BIOLOGY 5090 SCHEME of WORK

Year 10 (2023) – 3 years Programme

By: DK SUSILAWATI PG HJ AJI
Sekolah Menengah Sayyidina Hasan
Take note that throughout the teaching of Biology the following methods and resources will be used accordingly: -
- Methods: - practicals, observations, presentations, discussions, visits, lectures and researches, projects, essay writing
- Resources: - textbooks, ICT room, websites, newspapers, past year questions, library, OHTs, printed and written notes, practical set up, reference books, posters and models.
TOPICS NO.
TOPICS SUB-TOPICS SUGGESTED TEACHING TIME

8 HUMAN NUTRITION
8.1 DIET 9 HOURS / 4 WEEKS
8.2 HUMAN DIGESTIVE SYSTEM
8.3 ABSORPTION AND ASSIMILATION

9 HUMAN GAS EXCHANGE 9.1 HUMAN GAS EXCHANGE 6 HOURS / 3 WEEKS

10 RESPIRATION
10.1 RESPIRATION 6 HOURS / 3 WEEKS
10.2 AEROBIC RESPIRATION
10.3 ANAEROBIC RESPIRATION

11.1 CIRCULATORY SYSTEM

11 TRANSPORT IN HUMANS 11.2 HEART 9 HOURS / 4 WEEK
11.3 BLOOD VESSELS
11.4 BLOOD

12 DISEASE AND IMMUNITY

12.1 DISEASE 9 HOURS / 4 WEEKS
12.2 ANTIBIOTIC
12.3 IMMUNITY

13 EXCRETION 13.1 EXCRETION 6 HOURS / 3 WEEKS

13.2 URINARY SYSTEM

14.1 MAMMALIAN NERVOUS SYSTEM

14.2 MAMMALIAN SENSE ORGANS
14 COORDINATION AND CONTROL 14.3 MAMMALIAN HORMONES 9 HOURS / 4 WEEKS
14.4 HOMEOSTASIS
14.5 TEMPERATURE CONTROL
14.6 BLOOD GLUCOSE CONTROL

Scheme of Work for Year 10 Biology, 2023 Page 1 of 14

Topic 8 : ANIMAL NUTRITION

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment

2 jan –
1 HOUSEKEEPING
7 Jan

9 Jan TOPIC 8: ANIMAL NUTRITION

- 14 Jan
8.2 HUMAN DIGESTIVE SYSTEM

1. Describe the functions of the main regions of the digestive

system, limited to:
(a) mouth – ingestion, physical digestion, chemical
digestion of starch by amylase
(b) salivary glands – secretion of saliva containing
amylase
(c) stomach – physical digestion, chemical digestion of
protein by protease, presence of hydrochloric acid in gastric
secretions
(d) small intestine (duodenum and ileum) – chemical
digestion of starch by amylase, maltose by maltase, protein
2 by protease and lipids by lipase
(e) liver – production of bile and storage of glycogen
(f) gall bladder – storage of bile
(g) pancreas – alkaline secretion containing amylase,
protease and lipase
(h) ileum and colon – absorption
(i) rectum and anus – egestion
2. Describe the functions of amylase, maltase, protease and
lipase, listing the substrates and end-products, limited to:
(a) amylase breaks down starch to maltose
(b) maltase breaks down maltose to glucose
(c) protease (pepsin and trypsin) breaks down protein
to amino acids
(d) lipase breaks down lipids to fatty acids and glycerol

Scheme of Work for Year 10 Biology, 2023 Page 2 of 14

 3. Describe the function of hydrochloric acid in the stomach as
killing ingested bacteria
4. Understand that the different proteases present in the
stomach and the duodenum work best at different pH
levels
2 5. Outline the role of bile in emulsifying fats to increase the
surface area for the chemical digestion of fat to fatty acids
and glycerol by lipase
6. Describe peristalsis as waves of contractions of longitudinal
and circular muscles which move food through the digestive
system

16 Jan – 8.3 Absorption and assimilation

21 Jan
1. State that the small intestine is the region
where nutrients are absorbed
2. Understand that absorption (by diffusion, osmosis and active
transport) is the movement of nutrients from the intestines into
cells lining the digestive system and then into the blood
3. Understand that assimilation is the uptake and use by cells of
nutrients from the blood
3 4. Describe the structure of a villus and the roles of capillaries
and lacteals
5. Explain the significance of villi and microvilli in increasing the
internal surface area of the ileum
6. Understand that water is absorbed from the lumen of the small
intestine and the colon, but that most absorption of water
happens in the small intestine
7. State the function of the hepatic portal vein as the route taken
to the liver by most of the molecules and ions absorbed from
the ileum

