BTEC NATIONAL HEALTH AND SOCIAL CARE

UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

Unit 3: Anatomy and Physiology for Health and Social

Unit title Key to lesson types
Care

Guided learning AW Assignment RS Revision

120
hours writing session
Number of GS Guest speaker V Visit
120
lessons
Duration of IS Independent WE Work
1 hour (unless otherwise stated)
lessons study experience

Links to other units

• Unit 1: Human Lifespan Development

• Unit 9: Infection Prevention and Control
Less Lesson Classroom
Topic Suggested activities
on type resources
Topic A: The structure and organisation of the human body
1 A1 How cells work RS/IS  Small class activity: Tutor gives unnamed Microscopes
Functions of cellular slides/photomicrographs to class groups – identify type of Prepared slides
components cells and components and their functions. Partly revision
but be sure to have the identification books available. Photomicrographs
Access to
computers/reference
books

2 A2 Characteristics of IS  Small class activity: Each group builds up chart of type Access to computer,
tissues of cell and its functions, components of cell and functions smart board etc. for
– use as a discussion point in whole class and tutor presentations
introduction to cells, tissues and organs.

3–4 A3 The structure and IS  Individual/small class activity: Individual/group Model of human torso
function of body organs research on tissues and organs – learners draw from a Access to visual

© Pearson 2016 1
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

hat which tissue/organ to research and show visual representation of

presentation using charts/diagrams of their work. Muscles organs of the human
and nerve tissue work will be used again in B5 and B7 body
 Tutor could give out prepared information sheets at the Access to computer,
end of the session to summarise the work done. This smart board etc. for
makes sure all learners have the basic information. presentations
Tutor-prepared
information sheets

5–6 A4 Energy in the body IS  Tutor-led practical demonstration: Tutor Access to laboratory to
demonstrates a series of experiments to show energy demonstrate
changes – chemical, heat, light, sound, electrical OR have experiments on energy
circus of energy change experiments which the learners change
rotate through.
 Tutor-led discussion: Discussions of outcomes of the
experiments and begin to relate them to the human
body, e.g. intake of food converted to movement etc.
7–8 A4 Energy in the body IS  Tutor-led discussion: on definitions used in energy Prepare cards on terms
metabolism. and definitions
 Knowledge quiz: Card game of match the term, e.g. Model of thorax
anabolism with its definition. Visual aids on
 Refer to lesson 1 on structure of organs – the lungs, to aerobic/anaerobic
introduce aerobic/anaerobic respiration as another respiration. Prepare
example of energy changes summary sheets as
final handouts.
9–10 A4 Energy in the body IS  Individual practical activity: Each learner calculates Give formula for BMR
their own BMR. calculation, may need
 Individual practical activity/small group activity: calculators. Have pre-
Learners calculate the BMR for some famous sports prepared examples
persons using information given to them. ready for discussion if
you want to link to
 Individual practical activity/small group activity: Do

© Pearson 2016 2
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

the same exercise using information for people of calorie intake.

different ages, health conditions etc. to relate it to the
healthcare sector.
11–12 B3 The structure, function IS  At this point, you may want to refer to B3 and cover the
and main disorders of the structure, function and main disorders of the respiratory
respiratory system system.
 You could do some practical work on respiration rates and
health conditions such as asthma if you are linking this to
B3.
13–14 A5 Human genetics RS  Revision session/tutor-led discussion: Tutor revision Use visual material,
with class on Mendelian inheritance – establish basic e.g. videos
terms.
 Small group activity: In groups, use pre-prepared cards
to match terms with definitions, e.g. terms such as
recessive, dominant gene, mitosis and meiosis.
 Tutor-led discussion: Tutor-led work on inheritance
patterns building on the definitions.
15–16 RS  Revision session: Revision of human genetic Videos of
A5 Human genetics
mechanisms such as mitosis and meiosis to lead into mitosis/meiosis
reminder about variation, different types of inheritance
and their ratios.
17 RS  Revision session: Tutor revises with class, inheritance Prepared family trees
A5 Human genetics
trees. Learners pick at random a prepared family tree for Information to enable
an inherited condition and use it to explain the genetics learner to build a family
of the situation. tree
 Tutor-led discussion: Learners discuss their results and
do other prepared family trees or try to prepare family
trees from information given to them.
18 A5 Human genetics RS  Small group activity/tutor-led discussion: Catch up
tutorial to review genetic topics covered, review any
problem areas.

