hormones and environmental factors control flowering, fruiting and growth
of plants.
1 Discuss in detail the adaptations that plants e.g. xerophytes, hydrophytes etc. have which
enable them to live in specific environments.
1 Investigate the plant responses to environmental factors e.g. phototropism, geotropism.
Relate this to hormone action.
TOPIC 6
Core objectives
a Recall and apply terms and definitions associated with homeostasis.
b Investigate and describe particular physiological systems, e.g. interaction of hormones
such as insulin and glucagon.
c Critically analyse the levels of defence mechanisms employed by animals to oppose
infection by parasites.
22
ELECTIVE TOPIC 1: COORDINATION AND CONTROL
Subject matter
1 Sensing and responding are characteristics of living things.
2 Stimuli are environmental changes that organisms can detect, and to which they can
respond.
3 Stimuli are detected by means of specialised receptors.
4 Responses to stimuli occur through effected organs such as muscles and glands.
5 Plants respond to a variety of environmental stimuli.
6 Homeostasis is the maintenance of the internal environment in a relatively stable state in
the face of changes in either the external or internal environment. Homeostasis and
regulation in plants and animals are carried out by hormonal and nervous systems.
7 Hormones are substances that pass among the cells of an organism and regulate the
growth or activity of specific target cells. They are effective in low concentrations.
Hormonal effects are generally slower than nervous responses.
8 Nervous systems generally involve a more direct pathway of communication than
hormonal response. The speed of conduction along nerve fibres, control by nerves is
usually extremely rapid and short in duration, and the responses are precisely located.
9 Negative feedback systems tend to produce stability. They are stimulus-response
mechanisms where the response produced reduces the effect of the original stimulus.
Cognitive objectives that could be developed in this topic:

a define the terms associated with coordination and control
b give examples of different types of receptors in animals, e.g. chemoreceptors,
mechanoreceptors, photoreceptors, termoreceptors
c describe how a reflex response occurs and the benefits of a reflex response
d explain various tropisms in plants and how they occur
e describe homeostatic mechanisms in a variety of animals and plants including simple and
complex organisms
f compare and contrast nervous and hormonal coordination
g explain neuronal functioning both along a neuron and across a neuron
h explain and give examples of negative feedback systems
i interpret, analyse and evaluate data relating to experiments on visual perception, balance,
plant hormones.
1 Perform simple experiments on balance.
2 Access video information on nervous and hormonal functioning.
ELECTIVE TOPIC 2: BEHAVIOUR
Subject matter
1 Behaviour is the coordinated activity of an animal produced in response to a particular
environmental stimulus. Behaviour has both environmental and genetic components.
2 The two main types of behaviour are innate and learned behaviours.
3 The types of learning are imprinting, habituation, associative learning, trial and error
learning, observational and insight learning.
4 Maintenance behaviours include feeding, foraging, drinking, washing, homeostatic
behaviour, personal grooming and home building. These behaviours are adaptive.
5 Communication is the transfer of information from one animal to another.
6 Communication is necessary for the survival of a species.
7 Reproductive behaviours allow for the survival of a species.
8 Behaviour can be interspecific or intraspecific.
9 Many behaviours are cyclical.
23
a define the terms associated with behaviour
b recognise certain types of behaviour from examples
c explain the advantages of learned behaviours
d discuss the advantages of living alone and those of living in groups
e give examples of communication within a social group
f interpret, analyse and evaluate second-hand data.
1 Use second-hand data to interpret, analyse and evaluate information on behaviour.
2 Access video information on behaviour.
ELECTIVE TOPIC 6: IMMUNOLOGY
Subject matter
1 Antigens are substances that can bind with an antibody and produce an immune response.
An antibody is a specific protein produced by lymphocytes in response to a particular
antigen.
2 Disease is an unhealthy condition where the normal activities are impaired. Some diseases
are infectious; they are caused by an agent that can be passed from one organism to
another.
3 Humans have specific and non-specific defence mechanisms against disease.
4 The mammalian immune response consists of both humoral and cell mediated immunity.
5 Immunity can be naturally passive or it can be artificially acquired.
6 The immune system triggers a defence response against organs transplanted.
7 AIDS is a disease involving the immune system.

