Biology Stage 6 Syllabus
7
Objectives and Outcomes
7.1
Table of Objectives and Outcomes
Objectives
Students will develop
knowledge and
understanding of:
Preliminary Course Outcomes
HSC Course Outcomes
A student:
A student:
P1
outlines the historical
development of major
biological principles,
concepts and ideas
H1 evaluates how major advances
in scientific understanding
and technology have changed
the direction or nature of
scientific thinking
P2
applies the processes that are
used to test and validate
models, theories and laws of
science, with particular
emphasis on first-hand
investigations in biology
H2 analyses the ways in which
models, theories and laws in
biology have been tested and
validated
3 applications and uses
of biology
P3
assesses the impact of
particular technological
advances on understanding in
biology
H3 assesses the impact of
particular advances in biology
on the development of
technologies
4 implications of biology
for society and the
environment
P4
describes applications of
biology which affect society
or the environment
H4 assesses the impacts of
applications of biology on
society and the environment
5 current issues, research
and developments in
biology
P5
describes the scientific
principles employed in
particular areas of biological
research
H5 identifies possible future
directions of biological
research
P6
explains how cell
ultrastructure and the
coordinated activities of cells,
tissues and organs contribute
to macroscopic processes in
organisms
H6 explains why the biochemical
processes that occur in cells
are related to macroscopic
changes in the organism
P7
describes the range of
organisms in terms of
specialisation for a habitat
H7 analyses the impact of natural
and human processes on
biodiversity
8 environmental
interactions
P8
analyses the interrelationships
of organisms within the
ecosystem
H8 evaluates the impact of human
activity on the interactions of
organisms and their
environment
9 mechanisms of
inheritance
P9
explains how processes of
reproduction ensure
continuity of species
H9 describes the mechanisms of
inheritance in molecular terms
10 biological evolution
P10 identifies and describes the
evidence for evolution
Prescribed Focus Area
1 the history of biology
2 the nature and practice
of biology
Domain: Knowledge
6 cell ultrastructure and
processes
7 biological diversity
5
H10 describes the mechanisms of
evolution and assesses the
impact of human activity on
evolution
Domain: Values &
Attitudes
Domain: Skills
Biology Stage 6 Syllabus
Objectives
Students will develop
knowledge and
understanding of:
Preliminary Course Outcomes
HSC Course Outcomes
A student:
A student:
11
planning
investigations
P11 identifies and implements
improvements to
investigation plans
H11 justifies the appropriateness
of a particular investigation
plan
12
conducting
investigations
P12 discusses the validity and
reliability of data gathered
from first-hand investigations
and secondary sources
H12 evaluates ways in which
accuracy and reliability
could be improved in
investigations
13 communicating
information and
understanding
P13 identifies appropriate
terminology and reporting
styles to communicate
information and
understanding in biology
H13 uses terminology and
reporting styles appropriately
and successfully to
communicate information
and understanding
14 developing scientific
thinking and problemsolving techniques
P14 draws valid conclusions from
gathered data and information
H14 assesses the validity of
conclusions from gathered
data and information
15 working individually
and in teams
P15 implements strategies to work
effectively as an individual or
as a team member
H15 explains why an
investigation is best
undertaken individually or
by a team
16 themselves, others,
learning as a lifelong
process, biology and
the environment
P16 demonstrates positive values
about and attitudes towards
both the living and non-living
components of the
environment, ethical
behaviour and a desire for a
critical evaluation of the
consequences of the
applications of science
H16 justifies positive values
about and attitudes towards
both the living and nonliving components of the
environment, ethical
behaviour and a desire for a
critical evaluation of the
consequences of the
applications of science
6
Biology Stage 6 Syllabus
8
Content: Biology Stage 6 Preliminary Course
8.1
Biology Skills
During the Preliminary course, it is expected that students will further develop skills in planning and
conducting investigations, communicating information and understanding, scientific thinking and
problem-solving and working individually and in teams. Each module specifies content through
which skill outcomes can be achieved. Teachers should develop activities based on that content to
provide students with opportunities to develop the full range of skills.
Preliminary Course
Outcomes
A student:
P11 identifies and
implements
improvements to
investigation
plans
Content
Students:
11.1
identify data sources to:
a) analyse complex problems to determine appropriate ways in which each aspect
may be researched
b) determine the type of data which needs to be collected and explain the qualitative
or quantitative analysis that will be required for this data to be useful
c) identify the orders of magnitude that will be appropriate and uncertainty that may
be present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data collection or
gathering information that will assist efficient future analysis
11.2
plan first-hand investigations to:
a) demonstrate the use of the terms ‘dependent’ and ‘independent’ to describe
variables involved in the investigation
b) identify variables that need to be kept constant, develop strategies to ensure that
these variables are kept constant and demonstrate the use of a control
c) design investigations that allow valid and reliable data and information to be
collected
d) design and trial procedures to undertake investigations and explain why a
procedure, a sequence of procedures or repetition of procedures is appropriate
e) predict possible issues that may arise during the course of an investigation and
identify strategies to address these issues if necessary
11.3
choose equipment or resources by:
a) identifying and/or setting up the most appropriate equipment or combination of
equipment needed to undertake the investigation
b) carrying out a risk assessment of intended experimental procedures and identifying
and addressing potential hazards
c) identifying technology that could be used during investigating and determining its
suitability and effectiveness for its potential role in the procedure or investigations
