Health & Social Care Curriculum Overview
Curriculum Aim & Intent
Aim
At Southmoor Academy, our Health & Social Care curriculum is designed to prepare students for life beyond the classroom by developing the knowledge, skills, and understanding needed to succeed in a range of care-based professions. We aim to nurture confident, compassionate, and responsible individuals who are equipped to make a positive impact in their communities.
Rooted in high aspirations, our subject promotes resilience, respect, and empathy through real-world learning experiences and strong academic foundations. We encourage students to enjoy the challenges of learning while building the confidence to believe in themselves and their future potential.
Intent
Our Health & Social Care curriculum is designed to equip all students with the knowledge, skills, and personal qualities essential for a wide range of future careers in the Health, Social Care, and Early Years sectors. Through the study of real-life scenarios and contemporary issues, students are encouraged to develop empathy, resilience, and an understanding of how to provide the highest standard of care in professional settings.
The curriculum offers academic challenge and breadth, promoting independent learning and critical thinking. Students explore topics that support personal and professional development, such as communication, health promotion, and human development, while also building key skills in literacy and emotional intelligence.
Assessment and intervention are structured to ensure that every student is supported in striving toward their full potential. Our course also helps students grow in confidence and self-belief, preparing them not just for exams, but for meaningful, compassionate roles in society.
We make strong, explicit links to careers and the world of work throughout our programme. In addition to developing subject-specific knowledge, we emphasise workplace skills highly valued by employers, including:
- Resilience – Aiming high, staying positive, and learning from mistakes
- Collaboration – Teamwork, leadership, and effective communication
- Creativity – Problem solving, originality, and independent thinking
Fundamental British Values—democracy, the rule of law, individual liberty, and mutual respect for those with different faiths and beliefs—are embedded throughout our curriculum and reflected in the ethos of Southmoor Academy.
To achieve this qualification, learners must attain at least a Level 1 Pass in all three units.
- Unit R032: This unit is assessed through an external exam, set and marked by the exam board. The exam lasts 1 hour and 15 minutes and contributes 40% of the final grade.
- Units R033 & R035: These are assessed through controlled coursework assignments, set by the exam board each year and marked internally by teachers. Together, these units contribute 60% of the final grade.
Grading Scale
Final results are awarded on the following scale:
- Level 2 Distinction* (D2*) – GCSE Grade 8/9
- Level 2 Distinction (D2) – GCSE Grade 7
- Level 2 Merit (M2) – GCSE Grade 6
- Level 2 Pass (P2) – GCSE Grade 4/5
- Level 1 Distinction (D1) – GCSE Grade 3
- Level 1 Merit (M1) – GCSE Grade 2
- Level 1 Pass (P1) – GCSE Grade 1
Curriculum Delivery
Our Health & Social Care curriculum is delivered through a range of engaging and varied teaching methods, including formal lessons, group and team-based activities, independent and paired work and home learning opportunities. This variety ensures that all students can access the curriculum in a way that supports their individual learning styles.
Coursework is a key component of the qualification (60%) and must be completed under supervision in school, in controlled conditions, as required by the exam board. This ensures all students complete their assignments independently and fairly, following strict assessment guidelines.
We regularly review and update our curriculum to ensure it remains relevant, dynamic, and aligned with our aims. Above all, the subject is designed to be enjoyable and to bring learning to life—sparking interest and inspiring students to consider future careers in the Health, Social Care, or Early Years Education sectors.
Our aim is to foster a sense of independence, encouraging students to take ownership of their learning, think creatively, engage actively, and develop the confidence to express their ideas and aspirations.
Brief Overview of Curriculum Content for Each Term
Autumn term Spring Term Summer Term Yr 10 R035: Health Promotion Campaigns – Coursework
R035: Health Promotion Campaigns – Coursework R032: Principles of Care in Health and Social Care Settings – Exam Yr 11 R033: Supporting Individuals Through Life Events R033: Supporting Individuals Through Life Events R032: Principles of Care in Health and Social Care Settings – Exam
R032: Principles of Care in Health and Social Care Settings – Exam Revision and Preparation for GCSE Exams
How Our Curriculum Caters For SEND Students
How does our Curriculum cater for students with SEND?
In Health & Social Care, we pride ourselves on being an inclusive community where every student is valued and respected. We are fully committed to supporting the inclusion, progress, and independence of all our learners, including those with Special Educational Needs and Disabilities (SEND). Our aim is to support students’ academic progress alongside their emotional and social development, helping them to become confident, independent individuals.
A child or young person is identified as having SEND if they have a learning difficulty or disability that requires special educational provision that is additional to or different from what is generally provided for others of the same age. (CoP 2015, p16)
All teachers in Health & Social Care take responsibility for the progress of every student in their class. High-quality, carefully planned teaching is the first step in meeting the needs of students with SEND. We expect all students to be challenged and supported to achieve their best and make at least good progress.
In Health & Social Care, specific strategies to support students with SEND include:
- One-to-one support and additional time helping students access controlled assessments and exam content
- Adapted resources to meet a range of learning needs
- Thoughtfully planned seating arrangements to facilitate peer and teacher support
- Use of varied learning roles (e.g., practical participant, role play as healthcare practitioners) to deepen understanding
- Differentiated tasks and clear feedback linked to assessment criteria at Key Stage 4, displayed on boards or within teaching materials
- Group work and discussion activities designed to build confidence, leadership skills, and ownership of learning
- Targets Intervention during lunch times and after school
- Access to all homework resources and instructions via ClassChart and TEAMs, available to both students and parents
Through these approaches, we strive to ensure that every student can fully engage with the curriculum and achieve their personal best in Health & Social Care.
How Our Curriculum Caters For Disadvantaged Students
How does our curriculum cater for disadvantaged students and those from minority groups?
In Health & Social Care we are committed to raising attainment for all students and closing achievement gaps linked to social contexts. Through the careful and deliberate allocation of funding and resources, we are making significant progress to ensure that every pupil leaves the Academy equally prepared for future success.
Within the Health & Social Care department, we take specific steps to support disadvantaged students, including:
- Each teacher holds a detailed handbook identifying disadvantaged pupils to tailor support effectively.
- Classroom placements are thoughtfully arranged to ensure students receive focused attention and encouragement from both staff and peers.
- We facilitate work placement opportunities for Year 10 students in the childcare sector, including partnerships with local nurseries and feeder primary schools.
- Targeted support is provided to underperforming students, reviewed and adjusted every six weeks following data collection cycles.
- Interventions are available throughout the week, including lunchtime and after-school sessions.
- Disadvantaged students receive funded GCSE packs designed to promote resilience, pride, and independence in their learning.
Our GCSE results reflect a narrowing attainment gap between disadvantaged students and their peers, demonstrating the effectiveness of our targeted support and inclusive approach.
Knowledge Organisers
Other Related Curriculum Documents
