Contents:

• INTRODUCTION
• DOWNLOAD THIS SITE
• TEACHER FEEDBACK
• CLINICAL AND SCIENTIFIC
• SITE NAVIGATION
• CLASSROOM MANAGEMENT
• A VISIT FROM AN AHP
• WORKSHEETS
   - Acronyms
   - Bones
   - Communication
   - Eyes
   - Feelings
   - Feet
   - Food and Energy 1 and 2
   - Seeing Inside Us
   - Disability (Teacher's Note only)
• ADDITIONAL IMAGES

INTRODUCTION

This resource aims to introduce Key Stage 2 pupils to the work of a group of Allied Health Professionals. In doing this the site offers materials and suggestions to support work within the National Curriculum guidelines – most specifically Science, English and ICT but also Mathematics. More generally PSHE is supported throughout.

Young people will know of the work of doctors and nurses but may not know of many other people who look after our health and welfare. In this resource they are specifically:

• Arts Therapists
• Dietitians
• Occupational Therapists
• Orthoptists
• Physiotherapists
• Podiatrists and Chiropodists*
• Prosthetists and Orthotists
• Radiographers
• Speech and Language Therapists.

*Note: podiatrists and chiropodists effectively do the same job, but where they are currently more commonly known as chiropodists, now and in the future, those qualifying in to the profession will be known as a podiatrist only.

Pupils will be introduced to case studies which focus on the health needs and support of one central character each. They may then follow through to the Allied Health Professionals (AHPs) who will form the clinical care team.

A series of worksheets extend beyond the case studies into the young people's own lives and offer valuable opportunities for support of national strategies.

This is the Standard route. An Extended route exists (primarily for Key Stage 3); you may find more able students would like to read fuller Profiles in the Extended route. Direct links are incorporated on screen. Encourage children to access this only when they have fully explored the Standard site.

TEACHER FEEDBACK

Your feedback on this resource is important to us and will enable us to make improvements or adjustments to the materials provided in line with your comments. We would therefore appreciate your time in filling out this questionnaire once you have worked with the site. Please then return it, either as an attachment to Sarah.heagren@nhsemployers.org, or by post to the address given on the form. Thank you in advance for your time.

Teacher's Feedback form

CLINICAL AND SCIENTIFIC

Correct terms for the professions are always used – including shortened versions, for example OT for occupational therapist. Although the full and shortened terms may seem complicated, early trialling of the resource showed that pupils took great delight in learning and using the names, particularly the more difficult ones – like prosthetist. A page of short definitions of the nine AHP roles is available in Classroom Management, below; this can serve as a 'memory jog' for pupils.

Teachers may want to prepare pupils before using the resource; the case studies are varied in content and age of the central character. They deal with serious illnesses and accidents. During trialling of the case studies young people said they didn't find them depressing ('too sad'); they felt that they should know about such things. Pupils related the case studies to people they knew and discussions on topics (not in these words) such as depression following a major operation were moving.

In brief, case studies are as follows:

• Josh, aged 8, Attention Deficit Disorder, who falls from a roof
• Doris and Joe, elderly African-Caribbean, Doris is diabetic and Jo has Alzheimer's
• Tom, young graphic artist, knocked off his motorcycle and has a lower arm amputated
• Annie, 86, has a stroke
• Grace, young chef, diagnosed with Motor Neurone Disease
• Salma, 10, lives with her mother, personality changes when her mother is diagnosed with skin cancer
• Sarah, 13, brilliant at sports, sprains her feet and ankles
• Akeem, 9, refugee, eye problems after living in a country at war
• Andy, 16, diagnosed with a brain tumour
• Edward, a father of two, suffers from schizophrenia
• Keri, aged 13, has learning difficulties as a result of having Down’s Syndrome

All of these case studies have positive outcomes, though this must be seen in context. Motor Neurone Disease, for instance, is always terminal; the positive ending is that Grace is able to live out her life as fully as possible.

Members of the umbrella steering group creating this resource were all professionals within the Allied Health Professions. After the site was up and running they felt strongly that two additional case studies should be added; these would deal with two important but challenging issues. The case studies centre around a person with a mental health issue (Edward, who suffers with schizophrenia) and a person with a disability (Keri, who has Down’s Syndrome.)

Some feedback from reviewing teachers expressed a need to be more prepared and informed about some of the illnesses included in the case studies, particularly schizophrenia. We have therefore included some useful websites in the Links section of this site, which will give more detailed background to some of the illnesses covered.

There is a growing incidence of mental health illness and yet the topic is still surrounded by misunderstanding and misinformation, prejudice and fear. The reality is that such illnesses are going to impinge on the lives of more and more of us.

