Health & Social

Health and Social Care subject Intent:

Our intent is comprised of the following 3 sections:

Our vision for the subject/faculty and the purpose it serves for our pupils
Defining what the key concepts and core domains of knowledge are, that pupils will learn about
The end points our curriculum is working towards

Our vision

Aspiration - To provide pupils with essential knowledge and transferable skills with the aim of enhancing their employability; contributing to both personal development and future economic well-being. To expose students to a wide range of potential careers and opportunities and to demonstrate their knowledge and skills in context.
Core knowledge – pupils will be taught:

Unit R032:Exam unit whereby pupils will learn the rights, care values and health and safety procedures to be maintained in health and social care settings
Unit R033: Coursework unit whereby pupils learn about the different life stages and life events which can impact development.
Unit RO34: Coursework unit whereby pupils learn about creative and therapeutic activities and plan and deliver an activity.

Procedural/Powerful knowledge – Pupils will learn to research and work independently with confidence. Pupils will learn to be organised, resilience and communicate knowledge accurately, while applying subject specific terminology fluently and in a variety of health and social care contexts. Pupils will apply the academy values within the subject; respecting others and their needs; understand the importance of being independent, particularly when working on coursework units; the importance of working as a community and showing empathy.
Developing cultural capital – Pupils will have access to guest speakers and a variety of different case studies which have changed legislation in health and social care. Pupils will have the opportunity to apply their PSHE lessons regarding British Values to their work in this subject as they look at why we have laws, the importance of respecting diversity and ensuring individual liberty.
Developing character- enables our pupils to develop a range of independent study skills, engage in a variety of different topics which will enable them to be more independent throughout their lives and apply their knowledge in their daily lives.
Identifying and addressing context specific need – pupils are supported in lessons if there is the need. Tasks are mark banded which is differentiated in terms of ability specific expectations. The units in this course teach pupils how to make healthy life choices as well as how to communicate and use personal qualities to develop positive relationships with those around them, enabling pupils to thrive and achieve.
Learning is sequential – The four units are sequenced in such a manner that allows students to use prior knowledge and develop their understanding while confidentially applying key terms, developing their literacy skills. Students are taught using DNAs to retrieve knowledge and the CNAT courses require a synoptic task to be included at the end of each coursework unit.

Our key concepts and core domains of knowledge

At Key Stage 4, learners will study a Cambridge Nationals Award/Certificate in Health and Social Care. Over the life of the course, learners will study:

Unit R032 – Students will be introduced to this externally examined unit in Year 11. The unit teaches students the principles of care in health and social care settings and covers the following:

The rights f service users
Persn-centred values
Effective cmmunication in health and social care settings
Prtecting service users and service providers in health and social care

Students will learn about different needs of individuals and local services that meet such needs.

Unit R034 – Students will begin this coursework unit in Year 10. The unit teaches students about creative and therapeutic activities. They will cover the following:

Therapies and their benefits
Creative activities and their benefits
Hw to plan and deliver a creative activity for individuals or groups in a creative activity (scenario set by OCR)
Evaluate their wn performance

This unit had a practical assessed piece of work that contributes towards their assignment.

Unit R033 – Students will complete this coursework in Year 10. They will cover the following:

Life stages
Impacts f life events
Surces of support

At Key Stage 5, learners will study a Cambridge Technicals Extended Certificate in Health and social care. Over the life of the course, learners will study:

Unit 1 which is a coursework unit, whereby pupils will develop their knowledge from KS4 R022 about the importance of communication when developing positive relationships.
Unit 2 which is an exam unit, whereby pupils will develop their knowledge from KS4 R021 about the importance of promoting equality and diversity while learning about a wide variety of legislation in place to protect service users, practitioners and service providers.
Unit 3 which is an exam unit, whereby pupils will develop their knowledge from KS4 R021 about how to be safe in health and social care settings while learning about a wide variety of legislation in place to protect service users, practitioners and service providers.
Unit 4 which is an exam unit that explores human anatomy and conditions that can affect individuals in life.
Unit 9 which is a coursework unit, whereby pupils will develop their knowledge from KS4 R025 and consider that factors that can affect an individual with a learning disability and the support systems available to them.
Unit 10 which is a coursework unit, whereby pupils will develop their knowledge from KS4 R029 and develop their understanding about the importance of good nutrition, what can affect nutrition and the consequences of poor nutrition.