d) recognising the difference between destructive and non-destructive testing of
material and analysing the potentially different results of these two procedures
7
Biology Stage 6 Syllabus
P12 discusses the
validity and
reliability of data
gathered from
first-hand
investigations
and secondary
sources
P13 identifies
appropriate
terminology and
reporting styles
to communicate
information and
understanding in
biology
12.1 perform first-hand investigations by:
a) carrying out the planned procedure, recognising where and when modifications are
needed and analysing the effect of these adjustments
b) efficiently undertaking the planned procedure to minimise hazards and wastage of
resources
c) disposing carefully and safely of any waste materials produced during the
investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate technologies,
including data loggers and sensors
b) measuring, observing and recording results in accessible and recognisable forms,
carrying out repeat trials as appropriate
12.3
gather information from secondary sources by:
a) accessing information from a range of resources, including popular scientific
journals, digital technologies and the Internet
b) practising efficient data collection techniques to identify useful information in
secondary sources
c) extracting information from numerical data in graphs and tables as well as from
written and spoken material in all its forms
d) summarising and collating information from a range of resources
e) identifying practising male and female Australian scientists, the areas in which they
are currently working and information about their research
12.4 process information to:
a) assess the accuracy of any measurements and calculations and the relative
importance of the data and information gathered
b) apply mathematical formulae and concepts
c) best illustrate trends and patterns by selecting and using appropriate methods,
including computer-assisted analysis
d) evaluate the relevance of first-hand and secondary information and data in relation to
the area of investigation
e) assess the reliability of first-hand and secondary information and data by considering
information from various sources
f) assess the accuracy of scientific information presented in mass media by comparison
with similar information presented in scientific journals
13.1
present information by:
a) selecting and using appropriate text types, or combinations thereof, for oral and
written presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate formats to acknowledge sources of information
d) using symbols and formulae to express relationships and using appropriate units for
physical quantities
e) using a variety of pictorial representations to show relationships and present
information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information and relationships
clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate to present
graphical information
8
Biology Stage 6 Syllabus
P14 draws valid
conclusions from
gathered data and
information
P15 implements
strategies to work
effectively as an
individual or as a
member of a
team
14.1
analyse information to:
a) identify trends, patterns and relationships as well as contradictions in data and
information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a prediction or a
proposed solution to a problem
d) predict outcomes and generate plausible explanations related to the observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena and/or make
predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific principles
14.2
solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies those which could be used to
solve a problem
c) using identified strategies to develop a range of possible solutions to a particular
problem
d) evaluating the appropriateness of different strategies for solving an identified
problem
14.3
use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include
correct use of scientific principles and ideas
c) apply critical thinking in the consideration of predictions, hypotheses and the
results of investigations
d) formulate cause and effect relationships
The Preliminary course further increases students’ skills in working individually and
in teams. Refer to the content overview on page 14.
9
Biology Stage 6 Syllabus
8.2
A Local Ecosystem
Contextual Outline
The environment has an impact on all organisms in ways that a Biology student will learn to
recognise and explain. Students are able to draw on existing knowledge of their own local area and
expand on their understanding of biological concepts that can be identified through careful analysis
of the biotic and abiotic factors operating.
While the study of the relationships of organisms with each other and with their physical
environment can be theoretically presented in a classroom setting or by using simulations of natural
populations, communities and even ecosystems, the study of ecology in the field is essential. Study of
this module must include field experience of a local terrestrial or aquatic ecosystem to observe and
measure some of the abiotic parameters to which the main plant and animal species are adapted and
to study some of the trophic, competitive and symbiotic interactions between organisms in that
ecosystem.
Students should be encouraged to analyse and report on those aspects of the local environment that
have been affected by people and propose realistic solutions to the problems that exist. The report
should include: a statement of purpose; a clear and detailed description of the area studied; any
background material collected on the area; appropriate presentation of data collected; analysis of
data; suggestions of the relationships that exist in the area; and an assessment of human impact on
the area.
This module increases students’ understanding of the nature, practice and applications of biology.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.10a) distinguish between biotic and abiotic features of the local environment
5.10b) describe the importance of cycles of materials in ecosystems
5.10c) describe some impacts of human activities on ecosystems
5.11.2a) relate pollution to contamination by unwanted substances
5.11.2c) discuss strategies used to balance human activities and needs in ecosystems with conserving,
protecting and maintaining the quality and sustainability of the environment.
10
Biology Stage 6 Syllabus
1. The
distribution,
diversity and
numbers of
plants and
animals found
in ecosystems
are determined
by biotic and
abiotic factors
Students learn to:
Students:

