PowerPoint to assist in the delivery of the care planning process, an activity for students and suggested answers for teachers reference There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources TES shop for free and small charge resources

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. #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 #hscresources Good luck in your teaching!

A mini mock exam; a simplified article and familiar topic of Measles outbreak so less time needed to research, unlike the 18 Controlled Assessment hours in the real exam! Exam model answer mapped to the marking criteria for students to have a go themselves, then look at areas they could improve using model answer. First get them thinking about what they can research about relating to the article, then move onto answer exam answers. There is a guidance sheet and examples of how to plan to answer a ‘further research’ question Q3, breaking it down and how it leads to Q4. The section for further research is left open for students to practice their learning on how to carry out research and use their imagination as to how their research findings could influence improvements in the up-take of the MMR vaccine, especially the 2nd dose. There is a visual guidance with considerations as a ‘help sheet’ also included. There is good use of current research, using weblinks to draw in students who have been struggling to engage, as it’s interesting stuff,my students loved it and they haven’t been loving the until! In addition there is a methodologies advantages and disadvantages revision sheet as a homework activity and an extension research task about children consenting and Gillick Compentency testing Did you know their is a Health and Social Care Resource sharing Facebook group with over 5,000 teachers all supporting each other, join the biggest ever subject team. #hscresources TES shop has free and small charge teaching packages

T-Level Health 2024-2025 complete pick-up-and-run teaching package, if you are following my SoW Wk21 for 3rd March 2025. Included is a 135-slide presentation with discussion points, embedded videos and guidance and a 37-page student booklet for activities, notes and exam practice. There are relevant additional documents and signposting. The content of these resources covers is A11.1 to A11.12 and A8.17 to A8.18 PLEASE LEAVE A REVIEW FOR THIS RESOURCE, THANK YOU ** The hscresources TES shop has free and small charge teaching packages for all Health & Social Care and T-Level Health qualifications. It has a handy search facility to save on time. You could join the biggest subject team, become a member of the Health and Social Care Resources Facebook group. There are now over 5,200+ teachers sharing ideas, resources, signposting and propping each other up! Good luck in your teaching :-) #hscresources #tlevelhealth

T-Level Health 2024-2025 complete pick-up-and-run teaching package, if you are following my SoW Wk14 for 13th January 2025. Included is a 46-slide presentation with discussion points, embedded videos and guidance and a 21-page student booklet for notes. The content of these resources covers the below; A6.1 Their role in relation to record keeping and audits: their role in relation to record keeping, their role in relation to audits A6.2 Why personal information is collected, stored and protected: collected: stored: protected: data protection regulations, information governance A6.3 The types of information needed when obtaining a client history: name, date of birth, individual NHS or hospital number, presenting complaint, history of presenting complaint, drug history, family history, social history, social care involvement A6.4 The purpose and common types of abbreviations used in the healthcare sector: purpose of common abbreviations: common abbreviations used: PRN, BP, MAR, DNR, MST, NEWS2, PEW A6.5 The advantages of reporting systems for managing information with regards to incidents, events and conditions: advantages of reporting systems A6.6 When it may be appropriate to share information and the considerations that need to be made when sharing data: when it is appropriate to share information, considerations when sharing data A6.7 The different formats for the sharing of information A 6.8 The reasons for record keeping and how this contributes to the overall care of the individual: reasons for record keeping, how it contributes to the overall care of the individual ** PLEASE LEAVE A REVIEW FOR THIS RESOURCE, THANK YOU ** The hscresources TES shop has free and small charge teaching packages for all Health & Social Care and T-Level Health qualifications. It has a handy search facility to save on time. You could join the biggest subject team, become a member of the Health and Social Care Resources Facebook group. There are now over 5,200+ teachers sharing ideas, resources, signposting and propping each other up! Good luck in your teaching :-) #hscresources #tlevelhealth

