11–12Biology Life Skills 11–12 Syllabus (2025)

Biology Life Skills explores living things including humans, animals and plants and their interactions with their environment. The syllabus provides opportunities for students to learn about living systems, including features and structures of living things and human diseases. It also supports learning about the care of living systems and the treatment and prevention of disease, with meaningful applications in everyday contexts.

Through the study of Biology Life Skills 11–12, students:

• develop critical thinking, problem-solving and data analysis skills using scientific investigation
• explore the diversity of living things and their interactions with their environment
• discover how patterns, relationships and models are used to understand how living things function and depend on other living things and the environment
• explore the applications of science to investigate and solve problems related to health, agriculture and environmental sustainability
• develop knowledge and skills to support personal health and safety, community participation and decision-making.

The course numbers and units for each year of study are set out below.

Course numbers:

• Biology Life Skills (Year 11, 2 units): 16666
• Biology Life Skills (Year 12, 2 units): 16666

Biology Life Skills Year 11 and Year 12

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

• The basis of life
• Living systems
• Evolution and ecosystems
• Heredity
• Diseases
• Biodiversity
• Biology in context

For Biology Life Skills 11–12:

• Students are required to demonstrate achievement of one or more Biology Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Biology Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Relevant Working scientifically outcomes and content should be integrated throughout the course based on the strengths and needs of individual students.
• Content from the Biology in context focus area can be integrated with any other focus area or undertaken as a standalone focus area for students with specific areas of interest. The content provides a range of scientific investigations that can be undertaken collaboratively or independently and developed as depth studies.
• Depth studies and fieldwork may be undertaken if appropriate to the needs, interests and abilities of students. Depth studies and fieldwork may be completed individually or collaboratively.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Working scientifically

The Working scientifically outcomes and content are integral to the study of Biology 11–12. The Working scientifically outcomes address:

• questioning and predicting
• planning scientific investigations
• conducting scientific investigations
• processing data and information
• analysing data and information
• problem-solving
• communicating.

Relevant Working scientifically outcomes and content should be integrated with each focus area based on the strengths and needs of individual students.

Scientific investigations

Each focus area in the Biology Life Skills 11–12 Syllabus includes content points that contain scientific investigations. These content points include practical investigations and secondary-source investigations and are conducted individually and collaboratively.

Practical investigations include:

• laboratory experiments
• computer simulations, modelling, processing and analysing primary data, and using appropriate digital technologies
• fieldwork.

Secondary-source investigations include:

• locating and accessing a wide range of data and information from secondary sources
• extracting, analysing and using data and information from secondary sources
• reorganising and communicating secondary-source data and information in the form of flow charts, tables, graphs, diagrams, written documents, keys, spreadsheets or databases
• using existing models to inform understanding.

Some students with disability may require adjustments to conduct scientific investigations.

Depth studies

Students undertaking Biology Life Skills have the option to engage in a depth study. Depth studies are targeted scientific investigations in which students deepen their understanding of course content through the application of Working scientifically knowledge. They provide opportunities for students to pursue their interests and deepen their scientific understanding of one or more focus areas. Depth studies may be completed individually or collaboratively.

Some students with disability may require adjustments in order to engage with the depth studies.

Fieldwork

Fieldwork provides students with the opportunity to develop and apply the Working scientifically outcomes and content outside the classroom. Fieldwork can be undertaken within the school grounds, around local neighbouring areas or at more distant locations.

It is important that fieldwork is accessible to all students. Some students with disability may require adjustments in order to engage with fieldwork.

When conducting fieldwork, there are ethical issues to consider such as the effect on environments, implications for plants and animals, or intellectual property where fieldwork involves Aboriginal and/or Torres Strait Islander Peoples.

Teachers and students should follow the NESA Loading . Teachers should consult their local Aboriginal Community for direction and guidance.

If fieldwork is proposed for Aboriginal sites or Aboriginal and/or Torres Strait Islander Peoples, the protocols of Indigenous Cultural and Intellectual Property (ICIP) must be followed.

Students should be familiar with a range of Cultural protocols for working with Aboriginal Communities and ensure appropriate consultation with local Communities. For more information, refer to the NESA Loading  document.

It is the responsibility of the school to perform appropriate risk assessments and ensure duty of care is maintained for the health and safety of students undertaking off-site fieldwork activities.

Safety, risk management and animal welfare

Schools are required to ensure they follow Loading , in delivering the Biology Life Skills 11–12 Syllabus.