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Health and social care

Health and social care - BTEC

Year 12

Term Topics taught and learning outcomes
Term 1.1
  • Identify different contexts of communication in a range of H&SC settings
  • Describe forms of communication and how they can be used effectively in a range of H&SC settings
  • Explain three different approaches to health education

ASSESSMENT

Coursework:
Unit 1 - Task 1 (P1)
Unit 20 -Task 1 (P1)

HOMEWORK

Investigate forms of alternative communication used in local H&SC settings

Term 1.2
  • Demonstrate how to communicate effectively in a H&SC setting
  • Identify a range of potential hazards in a H&SC setting and explain actions that can be taken to reduce the risk level
  • Explain models of behaviour change that have been used in recent national
    health education campaigns

ASSESSMENT

Coursework:
Unit 1 - Task 4 (P5, P6, M3, D2)
Unit 3 - Task 3 (P3, M2, D1)
Unit 20 - Task 2 (P2, M1)

HOMEWORK

Research health education campaigns used in the local area

Term 2.1
  • Describe Argyle's theory of one-to-one communication and how it is used in H&SC settings to make communication more effective
  • Describe Tuckman's theory of group communication and how it is used in H&SC settings to make communication more effective
  • Assess how social context may influence the ability of health education campaigns to change behaviour in relation to health

ASSESSMENT

Coursework:
Unit 1 - Task 2 (P2, M1)

HOMEWORK

Investigate communication in H&SC settings and how Argyle and Tuckman's theories are used in practice

Term 2.2
  • Describe a range of factors that influence the effectiveness of communication in H&SC settings
  • Explain strategies that can be used to overcome barriers to communication and how they improve the effectiveness of communication in H&SC settings
  • Plan and carry out a small-scale health education campaign relevant to local health strategies, relating it to models of behaviour change

ASSESSMENT

Coursework:
Unit 1 - Task 3 (P3, P4, M2, D1)
Unit 20 - Task 3 (P3, P4)

HOMEWORK

Research suitable resources to use in your health education campaign

Term 3.1
  • Describe a range of hazards to health in a specific H&SC setting
  • Explain how health and safety legislation are used in H&SC settings to ensure the safety of service users and care workers
  • Assess factors that influence the effectiveness of health education campaigns.

ASSESSMENT

Coursework:
Unit 3 - Task 1 (P1)
Unit 3 - Task 2 (P2, M1)
Unit 20 - Task 4 (P5, M2, M3, D1, D2)

HOMEWORK

Research 6 health and aafety legislation and how they have been built in to a specific H&SC settings policies and procedures

Term 3.2
  • Explain how to deal with an emergency incident in specific H&SC settings
  • Describe incidents which could occur when dealing with emergency incidents in a specific H&SC setting
  • Explain ethical issues involved when planning a health education campaign.

ASSESSMENT

Unit 3 - Task 4 (P4, M3, D2)

HOMEWORK

Respond to feedback to improve or complete coursework to target grade level

Year 13

Term Topics taught and learning outcomes
Term 1.1
  • Describe physical, intellectual, emotional and social development through the five life stages
  • Explain the nature nurture debate and the evidence used to support each side of the debate
  • Describe concepts of nutritional health, dietary intake guidelines and current nutritional issues.

ASSESSMENT

Coursework:
Unit 4 - Task 1 (P1, M1)
Unit 21 - Task 1

HOMEWORK

Investigate feral children and use examples of these to support your coursework for Unit 4

Term 1.2
  • Describe factors that influence development and the impact of predictable and unpredictable life events
  • Explain the social disengagement and activity theories of ageing and how they influence health care provision in the local area
  • Explain the source, function and changes due to processing of macro and micro nutrients

ASSESSMENT

Coursework:
Unit 4 - Task 2 (P2, P3, D1)
Unit 4 - Task 3 (P4, M2, D2)
Unit 21 - Task 2 (P2, M1)

HOMEWORK

Investigate health and social care provision for the elderly in the local area and relate this to the activity or social disengagement theory

Term 2.1
  • Describe the physical and psychological effects of ageing on an individual
  • Explain the concept of equality, diversity and rights in H&SC settings and how they prevent anti-discriminatory practice
  • Explain a range of influences on dietary intake and how these may affect the nutritional health of individuals

ASSESSMENT

Coursework:
Unit 4 - Task 5 (P5, M3)
Unit 2 - Task 1 (P1)
Unit 21 - Task 3 (P3, M2, D1)

HOMEWORK

Investigate two individuals in later adulthood and compare the effects of ageing on them

Term 2.2
  • Describe the basis of discriminatory practice in H&SC
  • Explain different types of discriminatory practice and the effects on service users and care workers
  • Carry out an analysis of the daily intake of
    nutrients and energy for an individual

ASSESSMENT

Coursework:
Unit 2 - Task 2 (P2, P3, M1)
Unit 21 - Task 4 (P4)

HOMEWORK

Record your diet and energy expenditure for one week

Term 3.1
  • Describe how National Initiatives, Codes of Practice and organisational policies and procedures promote anti-discriminatory practice in H&SC settings
  • Describe how discriminatory
    practice is promoted in H&SC settings and the difficulties that may arise when implementing anti-discriminatory practice
    in H&SC
  • Create a one-week plan to
    improve the nutritional health
    of an individual and assess how the plan will meet their nutritional needs

ASSESSMENT

Coursework:
Unit 2 - Task 3 (P4, P5, M2, M3, D1, D2)
Unit 21 - Task 4 (P5, M3, D2)

HOMEWORK

Respond to feedback to improve or complete coursework to target grade level

Term 3.2

End of course