Biology

Discipline-based study

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

Biology Level 2 is a Discipline-based study course.

Discipline-based study includes content, core concepts and big ideas enabling deep knowledge and understanding of the content and the application of what is learned. Learners consider accepted key disciplinary knowledge, apply distinctive ways of thinking and become increasingly independent learners. They use methodologies specific to the discipline to explore and strengthen their understanding of key concepts and develop deep knowledge, skills and understanding.

Discipline-based study courses have three key features that guide teaching and learning:

• specialist knowledge
• theories and concepts and
• methodology and terminology.

Figure 1: Discipline-based study diagram (developed by Department for Education, Children and Young People)

In this course learners will do this by engaging with:

• how biological systems interact and are interrelated
• major biological concepts, theories and models related to biological systems at all scales
• biological knowledge development, how scientists use biology and how biological knowledge influences society
• fieldwork, laboratory and other research investigations; collecting and analysing qualitative and quantitative data and interpreting evidence
• evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge
• communication of biological understanding, findings, arguments and conclusions.

The Biology suite of courses explores ways in which scientists work collaboratively and individually in a range of integrated fields to increase understanding of an ever-expanding body of biological knowledge. Australian, regional and global communities rely on the biological sciences to understand, address and successfully manage environmental, health and sustainability challenges facing society in the twenty-first century. These include the biosecurity and resilience of ecosystems, the health and wellbeing of humans and other organisms and their populations and the sustainability of biological resources. This course focusses on the structure and function of cells, multicellular organisms, biodiversity and ecosystems.

Learners use their understanding of the interconnectedness of biological systems when evaluating both the impact of human activity and the strategies proposed to address major biological challenges now and in the future in local, national and global contexts. An understanding of biological concepts, as well as general science knowledge and skills, are 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 learners to critically consider and make informed decisions about contemporary biological issues in their everyday lives.

Learners will develop their investigative, analytical and communication skills through field, laboratory and research investigations of living systems. They will develop skills through critical evaluation of the development, ethics, applications and influences of contemporary biological knowledge in a range of contexts.

The purpose of Years 9 to 12 Education is to enable all students to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.

Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

On successful completion of this course, learners will be able to:

1. set and meet individual and collaborative goals within timeframes
2. access and communicate biological understanding using qualitative and quantitative representations
3. use science inquiry skills to design, conduct, analyse and communicate investigations into biological systems
4. identify how theories and models have developed based on evidence from multiple disciplines and identify the uses and limitations of biological knowledge in a range of contexts
5. identify the structure, components and function of cells
6. identify how cellular processes and biochemistry are related to the need to exchange matter and energy with a cell’s immediate environment
7. identify how multicellular organisms reproduce and consist of multiple interdependent, hierarchically organised systems, that enable the exchange of matter and energy with their immediate environment
8. identify ecosystem diversity and dynamics with reference to biotic and abiotic interactions and use classification to organise and communicate in relation to biodiversity.

Biology Level 2 has a clear pathway from Australian curriculum: Science F–10 and other TASC accredited science courses as well as being a pathway from some TASC-accredited HASS, HPE, Technologies and Mathematics courses.

As the study of all life, Biology Level 2 has a clear pathway to a range of TASC-accredited courses, such as Biology Level 3, Environmental Science Level 3, Foods and Nutrition Level 3, Sport Science Level 3, Health Level 3 and Geography Level 3. It also provides a pathway to vocational opportunities including agriculture, food and natural resources and health and community services.

The general capabilities addressed specifically in this course are:

• Critical and creative thinking
• Ethical understanding
• Literacy
• Numeracy
• Personal and social capability

The cross-curriculum priorities enabled through this course are:

• Aboriginal and Torres Strait Islander histories and cultures
• Sustainability

This course has a complexity level of 2. 

For a full description of courses at a complexity level of 2, please refer to the Levels of Complexity – Tasmanian Senior Secondary Education document on the TASC website. 

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 2 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

This course consists of three 50-hour modules.

Module 1: Science as a human endeavour and science inquiry

Module 2: Cell biology

Module 3: Multicellular organisms and environmental interactions

Access 
Learners are required to work as directed in practical situations as potentially dangerous materials and equipment may be used in this course. 

Learners are required to apply some mathematical skills from Australian curriculum F–10. See Appendix 2 for full details. 

This course requires learners to collaborate with others. 

