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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 32 page Word document booklet you can alter and adapt to suit your own teaching style. There are spaces for students notes which accompany FOURTEEN interactive PowerPoints, some with embedded video’s to aid understanding and guidance for activities to apply theory to practice case studies. Every aspect of the BTEC Level 3 Unit 11 Psychological Perspective A1 spec content has been covered, in detail, so students will have a hard coy of organised notes to refer to when they type up their Assignment 1. This is resource package will seriously save you a lot of time!
Big Bang Theory - Training Penny - to emphasis operant conditioning
Resources cover A1. Principal psychological perspectives as applied to the understanding of development and behaviour
• Behaviourist: role of reinforcement, conditioning, e.g. Pavlov (PowerPoint) and/or Skinner (PowerPoint)
• Social learning: effects of other individuals, groups, culture and society on behaviour of individuals, self-fulfilling prophecy, (PowerPoint) role theory, e.g. Bandura. (PowerPoint)
• Psychodynamic: importance of the unconscious mind, importance of early experiences, e.g. Freud. (PowerPoint)
• Humanistic: Maslow’s hierarchy of needs, self-actualisation, self-concept, self-esteem, e.g. Rogers. (2 X PowerPoints)
• Cognitive: information processing, e.g. Piaget (PowerPoint and youtube clips)
.
• Biological: maturational theory (PowerPoint), importance of genetic influences on behaviour (PowerPoint), influence of nervous and endocrine systems on behaviour (PowerPoint), e.g. Gesell.
• Theories of human development: nature versus nurture, continuity versus discontinuity, nomothetic versus idiographic. (PowerPoint)
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A 24 page word booklet for students to make notes and record findngs and activities which coveres the whle of the Learning AIm B part of the BTEC Level 3 Health and Social Care Unit 11 Psychological Perspective. There are seperate cae study activities and lots of reference to the assessment criteria for pass, merit and distinction.
The spec content covered, in detail is…
Learning Aim B: Examine the contribution of psychological perspectives to the management and treatment of service users’ specific behaviours
B1. Factors that affect human development and specific behaviours
• Physical.
• Social, cultural and emotional.
• Economic.
• Physical environment.
• Psychological.
B2. Contribution of psychological perspectives to the management of behaviours
• Cognitive behavioural therapy, e.g. treatment of phobias, mental illnesses, post-traumatic stress disorder, approaches to challenging behaviour, monitoring and improving behaviour.
• Social learning theory, e.g. use of positive role models, treatment of eating disorders. • Role of psychodynamic perspective in, e.g. psychoanalysis, exploration of factors influencing behaviour.
• Humanistic perspective, e.g. person-centred counselling.
• Biological perspective, e.g. drugs, biofeedback.
B3. Contribution of psychological perspectives to the treatment of behaviours
• Interventions: use of perspectives to inform development of therapeutic practices.
• Therapeutic practices as relevant to behaviour, e.g. group therapy, family therapy, addiction therapy, behaviour modification programmes.
• Ethical issues.
• How the therapies work.
• Reasons for attending therapy sessions.
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A 21 page resource package covering the content of the BTEC Level 3 Unit 4 Current Research in Health and Social Care, Learning Aim B4. Research Skills. It’s on Word and can be altered or added to, to suit your teaching and is page numbered from the previous booklets for this unit, also on TES. There is one PowerPoint to accompany this and activities and tasks with places for students to make notes throughout. This is a continuation from the previous booklet spec sections I have produced with page numbers to reflect this.
The spec covered is, as below…
B4 Research skills
• Time management, organisational skills.
• Non-judgemental practice.
• Showing connections between sources of information.
• Methods of analysis and drawing conclusions.
• Recognising potential sources of bias or error.
• Distinguishing between fact and opinion, and identifying bias.
• Interpreting graphs and tables produced by others.
• Selecting relevant numerical data.
• Analysis of results, including compilation of data, results and findings, use of methods of analysis valid for data collected, including triangulation, use of percentages, use of statistical averages.
• Making notes and keeping records from source material.
• Reading techniques, e.g. skimming, scanning.
• Conventions for presenting bibliography and reference lists.
