NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Biology
Health and Disease
Advice and Guidance
for Practitioners
[NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Planning for learning and teaching: health and disease
4
Introduction: Setting the scene in a Scottish context
5
Curriculum for Excellence
9
Skills and learning in demand
11
Building on the broad general education
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Planning for learning and teaching skills in health
and disease
This advice and guidance is intended for use by practitioners. It is non mandatory. It is anticipated that practitioners will be creative and innovative
in planning approaches to meeting the needs of learners. This advice and
guidance should be used in a reflective and selective manner.
Reflective questions for learners are provided to aid practitioners in planning
learning and teaching to meet the needs of learners. These questions are
intended for practitioners’ use in the identification of big issues,
consideration of which underpins the learning and teaching for this context.
In many cases, investigative work and inquiry-based practical learning will
supplement the learning and teaching described here.
This advice and guidance suggests a context for learning and ideas for
learning and teaching offering opportunities to prepare learners in the
mandatory course key areas for National 5 Biology: Health and Disease.
These key areas are as follows:
 Response to infection including phagocytes, lymphocytes and antibodie s.
 The effect of life-style choices, environment and heredity on health.
By inclusion of appropriate investigative work and skills for learning, life
and work, the health and disease context could also offer opportunities to
undertake learning associated with:
 mandatory course key area ‘Health’ for the Added Value Unit of National
4 Science.
 mandatory course key areas ‘DNA, genes and chromosomes’, ‘Therapeutic
use of cells’, ‘Controversial biological procedures’ and ‘Biological actions
and responses to maintain stable body conditions’ for the Added Value
Unit of National 4 Biology.
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Introduction: Setting the scene in a Scottish context
This context provides opportunities for exploring lifestyle choices,
environment and heredity in the health of le arners, their friends or family.
Issues of lifestyle choice, relevant to this a ge group in Scotland, include
alcohol and drug use, diet and exercise, and sexual health.
The learning within the topic also provides a context in which to explore our
nation’s health, e.g. disease prevalence in Scotland, the effect of vaccination
programmes and antibiotic use on population health and scientific
developments within Scotland associated with health.
The Scots and Scotland have a long history of contributing towards cutting
edge improvement in health, including Sir Alexander Fleming’s discovery of
penicillin, Elsie Inglis’ improvement of maternity facilities and healthcare for
women in Scotland and Joseph Lister’s pioneering use of antiseptics to
reduce post-operative death due to infection. Scotland continues to be a world
leader in research relating to health and disease , including University of
Glasgow work on using specialised pieces of DNA to indicate the lifespan of
individuals. Such work provides a rich context for exploring the ethics of
medical, scientific and technological developments in r elation to health, and
is clearly connected to this topic of work on heredity and environmental
factors affecting health.
The Annual Report (2009) of the Chief Medical Officer , Health in Scotland
2009 Time for Change, identifies in Chapter 6 significant trends in the
incidence of the communicable diseases of public health importance in 2009 :
During 2009, 2,013 new cases of hepatitis C antibody -positivity were
diagnosed. This figure compares with 1553 and 1725 for 2007 and 2008,
respectively. Of the 2009 cases, 47% (939) are known to have injected
drugs, representing 90% of those with a known risk factor. At the time of
diagnosis, 25% (510) were aged 20–29 years, 37% (749) were aged 30–39
years, 25% (498) were aged 40–49 years, 8% (163) were aged 50–59 years
and 3% (60) were aged over 60 years. This brings the total to 27,355 cases
of hepatitis C antibody-positivity ever diagnosed as at 31 December 2009,
of whom 14% are known to have died. Approximately one in 220 of
Scotland’s population had been diagnosed hepatitis C antibody -positive. It
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is estimated that the number of undiagnosed hepatitis C antibody -positive
cases in Scotland still exceeds the number of diagnosed cases.
In 2009, NHS Scotland laboratories reported positive HIV -antibody test
results for 417 individuals not previously recorded as HIV -positive. Of the
417 recently reported HIV-positive individuals, 291 (70%) are male, and
286 (69%) are aged between 25 and 44 years. The probable route of
transmission was men who have sex with men (MSM) in 137 cases
(including a small number who were also injecting drug users),
heterosexual intercourse in 196 cases, and injecting drug use in 15 cases.
Of the heterosexual cases, 109 probably acquired their infection abroad.
For 60 cases, the transmission category is, as yet, undetermined. The
cumulative total of known HIV-positive individuals in Scotland is now
6247, of whom 4521 (72%) are male and 1726 (28%) are female; 2445
(39%) of the 6247 total reports are presumed to have acquired their
infection outwith Scotland. At least 26% are known to have died.
Conclusion
Infectious diseases still pose a considerable threat with significant
numbers of people having to attend their GP or bein g admitted to hospital
as an emergency. 2009 has seen welcome reductions in levels of infection
especially healthcare associated infections and vaccine preventable
diseases. The number of new cases of tuberculosis, HIV, hepatitis C and
campylobacter infection demonstrates the continuing need for action on
the underlying reasons as to why people are falling ill with these
conditions and on the prevention of onward transmission of infection from
them.
This report also provides interesting data and background regarding
Scotland’s health in comparison with other countries, and inequalities in
Scotland’s health: Chapter 1 being titled ‘Trends in life expectancy and the
continuing widening of health inequalities’. This presents the opportunity to
explore with learners factors affecting health and which factors are specific to
Scotland and to different geographical regions of Scotland. This could be an
exploration of the data supporting development of numeracy, drawing
conclusions from data and extrapolating data to predict trends. Alternatively,
it could develop learners’ scientific literacy in understanding the connection
between public health policy and impact on health by exploration of t he
issues raised in the report, for example:
Albert Einstein is said to have defined insanity as ‘Doing the same thing
over and over again and expecting different results ’. Herculean efforts to
improve health and expenditure of significant resources ha ve, over the past
decades, produced steady improvements in health which ha ve been
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undermined by our failure to accelerate the health status of those at the
lower end of the socio-economic spectrum. If we are to produce such an
acceleration, perhaps we need to consider the methods we have been using
to improve health. Perhaps it is time for a change.
