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.

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.

Lesson Point which covers the second part of 5.1 from the AQA specification 8182 Asch’s line study. Powerpoint highlights what the students need to know for 5.1 from the specification in regards to description and evaluation of Asch’s study. Learning objectives shown through planning for progress grids. (PFP) Students recap as much information on the topic area as possible and pass along when instructed. The aim is to have a detailed set of notes on all key factors that affect conformity by the end of the activity. Students to add and amend information where necessary. The students pass along three times. Instructions on slide. Discussion activity: Students to discuss with each other the points on the board and make sure they support one another so that they are confident with their knowledge on each topic area. Aim and methods shown on slides for Asch’s line study. Students to either fill out each section of the study into a key study sheet or inn their exercise books. Clear notes should be present for each section. Three minute exam questions based on research methods which are linked to Asch’s key study. (hypothesis and experiment design focus). Short time allowed to discuss students predictions and then slides show the results and conclusion. Students to complete the information on their key study sheet or in their exercise books. Evaluation points to the study are shared on the slides and students to take notes. Exam question (9 marks) is shown and broken down for students showing marks awarded for description, evaluation and approximate number of words. Two minutes allowed for planning time. Plan is then shared and then students allowed 9 minutes to answer the 9 mark exam question. Students could then peer assess if required. Homework is shared and is to design a research study that investigates conformity, separated in three tasks (4 marks). includes challenge task (5 marks). Five questions based on learning are completed before students leave. (based on instructions and ethics). Please note that basic information on conformity and factors that affects conformity are not included in this lesson and are available on a separate lesson. (part one 5.1 What is conformity) Follows the AQA specification 8182. Paper two: Social Context and Behaviour.

Lesson Point which covers the first part of 5.1 from the AQA specification 8182 what is conformity? Students to guess the new topic based on the three images provided. Students are to do this by guessing letters within the topic through hangman. Students who can guess correctly should justify how they reached the conclusion. Powerpoint highlights what the students need to know for 5.1 from the specification. Learning objectives shown through planning for progress grids. (PFP) Domino activity: Students to discuss with their shoulder partner which definition matches up to the key term. They should justify their choices made and be prepared to justify why. Students are then to ensure they have a copy of the key terms in their exercise books/revision books. Conformity is then explained through examples and explanation of normative and informational conformity provided. Students should create their own example of both informational social influence and normative social influence. Social factors that affect conformity are introduced and students should select if they are factors that affect normative or informational conformity. Dispositional factors are also explained. Students to complete the table in their books as shown on the powerpoint as a useful revision resource. Evaluation points for each factor affectuing conformity are shared. Students are then to attempt the application question worth four marks from a given scenario: Explain one social factor which would of affected your choice to go rollerblading. Refer to the scenario in your answer. (4 marks) Five true or false questions. Two questions based on learning are completed before students leave and homework is set. Consider the following scenes and explain using your knowledge of conformity: (scenes on powerpoint). Exam question plan provided on powerpoint for a 89 marker: Describe and evaluate social factors that affect conformity Please note that Asch’s line study is not included on this powerpoint, however this is available on another powerpoint in my shop. Follows the AQA specification 8182. Paper two: Social Context and Behaviour.

Revision clock activity for psychological problems. Students are to include as many psychological 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 AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for the brain & neuropsychology topic. Students are to include as many psychological 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 AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for Language, thought & communication. Students are to include as many psychological 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 AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for the social influence topic. Students are to include as many psychological 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 AQA GCSE psychology 8182: Teaching from 2017.

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.

Revision clock activities for RO18 Learning outcome one: Health and wellbeing for child development: Understand reproduction & the roles & responsibilities of parenthood. One clock included for each of the assessment criteria from 1-4 and two included for assessment criteria 1.5. 1.1 The wide range of factors that affect the decision to have children 1.2 Pre-conception health 1.3 Roles & responsibilities of parenthood 1.4 Recognise & evaluate the methods of contraception, their efficiency & reliability 1.5 The structure & function of male & female reproductive systems 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 one: Health and wellbeing for child development: Understand reproduction & the roles & responsibilities of parenthood.

