Student Hand book 2020-2022.. BTEC National.

Diploma.

• Unit 1. Human Lifespan and Development.

• Unit 2 Working in Health and Social Care.

• Unit 4 Enquiries into Current Research in Health and Social Care.

• Unit 5 Meeting Individual Care and Support Needs.

• Unit 7 Principles of Safe Practice.

• Unit 8 Promoting Public Health. • Unit 12 Supporting Individuals

with Additional Needs. • Unit 19 Nutritional Health.

Student Name:

Teacher- Miss Catterall.

• Code of Conduct (Social Sciences)

• Introduction

• Course structure.

• Unit Break down and Specification

• Examination technique.

• Organisation- pupil booklets.

• Resources

• Suggested Reading

• Internet Resources

• Notes Page

Contents

Code of Conduct

The aim of this contract is to inform you of the sort of behaviour that the Health and Social Care Department requires from you while you are studying with us. It will help you to understand the high standards of behaviour and attitude towards learning that we have come to expect from our students.

Whilst undertaking the study of Health and Social Care I ______________________________________________ agree to the following ~

· To be on time for all lessons.· To come to class fully prepared (i.e. to bring a pen, folder, paper and any

required text books).· To ensure my subject and pupil folder is kept up-to-date and tidy. (These

will be checked half termly)· Switch off all mobile phones, MP3 players and any other electronic

equipment before I arrive in the classroom.· To show respect for all members in the class and allow them to learn.· To listen to the teacher when he/she is giving instructions.· To listen to other students and not shout out when partaking in

discussions and debates.· To take responsibility, and not to blame others for my behaviour during

lessons.· To keep noise levels at a suitable level when learning independently.· To complete all work set to the best of my ability.· To meet all deadlines set for homework projects.· To leave the classroom tidy for other students.· To understand that all sugar based sweets and drinks are not permitted

in lesson (water is acceptable)

.Signed

Print Name Today’s Date

Health and Social – Code of Conduct

Staff Member Email

Miss J V Catterall

jane.catterall@rainhillhigh.org.uk

Introduction

Welcome to our BTEC National Health and Social Care course. You are joining a course that has a 30 year track record of learner success, with the BTEC National widely recognised within the industry and in higher education as the signature vocational qualification.

There are many roles available in the Health and Social Care sector, providing varied opportunities to make a difference to peoples lives in a positive way – and the demand for skilled people is growing.

Whether you are thinking of pursuing a career in nursing, healthcare science or social work, the BTEC National in Health and Social Care includes pathways that help you to fulfil your ambition.

You will be studying a range of units which will help you to gain skills that will be valuable in your chosen profession or future study. Below shows what units are studied and how each will be assessed across the two yearsUnits are assessed with a Distinction, Merit or Pass grade which in terms of UCAS Points equates to A, C and E grades at A level. This is a DOUBLE award so two grades will be gained at the end of 2 years.

Course structure.

Year 12

Unit 1Human Lifespan and Development (Examination)

Unit 5Meeting Individual Care Needs. (Assignment)

Unit 4Enquiries into

Current Research in HSC

(Examination)

Unit 8Promoting Public

Health(Assignment)

Year 13

Unit 2Working in Health and Social Care (Examination)

Unit 12Supporting Individuals with Additional Needs. (Assignment)

Unit 7Principles of Safe Practice in HSC

(Assignment)

Unit 19Nutritional

Health(Assignment)

Understanding human lifespan development , the different influences on an individuals ‘s development and how this relates to their care needs is important when you are establishing your career in the health and social care professions. Health and Social Care professionals meet and work with a wide range of individuals who have diverse needs. In this unit you will be introduced to the biological, psychological and sociological theories associated with human lifespan development. You will examine facotesaffecting an individuals growth and development such as the environment or genetic inheritance.

How Assessed?You will be assessed by a paper based examination, lasting for 1 hour 30 minutes, that is worth 90 marks. This examination will consist of short and long- answer questions.

Essential Content. Learning Aims A, B and C.A- Human growth and development.B- Factors affecting human growth and development.C- Effects of aging.