It’s in order to help break this cycle of ignorance and prejudice that we’ve included the Edward case study. Much of the feedback we’ve had on the case study has been positive; and we should note the young people’s comments above – that they think they should be informed about such things. We have received some feedback, though, that teachers are concerned that discussions around the case study will lead to name-calling and bullying. Teachers will be aware that the abuse happens because of ignorance, and the ignorance because we don’t talk about the issue – perhaps because we’re worried about name-calling and bullying. Another vicious circle.

In this case study, therefore, we have not only focused on the father (Edward) but also on the effect his illness has on his young children. This is a challenging case study, and teachers may particularly want to prepare pupils, sensitively, in advance; you may wish to have your session led by a PSHE specialist. This case study has a clear positive resolution.

Teachers who have had sight of the Keri case study have been most enthusiastic. Many have particularly liked the way it comes as a surprise when we learn Keri has Down’s Syndrome because this challenges pre-conceptions about the abilities of people with Down’s. One of the Primary teachers noted: ‘It challenges pupils’ ideas, not only on disability, but also on equality of opportunity, relationships with others, peer group pressure to confirm to a set model, issues of bullying. And opens up interesting discussion points... Is Keri being judged on ability or disability? And by whom?'

In putting the resource together, we have tried to build in as much flexibility as possible; pupils do not have to cover all case studies in order to cover all AHPs, we would encourage sharing of the case studies to cover AHPs. Worksheets can be covered separately from case studies and profiles.

The following table shows which AHP roles are covered in which case studies.

SITE NAVIGATION

Standard section of the site to Interactive Body

• The site recommended for the majority of primary age pupils is the Standard route – this is found from the menu on the left hand side of the Home Page.

Interactive Body to Case Study

• Once they have entered the Standard section, pupils will be presented with an interactive body. As they move their mouse over the flashing circles they will be encouraged to investigate any of the eight case studies. Clicking the mouse will take them to the relevant case study.

Case Study to Fact Files

• Each case study outlines the work of a number of Allied Health Professionals. The AHP profession appears in red text and also appears at the end of the case study. Clicking on the red text takes pupils to an outline of the professional's role. Alternatively they can navigate back to the interactive body. While in the Case Study screen, pupils will see a clickable full list of AHPs on the right hand side of the screen..

Fact Files with an option to Further Information

• Fact files are general outlines of the role of each AHP. However we recognise that more able pupils may be keen to read additional information. For this reason at the bottom of each fact file there is an option for pupils to move on – 'Click here to read about the jobs of real AHPs.' Pupils who click on this button will find themselves with nine reversed playing cards. Clicking each card will reveal a cluster of three profiles of real AHPs within the same profession. Teachers may like to be aware that these are duplicated from the Extended part of the site; only this part of the extended site is available through this route. A glossary sits behind the profiles and is accessed via highlighted text.

Additional navigational aids are available at each screen.

CLASSROOM MANAGEMENT

Pupils will need to be on-line to access the interactive body themselves; while on-line they can access case notes and AHP Fact Files (also the Extended Profiles if appropriate). However, all elements are available from the site in printer-friendly formats.

Several diagrams and other images used in worksheets are also housed in these Teacher's Notes so that you have ready access to them.

If your school has an ICT suite or whiteboard you may like to consider using a session for pupils to cover the first stage – interactive body, case studies and AHP Fact Files; you could then work with them later on the worksheets.To view mapping to the ICT National Curriculum download the excel spreadsheet using the link below.

Click here for National Curriculum Mapping - PDF: 27kb

When we trialled the case studies with primary pupils we found the following activity useful as a means of reinforcing the pupils' learning. Split the pupils into pairs or small groups and give them a large sheet of paper and some felt-tips (A1 flip chart paper is good, pupils will need thick felt-tips.) Ask each group to draw a picture of the central character in their case study and to write inside the person the main things we learn about them. (This may include character traits and what goes wrong with them.) Pupils then write around the outside edges of the paper the names of the AHPs who help the main character. They should draw lines to label the appropriate part.

You may find it useful to hand pupils brief summaries of the nine professions: this is downloadable from the link below.

AHP Short Definitions - PDF: 39kb

Worksheets are designed over a range of levels; pupils will need some support and direction as they work on them. Whole group discussion is frequently encouraged.

Click here to access the Glossary.

A visit from an AHP

Once your students have worked through the New Generations resource, you might like to book a visit from a New Generations Ambassador. We have set up an ambassadorial scheme for different AHPs to visit schools that are located in their region of work. The purpose of the visit would be to extend and enhance the information in the New Generations resource and enable students to actually meet an AHP in person and to ask more direct questions of interest to them.

