Biology

A/T

Written under the Science Framework 2020

Accredited from 2014 – 2022
Cover Art provided by Canberra College student Aidan Giddings
Table of Contents
The ACT Senior Secondary System .........................................................................................1
ACT Senior Secondary Certificate .........................................................................................2
Learning Principles .........................................................................................3
General Capabilities .........................................................................................4
Cross-Curriculum Priorities .........................................................................................6
Rationale .........................................................................................7
Goals .........................................................................................8
Unit Titles .........................................................................................9
Organisation of Content .........................................................................................9
Assessment .......................................................................................11
Achievement Standards .......................................................................................13
Biodiversity and Connectedness Value 1.0........................................................................18
Cells and Organisms Value 1.0........................................................................24
Heredity and Continuity of Life Value 1.0........................................................................30
The Internal Environment Value 1.0........................................................................36
Appendix A – Implementation Guidelines .......................................................................................42
Appendix B – Course Developers .......................................................................................45
Appendix C – Common Curriculum Elements .......................................................................................46
Appendix D – Glossary of Verbs .......................................................................................47
Appendix E – Glossary for ACT Senior Secondary Curriculum...............................................................48
Appendix F – Course Adoption .......................................................................................49
ACT BSSS Biology A/T 2014-2022, Board Endorsed

The ACT Senior Secondary System

The ACT senior secondary system recognises a range of university, vocational or life skills pathways.
The system is based on the premise that teachers are experts in their area: they know their students
and community and are thus best placed to develop curriculum and assess students according to
their needs and interests. Students have ownership of their learning and are respected as young
adults who have a voice.
A defining feature of the system is school-based curriculum and continuous assessment. School-
based curriculum provides flexibility for teachers to address students’ needs and interests. College
teachers have an opportunity to develop courses for implementation across ACT schools. Based on
the courses that have been accredited by the BSSS, college teachers are responsible for developing
programs of learning. A program of learning is developed by individual colleges to implement the
courses and units they are delivering.
Teachers must deliver all content descriptions; however, they do have flexibility to emphasise some
content descriptions over others. It is at the discretion of the teacher to select the texts or materials
to demonstrate the content descriptions. Teachers can choose to deliver course units in any order
and teach additional (not listed) content provided it meets the specific unit goals.
School-based continuous assessment means that students are continually assessed throughout years
11 and 12, with both years contributing equally to senior secondary certification. Teachers and
students are positioned to have ownership of senior secondary assessment. The system allows
teachers to learn from each other and to refine their judgement and develop expertise.
Senior secondary teachers have the flexibility to assess students in a variety of ways. For example:
multimedia presentation, inquiry-based project, test, essay, performance and/or practical
demonstration may all have their place. College teachers are responsible for developing assessment
instruments with task specific rubrics and providing feedback to students.
The integrity of the ACT Senior Secondary Certificate is upheld by a robust, collaborative and
rigorous structured consensus-based peer reviewed moderation process. System moderation
involves all Year 11 and 12 teachers from public, non-government and international colleges
delivering the ACT Senior Secondary Certificate.
Only students who desire a pathway to university are required to sit a general aptitude test, referred
to as the ACT Scaling Test (AST), which moderates student course scores across subjects and
colleges. Students are required to use critical and creative thinking skills across a range of disciplines
to solve problems. They are also required to interpret a stimulus and write an extended response.
Senior secondary curriculum makes provision for student-centred teaching approaches, integrated
and project-based learning inquiry, formative assessment and teacher autonomy. ACT Senior
Secondary Curriculum makes provision for diverse learners and students with mild to moderate
intellectual disabilities, so that all students can achieve an ACT Senior Secondary Certificate.
The ACT Board of Senior Secondary Studies (BSSS) leads senior secondary education. It is responsible
for quality assurance in senior secondary curriculum, assessment and certification. The Board
consists of representatives from colleges, universities, industry, parent organisations and unions. The
Office of the Board of Senior Secondary Studies (OBSSS) consists of professional and administrative
staff who support the Board in achieving its objectives and functions.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

ACT Senior Secondary Certificate

Courses of study for the ACT Senior Secondary Certificate:
 provide a variety of pathways, to meet different learning needs and encourage students to
complete their secondary education
 enable students to develop the essential capabilities for twenty-first century learners
 empower students as active participants in their own learning
 engage students in contemporary issues relevant to their lives
 foster students’ intellectual, social and ethical development
 nurture students’ wellbeing, and physical and spiritual development
 enable effective and respectful participation in a diverse society.
Each course of study:
 comprises an integrated and interconnected set of knowledge, skills, behaviours and
dispositions that students develop and use in their learning across the curriculum
 is based on a model of learning that integrates intended student outcomes, pedagogy and
assessment
 outlines teaching strategies which are grounded in learning principles and encompass quality
teaching
 promotes intellectual quality, establish a rich learning environment and generate relevant
connections between learning and life experiences
 provides formal assessment and certification of students’ achievements.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

Underpinning beliefs
 All students are able to learn.
 Learning is a partnership between students and teachers.
 Teachers are responsible for advancing student learning.

Learning Principles
1. Learning builds on existing knowledge, understandings and skills.
(Prior knowledge)
2. When learning is organised around major concepts, principles and significant real world issues,
within and across disciplines, it helps students make connections and build knowledge structures.
(Deep knowledge and connectedness)
3. Learning is facilitated when students actively monitor their own learning and consciously develop
ways of organising and applying knowledge within and across contexts.
(Metacognition)
4. Learners’ sense of self and motivation to learn affects learning.
(Self-concept)
5. Learning needs to take place in a context of high expectations.
(High expectations)
6. Learners learn in different ways and at different rates.
(Individual differences)
7. Different cultural environments, including the use of language, shape learners’ understandings
and the way they learn.
(Socio-cultural effects)
8. Learning is a social and collaborative function as well as an individual one.
(Collaborative learning)
9. Learning is strengthened when learning outcomes and criteria for judging learning are made
explicit and when students receive frequent feedback on their progress.
(Explicit expectations and feedback)

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

General Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop
essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated
and interconnected set of knowledge, skills, behaviours and dispositions that students develop and
use in their learning across the curriculum.
The capabilities include:
 literacy
 numeracy
 information and communication technology (ICT)
 critical and creative thinking
 personal and social
 ethical behaviour
 intercultural understanding
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of
students and incorporate the contemporary issues they face. Hence, courses address the following
three priorities. These priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability
Elaboration of these General Capabilities and priorities is available on the ACARA website at
www.australiancurriculum.edu.au.
Literacy
Literacy is important in students’ development of Science Inquiry Skills and their understanding of
content presented through the Science Understanding and Science as a Human Endeavour strands.
Students gather, interpret, synthesise and critically analyse information presented in a wide range of
genres, modes and representations (including text, flow diagrams, symbols, graphs and tables). They
evaluate information sources and compare and contrast ideas, information and opinions presented
within and between texts. They communicate processes and ideas logically and fluently and
structure evidence-based arguments, selecting genres and employing appropriate structures and
features to communicate for specific purposes and audiences.
Numeracy
Numeracy is key to students’ ability to apply a wide range of Science Inquiry Skills, including making
and recording observations; ordering, representing and analysing data; and interpreting trends and
relationships. They employ numeracy skills to interpret complex spatial and graphic representations,
and to appreciate the ways in which biological systems are structured, interact and change across
spatial and temporal scales. They engage in analysis of data, including issues relating to reliability
and probability, and they interpret and manipulate mathematical relationships to calculate and
predict values.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Information and Communication Technology (ICT)

Information and Communication Technology (ICT) capability is a key part of Science Inquiry Skills.
Students use a range of strategies to locate, access and evaluate information from multiple digital
sources; to collect, analyse and represent data; to model and interpret concepts and relationships;
and to communicate and share science ideas, processes and information. Through exploration of
Science as a Human Endeavour concepts, students assess the impact of ICT on the development of
science and the application of science in society, particularly with regard to collating, storing,
managing and analysing large data sets.
Critical and Creative Thinking
Critical and creative thinking is particularly important in the science inquiry process. Science inquiry
requires the ability to construct, review and revise questions and hypotheses about increasingly
complex and abstract scenarios and to design related investigation methods. Students interpret and
evaluate data; interrogate, select and cross-reference evidence; and analyse processes,
interpretations, conclusions and claims for validity and reliability, including reflecting on their own
processes and conclusions. Science is a creative endeavour and students devise innovative solutions
to problems, predict possibilities, envisage consequences and speculate on possible outcomes as
they develop Science Understanding and Science Inquiry Skills. They also appreciate the role of
critical and creative individuals and the central importance of critique and review in the
development and innovative application of science.
Personal and Social Capability
Personal and social capability is integral to a wide range of activities in Biology, as students develop
and practise skills of communication, teamwork, decision-making, initiative-taking and self-discipline
with increasing confidence and sophistication. In particular, students develop skills in both
independent and collaborative investigation; they employ self-management skills to plan effectively,
follow procedures efficiently and work safely; and they use collaboration skills to conduct
investigations, share research and discuss ideas. In considering aspects of Science as a Human
Endeavour, students also recognise the role of their own beliefs and attitudes in their response to
science issues and applications, consider the perspectives of others, and gauge how science can
affect people’s lives.
Ethical Understanding
Ethical understanding is a vital part of science inquiry. Students evaluate the ethics of experimental
science, codes of practice, and the use of scientific information and science applications. They
explore what integrity means in science, and they understand, critically analyse and apply ethical
guidelines in their investigations. They consider the implications of their investigations on others, the
environment and living organisms. They use scientific information to evaluate the claims and actions
of others and to inform ethical decisions about a range of social, environmental and personal issues
and applications of science.
Intercultural Understanding
Intercultural understanding is fundamental to understanding aspects of Science as a Human
Endeavour, as students appreciate the contributions of diverse cultures to developing science
understanding and the challenges of working in culturally diverse collaborations. They develop
awareness that raising some debates within culturally diverse groups requires cultural sensitivity,
and they demonstrate open-mindedness to the positions of others. Students also develop an
understanding that cultural factors affect the ways in which science influences and is influenced by
society.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Cross-Curriculum Priorities
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.
Aboriginal and Torres Strait Islander Histories and Cultures
Through an investigation of contexts that draw on Aboriginal and Torres Strait Islander histories and
cultures students could investigate the importance of Aboriginal and Torres Strait Islander Peoples’
knowledge in developing a richer understanding of the Australian environment. Students could
develop an appreciation of the unique Australian biota and its interactions, the impacts of Aboriginal
and Torres Strait Islander Peoples on their environments and the ways in which the Australian
landscape has changed over tens of thousands of years. They could examine the ways in which
Aboriginal and Torres Strait Islander knowledge of ecosystems has developed over time and the
spiritual significance of Country/Place.
Asia and Australia’s Engagement with Asia
Contexts that draw on Asian scientific research and development and collaborative endeavours in
the Asia Pacific region provide an opportunity for students to investigate Asia and Australia’s
engagement with Asia. Students could explore the diverse environments of the Asia region and
develop an appreciation that interaction between human activity and these environments continues
to influence the region, including Australia, and has significance for the rest of the world. By
examining developments in biological science, students could appreciate that the Asia region plays
an important role in scientific research and development, including through collaboration with
Australian scientists, in such areas as medicine, natural resource management, biosecurity and food
security.
Sustainability
The Sustainability cross-curriculum priority is explicitly addressed in the Biology curriculum. Biology
provides authentic contexts for exploring, investigating and understanding the function and
interactions of biotic and abiotic systems across a range of spatial and temporal scales. By
investigating the relationships between biological systems and system components, and how
systems respond to change, students develop an appreciation for the interconnectedness of the
biosphere. Students appreciate that biological science provides the basis for decision making in
many areas of society and that these decisions can impact the Earth system. They understand the
importance of using science to predict possible effects of human and other activity, and to develop
management plans or alternative technologies that minimise these effects and provide for a more
sustainable future.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

