[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-178241-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-178241-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","biology-subject-outline-stage-2","Biology Subject Outline - Stage 2","","Biology at Stage 2 outlines a structured curriculum focused on inquiry and application of understanding across the diversity of life, structure and function of living things, and interactions within biological systems and environments. Learning is organised around energy, control, change, and exchange from microscopic cellular processes to macroscopic ecosystem dynamics. Students develop evidence-based conclusions through investigations and strengthen transferable capabilities in literacy, numeracy, ICT, critical and creative thinking, ethical understanding, personal and social capability, and intercultural understanding.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/biology-subject-outline-stage-2/178241/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/biology-subject-outline-stage-2/178241.png","ImageObject",442,249,{"name":42,"@type":43},"Theodora","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-14","2026-09-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the learning focus of Biology at Stage 2?","Question",{"text":63,"@type":64},"Students inquire into and apply understanding of biological diversity, structure and function, and how living things interact with their own and other species and their environments.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are biological investigations framed in this subject outline?",{"text":68,"@type":64},"Investigations span from microscopic cellular structures and processes to macroscopic ecosystem dynamics, using perspectives such as energy, control, structure and function, change, and exchange.",{"name":70,"@type":61,"acceptedAnswer":71},"Which capabilities does the SACE identify for student learning in Biology?",{"text":72,"@type":64},"The SACE identifies seven capabilities: literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical understanding, and intercultural understanding.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},178241,1790317473,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,122],{"id":55,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":120,"slug":121},21,5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":119,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":135,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":109},687197207919,"https://ap-avatar.wpscdn.com/avatar/a000253d6f5f7c60be?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779446848396160552","OFFICIAL\nBiology\nSubject Outline | Stage 2\nsubject outline changes\nBelow are the current changes to the subject outline. Teachers are encouraged to explore the changes in detail and make relevant adjustments to their teaching, learning, and assessment programs.\nPublished by the SACE Board of South Australia,\u000b11 Waymouth Street, Adelaide, South Australia 5000\nCopyright © SACE Board of South Australia 2017\nFirst published 2017\nPublished online November 2017, 2018, 2020\nRevised November 2018\nReissued for 2020, 2021, 2022, 2023, 2024, 2025\nISBN 978 1 74102 809 6 (online Microsoft Word version)\ncontents\n\u0013 TOC \\t \"SO Final Head 1 TOP,1,SO Final Head 1,1,SO Final Head 2 After Head 1,2,SO Final Head 2,2,SO Final Head 2 TOP,2,So Final Section Head,1\" \u0014Introduction\t\u0013 PAGEREF _Toc524691139 \\h \u00141\u0015\nSubject description\t\u0013 PAGEREF _Toc524691140 \\h \u00141\u0015\nCapabilities\t\u0013 PAGEREF _Toc524691141 \\h \u00142\u0015\nAboriginal and Torres Strait Islander knowledge, cultures, and perspectives\t\u0013 PAGEREF _Toc524691142 \\h \u00144\u0015\nHealth and safety\t\u0013 PAGEREF _Toc524691143 \\h \u00144\u0015\nLearning scope and requirements\t\u0013 PAGEREF _Toc524691144 \\h \u00146\u0015\nLearning requirements\t\u0013 PAGEREF _Toc524691145 \\h \u00146\u0015\nContent\t\u0013 PAGEREF _Toc524691146 \\h \u00146\u0015\nAssessment scope and requirements\t\u0013 PAGEREF _Toc524691147 \\h \u001435\u0015\nEvidence of learning\t\u0013 PAGEREF _Toc524691148 \\h \u001435\u0015\nAssessment design criteria\t\u0013 PAGEREF _Toc524691149 \\h \u001435\u0015\nSchool assessment\t\u0013 PAGEREF _Toc524691150 \\h \u001436\u0015\nExternal assessment\t\u0013 PAGEREF _Toc524691151 \\h \u001440\u0015\nPerformance standards\t\u0013 PAGEREF _Toc524691152 \\h \u001440\u0015\nAssessment integrity\t\u0013 PAGEREF _Toc524691153 \\h \u001442\u0015\nSupport materials\t\u0013 PAGEREF _Toc524691154 \\h \u001443\u0015\nSubject-specific advice\t\u0013 PAGEREF _Toc524691155 \\h \u001443\u0015\nAdvice on ethical study and research\t\u0013 PAGEREF _Toc524691156 \\h \u001443\u0015\n\u0015\nIntroduction\nSubject description\nBiology is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2.\nThe study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments.\nStudents investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives, society, and the environment. They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world.\nIn their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations.\nStudents explore the dynamic nature of biological science and the complex ways in which science interacts with society, to think critically and creatively about possible scientific approaches to solving everyday and complex problems and challenges. They explore how biologists work with other scientists to develop new understanding and insights, and produce innovative solutions to problems and challenges in local, national, and global contexts, and apply their learning from these approaches to their own scientific thinking.\nIn Biology, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. Students also pursue scientific pathways, for example, in medical research, veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservat","cbCaiqr0Q1DNH5bj","https://ap.wps.com/l/cbCaiqr0Q1DNH5bj","docx",1523322,49,"English","# Introduction\n## Subject description\n## Capabilities\n## Aboriginal and Torres Strait Islander knowledge, cultures, and perspectives\n## Health and safety\n## Learning scope and requirements\n## Learning requirements\n## Content\n## Assessment scope and requirements\n## Evidence of learning\n## Assessment design criteria\n## School assessment\n## External assessment\n## Performance standards\n## Assessment integrity\n## Support materials\n## Subject-specific advice\n## Advice on ethical study and research","[{\"question\":\"What is the learning focus of Biology at Stage 2?\",\"answer\":\"Students inquire into and apply understanding of biological diversity, structure and function, and how living things interact with their own and other species and their environments.\"},{\"question\":\"How are biological investigations framed in this subject outline?\",\"answer\":\"Investigations span from microscopic cellular structures and processes to macroscopic ecosystem dynamics, using perspectives such as energy, control, structure and function, change, and exchange.\"},{\"question\":\"Which capabilities does the SACE identify for student learning in Biology?\",\"answer\":\"The SACE identifies seven capabilities: literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical understanding, and intercultural understanding.\"}]","Biology Subject Outline - Stage 2 | DOCX",1788330910]