T-Level Health 2024-2025 complete pick-up-and-run teaching package, if you are following my SoW Wk15 for 20th January 2025. Included is a 205-slide presentation with discussion points, embedded videos and guidance and a 45-page student booklet for notes. This package is linked to the Employer Set Project, specifically Task 2b, 3a and 3b, students The content of these resources covers the below; A8.4 How physical and mental function across the lifespan impacts care needs and informs person-centred care. The 6 stages of human development across the lifespan and the typical care needs for each A8.5 The key values of the healthcare sector when providing care and support: • NHS core values (from NHS constitution); compassion, improving lives, respect and dignity, commitment to quality of care, working together for patients, everyone counts • 6 principles produced by the People and Communities Board A8.6 The purpose of the Personalisation Agenda 2012 and the importance of using holistic approaches in order to place individuals, their carers and significant others at the centre of their care and support, thepurpose of the Personalisation Agenda 2012 • holistic approaches: • the importance of using holistic approaches: A8.7 A range of verbal and nonverbal communication techniques, potential communication barriers and how to overcome them to support an individual’s condition: range of communication techniques, barriers to communication and overcoming these. A8.8 The application of relevant legislation, including Mental Capacity Act (2005) plus Amendment (2019) and Liberty Protection Safeguards (LPS) on the provision of person-centred care: • Mental Capacity Act (2005) plus Amendment (2019), including the 5 principles • Liberty Protection Safeguards (LPS) A8.15 What the 6 Cs are in relation to person-centred care: care, compassion, communication, courage, commitment, competence A8.16 The importance of practicing and promoting the 6 Cs in relation to demonstrating person-centred care skills, through own actions and promoting the approach with others PLEASE LEAVE A REVIEW FOR THIS RESOURCE, THANK YOU The hscresources TES shop has free and small charge teaching packages for all Health & Social Care and T-Level Health qualifications. It has a handy search facility to save on time. You could join the biggest subject team, become a member of the Health and Social Care Resources Facebook group. There are now over 5,200+ teachers sharing ideas, resources, signposting and propping each other up! Good luck in your teaching :-) #hscresources #tlevelhealth

A complete resource package for teaching Learning Aim B of the BTEC First optional unit, Unit 8 Individuals Rights. There are 4 PowerPoint presentation with engaging content, activities and videos to enhance learning as well as lots of applied paper based activities and worksheets. B.1 Responsibilities of employers and employees in ensuring safety Ways of ensuring safety: ● risk assessment (the application of risk assessment to a health and social care setting and its importance, considering, the right to take acceptable risks) ● safeguarding (importance of preventing harm) ● other ways, e.g. control of substances hazardous to health, use of Personal Protective Equipment and infection control, reporting and recording accidents and incidents, complaints procedures, provision of toilets, washing facilities and drinking water, provision of first-aid facilities ● current and relevant legislation, e.g. the Health and Safety at Work etc. Act 1974. B.2 Responsibilities of employers and employees in ensuring confidentiality: ● accurate recording and proper storage and retrieval of information (including electronic methods), written records, use of photographs, mobile phones and social media) ● disclosure ● importance of maintaining confidentiality, including to safeguard service users, to adhere to legal and workplace requirements, to respect the rights of service users ● instances when breaches of confidentiality are appropriate, including to safeguard other individual(s), to safeguard a service user, to report criminal activities ● current and relevant legislation, e.g. the Data Protection Act 2018 including General Data Protection Regulations, the Freedom of Information Act 2005 For more Level 1, 2 and 3 Health and Social Care resources, visit my TES Shop HSCresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group. 5,300 sharing ideas, resources, signposting and prop each other out #hscresources Good luck in your teaching :-)

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. There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources TES shop for free and small charge resources

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. For more free and small charge resources checkout my TES shop #hscresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group. We share ideas, resources, signposting and prop each other out Good luck in your teaching :-)

A resource package of a 26 slide PowerPoint Step-byStep Walk-through of how to tackle the Pearsons Unit 4 May 2018 Part A Asthma Atricle. It inclucdes, initial research thoughts, the 4-sides of research and references to take into the Part B exam and model answers for students to analyse as well as the exam board feedback for this paper. There is also some revision guidance and resources. For more free and small charge OCR CTEC and Pearson’s BTEC Level 2 and 3 Health & Social Care resources, visit my shop to find the full range, with a handy search facility to cut down on time. #hscresources TES shop Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out Good luck in your teaching, this is a challenging unit!