Source: Health in Scotland 2009 Time for Change, Annual Report of the
Chief Medical Officer, Chapter 1
The key messages from the 2010 NHS report Scotland’s Sexual Health
Information identify the relevance of the opportunities to explore the
connection between lifestyle choices and health.
 Diagnoses of sexually transmitted infections (STIs) among heterosexual
men and women continue to increase; young people, aged under 25, are the
group most at risk of being infected with an STI.
 Just under half (48%) of all chlamydia testing performed in 2009 was
undertaken on those aged under 25: this proportion has not changed over
the last 5 years.
 Most HIV infection in Scotland is sexually acquired and there are
indications of undiagnosed cases of infection in the community. Further
testing is required to reduce the levels of undiagnosed infection and get
people into treatment and care as early as p ossible.
 The sexual health of men who have sex with men (MSM) continues to be
of concern as there is evidence from both infection and behavioural survey
data of continuing high-risk behaviour: the elevated risk of HIV
transmission remains. Increased opportunities for behavioural
interventions to promote safer sex are key to ensuring improved sexual
health among MSM.
 Teenage pregnancy rates have remained stable (but higher than in most
other Western European countries) during the past decade. There continu es
to be a strong association between deprivation and high rates of teenage
pregnancy. The availability of good sex and relationships education (SRE)
and the empowerment of young women to make informed choices about
their future continue to be of importance.
 High rates of STIs, teenage pregnancies and abortions indicate that young
people continue to take risks, including the inconsistent use of
contraception – unprotected sexual intercourse remains a problem.
Effecting behavioural change among this age gro up remains crucial in
ensuring their sexual health and wellbeing.
Scotland is also leading the world’s research in stem cell technology. The
following information from the Scottish Stem Cell Network (SSCN)
illustrates the global impact of Scotland’s work in this area:
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 1st in the world for stem cell research based on citation impact 2007
(Source: ScienceWatch)
 4th in the world for clinical medicine papers and 1st within the G8 based
on citation impact 2009 (Source: Evidence Ltd.)
 4th in the world for clinical medicine research based on citation impact
2009 (Source: ScienceWatch)
(RAE = UK Research Assessment Exercise 2008, Citation impact is regarded as the
most widely accepted index of research quality, measured as the number of citations
per paper. Analysis performed by Edinburgh Science Triangle)
This health and disease context offers opportunities to explore factors that
affect world health, including ethical considerati ons associated with the
availability of effective drug therapies in countries affected by poverty. A
historic meeting of the World Health Organization (WHO) on 3 February
2012 laid out a roadmap to unite public and private partners in bringing to an
end the devastation caused by neglected tropical diseases (NTDs). This
includes targets for eradication of a number o f NTDs in identified areas by
2015, and a further set of targets for 2020.
In an age of vaccines and antibiotics, wonder drugs and breakthrough
therapies, it is easy to assume that humans can, and will, develop a cure
for anything… The hard truth is that even in our era of vaccines and new
drugs, millions of people around the world continue to suffer and die from
infections like malaria that are largely forgotten by those living in the
richest nations.
Disease of Poverty: Neglected Tropical Infections in Sub -Saharan Africa.
Developing an understanding of what is meant by an NTD, the populations
affected by NTDs and the impacts of these brings to this area a global
perspective, with an understanding of the factors affecting global health and
drug availability. Scotland’s role is crucial, with the University of Dundee’s
Drug Discovery Unit at http://www.drugdiscovery.dundee.ac.uk/
and the University of Glasgow at:
http://www.gla.ac.uk/research/researchfeatures/headline_219878_en.html
working on innovative drugs with clear pathways for reaching patients among
the world’s poorest communities.
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Curriculum for Excellence
Curriculum for Excellence supports the development of relevant careers skills
in many ways:
 The driving force behind Curriculum for
Excellence is that it is a curriculum for learning,
life and work, and it should fully equip learners
with the skills, knowledge and confidence to
thrive and succeed in the increasingly globalised
world of the 21st century.
 The development of skills within learners is at the
heart of Curriculum for Excellence in recognition
of the fact that in a fast-changing world, skills
will allow learners to adapt to changing
circumstances and are the key to success. These
include the entire spectrum of skills from
leadership to interpersonal skills to career management skills. Building the
Curriculum 4 gives further information about the importance of skills
within Curriculum for Excellence and how they have been embedded
within the experiences and outcomes for all learners, from which the skills
within the learning for National 5 should progress. The Skills for Learning,
Skills for Life and Skills for Work Framework will also aid your planning
to meet the needs of learners.
 Interdisciplinary learning is a key aspect of Curriculum for Excellence and
is an exciting way for schools to develop rich learning experiences that
build upon the strengths and expertise within different disciplines. T opics
such as health and wellbeing can be used as complex themes for
interdisciplinary learning or taught within the science context to link with
wider learning. These also offer excellent vehicles for learners to develop
higher-order thinking skills and prepare learners for the life of work ,
where interdisciplinary approaches to complex tasks are often the norm.
 Curriculum for Excellence encourages approaches to learning that are
motivational, fun, relevant, challenging and, importantly, develop
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the skills of learners. Such approaches to learning include co -operative,
active, collaborative and outdoor learning.
There are many ways in which this learning journey can develop, and you
will know best how to plan learning and teaching that meets the needs of your
learners. By planning opportunities for skills development in context you may
find that the learners’ interests, strengths, prior learning and locality, as well
as local, national and global events, lend the mselves to progressing learning
in different ways from the suggestions within this advice and guidance. Ideas
for learning and teaching can be adapted to allow development and
application of skills for learning, life and work, or to incorporate ICT and
take account of a range of learners’ needs.
Glow provides an opportunity for learners to work together across
geographical areas.
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Skills and learning in demand
Scotland’s life sciences strategy is ‘endorsed by industry, academia, NHS
clinicians and government’.
(http://www.lifesciencesscotland.com/media/14389/life -sciences-soctlandreview-2010.pdf) The life sciences sector employs over 3200 people in
Scotland in over 630 organisations and 17,000 life sciences research staff
across 57 universities and research institutes. Developments such as BioCity
Scotland, a new cluster for life sciences creating the UK’s larges t bioscience
business incubator, at a site in Lanarkshire, have attracted international
investment.
