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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 51 page booklet with information covering the BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2 in preparation for students assignment 2. There is information relating to each part in the spec and seven Powerpoints with areas for activities and notes. The booklet is a Microsoft word document which means you can add to it or alter it, to suit your teaching needs. This is a continuation booklet from the initial Unit 26 Learning Aims A and B, also uploaded onto TES and is page numbered accordingly, however, this can also be changed.
The content covered, as below:-
Learning aim C: Investigate models of stress and related strategies for managing stress
C1 Development of stress models
• The fight or flight model, general adaptation syndrome.
• Life events theory.
• Psychosocial models of stress.
• Role of psychological factors, locus of control, personality type.
C2 Stress management strategies
• Coping strategies and responses, including problem focused, emotion focused, defence mechanisms.
• Stress-illness link, including effects of stress on immune system, effects of lack of or too much information on illness, role and extent of family and wider social support. Positive coping mechanisms, including relaxation techniques.
• Negative coping mechanisms, including alcohol or other substance abuse.
• Behavioural techniques, cognitive techniques.
• Importance to professionals of having knowledge of stress-management strategies.
Learning aim D: Explore the role of psychology in dealing with pain and ill health
D1 Concepts of pain and ill health
• Theories of pain.
• The role of psychological factors in pain perception.
• Organic pain, psychogenic pain.
• Acute and chronic pain, referred pain.
• Injury without pain, pain without injury.
• Measuring pain.
• Controlling pain, application of psychological approaches to alleviation of pain.
D2 Psychological theories related to pain and ill health
• Diagnosis and behaviour change.
• Alleviation of symptoms, coping mechanisms.
• Effect on families and dependants.
• Illnesses, including heart disease, cancer, HIV/AIDS, back pain, asthma.
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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 is a collection of eight PowerPoints that cover some of the sensory systems section of the Unit 4 Anatomy and Physiology, as below. Some have activities, others have video’s embedded so you can develop activities to in your own teaching style to aid student memory
6.1 Structure of the eye
• pupil
• iris
• tear glands
• humours or fluids
• conjunctiva
• cornea
• retina
• macula
• optic nerve
• ciliary muscle/suspensory ligaments
• lens
6.2 Structure of the ear
• external
• middle
• inner ear
• eardrum
• stapes/incus/malleus ear bones
• cochlea
• organ of Corti
• Eustachian tube
• round window
• auditory nerve
• semi-circular canals
• ampullae
6.3 Malfunctions of eye and ear – possible causes and effects, i.e.
• eye - glaucoma, AMD, cataracts, retinopathy
• ear – deafness
6.4 Monitoring, treatment and care needs for malfunctions of the eye and the ear (e.g. impacts on lifestyle, visual aids, auditory aids, medication, biopsies, scans, medication, dialysis)
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This is a collection of five PowerPoints that cover some of the respiratory section of the Unit 4 Anatomy and Physiology, as below. Some have activities, others have video’s embedded so you can develop activities to in your own teaching style to aid student memory
2.1 Structure of respiratory system
• larynx
• trachea (windpipe)
• bronchi (left and right)
• bronchioles (no cartilage to hold them open)
• alveoli (air sacks where respiration takes place)
• diaphragm (parachute shaped muscle)
• intercostal muscles (between each rib)
• pleural membranes
2.2 Inspiration and expiration
• role of pleural membranes
• role of diaphragm (muscle controlling breathing rate)
• role of intercostal muscles (muscle between each rib, contracts to exhale)
2.5 Respiratory malfunctions – possible causes and effects
• asthma (genetic and environmental triggers/reaction)
2.6 Monitoring, treatment and care needs for respiratory malfunctions
(e.g. impact on lifestyle, inhalers, medication, peak flow, physiotherapy, spirometry, oxygen)
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A PowerPoint which coovers the 6 's, it’s launch and meaning - with embeded videos.
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Recall and test, for Learning Aim B - marked out of 55 and includes easy-to-use mark scheme which allows peer marking.
Recall and test, for Learning Aim C - marked out of 65 and includes easy-to-use mark scheme which allows peer marking.
