Biologysyllabus

Biology Senior Syllabus
Queensland Studies Authority
This material is copyright. It may be copied freely for the use of schools in Queensland. It may not be reproduced for sale without express permission.
[This html version has been edited to be consistent with other items in this website. Queensland teachers should refer to the official PDF version from the internet or use the official printed version.]
Updated: 2007-07-09
Please send comments to: J.Elfick@uq.edu.au

Contents

1.0 A View of science and science education
2.0 Rationale
3.0 Global aims

4.0 General objectives
4.1 Understanding biology (UB)
4.2 Investigating biology (IB)
4.3 Evaluating biological issues (EBI)
4.4 Attitudes and values (AV)

5.0 Organization
5.1 Organizing principles - Accommodation of individual and group differences of students
5.2 Course structure
Contextualised
Thematic
Problem-based learning
Framework
Table 5.1 Key concepts
Table 5.2 Key ideas
5.2.1 Organization
5.3 Work program requirements

6.0 Learning experiences
6.1 Introduction
6.2 Learning experiences and the key competencies
6.3 Language education
6.4 Quantitative concepts and skills
6.5 "Theory into practice"
6.5.1 Field work
6.5.2 Practical work
6.5.3 Animal Care and Protection Act 2001
6.6 Workplace health and safety

7.0 Assessment
7.1 Underlying principles of exit assessment
Continuous assessment
Balance
Mandatory aspects of the syllabus
Significant aspects of the course of study
Selective updating
Fullest and latest information
7.2 Planning an assessment program
7.2.1 Special consideration
7.3 Exit criteria
7.4 Requirements for verification
7.5 Determining exit levels of achievement
Table 7.1: Minimum requirements for exit levels of achievement
7.6 Assessment categories
Extended response
Written task
Extended experimental investigation
7.7 Standards associated with exit levels of achievement

8.0 Educational equity

9.0 Resources

Appendix 1: Possible match key concepts and key ideas
Appendix 2: Sample course organization
A 2.1 Sample assessment plan A
A 2.2 Sample student profile A
A 2.3 Sample course organization B
A 2.4 Unit: Cell biology and energetics
A 2.5 Unit: Evolution and diversity
A 2.6 Unit: Ecology
A 2.7 Assessment overview
A 2.8 Student profile
10.0 Copyright notice

1.0 A view of science and science education

2.0 Rationale
Biology is the study of life in its many manifestations. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those systems.
Biology is characterized by a view of life as a unique phenomenon with fundamental unity. Living processes and systems have many interacting factors that make quantification and prediction difficult. An understanding of these processes and systems requires integration of many branches of knowledge.
The study of Biology provides students with opportunities to:
* gain insight into the scientific manner of investigating problems pertaining to the living world
* experience the processes of science, and that leads to the discovery of new knowledge
* develop a deeper understanding and aesthetic appreciation of the living world.
Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. The study of Biology will help students foresee the consequences of their own and society's activities on the living world. This will enable them to participate as informed and responsible citizens in decision-making processes, the outcomes of which will affect the living world now
and in the future.
The subject provides opportunities for the development of the key competencies in contexts that arise naturally from the subject matter: KC 1: collecting, analysing and organizing information; KC 2: communicating ideas and information; KC 3: planning and organizing activities; KC 4: working with others and in teams; KC 5: using mathematical ideas and techniques; KC 6: solving problems; KC 7: using technology.

3.0 Global aims
Biology provides learning experiences which will further develop in students:
* a knowledge and understanding of the living world
* the capacity to identify, gather, manipulate and process information in the context of scientific endeavours including field investigations
* the capacity to communicate effectively in various formats on biological issues
* an appreciation of the complexity and beauty of biological phenomena
* a recognition that Australian ecosystems have unique characteristics
* an appreciation that each type of organism, including Homo sapiens, occupies a unique position in the biosphere
* a sense of responsibility for the stewardship of the local and global environment
* an ability to apply biological understanding, skills and reasoning to present day and emerging issues.

4.0 General objectives
The General objectives are derived from the interaction of the Global aims (see Section 3) Rationale (see Section 2) and A view of science and science education (see Section 1).
The general objectives of the syllabus are categorized as:
* Understanding biology
* Investigating biology
* Evaluating biological issues
* Attitudes and values.
Learning through each of the general objectives is developed through learning experiences and activities that range from simple to complex in their challenge to students. Participation in these learning experiences requires students to present and communicate ideas and information.
Students are required to communicate ideas and information using genres, terminology and conventions (linguistic, mathematical, graphic and symbolic) appropriate to biology.
At all times, students are to be aware of safety issues and use safe scientific practice as outlined in Section 6.6 .
The objective, Attitude and values relates to the affective elements that permeate each of the other three objectives. This objective is not directly assessed in awarding exit levels of achievement. The objectives of Understanding biology, Investigating biology, and Evaluating biological issues are linked to the exit criteria of the Biology syllabus and help in developing the key competencies. (The numbers in the following sections cross refer to items in the tables in the appendixes.)

4.1 Understanding biology (UB)
This objective provides opportunities for students to demonstrate a knowledge and understanding of the key concepts and ideas of biology (See table 5.1 and see table 5.2). Students will be required to acquire, construct and communicate knowledge and understanding of the ideas, concepts and theories of biology.
Students should be given opportunities to:
1. recall ideas, concepts and theories of biology
2. describe biological ideas, concepts and theories applied to a range of situations
3. apply and link ideas, concepts and theories to explain phenomena in a range of situations.

4.2 Investigating biology (IB)
This objective provides opportunities for students collectively and individually to access, collect, derive and interpret quantitative and qualitative biological data. Students will be required to critically and creatively question, observe, construct ideas, make choices, analyse data, make decisions and solve problems to demonstrate the processes involved in biological investigation.
Students should be given opportunities to:
1. identify and formulate questions and hypotheses for investigations and research
2. design, manage and carry out experimental and non-experimental investigations
3. develop skills and processes required to collect, organize, interpret, model and present primary and secondary data
4. analyse data gathered from investigations
5. make judgements and draw conclusions pertaining to the validity of an investigation.

4.3 Evaluating biological issues (EBI)
This objective aims to develop in students the ability to embrace current biological understandings and ideas to evaluate the effects of their application on present day and future society.
Students will be required to gather information, predict outcomes, and make and communicate informed decisions about the effects of human intervention on biological systems.
Students should be given opportunities to:
1. recognize relevant past and present scientific and social issues
2. explain the explicit and implicit meanings of information selected from a variety of sources
3. evaluate and assess the reliability, authenticity, relevance, accuracy and bias of the sources and methods of the collection of information
4. justify decisions and develop future scenarios based on the interpretation and analysis of current information.

4.4 Attitudes and values (AV)
The focus of this objective is for students to develop heightened levels of sensitivity to the implications of Biology for individuals and groups in society. It refers to the feelings, dispositions and ways of thinking about questions and issues in the field of study. This objective requires students to consider attitudes and values in making decisions related to Biology. Through this process, students should be given
opportunities to develop attitudes and values to:
1. understand that science is a human endeavour and has limitations
2. demonstrate collegiality and cooperation
3. retain a commitment to scientific reasoning, openness to new ideas, intellectual honesty, and respect for evidence
4. appreciate the contribution of Biology to local, national and international issues
5. acknowledge responsibility when making decisions about the use of biological information
6. develop respect and appreciation for the natural world and minimize human impact on the environment.

