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Level 2 & 3 Health & Social Care and T-Level resources both free and small charge ; use the search facility and I hope you find what you need. Supporting teachers
Level 2 & 3 Health & Social Care and T-Level resources both free and small charge ; use the search facility and I hope you find what you need. Supporting teachers
A complete resource delivery package for teaching Learning Objective 3 (LO3) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. There is a 25 page student booklet with the EIGHT engaging presentations to aid delivery and spaces in the booklet with guidance on making notes. There
All the information and understanding organised into one place to help students with revision. LO3. Know key principles for communicating effectively
3.1 Individual rights; to choice, to protection from harm and abuse, to equal and fair treatment, to consultation, to confidentiality and to the right to life
3.2 How individual rights are supported in care environments, by applying the values of care; promoting equality and diversity, promoting individual rights and beliefs, maintaining confidentiality
3.2 by applying the childcare values of care; making the welfare of the child paramount, working in partnership with parents, guardians and families, working with other professionals, encouraging children’s learning and development, valuing diversity, ensuring equality of opportunity, anti-discriminatory practice and maintaining confidentiality
3.3 Supporting legislation, i.e.:
General Data Protection Regulations May 2018
The Human Rights Act 1998
The Health and Social Care Act 2012
The Mental Capacity Act 2005
3.4 Equality and Human Rights Commission (EHRC), provides information and advice about equality and rights, they can provide legal advice in cases of discrimination and support individuals to take cases to court. The EHRC has powers to force organisations to meet their equality responsibilities and carries out investigations and inquiries into equality issues
3.5 National Institute for Health and Care Excellence (NICE), considers whether a treatment: is a benefits patients, whether it will help improve survival rates and whether it is value for money
NICE also provides guidelines on how conditions should be treated and provides information for those managing and providing health and social care services
3.6 Definition of working in a person-centred way, i.e.
practitioners working together with an individual
planning care and support to meet the individual’s unique needs the individual is put at the centre, able to choose and control how they want their care and support to be
3.7 Person Centred Values; The Care Certificate, Standard 5: Work in a person-centred way – promoting person centred values, independence, individuality, privacy, working in partnership, offering choice, maintaining dignity, respect and protection of rights
3.8 Person centred planning, i.e.
belief that an individual can plan for themselves
the individual is at the core of any planning
the care plan is written in the first person, e.g. ‘I would like to try a walking frame’, to make it clear it is their decision
the individual has as much control as possible over their choices for care
Empowerment
A complete resource delivery package for teaching Learning Objective 4 (LO4) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. There is a 30 page student booklet with the FOUR engaging presentations to aid delivery and spaces in the booklet with guidance on making notes. There is a student revision check list, a knowledge organiser and a 40 question, multiple choice end of topic test
All the information and understanding organised into one place to help students with revision. LO4. Know key facts about safeguarding
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A complete resource delivery package for teaching Learning Objective 6 (LO6) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. There is a 29 page student booklet with the TWO engaging presentations to aid delivery and spaces in the booklet with guidance on making notes.
All the information and understanding organised into one place to help students with revision. LO6. Know key principles for communicating effectively
6.1 Verbal communication, i.e.
tone
pace
clarity
asking questions i.e.
a. open
b. closed
the communication cycle, i.e. inform, invite, listen and acknowledge
SOLER principle (Egan), i.e. sit squarely, open posture, lean towards the individual, eye contact and relax
6.2 Non-verbal, i.e. body language, gestures, facial expressions, eye contact
6.3 Written, i.e. care plan, individual learning plan, risk assessment records, patient records, medical history, test results, temperature chart, e-mails, prescription
6.4 Specialist methods, i.e.
sign language (BSL)
PECS (picture exchange communication system)
Makaton
Braille
assistive technology
6.5 Barriers to communication, i.e.
environment, i.e. noise, space, lighting, heating, ventilation
vocabulary i.e. jargon, specialist terminology, inappropriate body language, aggression, being patronising
communication difficulties due to illness or disability, i.e. dementia, deafness, visual impairment, learning disability, autism, English not first language
