T-Level Health 2024-2025 complete pick-up-and-run teaching package for B1.15, B1.26 and B1.27. If you are following my SoW it is for week beginning 17th March 2025. There is a 77-slide presentation with discussion points, embedded videos and guidance and a 21-page student booklet for notes. The first slide is guidance of research requirements on different slides for your reference. There is a paired activity and interactive questions and research tasks throughout. This package is best suited for lessons where students have internet access. PLEASE NOTE; There is content the guides student as to what they could be researching into for their ESP. The presentation and booklet is adaptable, you can delete parts you do not wish to use. The content of these resources covers the below; B1.25 What is meant by epidemiology and some specific terminology that is used: • the meaning of epidemiology • specific terminology used in epidemiology: incidents, prevalence, mortality and morbidity B1.26 How epidemiology is used to provide information to plan and evaluate strategies to prevent disease: • how epidemiology is used: Identify the cause of disease, determine the extent of disease, identify trends and patterns of the incident and frequency of the disease, study the progression of disease, plan and evaluate preventative and therapeutic measures for a disease or condition, develop public health policy and preventative measures B1.27 How health promotion helps to prevent the spread and control of disease and disorder: • communication • policy and systems • education programmes • health promotion for specific disease and disorders: 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 for B2.23 , B2.24 , B2.25 and B1.28 If you are following my SoW it is for weeks beginning 27th January 2025. Included is a 75 slide presentation which you can stop-start, set slides as homework, encourages class discussions and has embedded YouTube clips to engage learners. Exam practice is embedded in the 24 page booklet with guided for note taking. There is an 80 mark mock exam paper covering this section of the spec with an easy to follow mark scheme for students. This package covers the below spec content; B2.17 The role of the components in performing the functions of the nervous system: • components of the nervous system; brain, spinal cord, sensory and motor neurones:  dendrites, cell body, nucleus, axon, myelin sheath of Schwann cells, nodes of Ranvier, axon endings/terminals and synaptic ends relay neurones synapses • function of the relevant component of the nervous system: o sensory neurones carry impulses from receptors to the central nervous system (CNS) o motor neurones carry impulses away from the CNS to effectors o the process of synaptic transmission and the function of the components of a motor neurone B2.18 The mechanism of nerve impulses via neurones: • transmission of action potentials along neurones • mechanism of a reflex action B2.19 The development, impact and management of Parkinson’s disease: • causes of the disease, impact on systems within the body and on physical and mental health, common treatments relieve symptoms: o supportive therapies o levodopa medication o surgery, to include deep brain stimulation 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 :-) #hscresource #tlevelhealth

This is a complete package that has a booklet and week by week programme for Unit one as well as an engaging 18 page booklet covering the A1 part of the spec, which you can add to or alter, getting students to print it off in advance of the lessons. There are 8 PowerPoints included covering all sections in more detail and having embedded videos and corresponding activities in the booklet to complete either as a classroom activity or a homework task. There are also relevant exam questions from past papers to get them in the swing. This booklet took two whole days to put together so it is guaranteed to save you time and enable you to mould resources to your own teaching style. There is also an mock exam paper for A1 and mark scheme to check progress too. Content covered Growth and development are different concepts:  principles of growth – growth is variable across different parts of the body and is measured using height, weight and dimensions  principles of development – development follows an orderly sequence and is the acquisition of skills and abilities. In infancy (0–2 years), the individual develops gross and fine motor skills: • the development of gross motor skills • the development of fine motor skills • milestones set for the development of the infant – sitting up, standing, cruising, walking. In early childhood (3–8 years), the individual further develops gross and fine motor skills:  riding a tricycle, running forwards and backwards, walking on a line, hopping on one foot, hops, skips and jumps confidently  turns pages of a book, buttons and unbuttons clothing, writes own name, joins up writing. In adolescence (9–18 years), the changes surrounding puberty: • development of primary and secondary sexual characteristics • the role of hormones in sexual maturity. In early adulthood (19–45 years), the individual reaches physical maturity:  physical strength peaks, pregnancy and lactation occur  perimenopause – oestrogen levels decrease, causing the ovaries to stop producing an egg each month. The reduction in oestrogen causes physical and emotional symptoms, to include hot flushes, night sweats, mood swings, loss of libido and vaginal dryness. In middle adulthood (46–65 years), the female enters menopause: • causes and effects of female menopause and the role of hormones in this o effects of the ageing process in middle adulthood. In later adulthood (65+ years), there are many effects of ageing:  health and intellectual abilities can deteriorate For more BTEC Level 1/2 Tech Award and BTEC Level 3 Health and Social Care resources, NCFE T-Level Health, CTEC Level 1 and 2 resources, visit the HSCresources Shop, to access the full range of resource packages, with a handy search facility, to save time. I hope you enjoy the time you’ve saved!