Lesson on RO19 LO2.2 Key factors to consider when choosing equipment for children one to five years. Power point shows recap of factors that need to be considered when choosing equipment. Students are to provide a definition for four, explanation for two and provide an example for one. Information shown for: Age-appropriateness Safety: marks, checks, flammability and stability Design/ergonomics Cost & durability/durable materials Hygiene & cleanliness Apply it scenario provided and question to check students understanding. Five test your understanding questions and four stretch and challenge questions. Homework provided on the final slide of the power point. Follows Cambridge National Child Development Level 1/2 Child Development. RO19: LO2.2:Understand the key factors when choosing equipment for children from one to five years.

Includes PowerPoint on the stages of labour & the methods of delivery, including pain relief. PowerPoint includes information on each stage; First, second and third. Link to a reccomended video also on the pp for the third stage of labour, Students are then given task to complete: Design a leaflet explaining labour to an expecting parent.  It should explain what to expect during labour.   Include the key terms: birth canal, contractions, crowning, dilate, and transition stage.  Include ways that a birthing partner could help the women during labour. Information provided on the methods of delivery for forceps and venthouse and there is a compare and contrast activity based on these methods. Information then provided on c sections. PP then focuses on the type of pain relief. Information provided on each one and a test your knowledge 10 minutes worth of exam questions to check progress. Another leaflet activity based on pain relief is then given to students: Design a leaflet explaining the different types of pain relief available.  It should explain what to expect from each type of pain relief.   Include the key terms: Entonox, pethidine, epidural anaesthetic, TENS, waterbirth.  Include an advantage for each and a disadvantage for each.  Suggest who each one would be suitable for Progress for learning grid included. Follows Cambridge National level 1/2 R018. Learning outcome 2.6 Understand antenatal care & preparation for birth: The stages of labour and the methods of delivery, including pain relief.

Lesson on Recognising and evaluating methods of contraception, their efficienct and reliabilty from learning outcome one (1.4) Cambridge Nattional level1/2 Powerpoint shows the two types of contraception: barrier and hormonal methods and starter activity is a discussion for student on ‘when should we start thinking about contraception’ with feedback to the teacher. Types of contraception are written in different styles on slide eight and student are given 60 seconds to study them. After the 60 seconds students are given the same amount of time to recall as many as they can that were displayed. More able students should attempt to explain how some of the methods work. Information is then provided, first on barrier methods and then on hormonal methods of contraceptives. Students are then shown a table which lists the methods of contraceptives and students are to complete their own stating the pro’s and con’s for each method. ( I also print out some handouts on each method from the internet- NHS site is quite good for them) More able and less able tables provided. Next activity is to apply their knowledge by creating an informational poster: Instructions: Decide what factors the poster will incorporate Decide what information will be given about each factor Design the poster Use words like – where, when, how, who etc Pleanry is to discuss and show the rest of the table/nearby students one anothers posters. Follows Cambridge Nationals RO18 learning outcome one (1.4) Understand reproduction & the roles & responsibilities of parenthood: To recognise and evaluate methods of contraception, their efficiency and reliability.

Lesson on the roles and responsibilities of parenthood for learning outcome one (1.3) Powerpoint includes key terms that students need to be familiar with and then an idea brainstorm and discussion activity. Information on primary needs are provided and students are to discuss any additional needs that they think there may be. Students are then shown images that may be either primary or addditional needs. Students write on whiteboards/scrap paper which they think the answer is. (my students draw a red or green brain to indicate either one) Students then shown table on the powerpoint with an example completed for the primary need of clothing and how the parental role/rewsponsibility meets this need. Students then need to complete their own table for each primary and then additional need, stating how they are met by the roles and responisibilities of parenthood. Discussion activity on ‘why aren’t all needs primary’ and then a ranking activity for each of the primary needs. Students should justify their choices of ranking comparing and evaluating them. Case study sceanrio provided and students provided the following question to answer: How do you think this information impacts on the role and responsibilities of Sylvester’s parents with regard to providing for her primary care needs? Homework on powerpoint is for students to create their own case study showing primary/additional needs either not being met or being met. Follows Cambride National level 1/2. RO18 LO1 (1.3) Understand reproduction and the roles and responsibilities of parenthood: Roles and responsibilities of parenthood.

