Secondary Curriculum 2A Biology Western Sydney University

SC2A Assessment 2

Instructional Video

Link for Instructional Video:

 https://youtu.be/5n16PxIg1CQ

Week 6 Lecture Activity

In a lesson of Biology, the teaching of mitosis and meiosis, a provided step by step
description of the processes of their formation and the differences between them
together is integrated. Clear explanations are specified of why both are regarded as
important processes in the development of the organism, notably for cell growth,
replacement of worn-out cells and sexual reproduction. This emphasises describing
the why of the processes of mitosis and meiosis, and the how of their stages.
Demonstrating the presence of a in between blend of both procedural and
conditional knowledge within pedagogical content knowledge (PCK) ability range.
PCK results from the blending of content knowledge with pedagogical methods.
Through that combination of knowledge, teachers gain a perspective that enhances
their abilities to present specific topics in Biology.

Week 7 Lecture Activity

1) Describe one finding from the study that really resonated with you.
Teacher relationships with students is important for raising student confidence,
availability to meet student’s needs and developing mutual respect.

2) How can that finding inform the way you approach the teaching of your specific
subject's HSC course (biology, chemistry, physics)?
The teacher/student relationship is a main factor for teaching success and
implementing this in Biology lessons provides a major strength in effective teaching.
Building understanding is a strategy that can be applied in a Biology lesson to further
develop students understanding of content and teacher/student relationship.
Emphasis on building understanding was the idea of application, problem-solving
and thinking, rather than simple reproduction of knowledge.

Week 8 Lecture Activity

Name: Andrew Simpson

Type of Resource: Simulation

Name of Resource: Radioactive Dating Game

URL: https://phet.colorado.edu/en/simulation/legacy/radioactive-dating-game

Resource Description: This simulation allows you to learn about different types of
radiometric dating, such as carbon dating. Understand how decay and half life work
to enable radiometric dating. Play a game that tests your ability to match the
percentage of the dating element that remains to the age of the object.

Student ID: 17464824 1

Secondary Curriculum 2A Biology Western Sydney University

Lesson Descriptions: This online resource is a great tool for students to use that
explains the concept of half-life, including the random nature of it, in terms of single
particles and larger samples. Describe the processes of decay, including how
elements change and emit energy and/or particles. Explain how radiometric dating
works and why different elements are used for dating different objects and identify
that 1/2-life is the time for 1/2 of a radioactive substance to decay.

Module: Module 4: Ecosystem Dynamics

Content Dot Points: Investigate and analyse past and present technologies that have
been used to determine evidence for past changes, for example: (ACSBL005) –
radiometric dating

Student ID: 17464824 2

Secondary Curriculum 2A Biology Western Sydney University

Project-Based Learning Assessment Task

Scaffold of Student’s Learning

Prior learning for the Biology research assessment task is accomplished by lessons
devoted to the teacher identifying the specific content descriptors labelled in the
assessment chosen from the Biology Stage 6 syllabus. A scaffold of learning for the
assessment two to three weeks prior to the due date clarifies the expectations of the
content and skills (Northlakes High School, 2017). This prepares students for what is
required of them to produce an assessment to their best efforts. The marking criteria
is explicitly explained to address outcomes (BIO11/12-1, BIO11/12-4 & BIO12-14),
skills and content required to gain the best marks in each assessable question in the
assessment task (Northlakes High School, 2017). The teacher will provide examples
of what is needed to complete the task sections with a class discussion answering
any inquiries relevant to assessment task needs.

Students will be given a structured overview of the assessment task when beginning
the Prevention, Treatment and Control content (Module 7: Infectious Disease) and
provided with the assessment task. The structured overview will clearly describe the
content and writing skills required for the assessment task. Defining and
acknowledging the key verbs used in the assessment is offered in the glossary of
words for HSC via the NESA website to help students understand the appropriate
language that is needed of them. Teacher support is present through the
development of students constructing the assessment task to help apply a student’s
best ability with significant feedback (Northlakes High School, 2017). Providing
students with a scaffold and a model supports their understanding of the
expectations of the assessment task to achieve the best outcome (Northlakes High
School, 2017). Scaffolds including models, glossary of words and clear Marking
Criteria need to be used by teachers when instructing students in developing
assessment task responses.

