Health and Social Care – Level 3 BTEC National Health and Social Care

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Credit value: 5

Learning outcomesAfter completing this unit, you should:

1 know the stages of growth and development throughout the human lifespan

2 understand the potential effects of life factors and events on the development of an individual

3 understand physical and psychological changes of ageing.

Development through the life stages

4This unit is about understanding the way we change over time. It explores the course of human development and the range of genetic, biological and social factors that in� uence how your life turns out. You will investigate the major events which affect people throughout their lifetimes and look at the effects of ageing, and theories about it.

You will need to think creatively about some very deep questions. Will you have a � xed life course where you can predict much of what will happen to you? How can people with genetic conditions be helped? And how far is your life � xed for you, by your genetics, or by the social and economic environment you grow up in?

You will also need to consider the ageing process. How and why do we age? What does it take to ensure a long and happy old age? And how can health and social care provision provide opportunities for older people to remain as active as they wish?

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BTEC’s own resources

Delayed development happens when a baby or young child has not shown developments within the expected time range. The term is usually restricted to development within the � rst � ve years of life. Delayed development may be caused by issues such as:

brain damage (this can happen before and during birth or during infancy)

poor social interaction with carers

disease

visual disability

hearing disability

poor nutrition.

Developmental progress will be checked by health professionals such as health visitors, although parents

and GPs may be the � rst to notice problems. Children who appear to have delayed development will be referred to appropriate specialists for advice or therapy.

Arrested developmentThe term ‘arrested development’ means development that has stopped. The word ‘arrest’ means to stop something or someone. In the past people with severe mental disability were sometimes regarded as ‘arrested’. But people with serious learning dif� culty can develop and the term ‘arrested’ can be argued to be misleading if used to refer to people with learning dif� culty or disability.

Functional skillsICT: The web search will demonstrate your ability to select information from a variety of Internet sites. The task will also enable you to demonstrate the skills of speaking and listening.

Activity 6: Undertake a web search for arrested development

Undertake a web search to explore the concept of arrested development. Write some short notes to summarise your research. Discuss your research with other course members.

Key termDelayed development – when a child’s development lags behind the developmental norms or developmental milestones for his or her age.

Assessment activity 4.1: The human lifespan P1 D1M1

Delayed development – potential causes and eff ects

Imagine you are an investigative reporter for a magazine and you have been asked to discover as much as possible about a famous person in order to describe the stages of their life so far and what might happen in their future.

When choosing your celebrity, try to pick someone who has outlined details of their past life in interviews, or has written a biography or Internet ‘blog’ about their life. You should use your ICT skills to undertake a web search to look for this information before � nalising your choice of celebrity. It will be important to have some real information when you come to interpreting their life stages.

Grading tipsP1 To achieve a pass, develop a fact � le and collect

information on life stages including pictures graphs and charts to help you interpret the information you collect about your celebrity. You could also produce a ‘life map’ showing the different stages in the life of this person.

M1 To achieve a merit grade you will need to go into more depth about two of your person’s life stages and show that you can discuss this person’s experiences in relation to their intellectual, emotional and social development.

D1 To achieve a distinction grade you will also need to evaluate the possible effects of genetic inheritance and the environment discussing the role of nature and nurture in in� uencing development. It is very unlikely that you will be able to � nd any useful information about your person’s genetics or indeed enough information about their environmental circumstances to make statements or judgements about the speci� c role of these factors in the person’s life. Instead, you should discuss the broader issues associated with nature and nurture in the context of the person’s life story.


Student Book 1

Learning outcomes offer an at-a-glance outline of what learners will be able to achieve after completing the unit.

Unit openers set the scene for learners and put them in charge of their own learning.

Activities encourage learners to interact with the topic and show their knowledge and understanding.

BTEC Level 3 National Health and Social Care

Don’t forget! You can download more material from our resources at www.pearsonschoolsandfecolleges.co.uk/btechsc.

Functional Skills activity boxes are provided throughout, helping learners to integrate these skills as they progress through each unit.

Assessment activities in each unit help learners explore what they have learned, deepening their knowledge and understanding, and preparing them for assessment.

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Unit 4 Development through the life stages

1.1 Life stagesThe human lifespan has been described in terms of life stages for centuries. The life stages are listed in Table 4.1. The age ranges of some life stages are de�ned by social criteria. However, the age ranges for certain stages can vary depending on the expert who is describing it.

