NSW Syllabus
for the Australian
curriculum
Biology
Stage 6
Syllabus
Year 12
Biology Year 12 Course Content
Year 12 Course Structure and Requirements
Module
Indicative hours
Depth studies
Module 5
Heredity
60
Year 12
course
(120 hours)
Module 6
Working
Scientifically
Skills
Genetic Change
*15 hours in
Modules 5–8
Module 7
Infectious Disease
Module 8
60
Non-infectious Disease
and Disorders
*15 hours must be allocated to depth studies within the 120 indicative course hours.
Requirements for Practical Investigations
Scientific investigations include both practical investigations and secondary-sourced investigations.
Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35
hours of course time, including time allocated to practical investigations in depth studies.
Practical investigations include:
● undertaking laboratory experiments, including the use of appropriate digital technologies
● fieldwork.
Secondary-sourced investigations include:
● locating and accessing a wide range of secondary data and/or information
● using and reorganising secondary data and/or information.
Year 12
Working Scientifically Skills
It is expected that the content of each skill will be addressed by the end of the Stage 6 course.
Questioning and Predicting
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1
Content
Students:
● develop and evaluate inquiry questions and hypotheses to identify a concept that can be
investigated scientifically, involving primary and secondary data (ACSBL001, ACSBL061,
ACSBL096)
● modify questions and hypotheses to reflect new evidence
Planning Investigations
Outcomes
A student:
› designs and evaluates investigations in order to obtain primary and secondary data and
information BIO11/12-2
Content
Students:
● assess risks, consider ethical issues, and select appropriate materials and technologies when
designing and planning an investigation (ACSBL031, ACSBL097)
● justify and evaluate the use of variables and experimental controls to ensure that a valid
procedure is developed that allows for the reliable collection of data (ACSBL002)
● evaluate and modify an investigation in response to new evidence
Year 12
Conducting Investigations
Outcomes
A student:
› conducts investigations to collect valid and reliable primary and secondary data and information
BIO11/12-3
Content
Students:
● employ and evaluate safe work practices and manage risks (ACSBL031)
● use appropriate technologies to ensure and evaluate accuracy
● select and extract information from a wide range of reliable secondary sources and acknowledge
them using an accepted referencing style
Processing Data and Information
Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
Content
Students:
● select qualitative and quantitative data and information and represent them using a range of
formats, digital technologies and appropriate media (ACSBL004, ACSBL007, ACSBL064,
ACSBL101)
● apply quantitative processes where appropriate
● evaluate and improve the quality of data
Analysing Data and Information
Outcomes
A student:
› analyses and evaluates primary and secondary data and information BIO11/12-5
Content
Students:
● derive trends, patterns and relationships in data and information
● assess error, uncertainty and limitations in data (ACSBL004, ACSBL005, ACSBL033, ACSBL099)
●
assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations (ACSBL005)
Year 12
Problem Solving
Outcomes
A student:
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
Content
Students:
● use modelling (including mathematical examples) to explain phenomena, make predictions and
solve problems using evidence from primary and secondary sources (ACSBL006, ACSBL010)
● use scientific evidence and critical thinking skills to solve problems
Communicating
Outcomes
A student:
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
Content
Students:
● select and use suitable forms of digital, visual, written and/or oral communication
● select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts (ACSBL008, ACSBL036, ACSBL067, ACSBL102)
● construct evidence-based arguments and engage in peer feedback to evaluate an argument or
conclusion (ACSBL034, ACSBL036)
Year 12
Module 5: Heredity
Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› explains the structures of DNA and analyses the mechanisms of inheritance and how processes
of reproduction ensure continuity of species BIO12-12
Content Focus
Life continues through the processes of reproduction and heredity. Students expand their knowledge
of evolution by understanding the cellular processes involved in increasing genetic diversity. They
investigate reproduction and inheritance patterns in both plants and animals as well as the role of
DNA in polypeptide synthesis and the uses of technologies in the study of inheritance patterns.
Students also learn about contemporary research and the work of geneticists across a variety of
industries, including medical applications and agriculture. They explore the effects on society and the
environment through the application of genetic research.
Working Scientifically
In this module, students focus on processing and representing data in appropriate formats to analyse
and evaluate trends, relationships and patterns. Students derive and justify valid conclusions about
the processes involved in heredity. Students should be provided with opportunities to engage with all
Working Scientifically skills throughout the course.