Resource requirements 

Providers offering this course will need equipment, materials and a suitable space to carry out the practical component of the course effectively and safely. 

Module 1: Science as a human endeavour and science inquiry

Module 1 defines the inquiry skills and contexts that are intertwined with science understanding that learners will use and refer to throughout this course. Through the investigation of appropriate contexts, learners explore how international collaboration, evidence from multiple disciplines and the use of ICT and other technologies have contributed to developing an understanding of biology. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions and investigate the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.

Learners will use science inquiry skills to explore the relationship between structure and function, by conducting real or virtual dissections and carrying out microscopic examination of cells. Learners consider the ethical considerations that apply to the use of living organisms in research. They develop skills in constructing and using models to describe and interpret data about the functions of cells and organisms.

Module 1 learning outcomes

The following learning outcomes are a focus for this module:

1. set and meet individual and collaborative goals within timeframes
2. access and communicate biological understanding using qualitative and quantitative representations
3. use science inquiry skills to design, conduct, analyse and communicate investigations into biological systems
4. identify how theories and models have developed based on evidence from multiple disciplines and identify the uses and limitations of biological knowledge in a range of contexts.

Module 1 content

Key knowledge – science as a human endeavour

Development and collaboration within biology

• science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSBL008)
• development of complex models and theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSBL009)
• scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSBL013).

Science and technology

• advances in science understanding in one field can influence other areas of science, technology and engineering (ACSBL010)
• the use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSBL011).

Science and the broader community

• the use of scientific knowledge may have beneficial or harmful or unintended consequences (ACSBL012)
• scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSBL014)
• First Nations Australians’ knowledge may be valuable when investigating biological science.

Key skills – science inquiry

Design of inquiry

• identify, research and construct questions for investigation, propose hypotheses and predict possible outcomes (ACSBL001)
• design investigations, including the procedure or procedures to be followed, the materials required and the type and amount of primary and secondary data to be collected; conduct risk assessments and consider research ethics, including animal ethics (ACSBL002).

Implementation of inquiry

• conduct investigations, including microscopy techniques, real or virtual dissections and chemical analysis, safely, competently and methodically for the collection of valid and reliable data (ACSBL032)
• 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. Select, synthesise and use evidence to make and justify conclusions (ACSBL033).

Evaluation of inquiry

• interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence. Use reasoning to construct scientific arguments (ACSBL034)
• 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 (ACSBL035)
• communicate to specific audiences and for specific purposes using appropriate language, nomenclature, modes, formats, conventions and structures (ACSBL036).

Module 1 work requirements summary

This module includes the following work requirements:

• one folio using science inquiry skills 
• one extended inquiry: investigating a question or hypothesis through collection, analysis and synthesis of primary data
• one folio: applying science as a human endeavour.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 1 assessment

This module has a focus on criteria 1, 2, 3 and 4.

Module 2: Cell biology

The cell is the basic unit of life. Although cell structure and function is 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 the chemical processes vital for cell functioning. In this module, learners will examine inputs and outputs of cells to develop an understanding of the chemical nature of cellular systems, both structurally and functionally, and the processes required for cell survival. Learners will investigate the ways in which matter moves and energy is transformed and transferred in the biochemical processes of photosynthesis and respiration and some roles of enzymes in controlling biochemical systems.

Where possible, learners will use scientific inquiry skills from module 1 as the process of learning and use science as a human endeavour as the context.

Module 2 learning outcomes

The following learning outcomes are a focus for this module:

1. set and meet individual and collaborative goals within timeframes
2. access and communicate biological understanding using qualitative and quantitative representations
5. identify the structure, components and function of cells
6. identify how cellular processes and biochemistry are related to the need to exchange matter and energy with a cell’s immediate environment.

Module 2 content

Key knowledge – science understanding

Cell structure

• biological molecules – cell requirements – inputs and outputs – carbohydrates, lipids, proteins, ions, minerals, vitamins, water (ACSBL049)
• the distinction between prokaryotic and eukaryotic cells (ACSBL048)
• internal compartments, including organelles, with specific cellular functions (ACSBL048)
• the characteristics of the plasma membrane as a semi-permeable boundary between the internal and external environments of a cell (ACSBL045).