AC Biology
A/T

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 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 over time.
Living systems are all interconnected and interact at a variety of spatial and temporal scales, from
the molecular level to the ecosystem level. Investigation of living systems involves classification of
key components within the system, and analysis of how those components interact, particularly with
regard to the 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 the system, and investigation of system mechanisms to respond to internal
and external changes and ensure continuity of the system. The theory of evolution by natural
selection is critical to explaining these patterns and processes in biology and underpins the study of
all living systems.
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. Students 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.
This subject 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.
Students develop their investigative, analytical and communication skills through field, laboratory
and research investigations of living systems and through critical evaluation of the development,
ethics, applications and influences of contemporary biological knowledge in a range of contexts.
Studying Senior Secondary Science provides students with a suite of skills and understandings that
are valuable to a wide range of further study pathways and careers. Understanding of biological
concepts, as well 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 subject will also provide a
foundation for students to critically consider and to make informed decisions about contemporary
biological issues in their everyday lives.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Goals
Biology 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
energy through 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 all scales, from subcellular processes to ecosystem dynamics
 appreciation of how biological knowledge has developed over time and continues to develop;
how scientists use biology in a wide range of applications; and how biological knowledge
influences society in local, regional and global contexts
 ability to plan and carry out fieldwork, laboratory and other research investigations including
the collection 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 and applying biological knowledge
 ability to communicate biological understanding, findings, arguments and conclusions using
appropriate representations, modes and genres.

Student Group
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
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.
Students may need to be taught when it is appropriate to join points on a graph and when it is
appropriate to use a line of best fit. They may also need to be taught how to construct a straight line
that will serve as the line of best fit for a set of data presented graphically.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

It is assumed that students will be able to competently:

 perform calculations involving addition, subtraction, multiplication and division of quantities
 perform approximate evaluations of numerical expressions
 express fractions as percentages, and percentages as fractions
 calculate percentages
 recognise and use ratios
 transform decimal notation to power of ten notation
 substitute physical quantities into an equation using consistent units so as to calculate one
quantity and check the dimensional consistency of such calculations
 solve simple algebraic equations
 comprehend and use the symbols/notations <,>, ∆, ≈
 translate information between graphical, numerical and algebraic forms
 distinguish between discrete and continuous data then select appropriate forms, variables and
scales for constructing graphs
 construct and interpret frequency tables and diagrams, pie charts and histograms
 describe and compare data sets using mean, median and inter-quartile range
 interpret the slope of a linear graph.

Unit Titles
 Biodiversity and Interconnectedness
 Cells and Multicellular Organisms
 Heredity & Continuity of Life
 Maintaining the Internal Environment.

Organisation of Content
In Biology, students develop their understanding of biological systems, the components of these
systems and their interactions, how matter flows and energy is transferred and transformed in these
systems, and the ways in which these systems are affected by change at different spatial and
temporal scales. There are four units:
Units 1 & 2 - Biodiversity and Interconnectedness / Cells and Multicellular Organisms
In these 2 units, students build on prior learning to develop their understanding of relationships
between structure and function in a range of biological systems, from ecosystems to single cells and
multicellular organisms. In Biodiversity and Interconnectedness, students analyse abiotic and biotic
ecosystem components and their interactions, using classification systems for data collection,
comparison and evaluation. In Cells and Multicellular Organisms, students investigate the
interdependent components of the cell system and the multiple interacting systems in multicellular
organisms.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Units 3 & 4 - Heredity & Continuity of Life / Maintaining the Internal Environment
In these units, students examine the continuity of biological systems and how they change over time
in response to external factors. They examine and connect system interactions at the molecular level
to system change at the organism and population levels. In Heredity & Continuity of Life, students
investigate mechanisms of heredity and the ways in which inheritance patterns can be explained,
modelled and predicted; they connect these patterns to population dynamics and apply the theory
of evolution by natural selection in order to examine changes in populations. In Maintaining the
Internal Environment, students investigate system change and continuity in response to changing
external conditions and pathogens; they investigate homeostasis and the transmission and impact of
infectious disease at cellular and organism levels; and they consider the factors that encourage or
reduce the spread of infectious disease at the population level.
Each unit includes:
 Unit descriptions – short descriptions of the purpose of and rationale for each unit
 Learning outcomes – six to eight statements describing the learning expected as a result of
studying the unit
 Content descriptions – descriptions of the core content to be taught and learned, organised
into three strands:
o Science Inquiry Skills
o Science as a Human Endeavour
o Science Understanding (organised in sub-units).

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Assessment
The identification of criteria within the achievement standards and assessment tasks types and
weightings provide a common and agreed basis for the collection of evidence of student
achievement.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers must use all these criteria to assess students’
performance but are not required to use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved
the goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) is a
guide to developing assessment tasks that promote a range of thinking skills (see Appendix C). It is
highly desirable that assessment tasks engage students in demonstrating higher order thinking.
Rubrics are constructed for individual tasks, informing the assessment criteria relevant for a
particular task and can be used to assess a continuum that indicates levels of student performance
against each criterion.

Assessment Criteria
Students will be assessed on the degree to which they demonstrate an understanding of:
 concepts, models and application
 contexts
 inquiry skills.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Assessment Task Types

Suggested tasks
Individual tasks may incorporate one or more of the following:
 models  seminar/workshop/lecture
 commentary  poster
 debate  response to stimulus
 portfolio/journal  essay
 field work  multimedia presentation
 investigation  creative response
 document/source analysis  interview
 practical report  discussion forum
 role play  rationale/validation
 research report  practical skills
 test/quiz

It is recommended that a student conceived investigation be undertaken at least once during a

minor and twice during a major. This investigation may either be theoretical or practical, or a
combination of both.

Weightings in A/T/M 1.0 and 0.5 Units:

No task to be weighted more than 45% for a standard 1.0 unit.

Additional Assessment Information

Requirements
 For a standard unit (1.0), students must complete a minimum of three assessment tasks and a
maximum of five.
 For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.
 Students must experience a variety of task types and different modes of communication to
demonstrate the Achievement Standards in both theoretical and practical tasks.
 All Achievement Standards must be demonstrated in standard (1.0) or half-standard (0.5)
units.
 Task types need to be selected to address all Achievement Standards within the Concepts,
Models & Applications, Contexts and Inquiry Skills strands across a standard (1.0) or
half-standard (0.5) unit.
 For tasks completed in unsupervised conditions, schools need to have mechanisms to uphold
academic integrity, for example: student declaration, plagiarism software, oral defence,
interview, or other validation tasks.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Achievement Standards
Years 11 and 12 achievement standards are written for A/T courses. A single achievement standard
is written for M courses.
A Year 12 student in any unit is assessed using the Year 12 achievement standards. A Year 11 student
in any unit is assessed using the Year 11 achievement standards. Year 12 achievement standards
reflect higher expectations of student achievement compared to the Year 11 achievement
standards. Years 11 and 12 achievement standards are differentiated by cognitive demand, the
number of dimensions and the depth of inquiry.
An achievement standard cannot be used as a rubric for an individual assessment task. Assessment
is the responsibility of the college. Student tasks may be assessed using rubrics or marking schemes
devised by the college. A teacher may use the achievement standards to inform development of
rubrics. The verbs used in achievement standards may be reflected in the rubric. In the context of
combined Years 11 and 12 classes, it is best practice to have a distinct rubric for Years 11 and 12.
These rubrics should be available for students prior to completion of an assessment task so that
success criteria are clear.

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 ACT BSSS Biology A/T 2014-2022, Board Endorsed
Achievement Standards for Science A Course – Year 11
A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E
grade typically grade typically grade typically grade typically grade typically
 analyses the fundamental properties  explains the fundamental properties  describes the fundamental  identifies the fundamental  identifies the fundamental
Concepts, Models & Applications

and functions of system components, and functions of system components, properties and functions of system properties and functions with some properties and functions with little or
processes and interactions, and how processes and interactions, and how components, processes and identification of system components no identification of system
they are affected by factors across a they are affected by factors across a interactions, and how they are and factors that affect processes components, processes, interactions
range of temporal and spatial scales range of temporal and spatial scales affected by factors across a range of across a range of temporal and and contextual scales
temporal and spatial scales spatial scales
 analyses the nature, functions,  explains the nature, functions,  describes the nature, functions,  identifies the nature, functions,  identifies the nature, function of
limitations and applications of theories limitations and applications of theories limitations and applications of applications, and some possible theories and models, with an
and models using evidence, in and models using evidence, in familiar theories and models with supporting limitations of theories and models, assertion of a few possible limitations
unfamiliar contexts contexts evidence with some evidence
 assesses processes and claims,  explains processes and claims,  describes processes and claims,  identifies processes and claims, and  identifies processes and the need
provides a critique based on evidence, provides a critique with reference to and identifies alternatives with some identifies the need for improvements for some improvements, with little or
and discusses alternatives evidence, and identifies alternatives reference to evidence with some reference to evidence no reference to evidence
 analyses how the practice and  explains how the practice and  describes how the applications of  identifies ways in the applications  identifies ways in which the
Contexts

applications of science meet needs, applications of science meet needs, science meet needs, make decisions, of science meet needs, and is application of science has been used
make decisions; and is influenced by make decisions, and is influenced by and is influenced by social, economic, influenced by some factors in society to meet needs
social, economic, technological, and social, economic, technological, and technological, and ethical factors
ethical factors ethical factors
 designs, conducts and improves safe,  designs, conducts and improves safe,  plans and conducts safe, ethical  follows a procedure to conduct  follows a procedure to conduct
ethical and original inquiries ethical inquiries individually and inquiries individually and safe, ethical inquiries individually and safe, ethical inquiries individually and
individually and collaboratively, that collaboratively, that collect valid data collaboratively, that collect valid data collaboratively, to collect data in collaboratively, to collect data with
efficiently collect valid and reliable in response to a complex question in response to a question response to a question with varying little or no connection to a question
data in response to a complex question success
 analyses causal and correlational  explains causal and correlational  describes relationships in data sets,  identifies trends and anomalies in  identifies trends in data and
relationships, anomalies, reliability and relationships, anomalies, reliability and reliability and validity of data and data and representations, with representations, with little or no
validity of data and representations, validity of data and representations, representations, and describes general comments about errors reference to anomalies and errors
Inquiry Skills

and analyses errors and explains errors common errors

 reflects with insight on their own  reflects on their own thinking and  reflects on their own thinking and  reflects on their own thinking with  reflects on their own thinking with
thinking and learning and evaluates analyses planning, time management, explains planning, time management, some reference to planning, time little or no reference to planning,
planning, time management and use of use of appropriate strategies to work use of appropriate strategies to work management, use of appropriate time management, use of
appropriate strategies to work independently and collaboratively independently and collaboratively strategies to work independently and appropriate strategies to work
independently and collaboratively collaboratively independently and collaboratively
 communicates concisely, effectively  communicates clearly and  communicates accurately  communicates demonstrating  communicates demonstrating
and accurately, demonstrating accurately, demonstrating scientific demonstrating scientific literacy, in a some scientific literacy, in a range of limited scientific literacy, in a range
scientific literacy in a range of modes, literacy in a range of modes, styles, range of modes, styles, modes, representations, and genres of modes and representations, with
styles, representations, and genres for representations and genres for specific representations, and genres for with some evidence and inconsistent inconsistent and inaccurate
specific audiences and purposes, with audiences and purposes, with specific purposes, with appropriate referencing referencing
appropriate evidence and accurate appropriate evidence and accurate evidence and mostly consistent
referencing referencing referencing

