Health and Social Care Curriculum Overview
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The Health and Social curriculum is planned to enable all students to develop skills in the following areas:
- Studying Health and Social Care offers students the opportunity to explore a wide variety of topics that underpin the skills and qualities needed for a multitude of future careers.
- Allow students to acquire the skills, knowledge and interdependence required to work in this industry and provide the best possible care for people under their supervision, whether this be a midwife, nurse, paramedic, speech and language therapist or social worker to name but a few.
- Studying Health and Social Care teaches our students about providing physical, emotional and social support to help people live their lives.
- In this subject students will be academically challenged through the broadness of the curriculum and the wide range of real life scenarios that they will face which prepares students for their life beyond school.
- Our courses offer a clear assessment and intervention programme where our students are encouraged to independently strive to achieve their full potential.
- The course is tailored to build resilience and empathy skills by analysing real life situations.
- Not only does our course in Health and Social Care make our students academically equipped through developing literacy but also focuses on their wellbeing through preparing them emotionally and psychologically by building their confidence, self-esteem and beliefs in their own abilities.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High Staying Positive Learning from Mistakes)
- Collaboration (Teamwork Leadership Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is Key Stage 4 (years 10 and 11).
Key Stage 4 Curriculum
Our Key Stage 4 Curriculum includes the following areas of study:
Modern society is ever evolving in terms of ‘societal norms’ however human development and how we treat and care for one another continues to be at its core.
Health and Social Care equips our students to discover the impact of positive and negative human development and how to critically analyse how these factors affect our day to day lives. Health and Social Care enables students to explore academically and practically areas that influence how we develop throughout life stages and in turn raise expectations of how we can live successful and healthy lives now and in our future.
Health and Social Care promotes opportunities for students to draw from real life experiences, case studies and opportunities to undertake research to compliment learning and create skills that will be used throughout their lives. These skills encourage students to think outside typical teenage ego-centrism and begin to challenge the way they perceive the world we live in. Furthermore, highlighting how a human relationships, physical environments and socioeconomic status may influence how they develop.
Through investigation of health and well-being and how our lifestyle choices effect how healthy we are, students access different resources and external agency advice and guidance that encourages them to talk about areas and raise awareness of signs and symptoms of: abuse, addiction, illness and mental health. Our diverse range of students supplements learning by allowing group discussions to be engaging, promoting time for powerful knowledge and cultural capital to be explored and teenage mindsets to be broadened.
At Key Stage 4 all students follow the Pearson BTEC Tech Award in Health and Social Care.
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 Component 1: Human Lifespan Development Assignment 1 teaching:
Understanding how life affects our growth and development
Learning aim:
A Understand human growth and development across life stages and the factors that affect it
(Students to pick their celebrity from a choice of 10 before the teaching commences.
Each homework will be based on researching their celebrity for that lesson of teaching to build up their research for writing their assignment.)
Component 1, Assignment 1 teaching continues. A2 Factors affecting growth and development
Learners will explore the different factors that can affect an individual’s growth and development.
Different factors will impact on different aspects of growth and development.
Component 1, Assignment 1. Student’s continue to write up their assignment. No help to be given as assignment has already been handed out. Guidance only. DEADLINE: February half term.
Component 1: Human Lifespan Development Assignment 2 teaching: Coping with life Learning aim:
B Investigate how individuals deal with life events.
B2 Coping with change caused by life events
Learners will explore how individuals can adapt or be supported through changes caused by life
events. People may react very differently to the same type of event
Component 1, Assignment 2 teaching ends. Student’s start writing up their assignment. No help to be given once assignment is handed out. Guidance only.
DEADLINE: July.
