Scheme of work

Combined Science: Trilogy

Biology – Infection and response
This resource provides guidance for teaching the Infection and response topic from our new GCSE in Combined Science; Trilogy (Biology) 8464. It has been
updated from the draft version to reflect the changes made in the accredited specification.

Some minor changes have been made to the specification in sections 4.3.1.1 Communicable diseases, 4.3.1.6 Human defence system and Discovery and
development of drugs. These alterations have not required changes to the scheme of work.

The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed.

It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not
exhaustive; it only suggests activities and resources you could find useful in your teaching.
4.3 Infection and response

4.3.1 Communicable diseases

Students should understand the differences between non-communicable diseases, covered in sections 4.2.2.5 to 4.2.2.7 and communicable diseases.
The structure of bacterial cells is covered in 4.1.1.1, Eukaryotes and prokaryotes.
Antibiotics, 4.3.1.8, links with antibiotic resistance covered in 4.6.3.4, but which could be taught here, after antibiotics and before drug development.
Students are only required to know specific details of the microorganisms listed in the specification.

Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

4.3.1.1 Communicable Define the term pathogen 1 Show BBC video clip on Use UV powder on door BBC Bitesize video
diseases and state the four main microorganisms (see resources). handles at start of lesson clips –
groups of pathogen. and black light to show Microorganisms
Communicable Mini-whiteboard recap – draw
transfer of pathogen.
diseases are infectious Explain how pathogens and label a bacteria cell. Images of
diseases caused by can be spread to plants or pathogens
Provide images of bacteria,
pathogens. animals and cause
viruses, protists and fungi on the BBC Bitesize video
infection.
Pathogens may be internet. clips – The
viruses, bacteria, Describe the main importance of
Construct a table comparing
protists or fungi. They differences between handwashing in
fungi, virus, bacteria and protists
may infect plants or bacteria and viruses. food hygiene
to include size, site of
animals.
Explain how the spread of reproduction and effects in the Exampro user
Pathogens can be disease can be reduced body. guide PowerPoint
spread by direct or prevented.
Show BBC video clip on effect of
contact, by water or by
proper hand washing (see
air.
resources).
The spread of
Use card sort matching diseases
diseases can be
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

reduced or prevented to transmission and prevention.

by:
Prepare advice leaflet for a
 simple hygiene doctors’ surgery explaining how
measures people can reduce their chances
 destroying vectors of catching diseases.
 isolation of infected
individuals
 vaccination (see
4.3.1.7).

4.3.1.2 Viral, bacterial and Describe the symptoms, 1 Small group project using ICT, Carry out research and ABPI – Resources
to fungal diseases in mode of transmission, researching to find out about the explain application of for Schools
4.3.1.4 humans prevention and treatment symptoms, mode of science and personal and Infectious diseases
for measles, HIV and transmission, prevention and social implications related to
Viral diseases include Microbiology
AIDS, salmonella and treatment for measles, HIV and diseases.
measles and AIDS, Online/Society for
gonorrhoea. AIDS, salmonella and
which is caused by the General
gonorrhoea.
HIV. Describe colds and flu as Microbiology –
viral diseases. Present findings in a table and Downloadable
Viral disease cannot
illustrate with images of these resources
be treated with Describe athlete’s foot as
microorganisms.
antibiotics. a fungal disease.
Students prepare class
Bacterial diseases
presentations and fill out
include salmonella
summary table for all.
food poisoning and the
sexually transmitted
disease gonorrhoea.
Humans can also be
infected with fungal
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

diseases.
4.3.1.5 Protist diseases – Describe the life cycle of 0.5 Watch BBC video clip showing Carry out research and BBC Bitesize –
malaria the malarial protist. the effect of the malarial protest explain application of Infested with
on red blood cells (see science and personal, social, malaria
Malaria is caused by a Describe the symptoms,
resources). economic and environmental
protist transmitted by mode of transmission, ABPI – Resources
implications related to
mosquitos. prevention and treatment Card sort key ideas into correct for Schools -
malaria.
for malaria. order, or use for ‘back-to-back’ or Malaria
Spread of malaria is
collective memory activity.
controlled by TED Talk – Bill
preventing the vectors Research the symptoms, mode Gates: Mosquitos,
(mosquitos) from of transmission, prevention and malaria and
breeding and by using treatment for malaria. See links education
mosquito nets to avoid and BBC reports.
Parasitic Protists
being bitten.
Produce an illustrated report on
the findings.
Role play – Aid workers visit a
remote village to help educate
residents on preventing malaria
infection.
4.3.1.6 Human defence Describe the body’s first 1–2 Post it notes on a body outline to Observe prepared blood Blood smears
systems line defences recap KS3. smears using a microscope materials:
4.3.1.1
or bio-viewer. Draw the cells.
The body defends Explain how microbes Label a diagram to show how the  prepared slides
itself against the entry make us feel ill and how body defends itself against the Use models to represent  microscopes
of pathogens viruses damage cells. entry of pathogens. phagocytosis and antibody  bio-viewers.
Bacteria may produce specificity.
Explain how the immune Watch BBC video clip showing BBC Bitesize video
toxins that make us system defends against phagocytosis (see resources). clips – White blood
feel ill and damage
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

tissues. disease Research how white blood cells cells

defend the body.
Viruses live and Describe what white blood BBC Bitesize –
reproduce inside cells, cells do. ABPI animations of white blood Defending against
causing damage. cell activity. infection activity
Explain why antibodies
The immune system are specific for one Observe white blood cells under ABPI – Resources
tries to destroy pathogen/ antigen. the microscope or bio-viewer. for Schools – White
pathogens that enter blood cells/
Draw diagrams or a cartoon strip
the body. response to
to show the actions of white
infection
White blood cells help blood cells using key words:
to defend against ingest, phagocytosis, antibodies
pathogens by: and antitoxins.
 phagocytosis Draw diagrams or use cut-outs to
 antibody production model antibody specificity.
 antitoxin production.