© Pearson 2016 3
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

19 A5 Human genetics RS/IS  Revision session: Tutor leads revision on how genetic
variation can occur and the consequences.
 Small group activity: Tutor gives each learner a genetic
variation to research, e.g. sickle cell disease and present
the results of their research to the class.
20 A5 Human genetics IS  Lead-in (7–8 min): Tutor input on diagnostic tests for Videos on diagnostic
genetic and chromosome disorders – followed by tests and how they are
research by learners. carried out
21–22 A5 Human genetics  Knowledge quiz: Mock test on the areas covered in Prepared test – either
topic A. Could be multiple choice, labelling diagram etc. in written form to be
interpreting genetic information. Could be done as a class marked later or as
quiz with tutor as the quizmaster. verbal quiz with teams
 Plenary: Use the rest of the session for revising, of 3 learners
catching up or repeating any parts of topic A that have
caused problems.
Topic B The structure, function and disorders of body systems
NB: B1 homeostatic mechanisms can be done before or after all the sections. In this scheme it is the last items so the learners will be
in a position to apply all their knowledge gained in B2–B11
23–24 B2 The structure, function  Individual practical activity/paired activity: Access to stop watches
and main disorders of the Practical work, possibly to relate to work done in A3 and equipment to
cardio-vascular system onwards. Investigate cardiovascular rates/blood monitor cardiovascular
pressure as a result of different exercises/ages/ fitness, rates. Possibly monitor
to build up a picture of the variation possible. blood pressure.
 Class discussion: on the results of their investigations.
Tutor to help learners to relate this to a healthcare
situation.
25 B2 The structure, function  Individual practical activity/paired activity: Microscopes, prepared
and main disorders of the Practical work using microscopes and prepared slides, slides, photos etc.
cardio-vascular system photomicrographs etc. to show the structure of blood
vessels and blood components.

© Pearson 2016 4
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

26–27 B2 The structure, function  Individual practical activity/paired practical Unnamed slides,
and main disorders of the activity: Practical test using unnamed slides etc. and microscopes etc.
cardio-vascular system learners have to identify the vessel or blood component
and gives reasons.
 Class discussion: Follow up with class discussion to
establish the features of the types of blood vessels and
blood components.
28–29 B2 The structure, function  Tutor-led presentation: Tutor uses video clips and/or Fresh heart for
and main disorders of the animated models to establish the structure of the heart. dissection – check your
cardio-vascular system  Tutor-led practical demonstration/paired activity: Health and Safety
Dissection of heart – check your Health and Safety regulations/COSSH
regulations/COSSH. Access to computer,
 Tutor-led presentation: Tutor uses video clips and/or smart boards
animated models to show cardiovascular system
including the systemic and pulmonary circulation.
 Tutor-led discussion: Using pre-printed diagrams to
establish the information researched so far.
30–31 B2 The structure, function RS  Revision session: Revision of cardiovascular system. Prepared set of quiz
and main disorders of the  Knowledge quiz: Quiz session with learners in small questions
cardio-vascular system teams, led by tutor as quizmaster. Hand out topics to be
 Small group activity: Research for next lesson – researched
disorders of the cardiovascular system. Give each group
a subject to look into.
32 B2 The structure, function  Small group activity: Presentations by groups on their Facilities needed for
and main disorders of the subject – lasting about 2 minutes. presentations, e.g. smart
cardio-vascular system  Tutor-led discussion/small group activity: Use the board, computer display
presentations to build up chart of disorders, symptoms
etc.
33–34 B3 The structure, function IS  Individual practical activity/paired practical Check your Health and
and main disorders of the activity: Dissection of respiratory system – check your Safety
respiratory system Health and Safety regulations/COSSH or use alternative

