Purpose of Study

Approximately 3 million people work in health and social care. Health care roles include doctors, pharmacists, nurses, midwives and healthcare assistants, while social care roles include care assistants, occupational therapists, counsellors and administrators. Together, they account for nearly one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise, so they will continue to play a key role in UK society and the demand for people to carry out these vital roles will increase.

Developing knowledge and awareness of underlying personal, social, economic, political and ethical issues and job roles within this sector at Key Stage 3 is an important component of the personal development and physical education curriculum areas.

Study of this sector at Key Stage 4 complements GCSE study through providing an opportunity for practical application alongside conceptual study. There are also strong opportunities for post-16 progression in this important sector.

Aims:

At Key Stage 4, the curriculum for Health and Social Care ensures that all pupils:

·         Acquire a sound knowledge and understanding of human growth and development, health and social care services, and factors affecting people’s health and wellbeing. This knowledge enables the effective performance of skills underpins effective use of skills, processes and development of values and attitudes that are at the heart of the health and social care sector.

·         Develop the key skills for aptitude in health and social care such as interpreting data to assess an individual’s health

·         Processes that underpin effective ways of working in health and social care, such as designing a plan to improve an individual’s health and wellbeing

·         Attitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practise applying them

 

 

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


 

Health and Social Care – Key Stage 4

Pearson BTEC Level 1/2 Technical Award in Health and Social Care

Through the BTEC Technical Award in Health and Social Care, pupils are taught sector-specific  knowledge, skills and practices that support informed progression within the vocational area Post-16.  The choices that pupils can make depend on their overall level of attainment at the end of Year 11.  Pupils achieving a Level 2 may consider progression to A Levels in preparation for higher education, Level 3 vocational qualifications in preparation for higher education, employment or apprenticeships.  Pupils achieving a Level 1 may consider Level 2 vocational qualifications in preparation for Level 3 or employment or apprenticeships.

Pupils are taught:

1.  Human Lifespan Development

·         Human growth and development across life stages and factors that affect it (main life stages, physical, intellectual/cognitive, emotional and social development (PIES) across the life stages; the impact of physical, social and cultural and economic factors)

·         How individuals deal with life events (types of life event including physical, relationship, and life circumstances; coping with change caused by life events, including individual adaptations and sources and types of support)

2. Health and Social Care Services and Values

·         Different types of health and social care services and barriers to accessing them (including physical, sensory, social, cultural, phycological, linguistic, geographical, intellectual, resource/financial)

·         Care values and review of own practice (empowerment, respect, confidentiality, dignity, safeguarding and anti-discrimination; responding to feedback on own performance)

3. Health and Wellbeing

·         Factors affecting health and wellbeing (definitions, physical, lifestyle, social, emotional and cultural, economic, environmental, life events)

·         Interpreting physiological (e.g. BMI and peak flow) and lifestyle health indicators (e.g. substance consumption, levels of physical activity)

Person-centred health and wellbeing improvement plans and obstacles to implementation (psychological/emotional, practical and theoretical)