80 Mark exam paper and mark scheme for Learning Aim B and C to follow
There’s a traffic light coding; knowledge organiser for students to identify areas they need to further revise
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This resource package covers the content of the Cambridge Technical Level 3 HSC Unit 15 Promoting Health and Well-being to ensure students understand the full content of LO2. There are two assignments check list to guide students to achieve Pass, Merit or Distinction and ensure the inclusion of all required content. It contains SEVEN PowerPoint engaing presentations, activities to help understanding and application with a range of examples.
The below content is covered (and there is a lot!):-
2.1 Health promotion strategies, i.e.
• behaviour change models (e.g. health belief model, stages of
change model, social learning theory, theory of planned
behaviour, theory of reasoned action)
2.2 Design principles, i.e.
• information gathering/statistics
• consulting with appropriate agencies/organisations/people
• links to national campaigns
• setting objectives that are specific, measurable, realistic and
acknowledge the starting point of the target group/audience
• ethical issues (e.g. rights of individuals, rights of others, not
doing harm, confidentiality, being fair and equitable)
• approaches used
• pre-set criteria/outcome measures
• clear and accurate information communicated appropriately
• obtaining feedback from participants
2.3 Government papers/initiatives/legislation (e.g. Saving Lives, Our
Healthier Nation, Every Child Matters, Choosing Health, smoking
ban, food labelling, alcohol units, banning tobacco adverts)
2.4 National campaigns, i.e.
• physical activity (e.g. This Girl Can)
• diet (e.g. Change4Life)
• smoking (e.g. Smokefree)
• heart disease
• diabetes
• STIs
• mental health
• alcohol (e.g. Drink Aware)
2.5 Targets (e.g. national, local)
2.6 The roles of professionals in promoting health and wellbeing, i.e.
• professionals (e.g. school nurses, midwives, dentists, dieticians,
social workers)
• roles (e.g. education, advice and guidance, support)
2.7 Routines to support health and wellbeing (e.g. personal hygiene
(e.g. brushing teeth twice daily), general hygiene, healthy diet,
relaxation, exercise (e.g. attending the gym 3 times a week),
working practice)
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This resource package contains two assignments, student check-off front sheets, five presentations, activities, guidance which covers all the content required, for the delivery of the Cambridge Technical Level 3 Health and Social Care Unit 15 Promoting Health and Wellbeing Learning Objective 1.
The resources cover the content of the LO1 spec, below:-
1.1 Personal benefits of regular physical activity, i.e.
physical (e.g. weight loss, increased muscle mass and tone, lower pulse rate, larger heart, increased lung
• efficiency, increased bone density)
• health (e.g. reduced chance of developing: obesity, type II diabetes, high blood pressure, osteoporosis)
• psychological/emotional (e.g. reduced stress, increased motivation, reduction in depression, improved self-esteem, improved confidence)
• social (e.g. increased social contact)
1.2 Personal benefits of healthy eating, i.e.
• physical (e.g. healthy skins, improved immune system, optimum organ function, weight loss)
• health (e.g. less chance of developing obesity, type II diabetes, high blood pressure, osteoporosis, some cancers; improved fertility)
• emotional (e.g. improved self-esteem, improved confidence, improved concentration)
1.3 Benefits to society of maintaining a healthy lifestyle (e.g. increased life expectancy, reducing sickness and dependency, reducing cost of care, controlling communicable diseases)
1.4 Adverse life style choices, i.e.
• smoking
• alcohol
• drug use
• legal highs
• unprotected sex
• overexposure to UV light
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This is a resource package which contains resources to deliver the content of
LO3 Understand factors that influence responses to the promotion of health
and wellbeing
3.1 Barriers to following health advice (e.g. location, physical disability,
time, employment, income, culture, education, social class, peer
pressure)
3.2 Possible conflicts (e.g. tobacco industry, food manufacturers,
alcohol producers and suppliers, media sponsorship, costs of
healthy alternatives)
3.3 Role of media (e.g. advertising, bias, depiction of ideal body form,
promoting health advice, reporting initiatives and current advice)
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A large resource package which has assignments, student check list, four PowerPoint presentations, work sheet, activities and information which covers the complete content for the OCR Cambridge Technical Level 3 Health & Social Care Unit 13 Sexual Health Learning Objective 4.
