Health & Social Care

Head of Department

Mrs D Glover

Department Overview

At Cornwallis Academy the Vocational Department provides access to all subjects and an insight into how they operate.  We are an energetic and ambitious team, who seek to provide lessons that enthuse our students and help to develop the skills they need to support future aspirations.  Subjects will be supported by visits and speakers where course appropriate and where topics are not covered but felt important to give a more rounded insight into the qualification being studied.


Key Stage 4 – BTEC Tech Award in Health and Social Care

Examining Body

EDXCEL BTEC

Key Stage 4 Overview:

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is to development of key skills that prove your aptitude in health and social care such as interpreting data to assess an individual’s health, create effective ways of working in health and social care, such as designing a plan to improve an individual’s health and wellbeing, attitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practise applying them, and learn the knowledge that underpins effective use of skills, process and attitudes in the sector such as human growth and development.  Units that are covered over the qualification are:

  • Component 1 Human Lifespan Development
  • Component 2 Health and Social Care Services and Values
  • Component 3 Health and Wellbeing (examination)

Assessment at Key Stage 4:

The Tech Award courses consist of 3 Components of work, broken down as 60% coursework (2 Components) and 40% examination (1 Component).  Coursework units are internally assessed and moderated before being externally moderated by the exam board.  Students who did not achieve a Level 2 Pass on the Component 3 will be required to attend after school sessions in preparation for re-sitting the examination.

During Year 10, students completed components:

  • Component 1 Human Lifespan Development
  • Component 2 Health and Social Care Services and Values (begin at the end of Year 10)
Topic/TasksThis is the overview of the topics in Term 1
Component 1 Human Life Span Development  

Learning Aim A – Understanding human growth and development across life stages and the factors that affect it
Human growth and development across life stages
Main life stages
Mile stones
PIES (physical, intellectual, emotional and social development)  
Useful Websiteshttps://www.citizensadvice.org.uk www.communitycare.co.uk/2010/09/20/what-is-the-role-of-social-workers  
AssessmentStudents will have a variety of different activities throughout the term based on the development concepts being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 1.    
Topic/TasksThis is the overview of the topics in Term 2
Component 1 Human Life Span Development  

Learning Aim A – Understanding human growth and development across life stages and the factors that affect it
Human growth and development across life stages
Main life stages
Mile stones
PIES (physical, intellectual, emotional and social development)  
Useful Websiteshttps://www.citizensadvice.org.uk www.communitycare.co.uk/2010/09/20/what-is-the-role-of-social-workers  
AssessmentStudents will complete the coursework for Learning Aim A during this term and which will be a Word based document demonstrating their understanding of the different life stages and the development that should take place during these times.  
Topic/TasksThis is the overview of the topics in Term 3
Component 1 Human Life Span Development  

The first half of Term 3 will be to complete the coursework for Learning Aim A Learning Aim A – Understanding human growth and development across life stages and the factors that affect it
Human growth and development across life stages
Main life stages
Mile stones
PIES (physical, intellectual, emotional and social development)    

Learning Aim B – Investigate how individuals deal with life events
Different types of life events
Coping with change caused by life events  
Useful Websiteshttps://www.careforthefamily.org.uk/Family-life/bereavement https://www.mind.org.uk/information-support  
AssessmentStudents will complete the coursework for Learning Aim B during this term and which will be a Word based document demonstrating their understanding of the different life stages and the development that should take place during these times.  
Topic/TasksThis is the overview of the topics in Term 4
Component 1 Human Life Span Development  

Learning Aim B – Investigate how individuals deal with life events
Different types of life events
Coping with change caused by life events  
Useful Websiteshttps://www.careforthefamily.org.uk/Family-life/bereavement https://www.mind.org.uk/information-support  
AssessmentStudents will complete the coursework for Learning Aim B during this term and which will be a Word based document demonstrating their research into a celebrity and how the different life event that have taken place since birth have impacted on their development.  
Topic/TasksThis is the overview of the topics in Term 5
Component 1 Human Life Span Development  

