BTEC LEVEL 1 AWARD/CERTIFICATE HEALTH
SOCIAL CARE (YEAR 2)
______
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/Certificate (Promoting Healthy Eating in 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 we are covering is Unit 13 Personal care in health & social care
Aims
The Pearson BTEC Level 1 Award/Certificate 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 –Unit 13 explores the types of care that people may need during the different life stages. It looks at the personal and emotional care of individuals and ways in which this care should be delivered. Learners are required to investigate the different skills care workers are expected to acquire, and also the personal
qualities that are essential when delivering care to others. The unit also examines procedures that relate to personal care of others and why these are important in health and social care settings.
Unit 17 aim is to help learners to develop their understanding of the nutritional and the social value of food. A shared meal provides the opportunity for social interaction between service users and should be enjoyed as such. It also serves to encourage and support the development of independence by service users.
Learners are encouraged to look at how the presentation of food will support this.
Keywords:
Food for good health: relative proportions of the five food groups: meat, fish and alternatives; milk and dairy food; fruit and vegetables; foods containing fat/sugar; bread, cereals and potatoes
□ Individuals: babies, children, adults
□ Physical health: growth, e.g. milk for bone growth for babies and children; energy e.g. pasta for adults to provide fuel for exercise; body functions, e.g. orange juice for babies, children and adults to fight infection; repair, e.g. chicken for adults after an operation
□ Emotional health: wellbeing, e.g. mealtimes need to be relaxed and unhurried, presentation of food, personal preferences
□ Healthy drinks: milk; hot milk drinks; fresh fruit juice; smoothies, e.g. made with fruit, yogurt, milk; water; sugar-free drinks
□ Healthy snacks: fruit, e.g. fresh, dried, stewed; raw vegetables with dips e.g. houmous; yogurt; cereal with milk; cheese; wholemeal bread, e.g. sandwiches, bread sticks, toast, toasted sandwiches, pitta bread; wraps; crispbread; nuts and seeds; beans on toast; scrambled eggs on toast
□ Different groups of individuals: young children; teenagers; elderly adults Hygiene: food storage; hand washing; preparation areas; utensils;
crockery
□ Safety: correct use of equipment, e.g. knives, blenders; ensuring correct food is given to individuals
□ Health needs: special dietary requirements, e.g. for diabetes, allergies e.g. to dairy products, eggs, wheat, nuts, coronary heart disease, e.g. low in saturated fat
□ Individual needs: vegetarian; cultural, religious; personal preference; physical needs, e.g. unable to chew
Presentation of food and drink: amount, e.g. according to needs of individual, age, stage of development, health, appetite; colour; arrangement of food; appropriate plate, bowl
Careers statement:
Students will have the opportunity to develop the skills and knowledge that will enable them to gain a deeper understanding of the Health and Social Care Sector. The BTEC Level 1 Award/Certificate in Health and Social Care is designed to support specific vocational training with a view to leading students into employment in the sector.
Health and Social Care SOW
Year 2
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment
1 / Learn about the aims/ expectations of the course. understand how they can achieve credits; be aware of the activities and tasks likely to be part of the course / Example of assignment brief and learning material.
Lesson planner Powerpoint presentation
Star and a wish / Discussions of what the students feel they want to get out of the course; what they are going to learn about; practical activities to give them a taster of the activities on the course, e.g. visit to the primary provision/ use of ICT to research
All students to have a timetable/schedule of activities for the year ahead; and be aware of what the course entails. / SEMSC / Introducing the group and getting to know new members of the team
IT / Use for research.
ILS / Building confidence and independent thinking to contribute to group discussions
Numeracy / Working with a calendar, investigating the year ahead
Communication / Group discussion/peer to peer discussion
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students will be able to explain how food is necessary for a healthy lifestyle
Assignment on how to produce a balanced menu
2 -5 / Unit 17
LO1: Know how food
contributes to the
health of individuals / Assignment brief Lesson planner Powerpoint presentation / 1.1 Describe ways food contributes to the health of individuals
Teacher led explanation,
- To identify the five different food groups and create a power point presentation on the ‘Eatwell plate’.
- Food for good health: relative proportions of the five food groups: meat, fish and alternatives; milk and dairy; food fruit and vegetables; food containing fat/sugar; bread, cereals and potatoes
- Individuals: babies/children, Teenagers & Elderly adults
- Activity – individual outline of food and drink consumed in the last 24 hours.
- Tutor-led discussion to provide details on the five food groups.
- Activity – compare individual diet against eatwell plate.
- Group discussion – how can you improve your diet? –
IT / Produce a PowerPoint presentation on the eatwell plate
ILS / Consider for oneself whether they have a balanced diet
Numeracy / Work out how big a portion is and whether they eat 5 portions a day.
Communication / Discuss as a group the types of food they eat and whether this is balanced.
