assessed through examination through teaching and delivery 1 Section 1 Cells and Tissues Cell structures and functions Students will be assessed on their ability to: 1.1 recognise cell structures as seen with a microscope and electron microscope (TEM images only), including nucleus, chromosomes, cell membrane, mitochondria, endoplasmic reticulum and ribosomes 1.2 describe the functions of the cell structures: • nucleus • chromosomes • cell membrane • mitochondria • endoplasmic reticulum • ribosomes. Activities: Look at TEM images and try to identify structures. Produce a poster labelling structures and annotated with functions of each structure. Students can research a particular organelle and prepare a PowerPoint presentation to the class. Look at pre-prepared slides of various cells under a light microscope. Produce a slide of your own cheek cell or onion cell – compare plant and animal cell structures. Please consider local Health and safety issues and regulations. Squeeze some pond weed between two microscope slides - look at them under a microscope to see how many chloroplasts there are. Plant cells are outside the specification but this can Edexcel International GCSE student book – tbc BBC Bitesize – What’s In A Cell? (for animal cell components) Video – Electron microscope BBC – Levels of Organisation (for animal cell components) Video – Cell biology under the microscope Critical thinking Problem solving Reasoning Interpretation Adaptive learning Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Learning Intellectual Interest and curiosity Initiative Self-direction Responsibility Perseverance Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership
develop practical skills/illustrate plant cell differences. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. 2 Section 1 and Tissues Structure of DNA and DNA replication Students will be assessed on their ability to: 1.3 describe the structure of a DNA molecule as: • two strands coiled to form a double • containing nucleotides • strands linked by complementary bases, complementary bases linked by hydrogen bonds. 1.4 describe DNA replication as the separation of DNA strands and the formation of a new strand by complementary base pairing of nucleotides, including the role of DNA polymerase. Activities: Make models of DNA ladder structure using card or even use different coloured jelly babies as the bases. Make plasticine/play-doh models to show replication. Download app stop motion animation – use iPhones or iPads to make an animation of DNA replication using plasticine/card etc. Extension for G&T Make molymod models of a nucleotide. Use an internet programme to make a word search or crossword – perhaps for homework and students can Edexcel International GCSE student book pages – tbc Animations: DNA structure DNA replication Critical thinking Problem solving Reasoning Interpretation Adaptive learning Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Intellectual Interest and curiosity Initiative Self-direction Perseverance Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership
Mitosis, stem cells, Ethics 1.10 understand that mitosis occurs during growth, repair, cloning and asexual reproduction 1.11 know the four main stages of mitosis; prophase, metaphase, anaphase and telophase, which results in the production of two genetically identical diploid daughter cells 1.12 know that there are different types of stem cells, including embryonic and adult stem cells that have the ability to develop into other body cells 1.13 describe the advantages, disadvantages and ethics in the research and use of embryonic and adult stem cells. Make plasticine/play-doh models to show chromosomes during mitosis. Download app stop motion animation – use iPhones or iPads to make an animation of mitosis using plasticine, card etc. Discuss the ethics of stem cells. Students could research and/or debate the pros and cons. Investigate cell division using: Animation: Mitosis Videos: DNAtube ABPI interactive activity on cell division: BBC – Stem Cells and Medicine ABPI interactive activity on stem cells: Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 6 Section 1 and Tissues tissues and organs, bone and muscle specialised cells Students will be assessed on their ability to: 1.14 understand that cells are grouped into tissues and that tissues are organised into organs 1.15 describe the structure of bone, muscle (voluntary, involuntary and cardiac, as observed under a light microscope), blood, nervous tissue and epithelium (squamous and Activities: Use a model skeleton to show bones and muscle locations/attachment. View pre-prepared slides of blood/nervous tissue or other cells under a light microscope. Locate/download a picture from an online library to observe red Edexcel International GCSE student book pages – tbc DNAtube –Red cells DNAtube – Fusion of sperm and egg Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Intellectual Interest and curiosity