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

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 ACT BSSS Biology A/T 2014-2022, Board Endorsed
Achievement Standards for Science T Course – Year 11
A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E
grade typically grade typically grade typically grade typically grade typically
 critically analyses the fundamental  analyses the fundamental properties  explains the fundamental properties  describes the fundamental properties  identifies the fundamental properties
Concepts, Models & Applications

properties and functions of system and functions of system components, and functions of system components, and functions, and with some and functions of system and identifies
components, processes and processes and interactions, and the processes and interactions and the description of system components, components, processes and
interactions, and the effects of factors effects of factors across a range of effects of factors across a range of processes and interactions, and the interactions, and the effects of factors
across a range of scales scales scales effects of factors across a range of across a range of scales
scales
 evaluates the nature, functions,  analyses the nature, functions,  explains the nature, functions,  describes the nature, functions,  identifies the nature, functions,
limitations and applications of theories limitations and applications of theories limitations and applications of theories limitations and applications of theories applications, and some possible
and models using evidence, in and models using evidence, in familiar and models using evidence, in familiar and models with supporting evidence limitations of theories and models, with
unfamiliar contexts contexts contexts some evidence
 analyses evidence with reference to  assesses evidence with reference to  explains evidence with reference to  describes evidence, and develops  identifies evidence, and asserts
models and/or theories, and develops models and/or theories, and develops models and/or theories, and develops conclusions with some reference to conclusions with little or no reference
evidence-based conclusions and evidence-based conclusions and evidence-based conclusions and models and/or theories to models and/or theories
evaluates limitations discusses limitations identifies limitations
 critically analyses epistemology, role  analyses epistemology, role of peer  explain epistemology, role of peer  describes the role of peer review in  identifies that scientific knowledge
Contexts

of peer review, collaboration and review and technology in developing review and technology in developing developing knowledge has changed over time
technology in developing knowledge knowledge knowledge
 critically analyses the influence of  analyses the influence of social,  explains the influence of social,  describes the influence of social,  identifies the influence of social,
social, economic, ethical and cultural economic, ethical and cultural factors economic, ethical and cultural factors economic, ethical and cultural factors economic, ethical and cultural factors
factors on Science on Science on Science on Science on Science
 designs, conducts and improves safe,  designs, conducts and improves safe,  plans and conducts safe, ethical  follows a procedure to conduct safe,  follows a procedure to conduct safe,
ethical and original inquiries individually ethical inquiries individually and inquiries individually and ethical inquiries individually and ethical inquiries individually and
and collaboratively, that collect valid, collaboratively, that collect valid, collaboratively, that collect valid data in collaboratively, to collect data in collaboratively, to collect data with little
reliable data in response to a complex reliable data in response to a question response to a familiar question response to a simple question with or no connection to a question
question varying success
 analyses causal and correlational  analyses causal and correlational  explains causal and correlational  describes trends, relationships and  identifies trends and relationships in
relationships, anomalies, reliability and relationships, anomalies, reliability and relationships, anomalies, reliability and anomalies in data, identifies anomalies, data, with little or no reference to
validity of data and representations, and validity of data and representations, validity of data and representations, and and some possible sources of error sources of error
analyses errors and discusses errors cites common errors
 analyses processes and claims, and  assesses processes and claims, and  explains processes and claims, and  describes processes and claims, and  identifies processes and the need for
Inquiry Skills

provides a critique based on evidence, provides a critique with reference to identifies alternatives with reference to identifies the need for improvements some improvements, with little or no
and critically analyses alternatives evidence, and analyses alternatives reliable evidence with some reference to evidence reference to evidence
 reflects with insight on own thinking  reflects on their own thinking and  reflects on their own thinking and  reflects on their own thinking, with  reflects on their own thinking with
and that of others, and evaluates analyses planning, time management, explains planning, time management, reference to planning and the use of little or no reference to planning, time
planning, time management, and use of use of appropriate work strategies to use of appropriate work strategies to appropriate work strategies to work management, and use of work
appropriate work strategies to work work independently and collaboratively work independently and collaboratively independently and collaboratively strategies to work independently and
independently and collaboratively collaboratively
 communicates concisely, effectively  communicates clearly and accurately,  communicates accurately  communicates demonstrating some  communicates demonstrating limited
and accurately, demonstrating scientific demonstrating scientific literacy in a demonstrating scientific literacy, in a scientific literacy, in a range of modes, scientific literacy, in a range of modes
literacy in a range of modes, styles, range of modes, styles, representations range of modes, styles, representations, representations, and genres with some and representations, with inconsistent
representations, and genres for specific and genres for specific audiences and and genres for specific purposes, with evidence and inconsistent referencing and inaccurate referencing
audiences and purposes, with purposes, with appropriate evidence appropriate evidence and mostly
appropriate evidence and accurate and accurate referencing consistent referencing
referencing

16
 ACT BSSS Biology A/T 2014-2022, Board Endorsed
Achievement Standards for Science A Course – Year 12
A student who achieves an A A student who achieves a B grade A student who achieves a C grade A student who achieves a D grade A student who achieves an E
grade typically typically typically typically grade typically
Concepts, Models & Applications

 analyses the fundamental properties  explains the fundamental properties  describes the fundamental  describes the fundamental  identifies the fundamental
and functions of system components, and functions of system components, properties and functions of system properties and functions of system properties and functions of system
processes and interactions, and the processes and interactions, and the components, processes and components, processes and components, processes and
effects of factors across a range of effects of factors across a range of interactions, and the effects of factors interactions, and the effects of one or interactions, and the effects of factors
scales scales across a range of scales more factors
 analyse the nature, functions,  explains the nature, functions,  describes the nature, functions,  describes the nature, functions,  identifies the nature, functions,
limitations and applications of theories limitations and applications of theories limitations and applications of theories limitations and applications of theories applications, and some limitations of
and models using evidence, in and models using evidence, in familiar and models using evidence, in familiar and models with supporting evidence theories and models with some
unfamiliar contexts contexts contexts evidence
 assesses evidence with reference to  explains evidence with reference to  describes evidence with reference to  describes evidence, and develops  identifies evidence, and asserts
models and/or theories, and develops models and/or theories, and develops models and/or theories, and develops conclusions with some reference to conclusions with little or no reference
evidence-based conclusions and evidence-based conclusions and evidence-based conclusions and models and/or theories to models and/or theories
evaluates limitations discusses limitations identifies limitations
 analyses epistemology, role of peer  explains epistemology, role of peer  describes epistemology, role of peer  describes role of peer review and  identifies that scientific knowledge
Contexts

review, collaboration and technology in review and technology in developing review and technology in developing technology in developing knowledge has changed over time
developing knowledge knowledge knowledge
 analyses the influence of social,  explains the influence of social,  describes the influence of social,  describes the influence of social,  identifies the influence of social,
economic, ethical and cultural factors economic, ethical and cultural factors economic, ethical and cultural factors economic, ethical and cultural factors economic, ethical and cultural factors
on Science on Science on Science on Science on Science
 designs, conducts and improves safe,  designs, conducts and improves safe,  plans and conducts safe, ethical  follows a procedure to conduct safe,  follows a procedure to conduct safe,
ethical and original inquiries ethical inquiries individually and inquiries individually and ethical inquiries individually and ethical inquiries individually and
individually and collaboratively, that collaboratively, that collect valid, collaboratively, that collect valid data in collaboratively, to collect data in collaboratively, to collect data with
collect valid, reliable data in response reliable data in response to a question response to a familiar question response to a simple question with little or no connection to a question
to a complex question varying success
 analyses causal and correlational  analyses causal and correlational  describes causal and correlational  describes trends, relationships and  identifies trends and relationships in
relationships, anomalies, reliability and relationships, anomalies, reliability and relationships, anomalies, reliability and anomalies in data, identifies anomalies, data, with little or no reference to
validity of data and representations, validity of data and representations, validity of data and representations, and some possible sources of error sources of error
and analyses errors and discusses errors and cites common errors
Inquiry Skills

 analyses processes and claims, and  explains processes and claims, and  describes processes and claims, and  describes processes and claims, and  identifies processes and the need for
provides a critique based on evidence, provides a critique with reference to identifies alternatives with reference to identifies the need for improvements some improvements, with little or no
and analyses alternatives evidence, and proposes alternatives reliable evidence with some reference to evidence reference to evidence
 reflects with insight on own thinking  reflects on their own thinking and  reflects on their own thinking and  reflects on their own thinking, with  reflects on their own thinking with
and that of others and, evaluates analyses planning, time management, explains planning, time management, reference to planning and the use of little or no reference to planning, time
planning, time management and use of and use of appropriate independent and use of appropriate independent appropriate independent and management, and use of appropriate
appropriate independent and and collaborative work strategies and collaborative work strategies collaborative work strategies independent and collaborative work
collaborative work strategies strategies
 communicates concisely, effectively  communicates clearly and  communicates accurately  communicates demonstrating some  communicates demonstrating
and accurately, demonstrating scientific accurately, demonstrating scientific demonstrating scientific literacy, in a scientific literacy, in a range of modes, limited scientific literacy, in a range of
literacy in a range of modes, styles, literacy in a range of modes, styles, range of modes, styles, representations, representations, and genres with some modes and representations, with
representations, and genres for specific representations and genres for specific and genres for specific purposes, with evidence and inconsistent referencing inconsistent and inaccurate referencing
audiences and purposes, with audiences and purposes, with appropriate evidence and mostly
appropriate evidence and accurate appropriate evidence and accurate consistent referencing
referencing referencing

