1. T HE INTERFACE BETWEEN SECONDARY AND TERTIARY BIOLOGY TEACHING And why it’s important to know about it

2. 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.

3. Level 2 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 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 AS90464 2.8 Describe cell structure and function 3 credits External Level 3 AS90713 3.1 Carry out a practical investigatio n into an aspect of an organisms ecological niche with guidance 4 credits Internal AS90714 3.2 Research a contemporar y biological issue 3 credits Internal AS90715 3.3 Describe the role of DNA in relation to gene expression 4 credits External AS90716 3.4 Describe animal behaviour and plant responses in relation to environment al factors 4 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 ‘Current’ Biology Matrix

4. 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.

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6. Level 2 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 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 2.8 Investigate biological material at the microscopic level 3 cr Internal Level 3 3.1 Carry out a biological investigation 4 cr Internal 3.2 Integrate biological knowledge to develop an informed response to a socio- scientific issue 3 cr Internal 3.3 Demonstrate understandi ng of the responses of plants and animals to their external environment 5 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 Draft ‘new’ Biology Matrix Levels 2 and 3

7. What are the implications of these changes for tertiary educators? Assumptions about prior learning Active learning Formative & summative assessment Totality of curriculum