- The curriculum is sequenced coherently, allowing the interweaving of topics to support the acquisition of key concepts; it is compatible with the key requirements of the specification and robust collaboration between secondary phases ensures progression.
- Curriculum components are repeated over time, ensuring all pupils practise retrieval, master skills and concepts, develop long term memory and make progress from starting points. Retrieval tasks are built into all lessons to enable pupils to remember more.
- The ‘Bigger Picture’ is shared with pupils, providing them with a rationale for their learning and to make links between lessons, allowing them to know more and remember more.
- Teachers ensure lessons provide a supportive environment for all pupils including those with SEND, removing barriers to learning and participation through adaptive planning, modelling, scaffolding, explicit instruction and metacognitive strategies.
- Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.
- Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.
- Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values and subject specific Care Values.
- The curriculum is enriched to include experiences outside the classroom, such as investigation of the Department of Health, NHS and Social Care within the UK and specifically England.
- Homework tasks allow pupils to; prepare for examination units, consolidate learning, and investigate future concepts.
- Pupils are given the opportunities to use their skills and knowledge to develop client specific care plans, interpreting data to inform decision making.
- Pupils are given opportunities to consider how ‘growth and development’ affects health and wellbeing for them as individuals, giving them a better understanding of ‘self’.
- Pupils are given opportunities to investigate ‘external agencies and services’ within the health and social care sector to meet the needs of communities, including Public Health initiatives to improve the health of the nation.
BTEC Tech Award Level 2 (2021 intake)
Component 1
A Understand human growth and development across life stages and the factors that affect it
B Investigate how individuals deal with life events.
Component 2
A Understand the different types of health and social care services and barriers to accessing them
B Demonstrate care values and review own practice
Component 3
AO1 Demonstrate knowledge and understanding of factors that affect health and wellbeing
AO2 Interpret health indicators
AO3 Design a person-centred health and wellbeing improvement plan
AO4 Demonstrate knowledge and understanding of how to overcome obstacles relating to health and wellbeing improvement plans
BTEC Tech Award Level 2 (2022 intake)
Component 1
A Understand human growth and development across life stages and the factors that affect it
B Understand how individuals deal with life events
Component 2
A Understand the different types of health and social care services and barriers to accessing them
B Understand the skills, attributes and values required to give care
Component 3
AO1 Knowledge of health and wellbeing
AO2 Understanding of health and wellbeing
AO3 Apply knowledge and understanding of health and wellbeing
AO4 Analyse and evaluate knowledge and understanding of health and wellbeing
Pearson BTEC Level 3 National Extended Certificate in Health and Social Care
Unit 1
AO1 Demonstrate knowledge of physical, intellectual, emotional and social development across the human lifespan, factors affecting human growth and development and effects of ageing
AO2 Demonstrate understanding of physical, intellectual, emotional and social development across the human lifespan, factors affecting human growth and development and effects of ageing
AO3 Analyse and evaluate information related to human development theories/models and factors affecting human growth and development
AO4 Make connections between theories/models in relation to human development, factors affecting human growth and development and effects of ageing
Unit 2
AO1 Demonstrate knowledge of service user needs, roles and responsibilities of workers, and working practices within the health and social care sector
AO2 Demonstrate understanding of service user needs, roles and responsibilities of workers, working practices and procedures in the health and social care sector
AO3 Analyse and evaluate information related to the roles and responsibilities of health and social care workers and organisations and how workers and organisations are monitored and regulated
AO4 Make connections between the roles and responsibilities of health and social care workers and organisations, how workers and organisations are monitored and regulated and how
Unit 5
A Examine principles, values and skills which underpin meeting the care and support needs of individuals
B Examine the ethical issues involved when providing care and support to meet individual needs
C Investigate the principles behind enabling individuals with care and support needs to overcome challenges
D Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs
Unit 11
A Examine how psychological perspectives contribute to the understanding of human development and behaviour
B Examine the contribution of psychological perspectives to the management and treatment of service users’ specific behaviours
C Examine how psychological perspectives are applied in health and social care settings.
Pearson BTEC Level 3 National Diploma in Health and Social Care (in addition to Units above)
Unit 4
AO1 Demonstrate knowledge and understanding of methods, skills and ethical issues related to carrying out research within the health and social care sector
AO2 Apply knowledge and understanding of the methods, skills and ethical issues to current research in the health and social care sector
AO3 Analyse information and data related to current research in health and social care, demonstrating the ability to interpret the potential impact and influence of the research on health and social care practice and service provision
AO4 Evaluate current health and social care research to make informed judgements about the validity of the research methods used, further areas for research and the potential impact of the research on health and social care practice and service provision
Unit 7
A Examine how a duty of care contributes to safe practice in health and social care settings
B Understand how to recognise and respond to concerns about abuse and neglect in health and social care settings
C Investigate the influence of health and safety legislation and policies in health and social care settings
D Explore procedures and responsibilities to maintain health and safety and respond to accidents and emergencies in health and social care settings.
Unit 8
A Examine strategies for developing public health policy to improve the health of individuals and the population
B Examine the factors affecting health and the impact of addressing these factors to improve public health
C Investigate how health is promoted to improve the health of the population
D Investigate how health promotion encourages individuals to change their behaviour in relation to their own health
Unit 19
A Understand concepts of nutritional health and characteristics of essential nutrients
B Examine factors affecting dietary intake and nutritional health
C Plan nutrition to improve individuals’ nutritional health.