17
ACT BSSS Biology A/T 2014-2022, Board Endorsed

18
 ACT BSSS Biology A/T 2014-2022, Board Endorsed
Achievement Standards for Science T Course – Year 12
A student who achieves an A A student who achieves a B A student who achieves a C A student who achieves a D A student who achieves an E
grade typically grade typically grade typically grade typically grade typically
 critically analyses the properties and  analyses the properties and functions  explains the fundamental properties  describes the fundamental properties  identifies the fundamental properties
Concepts, Models & Applications

functions of system components, of system components, processes and and functions of system components, and functions of system components, and functions of system components,
processes and interactions, and the interactions, and the interplay and processes and interactions, and the processes and interactions, and the processes and interactions, and some
interplay and effects of factors across a effects of factors across a range of scales effects of factors across a range of scales effects of one or more factors affective factors
range of scales
 evaluates applications, limitations, and  analyses applications, limitations, and  explains applications, limitations, and  describes the nature, functions,  identifies the nature, functions,
predictions of theories and models to predictions of theories and models to predictions of theories and models to limitations and applications of theories limitations and applications of theories
explain systems and create solutions, explain systems and create plausible explain systems and create plausible and models to create solutions to and models, and suggest solutions to
with evidence, in unfamiliar contexts solutions, with evidence in familiar solutions in familiar contexts problems with supporting evidence problems with supporting evidence
contexts
 evaluates evidence with reference to  analyses evidence with reference to  describes evidence with reference to  describes evidence, and develops  identifies evidence, and asserts
critical analysis of models and/or models and/or theories, and develops models and/or theories, and develops conclusions with some reference to conclusions with little or no reference to
theories, and develops evidence-based evidence-based conclusions and evidence-based conclusions and models and/or theories models and/or theories
conclusions and evaluates limitations discusses limitations identifies limitations
 critically analyses epistemology, role  analyses epistemology, role of peer  explains epistemology, role of peer  describes role of peer review and  identifies that scientific knowledge has
of peer review, collaboration, and review and technology in developing review and technology in developing technology in developing knowledge changed over time
Contexts

technology in developing knowledge knowledge knowledge

 critically analyses the influence of  analyses the influence of social,  explains the influence of social,  describes the influence of social,  identifies the influence of social,
social, economic, ethical and cultural economic, ethical and cultural factors on economic, ethical and cultural factors on economic, ethical and cultural factors on economic, ethical and cultural factors on
factors on Science Science Science Science Science
 designs, conducts and improves safe,  designs, conducts and improves safe,  plans and conducts safe, ethical  follows a procedure to conduct safe,  follows a procedure to conduct safe,
ethical and original inquiries individually ethical inquiries individually and inquiries individually and collaboratively, ethical inquiries individually and ethical inquiries individually and
and collaboratively, that collect valid, collaboratively, that collect valid, that collect valid data in response to a collaboratively, to collect data in collaboratively, to collect data with little
reliable data in response to a complex reliable data in response to a question familiar question response to a simple question with or no connection to a question
question varying success
 critically analyses cause and  analyses cause and correlation,  describes causal and correlational  describes trends, relationships and  identifies trends and relationships in
correlation, anomalies, reliability and anomalies, reliability and validity of data relationships, anomalies, reliability and anomalies in data, identifies anomalies, data with reference to sources of error
validity of data and representations, and and representations, and analyses errors validity of data and representations, and and cites sources of error
critically analyses errors discusses common errors
Inquiry Skills

 evaluates processes and claims, and  explains processes and claims, and  describes processes and claims, and  describes processes and claims, and  identifies processes and the need for
provides a critique based on evidence, provides a critique with reference to identifies alternatives with reference to identifies the need for improvements some improvements, with little or no
and critically analyses alternatives evidence, and analyses alternatives reliable evidence with some reference to evidence reference to evidence
 reflects with insight on own thinking  reflects on their own thinking and  reflects on their own thinking and  reflects on their own thinking, with  reflects on their own thinking with
and that of others, evaluates planning, analyses planning, time management, explains planning, time management, reference to planning and the use of little or no reference to planning, time
time management, and use of and use of appropriate independent and and use of appropriate independent and appropriate independent and management, and use of appropriate
appropriate independent and collaborative work strategies collaborative work strategies collaborative work strategies independent and collaborative work
collaborative work strategies strategies
 communicates concisely, effectively  communicates clearly and accurately,  communicates accurately  communicates demonstrating some  communicates demonstrating limited
and accurately, with scientific literacy in with scientific literacy in a range of demonstrating scientific literacy, in a scientific literacy, in a range of modes, scientific literacy, in a range of modes
a range of modes, representations, and modes, representations and genres for range of modes, representations, and representations, and genres with some and representations, with inconsistent
genres for specific audiences and specific audiences and purposes, and genres for specific purposes, and mostly evidence and inconsistent referencing and inaccurate referencing
purposes, and accurate referencing accurate referencing consistent referencing

19
ACT BSSS Biology A/T 2014-2022, Board Endorsed

20
ACT BSSS Biology A/T 2014-2022, Board Endorsed

Biodiversity and Connectedness Value 1.0

Biodiversity and the Connectedness a Value 0.5
Biodiversity and the Connectedness b Value 0.5

Unit Description
The current view of the biosphere as a dynamic system composed of Earth’s diverse, interrelated
and ENG ecosystems developed from the work of eighteenth and nineteenth century naturalists,
who collected, classified, measured and mapped the distribution of organisms and environments
around the world. In this unit, students investigate and describe a number of diverse ecosystems,
exploring the range of biotic and abiotic components to understand the dynamics, diversity and
underlying unity of these systems.
Students 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. Students use classification keys to identify organisms, describe the biodiversity
in ecosystems, investigate patterns in relationships between organisms, and aid scientific
communication.
Through the investigation of appropriate contexts, students explore how international collaboration,
evidence from multiple disciplines and the use of ICT and other technologies have contributed to the
study and conservation of national, regional and global biodiversity. They investigate how scientific
knowledge is used to offer valid explanations and reliable predictions, and the ways in which
scientific knowledge interacts with social, economic, cultural and ethical factors.
Fieldwork is an important part of this unit, providing valuable opportunities for students to work
together to collect first-hand data and to experience local ecosystem interactions. In order to
understand the interconnectedness of organisms, the physical environment and human activity,
students analyse and interpret data collected through investigation of a local environment and from
sources relating to other Australian, regional and global environments.

Specific Unit Goals

By the end of this unit, students:
A Course T Course
 understand how classification helps to  understand how classification helps to
organise, identify and communicate data organise, analyse and communicate data
about biodiversity about biodiversity
 understand that ecosystem diversity and  understand that ecosystem diversity and
dynamics can be described and compared dynamics can be described and compared
with reference to biotic and abiotic with reference to biotic and abiotic
components and their interactions components and their interactions

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 understand how theories and models have  understand how theories and models have
developed based on evidence from developed based on evidence from
multiple disciplines multiple disciplines; and the uses and
limitations of biological knowledge in a
range of contexts
 use science inquiry skills to conduct,  use science inquiry skills to design,
interpret and communicate investigations conduct, evaluate and communicate
into biodiversity and flows of matter and investigations into biodiversity and flows
energy in a range of ecosystems of matter and energy in a range of
ecosystems
 describe claims about relationships  evaluate, with reference to empirical
between and within species, diversity of evidence, claims about relationships
and within ecosystems, and energy and between and within species, diversity of
matter flows and within ecosystems, and energy and
matter flows
 communicate biological understanding  communicate biological understanding
using qualitative representations in using qualitative and quantitative
appropriate modes and genres representations in appropriate modes and
genres

Content Descriptions
Further elaboration of the content of this unit is available on the ACARA Australian Curriculum
website.
All knowledge, understanding and skills below must be delivered:
A course T course
Science Inquiry Skills Science Inquiry Skills
 identify, research and construct questions  identify, research and construct questions
for investigation; propose hypotheses; and for investigation; propose hypotheses; and
predict possible outcomes predict possible outcomes
 conduct investigations, including the  design investigations, including the
procedure/s to be followed, the materials procedure/s to be followed, the materials
required, and the type and amount of required, and the type and amount of
primary and/or secondary data to be primary and/or secondary data to be
collected; conduct risk assessments; and collected; conduct risk assessments; and
consider research ethics, including animal consider research ethics, including animal
ethics ethics
 conduct investigations, including using  conduct investigations, including using
ecosystem surveying techniques, safely, ecosystem surveying techniques, safely,
competently and methodically for the competently and methodically for the
collection of valid and reliable data collection of valid and reliable data

22
ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 represent data in meaningful and useful  represent data in meaningful and useful
ways; organise and analyse data to identify ways; organise and analyse data to identify
trends, patterns and relationships trends, patterns and relationships;
qualitatively describe sources of
measurement error, and uncertainty and
limitations in data; and select, synthesise
and use evidence to make and justify
conclusions
 interpret a range of scientific and media  interpret a range of scientific and media
texts, and describe processes, claims and texts, and evaluate processes, claims and
conclusions with the use of evidence conclusions by considering the quality of
available evidence; and use reasoning to
construct scientific arguments
 select and use appropriate  select, construct and use appropriate
representations, including classification representations, including classification
keys, food webs and biomass pyramids keys, food webs and biomass pyramids, to
communicate conceptual understanding,
solve problems and make predictions
 communicate to general audiences and  communicate to specific audiences and for
use appropriate language, nomenclature, specific purposes using appropriate
genres and modes, including scientific language, nomenclature, genres and
reports modes, including scientific reports
Science as a Human Endeavour Science as a Human Endeavour
 science is a global enterprise that relies on  science is a global enterprise that relies on
clear communication, international clear communication, international
conventions, peer review and conventions, peer review and
reproducibility reproducibility
 recognise that the development of models  development of complex models and/or
and/or theories often requires evidence theories often requires a wide range of
from multiple individuals and disciplines evidence from multiple individuals and
across disciplines
 advances in science understanding in one  advances in science understanding in one
field which can influence other areas of field can influence other areas of science,
science, technology and engineering technology and engineering
 the use of scientific knowledge is  the use of scientific knowledge is
influenced by social, economic, cultural influenced by social, economic, cultural
and ethical considerations and ethical considerations
 the use of scientific knowledge may have  the use of scientific knowledge may have
beneficial and/or harmful and/or beneficial and/or harmful and/or
unintended consequences unintended consequences

23
ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 scientific knowledge can enable scientists
to offer valid explanations and make
reliable predictions
 scientific knowledge can be used to predict  scientific knowledge can be used to
economic, social and environmental develop and evaluate projected economic,
impacts and to modify actions for social and environmental impacts and to
sustainability ( design action for sustainability
Science Understanding Science Understanding
Describing biodiversity Describing biodiversity
 biodiversity includes the diversity of  biodiversity includes the diversity of
species and ecosystems; measures of species and ecosystems; measures of
biodiversity rely on classification and are biodiversity rely on classification and are
used to make comparisons used to make comparisons across spatial
and temporal scales
 biological classification is hierarchical and  biological classification is hierarchical and
based on different levels of similarity of based on different levels of similarity of
physical features, methods of reproduction physical features, methods of reproduction
and molecular sequences and molecular sequences
 biological classification systems reflect  biological classification systems reflect
evolutionary relatedness between groups evolutionary relatedness between groups
of organisms of organisms
 most common definitions of species rely  most common definitions of species rely
on morphological or genetic similarity or on morphological or genetic similarity or
the ability to interbreed to produce fertile the ability to interbreed to produce fertile
offspring in natural conditions offspring in natural conditions – but, in all
cases, exceptions are found
 ecosystems are diverse, composed of  ecosystems are diverse, composed of
varied habitats and can be described in varied habitats and can be described in
terms of their component species, species terms of their component species, species
interactions and the abiotic factors that interactions and the abiotic factors that
make up the environment make up the environment
 relationships and interactions between  relationships and interactions between
species in ecosystems include predation, species in ecosystems include predation,
competition, symbiosis and disease competition, symbiosis and disease
 in addition to biotic factors, abiotic factors  in addition to biotic factors, abiotic factors
including climate and substrate can be including climate and substrate can be
used to describe and classify environments used to describe and classify environments