compare the abiotic characteristics of
aquatic and terrestrial environments


identify the factors determining the
distribution and abundance of a species
in each environment

describe the roles of photosynthesis
and respiration in ecosystems

identify uses of energy by organisms

identify the general equation for
aerobic cellular respiration and
outline this as a summary of a chain
of biochemical reactions
11
process and analyse information
obtained from a variety of sampling
studies to justify the use of different
sampling techniques to make
population estimates when total counts
cannot be performed
Biology Stage 6 Syllabus
2.
Each local
aquatic or
terrestrial
ecosystem
is unique
Students learn to:
Students:
 examine trends in population
estimates for some plant and animal
species within an ecosystem
 choose equipment or resources and
undertake a field study of a local
terrestrial or aquatic ecosystem to
identify data sources and:
– measure abiotic variables in the
ecosystem being studied using
appropriate instruments and relate
this data to the distribution of
organisms
– estimate the size of a plant
population and an animal
population in the ecosystem using
transects and/or random quadrats
– collect, analyse and present data to
describe the distribution of the plant
and animal species whose
abundance has been estimated
– describe two trophic interactions
found between organisms in the
area studied
– identify data sources and gather,
present and analyse data by:
- tabulation of data collected in
the study
- calculation of mean values with
ranges
- graphing changes with time in
the measured abiotic data
- evaluating variability in
measurements made during
scientific investigations
 outline factors that affect numbers in
predator and prey populations in the
area studied
 identify examples of allelopathy,
parasitism, mutualism and
commensalism in an ecosystem and
the role of organisms in each type of
relationship
 describe the role of decomposers in
ecosystems
 explain trophic interactions between
organisms in an ecosystem using food
chains, food webs and pyramids of
biomass and energy
 define the term adaptation and discuss
the problems associated with inferring
characteristics of organisms as
adaptations for living in a particular
habitat
 identify some adaptations of living
things to factors in their environment
 identify and describe in detail
adaptations of a plant and an animal
from the local ecosystem
 describe and explain the short-term
and long-term consequences on the
ecosystem of species competing for
resources
 identify the impact of humans in the
ecosystem studied
12
 gather information from first-hand and
secondary sources to construct food
chains and food webs to illustrate the
relationships between member species
in an ecosystem
 process and analyse information and
present a report of the investigation of
an ecosystem in which the purpose is
introduced, the methods described and
the results shown graphically and use
available evidence to discuss their
relevance
Biology Stage 6 Syllabus
8.3
Patterns in Nature
Contextual Outline
Detailed examination of one or two species of living things does not provide an overview of the
general features of living things. By looking across the range of commonly occurring living
organisms, patterns in structure and function can be identified. These patterns reflect the fundamental
inputs and outputs of living things – the absorption of necessary chemicals and the release of wastes.
At a microscopic level, there are patterns in the structure and function of cells. The fundamental
structural similarities exist because the biochemical processes are similar. Some important
differences between plant and animal cells reflect the fundamental differences between plants and
animals – the process of photosynthesis in plants.
Many living things have evolved complex and efficient systems with large surface areas to facilitate
the intake and removal of substances. Transport systems allow distribution and collection of nutrients
and wastes.
This module increases students’ understanding of the history, applications and uses of biology.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.7.3c) construct word equations from observations and written descriptions of a range of chemical
reactions
5.8.1a) explain that systems in multicellular organisms serve the needs of cells
5.8.1b) identify the role of cell division in growth, repair and reproduction in multicellular organisms
5.8.2c) identify that information is transferred as DNA on chromosomes when cells reproduce
themselves
5.8.2d) identify that genes are part of DNA.
13
Biology Stage 6 Syllabus
1. Organisms are
made of cells
that have
similar
structural
characteristics
Students learn to:
 outline the historical development of
the cell theory, in particular, the
contributions of Robert Hooke and
Robert Brown
Students:
 use available evidence to assess the
impact of technology, including the
development of the microscope on the
development of the cell theory
 describe evidence to support the cell
theory

