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

ALL – To identify six factors that can influence communication and interpersonal interactions in a HSC setting (P3) MOST – To review strategies to overcome barriers to effective communication (M2) SOME - To evaluate strategies to overcome barriers to effective communication (D1)

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

LESSON OBJECTIVES ALL: To explain what effective communication and interpersonal skills means (Linked to P1) MOST: To apply effective communication and interpersonal interaction in a HSC context SOME: To assess the role of effective communication and interpersonal interaction in HSC with reference to one theory (Linked to M1)

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

Blooms Taxonomy sheet Useful in promoting higher level thinking and questioning techniques in all subjects

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

Lesson Objectives To identify examples of how some individuals may be discriminated in a HSC setting To explain the effects discrimination has on those who use health or social care services This whole lesson includes: A short video clip Differentiated questions Opportunities for pair work Unit specification Lesson plan

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

This coursework guide is designed to support you and your students meet the D criteria for their assessment. It includes; clear instructions, writing guides and key terms from the unit specification. D1 Explain the process of attachment in babies and young children and the role of the key person. D2 Identify transitions and significant events that a child may experience and discuss the potential effects of these on a child’s life. D3 Describe how the early years practitioner meets the physical needs of children. D4 Explain the rest and sleep needs of children birth to seven years and explain how to maintain children’s safety when resting and sleeping. D5 Identify the nutritional requirements of children birth to seven years.

This coursework guide includes clear instructions, examples, key terms and writing frames to help you and your students with their coursework. P5: Explain how social inequality affects different groups in society. P6: Explain how demographic data is used in service provision in a local health and social care setting. P7: Explain patterns and trends in health and ill health within different social groups. M3: Analyse the impact of social inequality on different groups in society. M4: Analyse the impact of the use of demographic data in a local health and social care setting in enabling the enhancement of service provision for different social groups. D2: Evaluate sociological explanations for patterns and trends of health and ill health in different social groups, and how demographic data is used in service provision in a local health and social care setting to reduce social inequality affecting those groups. D3: Evaluate the importance of the sociological perspectives used in a health and social care setting in relation to understanding society, reducing social inequality and improving service provision for different social groups.

Learning Aims (A) and (B) A.P1: Explain how sociological perspectives are applied in the study of health and social care A.P2: Explain how sociological perspectives contribute to the understanding of society. B.P3 Compare the biomedical model of health with an alternative model of health. B.P4 Explain the contribution of concepts of health, ill health and disability to service provision in a local health and social care setting. A.M1: Analyse the contribution of sociological perspective to the understanding of health and social care and society. B.M2: Analyse how the biomedical and an alternative model of health and concepts of health, ill health and disability affect service provision in a local health and social care setting. AB.D1: Evaluate the role of sociological perspectives in the understanding of society and models of concepts of health in relation to service provision in a local health and social care setting This booklet is to guide both you and your students through Learning Aim A and B criteria for Unit 10. I t includes; clear instructions, examples, key terms and writing frames to help you and your students with your coursework.

B Criteria Coursework Booklet B1: Discuss how tracking children’s progress can enhance learning. B2: Explain how working with other professionals, parents and carers supports child-centred planning B3: Evaluate the need for objectivity when observing children. This coursework booklet inlcudes: Key terms and instructions from the unit speicfication writing frame to help less able students Differientiated questions Designed to make it easier for both students and staff to meet the standards for the B criteria

Lesson Objectives To be able to explain the different strategies put in place for intervention This engaging whole lesson is very interactive, student led and informative. It allows opportunites for group work and various form of AFL. Ideal for observations!

Lesson Objective Unit 6 - To explain factors which affect children’s development in the short and long term Download this engaging student led whole lesson. Designed to enable students to think and discuss critically about the subject. Also, includes reading materials, an engaging video clip and opportunities for group work.

C Criteria C1: Describe factors which affect children’s development in the short and long term (1.4) C2: Describe the importance of early intervention when meeting children’s additional needs (4.1) C3: Explain strategies for early intervention (4.2) This coursework booklet includes: Key terms from the unit specification Key instructions Writing frames An exemplar It is to support both students and teachers in the classroom

**Caring for individuals with dementia ** P1 - To understand the three different types of dementia P2 - To explain the symptons of dementia This lesson includes: Information about different types of dementia Engaging video clips Information sheet Student led activity

Dementia information sheet explains what dementia is and the common signs and symptons of the illness. It also includes questions which can be easily adapted to meet the needs of your lesson and/or students This can be used as a starter activity or as a main activity

Pearson BTEC Level 3 National Extended Diploma in Health and Social Care Unit 5: Meeting Individual Care and Support Needs A: Examine principles, values and skills which underpin meeting the care and support needs of individuals B: Examine the ethical issues involved when providing care and support to meet individual needs C: Investigate the principles behind enabling individuals with care and support needs to overcome challenges D: Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs

This coursework booklet includes Unit 5 - Learning Aim A “Meeting Individual Care Needs” This coursework booklet includes: P1: Explain the importance of promoting equality and diversity for individuals with different needs. P2: Explain the skills and personal attributes necessary for professionals who care for individuals with different needs. M1: Analyse the impact of preventing discrimination for individuals with different needs. M2: Assess different methods professionals might use when building relationships and establishing trust with individuals with needs. D1: Evaluate the success of promoting anti-discriminatory practice for specific individuals with different needs. Inside you will find: Three case studies Writing frames Clear instructions for each tasks Key terms from the unit specification This straightforward coursework booklet is simple and easy to use. Both students and staff find it beneficial