6.6 Overcoming barriers to communication, i.e.
adapting the environment i.e. lighting, sound, temperature, privacy
use of appropriate vocabulary and terminology
positive body language
active listening
use of specialist methods to communicate
personal skills and qualities, i.e. patience, cheerfulness, sense of humour, empathy, respect
providing a translator, interpreter, information in other languages
use of an advocate
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A resource delivery package for teaching the second half of the Learning Objective 1 (LO1) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. TES did not have the capacity to upload the complete LO1 resource package so this is in 2 uploads, unfortunatly. This covers the content 1.7 to 1.13 There is a 68 page student booklet with the FIVE engaging presentations with embedded video’s to aid delivery and spaces in the booklet with guidance on making notes. Included are activities, research tasks and then the application exam practice questions. There is a complete LO1 end of topic test out of 40 with student friendly mark scheme, to aid understanding
The content of this package covers
1.7 Moving and handling, LOLER (Lifting Operations and Lifting Equipment Regulations 1998) Manual Handling Operations Regulations 1992 (amended 2002)
1.8 Good food hygiene practices, washing hands before and after handling food, ensure cleanliness of food preparation area, ensure hygienic use and cleanliness of equipment used for food preparation and cooking, safe storage of raw, fresh and cooked food in a fridge or freezer, ensuring food is fully cooked through, i.e.: a. at or above 63°C, date stamping – meaning of ‘best before’ and ‘use by’, ensure correct labelling of food, awareness of risk of food allergy in preparation, preparation of bottles formula and the use of blue plasters when preparing food.
1.9 Maintaining a safe and hygienic environment, general cleaning, difference between disinfecting and sterilising, sterilising baby bottles, dealing with spillages, disposal of hazardous waste, red bags for soiled linen, yellow bags for clinical waste, yellow sharps box and disposal of medication
1.10 Infection control, personal hygiene, wearing personal protective clothing (PPE), follow correct hand washing routine, following standard precautions
1.11 Safety signs, warning signs, prohibition signs, mandatory signs and safe condition signs
1.12 Security in health, social care and childcare settings, identifying staff, receiving and monitoring visitors, window locks/restraints, monitoring of keys, swipe cards, electronic pin code, procedures for identification of adults collecting children and vulnerable adults from nursery. Included is evacuation procedures in health, social care and childcare environments, all staff to remove people from their immediate area, staff to close doors and windows, switch off lights as they leave, staff/fire wardens evacuating the building must check their locality is clear, everyone to assemble at designated external assembly point, do not re-enter building until told it is safe to do so and carry out head count. Only senior staff to inform fire brigade/police if anyone is left in the building
1.13 First aid, If not a first aider call for help, responsibilities of the first aider, primary survey – DRAB and information that should be given when calling emergency services
A resource delivery package for teaching half the Learning Objective 1 (LO1) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. TES did not have the capacity to upload the complete LO1 resource package so this is in 2 uploads, unfortunatly. This covers the content 1.1 to 1.6 There is a 42 page student booklet with the FOUR engaging presentations with embedded video’s to aid delivery and spaces in the booklet with guidance on making notes. Included are activities, research tasks and then the application exam practice questions. There is a complete LO1 end of topic test out of 40 with student friendly mark scheme, to aid understanding
The content of this package covers
1.1 Health, social care and childcare environments, i.e.: hospital, GP surgery, walk-in centre, dentist, optician, pharmacy, nursing home, residential home, day centre, sheltered housing playgroup, nursery, crèche, primary school, secondary school, college, after-school club
1.2 Definition of: hazard, risk
1.3 Identifying potential hazards, i.e.: infection or disease hazardous waste, chemicals and cleaning products, equipment, toys, furniture, trip hazards, electrical items, food preparation hot drinks / food
1.4 Identifying risks for individuals in care settings, burns and scalds, trips or falls, fractures, cuts, electrocution, infection, food poisoning, cross contamination, choking
1.5 Risk assessment the definition of risk assessment and the 5 stages of a risk assessment
1.6 Main facts about key health and safety legislation, i.e.: HASAWA (Health & Safety At Work Act 1974)the responsibilities of employers, employees and individuals, COSHH (Control of Substances Hazardous to Health 2005), the ‘COSHH file’, identification of how hazardous substances are handled, stored, used and disposed of safely, RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995), Food Safety (General Food Hygiene) Regulations 2006 and the Role of the Health & Safety Executive (HSE)
#hscresources TES shop has free and small charge teaching packages
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A complete resource delivery package for teaching Learning Objective 5 (LO5) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. There is a 18 page student booklet with the TEN engaging presentations with embedded video’s to aid delivery and spaces in the booklet with guidance on making notes.
All the information and understanding organised into one place to help students with revision.