Content
Reproduction
Inquiry question: How does reproduction ensure the continuity of a species?
Students:
● explain the mechanisms of reproduction that ensure the continuity of a species, by analysing
sexual and asexual methods of reproduction in a variety of organisms, including but not limited to:
– animals: advantages of external and internal fertilisation
– plants: asexual and sexual reproduction
– fungi: budding, spores
– bacteria: binary fission (ACSBL075)
– protists: binary fission, budding
● analyse the features of fertilisation, implantation and hormonal control of pregnancy and birth in
mammals (ACSBL075)
● evaluate the impact of scientific knowledge on the manipulation of plant and animal reproduction
in agriculture (ACSBL074)
Year 12
Cell Replication
Inquiry question: How important is it for genetic material to be replicated exactly?
Students:
● model the processes involved in cell replication, including but not limited to:
– mitosis and meiosis (ACSBL075)
– DNA replication using the Watson and Crick DNA model, including nucleotide composition,
pairing and bonding (ACSBL076, ACSBL077)
● assess the effect of the cell replication processes on the continuity of species (ACSBL084)
DNA and Polypeptide Synthesis
Inquiry question: Why is polypeptide synthesis important?
Students:
● construct appropriate representations to model and compare the forms in which DNA exists in
eukaryotes and prokaryotes (ACSBL076)
● model the process of polypeptide synthesis, including: (ACSBL079)
– transcription and translation
– assessing the importance of mRNA and tRNA in transcription and translation (ACSBL079)
– analysing the function and importance of polypeptide synthesis (ACSBL080)
– assessing how genes and environment affect phenotypic expression (ACSBL081)
● investigate the structure and function of proteins in living things
Genetic Variation
Inquiry question: How can the genetic similarities and differences within and between species be
compared?
Students:
● conduct practical investigations to predict variations in the genotype of offspring by modelling
meiosis, including the crossing over of homologous chromosomes, fertilisation and mutations
(ACSBL084)
● model the formation of new combinations of genotypes produced during meiosis, including but not
limited to:
– interpreting examples of autosomal, sex-linkage, co-dominance, incomplete dominance and
multiple alleles (ACSBL085)
– constructing and interpreting information and data from pedigrees and Punnett squares
● collect, record and present data to represent frequencies of characteristics in a population, in
order to identify trends, patterns, relationships and limitations in data, for example:
– examining frequency data
– analysing single nucleotide polymorphism (SNP)
Year 12
Inheritance Patterns in a Population
Inquiry question: Can population genetic patterns be predicted with any accuracy?
Students:
● investigate the use of technologies to determine inheritance patterns in a population using, for
example: (ACSBL064, ACSBL085)
 DNA sequencing and profiling (ACSBL086)
● investigate the use of data analysis from a large-scale collaborative project to identify trends,
patterns and relationships, for example: (ACSBL064, ACSBL073)
 the use of population genetics data in conservation management
 population genetics studies used to determine the inheritance of a disease or disorder
 population genetics relating to human evolution
Year 12
Module 6: Genetic Change
Outcomes
A student:
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains natural genetic change and the use of genetic technologies to induce genetic change
BIO12-13
Content Focus
Students learn about natural and human-induced causes and effects of genetic change, including
mutations, environmental pressure and uses of biotechnology. Students investigate how the
processes of inheritance and evolution are applied.
The work of scientists in various fields of work, including agriculture, industry and medicine, can be
explored within the context of biotechnology. The impact of biotechnology on biological diversity is
also explored in this module.
Working Scientifically
In this module, students focus on analysing trends and patterns and solving problems using evidence
from data and information. Students also focus on communicating ideas about genetic change for a
specific purpose. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.
Content
Mutation
Inquiry question: How does mutation introduce new alleles into a population?
Students:
● explain how a range of mutagens operate, including but not limited to:
– electromagnetic radiation sources
– chemicals
– naturally occurring mutagens
● compare the causes, processes and effects of different types of mutation, including but not limited
to:
– point mutation
– chromosomal mutation
● distinguish between somatic mutations and germ-line mutations and their effect on an organism
(ACSBL082, ACSBL083)
● assess the significance of ‘coding’ and ‘non-coding’ DNA segments in the process of mutation
(ACSBL078)
● investigate the causes of genetic variation relating to the processes of fertilisation, meiosis and
mutation (ACSBL078)
Year 12
●
evaluate the effect of mutation, gene flow and genetic drift on the gene pool of populations
(ACSBL091, ACSBL092)
Biotechnology
Inquiry question: How do genetic techniques affect Earth’s biodiversity?
