Edexcel Level 3 BTEC Nationals in Health and Social Care

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UNIT 37: DEFENCE AGAINST DISEASEGrading 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:P1P2P3P4P5explain how the body is protected fromthe external environmentdescribe mechanical and chemicalbarriers to infection and non-specificdefensive responsesdescribe the role of the lymphocytes incellular immunitydescribe the role of the lymphocytes inhumoral immunityuse two examples each to explain activeand passive artificially acquiredimmunityTo achieve a merit grade the evidence mustshow that, in addition to the pass criteria,the learner is able to:M1M2explain mechanical and chemicalbarriers to infection and non-specificdefensive responsesexplain the development of naturalspecific resistance to infectionP6 describe a vaccination programme. M3 explain the potential role of thevaccination programme in public health.To achieve a distinction grade the evidencemust show that, in addition to the pass andmerit criteria, the learner is able to:D1D2evaluate the relative roles of the nonspecificand specific defensive responsesanalyse the potential role of thevaccination programme in public health.462BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007
UNIT 37: DEFENCE AGAINST DISEASEEssential guidance for tutorsDeliveryThis unit needs to be delivered by a tutor who is qualified in the biological sciences.The unit could be introduced through initial class discussions to encourage thinkingabout the potential hazards to the human body from its environment. This will serveto raise awareness of the focus of this unit, which is to explore the body’smechanisms for protecting itself and ensuring its survival.Following such an introduction, the unit could be delivered through a combination oftutor input, individual/small group research followed by posters and/orpresentations, and the use of videos/DVDs. Some of the more complex biologicalaspects will require clear explanation, using diagrammatical representations andworksheets to reinforce understanding. Active learning techniques should be used asappropriate.Learners could be briefly introduced to the concept of artificially acquired immunitythrough discussion of their own experiences, with individual research or tutor inputthen being used to extend and enhance learning. They should be encouraged toresearch a vaccination programme of their choice, which could possibly involve aprogramme that is currently topical. Learners could choose to explore a nationalprogramme, such as for influenza, or an international programme, such as forpoliomyelitis. Some learners may choose to take a more historical approach, andinvestigate the smallpox eradication programme, for example. Class presentationscan then be used to broaden the experiences of the whole cohort.AssessmentIt is suggested that this unit could be assessed by means of one holistic assignmenttowards the end of the period of delivery.For P1 a piece of writing is required, possibly supported by diagrams or other visualimages. Potential hazards need to be identified, and the physical barriers anddefensive mechanisms explained. This will lead on to P2, which requires learners tofocus on non specific resistance, describing barriers to infection and defensiveresponses. M1 requires a more detailed account, with reasons given for theeffectiveness of the various components of non specific resistance.P3 and P4 require a description of the role of the lymphocytes in both cellular andhumoral immunity. Clearly annotated diagrammatical representations will be usefulhere to support evidence, though centres need to ensure that such evidence isentirely that of the learner. For M2 a more detailed and holistic approach to specificimmunity is required. Learners need to explain how natural specific resistance toinfection develops, including the role of phagocytes and lymphocytes. Themechanisms of cellular and humoral resistance should be explained and their relativeroles considered.BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007463
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• to achieve a ‘distinction’
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Centres should note that, in the BT
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Where specific resources are requir
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RightsRisksThe rights that individu
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Grading criteriaTo achieve a pass g
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Edexcel Level 3 BTEC Nationals in Health and Social Care

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