Cell function

• modes of passive transport of soluble substances across the plasma membrane including simple diffusion and osmosis (ACSBL046)
• enzymes are specific to their substrate (ACSBL051)
• enzymes break down biological compounds (ACSBL051)
• photosynthesis – summary of the inputs and outputs – worded equation only carbon dioxide + water →  glucose + oxygen + water in the presence of sunlight and chlorophyll (ACSBL052)
• cellular respiration occurs in the mitochondria and is necessary to release usable energy in the form of ATP, only aerobic respiration required (ACSBL053)
• summarise the reactions of aerobic respiration inputs and outputs - worded equation only glucose + oxygen → carbon dioxide + water + energy. (ACSBL053).

Key skills – application of science understanding

Cell structure

• cell theory – demonstrate and apply the concept that cells are the basic structural feature of life on Earth (ACSBL048)
• investigate observations that demonstrate that the cell membrane separates the cell from its surroundings and controls the exchange of materials, including gases, nutrients and wastes, between the cell and its environment (ACSBL045)
• construct models to investigate the impact of surface area to volume ratio and apply understanding as an important factor in explaining the limitations of cell size and exchange of materials (ACSBL047).

Cell function

• explore enzymes as biological catalysts in biochemical reactions compared to the same environment without enzymes
• investigate the factors affecting enzyme action including temperature, pH, enzyme and substrate concentration, competitive and non-competitive inhibitors (ACSBL051)
• design investigations to understand photosynthesis as a process that in plant cells occurs on the chloroplast and uses light energy to synthesise organic compounds
• apply the concept that aerobic cellular respiration, which occurs in the mitochondria, releases usable energy in the form of ATP.

Module 2 work requirements summary

• one extended response: applying cell biology theories and models
• one short response: applying cell biology ideas and problem solving.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 2 assessment

This module has a focus on criteria 1, 2, 5 and 6.

Module 3: Multicellular organisms and environmental interactions

Multicellular organisms typically consist of a number of interdependent systems of cells organised into tissues, organs and organ systems. Learners examine the structure and function of plant and animal systems at cell and tissue levels in order to describe how they facilitate the efficient provision or removal of materials to and from all cells of the organism.

Learners will develop an understanding of the processes involved in the movement of energy and matter in ecosystems. They investigate ecosystem dynamics, including interactions within and between species, and interactions between abiotic and biotic components of ecosystems. They also investigate how measurements of abiotic factors, population numbers and species diversity, and descriptions of species interactions, can form the basis for spatial and temporal comparisons between ecosystems. Learners will use classification keys to identify organisms, describe the biodiversity in ecosystems, investigate patterns in relationships between organisms and aid scientific communication.

Where possible, learners will use scientific inquiry skills from module 1 as the process of learning and use science as a human endeavour as the context. 

Module 3 learning outcomes

The following learning outcomes are a focus for this module:

1. set and meet individual and collaborative goals within timeframes
2. access and communicate biological understanding using qualitative and quantitative representations
7. identify how multicellular organisms reproduce and consist of multiple interdependent, hierarchically organised systems, that enable the exchange of matter and energy with their immediate environment
8. identify ecosystem diversity and dynamics with reference to biotic and abiotic interactions and use classification to organise and communicate in relation to biodiversity.

Module 3 content

Key knowledge – science understanding

Multicellular organisms

• multicellular organisms have a hierarchical structural organisation of cells, tissues, organs and systems (ACSBL054).

Digestive system

• the structure of the digestive system facilitates the breakdown of food to compounds that can be readily absorbed into the blood for use in the cells (ACSBL055)
• mechanical digestion, including the teeth and peristalsis, is required to reduce the size of food pieces and to increase the surface area on which chemical digestion can act. (ACSBL055).

Gas exchange in animals and plants

• to be efficient, gas exchange surfaces must have the following characteristics: have large surface area, be thin, moist and vascular (ACSBL059)
• the mechanics of breathing help to maintain the efficient exchange of gases in the lungs.

Transport in animals and plants

• the circulatory system is structured to facilitate the transport of materials to and from exchange surfaces, including the lungs, digestive system and kidneys and the cells of the body (ACSBL057)
• the structure of the heart facilitates the efficient flow of blood around the body and the blood vessels of the circulatory system have specialised structures that provide for efficient distribution and collection of blood around the body (ACSBL058)
• the blood is made up of plasma and several types of blood cells, each with particular functions that aid in the transport of materials, including oxygen, nutrients and waste. (ACSBL055)
• gases are exchanged via stomata and the plant surface; their movement within the plant by diffusion does not involve the plant transport system (ACSBL059).