This is a Risk Assessment activity for Health and Social Care students. The first risk assessment in a Residential Home for Moving and Handling as well as Slips, Trips and Falls, is completed and can be part of an initial discussion, after the definition of Risk Assessment, Hazard, Risk and Control Measure. There are two video’s to watch. This follows with a whole class activity, completing a risk assessment together, for a trip out, with some prompts Finally, there is a paired activity is for students to demonstrate their understanding. For more free and small charge complete resource packages, visit my TES shop to find resources for Level 1, 2 and 3 Health and Social Care #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 #hscresources Good luck, with your teaching :-)

Twelve informative and engaging PowerPoints covering the content for Unit 14 P1.  A types of illness or medical condition; chronic illness P2.  Possible causes P3. Range of symptoms i.e. M1. Biological explanations i.e. P1.  A type of illness or medical condition; neurological conditions (Now more detail, choose either multiple sclerosis or Alzheimer’s disease) P2.  Possible causes (e.g. lifestyle, social influences, inherited, birth injury occupational) P3. Range of symptoms i.e. M1. Biological explanations i.e. P1.  A type of illness or medical condition; degenerative conditions (Choose from either type II diabetes or osteoporosis) P2.  Possible causes (e.g. lifestyle, social influences, inherited, birth injury occupational) P3. Symptoms i.e. M1. Biological explanations i.e. P1.  A type of illness or medical condition; autoimmune conditions (Choose between coeliac disease or rheumatoid arthritis) P2. Causes (e.g. lifestyle, social influences, inherited, birth injury occupational) P3. Symptoms i.e. M1. Biological explanations i.e. For more resources for the Cambridge Technical other units or BTEC L2 and 3, follow me on TES to find them all in the same place, cutting down on your time, searching for resources :-) #hscresources

A complete resource package for the delivery of the BTEC First Unit 7 Equality and Diversity Learning Aim A. There are nine engaging PowerPoints, activities and links to relevant Youtube clips and websites. The content covered is, as below:- A.1 Discriminatory and non-discriminatory practice in health and social care ● definition of non-discriminatory practice in health and social care: not treating individuals or groups less fairly than others, valuing diversity, adapting care to meet diverse needs ● examples of discrimination in health and social care, e.g. prejudice, stereotyping, labelling, refusal of medical treatment, offering inappropriate treatment or care, giving less time when caring for an individual than needed ● examples of non-discriminatory practice in health and social care, e.g. providing appropriate health and social care to meet the needs of individuals, adapting care to meet the diverse needs of different individuals, providing equality of access of health and social care services. A.2 Impact of discriminatory and non-discriminatory practice in health and social care ● effects of discrimination on service users, including loss of self-esteem, stress, reluctance to seek support and treatment, impact on waiting times for different groups ● non-discriminatory practice meeting the diverse needs of individuals ● importance of meeting legal and workplace requirements, including adherence to current and relevant legislation, e.g. Equality Act (2010) ● importance of following workplace and national codes of practice on non-discriminatory practice, e.g. by relevant regulatory body (Health and Care Professions Council, Care Council for Wales, Northern Ireland Social Care Council) ● how legislation and codes of practice support non-discriminatory practice in health and social care, e.g. how the legal framework protects carer and service user, enforcement of non-discriminatory practices, employer and employee responsibilities, desire to avoid litigation/deregistration, safeguarding. Please leave a review for this resources, thank you HSCresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group. 5,300 sharing ideas, resources, signposting and prop each other out #hscresources

This is an A4 size game board which requires a dice to engage students and test their learning about Anti-Diuretic Hormone controls and urine production, aimed at Level 3’s. Print off back to back and preferably laminate the cards. The instructions are included, working in pairs. #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 #hscresources Good luck in your teaching :-)

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 There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources TES shop for free and small charge resources