24
ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
Ecosystem dynamics Ecosystem dynamics
 the biotic components of an ecosystem  the biotic components of an ecosystem
transfer and transform energy originating transfer and transform energy originating
primarily from the sun to produce primarily from the sun to produce
biomass, and interact with abiotic biomass, and interact with abiotic
components to facilitate carbon and components to facilitate biogeochemical
nitrogen cycling; these interactions can be cycling, including carbon and nitrogen
represented using food webs, biomass cycling; these interactions can be
pyramids, water and nutrient cycles represented using food webs, biomass
pyramids, water and nutrient cycles
 species or populations, including those of  species or populations, including those of
microorganisms, fill specific ecological microorganisms, fill specific ecological
niches niches; the competitive exclusion principle
postulates that no two species can occupy
the same niche in the same environment
for an extended period of time
 keystone species play a critical role in  keystone species play a critical role in
maintaining the structure of the maintaining the structure of the
community community; the impact of a reduction in
numbers or the disappearance of keystone
species on an ecosystem is greater than
would be expected based on their relative
abundance or total biomass
 ecosystems have carrying capacities that  ecosystems have carrying capacities that
limit the number of organisms (within limit the number of organisms (within
populations) they support, and can be populations) they support, and can be
impacted by changes to abiotic and biotic impacted by changes to abiotic and biotic
factors, including climatic events factors, including climatic events
 ecological succession involves changes in  ecological succession involves changes in
the populations of species present in a the populations of species present in a
habitat; these changes impact the abiotic habitat; these changes impact the abiotic
and biotic interactions in the community, and biotic interactions in the community,
which in turn influence further changes in which in turn influence further changes in
the species present and their population the species present and their population
size size
 ecosystems can change dramatically over  ecosystems can change dramatically over
time; the fossil record and sedimentary time; the fossil record and sedimentary
rock characteristics provide evidence of rock characteristics provide evidence of
past ecosystems and changes in biotic and past ecosystems and changes in biotic and
abiotic components abiotic components

25
ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 human activities can reduce biodiversity  human activities (for example, over-
and can impact on the magnitude, exploitation, habitat destruction,
duration and speed of ecosystem change monocultures, pollution) can reduce
biodiversity and can impact on the
magnitude, duration and speed of
ecosystem change
 models of ecosystem interactions (for  models of ecosystem interactions (for
example, food webs, successional models) example, food webs, successional models)
can be used to predict the impact of can be used to predict the impact of
change change and are based on interpretation of
and extrapolation from sample data (for
example, data derived from ecosystem
surveying techniques); the reliability of the
model is determined by the
representativeness of the sampling

A guide to reading and implementing content descriptions

Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasis some content descriptions over others. The teacher may teach
additional (not listed) content provided it meets the specific unit goals. This will be informed by the
student needs and interests.

Assessment
Refer to pages 11-13.

26
ACT BSSS Biology A/T 2014-2022, Board Endorsed

Cells and Organisms Value 1.0

Cells and Organisms a Value 0.5
Cells and Organisms b Value 0.5

Unit Description
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 the chemical processes vital for cell
functioning. In this unit, students 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. Students investigate the ways in which matter moves and energy is
transformed and transferred in the biochemical processes of photosynthesis and respiration, and the
role of enzymes in controlling biochemical systems.
Multicellular organisms typically consist of a number of interdependent systems of cells organised
into tissues, organs and organ systems. Students 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.
Through the investigation of appropriate contexts, students explore how international collaboration,
evidence from multiple disciplines and the use of ICT and other technologies have contributed to
developing understanding of the structure and function of cells and multicellular organisms. They
investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and
the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.
Students 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 and tissues.
Students 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.

Specific Unit Goals

By the end of this unit, students:
A course T course
 understand that the structure and function  understand that the structure and function
of cells and their components are related of cells and their components are related
to the need to exchange matter and to the need to exchange matter and
energy with their immediate environment energy with their immediate environment
 understand that multicellular organisms  understand that multicellular organisms
consist of multiple interdependent and consist of multiple interdependent and
hierarchically-organised systems that hierarchically-organised systems that
enable exchange of matter and energy enable exchange of matter and energy
with their immediate environment with their immediate environment

27
ACT BSSS Biology A/T 2014-2022, Board Endorsed

A course T course
 understand how theories and models have  understand how theories and models have
developed based on evidence from developed based on evidence from
multiple disciplines; and the uses and multiple disciplines; and the uses and
limitations of biological knowledge in a limitations of biological knowledge in a
range of contexts range of contexts
 use science inquiry skills to conduct,  use science inquiry skills to design,
interpret and communicate investigations conduct, evaluate and communicate
into the structure and function of cells and investigations into the structure and
multicellular organisms function of cells and multicellular
organisms
 describe claims about cellular processes  evaluate, with reference to empirical
and the structure and function of evidence, claims about cellular processes
multicellular organisms and the structure and function of
multicellular organisms
 communicate biological understanding  communicate biological understanding
using qualitative representations in using qualitative and quantitative
appropriate modes and genres representations in appropriate modes and
genres

Content Descriptions
Further elaboration of the content of this unit is available on the ACARA Australian Curriculum
website.
All knowledge, understanding and skills below must be delivered:
A Course T Course
Science Inquiry Skills Science Inquiry Skills
 identify, research and construct questions  identify, research and construct questions
for investigation; propose hypotheses; and for investigation; propose hypotheses; and
predict possible outcomes predict possible outcomes
 conduct investigations, including the  design investigations, including the
procedure/s to be followed, the materials procedure/s to be followed, the materials
required, and the type and amount of required, and the type and amount of
primary and/or secondary data to be primary and/or secondary data to be
collected; conduct risk assessments; and collected; conduct risk assessments; and
consider research ethics, including animal consider research ethics, including animal
ethics ethics
 conduct investigations, including  conduct investigations, including
microscopy techniques, real or virtual microscopy techniques, real or virtual
dissections and chemical analysis, safely, dissections and chemical analysis, safely,
competently and methodically for the competently and methodically for the
collection of valid and reliable data collection of valid and reliable data

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

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 represent data in meaningful and useful  represent data in meaningful and useful
ways; organise and analyse data to identify ways; organise and analyse data to identify
trends, patterns and relationships trends, patterns and relationships;
qualitatively describe sources of
measurement error, and uncertainty and
limitations in data; and select, synthesise
and use evidence to make and justify
conclusions
 interpret a range of scientific and media  interpret a range of scientific and media
texts, and describe processes, claims and texts, and evaluate processes, claims and
conclusions by considering evidence conclusions by considering the quality of
available evidence; and use reasoning to
construct scientific arguments
 select and use appropriate  select, construct and use appropriate
representations, including diagrams of representations, including diagrams of
structures and processes; and images from structures and processes; and images from
different imaging techniques different imaging techniques, to
communicate conceptual understanding,
solve problems and make predictions
 communicate to general audiences and for  communicate to specific audiences and for
specific purposes using appropriate specific purposes using appropriate
language, nomenclature, genres and language, nomenclature, genres and
modes, including scientific reports modes, including scientific reports
Science as a Human Endeavour Science as a Human Endeavour
 science is a global enterprise that relies on  science is a global enterprise that relies on
clear communication, international clear communication, international
conventions, peer review and conventions, peer review and
reproducibility reproducibility
 development of complex models and/or  development of complex models and/or
theories often requires a wide range of theories often requires a wide range of
evidence from multiple individuals and evidence from multiple individuals and
across disciplines across disciplines
 advances in science understanding in one  advances in science understanding in one
field can influence other areas of science, field can influence other areas of science,
technology and engineering technology and engineering
 the use of scientific knowledge is  the use of scientific knowledge is
influenced by social, economic, cultural influenced by social, economic, cultural
and ethical considerations and ethical considerations
 the use of scientific knowledge may have
beneficial and/or harmful and/or
unintended consequences

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 scientific knowledge can enable scientists  scientific knowledge can enable scientists
to offer reliable explanations and make to offer reliable explanations and make
reliable predictions reliable predictions
 scientific knowledge can be used to
develop and evaluate projected economic,
social and environmental impacts and to
design action for sustainability
Science Understanding Science Understanding
Cells as the basis of life Cells as the basis of life
 cells require inputs of suitable forms of  cells require inputs of suitable forms of
energy, including light energy or chemical energy, including light energy or chemical
energy in complex molecules, and matter, energy in complex molecules, and matter,
including gases, simple nutrients, ions, and including gases, simple nutrients, ions, and
removal of wastes, to survive removal of wastes, to survive
 the cell membrane separates the cell from  the cell membrane separates the cell from
its surroundings and controls the exchange its surroundings and controls the exchange
of materials, including gases, nutrients and of materials, including gases, nutrients and
wastes, between the cell and its wastes, between the cell and its
environment environment
 movement of materials across membranes  movement of materials across membranes
occurs via diffusion, osmosis, active occurs via diffusion, osmosis, active
transport and/or endocytosis transport and/or endocytosis
 factors that affect exchange of materials  factors that affect exchange of materials
across membranes include the surface- across membranes include the surface-
area-to-volume ratio of the cell, area-to-volume ratio of the cell,
concentration gradients, and the physical concentration gradients, and the physical
and chemical nature of the materials being and chemical nature of the materials being
exchanged exchanged
 prokaryotic and eukaryotic cells have many  prokaryotic and eukaryotic cells have many
features in common, which is a reflection features in common, which is a reflection
of their common evolutionary past, but of their common evolutionary past, but
prokaryotes lack internal membrane prokaryotes lack internal membrane
bound organelles, do not have a nucleus, bound organelles, do not have a nucleus,
are significantly smaller than eukaryotes, are significantly smaller than eukaryotes,
usually have a single circular chromosome, usually have a single circular chromosome,
and exist as single cells and exist as single cells
 in eukaryotic cells, specialised organelles  in eukaryotic cells, specialised organelles
facilitate biochemical processes of facilitate biochemical processes of
photosynthesis, cellular respiration, and photosynthesis, cellular respiration, the
the removal of cellular products and synthesis of complex molecules (including
wastes carbohydrates, proteins, lipids and other
biomacromolecules), and the removal of
cellular products and wastes