Medical technologies also feature strongly in the profile of Scotland’s
economic future.
In the past decade, Scotland’s medtech companie s have launched:
 a mesh that improves the outcome of surgery for female pelvic health
problems – Mpathy Medical (now Coloplast)
 the first scanning laser ophthalmoscope to provide enhanced clinical
information to detect diseases of the retina – Optos
 a hand-held light-based device for checking breast health – PWB Health
 the world’s first commercially available multiarticulated prosthetic hand –
Touch Bionics
 a portable unit to treat non-melanoma skin cancer using photodynamic
therapy – Ambicare
 a video-enabled laryngoscope to facilitate intubations – Aircraft Medical.
Medical Technology in Scotland Make it your Greatest Discovery
Current health and medical research taking place in Scotland includes
 health protection and improvement at Glasgow Caledonian University
 developing methods for preventing type 1 diabetes at the University of
Dundee
 computer-aided detection in the UK NHS breast cancer screening
programme at the University of Aberdeen
 research into heart disease at the University of Glasgow
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 infection control, mental health and wellbeing, and evaluation of the
effectiveness of anti-smoking campaigns in primary and secondary school s
at Abertay University.
Health and health-related employers offer a range of career opportunities in a
wide variety of areas, some of which may not be immediately obvious, for
example:
 treatment and care, e.g. nurses, therapists, healthcare assistants
 trades, skilled and support services, e.g. fire and safety staff, chaplains,
caterers, gardeners
 management and administrative, eg accountants, clerks, medical records
staff, stores supervisors
 scientific and technical, e.g. clinical scientists, medical technologists,
technicians
 information and ICT, e.g. analysis, audio-visual technicians, librarians.
Ideas for learning and teaching
 This is an opportunity for learners to understand how their skills and
interests might be appropriate for pursuing a career relating to health and
disease. Exploring career opportunities may help the learner understand
how a knowledge of the sector, and of some of the underpinning science,
may open up opportunities in, for example, IT or business management in
the NHS, or as a laboratory technician in a biomedical research company.
 Use the case studies available on the NHS Scotland website, eg:
Business Manager
Medical Photographer
IT Trainer
Management Trainee
Paramedic
Skills Development Scotland’s My World of Work has video case studies
of a range of health-related occupations, e.g. apprentice lab technician,
oral health improvement specialist, which give learners an opportunity to
hear from people working in health. As you review the videos, consider
how you might familiarise yourself with routes into health -related careers
for your learners and how you can help learners build on their skills to
access the range of careers on offer in this sector.
 Skills for Health has a range of advice and guidance, including online
tools, to help learners identify routes into careers in the health sector,
including work-based, vocational and graduate routes. Consider how this
might be built into your learning and teaching as a motivational tool for
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learners to understand the transferable nature of skills developed through
learning in this context.
 Having discussed potential career opportunities and learners’ interests, the
STEM Ambassador scheme can arrange for industry, employer and higher
education representatives to visit the school. Learners may benefit from
the chance to talk to them about career opportunities. Alternatively, as the
learning progresses, an industry or higher education ambassador could
visit to share specialist expertise with the learners. STEM Ambassadors
can also help you plan learning and teaching that reflects the cutting edge
research and development taking place in Scotland and globally .
Reflective questions for learners
 Before this section of work, consider what you already know about
opportunities in the health sector. You could record this using a ‘graffiti’
task. After watching a selection of videos, repeat this exercise. Has your
view of the job opportunities associated with the sector changed?
 Which skills that you use in learning in biology do you think you would
like to develop further and continue to use at the next level of learning,
training or employment? Watch the video Scientific Research Skills –
Basic Skills for Biology. Consider the extent to which your approach in
Biology matches that described by the research team leader from the
University of Edinburgh in the clip. It may be worth revisiting this clip
before you undertake investigative work through the year. Do the skills
described have any value in other areas of your learning , e.g. in other
sciences, in other curriculum areas?
 Having watched the videos, how do you think the careers and opportunities
described link to learning in this topic? You might consider this again as
you progress your learning in this topic.
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Building on the broad general education
The following extracts from Concept Development in the Sciences describe
the learning journey from which the learning in this context progresses.
At second level (SCN 2-13a), through practical activities carried out in a
safe environment, learners can explore examples of microorganisms that
are beneficial and harmful, e.g. the use of yeast in bread making and the
importance of bacteria and fungus in the breakdown of waste in compost
columns. This can be further developed at third level ( SCN 3-13b) to
include practical activities to safely test for the presence of
microorganisms in the local environment. The effects on growth of
microorganisms of a variety of factors, such as temperature and
disinfectants, can also be investigated. This leads on to the exploration of
the use of microorganisms and enzymes in industry at fourth level ( SCN 413b).
At fourth level (SCN 4-13a and 4-13c), learners can develop an informed
view on issues associated with, for example, in vitro fertilisation (IVF),
pre-implantation genetic screening, transferring living cells, tissues or
organs from one species to another (xenotransplantation), gene therapy,
GM technology and stem cell therapy, considering why such pr ocedures
may be seen to be controversial and exploring people’s opinions and
concerns.
and
At third level (SCN 3-12a), they further extend their knowledge of the
structure and functions of main organs and systems of the body, e.g. the
exchange of gases in the circulatory system. Within the study of the
digestive system, for example, the function of enzymes can be explored. In
SCN 3-12b, learners explore ways in which technology can be used to
monitor health, e.g. blood pressure and cholesterol levels, or screening for
conditions such as diabetes or cancers. They can explore the implications
of DNA analysis which could reveal information about predisposition to
particular conditions. They can consider how the information might be
used to give indications of how treatments or lifestyle changes might help
to improve the future quality of life.
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At fourth level (SCN 4-12a and SCN 4-12b), the principle of homeostasis
can be studied using specific examples relating to, for example,
maintaining stable body temperature and regulating blood glucose levels.
Learners can consider the physiological mechanisms which maintain
conditions within tolerable limits.
Ideas for learning and teaching: an introduction to health and
disease
Ideas for learning and teaching: What is health?