Learning Aim B – Investigate how individuals deal with life events
Different types of life events
Coping with change caused by life events  
Useful Websiteshttps://www.careforthefamily.org.uk/Family-life/bereavement https://www.mind.org.uk/information-support  
AssessmentStudents will complete the coursework for Learning Aim B during this term and which will be a Word based document demonstrating their research into a celebrity and how the different life event that have taken place since birth have impacted on their development.  
Topic/TasksThis is the overview of the topics in Term 6
Component 3 – Health and Well Being (examination)

Learning Aim A – Factors Affecting Health and Well Being
Physical factors that have a positive or negative effect Social, emotional and Cultural factors
Economic factors
Environmental factors  
Useful Websiteshttps://getrevising.co.uk/resources/level/gcse/subjects/health_and_social_care
AssessmentStudents will have a variety of different activities throughout the term based on the marketing concepts being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 6.  

For Year 11, students will be focusing on components:

  • Component 2 Health and Social Care Services and Values
  • Component 3 Health and Wellbeing
Topic/TasksThis is the overview of the topics in Term 1
Component 3 – Health and Well Being (examination)  

Learning Aim A – Factors Affecting Health and Well Being
Physical factors that have a positive or negative effect Social, emotional and Cultural factors
Economic factors
Environmental factors  
Useful Websiteshttps://getrevising.co.uk/resources/level/gcse/subjects/health_and_social_care
AssessmentStudents will have a variety of different activities throughout the term based on the marketing concepts being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 6.  
Topic/TasksThis is the overview of the topics in Term 2
Component 3 – Health and Well Being (examination)  

Learning Aim B – Interpreting Health Indicators
Physiological indicators
Pulse
Blood Pressure
Peak Flow
Body Mass Indicators
Life style indicators  

Learning Aim C – Person Centred Health and Well Being Improvement Plans Health and Well Being improvement plan
Obstacles to Improvement plans  
Useful Websiteshttps://getrevising.co.uk/resources/level/gcse/subjects/health_and_social_care
AssessmentStudents will have a variety of different activities throughout which they will complete during lesson.  These include exam questions, relevant practice tasks.  Students will sit a number of practice papers in readiness for their exam in Term 3.   Students will also sit their PPE during Term 2.  
Topic/TasksThis is the overview of the topics in Term 3  

Revision, exam questions and exam practice on Component 3 Promotion and Finance for Enterprise (examination) ready for the exam at the beginning of February.  

Following the exam
Component 2 Health and Social Care Services and Values

Learning Aim A – Understand the different types of health and social care services and barriers to assessing them
Health and Social Care services
Health care meeting service users needs
Social services meeting service users needs  
Useful Websiteshttp://ccpdignity.co.uk/resources/
www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx  
AssessmentStudents will have a variety of different activities throughout which they will complete during lesson.  These include exam questions, relevant practice tasks.  Students will sit a number of practice papers in readiness for their exam in Term 3.   Students will also sit their PPE during Term 2.  
Topic/TasksThis is the overview of the topics in Term 4  
Component 2 Health and Social Care Services and Values  

Learning Aim A – Understand the different types of health and social care services and barriers to assessing them
Health and Social Care services
Health care meeting service users needs
Social services meeting service users needs  
Useful Websiteshttp://ccpdignity.co.uk/resources/ www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx  
AssessmentStudents will complete the coursework for Learning Aim A during this term and which will be a Word based document showing students understanding of the different health and social care services and how both are able to meet service users needs.  Application to case studies will also be seen.  
Topic/TasksThis is the overview of the topics in Term 5  
Component 2 Health and Social Care Services and Values  

Learning Aim B – Demonstrate core values and review own practice
Core Values
Reviewing own application of core values  
Useful Websiteshttps://www.learningdisabilitytoday.co.uk  
AssessmentStudents will complete the coursework for Learning Aim B during this term and which will be a script covering 2 different scenarios.  Role plays may be recorded and uploaded for assessment.  This is then followed by a Word based evaluation of how the different core values were implemented and making recommendations for improvement.  