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

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 biochemical processes in the cell are  biochemical processes in the cell are
controlled by the nature and arrangement controlled by the nature and arrangement
of internal membranes, the presence of of internal membranes, the presence of
specific enzymes, and environmental specific enzymes, and environmental
factors factors
 enzymes have specific functions, which can  enzymes have specific functions, which can
be affected by factors including be affected by factors including
temperature, ph and the concentrations of temperature, ph, the presence of
reactants and products inhibitors, and the concentrations of
reactants and products
 photosynthesis is a biochemical process  photosynthesis is a biochemical process
that in plant cells occurs in the chloroplast that in plant cells occurs in the chloroplast
and that uses light energy to synthesise and that uses light energy to synthesise
organic compounds; the overall process organic compounds; the overall process
can be represented as a word chemical can be represented as a balanced chemical
equation equation
 cellular respiration is a biochemical  cellular respiration is a biochemical
process that occurs in different locations. process that occurs in different locations in
mitochondria metabolises organic the cytosol and mitochondria and
compounds, aerobically or anaerobically, metabolises organic compounds,
to release useable energy in the form of aerobically or anaerobically, to release
atp; the overall process can be useable energy in the form of atp; the
represented as a word equation overall process can be represented as a
balanced chemical equation
Multicellular organisms Multicellular organisms
 multicellular organisms have a hierarchical  multicellular organisms have a hierarchical
structural organisation of cells, tissues, structural organisation of cells, tissues,
organs and systems organs and systems
 the specialised structure and function of  the specialised structure and function of
tissues, organs and systems can be related tissues, organs and systems can be related
to cell differentiation and cell to cell differentiation and cell
specialisation specialisation
 in animals, the exchange of gases between  in animals, the exchange of gases between
the internal and external environments of the internal and external environments of
the organism is facilitated by the structure the organism is facilitated by the structure
and function of the respiratory system at and function of the respiratory system at
cell and tissue levels cell and tissue levels
 in animals, the exchange of nutrients and  in animals, the exchange of nutrients and
wastes between the internal and external wastes between the internal and external
environments of the organism is facilitated environments of the organism is facilitated
by the structure and function of the cells by the structure and function of the cells
and tissues of the digestive system (for and tissues of the digestive system (for
example, villi structure and function), and example, villi structure and function), and
the excretory system (for example, the excretory system (for example,
nephron structure and function) nephron structure and function)

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 in animals, the transport of materials  in animals, the transport of materials
within the internal environment for within the internal environment for
exchange with cells is facilitated by the exchange with cells is facilitated by the
structure and function of the circulatory structure and function of the circulatory
system at cell and tissue levels (for system at cell and tissue levels (for
example, the structure and function of example, the structure and function of
capillaries) capillaries)
 in plants, gases are exchanged via stomata  in plants, gases are exchanged via stomata
and the plant surface; their movement and the plant surface; their movement
within the plant by diffusion does not within the plant by diffusion does not
involve the plant transport system involve the plant transport system
 in plants, transport of water and mineral  in plants, transport of water and mineral
nutrients from the roots occurs via xylem nutrients from the roots occurs via xylem
involving root pressure, transpiration and involving root pressure, transpiration and
cohesion of water molecules; transport of cohesion of water molecules; transport of
the products of photosynthesis and some the products of photosynthesis and some
mineral nutrients occurs by translocation mineral nutrients occurs by translocation
in the phloem in the phloem

A guide to reading and implementing content descriptions

Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasis some content descriptions over others. The teacher may teach
additional (not listed) content provided it meets the specific unit goals. This will be informed by the
student needs and interests.

Assessment
Refer to pages 11-13.

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

Heredity and Continuity of Life Value 1.0

Heredity and Continuity of Life a Value 0.5
Heredity and Continuity of Life b Value 0.5

Unit Description
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 this unit, students investigate the
biochemical and cellular systems and processes involved in the transmission of genetic material to
the next generation of cells and to offspring. They consider different patterns of inheritance by
analysing the possible genotypes and phenotypes of offspring. Students link their observations to
explanatory models that describe patterns of inheritance, and explore how the use of predictive
models of inheritance enables decision making.
Students investigate the genetic basis for the theory of evolution by natural selection through
constructing, using and evaluating explanatory and predictive models for gene pool diversity of
populations. They explore genetic variation in gene pools, selection pressures and isolation effects in
order to explain speciation and extinction events and to make predictions about future changes to
populations.
Through the investigation of appropriate contexts, students explore the ways in which models and
theories related to heredity and population genetics, and associated technologies, have developed
over time and through interactions with social, cultural, economic and ethical considerations. They
investigate the ways in which science contributes to contemporary debate about local, regional and
international issues, including evaluation of risk and action for sustainability, and recognise the
limitations of science to provide definitive answers in different contexts.
Students use science inquiry skills to design and conduct investigations into how different factors
affect cellular processes and gene pools; they construct and use models to analyse the data
gathered; and they continue to develop their skills in constructing plausible predictions and valid,
reliable conclusions.

Specific Unit Goals

By the end of this unit, students:
A Course T Course
 understand the cellular processes and  understand the cellular processes and
mechanisms that ensure the continuity of mechanisms that ensure the continuity of
life, and how these processes contribute to life, and how these processes contribute to
unity and diversity within a species unity and diversity within a species
 understand the processes and mechanisms  understand the processes and mechanisms
that explain how life on Earth has that explain how life on Earth has
persisted, changed and diversified over the persisted, changed and diversified over the
last 3.5 billion years last 3.5 billion years

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

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 understand how models and theories have  understand how models and theories have
developed over time; and the ways in developed over time; and the ways in
which biological knowledge interacts with which biological knowledge interacts with
social, economic, cultural and ethical social, economic, cultural and ethical
considerations in a range of contexts considerations in a range of contexts
 use science inquiry skills to conduct,  use science inquiry skills to design,
interpret and communicate investigations conduct, evaluate and communicate
into heredity, gene technology investigations into heredity, gene
applications, and population gene pool technology applications, and population
changes gene pool changes
 describe claims about heredity processes,  evaluate with reference to empirical
gene technology, and population gene evidence, claims about heredity processes,
pool processes, and justify evaluations gene technology, and population gene
pool processes, and justify evaluations
 communicate biological understanding  communicate biological understanding
using qualitative representations in using qualitative and quantitative
appropriate modes and genres representations in appropriate modes and
genres

Content Descriptions
Further elaboration of the content of this unit is available on the ACARA Australian Curriculum
website.
All knowledge, understanding and skills below must be delivered:
A Course T Course
Science Inquiry Skills Science Inquiry Skills
 identify, research and construct questions  identify, research and construct questions
for investigation; propose basic for investigation; propose hypotheses; and
hypotheses; and predict possible predict possible outcomes
outcomes
 conduct investigations, including the  design investigations, including the
procedure/s to be followed, the materials procedure/s to be followed, the materials
required, and the type and amount of required, and the type and amount of
primary and/or secondary data to be primary and/or secondary data to be
collected; conduct risk assessments; and collected; conduct risk assessments; and
consider research ethics, including animal consider research ethics, including animal
ethics ethics
 conduct investigations, including the use of  conduct investigations, including the use of
probabilities to predict inheritance probabilities to predict inheritance
patterns, real or virtual gel electrophoresis, patterns, real or virtual gel electrophoresis,
and population simulations to predict and population simulations to predict
population changes, safely, competently population changes, safely, competently
and methodically for the collection of valid and methodically for the collection of valid
and reliable data and reliable data

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 represent data in meaningful and useful  represent data in meaningful and useful
ways; organise data to identify trends 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 of the procedure and
the sample size may influence uncertainty
and limitations in data; and select,
synthesise and use evidence to make and
justify conclusions
 interpret a range of scientific and media  interpret a range of scientific and media
texts, and describe processes, claims and texts, and evaluate models, processes,
conclusions by considering the quality of claims and conclusions by considering the
available evidence quality of available evidence, including
interpreting confidence intervals in
secondary data; and use reasoning to
construct scientific arguments
 select, construct and use appropriate  select, construct and use appropriate
representations, including models of DNA representations, including models of DNA
replication, transcription and translation, replication, transcription and translation,
punnett squares of a specific gene in a punnett squares and probability models of
population, to communicate expression of a specific gene in a
understanding population, to communicate conceptual
understanding, solve problems and make
predictions
 communicate to general audiences for  communicate to specific audiences and for
specific purposes using appropriate specific purposes using appropriate
language, nomenclature, genres and language, nomenclature, genres and
modes, including scientific reports modes, including scientific reports
Science as a Human Endeavour Science as a Human Endeavour
 ICT and other technologies have  ICT and other technologies have
dramatically increased the size, accuracy dramatically increased the size, accuracy
and geographic and temporal scope of and geographic and temporal scope of
data sets with which scientists work data sets with which scientists work
 models and theories are contested and  models and theories are contested and
refined or replaced when new evidence refined or replaced when new evidence
challenges them, or when a new model or challenges them, or when a new model or
theory has greater explanatory power theory has greater explanatory power
 the acceptance of scientific knowledge can  the acceptance of scientific knowledge can
be influenced by the social, economic and be influenced by the social, economic and
cultural context in which it is considered cultural context in which it is considered

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 people can use scientific knowledge to  people can use scientific knowledge to
inform the monitoring, assessment and inform the monitoring, assessment and
evaluation of risk evaluation of risk
 science can be limited in its ability to  science can be limited in its ability to
provide definitive answers to public provide definitive answers to public
debate; there may be insufficient reliable debate; there may be insufficient reliable
data available, or interpretation of the data available, or interpretation of the
data may be open to question data may be open to question
 international collaboration is often  international collaboration is often
required when investing in large-scale required when investing in large-scale
science projects or addressing issues for science projects or addressing issues for
the Asia-Pacific region the Asia-Pacific region
 scientific knowledge can be used to  scientific knowledge can be used to
develop projected economic, social and develop and evaluate projected economic,
environmental impacts and to modify social and environmental impacts and to
actions for sustainability design action for sustainability
Science Understanding Science Understanding
DNA, genes and the continuity of life DNA, genes and the continuity of life
 continuity of life requires the replication of  continuity of life requires the replication of
genetic material and its transfer to the genetic material and its transfer to the
next generation through processes next generation through processes
including binary fission, mitosis, meiosis including binary fission, mitosis, meiosis
and fertilisation and fertilisation
 DNA is a helical double-stranded molecule  DNA is a helical double-stranded molecule
that occurs bound to proteins in that occurs bound to proteins in
chromosomes in the nucleus, and as chromosomes in the nucleus, and as
unbound circular DNA in prokaryotes unbound circular DNA in the cytosol of
prokaryotes and in the mitochondria and
chloroplasts of eukaryotic cells
 the structural properties of the DNA  the structural properties of the DNA
molecule, including nucleotide molecule, including nucleotide
composition and pairing and the weak composition and pairing and the weak
bonds between strands of DNA, allow for bonds between strands of DNA, allow for
replication replication
 genes include ‘coding’ and ‘non-coding’  genes include ‘coding’ and ‘non-coding’
DNA, and many genes contain information DNA, and many genes contain information
for protein production for protein production
 protein synthesis involves transcription of  protein synthesis involves transcription of
a gene into messenger RNA in the nucleus, a gene into messenger RNA in the nucleus,
and translation into an amino acid and translation into an amino acid
sequence at the ribosome sequence at the ribosome
 proteins, including enzymes, are essential  proteins, including enzymes, are essential
to cell structure and functioning to cell structure and functioning