© Pearson 2016 5
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

displays/models/computer animated models to show regulations/COSSH

structure of respiratory systems.
 Small group activity/independent learning Hand out topics to be
activity: Set research work on disorders of the researched
respiratory system for discussion later (lesson 39).
35–36 B3 The structure, function  Lead-in (7–8 min): Remind learners of the work done Access to
and main disorders of the on structure and function of respiratory system. microscopes/prepared
respiratory system  Lead-in (7–8 min): Remind learners of work on cells slides/photomicrographs
and tissues under A1, A2 and A3. /computer images etc.

 Tutor presentation/paired practical activity:

Practical work looking at muscle tissue – this links in
with B5 striated muscle.
 Class discussion: Follow up with tutorial on muscles
structure relating to intercostal and diaphragm muscles
and movement.
37–38 B3 The structure, function  Tutor-led discussion: Tutorial on ventilation, gaseous Access to laboratory and
and main disorders of the exchange and diffusion. equipment
respiratory system  Paired practical activity: Practical work on diffusion.
 Tutor presentation/paired practical activity:
Interpretation of breathing rates etc. from graphs and
table – see next lesson for related activity on breathing
problems.
39 B3 The structure, function  Small group activity: Learners give presentation on
and main disorders of the their research into disorders of the respiratory system
respiratory system (lessons 34 and 34).
 Class discussion: Relate these disorders to the norm
and to different lifestyles – graph/chart interpretation.
40–42 B4 The structure, function  Independent learning activity: Each learner is given Unlabelled diagram of a
and main disorders of the sheets of skeleton diagrams and asked to label them human skeleton showing
skeletal system from memory. Then using a different coloured pen look the major bones

© Pearson 2016 6
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

up and put in those labels they missed out. Unlabelled diagrams of

 Small group activity: Within small groups the learners three types of joints
check their answers and discuss their findings. Use a skeleton and joint
 Class discussion: Whole group discussion on which models to aid this
labels they found difficult, e.g. types of joints have discussion
different names. Possibly give certain
 Independent learning activity/small group diseases to certain
activity: Set work for a future lesson (48–49) on learners for research
disorders of the skeletal system.
43–45 B4 The structure, function  Lead-in (7–8 min): Tutor reminds learners of the Health and safety risk
and main disorders of the skeletal system, types of bones. assessment if learners
skeletal system  Tutor-led practical demonstration: Demonstration are doing an activity on
by tutor using a skeleton to show the range of movement in joints
movements at joints. Learners can use their own limbs Model of skeleton, bones
and note the range of movement varies between and joints available
individuals. Discussion on the role of synovial joints in Video/computer images
movement and flexibility. of movement
 Tutor presentation: Use video/computer images to
demonstrate movement in slow motion of athletes etc. –
will help the learners appreciate the movement and
forces in joints.
46–47 B4 The structure, function  Class discussion: Tutorial on functions of the skeleton Human skeleton.
and main disorders of the – start with the question ‘If we did not have a skeleton Examples of other
skeletal system what would happen to us?’ skeletons from rat,
 Tutor presentation/tutor-led discussion: Look at rabbit, snail, etc. Use
different skeletal systems – show them examples and models, computer
discuss the advantages/disadvantages. Use to help generated images to
learners list the functions of a human skeleton. show muscle
attachments etc. -aim is
to give learners
opportunity to list the
functions of a skeleton.