Reproductive system

• the types of asexual reproduction including fission, budding, vegetative propagation and spore formation and the biological advantages and disadvantages of asexual reproduction (ACSBL075)
• human reproductive system.

Classification and biodiversity

• biological classification is hierarchical and based on different levels of similarity of physical features, methods of reproduction and molecular sequences (ACSBL016)
• evidences for the theory of evolution (ACSBL089).

Ecosystem dynamics

• habitats, biotic and abiotic factors (ACSBL021) (ACSBL019)
• interactions of organisms with their environment (ACSBL022)
• relationships between organisms which include predation, competition, symbiosis and disease (ACSBL020)
• keystone species (ACSBL024) (ACSBL012).

Biogeochemical cycling

• matter cycles through and between the lithosphere, biosphere, atmosphere and hydrosphere with specific focus on the carbon cycle and the water cycle (ACSBL022).

Key skills – application of science understanding

Digestive system

• observe the structures in animals where the exchange of nutrients and wastes between the internal and external environments of the organism are facilitated by the structure and function of the cells and tissues of the digestive system, for example, villi structure and function (ACSBL057)
• investigate how chemical digestion involves the use of enzymes; for example, amylase, protease and lipase to chemically break down food for absorption (ACSBL051)
• apply the concept that materials eliminated from the digestive system include indigestible contents, excess materials and some metabolic wastes. (ACSBL057).

Gas exchange in animals and plants

• observe in animals where the exchange of gases between the internal and external environments of the organism is facilitated by the structure and function of the respiratory system at cell and tissue levels (ACSBL056)
• investigate structures in plants where gases are exchanged via stomata and the plant surface; gas movement within the plant by diffusion does not involve the plant transport system (ACSBL059).

Transport in animals and plants

• investigate how, in animals, the transport of materials within the internal environment for exchange with cells is facilitated by the structure and function of the circulatory system at cell and tissue levels; for example, the structure and function of capillaries (ACSBL058)
• design investigations in plants to explain how the transport of water and mineral nutrients from the roots occurs via xylem involving root pressure. Examples include transpiration, cohesion of water molecules and the transport of the products of photosynthesis and some mineral nutrients by translocation in the phloem (ACSBL060).

Reproductive system

• gather evidence and represent how the continuity of life requires the replication of genetic material and its transfer to the next generation through processes including binary fission, mitosis, meiosis and fertilisation (ACSBL075)
• research and represent how an offspring from two parents has a unique genetic identity (ACSBL085)
• investigate the biological advantage of sexual reproduction, specifically the genetic diversity in offspring. (ACSBL084).

Classification and biodiversity

• investigate some significant changes in life forms in Earth’s geological history; for example, the rise of multicellular organisms, animals on land, mammals and the first flowering plants (ACSBL027)
• investigate examples where biological classification systems reflect evolutionary relatedness between groups of organisms (ACSBL017)
• identify some patterns of biological change over geological time; for example, within divergent evolution, convergent evolution and mass extinctions (ACSBL015).

Ecosystem dynamics

• represent ecosystems using energy flows, food chains, food webs and pyramids; for example, biomass, energy and number (ACSBL029)
• explore and apply the roles of autotrophs, heterotrophs and decomposers (ACSBL029)
• research examples where ecosystems have changed over time, identifying patterns and relationships (ACSBL027).

Module 3 work requirements summary

This module includes the following work requirements:

• one extended response: applying multicellular organisms and environmental interactions, theories and models
• one short response: applying multicellular organisms and environmental interactions, ideas and problem solving.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 3 assessment

This module has a focus on criteria 1, 2, 7 and 8.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is: 

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners 
• community confidence in the integrity and meaning of the qualification. 

Process 

TASC will verify that the provider’s course delivery and assessment meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking: 

• Provider standard 1: scope and sequence documentation: 
  
  • course delivery plan 
  • course assessment plan, assessment matrix 
• Provider standard 2: student attendance records 
• Provider standard 3 examples of assessments tools and instruments and associated rubrics and marking guides 
• Provider standard 1 and 3: examples of student work including that related to any work requirements articulated in the course document 
• Provider standard 4: class records of assessment 

This process will be scheduled by TASC using a risk-based approach. 

