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Level 1 Foundation Diploma in Society, Health and Development: Teacher Resource Disk sample activities
 

Level 1 Foundation Diploma in Society, Health and Development: Teacher Resource Disk sample activities

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To accompany Unit 1 of the Student Book for the Level 1 Foundation Diploma in Society, Health and Development, these sample activities look at the different sectors and organisations that might be ...

To accompany Unit 1 of the Student Book for the Level 1 Foundation Diploma in Society, Health and Development, these sample activities look at the different sectors and organisations that might be involved with people in the community.

Download both the Level 1 Foundation Diploma in Society, Health and Development student book sample unit and teacher activities for free here: http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/Diploma/Level1FoundationDiplomainSocietyHealthan/Level1FoundationDiplomaSHD.aspx

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    Level 1 Foundation Diploma in Society, Health and Development: Teacher Resource Disk sample activities Level 1 Foundation Diploma in Society, Health and Development: Teacher Resource Disk sample activities Document Transcript

    • Unit 1: Exploring the Sectors Activity Sheet 1 1.1 Professionals in the sectors Look at the following professionals and place them in the correct sector in the chart below. An example has been given for each sector. Teacher, doctor, dietician, care worker, receptionist, social worker, midwife, health visitor, GP, probation officer, youth worker, dinner lady, teaching assistant, psychiatrist, ambulance worker, paramedic, nursery worker, childminder, renal technician, dentist, pharmacist, Social care Health Children’s services Justice Housing worker Nurse School secretary Police Constable 1.2 Researching terms Using the Internet, try and answer the following questions: A pathology department is …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………….. ‘The NHS’ is a short for what organisation? …………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………….. What is an ASBO? …………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………….. What does NSPCC stand for, and who does the organisation help? ….................................................................................................................................... ...................................................................................................................................... © Pearson Education Ltd 2008 Society, Health and Development page 1 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 2 2.1 Study skills Look at the factors below which may have a positive effect or a negative effect on how people study. Complete the table by placing a tick in the appropriate column and give reasons for your views. Study skills and Positive Negative Reasons environment issues effect effect Quiet space Loud music playing Good ventilation Appropriate desk and chair Motivation Teamwork Preparation Being fixed in your ideas Taking notes quickly Being comfortable 2.2 Planning Planning is an essential skill when you begin to study. Make a list of all the things you would need to do before going on holiday. Discuss your list with another learner and place your actions in order of priority. Using the same skills, make a list of all the questions you would need to ask to investigate the sectors. © Pearson Education Ltd 2008 Society, Health and Development page 2 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 3 3.1 Finding information Storming – identifying what information is needed Evaluating Using the and writing up Internet notes Finding information Books and Leaflets magazines Interviewing people in the sector 1. Make a list of all the questions you would need to ask to find out about the health service, social care sector, children’s services and the justice sector. 2. Identify some of the problems you may face when doing your investigation. 3. Why is it important to write out your questions and to practise saying them before you interview people? 4. Why do we need to plan when doing research? 5. List two other sources where you may be able to get information. 6. Design a leaflet which identifies the different services available locally in one sector. © Pearson Education Ltd 2008 Society, Health and Development page 3 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 4 4.1 Key terms The key terms below do not have their correct definitions alongside them. Match up each key terms with its correct definition by drawing a line between them. Key terms Definitions Bibliography a search engine to find out information Report looking at what went well and how to improve Evaluation presentation of work with clear headings Ask jeeves a list of books used in research Consultations looking back on what happened previously Reflection asking other people their views 4.2 Types of question With another learner, answer the following questions: What is a closed question? ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… What is an open-ended question? …………………………………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………………… © Pearson Education Ltd 2008 Society, Health and Development page 4 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 5 5.1 Social care services Here are some of the key services provided by the social care sector: meals on wheels residential care statutory provision voluntary provision private provision respite care Look at the definitions below and match them to the key services: 1. Provision that is completely paid for by the service user …………………………………………………………………………………… 2. Food that is taken into an individual’s home when they cannot cook for themselves ……………………………………………………………………………………… 3. Organisations that normally get set up because of a lack of government provision ……………………………………………………………………………………… 4. A place for the elderly when they cannot look after themselves ……………………………………………………………………………………… 5. Provision that the government provides which is paid for out taxes ……………………………………………………………………………………… 6. A service which provides support for carers when they need a break ……………………………………………………………………………………… © Pearson Education Ltd 2008 Society, Health and Development page 5 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 6 6.1 Social care: wordsearch Find these key words and phrases in the wordsearch: Care worker Care home Social worker Respite Inspection Services z d f g h j