ciliated, with reference to cells lining the cheek and trachea) 1.16 describe the structure of cells specialized for reproduction, e.g. egg (ovum) and sperm and relate their structure to function. blood cells or stained white blood cells. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. 7 Section 2 Biological Molecules Elements present, structures of molecules, tests for molecules Students will be assessed on ability to: 2.1 know the chemical elements present in carbohydrates, proteins and lipids (fats and oils) 2.2 understand the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: • starch and glycogen from simple sugars • protein from amino acids • lipids from fatty acids and glycerol 2.3 describe the tests for glucose (a reducing sugar), starch, lipid and protein. Activities: Make models out of card or molymod. Or look at molymod models to work out the elements present in each. practicals: Starch test using iodine Benedict’s test for sugar Emulsion test for lipids Biuret test for proteins. Use an internet programme to make a word search or crossword – perhaps for homework and students can Edexcel International GCSE student book – tbc Protocols for practicals: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Continuous learning Intellectual Interest and curiosity Initiative Communication Collaboration Teamwork Cooperation
swap in pairs and try to do them in the next lesson. 8 Section 2 Biological Molecules Embedded practicals Students will be assessed on their ability to: 2.4 practical: investigate the qualitative and quantitative content of vitamin C in food 2.5 practical: investigate the energy content of food. Class practicals: Vitamin C content Energy content of a crisp. Edexcel International GCSE student book pages – tbc Protocols for practicals: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Continuous learning Intellectual Interest and curiosity Initiative Communication Collaboration Teamwork Cooperation 9 Section 2 Biological Molecules Enyzmes as catalysts, factors affecting enzymes Students will be assessed on their ability to: 2.6 explain the role of enzymes as biological catalysts in metabolic reactions Activities: Students can prepare a PowerPoint presentation on how a particular variable affects enzyme action or research a Edexcel International GCSE student book pages – tbc Interactive resource on enzymes Critical Thinking Problem Solving Analysis Reasoning Interpretation Decision Making Critical Thinking Problem Solving Analysis Reasoning Interpretation Decision Making
11 Section 2 Biological Molecules Immobilised enzymes + embedded practical Students will be assessed on their ability to: 2.9 describe the advantages of immobilised enzymes in: • the production of lactose-free milk • the conversion of sucrose into glucose and fructose • glucose testing strips for diabetics 2.10 practical: investigate the action of immobilised enzymes including the preparation of alginate Class practicals: Use glucose test strips to test fake (cold tea) for presence of glucose to identify a diabetic patient. Prepare immobilised enzymes in alginate Edexcel International GCSE student book pages – tbc Interactive resources on enzyme uses Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Continuous learning Intellectual Interest and curiosity Initiative Communication Collaboration Teamwork Cooperation 12 Section 3 Movement of Substances Definitions + osmosis Students will be assessed on their ability to: 3.1 know simple definitions of diffusion, osmosis and active transport 3.2 understand that movement of substances into and out of cells can be by diffusion, osmosis (understanding of water potential is required) and active transport. Activities: Burn an incense stick and time how long it takes for students to smell it – using their distance away work out the rate of diffusion. Look at diffusion of methylene blue in liquid or agar blocks. Use Visking tubing to show osmosis. Edexcel International GCSE student book pages – tbc Protocols for practicals: DNAtube – Diffusion and Osmosis Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Continuous learning Intellectual Interest and curiosity Initiative
effects of surface area to volume ratio, temperature and concentration gradient. Research the rough dimensions of a bacterium, a rat and a whale – estimate their surface areas and volumes. Compare the SA:Vol ratio. Now get students to suggest problems for life as larger/multicellular organisms evolved (in terms of heat loss & gas exchange). Investigate diffusion rates in different sized agar blocks. Work out, for example, time to change colour compared with the surface area:vol ratio. Adaptive learning Executive function Innovation Adaptive learning Executive function Innovation Adaptability Continuous learning Intellectual Interest and curiosity Initiative Communication Collaboration Teamwork Cooperation 14 Section 4 Bones, Muscles and Joints Skeleton, joints, structure of synovial joint Students will be assessed on their ability to: 4.1 describe the structure and function of the main of the skeleton: • axial skeleton (vertebral column, ribcage and skull) • appendicular skeleton (scapula, clavicle, pelvis and limbs) • the structure of a long bone to include the distribution of spongy bone, compact bone and epiphysis 4.2 explain the functions of joints using the elbow, shoulder and a cartilaginous intervertebral joint as examples Activities: Use a model skeleton to see and name the bones and observe the position of various different joints. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book – tbc Video: Critical thinking Problem solving Reasoning Interpretation Adaptive learning Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity
