BIOLOGY - Years 11 And 12

BIOLOGYATAR COURSEYear 11 syllabus

IMPORTANT INFORMATIONThis syllabus is effective from 1 January 2017.Users of this syllabus are responsible for checking its currency.Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis, typically every five years.Copyright School Curriculum and Standards Authority, 2017This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions,provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority.Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.2013/30740v4

ContentRationale . 1Aims . 2Organisation . 3Structure of the syllabus . 3Organisation of content . 3Progression from the Year 7–10 curriculum . 6Representation of the general capabilities . 6Representation of the cross-curriculum priorities . 8Unit 1 – Ecosystems and biodiversity . 9Unit description . 9Learning outcomes . 9Unit content . 10Unit 2 – From single cells to multicellular organisms .13Unit description . 13Learning outcomes . 13Unit content . 14School-based assessment .17Grading . 18Appendix 1 – Grade descriptions Year 11 .19Appendix 2 – Glossary .21

1RationaleBiology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions.Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, hasled to biological knowledge and understanding that enable us to explore and explain everyday observations,find solutions to biological issues, and understand the processes of biological continuity and change overtime.Living systems are all interconnected and interact at a variety of spatial and temporal scales, from themolecular level to the ecosystem level. Investigation of living systems involves classification of keycomponents within the system, and analysis of how those components interact, particularly with regard tothe movement of matter and the transfer and transformation of energy within and between systems.Analysis of the ways living systems change over time involves understanding of the factors that impact onthe system, and investigation of system mechanisms to respond to internal and external changes and ensurecontinuity of the system. The theory of evolution by natural selection is critical to explaining these patternsand processes in biology, and underpins the study of all living systems.Australian, regional and global communities rely on the biological sciences to understand, address andsuccessfully manage environmental, health and sustainability challenges facing society in the twenty-firstcentury. These include the biosecurity and resilience of ecosystems, the health and well-being of organismsand their populations, and the sustainability of biological resources. Students use their understanding of theinterconnectedness of biological systems when evaluating both the impact of human activity and thestrategies proposed to address major biological challenges now and in the future in local, national and globalcontexts.This course explores ways in which scientists work collaboratively and individually in a range of integratedfields to increase understanding of an ever-expanding body of biological knowledge. Students develop theirinvestigative, analytical and communication skills through field, laboratory and research investigations ofliving systems and through critical evaluation of the development, ethics, applications and influences ofcontemporary biological knowledge in a range of contexts.Studying the Biology ATAR course provides students with a suite of skills and understandings that arevaluable to a wide range of further study pathways and careers. Understanding of biological concepts, aswell as general science knowledge and skills, is relevant to a range of careers, including those in medical,veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity,quarantine, conservation and eco-tourism. This course will also provide a foundation for students to criticallyconsider and to make informed decisions about contemporary biological issues in their everyday lives.Biology ATAR Year 11 syllabus

2AimsThe Biology ATAR course aims to develop students’: sense of wonder and curiosity about life and respect for all living things and the environment understanding of how biological systems interact and are interrelated; the flow of matter and energythrough and between these systems; and the processes by which they persist and change understanding of major biological concepts, theories and models related to biological systems at allscales, from subcellular processes to ecosystem dynamics appreciation of how biological knowledge has developed over time and continues to develop; howscientists use biology in a wide range of applications; and how biological knowledge influences society inlocal, regional and global contexts ability to plan and carry out fieldwork, laboratory and other research investigations, including thecollection and analysis of qualitative and quantitative data and the interpretation of evidence ability to use sound, evidence-based arguments creatively and analytically when evaluating claims andapplying biological knowledge ability to communicate biological understanding, findings, arguments and conclusions using appropriaterepresentations, modes and genres.Biology ATAR Year 11 syllabus

