Human Biology covers a wide range of ideas relating to the functioning of the human body. Students learn about themselves, relating structure to function. They learn how integrated regulation allows individuals to survive in a changing environment and maintain homeostasis. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures. Reproduction and the development of the foetus are studied in order to understand the sources of variation that make each of us unique individuals. At a time when Australia is suffering a shortage of doctors (Australian Medical Association 2014; Dingle 2014; Sivey and Scott 2013), and there is an exponential growth in the allied medical field (Australian Health Workforce Advisory Committee 2006; Keast 2015), the study of Human Biology has never been more important.

The Human Biology course uses the human life cycle as a means to create a close link between personal experience and theoretical content for students. Health issues that relate to particular life cycle stages are explored with relation to the structure and function of the human body. This connects theory to practice and provides real world examples. A wide range of factors that affect the homeostatic balance of the human body are explored. These include: pathogenic attack, immune responses, hormonal imbalances, environmental factors, mental health issues and chronic disease as a result of life style choices.

As a science, the subject matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and scientific research. Scientific literacy is treated as a core underlying principle to the development of deep understanding in the subject. The knowledge-base of the subject is being added to at an exponential rate and students are introduced to new discoveries and advancements, as well as considering the ethical issues relating to medical treatment and research. As a result, students learn to think critically, to evaluate evidence, to solve problems and to communicate understandings in scientific ways.

As a senior secondary subject, Human Biology provides a valuable foundation for students who wish to follow a variety of career pathways by introducing them to the complex technical language of the discipline and to key concepts around the structure and function of the human body. In addition, students develop their numeracy skills through the analysis of mathematical data and their information and communications technology (ICT) skills by undertaking research, analysis and the interpretation of scientific materials. Students are exposed to the real world of individuals working in this area through talks given by experts in their fields.

These skills enable students to make informed decisions about their pathways into Tertiary studies in the fields of medicine and allied subjects (nursing, nutritional health, occupational therapy, osteopathy, para-medicine and physiotherapy, for example). The course develops students’ personal capabilities through practical exercises that apply theoretical knowledge to the student as subject, and social capabilities through the practice of collaborative endeavours. The course therefore develops skills and knowledge that prepare students to be responsible citizens.

The Human Biology course is written under the BSSS SCIENCE Framework.

Achievement Standards for SCIENCE courses can be found within the Framework.

The study of Science is the unveiling of the mysteries of the universe in order to make sense of nature in all its wonder and complexity. Through knowledge, observation, questioning, experimentation, discussion, critical analysis and creative thinking in a scientific context, students develop their investigative, analytical and communication skills while cultivating an appreciation of the natural world.

The Essentials of Human Life

Human embryos undergo cell replication and specialisation to initially form different germ layers and later develop into specialised tissue types (connective, epithelial, muscular and nervous). Students learn about the stem cells from which tissue form in the embryo and which are the foundation for the growing therapeutic treatment of a number of degenerative diseases.  In doing so students discover that different sorts of stem cells have different efficacies for treatment of disease.

They also focus on the anatomy and physiology of different tissue types and their purposes in the mature human body. The nature of the different types of tissue is investigated and the roles they play in the human body are explored (for example, the different types of squamous tissue and the impact of different structural forms on different roles in the body). Relationships between the tissue types are explored in order to develop an understanding of the intricate interconnectivity that produces the specialised organs of the human body such as the heart and the liver, with a specialised function.

Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and the use of ICT and other technologies have contributed to developing understanding of the development of the human embryo and the structure and function of tissue types. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical considerations.

Students use science inquiry skills to explore the relationship between development structure and function, by conducting real or virtual dissections and carrying out microscopic examination of cells and tissues. Students consider the ethical considerations that apply to the use of living organisms in research. They develop skills in constructing and using models to describe and interpret data about the functions of cells and organisms.

The Aging Human Body

This unit investigates human reproduction and the development of the foetus in order to understand the sources of variation that make each of us unique individuals.  Students learn about the mechanisms of transmission of genetic materials to the next generation, the role of gametes in reproduction, the development of the embryo and tests for screening both the embryo and the newly born child for abnormalities.  The emphasis is on developing an understanding of the remarkable development and growth rate of the foetus.  Advances in technology, such as modern imaging technology, mean that we can trace this development in great detail and precisely mark developmental changes. Students will also study in vitro fertilisation (IVF), sexually transmitted diseases and contraception.