Student ID: 17464824 3

Secondary Curriculum 2A Biology Western Sydney University

Student’s Name: ______________________________ Due Date: 19/06/17

Teacher’s Name: ______________________________ Date Issued: 29/05/17

Assessment
Task No. 2
Research Assessment Task for Stage 6 HSC

Weighting 20%
Subject: Biology

Total Marks 50

Topic Module 7: Infectious Disease

Submission Details and Instructions

 The assessment task is to be submitted by 3:00pm Monday 19th of June

2017.
 This cover sheet provided must be attached to the assessment poster and
handed in by the due date with the PowerPoint presentation on a USB.
 An appropriate font is required (e.g. Arial) with suitable handwriting
 Assessments submitted after the due date will receive a zero unless a
doctor’s certificate or special consideration form has been dealt with
beforehand.
 The assessment must contain a clear main heading and sub headings
relating to task details.

 ------------------------------------------------------------------------------------------------------------

Assessment Task Student Acknowledgement

I, ______________________________ understand that in accordance with the

School Assessment Policy and NESA regulations, an assessment task in Biology is
due to be handed in by 3:00pm Monday the 19th of June 2017.

Student’s Signature______________________________ Date: ____________

(This acknowledgement will be held by the teacher until the Assessment Task has
been completed and submitted.)

Student ID: 17464824 4

Secondary Curriculum 2A Biology Western Sydney University

HSC Syllabus References

Prevention, Treatment and Control

Inquiry question: How can the spread of infectious diseases be controlled?

 Investigate and analyse the wide range of interrelated factors involved in

limiting local, regional and global spread of a named infectious disease

 Investigate procedures that can be employed to prevent the spread of

disease, including but not limited to: (ACSBL124)
 Hygiene practices
 Quarantine
 Vaccination, including passive and active immunity (ACSBL100,
ACSBL123)
 Public health campaigns
 Use of pesticides
 Genetic engineering

 Investigate and assess the effectiveness of pharmaceuticals as treatment

strategies for the control of infectious disease, for example:
 Antivirals
 Antibiotics

 Investigate and evaluate environmental management and quarantine

methods used to control an epidemic or pandemic

HSC Outcomes Being Assessed

Develops and evaluates questions and hypotheses for scientific
BIO11/12-1 investigation.

Selects and processes appropriate qualitative and quantitative data

BIO11/12-4 and information using a range of appropriate media.

Analyses infectious disease in terms of cause, transmission,

BIO12-14 management and the organism’s response, including the human
immune system.

Learning Across the Curriculum

 Critical and creative thinking

 Ethical Understanding

The General Capabilities  Information and communication technology

capability
 Intercultural Understanding

 Literacy

Student ID: 17464824 5

Secondary Curriculum 2A Biology Western Sydney University

Infectious Disease Task

The Understanding Emerging and Re-emerging Infectious Diseases article by

National Institute of Health (NIH) (2007) has just come out. Your task is to create a
PowerPoint presentation to be displayed, by you the presenter, at an infectious
disease awareness conference with a poster reconstructing the information found in
the article to spread awareness. Part A of the task requires you to read thoroughly
through the NIH’s (2007) article: Understanding Emerging and Re-emerging
Infectious Diseases. After reading through NIH’s (2007) article, Part B of the task
requires you to create a PowerPoint presentation for an infectious disease
awareness conference based on the sections of the article indicated in Part A. Part
C is then completed by reconstructing a poster that is designed to spread awareness
of Infectious Diseases.