perform a first-hand investigation to
gather first-hand information using a
light microscope to observe cells in
plants and animals and identify
nucleus, cytoplasm, cell wall,
chloroplast and vacuoles

process information from secondary
sources to analyse electron
micrographs of cells and identify
mitochondria, chloroplasts, Golgi
bodies, lysosomes, endoplasmic
reticulum, ribosomes, nucleus,
nucleolus and cell membranes
 discuss the significance of
technological advances to
developments in the cell theory
 identify cell organelles seen with
current light and electron microscopes
 describe the relationship between the
structure of cell organelles and their
function
2. Membranes
around cells
provide
separation
from and links
with the
external
environment

identify the major groups of
substances found in living cells and
their uses in cell activities

identify that there is movement of
molecules into and out of cells

describe the current model of
membrane structure and explain how
it accounts for the movement of some
substances into and out of cells

compare the processes of diffusion
and osmosis

explain how the surface area to
volume ratio affects the rate of
movement of substances into and out
of cells
14

plan, choose equipment or resources
and perform a first-hand investigation
to gather information and use
available evidence to identify the
following substances in tissues:
– glucose
– starch
– lipids
– proteins
– chloride ions
– lignin
 perform a first-hand investigation to
model the selectively permeable
nature of a cell membrane

perform a first-hand investigation to
demonstrate the difference between
osmosis and diffusion

perform a first-hand investigation to
demonstrate the effect of surface area
to volume ratio on rate of diffusion
Biology Stage 6 Syllabus
3. Plants and
animals have
specialised
structures to
obtain
nutrients from
their
environment
Students learn to:
Students:

identify some examples that
demonstrate the structural and
functional relationships between
cells, tissues, organs and organ
systems in multicellular organisms


distinguish between autotrophs and
heterotrophs in terms of nutrient
requirements
plan, choose equipment or resources
and perform first-hand investigations
to gather information and use
available evidence to demonstrate the
need for chlorophyll and light in
photosynthesis

identify the materials required for
photosynthesis and its role in
ecosystems
perform a first-hand investigation to
demonstrate the relationship between
surface area and rate of reaction

identify data sources, gather, process,
analyse and present information from
secondary sources and use available
evidence to compare the digestive
systems of mammals, including a
grazing herbivore, carnivore and a
predominantly nectar feeding animal