Unit 1. Human Lifespan and Development

Unit 1. Human Lifespan and Development

Programme of work for Unit 1 – Covered in Year 12.

Week Lesson focus1September

A1. Physical development across life stages – Principles; growth & development, Infancy (0-2 years) and Early Childhood (3-8 years)

2SeptemberA1. Physical development across life stages – Adolescence (9-18 years), Early Adulthood (19-45 years), Middle Adulthood and Later Adulthood (65+years)

3SeptemberA2. Intellectual development across life stages – Piaget’s cognitive theory, egocentric and Chomsky’s model of language acquisition, memory loss

4 SeptemberA3. Emotional development across life stages – Attachment, Bowlby’s theory, Schaffer & Emerson’s sequence, importance of self-concept and self-esteem

5 OctoberA4. Social development across life stages – Stages of play, importance of friendship, relationships, development of independence and expectations.

6 OctoberB1. Nature/Nurture debate – Dr.Money Experiment evaluation, Gesell’s Maturation Theory, compare to Piaget’s theory, [Mock exam on LA.A]

7 OctoberB1. Nature/Nurture debate – Badura’s Social Learning Theory, application to stress-diathesis model [Feedback from Mock Learning Aim A]

October Half Term – revision opportunity8 October/November

B2. Genetic factors that affect development – predisposition to health conditions, affects in pregnancy which impact on babies and children.

9 NovemberB3. Environmental factors that affect development – Pollution health issues, Poor housing conditions, Access to health services

10 NovemberB4. Social factors that affect development – Family dysfunction impacts, bullying consequences, effects of culture, religion and beliefs on individuals.

11 NovemberB5. Economic factors that affect development – Income and expenditure, employment status, education and lifestyle factors and choices.

12 NovemberB6. Major life events that affect development – Predictable events and unpredictable events, Holmes-Rahe social readjustment rating scales

13 NovemberC1/C2 Physical and Psychological effects of aging - degeneration of senses, dementia & cardiovascular disease, financial and status concerns/impacts

14 DecemberC3. The Social effects of an aging population – Economic impact, health care provision, future issues

15 December Mock Exam, feedback and revision activitiesChristmas Break – revision opportunities

16 Jan Mock Exam, feedback and revision activitiesJan TBC 2019 UNIT 1 EXAM – DATE TBC January, morning, 1 and a half hours Exam

This unit, will help you to understand what it is like to work in the health and social care sector. When working for an organisation in this sector, you will have important responsibilities that you need to understand and carry out. These include maintaining the safety of and safeguarding individuals, making sure that you properly handle their personal information and preventing discrimination towards them as well as how you will be accountable both to these individuals and the regulatory bodies. You will be looking at the range of roles and general responsibilities of workers and organisations are regulated, inspected and monitored to ensure quality standards are met

. How Assessed?You will be assessed by a paper based examination, lasting for 1 hour 30 minutes, that is worth 80 marks. This examination will consist of short and long- answer questions.

Essential Content. Learning Aims A, B and C.A- The roles and responsibilities of people who work in the health and social care sector. B- The roles of organisations in the health and social care sector. C- Working with people with specific needs.

Unit 2. Working in Health and Social Care.

Unit 2. Working in Health and Social Care.

Programme of work for Unit 2– Covered in Year 12/13.

Dates Lesson focus

MayA1 The roles of people who work in health and social care settingsA2 The responsibilities of people who work in health and social care settings

June A3 Specific responsibilities of people who work in health and social care settings , applying care values and principles in day to day practice.

JuneA3 Specific responsibilities of people who work in health and social care settings , applying care values and principles in day to day practice.

JuneA4 Multidisciplinary working in the health and social care sectorA5 Monitoring the work of people in health and social care settings

JulyB1 The roles of organisations in providing health and social care servicesB2 Issues that affect access to services NHS, Children’s and Adult services.