 Link: https://www.ncbi.nlm.nih.gov/books/NBK20370/

Part A: Understanding Emerging and Re-emerging Infectious Diseases

Read through NIH’s (2007) article provided in the link focusing on sections:

i. Nature of Infectious Disease

ii. Microbes That Cause Infectious Disease
iii. Host Defences Against Infectious Disease
iv. Public Health Measures to Prevent Infectious Diseases
v. Treatments for Infectious Disease
vi. Glossary (after references)

Part B: Infectious Disease Awareness Conference, PowerPoint presentation

(22 marks)

i. Identify the difference between an infection and a disease. (4 marks)

ii. Define and summarise Microbes That Cause Infectious Diseases. (6 marks)
iii. Distinguish and explain Host Defences Against Infectious Diseases. (6
marks)
iv. Outline and Justify Treatment for Infectious Diseases while providing an
example of an Antiviral and Antibiotic. (6 marks)

Part C: Infectious Disease Awareness Poster (14 marks)

i. Describe and clarify Public Health Measures to Prevent Infectious Diseases

considering environmental management and quarantine methods used to
control an epidemic or pandemic. Also provide a definition of an epidemic and
pandemic. (8 marks)
ii. Identify and explain one Emerging and one Re-emerging Infectious
Diseases that you may have heard of or know about relevant to NIH’s (2007)
article with a provided description of that Emerging and Re-emerging
Infectious Diseases. (6 marks)

Student ID: 17464824 6

Secondary Curriculum 2A Biology Western Sydney University

Part D: Referencing (4 marks)

This part involves an APA reference to cite the provided article by NIH (2007) and
any other sources used to gather appropriate and relevant information. A referencing
site has been given to correctly reference material used:

 Link: https://www.usq.edu.au/library/referencing/apa-referencing-
guide#Journal_and_newspaper_articles

Part E: Presentation (10 marks)

The assessment is to be presented appropriately with a PowerPoint slideshow

presenting information from Part B that can be used at a conference and a Poster
created on an A3 sheet of paper/cardboard of information based on Part C.
Headings, sub-headings and relevant content is to be included with appropriate
information that is relevant to the task. The PowerPoint slideshow is also to be
handed in by the due date on a USB with the Poster and the cover sheet attached
(stapled or paper clipped).

Student ID: 17464824 7

Secondary Curriculum 2A Biology Western Sydney University

Marking Criteria

Part B: i
Criteria Mark
Clearly defines and identifies the difference between an infection and a 4
disease
Cleary identifies the difference between an infection and a disease 3
Identifies an infection or a disease with a definition 2
Identifies an infection or a disease 1
OR
Defines an Infection or a disease

Part B: ii
Criteria Mark
Provides a definition and a detailed summary of the six Microbes That 6
Cause Infectious Diseases
Provides a summary of the six Microbes That Cause Infectious Diseases 5
linking to a definition
OR
Provides a definition and a summary of five Microbes That Cause
Infectious Diseases
Provides a definition of the six Microbes That Cause Infectious Diseases 4
linking to a summary
OR
Provides a definition and a summary of four Microbes That Cause
Infectious Diseases
Provides a definition or a summary of three Microbes That Cause 3
Infectious Diseases
Provides a definition or a summary of two Microbes That Cause 2
Infectious Diseases
Provides a definition or a summary of one Microbe That Causes 1
Infectious Diseases

Student ID: 17464824 8

Secondary Curriculum 2A Biology Western Sydney University

Part B: iii
Criteria Mark
Clarifies and distinguishes Host Defences Against Infectious Diseases 6
concerning Nonspecific mechanisms, Specific mechanisms of host
resistance, Immunity and Vaccination with an explanation
Evidently explains Host Defences Against Infectious Diseases 5
concerning Nonspecific mechanisms, Specific mechanisms of host
resistance, Immunity and Vaccination displaying the tendency to
distinguish differences
OR
Evidently distinguishes the Host Defences Against Infectious Diseases
concerning Nonspecific mechanisms, Specific mechanisms of host
resistance, Immunity and Vaccination leading to an explanation
An outlined explanation of Host Defences Against Infectious Diseases 4
concerning Nonspecific mechanisms, Specific mechanisms of host
resistance, Immunity and Vaccination
A classification of Host Defences Against Infectious Diseases 3
concerning Nonspecific mechanisms, Specific mechanisms of host
resistance, Immunity and Vaccination
An outlined explanation Host Defences Against Infectious Diseases 2
concerning Nonspecific mechanisms and Specific mechanisms of host
resistance or Immunity and Vaccination
OR
A classification of Host Defences Against Infectious Diseases
concerning Nonspecific mechanisms and Specific mechanisms of host
resistance or Immunity and Vaccination
An explanation Host Defences Against Infectious Diseases concerning 1
either Nonspecific mechanisms or Specific mechanisms of host
resistance or Immunity or Vaccination
OR
Classifies Host Defences Against Infectious Diseases concerning either
Nonspecific mechanisms or Specific mechanisms of host resistance or
Immunity or Vaccination