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A 25 page booklet, 5 PowerPoints and a range of activities, spaces for notes and discussion points that cover the new BTEC L3 Unit 4 Current Research in Health and Social Care. This is a continuation of the Introduction and Learning Aim A booklet, the follow on Learning Aim B1, B2 and B3 and the B4 booklets, also on TES. You can add to and adapt this Microsoft Word booklet to suit your own teaching style and your students will have their own completed booklet, from which to revise from.
(Learning Aim B; has been broken into small booklet resource packages B1, B2 and B3 and then B4, all available with continuous page numbering on TES https://www.tes.com/member/HSCresources)
Spec covered, as below:-
C1 Selecting appropriate secondary sources
• Selecting sources of reliable secondary research, including professional journals,
professional bodies, textbooks, periodicals, websites, research organisations.
• Conducting electronic searches using academic search engines, databases, keywords, advanced search tools, refining search data to narrow range of information to manageable size.
• Consideration of the suitability of the sources, including reference to ethical principles, confidentiality, conflicts of interest, fair representation of people using services.
• Selecting relevant numerical data, to include graphs, tables and statistics.
• Examining and interpreting graphs and tables produced by others.
• Recognising bias in graphs, tables and statistics.
C2 Evaluation of research
• Examining content of secondary materials including introduction, body of text, conclusion.
• Academic reading, to include surveying structure of source materials.
• Advantages and limitations of research sources and methodologies, e.g. access to data.
• Validity and reliability of results, including possible bias error, use and misuse of statistics, principles, generalisability.
• Recommendations, as a result of the research, for work with people who use services.
• Potential areas for further development of the research.
• Potential for development of working practice and provision of services.
C3 Wider applications of research
• Making recommendations for potential future areas for research.
• Implications of research for health and social care practice.
• Implications of research for health and social care service provision.
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A 19 page word document booklet for students to make notes, carry our research and take part in activities, recording findings all in the same place. There are eight accompanying PowerPoints to keep interest during delivery, some with embedded videos, others with animation. The complete A2 and A3 spec is covered in this package and carries on from the A1 booklet.
A2. Application of psychological perspectives to health and social care practice
• Behaviourist, e.g. changing/shaping behaviour by operant conditioning.
• Social learning, e.g. promotion of anti-discriminatory behaviours and practices, use of positive role models in health education campaigns.
• Psychodynamic, e.g. conscious and unconscious mind
• Humanistic, e.g. client centred therapy, putting the service user at the centre of care planning
• Cognitive, e.g. understanding intellectual development and developmental norms, Therapies such as cognitive behavioural therapy and neuro-linguistic programming
• Biological, e.g. understanding genetic predisposition to certain illnesses or health-related behaviours. The biology of emotion, impact of substances on behaviour – e.g. effects of drugs and medication.
A3. Contribution of psychological perspectives to the understanding of specific behaviours
Perspectives: application of complementary and contrasting psychological theories to the understanding of specific behaviours.
Specific behaviours associated with mental health and coping/ not coping strategies
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This complete resource package consists of a 10 page booklet you can add to or alter, which students can print off in order to keep notes together. There are 5 engaging PowerPoints with embedded videos to support understanding and with activities and exam practice incorporated to stimulate learning and challenge students.
The content covers the spec for Unit 1 Human Lifespan Development B1
• Development across the lifespan is a result of genetic or inherited factors – Gesell’s maturation theory (compare to Piaget’s)
• Dr.Money’s Experiment outcome, unethical, make your own decisions
• Development across the lifespan is a result of environmental factors – Bandura’s social learning theory.
• Both factors may play a part – stress-diathesis model.
For other sections of the Unit 1 Human Lifespan Development spec content, follow me on TES so you have easy access to the different section, each has booklets, activities, exam practice and engaging PowerPoints. There’s a
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Why waste your precious time on developing resources that, for a few quid, can be purchased and easily used? Enjoy! Alison
A 41 page booklet, 2 PowerPoints and a range of activities, spaces for notes and discussion points that cover the new BTEC L3 Unit 4 Current Research in Health and Social Care Learning Aim A. It starts with an introduction on what students can expect for this unit, it's assessment and the BTEC rules and moves on through the content for A1 and A2, with some reference to the text book. You can add to and adapt this Microsoft Word booklet to suit your own teaching style and your students will have their own completed booklet, from which to revise from.
