INDEPENDENT ASSESSMENT SCRUTINY – YEAR 7



Key Stage 4 Long Term Planning

Year 10 2020-2021 SYLLABUS: Pearson/Edexcel (BTEC L2 Tech Award)

Curriculum Area: Business Technology (Health and Social Care)

|Year 10 |Autumn 1 |Autumn 2 |Spring 1 |Spring 2 |Summer 1 |

|Bridging the Gap |Pupils will have to complete an |Pupils are to be entered for the |N/A |N/A |N/A |

| |assignment that they could not do |January/February exam season for the| | | |

| |during lockdown (as the exam board |Component 3: Health and Well-Being | | | |

| |requested they didn’t) Pupils will |exam. They have completed some | | | |

| |complete this in the first part of the |practice at home during lockdown, | | | |

| |Autumn term, but we will spend the |but we will spend more time looking | | | |

| |first week or 2 going through the |at content, command words and model | | | |

| |knowledge they need to do this. This |answers. | | | |

| |and the assignment should be completed | | | | |

| |by the October half term holidays. | | | | |

|Knowledge |Pupils will then complete their first |Pupils will recap what they have |Pupils will recap what they have |Pupils will complete their final | |

| |formal internal assessment for |covered in Year 10. They will look |covered in Year 10. They will look |formal internal assessment in which |Working in smaller groups, pupils will|

| |component 2 (their 3rd in total). This |at how different factors from |at how different factors from |they will demonstrate and evaluate how|look at any questions that they |

| |will be based off a given case study |Personal Hygiene, Pollution, Genetic|Personal Hygiene, Pollution, Genetic|well they have demonstrated the care |struggled with in the exam and go over|

| |(choice of 3, provided by Pearson) and |Inheritance and Stress affect an |Inheritance and Stress affect an |values either via a role play or |them until they are more confident |

| |will analyse and evaluate the type of |individual’s overall health and |individual’s overall health and |through a practical sense (i.e. a |with them |

| |care they need to access and the |wellbeing. |wellbeing. |visit to a local primary school to do | |

| |barriers they may face and how they can|Pupils will also use this knowledge |Pupils will also use this knowledge |a craft activity). This is TBD. | |

| |overcome them. Pupils responses will |to complete exam questions in |to complete exam questions in | | |

| |look at the different types of services|preparation of their exam. |preparation of their exam. |Pupils who will need to retake the | |

| |we have in the Deepdale/Preston area | | |Component 3 exam will start to look at| |

| | | |When pupils have sat the exam, we |what areas were their weakest in the | |

| | | |will start preparation for their |first attempt and work on improving | |

| | | |final assignment and learn about the|their knowledge. | |

| | | |different Care Values | | |

|Skills |Pupils will use ‘Blooms Taxonomy’ |Pupils will learn how to identify |Pupils will learn how to identify | |Pupils will practice the questions |

| |(identify, outline, explain, analyse |and explain the positive and |and explain the positive and |Pupils will use ‘Blooms Taxonomy’ |that they struggled with in the first |

| |and assess) as they complete their |negative impact of different factors|negative impact of different factors|(identify, outline, explain, |attempt of the exam in |

| |third formal assignment on ‘Accessing |and how they may affect an |and how they may affect an |demonstrate and justify) as they |January/February exam season. |

| |Services and Overcoming Barriers’ |individual’s physical, intellectual,|individual’s physical, intellectual,|complete their final formal assignment| |

| | |emotional and social wellbeing. |emotional and social wellbeing. |on ‘Effective Use of the Care Values’ | |

| | |These Skills will help them to |These Skills will help them to | | |

| | |answer part A on their exam paper |answer part A on their exam paper |Pupils will practice the questions | |

| | | | |they have identified as their weak | |

| | | |Pupils will demonstrate the |points and improve their skills for | |

| | | |different Care Values for themselves|these questions | |

| | | |when they write either a role-play | | |

| | | |or plan an activity for them to | | |

| | | |completed in groups. This is TBD | | |

|Assessment |Point 1: Assignment 3- |Point 1: |Point 1: |Point 1: Assignment 4- | |

| |Pupils will be expected to complete a |Pupils will complete a timed |Pupils will complete a timed |Pupils will be expected to complete a |Pupils will compare their answers to |

| |formal written piece about the |assessment after the completion of |assessment after the completion of |formal written piece after the |the questions that they are going over|