Student ID: 17464824 9

Secondary Curriculum 2A Biology Western Sydney University

Part B: iv
Criteria Mark
Interprets the outline and justification of the six main points of Treatment 6
for Infectious Diseases with a provided example of an Antiviral and an
Antibiotic with a definition of each one
Interprets the outline and justification of five main points of Treatment for 5
Infectious Diseases with a provided example of an Antiviral and an
Antibiotic with a definition of each one
OR
Conveys the outline and justification of the six main points of Treatment
for Infectious Diseases with a provided example of an Antiviral and
Antibiotic
Interprets the outline and justification of four main points of Treatment 4
for Infectious Diseases with a provided example of an Antiviral and an
Antibiotic with a definition of each one
OR
Briefly outlines or justifies the six main points of Treatment for Infectious
Diseases whilst mentioning or describing an Antiviral and an Antibiotic
Interprets the outline and justification of three main points of Treatment 3
for Infectious Diseases with a provided example of an Antiviral and an
Antibiotic with a definition of each one
OR
Briefly outlines or justifies the six main points of Treatment for Infectious
Diseases
Interprets the outline and justification of two main points of Treatment for 2
Infectious Diseases with a provided example of an Antiviral and an
Antibiotic with a definition of each one
OR
Briefly justifies the six main points of Treatment for Infectious Diseases
Briefly outlines a main point of Treatment for Infectious Diseases 1
OR
Provides an example of an Antiviral or an Antibiotic

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Secondary Curriculum 2A Biology Western Sydney University

Part C: i
Criteria Mark
A description and clarification is explicit based on Public Health 8
Measures to Prevent Infectious Diseases considering the six-
environmental management and quarantine methods used to control an
epidemic or pandemic is indicated. A concise definition of an epidemic
and pandemic is also provided
A thorough description and clarification of Public Health Measures to 7
Prevent Infectious Diseases considering the six-environmental
management and quarantine methods used to control an epidemic or
pandemic is indicated
A detailed description or clarification of Public Health Measures to 6
Prevent Infectious Diseases considering the six-environmental
management and quarantine methods used to control an epidemic or
pandemic is indicated. There is also a provided a definition of an
epidemic and pandemic
A detailed description or clarification of Public Health Measures to 5
Prevent Infectious Diseases considering five-environmental
management and quarantine methods used to control an epidemic or
pandemic is indicated. There is also a provided a definition of an
epidemic and pandemic
A description or clarification of Public Health Measures to Prevent 4
Infectious Diseases considering four-environmental management and
quarantine methods used to control an epidemic or pandemic is
indicated. There is also a provided a definition of an epidemic and
pandemic
A description or clarification of Public Health Measures to Prevent 3
Infectious Diseases considering three-environmental management and
quarantine methods used to control an epidemic or pandemic is
indicated.
OR
Describes or clarifies methods used to control an epidemic or pandemic
with a definition of an epidemic and pandemic
A description or clarification of Public Health Measures to Prevent 2
Infectious Diseases considering two-environmental management and
quarantine methods used to control an epidemic or pandemic is
indicated.
OR
Describes or clarifies methods used to control an epidemic or pandemic
A description or clarification of Public Health Measures to Prevent 1
Infectious Diseases considering one-environmental management and
quarantine method used to control an epidemic or pandemic is
indicated.
OR
Provides a definition of an epidemic and pandemic

Student ID: 17464824 11

Secondary Curriculum 2A Biology Western Sydney University

Part C: ii
Criteria Mark
Coherently Identifies and explains one relevant Emerging and Re- 6
emerging Infectious Diseases related to the article with a description of
the Emerging and Re-emerging Infectious Diseases
Identifies and explains one relevant Emerging and Re-emerging 5
Infectious Diseases with a provided description of that Emerging and
Re-emerging Infectious Diseases
An Identification or explanation of one relevant Emerging and Re- 4
emerging Infectious Diseases with the tendency to provide description of
that Emerging and Re-emerging Infectious Diseases
An Identification or explanation of one relevant Emerging and Re- 3
emerging Infectious Diseases
Identifies and explains one relevant Emerging and Re-emerging 2
Infectious Diseases
OR
A provided description of one relevant Emerging and Re-emerging
Infectious Diseases
Provides a description of an Emerging and Re-emerging Infectious 1
Diseases