This is a large complete resource package for the delivery of the BTEC Level 3 Unit 12 - Supporting Individuals with Additional Needs Learning Aim A, A1, A2, A3 and A4. This package includes a 52 page Word booklet that can be adapted and altered to suit your teaching needs. It allows students to organise their notes and assignment planning, in one place. There are activities, research task and application, signposting learners to understand the assessment criteria. To aid understanding, during delivery, there are ELEVEN powerpoints and relevant videos to engage learners. The package covers the below topics, in the Learning Aim A spec.A: Examine Reasons why individuals may experience additional needs A1 Diagnosing or determining additional needs • Definitions of mild, moderate, severe and profound learning disabilities. • Diagnostic procedures, tools and standards used to diagnose a disability. • Professional background, qualifications and experience of those undertaking the diagnosis and assessment. • Parameters used to describe the diagnosed condition. This must include the type, causation, severity and stability over time, and prognosis of the condition. A2 Cognitive and learning needs • Learning difficulties, to include dyslexia, dyspraxia and attention deficit hyperactivity disorder (ADHD). • Autism-spectrum disorders, to include Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS) and childhood disintegrative disorder. • Inherited conditions, to include Down’s syndrome, Huntington’s disease, dementia, Alzheimer’s. • Needs of older people, to include memory loss, slower cognitive speed, life-long learning. A3 Physical and health needs • Needs of older people, to include arthritis, diabetes and cardiovascular disease. • Health needs, to include physical needs cystic fibrosis, sickle cell disorders, stroke a mental illnesses. • Sensory disabilities, to include deafness and hearing impairment, visual impairment. • Accidents, to include paraplegia, loss of limb. • Infectious diseases that can lead to individuals having additional needs. • Problems during pregnancy and birth that can lead to individuals having additional needs. A4 Social and emotional needs • Needs generated from family circumstances, to include specific needs of looked-after children, bereavement, school refuser (non-attendance) and bullying. • Needs generated by being elderly, to include loss of loved ones, fear of dying, family far away, isolation, lack of money. • Needs affected by the learning environment. #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 is a resource package contains a 37 page booklet for students to write notes and summarise activities ahead of completing their first assignment. There are 11 PowerPoints to aid delivery and reference to the relevant criteria. In addition their are copies of a safeguarding policy, a whistleblowing policy and Scie resources regarding dignity and appearance. The package covers B1, B2, B3 and B4 of the Unit 7 spec content for the BTEC Level 3 Health and Social Care - Unit 7 Principles of Safe Practice Learning Aim B. #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

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. PLEASE LEAVE A REVIEW FOR THIS RESOURCE, THANK YOU :-) 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. 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 I hope you find this very useful and your student enjoys the learning. Alison

A resource package consisting of 33 page Word booklet which you can add to or alter to suit your teaching style. There are areas for students to make notes, activities and the application to Assignment 1 throughout. There are ELEVEN accompanying PowerPoints with animation and embedded videos to engage students and help with delivery. The booklet and presentations reflect the change in case studies from November 2018. Resources cover every aspect of the BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs Learning Aim C, as below:- C1 Enabling individuals to overcome challenges • Different types of challenges faced by individuals with care and support needs, to include: • awareness and knowledge • practical challenges • skills challenges • acceptance and belief challenges • motivational challenges • communication challenges. • Methods of identifying challenges to include observation, focus groups, talking to individuals informally or via questionnaires. • Strategies used to overcome challenges to include educational information materials, training courses, opinion leaders, clinical audits, computer-aided advice systems, patient-mediated strategies. • Role of policy frameworks in minimising challenges, including: • NHS Patient Experience Framework in particular, understanding of the eight elements that are critical to the service users’ experience of NHS services • Health Action Plans and how they are used to minimise challenges • Adult Social Care Outcomes Framework • Common Assessment Framework (CAF). • Impact of not enabling individuals to overcome challenges. C2 Promoting personalisation • Personalisation – ensuring that every person receiving care and support is able to set their personal goals and has choice and control over the shape of their care and support • Methods of recognising preferences to include care plans, learning plans, behavioural plans, specialist support from health and social care professionals. • The importance of promoting choice and control and the financial impact of this on care provision. C3 Communication techniques • Different approaches for effective communication to include humanistic, behavioural, cognitive, psychoanalytical and social. • Types of communication examples to include verbal, body language, written, formal and informal. • Alternative communications to include Makaton, British Sign Language (BSL), braille, communication boards and symbol systems. • Theories of communication to include Argyle, Tuckman, Berne. For more BTEC and CTEC Level’s 1, 2 and 3 Health and Social Care resources, follow me on TES to find all the resources in one place with a handy search facility, to save on time! For more free and small charge resources checkout my TES shop #hscresources Join the biggest subject team, Health and Social Care Resources Facebook group. We share ideas, resources, signposting and prop each other out