a define the terms associated with immunology
b explain Koch’s postulates
c differentiate between specific and non-specific immune responses
d explain humoral and cell mediated immunity
e discuss the origins of immunisation
f differentiate between naturally acquired, artificially acquired and passive immunity
g explain the role of the immune response in organ transplantation
h research a particular human disease that is relevant today
i interpret, analyse and evaluate second-hand data relating to immunity and the immune
system.
1 Research and report on an infectious/contagious disease.
2 Access video information on immunology.
SEMESTER FOUR: BIOLOGICAL CONTINUITY AND CHANGE
TOPIC 8
Core objectives
a Recall and apply terms and definitions associated with the study of genetics.
b Predict the expected genotypic and phenotypic outcomes which result from particular
genetic crosses.
c Relate the behaviour of chromosomes during meiosis and fertilisation to the variation in
hereditary characteristics observed in resulted offspring.
24
d Relate abnormalities in chromosome number or structure to observed differences in
hereditary characteristics.
e Analyse pedigree information or the results of known crosses to determine the mode of
inheritance.
f Analyse data pertaining to variations within selected populations.
g Design a breeding experiment to determine the genotypes of a selected species.
h Evaluate evidence leading to the current scientific understanding of the role of DNA as a
hereditary material.
i Use the relationship between proteins, DNA and RNA to make predictions about the
amino acid sequences in proteins and the base sequences in DNA and RNA.
j Evaluate the social, ethical and legal implications of modern genetic techniques.
1 Use the relationship between chromosome mapping distances and the amount of crossing
over to make predictions.
2 Analyse and critically evaluate the role of genetic manipulation and genetic engineering
as important modern genetic technologies.
3 Explain and draw diagrams to show how DNA is cloned.
1 Determine genotypes and phenotypes for one and two traits using plastic discs to
represent traits or alleles.
2 Compare somatic cells and gametes by preparing karyotypes from sheets of chromosome
diagrams.
3 Use computer or other simulations, e.g. plastic discs, to investigate and analyse patterns
of inheritance.
4 Model the effects of selection pressure on the gene pool.
5 Construct models of DNA and RNA and relate the structure to function.
6 Conduct a seminar or open forum on the advantages and concerns associated with
cloning.
TOPIC 9
Core objectives
a Recall and apply terms and definitions with the study of evolution.
b Explain how scientists have estimated the age of the earth, e.g. radioactive isotopes,
sedimentation, changes in geomagnetism.
c Evaluate modern scientific evidence for the process of biological evolution.
d Draw inferences about the structure, way of life and likely environment of extinct
organisms on the basis of comparison of fossil structures with similar structures in
contemporary organisms.
e Explain how the mechanisms of mutation and inheritance cause variation within
populations.
f Describe how adaptations result from the process of natural selection operating within a
population.
g Describe the relationship between isolating mechanisms and changes in gene frequencies
in populations.
h Explain how changes in the gene frequencies within populations contribute to the
formation of a new species.
i Analyse examples of evolutionary events, e.g. peppered moth, antibiotic or DDT
resistance, to identify the main elements of the theory of natural selection.
j Interpret, analyse and evaluate data pertaining to evolutionary relationships, e.g. serology,
mitochondrial DNA, bone and tooth structure.
25
k Identify the contributions of Darwin and Wallace to the understanding of the process of
biological evolution.
1 Discuss the necessary conditions under which fossilisation occurs.
2 Describe the probable evolutionary sequence based upon fossil records of an organism,
e.g. horse.
1 Model natural selection using cards.
2 Read and analyse extracts from Darwin’s and Wallace’s work.
3 Investigate the evolutionary relationships between organisms using fossil evidence,
comparative anatomy, comparative embryology and/or comparative biochemistry.
26
4 LANGUAGE EDUCATION, LEARNING EXPERIENCES AND RESOURCES
4.1 Language education

The student’s development of appropriate learning will be considered by engagement
in learning experiences which involve them in the use of effective language—
particularly language relevant to biologists and scientific communication in general.
The student’s use of appropriate language pertaining to biology will be considered in

the following areas:
 the correct use of spelling, grammar and punctuation
 the correct use of technical terms and their definition in written and oral work
 the correct format in report writing
4.2 Learning experiences

