Health and Social Care
Knowledge Organisers - for the attention of parents and students
Thamesview Curriculum Intent and Implementation
As a community we have the highest aspirations for all our students, regardless of their background, and are ambitious in the breadth and depth of knowledge we want our students to gain in their subjects.
Our Curriculum has been designed using a Trivium framework encouraging students to Know Well, Think Well and Communicate Well. Students need to develop rich foundational knowledge, be able to think and deepen their understanding through questioning, discussion and debate. Be able to communicate and express their learning in a variety of forms.
As Tom Sherrington states in The Learning Rainforest, “Knowledge is key in a curriculum but so too is the ability to develop capacity to question and challenge, to engage in dialect of the trivium*, to contribute to debate and conversation.”
Thamesview seeks to go beyond a curriculum based on knowledge alone, to a curriculum that builds thought, expression and character.
The Trivium as outlined by Martin Robinson has three parts for students;
Knowledge (AKA Grammar):
Learning involves connecting new information with what is stored in our long-term memory. Therefore, limited prior learning can limit our future learning. Development of a rich knowledge base essentially makes us more intelligent by creating more branches for new learning and ideas to connect with. Without much foundational knowledge of a topic it is difficult for learners to form their own ideas and to work independently. Teachers have a vital part to play in leading the learning process to ensure that conceptual understanding progressively builds over time. The curriculum must be coherently constructed and sequenced across subject disciplines to achieve this. The development of a broad vocabulary is also a key part of this pillar. Thamesview places high importance on every subject area having a coherent and strong approach to successfully improving and strengthening disciplinary literacy within our school. This work is based on the research of the EEF and Alex Quigley.
Elements of Teaching & Learning related to Knowledge:
- Clarity through explanations & modelling
- Responsive teaching strategies
- Repetition & spaced retrieval practice
- Regular low level stakes assessment to identify and close gaps & address misconceptions.
- Disciplinary Literacy strategies to secure and cement knowledge for learners.
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.
Exploration (AKA Dialectic):
Simply knowing things is insufficient. Encouraging our students to think, debate and consider alternative views is a vital part of the education we provide. Knowing things without the skill to explore knowledge further is of limited value to our students in the wider world. We encourage our students at Thamesview to be respectful of others, to be resilience when learning or when ideas are challenging, to be ambitious for themselves, seeking to take knowledge beyond the just knowing and retaining of facts.
Elements of Teaching and Learning related to Exploration:
- Real world experience, challenges and experimentation
- Debate, critical thinking & deep questioning
- Problem solving & reflection
- Character Education
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.
Communication (AKA Rhetoric):
We want our students to leave Thamesview confident communicators. Explaining ideas publicly strengthens knowledge. This pillar is not, however, limited to public speaking. Any performance involves communication, whether it be a Sporting or creative performance, essay, speech or exhibition of work. These performances help to develop a range of qualities that prepare our learners well for their future lives. Ensuring all our learners can communicate in a clear, articulate and convincing manner, in a variety of ways, is vital.
Elements of Teaching & Learning related to Communication:
- Public performance & extended writing
- Presentations, exhibitions and displays.
- Demonstrating Thamesview Character values.
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation. At Thamesview we aim to build our curriculum around five key principles.
- A curriculum that has Coherence for students – explaining to them what they are learning and when and why.
- A curriculum that provides all students with a wide and deep range of Experience(s).
- A curriculum that equips students with Knowledge and the ability to use it, develop it and be inspired by it.
- A curriculum that Expands horizons for students.