Key Stage 5

BTEC National Extended Certificate in Health and Social Care

Examining Body:  

Edexcel

Overview of the course:

This course is a 2-year programme designed to give students an overview of Health and Social care from a number of perspectives.  Students look in detail at different roles within the industry, physical, intellectual, emotional and social development across the human lifespan, what it is like to work in the health and social care sector, including the roles and responsibilities of workers and organisations and types of physiological disorders, the procedures for diagnosis, and the development of a treatment plan and provision of support for service users.

What Will You Study:

There are 3 Mandatory units and 1 optional.  Students will be required to produce a portfolio of coursework with will be externally moderated.  The Units of study may include:

  • Unit 1 Human Lifespan Development (examination)
  • Unit 2 Working in Health and Social Care (examination)
  • Unit 5 Meeting Individual Care and Support Needs
  • Unit 14 Physiological disorders and their care

Assessment:

This course is a combination of examination, externally set and assessed units and internally set and assessed units.

Possible Career Paths:  

Students who follow this path may continue on to higher education courses, not necessarily in Health and Social Care related subjects, work apprenticeships or directly into the work place.


Year 12

During Year 12 Students will be focusing on:

  • Unit 1 – Human Lifespan Development (Examination)
  • Unit 14 – Physiological Disorders and their Care
Topic/TasksThis is the overview of the topics in Term 1
Unit 1 – Human Lifespan Development (examination)  

Learning Aim A Human growth and development through the life stages  

A1 Physical development across the life stages
• Growth and development are different concepts
• In infancy (0–2 years), the individual develops gross and fine motor skills
• In early childhood (3–8 years), the individual further develops gross and fine motor skills:
• In adolescence (9–18 years), the changes surrounding puberty
• In early adulthood (19–45 years), the individual reaches physical maturity
• In middle adulthood (46–65 years), the female enters menopause:  

A2 Intellectual development across the life stages
• In infancy and early childhood there is rapid growth in intellectual and language skills.
• In early adulthood, thinking becomes realistic and pragmatic, with expert knowledge about the practical aspects of life that permits judgement about important matters.
• The effects of age on the functions of memory  

A3 Emotional development across the life stages
• Attachment to care-giver in infancy and early childhood:
• The development and importance of self-concept:  

A4 Social development across the life stages
• The stages of play in infancy and early childhood
• The importance of friendships and friendship groups
• The development of relationships with others.
• The development of independence through the life stages  

B1 The nature/nurture debate related to factors
• Development across the lifespan is a result of genetic or inherited factors – Gesell’s maturation theory.
• Development across the lifespan is a result of environmental factors – Bandura’s social learning theory.
• Both factors may play a part – stress-diathesis model.  

B2 Genetic factors that affect development
• Genetic predispositions/disorders to particular conditions – cystic fibrosis, brittle bone disease, phenylketonuria (PKU), Huntington’s disease, Klinefelter’s syndrome, Down’s syndrome, colour blindness, Duchenne muscular dystrophy, susceptibility to diseases such as cancer, high blood cholesterol and diabetes.
• Biological factors that affect development – foetal alcohol syndrome, effects of maternal infections and lifestyle/diet during pregnancy, congenital defects.  

B3 Environmental factors that affect development
• Exposure to pollution – respiratory disorders, cardiovascular problems, allergies.
• Poor housing conditions – respiratory disorders, cardio vascular problems, hypothermia, and anxiety and depression.
• Access to health and social care services – availability of transport, opening hours of services, ability to understand the needs and requirements of particular services.
Useful Websiteshttps://www.gov.uk/government/organisations/department-of-health-and-social-care

https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/healthandlifeexpectancies/articles/lifeexpectancycalculator/2019-06-07

https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of-human-development
AssessmentStudents will have a variety of different activities throughout the term based on the human development being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 1.    
Topic/TasksThis is the overview of the topics in Term 2
Unit 1 – Human Lifespan Development    

B4 Social factors that affect development
• Family dysfunction – parental divorce or separation, sibling rivalry, parenting style.
• Bullying – effects of bullying on self-esteem, self-harm, suicide.
• Effects of culture, religion and belief – beliefs that may prevent medical intervention, dietary restrictions.  

