Scheme of Work Cambridge International as & a level

Extension activity: Learners extend their knowledge of the gas exchange system by researching the effects of tobacco smoke. With careful planning, provide an opportunity to ‘flip the classroom’ in advance of this lesson, to encourage learners to arrive already prepared. Examples of sources include: https://ash.org.uk/fact-sheets/

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

10: Infectious diseases

Syllabus ref. and Key Concepts (KC)	Learning outcomes	Suggested teaching activities
10.1 Infectious diseases KC1 KC5	10.1.1 State that infectious diseases are caused by pathogens and are transmissible. 10.1.2 State the name and type of pathogen that causes each of the following diseases: cholera malaria tuberculosis (TB) HIV/AIDS 10.1.3 Explain how cholera, malaria, TB and HIV are transmitted. 10.1.4 Discuss the biological, social and economic factors that need to be considered in the prevention and control of cholera, malaria, TB and HIV (details of the life cycle of the malarial parasite are not expected).	List a number of infectious and non-infectious diseases on the whiteboard. Learners discuss the definition of infectious disease. Learners write the shortest summary paragraph possible using the key terms that emerge from this discussion. This is a good way to focus learners on developing their higher-order thinking skills to make sense of the meaning of these terms, rather than simply recall them. (F) Learners prepare short information sheets to list how the transmission cycle for each disease can be broken, with an emphasis on the mode of infection. For example, learners might show how drinking water supplies are contaminated with sewage, then consumed, or how malarial parasites make their way from a host, via a mosquito, to another. Their work can later be photocopied and made into a booklet for future reference. (I) Learners design a dichotomous key to help identify which pathogen is which in a series of steps. They may need to revisit their work from Topic 1 Cell Structure to help with the names of organelles. (I) Learners play a game called ‘name that pathogen’. List a number of diseases on the board and ask learners to pick the right disease for the facts being read. As the basis of a competition, the fewer clues required to guess the pathogen, the more points the learner achieves. Clues include the methods of transmission, global distribution, clinical features, and so on. Learners write the shortest summary paragraph possible using the following key terms: infectious, pathogen, transmissible, and so on. This is a good way to develop their higher-order thinking skills to understand these terms, rather than simply recall them. (F)