SubjectsHealth and Social Care
Our Curriculum Intent
At All Saints’ Academy, the Health and Social Care department currently delivers Level 1 / Level 2 and Level 3 Pearson BTEC qualifications in Health and Social Care. The Pearson BTEC suite of qualifications are designed to offer students the opportunity to experience a broad range of topic areas within the Health and Social Care sector, in a vocational context.
The aim of Health and Social Care is to inspire and motivate students to consider the health and wellbeing of themselves and their local and global community. On completion of a Level 2 Health and Social Care qualification, students feel equipped to explain their understanding of contemporary issues such as factors that influence growth and development and barriers to accessing Health and Care services. At Level 3, students are able to expand on the issues discussed at Level 2 and critically evaluate theory and research that determines action across the sector. Students feel confident in applying the skills taught and be enthusiastic practitioners looking to pursue a career or University course in the subject. This course looks to maximise the full potential of each student and provides opportunity for resubmissions to improve work as well as the motivation to achieve the best possible result across each year group.
The Key stage 4 curriculum in Health and Social Care can be characterised by key skills and questions throughout the three components covered. As a minimum standard all students should be able to answer the key question at the end of each cycle and have acquired at least one of the intended skills. For example in Cycle 2 of Year 9, students are asked the key question of ‘what factors influence human growth and development?’ and are required to at least explain their responses, via the medium of a written assignment. The modular approach within the Pearson BTEC Level 1 and Level 2 Tech Award lends itself to the Academy’s cycle model and allows students to build upon existing skills and questions from one component to the next.
The Key stage 5 curriculum in Health and Social Care is also characterised by these key skills and questions throughout the four units covered, but, given the more demanding nature of this Level 3 Extended Certificate, there is an expectation for more key questions to be answered within a cycle. For example in Year 13 Cycle 1, students are required to answer all of the following questions: ‘What are the roles and responsibilities of people working in HSC? What services do they provide? In what setting?’ This deeper level of understanding is required to ensure that all students are prepared for the next phase of their careers within the Health and Social Care sector – whether this be directly into a job role, further training or University.
Implementation
Health and Social Care is an option subject and as a result students of all abilities will be in the same class. The department follows the Academy’s structure of cycles, although there are some deviations with regards to assessment windows given the length of time required to complete the assignments.
The department is committed to the Academy’s teaching and learning principles and regularly attends the teaching and learning briefings, as well as contributing to various topics within these briefings throughout the academic year. Within the lessons, students are taught using a variety of means including the use of lesson PowerPoints, group discussions, independent study and research, case study application and assessments, both internally and externally moderated.
Students are also provided the opportunity to increase their cultural capital via the use of extra-curricular activities throughout both key stages. During Key Stage 4, students in Year 9 and 10 and given the option to attend sessions at a local residential care home. Here, students are able to practically apply their skills and answer some of their key questions for that particular unit or cycle. In Year 11, students are provided with additional support in the form of after Academy intervention and study sessions ensuring maximum progress and achievement for all students. During Key stage 5, and whilst studying to answer the key question ‘What are the signs of aging’ in Cycle 1 of Year 12, students attend a Dementia Care talk at a local speciality dementia care residential home. During Cycle 3, Year 12 students are also able to attend a careers festival at a chosen University which enables them to answer the key question ‘What skills and person attributes do people need to work in HSC?’ as well as encouraging students to begin to think about the future career paths and potential University courses within the sector. Another University visit is included in Year 13 Cycle 1 to not only help answer the questions ‘What are the roles and responsibilities of people working in HSC? What services do they provide? In what setting?’ but to cement career trajectories and aid with the writing of personal statements for UCAS applications.
Impact
Within both key stages students are monitored regularly and student work and achievement is assessed, reviewed and tracked at least twice a cycle. Students are then provided with the opportunity to amend, adapt or resubmit work in accordance with the Pearson BTEC policy for assessment as well as the Academy’s assessment policy. Assessment provides students to identify areas of improvement by themselves and encourages self-reflective and motivated learners. Academic results within the department are strong, with positive progress 8 and Value added scores being the norm.
Outside of traditional progress measures, the department is successful in its impact on chosen careers of students. Students at Key Stage 4 are enthusiastic about the subject and many wish to continue their learning at Key Stage 5. Many students at Key Stage 5 go on to study a Health and Social Care related course at University or secure a job role within the sector after completion of the Level 3 Extended Certificate. For example, since 2017, 7 Health and Social Care alumni have gone on to study Nursing (of various disciplines) at University, 3 have gone on to study Social Work and 1 has gone on to study Occupational Therapy. Students are empowered to achieve these goals due to their successful acquisition of the key skills throughout the Health and Social Care curriculum, at both Key stages.
The impact of our Academy Vision, and Christian values within the Health and Social Care curriculum results in students feeling happy and equipped to express themselves as individuals, have confidence in celebrating their successes and support one another through the challenges they face or may face in the 21st century.