LEVEL 2 BTEC Tech Award Health and Social Care Curriculum Map
At the Convent of Jesus and Mary Language College, the Health and Social Care Level 2 Curriculum intent aims offer students entering KS4 -5 an active, vibrant and demanding choice to equipped them with a wide variety of transferable employability skills that will prepare them for different career paths. within the Health and Social Care Sector.
The curriculum offers students the opportunity to develop and master a number of key skills which are key requisites to independent learning, research and critical analysis within 3 areas: Psychology, Sociology and Human Biology integrated in two internally assessed Components: 1 (Human Lifespan Development), 2 (Health and Social Care Services and Values) and one externally assessed Component: 3 (Health and Wellbeing).
The study of Health and Social Care Services and Values in Component 2 will support our students in developing the skills needed for professional employment by covering essential care values (empowerment, independence, respect, tolerance, preserving dignity, communicating effectively, safeguarding effectively and promoting anti-discrimination).
|Year 10 & 12
COMPONENT 1-Human Lifespan Development
|Learning aims: A1- ASPECTS OF GROWTH AND DEVELOPMENT
This is the component with which students will start off their learning in Health and Social Care. This is to give students the understanding that all humans grow and develop across the same life stages but at different rates.
Students will study the growth of a whole person from infancy, early childhood, adolescence, early, middle and late adulthood in relation to the four areas of human development (PIES):
This component encourages students to independently undertake research and to structure their research notes in an extended report using a scaffolding framework.
The outcome of this learning aim is that it opens students’ understanding of growth and development across the six life stages but it also helps them to developed their presentation, research and writing skills via report writing where they will have to identify, outline, describe, explain, compare and assess with confidence.
|Learning aims: A2- FACTORS AFFECTING GROWTH AND DEVELOPMENT
Student will have built up their understanding of the different aspects of growth and development in component 1. This will enable students to better explore the different factors that can affect an individual’s growth and development across the different life stages in relation to PIES.
They will also learn to compare between different factors (Physical, Lifestyle, Social and cultural factors, Relationship and isolation and Economic) that impact on the areas of development or PIES using research knowledge.
They will be able to reflect on the positive and negative aspects of PIES to human lifespan development to assess the changing impact of different factors to human lifespan.
Following completion of this learning aim students are expected to strengthen their research, presentation and heighten their writing, reflective and application skills in order to recognise and make judgements on how each factor impacts on others.
|Life Events: B1- Investigate how individuals deal with life events
At this point in the curriculum students would have progress from previous knowledge and understanding and be more confident to demonstrate how life events impacts on an individual’s 4 aspects of development (PIES.
At this stage students have understood that factors such as physical, relationship and economic are predictable and unpredictable life events. This means that they could identify, outline, explain, compare and assess the positive and negative effects of different life events on individuals’ development. This learning task would enable the students to determine the professional’s intervention required in each case.
The knowledge acquired across components 1 and 2 supports component 3.
HEALTH AND SOCIAL CARE SERVICES AND VALUES
LO-A: Types of Health and Social Care services barriers
Following Component 1, students will begin Component 2 with the existing knowledge that different factors that affect an individual across the six life stages stem from life events which are predictable or unpredictable.
They would also learn to be critical of how health and social care professionals carry out their roles in meeting service users’ (children or adults) needs (Primary care, Secondary and Tertiary care) as a result of their life events and the barriers to accessing health and social care.
Students would also have developed more practical skills using role plays to demonstrate their understanding of how different barriers prevent access to health and social care services.
LO-A cont’d: Barriers to accessing services
This curriculum aim helps students to apply their understanding of how professionals adopt caring behaviours to overcome different health and social care barriers (physical, sensory, social, cultural and psychological, language, intellectual, geographical, resource and financial).
COMPNENT 2-LO:B Care Values
By undertaking studies in learning aim B, students will improve their understanding of the seven care values (empowerment, independence, respect, tolerance, preserving dignity, communicating effectively, safeguarding effectively and promoting anti-discrimination) so they can succeed as educated citizens and contribute to society in a positive way.
Likewise, students will be able to apply Component 1 to Component 2 to demonstrate and reflect upon feedback on how service users overcome barriers that impact on their growth and development with the help of health and social care professionals applying care values.
This means that in Component 3 students will be more confident with exam questions surrounding types of support required by service users with physical development barriers.
Health and Wellbeing
|LEARNING OBJECTIVE- A: Factors affecting health and wellbeing
In Component 3 students will undertake a synoptic external assessment.
Learning involves the understanding of how different factors (Social and cultural, emotional, physical, lifestyle and economic factors) affect health and wellbeing.
The exam builds directly on Components 1 and 2 to enable learning to be brought together where students interpret data to assess an individual’s health and wellbeing effectively using a range of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way.
LEARNING OBJECTIVE- B: Health indicators
Students would examine and compare and interpret measurable health indicators data accurately.
|The physiological indicators will challenge students to set action plans and bring together their knowledge of factors affecting growth and development from a person centred approach with the understanding that lives can be saved.
LEARNING OBJECTIVE-C: Person Centred Approach and Wellbeing Improvement Plans
By bringing prior knowledge of factors and health indicators together students will be able to use a person-centred approach to set short and long term targets, make recommended actions, provide sources of support to demonstrate how a health and wellbeing improvement plan can help service users to overcome their obstacles following implementation of the plans through justification of the action plan.
|Re-sit external for Component 3 taken in May of the exam year.
Checking and rechecking of learning progress across the three learning aims will be carried out in areas where students failed to progress in the exam following analysis of external data.
Re-teaching small intervention groups with differentiated scaffolding and amended progress checklist on different lesson topics involving repeated and vigorous mock assessments in timed conditions.
Across KS4-5, the Level 2 BTEC Tech Award Health and Social Care Curriculum impact is measured twice per calendar year during whole school assessment weeks carried out during November/December of the first term and the second whole school assessment carried out in May/June. Students will sit the external assessment twice per year (February and June). Internal assessment is carried out in both components 1 and 2.
Students are expected to achieve a vocational grade L1P-L2D that is equivalent to GCSE grades 1-9. The Level 2 BTEC Tech Award in Health and Social Care qualification prepares students for both practical and academic routes.
YR12 Level 2 students undertake this course for 1 academic school year. This means students’ readiness is driven via robust intervention which helps to boost their confidence and outcome in preparation for external and internal assessments. Intervention sessions are targeted around students with low grades and this allows teachers to recheck specific aspects of the lesson topics where students need further teaching and learning. Students are then re-assessed to check for progress of their learning with feedback before moving on the next topic.
Scaffolding techniques are used to help students improve their literacy, writing skills and presentation skills prior to submission of internal assessment tasks or reports. The use of scaffolding drives further independent learning toward distinction grades and prepares students for extensive writing at L3 and university.
Communication with parents encourages parental supervision to drive independent learning and for students to reach their potential.