LO5. Know key information about anatomy and physiology
5.1 The name and location of key parts of the body, i.e.
heart
lungs
stomach
intestines
bowel
liver
pancreas
kidneys
bladder
ovaries
testes
uterus
brain
skeleton, i.e.
a. skull , b. pelvis, c. femur and d. sternum
5.2 The functions of the eight main body systems, i.e.
respiratory
cardiovascular
digestive
reproductive
endocrine
renal
musculo-skeletal
nervous
5.3 The different functions of blood vessels, i.e.
arteries
veins
capillaries
5.4 The basic structure of main organs, i.e.
the heart
the lungs
the kidney
female reproductive organs
male reproductive organs
5.5 Measurements, i.e. peak flow, BMI / waist to hip ratio, blood pressure
5.6 Common conditions and illnesses and possible causes, i.e.
type 2 diabetes i.e. diet, overweight, obese
obesity i.e. diet lack of exercise
COPD (chronic pulmonary disorder) i.e. smoking and exposure to workplace pollutants
coronary heart disease, i.e. diet, lifestyle, smoking
cirrhosis of the liver i.e. alcohol abuse and hepatitis C
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The OCR Cambridge Technical Unit 1 Principle of Working in Health and Social Care Student Introductory Booklet for the LO2 Learning Objective 2, content - Equality and Diversity and link to equality and diversity free resources
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This is a Student Introductory Booklet for the OCR Cambridge Technical Level 2 Unit 1 Principles of Working in Health and Social Care, Learning Objective 1.
There is also a copy of the HSC poster and the NHS guidance for Risk Assessments.
#hscresources TES shop has free and small charge teaching packages
Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out
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A complete resource delivery package for teaching Learning Objective 2 (LO2) for the OCR Cambridge Technical Level 2 - Unit 1 Principles of Working in Health & Social Care. There is a 29 page student booklet with the SEVEN engaging presentations with embedded video’s to aid delivery and spaces in the booklet with guidance on making notes. Included are activities, research tasks and then the application exam practice questions. End of topic test out of 20 with student friendly mark scheme, to aid understanding
All the information and understanding organised into one place to help students with revision.
2.1 Definitions of:
equality
diversity
discrimination
stereotyping
labelling
prejudice
2.2 Examples of Stereotyping
a. gender stereotypes
b. age stereotypes
2.3 Aspects of diversity that should be valued in care environments, i.e.:
different religions and beliefs
cultural differences
age
food
music
family structure
dress
language
sexual orientation
gender and gender reassignment
2.4 The Equality Act 2010, i.e.:
protected characteristics
reasonable adjustments
prohibits discrimination in
a. education
b. employment
c. access to goods
d. services and housing
right to breastfeed in public
makes ‘discrimination due to association’ an offence
pay secrecy clauses are now illegal
2.5 Ways of challenging discriminatory practice, i.e.:
staff/senior staff to challenge at the time or challenge afterwards through procedures
complaints procedures
refer to organisational policies, i.e.:
a. equal opportunities
b. bullying
take legal advice / take to court
Whistleblowing
contact EHRC (Equality and Human Rights Commission)
provide staff diversity training
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A 21 slide Powerpoint presentation and worksheet which looks at health care settings, social care settings and childcare settings. This could be an introduction into Health and Social Care as a subject as it looks at key terms such as service user, services provider and care setting. It is aimed at Level 1 and Level 2 students but could be adapted and made suitable for Level 3.
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This is a complete resource package to deliver the content for the Unit 12 Supporting Individuals with Additional Needs Learning Aim C. It has applied assignment guidance to get learners thinking and making notes all in one place to aid organisation. It includes a 57 page word booklet you can add or alter, to suit your teaching style. There are videos, animation and activities, as well as TEN engaging Powerpoints and detailed information which the text book sadly lacks. The booklet contains are more detailed text to broaden understanding of the small sections in the text book, however, all documents and presentations are not saved as a pd
The content covered, is below:-
Learning aim C: Investigate current practice with respect to provision for individuals with additional needs
C1 Professionals involved in supporting individuals with additional needs
• The basic job roles regarding caring for individuals with additional needs, to include community learning disability nurses, occupational therapists, physiotherapists, psychiatrists, psychologists, social workers, speech and language therapists, special needs teachers.
C2 Support and adaptations for individuals with additional needs
• Equipment and adaptations such as mobility aids, daily living adaptations (including those for people with paraplegia) and communication aids, e.g. hearing aids, British Sign Language and Makaton.
• Therapies, to include occupational therapy, art therapy, music therapy, speech therapy and physiotherapists.
