“We aim to send all young people into an ever-changing world able and qualified to play their full part in it.”


Health & Social Care

Subject Staff

Mrs Burgin

Miss Douglas

Exam Board



The Health & Social Care Way

Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:

Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.

It is our belief that knowing how what you learn links to the wider world, brings a subject to life and therefore improves overall understanding and engagement.

Curriculum Intent

We aim to ensure our Health and Social Care curriculum is designed to sequence learning and embed the key skills that are required to develop curious students into competent individuals with a sound knowledge base of development or individuals across the life span as well as health and social care settings and the practices within them. 

Our curriculum empowers students to develop their interest around a wide range of interlinking themes within the health and social care world that expose students to a wider world beyond that of the local community. Within our local community we work closely with the local residential care home to expose students to real life health and social care settings and work with the careers team to get our students work based experience if requested to enhance tnges of the world beyond school. Our curriculum empowers students to develop their interest around a wide range of interlinking themes that expose students to a wider world beyond that of the local community. Our one-year Key stage 3 Year 9 curriculum introduces students to knowledge and skills that are needed in Health and Social Care and our 2-year Key Stage 4 curriculum builds on new learning and ensures that we nurture student’s skills for learning so they develop over time.  Our intention is to develop a curriculum that helps students develop into well rounded human beings ready and able for the challenge to develop over time. Moving from L1 through to L2 distinction level. We give all students the opportunity to reach their highest potential and differentiate learning down where necessary to support students and foster learning.

INTENTION 1 – The removal of barriers to learning

The Health and Social Care curriculum allows students to develop their Literacy skills. Students will have the opportunity to develop their Oracy skills in every lesson when answering questions or engaging in class discussions. All students have the opportunity to take part in role plays to practice and demonstrate vital skills such as communication skills. Students will be given key vocabulary to support their learning and there will be reciprocal reading based around Health and Social Care topics. 

INTENTION 2 – Developing skills for learning

Throughout the Health and Social Care curriculum students will develop creative skills by applying knowledge to different scenarios. Students will also be learn to recall information and apply them to different situations such as case studies. Students also have to create health and care plans for different case studies. As part of Health and Social Care pupils practice divergent thinking when applying knowledge to different scenarios as well as understand a person cantered approach. 

INTENTION 3 – Fostering personal attributes

Aspects of the School Way are built into the Health and Social Care curriculum. Students will develop independence skills by undertaking and completing assignments. Independence and Resilience skills will also be developed by students learning how to develop their ideas. Overall, students will be able to develop fundamental Health and Social Care skills which will allow them to be responsible citizens.

INTENTION 4 – Enriching student experiences and broadening their horizons

Students are given a range of opportunities to broaden their horizons in the Health and Social Care curriculum. Students will get the opportunity to hear from real practitioners such as various job roles in the NHS. Students also will get practical experience through the use of demonstrations and practical activities. All students will also get the opportunity to take part in the annual Step into the NHS competition as part of a Year 9 topic of study.


Key Stage 3

Using KS2 results, students are placed in sets on entry to school. Students have three 80 minute English lessons each week. The topics studied build on previous skill sets and develop in difficulty, as we start with a review of primary skills and build up to GCSE and A Level. The department uses regular assessments and ‘sticker tasks’ to assess the understanding that students have developed and address any misconceptions, thus allowing us to plan their next steps and meet their needs more effectively. Each assessment will be followed by a bespoke intervention task for each student, allowing them to work on and improve in any areas they may struggled with.

We have three driving themes which students will study and return to each year: Power, Relationships and Identity. From Year 6 rollover into Y7 and Y8, students will study five different texts writing skills and produce descriptions, narratives, articles, speeches and poems. The text choices are:

  1. The Boy at the Top of the Mountain by John Boyne
  2. My Sister Lives on the Mantelpiece by Annabel Pitcher
  3. Noughts and Crosses (the play) by Malorie Blackman
  4. Animal Farm by George Orwell
  5. Romeo and Juliet by William Shakespeare


Across Y7 and Y8, students have one lesson of Drama incorporated into every sixth lesson of English. As a vital part of developing students’ oracy skills, Drama and English specialists work together to build these links across our joint curriculum. This includes developing role play to empathise with characters from the texts, and effective presentational talk.

From Y9, students will then move to three blocks of thirteen weeks of study. Alongside the reading of these texts, students will return to previous writing skills in addition to writing letters and travel writing.

  1. A Christmas Carol by Charles Dickens
  2. A Gothic Anthology of extracts including Edgar Allen Poe
  3. Othello by William Shakespeare


Key Stage 4

All students have four lessons of English per week leading towards their two GCSEs in English Language and English Literature (AQA). Students have regular topic tests and these, alongside homework, allow staff to check the ongoing understanding of the students. The use of mock exams in Y10 and Y11 allows students to be comfortable and confident in an examination setting, as well as helping them to target their revision more effectively.

English Language

The English Language qualification consists of two examinations which assess students’ reading and writing skills. Across the two examinations, students read and comment on fiction and non-fiction texts from a range of time periods. The skills of retrieval, inference, analysis, evaluation, synthesis and comparison are essential aspects of the course. Students are also required to use these texts as inspiration to write creatively. Students are asked to write for different purposes, such as writing to describe, narrative, argue and explain. Students are assessed on their ability to write for purpose, use language, structure their writing and be accurate.

English Literature

The English Literature qualification also consists of two examinations, and students study texts across a range of genres. Our chosen Literature texts are Macbeth by William Shakespeare; An Inspector Calls by J.B. Priestley; Strange Case of Jekyll and Hyde by R.L. Stevenson; and the Power and Conflict poetry anthology. Students are therefore given the opportunity to read texts across different time periods and continue to learn about significant themes, some of which they have already encountered at Key Stage 3. Students learn to analyse writers’ methods, make interpretations, use evidence and link to wider ideas and concepts.

Our Curriculum
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