BTEC Level 2 Health and Social Care – Leigh Academy Blackheath

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KS4 BTEC Level 2 Health and Social Care

Year 10
Year 11

Module 1

Topic(s)/Unit(s)

Component 1 Introductory Themes – Introduces students to the:

Theoretical Principles
Biological and Sociological Themes
Expert Terminology

Core declarative knowledge: What should students know?

Introductory Themes – Overview of Human Lifespan and Development

Historical and Cultural Perspectives – Prenatal Development
Birth and the Newborn
Infancy Physical Development
Cognitive Development in Infancy, Childhood and Adolescence
Emotional and Social Development in Infancy, Childhood and Adolescence
Physical Development in Infancy, Childhood and Adolescence- Key concepts, principles, and theories of human development.
Methods and ethics in developmental research.
Historical views and cultural influences on human development. – Introduction of Piaget’s theory of cognitive development stages.
Language acquisition processes.
Attachment theory and temperament.
Physical growth trends and motor skill progression.
Stages of development for infancy, childhood and adolescence.
Factors affecting development (genetics, environment).
Processes and stages of birth, infancy, childhood and adolescence.
Newborn reflexes, capabilities, and early and later childcare.
Physical growth patterns and motor skill development in infancy and childhood

Core procedural knowledge: What should students be able to do?

Describe the first 3 life stages of development and the factors influencing each stage.
Assess newborn health using standard measures (e.g., BMI scores).
Explain motor development milestones and factors affecting physical growth in infancy.
Explain the stages of cognitive development and implications.
Evaluate self-esteem and social skills development in children and adolescence.
Assess physical growth and recommend health strategies for middle childhood.

Links to prior learning

Introduction to basic sociological concepts.
Basic understanding of Human Biology.- Basic biology and genetics.
Previous knowledge on human growth patterns.
Understanding of basic emotional and social concepts from infancy to old age.

Module 2

Topic(s)/Unit(s)

Component 1 Introductory Themes – Introduces students to the:

Theoretical Principles
Biological and Sociological Themes
Expert Terminology

Core declarative knowledge: What should students know?

Cognitive Development in Early, Middle and Later Adulthood
Emotional and Social Development in Early, Middle and Later Adulthood
Physical Development in Early, Middle and Later Adulthood
Information processing and academic skills.
Stages of development for Early, Middle and Later Adulthood.
Self-concept, self-esteem, and peer relationships.
Physical growth patterns and health considerations, including significant life events. This includes Marriage, Buying a house, Employment, Starting a Family, Bereavement, Retirement, Redundancy and End of Life

Core procedural knowledge: What should students be able to do?

Explain the stages of cognitive development and implications.
Evaluate self-esteem in Early, Middle and Later Adulthood.
Assess physical growth changes and begin to recommend health strategies for Middle and Later Adulthood.

Links to prior learning

Prior understanding of cognitive development stages.
Previous learning about social and emotional development in early childhood, adolesence, early, middle and later adulthood

Module 3

Topic(s)/Unit(s)

Component 1 Introductory Themes – Introduces students to the:

Theoretical Principles
Biological and Sociological Themes
Expert Terminology

Core declarative knowledge: What should students know?

Consolidation of Physical Development through the lifestage
Consolidation of Cognitive Development
Key Theorists through the life stages
Puberty, sexual development, and related health issues.
Body image, brain development, and health habits. Self Concept and Self Image
Piaget’s formal operational stage. Erik Erikson Lifespan theory, Levinson’s theory of adulthood, Bowlby’s Attachment theory

Core procedural knowledge: What should students be able to do?

Describe physical and hormonal changes during the lifestage.
Analyse the impact of body image and health habits on adolescent development.
Apply Piaget’s formal operational stage to explain cognitive changes in adolescence.

Links to prior learning

Knowledge of physical and cognitive growth patterns from previous units.
Understanding of health and wellness from middle childhood development.

Module 4

Topic(s)/Unit(s)

Review and Controlled Assessment Window – Component 1

Core declarative knowledge: What should students know?

Review and Controlled Assessment Window – Component 1

Core procedural knowledge: What should students be able to do?

Review and Controlled Assessment Window – Component 1

Links to prior learning

Review and Controlled Assessment Window – Component 1

Module 5

Topic(s)/Unit(s)

Component 2 Introductory Themes – Students apply knowledge and understanding gained in component 01. They develop skills and understanding in Health and Social Care Services (NHS) and Values thinking:

Medical Models
Timeline of NHS Operations
Professional Structures and Systems in Health Care

Core declarative knowledge: What should students know?

Types of health and social care services (primary, secondary, tertiary, palliative and allied health).
Different sectors providing care (public, private, voluntary).
Key roles in health and social care settings. Services for children and services for older adults
Different needs of service users (physical, intellectual, emotional, social).
Principles of person-centered care.
Barriers to accessing services (geographical, financial, social, cultural).

Core procedural knowledge: What should students be able to do?

