Health and Social Care
HSC is a growing subject area and now attracts a lot of new students. It is also a sector that is undergoing rapid change. New priorities and the focus on frontline health and social care mean that there is now a greater demand for well-trained and multi-skilled people to enter a range of rewarding jobs. Our qualifications provide a foundation for students interested in a career in health, social services or child care. It also provides a broad introduction to further/higher education vocational pathways in.
So what is Health & Social Care?
Health and Social Care (abbreviated to HSC) isn’t really just one subject – it’s a huge area of study and the term relates to a range of services offered by health (e.g. hospital, GP, hospice, dentistry etc) OR social care (e.g. social workers, day care centres etc) providers. In the UK services can be provided by practitioners (particular HSC job roles) who work in the public (government funded) sector, the private sector and/or the third or charity sector.
As a range of subjects, HSC can include topics related to sociology, psychology, biology, nutrition, law, ethics etc and we apply our knowledge of these disciplines to all sorts of HSC settings e.g. nursery, residential care home, school etc.
Health & Social Care practitioners work all around you
Nurses, Doctors, Teachers, Occupational Therapist, Police officers, Lab Technicians, Radiographers, Care workers, Optometrists, Hospital Porters, Speech and Language Practitioner, Counsellor, Dentists, GPs, Social Workers, Midwives, Paramedics are some of the most well-recognised jobs in the HSC sector. They will work with a range of service users (people who use the services/products provided) such as children, disabled people, adults with mental health issues, people who have committed a crime, vulnerable children and adults, older adults, individuals and/or families etc. but they all share a common aim which is to prevent illness and improve health and well-being.
Where can I find out more?
There are a range of organisation for HSC in the UK, each of which represents a particular branch of the sector. Here are just a few:
If you’re interested in a career in HSC check out one of these websites:
What can I study?
For us it comprises BTEC Children’s Play, Learning and Development, GCSE Child Development and GCSE Health and Social Care and BTEC Level 3 Health and Social Care.
Key Stage 4 (Years 10 - 11)
Students can study one of two pathways (GCSE/BTEC) depending on which is best suited to their abilities.
BTEC in Children’s Play, Learning and Development: this two-year course consists of:
UNIT 1 Patterns of Child Development (25% of course: exam)
- Understand growth and development in children
- Understand the characteristics of children’s development from birth up to eight years
- Understand how adults in early years settings can support children’s development
- Exam is worth up to 50 marks and is externally assessed: students sit a 60 minute exam consisting of multiple-choice questions, short scenario-based questions and an extended writing question
UNIT 2 Promoting Children’s Development Through Play (25% of course)
- Understand how play promotes children’s development in early years settings
- Understand how different play opportunities promote children’s development
- Understand how play is structured in early years settings to promote children’s development
- This unit is internally assessed: students complete four tasks and work towards either a Pass, Merit or Distinction grade
UNIT 3 The Principles of Early Years Practice (50% of course)
- Understand the importance of inclusive practice in early years
- Explore ways in which early years settings implement inclusive practice
- Understand how children are empowered in early years settings
- Understand the importance of the key person approach in supporting children’s development
- Internally assessed: students complete seven tasks and work towards either a Pass, Merit or Distinction grade
GCSE in Child Development:
UNIT B011 Child Development Short Tasks
- Three short tasks set by OCR (7 hours per task)
- Example task: To baby-sit for one child aged 3 and one aged 5 for 5 hours on a Saturday you need to plan the lunch, activities and routine required to give them an interesting and safe experience. Evaluate the outcome and draw logical conclusions
- Assessment (30% of total GCSE): internally assessed via a controlled assessment task (60 marks)
UNIT B012 Child Study Task
- One task chosen from a list of themes set by OCR (22 hours)
- Example task: students complete the Child Study Task using the following theme: “Children learn through play” An example of how this can be developed is: How does a 3 year old child develop physically and socially through play?
- Assessment (30% of total GCSE): internally assessed via controlled assessment task (60 marks)
UNIT B013 Principles of Child Development
- Family and Parenting (family structures in the UK, pre-conceptual health and care)
- Preparation for Pregnancy (reproduction, pregnancy, ante-natal, birth, post-natal care)
- Physical Development (newborn baby, Developmental norms, Conditions for development, Safety)
- Nutrition and Health (nutrition, feeding, infection, development, patterns of learning, play)
- Community Support (the child outside the family unit, community provision)
- Externally assessed (40% of total GCSE): 80 marks – 90 minute written paper
BTEC Level 2 in Health and Social Care
UNIT 1 Human Lifespan Development (30 guided learning hours)
- Explore human growth and development across life stages
- Investigate factors that affect human growth and development and how they are interrelated
- Externally assessed (25% of total BTEC): 50 marks; 60 minute exam consisting two structured questions, each with sub-sections based on background information provided in the exam. There will be short-answer questions and one extended writing question.
UNIT 2* Health and Social Care Values (30 guided learning hours)
- Explore the care values that underpin current practice in health and social care
- Investigate ways of empowering individuals who use health and social care services
UNIT 5* Promoting Health and Well-being (30 guided learning hours)
- Explore the purpose, types and benefits of health promotion
- Investigate how health risks can be addressed through health promotion
UNIT 6* The Impact of Nutrition on Health and Well-being (30 guided learning hours)
- Explore the effects of balanced and unbalanced diets on the health and well-being of individuals
- Understand the specific nutritional needs and preferences of individuals
*units 2, 5, and 6 are all internally assessed and each count as 25% of the overall BTEC Award. Students complete four tasks in each unit; working towards either a pass, merit or distinction grade
GCSE in Health and Social Care
UNIT A911 Health, Social Care and Early Years Provision
- The range of care needs of major client groups
- The ways people can obtain services and the possible barriers that could prevent people from gaining access to services
- The types of services that exist to meet client group needs and how they are organised
- The principles of care that underpin all care work
- The main work roles and skills of people who provide health, social care and early years services
- Internal assessment (60% of total GCSE): 60 marks via a controlled assessment task
UNIT A912 Understanding Personal Development and Relationships
- The stages and pattern of human growth and development
- The different factors that can affect human growth and development
- The development of self-concept and different types of relationships
- Major life changes and sources of support
Key Stage 5 (Years 12 – 13)
BTEC Level 3 Subsidiary Diploma in Health and Social Care (equivalent to one A-level)
- Unit 1 – Developing effective communication: interpersonal interaction, theories, factors, strategies for overcoming barriers
- Unit 2 – Equality, diversity and rights:discriminatory practice, its effects, national initiatives
- Unit 3 – Health, Safety and Security: potential hazards and harm in HSC settings; legislation, policies and procedures; risk assessment; assessing hazards, priorities & responses when dealing with incidents/emergencies
- Unit 7 – Understanding Sociological Perspectives: terminology; sociological perspectives; applications of sociological perspectives to health and social care; concepts of health and ill health; patterns and trends in health and illness among different social groupings
- Unit 8 – Understanding Psychological Perspectives: terminology; psychological perspectives; applications of psychological perspectives
- Unit 20 – Promoting Health Education: approaches, models and factors affecting behavioural change, national campaigns, planning, carrying out and evaluating a small-scale campaign
- Unit 21 – Nutrition for HSC: nutrients and their benefits, group study, influences on dietary intake, recommendations for dietary change, analysis of daily intake and preparation of a one-week plan
Who are we?
Head of Health and Social Care: Mrs L Humphries (maternity leave Oct to July)
Acting Head of Department
Mrs R Waite
Miss L Thomas
Mr A Quinn