The end points of our curriculum

Year 10

Year 11

Year 12

Year 13

Pupils will be able to:

R034

Topic area 1

Demonstrate an understanding of the different types of therapies used in health and social care settings.

Describe different types of therapies with examples.

Explain the benefits of therapies to people in different settings.

Topic area 2

Demonstrate an understanding of the different types of creative activities used in health and social care settings.

Describe different types of creative activities, with examples.

Explain the benefits of participating in creative activities to people in different settings.

Topic area 3

Explain the factors that affect the selection of a creative activity.

Demonstrate how to plan a creative activity to meet a person’s or group’s needs.

Evaluate the planning and delivery of the activity.

R033

Topic area 1

Choose one life stage for the chosen individual, describing growth and development for that life stage.

Explain how the individual’s growth and development has been affected by two factors.

Topic area 2

Describe two life events for the chosen individual.

Explain the impact of one of the life events on the individual’s physical, intellectual, emotional and social development.

Explain how the impact of the life event affected the individual’s needs.

Topic area 3

Research support available for the chosen individual.

Justify how the support meets their needs.

Apply person-centred values of care.

Pupils will be able to:

R032

Topic area 1

Identify types of settings.

Identify the service user’s rights and examples of how they are met.

Topic area 2

Understanding the meaning of person-centred values and how they are applied to various settings.

Identify the personal qualities of service practitioners and explain how they are used to deliver person-centred values.

Explain the benefits of person-centred values being applied by service providers.

Explain the effects on service user’s health and wellbeing if person-centred valued are not applied.

Topic area 3

Understanding of different communication methods and the benefits of using them.

The importance of good communication skills and the impact of poor communication skills.

Topic area 4

Know the meaning of safeguarding and reasons why service users need safeguarding and the examples of impacts.

Understand the reasons for having DBS checks and the difference between different enhanced checks and barred lists.

Understand the reasons for carry out infection prevention in different settings.

Understand the importance of procedures and measures .

Understand how to protect the health and wellbeing of service users and providers in different settings.

Pupils will be able to:

Unit 10

Identify part, explain functions and malfunctions of the cardiovascular system, respiratory system, digestive system, musculoskeletal system, control and regulatory system and sensory system while analysing the impact on individuals.

Describe dietary and government guidelines.

Explain how requirements differ for individuals.

Analyse the effects of poor nutrition.

Evaluate the possible causes of poor nutrition.

Explain factors that influence nutritional health.

Evaluate the diet and nutrition of an individual.

Develop a diet plan to improve diet and nutrition following an evaluation of their diet.

Analyse the sustainability of the developed diet plan.

Unit 3

Understand the potential hazards in health, social and child care environments.

Understand how legislation, policies and procedures promote health, safety and security in health, social and child care environments.

Understand the roles and responsibilities involved in health, safety and security in health, social and child care environments.

Know how to respond to incidents and emergencies in a health, social or child care environment.

Unit 9

Know the types and causes of learning disabilities.

Understand the difficulties that may be experienced by individuals with learning disabilities.

Be able to support individuals with learning disabilities to plan their care and support.

Pupils will be able to:

Unit 2

Understand the concepts of equality, diversity and rights and how these are applied in context.

Understand the impact of discriminatory practices on individuals in health, social and child care environments.

Understand how current legislation and national initiatives promote anti-discriminatory practice in health, social care and child care environments.

Understand how equality, diversity and rights in health, social and child care environments are promoted.

Unit 1

Understand relationships in health, social and child care environments.

Understand the factors that influence the building of relationships.

Understand how a person-centred approach builds positive relationships in health, social and child care environments.