If you would like to make contact with a regional coordinator of visits, please click on your locality in the list below and send us an email.

Within your email, please state:

1. Your name.

2. Your position in the school.

3. The schools name and address.

4. A contact telephone number and an email address if you have one.

Each of the Allied Health Professions have a professional body, therefore, where no contact email address is given you can contact the body(ies) for each of the professions that interest your students (e.g: Speech and Language Therapists). Contact details for each of these bodies are given in the Links section of this site and they should be able to help you arrange an ambassador visit to your school.

• South West London region
• South East London region
• North West London region
• North Central London region
• North East London region
  
  
• Avon, Gloucestershire and Wiltshire region
• Bedfordshire and Hertfordshire region
• Birmingham and Black Country region
• Cheshire and Merseyside region
• County Durham and Tees Valley region
• Cumbria and Lancashire region
• Devon and Cornwall region
• Dorset and Somerset region
• Essex region
• Greater Manchester region
• Hampshire and Isle of Wight region
• Isle of Man region
• Kent Medway region
• Leicestershire, Northamptonshire and Rutland region
• N & E Yorkshire and North Lincs region
• Norfolk, Suffolk and Cambridgeshire region
• Northumberland, Tyne and Wear region
• Shropshire and Staffordshire region
• South Yorkshire region
• Surrey and Sussex region
• Thames Valley region
• Trent region
• West Midlands South region
• West Yorkshire region

• Northern Ireland
• Scotland
• Wales

If a scheme is operating in your area, a coordinator or New Generations Ambassador will be in touch with you in the next few weeks, either by email or letter.

WORKSHEET NOTES

Acronyms

Aim: To introduce pupils to the word acronym and what acronyms are.

Pupils are given the chance to explore and research acronyms from this resource and some of their own. Note that CT scan stands for Computerised Tomography – pupils will only find this acronym expanded in the glossary. Pupils may also ask about CAT scans (they may have heard it on the TV), its stands for Computed Axial Tomography)

Acronyms worksheet - PDF: 105kb

Bones

Aim: To introduce pupils to the human skeleton.

Pupils are introduced to the human skeleton from side and front views. These diagrams are available at the end of these notes.

Pupils are given the number of bones in our bodies and asked to label the drawings. They are also asked to consider some simple aspects of our bones and how they work.

You may be interested to note that an X-ray of the human skeleton appears in the worksheet Seeing Inside Us.

Bones worksheet - PDF: 548kb

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Communication

Aim: To enable pupils to explore the notion that communication is more than simply speaking.

This is an observation and recording exercise. A report sheet is included as part of the worksheet to assist pupils. You might like to explain the concept of observation and recording.

The worksheet is an introduction to communication (vital in understanding the work of speech and language therapists.) If your pupils enjoy this activity there are possible extension activities.

• You could bring in videos of different types of people and show clips while pupils analyse their methods of communication. These might be an actor, a newsreader, a children's entertainer, a person making a speech.
• You might discuss with them communication for people who are blind, can't hear, are not able to use their face.

Try asking volunteers to speak to the class or have a conversation using ONLY speech.

Communication worksheet - PDF: 161kb

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Eyes

Aim: To enable pupils to understand the basic workings of an eye and to label the main parts.

Pupils are encouraged to look at each others' eyes, then working from there, through a drawing of an eye, examine an eye cross-section. Both drawings are available at the end of these notes.

A number of questions are included; it should be possible for pupils to infer answers from observation and experience. You may need to assist them.

The worksheet does not explain how light behaves when it enters the eye (other than through the pupil), nor how the lens focuses light.

Further work might include:

• Discussion on other eye-like things, for instance cameras, or windscreen wipers that act like eyelids
• Enabling pupils to see that pupils expand and contract – with discussion
• Eyes of dusk and night hunting animals.

Eyes worksheet - PDF: 550kb

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Feelings

This is primarily a creative writing worksheet.

Aim: To explore the concept of emotions and to offer pupils an opportunity to write about a particular emotion.

Pupils are shown how a simple story may be created that's about happiness but in which happiness is not mentioned. They may see that the character's behaviour lets us know what her emotion is; or if this is turned round, that we behave in different ways according to our emotion.

The writing exercise is to write a story centring around an emotion. You have the flexibility, according to pupil ability, of asking them to write a story:

• That is the one begun on the worksheet
• That is built around another emotion
• That is built around another emotion but they may not name the emotion.

You may like to work through the following exercise with your pupils; this was not included in the worksheet as it's quite challenging.

