SCOTTISH QUALIFICATIONS AUTHORITY – MAY 2012 CURRICULUM EVENTS – COURSE AIMS AND STRUCTURE
SUBJECT:
BIOLOGY
PURPOSE:
The purpose of this Course to develop learners’ interest and enthusiasm for biology in a range of contexts. The skills of scientific inqu iry and investigation are developed, throughout the
Course, by investigating the applications of biology. This will enable learners to become scientifically literate citizens, a ble to review the science-based claims they will meet.
National 3
National 4
National 5
Higher
Higher Human Biology
COURSE AIMS
The aims of the Course are to enable
learners to:
The aims of the Course are to enable
learners to:

 develop and apply knowledge and
understanding of biology
 develop an understanding of biology’s
role in scientific issues and relevant
applications of biology in society and
the environment
 develop scientific inquiry and
investigative skills
 develop scientific analytical thinking
skills in a biology context
 develop the use of technology,
equipment and materials, safely, in
practical scientific activities
 develop problem solving skills in a
biology context
 use and understand scientific literacy, in
everyday contexts, to communicate
ideas and issues
 develop the knowledge and skills for
more advanced learning in biology







develop basic knowledge and
understanding of biology
develop an understanding of biology’s
role in scientific issues and relevant
applications of biology in society and
the environment
develop scientific inquiry and
investigative skills
develop scientific analytical thinking
skills in a biology context
develop the use of technology,
equipment and materials, safely, in
practical scientific activities
develop problem solving skills in a
biology context
use scientific literacy in everyday
contexts
establish the foundation for more
advanced learning in biology
The aims of this Course are for learners to:
 develop and apply knowledge and
understanding of biology
 develop an understanding of biology’s
role in scientific issues and relevant
applications of biology, including the
impact these could make in society and
the environment
 develop scientific inquiry and
investigative skills
 develop scientific analytical thinking
skills in a biology context
 develop the use of technology,
equipment and materials, safely, in
practical scientific activities
 develop planning skills
 develop problem solving skills in a
biology context
 use and understand scientific literacy, in
everyday contexts, to communicate
ideas and issues and to make
scientifically informed choices
 develop the knowledge and skills for
more advanced learning in biology
 develop skills of independent working
The aims of the Course are to enable
learners to:
The aims of the Course are to enable
learners to:

 develop and apply knowledge and
understanding of human biology
 develop an understanding of human
biology’s role in scientific issues and
relevant applications of human biology,
including the impact these could make
on society and the environment
 develop scientific inquiry and
investigative skills
 develop scientific analytical thinking
skills, including scientific evaluation, in a
human biology context
 develop the use of technology,
equipment and materials, safely, in
practical scientific activities, including
using risk assessments
 develop planning skills
 develop problem solving skills in a
human biology context
 use and understand scientific literacy to
communicate ideas and issues and to
make scientifically informed choices
 develop the knowledge and skills for
more advanced learning in biology
 develop skills of independent working









develop and apply knowledge and
understanding of biology
develop an understanding of biology’s
role in scientific issues and relevant
applications of biology, including the
impact these could make in society and
the environment
develop scientific inquiry and
investigative skills
develop scientific analytical thinking
skills, including scientific evaluation, in
a biology context
develop the use of technology,
equipment and materials, safely, in
practical scientific activities, including
using risk assessments
develop planning skills
develop problem solving skills in a
biology context
use and understand scientific literacy to
communicate ideas and issues and to
make scientifically informed choices
develop the knowledge and skills for
more advanced learning in biology
develop skills of independent working
STRUCTURE, ASSESSMENT AND HIERARCHIES
Course Structure:
3 Units as follows:

Cell Biology
Course Structure:
3 Units and Added Value Unit as follows:

Cell Biology
Course Structure:
3 Units and Course Assessment as follows:

Cell Biology
Course Structure:
3 Units and Course Assessment as follows:

Biology: DNA and the Genome
Course Structure:
4 Units and Course Assessment as follows:

Human Cells


National 3
Biology: Multicellular Organisms
Biology: Life on Earth
Unit Outcomes


National 4
Biology: Multicellular Organisms
Biology: Life on Earth


National 5
Biology: Multicellular Organisms
Biology: Life on Earth
and Added Value Unit:
Biology Assignment
and Course Assessment
Question Paper and Assignment
Unit Outcomes
Unit Outcomes
1) Apply skills of scientific inquiry and
draw on knowledge and understanding
of the key areas of the Units to carry
out an experiment/practical
investigation
1) Apply skills of scientific inquiry and
draw on knowledge and understanding
of the key areas of the Units to carry
out an experiment/practical
investigation
1) Apply skills of scientific inquiry and
draw on knowledge and understanding
of the key areas of the Units to carry
out an experiment/practical
investigation
2) Draw on knowledge and understanding
2) Draw on knowledge and understanding
of the key areas of the Units and apply
scientific skills
2) Draw on knowledge and understanding
of the key areas the Units and apply
scientific skills
Transfer of evidence: Outcome in one Unit
may be used as evidence of the achievement
of Outcome 1 in the other Units of this
Course.
Transfer of evidence: Outcome 1 in one Unit
may be used as evidence of the achievement
of Outcome 1 in the other Units of this
Course.
Key areas
Cell Biology
Structure and variety of cells and their
functions; the function of DNA; the risks and
benefits of DNA profiling, photosynthesis;
different types of microorganisms and how
their growth can be controlled.
Multicellular Organisms
The structure and function of organs and
organ systems and their role in sustaining
life; the role of technology in monitoring
health and improving quality of life; body
defences against disease and role of
vaccines; fertilisation and embryonic
development and risks to embryo.
Life on Earth
Sampling and identifying living things from
different habitats to compare their
biodiversity and suggest reasons for their
distribution; Different types of chemicals in


Higher
Biology: Metabolism and Survival
Biology: Sustainability and
Interdependence
Higher Human Biology
 Physiology and Health
 Neurobiology and Communication
 Immunology and Public Health
and Course Assessment
Question Paper and Assignment
and Course Assessment
Question Paper and Assignment
Unit Outcomes
Unit Outcomes
1) Apply skills of scientific inquiry and
draw on knowledge and understanding
of the key areas of the Units to carry
out an experiment/practical
investigation
1) Apply skills of scientific inquiry and
draw on knowledge and understanding
of the key areas of the Units to carry
out an experiment/practical
investigation
2) Draw on knowledge and understanding
of the key areas of the Units and apply
scientific skills
2) Draw on knowledge and understanding
of the key areas of the Units and apply
scientific skills
Transfer of evidence: Outcome 1 in one Unit
may be used as evidence of the achievement
of Outcome 1 in the other Units of this
Course.
Transfer of evidence: Outcome 1 in one Unit
may be used as evidence of the achievement
of Outcome 1 in the other Units of this
Course.
Transfer of evidence: Outcome 1 in one Unit
may be used as evidence of the achievement
of Outcome 1 in the other Units of this
Course.
Key areas
Key areas
Key areas
Key areas
Cell Biology
Cell Biology
Cell structure; transport across cell
membranes; producing new cells; DNA and
the production of proteins; proteins and
enzymes; genetic engineering;
photosynthesis and respiration.
DNA and the Genome
The structure and replication of DNA, gene
expression and the genome.
Human Cells
Differentiation in human cells, structure and
function of DNA, and cell metabolism
Metabolism and Survival
Metabolism being essential for life,
metabolism for survival, and metabolism in
microorganisms.
Physiology and Health
Reproduction and the cardiovascular
system.
Cell division and its role in growth and
repair, DNA, genes and chromosomes,
therapeutic use of cells, properties of
enzymes and use in industries, properties of
microorganisms and use in industries,
photosynthesis — limiting factors, factors
affecting respiration, and controversial
biological procedures.
Multicellular Organisms
Sexual and asexual reproduction and their
importance for survival of species,
propagating and growing plants, commercial
use of plants, genetic information, growth
and development of different organisms,
and biological actions in response to internal
and external changes to maintain stable
body conditions.
Life on Earth
Animal and plants species depend on each
of the key areas of the Units and apply
scientific skills
Multicellular Organisms
Cells, tissues and organs; stem cells and
meristems; control and communication;
reproduction, variation and inheritance; the
need for transport and effects of life-style
choices on animal transport and exchange
systems.
Life on Earth
Biodiversity and the distribution of life;
energy in ecosystems; sampling techniques
and measurement of abiotic and biotic
factors; adaptation, natural selection and
the evolution of species and human impact
Sustainability and Interdependence
The science of food production,
interrelationships and dependence, and
biodiversity.
Neurobiology and Communication
The nervous system, communication and
social behaviour.
Immunology and Public Health
The immune system and infectious diseases
and immunity.
National 3
agriculture, the alternatives and their impact
on global food production.
National 4
other, impact of population growth and
natural hazards on biodiversity, nitrogen
cycle, fertiliser design and environmental
impact of fertilisers, adaptations for survival,
and learned behaviour in response to stimuli
linked to species survival.
National 5
on the environment.
In a hierarchy
In a hierarchy
In a hierarchy
Higher
Higher Human Biology
Not in a hierarchy
Not in a hierarchy


