Clayton Hall Academy, Clayton Lane, Newcastle, Staffordshire. ST5 3DN
Part of Windsor Academy Trust

Health and Social Care

Our Curriculum Intent 

The health and social care sector is one of Newcastle-under-Lyme’s biggest employers which is why it is an important part of Clayton Hall Academy’s KS4 curriculum. This subject builds on knowledge from KS3 subjects: – English-reading case studies and extended writing; RE- beliefs and culture; food- healthy eating; Science- biology and PSHE-mental health and wellbeing. Health and Social Care teaches students about human lifespan and development, health and social care values and services and health and wellbeing. Students are encouraged to be interested in people and their lives and how they might be able to improve the lives of others. Studying this subject helps students to build independence, resilience and resourcefulness. We have strong links with Stoke on Trent Sixth form college and Newcastle College who both offer KS5 courses. We also have good links with industry professionals such as midwives, nurses, mental health nurses and Social care workers whom we are able to call upon for professional insight and inspiration for our students’ futures.

Gold Standard Teaching and Learning in Health and Social Care 

Goal Orientated (Planning for Progress) 

  • Data driven Seating plans (highlighting DP, HAPs, MAPs, LAP, SEN) 
  • Students will engage in a Starter Task in every lesson (this can be a written or an oracy task). 
  • Differentiated Blooms, learning objectives displayed clearly. 
  • Students understand the Big Picture, what they are learning and why: links to prior learning made clear. 
  • Clearly identified links to Personal Development (RIC). 
  • Highly effective questioning to identify and address misconceptions. 
  • Formative and Summative Assessment to diagnose and inform next steps. 
  • Model excellence and how to achieve it. 
  • Revisit and ‘low stakes’ testinge.g.Starter and Plenary quizzes to make connections and support recall.  

Open dialogue (Feedback for improvement) 

  • High quality feedback is given in response to specific pieces of work. 
  • Progress tracked on student’s assessment maps. 
  • Regular formative assessment will be varied and impactfule.g.framed as a question as opposed to a comment.  
  • Live marking is encouraged to manage workload and teachers are encouraged to have ‘purple pen in hand’ when they are intervening with students during the lesson. 
  • Literacy corrections in line with stickers. 
  • Student response to feedback (DIRT) using green pen. 
  • Self and peer-assessment used to develop independence. 

Learning Environment 

  • Positive Learning Environment created by mutually respectful relationships (staff/pupil + pupil/pupil). 
  • Adults consistently model the values of the school and support curriculum intent. 
  • Engaged, enthused and independent learners- Lighting Fires Curriculum. 
  • Reward effort and resilience by providing opportunities for students to speculate, investigate, and make mistakes. 
  • Consistent application of the Consequence and Achievement system. 
  • Students show pride in their learning through the presentation of their work: 

o Neat organised books/folders with Assessment maps and Target stickers  

o Date and title underlined with a ruler- classwork and home study clearly identified  

o Support should be provided for students who miss lessons, either through Teams or via email.  

Differentiation for Challenge and support 

  • Use of data and student information to plan for individual needs. (Prior Attainment, FFT 20/5 Target data, SEND) 
  • Differentiated learning outcomes (these can be verbalised or displayed in the classroom) 
  • Stretch and challenge- upholding high expectations for HAPs (Over 50% of our cohort) 
  • Targeted questioning- include all students and make students think, using open and follow up questions to expand understanding. No hands up. 
  • Improve oracy in the classroom; students respond to questions or contributions in full sentences (talk for writing). 
  • Additional intervention for disadvantaged, Vulnerable, VIP, with a particular focus on Narrowing the Word Gap. 

Key Stage 4 Examination Overview 

Exam Board Details: BTEC (Pearson Edexcel) Level 1 / 2 Tech Award in Health and Social Care 

4 x Assignments (controlled assessments) 

1 x Synoptic exam 2 hours 

What resources could I buy or borrow that will help my child? 

Revise BTEC H&SC Revision Guide ISBN: 978-1-292-24561-4 

What are the key websites or Apps that my child could use? 

NHS Online; course specification 

What can I do to encourage my child to take a further interest in Health and Social Care? 

Talk to anyone (friends/family) who work in H&SC.  

Watch programmes such as Casualty or documentaries on health. 

Work experience 

Volunteer in care home 

What after school or other extracurricular activities are available in Health and Social Care and when are they? 

Support Monday after school 

Email links 

To find out more about the curriculum we are studying please contact staff via email