Middlewich Rd, Rudheath, Northwich CW9 7DT

Health and Social Care

At RSA all learners develop excellence through studying a high-quality Health and Social Care curriculum that inspires all pupils to succeed and excel in the subject they have chosen to study.  The curriculum at KS4 is designed to develop and apply learners’ skills, skills necessary for the successful completion of the course and to enable the continued study within the caring sector should they choose to do so. By delivering diverse and inclusive teaching, the BTEC Technical Award embeds the core requirements for Post-16 study of the subject.

Around 3 million people work in the health and social care sector. These roles account for almost one in ten of paid employment in the UK.  The intent of studying sector at Key Stage 4 complements GCSE study by providing practical application alongside conceptual study. This programme of study offers strong opportunities for post-16 progression within the sector.  

In order to achieve the aims of the Health & Social Care Curriculum intent, the following strands are implemented: 

Curriculum model 

KS4 – BTEC Level 1/2 Technical Award in Health & Social Care is taught over 5 hours per cycle 

YEAR 1 
Component 1 – Human Lifespan Development  

YEAR 2
Component 3 – Health and Wellbeing 
Component 2 – Health and Social Care Services and Values 

The curriculum for Health and Social is designed to give pupils’: 

  • An insight into some aspects of the health and social care environment, ranging from how the human develops from birth to death to different types of support that might be used. 
  • An understanding of the care values at the heart of the health and social care sector. 
  • An opportunity to develop into educated citizens and contribute to society in a positive way. 

Sequencing of knowledge

The BTEC Health and Social Care units will be taught in the order shown above and give learners the opportunity to develop broad knowledge and understanding of health and social care at level 1 and 2.  

Component 1 – Human Lifespan Development and Component 2- Health and Social Care Services and Values are assessed through internal assessment by the production of two assignments per component. This aids learners to achieve through realistic tasks and activities.  

In the Autumn of Year 10 students begin by building their knowledge of human growth and development across life stages and the factors that affect it. They cover a variety of topics listed below 

  • Main life stages linked to ages. 
  • Different aspects of growth and development across life stages using physical, intellectual, emotional and social (PIES). 
  • Physical growth and development from infants-later adulthood. 
  • Intellectual/cognitive development across the life stages: problem solving, abstract and creative thinking, development/loss of memory and recall and language development. 
  • Emotional development in infancy and early childhood: bonding and attachment, security and independence. 
  • Emotional development in adolescence and adulthood: independence, self esteem, security, contentment and self image. 
  • Social development between life stages: The formation of relationships and the socialisation process. 
  • Physical factors: genetic inheritance and experience of illnesses and disease. 
  • Physical factors: Diet and lifestyles choices and appearance. 
  • Social and cultural factors such as: the influence of role models, social isolation and personal relationships with friends and family. 
  • Economic factors: income/wealth and material possessions. 

SKILLS DEVELOPED 

  • Essay structures: (Point Evidence Explain Link), Identifying relevant information. 
  • Use and understanding of command words: Outline, describe, compare, analyse, assess and evaluate. 
  • Use of ICT: Word documents and PowerPoint’s. 
  • Presentation of work. 
  • Academic Referencing of definitions and pictures taken from websites. 

ASSESSMENTS 

  • Formative- Book assessment. Long answered question. 
  • Summative Assessment- Learning Aim A: Understand human growth and development across life stages and the factors that affect it.

This is the first unit of the course. This will set the introduction of the course and will focus of the main life stages (infants- later adulthood) these will be identified in other units (component 2 and 3). The PIES classification will be introduced which is a key aspect of the course as it links to all components taught and will be linked to growth and development through the life stages. Learners will explore the different factors that can affect an individual’s growth and development and these will link to component 1 learning aim B. 

SCHEMAS 

Students will be able to make a variety of links across the curriculum to their learning including those listed below:  

  • Science- Growth and development, genetic inheritance, illness and disease. 
  • PE- Diet and lifestyle choices. 
  • Food and nutrition- Diet choices. 
  • Religious Education- Culture and community involvement and religion. 
  • SMSC and BV- The influence of role models, personal relationships with friends and family. 
  • Business- Income and wealth. 
  • English- Essay writing. 