Be able to use communication skills effectively to build positive relationships in a health, social and child care environment.

Terminology to be taught

RO32

Terminology	Definition
Confidentiality	Limits to access or information such as medical records being kept private from those who do not need access to them.
‘Need-to-know' basis	Information is only shared with those directly involved with care and support of the service user.
Safeguarding	Actions taken to protect service users by ensuring a safe and healthy environment where the risks of danger, harm or abuse are reduced.
Manual handling	Using the correct procedures when physically moving someone or something.
Consultation	Th process of discussing an issue with another person in order to receive their thoughts, opinion or advice.
Empowerment	Giving someone authority or control over something. Ensuring a service user does not feel that their life is being controlled.
Self-esteem	How much a person values themselves and the life that they live.
Equality	Treating people fairly. And valuing them for who they are. Everyone should be provided with the same rights ad opportunities which should not be affected by age, gender, ability, religion or culture.
Valuing diversity	Accepting and respecting individual differences such as faith, diet, beliefs, sexuality and ethnicity.
Jargon	Specialist or technical language or terms and abbreviations that are difficult for non-specialists to understand.
Disclosure	When a service users tells someone that they have been or are being abused.
Vulnerable	Less able to protect themselves from harm, abuse or exploitation due to mental health, age, disability etc.
Hygiene	Keeping yourself and your surroundings clean in order to prevent illness and the spread of disease.
Infection	What happens when germs invade the body.
Safety procedure	Set of processes that is followed.
Safety measures	An action that limits an accident.
First aid	The immediate treatment provided for a service user who has an accident or is suddenly taken ill.
Adrenaline auto-injector (EpiPen)	An emergency treatment for use if someone has a severe anaphylactic reaction.
Anaphylactic shock	An extreme allergic reaction.

RO33

Key word	Definition
Puberty	The process of bodily changes that occur during adolescence, as a child grows into an adult capable of sexual reproduction
Peer group	A group of people, usually the same age who have similar interests, background and social status. A peer group can influence the behaviour of group members.
Gross motor skills	The larger movements of arms, legs, feet or the entire body using the large muscles, for walking, running, skipping and jumping.
Fine motor skills	Smaller actions using the smaller muscles such as grasping an object between the thumb and finger when holding a paintbrush, pen or pencil.
Cognitive development	The construction of thought processes, including remembering, problem solving and decision making, from childhood through to adulthood.
Abstract thinking	Being able to solve problems using imagination.
Neutral growth	Any growth of the nervous system.
Homeostasis	How the body adjusts to maintain a constant and steady state.
Disability	A physical impairment or weakness that affects an individual’s ability to od a daily activity.
Bereavement	Coping with change following the death of someone very close.
Oncology	A branch of medicine concerned with the diagnosis and treatment of cancer.
Cardiology	A branch of medicine that specialises in disease of the heart.
Holistic care	Looking after the whole person I.e. physically, intellectually, emotionally, socially and spiritually.
Statutory care	Services that are provided and paid for by the government such as the NHS.
Domiciliary care agency	An organisation that provides care and support to individuals in their own home.