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Topic 9 : HUMAN GAS EXCHANGE Topic 10: RESPIRATION

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment
Investigation: Releasing energy from food
10.1 RESPIRATION Clean boiling tube, heating apparatus, a syringe
1. Describe respiration as the chemical reactions in all living cells that ormeasuring cylinder for measuring 20 cm3 of
release energy from glucose water.
2. State the uses of energy in living organisms including muscle
contraction, protein synthesis, cell division, active transport, Students designing experiment -how food is
growth, the passage of electrical impulses along neurones and going to release energy
the maintenance of a constant body temperature
3. Investigate and describe the effect of temperature on respiration in
23 Jan yeast
4 – 28 Jan 10.2 Aerobic respiration
4. Describe aerobic respiration as the release of a relatively large
amount of energy by the breakdown of glucose in the presence of
oxygen
5. State the word equation and balanced chemical equation for
aerobic respiration
4 23 Jan
9.1 HUMAN GAS EXCHANGE
– 28 Jan
1. Describe the features of gas exchange surfaces in
humans, limited to: large surface area, thin surfaxe, good blood and
air supply.
2. State the percentages of the gases in the atmospheric air
3. Investigate & explain differences between inspired & expired air
4. Identify, on diagrams and images, the larynx, trachea, lungs, bronchi,
bronchioles, alveoli & associated capillaries.
5. State the characteristics of and describe the roles of the exchanges
surface of the alveoli in gas exchange.

5 Repeat on investigation:The effect of

30 Jan 1. Identify on the diagrams and images, the ribs, internal and
– 4 Feb external intercoastal muscles and the diaphragm. exercise on the rate of heartbeat
2. Explain the role of the ribs, the internal and external intercoastal Now,however,students should beableto
*1/2 Public muscles and the daphragm in producing volume and pressure explaintheirresults more precisely,
Holiday Chinese changes in the thorax causing the movement of the air into and out especially the reason for the breathing rate
New Year of the lungs (breathing). remaininghigh forsome time after exercise
3. Investigate and explain the effect of physical activity on rate and has finished.
depth of breathing. 5090/32 November 15 Qn 3
5090/32 June 2016 Qn 3
Explain the role of goblet cells, ciliated cells, and mucus in protecting the 5090/32 November 2013 Qn 1
gas exchange system from pathogens and particles. 1. 5090/32/N/15 Q3
2. 5090/32/N/16 Q1

Scheme of Work for Year 10 Biology, 2023 Page 4 of 14

 Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment

4 23 Jan 9.1 HUMAN GAS EXCHANGE

– 28 Jan 1. Describe the features of gas exchange surfaces in
humans, limited to: large surface area, thin surface, good blood and air
supply.
2. State the percentages of the gases in the atmospheric air
3. Investigate and explain the differences between inspired and expired air
4. Identify, on diagrams and images, the larynx, trachea, lungs, bronchi,
bronchioles, alveoli and associated capillaries.
5. State the characteristics of and describe the roles of the exchanges
surface of the alveoli in gas exchange.
5 30 Jan 4. Identify on the diagrams and images, the ribs, internal and external Repeat on investigation:The effect of
– 4 Feb intercoastal muscles and the diaphragm. exercise on the rate of heartbeat
5. Explain the role of the ribs, the internal and external intercoastal Now,however,students should beableto
*1/2 Public muscles and the diaphragm in producing volume and pressure explaintheirresults more precisely, especially
Holiday changes in the thorax causing the movement of the air into and out of the reason for the breathing rate remaining
Chinese New the lungs (breathing). high forsometime after exercise has finished.
Year 6. Investigate and explain the effect of physical activity on rate and depth 5090/32 November 15 Qn 3
of breathing. 5090/32 June 2016 Qn 3
7. Explain the role of goblet cells, ciliated cells, and mucus in protecting 5090/32 November 2013 Qn 1
the gas exchange system from pathogens and particles. 1. 5090/32/N/15 Q3
2. 5090/32/N/16 Q1

