Introductory power point lesson focuses on essential content A1. Factors affecting health & wellbeing: Definition of health & wellbeing: a combination of physical health and social and emotional wellbeing, and not just the absence of disease or illness. Students to identify the health issues on each of the images: Chicken pox, flu, broken bone, hay fever, eczema, stress. Explain that stress is also a health issue and not just a headache which may be a common misconception Component three learning objectives shared on slide & summary of essential content A, B and C shared. Planning for progress grid included in slides which include learning objectives. I would recommend you tube link to introduction video: https://www.youtube.com/watch?v=GGxPL37j234 as an introductory video to what is health & wellbeing and is embedded on the power point. Students spilt their page into four. They have two minutes to write/ draw/annotate information that they know about health and wellbeing. I.e.; what types of health? What illnesses? What is wellbeing? Instructions on slide. Negative and positive view of health is shown on the slide and a discussion of holistic and why it is important to consider this when looking at health should be conducted. Students should explain in their exercise books what holistic means and why it is important to health. Four images shown on the power point. Students to discuss the four examples and justify whether they should be considered as healthy or not based on the information provided. Students should be prepared to feed back. Different aspects of health are shown and students are to discuss what aspects they believe come under each type of health involves. Students to copy down the holistic diagram with a short explanation. This is repeated for wellbeing. The different types of health are explained and it should also be linked into mental health and how it is our ability to cope with everyday life’s and the stress and worries that they bring. If we cope well we can maintain a good mental health and therefore able to think clearly. Test your knowledge questions based on learning worth 5 marks. Task: You want to discover if a person aged either 18, 30 or 45 has a good health and wellbeing. Write 6 questions for one person from one of the ages to answer so it can be anaylsed to see if they are healthy or not. There must be at least one question based on physical, social, emotional and intellectual health. Students may then peer assess one another’s work. Following BTEC LEVEL 1/2 TECH AWARD IN HEALTH & SOCIAL CARE. First teaching September 2017 and first certification Summer 2019.

Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Cambridge Nationals level 1/2 Child Development. RO18, Learning outcome five (5.1, 5.2,5.3, and 5.4)-Know about child safety. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Includes PowerPoint on the choices available for delivery. PowerPoint includes information on each chouce; hospital birth, home birth, domino scheme and private hospital and research activities. Students will need access to internet to complete research activities or paper based information on the choices for delivery. There is a compare and contrast activity based on home and hospital births, questions to test students knowledge based on learning and homework. Progress for learning grid included. Information sheet on hospital and home births included. Also included a 50 minute video based on options available for delivery. Follows Cambridge National level 1/2 R018. Learning outcome 2.5 Understand antenatal care & preparation for birth: The choices available for delivery.

Lesson Point which covers the latter part of 2.4 from the AQA specification 8182 Can you believe what you see? Explanations for visual illusions: Ambiguity, misinterpreted depth cues, fiction, size constancy. Examples of visual illusions: The Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Illusions slide shown on PowerPoint for studnets to discuss as a starter activity. Information provided on size constancy and students required to create their own example. Information provided on misinterpreted depth cues and image included to assist students whilst they explain what it is. Information and images provided to explain ambiguity and fiction. Images displayed on PowerPoint for The Ponzo illusion, The Necker Cube, The Kanizsa Triangle, The Muller Lyer illusion and Rubin’s vase. Students are to copy the diagrams into their exercise books and allow room around them to explain afterwards. Students then complete a table. from the PowerPoint with the visual illusion in, they are to match the visual illusions to the exlanations they learnt above.Challenge is for student to explain why each one matches with its explanation. Explanations then provided for each of the visual illusion images. Students use this information to explain in the space left earlier around their own images. 3 marks worth of apply it exam style questions. Information on visual constancies provided and the Amnes room linked. Video included to support explanation. Students should make notes on constancies and how the Amnes room works. Final activity can also be used as homework, to design a poster explaining visual illusions, challenge has an exam question linked in with the poster. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Compare and Evaluate the reasons for how visual illusions work with clear explanation and examples included and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.4 Can you believe what you see? Paper one: Cognition and behaviour

Revision clock activities for RO18 Learning outcome two: Health and wellbeing for child development: Understand antenatal care & preparation for birth. One clock included for each of the assessment criteria from 2.1-2.6 2.1 The roles of the different health professionals supporting the pregnant mother 2.2 The importance of antenatal & parenting classes 2.3 Routine checks carried out at an antenatal clinic, including scans 2.4 Specialised diagnostic tests 2.5 The choices available for delivery 2.6 The stages of labour & the methods of delivery, including pain relief Students are to include as many key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows Cambridge National Level 1/2: Learning outcome two: Health and wellbeing for child development: Understand antenatal care & preparation for birth.

