This qualification is an introduction to the health and social care sector through applied learning. This supports progression to higher education. This course includes elements of both vocational and general qualifications. The content includes the knowledge, understanding, skills, and attributes required in the Health and Social care sector. BTEC Nationals requires applied learning that brings together knowledge and understanding (the cognitive domain) with practical and technical skills (the psychomotor domain). This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviors (the affective domain) and transferable skills. Transferable skills are those such as communication, teamwork, research, and analysis, which are valued in both higher education and the workplace. This approach provides rigor and balance and promotes the ability to apply to learn immediately in new contexts. Year 12 Term 1 • Introduction to PIES • Physical; Life events • Support for service users • Role of professionals • Factors affecting PIES • Equality and diversity; Multi culture • Case studies • Preventing discrimination; The 6 C’s • Physical infancy in early childhood • Adolescent early childhood • Physical middle adulthood • Late adulthood • Piaget/Chomsky • Skinner/language theorists • A3 Emotional; Bowlby/attachment Term 2 • Empathy; Empathy theories • Ethics; Ethical theories • Challenge of ethics • Communication techniques • Challenges of communication • Benefits of personalization • Social development • Play/friendship/independence • Nature/Nurture; Genetic Factors • Susceptibility to disease • Environmental factors • Social factors; Economic factors • Life events; Physical effects of aging • Psychological effects of aging • Theories on ageing Term 3 • Challenge for case studies • LAD; Multi-disciplinary team • Roles and responsibilities • Multi-agency teams; • The difference between multi-agency and disciplinary; Managing information • Revision technique and exam • Safety in Health and Social Care • Managing risk • Risk assessments Year 13 Term 1 • Job Roles • Job Responsibilities • Adapting provision • Conflict • Health and Safety • Risk assessment • Communication • Physiological disorders • Signs • Symptoms • Observations • Effects/Impacts • Investigation • Diagnosis Term 2 • Confidentiality; Management • Organisation; Settings • Factors • Services • Whistleblowing • Inspections Term 3 • Choices • Empowerment • Treatment plans • Reliability of information • Revision technique and exam
Minimum of 5 x 9 - 4 at GCSE and average grade of Grade 4 or above across all subjects. GCSE grade 4 or above in Health and Social Care or equivalent. 5 x GCSE grade 4 or above including English and Maths.
Summative Assessment • Three summative assessment points per year – 1 per term. • Each summative assessment will be standardized across the subject. • Summative assessments will be moderated within and across departments. • Summative assessment will test students’ progress through the curriculum and identify any knowledge gaps.
About Education Provider
| Region | North West |
| Local Authority | Liverpool |
| Ofsted Rating | Good |
| Gender Type | Girls |
| Address | Speke Road, Woolton, Liverpool, L25 7TN |
This qualification is an introduction to the health and social care sector through applied learning. This supports progression to higher education. This course includes elements of both vocational and general qualifications. The content includes the knowledge, understanding, skills, and attributes required in the Health and Social care sector. BTEC Nationals requires applied learning that brings together knowledge and understanding (the cognitive domain) with practical and technical skills (the psychomotor domain). This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviors (the affective domain) and transferable skills. Transferable skills are those such as communication, teamwork, research, and analysis, which are valued in both higher education and the workplace. This approach provides rigor and balance and promotes the ability to apply to learn immediately in new contexts. Year 12 Term 1 • Introduction to PIES • Physical; Life events • Support for service users • Role of professionals • Factors affecting PIES • Equality and diversity; Multi culture • Case studies • Preventing discrimination; The 6 C’s • Physical infancy in early childhood • Adolescent early childhood • Physical middle adulthood • Late adulthood • Piaget/Chomsky • Skinner/language theorists • A3 Emotional; Bowlby/attachment Term 2 • Empathy; Empathy theories • Ethics; Ethical theories • Challenge of ethics • Communication techniques • Challenges of communication • Benefits of personalization • Social development • Play/friendship/independence • Nature/Nurture; Genetic Factors • Susceptibility to disease • Environmental factors • Social factors; Economic factors • Life events; Physical effects of aging • Psychological effects of aging • Theories on ageing Term 3 • Challenge for case studies • LAD; Multi-disciplinary team • Roles and responsibilities • Multi-agency teams; • The difference between multi-agency and disciplinary; Managing information • Revision technique and exam • Safety in Health and Social Care • Managing risk • Risk assessments Year 13 Term 1 • Job Roles • Job Responsibilities • Adapting provision • Conflict • Health and Safety • Risk assessment • Communication • Physiological disorders • Signs • Symptoms • Observations • Effects/Impacts • Investigation • Diagnosis Term 2 • Confidentiality; Management • Organisation; Settings • Factors • Services • Whistleblowing • Inspections Term 3 • Choices • Empowerment • Treatment plans • Reliability of information • Revision technique and exam
Minimum of 5 x 9 - 4 at GCSE and average grade of Grade 4 or above across all subjects. GCSE grade 4 or above in Health and Social Care or equivalent. 5 x GCSE grade 4 or above including English and Maths.
Summative Assessment • Three summative assessment points per year – 1 per term. • Each summative assessment will be standardized across the subject. • Summative assessments will be moderated within and across departments. • Summative assessment will test students’ progress through the curriculum and identify any knowledge gaps.