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 10.3 Anaerobic respiration
1. Describe aerobic respiration as the release of a relatively large
amount of energy by the breakdown of glucose in the presence of
oxygen
2. Describe anaerobic respiration as the release of a relatively small
amount of energy by the breakdown of glucose without using oxygen
3. State the word equation for anaerobic respiration in humans
4. State the word equation for anaerobic respiration in yeast
5. Explain why lactic acid builds up in muscles and blood during
vigorous exercise causing Excess Post- exercise Oxygen
6 6 Feb – Consumption (EPOC) or an ‘oxygen debt’
11 Feb 6. Outline how the oxygen debt is removed after exercise, limited to:
(a) continuation of fast heart rate to transport lactic acid in
blood from muscles to the liver
(b) continuation of deeper and faster breathing to supply
oxygen for the breakdown of lactic acid in the liver
7 13 -18 Feb
SBA 1 YEAR 10
CORRECTION FOR SBA 1 YEAR 10 *23/2
8 20- 25 Feb Public Holiday National Day

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Topic 11: TRANSPORT IN HUMANS

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment

9 27 Feb 11.1 Circulatory system

1. Describe the circulatory system as a system of blood vessels with a pump and
– 4 Mac
valves to ensure one-way flow of blood
2. Describe a double circulation as a system in which blood passes through the
heart twice for each complete circuit Why do large animals such as mammals
need a transport system?
3. Understand that a double circulation provides a low pressure circulation to the
lungs & a high pressure circulation to body tissues
9 27 Feb 11.2 Heart Investigation:The effect of exercise on the rate of
1. Identify the structures of the mammalian heart, limited to: the muscular wall, the heartbeat
– 4 Mac Astopwatch,stopclockorsight ofaclockwitha
septum, the left and right ventricles and atria, atrioventricular and semilunar
secondshand. Provide aim.
valves and coronary arteries
Provide list of apparatus. Such as
2. Explain the relative thickness: using stopwatch.
(a) of the muscle walls of the left and right ventricles (formeasuringtheheartrate before and after
(b) of the muscle walls of the atria compared to ventricles the exercise) Students presentation
3. Describe the functioning of the heart in terms of the contraction of muscles Conducting the experiment. Results in a
table.
of the atria and ventricles & the action of the valves in a heartbeat
• Counting the number of pulse beats per
4. State that blood is pumped away from the heart in arteries & returns to the heart minute to get the number of
in veins heartbeats per minute.
5. State that the activity of the heart may be monitored by electrocardiogram (ECG), pulse Demonstrate capillary circulation using a live
rate & listening to sounds of valves closing tadpole or a small fish such as guppy: petri dish,
6. Investigate & explain the effect of physical activity on heart rate water, light microscope
7. Describe coronary heart disease in terms of the blockage of coronary arteries &
Making model of circulatory system.
state the possible risk factors including diet, sedentary lifestyle, stress, smoking,
genetic predisposition, age & gender
8. Discuss the role of diet & exercise in reducing the risk of coronary heart dis.
10 11.3 Blood vessels
6 Mac –
1. Name the main blood vessels that carry blood to and from the heart, lungs, liver
11 Mac and kidneys, limited to: aorta, vena cava, pulmonary artery, pulmonary vein,
hepatic vein, hepatic artery, hepatic portal vein, renal artery and renal vein
2. Describe, and identify on diagrams and photomicrographs, the structure of
arteries, veins and capillaries, limited to:
(a) relative thickness of wall
(b) composition of wall (muscle and elastic tissue)
(c) diameter of lumen
(d) presence of valves
Explain how the structure of arteries, veins and capillaries is related to the pressure of the
blood that they transport

