BTEC LEVEL 1 AWARD HEALTH AND SOCIAL CARE (YEAR 1) _______________________________________________________________________________________________________________ Purpose of study All the content of the qualification relates directly to the skills, knowledge and understanding needed to support students in progressing to further study in the Health and Social Care sector. Students will study one, group 1, unit for the Award (Communication with Adults and Children in Health and Social Care). The remaining credits for the award are selected from either group 1 or group 2 units . The choice of units available enables the precise nature of the qualification to be tailored to meet the interests and progression aspirations of individual groups of students. This year the second unit chosen is Health Needs. Aims The Pearson BTEC 1 Award in Health and Social Care have been developed to give learners the opportunity to: engage in learning which is relevant to them and will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life achieve a nationally recognised Level 1 vocationally-related qualification progress to employment in the health and social care sector progress to related general and/or vocational qualifications develop their own personal growth and engagement in learning. Brief overview – Communication with adults and children in Health and Social Care- Know about the principles of communication in health and social care, understand how to communicate with adults in health and social care, understand how to communicate with babies, children and young people in health and social care.
Felt pens/ coloured pencils Scissors and glue Textbooks Access to media 4 BBC iPlayer A4,A3 plain paper and coloured paper. Different groups: senior citizens; those with disabilities (sensory, emotional, physical or learning disabilities); those affected by illness or frailty Ways to communicate: show respect; appropriate body language; undivided attention; calm listening; give time for responses, check understanding; avoid patronising; use of signs, pictures, lip reading, translator, interpreter; eye contact; awareness of cultural differences in terms of eye contact and body language ICT Online research into jobs. ILS Using appropriate communication skills Numeracy clock to time activities they observe Communication Group discussions / Peer Discussions Discuss first impressions and positive impressions. Weeks Key Learning Theme Resources Key Learning Marking and Assessment Students will be able to explain ways to communicate with babies, children and young people in health and social care 20-25 Understand how to communicate with babies, children and young people in Youtube videos. Laptops. Students will explore – Ways to communicate with babies, children and young people in health and social care SMSC Developing communication skills. ICT ILS Understanding communication, aspects of verbal, tone and body language. Numeracy Organising numeracy activities on placement
health and social care Visits to the onsite primary provision Observations of teachers interacting with young people A4,A3 paper and coloured paper. Different groups: babies; children; teenagers; those with disabilities; those affected by illness or frailty Ways to communicate: use language appropriate to of language development; establish bond/rapport; give time; communicate at same level; avoid patronising communication; active listening; checking understanding; open questions; being a good role model; using signs, pictures, translators, interpreters Communication Discussion with skilled primary produce questions and write up answers from an interview with a teacher. Weeks Key Learning Theme Resources Key Learning Marking and Assessment Students will be able to outline own physical, emotional and social health needs – LEVEL 1 26-28 UNIT 5 Know about own health needs Laptops, camera Catalogues & magazines Pen and White board Computer Students will explore- own physical, emotional and social health needs Physical health needs: food; water; fresh air; exercise; medical care; safe environment; warmth; shelter; hygiene Emotional and social health needs: love/emotional support; sense of SMSC Understanding personal circumstances using case studies Being non judgemental regarding others’ personal circumstances Understanding that medical care in other countries ICT Use of Word/Powerpoint to create leaflet on different needs ILS How to support others Numeracy Understanding that medical care costs in other countries
Scissors Glue belonging; independence; stimulation; self-esteem; social interaction Communication Group discussions / Peer Discussions To show respect for each other Weeks Key Learning Theme Resources Key Learning Marking and Assessment Students will be able to describe factors that affect health – LEVEL 1 29-31 Know factors that affect health Laptops, camera Catalogues & magazines Pen and paper White board Computer Scissors Glue Students will explore- Factors that affect health Factors: illness; disability; housing; poverty; unemployment; pollution; environment; lifestyle; smoking; drug use; alcohol use; being overweight; exercise; diet SMSC Understanding factors that can affect individuals, including themselves Be aware that some people do not want to acknowledge factors that affect them and there needs to be sensitivity toward this ICT Research benefits and other factor relating to physical and emotional needs ILS Benefits system Universal Credit Social housing policy Being aware of Data protection and confidentiality Numeracy Understanding debt and possible impact on health Communication Group discussions / Peer Discussion Key Learning Theme Resources Key Learning Marking and Assessment Students will be able to discuss different health needs of individuals 32-34 Know that individuals have different health needs Laptops, camera Catalogues & magazines Pen and paper White board Computer Scissors Glue Students will explore and discuss – Different health needs of individuals Life stages of individuals: children; young people; older people Health needs of individuals: diet and nutrition, e.g. key nutrients, need for balanced diet, maintaining healthy weight; exercise to, e.g. develop gross motor skills, maintain weight, maintain muscle tone, maintain bone strength; social network, e.g. maintaining relationships with family SMSC Developing confidence during role play ICT Word document and online images to create poster/leaflet ILS Working as an individual within a team. Social interaction in primary provision Being aware of Data protection and confidentiality Numeracy Understanding BMI and weight/height charts Communication Group discussions / Peer Discussions
and friends; other needs, e.g. effect of disability, illness and disease, overcoming barriers Role play Weeks Key Learning Theme Resources Key Learning Marking and Assessment Students will be able to list social care available for individuals locally 35-36 Know what social care is Laptops, camera Catalogues & magazines Pen and White board Computer Scissors Glue Students will explore - What social care is available for individuals Social care: home care; day care; adult residential care, e.g. for elderly, those with disabilities; respite care; community care, e.g. for those with physical disabilities, those with learning disabilities, those with mental health problems; children’s residential care SEMSC Building confidence helping each other. IT Online research of different types of social care available in Swindon, for different groups of service users. ILS Taking responsibility to talk to family support manager individually Numeracy Costs of care for the elderly Communication Group discussions / Peer Discussions