[Component 3, A1, Factors affecting health and well-being] questions: How mobile are they? What exercise do they have? How does their mobility affect them? Main session activities: Students individually research recommended amounts of exercise and draw a mind map of the benefits of getting enough exercise. Teacher allocates a different life stage from Component 1 (combining infants and early childhood) to each of five groups. Students discuss the negative and positive effects on health and well-being of getting enough exercise for that life stage. Students produce a podcast designed to promote the positive aspects of getting enough exercise and warning of any They could, if preferred, simply produce a script for the podcast. Plenary activity: Students self- and peer-evaluate their podcasts. Component 1, A2, ‘Factors affecting growth and development’, ‘Physical factors’ – ‘Lifestyle choices’ (including relevant page numbers in the student textbook) Access to ICT Equipment to make podcasts 6 Substance use [Component 3, A1, Factors affecting health and well-being] Introductory activity: In small groups, students discuss the causes and consequences of misuse of addictive substances such as alcohol, nicotine, illegal drugs and prescription drugs for people their age. Main session activities: Students divide into four mixed-ability groups. Each group is allocated one topic from ‘alcohol’, ‘nicotine’, ‘illegal drugs’ and ‘misuse of prescribed drugs’ for them to produce a single page fact sheet giving the positive and negative short- and long-term effects on health and of using their allocated substance. Students should look at all aspects that may be affected – physical, emotional, mental, social and financial. Specification and/or notes relating to Component 1 Access to ICT
Students work in small groups to research how pollution levels or noise affect health and They produce a television news report to show what they have learned. Students volunteer to role play their television report for the rest of the class, or distribute copies of their script. Teacher provides students with a case study and questions relating to the impact of environmental conditions on health and well-being. Plenary activity: Students how environmental conditions affect health and well-being. 13 Housing [Component 3, A1, Factors affecting health and well-being − Environmental factors] Introductory activity: Students discuss how two types of homes might affect someone’s PIES. Main session activities: Students complete a table showing how living in their ideal home would positively affect their health and well-being. Students work in pairs to produce an information leaflet based on the positive and negative effects on health and well-being of living in the country rather than the town. Plenary activity: Students discuss why some people prefer to live in the middle of a town or city in terms of the effects on their health and well-being. Specification and/or notes relating to: Component 1, B1, ‘Different types of life event’ – ‘Life circumstances’ Component 2, A2, ‘Barriers to accessing services’ – ‘Geographical barriers’ Access to ICT 14 The impact of life events relating to relationship changes [Component 3, A1, Factors affecting health and well-being] Introductory activity: Students work in pairs to thought shower the different examples of relationship changes. Examples include entering into relationships, marriage/partnership, divorce, parenthood and bereavement. Main session activities: Working in five groups, students are allocated one type of relationship change. Students make notes and write a profile on a television soap character who has undergone the Specification and/or notes relating to: Component 1, B1, ‘Different types of life event’ – ‘Relationship changes’ and ‘Life circumstances’ Component 1, B2, ‘Coping with changes caused by life events’
about how changes in life circumstances affect health and well-being. 16 Learning aim A: assessment practice Preparation for assessment [Component 3, A1, Factors that affect health and well-being] End of learning aim Introductory activity: Teacher explains how students will be assessed in Section A part of the synoptic assessment and then answers any questions. Main session activity: Students complete a practice assessment activity, referring to their own notes from previous sessions. Plenary activity: Students to complete a second practice activity for homework. Practice assessment activity 17 Preparation for assessment: practice questions [Component 3, A1, Factors that affect health and well-being] End of learning aim Introductory activity: Working alone, students look through their concept maps. Main session activities: Students access the sample assessment materials (SAMs) and read Section A: Assessing health and well-being. Students complete Activities 1 and 2 from pages 6–8 under test conditions. A teacher-led discussion allows students to go through the answers. The SAMs marking guidance will allow students to compare with their own answers. Plenary activity (homework task): Students a list of indicators of health including those measured with an instrument and by observation. Copies of Section A: Assessing health and (pages 6–8) from SAMs, Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care (first teaching September 2017) to hand out Copies of SAMs marking guidance (pages 19 and 20) from Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care (first teaching September 2017) Learning aim B: Interpreting health indicators Learning aim B1: Physiological indicators 18 Health indicators [Component 3, B1, Physiological indicators] Introductory activity: Students work in pairs to identify and list ways to tell whether someone is well or not and how each can be assessed. Main session activities: Specification and/or notes relating to: Component 2, A1, ‘Health and social care services’