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This is a resource package for teaching the New BTEC HSC Level 3, Unit 1 Human Growth &Development through Life Stages, A3 Emotional Development and covers all that’s on the spec. It has a 14 page booklet you can add to or alter, which has presentation note pages for the 2 PowerPoints, activities and homework tasks so it’s pretty engaging and the student can print it off and refer to sections themselves for revision. There is an exam with simplified mark scheme which allows for peer marking, to test their progression on this section
The content includes:-
Attachment to care-giver in infancy and early childhood:
PowerPoint; theories of attachment; Bowlby (1953), Salter Ainsworth et al (1978) and Marris (1996) PowerPoint Schaffer and Emerson (1964)…. …to include types of attachment and disruptions to attachment.
• Separation Anxiety
• Maternal Deprivation and Privation
• Stranger Anxiety
The development and importance of self-concept:
definitions and factors involved in the development of a positive or negative self-esteem
definitions and factors involved in the development of a positive or negative self-image
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Thank you
Alison
This is a resource package consisting of , a 23 page booklet (Word) you can add and alter, with space for students to add notes, applied activities to complete and references to the BTEC textbook. It is a continuation fromthe Learning Aim A and B1 booklets, also on TES. Along with the booklet, there are Four PowerPoints to give interest to the delivery of the content for B2. Planning a research project and B3. Ethics Issues in research, as below:-
B2 Planning Research
How to plan a piece of research, including:
• rationale for the research
• deciding on achievable objectives
• selecting appropriate research methods
• selecting target group and sample
• deciding realistic timescales
• deciding how research will be monitored and modified
• deciding measures for success
• considering ethical issues while carrying out research.
B3 Ethical issues
Ethical principles in research reporting, including:
• maintaining confidentiality of participants, including of any settings
• ensuring that participants have given their consent
• the need to seek consent from parents or carers if participants are under 18 or lack appropriate mental capacity
• research conduct, including keeping a professional distance
• data protection legislation, policies and procedures, including using the research only for the stated purpose
• human rights legislation, policies and procedures and how this relates to conduct of research (legislation must be current at time of delivery and applicable to England, Wales or Northern Ireland)
• the use and misuse of results, including statistics that inform practice, informed consent from participants and the 1947 Nuremberg Code 10 rules, in relation to ethical research, misuse of results, e.g. Andrew Wakefield and the MMR research
• conflicts of interest in research and how to avoid them, peer reviews including human subjects, mentoring, research misconduct, professional distance, disclosure and whistle-blowing
• role of organisations, e.g. National Social Care Research Ethics Committee.
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A 30 page Word Booklet you can add to or alter to suit your teaching style, with places for students to make notes and record research or carry out activities to cover all of the criteria for Learning AimA; A1, A2 and A3 for the BTEC Level 3 Unit 14 Physiological Disorders and their Care. [Updated to Sept 2018 Assignment change] To aid with delivery there are SEVENTEEN PowerPoints with animation and embedded video clips and web addresses for further research. Activities for application with case studies to understand the holistic impact different disorders may have to help students have a full understanding ahead of their Assignment 1 and frequent reference to the assessment criteria for Pass, Merit and Distinction and the updated task fromDecember 2018.
This booklet covers the below:-
Learning Aim A; Investigate the causes and effects of physiological disorders
A1. Types of physiological disorders and effects on body systems and functions
• Endocrine System Disorders eg. diabetes, hypothyroidism and hyperthyroidism
• Nervous System Disorders eg. Parkinson’s disease, Alzheimer’s disease
• Musculo-skeletal System Disorder eg. rheumatoid arthritis, osteoporosis
• Respiratory System Disorders eg. asthma, chronic obstructive pulmonary disease
• Circulatory System Disorders eg. coronary heart disease, leukaemia
• Cancer eg. bowel, prostate
Impact of disorders on service user’s physical, mental, social and emotional health
A2. Causes of physiological disorders
Inherited traits eg. sickle cell anaemia
Lifestyle choices eg. smoking cigarettes, alcohol
Diet eg. obesity, dietary deficiency
Environmental eg. housing conditions, air pollution
A3. Signs and symptoms of physiological disorders
o Observable signs of physiological disorders eg. rash, swelling
o Symptoms experienced by the individual eg. pain, disorientated
For more Level 2 and Level 3 BTEC or CTEC, NCFE T-Level Health resources, follow me on TES to find them all in the same place 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 34 page booklet with places for students to write their own notes, applied activities and reference to the BTEC HSC L3 Student Book 2, which can be adapted and altered (on Word) to meet your own teaching style. (The booklet follows on from the Learning Aim A booklet, also on TES). The page numbering continues from the Unit 4 LAA booklet, also on TES
To accompany this there are TEN PowerPoints which cover the content for all of Learning Aim B1, as below...