To allow the development of language in biological science, students will be engaged
in learning experiences which will involve them in:
 laboratory activities
 independent research
 field studies
 collaborative learning
 library research
 model construction
 classroom debates, role play and simulation games
 teacher exposition and questioning
 film, video and slide interfacing
 case studies and surveys
 oral reports
This is summarised in the following table:
Drawing upon sources of Using language for the Presenting information in

information such as: purpose of: forms such as:
observations restating information laboratory/field notes
demonstrations reporting results formal reports
experiments giving instructions letters
handbooks of data formulating a hypothesis abstracts
manuals of procedures designing an experiment precis
product brochures arguing a proposition oral presentations
specification sheets proposing action seminars
computer files defending a position discussions
journal articles justifying a stand demonstrations
magazines evaluating an argument charts
newspapers developing an idea graphs
broadcast media interpreting a theory sketches
advertisements persuading models
videos or films making conclusions photographs
lectures following instructions electronic media
interviews predicting the results of an
discussions experiment
evaluating scientific arguments
27
4.3 Resources available
a learning technologies
b videos, slides
c a selection of alternative texts
d well equipped laboratory
e farm within school grounds
5 ASSESSMENT
5.1 Nature of assessment

The biological science course is basically a unitised course in the area of knowledge
although there is a small revisitation of some topics during semesters 2, 3 and 4.
Some processes and skills tend to be developmental.
5.2 Assessment techniques

The assessment techniques in this program utilise a variety of tools to allow students
to display achievement.
The following assessment methods are used:

a observation checklists
b formal reports of laboratory investigations
c library research
d field studies reports
e oral presentations
f in class projects
g supervised examinations – multiple choice
– short answers
– extended answers
See page 34 for the enabling criteria used for the above Assessment Techniques.
As seen on the assessment program, all assessment items are summative except for
the Scientific and Complex Reasoning Processes of Mid Semester Exam in Semester
1, Year 11.
5.3 Student ownership

An attempt to ensure student ownership has been sought through the following:
1 Examinations—all examinations will be closed book and strict examination
conditions will be adhered to.
2 Practical reports—will be drafted during class time.
3 Field trip reports—student work will be initialed during the field trip. The written
component will be mostly completed during class time. Drafts will be due one (1)
week prior to the final date.
4 Assignments—Research assignments, etc. will be drafted one (1) week prior to
the final due date in a further attempt to avoid last minute copying of work.
Furthermore, for field trip reports and assignments, students and their
parents/guardians will be asked to sign their work stating that it is original work.
5.4 Manipulative skills

Manipulative skills will be assessed through a checklist. Only simple skills will be
assessed during Semester 1 to allow students the opportunity to practise other skills.
28
Completion of this assessment will be based on teacher observations during practical
lessons. For a copy of the skills checklist see 5.10 Skills Checklist.
5.5 Exit levels of achievement

The awarding of the levels of achievement will be defined by the four dimensions:
 Knowledge of Subject Matter
 Scientific Processes
 Complex Reasoning Processes
 Manipulative Skills
29
5.6 Exit levels in terms of student achievement
Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited
Achievement
Knowledge of A very high ability to recall A high ability to recall and A satisfactory ability to Little ability to recall and Very little ability to recall
subject matter and apply knowledge in apply knowledge in simple recall and apply apply knowledge in simple and apply knowledge in
simple situations. situations. knowledge in simple situations. simple situations
situations.
Scientific A very high ability to A high ability to succeed A satisfactory ability to Little ability to succeed in Very little ability to
processes succeed in simple in simple scientific succeed in simple simple scientific process succeed in simple
scientific process tasks— process tasks—devising scientific process tasks— tasks. scientific process tasks.
devising investigations, investigations, collecting devising investigations,
collecting and organising and organising data, collecting and organising
data, processing, processing, data, processing,
communicating and communicating and communicating and
evaluating information, evaluating information, evaluating information,
and making simple and making simple and making simple
judgements. judgements. judgements.
Complex A high ability to use Competence in using Some success in using
reasoning complex reasoning in complex reasoning in complex reasoning in
processes multi-step/challenging multi-step/challenging multi-step/challenging
situations involving the situations involving the situations involving the
student’s understanding student’s understanding student’s understanding
of subject matter and an of subject matter and an of subject matter and an
ability to use scientific ability to use scientific ability to use scientific
processes at an advanced processes at an advanced processes at an
level. level. advanced level.
Manipulative A satisfactory level of proficiency in manipulative skills Some proficiency in manipulative skills
skills
30
The following table outlines the indicative threshold:
Exit level Knowledge Scientific Complex Manipulative