This is a large package of games eg. dice throw, editable cube and activities eg. summary sheets, card match, as well as extended answer writing tasks which require planning. You can dip into it, as the need arises and there is a Red, Amber, Green spec knowledge check-off sheet so students can identify what areas they need to then target their revision. #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 #hscresources Good luck in your teaching

There are 58 colourful and engaging question cards covering all aspects of the BTEC Level 3 Unit 1 Human Lifespan Development spec. The questions are coloured so students know which way up they should go and on the reverse side, is the answers, in black text. This can be an individual activity for a students or pairs and does not require any marking on your part! The cards will needed printing double sided and cutting out. I used paper and laminated them so I can use them lots of times without wear and tear. I suggest students write their answers before turning over the reverse side to check it. In pairs, if one student does not know the answer or gets it wrong, hopefully the paired partner can give explain it as a peer and give advice on how they can remember it. The cards move from easier answers to harder one’s so there is an element of differentiation. They can also be given to a group of more able students to work on independently whilst you spend time with a student who has missed teaching content or is less able as this activity generates no noise! This also helps students identify content they then need to revise. I stress to my students that this is just testing their ability to recall content, however, a big part of doing well in an exam, is practice writing out exam answers, taking note of the command word and marks allocated… and they must include a conclusion in questions worth 8-10 marks. For more Level 2 and Level 3 Health and Social Care unit packages and topic resources, please visit my shop, using the link below. The full range is in the same place with a handy search facility to cut down on time. #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 #hscresources Good luck x

This is a collection of eight PowerPoints that cover the cardiovascular section of the Unit 4 Anatomy and Physiology Digestive system, 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 3.1 Gross structure of digestive system and functions of component parts • buccal cavity (mouth or oral cavity) • salivary glands • epiglottis (stops food going down windpipe) • oesophagus • stomach • small intestine (absorption takes place) • large intestine (water is absorbed out) • rectum (canal) • anus • liver • gallbladder • bile duct • pancreas • pancreatic duct 3.2 Mechanical and chemical digestion, • action of chewing (mechanical breaking down) • action of stomach (killing off bacteria) • action of digestive enzymes in stomach and small intestine 3.3 Digestive roles of liver and pancreas digestive role of pancreatic juice • digestive role of bile (emulsifies fats like washing up liquid) 3.4 Absorption and assimilation • adaptations of intestine wall for absorption (e.g. nutrients) • liver’s role in assimilation 3.5 Digestive malfunctions – possible causes and effects • coeliac disease (autoimmune system, allergic reaction) 3.6 Monitoring, treatment and care needs for digestive malfunctions (e.g. impact on diet/lifestyle, endoscopy, ultrasound, villi needle biopsy and monitoring, medication) There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources TES shop for free and small charge resources

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) There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) TES shop for free and small charge resources For more CTEC or BTEC Level 2 and 3 Health and Social Care resources, free and small charge, visit my shop to find the full range, all in the same place with a handy search facility :-) #hscresources

This is a collection of TEN PowerPoints that cover some of the nervous system 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 5.1 Components of nerve systems • Central Nervous System (CNS) • peripheral nerves (PNS) • autonomic system • spinal cord • sensory and motor neurons 5.2 Structure and function of brain • cerebral cortex • cerebellum • frontal lobes • corpus callosum (left and right side communication point) • hypothalamus • medulla • meninges 5.3 Nerve action • structure of neuron (axon, dendrites, synaptic gap) • role of axon/dendron (electrical nerve action) • myelin sheath (insulates nerve message passages) • synapse (chemical nerve action) 5.4 Organisation and function of endocrine system • pancreas • pituitary • adrenal glands • thyroid • hormones 5.9 Malfunctions of control and regulatory systems – possible causes and effects • CNS, i.e. multiple sclerosis (autoimmune condition attacks the myelin sheath) There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources TES shop for free and small charge resources For more CTEC or BTEC Level 2 and 3 Health and Social Care resources, free and small charge, visit my shop to find the full range, all in the same place with a handy search facility :-)