Table 4.1: Life stages

Life stage Age Key features

Conception 9 months before birth

Egg and sperm fuse after sexual intercourse and create a new living being

Pregnancy (gestation)

9 months to birth

Physical development of embryo and foetus

Birth and infancy

0–3 years Attachment to carers

Childhood 4–9 years First experience of education

Adolescence 10–18 years

Identi�cation with peer group – puberty takes place during this period

Adulthood 18–65 years

The right to vote, and manage one’s own �nancial affairs, happens at 18

Older adulthood

65 years onwards

65 is the current age when men (and women born after 6 April 1955) receive a state pension

Final stages of life

Variable Physical ‘decline’

Life expectancySocial Trends (2009) state that boys born in 2006 can expect to live to 77 while girls born in 2006 can expect to live to 82 years of age. So life expectancy at birth is 77 for males and 82 for females. Life expectancy at birth is an average, not some kind of limit. As you grow older there is more chance that you might live longer than the average expected life at birth. A man who has already reached the age of 65 is expected, on average, to live until the age of 82 while a woman who has lived to be 65 is expected to live until the age of 85. So the life expectancy of a man who is already 65 is a further 17 years and the life expectancy of a woman of 65 is a further 20 years.

Key termsLife expectancy – an estimate of the number of years that a person can expect to live (on average).

Life course – a life course is a map of what is expected to happen at the various stages of the human life cycle.

Can you map your ‘life course’?A life course describes the path of the human life cycle. Stages such as infancy, childhood and adulthood, can be described alongside the social roles and expectations associated with different stages of the life course.

In the past many experts assumed that the human life course would be controlled by biology. Growth and development progress until adults are able to reproduce. As people get older a process of physical decline sets in and continues until the person dies. This view of the life course can be described as the ‘springboard theory’.

In the past people often assumed that everyone would have similar experiences of the life course. John’s story at the beginning of this unit provides an example of people’s expectations.

Do you think that there is a ‘best age to be’ or can every period of life be the best time in some way?

Reflect

Childhood

Early adulthood

Later lifeSpringboard

Water

I am growingstronger and taller.

I am at the heightof my ability.

It‛s all downhill now!

Fig. 4.2: The ‘springboard’ model of the life course


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BTEC’s own resources

1. The stages of growth and development throughout the human lifespan

Case study: An interview with John

Interviewer: So you would say you can’t predict your life course?

John: Well, life throws you lots of challenges – things don’t always work out like you want them to. I worked for lots of companies but they went out of business and I had to retrain to do different jobs. Nowadays I work in IT – in 1960 there wasn’t any information technology. As the world changes you have to change too.

Interviewer: Would you say that there is no such thing as a life course?

John: No, you do change as you get older, and some things you can predict. I mean, I’m just not � t enough to play football any more – too many aches and pains – your body does let you down as you get older. But I think if you’ve got a dream, something you really want to do – well you just might achieve your dream eventually. For instance I’m really happy now – good job, happy family – everything is going great, but I had a lot of setbacks along the way.

John had a clear idea of his life course when he was 10, but his life experiences did not � t a straightforward pattern.

1 Do you think John was unusual in not having a straightforward life story?

2 Why is it dif� cult to predict what will happen in your life?

3 How far can you choose how your life works out?

My life in the future 18th Jan 1960

I will fi nish with school when I am 15.

When I get out of school I will work on

the milk rounds like my dad. When I

am 17 I will meet a girl and later we

will get married. Then I will be a dad.

I will play football at the weekends.

When I am 50 I can stop work and

watch TV all day. By then people will

go on holiday to the moon but I will

be to old to go on holiday or go out

any more.

too

Fig. 4.1: John’s school book from 1960

Talking to John now:

John: It makes me laugh looking back at my old school work. When you’re only 10 you don’t have much idea of life. I got some of it right. I did start delivering milk and I did get married in my twenties, but I ended up having loads of different jobs and have been divorced twice.

Life storiesWhat do you think? Can someone become successful and famous just because they want to? Do you believe that people become important and successful because they are born to do well? How far does success and fame depend on your upbringing and your opportunities? What does later life hold for people? This unit will help you to explore and make sense of individual people’s life stories.

Get started




Get started activities help to engage learners at the start of a lesson and introduce themes which will be covered in the unit.

Case studies throughout each unit continuously encourage learners to apply their learning to the world of health and social care.