processes reasoning skills
VHA > 80% > 80% > 60% Satisfactory
HA > 65% > 65% > 40% Satisfactory
SA > 45% > 45% > 0% Satisfactory
LA > 35% > 25% 0% Satisfactory/
Unsatisfactory
VLA < 35% < 25% 0% Satisfactory/
Unsatisfactory
Trade-off provisions
When data in a student’s profile of achievement are uneven resulting in different standards for
some of the exit criteria, a trade-off must be considered if the criterion deficiency for a particular
Level of Achievement is slight (less than one third of the relevant Level of Achievement range).
Only one trade-off is permitted.
Under these conditions:

 a slight deficiency in knowledge of subject matter may be offset by a comparable excess in
scientific processes or vice versa
or
 a slight deficiency in knowledge of subject matter or scientific processes may be offset by a
comparable excess in complex reasoning processes.
When manipulative skills performance for a particular Level of Achievement is below the
minimum standard required:
 Less than satisfactory skills performance may cause threshold students to have their
provisional Level of Achievement lowered to the top of the next level. However, students
well above threshold may have their position within a Level of Achievement lowered.
A satisfactory performance in the manipulative skills criterion occurs when students are
competent in all skills (100%). Students will be given two years to demonstrate competency.
31
5.7 Biological science student assessment program
Name: ___________________________
Instrument Knowledge Scientific Complex Manip. Grade

processes reasoning skills
Mid Sem Exam /15 F F
(Chp 1–3)
Field Trip Report /9 /3
End Sem Exam /30 /7 /3
(Chp 1–8)
Assignment /9
Skills Checklist Sat/Unsat
Sem 1 Totals /45 /23 /7
Sem 1 %
Mid Sem Exam /30 /10 /5
(Chp 9–11)
Assignment /9 /3
(Chp 9–17)
Prac. Reports (3) /9 /3
Sem 2 Totals /75 /43 /26
Sem 2 %
(Chp 1–3)
Assignment /9 /3
(Chp 1–6)
Field Trip Notes /3 /2
Sem 3 Totals /75 /57 /44
Sem 3 %
(Chp 7–10)
Assignment /9 /3
(Chp 11–12)
Submission Totals /240 /165 /107
Submission %
Exit Totals /270 /180 /120
Exit %
32
Notes:
a Theory examinations assessing knowledge and scientific process may be allocated time allocations from 40 mins
to 1.5 hours.
b To allow flexibility, Complex Reasoning Processes may be assessed separately from Theory examinations, up to a
maximum of 1.5 hours duration depending on the allocated CRP marks.
c Formative marks and summative marks will be used during Semester 1 for in-school reporting.
33
5.8 Assessment items and enabling criteria
Assessment item Performance Enabling criteria

