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https://www.stepintothenhs.nhs.uk/

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Step into the NHS | help young people discover NHS careers

The Step into the NHS KS2 and KS3 schools competition is open until Tuesday 30 April! Download the resources and enter now.

Your future.

Map your career

Find out more about the 350+ careers in the NHS

Welcome to the Step into the NHS schools competition

View all teacher resources and competitions

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"nhs careers" "teaching resources" "nhs work experience"

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Step into the NHS | help young people discover NHS careers

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Step into the NHS offers careers information and advice on the range of career opportunites, including finding work experience and jobs.

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60370476-BTEC-Tech-Award-Health-and-Social-Care-2022-new spec.pdf

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Component 1a: Understanding human growth and development across life stages. Reviewing the factors that affect development.

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Component 1a: Understanding human growth and development across life stages. Reviewing the factors that affect development.

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In this module pupils explore the key milestones in development in all of the life stages. We develop an understanding on physical, intellectual, emotional and social development. In this study we explore types of development that are expected and the impact they can have on people's independences, self-image and wellbeing. Within this process pupils are encouraged to look at their own milestones and engage in discussions with family about what their first words were, when they started walking and reflect on their own self esteem.

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Component 1b: Investigating how individuals deal with life events

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Component 1b: Investigating how individuals deal with life events

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Within this chapter or learning pupils explore the impact that life events such as starting school, relationships, injuries, parenthood and life circumstances can have on individuals. This then enables us to explore strategies and support that can be used to help individuals to navigate some of these real-life examples both preparing them for the exam and any circumstances that pupils may find themselves in throughout their own lives.

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The first internal assessment is sat at the start of year 10 but is made up of all of the content that we study in the first component. The assessment is made up of four tasks based on a case study that are broken up into 1-2-hour slots. This enables pupils to apply all of their understanding on development and life events to practical examples.
This assessment is completed and marked in school then sent off to be moderated making up the first 30% of their overall grade.

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Component 2a: Understanding the different types of health and social care services and barriers to accessing them

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Component 2a: Understanding the different types of health and social care services and barriers to accessing them

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In this learning chapter pupils identify key features of primary, secondary and tertiary care. They then zoom in on the types of care to understand the roles of allied health professionals and informal social care and how these services can be both used and supported. They then explore the types of specific care that is available to young people, people with specific needs and services for older adults.
The intention of this study is to give pupils a detailed understanding of the services available and who could need access to them. Pupils are also encouraged to look at how these services can work together to support one individual whilst maintaining their right to confidentiality.

The second half of this module is focused on the barriers that individuals may face when they need to access a service. This then enables pupils to think about the bigger picture to care and identify ways we can support individuals to overcome any additional difficulties that can affect the quality of their care.

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Component 2b: Demonstrating care values and reviewing our own practice

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Component 2b: Demonstrating care values and reviewing our own practice

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In this learning chapter pupils looks at the qualities needed to support individuals and meet their specific needs. The look at ways to empower individuals and promote their independence, respect both individuals and their privacy, and how to communicate effectively. Pupils get an opportunity to reflect on their own personal qualities and identify ways they can support individual's needs. As part of this reflection, we also look at how to both receive and give
feedback. Alongside the study on personal qualities pupils also learn about the rights that individuals have and how we can maintain them while working collaboratively with other services and individuals.

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The second internal assessment is sat at the end of year 10 but is made up of all of the content that we study in the second component. The assessment is made up of four tasks based on a case study that are broken up into 1-2-hour slots. This enables pupils to apply all of their understanding on development and life events to practical examples.
This assessment is completed and marked in school then sent off to be moderated making up the first 30% of their overall grade.

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Component 3a: Factors that affect health and wellbeing

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Component 3a: Factors that affect health and wellbeing

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Within this module pupils explore factors that can influence health and wellbeing. We identify the influence that genetics and the environment can have on ill health, diet, exercise and substance use. Within this study pupils will be encouraged to look at ways to promote both a healthy lifestyle and good personal hygiene. We link learning in this module back to component one where we explored the physical, intellectual, emotional and social key milestones in development to look at the affect that stress, finances, willingness to access services and social interactions can have on an individuals wellbeing.

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Component 3b: Interpreting health indicators

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Component 3b: Interpreting health indicators

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Within this module we look at how to monitor and measure health indicators such as weight (BMI), peak flow, blood pressure, pulse, cholesterol and blood glucose levels. When collecting this information pupils then look at how to interpret the information critiquing published guidelines and developing ways to present conclusions with next steps that can be suggested to reduce the risks it can have on an individual.
When studying these different health indicators pupils will be enabled to look at their own lifestyle and health without the fear of judgement or the requirement to share any of this information with others. This helps pupils to see how this skill can be transferred into health care settings.

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Component 3c: Creating person-centered health and wellbeing improvement plans

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Component 3c: Creating person-centered health and wellbeing improvement plans

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In this learning chapter pupils are introduced to the need to take a person-centered approach and complexities of providing a range of care for a number of people. We look at the foundation of the NHS and the ethos that underpins it to show how the services use a person-centered approach.
Within this study we apply this understanding of person-centered approaches to creating improvements plans for individuals who may need support with their health and wellbeing creating short- and long-term SMART targets.
Similarly, to other modules we identify obstacles such as time, emotions, accessibility and support that individuals may face when trying to improve their health and wellbeing providing suggestions of ways to overcome them.

