Edexcel Level 3 BTEC Nationals in Health and Social Care

More documents

Recommendations

Info

UNIT 16: SCIENCE IN PRACTICE FOR HEALTHUnit content1 Understand how a laboratory functionsLaboratory type: eg hospital, public health, researchLaboratory medicine: eg biochemistry, haematology, histology, microbiology,immunology, molecular biology, virology, audiologyDiagnostics: in vitro diagnostics, eg blood analyses, urine analyses; in vivodiagnostics, eg X-rays, CT scans, MRI scans; immunodiagnosticsProcesses: chronological process of investigation, range of investigativeprocedures, quantitative and qualitative analysis; value of sampling, datarecording and manipulation, data presentation, valid conclusions; qualityassurance; health, safety and securityHealth, safety and security: legislation as appropriate to laboratory function,COSHH regulations, policies and procedures, hazards, risk assessment, safetyequipment/signs, personal protective equipment and procedures, action to betaken when incidents occur; disposal of waste materials, sustainable developmentEquipment: identification, selection and use for a specified task, maintenance;instrument quality; laboratory management information systemsLaboratory workers: eg biomedical scientists; roles and responsibilities,requirements, eg qualifications, training, attributes2 Be able to use analytical techniquesMolarity: calculations involving molar quantities, molarity; calculation ofconcentration including use of dilution factors necessary to produce a range ofstandard solutions from a given stock solution of known concentrationStandard solutions: preparation of solutions of fixed concentration, appropriatetitrations to determine concentration or standardise given solutions; dilution ofstock solutions to give a series of related standard solutionsHealth and safety: application to laboratory conditionsTechniques: underlying principles; colorimetry; chromatography, eg thin layer,gas liquid, column, high performance liquid chromatography; spectroscopy, egultra violet, infra red, mass spectroscopy; electrophoresisPractical investigation: eg lipid content of different types of milk, ascorbic acidcontent of different fruit juices, amino acid content of different proteins; healthand safety as appropriate to tasks, eg use of safety equipment/protective items;scientific reportScientific report: method; data presentation, eg tables, graphs, charts; analysisand evaluation; conclusions and recommendationsEvaluation: of methods and results: validity, eg fitness-for-purpose of methods,repeatability, sources and magnitude of errors218BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007
UNIT 16: SCIENCE IN PRACTICE FOR HEALTH3 Be able to use microscopic techniquesPreparation of slides: fixing, staining techniquesUse of light microscope: in examination of prepared slides, differentmagnifications, interpretationMicroscopes: light, UV, electron, SEM, TEM; images, limitations, applications4 Be able to use aseptic techniques to culture microorganismsMicroorganisms: eg from yoghurtTechniques: laboratory aseptic techniques; sterile techniques for collection ofswabs; principles of media cultures, preparation, inoculation, incubation andmicrobiological transfer; counting techniques, factors affecting growth