© Pearson 2016 7
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

48–49 B4 The structure, function  Knowledge quiz: Tutor is the quiz master and small Prepared quick fire quiz
and main disorders of the teams compete in a quiz on the skeletal system. on the skeletal system –
skeletal system  Independent learning activity/small group time about 30 minutes
activity: Learners present their findings on the skeletal
disorders they researched previously (lessons 40–42).
Tutor gets them to think about the implications in a
healthcare setting.
50–51 B5 The structure, function  Tutor-led practical demonstration/paired practical Photomicrographs/
and main disorders of the activity: Use the model of the skeleton to show a computer images
muscular system movement such as raising the lower arm. In pairs,
learners carry out the same action in order to feel and
then identify the muscle blocks being used.
 Tutor-led practical demonstration/paired practical
activity: Repeat this for other movements involving
different sets of muscles.
 Use this exercise to look at muscle movement involving
antagonistic pairs.
 Paired practical activity: Learners look at
photomicrographs etc. to show the structure of striated
muscle, tendon, ligaments, fascia.
 Tutor presentation/tutor-led discussion: Tutor
input on the role of these structures.
52–53 B5 The structure, function  Independent learning activity: Learner research on Make available suitable
and main disorders of the the location and action of major muscles as listed in the blank skeletal diagrams
muscular system specifications. Use the blank skeletal diagrams to put in to help them show the
their location and a note about what they do, e.g. biceps position of the muscles
contract raises the lower arm, triceps antagonistic. Access to computer
internet and suitable
anatomy books
54–55 B5 The structure, function  Lead-in (7–8 min): Review time to catch up on work Use computer animation
and main disorders of the and remedy any errors, misunderstandings by the to show movement of
muscular system learners. skeleton and muscles

© Pearson 2016 8
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

 Knowledge quiz: Quiz time – use skeleton /models

with muscles attachments etc. to do half an hour of
testing of the learners’ knowledge of muscles.
 Class discussion: Discuss any muscular disorders.
56–57 B6 The structure, function  Knowledge quiz: A quick-fire quiz. Each learner is Blank diagrams of
and main disorders of the given an outline of the human body. Quiz master calls human body
digestive system out an organ, learner puts its position and name on the
blank diagram. Go through the answers and tutor keeps Access to computers and
the diagrams for a future lesson. books

 Tutor presentation/independent learning activity:

Tutor input/ learner research on key words and their
meaning: ingestion, peristalsis, digestion, absorption,
egestion.
Class discussion: Follow this up with a discussion to
make sure that all the learners agree on the definitions
for the key words.
58–59 B6 The structure, function  Tutor presentation/independent learning activity: Access to
and main disorders of the Tutor input/learner research on the definition of an computers/books
digestive system enzyme and gut micro-organisms. Access to laboratory
 Paired activity/small group activity: Practical work and equipment to carry
on the action of an enzyme, e.g. amylase in saliva. out enzyme reaction
 Class discussion: Discussion of outcome of experiment experiment – be aware
and role of the enzyme tested. of Health and Safety
and COSSH regulations
60–61 B6 The structure, function  Paired activity/small group activity: Further Access to laboratory
and main disorders of the experiments on the action of enzymes e.g. lipase, and equipment to carry
digestive system proteases. out enzyme reaction
 Class discussion: Discussion of results and actions of experiment – be aware
these enzymes. of Health and Safety
and COSSH regulations
62–63 B6 The structure, function  Lead-in (7–8 min): Tutor input on internal structure of Computer generated/
and main disorders of the the gut, site of secretion and the role of micro- internet etc. images

