Twitter Handle
@Goodwin_Vocational
This subject has always been a popular choice with students of Goodwin Academy with a large proportion of the local workforce being employed within health, social care or early years services. We are a small department but our dedication to our students is reflected in the excellent results we achieve year upon year. The subject is our passion, a passion we endeavour to share with our students, enabling them to fully appreciate the importance of this subject and of the many career and life changing opportunities it can afford them.
Curriculum intent
Through the health and social care curriculum, students will develop knowledge and understanding which can effectively lead them into any of the caring professions. Students will be supported and encouraged to complete independent research and apply study skills that will empower and enable them to achieve success and live safe, healthy and fulfilling lives.
Many of the skills they will develop will be transferrable and will prove to be excellent life skills for the future. For example, they will be taught to explain, describe and analyse effectively. They will learn the importance of effective communication both verbal and non-verbal and its impact.
Reflective practice is a key element of the subject and students will be encouraged to develop an awareness of their own strengths and areas for development to further their career opportunities and to achieve their BEST.
KS4, Years 10 & 11 Heath and Social Care
In Key stage 4, students study the OCR Level 1/2 Cambridge National Certificate in Health and Social Care. It is a two year course during which time students study four different units:
| Title | GLH | Method of assessment |
| Essential values of care for use with individuals in care settings | 30 | Externally set and assessed examination: 1 hour duration. |
| Communicating and working with individuals in health, social care and early years settings | 30 | Coursework which is internally assessed prior to external moderation. |
| Understanding body systems | 30 | Coursework which is internally assessed prior to external moderation. |
| Using basic first aid procedures | 30 | Coursework which is internally assessed prior to external moderation. |
The three coursework units all contain an element of practical application which students have to demonstrate and upon which part of their assessment is based, with the remainder being coursework-based. All units carry an equal weighting so are 25% of the overall total marks.
Students have the opportunity to take the examination unit twice, and the highest mark they achieve counts towards their final grade.
The course is equivalent to one GCSE and provides an excellent introduction for anyone who may wish to study Health and Social Care at level 3, either in our 6th Form or at College, or who may wish to apply for an apprenticeship in health, social care or early years settings. This course may also lead on to studying a Level 3 Childcare Course, Level 3 Public Services or Nursing Qualifications.
A key element of all units across Key Stage 4 and 5 is equality of opportunity and, whilst students will study and learn about this vital aspect, we, in the health and social care faculty ensure all students have equality of opportunity to the curriculum. All teaching is designed, and subject content delivered to ensure all students can access the highest grades; to achieve this outcome resources and delivery is differentiated to meet the individual needs of our students, within the constraints of examination board. For some students this may be extra 1-2-1 feedback, assignments and reading materials reproduced in larger font, or on different coloured paper. Assignments may also be adapted giving extra instructions, or breaking down tasks which can then be delivered in smaller ‘chunks’.
Proposed structure of the course 2020 -2021
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 10 | R022: Communicating and working with individuals in health, social care and early years’ settings
LO2: Qualities R023: Understand body systems LO1: Structure and function of body systems
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R021: Essential values of care for use with individuals in care settings
LO1: Rights LO2: Values of care LO3: Legislation LO4: Personal hygiene, safety and security R023: Understand body systems LO2: Disorders that affect body systems LO3: Interpret data from body rates measured
|
R022: Communicating and working with individuals in health, social care and early years settings
LO3: Plan and demonstrate effective 1-1 and group interactions R023: Understand body systems LO3: Interpret data from body rates measured |
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| Year
11 |
R021: Essential values of care for use with individuals in care settings
LO1: Rights –Re-cap LO2: Values of care Re-cap LO3: Legislation LO4: Personal hygiene, safety and security Re-cap |
R022: Communicating and working with individuals in health, social care and early years settings
LO3: Plan and demonstrate effective 1-1 and group interactions
|
R023: Understand body systems
LO1: Structure and function of body systems LO2: Disorders that affect body systems LO3: Interpret data from body rates measured
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R031: Using basic first aid procedure
LO1: Assess scenes of accidents LO2: Understand first aid procedures LO3: Apply basic first aid procedures
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R021: Essential values of care for use with individuals in care settings
Revision
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KS5, Years 12 & 13 Health and Social Care
In Key stage 5, students study either:
Level 3 Cambridge Technical Extended Certificate in Health and Social Care (360 guided learning hours) which is equivalent to one A level
OR
Level 3 Cambridge Technical Diploma in Health and Social Care (720 GLH) which is equivalent to two A levels.
