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Health and Social Care – Level 3 BTEC National Health and Social Care

Health and Social Care – Level 3 BTEC National Health and Social Care

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Take a look at our evaluation guide for the new Level 3 BTEC National Health and Social Care specification for 2010.

Our new resources brings learners a wealth of motivating content delivered through video and multimedia resources including extensive real-world case study material. In addition to the student books and multimedia content, these resources also offer grading tips with each assessment activity to help students achieve the best results possible.

You can see an example of some of the video content offered within the new 2010 Level 3 BTEC National in Health and Social Care on YouTube here http://www.youtube.com/watch?v=ZQUCytvYWtc.

To find out more, or order you evaluation copy free for 60 days visit us now at
http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/BTEC/BTECLevel3NationalHealthandSocialCare/Level3BTECNationalHealthandSocialCare.aspx
Take a look at our evaluation guide for the new Level 3 BTEC National Health and Social Care specification for 2010.

Our new resources brings learners a wealth of motivating content delivered through video and multimedia resources including extensive real-world case study material. In addition to the student books and multimedia content, these resources also offer grading tips with each assessment activity to help students achieve the best results possible.

You can see an example of some of the video content offered within the new 2010 Level 3 BTEC National in Health and Social Care on YouTube here http://www.youtube.com/watch?v=ZQUCytvYWtc.

To find out more, or order you evaluation copy free for 60 days visit us now at
http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/BTEC/BTECLevel3NationalHealthandSocialCare/Level3BTECNationalHealthandSocialCare.aspx

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Published by: Pearson Schools and FE Colleges on Jun 18, 2010
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1
Credit value: 5
Learning outcomes
After completing this unit, you should:
1
know the stages of growth and development throughout the human lifespan
2
understand the potential effects of life factors and events on the developmentof an individual
3
understand physical and psychological changes of ageing.
Developmentthrough thelife stages
4
This unit is about understanding the way we change over time. Itexplores the course of human development and the range of genetic,biological and social factors that inuence how your life turns out. Youwill investigate the major events which affect people throughout theirlifetimes and look at the effects of ageing, and theories about it.
 You will need to think creatively about some very deep questions. Will you have axed life course where you can predict much of what will happen to you? How canpeople with genetic conditions be helped? And how far is your life xed for you, byyour genetics, or by the social and economic environment you grow up in? You will also need to consider the ageing process. How and why do we age? Whatdoes it take to ensure a long and happy old age? And how can health and social careprovision provide opportunities for older people to remain as active as they wish?
4-T_inl_inl_lh-ni_4-.in 4
16
BTEC’s own resources
Delayed development
happens when a baby oryoung child has not shown developments within theexpected time range. The term is usually restricted todevelopment within the rst ve years of life. Delayeddevelopment may be caused by issues such as:

brain damage (this can happen before and duringbirth or during infancy)

poor social interaction with carers

disease

visual disability

hearing disability

poor nutrition.Developmental progress will be checked by healthprofessionals such as health visitors, although parentsand GPs may be the rst to notice problems. Childrenwho appear to have delayed development will bereferred to appropriate specialists for advice or therapy.
Arrested development
The term ‘arrested development’ means developmentthat has stopped. The word ‘arrest’ means to stopsomething or someone. In the past people withsevere mental disability were sometimes regarded as‘arrested’. But people with serious learning difcultycan develop and the term ‘arrested’ can be argued tobe misleading if used to refer to people with learningdifculty or disability.
Functional skills
ICT:
The web search will demonstrate your ability toselect information from a variety of Internet sites. Thetask will also enable you to demonstrate the skills of speaking and listening.
Activity 6:Undertake aweb search for arresteddevelopment
Undertake a web search to explore the conceptof arrested development. Write some short notesto summarise your research. Discuss your researchwith other course members.
Key term
Delayed development
– when a child’s developmentlags behind the developmental norms or developmentalmilestones for his or her age.
Assessment activity 4.1: The human lifespan
P1D1 M1
Delayed development – potential causes and effects
Imagine you are an investigative reporter for amagazine and you have been asked to discover asmuch as possible about a famous person in order todescribe the stages of their life so far and what mighthappen in their future.When choosing your celebrity, try to pick someonewho has outlined details of their past life in interviews,or has written a biography or Internet ‘blog’ abouttheir life. You should use your ICT skills to undertakea web search to look for this information beforenalising your choice of celebrity. It will be importantto have some real information when you come tointerpreting their life stages.
Grading tips
P1
 