- A starting point for the learning could be to explore with learners their
understanding of what is meant by ‘health’ or ‘healthy’. This may
highlight misconceptions or identify topics of interest to the learners for
further work.
- The question ‘What is health?’ could be posed in a number of ways, e.g.
using a Glow discussion forum or with other learners as a graffiti or
placemat task.
- Alternatively, the WHO definition of health could be used as a starter for
discussion.
Reflective questions for learners
The WHO defines health as ‘a state of complete physical, mental and social
well-being and not merely the absence of disease or infirmity ’ (1948).
- What does health mean to you as an individual? Do you consider yourself
healthy?
- What do you consider ‘unhealthy’? Is there a connection between illness,
disease and health? Comment on the WHO definition of health.
- Is your state as ‘healthy’ or ‘unhealthy’ defined by external definitions or
how you feel as an individual? Is it measureable? Is the definition fixed
for all or does it depend on who you are and your circumstances?
- Review the diagram ‘Factors Determining the Health of Populations’ in the
BMA (2011) report The Psychological and Social Needs of Patients and
consider again your responses to these questions.
Ideas for learning and teaching: What is disease?
- Linking to the question of ‘What is health?’ the discussion can be
progressed to explore what is meant by disease and gather learners ’
knowledge of diseases affecting the human population.
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- A simple way of recording this as a starting point is to use a ‘wordle’. A
‘wordle’ displays the most frequently used word in larger font, giving an
easy visual record of the start point for the learning.
- A walk about, talk about activity could be used to identify possible causes
of disease and risk factors, and provide a basis to develop learners’
understanding that diseases are not always infectious and that development
of disease is often as a result of more than one factor.
- The UK Clinical Research Collaboration’s Centre of the Cell Risk Factors
of Disease provides some useful ideas for developing learners’ numeracy
skills through the context of risk factors of disease. This provides a data
set that can be used to identify risk factors and consider issues such as
validity in relation to sample size and the statistical significance of
relationships. This work could also be used to develop learners’
understanding of scientific methodology.
- Learners could consider trends in diseases in Scotland, the UK and
elsewhere in the world. Is there commonality? Are there differences? They
may also consider trends in diseases in Scotl and over the past 100 years,
identifying reasons for any changes. This gives the opportunity for
examining the quality of data sources and using data to draw conclusions.
- The table below indicates some diseases that might be discussed; such a
table could be arrived at through a card sort exercise, placemat activity or
other structured discussion.
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Lifestyle
Sexually transmitted diseases
HIV, herpes, gonorrhoea etc
– promiscuity
– lack of appropriate prophylactic
Diabetes (type 2)
– obesity; poor diet and lack of exercise
Cancers
– lung: smoking
– cervical: HPV infection
– skin: over exposure to UV light
Arthritis (osteoarthritis)
– weak bones; diet lacking calcium
– old age; natural wear and tare
Scurvy
– lack of vitamin C in diet
Rickets
– lack of vitamin D in diet
Athlete’s foot
– sports and personal hygiene
Heart disease
– diet and lack of exercise
Environment
Cancers
– lung: secondary smoke
Heredity
Diabetes (type 1)
Autoimmune diseases
MRSA, VRSA, VRE (superbugs)
– overuse of antibiotics
– hospital cleanliness
Cancers
Heart disease
Water-borne diseases (cholera)
– poor sanitation
– natural disasters
– old problem? third world?
Neglected tropical diseases (eg malaria, dengue)
– developing nations
– biting insects
– lack of money for medicines
– lack of access to most effective medical treatments
Plague
– poor sanitation
– cramped conditions
Bird flu
– working conditions
– living conditions
– flight travel
Autoimmune diseases
– environment interacting with genes
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Individual research and sharing this through peer teaching and peer assessment can be used to build a basis for learners’
understanding of the multiple risk factors associated with disease. Some ideas for diseases with starter information are given
below.
Disease
Alzheimer’s
Avian flu
Cancer
Chagas disease
Chicken pox
Cholera
Crohns
Dengue fever
Diabetes (type 1)
Diabetes (type 2)
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Weblinks
http://www.cdc.gov/aging/aginginfo/alzheimers.htm
http://www.brainpop.com/health/diseasesinjuriesandconditions/
avianflu/
http://www.cdc.gov/cancer/
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027431.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027430.htm
http://www.who.int/mediacentre/factsheets/fs340/en/index.html
http://www.cdc.gov/parasites/chagas/
http://www.cdc.gov/chickenpox/index.html
http://www.cdc.gov/cholera/index.html
http://www.abpischools.org.uk/page/modules/diseases/diseases
6.cfm?coSiteNavigation_allTopic=1
http://www.cdc.gov/ibd/
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Viral-diseases/WTDV027437.htm
http://www.cdc.gov/dengue/
http://www.cdc.gov/diabetes/
http://www.cdc.gov/diabetes/
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Lifestyle
Environment
Heredity
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HEALTH AND DISEASE
Disease
Flu
Genital herpes
Gonorrhoea
HIV
Huntington’s
Intestinal worms
Leishmaniasis
Lyme disease
Lymphatic
filiarisis
Weblinks
http://science.howstuffworks.com/environmental/life/cellular microscopic/flu.htm
http://www.abpischools.org.uk/page/modules/diseases/diseases
2.cfm?coSiteNavigation_allTopic=1
http://www.cdc.gov/std/Herpes/default.htm
http://www.cdc.gov/std/Gonorrhea/
http://www.who.int/features/factfiles/hiv/facts/en/index.html
http://www.abpischools.org.uk/page/modules/diseases/diseases
3.cfm?coSiteNavigation_allTopic=1
http://www.brainpop.com/health/diseasesinjuriesandconditions/
aids/
http://www.nhs.uk/Video/Pages/Huntingtonsdisease.aspx
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Worms/WTDV027432.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027429.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027428.htm
http://www.cdc.gov/parasites/leishmaniasis/index.html
http://www.cdc.gov/lyme/
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Worms/WTDV027434.htm
http://www.cdc.gov/parasites/lymphaticfilariasis/
