NSW Standards for and on behalf of the Crown in right of the State of New South Wales. No part of the material may be reproduced in Australia or any other country by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies. , Teaching and Educational Standards NSW, except as permitted by the Copyright Act 1968. The development of the Level 6 curricula involved expert writers and opportunities to consult with teachers and other stakeholders across NSW to receive the best quality advice in community education .
A summary of the BOSTES syllabus development process is available at http://www.boardofstudies.nsw.edu.au/syllabuses/syllabus-development. Stage 6 curricula reflect the principles of the BOSTES K-10 Curriculum Framework and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008). Gifted students have specific learning needs that may require adjustments in the pace, level and content of the curriculum.
EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of the Biology Stage 6 syllabus through that new language.
RATIONALE
THE PLACE OF THE BIOLOGY STAGE 6 DRAFT SYLLABUS IN THE K–12 CURRICULUM
In NSW curricula, the purpose provides a concise statement of the overall purpose of the curriculum. A curriculum's purpose, objectives, outcomes, and content are clearly linked and sequentially amplify the details of the curriculum's intent. The study of Biology at Stage 6 enables students to develop an appreciation and understanding of biological concepts that can be used to explore the diversity of life, from a molecular to biological systems level, and the interactions between living things and the environments in which they live.
Through the use of Working Scientifically processes and the use of biological technologies, the subject aims to examine how biological models and practices are used and developed.
OBJECTIVES
VALUES AND ATTITUDES
SKILLS
KNOWLEDGE AND UNDERSTANDING
OUTCOMES
It is recognized that the outcomes of other skills will also be addressed in each module. BIO12-8 explains the structures of DNA and analyzes the mechanisms of inheritance and how processes or reproduction ensure the continuity of a species. BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues, and organs contribute to macroscopic processes in organisms.
BIO12-9 explains natural genetic change and the use of genetic technologies to cause genetic change. BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialization for selected habitats and evolution of species. BIO12-10 analyzes infectious diseases in terms of disruption of homeostatic mechanisms and the organism's response, including the human immune system.
BIO12-11 explains non-communicable diseases and disorders and a range of technologies used to assist, control, prevent and treat non-communicable diseases.
WORKING SCIENTIFICALLY
Variables should be identified as independent, dependent and controlled to ensure that a valid procedure is developed that allows for reliable collection of data. The students must select appropriate equipment, adopt safe work practices and ensure that risk assessments are carried out and followed. In displaying data and information, students use the most appropriate and meaningful methods and media to organize and analyze data and information sources, including digital technologies and the use of a variety of visual representations.
From these representations students identify trends, patterns and relationships in data and information and recognize errors, uncertainty and limitations. They make predictions and help synthesize data and information to develop evidence-based conclusions and arguments. Students identify trends, patterns and relationships; recognize errors, uncertainty and limitations in data; and interpret scientific and media texts.
Students evaluate the relevance, accuracy, validity and reliability of the primary or secondary sources of data in relation to investigations.
INVESTIGATIONS
COURSE STRUCTURE AND REQUIREMENTS
The Earth’s
Heredity
DEPTH STUDY: YEARS 11 AND 12
POSSIBLE DEPTH STUDIES
ASSESSMENT
The draft school assessment guidelines provide concrete advice on the number of formal assessment tasks, course units and weightings, and the nature of the task types to be performed. One task must include an assessment of the in-depth study and the related outcomes of knowledge, insight and skills with a weighting of 20-40%. The Assessment Certification Examination website will be updated to align with the timeline for syllabus implementation.
CONTENT
LEARNING ACROSS THE CURRICULUM
Students are provided with opportunities to learn about how Aboriginal and Torres Strait Islander peoples have developed and refined knowledge about the world through observation, making predictions, testing (trial and error) and responding to environmental factors within specific contexts. Students will examine examples of Aboriginal and Torres Strait Islander understanding of the environment and the ways in which traditional knowledge and Western scientific knowledge can be complementary. Students appreciate how interactions within and between these environments and the impact of human activity affect the region, including Australia, and have significance for the rest of the world.
Opportunities are available for students to explore the relationships between systems and system components, and to consider the sustainability of food sources and the natural and human environment. Students are given opportunities to develop critical and creative thinking skills by asking and asking questions, making predictions, engaging in investigations of primary and secondary sources, and analyzing and evaluating evidence in order to make evidence-based decisions. Students are provided with opportunities for design and ethical judgment regarding scientific research, design, codes of conduct, and the use of scientific information and applications.