This is a complete resource package for teaching the new BTEC Unit 1 C1 Physical changes in aging part of the spec. There are thirteen PowerPoints covering a range of changes such as AMD, cataracts, glaucoma, cardiovascular disease, Alzheimer’s and depression as well as the lowering of the immune system and risks to older people’s health. There is a 15 page booklet that can be added to or adapted to your style of teaching, which has note space for the PowerPoints, activities and practice exam questions. The C1 content covered, is as below:- Cardiovascular disease – age can increase the risks of cardiovascular disease. This can be exacerbated by lifestyle choices, diagnosis and treatment Osteoarthritis, symptoms, treatment and life with this condition Degeneration of the nervous tissue, an overview Degeneration of the sense organs; tests and treatments o Cataracts o AMD o Retinopathy o glaucoma o hearing impaired  The reduced absorption of nutrients. Dementia, to include Alzheimer’s disease. Effects of illnesses that are common in ageing. 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 resource packages for BTEC Level 1/23, follow me on TES and find them all in the same place with a handy search facility Happy teaching! :-) Alison

A 32 page Word Booklet you can adapt or add to, to suit your teaching style. There is space for students notes, ahead of their assignment work, which keeps sections organised and frequently refers to the assessment criteria and applied examples. There are TEN PowerPoints to help with delivery, which are engaging and help students consider the Merit and Distinction criteria and added activity case studies. The compete spec for Learning Aim B and C, needed for assignment one of the BTEC Level 3 Health and Social Care Unit 14 Physiological Disorders unit are covered, as below:- Learning aim B: Examine the investigation and diagnosis of physiological disorders B1. Investigative procedures for physiological disorders • General measurements that may be undertaken, e.g. blood pressure, body temperature. • Investigations as appropriate for each individual, e.g. medical history, blood tests. B2. Diagnostic procedures for physiological disorders o Procedures based on specific signs and symptoms, e.g. lumbar puncture, biopsy o Importance of recognising non-specific or confusing symptoms, e.g. myalgic encephalomyelitis (ME). Learning aim C: Examine treatment and support for service users with physiological disorders C1. Provision of treatment and support • Medication, e.g. anti-inflammatory drugs. • Surgery, e.g. surgical procedures for cancer. • Rehabilitation programmes, e.g. physiotherapy. • Complementary therapies, e.g. aromatherapy, acupuncture. • Advice on lifestyle changes, e.g. smoking cessation. C2 Types of carers and care settings Carers: o professional carers, e.g. GPs, nurses o informal carers, e.g. friends, family o private and voluntary carers, e.g. Age UK, private care agencies. Care settings: o service user’s own home o residential care home o GP surgery or health centre o hospital care o rehabilitation settings For more Level 2 and 3 BTEC and CTEC resources, follow me on TES to find all my resources in one place, with a handy search facility to cut down on time… precious 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 in your teaching :-)