5.0 Organization
5.1 Organizing principles
The syllabus provides the conceptual basis on which courses of study in Biology may be constructed but does not limit the approach taken. The overall course organization should describe opportunities for students to explore key concepts (See table 5.1).
It is a requirement that increasing complexity in both scope and depth of subject matter will be developed within units of work and over the course of study in Biology. While the scope and depth of treatment of particular concepts is the decision of the school, increasing complexity must be reflected in the teaching and learning experiences and the assessment program developed by the school. This syllabus has been designed to cater for a course of study of not less than 55 hours per semester (220 hours) of timetabled school time, including time for assessment.
Accommodation of individual and group differences of students
The development of courses should take into consideration the needs of individuals and class groups as well as students' prior experience and conceptualization. This principle is applied in terms of the cohort, school work unit, selection of resources (including the teacher's special areas of expertise and interest) learning experiences, assessment task design, and educational equity. Teachers are encouraged to explore the local community for resources that would enrich the course.
The constructivist approach to teaching and learning as described in the Science Years 1 to 10 syllabus is promoted in this syllabus, thus providing continuity of learning experiences for students through the years of schooling.

5.2 Course structure
Schools are encouraged to develop a course of study that reflects the interconnectedness of the key concepts (See table 5.1). Schools may choose to do this in a variety of ways through the development of contextualised, thematic or problem based units.
The syllabus allows flexibility in choosing and developing units that are relevant to students and use local resources.
Contextualised
A context is a group of related situations, phenomena, technical applications and social issues likely to be encountered by students. A context provides a meaningful application of concepts in real world situations.
Thematic
Themes are unifying organizers that integrate elements in authentic and purposeful ways.
Problem-based learning
Problem-based learning allows students to engage in a real and intellectual inquiry where thinking and problem solving skills are naturally developed while mastering important subject knowledge and understandings.
Framework
Principles of Biology: The syllabus provides a framework for the development of a course of study where understandings are to be developed in terms of concepts rather than lists of content. The key concepts, presented in table 5.1 are mandatory aspects of the course and are inherent in the principles of Biology, which are:
* Survival of species is dependent on individuals staying alive long enough to reproduce.
* At every level of organization in the living world structure and function are interrelated. Each level of organization in the living world has its own unique aspects and there is continual interaction of structure and function between these levels.
* Continuity and change occurs at all organizational levels in the living world.
Changes may be cyclical or directional. The continuity of life is a balance between all the change processes.

Table 5.1 Key concepts
The study of Biology in this syllabus allows for selection of learning experiences relevant to the needs and interests of the students. In a planned course of study it is expected that:
* all key concepts are to be considered as equally significant
* aspects of more than one key concept will be included in a unit
* aspects of each key concept will be included in more than one unit
* evidence of students' understanding of each key concept will be included in the student profile.
1. Cells are the functioning units of all living things.
2. Multi-cellular organisms are functioning sets of interrelated systems.
3. Organisms live an interdependent existence in environments to which they are adapted.
4. A variety of mechanisms results in continual change at all levels of the natural world.
5. There are processes which maintain dynamic equilibrium at all organizational levels.
6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Table 5.2 Key ideas
Associated with the key concepts are key ideas, which reflect the holistic and complex nature of the concepts. The key ideas in table 5.2 indicate the depth and scope of the key concepts. All these key ideas will be drawn upon to design learning experiences for the students over the two year course as they construct understandings of key concepts. Key ideas additional to those listed in the syllabus may also be included and must be detailed in the school's work program. (See appendix 1 for a possible match between key concepts and key ideas).
1. Cells have a chemical composition that must be maintained for the continued life of the cell
2. Organelles contribute to the structure and functioning of eukaryotic cells
3. There are different types of cells and the ways they are organized influences their functioning
4. Energy required by all living things is obtained in different ways
5. Cell division is an integral part of growth and reproduction
6. The set of systems comprising an organism enables it to function in its environment
7. All systems are interrelated and interdependent
8. Systems of the body work together to maintain a constant internal environment
9. Different types of multicellular organisms have different roles in an environment
10. Malfunctioning in one system or part of a system may affect the whole organism
11. The external features and internal functioning of organisms together enable an organism to obtain its needs
12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13. Energy and matter move within ecosystems
14. Human actions have significant impacts on interactions within an environment
15. Different organisms perform different interdependent roles in an ecosystem
16. An organism has adaptations specific to its environment
17. Living things employ a variety of reproductive strategies
18. Human understanding of the mechanisms of reproduction and DNA structure and function have led to intervention in natural processes
19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
20. The activity of organisms changes the environment
21. Evidence shows that organisms and ecosystems change through time
22. In most organisms coded instructions within the DNA molecule account for their inherited characteristics
23. During reproduction DNA is passed from parent(s) to offspring
24. The genetic variations within a population determine its long-term survival
25 Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms
26. Humans group organisms in a variety of ways to make sense of diversity and to aid communication.

5.2.1 Organization
Principles of Biology
\|/
General objectives --> Assessment
\|/
\|/ Key concepts
\|/ Mandatory
\|/ * all equally significant
\|/ * aspects of more than one included in a unit
\|/ * aspects of each included in more than one unit
\|/ * evidence of each key concept included in the student profile.
\|/
\|/ . Key ideas
\|/ * indicate depth and scope of key concepts
\|/ * additional key ideas may be included and must be detailed in the work program.
\|/
School develops units in the form of themes and/or problem based learning and inquiries. For each unit:
* select more than one key concept
* select and/or generate supporting key ideas
* develop learning experiences that reflect general objectives and are relevant to students
* sequence subject matter.

5.3 Work program requirements
A work program is the school's plan of how the course will be delivered and assessed based on the school's interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.
The school's work program must meet all syllabus requirements and must demonstrate that there will be sufficient scope and depth of student learning to meet the general objectives and the exit standards.
The requirements for work program approval can be accessed from the Queensland Studies Authority's website (www.qsa.qld.edu.au). This information should be consulted before writing a work program. Updates of the requirements for work program approval may occur periodically.