Key terms are highlighted and explained so learners can quickly grasp the meaning of what they are reading.

‘Reflect’ features encourage learners to reflect on their own experiences in a health and social care context.

Student Book 1

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Unit overview Credits: 10 Cert Sub. Dip Dip Ext. Dip

This unit explores the way people change and develop as life progresses. Learners will gain a valuable insight into the way an individual’s needs and priorities change with age and at different stages of development.

This is a 10 credit unit which should be covered in sixty guided learning hours. It is a mandatory unit for the Diploma and Extended Diploma and is an optional unit for the Certi�cate and Subsidiary Diploma.

On completion of this unit, learners should:LO1 know the stages of growth and development throughout the human lifespanLO2 understand potential effects of life factors and events on the development of an individualLO3 understand physical and psychological changes of ageing

Unit contentsThe scheme of work for this unit (page XXX) links to the following resources to help you deliver Unit 4.

L01 L02 L03

Lesson plan LP

Activity sheet AS1, AS2, AS3, AS4, AS5 AS6, AS7, AS8, AS9, AS10 AS11, AS12

Stretch and support AS1, AS3, AS4 AS1 AS1

PowerPoint® PPT

Video Vx Vx Vx

All of these resources can be found on the accompanying CD-ROM, as well answers to the activity sheets and Just checking questions in the Student Book.

AssessmentThis unit will be assessed with an assignment set by your centre, marked within your centre and moderated by your Internal Veri�er and External Veri�er. It will involve learners collecting information about the lifespan development of an individual to form a fact �le. Learners should use their case study to illustrate the key stages of development and the factors that in�uence them. Tutor input will be invaluable as to ensure learner case studies meet the grading criteria and incorporate functional skills for IT and English whenever possible.

Links to other unitsUnit 4 has many links across the speci�cation. Learners can link experience from placement and apply skills used in Unit 2: Equality, diversity and rights in health and social care, Unit 3: Health, safety and security in health and social care, and Unit 6: Personal and professional development in health and social care. The emphasis on developmental disorders links to Unit 5: Fundamentals of anatomy and physiology for health and social care and Unit 14: Physiological disorders. An understanding of the challenges facing older people will help underpin Unit 28: Caring for older people, and being able to recognise healthy development will strengthen the knowledge gained in Unit 10: Caring for children and young people. Tutors can help actively encourage learners to make and exploit these connections.

Unit 4 Development through the life stages

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Teaching Resource Pack

Unit overviews offer an introduction to the unit and provide useful support, especially for newly qualified teachers.

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WeekOutcome/ topic

Tutor activity Learner activity ResourcesAssessment, PLTS and Functional Skills

Stretch and support

5 LO1: Physical developmentIntellectual development

Check and correct each completed lea�et in AS3 before sharing them amongst the group

Learners use AS3, LRC and other facilities to research child developmentSB1 Activity 1 and 2

AS3 Measuring developmentLRC resources, Internet, IT resources (e.g. MS Word or Publisher)SB1 Activities, p.xxx and p.xxx

P1TW, IE, CTICT: Find and select information, Develop present and communicate information, Use ICT systemsEnglish: Reading, Writing, Speaking and listening

Peer support; mixed ability groups with roles de�ned by tutor (e.g. IT specialist, author, researcher, presenter)Stretch – AS3 stretch section

6 LO1: Emotional and social development at each life stageAssignment

Ensure learners have access to relevant materials. Support learners as necessary Set Assessment activity 4.1, and assist learners as they plan, prepare and complete the tasks

Learners research each stage of emotional development using AS4 and present �ndings to the class, and apply to fact �le subjectSB Assessment activity 4.1

AS4 Emotional developmentLRC resources, fact �lesSB1 p.xxx

P1SM, IEICT: Find and select information, English: Reading, Writing, Speaking and listening

Streamed ability groups; more able should be assigned later stages research Stretch – AS4 stretch section

7 LO2: Nature–nurture debateKey principlesThe effects of experience vs. heredity

Guide the discussion to include fact �le subjects

After completing AS5, learners should discuss their �ndings

AS3 Nature–nurtureSB1 p.xxx

P2, M1CT, RLEnglish: Reading, Writing, Speaking and listening

Stretch – encourage debate about moral ethical and political rami�cations of nature/nurture

8 LO2: Nature–nurture debateBiological programmingMaturation theory

Tutors may wish to provide handouts on each theory

R: In two groups learners will research one theory and then present their �ndings to the rest of the group; follow on activity; SB1 Activity 7

LRC resources, �ipchart or PowerPoint for presentationSB1 p.xxx

P2, M1, D1TW, SM, EPICT: Find and select information, Develop present and communicate information, Use ICT systemsEnglish: Reading, Writing, Speaking and listening

Mixed or streamed ability groups to support less ableStretch – compare and evaluate the theories

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Schemes of work help teachers to plan and teach each unit, making use of all the resources available.



links to other units identify opportunities for cross-referencing and combining assignment work for these units.