| |different services that might be |Learning Aim A |Learning Aim A |completion of 1 or 2 role plays in |to model answers and the mark scheme. |

| |available to two individuals (usually a| | |which they need to demonstrate the | |

| |couple/related). Pupils will also look |Point 2: |Point 2: |different care values (e.g. respect, | |

| |at the different barriers that they may|Pupils will improve their answers to|Pupils will improve their answers to|confidentiality and empowerment). | |

| |face and how they can overcome them. |the timed piece |the timed piece |Using feedback provided by their | |

| |Higher ability pupils will be expected | | |assessor, they then evaluate how well | |

| |also to look at whether the services |Point 3: |Point 3: |they think they did in demonstrating | |

| |they have suggested in their work are |Pupils will complete Part A of the |Pupils will complete Part A of the |the care values and what they could do| |

| |suitable for the individuals in the |exam paper |exam paper |better next time. Higher ability | |

| |case studies provided by Pearson. | | |pupils will be expected also to make | |

| | | | |realistic suggestions of improvement | |

| |Point 2: ALL pupils can resubmit their | | |and justify their decisions. | |

| |work if they have not met their target | | | | |

| |grade. | | |Point 2: ALL pupils can resubmit their| |

| | | | |work if they have not met their target| |

| |(As per my BTEC assessment plan) | | |grade. | |

| | | | | | |

| | | | |(As per my BTEC assessment plan) | |

| | | | | | |

| | | | |Pupils will complete practice | |

| | | | |questions and complete peer-assessment| |

| | | | |to help them to answer the questions | |

| | | | |more confidently. | |

|Homework |Please be aware that homework will not |Pupils will be given exam practice |Pupils will be given exam practice |Please be aware that homework will not|Pupils will be given exam practice |

| |be given during the completion of the |questions to attempt at home as part|questions to attempt at home as part|be given during the completion of the |questions to attempt at home as part |

| |pupil’s formal assignments |of the revision process. |of the revision process. |pupil’s formal assignments |of the revision process. |

|Cultural enrichment |Read: |Read: |Read: | |Read: |

|including Trips, Visits, |Newspaper articles linked to what we |Newspaper articles linked to what we|Newspaper articles linked to what we|Read: |Newspaper articles linked to what we |

|Experiences, |have been studying if there is anything|have been studying if there is |have been studying if there is |Newspaper articles linked to what we |have been studying if there is |

|Extra-curricular |relevant in the news |anything relevant in the news |anything relevant in the news |have been studying if there is |anything relevant in the news |

| |Watch: |Watch: |Watch: |anything relevant in the news |Watch: |

| |Documentaries linking about a Health |Documentaries linking to how service|Documentaries linking to how service|Watch: |Documentaries linking to how service |

| |and/or Social Care Service that we have|users are cared for in old people’s |users are cared for in old people’s |Documentaries linking to how service |users are cared for in old people’s |

| |covered or would help you with your |homes and how the service providers |homes and how the service providers |users are cared for in old people’s |homes and how the service providers |

| |assignment. |demonstrate the Care Values. |demonstrate the Care Values. |homes and how the service providers |demonstrate the Care Values. |

| | |Watch: |Watch: |demonstrate the Care Values. |Watch: |

| | |Documentaries about the effects |Documentaries about the effects |Watch: |Documentaries about the effects |

| | |lifestyle choices has on people such|lifestyle choices has on people such|Documentaries about the effects |lifestyle choices has on people such |

| | |as alcohol intake, drug usage etc. |as alcohol intake, drug usage etc. |lifestyle choices has on people such |as alcohol intake, drug usage etc. |

| | | | |as alcohol intake, drug usage etc. | |

|Literacy/ Numeracy |Key words: |Application: |Application: |Key words: |If needed if question 3 is the one |

| |Pupils will learn key words and their |Using their knowledge of the |Using their knowledge of the |Pupils will learn key terms to help |they are struggling with: |

| |meanings such as primary, secondary, |numeracy skills below, pupils will |numeracy skills below, pupils will |them demonstrate and complete their |Blood Pressure |

| |and tertiary care and the different |apply this to an individual in a |apply this to an individual in a |final assignment. We will concentrate |Peak Flow |

| |barriers people may face in accessing |case study that will be provided in |case study that will be provided in |on the Care Values (e.g. dignity, |Lifestyle Data |

