Mrs Eaton - Ellis Guilford School
Life stages Infancy – 0-3 – person is infant Childhood 4 – 10 - person is child Adolescence 11 – 18 – person is adolescent Adulthood 19 – 65 – person is adult Later adulthood – 65+ - person is later adult Physical Fine Motor Skills – using the fingers. Infancy examples 6 months - passes objects from one hand to another, puts objects in mouth 9 months - picks things up using finger and thumb - moving on to pincer grip 12 months - drops objects on purpose, points to things 18 months – scribbles, turns pages of a book 2 years - eats with a spoon, turns a door knob 3 years - threads beads, good pincer grip
Childhood: Drawing and writing improve Colour inside the line Eat with a knife and fork Play a musical instrument Thread a needle Ties shoe laces Uses scissors more accurately
If the question refers to getting dressed don’t use any answers linked to this. Read the question carefully. If it says “Fred is a typical 1 year old how is his fine motor skills likely to develop further during infancy?” It is asking: What are the differences between a 1 year old and 3 year olds fine motor skill? You need to use words like more neatly, more accurately, improve.
Mrs Eaton - Ellis Guilford School
Gross Motor Skills – using the bigger muscles, legs are the best to focus on. If the question refers to climbing, don’t use any answers linked to this. If it asks: John is a typical 4 year old how will his gross motor skills develop during childhood? It is asking you: What is the difference between a 4 year old child’s skills and 10 year olds? You need to again use words like faster, better, more accurately, improve.
Infancy examples 6 months – rolls over, sits supported 9 months - crawls, sits unaided, stands holding furniture 12 months – stands without help, walks if aided 15 months- walks alone, crawls upstairs 18 months – climbs on to chairs, walks upstairs 2 years – runs, kicks a ball 3 years – dress themselves, ride a tricycle, stand on one foot
Childhood examples: Run faster Kick a ball more accurately Ride a bicycle (no stabilisers) Hop and skip better and for longer Climb up ladders
Mrs Eaton - Ellis Guilford School
Adolescence physical changes: These are all linked to puberty bur sexual characteristics are not necessary for reproduction Growth spurt Puberty
Secondary sexual characteristics
Girls 10 – 12 years Increase in vagina size Menstruation Ovulation Hips widen Breasts develop Pubic/body hair grows
Boys 12- 15 years Increase in size of testes Increase in size of penis Erection Sperm Production Facial hair Voice breaks Pubic/body hair grows
Adult physical changes: Peak strength, stamina, co-ordination, weight gain Menopause – Women end of ovulation and menstruation, hot flushes, brittle bones start (osteoporosis), go grey Men – lose hair, less fertile
Later adulthood examples: Reduced height, weight Skin thinner, less elastic, wrinkles Reduced hearing and eye sight Reduced strength, stamina, flexibility and agility
Mrs Eaton - Ellis Guilford School
Intellectual is to do with the brain
Memory Concentration Learning, maintaining skills Problem Solving Language development (infancy/childhood) Wisdom/Experience (Adults to Later adults)
Infancy examples Names objects Speaks in short sentences Understands speech Concepts of colour, shape and number Solitary play develops in to parallel play Childhood examples: Learn through play (co-operative) More complex vocabulary and sentences Read and write Solve number problems Memory for events Adolescence examples: Increased concentration span and language skills Improved hypothetical problem solving (can imagine a problem) More learning strategies Adult examples: Reduced curiosity Increased knowledge, wisdom and practical experience Later adulthood examples: Reduced short/long-term memory and concentration span Slower problem solving and adaptation to new ideas Shorter concentration span Action slips, forget words
Mrs Eaton - Ellis Guilford School
Emotional is to do with feelings
Intimate relationships Peer relationships Self –concept = write about self- confidence Words like happy, depressed, unhappy, frightened, anxious, worried, self-conscious Bonding = strong emotional attachment, cry if separated from parent, fear of strangers, happy to see parent/carer Infancy examples: 6 weeks old – smile at faces About 7 months – development of attachment 18 months – start of self-concept, recognise themselves 2 years old – tantrums 3 years – copes with short separation from parent/carer e.g. go to nursery Childhood examples: Controls emotions Empathy develops Has likes/dislikes Self-concept includes abilities Adolescence examples: Body image is important Self-conscious, may be easily embarrassed Mood swings Sexual attraction Parents become less influential, peers more influential - causes conflict Adult examples: Self-concept includes family, work and achievements, increased confidence and emotionally more stable. Later adulthood examples: Reduced self- concept, self- confidence and self- esteem. Upset because of bereavement, lonely
Mrs Eaton - Ellis Guilford School
Social is to do with friends and family
Finds an intimate partner Parental relationships Friendships/peer group influence Independence/dependence Social skills
Infancy examples: Like to look at faces – beginning of social development About 7 months – development of attachment Parallel play is the first interest in other children
Childhood examples: Co-operative play, sharing, takes turns, co-operation, still need parents for support but attachment is weaker. First friendships Adolescence examples: Greater peer influence, less parental influence Social awkwardness Relationships based on sexual attraction Adult examples: Long –term partnerships, may have children – bonding with children Work relationships, increased social skills e.g. leadership Later adulthood examples: Retirement, bereavement lead to less social contact – reduced social skills Social Isolation
If you have a question about an elderly adult and you have forgotten think of the hill, they are opposite the child. What is a child learning or feeling? Can you reverse this for the elderly adult? Or vice versa.
