Scheme of work
This two 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
120 guided learning hours (GLH) and 180 total qualification time (TQT).
Unit 1: Improving the well-being of an individual
Producing a case study and planning health measures
Time (hours) / Specification content / Teaching and learning ideas / Key words4 / 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.
Here are the recommended exercise levels for adults – learners should be aware of these.
Learners could work in pairs to consider what may prohibit people from participating in the recommended activity levels, before considering and researching strategies that could overcome the identified barriers. This could include an investigation of service provided locally. / Cardiovascular
Mobility
Circulation
Stamina
Immunity
Psychological
Endorphins
Aerobic
Anaerobic
5 / Diet / The interactive Eatwell Guide is a good starting point. The Change 4 Life ‘Sugar Swap’ app can be used to look at substitute items for foods in the learner’s own diets. The group could have a ‘class breakfast’, discussing and eating what’s available, looking at the nutritional value of the foods and consider those marketed as ‘healthy options’ and which have surprising sugar/fat levels. / Nutrients
Carbohydrate
Protein
Fats
Vitamins
Minerals
3 / Alcohol consumption / Learners to brainstorm reasons why people drink, why people drink to excess and research recommended limits for alcohol consumption. These practical tips for giving up alcohol can be used to help develop their own leaflets on not drinking alcohol, aimed at under-age drinkers who may be more susceptible to peer pressure. / Sedative
Depressant
Tolerance
Units
3 (plus 2 for communication training and presentations) / Use of legal/illegal drugs / The Frank website can be used to watch videos on drug use and look at support available locally as part of flipped learning in advance of the lesson.
Discuss NHS support, the interventions available for cocaine use and information on support available for young people with an addiction problem whilst remembering that an important part of any health plan is accessing appropriate professional help and support. / Dependency
Stimulation
Addiction
Side effects
3 / Tobacco use / Learners should ascertain the reasons why and when their chosen individual smokes. This should inform the interventions that are proposed – both from the point of view of how many cigarettes they cut down by at first but also what activities might substitute their smoking habit. The NHS Stop Smoking service can assist with practical strategies for stopping smoking including information on the NHS Stop Smoking app. / Nicotine
Carbon monoxide
Tar
Artery
Lung cancer
Bronchitis
Emphysema
2 / Solvent misuse / Solve-It has a range of information, guidance and support available. It can be used to research the most suitable interventions and strategies for their chosen individual, taking into account the circumstances around their solvent misuse and the support that may be available locally. / Inhale
Hallucination
Disoriented
6 / Work-life balance / The definition of ‘free time’ should be discussed and mutually agreed. Learners to calculate how much free time they have in a week and could represent this as a ‘whole pie’ chart, calculating percentages on different activities.
This article from the Mental Health Foundation could also be used as a useful discussion starter to consider the impacts of not having a work life balance and how best to manage this. / Stress
Sleep patterns
Blood pressure
Carrying out measures of health
Time (hours) / Specification content / Teaching and learning ideas / Key words1 / Resting pulse rate and recovery after exercise / Learners must be able to measure health using all of the measures listed in the specification. The most appropriate two should be selected for use in their external assessment.
Guidance on measuring the chosen individual’s pulse rate can be found:
· resting pulse and recovery rate
· investigate heart rate recovery time. / Resting pulse rate
Recovery rate
1 / Blood pressure / Guidance on measuring blood pressure can be found here.
1 / Peak flow / Guidance on peak flow can be found:
· measuring peak flow
· managing asthma
· NHS peak flow. / Peak flow meter
1 / Body mass index (BMI) / Information on BMI can be found here. / Body mass index
Gender/sex
Analysis and evaluation of measures of health
Time (minutes) / Specification content / Teaching and learning ideas30 / Resting pulse rate and recovery after exercise / This factsheet from the British Heart Foundation could be used to contribute to a class display.
Some points from this Telegraph article could also be considered in the analysis.
30 / Blood pressure / The American Heart Association provides a clear explanation of the individual numbers making up a blood pressure reading, aiding analyses of the results.
30 / Peak flow / What to do if peak flow is measured low.
30 / Body mass index (BMI) / Analysing BMI.
Producing a health plan
Time (hours) / Specification content / Teaching and learning ideas5 / Producing a health plan / This wikihow article provides a summary of the stages to consider when drawing together a health improvement plan.
Learners will need guidance on how to structure and present a health plan that is clear for the chosen individual to follow. They could do this simply through looking at the different materials that are shared in lessons and school in a wider context, thinking about how they are structured in a way that is suitable for that particular use, eg school reports, report cards, website information.
As part of the support available to their chosen individual, learners could investigate apps that can be used to support positive health changes. LiveWell is a good example that can be used in class.
Analysis and evaluation of the impact of the health improvement plan
Time (hours) / Specification content / Teaching and learning ideas / Key words3 / Analysis and evaluation of the impact of the health improvement plan / Learners to evaluate the impact of the health plan on their chosen individual. They may consider ‘what went well’ and ‘even better if’ for the plan, as well as assessing whether the suggested support and services were relevant and appropriate. / Impact
Strengths
Weaknesses
Unit 2: Promoting healthy living
This unit doesn’t lend itself to be broken down into hours for suggested time spent, as it depends on the topic chosen and the type of promotion done.
