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Stethoscope on the Cardiogram

Health and Social Care

‘Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease’.

The World Health Organisation



Subject Intent:


About 3 million people, in the UK, work in health and social care - equivalent to 1 in every 10 people.  Demand for both health and social care is likely to continue to rise due to the ageing population, so it will continue to play a key role in UK society.  The demand for people to fill these vital jobs will continue to increase. The intention of BTEC Health and Social Care is to ensure that each learner has the opportunity to understand the wide range of vocational opportunities and entry routes within this field, and to challenge stereotypes such as entry routes and gender roles. 

Modern society is ever evolving in terms of ‘societal norms’ however human development and how we treat and care for one another continues to be at its core. Health and Social Care equips our learners to discover the impact of positive and negative human development and how to critically analyse the impact these factors have on our day to day lives. The vocational pathway enables learners to explore, both academically and practically, areas that influence how we develop throughout life stages and in turn raise expectations of how we can live successful and healthy lives now and in our future.

We built the curriculum with the intent that learners will:

  • experience a broad, deep and knowledge rich curriculum of which Health and Social Care promotes opportunities for learners to draw from real life experiences, case studies and opportunities to undertake research to compliment learning and create skills that will be used throughout their lives. Our curriculum is fully inclusive, enabling all students to access the knowledge and skills regardless of their starting points and barriers to learning. Specific groups such as SEND, DP, MA are closely monitored and intervention, where necessary, is planned in order to reduce gaps and to allow students to meet their targets.

  • have high expectations for their behaviour and achievement by creating learning environments within a hands on, vocational context considering the needs of others and how to offer support where needed.

  • develop their cultural, moral, social, mental and physical development through investigation of health and well-being and how our lifestyle choices effect how healthy we are, learners access different resources and external agency advice and guidance that encourages them to talk about areas and raise awareness of signs and symptoms of: abuse, addiction, illness and mental health.

  • be prepared for life beyond the school by reaffirming their understanding of the privilege we have to access the National Health Service and other supporting services that allow us to ensure we live healthy lives. We instil values in learners that will encourage them to be well rounded individuals in society with the confidence and buoyancy to empower them to chase their career aspirations and to create, thoughtful and caring individuals who will in turn, pass these values on in the future.

  • be literate and numerate, through class discussions they will show their in-depth understanding of knowledge and share their opinions. Providing time to communicate we are promoting having a voice, dedicating time for powerful knowledge and cultural capital to be explored and teenage mind-sets to be broadened.


Subject Implementation:

  • The curriculum is designed so that components build on each other as learners grow in confidence. This allows learners to embed their knowledge whilst giving opportunities to put into practice what they learn.

  • This conceptual study alongside practical application leads to the acquisition of knowledge, understanding and technical skills through vocational contexts. Learners develop skills to encourage learners to think outside ‘typical’ teenage egocentrism and begin to challenge the way they perceive the world we live in. Furthermore, highlighting how a human relationships, physical environments and socioeconomic status may influence how they develop.

  • Assignment tasks are tailored so that learners apply their knowledge to a real-life scenarios in the local community context. This will develop skills in preparation for the synoptic external assessment in Component 3 as well as developing research, application, evaluation and synthesis skills for their future.

  • Components 1 and 2 (assessed internally and externally verified) are designed to achieve application of the conceptual underpinning needed for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. Content includes understanding and application of human growth and development, how people deal with life events, health and social care services in the local community as well as a practical demonstration of the care values and the ability to reflect on own performance.

  • Component 3 (externally assessed) provides synoptic assessment for the qualification. It builds directly on Components 1 and 2 and enables learning to be brought together to interpret data and assess an individual’s health and wellbeing and use this to create a health and wellbeing plan. This task requires learners to draw upon and use effectively a range of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way.

  • It is imperative learners are aware of how the 7 Care Values are transferable skills that they will adhere to throughout their working lives and when working alongside others and within their families.

  • A blended learning approach is used to promote and develop students’ independent learning through the medium of Microsoft TEAMS.  Tasks are set in lessons and at home and supported by knowledge organisers, which are linked to schemes of learning.  Lesson PowerPoints and resources are available to support learning. Teachers will engage with students through feedback on progress which will enable them to improve and extend their learning.

Subject Enrichment:

In Health and Social we believe in developing independent learners to prepare them for the vocational context of the curriculum, assignment and ultimately the sector should they choose to progress in it. The wider curriculum that we offer supports the delivered curriculum.