© Pearson 2016 9
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

digestive system organisms. You can link this to adverts for different Range of empty gut flora
health products regarding the flora of your gut. products to look at the
 Independent learning activity: Learner research on labels and their contents
gut flora. (learners could bring in
any they drink)
64–65 B6 The structure, function  Tutor presentation followed by paired Microscopes and
and main disorders of the activity/small group activity: Microscope work using prepared slides
digestive system prepared slides to show the different cells in different Equipment to carry out
parts of the digestive system. food tests – be aware of
 Paired activity/small group activity: Learners carry Health and Safety and
out food tests, e.g. for sugars, proteins, fats. COSSH regulations
 Class discussion: Discuss results of food tests.
66–67 B6 The structure, function  Lead-in (7–8 min): Tutor input using results of food Suitable visual aids
and main disorders of the tests to show how products are digested and their fate
digestive system within the body.
 Lead-in (7–8 min): Tutor input on absorption of food
relating this back to the microscope slides of villi etc.
and to the role of blood.
 Class discussion: Facilitate a discussion on the results
of taking in excess food and the role of the liver and
kidneys.
 Small group activity/independent learning
activity: Set class research on disorders of the
digestive system.
68 B6 The structure, function  Revision session: Give each learner a blank outline of Blank out lines of human
and main disorders of the the human body. Call out the organs to be put in and body
digestive system their main function. Outlines from previous
 Plenary: Check the answers in the class then give out test
the outlines used in the first quiz and discuss the
improvements in their knowledge.

© Pearson 2016 10
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

69 B6 The structure, function  Plenary: Review of the digestive system.

and main disorders of the  Class discussion: Discussion of the disorders of the
digestive system digestive system.
70–71 B7 The structure, function  Tutor presentation: Introduction – look at how we rely Sensory testing
and main disorders of the on our nervous system – investigate reaction times, materials
nervous system reflex actions etc.
 Class discussion: Discussion on what these simple
tests say about the human nervous system.
72–73 B7 The structure, function  Lead-in (15 min): Tutor input on CNS including major Models of brain
and main disorders of the areas of the brain and their function. Access to suitable
nervous system  Tutor presentation: investigation using visual aids of equipment to test
voluntary and involuntary activities. voluntary and
 Class discussion: Follow up discussion to relate to involuntary movements
human activities. – be aware of Health and
Safety and COSSH
 Small group activity/independent learning regulations
activity: Set learners research on disorders of the
nervous system.
74–75 B7 The structure, function  Using microscopes look at nerves cells and nerves. Microscopes and
and main disorders of the  Structure of nerve cells and conduction of impulses. prepared slides or
nervous system photomicrographs/comp
 Tutor presentation: Tutor input on parasympathetic uter images of nerve
and sympathetic systems – relate it to the investigation material
on voluntary and involuntary movements and the
disorders the learners have researched. Suitable visual aids
needed
76 B8 The structure, function  Knowledge quiz: tutor led quiz using a blank human Use smart board etc.
and main disorders of the body outline. Ask the learners to tell you where to put with blank human outline
endocrine systems each of the glands: hypothalamus, pituitary, thyroid, so tutor or learners can
ovaries, pancreas, adrenals, testes. put on the glands
 Tutor presentation/plenary: Tutor input to give
definition of endocrine system and use visual aids to
show the structure of the glands.

© Pearson 2016 11
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

77 B8 The structure, function IS  Independent learning activity/paired

and main disorders of the activity/small group activity: Learner research on
endocrine systems the main endocrine glands – their functions, for
presentation in the next lesson.
78 B8 The structure, function IS  Individual activity/paired activity/small group
and main disorders of the activity: Presentation of the learners’ research and
endocrine systems compilation of chart of the endocrine glands, location
and functions.
79 B8 The structure, function IS  Individual activity/paired activity/small group
and main disorders of the activity: Learners research on disorders of the
endocrine systems endocrine system.
80 B8 The structure, function  Tutor-led discussion: discussion using the learners’
and main disorders of the research on endocrine disorders and the implications for
endocrine systems those with such disorders.
81 B9 Structure, function and  Lead-in (7–8 min): Tutor-led input. Use diagram of
disorders of the lymphatic major blood vessels and superimpose the lymph
and immune systems system. Question the class on this system to find out
their knowledge.
 Lead-in (7–8 min): Tutor input using visual aids on
the lymph vessels and organs (the learners can feel for
lymph glands in the neck).
 Individual activity/paired activity/small group
activity: Set research on lymphatic and immune system
disorders.
82 B9 Structure, function and  Plenary followed by tutor-led discussion: Refer
disorders of the lymphatic back to the blood system in B2 to remind the learners
and immune systems about defence mechanisms. Use this to introduce the
different roles of the lymph system.
 Tutor presentation: Tutor input on the functions of the
spleen.