ofmicroorganisms; stain tests for diagnosis, eg gram stain; antibiotic sensitivityHealth and safety: codes of practice for microbiology laboratories — compliancewith COSHH regulationsInvestigation: eg effectiveness of different antiseptics/disinfectants, lowesteffective concentration of antiseptics/disinfectants, growth requirements ofparticular bacteria, effect of length of exposure to UV light, changes in thebacterial count in stored yoghurt; use of aseptic technique, culture techniques,staining and observing microbial cultures; health and safety as appropriate totasksBN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007219
Page 4:
Unit 4: Development Through the Lif
Page 9:
Ten principles for delivering an Ed
Page 12 and 13:
BTEC National DiplomaThe 1080 GLH (
Page 14 and 15:
Structure of the qualificationEdexc
Page 16 and 17:
Edexcel Level 3 BTEC National Certi
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Edexcel Level 3 BTEC National Diplo
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Unit formatAll units in Edexcel Lev
Page 34 and 35:
26BN018467 - Specification - Edexce
Page 36 and 37:
Unit 27: Dealing with Challenging B
Page 38 and 39:
UNIT 1: DEVELOPING EFFECTIVE COMMUN
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
UNIT 2: EQUALITY, DIVERSITY AND RIG
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
UNIT 3: HEALTH, SAFETY AND SECURITY
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
UNIT 4: DEVELOPMENT THROUGH THE LIF
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
UNIT 5: FUNDAMENTALS OF ANATOMY AND
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
UNIT 6: PERSONAL AND PROFESSIONAL D
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
UNIT 7: SOCIOLOGICAL PERSPECTIVES F
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
UNIT 8: PSYCHOLOGICAL PERSPECTIVES
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
UNIT 9: VALUES AND PLANNING IN SOCI
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
UNIT 10: CARING FOR CHILDREN AND YO
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
UNIT 11: SUPPORTING AND PROTECTING
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177: UNIT 11: SUPPORTING AND PROTECTING
Page 178 and 179: UNIT 12: PUBLIC HEALTHUnit content1
Page 180 and 181: UNIT 12: PUBLIC HEALTHGrading gridI
Page 182 and 183: UNIT 12: PUBLIC HEALTHP1 and P2 cou
Page 184 and 185: UNIT 12: PUBLIC HEALTHIn addition,
Page 186 and 187: UNIT 12: PUBLIC HEALTHKey skillsAch
Page 188 and 189: UNIT 12: PUBLIC HEALTHWorking with
Page 190 and 191: UNIT 13: PHYSIOLOGY OF FLUID BALANC
Page 202 and 203: UNIT 14: PHYSIOLOGICAL DISORDERSUni
Page 204 and 205: UNIT 14: PHYSIOLOGICAL DISORDERSGra
Page 206 and 207: UNIT 14: PHYSIOLOGICAL DISORDERSEss
Page 208 and 209: UNIT 14: PHYSIOLOGICAL DISORDERSThi
Page 210 and 211: UNIT 14: PHYSIOLOGICAL DISORDERSKey
Page 212 and 213: UNIT 14: PHYSIOLOGICAL DISORDERS204
Page 214 and 215: UNIT 15: BIOCHEMISTRY FOR HEALTHUni
Page 216 and 217: UNIT 15: BIOCHEMISTRY FOR HEALTHGra
Page 218 and 219: UNIT 15: BIOCHEMISTRY FOR HEALTHEss
Page 220 and 221: UNIT 15: BIOCHEMISTRY FOR HEALTHThe
Page 222 and 223: UNIT 15: BIOCHEMISTRY FOR HEALTHKey
Page 224 and 225: UNIT 15: BIOCHEMISTRY FOR HEALTH216
Page 228 and 229: UNIT 16: SCIENCE IN PRACTICE FOR HE
