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) For more CTEC and BTEC Health and Social Care resources, visit my shop #hscresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group. 5,200 sharing ideas, resources, signposting and prop each other out #hscresources

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 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

This package is for teachers delivering the new 2022 spec for BTEC Tech Award in Health and Social Care Component 2. For teachers following my SoW, this is for week 28 after the completion of Component 1. It has two presentations, one is 24 slides and covers physical barriers and ways to overcome those as per PSA Task 3, with applied examples. The second is 23 slides and covers Sensory Barriers. There is guidance and options for students note taking which will be a source of reference in the PSA. Students will be expected to know a range of potential barriers but the focus is on physical and sensory in the spec below and be able to recognise which barrier(s)apply and the most suitable ways to overcome these, for the PSA case study person with a health condition or social care circumstances. Throughout there is reference to different services from A2. Included is a mock exam to give a guided opportunity to have a go at task 1. Homework is set as the case studies they do not cover in the lesson so they have the full range from the spec. The package covers the below spec content; A3 Barriers to accessing services Definition of barriers: something unique to the health and social care system that prevents an individual to access a service. Types of barrier and how they can be overcome by the service providers or users: physical barriers – issues getting into and around the facilities: – ways to overcome physical barriers: ramps, wider doorways, accessible toilets/rooms, stair lifts, hoists barriers to people with sensory disability – hearing and visual difficulties: – ways to overcome sensory barriers: hearing loops, British Sign Language (BSL) interpreters, communication cards, large print leaflets, braille leaflets, staff collecting vulnerable service users from waiting areas 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 5,000+ teachers sharing ideas, resources, signposting and propping each other up! Good luck in your teaching :-) #hscresources

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. 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 Good Luck in your teaching, it’s a tough old job, I hope I saved you some precious time :-)

This package is for teachers delivering the new 2022 spec for BTEC Tech Award in Health and Social Care Component 2. For teachers following my SoW, this is for week 35 after the completion of Component 1. There is one presentations, one is 34 slides and covers HALF of the benefits to individuals of the skills attributes and values in health and social care practice. There is also a 5 slide of health and social care key words and terms to describe the impact of appropriate professional behaviors to help students with Task 5. Homework is set at both Level 1 and 2 relevant to the PSA task 5 This package will cover the complete delivery of the spec points below and has teacher guidance for note taking. B4 The benefits to individuals of the skills, attributes and values in health and social care practice Learners will explore how skills, attributes and values benefit individuals when receiving care. Individuals will: • be supported to overcome their own personal obstacles • receive high quality care • receive person-centred care based on individual wishes • be treated with respect • not be discriminated against • be empowered and have independence 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 5,000+ teachers sharing ideas, resources, signposting and propping each other up! Good luck in your teaching :-) #hscresources

Four PowerPoints and seven activities to aid in the delivery of communication theories… Gerald Egans Body Language rules SOLER and sociemotional presence Michael Argyles seven stages of the communication cylce Moonie’s Structure of an interaction Tuckman’s Group theory - Norming Storming… For Cambridge Technicals CTEC and BTEC Health and Social Care resources, add me as a favourite on TES and have all resources in the same places with a search facility. Some free, some small charge :-) 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

SEVEN PowerPoints covering the spec areas below:- 5.5 Structure of kidney • cortex • medulla • calyx • ureters • renal artery/vein • urethra • bladder * kidney nephron (role in osmoregulation) 5.6 Functions of kidney * osmoregulation (balance of fluids in the body and blood pressure) 5.8 The concept of homeostasis • principles of homeostasis (monitoring, feedback mechanisms, effectors) and its importance 5.9 Malfunctions of control and regulatory systems – possible causes and effects eg. Kidney failure and endocrine, i.e. diabetes 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 :-)