© Pearson 2016 12
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

83 B9 Structure, function and RS  Class discussion: discussion on research on lymphatic

disorders of the lymphatic and immune system.
and immune systems  Revision session: Revision of the work done in this
part of the unit (B9).
84 B10 Structure, function IS  Lead-in (15 min): Tutor input on the structure of the Visual aids
and disorders of the renal renal system.
system  Independent learning activity: Learner research on
function of: ureters, bladder, urethra.
85 B10 Structure, function  Class discussion: Class feedback on the functions of:
and disorders of the renal ureters, bladder, urethra.
system  Tutor presentation: Tutor input on the structure and Visual aids
functions of the kidneys.
86 B10 Structure, function  Tutor presentation followed by paired activity: Case studies where
and disorders of the renal Introduce case studies on UTIs, renal failure, diabetes – information presented
system use them to help learners interpret information about that learners interpret as
disorders (use graphs and charts etc.). to what is happening in a
 Class discussion: Discuss the case studies. disorder

87 B10 Structure, function RS  Revision session: Revision lesson on urinary system.

and disorders of the renal
system

Note: You may decide to teach the human male – female reproductive system first – then go onto the other parts of the syllabus. A
different approach is taken here in order to capture the interest of the learners, all of whom will have been taught the structure of the
male – female reproductive systems at some time.
88–89 B11 Structure, function IS/RS  Revision session: Tutor input – refer to A5 on human Visual aids
and disorders of the genetics and revise mitosis and meiosis and the
reproductive system significance of the latter in gamete formation.
 Tutor presentation/independent learning activity:
Introduce learners to cell division and stages/trimesters
in foetal growth and birth, for them to carry out
research.

© Pearson 2016 13
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

 Plenary to summarise results.

90–91 B11 Structure, function IS  Tutor presentation: Introduce case studies on the Case studies prepared
and disorders of the factors affecting pre-natal development. Include:
reproductive system genetics, age, diet, health, smoking, alcohol
consumption, for learners to research.
 Independent learning activity: Learner research.
 Class discussion: discussion based on the case
studies.
92–93 B11 Structure, function IS  Tutor-led discussion: Discussion around case studies Prepared case studies
and disorders of the on forms of teratogen and their effects.
reproductive system  Independent learning activity/small group
activity:
Learner research on congenital disorders, e.g. spina
bifida, cerebral palsy, rubella for discussion at next
class.
94 B11 Structure, function  Tutor-led discussion: Introduce case studies on Prepared case studies
and disorders of the congenital disorders. Learners then apply their research
reproductive system from the previous lesson to interpret/discuss the
information in the study.
95–96 B11 Structure, function IS  Lead-in (15 min): Tutor input on structure/functions of Visual aids
and disorders of the the male and female human reproductive systems.
reproductive system  Independent learning activity/small group
activity:
Set research for learners to use in the following class on
disorders of male and female systems.
97 B11 Structure, function  Tutor-led discussion: Introduce case studies on Prepared case studies
and disorders of the disorders of the reproductive systems – include graphs/ with data for
reproductive system charts etc. for interpretation. Learners then apply their interpretation
research from the previous lesson to interpret/discuss
the information in the study.