reflect on how alcohol may be affecting this person’s physical health. Main session activities: Students work individually to research information and statistics related to alcohol, drinking habits and health risks. Students then discuss their ideas in groups persuading people to reduce their alcohol consumption to at least the UK Government’s latest recommended safe limits. Each plans a school or house assembly to persuade people their own age not to binge-drink or go over the recommended limits by highlighting the possible short- and long-term risks to their physical health. Several groups perform their school or house assembly for the rest of the class, if time allows. Plenary activity: Teacher leads a traffic light or thumbs up/sideways/down session to see if students have been persuaded to stick to safe limits (mainly) by the data relating to alcohol. Access to ICT New government guidelines on alcohol (January 2016) (search for: New alcohol guidelines show increased risk of cancer) Adult drinking habits in Great Britain: 2014, e.g. Health effects of binge drinking, e.g. (search for: ‘Drinkaware alcohol’) 28 Interpreting lifestyle data on inactivity [Component 3, B2, Lifestyle indicators] Introductory activity: Students in pairs, discuss how much exercise a week they and their family take. They also talk about possible consequences of activity/inactivity. Case studies of family activity/inactivity can be substituted if this works better for the class. Main session activities: Students a video clip about the possible effects of inactivity. Some videos may have older data than in the lesson, so students could discuss whether things are now worse or better. Students work individually to research and draw up a set of recommendations for exercise for a child who is obese. Specification and/or notes relating to: Component 1, A2, ‘Factors affecting growth and development’ – ‘Physical factors’ Component 2, A1, ‘Health and social care services’ UK video clips on the dangers of inactivity, e.g. the BBC’s ‘Sedentary lifestyle can kill’ Access to ICT Physical activity levels, e.g. Physical activity and health – and figures, e.g. Case studies on inactivity for four individuals with a range of ages and lifestyles
Students volunteer to read or show to rest of class. Peer- and self-evaluate. Plenary activity: Students consider what is meant by SMART targets. They discuss the difference between a target and a goal and why it is necessary to monitor and review targets. 35 Sources of support [Component 3, C1, Health and improvement plans] Introductory activity: Students work individually to draw a mind map showing all the different/groups of people who have them support and the types of support received, at any time since starting secondary school. Main session activities: Students in four groups are given one type of support: informal, formal, voluntary or other. A more able group could be assigned ‘other’ to see if they can come up with support such as health promotion materials, alternative medicines and practical aids, without being helped. Groups prepare a six-slide PowerPoint presentation on their type of support. They show their PowerPoint presentations to the rest of the class, then peer- and self-evaluate presentations. Plenary activity: Teacher draws out and recaps on key learning points by asking questions. Specification and/or relating to: Component 1, A2, ‘Factors affecting growth and development’ – ‘Physical factors’ Component 1, B2, ‘Coping with change caused by life events’ – ‘Sources of support’ and ‘Types of support’ Component 2, A1, ‘Health and social care services’ Access to ICT PowerPoint Learning aim C: Person-centred health and well-being improvement plans Learning aim C2: Obstacles to implementing plans 36 Potential obstacles to implementing plans [Component 3, C2, Obstacles to implementing plans] Introductory activity: In pairs, students reflect on what obstacles they faced when trying to stick to a plan to improve an aspect of their health and such as a diet, exercise or even a skin care routine. Main session activities: Specification and/or notes relating to: Component 1, A2, ‘Factors affecting growth and development’ – ‘Physical factors’ Component 2, A2, ‘Barriers to accessing services’
44 Component 3: assessment practice Preparation for assessment [Component 3, C1 and C2, Person-centred health and improvement plan] End of learning aim Introductory activity: Teacher talks the class through how they will be assessed in Component 3 as part of the synoptic assessment and answers any questions. Main session activity: Students complete a practice assessment activity, referring to their own notes from previous sessions. Plenary activity (homework task): Students complete a second practice activity for homework. Practice assessment activity 45 Preparation for assessment: practice SAM questions [Component 3, C1 and C2, Person-centred health and improvement plan] End of learning aim Introductory activity: Teacher quickly goes through the answers to the second practice activity completed for homework. Main session activities: Students access the SAM and read Section B: Designing a health and well-being improvement plan. Students complete Activity 4 on page 13 under test conditions. Students mark the brief and incomplete sample answers to part of Activity 4 using the marking scheme from the SAMs. Students mark their own answers using the marking scheme. Plenary activity (homework task): Students complete Activities 5 and 6 from 16 and 17 and use the marking scheme provided to mark their own work. Copies of SAMs, Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care (first teaching September 2017) Synoptic assessment 46 Sessions 46−48 to be used to complete the final supervised assessment