Mrs Eaton - Ellis Guilford School
Needs Food, work clothes, bills, transport to work, shelter (including rent/mortgage) Wants Phones, sports cars, holidays, fashion clothes, clubs, TV, computers
How does a large income affect access to health and welfare services? Everyone has the right in the UK to free NHS and social care treatment however if you have a large income you can afford to be treated privately and this means you will be treated more quickly. You would pay by cash or on a credit card or through insurance.
Relationships Intimate/personal = sexual attraction (husband/wife, partners) Peer = work colleagues Friendship = go to places together but platonic (no sexual attraction) Employer/employee = boss (manager) and worker Factors affecting self – concept (LARGE CASE) Life events, age, relationships, gender, education, culture, appearance, sexual orientation, emotional development Self – concept questions First point should always refer to the effect on self-confidence. Is it increased, decreased? Second mark is from how they will feel: unhappy, depressed, don’t feel respected, positive, happy, supported, popular, trusted, responsible, good opportunities, looks forward to future, scared of the future, sense of achievement, pride.
Mrs Eaton - Ellis Guilford School
Neglect Lack of care, attention, food, comfort, social interaction, hygiene Effects of neglect Physically – not enough food for growth, easily catches diseases because of no food/poor hygiene, hurt, pain Intellectually – can’t concentrate so does poorly at school Emotionally – lowers self- confidence, self –esteem. Anxious, may feel guilty, stressed, frustrated, angry, upset, depressed, sad. Socially – withdrawn, lonely, few or no friends, lacks social skills, may be bullied, no one to play/talk to, lacks social skills. (Use the words physically, intellectually, emotionally, socially to start each part – correctly)
Factors affecting development
Physical – genetic, diet, disease, obesity, exercise Social & Emotional – gender, education, employment, marriage Economic – income, possessions Environmental – neighbourhood, housing, pollution, access to services
Effect of Factors Refer to: self-confidence, self-esteem, achievement, positive, negative, happy, sad.
Mrs Eaton - Ellis Guilford School
Expected Life Events Leaving/starting school, college, university, retirement. Puberty, menopause. Getting married, moving house Unexpected Life Events Redundancy, divorce, bereavement Serious illness, accident (don’t name illnesses or injuries)
Professional Carers If it is a general question do not use teachers. Counsellor – talks, listens, advises GP (General Practitioner) – prescribes medication/treats e.g. sleeping pills and refers to counsellor/physiotherapist Teacher – monitor, advise, guide, help with work, motivate. Physiotherapist – exercise after an accident/illness Home Care Assistant – practical help, clean, shop
Informal Support Family/Friends Listen, comfort, support, take out, help with problems, encourage. Make food, clean the house, help with funeral arrangements ( if appropriate)
Volunteer Support Citizens Advice, Samaritans, Child Line
Mrs Eaton - Ellis Guilford School
Well – being and development If in doubt start with emotionally (feelings) Use words like: anxious, worried, angry, upset, happy, positive, link to selfconfidence, raised self-esteem, concentration, learning skills, physical problems like over-eating, not eating, tired, can’t sleep, feel good about a job, money worries, can go out more with friends, can access private health care so treated more quickly (or the opposite). If it mentions food, exercise then write about the physical effects too. Example Paula has a large income from her job as a manager. Her income has helped her buy a big house to live in. She is able to pay for private health care services. Explain how Paula’s personal development and well-being is likely to be affected by these factors. Emotionally Paula will feel good about her job which will increase her concentration at work and her self-confidence. She will have no money worries which will raise her self-esteem and allow her to go out with friends and have a big house to live in. These two factors will make her feel content with her life. As Paula has money she can buy healthy food, pay for the gym and access private and NHS health care through insurance or direct payment. This allows her to be treated more quickly than if she was in the NHS queue for treatment and gives her peace about her health medically. 5 marks
Mrs Eaton - Ellis Guilford School
Interrelationships There are two ways of doing these questions: (A)
Highlight positive points in colour. Look at what you can link together, exercise, diet, sleep. Noise, arguments, sleep, stress, concentration, depression. Will confidence, self-esteem be affected? Do some things conflict? Balanced diet – no exercise. Have you covered PIES? Use the words physically, intellectually, emotionally and socially appropriately. Ensure you have talked about everything mentioned in the question and linked at least two things together.