K SP CR MS
1. Written Tests  has the student given the correct response?
 Multiple choice     has the student recalled the information correctly?
 Short answer     can the student interpret graphs, diagrams and
 Extended answer    tables?
 can the student organise information into graphs and
tables?
 can the student infer, predict and analyse information
from tables and graphs?
 can the student solve problems?
 can the student develop procedures?
 can the student produce flow charts?
 can the student decide on the adequacy of data,
controls and the viability of hypotheses?
 can the student evaluate information and data?
 can the student communicate information?
 does the student focus on the topic?
 does the student develop ideas logically?
 can the student use a variety of formats to explain
data/information?
 can the student use knowledge and processes from a
number of chapters to analyse and answer the
question?
 can the student use theories critically or creatively?
 can the student recognise invalid conclusions?
2. Assignments    has the student shown evidence of research?
 has the student identified relevant information?
 has the student presented and justified conclusions?
 has the student used correct English?
 has the student responded to challenging novel
tasks?
 has the student assembled several pieces of learned
information and procedures and integrated them to
complete a task?
 has the student selected relevant knowledge and/or
data and a procedure to reach a conclusion?
 has the student identified assumptions on which
claims are based?
 has the student combined several of the scientific
processes into a coherent strategy for a given task?
 has the student included a correct bibliography?
34
3. Reports  has the student made accurate observations?
 Practical reports    has the student recorded, tabulated, graphed and
 Field trip reports   summarised data correctly?
 has the student used the correct format?
 has the student numbered and named tables and
diagrams?
 has the student made valid and relevant conclusions?
 has the student selected relevant knowledge?
 has the student identified assumptions?
information or procedures and integrated them into a
complete task?
 has the student used appropriate English?
 has the student identified errors in measurement?
4. In-class project  has the student identified relevant information?
 has the student presented and justified conclusions?
 has the student used correct English?
 has the student responded to challenging novel
tasks?
information and procedures and integrated them into
a complete task?
 has the student selected relevant knowledge and/or
data and a procedure to reach a conclusion?
5. Checklists  has the student correctly carried out the skill listed
(see checklist)?
35
5.9 Manipulative skills checklist
Name: ___________________________
Skills Specific criteria Date

achieved
1 Make measurements of  correct use of metre rule, stopwatch
length and time  correctly choose appropriate measuring device
2 Sketch/draw biological  accurate drawings
specimens to provide a  labelling
record or observations
3 Use of hands lens*  correct use of hand lens to observe plant and animal
specimens
4 Use of monocular  correct use of coarse and fine adjustments to focus
microscope* on low and high power
 calculate magnification
 correctly use iris diaphragm
5 Use of stereo microscope  focus binocular eyepiece
6 Use pH metre/equipment  calibrate metre
 demonstrate correct operational procedure
7 Perform quadrat study*  correctly measure specified length
 plot specimens accurately
8 Measure physical  correctly measure temperature
characteristics of  correctly use UV metre
environment*
9 Light a Bunsen burner  demonstrate correct operational procedure
correctly
10 Make a wet mount*  correct placement of specimen on slide
 correct procedure in applying coverslip
11 Prepare a stained slide*  correct preparation of slide
 correct sequencing of flaming and irrigating
 correct blotting of slide
12 Demonstrate SA:V ratio*  accurate cutting and measurement of agar pieces
 accurate recording of diffusion rates
13 Set up equipment for  correct set up of apparatus
diffusion experiments  correct following of procedure
14 Dissection of small  correct use of dissecting instrument
mammal  correct following of procedure
 correct manipulation of organs
15 Dissection of flower  correct use of dissecting instrument
 correct following of procedure
16 Use appropriate equipment  accurate measurement of solutions
to perform experiments,  correct use of heating apparatus
e.g. enzymes, dialysis, etc.*
17 Use a balance correctly*  demonstrate correct operational procedure for
sliding mass and electronic balance
18 Handle live and preserved  appropriate manipulation of live and preserved
specimens appropriately specimens
TOTAL SAT/UNSAT
36
5.10 Example of marking scheme for non-test instruments
Scientific processes
Criteria Mark Description Result
Design single variable 0 No hypothesis
experiments 1/2 Hypothesis attempted but worded poorly
1 Hypothesis well worded and appropriate
0 No indication of problem recognition
1/2 Problems within experiment recognised/identified
Collect and organise 0 Observations inaccurate/incomplete and poorly described
Data 1/2 Observations adequately recorded and described
1 All observations accurately recorded and described
0 Data not tabulated
1/2 Data tabulated but poorly labelled, named, numbered
1 All data tabulated, labelled, recorded and described
0 Other resources not used for evaluation (no bibliography)
1/2 Other resources used well for evaluation (bibliography)
Process information 0 No analysis of data in discussion
1/2 Adequate analysis of data in discussion
1 Analysis of data is complete and detailed
0 No attempt to relate cause/effect
1/2 Some attempt to relate cause/effect
1 Appropriate relationships identified and discussed
Communicate 0 Report not written in correct format
Information 1/2 Report written in most parts in correct format
1 Report written in correct format throughout
0 Language not appropriate level, frequent mistakes in
spelling and/or expression
1/2 Language adequate, some mistakes
1 Language appropriate, used with high degree of accuracy
in spelling/expression
Complex reasoning processes
Solve problems 0 No attempt to use data, knowledge, several scientific
processes and assemble pieces to complete a task
1/2 Some attempt to use data, knowledge, several scientific

