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BTEC Level 3 Health and Social Care Unit 20 Understanding Mental Well-being Learning Aim C

BTEC Level 3 Health and Social Care Unit 20 Understanding Mental Well-being Learning Aim C

BTEC L3 Unit 20 continuation of booklet, 21 pages of spec content which is not in the core Pearson text book. Covers Learning Aim C, as below and has an applied activity for P4 and P5 which teaches students how to achieve the Merit and Distinction. Learning aim C: Examine the impact of mental ill health on individuals and others in their social networks C1 The impact of mental ill health on individuals • Psychological and emotional outcomes. • The effects of medication. • The outcomes of psychological treatments. • The use of electroconvulsive therapy (ECT). • Counselling. • Other treatments. • Ethical considerations, to include informed consent C2 Mental ill health and relationships How mental ill health might have an impact on the individuals’ relationships. • Practical and financial outcomes. • The impact of using services. • Social exclusion. • Discrimination and stigma. • The effects on informal carers and family members. • The impact on the community and society. For more BTEC and CTEC Level’s 2 and 3 resources, add me as a favourite to find all my resources in the same place with a search facility :-) https://www.tes.com/member/HSCresources
HSCresources
*New* L2 Tech Award H&SC Component 2 LAA Theory Lessons

*New* L2 Tech Award H&SC Component 2 LAA Theory Lessons

There are 3 bumper powerpoints with practice questions and a range of tasks to get pupils thinking before their assignment. All see the work booklet to match in my shop. The 3 complete powerpoints includes theory for the following: A1 Health and social care services · Different health care services and how they meet service user needs: o primary care, e.g. GPs, dental care, optometry, community health care o secondary and tertiary care, e.g. specialist medical care o allied health professionals, e.g. physiotherapy, occupational therapy, speech and language therapy, dieticians. · Different social care services and how they meet service user needs: o services for children and young people, e.g. foster care, residential care, youth work o services for adults or children with specific needs (learning disabilities, sensory impairments, long-term health issues), e.g. residential care, respite care, domiciliary care o services for older adults, e.g. residential care, domiciliary care o the role of informal social care provided by relatives, friends and neighbours. A2 Barriers to accessing services · Types of barrier and how they can be overcome by the service providers or users: o physical barriers, e.g. issues getting into and around the facilities o sensory barriers, e.g. hearing and visual difficulties o social, cultural and psychological barriers, e.g. lack of awareness, differing cultural beliefs, social stigma, fear of loss of independence o language barriers, e.g. differing first language, language impairments o geographical barriers, e.g. distance of service provider, poor transport links o intellectual barriers, e.g. learning difficulties o resource barriers for service provider, e.g. staff shortages, lack of local funding, high local demand o financial barriers, e.g. charging for services, cost of transport, loss of income while accessing services.
charlotteburton1991
Equality, Diversity & Rights Exam Q Help

Equality, Diversity & Rights Exam Q Help

Technique used to help students plan answers to long answer exam questions and think about what they need to include. Used throughout the year to prepare students and eventually took away the help sheet and asked to do alone.
steelerslaura
BTEC Level 3 Health and Social Care Unit 2 Working in Health LAB and LAC tests & mark schemes

BTEC Level 3 Health and Social Care Unit 2 Working in Health LAB and LAC tests & mark schemes

Recall and test, for Learning Aim B - marked out of 55 and includes easy-to-use mark scheme which allows peer marking. Recall and test, for Learning Aim C - marked out of 65 and includes easy-to-use mark scheme which allows peer marking. 80 Mark exam paper and mark scheme for Learning Aim B and C to follow There’s a traffic light coding; knowledge organiser for students to identify areas they need to further revise For more BTEC and CTEC Level 2 and 3 resources, follow me on TES to find them all in the same place with a search facility https://www.tes.com/member/HSCresources Good luck in your teaching :-)
HSCresources
BTEC Level 3 Health and Social Care Unit 1 Human Lifespan revision resources, games and activities

BTEC Level 3 Health and Social Care Unit 1 Human Lifespan revision resources, games and activities

Dice quiz board game for recall and shorter answer practice - enlarge to A3 Discussion cubes with questions to stimulate students to explain an answer - print on card Paired activities Card match activities Planning to answer 10-12 mark questions activity Whole class quiz activity Tests For mock exam papers with easy to follow mark scheme which allows for peer marking, saving on time https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-1-human-lifespan-development-a1-a2-a3-and-a4-exam-papers-11770028 For more BTEC or CTEC Level 2 and 3 resources, follow me on TES to find a range and resources in one place with a search facility :-) https://www.tes.com/member/HSCresources
HSCresources
BTEC Level 3 Health and Social Care Unit 2 Working in HSC revision resources, games and activities

BTEC Level 3 Health and Social Care Unit 2 Working in HSC revision resources, games and activities

Card Match Revision Activity Column Choice Revsion Activities X 2 Mind-map Activities X 3 with PowerPoint guidance that can be emailed with mind-map for independent revision or delivered Memory recall test and answers Revsion discussion cube. Complete the table Activity There’s a dice board game, enlarged to A3 to entertain and keep revision going too Activity about responsibility and accountability to be enlarged to A3, accompanying discussion starter PowerPoint Exam questions with hints and guidance regarding what to include Exercises to guide students to complete 10 mark questions and extended writing In addition there is a homework revision booklet, full of activities for independent study For more resources for CTEC and BTEC Level 2 and 3 Health and Social Care, follow me on TES to find lots of well planned resources packages, soem free and some, small charge, in one place with a search facility :-) For mock exam papers and easy to read mark scheme, which allows for peer marking https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-2-working-in-health-laa-mock-exam-papers-and-mark-schemes-11882300 https://www.tes.com/member/HSCresources Good luck in your teaching!
HSCresources
Tensions Between Confidentiality and Disclosure in EY

Tensions Between Confidentiality and Disclosure in EY

This resource has been created to meet the A2 criteria for the CACHE Level 3 Certificate and Diploma in Childcare & Education with EYE. The criteria requires the student to : 5.3. Analyse the tension between maintaining confidentiality and the need to disclose information. The powerpoint includes four cases studies for students to analyse and identify the four categories of dilemmas that might occur between maintaining confidentiality and disclosure. It also identifies guidelines and asks the students to apply them to make decisions for the outcomes of each case study. The worksheet is a printable source of the four case studies.
Bongos
Level 3 BTEC Unit 2- Health and Social care Exam revision lesson

Level 3 BTEC Unit 2- Health and Social care Exam revision lesson

Level 3 BTEC Unit 2- Health and Social care Exam revision lesson. Revision marketplace - set the classroom up with the different stations/ activities Approx 2/ 2.5 hours worth of material Download one of the markschemes from the BTEC website in order to complete one 20min activity. Areas covered: -Mark scheme familiarisation task Professionals who work in H &S Care Organisations that regulate professions in health and social care services Whistle blowing Issues that affect access to services Safeguarding scenario practice for ‘Discuss’ Question Key legislation
GClyons
Unit 1: Expected and Unexpected Life Event

Unit 1: Expected and Unexpected Life Event

Learning Objective All: Explain the impact of a life event on the development of an individual. Most: Identify the type of support available in dealing with life events. Some: Understand the difference between formal and informal support This whole lesson includes: Lesson Plan Exam Question - To assess students prior learning. This can be adapted to meet the needs of your students. Engaging Video Clip - This allows for class discussion/debate to take place. Group Work - Student led with role allocation HIGHLY ENGAGING AND INTERACTIVE LESSON!
Fquaicoe
Level 5 H&SC: Unit 504 Health and Safety

Level 5 H&SC: Unit 504 Health and Safety

Learning resource that can be used independently, as a classroom/ group teaching aid, Resource includes links to further reading and research, and guidance for performance-related areas of assessment.
carromba99
BTEC Health and Social Care L3 Unit 1 Human Lifespan Development Revision

BTEC Health and Social Care L3 Unit 1 Human Lifespan Development Revision

BTEC HSC L3 Unit 1 Human Lifespan Development Revision Activities In this pack you have some summary sheets for each of the life stages, which combine the theories and factors that are relevant for that stage plus a few practice questions and links to PILES You also have a Roll It Recap revision game. Each pair/three have two dice which they throw to determine which question they have to answer in their group. The questions increase in difficulty so that rolling a higher number is a harder question. These cover PILES. You could do with either two different coloured dice to determine the row and column or roll the dice first for row and second for column There is also a Nando’s takeaway menu which is differentiated with milder chili rating easier than the hot stuff. These include more active revision ideas. There is a key term concept grid for Piaget to summarise key terms for that theorist. Finally, I have uploaded my revision schedule for this year where students have been following weekly activities to help them to prepare for the exam and organise their revision time across all of the specification
jdawe2
Level 5 H&SC: Unit 502 Personal Development

Level 5 H&SC: Unit 502 Personal Development

Resource pack includes: workbook; learning resource that can be used in classroom and/or independent/ assessor-led learning session. Three templates for recording evidence relating to professional development, also included. A lot of work put into this resource. Pretty good!
carromba99
Unit 2: BTEC Health and Social Care- Exam revision- Key terms and practice Q's

Unit 2: BTEC Health and Social Care- Exam revision- Key terms and practice Q's

1 Lesson- 2hrs approx Unit 2: BTEC Health and Social Care- Exam revision- Key terms and practice Q’s Objectives: To recap the key exam terms To carry out activities based around using the key terms To complete a practice test Key exam phrases activity- I printed the q’s on to large flip chart paper and put them up around the room, asking learners to annotate/ answer the Q. We had discussions about techniques. An interactive lesson. Additional note: to get the best from this lesson plan, it is best to download and have a copy of a practice/past paper from the BTEC website and the Markscheme.
GClyons
Unit 2 BTEC Health and Social Care- Level 3-  revision (4 lessons)

Unit 2 BTEC Health and Social Care- Level 3- revision (4 lessons)

Unit 2 BTEC Health and Social Care Level 3- revision (4 lessons) Revision for the Unit 2 Btec Exam. Focus on: Regulatory bodies - Objectives Recap regulatory bodies : What they do Look at a case study where regulatory bodies have been involved Attempt an exam style question Mark the question using the markscheme Develop the skill of using case studies ( as this is the format used in the exam) Objectives: To utilise a well known case study to recap over some key content needed for the Unit 2 exam To complete revision tasks using the case study To answer an exam style question To mark the exam style question To revise Care plans and the care plan cycle: Create a case scenario and create a care plan Fun element/ competition To complete Quizes as a group- Online links provided in the PPT
GClyons
Reasons for Partnership Working in Early Years

Reasons for Partnership Working in Early Years

This resource was created for CACHE Level 3 Certificate and Diploma in Childcare & Education with EYE to meet the D1 criteria which Explain the reasons for working in partnership within early years. It has a quiz for a starter and three carefully written case studies to be given to students in groups so that they can analyse the benefits in each case and a crib sheet to record their findings and help them to structure their assignment. It also includes a plenary. I also gave them a copy from the DCSF on Parental Involvement.
Bongos
Maintaining Accurate and Coherent Records

Maintaining Accurate and Coherent Records

This resource was created for CACHE Level 3 Certificate and Diploma in Childcare & Education with EYE to meet the C2 criteria. It includes a powerpoint with a starter and plenary activity and then a group task for students to spend the majority of the lesson analysing and sharing their learning. The sources are the Lord Laming Report and news reports on Daniel Pelka. These should be shared out between students and they should work together to write a report. This should give them plenty of material that they have then drawn out themselves to answer the C2 criteria Explain the importance of maintaining accurate and coherent records.
Bongos
Level 5 H&SC: Unit 501 Communication - Learning Resource

Level 5 H&SC: Unit 501 Communication - Learning Resource

Learning resource that can be adapted for use in classroom setting, or by assessors, or by individual learners studying independently. Included in the resource pack, is a Word-format worksheet, and also a Powerpoint presentation on Cyber-security, which is also relevant to this topic.
carromba99
Adapting Communication to Suit Needs

Adapting Communication to Suit Needs

This lesson was created for the Level 3 Supporting Teaching and Learning course. TDA 3.1 Communication and Professional Relationships . It meets the criteria for 2,2 Explain how to adapt communication to suit the needs of children and young people. The powerpoint includes a starter and plenary activity, and supports students in being able to identify three reasons why communication may need to be adapted (for different contexts, different communication needs/challenges, for developmental stage). There are case studies of children in different developmental stages. The learners have questions to answer including identifying the stage and good practice within the case study,
Bongos
Descibe how to deal with conflicts between children and young people

Descibe how to deal with conflicts between children and young people

This resource is for Level 2/3 Supporting Teaching and Learning. It includes a powerpoint, a matching statements task which will need to be cut up so students can identified which are related to retributive justice and which are restorative justice. They then look at 4 key methods children use to resolve conflict and a case study of a boy called Stephen and how teachers used the restorative method to improve his ability to resolve his own conflicts. The students have to identify which strategy is being used at different stages.
Bongos
Learning Aim C2: Working Practices BTEC Health and Social Care Level 3 Unit 2

Learning Aim C2: Working Practices BTEC Health and Social Care Level 3 Unit 2

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.
psychoo
*New* L2 Tech Award H&SC Component 2 LAA

*New* L2 Tech Award H&SC Component 2 LAA

PDF ATTACHED IS A COPY AS SOME GRIDS MOVE AROUND. Teacher Notes This booklet is aimed at Level 2 Pass and above pupils, it can be adapted for level 1 is needed. LAA has been broken down into manageable tasks, which will also help with marking! Task 1: Introduction does not meet any specific criteria, but will help pupils understand the aim of the component. Task 2: Introduces the first part of the assignment and meets the criteria as pupils have a choice of 3 suitable case studies of two individuals, one with health care needs and the other with social care needs. Assessing how well the services meet their needs. Learners may need to refer to a combination of services to address an individual’s needs. Remember to adapt the heading above the case studies to match your local area I have added a note for each case study to say which services they link to most I.e. health or social. Meets level 2 P1 by explaining the needs of each case study and the ways in which health and social care services (2 most appropriate chosen) meet the needs of individuals in a scenario. Meets level 2 M1 by analysing the extent to which health and social care services (the 2 chosen) meet the needs of individuals in a scenario. Task 3: Meets level 2 P2 by explaining the ways in which barriers would affect one individual from the scenario in using one of the services Meets level 2 M1 by explaining what barriers exist for one individual from the scenario in using a service and how these barriers can be overcome for this individual. Meets level 2 D1 by providing justified and realistic suggestions for how barriers can be overcome in using a service for one individual from the scenario. The justification should provide clear reasons and explain why the suggestions are realistic, this might include why other possibilities would not work. Task 4: Meets level 2 D1 by assessing the suitability of health and social care services (2 chosen for each case study) meeting the needs of individuals in a scenario. This is achieved by rating most and least effective with clear information about how they have reached this judgement. Please give feedback, or anything you disagree with. – Happy teaching Charlotte.
charlotteburton1991
BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim A1. A2. B1 and B2 resources

BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim A1. A2. B1 and B2 resources

A 49 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 all the resources https://www.tes.com/member/HSCresources …some resources are free, others there is a small charge for.
HSCresources
BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2

BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2

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 the Unit 26 Learning Aim A and B booklet, click this link https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-26-health-psychology-learning-aim-a1-a2-b1-and-b2-11803530 For more resources for BTEC or CTEC Levels 2 and 3, follow me on TES to find all resources in one place with a search facility https://www.tes.com/member/HSCresources Good luck in your teaching :-)
HSCresources