From birth to adulthood, the human body grows at different rates and changes in form.  Students focus on a range of illnesses that relate to age and tissue types so that they gain a deep understanding of how disease relates to tissue function in the body. The phenomenon of autophagy is investigated in order to understand the underlying processes of materials from cell destruction being recycled in order to form new tissue.  Uncontrolled growth of tissue that leads to cancer is also studied. Students will learn about a range of pathologies that may be age-related and that affect particular tissue types (for example, cystic fibrosis in the young affecting the epithelial tissue of the lungs and digestive systems).  Specific instances are chosen in order to provide a wide variety of cases to study such as sensory deprivation in the newly-born child through to such pathologies that are age-related such as Alzheimer’s and Parkinson’s diseases. Medical advances are continually improving the diagnosis of chronic illness and thereby increasing the chances of early intervention.  Therapies are considered that may slow the advance of degenerative diseases, such as gene and stem cell therapies.

The unit provides opportunities to explore stem cell research which is an important area that providing opportunities for the development of therapies to treat degenerative diseases. This presents major ethical, social and legal issues.  Students investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.

Students will use ICT to research the population dynamics of these conditions and develop skills in using models to describe and interpret data at the population level.  They will also gain an insight into the emotional and mental costs of such diseases as dementia through interaction with practitioners in the field.

Human Health and the Environment

This unit investigates the impact of environmental conditions upon the health of humans both at the individual and population level. The World Health Organisation believes that “environmental risk factors, such as air, water and soil pollution, chemical exposures, climate change, and ultraviolet radiation, contribute to more than 100 diseases”, much of which is preventable with the appropriate planning. The environmental causes of disease will be considered, based on the nature of the risk: biological, chemical, physical and social. Students will also interrogate the environmental and demographic markers of specific chronic diseases such as the link between asbestosis and mining and malaria and living in the tropics.  With climate change, the parameters that not only affect the physical environment, but also the spread of biological risks will increase the global burden of disease, particularly zoonotic diseases. Some simple solutions are promoting safe household water storage and safer management of toxic substance storage and use. Students will consider not only the expression of specific environmental diseases but also the means by which the risk can be reduced and possible solutions.

Mental health is an important aspect of human health. Good mental health will be defined. Mental illness will be described as well as its causes, symptoms and treatment. Major mental health issues that affect teenagers will be considered in order to give the content real world relevance for the students.

Through the investigation of appropriate contexts, students will explore how the physical and social environment affects health by using evidence from multiple disciplines and with the use of ICT and other technologies. Students investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.

Students will use their scientific inquiry skills to explore the relationship between environment and illness, by investigating real world cases and constructing and using appropriate representations in order to analyse data gathered. They also develop their skills in constructing plausible explanation and predictions for a range of environmental health issues.

Treating the Human Body

In this unit, students study the exponential growth of research and knowledge about the functioning of the human body that informs the Western mode of treating illness, and also consider alternative ways of treating illness in Australia.  The veracity of alternative diagnosis and treatment methods will be interrogated.  Student learning will be further enhanced through interaction with professional practitioners, wherever practical.

Diagnosis of illness involves understanding a person’s symptoms and signs in order to determine an appropriate treatment. Diagnosis can be challenging because many signs and symptoms are non-specific.  The exploration of both non-invasive and invasive diagnostic techniques of illness will be explored.  The field of medical isotopes will also be examined.  New developments, such as ICT facilitated diagnostic (e.g. MRI and CAT scans) as well as treatment (e.g. nanosurgery and stentrodes) methods will be discussed and put in historical context.  Some of the evolving areas of medicine that present ethical issues, such as the use of 'service robots' in patient care and the development of antibiotic resistance, will also be studied.

Students will explore how cultural context and environment may affect the diagnosis and treatment of patients. Students investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.

Students will use their scientific inquiry skills to explore the principles of diagnosis and treatment of illness, by investigating real world cases.  They interpret data in order to make predictions about causation and outcomes as a result of applying diagnostic techniques to symptom sets.

Independent Study

An Independent Study unit has an important place in senior secondary courses. It is a valuable pedagogical approach that empowers students to make decisions about their own learning. An Independent Study unit can be proposed by an individual student for their own independent study and negotiated with their teacher. The program of learning for an Independent Study unit must meet the unit goals and content descriptions as they appear in the course. Students must have studied at least THREE standard 1.0 units from this course. A student can only study a maximum of one Independent study unit in each course. An Independent Study unit requires the principal’s written approval. Independent study units are only available to individual students in Year 12. Principal approval is also required for a student in Year 12 to enrol concurrently in an Independent unit and the third 1.0 unit in a course of study.

Human Biology A-T-M 2017-2022 (879 KB)

Updated Course from 2023

Human Biology A/T/M (850 KB)

Human Biology A/T/M (327 KB)

The following courses are also available:

• Biology