Table 11: Sample unit of work for Focus unit 8: Exploring the geography of disease AIDS in sub-Saharan — Suggested Thinking skills, linked to Key questions for the time and common curriculum sample unit scale elements Learning experiences Geographical skills 1. What is a disease that is 4–6 hours Recognising, recalling, View media materials of disease issues video, Gathering — of global significance? visualising newspaper reports information from Global media What are the patterns of patterns Summarising Interview health professional disease incidence of HIV/AIDS and characteristics especially mechanics of Interpreting maps, Recording around the and over transmission statistics, census Graphing, mapping time? of data Collate, analyse and interpret development Translating, interpreting, indicator data for North and South nations Constructing tables analysing Collate, analyse and interpret development Creating choropleth Generalising indicator data for sub-Saharan maps Drawing scatter graphs 2. What are the processes Interpreting Research case studies of poverty in a country in Constructing that have caused the sub-Saharan Africa and in flowcharts Explaining to others pattern of HIV/AIDS? Investigate contributing factors to differing Sketching Perceiving patterns, incidence of the disease generalising Interpreting graphs, tables Comparing, contrasting Classifying 3. What impact has 2–3 hours Analysing Construct consequences wheel of the effects of Drawing HIV/AIDS had on the HIV/AIDS on the poverty cycle consequences Regional, Generalising from information of development of wheels e.g. Internet research a case study on consequences Comparing, contrasting countries? for an urban and rural community in a developing country interpretation 4. What is being done, and 4–6 hours Judging, evaluating Interview a representative from an organisation Interviewing, what could be done by such as Care Vision conducting focus Regional, Creating, composing individuals, local groups e.g. Examine case studies of strategies of countries Extrapolating community groups, that have had differing success in limiting the Writing reports Justifying organisations (NGOs) spread of the disease, e.g. and , and/or a and governments to developing country and minimise the impact of Do a plus/minus/interesting exercise on the role of HIV/AIDS on drug companies in disease mitigation development? Evaluate strategies, e.g. prevention strategies, anti-retroviral vaccination research, in the light of a local community’s needs (by referring to a case study) and/ or needs at a national
Table 11: Sample unit of work for Focus unit 8: Exploring the geography of disease — AIDS in sub-Saharan Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What is a disease that is of global significance? What are the patterns of incidence of HIV/AIDS around the and over time? 4–6 hours Global patterns and of Recognising, recalling, visualising Summarising Recording Graphing, mapping Translating, interpreting, analysing Generalising View media materials of disease issues — video, newspaper reports Interview health professional disease characteristics especially mechanics of transmission Collate, analyse and interpret development indicator data for North and South nations Collate, analyse and interpret development indicator data for sub-Saharan Gathering information from media Interpreting maps, statistics, census data Constructing tables Creating choropleth maps Drawing scatter graphs 2. What are the processes that have caused the pattern of HIV/AIDS? Interpreting Explaining to others Perceiving patterns, generalising Comparing, contrasting Classifying Research case studies of poverty in a country in sub-Saharan Africa and in Investigate contributing factors to differing incidence of the disease Constructing flowcharts Sketching Interpreting graphs, tables 3. What impact has HIV/AIDS had on the of development of countries? 2–3 hours Regional, e.g. Analysing Generalising from information Comparing, contrasting Construct consequences wheel of the effects of HIV/AIDS on the poverty cycle Internet research a case study on consequences for an urban and rural community in a developing country interpretation Drawing consequences wheels 4. What is being done, and what could be done by individuals, local community groups, organisations (NGOs) and governments to minimise the impact of HIV/AIDS on development? 4–6 hours Regional, e.g. Judging, evaluating Creating, composing Extrapolating Justifying Interview a representative from an organisation such as Care Vision Examine case studies of strategies of countries that have had differing success in limiting the spread of the disease, e.g. and , and/or a developing country and Do a plus/minus/interesting exercise on the role of drug companies in disease mitigation Evaluate strategies, e.g. prevention strategies, anti-retroviral vaccination research, in the light of a local community’s needs (by referring to a case study) and/ or needs at a national Interviewing, conducting focus groups Writing reports
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