Students:
● investigate the uses and applications of biotechnology (past, present and future), including:
(ACSBL087)
– analysing the social implications and ethical uses of biotechnology, including plant and animal
examples
– researching future directions of the use of biotechnology
– evaluating the potential benefits for society of research using genetic technologies
– evaluating the changes to the Earth’s biodiversity due to genetic techniques
Genetic Technologies
Inquiry question: Does artificial manipulation of DNA have the potential to change populations
forever?
Students:
● investigate the uses and advantages of current genetic technologies that induce genetic change
● compare the processes and outcomes of reproductive technologies, including but not limited to:
– artificial insemination
– artificial pollination
● investigate and assess the effectiveness of cloning, including but not limited to:
– whole organism cloning
– gene cloning
● describe techniques and applications used in recombinant DNA technology, for example:
– the development of transgenic organisms in agricultural and medical applications
(ACSBL087)
● evaluate the benefits of using genetic technologies in agricultural, medical and industrial
applications (ACSBL086)
● evaluate the effect on biodiversity of using biotechnology in agriculture
● interpret a range of secondary sources to assess the influence of social, economic and cultural
contexts on a range of biotechnologies
Year 12
Module 7: Infectious Disease
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and
information BIO11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information
BIO11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
› analyses infectious disease in terms of cause, transmission, management and the organism’s
response, including the human immune system BIO12-14
Content Focus
This module examines the treatment, prevention and control of infectious disease both locally and
globally. It includes study of the human immune system and its response to an infectious disease.
The value of studying infectious disease and its causes and effects is highlighted by the cost to
humans in terms of losses in productivity and production and the impact on overall health. The
module also considers medical and agricultural applications that draw on the work of a variety of
scientists.
Working Scientifically
In this module, students focus on developing and evaluating questions and hypotheses when
planning and conducting investigations to analyse trends, patterns and relationships in data about
infectious diseases. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.
Year 12
Content
Causes of Infectious Disease
Inquiry question: How are diseases transmitted?
Students:
● describe a variety of infectious diseases caused by pathogens, including microorganisms,
macroorganisms and non-cellular pathogens, and collect primary and secondary-sourced data
and information relating to disease transmission, including: (ACSBL097, ACSBL098, ACSBL116,
ACSBL117)
– classifying different pathogens that cause disease in plants and animals (ACSBL117)
– investigating the transmission of a disease during an epidemic
– design and conduct a practical investigation relating to the microbial testing of water or food
samples
– investigate modes of transmission of infectious diseases, including direct contact, indirect
contact and vector transmission
● investigate the work of Robert Koch and Louis Pasteur, to explain the causes and transmission of
infectious diseases, including:
– Koch’s postulates
– Pasteur’s experiments on microbial contamination
● assess the causes and effects of diseases on agricultural production, including but not limited to:
●
– plant diseases
– animal diseases
compare the adaptations of different pathogens that facilitate their entry into and transmission
between hosts (ACSBL118)
Responses to Pathogens
Inquiry question: How does a plant or animal respond to infection?
Students:
● investigate the response of a named Australian plant to a named pathogen through practical
and/or secondary-sourced investigation, for example:
– fungal pathogens
– viral pathogens
● analyse responses to the presence of pathogens by assessing the physical and chemical
changes that occur in the host animals cells and tissues (ACSBL119, ACSBL120, ACSBL121,
ACSBL122)
Immunity
Inquiry question: How does the human immune system respond to exposure to a pathogen?
Students:
● investigate and model the innate and adaptive immune systems in the human body (ACSBL119)
● explain how the immune system responds after primary exposure to a pathogen, including innate
and acquired immunity
Year 12
Prevention, Treatment and Control
Inquiry question: How can the spread of infectious diseases be controlled?