 identify the general word equation for
photosynthesis and outline this as a
summary of a chain of biochemical
reactions
 explain the relationship between the
organisation of the structures used to
obtain water and minerals in a range
of plants and the need to increase the
surface area available for absorption
 explain the relationship between the
shape of leaves, the distribution of
tissues in them and their role
 describe the role of teeth in increasing
the surface area of complex foods for
exposure to digestive chemicals
 explain the relationship between the
length and overall complexity of
digestive systems of a vertebrate
herbivore and a vertebrate carnivore
with respect to:
– the chemical composition of their
diet
– the functions of the structures
involved
15
Biology Stage 6 Syllabus
4. Gaseous
exchange and
transport
systems
transfer
chemicals
through the
internal and
between the
external
environments
of plants and
animals
Students learn to:
Students:
 compare the roles of respiratory,
circulatory and excretory systems

use available evidence to perform a
first-hand investigation and gather
first-hand data to identify and
describe factors that affect the rate of
transpiration

perform a first-hand investigation of
the movement of materials in xylem
or phloem

use available evidence to discuss,
using examples, the role of
technologies, such as the use of
radioisotopes in tracing the path of
elements through living plants and
animals

perform a first-hand investigation
using a microscope to gather
information from prepared slides to
describe the sequence of changes in
the nucleus of plant or animal cells
undergoing mitosis
 identify and compare the gaseous
exchange surfaces in an insect, a fish,
a frog and a mammal
 explain the relationship between the
requirements of cells and the need for
transport systems in multicellular
organisms
 outline the transport system in plants,
including:
 root hair cells
 xylem
 phloem
 stomates and lenticels
 compare open and closed circulatory
systems using one vertebrate and one
invertebrate as examples
5. Maintenance
of organisms
requires
growth and
repair

identify mitosis as a process of
nuclear division and explain its role

identify the sites of mitosis in plants,
insects and mammals

explain the need for cytokinesis in
cell division

identify that nuclei, mitochondria and
chloroplasts contain DNA
16
Biology Stage 6 Syllabus
8.4
Life on Earth
Contextual Outline
Life has evolved over millions of years from the common elements found in the cosmos. Simple
terrestrial life has been found to exist in the most hostile of conditions on Earth and evidence from
Australian scientists has shown that bacteria exist kilometres deep in the Earth’s crust and have done
so for millions of years.
Organic molecules formed on Earth in an environment that is very different to that existing today.
When these organic molecules were separated from their environment by a membrane, they began to
carry out the chemical reactions of life in such a way as to sustain their existence and allow
reproduction. The evolution of photosynthesis caused a change from an anoxic to an oxic
environment that continues to support most of the living things on Earth today.
Fossil evidence indicates changes in complexity and diversity of life forms. It is the diversity of
living organisms that has led scientists to develop classification systems that group these organisms
according to their structural or genetic similarity. Recent advances in molecular biology and
biochemistry have allowed scientists to better describe the origins, processes and evolution of life.
This module increases students’ understanding of the history, nature and practice of biology and
current issues, research and developments in biology.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.8.3a) discuss evidence that present-day organisms have evolved from organisms in the distant past
5.9.4b) describe conditions under which fossils form
5.9.4c) relate the fossil record to the age of Earth and the time over which life has been evolving.
17
Biology Stage 6 Syllabus
1. Analysis of the oldest
sedimentary rocks
provides evidence for
the origin of life
Students learn to:
Students:
 identify the relationship between the
conditions on early Earth and the
origin of organic molecules
 gather information from
secondary sources to describe the
experiments of Urey and Miller
and use the available evidence to
analyse the:
– reason for their experiments
– result of their experiments
– importance of their
experiments in illustrating the
nature and practice of science
– contribution to hypotheses
about the origin of life
 discuss the implications of the
existence of organic molecules in the
cosmos for the origin of life on Earth
 describe two scientific theories
relating to the evolution of the
chemicals of life and discuss their
significance in understanding the
origin of life
 discuss the significance of the Urey
and Miller experiments in the debate
on the composition of the primitive
atmosphere
 identify changes in technology that
have assisted in the development of
an increased understanding of the
origin of life and evolution of living
things
2. The fossil record
provides information
about the subsequent
evolution of living
things
 identify the major stages in the
evolution of living things, including
the formation of:
 organic molecules
 membranes
 procaryotic heterotrophic cells
 procaryotic autotrophic cells
 eucaryotic cells
 colonial organisms
 multicellular organisms