Component 2- Health and Social Care Services and Values is taught next, ready for a February external exam, with an opportunity to re-sit in May. In addition to this, learners are also required to apply performance skills and techniques in response to a brief by developing a group performance for a selected audience.  

In term 2 students move onto Component 1B: Investigate how individuals deal with life events 

They continue to develop their knowledge by studying the topics below:  

  • Physical events: accident/ injury and ill health. 
  • Relationship changes: entering into relationships, marriage, divorce, parenthood and bereavement. 
  • Life circumstances: moving house, school or job, exclusion from education, redundancy, imprisonment and retirement. 
  • Impact on life circumstances on PIES development. 
  • How individuals adapt to changes caused by life events. 
  • Types of support available: emotional, information and advice. 
  • Informal sources of support: family, friends and partners. 
  • Other sources of support: community groups and voluntary services. 

ASSESSMENTS 

1. Formative- Book assessments. Long answered question. 

2. Summative Assessment- Learning Aim B: Investigate how individuals deal with life events.

SEQUENCING 

This follows on from life stages and explores what life circumstances individuals could go through in their lifetime and the impact of this on PIES classification. The unit looks at the types of support available which then links to Component 2A- Understanding the different types of health and social care services and Component 2B- Demonstrating care values. This component builds up the foundation knowledge for Component 3 learning aim A.

SCHEMAS 

Students will be able to make a variety of links across the curriculum to their learning including those listed below: 

  • Science- Ill health. 
  • Religious Education- Faith based organisations. 
  • SMSC and BV- Entering into relationships, marriage, divorce, parenthood and bereavement, adaption to change, life circumstances and types of support available (e.g. informal or formal). 
  • English- Essay writing. 

In the Summer term students move to Component 2A: Understand the different types of health and social care services and the barriers to accessing them. 

They continue to develop their knowledge by studying the topics below: 

  • Different health care services and how they meet service-user needs primary care, secondary and tertiary care and allied health professionals. 
  • Different social care services and how they meet service-user needs: services for children and young people, services for adults or children with specific needs and services for older adults.
  • The role of informal social care provided by relatives, friends and neighbours. 
  • Physical barriers, for example issues getting into and around a facility. 
  • Sensors barriers, for example hearing and visual difficulties. 
  • Social, cultural and psychological barriers, for example lack of awareness, differing cultural beliefs, social stigma and fear of loss of independence. 
  • Language barriers for example differing first language and language impairments. 
  • Geographical barrier, for example distance to service provider and poor transport links. 
  • Intellectual barriers, for example learning difficulties. 
  • Resources barriers for a service provider i.e. lack of staff, lack of funding and in a high demand. 
  • Financial barriers, for example charging for services, cost of transport and loss of income.

SEQUENCING 

This unit follows on from Component 1 learning aim B: What life circumstances individuals could go through in their lifetime and the types of support available (informal and formal) and looks at the different services available in the health and social care services and the barriers there are in accessing them. This links to Component 3A- Factors that affect health and wellbeing and Component 3C- Obstacles to implementing plans. 

SCHEMAS 

Students will be able to make a variety of links across the curriculum to their learning including those listed below: 

  • Science- Health services available. 
  • Languages- Language barriers. 
  • Geography- Geographical barriers. 
  • SMSC and BV- Different health and social care services and how they meet the service users needs. 
  • English- Essay writing. 

In year 11 students begin preparation for their externally assessed component 3. Learners will study the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and how to design a health and wellbeing improvement plan. 

They continue to develop their knowledge by studying the topics below: 

  • What does being healthy actually mean?  
  • Factors that can have a positive or negative influence on a person’s health and wellbeing.  
  • Learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health.  
  • Learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets.  
  • Explore the difficulties an individual may face when trying to make these changes. 
  • Develop skills in analysing information and communicating for a specific purpose, which will support progression to Level 2 or 3 vocational or academic qualifications. 