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 the phenotypic expression of genes  the phenotypic expression of genes
depends on factors controlling depends on factors controlling
transcription and translation during transcription and translation during
protein synthesis, the products of other protein synthesis, the products of other
genes, and the environment genes, and the environment
 mutations in genes and chromosomes can  mutations in genes and chromosomes can
result from errors in DNA replication or cell result from errors in DNA replication or cell
division, or from damage by physical or division, or from damage by physical or
chemical factors in the environment chemical factors in the environment
 differential gene expression controls cell
differentiation for tissue formation, as well
as the structural changes that occur during
growth
 variations in the genotype of offspring  variations in the genotype of offspring
arise as a result of the processes of meiosis arise as a result of the processes of meiosis
and fertilisation, as well as a result of and fertilisation, as well as a result of
mutations mutations
 frequencies of genotypes and phenotypes  frequencies of genotypes and phenotypes
of offspring can be predicted using of offspring can be predicted using
probability models, including Punnett probability models, including Punnett
squares, and by taking into consideration squares, and by taking into consideration
patterns of inheritance, including the patterns of inheritance, including the
effects of dominant, autosomal and sex- effects of dominant, autosomal and sex-
linked alleles and multiple alleles linked alleles and multiple alleles, and
polygenic inheritance
 DNA sequencing enables mapping of  DNA sequencing enables mapping of
species genomes; DNA profiling identifies species genomes; DNA profiling identifies
the unique genetic makeup of individuals the unique genetic makeup of individuals
 biotechnology can involve the use of  biotechnology can involve the use of
bacterial enzymes, plasmids as vectors, bacterial enzymes, plasmids as vectors,
and techniques including gel and techniques including gel
electrophoresis, bacterial transformations electrophoresis, bacterial transformations
and PCR and PCR
Continuity of life on Earth Continuity of life on Earth
 life has existed on Earth for approximately  life has existed on Earth for approximately
3.5 billion years and has changed and 3.5 billion years and has changed and
diversified over time diversified over time
 comparative genomics provides evidence  comparative genomics provides evidence
for the theory of evolution for the theory of evolution

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 natural selection occurs when selection  natural selection occurs when selection
pressures in the environment confer a pressures in the environment confer a
selective advantage on a specific selective advantage on a specific
phenotype to enhance its survival and phenotype to enhance its survival and
reproduction reproduction; this results in changes in
allele frequency in the gene pool of a
population
 in additional to environmental selection
pressures, mutation, gene flow and genetic
drift can contribute to changes in allele
frequency in a population gene pool and
results in micro-evolutionary change
 mutation is the ultimate source of genetic  mutation is the ultimate source of genetic
variation as it introduces new alleles into a variation as it introduces new alleles into a
population population
 speciation and macro-evolutionary
changes result from an accumulation of
micro-evolutionary changes over time
 differing selection pressures between
geographically isolated populations may
lead to allopatric speciation
 populations with reduced genetic diversity  populations with reduced genetic diversity
face increased risk of extinction face increased risk of extinction

A guide to reading and implementing content descriptions

Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasis some content descriptions over others. The teacher may teach
additional (not listed) content provided it meets the specific unit goals. This will be informed by the
student needs and interests.

Assessment
Refer to pages 11-13.

38
ACT BSSS Biology A/T 2014-2022, Board Endorsed

The Internal Environment Value 1.0

The Internal Environment a Value 0.5
The Internal Environment b Value 0.5

Unit Description
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, present significant challenges for organisms and
require coordinated system responses. In this unit, students investigate how homeostatic response
systems control organisms’ responses to environmental change – internal and external – in order to
survive in a variety of environments, as long as the conditions are within their tolerance limits.
Students study how the invasion of an organism’s internal environment by pathogens challenges the
effective functioning of cells, tissues and body systems, and triggers a series of responses or events
in the short- and long-term in order to maintain system function. They consider the factors that
contribute to the spread of infectious disease and how outbreaks of infectious disease can be
predicted, monitored and contained.
Through the investigation of appropriate contexts, students explore the ways in which models and
theories of organisms’ and populations’ responses to environmental change have developed over
time and through interactions with social, economic, cultural and ethical considerations. They
investigate the ways in which science contributes to contemporary debate about local, regional and
international issues, including evaluation of risk and action for sustainability, and recognise the
limitations of science to provide definitive answers in different contexts.
Students use science inquiry skills to investigate a range of responses by plants and animals to
changes in their environments and to invasion by pathogens; they construct and use appropriate
representations to analyse the data gathered; and they continue to develop their skills in
constructing plausible predictions and valid conclusions.

Specific Unit Goals

By the end of this unit, students:
A Course T Course
 understand the mechanisms by which  understand the mechanisms by which
plants and animals use homeostasis to plants and animals use homeostasis to
control their internal environment in a control their internal environment in a
changing external environment changing external environment
 understand how plants and animals  understand how plants and animals
respond to the presence of pathogens, respond to the presence of pathogens, and
and the ways in which infection, the ways in which infection, transmission
transmission and spread of disease occur and spread of disease occur
 understand how models and theories  understand how models and theories have
have developed over time, and the ways developed over time, and the ways in which
in which biological knowledge interacts biological knowledge interacts with social,
with social, economic, cultural and ethical economic, cultural and ethical
considerations in a range of contexts considerations in a range of contexts

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 use science inquiry skills to conduct,  use science inquiry skills to design,
interpret and communicate investigations conduct, evaluate and communicate
into organisms’ responses to changing investigations into organisms’ responses to
environmental conditions and infectious changing environmental conditions and
disease infectious disease
 describe, claims about organisms’  evaluate, with reference to empirical
responses to changing environmental evidence, claims about organisms’
conditions and infectious disease responses to changing environmental
conditions and infectious disease and
justify evaluations
 communicate biological understanding  communicate biological understanding
using qualitative representations in using qualitative and quantitative
appropriate modes and genres representations in appropriate modes and
genres

Content Descriptions
Further elaboration of the content of this unit is available on the ACARA Australian Curriculum
website.
All knowledge, understanding and skills below must be delivered:
A course T course
Science Inquiry Skills Science Inquiry Skills
 identify, research and construct questions  identify, research and construct questions
for investigation; propose hypotheses; and for investigation; propose hypotheses; and
predict possible outcomes predict possible outcomes
 conduct investigations, including the  design investigations, including the
procedure/s to be followed, the materials procedure/s to be followed, the materials
required, and the type and amount of required, and the type and amount of
primary and/or secondary data to be primary and/or secondary data to be
collected; conduct risk assessments; and collected; conduct risk assessments; and
consider research ethics, including the consider research ethics, including the
rights of living organisms rights of living organisms
 conduct investigations, including using  conduct investigations, including using
models of homeostasis and disease models of homeostasis and disease
transmission, safely, competently and transmission, safely, competently and
methodically for valid and reliable methodically for valid and reliable
collection of data collection of data

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A Course T Course
 organise and interpret data to identify  represent data in meaningful and useful
trends 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 of the procedure and
sample size may influence uncertainty and
limitations in data; and select, synthesise
and use evidence to make and justify
conclusions
 interpret a range of scientific and media  interpret a range of scientific and media
texts, and describe models, processes, and texts, and evaluate models, processes,
conclusions by considering the evidence claims and conclusions by considering the
quality of available evidence; and use
reasoning to construct scientific arguments
 select, construct and use appropriate
representations, including diagrams and
flow charts, to communicate conceptual
understanding, solve problems and make
predictions
 communicate to specific audiences and for  communicate to specific audiences and for
specific purposes using appropriate specific purposes using appropriate
language, nomenclature, genres and language, nomenclature, genres and
modes, including scientific reports modes, including scientific reports
Science as a Human Endeavour Science as a Human Endeavour
 ICT and other technologies have  ICT and other technologies have
dramatically increased the size, accuracy dramatically increased the size, accuracy
and geographic and temporal scope of and geographic and temporal scope of
data sets with which scientists work data sets with which scientists work
 models and theories are contested and  models and theories are contested and
refined or replaced when new evidence refined or replaced when new evidence
challenges them, or when a new model or challenges them, or when a new model or
theory has greater explanatory power theory has greater explanatory power
 people can use scientific knowledge to  people can use scientific knowledge to
inform the monitoring, and assessment of inform the monitoring, assessment and
risk evaluation of risk
 science can be limited in its ability to
provide definitive answers to public
debate; there may be insufficient reliable
data available, or interpretation of the
data may be open to question

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A course T course
 international collaboration is often  international collaboration is often
required when investing in large-scale required when investing in large-scale
science projects or addressing issues for science projects or addressing issues for
the Asia-Pacific region the Asia-Pacific region
 scientific knowledge can be used to  scientific knowledge can be used to
develop and evaluate projected economic, develop and evaluate projected economic,
social and environmental impacts and to social and environmental impacts and to
design action for sustainability design action for sustainability
Science Understanding Science Understanding
Homeostasis Homeostasis
 homeostasis involves a stimulus-response  homeostasis involves a stimulus-response
model in which change in external or model in which change in external or
internal environmental conditions is internal environmental conditions is
detected and appropriate responses occur detected and appropriate responses occur
via negative feedback; in vertebrates, via negative feedback; in vertebrates,
receptors and effectors are linked via a receptors and effectors are linked via a
control centre by nervous and/or control centre by nervous and/or
hormonal pathways hormonal pathways
 changes in an organism’s metabolic  changes in an organism’s metabolic
activity, in addition to structural features activity, in addition to structural features
and changes in physiological processes and and changes in physiological processes and
behaviour, enable the organism to behaviour, enable the organism to
maintain its internal environment within maintain its internal environment within
tolerance limits tolerance limits
 neural pathways consist of cells that  neural pathways consist of cells that
transport nerve impulses from sensory transport nerve impulses from sensory
receptors to neurons and on to effectors receptors to neurons and on to effectors;
the passage of nerve impulses involves
transmission of an action potential along a
nerve axon and synaptic transmission by
neurotransmitters and signal transduction
 endothermic animals have varying  endothermic animals have varying
thermoregulatory mechanisms that thermoregulatory mechanisms that involve
involve structural features, behavioural structural features, behavioural responses
responses and physiological and and physiological and homeostatic
homeostatic mechanisms to control heat mechanisms to control heat exchange and
exchange and metabolic activity metabolic activity
 animals, whether osmoregulators or  animals, whether osmoregulators or
osmoconformers, and plants, have various osmoconformers, and plants, have various
mechanisms to maintain water balance mechanisms to maintain water balance
that involve structural features, and that involve structural features, and
behavioural, physiological and behavioural, physiological and homeostatic
homeostatic responses responses

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A course T course
Infectious disease Infectious disease
 infectious disease differs from other  infectious disease differs from other
disease (for example, genetic and lifestyle disease (for example, genetic and lifestyle
diseases) in that it is caused by invasion by diseases) in that it is caused by invasion by
a pathogen and can be transmitted from a pathogen and can be transmitted from
one host to another one host to another
 pathogens include prions, viruses,  pathogens include prions, viruses,
bacteria, fungi, protists and parasites bacteria, fungi, protists and parasites
 pathogens have adaptations that facilitate  pathogens have adaptations that facilitate
their entry into cells and tissues and their their entry into cells and tissues and their
transmission between hosts; transmission transmission between hosts; transmission
occurs by various mechanisms including occurs by various mechanisms including
through direct contact, contact with body through direct contact, contact with body
fluids, and via contaminated food, water or fluids, and via contaminated food, water or
disease-specific vectors disease-specific vectors
 when a pathogen enters a host, it causes  when a pathogen enters a host, it causes
physical or chemical changes (for example, physical or chemical changes (for example,
the introduction of foreign chemicals via the introduction of foreign chemicals via
the surface of the pathogen, or the the surface of the pathogen, or the
production of toxins) in the cells or tissues; production of toxins) in the cells or tissues;
these changes stimulate the host immune these changes stimulate the host immune
responses responses
 all plants and animals have innate  all plants and animals have innate
(general) immune responses to the (general) immune responses to the
presence of pathogens; vertebrates also presence of pathogens; vertebrates also
have adaptive immune responses have adaptive immune responses
 innate responses in animals target  innate responses in animals target
pathogens, including through the pathogens, including through the
inflammation response, which involves the inflammation response, which involves the
actions of phagocytes actions of phagocytes, defensins and the
complement system
 in vertebrates, adaptive responses to  in vertebrates, adaptive responses to
specific antigens include the production of specific antigens include the production of
humoral immunity through the production humoral immunity through the production
of antibodies by b lymphocytes, and the of antibodies by b lymphocytes, and the
provision of cell-mediated immunity by t provision of cell-mediated immunity by t
lymphocytes; in both cases memory cells lymphocytes; in both cases memory cells
are produced that confirm long-term are produced that confirm long-term
immunity to the specific antigen immunity to the specific antigen

