Child Development and Health & Social Care

Intent

About three million people work in health or social care. Health care roles include doctors, pharmacists, nurses, midwives and health care assistants, while social care roles include care assistants, occupational therapists, counsellors and administrative roles. Together they account for nearly one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise so they will continue to play a key role in UK society, and the demand for people to fill these vital jobs will increase. Child development and health and social care gives students the valuable experiences and knowledge of human growth and development, health and well-being and the health and social care services that we can turn to in times of need. It also gives students the knowledge, understanding and technical skills through a vocational context. The students therefore have the opportunity to develop sector-specific knowledge and skills through the three components of the course.

Further information

Key Stage 4: Child Development

This subject gives students the knowledge, understanding and technical skills through a vocational context. The extended certificate gives learners the opportunity to develop sector-specific knowledge and skills through the key components of the course:

Unit R057: Health and well-being for child development – learning about pre-conception health and reproduction and antenatal care and preparation for birth. There will also be a focus on postnatal checks, postnatal care and the conditions for development and childhood illnesses and a child safe environment 
Unit R058: Create a safe environment and understand the nutritional needs of children from birth to five years - studying about how to create a safe environment in a childcare setting and choosing suitable equipment for a childcare setting. There will also be learning on the nutritional needs of children from birth to five years.
Unit R059: Understand the development of a child from one to five years – learning about physical, intellectual and social developmental norms from one to five years. This will also include stages and types of play and how play benefits development and observing the development of a child aged one to five years. There is also the opportunity to plan and evaluate play activities for a child aged one to five years for a chosen area of development.

Key Stage 5: Health and Social Care

Year 12

Human lifespan development - Studying the growth and development of people through their lifetime and the factors that can affect people's physical, intellectual, emotional and social development (internally assessed through written reports).
Principles of health and Social care practice - Learning about the principles of practice in health and social care which underpin meeting the care and support needs of individuals. As well as examining how organisations, legislation and guidance inform practice. There are also opportunities to examine how social determinants affect the health status of individuals and the importance of equality, diversity and inclusion in practice.

Year 13

Meeting Individual Care and Support Needs – studying about the principles, values and skills that underpin meeting the care and support needs of individuals, as well as the ethical issues involved with providing care and support. There is the opportunity to investigate the principles behind enabling individuals with care and support needs to overcome challenges and investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs.
Physiological Disorders and their Care – learning about the causes and effects of physiological disorders and the investigation and diagnosis of physiological disorders. As well as examining treatment and support for service users with physiological disorders and developing a treatment plan for service users with physiological disorders to meet their needs.

Curriculum Plans

Curriculum time allocation

KS4 - 6 hours a fortnight (option)

KS5 - 10 hours a fortnight (option)

SEND Learner Experience in Child Development and Health & Social Care

Planning

When planning in lessons we consider the cognitive load and development of learning. In a practical context modelling is used to reinforce key skills and how to develop these. During the modelling there will be narration of what is expected in the task and the consistency of this during lessons. These core skills are built upon each year, helping students prepare for that specific lesson content as well as to build upon previous learning. In a theoretical setting the resources planned also consider cognitive load and expectations during tasks. The lesson power points show learning journeys, so the students are aware of the current lesson content. This will also indicate the previous learning and what is upcoming in that topic area. There will also be modelling planned for with examples shown of how to complete and expectations around written work.

In PAVE directorate meetings, as well as link leadership meetings the team discuss pupils with SEND and how to respond effectively with their needs. This also includes checking for progress, whether this is the form of data, lesson drop-ins or looking at student work. This will indicate if we need to adapt and adjust in terms of planning and strategies around this or relevant CPD.

The schemes of learning link to development of skills, knowledge and understanding. This also relates to a wide breadth of topics and relevant topical areas the students can discuss and understand.

In terms of teacher planning, we will complete class plans for the teaching groups including the use of ILP’s and ECHP’s this will form the use of different strategies to support the student’s learning. The plans are referred to by the teacher but also reviewed by the PAVE leadership team and in co-ordination with the SEND team.

Before each lesson

The individual needs of the students are checked by the team and any changes will be reviewed in terms of strategies being employed in their teaching. There will be a set seating plan and grouping plan used by the teachers and reflected on their knowledge of the students and specific SEND needs within a group.

As part of this seating plans in theory settings and groupings in a practical setting will also be reviewed by the team and adjustments made when necessary.

We regularly check  Arbor for changes to individual needs and refresh our knowledge of required strategies. 

Entry routine

The entry routines are consistent and have a focus of meeting and greeting the students in a positive way. The teacher will meet the students by the classroom door and welcome them. This enables the team to support any student’s issues or concerns promptly at the start of the lesson and to support in a positive way. In terms of routines thresholding is used where students are met with a positive and warm welcome. It is important to build positive relationships, and this warm and positive approach encourages this. The students will transition into entry routines which will start with retrieval tasks. This takes place both in theory and practical settings these routines focus on previous learning whether this is recent recall or spaced practice. This may take many forms including individually, in silence or in group situations, encouraging debate and discussion.

During teaching

During lessons we will use a variety of teaching and learning strategies using the framework for learning. This will included direct instruction where the students will experience new ideas and concepts and new vocabulary around this. These ideas will be modelled live both in a theory or practical setting to enable to students to get a visual template of how to complete the task. In guided learning tasks the students will work through the task with teachers, this is narrated to show the students the thought process at that moment of time. When the students are working independently, they have the opportunity work on their own to practice mastering the specific task. At this time the teachers will circulate consistently, looking for misconceptions or any individual support. This will enable the team to see the work being produced and any gaps that occur. The use of short marking in theory lessons will support this. The use of feedback will also be consistent, so there are opportunities for the students to gain feedback on how to take their work to the next level. This can be through targeted questioning or short marking. There is also the opportunity for instant feedback when the students are performing both individually or in a group environment. This will check for understanding and give the information required to improve that piece of work. There will be a series of questioning techniques being used and when using cold call strategies there is a prompt or time for identified students to check for accurate responses. Having the confidence to share ideas and views are really important, and a positive learning environment will support this.

When there is a TA present in lessons the teacher will communicate with them on how they can best support the learning in that lesson. This will be accompanied by the TA knowledge of the specific students and what works well in different situations. It is important, particularly in practical lessons for the TA’s to be involved in the doing part and this is shown in their lessons through positive working relationships.

To ensure consistency in behaviour, the College’s STAR behaviours system is used. This is narrated to the students with the expectations around this explained. This is done in a positive and warm way and sets consistency in both theory and practical lessons.

At the end of the lesson exit routines will be consistently used to finish the lesson in an appropriate way and set the standards to continue for the next lesson. This will include reinforcing expectations but also being positive about the day ahead and finishing the lesson in a positive way. As a result, thresholding will take when the lesson finishes.

After each lesson

After the lesson the teachers will review the lesson and consider how to move forward in line with the sequencing of lessons already set. If misconceptions are evident for SEND students in a lesson this is reviewed and could lead to adapting lesson content moving forward. Any misconceptions can also be addressed in retrieval tasks, both from recent previous learning and spaced practice to reinforce previous misconceptions. Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore enabling students to extend their work. If there are any concerns about specific learning experiences for students there is a positive relationship between the food team and the SEND team, communicating and working together to resolve these issues.

After each assessment

Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore students are given developmental areas to work on too. Key areas of misconceptions are also retaught after assessments. 

Reading and literacy in Child Development and Health & Social Care

Subject contact

Mr Shaun Hulbert

s.hulbert@dmatschools.org.uk

Tavistock College