Lifestyle
Environment
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HEALTH AND DISEASE
Disease
Malaria
Measles
Motor neurone
MRSA
Multiple sclerosis
Mumps
Plague
Rheumatoid
arthritis
Schistosomiasis
Swine flu
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Weblinks
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV026686.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV026683.htm
http://malaria.wellcome.ac.uk/node40029.html
http://www.cdc.gov/malaria/
http://www.abpischools.org.uk/page/modules/diseases/diseases8
.cfm?coSiteNavigation_allTopic=1
http://www.cdc.gov/measles/index.html
http://www.cdc.gov/mrsa/
http://www.cdc.gov/mumps/index.html
http://www.cdc.gov/ncidod/dvbid/plague/index.htm
http://www.cdc.gov/arthritis/basics/rheumatoid.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Worms/WTDV027433.htm
http://www.cdc.gov/parasites/schistosomiasis/
http://www.brainpop.com/health/diseasesinjuriesandconditions/
swineflu/
http://www.cdc.gov/flu/swineflu/
ADVICE AND GUIDANCE FOR PRACTITIONERS (NATIONAL 5, BIOLOGY)
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Lifestyle
Environment
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HEALTH AND DISEASE
Disease
Weblinks
Lifestyle
Syphilis
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Bacterial-diseases/WTDV027435.htm
http://www.cdc.gov/std/syphilis/default.htm
Thrush
Trypanosomiasis
(African sleeping
sickness)
Tuberculosis
Typhoid
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027427.htm
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Protozoans/WTDV027426.htm
http://www.cdc.gov/parasites/sleepingsickness/
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/Bacterial-diseases/WTDV026681.htm
http://www.cdc.gov/tb/
http://www.cdc.gov/nczved/divisions/dfbmd/diseases/typhoid_f
ever/
Environment
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Questions for learners
- What is the cause(s) of the disease? Is it possible to link it to lifestyle
choices, environmental factors or heredity, or is there more than one risk
factor associated with this disease? Consider your learning about using
data to draw conclusions in your research.
- Where in the world is the disease most common? What group(s) of people
does the disease typically affect?
- What are the symptoms of the disease and how does the disease affec t the
body?
- Is the disease infectious? How is it transmitted? What can be done to
prevent transmission or development of the disease?
- What treatment is available? Does everyone who requires treatment have
access to it? What prevents treatment?
- Are there any well-known cases associated with the disease, e.g. epidemics
or pandemics?
Ideas for learning and teaching: infectious disease
Depending on the focus of the learning and teaching and the learners’ prior
knowledge, it may be appropriate to explore causes of infectious disease:
pathogens.
The following may support a recap on prior learning or act as a basis for
further work:
What are Bacteria?
Diversity of Life: Bacteria
What are Viruses?
Diseases: Viruses
What are Fungi?
What are Protozoa?
Diversity of Life: Protozoa
Straightforward activities like card sort and classification exercises will allow
practitioners to check for basic knowledge, e.g.
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Infectious
Non-infectious
Flu
Alzheimer’s
Cold
Motor neurone
Plague
Multiple sclerosis
Malaria
Diabetes
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Gonorrhoea
Cancer
HIV
Rheumatoid arthritis
Thrush
Cardiovascular disease
Athletes foot
Huntington’s disease
Cholera
Crohn’s disease
Typhoid
Osteoporosis
Food poisoning
Celiac disease
Herpes
Chlamydia
Chicken pox
Measles
Mumps
Polio
Tetanus
MRSA
Dysentery
Meningitis
Disease
Bacteria
MRSA
Methicillin-resistant Staphylococcus
aureus
Gonorrhoea
Neisseria gonorrhoea
Tuberculosis
Mycobacterium tuberculosis
Plague
Yersinia pestis
Anthrax
Bacillus anthracis
Cholera
Vibrio cholerea
Food poisoning
Escherichia coli
Dysentery
Shigella species
Disease
Fungi
Thrush
Candida albicans
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HEALTH AND DISEASE
Athlete’s foot
Trychophyton species
Disease
Protozoa
Malaria
Plasmodium species
Chagas disease
Trypanosoma cruzi
Leishmaniasis
Leishmania species
African sleeping sickness
Trypanosoma brucei
Disease
Virus
HIV
Human immunodeficiency virus
Flu
Influenza virus
Chicken pox
Varicella zoster virus
Cold
Rhinovirus
Cold sores
Herpes simplex virus
type I
Genital warts
Human papilloma virus
Genital herpes
Herpes simplex virus
type II
Ideas for learning and teaching: defending against infection
Having established understanding of disease and pathogens, it may be
appropriate to explore the body’s defences against infection, its responses to
infection and the use of antibiotics.
A summary with video footage can be found on BBC Bitesize. This
introduces the working of some common antibiotics.
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Ideas for learning and teaching: researching detection of
disease
This Education Scotland video clip introduces Dr Jennifer Dougan, a postdoctoral research associate from the University of Strathclyde, talking about
the importance of strong planning skills in her work, related to health and
disease.
Ideas for learning and teaching: heredity and genetic screening
This idea has been summarised from the Science Museum’s ‘Do you want to
know a secret?’ The full resource can be downloaded from the Science
Museum. The intention is to develop learners’ understand ing of the potential
effects for human health and consequences for society of scientific advances.
- A start point may be to introduce learners to the idea of genetic screening.
There are a number of video clips that may be of use for this and for
background information:
NHS Huntington’s Disease: ‘An expert explains the effects of
Huntington’s disease and Lee, 39, talks about his life with Huntington’s
and the importance of getting tested if you have a family history of it. ’
NHS genetic tests: ‘There are many reasons why people decide to have
genetic tests. A geneticist explains what genetic testing involves, the
reasons for having or not having it, and how to deal with a positive test
result.’
Genetic tests: Barbara’s story: ‘Barbara, three of her sisters and her
grandmother were diagnosed with cancer. She and other family members
decided to have a genetic test. Find out why they decided to be tested, how
they found out where to get tests, what ea ch test involved and what the test
results meant for the family.’
BBC News: Genetic mapping for patients: ‘A clinic in Harley Street is
offering patients a genetic test to see if they risk developing a serious
illness in the future.’
