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Purchase a range of engaging and differentiated lesson resources.
D2 - theories in communication
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D2 - theories in communication

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Lesson Objective Outline the theories of communication This ENGAGING lesson consists of; Strecth and chanllege questions Engaging videos Group discussuions Support with the D2 criteria
The impact of communication on delivery outcomes
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The impact of communication on delivery outcomes

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Lesson Objevtive To explain the impact of communication on service delivery outcomes. This single lesson can be taught alongside D1 - The use of communication in HSC It consist of asessing the Victoria Climbie case and understanding how communication was demonstrated. A writing frame is provided to support learners
The use of communication in Health and Social Care
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The use of communication in Health and Social Care

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This is an introductory lesson to Communication in HSC. The lesson consist of; Engaging starter activty which prompts discussions Opportunities for group work and independent task AFL: Peer and Self Assessment Engaging videos which learners can relate to The lession is designed to support learners achieve the D1 criteria
Unit 45: Independent Learning in HSC
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Unit 45: Independent Learning in HSC

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Task 2 P3: Present one complex piece of work as an example to demonstrate the use of resources within own studies M2: Explain the value of three different resources in the preparation of the complex piece of work D1: Evaluate the three resources in terms of validity This booklet is designed to help you meet the requirements for ‘Unit 45 – Independent Learning in Health and Social Care.’ The coursework booklet includes: • Clear instructions • Key terms from the unit specification • Glossary page • Writing frames • Sentence starters • Guidance on how to reference
Unit 45: Learning Styles
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Unit 45: Learning Styles

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This guide will help learners produce evidence of how to manage their current studies in health and social care. P4: Produce evidence of managing own current study in health and social care P5: Present evidence of learning style preferences and learning objectives for further study in health and social care. M3: Devise a personal development plan for future learning and study time. D2: Evaluate the value of the personal development plan for own learning and management of current study. It includes: Timetable Template Honey and Mumford Learning Style Quiz Personal Development Plan
Unit 45: Independent Learning in Health and Social Care
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Unit 45: Independent Learning in Health and Social Care

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Lesson Objectives P1: Describe how to use available resources to support HSC study P2: Produce evidence of different styles of writing used in HSC, describing the differences M1: Explain why resources are presented differently due to the type of media used The coursework booklet includes: • Clear instructions • Key terms from the unit specification • Glossary page • Writing frames • Sentence starters • Guidance on how to reference
Unit 2 - Equality, Diversity ans Rights (Coursework Booklets)
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Unit 2 - Equality, Diversity ans Rights (Coursework Booklets)

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ASSIGNMENT 1 - Concepts and discriminatory and anti-discriminatory practices P1: Explain the concepts of equality, diversity and rights in relation to HSC P2: Describe discriminatory practice in health and social care P3: Describe the potential effects of discriminatory practice on those who use HSC services M1: Assess the effects on those using the service of three different discriminatory practices in health and social care settings ASSIGNMENT 2 - National initiatives and anti-discriminatory practice P4: Explain how national initiatives promote anti-discriminatory practice P5: Describe how anti-discriminatory practice is promoted in HSC settings. M2: Assess the influence of a recent national policy initiative promoting anti-discrimination M3: Discuss difficulties that may arise when implementing anti-discriminatory practice D1: Evaluate the success of a recent initiative in promoting anti-discriminatory practice D2: Justify ways of overcoming difficulties when implementing anti discriminatory practices
Level 3 BTEC Health and Social Care - Equality, Diversity and Rights  (Unit 2)
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Level 3 BTEC Health and Social Care - Equality, Diversity and Rights (Unit 2)

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Assignment 2: National initiatives and anti-discriminatory practice (P4, P5, M2, M3, D1, D2) P4: Explain how national initiatives promote anti-discriminatory practice P5: Describe how anti-discriminatory practice is promoted in HSC settings. M2: Assess the influence of a recent national policy initiative promoting anti-discrimination M3: Discuss difficulties that may arise when implementing anti-discriminatory practice D1: Evaluate the success of a recent initiative in promoting anti-discriminatory practice D2: Justify ways of overcoming difficulties when implementing anti discriminatory practices
Unit 2 -  Equality, Diversity and Rights
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Unit 2 - Equality, Diversity and Rights

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Assignment 1 - Concepts and discriminatory and anti-discriminatory practices (P1, P2, P3, M1) P1: Explain the concepts of equality, diversity and rights in relation to HSC P2: Describe discriminatory practice in HSC P3: Describe the potential effects of discriminatory practice on those who use HSC services M1: Assess the effects on those using the service of three different discriminatory practices in HSC settings (handout)
Coursework Booklets (Learning Aim A & B)
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Coursework Booklets (Learning Aim A & B)

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Learning Aim A P1: Explain the role of effective communication and interpersonal interaction in a health and social care context P2: Discuss theories of communication M1: Assess the role of effective communication and interpersonal interaction in health and social care with reference to theories of communication Learning Aim B P3: explain factors that may influence communication and interpersonal interactions in health and social care environments P4: explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions M2: review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions D1: evaluate strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions The coursework booklet includes: • Clear instructions • Key terms from the unit specification • Writing frames • Sentence starters • Instructions from Edexcel BTEC Level 3 Nationals specification • Guidance on how to reference
Unit 1 - Developing Effective Communication (P2 & M1)
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Unit 1 - Developing Effective Communication (P2 & M1)

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LESSON OBJECTIVES ALL – To discuss the two theories of communication (P2) MOST – To assess the role of effective communication and interpersonal interaction with reference to theories of communication (M1) SOME - To apply the role of effective communication and interpersonal interaction to a health and social care with reference to theories of communication (M1)
Unit 1 - Developing Effective Communication
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Unit 1 - Developing Effective Communication

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LESSON OBJECTIVES ALL: To explain what effective communication and interpersonal skills means (Linked to P1) MOST: To apply effective communication and interpersonal interaction in a HSC context SOME: To assess the role of effective communication and interpersonal interaction in HSC with reference to one theory (Linked to M1)
BTEC Health and Social Care (Unit 11) - Psychological Perspective in Human Behaviour
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BTEC Health and Social Care (Unit 11) - Psychological Perspective in Human Behaviour

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All: To explain how psychological perspectives are applied to the understanding of human development (P1) Most: To analyse how psychological perspectives are applied to the understanding of human development (M1) Some: To evaluate how psychological perspectives are applied to the understanding of human development (D1) This interactive lesson allows for; Group/Independent Work Opportunities for class discussion AFL Detailed information Engaging video clip
Blooms Taxonomy
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Blooms Taxonomy

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Blooms Taxonomy sheet Useful in promoting higher level thinking and questioning techniques in all subjects
BTEC  Level 3 - Unit 11 Psychological Perspectives
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BTEC Level 3 - Unit 11 Psychological Perspectives

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Examining how psychological perspectives contribute to the understanding of human development and behavior (P1, P2, M1 and D1) Learning Objectives All: To explain how psychological perspectives are applied to the understanding of human development Most: To analyse how psychological perspectives are applied to the understanding of human development Some: To evaluate how psychological perspectives are applied to the understanding of human development This whole lesson includes: Engaging video clip Opportunities for group/pair work Opportunities for class discussion AFL
COMPONENT 1: Human Lifespan Development Learning Aim B
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COMPONENT 1: Human Lifespan Development Learning Aim B

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This booklet is designed to help your students meet the requirements for ‘Component 1: Human Lifespan Development.’ The coursework booklet includes: • Clear instructions • Key terms from the unit specification • Writing frames • Sentence starters • Guidance on how to reference Unit Criteria P3: Explain the impact of life event on the development of two individuals P4: Explain how the two individuals adapted to a life event, using support M2: Compare the ways that two individuals adapted to a life event and the role that support played. D2: Assess how well two individuals adapted to a life event and the role and value of support in this.