• Short- and long-term support.
C3 Financial support for individuals with additional needs
• Welfare rights, including State Pension, Pension Credit, Housing Benefit, Council Tax Benefit, health benefits.
• Support for people at work, including Disability Employment Advisers based at l Jobcentres, Work Choice programme.
• Transport support, including the Blue Badge scheme, Shopmobility, accessible buses and taxis.
• Support for carers including Carer’s Allowance.
C4 Statutory provision for children with additional needs:
Please note that legislation must be current and applicable to England, Wales or Northern Ireland.
• Common Assessment Framework (CAF).
• The requirements on health, colleges, schools and early years providers to co-produce the local offer from 1 September 2014.
• Education, Health and Care Plans from 1 September 2014.
• Codes of practice, legislation and policies relating to provision for children with additional
C5 Statutory provision for adults with additional needs
Please note that legislation must be current and applicable to England, Wales or Northern Ireland.
• Codes of practice, legislation and policies relating to provision for adults with additional needs.
• Care and support statutory guidance issued under the Care Act 2014 (DH).
• Guidelines for caring for adults with mental illness covered in the National Service
Framework for Mental Health, including the Mental Health Act 2007 and the Mental Capacity Act 2005
This is and eight slide Powerpoint which gives an overview of the Common Assessment Frame work (CAF). It gives a brief background, what it actually is, who will benefits and the areas it covers.
You can add to or alter the Powerpoint as it is not a pdf. It has animation and transitions to keep interest and engage.
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A seven slide Presentation which covers;
What is music therapy is?
Music therapies role in a treatment plan
Physical benefits to health
Intellectual, social and emotional benefits to health.
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This is a 29 slide Powerpoint to give students an overview of the BTEC Tech Award Level 1/2 in Health and Social Care. This could be used at a taster session or currently, an on line taster session. This presentation is for a Tech Award delivered over 3 years but can be easily adapted to 2 years and to suit your needs.
There is also an information leaflet that can be given to students, downloaded or hard copy and can be shown to parents.
In addition there is also a wide range of Health and Social Care free and small charge complete delivery packages. Visit my TES shop and find Level 1, 2 and 3 resources, with a handy search facility to cut down on time.
#hscresources TES shop has free and small charge teaching packages
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A 33 slide Powerpoint with animation, to engage students and a summer task ahead of the start of students Year 12. This presentation covers the BTEC L3 Nationals Extended Diploma but can be cut down for smaller sized qualifications and altered to your teaching style. You could be used at a taster session, which maybe on line this year. In addition there is a 9 page booklet that students can read and take home.
Theres a tri-folding, double sided, leaflet template that can be used at opening evenings too
#hscresources TES shop has free and small charge teaching packages
Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out
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Good luck with your teaching
A 29 slide Powerpoint with animation, to engage students and a summer task ahead of the start of students Year 12. This could be used at a taster session. In addition there is a 6 page booklet that students can read and take home. There is also an adaptable tracking record of students progress.
For more free resources, join the Health and Social care resource sharing Facebook group, for teachers.
https://www.facebook.com/groups/2604565699820894/
For more free and small charge complete resource packages, visit my TES shop to look through the Level 1, 2 and 3 Health and Social care resources. Use the handy search facility to cut down on time :-)
https://www.tes.com/teaching-resources/shop/HSCresources
Good luck with your teaching
This is a 9 page Student Introductory Booklet for the BTEC Level 3 Unit 9 Infection Prevention and Control.
It has the spec and the MUST HAVE Essential Information as well as a task overview.
For more free and small charge complete resource packages, visit my shop to see the full range of Level 1, 2 and 3 Health and Social Care resources, with a handy search facility, to cut down on time.#hscresources TES shop has free and small charge teaching packages
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This is a complete resource package to deliver the content with applied assignment guidance. It includes a 35 page word booklet you can add or alter, to suit your teaching style. There are videos, animation and activities, as well as three engaging Powerpoints to cover the spec points for Unit 12, Supporting Individuals with Additional Needs Learning Aim B, which forms part of the second assignment.
The content covered, is below:-
Examine how to overcome the challenges to daily living faced by people with additional needs
B1 Definitions of disability
• Models of disability, to include medical and social models.
• Understanding of disability and dependency as social constructs.
• Definitions of disability, disablement, discrimination and impairment.
B2 Minimising environmental and social challenges and how society’s infrastructure should support equality for people with additional needs.