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As the final assessed module pupils sit an exam paper which focuses predominantly on component three but will require the understanding of content in the other two components. Throughout this exam pupils are required to apply knowledge from the course to real life situations.
The exam is both set and marked by Pearson. Pupils have two hours to complete the exam and it is out of 60 marks. The exam makes up 40% of the overall grade given to pupils.

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As part of pupils development in year 10 and 11 we encourage key speakers to come in from our local community. The intention of this is for pupils to hear about the day to day activities completed in a range of settings, to hear about individual passions and to develop an understanding of how to develop a career in Health and Social Care settings that interest them. This is essential for pupil understanding of the course and for them to develop an understanding of the range of opportunities available to them. We encourage families from within our community to arrange to come in an speak to some of our pupils about their experiences working in Health and Social Care settings.

Additionally, we are building connections with services in our local community such as Over Day Care Centre to enable pupils to support individuals in our community and provide practical application of learning. As part of this pupils arrange activities that they would like to do as part of a school trip giving them ownership of their experiences.

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Within this course we explicitly look at the protected characteristics and the rights awarded to people regarding their confidentiality, consultation, choice, protection from harm, and fair treatment. The intention of this is so pupils are aware of the rights awarded to every individual and their role to ensure they are met.

We also look at discrepancies in care that can be linked to barriers individuals may face attending appointments. Within this study we explore the importance of ensuring care is consistent regardless of an individual's environment or need. When studying key milestones in development we look at the impact that stereotypes can have on an individual's wellbeing and development. Within this study we link this to stereotypes individuals have about gender roles and racism specifically and the negative impact they can have on wellbeing.

To ensure every pupil has their needs are met and that they are all supported in their personal development pupils are all given an opportunity to suggest career visits and key speakers that they would like to work with.

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The content we study in this module is practically applied in DT, PE and Music where pupils are able to understand the practical use of gross and fine motor skills that we explore in Health and Social Care.
Additionally, content that we look at on language development, self-esteem and relationships overlaps with the topics covered in French. This, therefore, gives pupils a deeper understanding of the topic and enabling them to apply this understanding to their own language development.

Within the second part of the module, we explore the impacts of exercise, diet, smoking, drugs and alcohol. This content is also explored in Food content and runs alongside the content covered in both French and History. Alongside this we also put our Math skills to use when looking at finances and the economy as pupils have to look at the impact this can have on an individual's wellbeing.

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Within this module pupils get an opportunity to put some of their learning into practice through the use of external visits and key speakers from our local community. Within this module we invite individuals from the community to come in and speak to our pupils about working in health care settings and how they got into their profession. As part of this process pupils get an understanding of the practicalities of working in the settings that we study. We also try to visit local settings such as Over Day Care Centre with the intention to get pupils to recall understanding from component one and apply their understanding of effective communication skills. This is an extremely valuable process and pupils start to think about careers and how to use work experience opportunities at the end of the year to further their understanding and personal development.

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Within component three pupils study how to live a healthy lifestyle with a specific focus on exercise, diet, environment and the use of substances. The learning in this module has clear links to the content taught in KS3 and 4 PE lessons. It also has links to the learning pupils engage with in History, Food and French where these topics are themes in year 7, 8 and 9. Within this study we look to use common key terms and to build on learning that pupils will already have, applying it to Health and Social Care settings.

We also build on this understanding of health and wellbeing through the understanding of respiratory systems and BMI which are explored in both PE and Science lessons. This therefore gives pupils a base understanding that we develop on with the use of practical activities and look at strategies that can help people who are struggling with their health and wellbeing. Alongside this we come up with SMART targets which are essential when following a person-centered approach this is also explored in lots of our subjects and school mentoring scheme where pupils are encouraged to reflect on their own development and create SMART targets. This practical application helps pupils both now and later in their lives as it can be transferred into personal targets pupils may wish to set themselves.

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On the CDC website there are a range of external agencies that are responsible for disease prevention. They also have some information about conditions explored within the course. This could be of interest to pupils looking for an understanding of the medical research aspect of health care.

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Centers for Disease Control and Prevention

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Health Topics A-Z

Find diseases and conditions; healthy living; workplace safety; environmental health; injury, violence and safety, global health and more.

What is the Health Topics A-Z Index? The Health Topics A-Z Index is a navigational and informational tool that makes the CDC.gov website easier to use. It helps you quickly find and retrieve specific information. Synonyms, acronyms, and cross-references provide multiple ways for you to access the topics and features on CDC.gov. The index includes common and scientific terms to meet the needs of consumers as well as health professionals.

What items are included? The Health Topics A-Z Index lists topics with relevance to a broad cross-section of CDC.gov's audiences. The items are representative of popular topics, frequent inquiries, or have critical importance to CDC's public health mission. The index will continue to evolve as additional topics are added.

To receive email updates about this page, enter your email address:

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diseases and conditions; healthy living; workplace safety; environmental health; injury

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Find diseases and conditions; healthy living; workplace safety; environmental health; injury, violence and safety, global health and more.

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I have made revision guides for each of the components that cover all of the content that pupils need to have an understanding of for their exams. However, if you wanted some activities for revision, you could consider buying this revision guide.

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HS2ERB1 - New BTEC Tech Award in Health & Social Care: Revision Guide

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This superb Revision Guide covers everything students need to know for the BTEC Tech Award in Health and Social Care (Level 1/2). It's packed with crystal-clear study notes and explanations for all three components, and we've also included tips and advice for what to do for each assignment as well as the final exam.