- A curriculum that represents all creating a sense of Belonging
Thamesview Sixth Form Curriculum Intent and Implementation
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The Intent of BTEC at KS5 , in Health and Social Care, is to develop students’ knowledge and understanding of a wide range of opportunities within the field, whilst preparing students for the world of work. It is a vocational qualification which takes an engaging, practical and inspiring approach to learning and assessment. The course raises awareness of different needs and the range of primary, secondary and tertiary services available. The key aspects of the Health & Social Care curriculum include human development, care values and health & wellbeing. All aspects of the curriculum develop skills such as empathy, lifestyle factors, social, cultural and economic factors, understanding of stereotypes, discrimination and the importance of a holistic approach. The curriculum challenges students to work independently (through assessment-based tasks) and collaboratively and empowers every student to develop a curiosity and a desire for knowledge. The curriculum is designed and delivered in a linear way so that each component builds on previous knowledge thereby further embedding students understanding. It allows students to grow in confidence, whilst giving them the opportunity to put into practice what they have learnt. Key concepts of Health & Social Care Our key concepts are:
Our department has two teachers that teach Health & Social Care. There are a variety of teaching strategies used to embed students’ knowledge and understanding as well as utilising the online curriculum and up to date knowledge from the expert advisor. The range of techniques allows for knowledge to become embedded within the long-term memory. Qualification Structure There are three components that make up this qualification; two are internally assessed and one is externally assessed. Internal Assessment The learner will have to complete assignments in order for internal assessment to take place; these are subject to external standards verification. External Assessment This provides the main synoptic assessment for the qualification. Component 3 build directly on components 1 and 2 and enables learning to be brought together and related to a real-life situation. |
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Link to Whole School Intent The Health and Social Care curriculum has clear links to the school intent in that Trivium has a prominent place. In Health and Social care, there is a clear intention to ensure that all students are able to gather more knowledge about the world around them, develop their ability to think about and evaluate this information and communicate their views and ideas about this knowledge effectively. The curriculum is designed to take students outside of what they are familiar with by covering a wide range of subjects that may be new to them, as well as developing their knowledge of what they may already know. The curriculum features key questions which are designed to get students thinking further and in more detail about what they are studying. Students will become more confident with communicating their views and opinions, both verbally and in writing. They will also develop the skill of justifying their view or opinion with evidence based on what they have learned, so they can clearly demonstrate their knowledge of the topics they have studied. |
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Curriculum Implementation for Health and social Care Health and Social Care will be taught to KS5 and students will opt for this subject. The students have nine lessons over a fortnight having two lessons per fortnight. Lessons have been planned to help students develop the skills of describing, explaining, and evaluating beliefs and ideas. There is an emphasis in lessons on reading to obtain information. What does the qualification cover? The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on three areas, which cover:
Knowledge that underpins the effective use of skills, processes and attitudes, including human growth and development, health and social care services, and factors affecting people’s health and wellbeing. |
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Link to Whole School Implementation The implementation of Rosenshine’s Principles of Instruction is an important part of teaching in the HSC Curriculum. The review of material is a key part of every lesson in the form of the Starter activity, this can identify previous learning. Questioning also features prominently in lessons with key questions to develop student thinking built into schemes of work. As teaching staff will model answers with students to demonstrate what effective writing looks like in HSC. Independent practice is built into every lesson with an expectation that students apply what they have learned. This will be scaffolded where required.
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How Impact is measured within the department The effectiveness and impact of teaching and learning in HSC will be measured through the analysis of data from assessment. The assessment model is cumulative and so students are expected to know more, retain more and be able to use existing and newly acquired knowledge to engage in extended writing. Data from assessment is to be recorded on assessment trackers, which will be analysed to inform future planning decisions in terms of skills development. Teachers should frequently reflect on whether students know more and are able to remember information and demonstrate understanding from earlier in the course as well as what they have most recently studied. Additionally, departmental monitoring will be in place in the form of learning walks by the HSC Subject Leader and book scrutinise with students selected at random, which will ensure that expectations are being met in all lessons. |
Programme of study for Year 12 Btec Tech Award
Students learn the following topics over the two years
Content Overview Component 1: Year 1 term 1-4 –
Human Lifespan Development Learners will explore different aspects of growth and development and the factors that can affect this across the life stages. They will explore the different events that can impact on individuals’ physical, intellectual, emotional and social development and how individuals cope with and are supported through changes caused by life events.
Component 2: Year 2 Term 1-4
Health and Social Care Services and Values Learners will explore health and social care services and how they meet the needs of service users. They will also study the skills, attributes and values required when giving care.
Component 3: Year 1 Term 5 and 6 Year 2 Term 3
Health and Wellbeing Learners will explore the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and person-centred approaches to make recommendations to improve an individual’s health and wellbeing.
Why choose a BTEC Tech Award in Health & Social Care?
This qualification is for learners interested in taking a hands-on course that will offer them an insight into what it is like to work in one of the fastest growing sectors in the UK: Health & Social Care. The course covers some of the fundamental aspects of health and social care, including growth and development, health and social care services and values, and health and wellbeing, giving learners a broad introduction to a sector that transects a wide range of careers from social care and social work to many different branches of healthcare. The breadth of this course allows learners to identify their strengths and interests to help inform next steps in education and training. Using realistic vocational contexts, learners will acquire sector-specific knowledge and technical skills, exploring a range of healthcare conditions and social care needs and considering how the different healthcare and social services available can help meet individuals’ needs as well as the common barriers to access and obstacles to care. They will learn about physical, lifestyle, social, cultural, economic and environmental factors affecting health and wellbeing and how to make recommendations for improvement using person-centred approach.