- Provide individuals, pairs or groups with a sealed box, a template for
which is available on the Science Museum website. The box represents
their unknown genetic code, and each contains a chance card with a
statement ideas for which might be:
- punishment exercise
- extra homework
- no talking permitted for remainder of lesson
- no homework this week
- a merit/house point
- a reward from the prize tin
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-
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- a positive and a negative, which is decided on the flip of a coin.
Explain that genetic screening can identify the presence, or absence, of
genes that are linked to heredity diseases. Learners should be made aware
that these tests are not conclusive; often the presence of a single allele
does not make the development of a disease certain (although there are
exceptions to the rule, e.g. Huntington’s).
Learners would then vote on whether or not they would open their box,
agreeing to accept whatever consequence is inside the box. Ultimately this
should reflect their own decision as to whether they would consent to
genetic screening. Learners could physically stand somewhere along the
scale or add their name via a post-it to a scale on the wall.
Returning to the group, learners could discuss the reasons behind their
decision. A numbered heads approach could be used to allow all equal
opportunity to input.
In light of the discussion give learners another opportunity to decide
whether to open their box or not; remind them that consequences must be
adhered to. Give learners who opened the box the opportunity to discuss
how they feel about what they find inside the box, and those who did not
the opportunity to say how they feel. Relieved? Disappointed? Curious?
The Science Museum’s teachers’ guide provides more detailed information
about using this task to understand the scientific and ethical issues
involved in genetic testing, critically evaluate arguments for and against
genetic testing, provide learners with the opportunity to express informed
opinions on scientific issues and provides a scientific background for
practitioners.
Reflective questions for learners
(taken from the Science Museum’s Background document for this task)
 What are the potential impacts of having a test?
 Who else might be affected by your decision to have a genetic test? Your
siblings? Your own children or parents?
 Who should have access to your test results? Only you? Your doctor? Your
school? Your employer?
 Should everyone be tested for genetic conditions? Do you think you could
cope with the results?
 Should parents and carers be allowed to have children tested?
 How would a positive genetic test for a condition, e.g. breast cancer, affect
your day-to-day life? Consider those who have taken action in response to
genetic testing, e.g. Breast Cancer in Families, Preventative Mastectomy,
Risk Reducing Breast Cancer at:
http://www.breastcancercare.org.uk/breast-cancer-information/breastawareness/am-i-risk/breast-cancer-families, .
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Applications of genetic screening
- The Teach Genetics activity ‘Genetic screening of newborn infants: what
should we test and why?’ may provide a start point for structured research
and discussion around genetic screening.
- The Wellcome Trust resource ‘Big Picture: Genes, Genomes and Health’
(page 13) provides the basis for work around the controversial area of
‘saviour siblings’. The idea of saviour siblings could be introduced using
the video ‘What is a Saviour Sibling, and What is Your View on Using
IVF to make them?’ or an extract from the film ‘My Sister’s Keeper’.
- Learning and teaching around genetic screening offers a rich context for a
formal debating. The Debating Matters Motions ‘Genetic screening of
embryos should be celebrated, not feared’ and ‘Attempts to extend
radically the human lifespan should be welcomed, not feared’ may provide
a starting point that can be adapted for use with your learners.
Reflective questions for learners
 How would you feel if you were a saviour sibling? How would you feel if
a saviour sibling saved your life?
 Is there a risk that genetic screening could produce a society intolerant to
difference? Justify your response.
 If you had an ill child would you consider conceiving a saviour sibling?
 If you had a history of family illness would you want to be screened?
 If you had a history of family illness would you have your unborn child
screened?
 Would you terminate a pregnancy if the foetus tested positive for a
hereditary condition?
 Could genetic screening result in the production of designer babies?
Discuss this considering your learning in the topic of the scientific
advances at this time.
 Could genetic screening reduce variation in the human population?
 Can parallels be drawn between the use of genetic screening and the
ideology of, for example, Nazism around racial purity?
 How far could genetic screening go? Watch a clip from the movie
‘Gattaca’ in which the norm is designer babies; at birth the likelihood of
certain illnesses and the approximate age of death is determined and
consider the questions from Biotechnology Online: A Perfect World.
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Ideas for learning and teaching: lifestyle choices and health
A start point for this learning and teaching could be to recap prior learning
from the broad general education by marking on a cut out or IWB body places
where pathogens might enter the body, and discuss the body’s protective
response.
The suggested activity ‘How can disease spread’ highlights how quickly
disease can spread through a population. Here, it is linked to lifestyle choices
by contextualising it around the transmission of STIs and the use of barrier
methods to prevent the spread of STIs. T his work can also be used to
emphasise the real-life relevance of careful note-taking in the laboratory
setting.
- The experiments could be repeated with more or fewer interactions
between learners to allow learners to relate the test results to the number
of interactions. Data gathered could be used in graphing, e.g. number of
interactions against the total number of individuals in the group infected.
- This provides opportunities to discuss the effect of lifestyle choices on
health and wellbeing, eg
NHS: Sex myth buster
NHS: HIV: the facts
NHS: An expert explains how HIV is passed on, who is at risk of getting
it, and how it affects the immune system
- The Science Olympiad ‘Exploring: Influenza Episode 313 Immortality’
places this activity in the context of the spread of influenza.
The Debating Matters motion, ‘Patients are entitled to health care whatever
their lifestyle choices’, may be useful background reading for learners,
providing reflective questions and associated information to inform learners’
thinking.
Once learners have understood the spread of disease, an appropria te direction
for learning and teaching may be to explore epidemics, pandemics or
emerging diseases. Learners could consider the definition of epidemic and
pandemic, both having been used in the media in relation to , for example,
swine flu in 2009. There is scope for understanding the cause of pandemics,
often caused by new strains of a pathogen. The British Red Cross swine flu
resource could form a basis for exploration of the associated science, whilst
developing learners’ scientific literacy.
One aspect of choice around the spread of disease, for some populations, is
access to vaccination.
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Use this spoof front page regarding Jenner’s vaccination experiment as a
starter to explore issues relating to vaccination programmes available in
Scotland and how vaccines work.
Reflective questions for learners
 How has vaccination availability changed over the last 50 years in
Scotland?