B5 Economic factors that affect development
• Income and expenditure.
• Employment status.
• Education.
• Lifestyle.  

B6 Major life events that affect development
• Predictable events:
• Unpredictable events
• Many events can be either predictable or unpredictable depending on the life course of the individual.
• The effects of life events on health.
• Holmes-Rahe social readjustment rating scale and the effects of life events on a person’s stress levels and health.  

C Effects of ageing C1 The physical changes of ageing
• Cardiovascular disease – age can increase the risks of cardiovascular disease. This can be exacerbated by lifestyle choices.
• The degeneration of the nervous tissue.
• Osteoarthritis.
• Degeneration of the sense organs.
• The reduced absorption of nutrients.
• Dementia, to include Alzheimer’s disease.
• Effects of illnesses that are common in ageing.  

C2 The psychological changes of ageing
• Effects on confidence and self-esteem.
• Effects of social change.
• Financial concerns.
• Effects of culture religion and beliefs.
• Social disengagement theory.
• Activity theory.  

C3 The societal effects of an ageing population
• Health and social care provision for the aged.
• Economic effects of an ageing population.
Useful Websiteshttps://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/healthandlifeexpectancies/articles/lifeexpectancycalculator/2019-06-07 https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of-human-development
AssessmentStudents will have a variety of different activities throughout the term based on the Human Lifespan concepts being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 2.   Students will also sit their PPE during this term  
Topic/TasksThis is the overview of the topics in Term 3  

Revision, exam questions and exam practice on Unit 1 – Human Lifespan Development to be ready for the exam in January.  

Following the exam Unit 14 – Physiological Disorders and their Care  

Learning aim A: Investigate the causes and effects of physiological disorders

A1 Types of physiological disorders and effects on body systems and functions
• Endocrine system disorders, e.g. diabetes, hypo and hyperthyroidism.
• Nervous system disorders, e.g. Parkinson’s disease, Alzheimer’s disease.
• Musculo-skeletal system disorders, e.g. rheumatoid arthritis, osteoporosis.
• Respiratory system disorders, e.g. asthma, chronic obstructive pulmonary disease (COPD).
• Circulatory system disorders, e.g. coronary heart disease, leukaemia.
• Cancer, e.g. bowel, prostate.
• Impact of disorders on service users’ physical, mental, social and emotional health.  

A2 Causes of physiological disorders
• Inherited traits, e.g. sickle cell anaemia.
• Lifestyle choices, e.g. smoking cigarettes, drug misuse.
• Diet, e.g. obesity, dietary deficiency.
• Environment, e.g. housing conditions, air pollution.  

A3 Signs and symptoms of physiological disorders
• Observable signs of physiological disorders, e.g. rash, swelling.
• Symptoms experienced by the individual, e.g. pain, disorientation.    
Useful Websiteswww.nhs.uk/Conditions/Alzheimers-disease/Pages/Introduction.aspx

www.nhs.uk/Conditions/Sickle-cell-anaemia/Pages/Introduction.aspx

http://www.nhs.uk/Conditions/Diabetes/Pages/Diabetes.aspx
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.
Topic/TasksThis is the overview of the topics in Term 4
Unit 14 – Physiological Disorders and their Care  

Learning aim B: Examine the investigation and diagnosis of physiological disorders

B1 Investigative procedures for physiological disorders
• General measurements that may be undertaken, e.g. blood pressure, body temperature.
• Investigations as appropriate for each individual, e.g. medical history, blood tests.  