processes and assemble pieces to complete a task
Good attempt to integrate into complete task
1
Demonstrates an excellent attempt to integrate into
1 1/2 complete task
Make decisions 0 No evidence of data, knowledge, procedural analysis to
reach conclusions
1/2 Evaluation of data to reach conclusions is poor
1 Data evaluation is good but incomplete conclusion
1 1/2 Individual report and overall data evaluation totally in

accordance with conclusions
37
5.11 Verification requirements
For the October review in Year 12 each folio will contain:
 Student achievement data profiled in the four exit criteria
 Manipulative skills assessment evidence
 Student responses to all summative assessment as indicated on the assessment
overview.
5.12 Special consideration

There are provisions for special consideration as stated in the Syllabus. This applies to summative
assessment and the collation of the Student Review Folio and determination of a Level of
Achievement.
38

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BIOLOGICAL SCIENCE

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd)

2 SYLLABUS GLOBAL AIMS AND GENERAL OBJECTIVES 3

3.1 School organisation 8

4 LANGUAGE EDUCATION, LEARNING EXPERIENCES AND RESOURCES 27

4.1 Language education 27

5.1 Nature of assessment 28

Science is an essential component of a general education. Science education is not education

2 SYLLABUS GLOBAL AIMS AND GENERAL OBJECTIVES

a a knowledge and understanding of the living world

 have opportunities to develop attitudes and values

 have a knowledge of subject matter

To apply in – facts and formulae

 be able to use scientific processes

To devise and  use scientific methodology:

 be able to use complex reasoning processes

 demonstrate manipulative skills

3.1 School organisation

Knowledge of Subject Matter 45%

3.2 Equity statement

In order to achieve more equitable educational outcomes by meeting these

1 Gender issues to be considered

 gender inclusive curriculum

2 Aboriginal and Torres Strait Islander issues to be considered

 curriculum inclusive of Aboriginal and Torres Strait Islander people

3 Non-English Speaking Background issues to be considered

 culturally inclusive curriculum

4 Issues to be considered with respect to intellectual and/or physical

 curriculum inclusive of those with intellectual and/or physical impairment

Semester School Unit Syllabus core topics Elective topics Total

4 Biological continuity and 2 2 26 25 55

Syllabus general Syllabus core topics and extensions Elective topics

SEMESTER 1: ORGANISMS IN THEIR ENVIRONMENTS

ELECTIVE TOPIC 8: BIOGEOGRAPHY

Objectives that could be developed in this topic:

Cognitive objectives that could be developed in this topic:

ELECTIVE TOPIC 2: BEHAVIOUR

ELECTIVE TOPIC 6: IMMUNOLOGY

Cognitive objectives that could be developed in this topic:

SEMESTER FOUR: BIOLOGICAL CONTINUITY AND CHANGE

4.1 Language education

The student’s use of appropriate language pertaining to biology will be considered in

4.2 Learning experiences

This is summarised in the following table:

Drawing upon sources of Using language for the Presenting information in

5.1 Nature of assessment

5.2 Assessment techniques

The following assessment methods are used:

5.3 Student ownership

5.4 Manipulative skills

5.5 Exit levels of achievement

Exit level Knowledge Scientific Complex Manipulative

Under these conditions:

Instrument Knowledge Scientific Complex Manip. Grade

Assessment item Performance Enabling criteria

Skills Specific criteria Date

1/2 Some attempt to use data, knowledge, several scientific

1/2 Evaluation of data to reach conclusions is poor

1 Data evaluation is good but incomplete conclusion

1 1/2 Individual report and overall data evaluation totally in

5.12 Special consideration

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