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 11 13 Mac 11.4 Blood How does thebodykeep the amount of
– 18 glucose plasma relativelyconstant?(Link
1. Identify red and white blood cells (lymphocytes and phagocytes) as to topic 5)
Mac How does the liver break down haemoglobin?
seen under the light microscope on prepared slides, and in diagrams
(Link toTopic 5)
and photomicrographs Look up for the role of the bone marrow.
2. List the components of blood as red blood cells, white blood cells, Why is it important that every cell in the body
platelets and plasma receives its supplyofoxygen(relatetotopic 8:
3. State the functions of the components of blood: Respiration)
(a) red blood cells – oxygen transport
(b) white blood cells – antibody production by Using scanning electron micrograph of
human blood showing red blood cells, whote
lymphocytes and engul ng pathogens by blood cells and platelets.
phagocytes
1. Based on your observations, list features of
(c) platelets – clotting by converting soluble brinogen to the red blood cell.
insoluble brin to prevent blood loss and the entry of 2. Red blood cells can change theirshape. Examining a slide of a blood smear using a
pathogens Canyouspota bell-shaped red blood cell in light microscope.
(d) plasma – transport, limited to: blood cells, ions, glucose, the micrograph? What is the advantage of
amino acids, hormones, carbon dioxide, urea, this characteristic? Demonstration Heart
vitamins and plasma proteins How do human beings adapt to living at high dissection
4. Describe the transfer of substances between blood in capillaries, altitudes?
Relateblood clottingto medicinal leeches. 5090/32 November 2015 Qn 3
tissue uid and body cells
Relate the role of white blood cells in 5090/32 November 2017 Qn 3
vaccination, organ transplant and tissue
1. 5090/32/N/18 Q3
rejection. How can tissue rejection be
prevented?
12 -13 20 Mac PROGRESS ASSESSMENT 1
– 1 Apr
14 First Term School Holiday and Special Term School Holiday (Ramadhan and Eid Mubarak) 3 April – 28 April 2023 (26 days)
3 Apr – 8 April Nuzul Al-Quran
15 22 -25 Eid’ Al Fitri Public Holiday
15 Apr
16 17 -29 Apr
FIRST TERM SCHOOL HOLIDAY
17
18 1–6 May CORRECTION FOR PA 1

19 8 –13 May CORRECTION FOR PA 1

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Topic 12 : DISEASE AND IMMUNITY

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment
20 15May– 12.1 Disease
20 May
1. Describe a pathogen as a disease-causing organism
2. Describe a transmissible disease as a disease in which the pathogen
can be passed from one host to another
3. Understand that a pathogen may be transmitted:
(a) through direct contact, including through blood or other body fluids
(b) indirectly, including from contaminated surfaces or food, from
animals, or from the air
(c) Describe the human body’s barriers to the entry of pathogens,
limited to: skin, hairs in the nose, mucus, stomach acid
21 22May– 12.1 Disease
27 May 4. Understand the role of the mosquito as a vector of disease
5. Describe the malarial pathogen as an example of a parasite and
explain how it is transmitted
6. Describe the control of the mosquito that transmits malaria with
reference to its life cycle
22 29 May– 1. Explain that human immunode ciency virus (HIV) is a viral pathogen
3 Jun 2. Describe how HIV is transmitted
3. Understand that HIV infection may lead to Acquired Immune
Deficiency Syndrome (AIDS)
4. Describe the methods by which HIV may be controlled
5. Describe cholera as a disease caused by a bacterium, which is
transmitted in contaminated water
6. Explain the importance of a clean water supply, hygienic food
preparation, good personal hygiene, waste disposal and sewage
treatment in controlling the spread of cholera (details of the stages of
sewage treatment are not required)
Explain that the cholera bacterium produces a toxin that causes secretion of
chloride ions into the small intestine, causing osmotic movement of water into
the gut, resulting in diarrhoea, dehydration and loss of ions from the blood
23 5 Jun – 10 1. Describe the effects of excessive consumption of alcohol: reduced
Jun self-control, depressant, effect on reaction times, damage to liver and
social implications
2. Describe the effects of tobacco smoke and its major toxic components
(nicotine, tar and carbon monoxide): strong association with
bronchitis, emphysema, lung cancer, heart disease, and the
association between smoking during pregnancy and reduced birth
weight of the baby
24 11–17 Jun
SBA 2 YEAR 10
25 19 –24 Jun
CORRECTION FOR SBA 2 YEAR 10
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 26 26 Jun 12.2 Antibiotic
1. Describe a drug as any substance taken into the body that modi es
–1
or affects chemical reactions in the body
Jul
2. Describe the use of antibiotics for the treatment of bacterial infection
3. State that antibiotics kill bacteria but do not affect viruses
4. Explain how development of antibiotic-resistant bacteria,
including MRSA, can be minimised by using antibiotics only
when essential