The assessment for Biology Level 2 will be based on the degree to which the learner can:

1. work independently and collaboratively towards goals
2. access, interpret and communicate biological data and information
3. undertake biological inquiry to generate and analyse data 
4. describe the local, national and global context for biological science
5. describe and use concepts of cell structure
6. describe and use concepts of cell processes
7. describe and use concepts of multicellular organisms
8. describe and use biodiversity and ecosystem concepts.

Biology Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by Tasmanian Assessment, Standards and Certification from 8 ratings.

The minimum requirements for an award are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 2 ‘B’ ratings

HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
4 ‘C’ ratings

A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Version 1: Accredited on 31 March 2022 for use from 1 January 2023 to 31 December 2027. This course replaces Life Sciences Level 2 (LSC215120) which expired on 31 December 2022.

Version 2: Accreditation renewed with amendment on 5 July 2022. The statement relating to photosynthesis on page 10 of the document was amended to correct an inaccuracy.

Version 3: Accreditation renewed with amendment on 4 December 2023. Minor refinements made to some Work Requirements and associated criteria.

Version 4: Accreditation renewed with amendment on 15 October 2025. Minor administrative updates have been made to the Course Evaluation section. Changes have been made to Work Requirements. Course available from 1 January 2026.

Line of sight

Alignment to curriculum frameworks

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 strand, the biology curriculum draws on knowledge and understanding from across the four sub-strands of biological, physical, chemical and Earth and space sciences.

In particular, the Biology curriculum continues to develop the key concepts introduced in the biological sciences sub-strand, that is, that a diverse range of living things have evolved on Earth over hundreds of millions of years, that living things are interdependent and interact with each other and their environment, and that the form and features of living things are related to the functions their systems perform.

Mathematical skills expected of students studying Biology Level 2

The biology curriculum requires students to use the mathematical skills they have developed through the F-10 Australian curriculum: Mathematics, in addition to the numeracy skills they have developed through the science inquiry skills strand of the Australian curriculum: Science.

Within the science inquiry skills strand, students are required to gather, represent and analyse numerical data to identify the evidence that forms the basis of scientific arguments, claims or conclusions. In gathering and recording numerical data, students are required to make measurements using appropriate units to an appropriate degree of accuracy.

Senior Secondary Australian curriculum: Biology

Biology Level 2 is aligned to Senior secondary Australian curriculum: Biology Units 1 and 2.

Work requirements

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards.

Work requirements need not be the sole form of assessment for a module.

Module 1 work requirements specifications

Work requirement 1 of 3

Title of work requirement: Science inquiry skills

Mode or format: Folio

Description: Learners will complete a range of short practical activity or fieldwork tasks designed to:

• practise and refine scientific techniques
• develop and demonstrate safe practices
• illustrate key concepts in context
• explore components of sound experimental design.

Learners will maintain a digital or physical record of practical or fieldwork activities and other inquiry-based tasks in this work requirement. This may include, but is not limited to:

• annotated diagrams or labelled images
• completed risk assessments
• sample methods and observations
• tables, graphs or summaries of collected data.

This task supports development towards Criterion 3 and provides preparation for the more structured minor inquiry in Work Requirement 2.

Size: 30 hours in total

Timing: Concurrent with Modules 2 and 3

External agencies: Not applicable

Focus criteria: 1, 2 and 3

Work requirement 2 of 3

Title of work requirement: Extended inquiry

Mode or format: Inquiry

Description: This assessment requires learners to research a question or hypothesis through collection, analysis and synthesis of primary data. This assessment occurs over an extended and defined period of time.

In the experiment, learners design, refine, extend, modify or redirect an experiment in order to address their own related hypothesis or question. It is sufficient that learners use a practical performed in class, fieldwork or a simulation as the basis for their methodology and research question.

Learners will document:

• an introduction with relevant biological concepts, and either a hypothesis and variables, or an investigable question
• the materials and equipment used
• the method that was implemented
• the identification and management of safety and ethical risks
• the results, including tables and/or graphs where appropriate
• an analysis of results, including identifying trends and linking results to concepts
• an assessment of procedures and their effect on data, identifying sources of uncertainty
• a conclusion, with justification.

Size: 10 hours

Timing: Concurrent with Modules 2 and 3

External agencies: Not applicable

Focus criteria: 1, 2 and 3 

Work requirement 3 of 3

Title of work requirement: Science as a human endeavour 

Mode or format: Folio

Description: Learners will complete an investigation that will represent at least 10 hours of design time.