Students:
● investigate and analyse the wide range of interrelated factors involved in limiting local, regional
and global spread of a named infectious disease
● investigate procedures that can be employed to prevent the spread of disease, including but not
limited to: (ACSBL124)
– hygiene practices
– quarantine
– vaccination, including passive and active immunity (ACSBL100, ACSBL123)
– public health campaigns
– use of pesticides
– genetic engineering
● investigate and assess the effectiveness of pharmaceuticals as treatment strategies for the
control of infectious disease, for example:
– antivirals
– antibiotics
● investigate and evaluate environmental management and quarantine methods used to control an
epidemic or pandemic
● interpret data relating to the incidence and prevalence of infectious disease in populations, for
example:
–
mobility of individuals and the portion that are immune or immunised (ACSBL124,
ACSBL125)
– Malaria or Dengue Fever in South East Asia
● evaluate historical, culturally diverse and current strategies to predict and control the spread of
disease (ACSBL125)
● investigate the contemporary application of Aboriginal protocols in the development of particular
medicines and biological materials in Australia and how recognition and protection of Indigenous
cultural and intellectual property is important, for example:
– bush medicine
– smoke bush in Western Australia
Year 12
Module 8: Non-infectious Disease and Disorders
Outcomes
A student:
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains non-infectious disease and disorders and a range of technologies and methods used to
assist, control, prevent and treat non-infectious disease BIO12-15
Content Focus
Students engage with the study of non-infectious disease and disorders, including their causes and
effects on human health. They explore technologies and their uses in treating disease and disorders
as well as the epidemiology of non-infectious disease in populations.
This module examines the practical applications of STEM. It looks at the importance of understanding
the multidisciplinary nature of science applications. It also examines physiology and engineered
solutions to problems related to the management of human disorders.
Working Scientifically
In this module, students focus on collecting and processing data to analyse trends and patterns and
solve problems. They also focus on communicating ideas about non-infectious disease and disorders.
Students should be provided with opportunities to engage with all Working Scientifically skills
throughout the course.
Content
Homeostasis
Inquiry question: How is an organism’s internal environment maintained in response to a changing
external environment?
Students:
● construct and interpret negative feedback loops that show homeostasis by using a range of
sources, including but not limited to: (ACSBL101, ACSBL110, ACSBL111)
– temperature (ACSBL098)
– glucose
● investigate the various mechanisms used by organisms to maintain their internal environment
within tolerance limits, including:
– trends and patterns in behavioural, structural and physiological adaptations in endotherms
that assist in maintaining homeostasis (ACSBL099, ACSBL114)
– internal coordination systems that allow homeostasis to be maintained, including hormones
and neural pathways (ACSBL112, ACSBL113, ACSBL114)
– mechanisms in plants that allow water balance to be maintained (ACSBL115)
Year 12
Causes and Effects
Inquiry question: Do non-infectious diseases cause more deaths than infectious diseases?
Students:
● investigate the causes and effects of non-infectious diseases in humans, including but not limited
to:
– genetic diseases
– diseases caused by environmental exposure
– nutritional diseases
– cancer
● collect and represent data to show the incidence, prevalence and mortality rates of non-infectious
diseases, for example:
– nutritional diseases
– diseases caused by environmental exposure
Epidemiology
Inquiry question: Why are epidemiological studies used?
Students:
● analyse patterns of non-infectious diseases in populations, including their incidence and
prevalence, including but not limited to:
– nutritional diseases
– diseases caused by environmental exposure
● investigate the treatment/management, and possible future directions for further research, of a
non-infectious disease using an example from one of the non-infectious diseases categories listed
above
● evaluate the method used in an example of an epidemiological study
● evaluate, using examples, the benefits of engaging in an epidemiological study
Prevention
Inquiry question: How can non-infectious diseases be prevented?
Students:
● use secondary sources to evaluate the effectiveness of current disease-prevention methods and
develop strategies for the prevention of a non-infectious disease, including but not limited to:
– educational programs and campaigns
– genetic engineering
Year 12
Technologies and Disorders
Inquiry question: How can technologies be used to assist people who experience disorders?
Students:
● explain a range of causes of disorders by investigating the structures and functions of the relevant
organs, for example:
– hearing loss
– visual disorders
– loss of kidney function
● investigate technologies that are used to assist with the effects of a disorder, including but not
limited to: (ACSBL100)
– hearing loss: cochlear implants, bone conduction implants, hearing aids
– visual disorders: spectacles, laser surgery
– loss of kidney function: dialysis
● evaluate the effectiveness of a technology that is used to manage and assist with the effects of a
disorder (ACSBL100)
Glossary
Glossary term
Definition
abiotic
The non-living components of the environment.