 What effect has vaccination had on public health? Compare and contrast a
vaccination programme in Scotland or the UK, e.g. HPV vaccination, with
that in another country. This short video about the attempts to eradicate
polio from India may provide ideas; India celebrated its first polio -free
year on 13 January 2012. What are the social and socioeconomic impacts
of a successful vaccination programme?
 Why might people choose not to be vaccinated or not to have their children
vaccinated? When considering reasons, establish whether there is a
scientific evidence-based justification to support their reasoning.
Ideas for learning and teaching: environment and health
As the learning in this topic progresses, learners develop understanding to
recognise the difficulty of isolating the role of environmental factors,
lifestyle choices and heredity on health. Learners may also link the learning
to understanding from other curriculum areas ( e.g. if exploring Spanish
influenza, trench warfare, changes in housing over time, conditions for
mosquito spread disease).
As a starter, if appropriate, learners could use their own and their
family/carers’ health history to gather information as a indicator of tre nds in
common infectious diseases over the last 30–40 years.
Reflective questions for learners
 Research data from a reputable source, regarding one o r more of the
infectious diseases identified in the table. Do the trends within
Scotland/UK mirror the trends within your learning group? Consider any
differences, eg does your snapshot include a sufficient number of
individuals for reliability? Does it use a sufficiently long timescale? Is
your data-gathering method reliable?
 Consider possible reasons for changes in trends in common infectious
diseases over time. Find evidence which establishes whether or not your
thinking is confirmed.
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The Wellcome Trust Kit Science Debate Kit: Are we too clean? examines one
aspect of human health associated with environment.
Having considered environmental factors that may affect trends in disease in
Scotland or the UK, eg improvements in sanitation, vaccination programmes,
health education, use of antibiotics or air travel, learners could consider
environmental factors affecting world health.
In an age of vaccines and antibiotics, wonder drugs and breakthrough
therapies, it is easy to assume that humans can, and will, develop a cure
for anything… The hard truth is that even in our era of vaccines and new
drugs, millions of people around the world continue to suffer and die from
infections like malaria that are largely forgotten by those living in th e
richest nations.
Disease of Poverty: Neglected Tropical Infections in Sub -Saharan Africa.
This section would offer the opportunity for learners to engage with a journal
paper, Disease of Poverty: Neglected Tropical Infections in Sub -Saharan
Africa, and consider issues such as its purpose and language. Accessing this
paper may require a supported approach to reading for informa tion and
understanding, including identifying unfamiliar words and discussing, using
other sources for clarification; within a group, reading short sections and
summarising key points for other learners. This approach would work equally
well in face-to-face situations or using an online tool, e.g. Glow meet or a
discussion forum in Glow. The reflective questions for learners will require
further exploration of other sources, and learners should satisfy themselves of
the quality of the information and the reliability of sources. The issue of
neglected tropical diseases is a complex one associated with, among other
things, funding of research and development by drug companies who need to
remain profitable.
Outcomes from this work could take a range of formats . A learner may make
a written case to the government for increased funding for neglected tropical
diseases. This should include estimates of costing and which models can work
to fight against neglected tropical diseases. It will clearly be a complex and
challenging piece of work for the learner to demonstrate developed
understanding of the issues and a strong evidence -based case. However, the
task could be accessed in different ways, with other learners completing
group tasks, presenting a case through different formats, examining only one
aspect of this complex area or participation in discussion and research
without production of an end product.
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Reflective questions for learners
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What is meant by ‘neglected diseases’ and why are they given this name?
How many people are affected by neglected diseases?
What are the causes and effects of neglected diseases?
Can neglected diseases be prevented? If so, how?
Which environmental factors are associated with areas where neglected
diseases are endemic?
 Are effective medicines available to treat neglected diseases? What are the
main reasons behind the persistent prevalence of neglected diseases?
 ‘In 1967 U.S. Surgeon General William H. Stewart declared it was finally
“time to close the book on infectious disease ” because the vast majority
can be easily prevented and treated with simple, existing interventions.’
To what extent is the statement true with respect to the treatment and
prevention of disease in 2012?
Ideas for learning and teaching: STEM cells
Within the work of the Scottish STEM Cell Network (SSCN) are a number of
‘areas of ongoing research aimed at developing effectiv e treatments for a
variey of illnesses and diseases’, including diabetes, multiple sclerosis and
cardiovascular disease. The ideas for learning and teaching suggested in
conjunction with this advice and guidance can be supported by the
information available from the SSCN and from the International Society for
Stem Cell Research. In addition, a number of Education Scotland resources
associated with stem cells could be used to support this learning and teaching.
Stem cells can also be explored in a different context: the recent news of the
ability to culture artificial meat in the laboratory from stem cells provides a
strong link between health issues around the consumption of red meat,
healthy diet choices and food security.
Reflective questions for learners
 Based on your understanding of stem cell research, would you choose to
participate in a stem cell trial in the event that you were diagnosed with a
condition such as multiple sclerosis or diabetes? What about to minimise
rejection of a donor organ that you desperately needed? Share your
thoughts with others or record them in your notebook. Come back and
consider this question again once you have researched the science of stem
cells.
 Would you eat a ‘test-tube burger’? Justify your response. Again, this
question could be revisited following more in -depth exploration and
learning around the underpinning science.
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The Research Councils UK publication Stem Cell Science Hope not Hype
gives a useful summary of the background to stem cells in straightforward
language. ABPI Schools Stem Cell Research resource provides a range of
useful information and ideas around which you can plan lea rning and
teaching appropriate to your learners.
A start point for this learning could be to recap knowledge of cells. This
could be done, for example, by drawing a Venn diagram on a whiteboard to
compare skin cells and red blood cells. Learners should be encouraged to
consider basic cell structure with the intention of identif ying the key
difference of a lack of nucleus in the red blood cell.
Questions for learners
 How does your body replace the skin you damage when you fall and graze
your knee? (mitosis)
 If you are a blood donor, how does your body replace your blood cells
after donation? (from stem cells)
Learners could explore to identify the tissues able to produce stem cells , e.g.
blood, bone marrow, umbilical cord, zygote, brain, intestine, retina, blood,
spinal cord, brain, muscle, embryo.
