Health & Social Care Curriculum Overview
Aim
Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The Health & Social Care curriculum is planned to enable all students to develop skills in the following areas:
- Studying Health & Social Care offers students the opportunity to explore a wide variety of topics that underpin the skills and qualities needed for a multitude of future careers within the Health & Social and Early Years sectors.
- Allow students to acquire the skills, knowledge and interdependence required to work in this industry and provide the best possible care for people under their supervision, whether this be a nurse, primary teacher, a midwife or social worker to name but a few.
- In this subject students will be academically challenged through the broadness of the curriculum and the wide range of real life scenarios that they will face which prepares students for their life beyond school.
- Our courses offer a clear assessment and intervention programmes where our students are encouraged to independently strive to achieve their full potential.
- The course is tailored to build resilience and empathy skills by analysing real life situations.
- Not only does our course in Health & Social Care make our students academically equipped through developing literacy but also focuses on their wellbeing through preparing them emotionally and psychologically by building their confidence, self-esteem and beliefs in their own abilities.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High Staying Positive Learning from Mistakes)
- Collaboration (Teamwork Leadership Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
To gain this qualification, learners will need to achieve a minimum of a Level 1 Pass grade in three units.
- Unit R032 is assessed by an exam and marked by the exam board. The exam is 1 hour and 15 minutes. This exam contributes 40% of the total marks available for the qualification.
- RO33 & RO35 is assessed by coursework and marked by the teacher. The coursework contributes 60% of the total marks available for the qualification.
All results are awarded on the following scale:
- Distinction* at Level 2 (*2)
- Distinction at Level 2 (D2)
- Merit at Level 2 (M2)
- Pass at Level 2 (P2)
- Distinction at Level 1 (D1)
- Merit at Level 1 (M1)
- Pass at Level 1 (P1)
Table below shows how these grades align with traditional GCSE grades 1-9
The curriculum includes formal teaching, in-class group/team activities, independent work, paired work, online computer projects and home learning opportunities. We regularly review content to ensure we continue to meet our curriculum aims. The curriculum should be enjoyable to students and it should bring the subject to life and inspire students to aim for a carer within the Health, Social or Early Years Education Sector. The aim is to encourage students to become responsible for their own learning, confident in discussing ideas, innovative and engaged.
Sequence and structure
Our curriculum is split over Key Stage 4 (years 10 and 11).
Our Key Stage 4 Health & Social Care Curriculum includes the following areas of study:
The qualification will cover 3 core units.
R032: Principles of care in health and social care settings
In this unit you will learn about the key topics that are important when caring for and protecting people in health and social care.
R033: Supporting individuals through life events
In this unit you will learn about growth and development through the life stages. You will also learn how to understand the needs of individuals who have been affected by life events and how to recommend support to meet their needs.
R034: Creative and therapeutic activities This unit is assessed by a Set Assignment.
In this unit you will research therapies and learn about how they can benefit people. You will also learn about the benefits of creative activities and you will plan and deliver a creative activity to a group or individual.
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
>Level 2 Cambridge National in Health & Social Care Course Content
>Click here to view the Year 10 Health & Social Care curriculum intent for 2023-2024
>Click here to view the Year 11 Health & Social Care curriculum intent for 2023-2024
Our Key Stage 5 Curriculum:
Extended Diploma equivalent to 3 A-levels (Triple Award).
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
How does our Curriculum cater for students with SEND?
Southmoor Academy is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- 1:1 support with practical tasks e.g. LSA within lessons to allow students to access controlled assessment and exam content
- Resources adapted to accommodate a range of SEND needs
- Seating plans to allow for peer/teacher support
- A range of learning roles used to embed understanding e.g. practical participant, role play taking the role of health care practitioners
- Differentiated and feedback tasks outlined clearly on the board or in teaching resources and linked to assessment criteria at KS4.
- Group work and discussion tasks to develop confidence in leadership and ownership of learning
- All home learning resources and instructions can be accessed by students and parents on ClassCharts
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
More specifically within the teaching of Health & Social Care we;
- In Health & Social Care, each member of staff holds a teaching handbook that identifies disadvantaged pupils.
- Pupils are placed in the classrooms with careful consideration so that they receive high quality focus and support from staff and peers.
- Encourage and help organise visits into work placements within year 10 in the Child Care sector including links with local nurseries and local feeder primary schools.
- Targeted support for under-performing students completed on a 6 weekly cycling following data capture.
- Intervention available throughout the week – lunch and after school.
- Due to accessing funding for disadvantaged students we ensure all these students are equipped with a GCSE pack to promote resilience, pride and independence in their work.
- Our GCSE results have shown a limited gap in attainment for disadvantaged students in comparison to those that are not.
How do we make sure that our curriculum is implemented effectively?
- Staff have regular access to professional development/training to ensure that curriculum requirements are met.
- Curriculum resources are selected carefully and reviewed regularly.
- The subject leader’s monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met. Staff also work in [partnership to share good practice within the trust as well as networking in the local area.
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources are selected carefully and reviewed regularly.
- Assessments are designed thoughtfully to assess student progress and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil surveys
- Parental feedback
- External reviews and evaluation
