Edexcel Level 3 BTEC Nationals in Health and Social Care

More documents

Recommendations

Info

UNIT 34: HUMAN INHERITANCE FOR HEALTH AND SOCIAL CAREGrading gridIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learningoutcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.Grading criteriaTo achieve a pass grade the evidence mustshow that the learner is able to:P1P2P3P4P5P6explain the process of meiosis in relationto the production of sperm and ovadescribe factors that may influence thereproductive process in humansdescribe the structure of chromosomesand their role in reproductionexplain the key principles of geneticsusing examples relating to inheritance inhumansdescribe the principles of reproductiveand gene technologies and theirimplications for individuals, society andthe environmentdescribe ethical dilemmas that may arisefrom reproductive and genetechnologies.To achieve a merit grade the evidence mustshow that, in addition to the pass criteria,the learner is able to:M1M2M3explain the behaviour of DNA inreproduction and inheritanceanalyse the impact on individuals, othersand society of genotypes resulting indevelopmental delay or impairment ofnormal body functioningexplain the advantages anddisadvantages of gene and reproductivetechnologies with regard to health andwellbeing.To achieve a distinction grade the evidencemust show that, in addition to the pass andmerit criteria, the learner is able to:D1D2evaluate support available for individualsand others when coping with difficultiesassociated with reproduction andinheritanceanalyse ethical dilemmas arising fromreproductive and gene technologies.432BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007
UNIT 34: HUMAN INHERITANCE FOR HEALTH AND SOCIAL CAREEssential guidance for tutorsDeliveryIt is recommended that the unit is delivered by a tutor with a sound understanding ofthe biochemical aspects of genetics and the ethical dilemmas arising from the use oftechnologies in human inheritance.The unit could be introduced with a review of the structure of DNA, its role indetermining cell behaviour and in mitosis. This could then lead to concepts ofchromosome numbers and the role of meiosis in reducing diploid to haploid. Unit 15:Biochemistry for Health introduced the structure of nucleic acids and their role inprotein synthesis, and a review of knowledge and understanding gained so far wouldbe a useful starting point here. It would also be beneficial for those learners whohave not included Unit 15: Biochemistry for Health in their programme.The details of the roles of chromosomes and of meiosis in human reproduction canthen be explored, along with the hormonal and environmental influences thatinfluence the process, including successful fertilisation and implantation.Three-dimensional images of the structure of DNA during different stages of thereproductive process would assist learner understanding of the concepts. Learnersshould understand the role of base pairing and codons in the transference of traitsfrom one generation to another. When discussing inheritance, the use of examplesfrom human genetics to illustrate principles would be expected and could be linkedwhere appropriate to other units in the programme. For example, the inheritance ofblood groups and similarities between blood group compatibility for tissue matching,and the immune response, could be discussed.Learners should be introduced to genetic engineering principles, and outlines of thetechniques involved could be given. Their application for a range of uses should beincluded and can provide a useful introduction to a discussion on the implications ofsuch technologies. Guest speakers and/or visits relevant to reproductive or genetechnology could be useful here.Discussion could be informal or include formal debates as a means of raisingawareness of different perspectives on the issues involved. Use of recent mediasources to provide a focus for such discussions is valuable, but tutors should facilitateconsideration of a wide range of views in the discussions and of issues beyond thosethat happen to have a high profile at the time of study.AssessmentThree assignments could be used as the basis of assessment for this unit. Initially, P1,P2, P3 and M1 could be assessed, for which evidence is likely to take the form of awritten assignment. Learners should be able to use diagrammatic representations tosupport their evidence but, when used, images used should be fully referenced totheir source and annotated in such a way that it is clearly work unique to theindividual learner rather than used unchanged from source material.BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007433
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:
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 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
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 226 and 227:
UNIT 16: SCIENCE IN PRACTICE FOR HE
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
UNIT 17: WORKING IN THE SOCIAL CARE
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
UNIT 18: WORKING IN THE HEALTH SECT
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
UNIT 19: APPLIED SOCIOLOGICAL PERSP
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
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: UNIT 29: APPLIED PSYCHOLOGICAL PERS
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 414 and 415: UNIT 32: MOBILITY AND EXERCISE FOR
Page 426 and 427: UNIT 33: PHYSICAL SCIENCE FOR HEALT
Page 438 and 439: UNIT 34: HUMAN INHERITANCE FOR HEAL
Page 448 and 449: UNIT 35: INTRODUCTION TO MICROBIOLO
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?