R034

Key word	Definition
Reflex	An involuntary or unconscious response to a stimulus.
Sciatic nerve	A nerve that runs from your lower back through your hips, legs and down to your feet.
Conscious	The part of your brain that is responsible for thinking, such as making decisions.
Subconscious	The part of your mind that works without your awareness or control, such as your breathing, your emotions and memories.
Depression	A medical condition causing low mood that affects your thoughts and feeling. It can range from mild to severe, but usually lasts for a long time and affects your day-to-day living.
Body dysmorphic disorder	A mental health condition related to a person’s body image, where they are extremely anxious about their physical appearance and see themselves differently from how others see them.
Stroke	A life-threatening medical condition that occurs when the blood supply to part of the brain it damages, it can affect how the body works and communication skills.
Self-esteem	How much a person values themselves and the life that they live.
Self-awareness	The knowledge a person has of their own character and emotions.
Hormones	Chemical substances produced in the body by the endocrine glands and transported in the blood to other organs in the body.
Endorphins	Chemical substances produced by the brain to reduce pain.
Empathy	The ability to identify with another person’s situation and understand how they may be feeling or thinking.
Fine motor skills	Smaller actions using the smaller muscles, such as grasping an object between the thumb and finger.
Language and cognitive development	Learning language and cognitive skills, such as understanding and using words, communicating, thinking, remembering and problem solving.
Dexterity	The ability to perform an action with the hands skilfully.
Agility	The ability to move the body quickly and easily.
Self-worth	Confidence and value in your own abilities and qualities.
Beliefs	Ideas that are accepted as true and real by the person that holds them. They could be religious or cultural.
Values	Those things in our lives which are important to us.
Gender	Socially constructed characteristics of men and women such as roles, expressions and behaviour.
Gender identity	A person’s sense of their gender and how they feel; this may not be the same as the sex that they were assigned at birth.
Non-binary	A person who does not identify as only male or only female; they may identify as both male and female or as neither.
Gender stereotypes	An oversimplified idea of how people are expected to behave, based on their gender.
Equality	This means treating people fairly and valuing them for who they are. Everyone should be provided with the same rights and opportunities and this should not be affected by age, ability, gender, culture or religion.
Diversity	The differences individuals and groups have from each other such as appearance, gender, disabilities, cultural or religious background.
Anti-discriminatory practices	Practices that prevent discrimination from occurring, by treating people equally, fairly and lawfully and are not affected by their age, gender or culture.
Contingency planning	A process that takes account of possible future events, I.e. emergencies.
Tone	The way something is said, such as cheerfully, empathetically, angrily or sarcastically.
Physical disability	A condition which affects or limits the way a person moves and their ability to perform physical activities.
Learning disability	A reduced ability to think and make decisions, as well as difficulties with everyday activities.

Appendix 1: Political Impartiality

(Based on DfE: What you need to know about political impartiality in schools)

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1050134/6.7731_DfE_Political_Impartiality_Guidance_Pamphlet_WEB__004_.pdf

Key points:

Legal duties on political impartiality do not limit the range of political issues and viewpoints schools can and do teach about. Instead, they should help ensure teachers and staff do this in an appropriate manner, building pupils’ ability to form their own views and opinions.

You should always take a reasonable and proportionate approach to political impartiality. This should not interfere with effective teaching and meeting other responsibilities, including promoting shared principles that underpin our society such as tolerance and respect.

The Law

In simple terms, legal duties on political impartiality mean that schools

must not promote partisan political views in teaching

should offer a balanced presentation of opposing views when political issues are brought to the attention of pupils

Teaching about political issues

Identify political issues covered in the curriculum in advance, so that you can structure your teaching to ensure balance.
Think about the age, developmental stage, and existing knowledge of pupils, as well as the complexity of political issues covered, to decide whether teaching is age-appropriate and balanced.

Select resources carefully, being mindful of bias and imbalance that might not be immediately obvious. Make sure you review materials and assess the organisations that produced them, before they are used with pupils.

Using external agencies

It is important to remember duties on political impartiality when working with external agencies. This means thinking carefully about which organisations to work with and being clear about what is expected from them.
Schools can work with organisations that engage in political activity or hold partisan political views, but you should make sure that they do not promote these views to pupils.

You should also take steps to offer pupils a balanced account of the political issues external agencies may cover with them. This might require additional teaching about different views and their contested nature.
You should never work with organisations that adopt extreme political positions, such as encouraging serious criminal activity, or seeking to abolish democracy.

Additional points:

Political impartiality is important beyond the curriculum. All staff have a responsibility to ensure that they act appropriately in terms of their behaviour, the views they express and the use of school resources, at all times.

You can discuss political issues with pupils, and their interest and engagement in these should be encouraged. However, you should not promote partisan political views to them, or encourage them to participate in specific political activity, including protests.

Kingswood Secondary Academy

Health & Social