Summary of assessment 

This external component builds on knowledge, understanding and skills acquired and developed in Components 1 and 2. Learners will be given a case study and will assess an individual’s health and wellbeing, drawing on their understanding of life events from Component 1. They will design a health and wellbeing improvement plan that draws on their knowledge of services and care values from Component 2. 

A task worth 60 marks will be completed under supervised conditions. The supervised assessment period is two hours and must be arranged in the period timetabled by Pearson. Assessment availability is twice a year: February and May/June from 2019 onwards. Sample assessment materials will be available to help centres prepare learners for assessment.

Meeting learners needs 

Research suggests that interactive lessons that allow students opportunities to listen, argue and justify certain points are the most effective, lessons are planned in such as way that they offer inclusive learning opportunities to all.  Lessons are differentiated to meet each learner needs and are well supported by learning environments that offer both support and challenge.

Cultural capital

Enrichment opportunities are embedded into the curriculum, offering learners a broader experience of Health & Social Care within and outside of the academy.  Learners will be given the opportunity to see how their theoretical health and social care knowledge can be applied in real life situations by talks from guest speakers.  Visits to social care settings will also be arranged, enabling learners to gain first-hand experience.  At RSA, we aim for all learners to be given these opportunities.

Teaching pedagogy

Students will be taught learning aims set out in the course specification and assessed against the given criteria.  

Each Component (see above) has two learning Aims. Each assignment is designed to achieve the desired outcome of each learning aim. The students are taught the content and then given time to complete each assessment task. These tasks are completed and marked in line with the BTEC Health and Social Care assessment plan. 

Lesson strategies include:

  • Targeted questioning will be used to develop ownership of everyone’s learning. 
  • Inspirational talks (group and 121) that will motivate each student to work harder. 
  • Modelling (and evaluation) is used to develop understanding of difficult concepts. 
  • Long term memory is built over time through retrieval of information from short- and long-term memory: This will be done through regular knowledge checks and drills.  
  • Metacognition and self-regulation tools to help learners direct their own learning and cognitive development.

Assessment and feedback

  • Progress and attainment data are collected three times a year from the assessments completed in December, March and July. 
  • To prepare learners for BTEC Health and Social Care, exam questions and criteria-based questioning will be introduced and developed.  
  • Interim assessments take many forms, are varied in style to meet a variety of disciplines, learners differing needs are appropriate to the topic being taught.  
  • Each half term, learners receive oral feedback about their knowledge and understanding of the subjects covered. 

Monitoring

High standards in Heath and Social Care education are monitored through half termly curriculum reviews, long with progress data to develop intervention strategies and are triangulated against lesson observations, work scrutiny, staff and learner voice.

Staff development

Health and Social Care and the wider school staff are expected to make a positive contribution to departmental developments and to be knowledgeable about current pedagogies and practices that support excellence in teaching and learning, which in turn, facilitates the continued development of a strong degree of scholarship. Staff development is supported PDT and leadership programmes.

Homework

Students will receive 1 piece of homework per week, the focus being on checking knowledge and understanding of the key BTEC Health and Social care learning aims taught that week. This will prepare students for internal or external (exam) assessment or written assignments. Homework will be set in class for completion in students’ homework books but will also be available via Microsoft Teams.

Remote Learning

Should remote learning be necessary, students will continue their learning through tasks set via Microsoft Teams, this will be supported by access to Pearson’s Technical Award Health and Social Care revision guide.  In addition to this, mini- visual tutorials and recommended TV and film clips will be uploaded to enhance students learning. 

Impact of the Health and Social Care curriculum is measured through data produced at each key assessment point and through internal and external assessments. All learners are equipped with the knowledge needed to continue in the study of Health & Social Care Post-16 should they wish to do so.  

The impact of the BTEC Technical Award in Health and Social Care is measured through the grades and achievements of each student.