Below are the names of some feelings (nouns) and how they make us feel (adjectives). Can you fill in the gaps?

Feelings worksheet - PDF: 141kb

Feet

Aim: To encourage pupils to consider their feet.

The worksheet is really in two parts; the first gives a number of interesting and amusing facts, the second offers suggestions to pupils to enable them to build up their own Foot Fact File. Pupils will see two images of a foot from the same viewpoint – one is a normal foot, the other the bones of the foot. These images are available at the end of these notes.

You will find a great deal of flexibility here; work could extend to:

• Collating statistics about shoe sizes possibly as a graph
• Counting and estimating
• Art work.

The word stems ped (Latin) and pod (Greek) are introduced; work can extend here. If you have a pedometer, pupils could make use of that too.

Feet worksheet - PDF: 133kb

Energy 1 and 2

Aim: To introduce pupils to the concepts

• Of food as energy source
• That you can measure the amount of energy contained in food
• That you can measure the energy we use up
• You can adjust the amount of potential energy we take in and the amount of energy we use up.

The UK is in the process of moving from measuring in calories to measuring in kilojoules (kJ); the British Nutrition Foundation (on whose work these sheets are based) measures only in kilojoules. These worksheets follow the same model.

This is primarily a maths based worksheet. Numbers have been rounded to assist. Pupils will need to understand the concept of 'per 100g'.

Pupils are encouraged to look at food labelling and complete a table. We have provided you a list of foods that don't have labels with their energy value. Use the link below to download it.

Food/Energy List - PDF: 39kb

Pupils are advised ' Food that doesn't have labels (like potatoes or some chocolate bars) might appear on the list your teacher will print out for you. If it doesn't appear exactly choose something like it.' Your pupils may need assistance with this.

The learning points themselves are kept relatively simple, though pupils may find the concepts challenging. The worksheet aims at the understanding of a principle. For this reason the worksheet does not cover the content of food (as in fat, carbohydrate and so on), nor does it ask pupils to calculate the amount of energy they take in per day in food. If you think your pupils can handle this calculation, it's a good exercise.

The idea of balance is introduced in two ways:

• a balance of food stuffs and activity
• a balance between the energy you take in and the energy you spend.

The worksheet does not ask pupils to calculate such a balance; it's a more complex calculation than it might appear. However some pupils might enjoy such a challenge and want to have a go, calculating it in kJ.

Energy I worksheet - PDF: 198kb

Energy II worksheet - PDF: 183kb

Seeing Inside Us

Aim: To enable pupils to see the results of various imaging processes.

Images are:

• An X-ray
• An MRI scan (Magnetic Resonance Imaging)
• An ultrasound scan.

Questions are token; they encourage pupils to look at the images rather than just seeing them.

The images in the worksheet are available at the end of these notes.

Seeing Inside Us worksheet - PDF: 237kb

Disability

This is not covered in a worksheet.

Much of the work of this resource encourages pupils to put themselves in the place of someone else. Using the case studies these might be people who need the assistance of occupational therapists or physiotherapists. You might like to explore some activities that enable your pupils to experience what it's like to do without limbs or senses we're used to using.

This is best done as a physical activity. You might like to try:

• Creating a course during PE and, pupils working in pairs, one blindfolded one leads another
• Teaching a lesson (a short one perhaps) with pupils blindfolded
• Asking pupils to get changed for or from PE using only one hand
• Asking pupils to list things they would need to change at home if
  - They were in a wheelchair, or
  - Couldn't see, or
  - Had the use of only one hand.

If your pupils are interested to follow up this area of work, you might be interested in the following books that are recommended for this age group:

• Are We There Yet?, V. A. Wilkins
• Gideon Ahoy, William Mayne
• Hands up for Andie, Brenda Palmer
• Howie Helps Himself, Joan Fassler
• I Own the Racecourse, Patricia Wrightson
• Joey Pigza Swallowed the Key, Jack Gantos
• Memory, Margart Mahy
• Mer-child, The, Robin Morgan
• My Brother, Barry, Bill Gillham
• Princess Poo, K.M Muldoon
• Red Sky in the Morning, Elizabeth Laird
• Sam's Big Adventure, Lesley Sloss
• Sticky Beak, Morris Gleitzman
• Summer of the Swans, Betsy Byars
• Warrior Scarlet, Rosemary Sutcliff

ADDITIONAL IMAGES

You may find the following pdfs useful. They contain A4 pdf pages of some of the images found on this website.

Baby Ultrasound	MRI Scan Head	Skeleton X-ray
Skeleton Front	Skeleton Side	Foot Diagrams
Eye Diagram	Eye Photo