The rationale and aim are integral components of the documents being analysed. The rationale defines the subject and its importance in the lives of students while the aim identifies the educational gain students experience from the documents content (Board of Studies 2009). The study of science is an important foundation in the education of adolescents as so they can develop a satisfactory level of knowledge to make informed decisions in society and at a personal level during their lives (Venville and Dawson 2004). In the rationale of the NSW Syllabus for both Stage 4/5 and 6, the importance of a student’s critical thinking skills in combination with their ability to problem solve in creative fashions recognised.
The Stage 4/5 rational in comparison to the Stage 6 rational for Biology have a similar focus in that student become independent learners with an appreciation of the scientific world. The Stage 4/5 rationale provides visions and knowledge of the world, explaining phenomena and explaining the world in a biological, physical and technological sense. Stage 6 Biology focuses on a student and the interactions of organisms and environments. They study the human impact on the environment and how to “conserve, protect, maintain and improve the quality of all environments for future generations.” (Board of Studies 2002).
The aim and objectives for the Stage 4/5 and Stage 6 Biology Syllabus have the same underlying fundamental ideas in developing knowledge, skills and attitudes through learning experiences. The PFA’s, Knowledge and Skill objectives are all similar. However in the Stage 6 syllabuses deepens into specific Biological context, knowledge and skills. For example cell, environmental and evolution. The Stage 4/5 are broad covering all aspects of scientific discovery and learning.
The Stage 6 Biology syllabus assumes students have the knowledge and understanding from the Stage 4/5 syllabus for 8.2 A local Ecosystem, specifically relating to 5.10 Ecosystems and 5.11.2a pollution. This module aims to increase a student’s knowledge and understanding of the biological applications, nature and practices with emphasis placed on field experience. The syllabus uses the Spiral Curriculum idea in which students are exposed to the topic/subject numerous time throughout their studies and each time the prior knowledge is built upon with greater depth and difficulty. Jerome Bruner believes students need to learn the principles with learning through enquiry. This is enhanced by revisiting previously taught ideas and concepts. http://www.gtce.org.uk/tla/rft/bruner0506/. This is evident in the Syllabus for science through all schooling with Investigating Scientifically and the Continuum of Learning. http://www.curriculumsupport.education.nsw.gov.au/investigate/continuum.htm
References
Board of Studies. (2010). Science Years K-10 Draft Australian Curriculum. NSW: Board of Studies.
Board of Studies. (2002). Biology Stage 6 Syllabus. NSW: Board of Studies.
Venville, G., & Dawson, V. (2004). The Art of Teaching Science. Crows Nest: Allen and Unwin.