Subject Curriculum Intent and Implementation
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INTENT The Intent of BTEC at KS5 , in Health and Social Care, is to develop students’ knowledge and understanding of a wide range of opportunities within the field, whilst preparing students for the world of work. It is a vocational qualification which takes an engaging, practical and inspiring approach to learning and assessment. The course raises awareness of different needs and the range of primary, secondary and tertiary services available. The key aspects of the Health & Social Care curriculum include human development, care values and health & wellbeing. All aspects of the curriculum develop skills such as empathy, lifestyle factors, social, cultural and economic factors, understanding of stereotypes, discrimination and the importance of a holistic approach. The curriculum challenges students to work independently (through assessment-based tasks) and collaboratively and empowers every student to develop a curiosity and a desire for knowledge. The curriculum is designed and delivered in a linear way so that each component builds on previous knowledge thereby further embedding students understanding. It allows students to grow in confidence, whilst giving them the opportunity to put into practice what they have learnt. Key concepts of Health & Social Care Our key concepts are:
Our department has two teachers that teach Health & Social Care. There are a variety of teaching strategies used to embed students’ knowledge and understanding as well as utilising the online curriculum and up to date knowledge from the expert advisor. The range of techniques allows for knowledge to become embedded within the long-term memory. Qualification Structure There are three components that make up this qualification; two are internally assessed and one is externally assessed. Internal Assessment The learner will have to complete assignments in order for internal assessment to take place; these are subject to external standards verification. External Assessment This provides the main synoptic assessment for the qualification. Component 3 build directly on components 1 and 2 and enables learning to be brought together and related to a real-life situation. |
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Link to Whole School Intent The Health and Social Care curriculum has clear links to the school intent in that Trivium has a prominent place. In Health and Social care, there is a clear intention to ensure that all students are able to gather more knowledge about the world around them, develop their ability to think about and evaluate this information and communicate their views and ideas about this knowledge effectively. The curriculum is designed to take students outside of what they are familiar with by covering a wide range of subjects that may be new to them, as well as developing their knowledge of what they may already know. The curriculum features key questions which are designed to get students thinking further and in more detail about what they are studying. Students will become more confident with communicating their views and opinions, both verbally and in writing. They will also develop the skill of justifying their view or opinion with evidence based on what they have learned, so they can clearly demonstrate their knowledge of the topics they have studied. |
|
Curriculum Implementation for Health and social Care Health and Social Care will be taught to KS5 and students will opt for this subject. The students have nine lessons over a fortnight having two lessons per fortnight. Lessons have been planned to help students develop the skills of describing, explaining, and evaluating beliefs and ideas. There is an emphasis in lessons on reading to obtain information. What does the qualification cover? The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on three areas, which cover:
Knowledge that underpins the effective use of skills, processes and attitudes, including human growth and development, health and social care services, and factors affecting people’s health and wellbeing. |
|
Link to Whole School Implementation The implementation of Rosenshine’s Principles of Instruction is an important part of teaching in the HSC Curriculum. The review of material is a key part of every lesson in the form of the Starter activity, this can identify previous learning. Questioning also features prominently in lessons with key questions to develop student thinking built into schemes of work. As teaching staff will model answers with students to demonstrate what effective writing looks like in HSC. Independent practice is built into every lesson with an expectation that students apply what they have learned. This will be scaffolded where required. |
|
How Impact is measured within the department The effectiveness and impact of teaching and learning in HSC will be measured through the analysis of data from assessment. The assessment model is cumulative and so students are expected to know more, retain more and be able to use existing and newly acquired knowledge to engage in extended writing. Data from assessment is to be recorded on assessment trackers, which will be analysed to inform future planning decisions in terms of skills development. Teachers should frequently reflect on whether students know more and are able to remember information and demonstrate understanding from earlier in the course as well as what they have most recently studied. Additionally, departmental monitoring will be in place in the form of learning walks by the HSC Subject Leader and book scrutinise with students selected at random, which will ensure that expectations are being met in all lessons. |
Programme of study for Year 12 Btec Tech Award
Students learn the following topics over the two years
Content Overview Component 1: Year 1 term 1-4 –
Human Lifespan Development Learners will explore different aspects of growth and development and the factors that can affect this across the life stages. They will explore the different events that can impact on individuals’ physical, intellectual, emotional and social development and how individuals cope with and are supported through changes caused by life events.
Component 2: Year 2 Term 1-4
Health and Social Care Services and Values Learners will explore health and social care services and how they meet the needs of service users. They will also study the skills, attributes and values required when giving care.
Component 3: Year 1 Term 5 and 6 Year 2 Term 3
Health and Wellbeing Learners will explore the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and person-centred approaches to make recommendations to improve an individual’s health and wellbeing.
Why choose a BTEC Tech Award in Health & Social Care?
This qualification is for learners interested in taking a hands-on course that will offer them an insight into what it is like to work in one of the fastest growing sectors in the UK: Health & Social Care. The course covers some of the fundamental aspects of health and social care, including growth and development, health and social care services and values, and health and wellbeing, giving learners a broad introduction to a sector that transects a wide range of careers from social care and social work to many different branches of healthcare. The breadth of this course allows learners to identify their strengths and interests to help inform next steps in education and training. Using realistic vocational contexts, learners will acquire sector-specific knowledge and technical skills, exploring a range of healthcare conditions and social care needs and considering how the different healthcare and social services available can help meet individuals’ needs as well as the common barriers to access and obstacles to care. They will learn about physical, lifestyle, social, cultural, economic and environmental factors affecting health and wellbeing and how to make recommendations for improvement using person-centred approach.
Schemes of work
Contacts for the department
| Michelle Long | m.long@thamesview.kent.sch.uk |