| |these services. |their exam. |their exam. |confidentiality, respect) | |

| |Application: |Skimming and scanning: |Skimming and scanning: |SMART targets: | |

| |Pupils will be given a case study, in |In their exam, pupils will be |In their exam, pupils will be |In their write up for their final | |

| |which they will have to apply their |expected to look for positive and |expected to look for positive and |assignment, pupils will be expected to| |

| |knowledge of the different services and|negative factors that must be found |negative factors that must be found |set SMART targets that are measurable | |

| |barriers that apply to the individual’s|within the case study and explain |within the case study and explain |i.e. the target will require a | |

| |needs. |how it will affect the person. |how it will affect the person. |numerical element | |

| |Distance: |Command words: |Command words: | | |

| |Pupils will have to calculate the |Pupils will learn the skills needed |Pupils will learn the skills needed | | |

| |distance that identified services in |to allow them to answer the |to allow them to answer the | | |

| |the local area are that the individuals|questions on the exam paper as each |questions on the exam paper as each | | |

| |in their case study might have to |question requires different skills |question requires different skills | | |

| |access. They will use the information |such as explain and discuss. |such as explain and discuss. | | |

| |that they have gathered to see if the |Blood Pressure: | | | |

| |distance creates a possible barrier to |Pupils will learn how to take their |Blood Pressure: | | |

| |them and why. |blood pressure and how to |Pupils will learn how to take their | | |

| | |read/interpret their results |blood pressure and how to | | |

| | |Peak Flow: |read/interpret their results | | |

| | |Pupils will learn how to calculate |Peak Flow: | | |

| | |their peak flow and what the results|Pupils will learn how to calculate | | |

| | |mean it means |their peak flow and what the results| | |

| | |Alcohol units: |mean it means | | |

| | |Pupils will learn what the |Alcohol units: | | |

| | |government guidance is and the |Pupils will learn what the | | |

| | |effects of going over this. |government guidance is and the | | |

| | |Lifestyle Data: |effects of going over this. | | |

| | |Pupils will look at the lifestyle of|Lifestyle Data: | | |

| | |an individual and explain using |Pupils will look at the lifestyle of| | |

| | |national statistics and published |an individual and explain using | | |

| | |guidelines to interpret how their |national statistics and published | | |

| | |lifestyle is affecting their health |guidelines to interpret how their | | |

| | |in the present and in the future. |lifestyle is affecting their health | | |

| | |Timings: |in the present and in the future. | | |

| | |Pupils will practice answering exam |Timings: | | |

| | |questions under timed conditions to |Pupils will practice answering exam | | |

| | |allow them to see what is expected |questions under timed conditions to | | |

| | |in terms of depth and detail |allow them to see what is expected | | |

| | | |in terms of depth and detail | | |

|CEIAG |Pupils will use their knowledge of the |Pupils will come across different |Pupils will come across different |As the Care Values are expected to be |As the Care Values are expected to be |

| |different services to complete their |Health and Social Care careers in |Health and Social Care careers in |used by anybody and everybody within |used by anybody and everybody within |

| |assignment where they study two |their exam for example a Health Care|their exam for example a Health Care|the Health and Social Care sector, |the Health and Social Care sector, |

| |individuals in a case study and discuss|Visitor, a nurse who works alongside|Visitor, a nurse who works alongside|pupils will not learn about any |pupils will not learn about any |

| |the roles that these services play in |a GP etc. They won’t need to know |a GP etc. They won’t need to know |careers per se more that for a person |careers per se more that for a person |

| |meeting their needs. |these careers in depth, although |these careers in depth, although |to be effective in their chosen career|to be effective in their chosen career|

| |They are effectively looking at job |they will be aware that they are the|they will be aware that they are the|(no matter what they choose in H&SC) |(no matter what they choose in H&SC) |

| |roles and applying it to a scenario. |people whose jobs involve collecting|people whose jobs involve collecting|they must ensure that they apply them |they must ensure that they apply them |

| | |data about their patients/service |data about their patients/service |at ALL times. It is more about the |at ALL times. It is more about the |

| | |users including BP, BMI and |users including BP, BMI and |importance of why we MUST demonstrate |importance of why we MUST demonstrate |

| | |lifestyle information. |lifestyle information. |them when we enter the workplace. |them when we enter the workplace. |

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MOOR PARK HIGH SCHOOL: CURRICULUM

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