describe some of the
palaeontological and geological
evidence that suggests when life
originated on Earth
 explain why the change from an
anoxic to an oxic atmosphere was
significant in the evolution of living
things
 discuss the ways in which
developments in scientific
knowledge may conflict with the
ideas about the origins of life
developed by different cultures
18
 process and analyse information
to construct a timeline of the
main events that occurred during
the evolution of life on Earth
 gather first-hand or secondary
information to make observations
of a range of plant and animal
fossils
 identify data sources, gather,
process, analyse and present
information from secondary
sources to evaluate the impact of
increased understanding of the
fossil record on the development
of ideas about the history of life
on Earth
Biology Stage 6 Syllabus
Students learn to:
Students:
3. Further developments
in our knowledge of
present-day organisms
and the discovery of
new organisms allows
for better
understanding of the
origins of life and the
processes involved in
the evolution of living
things
 describe technological advances that
have increased knowledge of
procaryotic organisms
 use the available evidence to
outline similarities in the
environments past and present for
a group of organisms within one
of the following:
– Archaea
– Bacteria
4. The study of presentday organisms
increases our
understanding of past
organisms and
environments
 explain the need for scientists to
classify organisms
 describe the main features of the
environment of an organism from
one of the following groups and
identify its role in that environment:
– Archaea
– Bacteria
 analyse information from
secondary sources to discuss the
diverse environments that living
things occupy today and use
available evidence to describe
possible alternative environments
in which life may have originated
 describe the selection criteria used in
different classification systems and
discuss the advantages and
disadvantages of each system
 explain how levels of organisation in
a hierarchical system assist
classification
 discuss, using examples, the impact
of changes in technology on the
development and revision of
biological classification systems
 describe the main features of the
binomial system in naming
organisms and relate these to the
concepts of genus and species
 identify and discuss the difficulties
experienced in classifying extinct
organisms
 explain how classification of
organisms can assist in developing
an understanding of present and past
life on Earth
19
 perform a first-hand investigation
and gather information to
construct and use simple
dichotomous keys and show how
they can be used to identify a
range of plants and animals using
live and preserved specimens,
photographs or diagrams of
plants and animals
Biology Stage 6 Syllabus
8.5
Evolution of Australian Biota
Contextual Outline
The very large southern landmass, Gondwana, persisted for some time, giving rise to an array of
species that spread across it. When Gondwana broke up, it did so in stages but eventually the
Australian continent was isolated from Antarctica and South America.
The available evidence suggests that, as Gondwana was breaking up, a number of global climatic
changes were also occurring. These changes in environmental conditions impacted on Australian
ecosystems and are reflected in the fossil record. As the biotic and abiotic features of ecosystems
were altered, those organisms best adapted to these changes survived and passed on their genetic
information to their offspring.
The contribution of paleontology and the study of past environments is important to our
understanding of how our present actions may affect our environment and the distribution of flora
and fauna in the future.
This module increases students’ understanding of the applications and uses of biology, implications
for society and the environment and current issues, research and developments in biology.
Assumed Knowledge
Domain: knowledge and understanding
Refer to the Science Years 7–10 Syllabus for the following:
5.8.3a) discuss evidence that present-day organisms have evolved from organisms in the distant past
5.8.1b) identify the role of cell division in growth, repair and reproduction in multicellular
organisms
5.8.3b) relate natural selection to the theory of evolution
5.9.2a) discuss evidence that suggests crustal plates move over time
20
Biology Stage 6 Syllabus
1. Evidence for the
rearrangement of
crustal plates and
continental drift
indicates that
Australia was once
part of an ancient
super continent
Students learn to:
Students:
 identify and describe evidence
that supports the assertion that
Australia was once part of a
landmass called Gondwana,
including:
 matching continental margins
 position of mid-ocean ridges
 spreading zones between
continental plates
 fossils in common on
Gondwanan continents,
including Glossopteris and
