Subject: Health and Social Care
Head of Department: Mrs N Kemp
Qualification Available:
BTEC Level 3 National Subsidiary Diploma in Health and Social Care (the National Subsidiary Diploma is equivalent to one A-level)
Exam Board: Edexcel
WHY HEALTH AND SOCIAL CARE?
The health and care sector encompasses staff involved in direct care, as well as specialists such as health scientists, technicians, support staff, supervisors and managers. Job opportunities exist in the statutory, private and voluntary provision of care services. The BTEC Level 3 National Subsidiary Diploma in Health and Social Care is designed as a stand alone qualification that provides learners with knowledge and understanding of the health and social care sectors, and specialist knowledge and understanding according to the units studied. The BTEC Level 3 National Subsidiary Diploma in Health and Social Care can provide a springboard to a university degree or Foundation Degree in an appropriate vocational discipline, to BTEC HNCs and HNDs, or to employment.
COURSE CONTENT:
The Edexcel Level 3 BTEC Subsidiary Diploma in Health and Social Care consists of three
core units providing a total of 180 guided learning hours (30 Credits) plus specialist units
that provide for a combined total of 360 guided learning hours (GLH) or 60 Credits for the
completed qualification.
The core units are:
Developing Effective Communication in Health and Social Care
Equality, Diversity and Rights in Health and Social Care
Health, Safety and Security in Health and Social Care
The specialist units are:
Caring for Children and Young People
Complementary Therapies for Health and Social Care
Safeguarding Adults and Promoting Independence
Assessment:
Assessment is continual throughout the course. There is no written exam.
The programme of learning will consist of assignments which provide the opportunity for coverage of all grading criteria as set out in the grading grid for each unit. A variety of assessment methods will be used, including case studies, assignments, along with projects, performance observation and time-constrained assessments where appropriate. Realistic scenarios will play an important part in learners’ assessment.
LEARNING STRATEGIES:
Units will be delivered with a mixture of tutor input and learner-led activity, such as role plays and case studies. Learners will be given opportunities to develop and practise important communication skills while developing understanding of the theoretical concepts behind communication such as the imbalance in power inherent in the helping relationship, empowerment and learned helplessness. Peer observations, class discussions and will help to broaden learners’ understanding. Learners will explore the processes of teamwork and decision-making relevant to health and social care settings. They will also be encouraged to review, evaluate and improve their own skills in communication and interpersonal interaction skills. Learners will demonstrate an awareness of the equality and diversity of people encouraging discussion and debate, though sensitivity and tact will need to be exercised when learners begin to consider their own prejudices and experiences.