k l w E r t y S E A F c a r e w o r K e r u O F X G s a v b g h j K l o P C G C H I v r w q d s A v b m I H V J N w r e s p i T e l D A U B K S s d a h Z v N m k M L I N L P a s d f o j K l I N W O M F E C Q X A i M S N U B O P T R C D D D C U H E D Y V R M Y E T E F U Q Y V A G H C K N U W I F R I F T S S T T X E Z I S O R E O G R F W Y R Y R A O C N T S p H S J R U M T V S P V a s d f G l l K l N R C D S E R V I C E S M K g j l X F © Pearson Education Ltd 2008 Society, Health and Development page 6 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 7 7.1 Health care organisations Here are some of the key organisations that support the delivery of health services: Strategic Health Authorities Primary care trusts Skills for Health Mental health trusts Secondary health care Ambulance trusts Look at the definitions below and match them to the key organisations 1. ……………………………………………………… There are ten of these in Britain, each responsible for health in their region. They will develop plans and make sure their local NHS organisations perform well. They have set up trusts in local areas to ensure services are provided. 2. ……………………………………………………… They provide rapid response care such as ambulances and getting people to hospital urgently. 3. ……………………………………………………… They provide services locally for those that have mental health issues. They provide care in the community through counselling and nursing. 4. ……………………………………………………… They provide the first health care for local people such as GPs and dentists. 5. …………………………………………………… Care you will receive after going to the GP or dentist. This will include hospitals or day centres. 6. …………………………………………………… This is the Sector Skills Council for the health workforce in the UK. They represent the viewpoints of the health care workforce. They decide on the most suitable qualifications needed for the sector. © Pearson Education Ltd 2008 Society, Health and Development page 7 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 8 8.1 Health sector professionals Make a list in the chart below of all the health professionals who work in the health sector. Identify their roles and responsibilities. An example has been given. Health sector Roles and responsibilities professional GP GPs are responsible for assessing illnesses and conditions. They will refer people to specialists if they need additional services. They are the first point of contact for those who are unwell. © Pearson Education Ltd 2008 Society, Health and Development page 8 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 9 9.1 Children’s services When other people work with children and young people they must ensure that they are healthy are safe enjoy and achieve make a positive contribution achieve economic wellbeing. Make a list of all the different types of settings and childcare facilities that this would apply to. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 9.2 Children’s services for different ages Look at your list above and fill in the chart below, linking the care to the age of the child. 0–1 year 2–5 years 5–11 years 11–16 years 16–19 years Childminder Childminder After school club © Pearson Education Ltd 2008 Society, Health and Development page 9 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 10 10.1 Children’s services: anagrams Unscramble these anagrams to find the key terms: lpayproug ………………………………………………………………………… Cihlmdinedr ………………………………………………………………………… Hcsool ………………………………………………………………………… oyuht lcbu ………………………………………………………………………… Once you have unscrambled these words write about their purpose and structure: …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 10.2 A directory of local children’s services Look at what is available for children and young people in your local area. Design a directory of services and present it to other learners in your group. © Pearson Education Ltd 2008 Society, Health and Development page 10 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 11 11.1 Community justice Finish the following sentences: An ASBO is …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… A custodial sentence is …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… Anti-social behaviour is …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… Make a list of all the behaviours that you consider to be breaking the law …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… What are the sanctions that can happen to those who break the law? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………. What effects does crime have on the offender and on other people in the community? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… © Pearson Education Ltd 2008 Society, Health and Development page 11 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 12 12.1 Justice organisations: roles and responsibilities Look at the list of organisations below. Complete the chart by identifying each one’s roles and responsibilities. Organisation Roles and responsibilities Police Neighbourhood Watch Probation Courts Family Courts Victim Support Prisons Young Offenders institutions Domestic violence units Child protection units © Pearson Education Ltd 2008 Society, Health and Development page 12 of 13 Level 1 Foundation Diploma Unit 1
    • Unit 1: Exploring the Sectors Activity Sheet 13 13.1 Working together Read the following case study Alice is 14 years old and she has run away from home. She thinks her parents are strict – they want her to be in at 9 p.m. on school nights, but she has friends who are allowed to stay out until 11.30 p.m. Alice has been missing school, she has started to drink and smoke, and she is having unprotected sex with her boyfriend, who is 19. Her parents are really worried about her and just want her to come home. 1. What danger is Alice in? ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… 2. Is anyone breaking the law? If so, who and how ? ……………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………….. 3. Are Alice’s parents unreasonable? Give reasons for your answers. ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… 4. What organisations can help Alice and her parents? ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… 5. How can the different organisations work together to support Alice? ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… 6. How do the police work in partnership with other organisations to help prevent crime and stress in communities? ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… © Pearson Education Ltd 2008 Society, Health and Development page 13 of 13 Level 1 Foundation Diploma Unit 1