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WeekOutcome/ topic

Tutor activity Learner activity ResourcesAssessment, PLTS and Functional Skills

Stretch and support

9 LO2: Life factorsGenetic factors

Tutors may wish to invite a guest speaker

Learners complete AS6 R: Learners split into �ve groups to research and make short presentations on different genetic disorders

AS6 Genetic FactorsLRC resources PowerPoint or poster materials for presentationSB1 p.xxx-xxx

P2ICT: Find and select information, Develop present and communicate information, Use ICT systemsEnglish: Speaking and listening

Mixed ability groups to support less ableStretch – compose brief case studies of an individual with the disorder

10 LO2: Life factorsBiological factors

Tutors may wish to invite a midwife, obstetrician or heath visitor to speak

R: learners research pre-natal factors affecting development and present their �ndings as a PowerPoint presentation or essay

LRC resources, PowerPoint, SB1 p.xxx-xxx

P2IE, SMICT: Find and select information, Develop present and communicate information, Use ICT systemsEnglish: Reading, Writing, Speaking and listening

Emotional support may be necessary for some learnersStretch – carry out a small scale survey to �nd out how aware young women are of these risks

11 LO2: Life factors Environmental factors

Present PPT and lead discussion PPTLearners complete AS7 and describe each stage and ways to support individuals at that stageSB1 Activity 8

PPTAS7 Maslow’s hierarchySB1 p. xxx

P2RL, CTEnglish: Speaking and listening

Stretch – evaluate the theory and lead a discussion

12 LO2: Life factors Socioeconomic factors

Lead whole group discussion, identifying life factors and their effect on employment opportunities.

In pairs, read and discuss AS8 SB1 Activity 9

AS8 Life factors and employmentSB1 p. xxx

P2, P3,EP, CTEnglish: Reading, Speaking and listening

Stretch – explore ways to reduce and eliminate bias about life factors

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Emotional developmentPsychologist Erik Erikson described several stages of our lives. He believed that each stage involves resolving a psychological con�ict. If the resolution is positive we will develop healthily. If it is negative it can affect our development badly, and lead to stress, unhappiness, or mental instability

For this activity you will need to divide into six groups. Each group will research one of Erik Erikson’s stages of development, and then present their �ndings to the class to build a complete picture.

The stages are:

• Trust vs. mistrust

• Autonomy vs. shame

• Initiative vs. guilt

• Industry vs. inferiority

• Intimacy vs. isolation

• Generativity vs. stagnation.

You will need to describe:

• What age it occurs

• What the con�ict is

• What happens if the con�ict is resolved

• What happens if the con�ict is not resolved

• How others can help someone through this stage.

As the other groups make their presentation, take careful notes.

Now think about your fact �le subject.

• Which stages have they experienced?

• Which stage are they at now?

• How do you think these con�icts have affected their development, or will affect them in future?

Stretch

Evaluate Erikson’s theory. Do you think it explains normal human development? Can it help us understand other people better? Does it apply to everyone? Identify any other strengths and weaknesses of this theory.

AS4

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Activity sheets consolidate learning and help to identify any areas of weakness.

All schemes of work, lesson plans and activity sheets are included on the FREE VLE disk in the Teaching Resource Pack, so you can transfer whatever you need onto your VLE in just a couple of easy steps.

Our @t work content is packed with interactive material — from knowledge checks through to role plays and decision-making exercises — to help enthuse learners.

Bring your lessons to life with a range of easy-to-use resources — full of vocational relevance and designed for those who learn better by doing.

Teaching Resource Pack



Videos engage learners and encourage whole-class discussion.

Video activity sheets accompany the video clips to help reinforce knowledge and understanding.

Stretch your learners to reach their potential with differentiated activity questions.

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Health and Social Care – Level 3 BTEC National Health and Social Care