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students will be able to describe what healthy drinks and food are available for groups of people
Assignment on how to produce a balanced menu
6-10 / LO2: Know about
healthy drinks and
snacks for groups in health and social care
settings / Lesson planner Powerpoint presentation / 2.1 Outline healthy drinks and snacks for
Groups
- Physical health: growth, e.g. milk for bone growth for babies and children; energy e.g. pasta for adults to provide fuel for exercise; body functions e.g. orange juice for babies, children and adults to fight infection; repair, e.g. chicken for adults after an operation
- Emotional health: wellbeing, need to be relaxed and unhurried, presentation of food, personal preferences
- Using the computer research images relating to the ‘eatwell plate’. Create a power point that includes:
- A colourful ‘Eatwell’ plate from the internet identifying the 5 different food groups
- On 5 separate slides identify each food group with colourful images and an explanation of why these particular foods are required in our diet.
IT / Produce a ppt presentation on food groups
ILS / Independently be able to consider what healthy food is
Numeracy / Be able to consider portion size. Timings in relation to activities and assignment s
Communication / Share ideas with a class and on a pair basis
Be able to present findings to the group
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Be able to demonstrate making healthy food and drinks
Assignment on how to produce a balanced menu
11-16 / LO3: Be able to
make healthy drinks
and snacks to meet
individual needs / Lesson planner Powerpoint presentation / 3.1 Make healthy drinks and snacks to meet individual needs
3.2 Serve drinks and snacks to meet individual needs / SEMSC / Appreciate peoples likes ands dislikes
IT / Produce word processed assignment
ILS / Be able to think for oneself what a healthy snack will consist of
Numeracy / Portion size
Communication / Able to communicate with partner on what they would like to eat/drink
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Completed assignment to be handed in
17 / Mopping up Assignment work / Declaration forms
Lesson planner Powerpoint presentation / Hand in assignment / SEMSC / Utilize information achieved to complete assignment of specific dietary requirements
IT / Type up assignment work for presentation and marking
ILS / Be able to check against assignment brief if any areas are incomplete
Numeracy / Hands in date
Communication / Share findings in a written format
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Be able to describe the care needs of individuals Assignment on how to care for others
18-21 / Unit 13
LO1 : Know
that
individuals
have personal
care needs / Assignment brief
Lesson planner Powerpoint presentation / 1.1Describe the personal care needs of individuals
- Personal care: washing; dressing; feeding; toileting
- Individuals: babies and young children; adults, e.g. elderly frail adults, those who use wheelchairs, those with learning disabilities, hearing impaired, visually impaired, those whose ability is affected by illness;
1.2 Describe theemotional needs of
Individuals
- Emotional needs while meeting personal care needs: respect; privacy;dignity; choice; independence
IT / Research where care can be found in the community
ILS / Understand how care is given and received for future job roles
Numeracy / How to divide a day into equal sections so as to spread out care evenly throughout the day
Communication / Share ideas with the group and express feelings appropriately
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Assignment on how to care for others
22-27 / LO2: Know
the skills and
personal
qualities
needed for
the personal
care of others / Lesson planner Powerpoint presentation / 2.1 Describe the skills needed for the
personal care of others
- Skills: how to assist with personal care, e.g. washing, dressing;
recording; observation; hygienic practice, e.g. hand washing, how to
avoid cross infection; how to avoid embarrassment; how to maintain
privacy and dignity; how to encourage independence
2.2 Describe the personal qualities
needed for the personal care of others
- Personal qualities: caring; empathy; gentleness; respectful;
IT / Research different qualities. Word process assignment work
ILS / Be able to identify indep what skills are needed to care for a person
Numeracy / How to manage time to ensure their assignment is completed on the hand in date
Communication / Participate in class discussions.
Write a piece of work in a formal manner.
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Assignment on how to care for others
28-32 / LO3:
Understand
why it is
important to
follow the
health and
social care
setting’s
procedures
when
providing
personal care / Declaration Forms
Lesson planner Powerpoint presentation / Identify the health and social care setting
3.1 Identify the setting’s procedures
which relate to personal care
- Setting: e.g. hospital, residential care home, daycare centre
- □ Procedures: moving and lifting; hand washing; disposal of waste, childprotection; self-protection; cleaning equipment; food handling;confidentiality
procedures which relate to personal care
- Reasons: health and safety of clients, health and safety of carers;
insurance/litigation; regulations, e.g. Care
Standards Act 2000 – National Minimum Standards in relation to personal care / SEMSC / Appreciate that others have more urgent needs than themselves
IT / Complete assignment on the computer to enhance presentation
ILS
Numeracy / Working to a time scale
Communication / Share ideas in an appropriate manner
Spelling and grammar
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Assignment on how to care for others
33 / Mopping up Assignment work / Declaration forms
Lesson planner Powerpoint presentation / Hand in assignment / SEMSC / Appreciate how to take other peoples feelings into consideration
IT / Work to be completed on the computer
ILS / Be able to identify what areas are missing from their work
Numeracy / How to work to a time scale
Communication / Spelling and grammar
LESSONS MAY CHANGE WHEN A DETAILED LESSON PLAN AND POWERPOINT ARE WRTITTEN FOR EACH LESSON ALTHOUGH KEY LEARNING WILL STAY THE SAME