To achieve a pass, develop a fact le and collectinformation on life stages including picturesgraphs and charts to help you interpret theinformation you collect about your celebrity. You could also produce a ‘life map’ showingthedifferent stages in the life of this person.
M1
 
To achieve a merit grade you will need to gointo more depth about two of your person’slife stages and show that you can discussthis person’s experiences in relation to theirintellectual, emotional and social development.
D1
 
To achieve a distinction grade you will alsoneed to evaluate the possible effects of genetic inheritance and the environmentdiscussing the role of nature and nurture ininuencing development. It is very unlikely thatyou will be able to nd any useful informationabout your person’s genetics or indeedenough information about their environmentalcircumstances to make statements or judgements about the specic role of thesefactors in the person’s life. Instead, youshould discuss the broader issues associatedwith nature and nurture in the context of theperson’s life story.
4-T_inl_inl_lh-ni_4-.in 4
Student Book 1
Learning outcomes
oeran at-a-glance outlineo what learners willbe able to achieve atercompleting the unit.
Unit openers
set the sceneor learners and put them incharge o their own learning.
 
Activities
encourage learners tointeract with the topic and show theirknowledge and understanding.
BTEC Level 3 National Health and Social Care
Don’t orget! You can download more material rom our resources at www.pearsonschoolsandecolleges.co.uk/btechsc.
Functional Skills
activity boxesare provided throughout, helpinglearners to integrate these skills asthey progress through each unit.
Assessment activities
in eachunit help learners explore whatthey have learned, deepening theirknowledge and understanding, andpreparing them or assessment.
 