4.3 describe the structure of a synovial joint. 15 Section 4 Bones, Muscles and Joints Muscles, dietary factors, osteoporosis Students will be assessed on their ability to: 4.4 explain the relationship between voluntary muscles and bones to bring about movement illustrated by the biceps and triceps muscles and associated bones in the arm and shoulder 4.5 understand the dietary factors controlling the healthy development of muscle and bone 4.6 understand the causes and symptoms of osteoporosis. Activities: Students could research and prepare posters or PowerPoint presentations on how diet affects muscle and bone development or how poor diet and can lead to problems with bone growth. Edexcel International GCSE student book – tbc BBC –Muscles Critical thinking Problem solving Reasoning Interpretation Adaptive learning Adaptability Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 16 Section 5 Coordination Neurone structure, CNS, main areas of the brain Students will be assessed on their ability to: 5.1 know the structure of neurones: sensory, motor and relay Activities: Students could produce a poster or PowerPoint presentation on areas of the brain and their main functions. Edexcel International GCSE student book – tbc Video – Neurones and How they Work Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning
5.14 understand how prolonged exposure to high levels affects the functioning of the ear and hearing 5.15 practical: investigate the range of frequency audible to the human ear. Research which jobs/careers have problems with noise levels and what is done to prevent hearing damage. Produce a poster on famous rock who have hearing loss/tinnitus due to excessive noise. Investigate frequencies audible to children v adults. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. BBC – Hearing and Balance Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative Communication Collaboration Teamwork Cooperation 22 Section 5 Coordination and Illegal drugs, alcohol Students will be assessed on their ability to: 5.16 understand the meaning of the term 'drug' and distinguish between legal and illegal drugs, including: • the dangers of heroin, cannabis and cocaine • the action of common painkillers such as paracetamol on the nervous system 5.17 describe the damaging effects of alcohol on the nervous system and liver and the behavioural Activities: Research and produce a poster or PowerPoint presentation on a particular drug and how it affects the nervous system. Debate the legalisation of – students could research one side of the argument and debate in class. Students could research or discuss the cost of drugs/alcohol abuse to the NHS. Edexcel International GCSE student book pages – tbc Video: How Drugs Affect the Brain Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity
Self-presentation 24 Section 6 Nutrition and Energy Balanced diet, variations and sources in diet, deficiency diseases Students will be assessed on their ability to: 6.1 explain the importance of a balanced diet including the recommended dietary intake of carbohydrates, fats, proteins, vitamins A and C, calcium, iron and fibre 6.2 understand variations in diet related to age, pregnancy, climate and occupation 6.3 know the sources and functions of carbohydrates, proteins, lipids (fats and oils), vitamins A, C and D, and the mineral ions, calcium and iron 6.4 describe the causes and symptoms of deficiency diseases limited to scurvy (lack of vitamin C), anaemia (lack of iron), blindness (lack of vitamin A) and Kwashiorkor (lack of protein). Activities: Students keep a record of the food they/their family eat for a week then categorise them into the different food groups. They could also estimate the energy content of a meal or investigate their nutrient intake v RDA using: Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc Interactive resources on balanced diet Video – History of Vitamin C and Scurvy Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 25 Section 6 Nutrition and Energy Students will be assessed on their ability to: Activities: Edexcel International GCSE student book pages – tbc Practical protocols Critical thinking Problem solving Analysis Reasoning Critical thinking Problem solving Analysis Reasoning
