Scheme of work – 3 year This year scheme of work is for Level 1/2 Award in Health and Social Care (3731). It is designed to help you plan your teaching and suggests possible activities and resources that you may find useful. Assumed coverage 180 teaching Year one In September, 6 hours on induction activities in school/college centering on preparing for Level 2 study. Include library induction sessions with ‘how to research’ and ‘avoiding plagiarism’ included. ‘Getting to know you’ sessions are useful as the class will be required to work closely together throughout the course. Download the teacher materials for the ‘Step into the NHS’ competition. In October and November spend approximately 12 hours focusing on the range of job roles in the NHS which will provide a foundation for learning about service provision and practitioners. You could invite speakers from different professions into school/college to speak to learners. The closing date is typically January (year 8 and 9 pupils only). Unit 1: Improving the well-being of an individual Producing a case study and planning health measures Time (hours) Specification content Teaching and learning Key words 4 Exercise Consider how much time to spend on ‘background’ material as some knowledge and understanding forms part of the assessment for unit 3. The focus here is different in terms of the assessment requirements. Cardiovascular Mobility Circulation
Role of professionals involved in supporting life events Time Specification content Teaching and learning Key words 5 Learners will be required to know about the work of practitioners from the sectors that could be involved in the care of someone experiencing a life event: GP Community nurse Physiotherapist Occupational therapist Social worker – families and young people/child protection, drug and alcohol worker Counsellor Paramedic Health care assistant Midwife Reception class teacher. The NHS continues to provide a good source of information for . Learners to write job adverts that outline typical duties and activities for the role studied. They could also design a small recruitment campaign for a less well-known or ‘misunderstood’ role ie occupational therapist. Documentaries can be a useful source of information (ensuring all material is age-appropriate) GPs Behind Closed Doors (Channel 5) Community Nurse: Nursing the Nation (ITV) Various roles – 999: What’s Your Emergency? (Channel 4) Family Social Worker – Protecting Our Children (BBC2) Midwife – One Born Every Minute (Channel 4) Reception class teacher – various ‘Teachers TV’ clips available via YouTube. Learners to use these documentaries to: a ‘day in the life of…’ using story boards create tables of tasks they expected the practitioner to be involved in and those that were unexpected create newspaper articles ‘interviewing’ a practitioner. Current practitioners be invited to speak to learners about their work and answer and questions about material learners have discovered. GP Community Physiotherapist Occupational therapist Social worker Counsellor Paramedic Health care assistant Reception class teacher
promotion campaigns and initiatives. 2 Evaluate the legitimacy of sources of health advice. The word ‘legitimate’ should be understood by learners in terms of health promotion and whether the source of the campaign in reasonable and justified. For example, is this an impartial source of evidence or is there potentially a degree of bias? Learners to consider how the funding of a health promotion campaign could influence the message. Background reading for teachers can be found . Legitimate Sources Funding 6 Examine the purpose and aims of various types of health promotion campaigns and initiatives. Campaigns like , and could be investigated to identify the intentions or what the planned outcome is. Local health campaigns can then be researched. Outcome Aim 3 Identify the benefits that health promotion campaigns have in informing, motivating and supporting individuals’ health and wellbeing and the positive repercussions for society at Learners to draw up a table with ‘individuals’ and ‘wider society’ as two columns. With the health campaigns in mind, learners work in pairs to identify the benefits of the campaigns for both groups. They could then use these to enhance understanding. Benefits Planning and preparation of a small-scale health promotion campaign Time (hours) Specification content Teaching and learning ideas Key
Unit 3: Development through the life stages (revision) Specification Specification content Revision Key The stages and patterns of human growth and development Growth in relation to increase in physical size (mass and height). Development in relation to emergence and increase in sophistication of skills, abilities and emotions. Ability to describe the expected patterns of physical growth and change. In pairs, define key words in right hand column, providing examples where possible. Imagine these were 2 mark definition questions and peer assess – one mark for the definitions and one for the example. Growth Development Mass Size Skills Abilities Emotions Physical Intellectual Emotional Social Patterns Trends Norms Milestones Expected development at each life Infancy years (0–3) Childhood years (4–10) Cut out magazine images of people from different life stages. Label each with the typical PIES development. Learners to place these in a location they pass regularly at home. Egocentric Attachment Play
Definitions of health and This unit requires learners to have knowledge and understanding of factors that influence an individual’s health and Learners should be able to identify the lifestyle factors over which people have control. Concepts map showing the components of a balanced diet. Label with the impacts of these nutrients on holistic health and well-being. Revision cards with images of different foods and their components, then the function of the component. Group work on the positive and negative effects of exercise on health and well-being at each life stage. Each group can also provide examples of typically useful/appropriate exercises. Each pair of learners can be given a substance, eg a specific illegal drug, a type of alcohol etc. They are to consider the impacts of that substance or item on both the individual user and his/her family. Create a spider diagram and label the PIES. Use GCSE and 48203 to practice exam skills. Stress Depression Self-esteem Aerobic Anaerobic Recommended levels Balanced diet Nutrients Carbohydrates Fats Sugars Proteins Vitamins Minerals Units Dependency Nicotine Tar Carbon monoxide