THE INTERFACE
BETWEEN SECONDARY AND TERTIARY
BIOLOGY TEACHING
And why it’s important to know about it
• Awareness of students’ likely prior knowledge can
help us bridge them into tertiary learning;
• Students’ prior learning experiences will shape their
expectations of tertiary study;
• Upcoming changes in curriculum and assessment
will render much of our current awareness &
expectations obsolete.
Level 3
Level 2
‘Current’ Biology Matrix
AS90457 2.1
Carry out a
practical
biological
investigatio
n with
supervision
3 credits
Internal
AS90769 2.2
Research the
interaction
between
humans and
an aspect of
biology
3 credits
Internal
AS90459 2.3
Describe
genetic
variation and
change
3 credits
External
AS90460 2.4
Investigate
an
interrelation
ship or
pattern in an
ecological
population or
community
3 credits
Internal
AS90713 3.1 AS90714 3.2 AS90715 3.3 AS90716 3.4
Carry out a Research a
Describe the Describe
practical
contemporar role of DNA animal
investigatio y biological
in relation to behaviour
n into an
issue
gene
and plant
aspect of an 3 credits
expression
responses in
organisms
Internal
4 credits
relation to
ecological
External
environment
niche with
al factors
guidance
4 credits
4 credits
External
Internal
AS90461 2.5
Describe
concepts and
processes
relating to
ecology
3 credits
External
AS90462 2.6
Describe
diversity in
the structure
and function
of animals
3 credits
External
AS90463 2.7
Describe
diversity in
the structure
and function
of plants
3 credits
External
AS90717 3.5
Describe
processes
and patterns
of evolution
3 credits
External
AS90718 3.6
Describe
applications
of
biotechnologi
cal
techniques
3 credits
Internal
AS90719 3.7
Describe
trends in
human
evolution
3 credits
External
AS90464 2.8
Describe cell
structure
and function
3 credits
External
Achievement Standards =/= the totality of the curriculum.
Considerable variation between schools in which ASs they
offer.
Intention of new curriculum is to teach students how to
learn, not stuff them full of facts (‘process’ skills as well as
content; ability to find information rather than remember
it).
Students develop particular understandings &
expectations around assessment.
?
Draft ‘new’ Biology Matrix Levels 2 and 3
Level 2
Level 3
2.1
Carry out a
practical
investigation
in a biology
context
4 cr
Internal
2.2
Analyse the
biological
validity of
information
presented to
the public
3 cr
Internal
2.3
Demonstrate
understandi
ng of
adaptation
of plants or
animals to
their way of
life.
3 cr
Internal
3.1
3.2
3.3
Carry out a
Integrate
Demonstrate
biological
biological
understandi
investigation knowledge
ng of the
4 cr
to develop
responses of
Internal
an informed plants and
response to animals to
a sociotheir
scientific
external
issue
environment
3 cr
5 cr
Internal
External
2.4
Demonstrate
understandin
g of life
processes at
the cellular
level.
4 cr
External
2.5
Demonstrat
e
understandi
ng of
genetic
variation
and change
4 cr
External
2.6
Investigate
a pattern in
an
ecological
community
4 cr
Internal
2.7
Demonstrat
e
understandi
ng of gene
expression
4 cr
External
3.4
Demonstrate
understandin
g of how
animals
maintain a
stable
internal
environment
3 cr
Internal
3.5
Demonstrat
e
understandi
ng of
evolutionar
y processes
leading to
speciation
4 cr
External
3.6
Demonstrat
e
understandi
ng of trends
in human
evolution
4 cr
External
3.7
Demonstrat
e
understandi
ng of
human
manipulatio
n of genetic
transfer and
its biological
implications
3 cr
Internal
2.8
Investigate
biological
material at
the
microscopic
level
3 cr
Internal
What are the implications of these changes for
tertiary educators?
• Assumptions about prior learning
• Active learning
• Formative & summative assessment
• Totality of curriculum