© Pearson 2016 14
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

98 B11 Structure, function RS  Revision session: Review and revision of previous

and disorders of the work on reproductive systems.
reproductive system
99 B11 Structure, function RS  Revision session: Written test to cover any or all of Prepared test on the
and disorders of the the topics in section B. material in section B
reproductive system

Note: You may decide to teach homeostasis first but here the approach is to teach homeostasis at the end as a summary of the
systems studied. The learners have knowledge that they can apply in understanding the control mechanisms that make up
homeostasis.
100– B1 Homeostatic  Lead-in (7–8 min): Tutor input – define homeostasis Practical work using
101 mechanisms in terms of being an internal regulatory mechanism. different
 Lead-in (7–8 min): Tutor input on the concept of volumes/surface areas
negative feedback and how to show it diagrammatically. and heat loss
measurements
 Tutor presentation: Use the control of body
temperature as an example but mention the different
systems involved.
 Tutor presentation: Practical investigation of the
relationship between surface area to volume ratio as
part of temperature regulation.
 Tutor presentation: Relate the work to human shape
and sizes and different environments.
 Class discussion: Lead group discussion on each of the
above areas to engage learners and check
understanding.
102 B1 Homeostatic RS  Revision session: Review of previous lessons and
mechanisms practical work to establish the feedback systems
involved in homeostasis.
103 B1 Homeostatic  Lead-in (15 min): Tutor input on the regulation of
mechanisms glucose levels – refer back to B6 and digestion to
establish the role of glucose in the body.

© Pearson 2016 15
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

 Tutor presentation/ Individual practical activity:

Help the learners to establish the feedback system and
represent it diagrammatically.
104 B1 Homeostatic  Lead-in (15 min): Tutor input on body fluid balance.
mechanisms  Tutor presentation: Establish the role of the renal
system and its representation diagrammatically of the
feedback mechanism involved.
105 B1 Homeostatic  Tutor presentation/class discussion: Introduce and Prepared case studies
mechanisms discuss case studies involving the interpretation of with data to be
feedback mechanisms. used/interpreted
106 B1 Homeostatic IS  Independent learning activity: Learner research on Internet access
mechanisms failures of the homeostatic mechanisms.
107 B1 Homeostatic  Revision session: Review and revise homeostasis (see
mechanisms previous lessons).
Topic C: Medical research
108– C1 How data is collected IS Prior to the start of the lesson give the learners a briefing Briefing paper on data
109 and used paper with information about how data is collected and an collection with an
example, e.g. the age of people related to the incidence of example of data
dementia. collection and its
 Independent learning activity: Ask your learners to presentation/
research the meanings of: interpretation

o double blind and placebo in clinical trials

Appropriate research
o epidemiology
materials (e.g. internet
o mortality and morbidity in relation to statistics. access)
110– C1 How data is collected IS  Tutor-led discussion: Discussion on the meaning and Preparation of case
111 and used application of the terms researched. studies which show
 Independent learning activity: Case studies exercise clinical trials,
where learners match the information given to how the epidemiology, mortality
data was collected and the appropriate use of and morbidity
statistics. Make sure

© Pearson 2016 16
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 3: ANATOMY AND PHYSIOLOGY FOR HEALTH AND SOCIAL CARE

terminology already researched. graphs and charts are

included.
112– C1 How data is collected  Tutor-led discussion: tutor-led session referring to case Further charts and
113 and used studies and the interpretation of the graphs and charts. graphs for
 Class discussion: Use further charts and graphs for interpretation
group discussion.
114 C1 How data is collected IS  Independent learning activity/Revision session: Set Make up revision/test
and used individual work as revision exercise on the interpretation paper with several
of graphs and charts. questions on charts and
graphs and their
interpretation
115– C1 How data is collected RS/IS  Lead-in (15 min): Tutor-led session on analysis of data Two questions to be set
116 and used and the general rules to follow. for use by the class
 Revision session: Set two test questions covering groups based on data
medical procedures and lifestyle choices for small group about the efficacy of
discussion using their skills to analyse the data given. medical procedures and
one on the effects of
lifestyle choices
117 C1 How data is collected RS  Revision session: tutor-led initially on medical research,
and used data collection and analysis.
118– Note: These lessons have been left to allow for slippage in the other timings. Lessons may be ‘lost’ due to bank holidays etc.
120 and other functions within a centre. It also allows for practical work and research to take longer than expected.
Equally, this allows review and revision time/ catch up time and a session to hold a mock exam if appropriate.

© Pearson 2016 17