To include:
• access and barriers, e.g. public buildings, public transport
• minimising barriers, e.g. ramps, information in large print
• employment, e.g. adaptations to work environment, communication aids
• inclusion, e.g. leisure activities, internet and social networking
• daily living, e.g. shopping, home and personal care services, mobility aids.
B3 Minimising personal challenges and how health and social care workers can support personal challenges and help to minimise some of the daily challenges to daily living for people with additional needs. To include:
• physical, e.g. dressing, washing, feeding, indoor/outdoor activity
• intellectual, e.g. education, media, internet
• emotional, e.g. isolation, depression, dependency
• social, e.g. friendships, personal relationships.
B4 Attitudes of others and how important it is that health and social care workers are aware of the attitudes of others, how these attitudes can be detrimental to health, wellbeing and inclusion, and how to respond appropriately to show support to people with additional needs. To include:
• stereotyping and judgemental assumptions
• marginalisation, such as failure to include, avoidance
• discrimination, including failure to, make adjustments or modifications
• disempowerment, including not allowing individuals to make decisions, removing choice
• labelling.
For more free and small charge complete resource packages, for Level 1, 2 and 3 Health and Social Care, visit my TES shop and use the handy search facility, to cut down on time #hscresources TES shop has free and small charge teaching packages
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This is a large complete resource package for the delivery of the BTEC Level 3 Unit 12 - Supporting Individuals with Additional Needs Learning Aim A, A1, A2, A3 and A4. This package includes a 52 page Word booklet that can be adapted and altered to suit your teaching needs. It allows students to organise their notes and assignment planning, in one place. There are activities, research task and application, signposting learners to understand the assessment criteria.
To aid understanding, during delivery, there are ELEVEN powerpoints and relevant videos to engage learners. The package covers the below topics, in the Learning Aim A spec.A: Examine Reasons why individuals may experience additional needs
A1 Diagnosing or determining additional needs
• Definitions of mild, moderate, severe and profound learning disabilities.
• Diagnostic procedures, tools and standards used to diagnose a disability.
• Professional background, qualifications and experience of those undertaking the diagnosis and assessment.
• Parameters used to describe the diagnosed condition. This must include the type, causation, severity and stability over time, and prognosis of the condition.
A2 Cognitive and learning needs
• Learning difficulties, to include dyslexia, dyspraxia and attention deficit hyperactivity disorder (ADHD).
• Autism-spectrum disorders, to include Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS) and childhood disintegrative disorder.
• Inherited conditions, to include Down’s syndrome, Huntington’s disease, dementia, Alzheimer’s.
• Needs of older people, to include memory loss, slower cognitive speed, life-long learning.
A3 Physical and health needs
• Needs of older people, to include arthritis, diabetes and cardiovascular disease.
• Health needs, to include physical needs cystic fibrosis, sickle cell disorders, stroke a mental illnesses.
• Sensory disabilities, to include deafness and hearing impairment, visual impairment.
• Accidents, to include paraplegia, loss of limb.
• Infectious diseases that can lead to individuals having additional needs.
• Problems during pregnancy and birth that can lead to individuals having additional needs.
A4 Social and emotional needs
• Needs generated from family circumstances, to include specific needs of looked-after children, bereavement, school refuser (non-attendance) and bullying.
• Needs generated by being elderly, to include loss of loved ones, fear of dying, family far away, isolation, lack of money.
• Needs affected by the learning environment.
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This is a resource package with TWO Powerpoint presentations and some activities to ensure students understand the content for the BTEC First Unit 4 Social Influences Learning Aim B
The content covered, is below:-
Learning Aim B: Understand the influences that relationships have on the health and wellbeing of individuals
Topic B.1 Influences of relationships on individuals;
The influences of different types of relationship on the health and wellbeing of individuals, including effects of changes in relationships, e.g. marriage, divorce, bereavement, leaving education.
Learners must be able to link the type of relationship to its possible influences on health and wellbeing.
● Different types of relationship:
o family, e.g. extended, nuclear, reconstituted, single parent
o working, e.g. teacher/student, colleagues, line managers
o social, e.g. friends, fellow members of religious and secular groups
o intimate and sexual relationships.
● Influences of relationships on individual’s health and wellbeing, e.g. self-esteem, levels of stress and anxiety, effects of dysfunction.
For more free and small charge Health and Social care resources and resource packages,HSCresources TES shop has free and small charge teaching packages
Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out
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Good luck with your teaching :-)