Part D: Referencing
Criteria Mark
Proper APA referencing of the article and available sources used 4
identified by the referencing website
Proper APA referencing of the article and links to used sources 3
Proper APA referencing of the article 2
Proper APA referencing of other used sources 1

Student ID: 17464824 12

Secondary Curriculum 2A Biology Western Sydney University

Part E: Presentation
Criteria Mark
Assessment has an appropriate expressive PowerPoint slideshow 10
presenting information from Part B that can be used at a conference and
a meaningful Poster created on an A3 sheet of paper/cardboard of
information based on Part C. Headings, sub-headings and relevant
content is outlined with succinct information that is applicable to the task
and the cover sheet attached
Assessment has an appropriate PowerPoint slideshow presenting 9
information from Part B that can be used at a conference and a Poster
created on an A3 sheet of paper/cardboard of information based on Part
C. Headings, sub-headings and relevant content is outlined with succinct
information that is applicable to the task and the cover sheet attached
Assessment has an appropriate PowerPoint slideshow presenting 8
information from Part B that may be addressed at a conference and a
Poster created on an A3 sheet of paper/cardboard of information based
on Part C. Headings and/or sub-headings with relevant content is
outlined and has information that is applicable to the task plus the cover
sheet attached
Assessment has an appropriate PowerPoint slideshow presenting 7
information from Part B and a Poster created on an A3 sheet of
paper/cardboard of information based on Part C. Headings and/or sub-
headings with relevant content is outlined and has information that is
applicable to the task plus the cover sheet attached
Assessment has an appropriate PowerPoint slideshow presenting 6
information from Part B and a Poster created on an A3 sheet of
paper/cardboard of information based on Part C. Headings and relevant
content is outlined with information that is applicable to the task plus the
cover sheet attached
Assessment has an appropriate PowerPoint slideshow presenting useful 5
information from Part B and a Poster created on an A3 sheet of
paper/cardboard of relevant information based on Part C. Headings and
relevant content is outlined with information that is apllicable to the task
plus the cover sheet attached
Assessment has a PowerPoint slideshow presenting information from 4
Part B and a Poster created on an A3 sheet of paper/cardboard of
relevant information based on Part C. Headings are visible with relevant
content outlined applicable to the task plus the cover sheet attached
Assessment has a PowerPoint slideshow presenting some information 3
from Part B and a Poster created on an A3 sheet of paper/cardboard of
some relevant information based on Part C. Relevant content outlined
relevant to the task plus the cover sheet attached
Assessment has a PowerPoint slideshow presenting some information 2
from Part B and a Poster created on an A3 sheet of paper/cardboard of
some relevant information based on Part C with the cover sheet attached
Assessment has a PowerPoint slideshow presenting some information 1
from Part B or a Poster created on an A3 sheet of paper/cardboard of
some relevant information based on Part C with the cover sheet attached

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Secondary Curriculum 2A Biology Western Sydney University

Example of Student Product

The PowerPoint slideshow to be presented in a conference for Part B of the

assessment has a clear definition of an infection and disease whilst identifying the
difference between the two. There is a provided definition and a summary of
bacteria, viruses, fungi, protozoa, helminths and prions that is outlined under
Microbes That Cause Infectious Diseases. A clarification of what distinguishes
Nonspecific mechanisms, Specific mechanisms of host resistance, Immunity and
Vaccination with an explanation is indicated covering Host Defences Against
Infectious Diseases. An interpretation outlining and justifying treatment of bacterial
diseases, viral diseases, fungal and parasitic diseases, resistance to antimicrobial
agents, mechanisms of antimicrobial resistance, and transfer of antimicrobial-
resistance genes is presented. These six main points fall under Treatment of
Infectious Diseases and students require an example of an Antiviral and an Antibiotic
with a definition of each one. At the end of the slideshow there should be a slide of
references used.