(B) Work through PIES Highlight the physical aspects: diet, exercise, sleep. What effect do these have on the person? Do they work together or against each other? Explain how and why? Intellectual. What affects memory, concentration, career prospects if anything? Emotional. What causes increased/lowered self-esteem, selfconfidence? Happy, sad, stressed, supported, arguments Social – relationships. What type? How does it affect him? Make sure that you cover every factor mentioned in the question.
Mrs Eaton - Ellis Guilford School
Tips for GCSE Revision 1. Make sure that your whole family knows when your exams are: Pin your exam timetable on the fridge – keep it visible. Highlight your exams so that they stand out. Make sure that your holidays don’t clash 2. Talk to the person you are closest to at home about your exams: Discuss your revision timetable with them Keep to your revision timetable Talk about your future: college, apprenticeship, work. Ask someone to test you on what you have been revising 3. Find a space to study: Ideally your own room or a quiet space without distractions. If it is the same space, it will become linked with concentration. Equipment should be in easy reach. The room should be well lit and ventilated but not too comfortable 4. Study when you are more mentally alert. Revise earlier in the day as you will be more awake The reward is you have time later to meet friends 5. Attend school and be punctual Research shows the better the attendance the better the grade. 6. Use time well “The Mars Bar of Life” – a good balance of work, rest and play. 7. Feed your brain Eat healthily Drink plenty of water Get enough sleep
Mrs Eaton - Ellis Guilford School
8. Talk about your revision Ask a family member/friend to test you on what you’ve been revising Talk to your subject staff if you have any problems Attend extra revision sessions 9. Use the SMART method of revising: S= SPECIFIC Don’t just study Health and Social Care for an hour instead have a target. E.g. Revise physical development for all life stages or PIES in adolescence. M = MEASURABLE Have a revision checklist for each subject and tick off each topic as you study it. That way you see your progress. A = ACTION –RELATED Base each study session on task not time. E.g. Have a go at an interrelate question and mark it. Draw a mind map on physical changes in infancy. R = REALISTIC Don’t set goals you can’t achieve. Set realistic challenges otherwise you will get fed up. E.g. Revise for half an hour and have a break. T = TIME Don’t panic. If you have an exam in three weeks, time set blocks of revision in each of the three weeks
10. Pre-exam nerves Hot milk will help you sleep the night before an exam Eat healthy food – chicken, fish, salad, vegetables and fruit 11. On exam day Have a drink and breakfast; bananas give your brain a boost. Bring a black pen and anything else you want that is your own that will make you feel more at peace in your exam e.g. highlighter
Mrs Eaton - Ellis Guilford School
Revision Techniques Draw up a list of subjects you need to revise; divide the subjects in to topics. Make a revision timetable Allow yourself free time to relax (but not too much ) Keep any notes/books in a safe place. Each subjects resources together. Don’t have your mobile phone in the room when you revise; it is too tempting to respond to texts. Notes Split your topic in to main areas. Read your notes and condense them to bullet points that are easy to read. Then underline or highlight key words or phrases. Spider Diagrams Turn your page in to the landscape position. Pick a topic and write it in a bubble in the centre of your page. Give the bubble legs and at each end of the leg put a sub-topic or key area. Colours will help. Think carefully about what key words you put on your diagram they have to trigger your memory in this area.
P Infant
s
Flash Cards Use a set of post cards and create a set for each topic. Summarise each topic on one card e.g. Physical development in infancy. Use highlighters or underline key words or draw a picture to trigger your memory. These are easy to look at and to revise from. Draw it Turn your notes in to a poster, cartoon with speech bubbles, lots of diagrams and colours. Your brain will remember the colours and pictures and this gives your brain another way of recalling information. Put your posters up in your bedroom, by your mirror, on the back of the toilet door or on the fridge. Ask first.