Lesson on Pre-conception health from learning outcome one. (1.1) Powerpoint provides key terms which students need to be familiar with and a brainstorm your ideas and discussion activity. Powerpoint provides information on diet, exercise, healthy weight, the dangers of smoking, recreational drugs and alcohol and up to date immunisations. Progress grid included throughout so students can see what is required of the information shown. Five true/false questions are provided based on learning which students answer using a whiteboard/ scrap paper. Homework is also included. Follows the Cambridge National Level 1/2: RO18 Learning outcome one: 1.1. Understand reproduction and the roles and responsibilities of parenthood: Pre- conception health.

Includes PowerPoint on the various factors that affect the decision to have children. PowerPoint includes key terms and a brainstorm your ideas activity, Information on each factor which affects the decision to have children is provided. Students have to then sort the advantages and disadvantages of both being a younger parent and being an older parent from the examples shown on the powerpoint. Powerpoint then provides information on the remaining factors to affect the decision to have children. Student then are presented with a question which they should answer using the style of a peel structure: point, evidence, explanation and link to question: Explain and Evaluate a wide range of factors that affect the decision to have children, include reference to ‘relationship between partners’, ‘finance’, parental age and ‘peer pressure/social expectations’ and ‘genetic counselling for hereditary diseases’. Five questions based on learning then provided to students and they are to answer on whiteboards/scrap paper. Homework included. Progress grids included. Follows Cambridge National level 1/2 R018. Learning outcome 1.1 Understand reproduction and the roles and responsibilities of parenthood: The wide range of factors that affect the decision to have children.

*Session does not include information of either of Bandura’s research studies but includes information on key terminologys/concepts based on his research and looks at application skills preparing students for exam questions. Revision session based on Social learning theory, specifically the key terminologies/concepts based on Bandura’s research. Starter actvity is a match up activity. Students are provided with key terms from each of the approaches required in the specification for year 12. Social learning theory, cognitive approach, biological approach, behaviourist approach and the origins of psychology. Students sort the terms out and match them with the correct approach which they are relevant to. More able students should attempt to identify any key terms that are not provided for each approach (later shown on powerpoint in green) and attempt to explain as many as they can from each approach. ( I provided match up activity in envelope). Next activity students write as much information: key terms and explanations as they can about Social learning theory. They are not to write anything about Bandura’s procedures, findings or evaluations. This is a timed activity of two minutes. They are then to pass to another student who has a time limit of a minute. The next student adds any additional information, corrects any inaccuracies and elaborates on any information/key terms provided. This is repeated another two times, with another two students with a reduced amount of time for each student. Feedback to the class to discuss knowledge of the approach. Powerpoint shows feedback from the sample materials examiners reports for 2017 and 2016. This links in with the next exam question task which is focused on application and knowledge of key terminology. Task sheet handed to students which includes task instructions, scenario and exam question worth 6 marks. TASK INSTRUCTIONS Write brief definitions in each of the boxes containing the key terms. Read the scenario carefully. Underline parts of the scenario you think demonstrate the key terms. Use as many of the key terms in your answer. Exam question: Explain how Mick’s recent weight gain can be explained by Social learning theory. (6 marks) I allow students time for each instruction and then allow time to answer the question. Student friendly mark scheme is then provided which includes table with description of a level and marks that can be awarded and also possible content and possible application points. These are quite detailed to allow students to peer assess and award a mark to their answers but also so students can use to answer it again to gain full marks. Session is concluded with five true/ false questions with students using whiteboards/scrap paper to share their answers.

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.