This is a resource package, which consists of an 18 page interactive student booklet for the BTEC Health and Social Care Level 3 Unit 3 Anatomy and Physiology B11 Reproductive System and dysfunctions, which you can use as it is or make additions and alter. There are nine engaging PowerPoints and additional work sheet tasks and activities and you can add to or alter these to suit your teaching style. PowerPoints are well designed and have embedded videos in them, with booklet pages for students to make notes and example of possible exam questions that may be asked. To finish of this area of content, there is a 100 mark exam paper with mark scheme which B11 Structure, function and disorders of the reproductive system, content… Female reproductive structures and functions:  ovaries – production of eggs o fallopian tubes – carrying eggs to uterus and site of fertilisation  uterus – site of development of embryo and foetus  cervix – neck of the womb canal for sperm entry o vagina – muscular, lubricated canal providing point of entry for penis and exit of baby during childbirth  vulva – external opening of vagina o disorders – endometriosis, polycystic ovary syndrome. Male reproductive structures and functions:  penis – introduction of semen with sperm into female  urethra – carriage of semen along penis  scrotum – holds testes outside body to keep them cooler than body temperature  testes – manufacture of sperm  vas deferens – carries sperm from testes to penis  seminal vesicles – secretion of fluids of semen  prostate gland – production of secretions of fluids of semen Main Health disorders, causes, diagnosis and treatment  hydrocele, prostate cancer/BPH., infertility The way in which natural conception occurs and patterns of pre-natal growth:  the production of gametes, to include meiosis  the physiological process of conception from fertilisation to birth, to include cell division and chromosomal behaviour, cell division for growth, to include mitosis and DNA replication  the stages and significant developments during foetal growth through the trimesters  basics of birthing Factors affecting prenatal development:  how the following factors affect foetal development – positive and negative factors, to include genetic; age, diet, health, smoking, alcohol consumption  forms of teratogen and their effects  congenital disorders, to include spina bifida; cerebral palsy, effects of rubella. If you find you like this teaching resource package, there are similar packages offered for all the body systems. Follow me on TES to find all my resources in one place with a handy search facility There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources

This item is a resource package, which consists of a 18 page interactive student booklet for the BTEC Health and Social Care Level 3 Unit 3 Anatomy and Physiology B8, Endocrine and B9 Lymphatic and Immune System. You can alter and add to this or print off as it is as it covers the spec for these body systems, in full. There are confidence building activities which give students a technique and guidance as to how to tackle the longer harder questions. Finally, there is a 100 mark exam paper to test students understanding and prepare them for the actual exam. It has an easy to follow mark scheme which allows for peer marking to save on your time. Along with this, is the seven engaging PowerPoints and additional work sheet tasks and activities that go with it. The PowerPoints are well designed and have embedded videos in them, with booklet pages for students to make notes and example of possible exam questions that may be asked. B8 The structure, function and main disorders of the endocrine system • Hypothalamus – control of pituitary gland via releasing hormones, control of daily rhythms. • Pituitary gland – control of growth, function of sex organs, osmoregulation. • Thyroid gland – regulation of growth and function of many body systems, role in regulation of blood calcium levels. • Ovaries – production of oestrogen and progesterone (sex hormones). • Pancreas – regulation blood sugar via production of insulin and glucagon. • Adrenal glands – the ‘fight or flight’ response via the hormone adrenaline, regulation of blood pressure via the hormone aldosterone. • Testes – production of androgen hormones which are involved in the development of maleness and the production of sperm. Disorders of the endocrine system;  diabetes mellitus and diabetes insipidus  hypothyroidism. B9 Structure, function and disorders of the lymphatic and immune systems • Lymph – formed from tissue fluid and carries fluids back to the blood system. • Lymphatic vessels – carriage of lymph. • Lymphatic organs – the formation and maturation of lymphocytes. • Lymphocytes – the immune response via T and B cells. • Spleen – filtration of the blood, destruction and recycling of parts of red blood cells. Disorders of the lymphatic and immune system  Hodgkin’s disease  Leukaemia If you find you like this teaching resource package, please write me a review. There will be similar packages offered for other parts of the BTEC Health & Social Care Unit 3 A&P spec for all the body systems. Visit my TES shop for the full range of BTEC HSC L3 resources in same place with a handy search facility There’s a Facebook group with 5,000 health and social care sharing ideas and resources, come and join the big subject team :-) #hscresources

