LEVEL 3 BTEC National Extended Certificate in Health and Social Care Curriculum Map


The LEVEL 3 BTEC National Extended Certificate at the Convent of Jesus and Mary Language College is for Post-16 students who are keen to make a vital contribution to saving lives by not just caring for the ageing and the vulnerable but for all members of society, young and old.


This qualification is taken over two years of learning three mandatory Components and an optional one chosen to provide a balance of breadth and depth of content.


The curriculum aims to support students in developing their analytical, critical meta-analysis and evaluation skills for external assessment in January and May/June of each academic year. All assessments are scaffolded to drive students understanding of the learning elements that underpin Human Biology, Psychology and Sociology.  Differentiation strategies aim to facilitate different learning outcomes through activities set out via booklets, worksheets, written notes, coursework and mind mapping.


The combination of learning students undertakes help them to advance confidently in a variety of applied learning skills that bring together knowledge and understanding (the cognitive domain) with practical and technical skills (the psychomotor domain).


Involvement in vocational tasks will also encourage students’ development of vocational behaviours (the affective domain) and transferable skills such as communication, teamwork, research and analysis which are valued in both higher education and the workplace.

Term 1 2 3
Year 12

Level 3 BTEC National

UNIT 1- Human Lifespan Development


AO1: Understand human growth and development across life stages


This external assessment unit will introduce students to knowledge behind the four areas of human development: physical, intellectual, emotional and social across the human stages and how each impacts on growth and development.


BO1: Understand the factors that affect s human life stages


Students will explore how different factors influence human growth, development and health through their understanding of the nature versus nurture debate. Factors studied range from genetics to lifestyle.


Students learning will be reinforced with Psychological theories and models to help them explain and interpret human behaviour on development. Theory includes Gesell’s, Bowlby’s and Bandura’s Theory.

CO1: Life Events across life stages

Predictable and unpredictable life events will be investigated to recognise how life events impact on individuals.


The association of physical and psychological factors of the ageing on self-concepts will also be explored to determine how individual self-esteem and self-image affects the development across different life stages.


This unit will further enhance students’ understanding of how play impact on children’s growth and development across infancy and early childhood.  They will also explore the importance of friendship, friendship groups and independence on

social development and stages of play.


Students will undertake vigorous assessments built around command words where they will have to discuss, evaluate and justify.



A1- A4 Examine reasons why individuals may experience additional needs


In this internal assessment unit, students will explore the range of additional needs that are faced by individuals, considering the effects these needs have on their wellbeing, rights and equal access.


Students will be given the opportunity to apply their knowledge, skills and understanding of how professionals work in health and social care services to provide care and support to individuals with additional needs caused by various factors (predictable or unpredictable).


They will also gain understanding of the specialist knowledge required for professionals to diagnose or determine additional needs.


B1-B4 Examine how to overcome the challenges to daily living faced by people with additional needs


Students learning will be enhanced through understanding of disability and social construct and acknowledging the importance of minimising environmental, social, personal challenges and attitudes to others.


Students will do an investigation into how provision and support from a number of services and organisations for people with additional needs can help individuals to overcome the challenges that these needs pose to daily living.



C1-C6: Investigate current practice with respect to provision for individuals with additional needs


Learning will examine the different ways professionals in their role ensure everyone in their care has the same opportunities or treated equally whether they have additional needs or not.


Legislation, frameworks and policies that govern working in the health and social care sector and support the rights of individuals with additional needs will also be explored.



C1-C6: Investigate current practice with respect to provision for individuals with additional needs


Evaluation into how provision, adaptation and support from services and organisations for people with additional needs will be carried out to assess whether they overcome the challenges posed by daily living.


The study will include professionals, financial, statutory and person-centred care support for individuals with additional needs.


Students will undertake an extended writing report task that applies to different case studies where they will explain, assess evaluate or justify how an individual’s additional needs are determined, diagnosed and how challenges can be overcome.





TERM 1 2 3
Year 13

LEVEL 3 BTEC  National

Unit 2 – Working in Health and Social Care


In unit 2 students will be able to build on their knowledge; skills and understanding of human growth and development across human life stages and the factors that readily impact on holistic development to learn how professionals working in health and social care meet service users’ needs.


This unit will also give students a further opportunity to demonstrate the role of multi-disciplinary and care values to learning acquired in unit 12.


This means students will further enhance their understanding of what it is like to work in the health and social care sector.


They will explore the roles and responsibilities of health and social care workers and organisations undertaking role plays using medical equipment and models to show understanding of the roles of different professionals.


Previous knowledge and demonstration of care values that guide professional healthcare routines will drive students’ understanding.


Students will also learn how professionals in their role are accountable to the individuals and the regulatory bodies that represent people who work in the health and social care sector.


Exploration will also be carried out into why monitoring the roles of specific professionals such as a nurse or social worker is important. Learning will also inform how inspectors and regulators monitor the work that they do.

UNIT 2 – Working in Health and Social Care


This unit will contribute to reinforce learning of barriers that can prevent people from getting the services they need. Learning will look at specific needs, including ill health, learning disabilities, physical and sensory disabilities, and the needs of people who occupy different age categories.


Students will also recognise that health and social care workers and sectors have a responsibility to provide information and advice on people who are being assessed or referred on behalf of the employer to inform students of their responsibilities towards employers.


All assessment will check for learning progress via formative and repeated mock practice. External assessment is taken in January with re-sit opportunity in June of the academic year.















UNIT 5 – Meeting Individual Care and Support Needs


The unit introduces students to the values, principles and ethical issues that need to be considered when planning personalising care and support.


Students will examine the factors that impact on individuals accessing good quality care and health services.


They will also explore and reflect on the different methods used by professionals across all care services in order to provide a person-centred approach.


Through the application of role play this unit give students the depth of knowledge to progress to higher education in areas such as health and social care management, social work and nursing.





At Level 3 Health and Social Care the curriculum impact is measured with students undertaking two whole school assessments, one in November/December and the other in May/June of the academic year.


All assessments will be graded at L3P-L3D. Students’ performance is tracked, learning is revisited and then reassessed to measure progress against interventions for those with low grades. Communication to parents is paramount to inform them of performance and gain support in monitoring independent learning.


In KS5 intervention is rigid and robust to drive student’s confidence and assessments outcomes in all 4 units. Scaffolding and effective feedback assist students. Differentiation entrenched into teaching and learning aims to develop students’ enthusiasm to challenge skills, research and write extensively.