B2 Diagnostic procedures for physiological disorders
• Procedures based on specific signs and symptoms, e.g. lumbar puncture, biopsy.
• Importance of recognising non-specific or confusing symptoms, e.g. myalgic encephalomyelitis (ME).    
Useful Websiteswww.nhs.uk/Conditions/Alzheimers-disease/Pages/Introduction.aspxwww.nhs.uk/Conditions/Sickle-cell-anaemia/Pages/Introduction.aspx http://www.nhs.uk/Conditions/Diabetes/Pages/Diabetes.aspx
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.
Topic/TasksThis is the overview of the topics in Term 5
Unit 14 – Physiological Disorders and their Care  

Learning aim C: Examine treatment and support for service users with physiological disorders  

C1 Provision of treatment and support
• Medication, e.g. anti-inflammatory drugs.
• Surgery, e.g. surgical procedures for cancer.
• Rehabilitation programmes, e.g. physiotherapy.
• Complementary therapies, e.g. aromatherapy, acupuncture.
• Advice on lifestyle changes, e.g. smoking cessation.  

C2 Types of carers and care settings
• Carers:
— professional carers, e.g. GPs, nurses
— informal carers, e.g. friends, family
— private and voluntary carers, e.g. Age UK, private care agencies.  
• Care settings:
— service user’s own home
— residential care home
— GP surgery or health centre
— hospital care
— rehabilitation settings.    
Useful Websiteswww.nhs.uk/Conditions/Alzheimers-disease/Pages/Introduction.aspx

www.nhs.uk/Conditions/Sickle-cell-anaemia/Pages/Introduction.aspx

http://www.nhs.uk/Conditions/Diabetes/Pages/Diabetes.aspx
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.
Topic/TasksThis is the overview of the topics in Term 6
Unit 14 – Physiological Disorders and their Care  

Learning aim D: Develop a treatment plan for service users with physiological disorders to meet their needs

D1 Care methods and strategies
• Assessment of care needs, e.g. primary, secondary or tertiary care.
• Reviewing care needs, e.g. making changes as required.
• Validity and reliability of the sources of information on possible treatments.  

D2 Treatment planning processes
• Cycle of planning.
• Individual needs, including culture, gender, age, religion, disability.
• Purpose and aim of care for individual.
• Outcomes to be achieved.
• Actions to be taken.
• Overcoming potential barriers.
• Professional responsibilities.
• Advantages and disadvantages of different types of treatment, e.g. benefit to service users, cost to health and social care services.
• Scheduling, including times and locations where treatment will take place.
• Timescales for achievement.    
Useful Websiteswww.nhs.uk/Conditions/Alzheimers-disease/Pages/Introduction.aspx

www.nhs.uk/Conditions/Sickle-cell-anaemia/Pages/Introduction.aspx

http://www.nhs.uk/Conditions/Diabetes/Pages/Diabetes.aspx
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.

Year 13

During Year 13 Students will be focusing on:

  • Unit 2 – Working in Health and Social Care
  • Unit 5 – Meeting Individual Care and Support Needs
Topic/TasksThis is the overview of the topics in Term 1
Unit 2 – Working Health and Social Care (examination)    

A The roles and responsibilities of people who work in the health and social care sector  

A1 The roles of people who work in health and social care settings Understand the roles of people who work in health and social care settings, to include:
• doctors
• nurses
• midwives
• healthcare assistants
• social workers
• occupational therapists
• youth workers
• care managers/assistants
• support workers.  

A2 The responsibilities of people who work in health and social care settings Understand the day-to-day responsibilities of people who work in health and social care settings, to include:
• following policies and procedures in place in the health and social care setting in which they work
• healing and supporting recovery for people who are ill
• enabling rehabilitation
• providing equipment and adaptations to support people to be more independent
• providing personal care, to include washing, feeding, toileting
• supporting routines of service users, to include day-to-day family life, education, employment, leisure activities
• assessment and care and support planning, involving service users and their families.  

A3 Specific responsibilities of people who work in health and social care settings Applying care values and principles.
• Promoting anti-discriminatory practice
• Empowering individuals, to include:  

A4 Multidisciplinary working in the health and social care sector Partnership working, to include:
• the need for joined-up working with other service providers
• ways service users, carers and advocates are involved in planning, decision-making and support with other service providers
• holistic approaches.  