July B3 Ways organisations represent interests of service usersCharities/patient groups, advocacy, complaints and whistleblowing policies

Summer Break

SeptemberB4 The roles of organisations that regulate and inspect health and social care services Organisations that regulate care settings in HSC

SeptemberB4 The roles of organisations that regulate and inspect health and social care services Organisations that regulate professions in HSC

OctoberB5 Responsibilities of organisations towards people who work in health and social care settings

OctoberC1 and C2 Working with people with specific needs in the health and social care sector

November Unit 2 Mock Exam Learning Aims A & B, feedback and revision activities

December Unit 2 Mock Learning Aims A, B & C and exam feedback, targeted revision

January 2021 Unit 2 EXAM

This unit, will enable you to investigate a current issue in Health and Social care using a literature search methodology. You will investigate the possible purposes of research in health and social care and the methods that may be used in such research.

. How Assessed?Part A will be issued to you a set period of time before the date of the Part B assessment. Part A is a Health Care research article on a current public health issue. This is then forms the beginning of your secondary research into this area. Part B will be a written assessment 3 hours long with 4 longer essay questions to summarise and evaluate your secondary research.

Essential Content. Learning Aims A, B and C.A- Types of issues where research is carried out in the health and social care sector. B- Research methods in health and social care. C- Carrying out an reviewing relevant secondary research into contemporary health and social care issue.

Unit 4. Enquiries into Current Research in Health and Social Care.

Unit 4. Enquiries into Current Research in Health and Social Care.

Programme of work for Unit 4– Covered in Year 12.

Dates Lesson focus

November

A1. Purpose of research in the Health & Social Care Sector Improving outcomes, informing policies and practice etcA2. Issues Existing research and health ‘trends’, Life style factor contributing to health as well as Social Welfare needs and impact

DecemberB1. Research methodologies Types of organisations involved in research, range of methods, analysing data, conducting literature research and evaluating sources

JanuaryB2. Planning research Rationale, appropriate research, planned timescale, target group, measuring, monitoring and modifying.

~ February Half Term Break ~

FebruaryB3. Ethical issues Confidentiality, conduct, legislation, use of results, conflict of interest/bias and the role of organisations

February B4. Research Skills Time management, planning and organisational skills as well as interpreting data, recognising bias, bibliographies and referencing

March C1. Selecting appropriate secondary sources Range and reliability, conducting effective electronic searches, suitability, relevant numerical data, interpretation and bias

March C2. Evaluating research Examining Content, academic reading, validity and reliability, advantage and disadvantages, recommendations and potential areas for further development.

AprilC3. Wider applications of research Recommendations for potential future areas of research, implications on practice and provision. Mock Part A and Mock Part B Exam

e AprilPre-release Part A – students to Research the task in Controlled Assessment Conditions this week.

~ Easter Break ~

April Pre-release Part A – students to Research the task in Controlled Assessment Conditions this week.

MayPre-release Part A – students to Research the task in Controlled Assessment Conditions this week.

MayPre-release Part A – students to Research the task in Controlled Assessment Conditions this week.

May Part B Exam

This unit introduces you to the values and skills that you will need for a career in social care or health care. Ethical issues will arise and challenges will need to be overcome when personalising care. You will reflect on the different methods used by professionals working together in a multi-agency team to provide a package of care ad support that meets individual needs. How Assessed?Completed in Year 12. This unit will be assessed internally by a series of task based on a variety of given case studies.

Essential Content. Learning Aims A, B, C and DA- Examine the principles, values and skills which underpin meeting the care and support need of individuals. B- Examine the ethical issues involved when providing carea nd support to meet individual needs.C- Investigate the principles behind enabling individuals with care and support needs to overcome challenges.D- Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs.

Unit 5. Meeting Individual Care and Support Needs.

This unit guides you through the principles of safe practice in health and social care, and to support your learning about the wider concepts of working in the caring professions. You need to have an understanding of the policies and procedures that protect individuals from harm, the rights and responsibilities of care workers and the importance of recognising and reporting poor practice.

How Assessed?Completed in Year 13. This unit will be assessed internally by a series of task based on a variety of given case studies.

Essential Content. Learning Aims A, B, C and DA- Examine how a duty of care contributes to sfepractice in health and social care settings. B- Understand how to recognise and respond to concerns about abuse and neglect in health and social care settings. C- Investigate the influence of health and safety legislation and policies in health and social care settings. D- Explore procedures and responsibilities to maintain health and safety.