A complete resource package for the delivery of the BTEC First Unit 7 Equality and Diversity Learning Aim B. There are four engaging PowerPoints, activities and links to relevant Youtube clips and websites. The content covered is, as below:- Topic B.1 Factors that may affect the care needs of individuals ● gender – acknowledgement of personal preferences, e.g. same sex wards ● sexual orientation – respect for sexual orientation ● gender reassignment – have choice of gender respected, use of correct forms of address ● age – use of appropriate language, appropriate forms of address ● disability, e.g. equality of access to services ● marriage and civil partnership, e.g. respect for service user’s choice regarding involvement of partners or family in their care ● pregnancy and maternity, e.g. choice of birth plan, birthing partner, ante-natal care, breastfeeding ● race – equality of access to services regardless of ethnic or national origins ● religion and belief – different needs relating to beliefs and practices of individuals from a range of different religious and secular groups o religious groups, e.g. Christianity, Islam, Judaism, Hinduism, Buddhism – beliefs, festivals and holy days, food and diet, forms of worship, dress, symbols, health/medical beliefs o secular groups, e.g. humanism, atheism – respect for secular beliefs ● social class – equality of access to health and social care services regardless of social class ● family structure – impact of family structure on care needs, e.g. single parent, nuclear, extended, no family ● geographical location – equality of access to health and social care services, e.g. in rural areas, in urban areas. #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

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. #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

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

This resource package has 3 PowerPoints with embedded video’s for the Hypothalamus/pituitary gland, the adrenalin glands and the thyroid gland. There are some card match activities as well as revision aid mind-maps, using acronyms for all the hormones, pictures and colours to adapt to your style of teaching. Activities to help students tackle longer exam answers are included too. In addition, there are A2 wall display ideas for the classroom, again, to aid memory. 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 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 #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

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 #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

Five PowerPoints for the delivery of the repiratory system and 3 revision activities to aid memory. If your lucky enough to have Smart Boards and notebook, there’s an interactive drag and drop activity too. 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

Resource package containing; A PowerPoint explaining Pavlov’s theory. a PowerPoint explaining Skinners experiement and findings, a word document progress test to assess understanding which you can adapt and an applied PowerPoint concentrating on treaating a needle phobia with reinforcements. Big Bang theory youtube clip; Sheldon modifies Pennys behaviour 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

Cambridge Technical Level 2 Unit 5 Working in adult health and social care environments and an assignment brief. For each task there is a presentation and booklet for students to make notes and be guided through their course work. There is also a Distinction student example #hscresources TES shop has free and small charge teaching packages Join the biggest subject team, Health and Social Care Resources Facebook group, 5,200 teachers sharing ideas, resources, signposting and prop each other out

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  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 Thank you Alison

Four exam papers; Three 90 Mark exam paper testing students understanding of the Unit 1 Human Lifespan Development one covering the spec sections B1. Nature - Nurture, B2. Genetic Factors and B3. Environmental Factors using short and long questions and another covering , B4.Social and B5 Economic exam paper and one more covering Social factors, B5 Economic factors and B6. Major Life Events. They have an easy to follow mark scheme, which is student friendly, enables you to use this as a peer marking exercise, saving your time and is also an additional revision tool. One 80 mark exam paper to test the understanding of the content in Learning Aim C, again, with an easy to follow mark scheme to allow for peer marking 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 resource package contains a 23 page booklet for students to write notes and summarise activities ahead of completing their second assignment. There are 5 PowerPoints to aid delivery and reference to the relevant criteria. In addition their are copies of a care setting guidance on Manual Handling and Reporting Accidents The package covers D1, D2 and D3 of the Unit 7 spec content for the BTEC Level 3 Health and Social Care - Unit 7 Principles of Safe Practice Learning Aim C. The resource package cover the below:- D1 Procedures to maintain health and safety • Infection control and prevention, e.g. standard infection control precautions. • Safe moving and handling of equipment and individuals. • Food preparation and storage. • Storage and administration of medication. • Storage and disposal of hazardous substances. D2 Procedures for responding to accidents and emergencies • Responding to accidents and illness, including basic first aid. • Fire safety, evacuation and security procedures. • Reporting and record keeping. D3 Health and safety responsibilities • Responsibilities of employers, including health and safety management, risk assessment, providing relevant equipment, information and training. • Responsibilities of employees, including taking reasonable care of own and others’ health and safety, following guidance from health and safety training, identifying potential hazards in the setting. • Responsibilities of others in the setting, e.g. visitors, including following health and safety guidance and emergency procedures if required, abiding by relevant regulations, policies and procedures. For more free and small charge resources for Level 1, 2 and 3 BTEC and CTEC Health and Social Care resources, visit my TES shop to find the full range, with a handy search facility#hscresources TES shop h Join the biggest subject team, Health and Social Care Resources Facebook group. 5,000 sharing ideas, resources, signposting and prop each other out #hscresources

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 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 Why waste your precious time on developing resources that, for a few quid, can be purchased and easily used? Enjoy! Alison