Alimentary canal, peristalsis, digestive enzymes 6.5 know the structures of the human alimentary canal and describe the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas in digestion 6.6 explain how food is moved through the gut by peristalsis including the role of dietary fibre in the process 6.7 understand the role of digestive enzymes including: • their site of production and action • the digestion of starch to glucose by amylase and maltase • the digestion of proteins to amino acids by proteases (pepsin, trypsin) • the digestion of lipids to fatty acids and glycerol by lipases. Produce an annotated poster labelling the alimentary canal and the function of each section. Interactive resources on the digestive system Investigate the effect of amylase on starch Practical – gut using Visking tubing. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in and try to do them in the next lesson. Interactive resource on digestion Interpretation Decision making Adaptive learning Creativity Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 26 Section 6 Nutrition and Energy Bile, structure of villus Students will be assessed on ability to: 6.8 know that bile is produced by the liver and stored in the gall bladder and understand the role of bile in neutralising stomach acid and emulsifying lipids Activities: Investigate the presence/absence of bile on lipase activity. Interactive resource on digestion Edexcel International GCSE student book pages – tbc Interactive resources on digestion Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability
crossword – perhaps for homework and students can swap in and try to do them in the next lesson. 28 Section 6 Nutrition and Energy BMI, obesity, food hygiene Students will be assessed on their ability to: 6.11 understand BMI, including the calculation of BMI, and the role of obesity as a risk factor in early onset of diabetes and the significance of high cholesterol levels in atherosclerosis. 6.12 explain the importance of hygienic methods of food preparation, cooking, storage and preservation. Activities: Interactive resource on diabetes Students research and produce a poster on risk factors for diabetes or atherosclerosis. Students could produce posters or PowerPoint presentations on food poisoning as a result of poor food hygiene. Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self presentation 29 Section 7 Respiration Respiration + embedded practical Students will be assessed on their ability to: Activities: Practical activities could include: Edexcel International GCSE student book pages – tbc BBC Bitesize – Respiration Critical thinking Problem solving Analysis Reasoning Interpretation Critical thinking Problem solving Analysis Reasoning Interpretation
7.1 know that the process of respiration releases energy in living organisms 7.2 practical: investigate the difference between inspired and expired air for carbon dioxide concentration 7.3 know the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms. Use limewater to investigate carbon dioxide when exhaling. Alternative use of hydrogen carbonate as an indicator. Practical protocols Decision making Adaptive learning Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 30 Section 7 Respiration Anaerobic respiration, ATP Students will be assessed on their ability to: 7.4 know the word equation for anaerobic respiration 7.5 explain the differences between aerobic and anaerobic respiration 7.6 understand the role of ATP in energy transfer (addition and removal of a phosphate and associated energy requirement and release). Activities: Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book – tbc Videos – ATP Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 31 Section 8 Gas Exchange Students will be assessed on their ability to: 8.1 know the structure of the thorax including the ribs, intercostal Activities: Produce an annotated poster labelling the breathing system with the functions of each part. Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Analysis Reasoning Interpretation Critical thinking Problem solving Analysis Reasoning Interpretation
Gas exchange system, ventilation, diffusion muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 8.2 explain the role of the intercostal muscles and the diaphragm in ventilation 8.3 explain how the lungs are adapted for gas exchange by diffusion. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Interactive resource on breathing BBC Bitesize – Breathing Decision making Adaptive learning Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 32 Section 8 Gas Exchange Vital capacity, tidal volume, spirometer + embedded practical Students will be assessed on ability to: 8.4 understand the lung capacity, vital capacity, tidal volume and interpret spirometer traces showing breathing movement 8.5 practical: investigate the effect of exercise on the rate of breathing and measure lung capacity. Activities: Measure each student’s vital capacity. Use a data logger and breathing sensor/spirometer to show data such as: tidal volume, vital capacity etc. Interactive alveoli & diffusion Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 33 Section 8 Gas Exchange Chemoreceptors, aerobic exercise, pulse rate and heart rate Students will be assessed on their ability to: 8.6 describe the regulation of carbon dioxide content in the blood including the role of chemoreceptors in the aorta and carotid arteries 8.7 understand the term aerobic exercise Activities: Research and produce a poster on aerobic v anaerobic exercise programmes. Compare the training programmes for marathon runners v sprinters, for example. Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability
8.8 understand the long-term benefits of exercise on the cardiovascular system 8.9 understand the pulse rate as a measure of heart rate and explain why resting pulse can be used as a measure of physical fitness. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Intellectual Interest and curiosity Initiative 34 Section 8 Gas Exchange Heart rate and adrenaline + embedded practical Students will be assessed on their ability to: 8.10 explain why the heart rate changes during exercise and the influence of adrenaline 8.11 practical: investigate the effect of exercise on the pulse rate. Activities: Practical – investigate the effect of exercise on pulse rate – could be kept simple, e.g. rate of sitting-standing-sitting Investigate the effect of holding your breath for different lengths on heart rate. Edexcel International GCSE student book pages – tbc Interactive resources on the Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity 35 Section 8 Gas Exchange Oxygen debt, smoking Students will be assessed on their ability to: 8.12 understand how an oxygen debt arises and how it is repaid after exercise 8.13 understand the damage to the respiratory and cardiovascular system caused by smoking Activities: Produce posters ‘for a doctor’s surgery’ warning patients on how smoking affects the lungs and heart. Students could debate the ethical issues of smoking and its cost to society/NHS and should smoking be someone’s right. Edexcel International GCSE student book – tbc Interactive resources on the BBC Bitesize – Smoking Video – Smoking and Alcohol Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction
9.7 describe the importance of blood clotting and the role of enzymes in causing the conversion of fibrinogen into fibrin (the names of other intermediates and enzyme names are not required). Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in and try to do them in the next lesson. Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self- presentation 39 Section 9 Internal Transport vessel structure, plan of circulatory system Students will be assessed on their ability to: 9.8 compare the structures of arteries, veins and capillaries, and understand their roles including the pulse 9.9 know the general plan of the circulatory system to include the blood vessels to and from the heart, the lungs, the liver and the kidneys. Activities: Dissect a heart – identify the aorta leaving the heart and pulmonary vein or vena cava returning blood to the heart. Remove small hoops from each and suspend weights from them to investigate the elasticity of arteries compared to veins. Look at pre-prepared slides of arteries and veins under a microscope. Produce an annotated poster of the main arteries and in the body and the organs they serve. Produce a summary table of the main differences between arteries, capillaries and veins. Use an internet programme to make a word search or Edexcel International GCSE student book pages – tbc BBC Bitesize – Arteries and Veins Interactive resource on circulation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative
9.15 explain the terms systolic and diastolic blood pressure 9.16 describe the causes, prevention and treatment of hypertension 9.17 understand the role of ACE inhibitors in the treatment of high blood pressure. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 42 Section 9 Internal Transport Monoclonal antibodies Students will be assessed on their ability to: 9.18 describe how monoclonal antibodies are produced 9.19 understand how monoclonal antibodies work to detect and treat diseases such as cancer. Activities: Produce a poster or cartoon showing the stages of production of monoclonal antibodies. Edexcel International GCSE student book pages – tbc BBC Bitesize – Monoclonal Antibodies Videos Producing monoclonal antibodies Monoclonal Antibodies and Medicine Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Intellectual Interest and curiosity Initiative Self-direction
43 Section 10 Homeostatic Mechanisms Skin and thermoregulation Students will be assessed on their ability to: 10.1 know the structure and functions of the skin and explain the role of sweat glands, vasoconstriction, vasodilation and shivering in temperature regulation. Activities: Monitor a student’s skin (using a data logger) and core temperature (ear thermometer) during exercise and plot a graph of both showing core temperature remaining relatively constant. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc BBC Bitesize – Thermoregulation Interactive resource – thermoregulation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 44 Section 10 Homeostatic Mechanisms Excretion, system, urine composition Students will be assessed on ability to: 10.2 know the definition of excretion; the removal of metabolic waste, including urea, carbon dioxide and water 10.3 know the structure and functions of the renal system 10.4 explain why the composition of urine may vary. Activities: Kidney dissection – take a photograph of the finished dissection and annotate the structures visible such as ureter, renal artery etc. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc Interactive resource – the kidney BBC Bitesize – Kidney Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 45 Section 10 Students will be assessed on their ability to: Activities: Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Critical thinking Problem solving