The poster created to spread awareness of Infectious Disease indicated as Part C of

the assessment task must have a clear description and clarification of safe water,
sewage treatment and disposal, food safety programs, animal control programs,
vaccination programs, and Public health organisations based on Public Health
Measures to Prevent Infectious Diseases. Considering the environmental
management and quarantine methods used to control an epidemic or pandemic with
a specified definition of the chosen topic is shown. A reasonable identification and
explanation one relevant Emerging Infectious Diseases such as AIDS, Ebola and
fever, related to the article with a description should be included. A reasonable
identification and explanation of one relevant Re-emerging Infectious Disease such
as malaria and tuberculosis related to the article with a description must be included
also. An expressive easy to read poster linking the content while demonstrating
awareness of infectious disease should be signified.

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Secondary Curriculum 2A Biology Western Sydney University

Justification

The teaching approach of implementing an instructional video impacts differentiation

of learning among students (Blomberg et al., 2014). This type of information and
communication technology (ICT) is isolated as a learning tool for students to gain
specific and relative knowledge. The instructional video collaborated addresses
information on the content descriptor: investigate and assess the effectiveness of
pharmaceuticals as treatment strategies for the control of infectious disease, for
example: antivirals and antibiotics (NESA, 2017). This content descriptor has been
selected from Module 7: Infectious Disease under Prevention, Treatment and Control
from the Biology Stage 6 syllabus (NESA, 2017).

The applied instructional video focused on treatment for infectious disease

connecting to antivirals and antibiotics as the treatment. The instructional video
included identifying the content descriptor chosen from the Biology Stage 6 syllabus
with a brief overview of antivirals and antibiotics function and their history into
modern medicine. The mention of viruses and bacterial infections are then
introduced explaining how these treatments counteract the infectious diseases.
Following this, a news article is produced portraying a real-world connection to the
students considering the common virus influenza. The article reports thousands of
Australians already diagnosed with influenza in 2017 (Crawford, 2017). This real-
world connection engages students, linking their learning with real life experiences,
focusing more accordingly, integrating students interests and skills (Peterson, 2000).

A figure is presented in the instructional video demonstrating the use of antivirals

(anti-HIV drugs) to inhibit viral replication of the HIV replication cycle. The
demonstration and explanation of the figure identifying what the antivirals function is
during this process strengthens students content knowledge (Blomber et al., 2013).
Blomberg et al. (2014) established that an instructional video as a learning tool for
students may suit the differentiation between students supporting higher
achievement and expectations. Integrating a figure with an explanation in an
instructional video allows students to gain a deeper understanding by revisiting the
video, pausing or rewinding and playing the video again to interpret information
missed.

Another figure shown displays the course antibiotics take to eliminate bacteria from a
bacterial infection. A step by step process is constructed, which is also included in
the antiviral figure, with an explanation of the antibiotics function against bacteria.
This demonstrates effective attentive learning by providing social, educational,
communication, and individual learning skills to students and potentially minimising
unwanted behaviours (Mechling, 2005). An instructional video using these processes
relating to a student’s real-world connection incorporates students to successfully
inherit learning objectives by increasing understanding and retention of new
concepts (Blomberg et al., 2013; Soslau & Yost, 2007). This differentiation of using
an instructional video meets the diverse needs among students for teaching
Aboriginal populations, EALD learners, and incorporating Biology metalanguage
skills.

Student ID: 17464824 15

Secondary Curriculum 2A Biology Western Sydney University

The research assessment task created focuses on Module 7: Infectious Disease

covering the first four content descriptors points under Prevention, Treatment and
Control in the Biology Stage 6 syllabus (NESA, 2017). This summative assessment
known as assessment of learning is designed to indicate the level of student
achievement (by rank or grade) that is assessed against addressed outcomes
(BIO11/12-1, BIO11/12-4 & BIO12-14) and standards (NESA, 2017). The
assessment task includes separate parts focusing on specific content relating to the
National Institute of Health’s (NIH) (2007) article. An infectious disease awareness
conference, PowerPoint presentation and an infectious disease awareness poster
are the two tasks required of students linking to a real-world connection.