Identify and describe various health and social care services.
Distinguish between different sectors and their roles.
Explain the functions and responsibilities of key roles in these settings.
Assess the needs of different service users.
Apply principles of person-centered care in case studies.
Identify and propose solutions to barriers in accessing services.

Links to prior learning

Basic understanding of healthcare from introductory courses.
Familiarity with community services and public health basics.

Module 6

Topic(s)/Unit(s)

Medical Models
Timeline of NHS Operations
Professional Structures and Systems in Health Care

Core declarative knowledge: What should students know?

Informal Care
Physical and Sensory Barriers
Cultural and Psychological Barriers
Language and Geographical Barriers

Core procedural knowledge: What should students be able to do?

Describe various health and social care settings and their functions.
Explain the role of regulatory bodies and key legislation.
Analyse case studies to understand regulatory impact on care delivery.

Links to prior learning

Introduction to healthcare systems locally and nationally.
Basic legal and ethical considerations in health and social care.

Module 1

Topic(s)/Unit(s)

Medical Models
Timeline of NHS Operations
Professional Structures and Systems in Health Care

Core declarative knowledge: What should students know?

Common ethical issues and dilemmas (e.g., confidentiality, consent).
Ethical frameworks and decision-making models.
Importance of reflective practice.
Models of reflection (e.g., Gibbs, Schön).
Recap of key concepts and knowledge from the term.
Understanding assessment criteria and expectations.

Core procedural knowledge: What should students be able to do?

Engage in reflective practice using models.
Write reflective accounts of care experiences and learning.
Demonstrate knowledge through assessments and presentations.
Reflect on learning and identify areas for improvement.

Links to prior learning

Previous exposure to teamwork and collaboration concepts.
Introduction to ethical considerations from Component 1
Basic knowledge of ethical principles and frameworks.
Understanding of different roles in health and social care settings. – Basic communication and soft skills from previous courses.
Early exposure to professional development concepts.

Module 2

Topic(s)/Unit(s)

Review & Controlled Internal Assessment Window – Component 2

Core declarative knowledge: What should students know?

Review & Controlled Internal Assessment Window – Component 2

Core procedural knowledge: What should students be able to do?

Review & Controlled Internal Assessment Window – Component 2

Links to prior learning

Review & Controlled Internal Assessment Window – Component 2

Module 3

Topic(s)/Unit(s)

Component 3 – The skills and knowledge developed within Component 1 & 2 will support the learner when completing the Health and Wellbeing Exam.

Students will be assessed under exam conditions.

Students will be expected to answer exam paper questions in 1 scheduled examination.

Core declarative knowledge: What should students know?

Definition of health and wellbeing.
Dimensions of health (physical, mental, emotional, social).
The holistic approach to health.
Lifestyle factors (diet, exercise, smoking, alcohol, drug use).
Environmental factors (housing, pollution, access to services).
Socioeconomic factors (income, education, employment).
Genetic and biological factors.
Key physiological indicators (blood pressure, heart rate, BMI, cholesterol levels).
Methods for measuring these indicators.
Normal ranges and what deviations may indicate.

Core procedural knowledge: What should students be able to do?

Describe the different dimensions of health and wellbeing.
Explain the importance of a holistic approach to health.
Identify factors that contribute to overall wellbeing. – Analyse the impact of various lifestyle choices on health and wellbeing.
Assess how environmental and socioeconomic factors influence health.
Evaluate the role of genetics and biology in health outcomes.
Measure and interpret key physiological indicators.
Compare individual readings to standard health metrics.
Identify potential health issues based on physiological data.

Links to prior learning

Basic concepts of health from introductory health and social care courses.
General understanding of wellbeing from previous personal development lessons.
Previous knowledge of social determinants of health.
Basic biology and environmental science concepts.
Introduction to human anatomy and physiology.
Basic understanding of health measurement tools from science courses.

Module 4

Topic(s)/Unit(s)

Component 3 – The skills and knowledge developed within Component 1 & 2 will support the learner when completing the Health and Wellbeing Exam.

Students will be assessed under exam conditions.

Students will be expected to answer exam paper questions in 1 scheduled examination.

Core declarative knowledge: What should students know?

Impact of nutrition, physical activity, and sleep on health.
Tools for assessing lifestyle factors (food diaries, activity trackers).
Understanding of health assessment questionnaires and surveys.
Principles of person-centred care.
Techniques for effective communication and motivational interviewing.
Strategies for setting realistic and achievable health goals.
Components of a health improvement plan (goals, strategies, monitoring).
Resources and support systems available for health improvement.
Importance of regular review and adjustment of health plans.
Recap of all key concepts and knowledge from the term.
Understanding assessment criteria and expectations for final evaluations.

Core procedural knowledge: What should students be able to do?

Conduct lifestyle assessments using appropriate tools.
Analyse data from lifestyle assessments to identify health risks. – Principles of person-centred care.
Techniques for effective communication and motivational interviewing.
Strategies for setting realistic and achievable health goals.
Develop a comprehensive health profile based on lifestyle indicators.
Demonstrate knowledge through assessments, presentations, or practical exams.
Reflect on learning outcomes and identify areas for improvement.