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! https://www.tes.com/member/HSCresources
A collection of PowerPoints, activities and homework tasks covering part of the Level 1/2 BTEC Tech Award Health and Social Care, Learning Aim A. This can be added to or altered to suit your style of teaching and saves you some valuable time. There are case studies from the Pearson's Assignment 1 so it's relevant and activities which are creative and engaging, like card match activities to use, as a starters or for students to self discover and have something they can then write up about. There are also video's to change your method of delivery and a range of activities to stimulate the most disengaged student.
And for schools that require progress tests or exams (for this course work unit) there is also a mind-map for areas of revision, so students have a clear picture of the content, blown up into A3 gives them areas to make their revision notes with PowerPoint guidance of completing it
Finally, included in this package is a curriculum mapping Scheme of Work
For more BTEC or CTEC Level 1/2 Tech Award and BTEC Level 3 resources packages, visit my TES shop and find the full range with a handy search facility to cut down on time.
I hope you find this useful and use the time you saved to do something lovely :-)
There are 60 colourful and engaging question cards covering all aspects of the BTEC Tech Award Level 1/2 Component 3 spec. The questions are coloured so students know which way up they should go and on the reverse side, is the answers, in black text. This can be an individual activity for a students or pairs and does not require any marking on your part!
The cards will needed printing double sided and cutting out. I used paper and laminated them so I can use them lots of times without wear and tear.
I suggest students write their answers before turning over the reverse side to check it. In pairs, if one student does not know the answer or gets it wrong, hopefully the paired partner can give explain it as a peer and give advice on how they can remember it.
The cards move from easier answers to harder one’s so there is an element of differentiation. They can also be given to a group of more able students to work on independently whilst you spend time with a student who has missed teaching content or is less able as this activity generates no noise! This also helps students identify content they then need to revise.
I stress to my students that this is just testing their ability to recall content, however, a big part of doing well in an exam, is practice writing out exam answers, taking note of the command word and marks allocated… and they must include a conclusion in questions worth 8-10 marks.
There is a good mock exam with model answers for students to get a good idea of the level of detail needed for a Level 2 Distinction https://www.tes.com/teaching-resource/btec-tech-award-health-and-social-care-component-3-mrs-green-mock-exam-paper-and-mark-scheme-11984096
For more Level 2 and Level 3 Health and Social Care unit packages and topic resources, please visit my shop, using the link below. The full range is in the same place with a handy search facility to cut down on time.
Good luck x
A PowerPoint which introduces the seven care values listed in the BTEC Tech Award, Component 2 Learning Aim B, linking this to the role play assessment later on. It has a detailed look at what empowerment is, how this can be achieved and why as well as the importance of recognising individuality and independence.
A 2nd PowerPoint detailing the care values; Maintaining confidentiality- how and why, Safeguarding - how and why and finally Anti-discriminatory Practices how and why. There are discussion points and activities included with animation to keep students engaged.
The 3rd PowerPoint covering the last 3 CV's is about communication skills and barriers, what is dignity and how to preserve dignity as well as respect and how this can be maintained in practice. There are few embedded videos to break up the PP and slides which require student participation and contributions
There are activities for student to 'apply' the care values in relation to their individual role plays and a worksheet to help with guiding the review process, which you could use as a writing frame
Finally, there is a PowerPoint that outlines the assessment criteria for the practical observed assessment part of Section B and how you evaluate after this. A template for cue cards can be printed on card, back-to-back for students to complete in preparation for the exam they will sit for Component 3. The knowledge learned in Component 1 and 2 can be tested in the Component 3 exam.
There is guidance for the two role plays and information for students about how they will be assessed and a witness statement which can be adapted and altered to suit your teaching.
Included is a basic wall display for the care values too. I hope you find this useful :-)
Also included is a 1 hour exam, worth 40 marks, for students to sit in the style of the Component 3 exam. This has an easy to mark, mark scheme which allows for peer marking, if necessary
I have other Level 1/2 and Level 3 Health and Social Care resources for different units and topics. Follow me on TES > https://www.tes.com/member/HSCresources > to find resources all in the same place with a search facility :-)
Nineteen page booklet for student to work through, make notes and apply information to Assignment 2 case studies covering the whole of the BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs Learning Aim D spec. The booklet reflects the changes in case studies by Pearson’s in November 2018.
There are 4 PowerPoints to aid delivery and application.
Learning Aim D spec, covered, as below…
A 21 page booklet covering the content of the BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs content for Learning AIm B; B1 and B2. It is a word document which can be added to or altered to suit your teaching style. The booklet helps students to be organised with their notes and keep information together and has been updated to reflect the new case studies from Pearson’s November 2018.
There are SIX PowerPoints to aid your delivery and areas for students to make notes, complete activities and sign posting about the assignment assessment criteria.
Powerpoints on Ethical theories and application, Managing conflict, Conflict of Interest, The Care Act, Equality Act and the Mental Capacity Act. Some of these have approriate videos embedded within and are designed to be engaging and interesting.
The spec content covered with this package is…
B1 Ethical issues and approaches
• Ethical theories to include consequentialism, deontology, principlism and virtue ethics.
• Managing conflict with service users, carers and/or families, colleagues.
• Managing conflict of interests.
• Balancing services and resources.
• Minimising risk but promoting individual choice and independence for those with care needs and the professionals caring for them.
• Sharing information and managing confidentiality.
B2 Legislation and guidance on conflicts of interest, balancing resources and minimising risk
• Organisations, legislation and guidance that influence or advise on ethical issues. All legislation and guidance must be current and applicable to England
• Organisations, e.g. National Health Service (NHS), Department of Health (DH), National Institute for Clinical Excellence (NICE), Health and Safety Executive (HSE).
• Legislation, e.g. Mental Health Act 2007, Human Rights Act 1998, Mental Capacity Act 2005, National Health Service Act 2006 Section 140, Equality Act 2010, Care Act 2014.
• Guidance, e.g.:
• the DH Decision Support Tool
• Five Step Framework
• NICE and NHS guidance on Care Pathways and Care Plans
• Managing Conflicts of Interest: Guidance for Clinical Commissioning Groups
• HSE guidance on risk assessments.
• How this guidance may be counterbalanced by other factors, e.g. religion, personal choice, government policies.
For more Level 1, 2 and 3 Health and Social Care resources, follow me on TES to find the full range of resources in the same place with a handy search facility, to save on time.
This is a complete resource package to deliver the content with applied assignment guidance. It includes a 35 page word booklet you can add or alter, to suit your teaching style. There are videos, animation and activities, as well as three engaging Powerpoints to cover the spec points for Unit 12, Supporting Individuals with Additional Needs Learning Aim B, which forms part of the second assignment.
The content covered, is below:-
Examine how to overcome the challenges to daily living faced by people with additional needs
B1 Definitions of disability
• Models of disability, to include medical and social models.
• Understanding of disability and dependency as social constructs.
• Definitions of disability, disablement, discrimination and impairment.
B2 Minimising environmental and social challenges and how society’s infrastructure should support equality for people with additional needs.
• access and barriers, e.g. public buildings, public transport
• minimising barriers, e.g. ramps, information in large print
• employment, e.g. adaptations to work environment, communication aids
• inclusion, e.g. leisure activities, internet and social networking
• daily living, e.g. shopping, home and personal care services, mobility aids.
B3 Minimising personal challenges and how health and social care workers can support personal challenges and help to minimise some of the daily challenges to daily living for people with additional needs. To include:
• physical, e.g. dressing, washing, feeding, indoor/outdoor activity
• intellectual, e.g. education, media, internet
• emotional, e.g. isolation, depression, dependency
• social, e.g. friendships, personal relationships.
B4 Attitudes of others and how important it is that health and social care workers are aware of the attitudes of others, how these attitudes can be detrimental to health, wellbeing and inclusion, and how to respond appropriately to show support to people with additional needs. To include:
• stereotyping and judgemental assumptions
• marginalisation, such as failure to include, avoidance
• discrimination, including failure to, make adjustments or modifications
• disempowerment, including not allowing individuals to make decisions, removing choice
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For more free and small charge complete resource packages, for Level 1, 2 and 3 Health and Social Care, visit my TES shop and use the handy search facility, to cut down on time :-)
This is a package for teaching the Unit 5 A1, A2 and A3 part of the spec. It consists of a Microsoft Word 32 booklet which you can add and alter to suit your teaching style. Students can make notes, complete research task and activities and have all these together as reference for when they write up their course work. There are 9 PowerPoints to ensure interactive interesting teaching and embedded videos to bring reality into the classroom too. This booklet refers to the case studies update from November 2018.
This resources covers the below areas:-
A1 Promoting equality, diversity and preventing discrimination
• Definition of equality, diversity and discrimination.
• Importance of preventing discrimination.
• Initiatives aimed at preventing discrimination in care, e.g. the use of advocacy services.
A2 Skills and personal attributes required for developing relationships with individuals
• the 6Cs – care, compassion, competence, communication, courage and commitment
• people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills
• communication skills – communicating with service users, colleagues and other professionals, e.g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations
• observation skills, e.g. observing changes in an individual’s condition, monitoring children’s development
• dealing with difficult situations
A3 Empathy and establishing trust with individuals
Learners require an overview of the different theories of empathy and the various methods of establishing positive relationships with individuals in their care.
• Attachment and emotional resilience theory to include the effect of secure attachments and support on emerging autonomy and resilience.
• The triangle of care.
• Empathy theories e.g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler
I hope you find these resources useful, good luck in your teaching :-)
For more BTEC and CTEC Level 2 and 3 resources, follow me on TES and find the full range, with a search facility to save on time
https://www.tes.com/resources/search/?authorId=172293&q=Unit 5 needs&shop=HSCresources
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.
For more free resources, join the Facebook Health and Social Care resource sharing group, for teachers https://www.facebook.com/groups/2604565699820894/
For more free and small charge, good value complete delivery resource packages, visit my TES shop, to find them all in the same place with a handy search facility.
Good luck in your teaching :-)
This is a complete resource package to deliver the content for the Unit 12 Supporting Individuals with Additional Needs Learning Aim C. It has applied assignment guidance to get learners thinking and making notes all in one place to aid organisation. It includes a 57 page word booklet you can add or alter, to suit your teaching style. There are videos, animation and activities, as well as TEN engaging Powerpoints and detailed information which the text book sadly lacks. The booklet contains are more detailed text to broaden understanding of the small sections in the text book, however, all documents and presentations are not saved as a pd
The content covered, is below:-
Learning aim C: Investigate current practice with respect to provision for individuals with additional needs
C1 Professionals involved in supporting individuals with additional needs
• The basic job roles regarding caring for individuals with additional needs, to include community learning disability nurses, occupational therapists, physiotherapists, psychiatrists, psychologists, social workers, speech and language therapists, special needs teachers.
C2 Support and adaptations for individuals with additional needs
• Equipment and adaptations such as mobility aids, daily living adaptations (including those for people with paraplegia) and communication aids, e.g. hearing aids, British Sign Language and Makaton.
• Therapies, to include occupational therapy, art therapy, music therapy, speech therapy and physiotherapists.
• Short- and long-term support.
C3 Financial support for individuals with additional needs
• Welfare rights, including State Pension, Pension Credit, Housing Benefit, Council Tax Benefit, health benefits.
• Support for people at work, including Disability Employment Advisers based at l Jobcentres, Work Choice programme.
• Transport support, including the Blue Badge scheme, Shopmobility, accessible buses and taxis.
• Support for carers including Carer’s Allowance.
C4 Statutory provision for children with additional needs:
Please note that legislation must be current and applicable to England, Wales or Northern Ireland.
• Common Assessment Framework (CAF).
• The requirements on health, colleges, schools and early years providers to co-produce the local offer from 1 September 2014.
• Education, Health and Care Plans from 1 September 2014.
• Codes of practice, legislation and policies relating to provision for children with additional
C5 Statutory provision for adults with additional needs
Please note that legislation must be current and applicable to England, Wales or Northern Ireland.
• Codes of practice, legislation and policies relating to provision for adults with additional needs.
• Care and support statutory guidance issued under the Care Act 2014 (DH).
• Guidelines for caring for adults with mental illness covered in the National Service
Framework for Mental Health, including the Mental Health Act 2007 and the Mental Capacity Act 2005
A 38 slide Communication PowerPoint which covers all aspects of communication such as verbal and non-verbal and a full range of adaptions and aids that assist service users with communication, barriers and overcoming them. There is some animation and links to videos to engage and help understanding.
There is a Braille Activity for students to have a go at and a link for them to get thier name or other words completed in British sign language https://www.british-sign.co.uk/fingerspelling-word-generator/
This can be adapted easily to suit the criteria you are wanting learners to achieve. There is also a 10 page worksheet which gives space for students to write down their answers and feedback to class discussions. Again this can be easily adapted to suit your style of teaching and the assessment criteria learners need to achieve.
For free resource sharing, join the Facebook group called, Health and Social Care resources - https://www.facebook.com/groups/2604565699820894/
In addition, there are free and small charge resource packages in my TES shop too for Level 1, 2 and 3 CTEC and BTEC Health and Social Care resource packages.
Good Luck in your teaching :-)
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
This is a resource package contains a 24 page booklet for students to write notes and summarise activities ahead of completing their second assignment. There are 11 PowerPoints to aid delivery and reference to the relevant criteria. In addition their are copies of a government easy read documents and examples of policies and to speed up research for students.
The package covers C1 and C2 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:-
C1 Health and safety legislation and policies in health and social care
Legislation must be current and applicable to England, Wales or Northern Ireland. To include relevant sections of, e.g.
• Health and Safety at Work Act (1974)
• The Manual Handling Operations and Regulations (2002)
• The Food Hygiene Regulations (2006)
• Control of Substances Hazardous to Health (COSHH) 2002
• Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013
• Data Protection Act (1989) (GDPR 25th May 2018)
• Care Standards Act (2000)
• The Equality Act (2010)
• The Care Act (2014)
• Care Quality Commission Standards
• Disclosure and Barring Service (DBS) checks.
C2 Influence of legislation and policies on health and social care practice
• Safeguarding vulnerable adults, children and young people.
• Protection from accidents, injuries and illness, including infection control, food preparation, hazardous substances.
• Managing risk assessments and maintaining a safe working environment, including safe moving and handling.
• Promoting health and wellbeing, including handling medication.
• Providing confidence and reassurance for families and other carers.
• Meeting legal and regulatory requirements, including record keeping.
• Recruitment of staff in health and social care, including Disclosure and Barring Service checks.
For more Level 1, 2 and 3 CTEC and BTEC Health & Social Care free and small charge resource packages, visit my TES shop, to find them all in the same place, with a search facility, to cut down on time
A 40 page Word booklet you can add to or alter to suit your teaching style, making students responsible for printing it off and being organised for revision purposes so they have work to refer to. There are seven accompanying PowerPoints and lots of activities and exam practice, making delivery and engagement interesting.
The content covers the Unit 2 Working in HSC A3 spec, as below:-
Applying care values and principles.
• Promoting anti-discriminatory practice by:
• Empowering individuals, to include:
• Ensuring safety – how people who work in health and social care ensure safety for individuals and staff
• Information management and communication – ways of promoting effective communication and ensuring confidentiality
• Being accountable to professional bodies – how employees are accountable to professional bodies.
In addition, there is an end of topic mock exam worth 80 marks with an easy-to-use mark scheme which will allow for peer marking. A revision mind-map and guidance also included
For more resources for the BTEC Level 3 Unit 2 or any other unit, follow me on TES to find them all in one place, rather than searching. https://www.tes.com/member/HSCresources
I hope you find these package very useful and find something good to do in the time you've saved in preparing it yourself!
A resource package, 20 page booklet for students notes, activities and exam practice which can be added to or altered to meet your teaching style. There are SIX accompanying engaging and interactive PowerPoints with video clips covering the complete content for C2 The Psychological Changes of aging and C3. The Societal Effects of an Aging Population, as below:- In addition there is an 80 mark mock exam paper for Learning Aim C with an easy to use mark scheme, which caters for peer markingwell, cutting down on time.
C2 The psychological changes of ageing
• Effects on confidence and self-esteem.
• Effects of social change: role changes, Loss of a partner, loss of friends, increase in leisure time.
• Financial concerns.
• Effects of culture religion and beliefs.
• Social disengagement theory.
• Activity theory.
C3 The societal effects of an ageing population
• Health and social care provision for the aged.
• Economic effects of an ageing population.
For more resources package CTEC and BTEC Level 1/2 and 3 Health and Social Care, follow me on TES and you’ll be able to access them all in one place, with a handy search facility > https://www.tes.com/member/HSCresources
Good luck in your teaching :-) Alison
This package consists of a 34 page booklet of activities and revision/exam practice for the new BTEC Unit 2 A1 and A2 part of the spec. There are suggested exam answers to any practice questions within the booklet and it's a Word booklet that can be added to or altered to suit your teaching style. To accompany the delivery of content there are SIX PowerPoints and places to make notes and refer to the BTEC Student text book. It is page numbered for ease of use, engaging and a revision resource for students ahead of their exam. Included in this package is an end of topic exam, to test knowledge recall and exam answer application with an easy to follow mark scheme so it can be used for peer marking and revision activities such as card or column match
The A1 and A2 part of the spec content, covered in this resources package, is as below:-
A1 The roles of people who work in health and social care settings
Understand the roles of people who work in health and social care settings, to include:
• healthcare assistants
• social workers
• occupational therapists
• youth workers
• care managers/assistants
• support workers.
A2 The responsibilities of people who work in health and social care settings
Understand the day-to-day responsibilities of people who work in health and social care settings, to include:
• following policies and procedures in place in the health and social care setting in which they work
• healing and supporting recovery for people who are ill
• enabling rehabilitation
• providing equipment and adaptations to support people to be more independent
• providing personal care, to include washing, feeding, toileting
• supporting routines of service users, to include day-to-day family life, education,
employment, leisure activities
• assessment and care and support planning, involving service users and their families.
There is an A3 revision mind map and PowerPoint as to how to complete it too.
For more BTEC Level 3 HSC Unit 2 Working in Health and Social Care resources and other units, vist the HSCResources shop, to find the wide range of resources, in the same place with a search facility :-).
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, some free and some, small charge, all in one place with a search facility :-) https://www.tes.com/member/HSCresources
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
Good luck in your teaching!
This is a complete resource package, which consists of a 16 page, interactive student booklet for the BTEC Health & Social Care Level 3 Unit 3 Anatomy and Physiology; B1 Homeostasis Mechanisms and B10 The Renal system and dysfunctions. You can add and alter it to suit your style of teaching. There is even a September 2019- Jan exam 2020 programme of work and an end of topic exam paper and mark scheme to test progress to complete the package.
Along with this, is the TEN engaging PowerPoints and additional work sheet tasks and activities that go with it, such as a card match activity.
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 get them thinking and applying new knowledge.
The complete B1 and B10 part of the spec has been covered, in detail, see below:-
B1 Homeostatic mechanisms
• Definition of homeostasis.
• Internal environment.
• The concept of negative feedback as a regulatory mechanism.
• Body temperature – production of heat by the body, loss of heat by the body, roles of hypothalamus and autonomic nervous system (role of arterioles and sweat glands), effects of shivering, implications of surface area to volume ratios, fever.
• Blood glucose levels – roles of pancreas, liver, insulin, glucagon.
• Fluid balance – water intake/output/loss, role of kidneys and renal system.
• Failure of homeostatic mechanisms – hypothermia, dehydration.
B10 Structure, function and disorders of the renal system
• Kidneys – filtering toxins from the blood, regulating water and salt balance and pH.
• Ureters – carrying urine form the kidney to the bladder.
• Bladder – storage or urine.
• Urethra – carrying urine from the bladder to the outside world.
• Disorders of the renal system
• urinary tract infections (UTIs)
• renal failure
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Learning Aim A resources https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-3-anatomy-and-physiology-la-a-a1-a2-a3-a4-and-a5-11918196
For other sections in the spec and BTEC or CTEC Level 2 and 3 Health and Social Care resources, follow me on TES to find all my resources in one place, with a handy search facility :-) https://www.tes.com/member/HSCresources
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Good luck in your teaching :-)
With little guidance from the exam board, its difficult to know what to be advising students… however, this is my attempt…
A recap for Learning Aim A & B, the purpose of student learning so far and the relevance of this with regards the Part A 4 pages and Part B exam. There is guidance as to what students could be revising and again, reiterating that a lot of the work we’re doing in lessons is to familiarise them with websites which contain data, in advance of their Part A Controlled Assessment.
I have included an easier-to-read format for the exam board sample assessment material you could adapt and use with students so they get use to what they’re task article and exam questions might look like, matched against the marking criteria.
In addition, there is an A3 Revision template for research methodologies for students to work on and have as part of planned revision.
There is a step-by-step-walk-through of the Exam Part A and Part B Pearsons May 2018 paper also on TES https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-4-current-research-resources-for-examining-may-2018-asthma-12096013
For more free and small charge OCR CTEC and Pearson’s BTEC Level 2 and 3 Health & Social Care resources, visit my shop to find the full range, with a handy search facility to cut down on time. https://www.tes.com/teaching-resources/shop/HSCresources?sortBy=newest
A seven page Word document booklet, you can adapt or add to, to suit your own teaching style when introducing this unit.
It is contains an overview of the unit, the spec and assessment criteria.
There is also a handy visual overview which could be enlarged to A3, to aid more visual learners or lower aility students to understand the assignments.
Join the resource sharing Face Book group for more resources.
For more free and small charge OCR CTEC and Pearson’s BTEC Level 2 and 3 Health & Social Care resources, visit my shop to find the full range, with a handy search facility to cut down on time.