Homeostatic Mechanisms Osmoregulation 10.5 describe the role of the hypothalamus and pituitary gland in osmoregulation 10.6 explain the role of ADH in regulating the water content of the blood. Research the death of Leah Betts and how this is connected to the kidney Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Interactive resource – the kidney Analysis Reasoning Interpretation Decision making Adaptive learning Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 46 Section 10 Homeostatic Mechanisms Insulin, glucagon, homeostasis and negative feedback Students will be assessed on their ability to: 10.7 understand the of insulin and glucagon in maintaining blood glucose levels 10.8 understand the concept of homeostasis and the role of negative feedback, with particular reference to temperature control and blood glucose concentration. Activities: Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book – tbc Interactive resource on blood sugar BBC Bitesize – Controlling Sugar Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning 47 Section 10 Homeostatic Mechanisms Transplants, dialysis, liver + embedded practical Students will be assessed on their ability to: 10.9 describe the advantages and disadvantages of: • kidney transplants • kidney dialysis Activities: Produce a comparing kidney transplants v dialysis and their pros and cons. Edexcel International GCSE student book – tbc – kidney transplant BBC Bite size – Dialysis Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning
10.10 practical: investigate diffusion using a partially-permeable membrane such as Visking tubing 10.11 describe the functions of the liver in bile production, regulation of blood sugar, urea formation and detoxification including the breakdown of alcohol. Practical – use Visking tubing to show small molecules can pass through as in dialysis. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. 48 Section 10 Homeostatic Mechanisms Homeostasis, thermoregulation, osmoregulation, negative feedback Consolidation and assessment Activities: During any consolidation and assessment slot available here or throughout the course introduce SAM questions wherever possible – there are many past paper questions from previous years in the previous specification that are useful. Games such as ‘We Say You Pay’ with biology words can add variety to a test. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc 49 Section 11 Reproduction and Hereditary Students will be assessed on their ability to: Activities: Edexcel International GCSE student book pages – tbc Critical thinking Problem solving Analysis Critical thinking Problem solving Analysis
11.11 describe the advantages and disadvantages of each contraceptive method 11.12 describe the process of IVF and how it can improve the chances of pregnancy. knowledge of reproductive hormones to improve the chances of pregnancy. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self presentation 52 Section 11 Reproduction and Hereditary Genetic terms, XX & XY, sex determination, random fertilisation Students will be assessed on their ability to: 11.13 know that genes exist in alternative forms called alleles which give rise to differences in inherited characteristics 11.14 know the meaning of the terms dominant, recessive, homozygous, heterozygous, phenotype, genotype, co-dominance, diploid and haploid 11.15 know that the sex of a person is controlled by one pair of chromosomes, XX in a female and XY in a male 11.16 explain how the sex of offspring is determined at fertilisation using a genetic diagram Activities: Interactive inheritance resource Demonstrate the ability to PTC – an example of inheritance. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc BBC – Mutations and Genetic Disease BBC – Dominant and Recessive Mendel’s classic research into pea plant genetics Genetics deciding eye colour BBC – Sex Chromosomes BBC Bitesize – Variation and Inheritance Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative
homework and students can swap in pairs and try to do them in the next lesson. 