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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Living World Science Life Skills Living World Science LS – Module 4: Disease and Disorders


A student:

  • SCLS6-4

    collects and represents qualitative or quantitative data and information using media as appropriate

  • SCLS6-5

    develops conclusions from primary or secondary data and information

  • SCLS6-7

    communicates information about an investigation using scientific language and terminology

  • SCLS6-9

    uses patterns and trends in data to make observations and draw conclusions

  • SCLS6-12

    investigates technologies used in science

Related Stage 6 outcomes INS11/12-4, INS11/12-5, INS11/12-7, INS11-9, INS12-13

Content Focus

Students investigate infectious and non-infectious diseases and disorders to develop an understanding of the treatment, prevention and control of diseases and disorders in our society. They explore issues relating to human health, including the use of technologies in treating diseases and disorders. 

Working Scientifically

In this module, students collect, represent and draw conclusions from data to communicate information in relation to disease.


  • Infectious and Non-infectious Diseases and Disorders

  • Inquiry question: What is the difference between infectious and non-infectious disease?
  • Students:
  • recognise common examples of diseases and disorders, for example:
  •  influenza
  •  measles
  •  heart disease
  •  diabetes
  •  cancer
  • recognise that infectious disease can be spread between people through direct contact or the air cc
  • recognise that non-infectious diseases and disorders are caused by genetic, lifestyle or environmental factors
  • classify a range of diseases and disorders as infectious or non-infectious dd
  • explore why it is important to know whether a disease or disorder is infectious or non-infectious cc
  • recognise that plants and animals can both be affected by disease
  • Causes of Infectious Disease

  • Inquiry question: How are infectious diseases spread?
  • Students:
  • recognise causes of infectious disease, for example:
  • direct contact, eg from person to person or animal to person
  • indirect contact, eg touching a doorknob after someone who is sick has touched it
  • insect bites, eg Malaria
  • food and water contamination
  • recognise that infectious diseases come from microorganisms, viruses or macroorganisms, for example worms and tick bites.
  • participate in an investigation into the transfer of infectious disease through direct contact, for example: cct
  • an experiment involving the transfer of coloured paint on hands through handshakes
  • exploring the signs and symptoms of a common infectious disease
  • participate safely in an investigation to compare the transfer of germs from different surfaces cct
  • participate safely in an investigation to identify hygienic food storage practices cct
  • Prevention, Treatment and Control of Infectious Disease

  • Inquiry question: How can the spread of infectious diseases be controlled?
  • Students:
  • participate in an investigation to explore the prevention of infectious diseases transferred by direct contact, for example: cc
  • using a variety of substances to wash the coloured paint off hands from the above handshake experiment
  • varying the time and substances used to wash hands and recording the results
  • recognise risks and strategies to minimise risks when participating in an investigation to explore the transfer of infectious diseases euwe
  • explore data relating to the prevalence of infectious diseases in global populations, for example: iuldd
  • Malaria or Dengue Fever
  • tuberculosis
  • measles
  • draw conclusions from data relating to the prevalence of infectious disease around the world IUL
  • explore procedures that can prevent the spread of disease, for example: EU
  • hygiene practices
  • vaccinations
  • public health campaigns
  • investigate the effectiveness of one or more procedures used to prevent the spread of disease, for example: CCT
  • childhood immunisation program to prevent measles
  • influenza public health campaigns in Australia
  • explore a case study of a disease outbreak in humans, plants and/or animals to investigate causes, signs, symptoms, effects and treatment or control, for example: CCTIU
  • Black Death in England (1348–1349), Zika virus in Brazil (2016)
  • late blight of potato in Ireland (1845–1860), Panama disease of banana in Central America (1900–1965)
  • white-nose syndrome in bats in North America (2006), foot and mouth disease in livestock in Britain (2001)
  • explore traditional methods used to control or treat infectious diseases, for example: AHCAIU
  • use of honey, lard and lint by Egyptians to dress infected wounds
  • drinking of tea made from wormwood leaves by the Chinese to cure chills and fevers
  • the use of tea tree oil by Aboriginal people for wounds and in tea for throat ailments
  • Prevalence of Non-infectious Disease

  • Inquiry question: Do non-infectious diseases cause more deaths than infectious diseases?
  • Students:
  • investigate data for a range of infectious and non-infectious diseases across specified regions and time periods to draw conclusions about the prevalence and mortality rates of infectious and non-infectious diseases
  • Prevention of Non-infectious Disease

  • Inquiry question: How can non-infectious diseases be prevented?
  • Students:
  • recognise some lifestyle factors that may be linked to non-infectious diseases, for example: PSC
  • diet and nutrition
  • exercise and physical activity
  • alcohol consumption
  • smoking
  • identify some environmental factors that may be linked to non-infectious diseases or disorders, for example:
  • heavy metal poisoning, eg lead or mercury
  • cancers caused by the use of some pesticides, eg agent orange, DDT
  • explore educational programs and campaigns for a range of non-infectious diseases CC
  • investigate an educational program or a campaign for a specific non-infectious disease CCT
  • create an educational program or a campaign to increase people’s awareness of a specific non-infectious disease L
  • Technologies and Disorders

  • Inquiry question: How can technologies be used to assist people with disorders?
  • Students:
  • recognise a range of physical disorders, for example:
  • sensory disorders, eg hearing and visual loss
  • cerebral palsy
  • muscular dystrophy
  • kidney or heart disorders
  • engage with models of body parts to explore how they can be affected by a disorder, for example: ICTL
  • ears
  • eyes
  • kidneys
  • identify how technology can be used to assist with the effects of some disorders, for example: ICT
  • hearing aids and cochlear implants for hearing loss
  • spectacles and laser surgery for vision loss
  • dialysis for loss of kidney function