27 3 Jul– 8 1. Describe active immunity as defence against a pathogen by

antibody production in the body
July
2. State that each pathogen has its own antigens, which have
speci c shapes
3. Describe antibodies as proteins that bind to antigens leading to direct
destruction of pathogens, or marking of pathogens for destruction by
phagocytes
4. State that specic antibodies have complementary shapes which t
specic antigens
5. Explain that active immunity is gained after an infection by a
pathogen, or by vaccination
6. Outline the process of vaccination:
(a) weakened pathogens or their antigens are given
(b) the antigens stimulate an immune response by lymphocytes
which produce antibodies
(c) memory cells are produced that give long- term immunity
Explain the role of vaccination in controlling the spread of transmissible
diseases

28 10 July – 1. Explain that passive immunity is a short-term defence against a

pathogen by antibodies acquired from another individual, limited to:
15 July across the placenta and in breast milk
2. Explain the importance of breast-feeding for the development of
passive immunity in infants
3. State that memory cells are not produced in passive immunity
7. Outline how HIV affects the immune system, limited to:
decreased lymphocyte numbers and reduced ability to produce
antibodies, which weakens the immune system

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Topic 13 : EXCRETION

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment

Complete exam questions on the liver 1) What would happen if a person do not
29 16 July 13.1 Excretion assimilation and lungs respiration. havea kidneyor both kidneys? Or they have
1. Describe excretion as the removal of toxic materials and the waste
– 22 renal failure?
products of metabolism from organisms
July
2. State that carbon dioxide is a waste product of respiration, which 2) Giving medical conditions of 3 patients and
is excreted through the lungs then students discuss who they would like to
3. State that urea is a toxic waste product produced in the liver from the save.
breakdown of excess amino acids Students presentation.

30 24 Jul 13.2 Urinary system

– 29
1. Identify, on diagrams, the kidneys, ureters, bladder and urethra and
Jul state the function of each (the function of the kidney should be
described simply as removing urea and excess salts and water from the
blood as urine)
2. Explain the need for excretion, limited to toxicity of urea
3. Outline the structure of a nephron and its associated blood
vessels, limited to: Bowman’s capsule, glomerulus, tubules, loop
of Henle and collecting duct
4. Outline the function of a nephron and its associated blood vessels,
limited to:
(a) the role of the glomerulus in the filtration from the blood of water,
glucose, urea and ions
(b) the role of the nephron in the reabsorption of all of the glucose,
some of the ions and most of the water back into the blood
(c) the formation of urine containing urea, excess water and excess ions
(details of these processes are not required)
31 31 Jul 5. Describe the role of the liver in the assimilation of amino acids by
converting them to proteins
–5
6. Describe deamination in the liver as the removal of the nitrogen-containing
Aug part of amino acids, resulting in the formation of urea

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Topic 14 : COORDINATION AND CONTROL

Week Date Syllabus objective Starter Activities Hot Questions Suggested Experiment

32 7 Aug – 14.1 Mammalian nervous system

12 Aug 1. State that the nervous system (brain, spinal cord and nerves)
coordinates and regulates body functions
2. Describe the mammalian nervous system in terms of:
(a) the central nervous system (CNS) consisting of the brain and the
spinal cord
(b) the peripheral nervous system (PNS) consisting of the nerves outside
the brain and spinal cord
3. Identify, on diagrams, sensory, relay and motor neurones
4. State that electrical impulses travel along neurones
5. Describe simple reflex arcs in terms of receptor, sensory neurone,
relay neurone, motor neurone and effector (muscles and glands)
6. Describe a reflex action as a rapid & automatic response to a stimulus
33 14 1. Describe a synapse as a junction between two neurones
2. Describe the structure of a synapse, including the presence of vesicles
Aug – 19
containing neurotransmitter molecules, the synaptic gap and receptor
Aug
proteins
3. Describe the events at a synapse:
(a) an impulse stimulates the release of neurotransmitter molecules from
vesicles into the synaptic gap
(b) the neurotransmitter molecules diffuse across the gap and bind with
receptor proteins
(c) an impulse is stimulated in the next neurone
10. State that synapses ensure that impulses travel in one direction only
34 - 35 21 Second Term School Holiday and
21 August– 3 September 2023 (14 days)
Aug – 3
Sept