5
Unit 4 Development through the life stages
1.1 Life stages
The human lifespan has been described in terms of life stages for centuries. The life stages are listed inTable 4.1. The age ranges of some life stages aredened by social criteria. However, the age ranges forcertain stages can vary depending on the expert whois describing it.
Table 4.1:
Life stages
Life stageAgeKey features
Conception9 monthsbeforebirthEgg and sperm fuse aftersexual intercourse andcreate a new living beingPregnancy(gestation)9 monthsto birthPhysical development of embryo and foetusBirth andinfancy0–3 yearsAttachment to carersChildhood4–9 yearsFirst experience of educationAdolescence10–18yearsIdentication with peergroup – puberty takes placeduring this periodAdulthood18–65yearsThe right to vote, andmanage one’s own nancialaffairs, happens at 18Olderadulthood65 yearsonwards65 is the current age whenmen (and women born after6 April 1955) receive a statepensionFinal stagesof life VariablePhysical ‘decline
Life expectancy
Social Trends (2009) state that boys born in 2006 canexpect to live to 77 while girls born in 2006 can expectto live to 82 years of age. So
life expectancy
at birthis 77 for males and 82 for females. Life expectancy atbirth is an average, not some kind of limit. As you growolder there is more chance that you might live longerthan the average expected life at birth. A man who hasalready reached the age of 65 is expected, on average,to live until the age of 82 while a woman who has livedto be 65 is expected to live until the age of 85. So thelife expectancy of a man who is already 65 is a further17 years and the life expectancy of a woman of 65 is afurther 20 years.
Key terms
Life expectancy
– an estimate of the number of years that aperson can expect to live (on average).
Life course
– a life course is a map of what is expected tohappen at the various stages of the human life cycle.
Can you map your ‘life course’?
A life course describes the path of the human life cycle.Stages such as infancy, childhood and adulthood,can be described alongside the social roles andexpectations associated with different stages of thelifecourse.In the past many experts assumed that the human
life course
would be controlled by biology. Growthand development progress until adults are able toreproduce. As people get older a process of physicaldecline sets in and continues until the person dies.This view of the life course can be described as the‘springboard theory’.In the past people often assumed that everyone wouldhave similar experiences of the life course. John’s storyat the beginning of this unit provides an example of people’s expectations.
Do you think that there is a ‘best age to be’ or canevery period of life be the best time in some way?
Reflect
ChildhoodEarly adulthoodLater lifeSpringboardWater 
I am growingstronger and taller.I am at the heightof my ability.It‛s all downhill now!
Fig. 4.2:
The ‘springboard’ model of the life course
4-T_inl_inl_lh-ni_4-.in 4
89
4
BTEC’s own resources
1. The stages of growth and developmentthroughout the human lifespan
Case study:An interview with John
 Interviewer:
So you would say you can’t predictyour life course?
John:
Well, life throws you lots of challenges– things don’t always work out likeyou want them to. I worked for lots of companies but they went out of businessand I had to retrain to do different jobs.Nowadays I work in IT – in 1960 therewasn’t any information technology. Asthe world changes you have to changetoo.
 Interviewer:
Would you say that there is no suchthing as a life course?
John:
No, you do change as you get older,and some things you can predict. Imean, I’m just not t enough to playfootball any more – too many aches andpains – your body does let you down asyou get older. But I think if you’ve gota dream, something you really want todo – well you just might achieve yourdream eventually. For instance I’m reallyhappy now – good job, happy family –everything is going great, but I had a lotof setbacks along the way.John had a clear idea of his life course when he was10, but his life experiences did not t a straightforwardpattern.
1 Do you think John was unusual in not having astraightforward life story?2 Why is it difcult to predict what will happen inyour life
?
3 How far can you choose how your life worksout?
M y life in the u ture 18 th Jan 1960I  will fi nish wi th school when I am 15.WhenI ge t ou t o schoolI willwor k on the milk rounslike m y a. When Iam 17 I  willmee ta girlan la ter  we  willge t marrie. T hen I will  be a a.I  willpla y oot ball a t  the  wee kens. When I am 50 Ican s top  wor k and   wa tch  T V all a y. B y  then people  willgoon holid a y  to  the moon  bu t I will be  to ol  to go on holia y or go ou tany more.
 too
Fig. 4.1:
John’s school book from 1960
Talking to John now:
John:
It makes me laugh looking back at myold school work. When you’re only 10you don’t have much idea of life. I gotsome of it right. I did start delivering milkand I did get married in my twenties, butI ended up having loads of different jobsand have been divorced twice.
 
Life stories
What do you think? Can someone become successful and famous just becausethey want to? Do you believe that people become important and successfulbecause they are born to do well? How far does success and fame depend on yourupbringing and your opportunities? What does later life hold for people? This unitwill help you to explore and make sense of individual people’s life stories.
Getstarted
4-T_inl_inl_lh-ni_4-.in 44
Don’t orget! You can download more material rom our resources at www.pearsonschoolsandecolleges.co.uk/btechsc.
BTEC Level 3 National Health and Social Care
Get started
activities help toengage learners at the starto a lesson and introducethemes which will be coveredin the unit.
Case studies
throughout eachunit continuously encouragelearners to apply theirlearning to the world o healthand social care.
Key terms
are highlightedand explained so learners canquickly grasp the meaning owhat they are reading.
‘Refect’
eatures encouragelearners to refect on their ownexperiences in a health andsocial care context.
Student Book 1
 