We will enrich our curriculum by:

  • Extending tasks outside of school, research projects, visits to and talks from local health and social care practitioners and sectors to develop interest and real-life experiences.

  • Developing partnerships with external providers that extend the learners opportunities to learn.

  • Build on their understanding of the importance of British Values, including democracy, the rule of law, including liberty, tolerance and respect.

  • Improve their SMSC understanding.

  • Health and Social Care ‘Clinic' sessions run at lunchtimes.

  • Continue to build on cross-curricular links.


 Subject Impact:

  • As the curriculum is synoptic it is imperative that sequences of learning build on previous knowledge and skills along with laying the foundation for subsequent progression.

  • Meet the needs of all pupils; enabling them to develop the knowledge, skills and fundamental British Values that will allow them to be active citizens in modern day Britain.

  • The choice to deliver BTEC prepares pupils for the world of work and engages them in current trends within the sector making it relevant and relatable for all, allowing pupils to fulfil their potential; academically, personally, physically, socially and morally, and be successful.

  • Through studying Health and Social Care prepare pupils for the next stage of their education, employment or training. Links with colleges and local Universities raise aspirations through increased awareness and understanding of the range of HSC careers and entry routes.


Knowledge and Skills


Year 9

  • Pupils will gain basic knowledge and requirements of component 1,2 and 3

  • Understand the meaning of a life stage and the developments within that time

  • Gain knowledge of PIES and be able to recall their understanding linking to a life stage and the role they play in development

  • how people grow and develop over the course of their lives, starting at infancy through to later adulthood.

  • How different factors can affect growth and development throughout the life stages. These major life events may be seen as marriage or parenthood; what then is observed is how people can adapt to this change, the understanding of this being shown through assignment-based assessment.

  • Demonstrate knowledge and understanding of factors that affect health and wellbeing such as lifestyles, genetics social environment etc.

  • Explore features of a health and improvement plan

  • Interpret health indicators and how this would be used in a care plan

  • Demonstrate knowledge and understanding of how to overcome obstacles relating to health and wellbeing improvement plans

Pupils will develop their skills in

  • report writing by evaluating outcomes

  • research and how to record the information in various ways

  • Comparison of case studies – including the analysis and evaluation of different factors in the growth and development across three life stages of a selected individual.

  • communication and presentation skills, both in individual and group scenarios

  • Designing a person-centred health and wellbeing improvement plan

  • Making reasoned justifications and present conclusions

  • Pupils will develop both individual study and team working skills

  • Creativity in presenting their ideas and work

  • Develop softer skills will be developed in empathy and tolerances which is a required for the care industry

Year 10

Pupils will develop their knowledge of:

  • various groups who use or work in the healthcare industry and what title they may come under.  This could be the ‘service users’ (those using the services), or the 'service providers' (those trained to give the care).

  • people who need care, making learners aware that they are not always ill but may have disabilities or other difficulties like living day-to-day lives.

  • care values, showing the importance of providing good health and social care values, giving an understanding of the importance that care values play to people when using the care services.


Pupils will develop their skills in

  • Role play: pupils demonstrate their understanding of care values

  • Learners will understand how to analyse and interpret lifestyle and physiological data and be able to design appropriate health and well-being improvement plans.

  • Learners will also develop skills that are essential for careers in both HSC and the wider employment market generally.  These include verbal and written communication, team working, working from a prescribed brief, working to deadlines, presenting information effectively, as well as accurately completing administrative tasks and processes. 

  • An emphasis on real world experiences, through the use of realistic case studies, and increasing the level of contact with HSC workers and services, through trips and visitors.

  • Working to an assignment brief, these provide clear instructions to facilitate independent working.

Year 11

Pupils will develop their knowledge of:

  • what ‘healthy’ actually means

  • how 'healthy' is not just about illness but for a person in late adulthood being mobile, having friends and being happy

  • the positive and negative factors that can influence the health and well-being of a person from their lifestyle, environment, genetics etc.

  • interpreting the readings of lifestyle indicators, and in so being able to interpret someone's state of health

  • plan, design and preparation - short and long-term targets to help a person get back into a healthy lifestyle

  • the barriers when people are trying to change to a healthy lifestyle.

Pupils will develop their skills in

  • Time management within the exam and for improving wellbeing in short- and long-term plan

  • Analysing information

  • Assessing an individual’s health, and design a care plan to improve their health and wellbeing

Contact Head of Department:

Miss Johnson -

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