They apply ethical guidelines in their investigations, especially in their implications for others and the environment. Students are provided with opportunities to develop ICT skills as they develop design ideas and solutions, explore scientific concepts and applications, investigate scientific phenomena and communicate their scientific and technological understanding. Students have the opportunity to appreciate how diverse cultural aspects have influenced the development, breadth and diversity of scientific knowledge and applications.
Students are offered opportunities to develop numeracy skills through practical measurement and the collection, presentation and interpretation of data from first-hand investigations and secondary sources. Students consider issues of uncertainty and reliability in measurement and learn data analysis skills, identifying trends and patterns from numerical data and graphs. Students will apply mathematical equations and concepts to solve problems. Students are provided with opportunities to broaden their understanding of aspects of citizenship and citizenship in relation to the application of scientific ideas and technological advances, including ecological sustainability and the development of environmental and sustainable practices at a local, regional and national level .
Students have opportunities to understand and appreciate the difference and diversity they experience in everyday life. Students have the opportunity to prioritize safe practices and understand potential risks and hazards present during implementation.
ORGANISATION OF CONTENT
BIOLOGY YEAR 11 COURSE CONTENT
WORKING SCIENTIFICALLY SKILLS
QUESTIONING
DESIGNING INVESTIGATIONS
CONDUCTING INVESTIGATIONS
REPRESENTING
ANALYSING
SOLVING PROBLEMS
COMMUNICATION
THE STRUCTURE AND FUNCTION OF ORGANISMS
CELLS AS THE BASIS OF LIFE OUTCOMES
CONTENT FOCUS
ORGANISATION OF LIVING THINGS OUTCOMES
Multicellular organisms typically consist of a number of interdependent transport systems that vary in complexity, allowing the organism to exchange nutrients, gases and wastes between its internal and external environment. Students will also explore how the nervous system works in mammals, allowing them to interact with their environment. Models of these systems and structures have developed over time, based on evidence from multiple disciplines.
The interconnectedness of systems in living things is critical in maintaining their health and in solving problems related to sustainability in agriculture and ecology. In this module students focus on collecting, representing and analyzing data and information to identify trends, patterns and relationships, solving problems and communicating ideas about the organization of living things. Inquiry Question: What is the difference in nutrient and gas requirements between heterotrophs and autotrophs.
Inquiry question: How does the composition of the transport medium change as it moves around an organism.
THE EARTH’S BIODIVERSITY MODULE 3 BIOLOGICAL DIVERSITY
THE EARTH’S BIODIVERSITY MODULE 4 ECOSYSTEM DYNAMICS
Research question: What evidence is available to indicate that the selection pressure from the abiotic and biotic characteristics of an ecosystem led to the evolution of that ecosystem.
DEPTH STUDY: YEAR 11 BIOLOGY
The Structure and Function of Organisms
BIOLOGY YEAR 12 COURSE CONTENT
- CONTINUITY OF LIFE ON EARTH
- HEREDITY OUTCOMES
- GENETIC CHANGE OUTCOMES
- DISEASE AND DISORDERS
- INFECTIOUS DISEASE OUTCOMES
- NON-INFECTIOUS DISEASE AND DISORDERS OUTCOMES
Inquiry Question: How can we compare genetic similarities and differences between and within species. This module builds on the previous module by exploring the use of the processes of inheritance and evolution. New and emerging technologies can be explored either as part of a module or as an in-depth study.
The treatment, prevention, and control of infectious diseases are examined both locally and globally, along with a study of the human immune system and its response to an infectious disease. The value of studying infectious diseases and their causes and effects is emphasized by the cost to humans in terms of productivity and loss of production and the overall health and sustainability of the biosphere. Question: How is the internal environment of an organism maintained in response to a changing external environment.
In this module, students deal with the study of non-communicable diseases and disorders, including their causes and effects on human health. Technologies and their application to the treatment of diseases and disorders and the epidemiology of non-infectious disease in populations are examined. This module also examines the practical applications of science, technology, engineering and mathematics and the importance of understanding the interdisciplinary nature of the applications of science.
In this module, students focus on collecting and representing data to analyze trends and patterns and solve problems while communicating ideas about non-communicable diseases and disorders.
DEPTH STUDY: YEAR 12 BIOLOGY
Continuity of life on Earth
Diseases and disorders
GLOSSARY
Includes objects, places, cultural knowledge, cultural expressions and art that have been or continue to be transmitted through. A variable that is changed in a study to see what effect it has on the dependent variable. This involves appreciating the knowledge, status and status of people in the local Aboriginal community.
In establishing partnerships between indigenous communities and industries or professions, it is particularly important that protocols are recognized and respected. Information compiled from primary sources by a person or persons not directly involved in the original study or event.