6.0 Learning experiences
6.1 Introduction
Learning experiences provide the bridge between the general objectives of the syllabus and achievement of standards as demonstrated through the assessment. Student learning, general objective coverage and assessment are evaluated on the basis of these learning experiences. This section of the syllabus provides suggestions for a range of learning experiences. When selecting learning experiences for students in Biology, the students' backgrounds, the role of language in the learning process, the importance of field work and practical work, and the resources available all need to be considered.
For a course of study in Biology to contribute to a general education in science, it should provide learning experiences that will contribute to the development of individuals who:
* can recognize relevant issues and pose questions which are related to science or technology
* are able to associate these with appropriate scientific concepts and principles
* can identify sources of relevant information and/or data
* are aware of, and skilled in using, appropriate scientific methods for extracting and/or collecting information or data
* can manipulate data and information in ways appropriate to the task
* make decisions based upon the best available information
* through their actions, communicate their competence in and understanding of the things listed above.
Students will participate in learning experiences individually and as a member of a team. Schools should list a broad range of learning experiences used with each context chosen. The following suggestions for learning experiences are neither prescriptive nor exhaustive:
* collaborative learning, planning and organizing activities, and solving problems
* laboratory activities and experiments
* library research
* assignment work
* constructing models
* using information technology
* classroom debates
* teacher explanation and questioning
* excursion and field work
* film, video and slide audiovisual observation
* computer software simulation
* case studies or surveys
* media presentations
* independent research study
* solving problems as an individual or member of a team
* oral reports
* searching the internet.

6.2 Learning experiences and the key competencies
In selecting learning experiences, teachers have many opportunities to deal with the key competencies, which occur naturally in the learning context and are essential to the study of Biology, namely:
* collecting, analysing and organizing information
* communicating ideas and information
* planning and organizing activities
* working with others and in teams
* using mathematical ideas and techniques
* solving problems
* using technology

6.3 6.6 Language education

6.4 Quantitative concepts and skills
Success in dealing with problems and other situations in life and work depends on the development and integration of a range of abilities, such as being able to:
* comprehend basic concepts and terms, in the areas of number, space, probability and statistics and measurement
* extract, convert or translate information given in numerical forms, diagrams, maps, graphs or tables
* use calculators and computers
* use skills or apply concepts from one problem or study area to another.
Teachers of Biology are responsible for encouraging the use of quantitative skills and understandings that were developed previously by their students. Within appropriate learning contexts and experiences in the subject, opportunities are to be provided for revising, maintaining and extending such skills and understandings. Students of Biology will usually be required to apply basic mathematical concepts learned in other subjects.

6.5 'Theory into practice"
Applications of biological knowledge relate to the natural world and the environment created by humans. Biological investigations can be conducted in the field or in school.
Field work provides students with opportunities to experience, at first hand, some ecological principles and gain an appreciation of the complexity and beauty of a natural ecosystem. They also have opportunities to collect primary data which they can analyse and integrate with further ecological studies.
Field work could also provide students with opportunities to gather information about the work undertaken by biologists and to make links between theory and its applications.
Practical work carried out in school enables students to develop the skills of investigation, data collection and analysis.

6.5.1 Field work
[Field work - 10 hours spent in the field, at least 5 hours natural ecosystems. Remainder can be developed to suit school interests.]
Students are required to undertake investigations which involve a minimum of ten hours spent in the field, excluding any preparatory work or follow-up activities as well as any travelling time. Field work should be integrated with the study of the key concepts to help students gain a better understanding of biological phenomena. All field work should be evident in the assessment overview. It should provide students with the opportunity to observe and experience, at first hand, the operation of basic biological principles in real situations.
The objectives of field work would depend on the site chosen and the concepts being
developed. Some possible venues for field work include:
* natural ecosystems
* museum
* university
* research institutions
* botanic gardens
* aquaria
* terraria
* school grounds
* hospitals.
Artificial ecosystems such as botanical gardens are rather limited in their scope. It is essential, therefore, that students spend at least five hours studying natural ecosystems. It is expected that as part of their study of natural ecosystems all students would use:
* techniques for identifying organisms (e.g. keys and field guides)
* sampling techniques (e.g. traps, quadrats and transects)
* methods to measure environmental data (e.g. pH of water and soil, salinity, temperature and availability of light).
Schools should minimize the collection of biological material and damage to the environment and look at alternative means of gathering information, such as photography, digital imaging, video and drawing.
All field work is an essential part of the course. Analysis of primary data collected must be assessed and evident in the assessment overview.

6.5.2 Practical work
Practical work is an integral part of this subject and a lot of time will be spent working with biological materials. Observations and investigations can enhance student learning.
Practical work may consist of activities designed to illustrate concepts and ideas to which the students have already been exposed. In such cases it is usual to give the students a clear set of procedures which, if followed, provide them with the desired results. Some may need help in analysing these results and drawing the best conclusions. If the activities are well designed, however, this type of practical work can be very useful in helping students understand some key concepts. Most practical work would probably be of this kind.
Students must be given opportunities to develop concepts using an investigative approach. They are expected to make observations, formulate hypotheses, design experiments, use equipment, collect and organize data, and draw conclusions. They are expected to observe workplace health and safety standards.
Students must report on an extended investigation as part of their assessment (see Section: 7.6).
Manipulative skills are fundamental to an effective scientific investigation and relate to the ability of students to operate scientific and experimental equipment proficiently and safely. Consequently, manipulative skills should be taught as part of normal day-to-day laboratory activities.
The following list outlines the skills that are fundamental to a course in Biology:
1. prepare wet mount slides and use a microscope to observe specimens
2. dissect specimen material to observe structure and infer function
3. use appropriate methods and equipment to measure environmental factors
4. handle specimens of living material responsibly and ethically
5. record observations of biological specimens, e.g. sketch/draw/photograph/video
6. use appropriate equipment to perform experiments to demonstrate biological phenomena, e.g. measure the rate of transpiration, demonstrate factors affecting photosynthesis, test food materials for their chemical components.

6.5.3 Animal Care and Protection Act 2001
Animal welfare
The Animal Care and Protection Act and the accompanying Animal Care and Protection Regulation 2002 govern the treatment and use of all animals in Queensland. The Department of Primary Industries (DPI) is responsible for enforcing the legislation. The purpose is to prevent animal suffering, to improve the welfare of animals and to ensure all use of animals for scientific purposes is justified, open and
accountable. The definition of 'Scientific purposes' includes activities for the purposes of demonstration and teaching. The legislation covers animals described as 'any live vertebrate, and includes live prenatal or prehatched creatures in the last half of gestation or development.' Further details of the categories covered by the legislation can be obtained from the DPI website under 'What is an animal?' http://www.dpi.qld.gov.au/animalwelfare/9713.html
The Act also requires compliance with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes. The current version is the 6th edition 1997 which can be downloaded from www.health.gov.au/nhmrc/research/awc/code.htm. National codes of practice are available for most livestock industries, and outline acceptable standards of husbandry and management. There are also codes covering areas such as transporting livestock, sale yards and abattoirs. In Queensland, the national livestock codes are used as the minimum standard.
If you intend to use animals for scientific purposes (which includes teaching) you must do the following things to comply with the Act:
1. You (or your employing institution) must register with the DPI and nominate the Animal Ethics Committee (AEC) that will assess your animal use.
2. Ensure all animal use is approved by the AEC prior to the activity.
3. Provide an annual report to the DPI of activities in which animals are used.
An employer may register with the DPI as a 'user of animals for scientific purposes' to cover employee activities requiring the use of animals for scientific purposes. An animal ethics application must be made to the AEC for each 'use of animals' or 'type of use of animals' for a series of similar events. AECs may approve activities that are frequently repeated in a school program. Approval can be sought for a three year period but activities must be reported annually to the AEC. Employing authorities are considering ways in which they can support schools in complying with requirements. You should check with your employing authority for the details of any guidelines or processes in place to help you meet the requirements of the legislation.