Research
Specification content / Teaching and learning ideas / Key wordsResearch the importance of health promotion campaign messages through studying local and/or national health promotion campaigns and initiatives. / Begin by discussing the understanding of ‘promotion’ and ‘campaign’. Learners to evaluate the impact of their chosen individual’s health plan and consider the importance of health campaigns. The national Change 4 Life campaign can assist this. / Promotion
Campaign
Educating
Change
Evaluate the legitimacy of these 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 here. / Legitimate
Sources
Funding
Examine the purpose and aims of various types of health promotion campaigns and initiatives. / Campaigns like Act Fast for Stroke, Stay Well This Winter and NHS Call 111 could be investigated to identify the intentions or what the planned outcome is. Local health campaigns can then be researched. / Outcome
Aim
Identify the benefits that health promotion campaigns have in informing, motivating and supporting individuals’ health and wellbeing and the positive repercussions for society at large / 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 health social media campaign examples to enhance understanding. / Benefits
Planning and preparation of a small-scale health promotion campaign
Specification content / Teaching and learning ideas / Key wordsLearners will be required to plan a health promotion campaign based on one of the health campaign topics provided in the specification.
Justify the choice of healthy living messages and explain the likely effects on the target audience’s health and well-being. / Learners can draw upon an example of a health campaign from those listed in the specification but should be encouraged to take a structured approach to the planning and execution of the campaign.
Learners could use this event planning check list to create a flow chart of steps to take with their planning / Planning
Flexibility
Developing promotional materials
Specification content / Teaching and learning ideas / Key wordsLearners should produce suitable promotional materials. Examples are provided in the specification. / Learners to collect examples of promotional materials they find appealing.
Both this NHS Scotland booklet and these creating effective promotional material tips could be useful. / Promotional materials
Evaluation
Specification content / Teaching and learning ideas / Key wordsLearners will be expected to produce evidence which demonstrates the ability to:
· undertake analysis and evaluation of the planning of the healthy living promotion
· undertake analysis and evaluate the effectiveness of the practical activity
· undertake analysis of the overall tasks of the planning and practical activity, identifying and
· explaining what went well and what didn’t go well
· identify ways of making improvements to the healthy living promotion and a brief conclusion to justify suggested changes. / The headings provided in the specification provide a good structure to the evaluation section. These cover both the planning and execution of the health promotion activity and encourage learners to think about successes and areas for improvement. / Analysis
Evaluation
Unit 3: Development through the life stages
The stages and patterns of human growth
Time (hours) / Specification content / Teaching and learning ideas / Key words1 / Growth in relation to increase in physical size (mass and height) / A stack of Russian dolls can be used to illustrate the concept of growth, acting as a useful memory aid in the future.
Learners could draw an image depicting this concept. / Growth
Development
Mass
Size
1 / Development in relation to emergence and increase in sophistication of skills, abilities and emotions. / Learners could work in pairs and think about the meaning of the terms ‘skills’, ‘abilities’ and ‘emotions’. A class discussion to follow where the idea of these developing and changing over time is explored. / Skills
Abilities
Emotions
Physical
Intellectual
Emotional
Social
2 / Ability to describe the expected patterns of physical growth and change. / Learners should have understanding of growth and development however specific detail can come in later lessons.
The notion of ‘PIES (physical, intellectual, emotional and social) development’ should be introduced.
Learners could draw images to represent the different life stages around a PIES picture as a key way to analyse the difference. This could lead to discussion on thoughts of what the different types of development will look like over the life stages. / Patterns
Trends
Norms
Milestones
Expected development at each stage of life
Time (hours) / Specification content / Teaching and learning ideas / Key words3 / Infancy years (0–3) / Learners to split into four groups, each representing one section of PIES, and research the development that takes place during this life stage and feed findings back to the rest of the class. / Egocentric
Attachment
Play
3 / Childhood years (4–10) / Clips from ‘The Secret Life of 5 year-olds’ could be watched (available on YouTube). Learners to take brief notes on the behaviors the children display eg establishing friendships, language used and ways of playing. / Growth spurt
Concepts
Self-esteem
Stability
3 / Adolescence years (11–18) / The Royal College of Psychiatrists have some clearly written factsheets of information about all aspects of development during adolescence. These can provide a useful discussion around sensitive discussions about development during this life stage. The information could be used to identify the various sources of support available for the issues raised eg who could they talk to about sexual identity issues or feelings of anxiety?
Learners could summarise the physical changes that take place during puberty on sketches of males and females.
2 / Adulthood years (19–65) / Learners to consider the lengthy nature of this life stage and the many expected and unexpected life events that may take place.
They could write a short story that starts “Today is my 30th birthday and I…” where they describe their life so far and what they anticipate for the future. Common themes in learner’s stories could form a discussion in pairs, before looking at this article that examines taking a gap year in middle age.
3 / Later adulthood years (65+) / As with adolescence, later adulthood is significant for physical development and learners could repeat the ‘body labelling’ activity for this life stage. Negative aspects of development at this life stage should not have too much focus, learners should be encouraged to see the positives, eg being able to spend more time with family and friends after retiring, the increased participation of this generation in paid employment (both negative and positives could be considered) as well as looking at life-long learning and the ways in which education providers promote their courses to members of the retired population. / Bereavement
Life events
Time (hours) / Specification content / Teaching and learning ideas / Key words2 / Expected life events including birth of a sibling or own child, starting school/college/university, moving to a new house, starting a new job/apprenticeship, marriage, retirement, puberty, menopause. / Learners to identify and describe the effects of expected and unexpected life events can have on an individual’s personal development.
They could think about what they anticipate for their own future lives and create a timeline such as going to university and starting a family. Teacher to draw out how these are things we typically expect to happen to us. / Expected
Unexpected
Impact
2 / Unexpected life events including being the victim of crime, redundancy, serious accident, serious illness, becoming disabled, separation or divorce, bereavement. / Learners could use this BBC article to consider the photographic and video work of Patricia Lay-Dorsey – an MS sufferer who decided to document the effects that Multiple Sclerosis had on her body and life over an extended period of time.
The positive impact of life events could be explored, this article showing the positive side to redundancy could be referenced. / Negatives
Positives
Sources of support/services for life events