Unit 7. Principles of Safe Pracice.

This unit covers the topic of how pubic health is promoted through out the world, but especially in the UK. This includes evaluating how far health strategies meet the aims of health factors in Britain and how successful a recent health strategy has been.

How Assessed?Completed in Year 12 you will be assessed by a set of assignments to ensure that you have fully understood how public health is promoted in the UK and worldwide.

Essential Content. Learning Aims A, B, C and DA- Examine strategies for developing public health. B- Examine the factors affecting health and the impact of addressing these factors. C- Investigate how health is promoted. D- Investigate behaviour changes models and theories.

Unit 8. Promoting Public Health.

This unit covers a full range of conditions in order to evaluate how we can care for those have additional needs. Individuals with these additional needs have the right to receive the best quality care and support. You will evaluate the support given to two individuals, one being a child the other an adult, and the effectiveness of this support and the effect the support has on their lives. Conditions often studied include; depression, dyslexia, dementia and diabetes.

How Assessed?Completed in Year 13. This unit will be assessed internally by a series of tasks based on a two case studies based on which conditions are of interest.

Essential Content. Learning Aims A, B and CA- Examine the reasons why individuals may experience additional needs. B- Examine how to overcome the challenges to daily living faced by people with additional needs. C- Investigate current practice with respect to provision for individuals with additional needs.

Unit 12 . Supporting Individuals with Additional Needs. .

Good nutrition is widely recognised as being vital for health. Yet as a nation , there is an increasing incidence of obesity and illnesses, such as type 2 diabetes and heart disease, which can result form poor nutrition. It is crucial that care workers have a good understanding of nutrition, as well as of the reasons why individuals may not be eating an adequate diet, and how this can be improved.

How Assessed?Completed in Year 13. This unit will be assessed internally by a series of tasks based on a two case studies at different life stages.

Essential Content. Learning Aims A, B and CA- Understand concepts of nutritional health and characteristics of essential nutrients. B- Examine the factors affecting the dietary intake. C- Plan nutrition to improve individuals’ nutritional health.

Unit 19. Nutritional Health.

Examination Units.

Describe

Give a clear, objective account in your own words showing recall, and in some cases application, of the relevant features and information about a subject.

Example: ‘Describe gross and fine motor skills in relation to…’.

Top tip; imagine sitting with your grandma and describing something to her, if at the end of the conversation, she doesn’t fully understand, you haven’t described it well enough

Discuss

Consider different aspects of a topic, how they interrelate and the extent to which they are important.

Example: ‘Discuss how both the environment and genetic factors may account for…’.

Evaluate

Draw on varied information, themes or concepts to consider aspects such as strengths or weaknesses, advantages or disadvantages, alternative actions, and relevance or significance.

Example: ‘Evaluate possible explanations for the development of…’.Associate the word evaluate with POSTIVE< NEGATIVE< CONCLUSION

Explain

Show you understand the origins, functions and objectives of a subject and its suitability for purpose. Give reasons to support an opinion, view or argument, with clear details.

Example, ‘Explain two possible features of the development of…’.

Top tip; Associate the word explain, with the word BECAUSE…

Identify

Indicate the main features or purpose of something, and/or are able to discern and understand facts or qualities.

Example, ‘Identify the services that might be available to…’.

Justify

Give reasons or evidence to support an opinion or prove something right or reasonable.

Example: ‘Justify how overcoming…’.

Outline

Provide a summary or overview or a brief description of something.

Example, ‘Outline ways in which X might affect their physical health.’

To what extent

Show clear details and give reasons and/or evidence to support an opinion, view or argument. It could show how conclusions are drawn (arrived at).

Example: ‘To what extent might recent…’.

Which

Specify one or more items from a definite set.

Example: ‘Which body part…’.

Examination. Command Words.

Examination Units.