Aboriginal and
Torres Strait
Islander Peoples
Aboriginal Peoples are the first peoples of Australia and are represented by
over 250 language groups each associated with a particular Country or
territory. Torres Strait Islander Peoples whose island territories to the north
east of Australia were annexed by Queensland in 1879 are also Indigenous
Australians and are represented by five cultural groups.
An Aboriginal and/or Torres Strait Islander person is someone who:



is of Aboriginal and/or Torres Strait Islander descent
identifies as an Aboriginal person and/or Torres Strait Islander person,
and
is accepted as such by the Aboriginal and/or Torres Strait Islander
community in which they live.
allele
A variant form of a gene.
biota (biotic)
All the living organisms in a specific region or area, including animals,
plants and microorganisms.
conclusion
A judgement based on evidence.
controlled variable
A variable that is kept constant (or changed in constant ways) during an
investigation.
Country
An area that is traditionally owned and looked after by an Aboriginal
language group or community, or by certain people within that group. The
term may indicate more than simply a geographical area  it is also a
concept that can encompass the spiritual meanings and feelings of
attachment associated with that area.
dependent variable
A variable that changes in response to changes to the independent variable
in an investigation.
digital technologies
Systems that handle digital data, including hardware and software, for
specific purposes.
environment
All surroundings, both living and non-living.
gene pool
The stock of different genes in an interbreeding population.
hypothesis
A tentative explanation for an observed phenomenon, expressed as a
precise and unambiguous statement that can be supported or refuted by
investigation.
independent
variable
A variable that is changed in an investigation to see what effect it has on
the dependent variable.
Indigenous cultural
and intellectual
property
Includes objects, sites, cultural knowledge, cultural expression and the arts,
that have been transmitted or continue to be transmitted through
generations as belonging to a particular Indigenous group or Indigenous
people as a whole or their territory.
Glossary term
Definition
investigation
A scientific process of answering a question, exploring an idea or solving a
problem, which requires activities such as planning a course of action,
collecting data, interpreting data, reaching a conclusion and communicating
these activities. Investigations can include practical and/or secondarysourced data or information.
microevolution
A change in gene frequency in a population over a short period of time.
model
A representation that describes, simplifies, clarifies or provides an
explanation of the workings, structure or relationships within an object,
system or idea.
niche
A position or function in a habitat that provides all the requirements for life
of a species.
Place
A space mapped out by physical or intangible boundaries that individuals or
groups of Torres Strait Islander Peoples occupy and regard as their own.
Places are spaces that have varying degrees of spirituality.
plan
Decide on a course of action, and make arrangements relating to that
course of action, in advance.
practical
investigation
An investigation that involves systematic scientific inquiry by planning a
course of action and using equipment to collect data and/or information.
Practical investigations include a range of hands-on activities, and can
include laboratory investigations and fieldwork.
primary sources/
primary data
Information created by a person or persons directly involved in a study or
observing an event.
protocol
Appropriate ways of behaving, communicating and showing respect for the
diversity of histories and cultures. This involves appreciation of the
knowledge, standing and status of people within a local Aboriginal
community. Protocols inevitably vary between communities, and between
people within a community. In establishing partnerships between Aboriginal
communities and industries or professions, it is especially important that
protocols are acknowledged and respected.
reliability
An extent to which repeated observations and/or measurements taken
under identical circumstances will yield similar results.
secondary-sourced
investigation
An investigation that involves systematic scientific inquiry by planning a
course of action and sourcing data and/or information from other people,
including written information, reports, graphs, tables, diagrams and images.
symbiosis
Interaction between two different organisms living in close physical
association, including mutualism, commensalism, and parasitism.
Symbiosis can be positive (beneficial) or negative.
technology
All types of human-made systems, tools, machines and processes that can
help solve human problems or satisfy needs or wants, including modern
computational and communication devices.
Glossary term
Definition
theory
A set of concepts, claims and/or laws that can be used to explain and
predict a wide range of related observed phenomena. Theories are typically
founded on clearly identified assumptions, are testable, produce
reproducible results and have explanatory power.
translation
The process by which a sequence of nucleotide triplets in a messenger
RNA molecule gives rise to a specific sequence of amino acids during
synthesis of a polypeptide or protein.
validity
An extent to which tests measure what was intended; an extent to
which data, inferences and actions produced from tests and other
processes are accurate.
variable
In an investigation, a factor that can be changed, maintained or measured 
eg time, distance, light, temperature.
vector
An insect or animal that carries a disease from one animal or plant to
another.