This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Biology National 3. Its purpose is to stimulate professional reflection and dialogue and highlight important features of learning which are enhanced or different from previous arrangements at this SCQF level.
Biology National 3 consists of three Units: Cell Biology, Multi Cellular Organisms and Life on Earth . National 3, 4, 5
Biology have the same unit titles. To achieve Biology National 3, learners must pass all three required units. The course is awarded on a pass/fail basis within centres. Unlike National 4 and 5, there is no course assessment and no Added Value Unit at National 3.
Much of the course content will be familiar to centres currently delivering biology at Access 3 level. However, the content has been reviewed and updated and includes new assessment methods and increased opportunities for personalisation and choice. National 3 provides learners with the opportunity to develop and apply skills and increase their depth of knowledge and understanding.
The key areas of this course are:
 the 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
 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
 sampling and identifying living things from different habitats to compare their biodiversity and suggest reasons for their distribution
 different types of chemicals in agriculture, the alternatives and their impact on global food production.
Refer to the N3-N5 Biology Course Comparisons document published by SQA for further information.

BIOLOGY
What are the key aspects of Biology National 3?
Progression from the broad general education
This qualification has been designed to articulate with the broad general education. Learners who have completed
Curriculum for Excellence experiences and outcomes may find this a suitable basis for doing this course. This course may be suitable for those wishing to study biology for the first time. Staff will find it useful to refer to the
Biology Progression Framework , as they plan learning that builds on the BGE and progresses into National 3.
Hierarchy of units
Biology National 3 is presented at SCQF level 3. From National 3 onwards, the hierarchical nature of the units allows for flexible learning and teaching, and enables learners to be given recognition for their best achievement.
Learners may gain unit awards at more than one level, based on their level of skills and knowledge and understanding of the key areas of biology. The degree of choice within the units ensures that learners are not required to repeat content from one level to the next. This approach allows for depth, challenge and progression and encourages all learners to aim high.
Fewer, broader outcomes
Staff will now be able to build learning programmes that suit local circumstances because units are less prescriptive and more flexible with fewer and broader outcomes designed to encourage a more holistic and rounded approach to learning. There is no mandatory content at National 3; rather there are key areas of knowledge and understanding that learners should experience. These can be developed in contexts chosen locally in consideration of the needs and interests of learners.
What are the key features of learning in Biology National 3?
H igh quality pedagogy through active and engaging ‘hands on’ learning is a key component of National 3 Biology.
Leaners should be able to access topics presented in contexts relevant to their own life, location and wider society.
Current issues and controversies can be embraced, used in debate and discussion to inspire interest in Biology. As a result, improved enthusiasm and consequently greater motivation to learn should lead to increased achievement.
Assessment should not simply be seen as an end in itself, rather as a formative tool to identify next steps and should be used as such.
The new curriculum offers a greater focus on continuity and progression and provides learners with a smoother and more logical passage through the levels. The integration and progression of skills into all three units is also an important aspect of the course. Within a dynamic scientific industry which is moving rapidly forward in terms of technology and knowledge, it is vital that learners develop the higher order thinking, analytical and practical skills necessary for learning, life and work. These include developing and carrying out experimentation, information handling and interpreting. National 3 Biology therefore provides an ideal stepping stone towards a career in sciences, technologies, engineering and maths (STEM).
The gender issue has been highlighted in 3-18 curriculum impact report as aspect for development in
Physics/Biology. Teachers should reflect on their practice, pedagogies and contexts used within their course to ensure learners do not see any barriers to their participation in the course. Providing opportunities for increased personalisation and choice will ensure all learners, irrespective of gender, will find the course equally motivating, challenging and enjoyable.
Collaborative learning, wherever possible, should be encouraged within the learning environment. Peer support can provide the scaffolding to allow less-able pupils to achieve, whilst encouraging more able pupils to vocalise and explain their learning, thus consolidating their knowledge. Collaboration may take the form of carrying out assigned

BIOLOGY roles within a group during practical work, research, presentation or discussion. Debating contentious issues in biology encourages learners to develop literacy skills and interest in biological topics whilst encouraging cooperative learning through discussion. Ethical debates over DNA profiling, found in the Cell Biology unit, provide an excellent example of an opportunity to develop learners as scientifically-literate global citizens.
Well-planned approaches to learning in biology enable learners to develop numeracy skills, including applying and developing skills in: understanding the practical importance of accuracy and reliability; making choices about how to record and display data in a clear way from an extended range of tables, charts, diagrams and graphs; making effective use of technologies such as data loggers; interpreting and evaluating data from tables and graphs, from their own work or other sources.
National 3 Biology provides many rich contexts in which to exemplify and develop health & wellbeing.
The numerous practical activities and investigations provide excellent opportunities to teach and develop the skills of working with others, leadership skills and physical coordination and movement. It can contribute to areas such as careful control of microorganisms to reduce disease and infection.
Effective partnership can significantly enhance the quality of learner experience, along with improving access to expertise in terms of both knowledge and equipment. Where possible, local facilities should be utilised to highlight the relevance to learners. An example may be a visit to a local food producer as part of the agriculture aspect of the
Life on Earth unit, or sampling organisms in local woodland as part of the biodiversity aspect of the same unit.
These provide opportunities for developing approaches to outdoor learning. Guest speakers from local colleges and universities or those in industry, such as STEM ambassadors from the STEMNET programme, will help to give relevance to the learning and share career and further education opportunities such as apprenticeships.
Establishment of cross curricular links within the school will further reinforce understanding by providing greater relevance and perhaps additional facilities or equipment. This may include Home Economics for food biotechnology and the importance of hygiene in food preparation, found in the Cell Biology unit. Another example may link History and small pox eradication with the use of vaccination found in the Multicellular Organisms unit.

BIOLOGY
The SQA provides the following documents to support the qualification:

Assessment overview

Course specification

Unit specification

Course and unit support notes

Unit assessment support materials
Further information about this qualification is available from the SQA website: www.sqa.org.uk/sqa/48581.html

NQ Glow Portal – Biology http://www.educationscotland.gov.uk/nqcoursematerials/subjects/biology/index.asp
1

CfE Briefing 15: Sciences for all

Sciences Principles and Practices

Sciences 3-18 Curriculum Impact Report

Concept development in the Sciences
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of learners?
How will you promote enthusiasm for chemistry through relevant, inspiring and engaging contexts?
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
How will you ensure that learners develop and apply skills in literacy, numeracy and health and wellbeing?
How will you ensure that learners have opportunities to encounter a broad and challenging range of data and sources of evidence?
How will you ensure a balanced overall blend of approaches in the classroom?
1
Please copy and paste this URL (web address) into your browser. (Glow log-in required.)
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title speci fied.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.