6.6 Workplace health and safety
Biology is a practical science. A significant amount of the course should be devoted to practical experiences in the laboratory. These practical experiences expose students to a variety of hazards from corrosive and poisonous substances to injury from glass and hot objects. Besides a teacher's duty of care that derives from the Education (General Provisions) Act 1989, there are other legislative and regulatory requirements, for example the Workplace, Health and Safety Act 1995, that will influence the nature and extent of practical work.
All practical work must be organized with students' safety in mind. In Biology, there are many activities associated with handling biological materials including live animal and plant specimens, micro-organisms, and materials for dissection, that expose teachers and students to health hazards.
The current science safety requirements are clearly explained in Workplace Health and Safety Guidelines Curriculum Core Module, on the following website:
http://education.qld.gov.au/corporate/doem/healthsa/hs-10000/hs-10000.htm
It is the school's responsibility to ensure that their practices meet current guidelines.

7.0 Assessment

7.1 Underlying principles of exit assessment
The Authority's policy on exit assessment requires consideration to be given to the following principles when devising an assessment program for the two year course of study:
* Information is gathered through a process of continuous assessment.
* Balance of assessments is a balance over the course of study and not necessarily a balance over a semester or between semesters.
* Exit achievement levels are devised from student achievement in all areas identified in the syllabus as being mandatory.
* Assessment of a student's achievement is in the significant aspects of the course of study identified in the syllabus and the school's work program.
* Selective updating of a student's profile of achievement is undertaken over the course of study.
* Exit assessment is devised to provide the fullest and latest information on a student's achievement in the course of study.
These principles are to be considered together and not individually in the development of an assessment program. Exit assessment must satisfy concurrently the six principles associated with it.
Continuous assessment
The major operating principle is 'continuous assessment'. The process of continuous assessment provides the framework in which all the other five principles of balance, mandatory aspects of the syllabus, significant aspects of the course, selective updating, and fullest and latest information exist and operate.
This is the means by which assessment instruments are administered at suitable intervals and by which information on student achievement is collected. It involves a continuous gathering of information and the making of judgements in terms of the stated criteria and standards throughout the two year course of study.
Decisions about levels of achievement are based on information gathered, through the process of continuous assessment, at points in the course of study appropriate to the organization of the learning experiences. Levels of achievement must not be based on students' responses to a single assessment task at the end of a course, or instruments set at arbitrary intervals that are unrelated to the developmental course of study.
Balance
Balance of assessments is a balance over the course of study and not necessarily a balance within a semester or between semesters.
Within the two year course for Biology it is necessary to establish a suitable balance in the general objectives, assessment techniques and instruments/tasks, conditions and across the criteria. The exit criteria are to have equal emphasis across the range of summative assessment. The exit assessment program must ensure an appropriate balance over the course of study as a whole.
Mandatory aspects of the syllabus
Judgement of student achievement at exit from a two year course of study must be derived from information gathered about student achievement in those aspects stated
in the syllabus as being mandatory, namely:
* the general objectives of Understanding biology, Investigating biology, and Evaluating biological issues
* the six key concepts (See table 5.1).
The exit criteria and standards stated in Section 7.7 must be used to make the judgement of student achievement at exit from a two year course of study.
Significant aspects of the course of study
'Significant aspects' refers to those areas in the school's course of study selected from the choices permitted by the syllabus. Significant aspects can complement mandatory aspects, or be items additional to them. They will be determined by the context of the school and the needs of students at that school to provide a choice of learning experiences appropriate to the location of the school, the local environment and the resources available. The significant aspects must be consistent with the general objectives of the syllabus and complement the developmental nature of learning in the course over two years.
Selective updating
In conjunction with the principle of fullest and latest information, information on student achievement should be selectively updated throughout the course. Selective updating is related to the developmental nature of the two year course of study and operates within the context of continuous assessment. As subject matter is treated at increasing levels of complexity, assessment information gathered at earlier
stages of the course may no longer be representative of student achievement. The information therefore should be selectively and continually updated (not averaged) to accurately reflect student achievement.
The following conceptions of the principle of selective updating apply:
1. A systemic whole subject group approach in which considerations about the whole group of students are made according to the developmental nature of the course and, in turn, the assessment program. In this conception, developmental aspects of the course are revisited so that later summative assessment replaces earlier formative information.
2. An act of decision making about individual students deciding from a set of assessment results the subset which meets syllabus requirements and typically represents a student's achievements, thus forming the basis for a decision about a level of achievement. In the application of decisions about individual students, the set of assessment results does not have to be the same for all students. However, the subset which represents the typical achievement of a student must conform to the parameters set in requirements for verification folios.
Selective updating must not involve students reworking and resubmitting previously graded assessment tasks. Opportunities may be provided for students to complete and submit additional tasks. Such tasks may provide information for making judgements where achievement on an earlier task was unrepresentative or atypical, or there was insufficient information upon which to base a judgement.
Fullest and latest information
Judgements about student achievement made at exit from a school course of study must be based on the fullest and latest information available. This information is recorded on a student profile.
'Fullest' refers to information about student achievement gathered across the range of general objectives. 'Latest' refers to information about student achievement gathered from the most recent period in which the general objectives are assessed. As the assessment program in Biology is developmental, fullest and latest information will most likely come from Year 12.
Information recorded on a student profile will consist of the latest assessment data on mandatory and significant aspects of the course, which includes the data gathered in the summative assessment program that is not superseded.

7.2 Planning an assessment program
At exit, judgements are made about how students have achieved in relation to the standards stated in the syllabus for each of the criteria. These summative judgements are based on achievement in each of the general objectives.
When planning an assessment program, schools must consider:
* general objectives (refer to Section: 4)
* course structure (refer to Section: 7.2)
* the learning experiences (refer to Section: 6)
* the underlying principles of assessment (refer to Section: 7.1)
* a variety of assessment techniques and instruments over the two year course ( refer to Section 7.6, 'Assessment categories')
* conditions under which the assessment is implemented
* the exit criteria (refer to Section 7.3) and standards (refer to Section 7.7)
* verification folio requirements, especially the number and the nature of student responses to assessment tasks to be included (refer to Section: 7.4)
* minimum assessment necessary to reach a valid judgement of the student's standard of achievement.
Students should be conversant with the assessment techniques and know of the criteria to be used in assessment instruments.

7.2.1 Special consideration

7.3 Exit criteria
The following exit criteria must be used in making judgements about a student's level of achievement at exit from a course in Biology. They reflect three of the four general objectives of the syllabus (see Section: 4):
Criterion 1: Understanding biology
Criterion 2: Investigating biology
Criterion 3: Evaluating biological issues.
Each criterion must be assessed in each semester and each criterion is to make an equal contribution to the determination of levels of exit achievement. Students are to be given opportunities to demonstrate their level of achievement in a variety of assessment tasks that include complex and challenging aspects. These opportunities should be embedded in a range of contexts.