A5 Monitoring the work of people in health and social care settings How the work of people in health and social care settings is monitored, to include:
• line management
• external inspection by relevant agencies
• whistleblowing
• service user feedback
• criminal investigations.  
Useful Websiteshttps://www.bartleby.com/essay/How-Anti-Discriminatory-Practice-is-Promoted-in-F3J3K6RJVJ  

The Health and Care Professions Council (HPC) www.hpc-uk.org

The Health and Social Care Information Centre www.hscic.gov.uk

The Care Quality Commission has information about how the best care can be provided at www.cqc.org.uk/content/help-advice  

Information about the Equality Act 2010 and the Care Act 2014 can be found at www.gov.uk  

https://spearheadelearning.com/equality-and-diversity-in-health-and-social-care/  
AssessmentStudents will have a variety of different activities throughout the term based on the human development being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 1.    
Topic/TasksThis is the overview of the topics in Term 2
Unit 2 – Working in Health and Social Care  

B The roles of organisations in the health and social care sector

B1 The roles of organisations in providing health and social care services
• Ways services are provided by:
— the public sector: – NHS Foundation Trusts, to include hospitals, mental health services and community health services – adult social care – children’s services – GP practices
• Settings where health and social care services are provided to meet different needs, to  

B2 Issues that affect access to services
• Referral.
• Assessment.
• Eligibility criteria.
• Barriers to access, to include specific needs, individual preferences, financial, geographical, social, cultural.  

B3 Ways organisations represent interests of service users To include:
• charities/patient groups
• advocacy
• complaints policies
• whistleblowing policies.  

B4 The roles of organisations that regulate and inspect health and social care services The ways organisations regulate and inspect health and social care services, and the people who work in them. Organisations that regulate or inspect health and social care services. (Learners should study organisations relevant to either England, Wales or Northern Ireland; they do not need to study organisations relevant to all UK countries.)
• In England:
— Care Quality Commission (CQC)
— Ofsted.
• In Wales:
— Care and Social Services Inspectorate Wales (CSSIW)
— Healthcare Inspectorate Wales (HIW).
• In Northern Ireland:
— Regulation and Quality Improvement Authority (RQIA)
— Public Health Agency (PHA) o Education and Training Inspectorate (ETI).
• The roles of organisations which regulate or inspect health and social care services, to include:
— how regulation and inspections are carried out
— how organisations and individuals respond to regulation and inspection
— changes in working practices required by regulation and inspection Organisations that regulate professions in health and social care services.
• In England:
— Nursing and Midwifery Council (NMC)
— Health and Care Professions Council (HCPC)
— General Medical Council (GMC).
• In Wales (in addition to above):
— Care Council for Wales (Social Care).
• In Northern Ireland (in addition to above):
— Northern Ireland Social Care Council (NISCC).
• The roles of organisations which regulate professions in health and social care services, to include:
— how regulation is carried out
— how organisations and individuals respond to regulation
— the changes in working practices required by regulation
— how services are improved by regulation.  

B5 Responsibilities of organisations towards people who work in health and social care settings Responsibilities of organisations that provide health and social care services, to include ensuring employees:
• understand how to implement the organisation’s codes of practice
• meet National Occupational Standards (NOS)
• undertake continuing professional development (CPD)
• are safeguarded through being able to:
— have internal/external complaints dealt with properly
— take part in whistleblowing
— have membership of trades unions/professional associations
— follow protocols of regulatory bodies.  

C Working with people with specific needs in the health and social care sector  

C1 People with specific needs
• Ill health, both physical and mental.
• Learning disabilities.
• Physical and sensory disabilities.
• Age categories to include:
— early years
— later adulthood.  