The assessment task has been executed with project-based learning (PBL)
representing the teacher explaining the task and action steps required to create the
product. Hugerat (2016) found perceptions of PBL strategies to be significantly more
satisfying and enjoyable, with better support from the teacher, and a considerably
more positive teacher/student relationship. Emphasising and creating a PBL
assessment establishes an important directional-based standard accessing students
higher learning expectations and achievements (Mioduser & Betzer, 2008). The
individual work of students to construct the assessment task is obtained through
PBL. This provides insight to teachers of student academic knowledge, integrity and
educational learning needs, which is the focus of the research assessment task.

The infectious disease awareness conference, PowerPoint presentation and

infectious disease awareness poster involves students to attain a real-world
connection between curriculum and personal experiences (Soslau & Yost, 2007).
Individually students gather information from the NIH’s (2007) article, develop a
slideshow that is to be presented at an infectious disease conference with a poster
created to spread awareness and deliver information on the topic. This
communication with the thought that students will be presenting their slideshow or
poster to real people in a conference about real issues enhances learning of content
and writing style (Soslau & Yost, 2007).

Scaffolding student learning for this assessment task involves teacher/student

discussions relevant to assessment material with a brief overview of the article it is
based on and assessment requirements. The marking criteria is explained and
signified to students for developing their best efforts in a higher level of successful
achievement. This identifies how students can obtain a substantial mark in the
assessment by being provided with the outlined requirements for each question
(BOSTES, 2016). The marking criteria is based off the content descriptors, outcomes
(BIO11/12-1, BIO11/12-4 & BIO12-14) and key verbs being assessed. Therefore,
clarification of the content descriptors, outcomes and key verbs by the teacher is
implemented as this is the focus of the assessment task (NESA, 2012). The PBL
assessment is an approach in constructivism that supports student engagement in
problem-solving situations (Gülbahar & Tinmaz, 2006).

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Secondary Curriculum 2A Biology Western Sydney University

References:

Bede Polding College. (2015). Assessment Task for Stage 6: Preliminary.

Retrieved from
http://www.bedepoldingwindsor.catholic.edu.au/SiteData/237/UserFiles/Public
ationLinks/11Bio3LOEResearchTask2015.pdf

Billabong High School. (2015). Stage 6 Assessment. Retrieved from

http://www.billabong-
h.schools.nsw.edu.au/documents/39386789/39393145/Stage%206%20Asses
sment%20Booklet%202015%20a.pdf

Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five
research-based heuristics for using video in pre-service teacher education.
Journal for Educational Research Online, 5(1), 90-114. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1439081833?accountid=36155

Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014).
Understanding video as a tool for teacher education: Investigating
instructional strategies to promote reflection. Instructional Science, 42(3), 443-
463. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s11251-013-9281-6

Board of Studies Teaching & Educational Standards NSW (BOSTES). (2016).

Course Report. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2754081-dt-content-rid-
22726474_1/courses/102090_102091_102092_2017_1h_biology/BD9089260
.pdf

Cold, flu and anitbiotic resistance [Image]. (2016). Retrieved from

http://healthewomen.co.uk/cold-flu-antibiotic-resistance/

Crawford, G. (2017). Thousands of Australians diagnosed with influenza already

in 2017. SBS news. Retrieved from
http://www.sbs.com.au/news/article/2017/03/23/thousands-australians-
diagnosed-influenza-already-2017

DUX College. (2017). HSC Biology Syllabus dot-point Summary – The Search for
Better Health. Retrieved from https://dc.edu.au/hsc-biology-the-search-for-
better-
health/#Identify_the_role_of_antibiotics_in_the_management_of_infectious_di
sease

Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and E-

portfolio assessment in an undergraduate course. Journal of Research on
Technology in Education, 38(3), 309-327. Retrieved from https://search-
proquest-com.ezproxy.uws.edu.au/docview/274709795?accountid=36155

Hugerat, M. (2016). How teaching science using project-based learning

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Secondary Curriculum 2A Biology Western Sydney University

strategies affects the classroom learning environment. Learning Environments

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