Learners will collect examples from the media covering recent scientific discoveries, innovations and issues, linked to topics across module 2 and module 3. On at least two occasions within this task, they will analyse information to show its connections to science as a human endeavour.

On these two separate occasions (minimum) within this task learners will document an example they have chosen in any appropriate format or formats analysis of:

• the context and implications
• any collaboration involved
• the technologies used
• how needs are being met and the impact in society.

The folio will include a bibliography or reference list citing sources for all examples collected.

Size: 10 hours

Timing: Concurrent with Modules 2 or 3

External agencies: Engagement with scientists and their institutions is optional.

Focus criteria: 1, 2 and 4 

Module 2 work requirements specifications 

Work requirement 1 of 2

Title of work requirement: Cell biology: theories and models

Mode or format: Extended response

Description: Learners are required to demonstrate their understanding of cell biology through an extended response that may be completed in conjunction with or to support one of the Module 1 work requirements. The extended response will be in the form of a structured and detailed response, in any appropriate format or formats, to a conceptual or factual stimulus to analyse, interpret or apply theories or models related to cell structure, function and processes.

Size: 500 words or equivalent, or 4 minutes multimodal presentation, or 6 hours on task

Timing: There is no specified timing for this requirement

External agencies: Not applicable

Focus criteria: 1, 2, 5 and 6 

Work requirement 2 of 2

Title of work requirement: Cell biology: ideas and problem solving

Mode or format: Short response

Description: Learners are required to demonstrate that they have achieved an understanding of the cell biology and its application to cellular systems. Where possible, learners will use scientific inquiry skills from module 1 as the process of learning and use science as a human endeavour as the context.

Learners will undertake a task each requiring a range of short responses. The task will require no more than 500 words, or equivalent representations including diagrammatic, data, graphical, statistical or algebraic modelling, to complete all answers.

Note: often the use of other scientific representations, in conjunction with concise and precise language, demonstrates a greater level of understanding than a paragraph.

Short responses will be designed to address a single or discrete group of ideas, solve a simple problem, express ideas, answer closed questions, provide brief descriptions or convey specific information. The focuses for this work requirement are cell structure, function and processes.

Size: 500 words or equivalent

Timing: Throughout module

External agencies: Not applicable

Focus criteria: 1, 2, 5 and 6

Module 3 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Multicellular organisms and environmental interactions: theories and models

Mode or format: Extended response

Description: Learners are required to demonstrate their understanding of multicellular organisms and environmental interactions through an extended response that may be completed in conjunction with or support from one of the Module 1 work requirements. The extended response will be in the form of a structured and detailed response, in any appropriate format or formats, to a conceptual or factual stimulus to analyse, interpret or apply theories or models related to multicellular organisms, classification, biodiversity and/or ecosystem dynamics.

Size: 500 words or equivalent, or 4 minutes multimodal presentation, or 6 hours on task 

Timing: There is no specified timing for this requirement

External agencies: Not applicable

Focus criteria: 1, 2, 7 and 8 

Work requirement 2 of 2

Title of work requirement: Multicellular organisms and environmental interactions: ideas and problem solving

Mode or format: Short response

Description: Learners are required to demonstrate that they have achieved an understanding of the multicellular organisms and environmental interactions. Where possible, learners will use scientific inquiry skills from module 1 as the process of learning and use science as a human endeavour as the context.

Learners will undertake a task requiring a range of short responses. The task will require no more than 500 words, or equivalent representations including diagrammatic, data, graphical, statistical or algebraic modelling, to complete all answers.

Note: often the use of other scientific representations, in conjunction with concise and precise language, demonstrates a greater level of understanding than a paragraph.

Short responses will be designed to address a single or discrete group of ideas, solve a simple problem, express ideas, answer closed questions, provide brief descriptions or convey specific information. The focuses for this work requirement are multicellular organisms, classification, biodiversity and ecosystem dynamics.