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
95
BTEC Level 3 National Health and Social Care
Unit overview
Credits: 10
Cert Sub. Dip Dip Ext. Dip
This unit explores the way people change and develop as life progresses. Learners will gain a valuable insightinto the way an individual’s needs and priorities change with age and at different stages of development.This is a 10 credit unit which should be covered in sixty guided learning hours. It is a mandatory unit for theDiploma and Extended Diploma and is an optional unit for the Certicate and Subsidiary Diploma.
On completion of this unit, learners should:
LO1 know the stages of growth and development throughout the human lifespanLO2 understand potential effects of life factors and events on the development of an individualLO3 understand physical and psychological changes of ageing
Unit contents
The scheme of work for this unit (page XXX) links to the following resources to help you deliver Unit 4.
L01L02L03Lesson plan
LP
Activity sheet
AS1, AS2, AS3, AS4, AS5AS6, AS7, AS8, AS9, AS10AS11, AS12
Stretch and support
AS1, AS3, AS4AS1AS1
PowerPoint®
PPT
 Video
 VxVxVx
All of these resources can be found on the accompanying CD-ROM, as well answers to the activity sheets andJust checking questions in the Student Book.
Assessment
This unit will be assessed with an assignment set by your centre, marked within your centre and moderatedby your Internal Verier and External Verier. It will involve learners collecting information about the lifespandevelopment of an individual to form a fact le. Learners should use their case study to illustrate the keystages of development and the factors that inuence them. Tutor input will be invaluable as to ensure learnercase studies meet the grading criteria and incorporate functional skills for IT and English whenever possible.
Links to other units
Unit 4 has many links across the specication. Learners can link experience from placement and apply skillsused in Unit 2: Equality, diversity and rights in health and social care, Unit 3: Health, safety and security inhealth and social care, and Unit 6: Personal and professional development in health and social care. Theemphasis on developmental disorders links to Unit 5: Fundamentals of anatomy and physiology for healthand social care and Unit 14: Physiological disorders. An understanding of the challenges facing older peoplewill help underpin Unit 28: Caring for older people, and being able to recognise healthy development willstrengthen the knowledge gained in Unit 10: Caring for children and young people. Tutors can help activelyencourage learners to make and exploit these connections.
Unit 4 Development throughthe life stages
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1011
Teaching Resource Pack
Unit overviews
oer anintroduction to the unitand provide useulsupport, especially ornewly qualied teachers.
9   8  
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 C  ev el   3 N a t i   on al  H e al   t  an d  S  o c i   al   C  a e
WeekOutcome/topic
Tutor activity
Learner activityResourcesAssessment, PLTSand FunctionalSkills
Stretchand support
5
LO1: PhysicaldevelopmentIntellectualdevelopmentCheckandcorrecteachcompletedleaetin
AS3
beforesharingthem amongstthegroupLearners use
AS3
,
 
LRCandotherfacilities to research childdevelopment
SB1
Activity 1 and2
AS3
MeasuringdevelopmentLRCresources, Internet, ITresources (e.g. MS WordorPublisher)
SB1
Activities, p.xxxandp.xxxP1TW, IE, CTICT: Findandselectinformation,Developpresentandcommunicateinformation, Use ICTsystemsEnglish: Reading,Writing, SpeakingandlisteningPeersupport; mixedability groups withroles denedby tutor(e.g. ITspecialist,author, researcher,presenter)Stretch –
AS3
stretchsection
6
LO1: Emotionalandsocialdevelopmentateach life stageAssignmentEnsure learners have accessto relevantmaterials. Supportlearners as necessarySetAssessmentactivity 4.1,andassistlearners as they plan,prepare andcomplete the tasksLearners research each stage of emotionaldevelopmentusing
AS4
andpresentndings tothe class, andapply to factlesubject
SB
Assessmentactivity 4.1
AS4
EmotionaldevelopmentLRCresources, factles
SB1
p.xxxP1SM, IEICT: Findandselectinformation, English:Reading, Writing,SpeakingandlisteningStreamedabilitygroups; more ableshouldbe assignedlaterstages researchStretch –
AS4
stretchsection
7
LO2: Nature–nurture debateKey principlesThe effects of experience vs.heredityGuide the discussion to includefactle subjectsAftercompleting
AS5
, learnersshoulddiscuss theirndings
AS3
Nature–nurture
SB1
p.xxxP2, M1CT, RLEnglish: Reading,Writing, SpeakingandlisteningStretch – encouragedebate aboutmoralethicalandpoliticalramications of nature/nurture
8
LO2: Nature–nurture debateBiologicalprogrammingMaturationtheoryTutors may wish to providehandouts on each theory
R:
In two groups learners willresearch one theory andthenpresenttheirndings to the restof the group; followon activity;
SB1
Activity 7LRCresources, ipchartorPowerPointforpresentation
SB1
p.xxxP2, M1, D1TW, SM, EPICT: Findandselectinformation,Developpresentandcommunicateinformation, Use ICTsystemsEnglish: Reading,Writing, SpeakingandlisteningMixedorstreamedability groups tosupportless ableStretch – compareandevaluate thetheories
- Uni   t  - C  _ t  i  nl   _Hl   t  --.i  n  
 