Page 240 and 241: UNIT 17: WORKING IN THE SOCIAL CARE
Page 254 and 255: UNIT 18: WORKING IN THE HEALTH SECT
Page 268 and 269: UNIT 19: APPLIED SOCIOLOGICAL PERSP
Page 276 and 277:
UNIT 19: APPLIED SOCIOLOGICAL PERSP
Page 278 and 279:
UNIT 19: APPLIED SOCIOLOGICAL PERSP
Page 280 and 281:
UNIT 20: HEALTH EDUCATIONUnit conte
Page 282 and 283:
UNIT 20: HEALTH EDUCATIONGrading gr
Page 284 and 285:
UNIT 20: HEALTH EDUCATIONAssessment
Page 286 and 287:
UNIT 20: HEALTH EDUCATIONSome of th
Page 288 and 289:
UNIT 20: HEALTH EDUCATIONKey skills
Page 290 and 291:
UNIT 20: HEALTH EDUCATIONWorking wi
Page 292 and 293:
UNIT 21: NUTRITION FOR HEALTH AND S
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
UNIT 22: RESEARCH METHODOLOGY FOR H
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
UNIT 23: COMPLEMENTARY THERAPIES FO
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
UNIT 24: INTRODUCTION TO COUNSELLIN
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
UNIT 25: COPING WITH CHANGE IN A HE
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
UNIT 26: CARING FOR INDIVIDUALS WIT
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
UNIT 27: DEALING WITH CHALLENGING B
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
UNIT 28: CARING FOR OLDER PEOPLEUni
Page 370 and 371:
UNIT 28: CARING FOR OLDER PEOPLEEss
Page 372 and 373:
UNIT 28: CARING FOR OLDER PEOPLEFor
Page 374 and 375:
UNIT 28: CARING FOR OLDER PEOPLEWeb
Page 376 and 377:
UNIT 28: CARING FOR OLDER PEOPLEInf
Page 378 and 379:
UNIT 29: APPLIED PSYCHOLOGICAL PERS
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Page 392 and 393:
UNIT 30: HEALTH PSYCHOLOGYUnit cont
Page 394 and 395:
UNIT 30: HEALTH PSYCHOLOGYGrading g
Page 396 and 397:
UNIT 30: HEALTH PSYCHOLOGYAssessmen
Page 398 and 399:
UNIT 30: HEALTH PSYCHOLOGYEssential
Page 400 and 401:
UNIT 30: HEALTH PSYCHOLOGYInformati
Page 402 and 403:
UNIT 31: PHYSIOLOGY OF CO-ORDINATIO
Page 404 and 405:
Page 406 and 407:
Page 408 and 409:
Page 410 and 411:
Page 412 and 413:
Page 414 and 415:
UNIT 32: MOBILITY AND EXERCISE FOR
Page 416 and 417:
Page 418 and 419:
Page 420 and 421:
Page 422 and 423:
Page 424 and 425:
Page 426 and 427:
UNIT 33: PHYSICAL SCIENCE FOR HEALT
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Page 436 and 437:
Page 438 and 439:
UNIT 34: HUMAN INHERITANCE FOR HEAL
Page 440 and 441:
Page 442 and 443:
Page 444 and 445:
Page 446 and 447:
Page 448 and 449:
UNIT 35: INTRODUCTION TO MICROBIOLO
Page 450 and 451:
Page 452 and 453:
Page 454 and 455:
Page 456 and 457:
Page 458 and 459:
UNIT 36: COMMUNICABLE DISEASESUnit
Page 460 and 461:
UNIT 36: COMMUNICABLE DISEASESGradi
Page 462 and 463:
UNIT 36: COMMUNICABLE DISEASESRecor
Page 464 and 465:
UNIT 36: COMMUNICABLE DISEASESKey s
Page 466 and 467:
UNIT 36: COMMUNICABLE DISEASESImpro
Page 468 and 469:
UNIT 37: DEFENCE AGAINST DISEASEUni
Page 470 and 471:
UNIT 37: DEFENCE AGAINST DISEASEGra
Page 472 and 473:
UNIT 37: DEFENCE AGAINST DISEASED1
Page 474 and 475:
UNIT 37: DEFENCE AGAINST DISEASEJou
Page 476 and 477:
UNIT 37: DEFENCE AGAINST DISEASEImp
Page 478 and 479:
UNIT 38: ENVIRONMENTAL HEALTHUnit c
Page 480 and 481:
UNIT 38: ENVIRONMENTAL HEALTHGradin
Page 482 and 483:
UNIT 38: ENVIRONMENTAL HEALTHFor P1
Page 484 and 485:
UNIT 38: ENVIRONMENTAL HEALTHWebsit
Page 486 and 487:
UNIT 38: ENVIRONMENTAL HEALTHInform
Page 488 and 489:
UNIT 38: ENVIRONMENTAL HEALTH480BN0
Page 490 and 491:
UNIT 39: INFECTION PREVENTION AND C
Page 492 and 493:
Page 494 and 495:
Page 496 and 497:
Page 498 and 499:
Page 500 and 501:
Page 502 and 503:
UNIT 40: DEMENTIA CAREUnit content1
Page 504 and 505:
UNIT 40: DEMENTIA CAREGrading gridI
Page 506 and 507:
UNIT 40: DEMENTIA CAREEssential gui
Page 508 and 509:
UNIT 40: DEMENTIA CAREAdditionally,
Page 510 and 511:
UNIT 40: DEMENTIA CAREInformation c
Page 512 and 513:
UNIT 40: DEMENTIA CARE504BN018467 -
Page 514 and 515:
UNIT 41: WORKING WITH MEDICATION IN
Page 516 and 517:
Page 518 and 519:
Page 520 and 521:
Page 522 and 523:
Page 524 and 525:
UNIT 42: SUPPORT WORK IN SOCIAL CAR
Page 526 and 527:
Page 528 and 529:
Page 530 and 531:
Page 532 and 533:
Page 534 and 535:
Page 536 and 537:
UNIT 43: TECHNOLOGY IN HEALTH AND S
Page 538 and 539:
Page 540 and 541:
Page 542 and 543:
Page 544 and 545:
Page 546 and 547:
UNIT 44: VOCATIONAL EXPERIENCE FOR
Page 548 and 549:
Page 550 and 551:
Page 552 and 553:
Page 554 and 555:
Page 556 and 557:
Page 558 and 559:
UNIT 45: COMPETENCE-BASED VOCATIONA
Page 560 and 561:
Page 562 and 563:
Page 564 and 565:
Page 566 and 567:
Page 568 and 569:
Page 570 and 571:
UNIT 46: INDEPENDENT LEARNING IN HE
Page 572 and 573:
Page 574 and 575:
Page 576 and 577:
Page 578 and 579:
Page 580 and 581:
Page 582 and 583:
UNIT 47: ACADEMIC LITERACY IN THE H
Page 584 and 585:
Page 586 and 587:
Page 588 and 589:
Page 590 and 591:
Page 592 and 593:
Page 594 and 595:
UNIT 48: SOCIAL POLICY FOR HEALTH A
Page 596 and 597:
Page 598 and 599:
Page 600 and 601:
Page 602 and 603:
Page 604 and 605:
Page 606 and 607:
UNIT 49: EXPLORING PERSONAL AND PRO
Page 608 and 609:
Page 610 and 611:
Page 612 and 613:
Page 614 and 615:
Page 616 and 617:
Page 618 and 619:
• to achieve a ‘distinction’
Page 620 and 621:
Centres should note that, in the BT
Page 622 and 623:
Where specific resources are requir
Page 624 and 625:
More mature learners may present a
Page 626 and 627:
Further informationFor further info
Page 628 and 629:
620BN018467 - Specification - Edexc
Page 630 and 631:
Page 632 and 633:
Grading domain 2 Indicative charact
Page 634 and 635:
Grading domain 4 Indicative charact
Page 636 and 637:
Key skills mapping — summary of o
Page 638 and 639:
Key skillsUnit 21Unit 22Unit 23Unit
Page 640 and 641:
Key skillsUnit 41Unit 42Unit 43Unit
Page 642 and 643:
Units 1 2 3 4 5 6 7 8 9 10HSC313
Page 644 and 645:
Units 11 12 13 14 15 16 17 18 19 20
Page 646 and 647:
Units 31 32 33 34 35 36 37 38 39 40
Page 648 and 649:
Units 11 12 13 14 15 16 17 18 19 20
Page 650 and 651:
Page 652 and 653:
Old unitsNew unitsUnit 1Unit 2Unit
Page 654 and 655:
BTEC National in Care old (specific
Page 656 and 657:
Old unitsNew unitsUnit 1Unit 2Unit
Page 658 and 659:
Wider curriculum mappingUnit 1Unit
Page 660 and 661:
Unit 37Unit 38Unit 39Unit 40Unit 41
Page 662 and 663:
UnitCore dimensionCore dimension 1:
Page 664 and 665:
Health and Wellbeing dimensionUnit
Page 666 and 667:
Page 668 and 669:
RightsRisksThe rights that individu
Page 670 and 671:
Grading criteriaTo achieve a pass g
show all

Edexcel Level 3 BTEC Nationals in Health and Social Care

Create successful ePaper yourself

Delete template?

Save as template?