The course is two years in duration and involves a combination of examined and coursework units as follows:
| Title | GLH | Method of assessment | Diploma (D) or Extended Certificate (EC) |
| Building positive relationships in health and social care | 60 | Coursework which is internally assessed prior to external moderation | D & EC |
| Equality, diversity and rights in health and social care | 60 | Externally set and assessed examination: 1hour 30 minutes duration | D & EC |
| Health, safety and security in health and social care | 60 | Externally set and assessed examination: 1hour 30 minutes duration | D & EC |
| Anatomy and physiology for health and social care | 90 | Externally set and assessed examination: 2 hours duration | D & EC |
| Sexual Health, Reproduction and Early Development Stages | 60 | Coursework which is internally assessed prior to external moderation | D & EC |
| Nutrition for Health | 30 | Coursework which is internally assessed prior to external moderation | D & EC |
| Safeguarding | 60 | Externally set and assessed examination: 1hour 30 minutes duration | D |
| The impact of long-term physiological conditions | 60 | Coursework which is internally assessed prior to external moderation | D |
| Personalisation and a person-centred approach to care | 60 | Externally set and assessed examination: 1hour 30 minutes duration | D |
| Infection control | 60 | Coursework which is internally assessed prior to external moderation | D |
| Promoting health and well-being | 60 | Coursework which is internally assessed prior to external moderation | D |
| Psychology for health and social care | 60 | Coursework which is internally assessed prior to external moderation | D |
All examinations can be taken up to a maximum of three times, with the highest mark counting.
Proposed structure for 2020 – 2021
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 12 | Health, safety and security for health, social care and child care environments
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Safeguarding
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Anatomy and physiology for health and social care
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Anatomy and physiology for health and social care
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Personalisation and a person-centred approach to care
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Nutrition for Health
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LO1 Potential hazards
LO2 Legislation, policies and procedures LO3 Roles and responsibilities LO4 How to respond to incidents The impact of long-term physiological conditions LO1 Long-term physiological conditions, their symptoms and causes LO2 The effects of long-term physiological conditions
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LO1 Types and signs of abuse
L02 Factors which may lead to abuse LO3 Legislation, regulatory requirements and guidance that govern safeguarding LO4 How to deal with disclosures LO5Working strategies and procedures for safeguarding LO6 How workers can minimise abuse The impact of long-term physiological conditions LO3 Support individuals with long-term physiological conditions
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LO1 Cardiovascular system
LO2 Respiratory system LO3 Digestive system The impact of long-term physiological conditions LO4 Know about end of life care
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LO4 Musculo-skeletal system
LO5 Regulatory system LO6 Sensory system Revision/exam technique Sexual health, reproduction and early development stages LO1 Sexual health and reproduction LO2 The importance of pre-natal care
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LO1 Personalisation in health and social careLO2 What is a person-centred approach to care?LO3 Methods used to implement a person – centred approachLO4 How to plan and conduct review meetings using a person-centred approach Sexual health, reproduction and early development stages LO3 Factors that could affect health in pregnancy and birth LO4 Stages of pregnancy and birth
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LO1 Nutritional and diet guidelines
LO2 the function of nutrients LO3 Factors which influence nutritional health LO4 Make recommendations to improve nutritional health Sexual health, reproduction and early development stages LO5 Care and development of the baby in the first year of life
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| Year 13 | Equality, diversity and rights in health and social care
LO1 Understand concepts of equality, diversity and rights and how these are applied in the context of health, social care and child care environments LO2 Understand the impact of discriminatory practices on individuals in health, social care and child care environments LO3 Understand how current legislation and national initiatives promote anti-discriminatory practice in health, social care and childcare environments LO4 Understand how equality, diversity and rights in health, social care and childcare environments are promoted.