C2 Working practices
• Relevant skills required to work in these areas.
• How policies and procedures affect people working in these areas.
• How regulation affects people working in these areas.
• How working practices affect people who use services in these areas.
• Recent examples of how poor working practices have been identified and addressed.      
Useful Websiteshttps://www.bartleby.com/essay/How-Anti-Discriminatory-Practice-is-Promoted-in-F3J3K6RJVJ  

The Health and Care Professions Council (HPC) www.hpc-uk.org

The Health and Social Care Information Centre www.hscic.gov.uk

The Care Quality Commission has information about how the best care can be provided at www.cqc.org.uk/content/help-advice  

Information about the Equality Act 2010 and the Care Act 2014 can be found at www.gov.uk  

https://spearheadelearning.com/equality-and-diversity-in-health-and-social-care/  
AssessmentStudents will have a variety of different activities throughout the term based on the Human Lifespan concepts being taught, which they will complete during lesson.  These will be assessed regularly to check for understanding.   The overall content of this Learning Aim will be assessed through a class test during the last week of Term 2.   Students will also sit their PPE during this term  
Topic/TasksThis is the overview of the topics in Term 3  

Revision, exam questions and exam practice on Unit 1 – Human Lifespan Development to be ready for the exam in January.  

Following the exam Unit 5 – Meeting Individual Care and Support Needs  

A1 Promoting equality, diversity and preventing discrimination
• Definition of equality, diversity and discrimination.
• Importance of preventing discrimination.
• Initiatives aimed at preventing discrimination in care, e.g. the use of advocacy services.  

A2 Skills and personal attributes required for developing relationships with individuals To include:
• the 6Cs – care, compassion, competence, communication, courage and commitment
• people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills
• communication skills – communicating with service users, colleagues and other professionals, e.g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations
• observation skills, e.g. observing changes in an individual’s condition, monitoring children’s development
• dealing with difficult situations.  

A3 Empathy and establishing trust with individuals Learners require an overview of the different theories of empathy and the various methods of establishing positive relationships with individuals in their care.
• Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience.
• The triangle of care.
• Empathy theories, e.g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler.  

Learning aim B: Examine the ethical issues involved when providing care and support to meet individual needs  

B1 Ethical issues and approaches
• Ethical theories, to include consequentialism, deontology, principlism and virtue ethics.
• Managing conflict with service users, carers and/or families, colleagues.
• Managing conflict of interests.
• Balancing services and resources.
• Minimising risk but promoting individual choice and independence for those with care needs and the professionals caring for them.
• Sharing information and managing confidentiality.  

B2 Legislation and guidance on conflicts of interest, balancing resources and minimising risk
• Organisations, legislation and guidance that influence or advise on ethical issues. All legislation and guidance must be current and applicable to England, Wales or Northern Ireland.
• Organisations, e.g. National Health Service (NHS), Department of Health (DH), National Institute for Care Excellence (NICE), Health and Safety Executive (HSE).
• Legislation, e.g. Mental Health Act 2007, Human Rights Act 1998, Mental Capacity Act 2005, National Health Service Act 2006 Section 140, Equality Act 2010, Care Act 2014.
• Guidance
• How this guidance may be counterbalanced by other factors, e.g. religion, personal choice, government policies.  
Useful Websiteshttps://www.bartleby.com/essay/How-Anti-Discriminatory-Practice-is-Promoted-in-F3J3K6RJVJ  

The Health and Care Professions Council (HPC) www.hpc-uk.org

The Health and Social Care Information Centre www.hscic.gov.uk

The Care Quality Commission has information about how the best care can be provided at www.cqc.org.uk/content/help-advice  

Information about the Equality Act 2010 and the Care Act 2014 can be found at www.gov.uk  

https://spearheadelearning.com/equality-and-diversity-in-health-and-social-care/  
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.
Topic/TasksThis is the overview of the topics in Term 4
Unit 5 – Meeting Individual Care and Support Needs  

Learning aim C: Investigate the principles behind enabling individuals with care and support needs to overcome challenges  

C1 Enabling individuals to overcome challenges
• Different types of challenges faced by individuals with care and support needs, to include
• Methods of identifying challenges, to include observation, focus groups, talking to individuals informally or via questionnaires.
• Strategies used to overcome challenges, to include educational information materials, training courses, opinion leaders, clinical audits, computer-aided advice systems, patient-mediated strategies.
• Role of policy frameworks in minimising challenges
• Impact of not enabling individuals to overcome challenges.  

