Curriculum links for ‘Big Picture: Careers From Biology’

This issue of 'Big Picture' focuses on careers from biology, and the curriculum links relating to careers are described below. There are also scientific fast facts and other scientific content within the interviews which link to teaching of genetic disorders, diet and exercise, disease, atoms and radiation, cell division, gene expression, populations, ecosystems and glycolysis.

Biology

AQA GCE Biology

How Science Works

Scientific advances have greatly improved the quality of life for the majority of people.

Developments in technology, medicine and materials continue to further these improvements at an increasing rate.

Scientists can predict and report on some of the beneficial applications of their experimental findings.

Scientists evaluate, and report on, the risks associated with the techniques they develop and the applications of their findings.

OCR GCEBiology

How Science Works

Applications, implications and ethical considerations

(a) consider applications and implications of science and appreciate their associated benefits and risks

(b) consider ethical issues in the treatment of humans, other organisms and the environment.

Scientific knowledge in its social context

(a) appreciate the tentative nature of scientific knowledge

(b) appreciate the role of the scientific community in validating new knowledge and ensuring integrity

Edexcel GCE Biology

How Science Works

Consider applications and implications of science and appreciate their associated benefits and risks.

Appreciate the role of the scientific community in validating new knowledge and ensuring integrity.

Appreciate the ways in which society uses science to inform decision-making.

WJEC GCE Biology

How Science Works

Consider applications and implications of science and appreciate their associated benefits and risks.

Appreciate the role of the scientific community in validating new knowledge and ensuring integrity.

Appreciate the ways in which society uses science to inform decision-making.

Scottish Curriculum for Excellence

SCN 3-20a

I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development.

KS4 Personal Social Health and Economic Education (PSHEE)

1.1 Career

(a) Understanding that everyone has a 'career'.

(b) Developing a sense of personal identity for career progression.

2.1 Self Development
Students should be able to:

(a) develop and maintain their self-esteem and envisage a positive future for themselves in work

(b) identify major life roles and ways of managing the relationships between them

relation to options in learning, work and enterprise

(d) assess the importance of their experiences and achievements in relation to their future plans.

2.2 Exploration
Students should be able to:

(a) identify, select and use a range of information sources to research, clarify and review options and choices in career and financial contexts relevant to their needs

(b) recognise bias and inaccuracies in information about learning pathways, work and enterprise

2.3 Enterprise
Students should be able to:

(a) identify the main qualities and skills needed to enter and thrive in the working world

(b) assess, undertake and manage risk

(d) manage change and transition

(e) show drive and self-reliance when working on work-related tasks

(f) develop approaches to working with others, problem-solving and action planning

(g) understand the key attitudes for enterprise, including self-reliance, open-mindedness, respect for evidence, pragmatism and commitment to making a difference

(h) develop and apply skills and qualities for enterprise

(i) demonstrate and apply understanding of economic ideas.

Curriculum Opportunities
The curriculum should provide opportunities for students to:

(a) use case studies, simulations, scenarios, role play and drama to explore work and enterprise issues

(b) use their experiences of work to extend their understanding of work

(d) have direct and indirect contact with people from business

(e) research options and progression routes in learning and work

(f) have contact with information, advice and guidance specialists

(g) engage with ideas, challenges and applications from the business world

(h) explore sources of information and ideas about work and enterprise

(i) discuss contemporary issues in work

(j) review and update a personal statement and make an individual learning and career plan for their transition into the post-16 phase

(k) make links between economic wellbeing and financial capability and other subjects and areas of the curriculum.

International Baccalaureate Diploma Programme

Creativity, action, service (CAS)

Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component's three strands, often interwoven with particular activities, are characterized as follows:

Creativity - arts and other experiences that involve creative thinking
Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
Service - an unpaid and voluntary exchange that has a learning benefit for the student.

Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual starting point. Activities should provide:

real, purposeful activities, with significant outcomes
personal challenge - tasks must extend the student and be achievable in scope
thoughtful consideration, such as planning, reviewing progress and reporting
reflection on outcomes and personal learning.

Group 4, the Experimental Sciences including Biology

The Experimental Sciences

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

Amongst other things, the IB Diploma Programme Biology course aims to produce students who:

can apply knowledge and techniques used in Biology
can analyse, synthesise and evaluate Biological information
understand the need for and value of scientists collaborating and communicating with each other
are able to develop their experimental and investigative scientific skills
are aware of the moral, ethical, social, economic and environmental impact of Biology
understand the impact of the overarching nature of the scientific method on Biology.

WJEC Welsh Baccalaureate

Work experience

Spending time in a work situation.

Team enterprise

Where they experience what it means to run a 'business'.

Community work

Spending time helping the community.

Personal skills

Such as planning and time-management.