7.4 Requirements for verification
For the purposes of verification, schools must submit:
* a copy of the approved work program
* all assessment instruments and corresponding marking schemes upon which judgements about levels of achievement have been made up to that time
* detailed criteria sheets for each instrument together with statements of conditions and expected student responses
* details of strategies used to ensure student authorship and ownership of all tasks
* sample student verification folios containing evidence of student achievement.
Verification folios must contain:
* the individual student profile showing sufficient detail required for the determination of the proposed level of achievement:
- a minimum of four and a maximum of six assessment instruments must be submitted
- each of these instruments must assess at least two criteria
- at least one and no more than two instruments from each of the following three assessment categories must be included:
(a) extended response
(b) written task
(c) extended experimental investigation
* one of the instruments presented must include an analysis of field work primary data
* assessment of the six key concepts must be evidenced for each student in the verification folio.
Typically, work selected would be student responses to instruments that are common to all submitted folios.

7.5 Determining exit levels of achievement
On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement.
The school must award an exit standard for each of the three criteria: Understanding biology, Investigating biology, and Evaluating biological issues, based on the principles of assessment described in this syllabus. The criteria are derived from the general objectives and are described in Section 4 . The standards associated with the three exit criteria are described in Section 7.7. When teachers are determining a standard or each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall.
For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to suit the task. These standards are used to inform the teaching and learning process. For Year 12 tasks, students should be provided with opportunities to understand and become familiar with the expectations for exit. The exit standards are applied to the summative body of work selected for exit.
Of the seven key competencies, the six that are relevant to this subject [KC 1: collecting, analysing and organizing information; KC 2: communicating ideas and information, KC 3: planning and organizing activities; KC 5: using mathematical ideas and techniques; KC 6: solving problems; KC 7: using technology] are embedded in the descriptors in the standards matrix. The descriptors refer mainly to aspects of Understanding biology, Investigating biology, and Evaluating biological issues.

Table 7.1: Minimum requirements for exit levels of achievement
When standards have been determined in each of the three criteria of (i) Understanding biology (2) Investigating biology, and (3) Evaluating biological issues, the following table is used to determine the exit level of achievement, where A represents the highest standard and E the lowest.
VHA Standard A in any two exit criteria and no less than a B in the remaining criterion
HA Standard B in any two exit criteria and no less than a C in the remaining criterion
SA Standard C in any two exit criteria and no less than a D in the remaining criterion
LA Standard D in any two exit criteria
VLA Does not meet the requirements for Limited Achievement

7.6 Assessment categories
This syllabus identifies three assessment categories:
* extended response
* written task
* extended experimental investigation.
Each assessment instrument contributes equally to the determination of a level of achievement and must reflect the nature of the learning experiences.
There should be variety and balance in the types of instruments used enabling students with different learning styles to demonstrate their understanding.
Each instrument must assess more than one criterion and may include all three. At least two criteria must be included in each instrument.
At least one and no more than two instruments from each of the three assessment categories is to be included in the verification folio. Further information regarding requirements for verification folio is provided in Section 7.4.
Analysis of field work primary data gives students the opportunity to demonstrate evidence of data collection, data presentation, analysis of their data and is to link to key concepts. Analysis of field work primary data may be assessed by any of the three assessment categories and must be evident in an assessment instrument included in the verification folio (See Section 7.4).

Extended response
Students should be given enough time in class to complete significant aspects of the task. Students will be given substantial responsibility for management of the task which may involve second hand data, research information, analysis, synthesis, and may be presented in one of the following forms:
* non-experimental investigation
* extended written response to stimulus material
* oral presentation
* seminar presentation
* multimedia presentation
* debate
* hypotheticals
* other.

Written task
This type of instrument must be conducted under supervised conditions and focus on individual responses. It may take a variety of forms and may include:
* short response
* multiple choice
* paragraph responses
* extended answer questions linked to learning experiences of the course
* exercises using graphs, tables, diagrams and data
* response to seen and unseen stimulus material
* practical report discussion
* article for scientific publication
* feature article for newspaper or magazine
* other.

Extended experimental investigation
This type of instrument is conducted to answer an open-ended practical research question, and it involves planning, executing, evaluating and presenting a final report. Schools must allow continuous class time for students to be able to effectively undertake each component of the investigation. Students are required to gather primary data. The instrument may be conducted in groups. Processes to ensure individual student ownership of the task must be applied. The final presentation may take the form of one or more of the following:
* scientific report
* multimedia presentation
* seminar or debate
* journal or scientific log book
* article for a scientific magazine
* oral presentation
* feature article for newspaper or magazine
* other.

7.7 Standards associated with exit levels of achievement
7.7.1 Understanding biology
The student communicates their understanding by:
A* making links between related ideas, concepts, principles and theories to reveal meaningful interrelationships
* applying knowledge and understanding to a range of complex and challenging tasks.
B * explaining ideas, concepts, principles and theories and describing interrelationships between them
* applying knowledge and understanding to a range of complex tasks.
C * defining and describing ideas, concepts, principles and theories, and identifying interrelationships
* applying knowledge and understanding to a range of tasks.
D * stating ideas and using terminology relevant to concepts and recalling interrelationships.
E * The student states terminology and ideas relevant to concepts. Investigating biology

7.7.2 Investigating biology
The student communicates investigative processes by:
A * formulating justified researchable questions
* designing, modifying and implementing investigations
* collecting and organizing data to identify trends and interrelationships
* interpreting and critically analysing results with links to theoretical concepts to draw conclusions relating to the question(s)
* evaluating the design of the investigation and reflecting on the adequacy of the data collected and proposing refinements.
B* formulating researchable questions
* selecting, modifying and implementing investigations
* collecting and organizing data to identify trends
* interpreting results and drawing conclusions relating to the question(s)
* evaluating the design of the investigation and the adequacy of the data collected. The student communicates investigative processes by:
C * identifying researchable questions
* selecting and implementing investigations
* collecting and organizing data
* discussing results and drawing conclusions. The student communicates investigative processes by:
D * following instructions to collect and organize data
* using data to answer questions.
E * following instructions to collect and organize data.

7.7.3 Evaluating biological issues
The student communicates by:
A * gathering, critically analysing and evaluating information and data from a variety of valid and reliable sources
* integrating the information and data to make justified and responsible decisions
* considering alternatives and predictions relevant in past, present and future biological contexts. The student communicates by:
B * gathering, analysing and evaluating information and data from a variety of valid and reliable sources
* integrating the information and data to make supported decisions
* recognizing alternatives and predictions that are relevant in a range of present day biological contexts. The student communicates by:
C * gathering information and data from a variety of sources
* selecting relevant information and data to make plausible decisions and predictions in a range of biological contexts
* recognizing concepts that form the basis of present day biological issues. The student communicates by:
D * gathering and using biological information to make statements
* recognizing that a given issue has biological implications.
E * The student communicates by using supplied information to make statements.