Mrs Eaton - Ellis Guilford School
Record yourself Once you have your notes record yourself reading them out, replay and listen to them on the bus, walking to school – no one will know it’s not music. If you are tired you can listen to these and not have to make much of an effort. Make up a RAP or song Think of your favourite songs and write your revision notes to the music, sing them out loud. The rhythm and tune helps your memory recall it. Tape yourself singing it or rapping and again listen on the way to school. Acrostics These are things like “Richard of York gave battle in vain” – colours of the rainbow. Why do we learn “LARGE CASE?” Can you make any others? Question Cards Write questions on one side of the card and the answer on the other. Shuffle them each time you use them so that they are not in the same order. The process of making the cards is revision too. Name two unexpected life events.
Divorce Redundancy
Teach Prepare a lesson on a topic and persuade a family member or friend to be your student. You will revise preparing the lesson, teaching the lesson and hopefully they will ask you lots of questions. (Past Papers – google AQA past papers and print them and the mark sheet.)
Mrs Eaton - Ellis Guilford School
Health And Social Care Revision Pack
Mrs Eaton - Ellis Guilford School
Name ……………………………………………… Interrelationship Question Britney is an adult female who left school with good qualifications. She is studying at university to be a physiotherapist and has her own room in a house she shares with three other students. The rent for the house and other bills leave Britney with little spare money. Britney has a boyfriend but only sees him when she goes home from university. Britney has good health and she eats a balanced diet but she does not take regular exercise. Britney is worried that she may not be able to get a job when she leaves university. Explain how the different factors in Britney’s life may interrelate to affect her health, well-being and development. Britney has a boyfriend, is well qualified and at university which will build her self-confidence and make her feel good. She is however worried about not getting a job and having little money to pay bills this could cause stress and depression. Having little spare money could make her feel good as she makes it go round. She has her own room in the flat which gives her privacy but it still may be noisy as she has 3 flat mates and she may not be able to work. They will however give her support and be part of her social life. She eats a balanced diet which will help her be healthy but as she does not exercise she could put weight on (leads to heart disease). Her boyfriend makes her feel like she has support but as he is away from home she may be depressed and miss him.
9 marks
Mrs Eaton - Ellis Guilford School
Martine is an attractive 24-year-old female with blonde hair and blue eyes. She did not do well at school and found it hard to get a job. She finds her job boring. Martine lives with her boyfriend, Alex, and has lots of friends. She enjoys spending time with her friends, especially going shopping. Martine does not get on with her parents. She argues with them about her future. Explain how the different factors in Martine’s life may interrelate to affect her health, well-being and development. Martine is described as an attractive female with blonde hair and blue eyes; she lives with her boyfriend and has lots of friends. This will give her a positive self-image and a high self-esteem as she will be popular and always have someone there to support her. Socially she will be able to go out with her friends and she especially likes shopping which again will boost her self-image if she is looking for clothes as they will tell her how good she looks when she tries them on. Intellectually she may doubt herself as she did not do well at school and found it hard to get a job. She finds her job boring which means she probably isn’t learning anything. This may mean that she lacks confidence in this area and will not have good career prospects. Emotionally Martine may find it hurtful and upsetting that she does not get on with them and always argues with them about her future. She may feel let down by them and insecure. 6 marks
Mrs Eaton - Ellis Guilford School
Peter exercises regularly before work each day. He lives on his own, has few friends and would like a girlfriend. Peter works long hours as a salesman and is worried that he may lose his job if the company closes. He is careful to eat a balanced diet and enjoys restoring old motorbikes in his spare time. Explain how the different factors in Peter’s life may interrelate to affect his health, wellbeing and development. Physically Peter eats a balanced diet and exercises regularly. Both these factors mean that he has a healthy lifestyle, stamina and less chance of heart disease in later life as his cholesterol level should be low. Intellectually Peter is stimulated by his job as a sales person however this could have the negative emotional effect of causing stress and over tiredness particularly as he will be worried about how he will cope financially if the company closes and he loses his job. His job will be one of the few places he meets people and build s his social skills he will also have a sense of pride in his work which gives self-confidence and a high self-esteem. As Peter lives on his own and would like a girlfriend he may suffer from depression and loneliness. He hasn’t got a full social life either as he spends most of his time alone restoring old motorbikes. He may find this a fulfilling and positive hobby but he would be lonely doing it. 9 marks