3OrganisationThis course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of thesyllabus content increases from Year 11 to Year 12.Structure of the syllabusThe Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered asa pair. The notional time for each unit is 55 class contact hours.Unit 1 – Ecosystems and biodiversityIn this unit, students analyse abiotic and biotic ecosystem components and their interactions, usingclassification systems for data collection, comparison and evaluation.Unit 2 – From single cells to multicellular organismsIn this unit, students investigate the interdependent components of the cell system and the multipleinteracting systems in multicellular organisms.Each unit includes: a unit description – a short description of the focus of the unit learning outcomes – a set of statements describing the learning expected as a result of studying the unit unit content – the content to be taught and learned.Organisation of contentScience strand descriptionsThe Biology ATAR course has three interrelated strands: Science Inquiry Skills, Science as a HumanEndeavour and Science Understanding which build on students’ learning in the Year 7–10 Sciencecurriculum. The three strands of the Biology ATAR course should be taught in an integrated way. The contentdescriptions for Science Inquiry Skills, Science as a Human Endeavour and Science Understanding have beenwritten so that this integration is possible in each unit.Science Inquiry SkillsScience inquiry involves identifying and posing questions; planning, conducting and reflecting oninvestigations; processing, analysing and interpreting data; and communicating findings. This strand isconcerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing validconclusions, and developing evidence-based arguments.Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions aredrawn in response to a question or problem. Investigations can involve a range of activities, includingexperimental testing, field work, locating and using information sources, conducting surveys, and usingmodelling and simulations.In science investigations, the collection and analysis of data to provide evidence plays a major role. This caninvolve collecting or extracting information and reorganising data in the form of tables, graphs, flow charts,diagrams, text, keys, spreadsheets and databases.Biology ATAR Year 11 syllabus

4The analysis of data to identify and select evidence, and the communication of findings, involve theselection, construction and use of specific representations, including mathematical relationships, symbolsand diagrams.Through the Biology ATAR course, students will continue to develop their science inquiry skills, building onthe skills acquired in the Year 7–10 Science curriculum. Each unit provides specific skills to be taught. Thesespecific skills align with the Science as a Human Endeavour and Science Understanding content of the unit.Science as a Human EndeavourThrough science, we seek to improve our understanding and explanations of the natural world. The Scienceas a Human Endeavour strand highlights the development of science as a unique way of knowing and doing,and explores the use and influence of science in society.As science involves the construction of explanations based on evidence, the development of scienceconcepts, models and theories is dynamic and involves critique and uncertainty. Science concepts, modelsand theories are reviewed as their predictions and explanations are continually re-assessed through newevidence, often through the application of new technologies. This review process involves a diverse range ofscientists working within an increasingly global community of practice and can involve the use ofinternational conventions and activities such as peer review.The use and influence of science are shaped by interactions between science and a wide range of social,economic, ethical and cultural factors. The application of science may provide great benefits to individuals,the community and the environment, but may also pose risks and have unintended consequences. As aresult, decision making about socio-scientific issues often involves consideration of multiple lines of evidenceand a range of stakeholder needs and values. As an ever-evolving body of knowledge, science frequentlyinforms public debate, but is not always able to provide definitive answers.Science UnderstandingScience understanding is evident when a person selects and integrates appropriate science concepts, modelsand theories to explain and predict phenomena, and applies those concepts, models and theories to newsituations. Models in science can include diagrams, physical replicas, mathematical representations,word-based analogies (including laws and principles) and computer simulations. Development of modelsinvolves selection of the aspects of the system(s) to be included in the model, and thus models haveinherent approximations, assumptions and limitations.The Science Understanding content in each unit develops students’ understanding of the key concepts,models and theories that underpin the subject, and of the strengths and limitations of different models andtheories for explaining and predicting complex phenomena.SafetyScience learning experiences may involve the use of potentially hazardous substances and/or hazardousequipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to thehealth and safety of all students and that school practices meet the requirements of the Work Health andSafety Act 2011, in addition to relevant State health and safety guidelines.Biology ATAR Year 11 syllabus