B1 Research methodologies
• Organisations involved in research, to include health authorities, local authorities, social service departments and charities and community organisations, Office for National Statistics (ONS).
• Research methods, including questionnaires, interviews, case studies, scientific experiments, checklists, observation, and their advantages and disadvantages.
• Analysis of data, e.g. data compiled from local authorities and GP surgeries, to identify whether methods of care and support or treatment for health conditions are successful, to identify trends.
• The difference between qualitative and quantitative data.
• Conducting effective literature searches.
• Identifying, analysing and evaluating source material.
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This resource package consists of two PowerPoints and an 8 page accompanying booklet, covering the BTEC Level 3 Health & Social Care Unit 3 Anatomy & Physiology C1 Medical Research part of the spec.
You have the option to alter or add to this and make the data in examples, local to your particular area to make it more relevant for students.
For the rest of the Unit 3 A and P spec resources, follow me on TES and they can be found easily. Life is too short to spend all your time working so take a short cut for a few pounds… …so you have enough time to get on with the relentless marking!
There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-)
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Thank you and good luck!
Alison
This is a complete resource package with 7 engaging and interesting PowerPoints which are embedded in a 15 page booklet with accompanying activities and exam question practice, covering the new BTEC Health & Social care Unit 1 Human Lifespan Development, B2 and B3 spec content. You can save on printing and get students to print off the booklet, which you have the opportunity to tailor make to your own teaching. Included a link to a 90 mark exam paper with easy to follow mark scheme to allow for peer marking.
The content covers all aspects of this section of the spec…
B2 Genetic factors that affect development
Genetic predispositions to particular conditions – cystic fibrosis, brittle bone disease, phenylketonuria (PKU), Huntington’s disease, Klinefelter’s syndrome, Down’s syndrome, colour blindness, Duchenne muscular dystrophy.
Susceptibility to diseases such as cancer, high blood cholesterol and diabetes.
Biological factors that affect development – foetal alcohol syndrome, effects of maternal infections and lifestyle/diet during pregnancy, congenital defects.
B3 Environmental factors that affect development
Exposure to pollution – respiratory disorders, cardiovascular problems, allergies.
Poor housing conditions – respiratory disorders, cardio vascular problems, hypothermia and anxiety and depression.
Access to health and social care services – availability of transport, opening hours of services, ability to understand the needs and requirements of particular services.
For other parts of the Unit 1, 2, 3, 4, 5, 7, 10, 11, 12, 20, 26 spec, follow me on TES and take a wander through the free and low cost resource packages which cover all the exam board spec.
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For more free and small charge T-Level Health Science, BTEC and CTEC Health and Social Care resources, visit my shop and use the handy search facility to find what you need easily.
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I hope you find this very useful and your student enjoys the learning.
Alison
A 45 page booklet with information and learnig activities covering the BTEC Unit 20 spec for Learning Aim A, as below:-
Learning aim A: Understand different views on the nature of mental well-being and mental health
A1. Ways in which mental well-being and mental health are understood
• The meaning of mental well-being and mental health.
• Perception of mental wellbeing and mental health.
• Mental capital.
• The Dual Axis model of mental health.
• Measurements and scales which measure mental well-being.
A2. Factors that affect mental well-being and mental health across the life span
• Environment, endowment and experience.
• Socio-economic.
• Psychological.
• Risk factors.
• Protective factors.
• Biological factors.