SKILLS, KNOWLEDGE AND UNDERSTANDING







using, with guidance, biology
knowledge and understanding
solving simple problems and making
decisions
planning and safely carrying out
experiments/practical investigations
using, with guidance, information
handling skills by selecting, presenting
and processing information
making basic generalisations from
evidence/information
drawing valid conclusions from
evidence/information
communicating findings/information
 demonstrating knowledge and
understanding of biology by making
statements, describing information and
providing explanations
 applying biology knowledge to familiar
situations, interpreting information and
solving problems
 planning and safely carrying out
experiments/ investigations to illustrate
effects
 using information handling skills by
selecting, presenting and processing
information
 making generalisations based on
evidence/information
 drawing valid conclusions and giving
explanations supported by evidence
 suggesting improvements to
experiments/ investigations
 communicating findings/information
 demonstrating knowledge and
understanding of biology by making
statements, describing information,
providing explanations and integrating
knowledge
 applying biology knowledge to new
situations, interpreting information and
solving problems
 planning, designing, and safely carrying
out experiments/ investigations to test
given hypotheses or to illustrate
particular effects
 selecting and presenting information
appropriately in a variety of forms
 processing information (using
calculations and units, where
appropriate)
 making predictions and generalisations
based on evidence/information
 drawing valid conclusions and giving
explanations supported by
evidence/justification
 suggesting improvements to
experiments/ investigations
 communicating findings/information










demonstrating knowledge and
understanding of biology by making
statements, describing information,
providing explanations and integrating
knowledge
applying biology knowledge to new
situations, interpreting information and
solving problems
planning and designing
investigations/experiments.
safely carrying out
investigations/experiments and
recording detailed observations and
collecting data
selecting information from a variety of
sources
presenting information appropriately in
a variety of forms
processing information (using
calculations and units, where
appropriate)
making predictions and generalisations
from evidence/information
drawing valid conclusions and giving
explanations supported by evidence/
justification
evaluating investigations/experiments
and suggesting improvements
communicating findings/information










demonstrating knowledge and
understanding of human biology by
making statements, describing
information, providing explanations
and integrating knowledge
applying human biology knowledge to
new situations, interpreting
information and solving problems
planning and designing investigations/
experiments
safely carrying out investigations/
experiments and recording detailed
observations and collecting data
selecting information from a variety of
sources
presenting information appropriately
in a variety of forms
processing information (using
calculations and units, where
appropriate)
making predictions and generalisations
from evidence/information
drawing valid conclusions and giving
explanations supported by evidence/
justification
evaluating investigations/ experiments
and suggesting improvements
communicating findings/information