55 Section 11 Reproduction and Hereditary Gene therapy Students will be assessed on their ability to: 11.22 describe how gene therapy with viruses can be used to treat cystic fibrosis. Activities: Students write/film a brief newspaper article/presentation about what gene therapy is and how it can be used to treat diseases such as cystic fibrosis. Edexcel International GCSE student book pages – tbc BBC – Mutations and Genetic Disease BBC – Gene Therapy and Cystic Fibrosis Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Intellectual Interest and curiosity Initiative 56 Section 12 Disease Disease, pathogens, viruses and HIV Students will be assessed on ability to: 12.1 understand the general course of a disease as: infection, incubation and symptoms 12.2 know that diseases are caused by pathogenic microorganisms 12.3 describe the structure and reproduction of viruses 12.4 describe methods of transmission, treatment and prevention of the spread of Ebola and HIV (human immuno-deficiency virus), the virus that causes AIDS. Activities: Ask students to define what a ‘disease’ is…pool ideas to try to come up with a definition. Research and produce a poster or PowerPoint on the various type and structures of viruses. Research and produce posters or PowerPoint on the various ways HIV can be transmitted and ways that transmission can be prevented. Research and produce a poster on the history of outbreaks. Edexcel International GCSE student book pages – tbc BBC Bitesize Disease Viruses Video – How HIV Replicates Video – Transmission and prevention of HIV Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Ethics Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork
Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in and try to do them in the next lesson. The EBOLA virus BBC News - Ebola Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 57 Section 12 Disease Bacteria and disease, cholera, gonorrhoea, ORT Students will be assessed on ability to: 12.5 describe the structure, nutrition and reproduction of bacteria including the interpretation of bacterial growth curves 12.6 investigate the effects of antibacterial agents and antibiotics on the growth of bacterial culture 12.7 know the methods of transmission, treatment and prevention of the spread of cholera and gonorrhoea 12.8 explain the importance of oral rehydration therapy. Activities: Interactive resource – bacteria Research and produce a poster or PowerPoint on the structure of a bacterium. Practical – use agar plates to show or compare the effectiveness of disinfectants or acid or antibiotic discs in killing bacteria. Research and produce posters or PowerPoint on a chosen antibiotic, or a summary of the different ways antibiotics work. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book – tbc BBC Bitesize – Bacteria BBC – Growth of Bacteria BBC – Skin – Defend and Protect Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Ethics Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation
58 Section 12 Disease Fungal diseases, malaria Students will be assessed on their ability to: 12.9 know the methods of transmission, treatment and prevention of the spread of athlete’s foot 12.10 explain the role of the mosquito (malaria) and housefly (typhoid) in transmitting causative agents of disease 12.11 describe the treatment and prevention of the spread of malaria and typhoid. Activities: Use agar plates with nutrient medium – leave them open to the air then incubate and see what grows. Research and produce posters or PowerPoint on a chosen fungal disease and the different ways it is spread and/or prevented. Research and produce posters or PowerPoint on the life cycle of Plasmodium. Research and produce posters or PowerPoint on the various ways we try to prevent malaria. Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc BBC – Malaria Life Cycle of the Malaria Parasite Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Ethics Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 59 Section 12 Disease Vaccines, Immunity, antibiotics, resistant pathogens Students will be assessed on ability to: 12.12 understand the reaction 12.13 explain how vaccines work to prevent the spread of disease Activities: Produce a table comparing active and passive immunity and artificial and natural immunity. Use an internet programme to make a word search or Edexcel International GCSE student book – tbc BBC Bitesize – Vaccination BBC Bitesize – Antibiotics Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Ethics Critical thinking Analysis Reasoning Interpretation Decision making Adaptive learning Executive function
12.14 understand the differences between natural and artificial immunity and active and passive immunity 12.15 know the sources and role of antibiotics 12.16 explain how resistant pathogens such as MRSA arise and why they are a cause for concern. crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. BBC Bitesize – Immunity Personal and social responsibility Intellectual Interest and curiosity Initiative Self-direction Ethics Integrity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility Assertive Communication Self-presentation 60 Section 12 Disease Non-pathogenic bacteria, sewage Students will be assessed on their ability to: 12.17 understand the role of bacteria and fungi (decomposers) useful to humans in the decomposition of organic matter (details of other bacteria in the nitrogen and carbon cycles are not required) 12.18 know the processes of sewage treatment in modern sewage works and a pit latrine. Activities: Use an internet programme to make a word search or crossword – perhaps for homework and students can swap in pairs and try to do them in the next lesson. Edexcel International GCSE student book pages – tbc BBC – Bacteria and Sewage Treatment Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning