The following lesson has been developed for my 6th form induction for Level 3 BTEC (Diploma award). It is a practical lesson and requires the use of ipads/laptops which can access the Change 4 Life apps.

These resources have been developed for the Level 2 BTEC H&SC exam. The following cover the PIES and Life stages; complete with presentations, notes sheets, activities and end of topic test.

The following sheets are devised to master content from A1-A3 based on case studies. There are 3 sets of questions targeted at Distinction, Merit and Pass grade pupils. Questions are based on A1-A3 content, but also touch on specific illnesses, age-related health and mental health to get pupils to apply theory to wider contexts.

The following booklet has been created as a guide to support pupils in understand key terminology for unit 1 Level 2 BTEC Award. The first section is devised to support pupils in revising key terms and providing examples to support the. The second section is based on topic questions, which can be set as homework tasks. All answers for section 2 are in the endorsed textbook and the BTEC unit1/9 revision book.

Based on the January Moderators report 2019, this question guide has been developed to ensure pupils include all relevant information needed for each question. With question content and styles changing yearly - please ensure you use and update these resources accordingly. Ideally this would be given to pupils during mocks and left to revise this independently upon the release of part A. By no means should this be used within the allocated times for research or be directive, but may hep reduce anxiety over the questions and reiterate what is expected from each question.

A simple display for the NEW Level 2 Tech Award H&SC. Complete with 6 life stage posters, how to write a case study, command words and titles

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: - Meets level 2 criteria as pupils are completing tasks using evidence that may be semi structured or unstructured, using researched or analysed information, showing understanding, problem solving and using own judgement. (PG 36 in spec) Task 3: - Meet level 2 P1 and P2 criteria as learners describe the growth and development of an individual across the three life stages in each of the PIES categories. - They also explain how relevant factors may have affected the growth and development of an individual. - They/you will need to check that they have included Factors from each of the three categories given in the Teaching content must be included, with at least two each from physical and social/cultural. Task 4: - Meets level 2 M1 and part of D1 as learners compare the relevant factors that may have affected the growth and development of an individual across the three life stages, examining the benefits or otherwise of each factor presented in terms of what had the greatest to the least effect. - They/you will need to check that they have included Factors from each of the three categories given in the Teaching content must be included, with at least two each from physical and social/cultural. - Part of D1 is achieved through learners carefully considering relevant factors and how their impact changes over time Task 5: - Meets level 2 D1 as learners assess which factors are most important at each of the three chosen life stages. They are independent and must cover the 2 physical, 2 social and cultural and 1 economic factor to secure D1. Please do leave feedback, or anything you disagree with, I am a 1 man department and rely on the pitiful support from Pearson’s. – Happy teaching Charlotte.

PDF ATTACHED IS A COPY AS SOME GRIDS MOVE AROUND. - This booklet is aimed at Level 2 Pass and above pupils, it can be adapted for level 1 is needed. - LAB 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: - Meets level 2 criteria as pupils are completing tasks using evidence through interviewing the two people so that they can ask specific questions and draw out their experiences first-hand (PG 11 in spec) Task 3: - Meet level 2 P3 criteria as learners explain the impact that the same life event had on each individual. The impacts will be described in relation to PIES (although life events may not impact on all aspects of PIES). Task 4: - Meets level 2 P4 criteria as learners explain the ways in which each individual adapted to the life event and how they used support. Where there is little evidence of support received, learners can speculate on what difference support might have made Task 5: - Meets level 2 M2 as learners compare the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must compare the ways in which each individual adapted to the life event, substantiating their judgement with evidence. As part of this, they will compare the role (e.g. benefits) of different support received (i.e. noting similarities and differences). Where there is little evidence of support received, learners can speculate on what difference support might have made Task 6: - Meets level 2 D2 as learners assess the impact that the same life event had on each individual, classifying impacts clearly in relation to PIES (although life events may not impact on all aspects of PIES). They must comment on how well the two individuals adapted to the life event, with supporting evidence (the evidence may rely on the views of the individuals). As part of this, they will assess both the role and value of any support received (e.g. how important was it?). To assess the role/value of support, learners may base this on the views of the individuals. Where there is little evidence of support, learners can speculate on what difference support might have made. Please give feedback, or anything you disagree with. – Happy teaching Charlotte.

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.

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.

This is the *whole* unit for 14 covering the core theory for the whole of LAA, LAB, LAC and LAD. The first task is completed in 3 checklists and correlates with the assignment brief. Students will choose their own disorders to research and the checklists are generic to any disorder. The second task is complete with a resource pack, which does require you to input your own case study or students to research their own case study. The resource pack comes complete with a template for LAD to ensure students cover all criteria to meet the course requirements.

This is the complete learning aim a for unit 5 Meeting Individual Care and Support Needs. The power point includes a teachers guide, alongside the case studies needed to complete each activity. I use checklists for pupils to take ownership of their work. To reduce marking I also get pupils to hand in their checklist with their work and I highlight areas which need to be developed further to secure each grade, rather than excessive notes. I hope this reduces some stress for you and your planning! It's only taken me 2 years to get to this!

This is the complete Learning Aim D for unit 5 Meeting Individual Care and Support Needs. The power point includes a teachers guide, alongside the case studies needed to complete each activity. I use checklists for pupils to take ownership of their work. To reduce marking I also get pupils to hand in their checklist with their work and I highlight areas which need to be developed further to secure each grade, rather than excessive notes. I hope this reduces some stress for you and your planning! It’s only taken me 2 years to get to this! The structure has been approved and signed off by SV, I would recommend work limits however as it is a rather lengthy unit! Happy teaching :)

This is the complete learning aim b for unit 5 Meeting Individual Care and Support Needs. The power point includes a teachers guide, alongside the case studies needed to complete each activity. I use checklists for pupils to take ownership of their work. To reduce marking I also get pupils to hand in their checklist with their work and I highlight areas which need to be developed further to secure each grade, rather than excessive notes. I hope this reduces some stress for you and your planning! It's only taken me 2 years to get to this!

This is the complete Learning Aim C for unit 5 Meeting Individual Care and Support Needs. The power point includes a teachers guide, alongside the case studies needed to complete each activity. I use checklists for pupils to take ownership of their work. To reduce marking I also get pupils to hand in their checklist with their work and I highlight areas which need to be developed further to secure each grade, rather than excessive notes. I hope this reduces some stress for you and your planning! It’s only taken me 2 years to get to this!

The following resources have been created to support revision sessions for Unit 2 Working in Health and Social Care. I have included the word and PDF versions of each of the tasks (as the word documents often move around). Revision Question Cards - An independent activity for pupils to create revision cards for the whole class, each pupil is given a topic and needs to create flash revision cards to share with the class. Roles and Responsibilities Role Play - Simple group task, works best with groups of 4-5 for each case study. Revision Case studies - Simple set of questions based on A1-A3 theory, complete with questions started at P, M and D pupils. What is the question - Pupils are given the answer to 4 different sections of the paper and are required to guess what the question is and follow the activities on their sheets. Answer Structure - Pupils are given the questions and answers of a paper and need to focus on the structure of their answers, ensuring they use key terminology to answer.

These resources have been developed for the unit 1 Level 2 Award in H&SC. Complete with revision booklet, ppts, milestone tests and activity sheets. Please leave a review :)

These resources have been developed for the New NQF Level 3 BTEC for Health and Social Care. This set covers all of LAA, LAB and LAC, including; student checklist, powerpoints, worksheets, mock tests, homework tasks and checkpoint questions throughout.

This is the complete Task 1 (Learning Aim A and B) for unit 11 Psychological Perspectives. It covers all content and links to each assessment criteria for P1, P2, P3, P4, M1 ,M2 and D1. This resource pack also includes Task 2 (Learning Aim C) for unit 11 Psychological Perspectives. It covers all content and links to each assessment criteria for P5, P6, M3. D2 and D2. To reduce marking I also get pupils to hand in their checklist with their work and I highlight areas which need to be developed further to secure each grade, rather than excessive notes. I hope this reduces some stress for you and your planning! It’s only taken me 2 years to get to this!

Attached are the resources to teach and mock assess students on Component 2 LAA of the New Tech Award 22. The resources have been developed around the Pearson Textbook, Revision Book and the CGP Revision guide also. If you have purchased my previous Tech Award Legacy resources you will see a lot of repetition as there is not much of a change to the LAA of this unit. To reduce note taking students use a booklet to make thier notes and as homework they will condense these notes into thier own words. There are group activities and independent tasks included. Each section of Learning Aim A are broken down into a teachers PPT and a booklet to match. At the end of each Presentation there is a milestone assessment to cover the task it relates to. I have included the milestone booklet we have introduced as a school. This is broken down into each set task in the PSA and is based on the May 23 release. This milestone booklet includes planning sheets to get students thinking before the PSA and to promote independence in thier planning by using thier class notes and revision sheets.