Schemes of work
help teachers toplan and teach each unit, makinguse o all the resources available.
Don’t orget! You can download more material rom our resources at www.pearsonschoolsandecolleges.co.uk/btechsc.
BTEC Level 3 National Health and Social Care
links
 
to other units
 identiy opportunities orcross-reerencing andcombining assignmentwork or these units.
 ©  e a s  on d  u c a t i   on t  d  0  0  . C  o p yi  n g p emi   t  t  e d f   o p u c a s i  n gi  n s  t i   t  u t i   on onl   y .i   s m a t  ei   al  i   s n o t  c o p yi   g t f   e e .
9  9  
 Uni   t  5 
 u s i  n e s  s  a c  c  o un t i  n g
WeekOutcome/topic
Tutor activity
Learner activityResourcesAssessment, PLTSand FunctionalSkills
Stretch and support
9
LO2: Life factorsGeneticfactorsTutors may wish to invite a guestspeakerLearners complete
AS6
R:
Learners splitinto ve groupsto research andmake shortpresentations on differentgeneticdisorders
AS6
GeneticFactorsLRCresourcesPowerPointorpostermaterialsforpresentation
SB1
p.xxx-xxxP2ICT: Findandselectinformation,Developpresentandcommunicateinformation, Use ICTsystemsEnglish: SpeakingandlisteningMixedability groupsto supportless ableStretch – composebrief case studies of an individualwith thedisorder
10
LO2: Life factorsBiologicalfactorsTutors may wish to invite amidwife, obstetrician orheathvisitorto speak
R:
learners research pre-natalfactors affectingdevelopmentandpresenttheirndings asa PowerPointpresentation oressayLRCresources, PowerPoint,
SB1
p.xxx-xxxP2IE, SMICT: Findandselectinformation,Developpresentandcommunicateinformation, Use ICTsystemsEnglish: Reading,Writing, SpeakingandlisteningEmotionalsupportmay be necessary forsome learnersStretch – carry outasmallscale survey tondouthowawareyoungwomen are of these risks
11
LO2: Life factorsEnvironmentalfactorsPresent
PPT
andleaddiscussion
PPT
Learners complete
AS7
anddescribe each stage andways tosupportindividuals atthatstage
SB1
Activity 8
PPTAS7
Maslow’s hierarchy
SB1
p. xxxP2RL, CTEnglish: SpeakingandlisteningStretch – evaluatethe theory andleadadiscussion
12
LO2: Life factorsSocioeconomicfactorsLeadwhole groupdiscussion,identifyinglife factors andtheireffecton employmentopportunities.In pairs, readanddiscuss
AS8
 
SB1
Activity 9
AS8
Life factors andemployment
SB1
p. xxxP2, P3,EP, CTEnglish: Reading,SpeakingandlisteningStretch – exploreways to reduce andeliminate bias aboutlife factors
- Uni   t  - C  _ t  i  nl   _Hl   t  --.i  n  

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