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This 32 page booklet was created as the BTEC Unit 20 Mental Well-being Learning Aim B is not in the book. It is covering information of the below spec and is a continuation of the Learning Aim A booklet also on TES (https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-20-understanding-mental-well-being-learning-aim-a-11797204)
There is space for student notes and activities to help students analyse the classifications and be able to evaluate this applied to their case study.
Learning Aim B: Examine how the main forms of mental ill health are classified
B1 Recognised mental ill-health conditions and their symptoms according to current classification systems
Categories within the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD), e.g.:
• mood disorders
• personality disorders
• anxiety disorders
• psychotic disorders
• substance-related disorders
• eating disorders
• cognitive disorders
B2 Strengths and limitations of classification systems
• Raising awareness of mental ill health.
• Influencing the research agenda.
• Labelling and stigmatisation.
• The diagnosis of the main depressive disorders.
• Atypical presentations
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BTEC L3 Unit 20 continuation of booklet, 21 pages of spec content which is not in the core Pearson text book.
Covers Learning Aim C, as below and has an applied activity for P4 and P5 which teaches students how to achieve the Merit and Distinction.
Learning aim C: Examine the impact of mental ill health on individuals and
others in their social networks
C1 The impact of mental ill health on individuals
• Psychological and emotional outcomes.
• The effects of medication.
• The outcomes of psychological treatments.
• The use of electroconvulsive therapy (ECT).
• Counselling.
• Other treatments.
• Ethical considerations, to include informed consent
C2 Mental ill health and relationships
How mental ill health might have an impact on the individuals’ relationships.
• Practical and financial outcomes.
• The impact of using services.
• Social exclusion.
• Discrimination and stigma.
• The effects on informal carers and family members.
• The impact on the community and society.
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A 50 page booklet with information, activities and applied tasks that will inform and encourage students to develop their analysis and evaluation skills so distinction course work can be written. This unit is not in the two core text books for students so students will be able to refer to this when writing up their assignment work.
There are four PowerPoints that go with the booklet covering the main perceptions and theories which are engaging and interesting, allowing students to make their own notes. You are free to add to or adapt the booklet to best suit your own personal teaching style.
This booklet covers the A1 part of the spec, the A2 as well as B1 and B2, which students need before they work on their Assignment 1.
A1 Concepts of health psychology, health and ill health
• Definitions of health psychology, health and ill health, e.g. World Health Organization (WHO).
• Models of health, including medical model, biopsychosocial model.
• Use of holistic concept of health in underpinning complementary treatments, e.g. acupuncture.
• Health-related behaviours, including health-belief model, compliance and non-compliance.
• The ‘sick role’.
• The development of health psychology as a discipline.
A2 Influences on beliefs and behaviours towards health and ill health
• Cultural, including differing attitudes among different ethnic groups.
• Religion.
• Socioeconomic, including social class, economic status.
• Environmental, including population density, available infrastructure.
• Individual, including age, gender.
• Education, including ethnic/professional subcultures.
B1 Contemporary issues in health
• Smoking, alcohol and other substance dependency.
• Eating behaviour.
• Exercise.
• Childbirth.
B2 Health psychology in relation to contemporary issues
• Health implications of smoking, alcohol consumption and other substance addictions.
• Social learning perspective, addictive behaviour – from a psychological viewpoint.
• Psychological theories of causes of obesity, anorexia and bulimia.
• Ethics of the treatment of eating disorders.
• Physical and psychological benefits of exercise.
• Medicalisation of childbirth, cultural and religious issues, the growth of caesarean sections, home births and water births, and the rationale behind them.
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This resources is an Introductory Booklet which has the BTEC Level 3 Health & Social Care Unit 26 Health Psychology spec and assessment criteria as well as the Essential Information which has an overview of the content for each grades.
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PowerPoint instructions on to how to build a neuron with sweeties and label it.
Student need to explain the passage of a nerve and an additional stretch and challenge question
Shopping list and labels to print off, cut and laminate - fun learning and yummy too.
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Initial Introduction to Unit One Human Lifespan Development
A week by week programme of work schedule for 2019-2020 which you can adapt
A motivational poster, included.
Good luck in your teaching!
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