Size: 500 words or equivalent

Timing: Throughout module

External agencies: Not applicable

Focus criteria: 1, 2, 7 and 8

General capabilities and cross-curriculum priorities

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities:

The general capabilities play a significant role in the Australian curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

• Critical and creative thinking
• Ethical understanding
• Information and communication technology capability
• Intercultural understanding
• Literacy
• Numeracy
• Personal and social capability

Cross-curriculum priorities:

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include: 

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability

Glossary

adaptation

A physical or behavioural characteristic that is inherited and which results in an individual being more likely to survive and reproduce in its environment.

analyse

To consider in detail for the purpose of finding meaning or relationships and identifying patterns, similarities and differences.

characteristic

A distinguishing aspect, including features and behaviours, of an object material, living thing or event.

chart

A visual display of information.

classify

To arrange items into named categories in order to sort, group or identify them.

collaborate

To work with others to perform a specific task.

communication

To convey scientific information using a range of modes, conventions, formats and structures. 

conclusion

A judgement based on evidence.

contemporary science

New and emerging science research and issues of current relevance and interest.

continuous data

Quantitative data with a potentially infinite number of possible values along a continuum.

controlled variable

A variable that is kept constant, or changed in constant ways, during an investigation.

convention

An agreed method of representing concepts, information and behaviours.

data

The plural of datum; the measurement of an attribute, the volume of gas or the type of rubber. This does not necessarily mean a single measurement: it may be the result of averaging several repeated measurements and these could be quantitative or qualitative.

dependent variable

A variable that changes in response to changes to the independent variable in an investigation.

design

To plan and evaluate the construction of a product or process, including an investigation.

digital technologies

Systems that handle digital data, including hardware and software, for specific purposes.

discrete data

Quantitative data consisting of a number of separate values where intermediate values are not permissible.

environment

All the surroundings, both living and non-living.

evaluate

To examine and judge the merit or significance of something, including processes, events, descriptions, relationships or data.

evidence

In science, evidence is data that is considered reliable and valid and that can be used to support a particular idea, conclusion or decision. Evidence gives weight or value to data by considering its credibility, acceptance, bias, status, appropriateness and reasonableness.

experiment/experimental investigation

An investigation that involves carrying out a practical activity.

fair test

An investigation where one variable – the independent variable – is changed and all other conditions – controlled variables – are kept the same; what is measured or observed is referred to as the dependent variable.

field study / work

An observational or practical research undertaken in a normal environment of the subject of a study; that is, an investigation can be conducted outside the laboratory.

force

A push or pull between objects which may cause one or both objects to change speed and/or direction of their motion; that is, accelerate, or change their shape. All interactions between matter can be explained as an action of one or a combination of forces.

formal measurement

Measurement based on an agreed standard unit; for example, metre, second, gram.

graph

A visual representation of the relationship between quantities plotted with reference to a set of axes.

guided investigation

An investigation partly directed by a teacher.

informal measurement

Measurement that is not based on any agreed standard unit; for example, hand spans, paces, cups.

investigation

A scientific process of answering a question, exploring an idea or solving a problem that requires activities such as planning a course of action, collecting data, interpreting data, reaching a conclusion and communicating these activities.

law

A statement of a relationship based on available evidence.

material

A substance with particular qualities or that is used for specific purposes.

matter

A physical substance; anything that has mass and occupies space.

model

A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or relationships within an object, system or idea.

natural materials

Products or physical matter that come from plants, animals, or earth and have undergone very little modification by humans.

observable

Something that can be seen, heard, felt, tasted or smelled either directly by an individual or indirectly by a measuring device; for example, a ruler, camera or thermometer.

processed materials

Products of physical matter that have been modified from natural materials by human intervention, or that do not occur at all in the natural environment but have been designed and manufactured to fulfil a particular purpose.

property

An attribute of an object or material, normally used to describe attributes common to a group.

qualitative data

Information that is not numerical in nature.

quantitative data

Numerical information.

relate

To identify connections or associations between ideas or relationships or between components of systems and structures.

relationship

A connection or association between ideas or between components of systems and structures.

report

A written account of an investigation.

scientific literacy

An ability to use scientific knowledge, understanding and inquiry skills to identify questions, acquire new knowledge, explain science phenomena, solve problems and draw evidence-based conclusions in making sense of the world and to recognise how understandings of the nature, development, use and influence of science help us make responsible decisions and shape our interpretations of information.

self-management

Knowing when and how to use particular strategies to manage oneself in a range of situations.

senses

Hearing, sight, smell, touch and taste.

system

A group of interacting objects, materials or processes that form an integrated whole.

technology

A development of products, services, systems and environments, using various types of knowledge, to meet human needs and wants.

theory

An explanation of a set of observations that is based on one or more proven hypotheses, which has been accepted through consensus by a group of scientists.