All of the identified tissues are able to produce stem cells. There are two
types of stem cell: embryonic and adult. The following information is quote d
from the Research Councils UK publication Hope not Hype:
Embryonic stem cells are taken from embryos about five days after
fertilisation, when the embryos are balls of around 50 –100 cells. This type
of stem cell is currently the most useful in research because it can give rise
to any cell type in the body.
The most common source of these cells is from embryos left over after a
woman has had IVF treatment. These can be used only if the couple have
given their consent.
Adult stem cells are found in many parts of the body such as the bone
marrow, the eye, brain and muscle. Unlike embryonic stem cells they can
naturally only give rise to a limited number of specialised cells.
Researchers are exploring how adult stem cells can be reprogrammed to
produce more cell types.
The Education Scotland animation Stem cell development may be useful at
this point in the learning journey. A short Education Scotland video Stem
Cell Research looks at the innovative stem cells research being done at Roslin
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Cells, describing the basics of stem cell research and how it is carried out. In
addition, the Introduction to Stem Cells PowerPoint may be of use.
EuroStemCell: A Stem Cell Story is a 15-minute film introducing stems cells
from which learners could note down the human conditions that may benefit
from stem cell research and development. (If you do not have Flash Player
this film can also be accessed via YouTube.)
An understanding of the stem cell issues should be underpinned by learning
about the process of how embryonic stem cells are pro duced. The Howard
Hughes Medical Institute (HHMI) Lecture 1 Understanding Embryonic Stem
Cells contains a useful animation of human embryonic development (section
7).
This process could be recapped using the embryo stem cell pictures –
statements order activity. This could be used by cutting out, match ing the
titles, statements and pictures and organising them into the correct order for
embryo development. Alternatively this could be done using ICT e.gg on an
interactive white board. It may be appropriate to the needs of learners to
include or remove the ‘when?’ information.
The matched information is shown below in the correct order:
Fertilisation: A male sperm and female egg fuse to form a zygote
(fertilised egg).
The zygote can produce all the cell types needed to make a
complete human.
When? 0–24 hours
Cleavage: The zygote starts dividing (cleaving) into identical cel ls
as it passes down the oviduct towards the uterus. By the time it
gets there, the process has repeated sufficiently to form a ball of
around 100 cells.
When? 1–4 days
Blastocyst formation: The ball of cells begins to specialise,
forming an outer layer of cells with a cluster of cells inside (inner
cell mass), which can form most cell types of the human body.
When? 3–8 days
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Gastrulation: The cells in the inner cell mass move to form three
layers: the ectoderm, mesoderm and endoderm. The ectoderm
forms the skin, brain and nervous system; the mesoderm forms
muscle and the skeletal and circulatory systems; and the
endoderm forms the gut lining and many of the internal organs.
When? Week 3
Organogenesis: The formation of body organs. The embryo is
called a foetus at 8 weeks, by which time the structures that will
give rise to all the major organs are present.
When? Week 3–8
The EdHeads Stem Cell Heart Repair activity allows learners to actively
participate in a simulation of a stem cell clinical trial designed to improve
treatment of heart failure sufferers. Ideally this should be an individual
activity, depending on access to computers and headphones. However, it
could be used on an interactive whiteboard or by learners on an individual
basis whilst undertaking other work, if computer access is limited. For the
second section, there is also a worksheet to print out to accompany the
learning and teaching.
In considering views on stem cell research, it may be useful to set the
timescales in context.
Reflective question for learners
 Read the Time magazine article ‘The Great Debate Over Stem Cell
Research’ from July 2001. Identify the concerns raised and explore, either
through individual research or discussion based on your learning in this
topic, to what extent the fears were justified or have not yet been
addressed.
 Construct a timeline of stem cell headlines along a display board: when
did stem cell research first start making headlines in mainstream media?
Decide the general feeling of each headline and associated article; use a
colour-coded sticky note scheme to identify for, against or neutral. This
will provide a visual display of how the media has presented views of stem
cell research over the past 10–15 years.
 Consider another aspect of cutting edge science with , for example,
applications in medicine. Research viewpoints in advance of it being
widely used or understood, and in retrospect.
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What is your informed view?
Within this learning you have had the opportunity to explore stem cell
research. Have you formed a viewpoint? The following statements are
included as suggestions for consideration, f or you to reflect on or to discuss
and justify in terms of your scientific understanding. Stem cell research can
be used:
 to provide tissue to test cosmetics, including make-up, shampoos and
deodorants
 to identify new treatments for disease rather than us ing animals
 to reduce waiting times for patients who require replacement organs
 to repair and replace the damaged tissue of burns patients
 to improve the understanding of human development
 to improve understanding of diseases like cancer
 for plastic surgery, e.g. to produce breast implants that are more ‘natural’
 to help improve the memory of patients suffering from diseases like
Alzheimers
 to provide an alternative treatment for hair loss in men
 to improve the treatment of people suffering from diabetes
 for plastic surgery, eg for reconstructive surgery for cancer patients who
have had a mastectomy
 to provide an income for women wishing to sell their eggs for stem cells
Reflective questions for learners: revisited
 Based on your understanding of stem cell research, would you choose to
participate in a stem cell trial in the event that you were diagnosed with a
condition such as multiple sclerosis or diabetes - or if it would minimise
rejection of a donor organ that you desperately needed Has your viewpoint
changed since the beginning of the learning? Are you more or less certain
about your viewpoint now compared with at the beginning of this topic?
 Would you eat a ‘test-tube burger’? Justify your response.
To extend understanding of the ethical issues associated with stem cells, the
EuroStemCell film Conversations: ethics, science, stem cells could be used.
Learners could be asked to write a policy paper for the Scottish Government
on regulation of stem cell research and its uses. Learners should give
consideration to the appropriate approach to writing this given th e purpose
and audience: language should be formal and in the third person , and
recommendations should be evidence based.
A short revision quiz is available on Teachers-Direct.
ADVICE AND GUIDANCE FOR PRACTITIONERS (NATIONAL 5, BIOLOGY)
© Crown copyright 2012
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