CURRICULUM

Health and Social Care

Health & Social Care Curriculum Intent

Health and Social Care supports students to appreciate the importance of putting people at the heart of care, delivering tailored support to meet individual wants and needs. Our curriculum empowers students to make positive choices about health, diet and lifestyle to help them live better for longer. Students learn to respect preferences, values and priorities when involving individuals in decisions about their care. They also develop a range of communication strategies and understand the impact of personal qualities when making connections with individuals. 

Key Strands

Healthy lifestyle

Students will develop their understanding of key nutrients required for good health throughout the life stages giving them the knowledge and skills to enable them to make choices which will affect their body. They gain knowledge and understanding of the respiratory, cardiovascular and digestive body systems and research illnesses affecting them, developing their understanding of how lifestyle can contribute to disease.

Throughout the course students are introduced to the essentials of providing effective care including a consideration of the rights of individuals, values of care, hygiene, safety and security measures that should be used when working in a health, social care or early years environment. Studying Health and Social Care instils in students the importance of valuing individuals and ensuring that needs are met.

Providing effective care

Key Skills

Practical skills

Students will develop their understanding of key nutrients required for good health throughout the life stages giving them the knowledge and skills to enable them to make choices which will affect their body. They gain knowledge and understanding of the respiratory, cardiovascular and digestive body systems and research illnesses affecting them, developing their understanding of how lifestyle can contribute to disease.

Students develop their independent research skills to enable understanding of a range of health related issues. They learn to collect ,select and record information from a range of sources and interpret data.

Research

Curriculum Structure

Students follow an interleaved curriculum throughout Year 10 and Year 11.

Year 10

Individual rights & values of care
Content -
Students are introduced to the 5 rights of confidentiality, choice, consultation, equal and fair treatment and protection from abuse and harm. Students develop an understanding of how the rights can be maintained.

Students also learn about the values of care which should be applied in health, social care and early years setting to ensure effective care.
Skills -
Students are working on:

Describing ways that care practitioners put the 5 rights and values of care into practice.

Explaining the importance of maintaining individual rights and applying the values of care.

TOPIC 1
Communication Personal hygiene, safety and security measures
Content
Students start their compulsory coursework unit on communication which is revisited throughout the year. They explore the range of verbal, non verbal & specialist forms of communication. Students develop an awareness of how personal hygiene, safety and security measures protect individuals.
Skills
Students are working on:

Developing communication skills.

Understanding the importance of meeting individual communication needs.

Explaining how personal hygiene, safety and security measures protect individuals.

Topic 2
Communication
Content
This task involves students exploring the factors that positively affect communication including lighting, heating and room layout. They will be able to identify barriers to communication and suggest ways to overcome them. Skills
Students are working on:

Describing how environmental factors positively influence communication.

Identifying potential barriers to communication and describing effective ways to overcome them.

Topic 3
Legislation & communication
Content
Students learn about current legislation and aspects of health and safety relevant to care settings, enabling them to understand how law underpins everything care practitioners do.

The next coursework task provides students with the underpinning knowledge of how personal qualities will contribute to the creation of a caring environment when working with individual.
Skills
Students are working on:

Understanding aspects of current legislation and how it impacts on care settings.

Selecting the personal qualities that would be appropriate in health, social care and early years settings.

Describing personal qualities and explaining how they contribute to effective care.

Topic 4
Communication
Content
This task involves students applying the knowledge acquired in the previous tasks to plan and carry out an interaction based on a case study with a service user. Skills
Students are working on:

Applying theory of effective communication into a practical situation.

Independently demonstrating effective communication skills, showing consideration of body language and the importance of adapting language in order to meet the needs of individuals.

Topic 5
Exam preparation Communication
Content
The final task of the communication coursework allows students to reflect on situations where care has not been delivered adequately and service users have been negatively impacted. A synoptic task involves students demonstrating their understanding of how knowledge from other units can be linked to the communication coursework. Students will revisit all four learning outcomes through exam question practice.
Skills
Students are working on:

Applying theory of individual rights to the communication work e.g by giving choices and consulting with the service user when discussing health plans.

Describing examples of rights and values of care not being supported and explaining the impact on service users.

Topic 6

Year 11

Nutritional needs across the life stages
Content -
Students discover the nutritional requirement of the different life stages, focusing on the sources and functions of the nutrients required for good health. They study government guidelines and develop their understanding of how they can be used to create healthy eating plans.
Skills -
Students are working on:

Researching the nutritional requirements across the life stages, showing understanding of how needs change due to the aging process and gestation.

TOPIC 1
Factors influencing diet
Content
Students are introduced to the range of factors that influence food choices. They develop an awareness of cultural restrictions on diet and investigate specific conditions that are influenced by diet. They create a meal plan that meets the needs of an individual with a specific dietary requirement.
Skills
Students are working on:

Carrying out independent research into the factors affecting diet.

Applying knowledge of dietary conditions and nutritional requirements to create a weekly meal plan for an individual with a diet related condition.

Topic 2
Dietary plans
Content
Part of this unit involves students selecting 2 dishes to prepare for an individual with a specific dietary need. The dishes are analysed making reference to government initiatives and how they meet the nutritional requirements of the individual.
Skills
Students are working on:

Evaluating their skills when carrying out the practical assessment.

Using knowledge of nutrition to select 2 dishes that are suitable for an individual with a diet related condition.

Analysing how the meal meets the nutritional needs of an individual.

Topic 2