8.0 Educational equity

9.0 Resources

Appendix 1: Possible match - key concepts and key ideas
Key concept 1. Cells are the functioning units of all living things
Key ideas:
1. Cells have a chemical composition that must be maintained for the continued life of the cell
2. Organelles contribute to the structure and functioning of eukaryotic cells
3. There are different types of cells and the ways they are organized influences their functioning
4. Energy required by all living things is obtained in different ways
5. Cell division is an integral part of growth and reproduction
6. The set of systems comprising an organism enables it to function in its environment
7. All systems are interrelated and interdependent
8. Systems of the body work together to maintain a constant internal environment
10. Malfunctioning in one system or part of a system may affect the whole organism
11. The external features and internal functioning of organisms together enable an organism to obtain its needs
16. An organism has adaptations specific to its environment
22. In most organisms coded instructions within the DNA molecule account for their inherited characteristics
23. During reproduction DNA is passed from parent(s) to offspring
26. Humans group organisms in a variety of ways to make sense of diversity and to aid communication

Key concept 2. Multi-cellular organisms are functioning sets of interrelated systems
Key ideas:
4. Energy required by all living things is obtained in different ways
6. The set of systems comprising an organism enables it to function in its environment
7. All systems are interrelated and interdependent
8. Systems of the body work together to maintain a constant internal environment
10. Malfunctioning in one system or part of a system may affect the whole organism
11. The external features and internal functioning of organisms together enable an organism to obtain its needs
16. An organism has adaptations specific to its environment

Key concept 3. Organisms live an interdependent existence in environments to which they are adapted
Key ideas:
4. Energy required by all living things is obtained in different ways
6. The set of systems comprising an organism enables it to function in its environment
7. All systems are interrelated and interdependent
9. Different types of multicellular organisms have different roles in an environment
10. Malfunctioning in one system or part of a system may affect the whole organism
11. The external features and internal functioning of organisms together enable an organism to obtain its needs
12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13. Energy and matter move within ecosystems
14. Human actions have significant impacts on interactions within an environment
15. Different organisms perform different interdependent roles in an ecosystem
16. An organism has adaptations specific to its environment
17. Living things employ a variety of reproductive strategies
19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
20. The activity of organisms changes the environment
21. Evidence shows that organisms and ecosystems change through time
24. The genetic variations within a population determines its long-term survival
25. Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms
26. Humans group organisms in a variety of ways to make sense of diversity and to aid communication

Key concept 4. A variety of mechanisms result in continual change at all levels of the natural world
Key ideas:
1. Cells have a chemical composition that must be maintained for the continued life of the cell
2. Organelles contribute to the structure and functioning of eukaryotic cells
3. There are different types of cells and the ways they are organized influences their functioning
4. Energy required by all living things is obtained in different ways
5. Cell division is an integral part of growth and reproduction
6. The set of systems comprising an organism enables it to function in its environment
7. All systems are interrelated and interdependent
8. Systems of the body work together to maintain a constant internal environment
9. Different types of multicellular organisms have different roles in an environment
10. Malfunctioning in one system or part of a system may affect the whole organism
12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13. Energy and matter move within ecosystems
14. Human actions have significant impacts on interactions within an environment
15. Different organisms perform different interdependent roles in an ecosystem
19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
20. The activity of organisms changes the environment
21. Evidence shows that organisms and ecosystems change through time
24. The genetic variations within a population determines its long-term survival
25. Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms

Key concept 5. There are processes which maintain dynamic equilibrium at all organizational levels
Key ideas:
1. Cells have a chemical composition that must be maintained for the continued life of the cell
2. Organelles contribute to the structure and functioning of eukaryotic cells
4. Energy required by all living things is obtained in different ways
5. Cell division is an integral part of growth and reproduction
7. All systems are interrelated and interdependent
8. Systems of the body work together to maintain a constant internal environment
9. Different types of multicellular organisms have different roles in an environment
12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities
13. Energy and matter move within ecosystems
15. Different organisms perform different interdependent roles in an ecosystem
23. During reproduction DNA is passed from parent(s) to offspring

Key concept 6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation
Key ideas:
5. Cell division is an integral part of growth and reproduction
17. Living things employ a variety of reproductive strategies
18. Human understanding of the mechanisms of reproduction and DNA structure and function have led to intervention in natural processes
19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time
21. Evidence shows that organisms and ecosystems change through time
22. In most organisms coded instructions within the DNA molecule account for their inherited characteristics
23. During reproduction DNA is passed from parent(s) to offspring
24. The genetic variations within a population determines its long-term survival
25. Evolutionary processes acting on the gene pools of populations have given rise to diversity of organisms

Appendix 2: Sample course organization A
General objectives: UB = Understanding biology. IB = Investigating biology. EBI = Evaluating biological issues. AV = Attitudes and values.

Semester	Term	Unit	Time	Key concepts	Key ideas	Manipulative skills	UB	IB	EBI
1	1	Scope of Biology	28 hr	1,2,3,4,5,6	1, 3, 4, 6, 7, 8, 9, 11, 12, 14, 19, 21, 23	1, 3, 5, 6	1,2	1, 3	-
1	2	Your body	28 hr	1,2,5	1, 2, 6, 8, 11, 16, 17, 18	1, 2, 4, 5, 6	1 3	1 4	1, 3, 4
2	3	Home garden	28 hr	1,2,3,6	4, 7, 9, 12, 15, 20, 26	1, 2, 3, 4, 5, 6	1 3	1 4	1, 3, 4
2	4	Combating disease	28 hr	1,2,3,4,5	2, 3, 6, 7, 8, 10, 16, 26	1, 3, 5, 6	1 3	1 5	1 4
3	1	4 Mile Creek study	28 hr	3,4,5	12, 16, 20, 26	1, 3, 4, 5, 6	1 3	1 5	1 4
3	2	It's all in the genes	28 hr	1,2,4,6	1, 2, 5, 10, 22, 25	1, 4, 5	1 3	1 5	1 4
4	3	Independent research project	28 hr	Identified by students	Identified by students	Project- dependant	1 3	1 5	1 2
4	4	Origins and futures	28 hr	3.4.5.6	1, 4,6,9,16, 26	-	1 3	1 5	1 4

A2.1 Sample assessment plan A [ / = tick]

Semester	Term	Unit	Assessment category	Key concepts	Criteria UB	Criteria IB	Criteria EBI
1	1	Scope of Biology	Written task	1,2,3,4,5,6	/	/	-
1	2	Your body	Extended response	1,2,5	/	/	/
2	3	Home garden	Extended experimental investigation	1,2,3,6	/	/	-
2	4	Combating disease	Extended response	1,2,3,4,5	/	/	/
3	1	4 Mile Creek study	Field data analysis	3,4,5	/	/	/
3	2	It's all in the genes	Extended response Written task	1,2,4,6	/ /	/ -	/ /
4	3	Independent research project	Extended experimental investigation	Identified by students	/	/	-
4	4	Origins and futures	Extended response	3.4.5.6	/	/	/

A2.2 Sample student profile A
Criteria: Understanding biology, Investigating biology, Evaluating biological issues
The specific nature of the Assessment task can vary from year to year and may be written in the profile accordingly.