Gangamopteris flora, and
marsupials
 similarities between presentday organisms on Gondwanan
continents
 solve problems to identify the
positions of mid-ocean ridges and
spreading zones that infer a moving
Australian continent
 discuss current research into the
evolutionary relationships
between extinct species,
including megafauna and extant
Australian species
21
 identify data sources, gather, process
and analyse information from
secondary sources and use available
evidence to illustrate the changing
ideas of scientists in the last 200
years about individual species such
as the platypus as new information
and technologies became available
Biology Stage 6 Syllabus
2. The changes in
Australian flora and
fauna over millions of
years have happened
through evolution
Students learn to:
Students:
 discuss examples of variation
between members of a species
 gather, process and analyse
information from secondary sources
to develop a timeline that identifies
key events in the formation of
Australia as an island continent from
its origins as part of Gondwana
 identify the relationship between
variation within a species and the
chances of survival of species
when environmental change
occurs
 identify and describe evidence of
changing environments in
Australia over millions of years
 identify areas within Australia
that experience significant
variations in temperature and
water availability
 identify changes in the
distribution of Australian species,
as rainforests contracted and
sclerophyll communities and
grasslands spread, as indicated by
fossil evidence
 discuss current theories that
provide a model to account for
these changes
 discuss Darwin’s observations of
Australian flora and fauna and
relate these to his theory of
evolution
22
 gather information from secondary
sources to describe some Australian
fossils, where these fossils were
found and use available evidence to
explain how they contribute to the
development of understanding about
the evolution of species in Australia
 perform a first-hand investigation,
gather information of named
Australian fossil samples and use
available evidence to identify
similarities and differences between
current and extinct Australian life
forms
 present information from secondary
sources to discuss the Huxley–
Wilberforce debate on Darwin’s
theory of evolution
 perform a first-hand investigation to
gather information of examples of
variation in at least two species of
living organism
Biology Stage 6 Syllabus
3. Continuation of
species has resulted, in
part, from the
reproductive
adaptations that have
evolved in Australian
plants and animals
Students learn to:
Students:
 distinguish between the processes
of meiosis and mitosis in terms of
the daughter cells produced
 analyse information from secondary
sources to tabulate the differences that
distinguish the processes of mitosis and
meiosis
 compare and contrast external
and internal fertilisation
 discuss the relative success of
these forms of fertilisation in
relation to the colonisation of
terrestrial and aquatic
environments
4. A study of
palaeontology and
past environments
increases our
understanding of the
possible future range
of plants and animals

describe some mechanisms found
in Australian flora for:
– pollination
– seed dispersal
– asexual reproduction
with reference to local examples

describe some mechanisms found
in Australian fauna to ensure:
 fertilisation
 survival of the embryo and of
the young after birth

explain how the evolution of
these reproductive adaptations
has increased the chances of
continuity of the species in the
Australian environment
•
describe the conditions under
which asexual reproduction is
advantageous, with reference to
specific Australian examples

explain the importance of the
study of past environments in
predicting the impact of human
activity in present environments

identify the ways in which
palaeontology assists
understanding of the factors that
may determine distribution of
flora and fauna in present and
future environments

explain the need to maintain
biodiversity
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 identify data sources, gather, process and
analyse information from secondary
sources and use available evidence to
discuss the relative success of internal and
external fertilisation in relation to the
colonisation of terrestrial and aquatic
environments
 plan, choose equipment or resources and
perform a first-hand investigation to
gather and present information about
flowers of native species of angiosperms
to identify features that may be
adaptations for wind and
insect/bird/mammal pollination

gather, process and analyse information
from secondary sources and use available
evidence to propose reasons for the
evolution, survival and extinction of
species, with reference to specific
Australian examples

process information to discuss a current
effort to monitor biodiversity