4.3.1.7 Vaccination Describe what a vaccine 1 Watch BBC video about Edward Consider the ethical issues BBC Bitesize video
contains. Jenner. Evaluate the method he and risks associated with clip – The life and
A vaccine contains a
used in developing the first Jenner’s method. Discuss work of Edward
small amount of dead Explain how vaccines
vaccine and compare with how methods and theories Jenner
or inactive pathogens. prevent disease.
modern methods. develop over time.
These stimulate white ABPI – Resources
Explain the idea of ‘herd
blood cells to produce Discuss what a vaccine contains Use a model to explain herd for Schools –
immunity’.
antibodies. and how it works. immunity. Vaccination
Immunity allows a Use ABPI animation to show Interpret graph showing BBC search on
person to produce how a vaccine works. primary and secondary MMR debate
specific antibodies response to a pathogen;
Role play the level of immunity WHO/Europe –
quickly to prevent explain the responses.
within a population and its effect Diphtheria detected
infection.
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

If a large proportion of on the spread of a pathogen. Evaluate risk in relation to in Spain

the population is practical design and data
Interpret graph showing primary
immune to a pathogen, review to avoid bias.
and secondary response to a
the spread of the
pathogen (ABPI site). Evaluate risks related to
pathogen is very much
vaccinations.
reduced. Consider the actions of Dr
Wakefield and the MMR vaccine.
Role play whether to give your
child vaccinations.
Interpret data about vaccination
rates and reported cases of
diseases, eg whooping cough,
MMR.
Spain has had its first case of
diphtheria in nearly 30 years –
additional example.
4.3.1.8 Antibiotics Explain how antibiotics 2 Describe the importance of Understand how scientific BBC search on
treat only bacterial antibiotics and the impact of methods and applications Antibiotic
Antibiotics, eg
diseases and how this antibiotic resistance. Explain how develop over time. Evaluate resistance
penicillin, are used to
has saved lives. this has impacted on cleaning personal, social and
kill infective bacteria
practices in Britain’s hospitals. economic implications of
inside the body. Describe the problems
Research MRSA and C. difficile antibiotics.
associated with antibiotic
Specific bacteria infections and treatment.
resistance. See 4.6.3.4
should be treated with
Suggest what patients, doctors
specific antibiotics. Explain the difficulty in
and scientists should do to
developing drugs that kill
The emergence of ensure we will have effective
viruses without damaging
strains resistant to antibiotics in the future.
body tissues.
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

antibiotics is of great Discussion starter – imagine the

concern. world we would live in if
antibiotics stopped working.
Antibiotics cannot kill
viral pathogens.
4.3.1.8 Painkillers Give examples of 1 Samples of medicine packaging Understand how scientific Samples of
painkillers and other to stimulate discussion. methods and applications medicine
4.3.1.9 Painkillers and other
medicines used to treat develop over time. Evaluate packaging.
medicines are used to Role play: Pharmacist/patient
symptoms. personal, social and
treat the symptoms of giving recommendation based on Cards of common
economic implications of
disease but do not kill Interpret data about symptoms (cards prepared or symptoms.
drugs.
pathogens. painkillers and other students’ own ideas).
BBC Bitesize –
medicines. Interpret data about
Alexander Fleming Brainstorm symptoms of Modern medicine
antibiotics, painkillers and
discovered penicillin Describe Fleming’s diseases and medicines used to Classroom
other medicines.
from the Penicillium discovery and explain its relieve symptoms and treat Resources
mould. importance. disease; names of some Use secondary evidence
BBC Bitesize –
antibiotics. from text books, the internet
Fleming and the
and other sources to draw a
Watch BBC video clip about discovery of
timeline.
Fleming. penicillin
Research work of Fleming and/ BBC search on
or Florey and Chain and discuss Medicine through
the impact of their work on time
society.
BBC Four series –
Interpret data about antibiotics, Pain, Pus and
painkillers and other medicines. Poison: The
Search for Modern
Draw a timeline to show how
Medicines
treatment of disease has
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

changed over the years.

4.3.1.9 Discovery and State which drugs come 1 Discuss drug safety and how Evaluate methods used in ABPI – Resources
development of drugs from plants and drugs are tested today. the development of a new for Schools -
microorganisms. drug. Developing
Traditionally drugs Find information from ABPI and
medicines
were extracted from Explain why drugs need BBC websites. Use a model to explain the
plants and to be tested before they stages in the development of BBC Bitesize –
Use cards/cut-outs to sequence
microorganisms. can be prescribed. a drug. Drugs and the
the stages in drug testing and
human body
Most new drugs are Describe the main steps trialling and explain the purpose
synthesised by in the development and of each stage. AQA resources:
chemists; the starting testing of a new drug. PowerPoint B1.3
Create flow diagram of stages in
point may still be a Use and abuse of
Give reasons for the process.
chemical extracted drugs
different stages in drug
from a plant. Answer past questions about
testing.
drug testing.
New drugs are tested
Explain the terms placebo
for toxicity, efficacy
and double-blind trial.
and dose.
Preclinical testing in
the lab, then clinical
trials involving healthy
volunteers and then
patients.
In a double blind trial,
some patients are
given a placebo;
neither the doctors nor
the patients know who
has received a
Spec Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer assessment
ref. specification content timing Scientific Communication skills apply practical and enquiry opportunities and
What most candidates
(hours) skills resources
should be able to do
Reference to past
questions that
indicate success

placebo and who has

received the drug.