Component 3: Health and Wellbeing teaching A1 Introduction to Component 3
A1 Physical and lifestyle factors
A1 Social, emotional and cultural factors
A1 Economic factors
A1 Environmental factors
A1 Impact of life events relating to relationship changes and changes in life circumstances
Practice assessment
Year 11 Component 3: Health and Wellbeing teaching B1 Physiological indicators
B2 Lifestyle indicators
Physical and lifestyle factors – genetic inheritance
Physical and lifestyle factors – Ill health (acute and chronic)
Physical and lifestyle factors – diet
Physical and lifestyle factors – physical activity
Physical and lifestyle factors – substance use
Physical and lifestyle factors – personal hygiene
Social, emotional and cultural factors – Social interactions
Social, emotional and cultural factors -Stress
Social, emotional and cultural factors – Willingness to seek help or access services
Economic factors – financial resources
Environmental factors – environmental conditions
Environmental factors – housing
The impact of life events relating to relationship changes and changes in life circumstance
Expected vs unexpected life events
Practice assessment
Component 3: Health and Wellbeing teaching C1 Health and wellbeing improvement plans
improvement plans
C2 Obstacles to implementing plans
Interpreting health and lifestyle data
Pulse
Blood Pressure
Peak and Flow
Body Mass Index
Health Indicators
Abnormal Readings
Interpreting lifestyle data
Interpreting data on smoking
Interpreting lifestyle data on Alcohol
Interpreting lifestyle data on inactivity
Practice assessment
Introduction to health and wellbeing improvement plans and The person centred approach
Recommended actions to improve the health and wellbeing with short (less than six months) and long-term targets
Short (less than six months) and long-term targets
Sources of support (formal and/or informal)
Potential obstacles to implementing plans: Emotional/psychological obstacles – lack of motivation, low self-esteem, acceptance of current state
Time constraints – work and family commitments
Availability of resources – financial, physical, e.g. equipment
Unachievable targets – unachievable for the individual or unrealistic timescale
Lack of support, e.g. from family and friends
Ability/disability and addiction
Barriers to accessing identified services
Revision
Practice assessment
Component 3: Health and Wellbeing Exam
1.5 hours (start of February)
Component 2: Health & Social Care Services & Values
Assignment 1–
Health and Social Care Services and the barriers to accessing them
Learning aim:
A Understand the different types of health and social care services and barriers to accessing them
(Students to pick their case study at the start of the first lesson. Teaching has been done via Component 3)
Component 2, Assignment 1. Student’s continue to write up their assignment. No help to be given as assignment has already been handed out. Guidance only. DEADLINE: Easter.
A1 Health and social care services
Learners will explore the health and social care services that are available and why individuals may need to use them.
Different health care services and how they meet service user needs:
Primary care, e.g. GPs, dental care, optometry, community health care
Secondary and tertiary care, e.g. specialist medical care
Allied health professionals, e.g. physiotherapy, occupational therapy, speech and
language therapy, dieticians.
Component 2: Health & Social Care Services & Values Assignment 2 teaching: Care Values
Learning aim:
B Demonstrate care values and review own practice.
(Students to pick their groups for their care value role play.)
B1 Care values
Learners will explore and practise applying the different care values that are key to the delivery
of effective health and social care services.
B2 Reviewing own application of care values
Learners will reflect on own application of care values, including using teacher or service-user feedback.
Key aspects of a review:
Identifying own strengths and areas for improvement against the care values
Receiving feedback from teacher or service user about own performance
Responding to feedback and identifying ways to improve own performance.
Student’s start to write up their assignment and practice their role plays. No help to be given once assignment has been handed out. Guidance only.
DEADLINE: beginning of July. Role plays to be done before May half term.
Student’s continue to write up their assignment. No help to be given as assignment has been handed out. Guidance only. DEADLINE:
beginning of July.
Component 3: Health and Wellbeing Exam Resit
1.5 hours (May)
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- 1:1 support with practical tasks e.g. LSA within lessons to allow students to access controlled assessment and exam content
- Resources adapted to accommodate a range of SEND needs
- Seating plans to allow for peer/teacher support
- A range of learning roles used to embed understanding e.g. practical participant, role play taking the role of health care practitioners
- Differentiated and feedback tasks outlined clearly on the board or in teaching resources and linked to assessment criteria at KS4.
- Group work and discussion tasks to develop confidence in leadership and ownership of learning
- Work is always uploaded onto showmyhomework in order for both students and parents to work outside of the lesson
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Health and Social Care we;
- Offer visits into work placements within yea 10 in the health and social sector including links with Little Angel’s nursery on site.
- Targeted support for under-performing students completed on a 6 weekly cycling following data capture.
- Intervention available throughout the week – Tuesday and Thursday lunch and after school.
- Due to accessing funding for disadvantaged students we ensure all these students are equipped with a GCSE pack to promote resilience, pride and independence in their work.
- Our GCSE results have shown a limited gap in attainment for disadvantaged students in comparison to those that are not.
How do we make sure that our curriculum is implemented effectively?
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Curriculum resources are selected carefully and reviewed regularly.
The Director of Vocational learning is responsible for designing the Health and Social care curriculum and monitoring implementation.
The subject leader’s monitoring is validated by senior leaders.
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess student progress and also to shape future learning.
Assessments are checked for reliability within departments and across the Trust.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil surveys
- Parental feedback
- External reviews and evaluations