Semester	Unit	Assessment task	Understanding biology	Investigating biology	Evaluating biological issues
1	Scope of Biology	Written task (multiple choice, short response)	/	/	-
1	Your body	Extended response (seminar)	/	/	/
1	Internal reporting	-	/	/	-
2	Home garden	Extended experimental investigation	/	/	/
2	Combating disease	Extended response (hypothetical)	/	/	/
2	Monitoring / Internal reporting	-	/	/	/
3	4 Mile Creek study	Field data analysis	/	/	/
3	It's all in the genes	Extended response (argumentative essay/debate) Written task (problem solving, short responses)	/	/	/
3	Internal reporting	-	/	/	/
4	Independent research project	Extended experimental investigation	/	/	-
4	Verification	.	/	/	/
4	Origins and futures	Extended response (multimedia presentation)	/	/	/
4	Exit	.-	/	/	/
4	Level if achievement	.-	/	/	/

A 2.3 Sample course organization B

-	Units / themes	Unit length weeks	Key concepts	Key ideas	Assessment Description	Assessment Task type	Assessment Conditions
Year 11 Semester 1 (55 hrs)	Cell biology and energetics	9	1, 5	1, 2, 3, 4, 5, 22, 23	Written test * short answer * response to stimulus	WT	90 minutes supervised
Year 11 Semester 1 (55 hrs)	Evolution and diversity	11	3, 4, 6	2, 3, 6, 9, 11, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26	Multimedia presentation of two animal groups	ER	5 wks preparation in-class presentation
Year 11 Semester 2 (55 hrs)	Regulation of the internal environment	11	2, 5	3, 4, 6, 7, 8, 10, 11	Collection of data Olympic athlete focus	WT	7 weeks data collection in-class supervised response
Year 11 Semester 2 (55 hrs)	Responsiveness and coordination	9	2, 5	1, 3, 4, 6, 7, 10, 11, 14, 16	Experimental investigation	EEI	6 wks data collection in-class response
Semester 3 (55 hrs)	Genetics and molecular biology	11	1, 6	1, 2, 3, 4, 5, 18, 22, 23, 24,	Research of new application	ER	4 weeks in-class preparation seminar presentation
Semester 3 (55 hrs)	Reproduction and development	9	2, 4, 6	1, 5, 11, 16, 17, 18, 22, 23, 24, 25	Problem-based learning	WT	4 weeks of journal and supervised response
Year 12 Semester 4 (55 hrs)	Ecology	13	3, 4	4, 6, 7, 9, 11, 12, 13, 14, 15, 16, 20, 21	Field studies	EEI	Teacher-monitored, 5 weeks class time 2 days field studies
Year 12 Semester 4 (55 hrs)	The search for better health	7	1, 2, 3, 4, 5, 6	1, 2, 3, 4, 5, 6, 8, 10, 14,16, 20	Research investigation, case studies	WT	3 weeks research, supervised response

A 2.4 Unit: Cell biology and energetics Time: 9 weeks
Overview: All organisms are composed of one or more cells. The cell is the smallest unit that retains the characteristics of life. Each new cell arises from pre-existing cells. Life originated in water and is dependent on water for survival. Cells use elements and compounds. Carbohydrates and lipids are the cell's main sources of energy and building blocks. Nucleic acids are the basis of inheritance. Proteins serve many functions in structure, transport, movement, cell activity, and defence. The structure of the cell is related to its function. Cells use energy to build, store, break apart and eliminate substances in ways that help them survive and reproduce. Carbon based compounds are the building blocks and energy stores of life. Plants assemble these compounds by photosynthesis. All cells can release energy stored in glucose and other organic compounds.

Main focus: Inside/outside
Points of interest: The cell membrane is the barrier between the cell's interior and its surrounding environment. It is selective in what it allows to pass. Materials are categorized.
There are different mechanisms for the movement of material
Key ideas: 1
Learning experiences: Develop a concept map of materials of life based on provided concepts and links. Investigate models of cell membranes. Investigate function of cell membrane. (MS 1, 6)
General objectives: AV: 2, 3 UB: 1, 2 IB: 3, 4 EBI: -

Main focus: Functioning cells
Points of interest: Cell structure * Animal * Plant Comparison of prokaryotic and eukaryotic cells
Key ideas: 1, 2, 3
Learning experiences: Model cell structure - analyse limitations of model. Compare and contrast analysis of prokaryotic / eukaryotic cells. (MS 1)
General objectives: AV: 2, UB: 1, 2 IB: 3, 4 EBI: -

Main focus: Harvesting energy
Points of interest: Autotrophs are 'self-nourishing'. They utilize CO₂ from the atmosphere and water to manufacture food. Photoautotrophs use sunlight as their energy source. Chemoautotrophs use chemicals.
Key ideas: 2, 3, 4
Learning experiences: Does photosynthesis on coral vary throughout the day? Structured analysis of data. (MS 6)
General objectives: AV: 4, 5, 6 UB: 1, 2, 3 IB: 4, 5 EBI: 1, 2, 3

Main focus: Metabolism
Points of interest: Organisms release energy stored in glucose and other organic compounds, then use it in ATP production
Key ideas: 2, 3, 4
Learning experiences: Killer bees, why do they do everything faster? Inquiry process
General objectives: AV: 2, 3, 4 UB: 1, 2, 3 IB: - EBI: 1, 3

Main focus: Cell division in prokaryotes and eukaryotes
Points of interest: Mitotic cell division is the basis of growth and tissue repair in multicellular organisms - it keeps the chromosome number constant. Meiosis occurs only in the cells set aside for sexual reproduction
Key ideas: 1, 2, 5, 22, 23
Learning experiences: Co-operative learning - Flow chart development of both mitosis and meiosis
General objectives: AV: 2, UB: 1, 2 IB: 3 EBI: -

A 2.5 Unit: Evolution and diversity Time: 11 weeks
Overview: Evidence suggests that life originated 3.8 billion years ago. The history of life spans five intervals of geological time and has been influenced by asteroid impacts,
drifting and colliding continents and other environmental insults. The diversity of life is the result of the divergence of primitive bacterial cells into three great lineages
archaebacteria, prokaryotes and eukaryotes. Natural selection and adaptation are thought to account for the rich diversity of life in present times. Comparisons using fossils,
anatomy, and biochemical information are used to identify organisms and track lineage. Classification directs information about species into organized retrieval systems.