T-Level Health 2024-2025 complete pick-up-and-run teaching package, if you are following my SoW its a package 18th November 2024 for week 9. Included is a 88-slide presentation with discussion points, embedded videos and guidance and a 24-page student booklet for notes. There are exam practice questions at the end of the booklet with answers The content of these resources covers the below; A7.1 The principles of good practice in scientific and clinical settings A7.2 What a SOP is A7.3 Why it is important for everyone to follow SOPs A7.4 How to access SOPs for a given activity A7.5 The potential impacts of not regularly cleaning and preparing work areas for use A7.6 The potential impacts of not maintaining, cleaning and servicing equipment A7.7 Why it is important to calibrate and test equipment to ensure it is fit for use A7.8 How to escalate concerns if equipment is not correctly calibrated/unsuitable for intended use A7.9 Why it is important to order and manage stock A7.10 The potential consequences of incorrectly storing products, materials and equipment 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 for B1.29 The normal expected ranges for physiological measurements, how to identify when physiological measurements fall outside the normal expected ranges in adults, including factors that can contribute to measurement outside of usual parameters, If you are following my SoW it is for weeks beginning 26th February 2024. Please read carefully - This package covers physiological measurements which are not in the first year Core A or B spec. The aim is to give students a broad understanding, cover some 2nd year teaching and prepare them better for work experience placements. There is a printable NEWS2 chart in this package. If you would prefer to stick to the spec the resources are editable, delete what you feel is appropriate. Included is a 104 slide presentation which you can stop-start, set slides as homework, encourages class discussions and has embedded YouTube clips to engage learners. Exam practice is embedded in the 30 page booklet with guided for note taking. This package covers the below spec content; B1.29 The normal expected ranges for physiological measurements, how to identify when physiological measurements fall outside the normal expected ranges in adults, including factors that can contribute to measurement outside of usual parameters: • normal expected ranges for physiological measurements Physiological measurements Average range for an adult Physiological measurements Average range for an adult blood pressure systolic mm/hg:90–120 diastolic mm/hg:60–80 heart rate 60 to 100 beats per minute (bpm) respiratory rate at rest 12 to 20 breaths per minute (bpm) Temperature 36 to 37.5°C • factors that contribute to measurements outside of normal parameters: o age (variations in expected measurements for infants and children of different ages) o weight o exercise o gender o overall health 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 :-) #hscresource #tlevelhealth

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. 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

T-Level Health 2024-2025 complete pick-up-and-run teaching package for B2.8, B2.9 and B2.10. If you are following my SoW it is for weeks beginning 9th Oct & 13th Oct 2024. There is a 84 slide presentation which you can stop-start, set slides as homework, encourages class discussions and has embedded YouTube clips to engage learners. Exam practice is embedded in the presentation when a topic is covered alongside this is a 18 page booklet with guided for note taking, activities and exam questions (with answers) In addition there is an 80 Mark mock exam paper with easy to follow student friendly marks scheme as an end of topic test. PLEASE LEAVE A REVIEW FOR THIS RESOURCES, THANK YOU The respiratory system and Chronic Pulmonary Obstructive Disease (COPD) complete spec is covered below; B2.8 The role of the components in performing the functions of the respiratory system: • components of the respiratory system: o trachea o lungs o bronchi o bronchioles o alveoli o pleural membranes o ribs o intercostal muscles o diaphragm • functions of relevant components within the respiratory system: o inspiration and expiration, including pressure changes within the chest cavity o gas exchange o B2.9 The role of the alveoli as a specialised exchange surface in the process of gas exchange: • how adaptation of the alveoli maximise the rate of diffusion: o large surface area to volume ratio o good blood supply o short diffusion distance o moisture levels o body temperature B2.10 The development, impact and management of chronic obstructive pulmonary disease (COPD): • causes of the disease • impact on systems within the body and on physical and mental health • how common treatments relieve symptoms: o inhalers o steroids o lifestyle changes o pulmonary rehabilitation o surgery B1.10 How the surface area to volume ratio and additional factors affect the rate of exchange and give rise to specialised systems 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

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) For more CTEC and BTEC Level 2/3, visit the HSCResources shop and see the full range 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. 5,200 sharing ideas, resources, signposting and prop each other out #hscresources

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) 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 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 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 :-)

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. For other resources for the BTEC Level 3 and Level 2 HSC course, follow me on TES to find the wide range of resources all in one place, with a handy search facility.For more free and small charge resources checkout my TES shop #hscresources Join the biggest subject team, Health and Social Care Resources Facebook group. We share ideas, resources, signposting and prop each other out

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 :-)