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Unit 2: Cells and multicellular organisms Biology

The cell is the basic unit of life. Although cell structure and function are very diverse, all cells possess some common features: all prokaryotic and eukaryotic cells need to exchange materials with their immediate external environment in order to maintain …

Unit 2 | Biology | Science | Senior secondary curriculum

Unit 1: Biodiversity and the interconnectedness of life Biology

The current view of the biosphere as a dynamic system composed of Earth’s diverse, interrelated and interacting ecosystems developed from the work of eighteenth and nineteenth century naturalists, who collected, classified, measured and mapped the distribution …

Unit 1 | Biology | Science | Senior secondary curriculum

Structure of Biology Biology

Units Biology 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, has led to biological knowledge …

Structure of Biology | Biology | Science | Senior secondary curriculum

Unit 3: Heredity and continuity of life Biology

Heredity is an important biological principle as it explains why offspring (cells or organisms) resemble their parent cell or organism. Organisms require cellular division and differentiation for growth, development, repair and sexual reproduction. In …

Unit 3 | Biology | Science | Senior secondary curriculum

Unit 4: Maintaining the internal environment Biology

In order to survive, organisms must be able to maintain system structure and function in the face of changes in their external and internal environments. Changes in temperature and water availability, and the incidence and spread of infectious disease, …

Unit 4 | Biology | Science | Senior secondary curriculum

ACSBL004

Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence …

ACSBL033

Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence …

ACSBL013

Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions

ACSBL042

Scientific knowledge can enable scientists to offer reliable explanations and make reliable predictions

Links to Foundation to Year 10 Biology

Progression from the F-10 Australian Curriculum: Science The senior secondary Biology curriculum continues to develop student understanding and skills from across the three strands of the F-10 Australian Curriculum: Science. In the Science Understanding …

Links to Foundation to Year 10 | Biology | Science | Senior secondary curriculum

ACSBL065

Interpret a range of scientific and media texts, and evaluate models, processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; and use reasoning to construct scientific …

ACSBL064

Represent data in meaningful and useful ways, including the use of mean, median, range and probability; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error, instrumental accuracy, the nature …

ACSBL099

Represent data in meaningful and useful ways, including the use of mean, median, range and probability; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error, instrumental accuracy, the nature …

Rationale/Aims Biology

Rationale Biology 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, has led to biological knowledge …

Rationale/Aims | Biology | Science | Senior secondary curriculum

ACSBL101

Select, construct and use appropriate representations, including diagrams and flow charts, to communicate conceptual understanding, solve problems and make predictions

ACSBL006

Select, construct and use appropriate representations, including classification keys, food webs and biomass pyramids, to communicate conceptual understanding, solve problems and make predictions

ACSBL035

Select, construct and use appropriate representations, including diagrams of structures and processes; and images from different imaging techniques, to communicate conceptual understanding, solve problems and make predictions

ACSBL066

Select, construct and use appropriate representations, including models of DNA replication, transcription and translation, Punnett squares and probability models of expression of a specific gene in a population, to communicate conceptual understanding, …

Representation of Cross-curriculum Priorities Biology

While the significance of the cross-curriculum priorities for Biology varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal and …

Representation of Cross-curriculum Priorities | Biology | Science | Senior secondary curriculum

ACSBL005

Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments

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