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ACT BSSS Biology A/T 2014-2022, Board Endorsed

A course T course
 in vertebrates, immunity may be passive  in vertebrates, immunity may be passive
(for example, antibodies gained via the (for example, antibodies gained via the
placenta or via antibody serum injection) placenta or via antibody serum injection)
or active (for example, acquired through or active (for example, acquired through
actions of the immune system as a result actions of the immune system as a result
of natural exposure to a pathogen or of natural exposure to a pathogen or
through the use of vaccines) through the use of vaccines)
 transmission and spread of disease is  transmission and spread of disease is
facilitated by regional and global facilitated by regional and global
movement of organisms movement of organisms
 the spread of a specific disease involves a  the spread of a specific disease involves a
wide range of interrelated factors (for wide range of interrelated factors (for
example, persistence of the pathogen example, persistence of the pathogen
within hosts, the transmission mechanism, within hosts, the transmission mechanism,
the proportion of the population that are the proportion of the population that are
immune or have been immunised, and the immune or have been immunised, and the
mobility of individuals of the affected mobility of individuals of the affected
population); knowledge of these factors population); analysis of these factors can
can be used to predict outbreaks and enable prediction of the potential for an
strategies to control the spread of disease outbreak, as well as evaluation of
strategies to control the spread of disease

A guide to reading and implementing content descriptions

Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasis some content descriptions over others. The teacher may teach
additional (not listed) content provided it meets the specific unit goals. This will be informed by the
student needs and interests.

Assessment
Refer to pages 11-13.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

Appendix A – Implementation Guidelines

Available course patterns
A standard 1.0 value unit is delivered over at least 55 hours. To be awarded a course, students must
complete at least the minimum units over the whole minor, major, major/minor or double major
course.

Course Number of standard units to meet course requirements

Minor Minimum of 2 units
Major Minimum of 3.5 units
Units in this course can be delivered in any order.
Prerequisites for the course or units within the course
Nil.
Arrangements for students continuing study in this course
Students who studied the previous course may undertake any units in this course provided there is
no duplication of content.

Duplication of Content Rules

Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a
unit that significantly duplicates content in a unit studied in another course. The responsibility for
preventing undesirable overlap of content studied by a student rests with the principal and the
teacher delivering the course. Students will only be given credit for covering the content once.

Guidelines for Delivery

Program of Learning
A program of learning is what a school provides to implement the course for a subject. This meets
the requirements for context, scope and sequence set out in the Board endorsed course. Students
follow programs of learning in a college as part of their senior secondary studies. The detail, design
and layout of a program of learning are a college decision.
The program of learning must be documented to show the planned learning activities and
experiences that meet the needs of particular groups of students, taking into account their interests,
prior knowledge, abilities and backgrounds. The program of learning is a record of the learning
experiences that enable students to achieve the knowledge, understanding and skills of the content
descriptions. There is no requirement to submit a program of learning to the OBSSS for approval.
The Principal will need to sign off at the end of Year 12 that courses have been delivered as
accredited.
Content Descriptions
Are all content descriptions of equal importance? No. It depends on the focus of study. Teachers can
customise their program of learning to meet their own students’ needs, adding additional content
descriptions if desired or emphasising some over others. A teacher must balance student needs with
their responsibility to teach all content descriptions. It is mandatory that teachers address all
content descriptions and that students engage with all content descriptions.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

Half standard 0.5 units

Half standard units appear on the course adoption form but are not explicitly documented in
courses. It is at the discretion of the college principal to split a standard 1.0 unit into two half
standard 0.5 units. Colleges are required to adopt the half standard 0.5 units. However, colleges are
not required to submit explicit documentation outlining their half standard 0.5 units to the BSSS.
Colleges must assess students using the half standard 0.5 assessment task weightings outlined in the
framework. It is the responsibility of the college principal to ensure that all content is delivered in
units approved by the Board.

Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership
 maintain the quality of school-based assessment and the credibility, validity and
acceptability of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades
for all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of
Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student
assessment portfolios that have been assessed in schools by teachers under accredited courses, are
moderated by peer review against system wide criteria and standards. This is done by matching
student performance with the criteria and standards outlined in the unit grade descriptors as stated
in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure
them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required
by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from
Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12
work from Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, T and M course/units offered by the school
and is sent in to the Office of the Board of Senior Secondary Studies.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

The College Course Presentation

The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be
supported by visual evidence (still photos or video).
The photographic evidence submitted must be drawn from practical skills performed as part of the
assessment process.
Teachers should consult the BSSS website for current information regarding all moderation
requirements including subject specific and photographic evidence.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

Appendix B – Course Developers

Name College

Naga Thayalakrishnan Daramalan College

Lynne Bean Dickson College

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed

Appendix C – Common Curriculum Elements

Common curriculum elements assist in the development of high-quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers Elements Examples
create, compose apply ideas and procedures in unfamiliar situations, content and processes
and apply in non-routine settings
compose oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
represent images, symbols or signs
create creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
manipulate images, text, data, points of view
analyse, justify arguments, points of view, phenomena, choices
synthesise and hypothesise statement/theory that can be tested by data
evaluate
extrapolate trends, cause/effect, impact of a decision
predict data, trends, inferences
evaluate text, images, points of view, solutions, phenomenon, graphics
test validity of assumptions, ideas, procedures, strategies
argue trends, cause/effect, strengths and weaknesses
reflect on strengths and weaknesses
synthesise data and knowledge, points of view from several sources
analyse text, images, graphs, data, points of view
examine data, visual images, arguments, points of view
investigate issues, problems
organise, sequence text, data, relationships, arguments, patterns
sequence and visualise trends, futures, patterns, cause and effect
explain
compare/contrast data, visual images, arguments, points of view
discuss issues, data, relationships, choices/options
interpret symbols, text, images, graphs
explain explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate data, visual images, arguments, points of view
assess probabilities, choices/options
select main points, words, ideas in text
identify, reproduce information, data, words, images, graphics
summarise and respond data, visual images, arguments, points of view
plan
relate events, processes, situations
demonstrate probabilities, choices/options
describe data, visual images, arguments, points of view
plan strategies, ideas in text, arguments
classify information, data, words, images
identify spatial relationships, patterns, interrelationships
summarise main points, words, ideas in text, review, draft and edit

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 ACT BSSS AC Biology A/T 2014-2022, Board Endorsed December 2013

Appendix D – Glossary of Verbs

Verbs Definition
Analyse Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences
Apply Use, utilise or employ in a particular situation
Argue Give reasons for or against something
Assess Make a Judgement about the value of
Classify Arrange into named categories in order to sort, group or identify
Compare Estimate, measure or note how things are similar or dissimilar
Compose The activity that occurs when students produce written, spoken, or visual texts
Contrast Compare in such a way as to emphasise differences
Create Bring into existence, to originate
Demonstrate Give a practical exhibition an explanation
Describe Give an account of characteristics or features
Discuss Talk or write about a topic, taking into account different issues or ideas
Evaluate Examine and judge the merit or significance of something
Examine Determine the nature or condition of
Explain Provide additional information that demonstrates understanding of reasoning and /or
application
Extrapolate Infer from what is known
Hypothesise Put forward a supposition or conjecture to account for certain facts and used as a basis for
further investigation by which it may be proved or disproved
Identify Recognise and name
Interpret Draw meaning from
Investigate Planning, inquiry into and drawing conclusions about
Justify Show how argument or conclusion is right or reasonable
Manipulate Adapt or change
Plan Strategize, develop a series of steps, processes
Predict Suggest what might happen in the future or as a consequence of something
Reflect The thought process by which students develop an understanding and appreciation of their own
learning. This process draws on both cognitive and affective experience
Relate Tell or report about happenings, events or circumstances
Represent Use words, images, symbols or signs to convey meaning
Reproduce Copy or make close imitation
Respond React to a person or text
Select Choose in preference to another or others
Sequence Arrange in order
Summarise Give a brief statement of the main points
Synthesise Combine elements (information/ideas/components) into a coherent whole
Test Examine qualities or abilities
Translate Express in another language or form, or in simpler terms
Visualise The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed December 2013

Appendix E – Glossary for ACT Senior Secondary Curriculum

Courses will detail what teachers are expected to teach and students are expected to learn for year
11 and 12. They will describe the knowledge, understanding and skills that students will be expected
to develop for each learning area across the years of schooling.
Learning areas are broad areas of the curriculum, including English, mathematics, science, the arts,
languages, health and physical education.
A subject is a discrete area of study that is part of a learning area. There may be one or more subjects
in a single learning area.
Frameworks are system documents for Years 11 and 12 which provide the basis for the development
and accreditation of any course within a designated learning area. In addition, frameworks provide a
common basis for assessment, moderation and reporting of student outcomes in courses based on
the framework.
The course sets out the requirements for the implementation of a subject. Key elements of a course
include the rationale, goals, content descriptions, assessment, and achievement standards as
designated by the framework.
BSSS courses will be organised into units. A unit is a distinct focus of study within a course. A
standard 1.0 unit is delivered for a minimum of 55 hours generally over one semester.
Core units are foundational units that provide students with the breadth of the subject.
Additional units are avenues of learning that cannot be provided for within the four core 1.0
standard units by an adjustment to the program of learning.
An independent study unit is a pedagogical approach that empowers students to make decisions
about their own learning. Independent study units can be proposed by a student and negotiated with
their teacher but must meet the specific unit goals and content descriptions as they appear in the
course.
An elective is a lens for demonstrating the content descriptions within a standard 1.0 or half
standard 0.5 unit.
A lens is a particular focus or viewpoint within a broader study.
Content descriptions refer to the subject-based knowledge, understanding and skills to be taught
and learned.
A program of learning is what a college develops to implement the course for a subject and to
ensure that the content descriptions are taught and learned.
Achievement standards provide an indication of typical performance at five different levels
(corresponding to grades A to E) following completion of study of senior secondary course content
for units in a subject.
ACT senior secondary system curriculum comprises all BSSS approved courses of study.

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ACT BSSS AC Biology A/T 2014-2022, Board Endorsed December 2013

Appendix F – Course Adoption

Condition of Adoption
The course and units of this course are consistent with the philosophy and goals of the college and
the adopting college has the human and physical resources to implement the course.
Adoption Process
Course adoption must be initiated electronically by an email to bssscertification@ed.act.edu.au by
the principal or their nominated delegate.
The email will include the Conditions of Adoption statement above, and the table below adding the
College name, and A and/or T and/or M and/or V to the Classification/s section of the table.

College:

Course Title: Biology

Classification/s: A T

Framework: Science 2020

Dates of Course Accreditation: from 2014 to 2022

DR A FT

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