C2 Promoting personalisation
• Personalisation – ensuring that every person receiving care and support is able to set their personal goals and has choice and control over the shape of their care and support.
• Methods of recognising preferences, to include care plans, learning plans, behavioural plans, specialist support from health and social care professionals.
• The importance of promoting choice and control and the financial impact of this on care provision.  

C3 Communication techniques
• Different approaches for effective communication, to include humanistic, behavioural, cognitive, psychoanalytical and social.
• Types of communication examples, to include verbal, body language, written, formal and informal.
• Alternative communications, to include Makaton, British Sign Language (BSL), braille, communication boards and symbol systems.
• Theories of communication, to include Argyle, Tuckman,  
Useful Websiteshttps://www.bartleby.com/essay/How-Anti-Discriminatory-Practice-is-Promoted-in-F3J3K6RJVJ  

The Health and Care Professions Council (HPC) www.hpc-uk.org

The Health and Social Care Information Centre www.hscic.gov.uk

The Care Quality Commission has information about how the best care can be provided at www.cqc.org.uk/content/help-advice  

Information about the Equality Act 2010 and the Care Act 2014 can be found at www.gov.uk  

https://spearheadelearning.com/equality-and-diversity-in-health-and-social-care/  
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.
Topic/TasksThis is the overview of the topics in Term 5
Unit 5 – Meeting Individual Care and Support Needs  

Learning aim D: Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs  

D1 How agencies work together to meet individual care and support needs
• Role of organisations responsible for commissioning healthcare services, e.g. Clinical Commissioning Groups in England, Local Health Boards in Wales, Health and Social Care Board in Northern Ireland; formation, organisation roles and members.
• Role of organisations responsible for commissioning social care services, e.g. local authorities.
• Role of bodies responsible for integrating health and social care, e.g. Health and Wellbeing Boards (HWB).
• Role of assessment and eligibility frameworks, to include Common Assessment Framework (CAF), the National Eligibility Criteria (Care Act 2014), Department of Health, National Framework for NHS Continuing Healthcare.
• The Education, Health and Care plan (EHC).  

D2 Roles and responsibilities of key professionals on multidisciplinary teams
• Multidisciplinary teams, members and formation.
• Specific roles and responsibilities relating to meeting individual needs of a variety of health and care professionals in a multidisciplinary team
• How multi-agency and multidisciplinary teams work together to provide co-ordinated support, e.g. an autistic child may have involvement with the following agencies and professionals: NHS (GP, paediatrician, clinical psychologist, counsellor, speech and language therapist), local authority and education services (social worker, SENCO, educational psychologist), and the voluntary sector (family support officers from the National Autistic Society).  

D3 Maintaining confidentiality
• Definition of confidentiality.
• Working practices to maintain confidentiality
• Codes of practice for care workers establishing importance of confidentiality.
• Relevant aspects of legislation, e.g. Health and Social Care Act 2012.
• Role of the Health and Social Care Information Centre (HSCIC).  

D4 Managing information
• Working practices for managing information, to include:
• The importance of sharing information with colleagues, other professionals, the individual with care needs and their family.
• Impact of new technologies on managing information.
• Bodies that control the management of information, e.g. the National Adult Social Care Intelligence Service (NASCIS).
• Legislation and codes of practice that relate to the storage and sharing of information in health and social care. Legislation and codes of practice must be current and applicable to England, Wales or Northern Ireland  
Useful Websiteshttps://www.bartleby.com/essay/How-Anti-Discriminatory-Practice-is-Promoted-in-F3J3K6RJVJ  

The Health and Care Professions Council (HPC) www.hpc-uk.org

The Health and Social Care Information Centre www.hscic.gov.uk

The Care Quality Commission has information about how the best care can be provided at www.cqc.org.uk/content/help-advice  

Information about the Equality Act 2010 and the Care Act 2014 can be found at www.gov.uk  

https://spearheadelearning.com/equality-and-diversity-in-health-and-social-care/  
AssessmentThis Learning Aim will be assessed through a coursework piece of work once all input has been complete.  Students will have regular book checks and content knowledge tests to ensure full comprehension of the input prior to the coursework.