Close
Search Ashington Academy
Health and social care
  1. Home
  2. Curriculum
  3. Subjects
  4. Health and social care

Health and social care

BTEC health and social care allows students to learn about how we grow and develop throughout our lives; students will gain an understanding of how the health and social care sector works and the core values that underpin it. They will also investigate what ‘being healthy’ means to different people and how to improve someone’s health and wellbeing.

Students complete a piece of coursework in which they explain how individuals grow and develop through the life stages, factors and life events that influence development and how people cope with the changes caused by life events. A second piece of coursework allows students to investigate and explain the range of health and social care services that individuals use and the barriers they may experience in accessing these services, as well as investigating and demonstrating the care values that underpin current practice in health and social care. 

Students will also have to use a case study to assess an individual’s health and well-being and create a suitable improvement plan to help them become healthier. 

Students build a bank of theoretical knowledge about a variety of Health and Social Care settings and practices, developing transferable skills in collaborative practice and communication, which are core skills needed to work in these settings. 

Curriculum information

Year

Autumn

Spring

Summer

10
  • The impact of life events on development.
  • Sources of support to enable individuals to adapt to changes caused by life events.
  • Physical factors affecting health and well-being including ill health, diet, exercise, substance misuse and personal hygiene. 
  • Social, cultural and emotional factors influencing health and well-being including interactions, stress and willingness to seek help. 

 

 

 

 

 

 

 
  • The impact of lifestyle on health and well-being.
  • Economic factors affecting health and well-being including financial resources. 
  • Environmental factors affecting health and well-being including pollution and housing. 
  • Physiological indicators of health (pulse rate, peak flow, blood pressure and body mass index) including interpreting data and the significance of abnormal readings. 
  • Interpreting lifestyle indicators of health including the significance of abnormal readings and national guidelines to create health improvement targets.
  • Health and well-being plans, including short-term and long-term targets and sources of support. 
  • Obstacles to achieving health improvement plans, including emotional, time constraints, availability of resources, lack of support and individual needs. 
  • Types of health care services. 
  • Types of social care services. 

 

11
  • Health care services including primary, secondary and allied health care. 
  • Social care services including services for children and young people, services for older adults and services for individuals with specific needs. 
  • Barriers to accessing services, including physical, sensory, social, cultural, psychological, language, geographical, intellectual, resource and financial barriers. 
  • Overcoming barriers to accessing services. 
  • Factors that influence development.
  • Interpretation of physiological measurements of health.
  • Health and well-being plans, including short-term and long-term targets and sources of support and a rationale for their use.

 

 

 

 

 

 

 

 

 

 
  • Factors affecting health and well-being including physical, social, cultural, economic and environmental. 
  • Physiological indicators of health (pulse rate, peak flow, blood pressure and body mass index) including interpreting data and the significance of abnormal readings. 
  • Interpreting lifestyle indicators of health including the significance of abnormal readings and national guidelines. 
  • Health and well-being plans, including short-term and long-term targets and sources of support. 
  • Types of health and social care services and how they meet individual needs.
  • Obstacles to accessing services and how they can be overcome.
  • Care values including dignity, respect, confidentiality, communication, safeguarding and duty of care, anti-discriminatory practice and empowerment and independence. 
  • Demonstration and evaluation of the use of care values.

 

 
  • Obstacles to achieving health improvement plans, including emotional, time constraints, availability of resources, lack of support and individual needs. 
  • Care values including dignity, respect, confidentiality, communication, safeguarding and duty of care, anti-discriminatory practice and empowerment and independence. 
  • Demonstration and evaluation of the use of care values.

 

View our post-16 curriculum here