Assessment outcomes Definition Command words Marks

AO1

Demonstrate knowledge of:• physical, intellectual, emotional and

social development across the human lifespan

• factors affecting human growth and development

• the effects of ageing

Describe Discuss Evaluate Identify JustifyTo what extent

Ranges from 3 to 6 marks

AO2

Demonstrate understanding of:• physical, intellectual, emotional and

social development across the human lifespan

• factors affecting human growth and development

• the effects of ageing

Describe Discuss Evaluate Explain Justify Outline To what extent Which

Ranges from 1 to 6 marks

AO3

Analyse and evaluate information related to:• human development theories/models• factors affecting human growth and

development

Evaluate10 marks

AO4

Make connections between theories/models in relation to:

• human development• factors affecting human growth and

development• effects of ageing

DiscussEvaluateJustifyTo what extent

Ranges from 10 to 12 marks

The exam board design questions of varying difficulties and then allocate marks depending on the degree of difficulty. Each time you learn about a topic area, you need to come up with questions you anticipate, may be asked, using the guidance below.

Tips for examinations.

Visual learning styles– this means you learn by seeing and looking. You will: • Take detailed notes rather than get involved in discussions • Tend to sit in the front so you can see clearly • Benefit from illustrations and presentations, and especially those in colou.Auditory learning style – this means you learn by hearing and listening. You will: • Enjoy discussions and talking things through and listening to others • Acquire knowledge by reading aloud • Hum and/or talk to yourself • Kinestetic learning style – this means you learn by touching and doing. You will: • Need lots of breaks and will want to move around • Speak with your hands and gestures • Remember what was done, but have difficulty with what was said or seen • Learn through doing activities

You should start to plan your revision well in advance.•• Identify the themes and topics in the unit that you feel confident about andthose you are less sure about.•• Draw up a timetable for revision of each topic and regularly review yourprogress.•• Summarise what you have learned on cue cards.•• Recap each topic using your cue cards shortly before the examination.•• Use at least one practice paper so that you are familiar with the layout.To help plan your revision, it is very useful to know what type of learner you are.

Which of the following sounds like it would be most helpful to you?

Organisation. Pupil Booklets.

To help you keep track of your learning and encourage independent study each topic has a pupil booklet with a recap on power points used, underlying concepts, pupil activities and examination practice.

BTEC Health & Social Care Unit 1 Human Lifespan Development

Physical Development

A1 Physical Development across life stages

Name; __________________

BTEC Health & Social Care Unit 1 Human Lifespan Development

Major Life Events

B6. Major life events that affect development

Name; __________________

Research task; Using the stages in the table, find out what that actually means

Why did they believe Genie Wiley ceased to improve with

her language acquisition

Some Additional Housekeeping

1) Exercise books/ work bookletsYour exercise books will be marked regularly. HOWEVER if you leave graffiti on your exercise book it will not be marked and you will be expected to pay for a new one. Your work booklets are your own responsibility. These will contain all of your notes and things you will need for each lesson. These will need to be brought in to each lesson.

2) Folders

You are required to keep an organised set of notes. Due to the amount of notes and resources you will use during the year you are required to use a file for organising any extra handouts or notes you may receive throughout the year. It is recommended that you also buy dividers to organise your notes. Once per half term we will be performing spot checks on your folders, exercise books and work booklets. If they are not up to standard you will receive a sanction decided upon by your teacher. In your folder you should keep this booklet and any additional resources given to you in an organised fashion

Essential Resources

Textbooks

This book is useful for the first year of your

studies. It includes all the detail that you will need for the first half of the

course in year 12.

This book is useful for the second year of your studies. It includes all the detail that you will

need for the second half of the course in year 13.

These books are good for your independent learning and revision for over the two years.

Essential Resources

Accessing more informationThroughout the year I will be emailing extra resources for the course so it is essential that you check your college/ home emails!

There will also be information on the student J drive

Functions of the STUDENT J DRIVE: - Specification and course information - Resources information - Sharing Zone – upload useful files or resources for

your fellow students to access, or post a useful idea onto the share wall.

- Teachers/classes – your teachers will be uploading their lessons and resources for you to use independently or to catch up on work missed.

- Intervention – useful information about additional support available. Request additional help here!

There will also be useful information for you on the internet. One of the best websites to use is..

www.pearsonfe.co.uk/BTECNationals2016