35 - 36 4

Sept – 9
Sept

37 11

Sept – 23
Sept

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 Demonstration:The structure of a sheep’s eye 5090/32 November 2016 Qn3
38 11 14.2 MAMMALIAN SENSE ORGANS
an eye from a sheep or other animal, a board or
Sept – 16 other surface on which you can dissect the eye, a
Sept 1. Describe sense organs as groups of receptor cells responding to pair of very sharp, small scissors, other
specific stimuli: light, sound, touch, temperature and chemicals dissecting equipmentsuch as forceps and a
2. Identify, on a diagram, the structures of the eye, limited to: cornea, mounted needle
Demonstration: How the eye focuses light
iris, pupil, lens, ciliary muscles, suspensory ligaments, retina, fovea,
a large, round-bottomed flask filled with
optic nerve and blind spot fluorescin.This is a liquidin which lightrayscan
3. Describe the function of each part of the eye, limited to: be clearly seen as they passthrough it.two or
three different types of lenses (you may be able
(a) cornea – refracts light to borrowthesefromthePhysics department),
and a way of fixing these temporarily onto the
(b) iris – controls how much light enters the pupil flask (such as Blu-Tack),a source of bright light
(c) lens – focuses light onto the retina such as a bench lamp
(d) ciliary muscles and suspensory ligaments – control the shape of the lens
(e) retina – contains light receptors, some sensitive to light of different colours

(f) fovea – contains the greatest density of light receptors

(g) optic nerve – carries impulses to the brain

4. Explain the pupil reflex in terms of light intensity and antagonistic

action of circular and radial muscles in the iris
5. Explain accommodation to view near and distant objects in terms of
the contraction and relaxation of the ciliary muscles, tension in the
suspensory ligaments, shape of the lens and refraction of light
38 18 14.3 MAMMALIAN HORMONES

Sept – 23 1. Describe a hormone as a chemical substance, produced by a

Sept gland and carried by the blood, which alters the activity of one
or more specific target organs
2. Identify, on a diagram, endocrine glands that produce hormones and
state the hormones they produce, limited to:
(a) the adrenal glands – produce adrenaline
(b) the pancreas – produces insulin and glucagon
(c) the pituitary gland – produces follicle- stimulating hormone
(FSH) and luteinising hormone (LH)
(d) the testes – produce testosterone
(e) the ovaries – produce oestrogen and progesterone
3. Understand the role of the hormone adrenaline, produced by the adrenal
glands, in increasing the blood glucose concentration and heart rate
and give examples of situations in which these may occur
4. Compare nervous and hormonal control, limited to speed of action and
duration of effect

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 39 25 Sept 14.4 Homeostasis
Investigation:The effect of sweatingonbody
3. Describe homeostasis as the maintenance of aconstant internal temperature Two boiling tubes of the same
– 30
environment dimensions, two thermometers , supports for the
Sept
4. Explain the concept of control by negative feedback with tubes, which allow the tubes to be kept
reference to a set point separate from each other, a stopwatch,stop
14.5 Temperature control clockorsightof a clock with seconds hand,
1. Identify, on a diagram of the skin: hairs, hair erector muscles, sweat cotton wool, sufficient to wrap around both
glands, receptors, sensory neurones, blood vessels and fatty tissue tubes,elastic bands or cotton to secure the
2. Describe the role of insulation in maintaining a constant internal cotton wool firmly in place,access to water at
about 80oC
body temperature in mammals
5090/32 November 2014 Qn 1
3. Describe the roles of the hypothalamus and of temperature
receptors in the skin in maintaining aconstant internal body 1. 5090/32/J/18 Q1
temperature in mammals
4. Explain how each of the following processes contributes to the
maintenance of constant internal body temperature in mammals:
(a) sweating
(b) shivering
(c) contraction of hair erector muscles
(d) vasodilation and vasoconstriction of arterioles
supplying skin surface capillaries
40 2 Oct 14.6 Blood glucose control
1. Explain the need to control blood glucose concentration
– 7 Oct 2. Describe the control of blood glucose concentration by the liver and
pancreas and the roles of insulin and glucagon
Describe the signs of Type 1 diabetes (limited to increased blood glucose
concentration and glucose in urine) and its treatment (administration of insulin)
41 9-14 Oct
End of year exam (Practical)
42 16-21 Oct
43 23 –28 Oct
44 END Of Year Exam
30 Oct - 4
Nov
45 6 -11 Nov
46 13-18 Nov
End of Year Exam Correction and SCHOOL ACTIVITIES
47 20-25 Nov
48 27– 30 Nov
Second Term School Holiday and
1 –31 Dec

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