A useful revision aid (knowledge organiser) for students to complete at the end of the unit or for revision. Best when printed on A3. Suggested answers are also provided

A revision resource/lesson once development has been taught. Suggested answers are included.

A revision lesson/aid for students once the perception unit has been taught.This is best completed on A3 paper. It comes with suggested answers.

A revision resource/lesson for students to complete at the end of Social Influence. Some suggested answers are provided

A full lesson (1-2 hours) - powerpoint and accompanying worksheet This lesson:- outlines key terms such as probability, significance, type I & II errors. shows students how to use critical value tables & report the results of a statistical test Offers opportunities for students to practice this skills & to self-assess their work (answers provided)

A (2 hour) lesson which explains how to select and justify a statstical/inferential test. This starts with an introduction of levels of measurement before going through how to justify a test e.g. Chi Squared, Mann Whitney U, Spearman Rho, Wilcoxon, unrelated t-test, related t-test, Pearson r. There is a ppt which goes through this alongside a handout for students.

A lesson which outlines how to empower individuals within a H&SC setting such as promoting individualised care, promoting rights to dignity & independence, supporting beliefs, cultures and preferences. The attached powerpoint outlines all key information and the lesson ends with an exam question to put their learning into practice.

A 1-2 hour lesson which outlines factors that might affect the development and behaviours of an individual (for example, Physical Social, Cultural & Emotional , Economic, Physical Environment, Psychological) There are a range of activities included such as videos, discussions, application style questions using the core text book. For all of these activities there are some suggested answers in the notes section of the powerpoint.

An student led lesson to help students understand the role of the CQC in regulating and inspecting service. The lessons starts with a brief video outlining what CQC does with some brief questions to keep students focused. Then students are provided with a framework (with suggested teacher answers) to help guide their research using course textbooks and the internet. Finally students are provided with 'dominos' to review their knowledge of the CQC as a plenary.

A full lesson which defines and gives examples of types of discrimination (e.g. indirect and direct) as well as how H&SC professionals and settings should promote anti-discrimination. There are a range of short activities including video, matching task (with answers), application task and book/research tasks (with suggested answers)

A 2 hour lesson which helps students to learn how people within H&SC settings 'ensure safety' of service users, staff and visitors. This lesson includes a a powerpoint presentation which outlines key information and some student activities including; a risk assessment, exam questions, matching task.

A 2 part lesson (approx 2 hours) that covers 'issues that affects access learning aim B2. The first lessons starts with a review of 'Settings in HSC' from the previous lesson (learning aim B1). Then students are required to use the student textbook to summarise referrals e.g. self-referral, third party referral and professional referrals for which there are prompts to help support students notes. Following this there is a short video and teacher led powerpoint to outline 'assessment'. Finally, there is a handout and 'transformation' task for students. This requires them to represent eligibility criteria using pictures and symbols. There is an additional application task to end the lesson and review eligibility criteria. The second lessons (powerpoint '2. Barriers to Service') starts with an exam questions to review lesson one with some sentence starters for supporting students if needed and some suggested answers from the mark scheme for self-assessment. Then students are required to work independently to create a mindmap of barriers that affect access using the student textbook. Then students need to work in pairs to identity which barriers might affect specific service users the most. Finally, students complete an exam question (mark scheme attached for self assessment) to consolidate their understanding of 'barriers affecting access'.

This resource includes 2-3 hours worth of activities to enable students to outline and evaluate Zimbardo study. Lesson 1: A powerpoint and video link (approx 30-40 mins) for students to gain a good understanding of the Zimbardo study. Lesson 2: A review of the video and a detailed handout of the Zimbardo study followed by a 'bingo' style activity for students to review their knowledge. Lesson 3: A powerpoint, matching activity and model essay which helps students to be able to evaluate. Students will then consolidate their knowledge through a 'spot the mistakes' activity which when complete gives them a 'model essay' which they can create their own essay plan from.

A lesson to outline and then evaluate 2 explanations of obedience. A number of activities are included starting with a discussion based around the Nuremberg trials. This is then followed up with some teacher input and then an associated cloze activity for students. Students then complete an application style exam question (suggested answers attached). Finally there is an evaluation task where students need to use prompts to complete 'effective evaluation'. Finally students consolidate their knowledge with 'dominos' to review key terms for both the outline and evaluation of the theories. A suggested homework to review the My Lai Massacre is also included.

A two-part lesson lasting between 1-5-2 hours. The first powerpoint (skills to work in these areas) helps students to learn and apply their knowledge of the 6C’s. The first task is a mindmap to ‘learn/review’ what the 6C’s are. This is followed up by an article from nursingtimes.net (6C’s story of the Month) where students have to find examples of each of the 6C’s demonstrating their ability to apply their knowledge. Finally students compare the 6C’s to the RCN principles of nursing practice to identify similarity and differences. Lesson two uses powerpoint two (working practices). This starts with a definition of key terms e.g. regulation, policy and procedure and then explains how these affect working practice. The final task is an independent research task which requires students to use the internet to review examples of poor practice (e.g. Mid-Staffordshire Hospital Trust, Jessica Chapman & Holly Wells as well as Victoria Climbe & Baby P. The powerpoint includes prompts, suggested websites and answers.

Resources for between 2-3 lessons which helps learners to understand how the Behaviourist Perspective and Social Learning Theory can be applied to H&SC settings. This includes understanding challenging behaviour, behaviour shaping, changing behaviour, use of models to promote anti-discriminatory practice and promoting health education campaigns. There are a range of resources included such as a video, create your own health campaign task and a number of scenarios in which students can apply their own knowledge.

A lesson which helps students to understand what working in partnership and the holistic approach is and also to discuss possible strengths and weaknesses with each of these. The lesson which could last between 1-2 hours includes video links (Victoria Climbe and Baby P) to discuss multi-agency workings and previous failures, matching task to identify strengths and weaknesses of working in partnership and some exam questions with a brief 'writing frame' and some suggested answers.

A 2 hour lesson which outlines the different responsibilities of HSC professionals. The lesson includes a mixture of activities including some teacher led teaching, short discussion tasks, research task and a card sort. Once the content is complete students may be given an opportunity to consolidate and then complete a short answer quiz/knowledge check which is included. As ‘extension/homework’ task there are 2 exam questions with mark schemes attached which might be used.

A fully resourced lesson which outlines a number of settings (e.g. hospice, hospital, domiciliary care etc) where care is provided. This lesson starts with a mini-quiz to review previous learning aims. This include a range of activities including some teacher input (powerpoint provided) some discussion and videos.

Resources for 2+ lessons which outlines STM and LTM memory (capacity, coding, duration) as well as research into these. The first lesson includes a powerpoint ('coding and capacity') and handouts ('jacobs and baddeley' and 'evaluation grid P,E,E'). The second lesson includes a powerpoint 'duration of STM and LTM' and handout 'research duration of STM and LTM' The powerpoints have a number of activities embedded. The lessons are excellent for student engagement with both of them requiring students to be active participants in experiments to replicate many of these studies.