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Infection Control
LO1 Understand infection control in health and social care
LO2 Know the chain of infection LO3 Be able to control the spread of infection LO4 Understand the role of the health and social care worker in controlling infection
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Promoting health and well-being
LO1 Understand reasons for maintaining a healthy lifestyle LO2 Understand the use of strategies and campaigns and the roles of professionals in promoting health and well-being LO3 Understand the factors that influence responses to the promotion of health and well-being LO4 Be able to implement and evaluate a campaign promoting health and well-being
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Psychology for health and social care
LO1 Understand psychological theories and approaches relevant to health, social care and child care LO2 Understand the health psychology LO3 Understand the impact of chronic illness and long-term health conditions on individuals LO4 Know the psychological impacts of requiring care
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Building positive relationships in health and social care
LO1 Understand relationships in health, social care or child care environments LO2 Understand the factors that influence the building of relationships LO3 Understand how a person-centred approach builds positive relationships in health, social care or child care environments LO4 Be able to use communication skills effectively to build positive relationships in a health, social care or child care environment
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Careers
Candidates achieving this qualification can progress on to higher education on a Health and Social Care related programme such as Health and Social Care, Nursing, Social work or Early Years Studies.
Students who have studied Health and Social Care with us have gone on to become:
- Nursery assistants
- Health Care assistants
- Social Care assistants
- Nurses, Midwives
- Paramedics in the Armed forces and NHS
- Physiotherapists
- Managers of Care Homes
- Day Care centres and Nursery/Pre-schools
- Teachers
- Border Force Officers
- Dover Harbour Board Police Officers
Links
www.bbc.co.uk/gcsebitesize/pe/appliedanatomy
www.carequalitycommission.org.uk
www.equalityandhumanrightscommission.org.uk
Fundamental British Values
The Values of Care which underpin all health and social care and early years work have at their core the promotion of individual rights and beliefs, which stem from the UK Government’s adoption of the Human Rights Act. Students who study this subject will learn about key UK legislation that affects health, social care and early years settings including the Human Rights Act and Equality Act which uphold British Values.
Students will learn about the role health and safety plays in protecting everyone in the work place, including employees, service users and visitors and the need to be ever vigilant in order to safeguard those who are vulnerable. They will have the opportunity to discuss ethical dilemmas such as an individual’s right to refuse possible life saving treatment.
Cross-curricular links
The Body Systems unit links with GCSE science as students learn about the structure and function of three body systems. The Anatomy and Physiology unit and Sexual Health, Reproduction and Early Development stages unit links to Science in both KS4 and 5.
The Anatomy and Physiology, Sexual Health, Reproduction and Early Development stages, Infection Control and The Impact of Long-term Physiological conditions units links to Science in both KS4 and 5.
Measuring and interpreting data links with maths and science as they will use the data to identify the health of the individual. The First Aid unit links with science as it helps to further demonstrate the importance of the function of the respiratory and cardiovascular systems. All units have cross curricular links to English as students will be completing written coursework and will have to demonstrate that they can explain, describe and analyse.
Study of the Nutrition unit links to Food technology in KS4 as well as to Maths, as students are required to analyse data. Skills already developed in English in KS4 will be applied in all units.
Further Reading
Extra reading is always encouraged and the following titles will prove useful to studies:
- Hetty van de Rijt et al. The Wonder Weeks
- BMA (2004) A-Z Family Medical Encyclopaedia, Dorling Kindersley
- Russell, J. and Roberts, C (2014) Introduction to psychology for health carers, CENGAGE Learning
- Moss, B. (2015) Communication skills in Health and social care, 3rd edition, Sage publications
- Koutoukidis, G. (2013) Tabbner’s nursing care: theory and practice, Churchill Livingstone