Resources cover the delivery of the below content:-
4.1 Gestation, i.e.
• trimesters
4.2 The birth process, i.e.
• the stages of birth
• pain relief
• methods of delivery including assisted delivery
• premature birth
• birth difficulties and complications, (e.g. high blood pressure, umbilical cord, position of baby)
• miscarriage and stillbirth
4.3 Post-natal care of the mother, i.e.
• statutory support (e.g. health visitor, GP, midwife)
• informal support (e.g. partner, family, friends)
• other organisations (e.g. National Childbirth Trust (NCT), local mother and baby groups)
4.4 Types of support (e.g. information on diet, contraception and postnatal exercise, support for post-natal depression, develop a new social network, post-operation medical support (e.g. following a Caesarean Section)
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An activity where students play a role at a case study care plan meeting - this enables students to see the different roles and the impact of team work to meet an individuals needs. Students must be aware of the vocabulary they use, professioanlism and be aware of body language messages.
For more Health and Social Care Level 1, 2 and 3 resources, follow me on TES to find the wide range, all in the same place with a handy search facility. #hscresources TES shop has free and small charge teaching packages
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The OCR Cambridge Technical Level 2 Health and Social Care Unit 1 Principles of Working in HSC content for LO5 for 15% of the exam questions
This is a content check list, a knowledge organiser to help students identify what they know and don’t know so they can target their revision. It’s just 4 pages long and is a knowledge organiser of content and no text book to accompany the qualification
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This package is SEVEN PowerPoints covering the different legislation in this Learning Objective, LO3; The Care Act 2014, Care Certificate 2014, The Children & Families Act 2014, The Data Protection Act, The Equality Act 2010, The Health and Safety Act 2012, The Children Act and the Mental Capacity Act.
There is a card match activity and an activity for the Care Standards too.
Follow me on TES and have a look through the range of resources and Unit 3 mock exam bundle
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I hope you find something useful, happy teaching
A 20 page booklet with activities and places for students to take notes, which is a continuation from the booklets that covered Learning AIm A, B and C.
The part of the spec this covers, is as below…
Learning aim D: Examine strategies which promote mental wellbeing and mental
Health
D1 Legislation, policies and codes of practice
Legislation must be current and applicable to England, Wales or Northern Ireland, including relevant sections of:
• Mental Health Act 1983 (amended 2007)
• Human Rights Act 1998
• Mental Capacity Act 2005
• Mental Health Act 2007
• Equality Act 2010
• relevant codes of practice
• mental health impact of policy and practice.
D2 Assessment and treatment
• The assessment of need.
• The role of professionals in the assessment process.
• Benefits of early intervention.
• Agreed ways of working.
• Person-centred approach.
D2 Assessment and treatment continued
• Approaches to recovery:
empowerment of individuals
advocacy
self-management
recognition of individual rights
supporting individuals to adopt and maintain mentally healthy lifestyles.
• Addressing inequality.
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Small resource package for John Bowlby’s attachment theory- a PowerPoint, extra reading activity and wall display content.
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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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THREE; Two 80 mark and one 60 Mark Mock Exam papers, each with easy to use mark scheme, suitable for peer marking for theBTEC Level 3 Health and Social Care Unit 2 Working in Health and Social Care Learning AIm A. The exam papers are saved in Microsoft Word so you can add to or alter content, as you wish.
Motivational, Aim High poster included.
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A 12 slide PowerPoint which explains the care value; Empowerment and Independence, using images to aid applied understanding and activities to challenge students to show their understanding.
This is for the BTEC Tech Award Level 1/2 Health & Social Care but can be adapted to suit other qualifications with slightly different care values/care value base. THere is There is some guidance about how students can ‘demonstrate’ this care value in a 1-2-1 and a group role play.
Most slides have the guidance for what is needed for a Pass, a Merit and a Distinction and so observation and Ofsted friendly
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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)
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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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