Lesson power point on essential content A1. Genetic inheritance, including inherited conditions and predisposition to other conditions. This covers 2-3 lessons in total. Students to identify the physical and lifestyle factors that effect health on each of the images: Diet. Ill health, personal hygiene, exercise, genetic inheritance and substance misuse. Students should justify why each one can effect an individuals health.Students are to discuss any conditions that they are aware of that are inherited. Students are then to identify the genetic conditions from images provided: cystic fibrosis, downs syndrome and Huntington’s disease.I recommend videos to introduce the conditions in the lesson. Included in notes on the power point. Students to have a discussion on how cystic fibrosis and downs syndrome effects PIES. (physical, intellectual, emotional and social development). Random students chosen to feed back discussions. Students are to create an informational flyer on one of the conditions. They should include provide symptoms, any positive and negative effects it has on health, how it effects PIES, treatment and steps to take to improve the persons life chances. I would suggest students have access to textbooks or the internet to gather further information on each. I also recommend the following video to show how some people may be able to see positive features in having some of the conditions. https://www.youtube.com/watch?v=sJLSj43nSiI Teacher explains predisposition to the class. Students to note down a definition of the key term. Students should also compare inheritance of a condition to predisposition of a condition. Students to choose a condition and research it with the same content as the previous activity. Symptoms of the three conditions shared with students and class discussion focuses on treatments and ways to improve life chances. Doctor Doctor role play activity: Students can use the symptom flash card for any of the four predisposed conditions. (included) Students are to go to the doctor (who has researched the relevant condition) with their symptoms. The ‘doctor’ needs to discuss the condition with the patient and from the information from their research activity explain the positive and negative effects on their health that the condition could have. The ‘doctor’ should then recommend how the patient can improve their life chances. Students will then swop roles with a different predisposed condition. Students should record any information they require. Test your knowledge questions worth 8 marks and homework to write a diary entry discussing an average day living with the condition and how it affects PIES.

Unit title: Understand the equipment and nutritional needs of children from birth to five years. This is a straight forward student friendly instructions/guidance to assist students when planning their coursework. This includes guidance on task one and covers LO1 and LO2 only. (Key equipment required from birth to twelve months and key equipment required for children aged one to five years). I have created in into this way as it is easy to spilt the coursework into tasks and we complete task one straight after teaching LO1 and LO2. Students will then be taught LO3. Included in the booklet is Simple guidance on what is required from task one R019 coursework which room one and two explained separately. Also: 1) Marking criteria command words and definitions. 2) marking criteria for LO1(room one) and LO2 (room two) 3) A possible layout example (can follow another format) 4) Check lists for students to check the content of their coursework for each type of equipment for both LO1 and LO2.

Homework chart/stretch and challenge/assessment preparation mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as assessment preparation. Based on Cambridge Nationals level 1/2 Child Development. RO19, Learning outcome three and four. Mat based on two LO's as I teach those and then move onto the second part of the assessment. Know the nutritional guidelines & requirements for children aged from birth to five years Be able to investigate & develop feeding solutions for children from birth to five years. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back. The image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Mind map for RO18,learning outcome one: Understand reproduction & the roles and responsibilities of parenthood. This resource is accessible for students as they are simple mind maps but they cover everything on the specification for the RO18 LO1. 1.1 The wide range of factors that affect the decision to have children 1.2 Pre-conceptive health 1.3 Roles and responsibilities of parenthood 1.4 Recognise and evaluate methods of contraception, their efficiency and reliability 1.5 The structure and function of male and female reproductive systems I use the map at the end of the topic and get students to expand and elaborate adding their own information. It is also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Facts about what Psychology is and a quick snapshot of approaches.

Homework chart/stretch and challenge/assessment preparation mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as assessment preparation. Based on Cambridge Nationals level 1/2 Child Development. RO19, Learning outcome one and two. Mat based on two LO's as I teach those and then move onto the first part of the assessment before teaching LO 3 & 4. Understand the key factors when choosing equipment for babies from birth to twelve months. Understand the factors to consider when choosing equipment for children from birth to twelve months. Understand the key factors when choosing equipment for babies from one to five. Understand the factors to consider when choosing equipment for children from one to five. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back. The image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Part two of L02.1 Two PowerPoint presentations on clothing and footwear and sleeping equipment for children from 1 to 5 years. Key terms included. Progress grids included. Follows Cambridge National level 1/2 Child Development. Unit R019: LO2.1 (part two)

Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Cambridge Nationals level 1/2 Child Development. RO18, Learning outcome four(4.1, 4.2,4.3,4.4, 4.5 and 4.6)-Understand how to recognise, manage and prevent childhood illnesses. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

powerpoint to provide students with information regarding DofE

Includes PowerPoint on the roles of the different health professionals supporting the pregnant mother. PowerPoint includes a match up activity of key terms, information on each health professional and test it questions based on learning. Homework included. Progress grids included. Follows Cambridge National level 1/2 R018. Learning outcome 2.1 Understand antenatal care & preparation for birth: The roles of the different health professionals supporting the pregnant mother.

Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Cambridge Nationals level 1/2 Child Development. RO18, Learning outcome two (2.1,2.2,2.3,2.4,2.5 and 2.6)-Understand antenatal care and preparation for birth I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Brain alphabet for the wall display. Add key terms from psychology next to the letter for a great display.