Hints and Tips - 7 minute read
Sarah Ash - Subject Advisor for health and social care
We know that sometimes as a student, it can be hard to know where to start on an exam board website. This page is a guide to our teaching and learning resources for teaching Cambridge Technicals/Cambridge Nationals and how you, as a student, can get the most out of them.
If you’re looking for more information about how to use these resources for general qualifications like A Levels and GCSEs, please look at our guide here.
When you get to your qualification page, you should see a list of options on the left-hand side. Click on the ‘Planning and teaching’ option. On the Cambridge Technical qualification page, you will see a tab in the middle of the page with two labels, please make sure you click the right one for Level 2 or Level 3 depending on what you’re studying. Cambridge Nationals do not have these two labels.
The sections on the ‘Planning and teaching’ page that are available for every level and subject are:
There are some resources that are available for every level 3 Cambridge Technical (2016 suite)
We’re going to look at each of these sections in more detail and give you some ideas about how to use them.
We make Delivery Guides to give teachers ideas about how to teach some topics within a subject. We have these as .pdf (sometimes a word file) which you can download and print, as well as accessing them as web pages.
These guides cover some key topics for the subject and are broken down into Learning Outcomes (LO). A Learning Outcome is the knowledge and understanding you will have when you’ve completed the activities in the delivery guide. These guides are most often split into four core sections:
Look at the suggested timings for each suggested activity and use these timings to create yourself a schedule (add some additional time as you’ll be doing this without your teacher/assessor). Make your schedule realistic – don’t schedule in four hours on one unit with no breaks. You won’t enjoy learning that way.
Read the suggested activity and break it down into tasks. Here’s an example from Cambridge Technical Health and Social Care, Level 3 (2016) Unit 2:
Here are suggestions of how to break the activities above down:
Summarise: Write summary notes to include your definition of equality, official definitions of equality, reference your sources (so you can go back to them)
One other thought - if the activity suggests working in groups think – can you do this yourself? Could you FaceTime a friend? Is there anyone at home with you who could join in with you?
Remember to check back through the misconceptions.
This is where we keep documents that offer teachers activities to use in their lessons with you. We have a few for each of the main topics you are going to cover. But there isn’t an activity for everything in the unit. They will help to give you some ideas about the ways you can explore topics and bring variety to the way you can learn and produce your work.
Don’t confuse teaching activities with the suggested activities in the delivery guides. These are separate documents.
When you open the document you will see that they are headed up ‘Lesson element’. This means that it will cover an element (part) of the knowledge you need. Teaching activities are usually divided into two parts:
Firstly, read through the teacher instructions. It will tell you what you are going to learn, and where you can find some information to support your learning with activities.
Once you’ve read the teacher instructions move on to the learning activities. This might be a case study, a worksheet or research for a presentation.
Now, if you were in the classroom the work might be broken down into groups. This is much harder when you are on your own. This is where your schedule is important – break the activity down to allow you time to do the research/reading or whatever it is the activity asks. If you are connected with friends maybe you can set up a group, share the research and present to each other. But if you are on your own and don’t have this set up available to you don’t worry – take your time, plan and enjoy the activities for their own sake.
This is where we keep documents that can make things clearer for teachers. For Cambridge Technicals, for example, we have a Command Verb booklet (it contains command verbs with definitions and examples for the internally assessed units). We also have a number of Skills Guides on topics such as referencing, managing projects and problem solving. These guides will support you, just as they would your teachers/assessors so make use of them.
I suggest you bookmark these so that you can dip in and out of them as you need to.
There are two more resources you will find in the teaching and learning section of the qualification page:
Hopefully this has helped you to understand how you could use the resources that we have provided for your teachers. If you’re still not sure about something then please get in touch firstname.lastname@example.org or @OCR_Vocational. Our subject advisors would be happy to answer your questions.
Finally, all the resources mentioned above can be found on the qualification pages of the OCR website. Just click the link and off you go!
Sarah was a teacher of health and social care for ten years. This is her main subject area and her degree and PGCE qualifications are in this subject. She has also taught child development along with several other subjects at KS3 and moderated on the A Level Health and Social Care for another awarding body. Sarah worked in secondary schools and a sixth form college in Norfolk, Suffolk and Essex teaching KS4 and KS5 and as a teacher in a care home for young people aged 16-18 and supported them in preparing to leave care. She now works as a subject advisor in our Cambridge office.