Main focus: Evolution?
Points of interest: Evidence of evolution comes from investigations that began two centuries ago. Difference in survival and reproduction among individuals that differ in one or more traits are the basis for
natural selection.
Key ideas: 16, 17, 19, 21, 22, 23, 24, 25
Learning experiences: Stimulus response task involving natural selection and speciation. Development of cladograms (internet access)
General objectives: AV: 1, 2, 3 UB: 1, 2, 3 IB: 3 EBI: 1, 2, 3

Main focus: From single cells to multicellular organisms
Points of interest: All the inorganic and organic compounds necessary for self-replication, membrane assembly and metabolism could have formed spontaneously under conditions that existed on early earth.
Key ideas: 2, 3,16, 19,
Learning experiences:
Where did organelles come from? Cooperative learning - inquiry process
General objectives: AV: 1, 2, 3 UB: 1, 2, 3 IB: - EBI: 3

Main focus: Grouping organisms - monera, protista, fungi
Points of interest: micro-organisms are judged according to their impact on human lives. Many cause disease.
Key ideas: 3, 20, 21, 25, 26
Learning experiences: Cooperative learning Investigation of characteristics of each group and a disease caused by an organism from each of the three groups. Discussion of characteristics of viruses and how they fit into the living world.
General objectives: AV: 1, 2, 4, 5, 6 UB: 1, 2, 3 IB: - EBI: 1

Main focus: Grouping organisms - Plants
Points of interest: All but a few plants are multicellular photosynthesisers. Although their earliest ancestors lived in water, most are adapted to land.
Key ideas: 2, 3, 6, 11, 16, 17 25, 26
Learning experiences: Plant classification collection, example of bryophyte, fern, gymnosperm and angiosperm. Development of life cycle diagrams. (MS 4, 5)
General objectives: AV: 1, 2, 4, 5, 6 UB: 1, 2, 3 IB: - EBI: 1

Main focus: Grouping organisms - animals
Points of interest: Animals are multicellular, aerobic heterotrophs that ingest or parasitize other organisms. Grouping of animals is complex.
Key ideas: 9, 11, 20 26
Learning experiences:
Groups prepare multi-media presentation of two groups in the animal kingdom. Compare and contrast between
General objectives: AV: 1, 2, 4, 5, 6 UB: 1, 2, 3 IB: - EBI: 1

A 2.6 Unit: Ecology Time: 13 weeks
Overview: Within their environment, organisms interact with each other and their non-living surroundings forming ecosystems. Ecosystems may vary enormously in size and complexity. Energy and matter transfer through ecosystems and can be identified in food chains and webs. Ecosystems respond to external pressures and adjust accordingly. Organisms are adapted to succeed in their surroundings. Australia has a unique environment comprising a variety of valuable ecosystems. Each ecosystem plays a vital role in the overall balance life.
General objectives: AV UB IB EBI

Main focus	Points of interest	Key ideas	Learning experiences	AV	UB	IB	EBI
Transfer of energy and matter	* Law of conservation of energy * Energy and matter cycles	4, 9, 13	Group discussion and investigation of essential cycles	2,	1, 2, 3	3	1
Relationships	* Abiotic factors * Biotic factors * Interspecies relationships	11, 12, 15	Development of models to represent and interpret and interpretation of food webs Investigation of beneficial and detrimental relationships 'What if' scenarios	1, 2, 5	1, 2, 3	2	1, 2, 3, 4
Distribution and abundance of populations	* Populations * Succession * Measurement	12, 21	Skills development * Transects, quadrats, capture/ recapture techniques * Measurement of physical factors (MS 3, 4)
Adapting to unique environments	* Australian ecosystems * Adaptation of organisms to the environment	4, 11, 12, 15, 16, 20	Identification of Australian ecosystems Investigation of environmental limits * Viscosity, buoyancy, temperature, pressure, salt, * Gas exchange, water balance, temperature control (MS 3, 6)	1, 2, 3	1, 2, 3	2, 3, 4, 5	-
Field Studies	Contact with a variety of ecosystems Appreciation of human impact on natural environments	4, 11, 12, 13, 14, 15, 16, 20	Two day field trip to investigate and measure * Sand dune succession * Rocky platform * Mangrove environment * Estuary influence Collection and Analysis of data (MS 1, 3, 4, 5, 6)	1, 2, 3, 4, 5, 6	1, 2, 3	2, 3, 4	1, 2, 3, 4

A 2.7 Assessment overview
Semester: 1 Task: 1 Unit: Cell biology and energetics Assessment task: Written task. Written test comprising short answer responses and response to stimulus both sections provide opportunities for application of knowledge at range of levels. Key concepts: 1, 5 UB: yes IB: yes EBI: -
Semester: 1 Task: 2 Unit: Evolution and diversity Assessment task: Extended response. Multimedia presentation to demonstrate characteristics of two distinct groups. Cladogram and explanation of the mechanism of two species from one of the groups. Key concepts: 3, 4, 6 UB: yes IB: - EBI: yes
Semester: 2 Task: 3 Unit: Regulation of the internal environment. Assessment task: Written task. Stimulus response task based on homeostasis. Unseen questions. Key concepts: 2, 5 UB: yes IB: yes EBI: yes
Semester: 2 Task: 4 Unit: Responsiveness and coordination. Assessment task: Extended experimental investigation. Student-directed design and collection of data. Analysis of results. Assessed in stages. Final task to answer unseen questions under supervision. Key concepts: 2, 5 UB: yes IB: yes EBI: -
Semester: 3 Task: 5 Unit: Genetics and molecular biology. Assessment task: Extended response. Media analysis of topical issue compared with the scientific research on the topic. Key concepts: 1, 6 UB: yes IB: - EBI: yes
Semester: 3 Task: 6 Unit: Reproduction and development. Assessment task: Written task. Response to information gathered in PBL, e.g. What happens if identical twins marry and have children? Unseen questions. Key concepts: 2, 4, 6 UB: yes IB: - EBI: yes
Semester: 4 Task: 7 Unit: Ecology. Assessment task: Extended experimental investigation. Ecological field study. Collection of raw data and subsequent analysis of an aspect of the data. Presented as a recommendation to a nominated audience. Key concepts: 3, 4 UB: yes IB: yes EBI: yes
Semester: 4 Task: 8 Unit: The search for better health. Assessment task: Written task. Case study of nominated disorder response based on justified decision from information provided and gathered. Key concepts: 1, 2, 3, 4, 5, 6 UB: yes IB: yes EBI: yes

A 2.8 Student profile

Task	1	2	3	4	Monitoring	5	6	7	Verification	8	Exit
Criteria	U I E	U I E	U I E	U I E	U I E	U I E	U I E	U I E	U I E	U I E	U I E
A	.	.	.	.	.	.	.	.	.	.	.
B	.	.	.	.	.	.	.	.	.	.	.
C	.	.	.	.		.	.	.	.	.	.
D	.	.	.	.	.	.	.	.	.	.	.
E	.	.	.	.	.	.	.	.	.	.	.
No rating	.	.	.	.	.	.	.	.	.	.	.
-	-	-	-	-	Interim level of achievement	-	-	-	Interim level of achievement	-	Interim level of achievement

10.0 Copyright notice
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To comply with subsection 49(5A) of the Copyright Amendment (Digital Agenda) Act 2000, anything that a library makes available on their computer system must be so arranged that it can be accessed only through a computer that cannot itself make a copy, or print out the copy displayed. This is made clear in subsection 49(5).
Direct quotation of subsection 49(5A) Copyright Amendment (Digital Agenda) Act
If an article contained in a periodical publication, or a published work (other than an article contained in a periodical publication) is acquired, in electronic form, as part of a library or archives collection, the officer in charge of the library or archives may make it available online within the premises of the library or archives in such a manner that users cannot, by using any equipment supplied by the library or archives:
(a) make an electronic reproduction of the article or work; or
(b) communicate the article or work.