Mrs Murphy (Subject Leader)
What will I study?
Year 8 | Year 9 | Year 10 |
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Introduction to Home Economics
Hygiene in the kitchen Safety in the kitchen Washing up routine The cooker – label parts The uses of a range of equipment used in school and in the home. Healthy Eating Why we eat food Nutrients and their function Five food groups on the balanced plate Portions of foods we are recommended to eat. Healthy Eating guidelines Benefits of eating breakfast Personal Development Feelings and Emotions Managing Influences and Making decision |
Healthy Eating
Diet and Health Eat Less Sugar Eat more Fibre Personal Development Kitchen Equipment Self-concept Managing Change Living By Myself Advertising |
Food Labelling
Consumer Studies What is a consumer? Budgeting Vegetarianism The Ethical Consumer Meal Planning
Citizenship Diversity around me Human rights and social responsibility |
How will I be assessed?
Assessments (Practical and Theory)
Useful links
www.bbc.co.uk/health
www.bhf.org.uk
www.citizensadvice.org.uk
www.coeliac.co.uk
www.consumerfocus.org.uk
www.consumerline.org
www.dairycouncil.co.uk
www.diabetes.org.uk
www.eating-disorders.org.uk
www.foodafactoflife.org.uk
www.food.gov.uk
www.gccni.org.uk
www.lmcni.com
www.nspcc.org.uk
www.nutrition.org.uk
www.oft.gov.uk
www.salt.gov.uk
www.safefoodonline.com
www.vegsoc.org
What will I study?
Year 11 Unit 1 Content includes the following
- The Family and Parental responsibilities
- Reproduction
- Pregnancy
- Diet and lifestyle during pregnancy
- Birth including stages of labour, options and pain relief
- Newborn baby including characteristics and reflexes
- Feeding the newborn baby
Year 12 Unit 2 Content includes the following
- Dietary needs of the child 0-5 yrs
- Child Health and Education
- Child development
- Social development
- Physical development
- Intellectual development
- Communication development
- Emotional development
Unit 3 Controlled Assessment
Students carry out a task that develops unique transferable skills.
Students use the given task title to choose one issue for further research. They plan and carry out activities to produce an outcome and then evaluate all aspects of the task
How will I be assessed?
- Unit 1 Parenthood, Pregnancy and the Newborn Baby at the end of Year 11 – 30%
- Unit 2 The Development of the Child at the end of year 12 – 30%
Controlled Assessment– 40% –
One investigation task which will be completed during Year 12 – 40%
Useful links
www.anred.com
www.bbc.co.uk/health
www.bhf.org.uk
www.citizensadvice.org.uk
www.coeliac.co.uk
www.consumerfocus.org.uk
www.consumerline.org
www.dairycouncil.co.uk
www.diabetes.org.uk
www.eating-disorders.org.uk
www.foodafactoflife.org.uk
www.food.gov.uk
www.gccni.org.uk
www.lmcni.com
www.nichsa.com
www.nicma.org
www.nos.org.uk
www.nspcc.org.uk
www.nutrition.org.uk
www.oft.gov.uk
www.pachelp.org
www.parentsadvicecentre.org
www.publichealth.hscni.net
www.rospa.org.uk
www.salt.gov.uk
www.safefoodonline.com
www.vegsoc.org
GCE Applied Health & Social Care
The health, social care and early years sectors are major employers in the public, voluntary and private sectors in Northern Ireland. This broad qualification gives students the opportunity to study a diverse range of subjects, including communication, physiology, social policy and psychology.
The qualification appeals to students with an interest in health, well-being and caring for others. It’s likely to interest students who enjoyed studying Health and Social Care, Home Economics, Child Development, Psychology or Sociology at GCSE, although none of these are a prerequisite.
Students develop skills that are valued in further and higher education, as well as in the workplace. These skills include research, investigation, analysis, communication, problem solving and working with others.
What will I study?
Unit 1 –Promoting Quality Care | Unit 2 – Communication in Health, Social Care and Early Years settings | Unit 3 – Health and Well Being |
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In this unit, students explore values of care. By investigating practices in a selected health, social care or early years setting, students learn how care workers apply the values on a daily basis.
Students learn how legislation impacts on health, social care and early years settings. They evaluate the effectiveness of policies in promoting quality care. Students research one example of poor practice and its effects on the well-being of service users, potential service users, the staff responsible, families and care workers or the organisation. |
In this unit, students explore communication skills and techniques used in a health, social care or early years setting and develop their communication skills. Students gain an understanding of how important effective communication skills are in developing good relationships and promoting quality care. Students complete a report on the communication skills they observe in a health, social care or early years setting. They also evaluate their own communication skills by carrying out an interaction. This interaction must take place in the setting. |
In this unit, students learn about key concepts of health and well-being, the range of service users’ needs and the impact of health and ill health on individuals. They investigate a range of factors that affect health and well-being. Students examine health promotion approaches and investigate a campaign. They consider the roles of a range of organisations responsible for health and well-being.
Students recognise the impact of discrimination on health and well-being and the importance of anti-discriminatory practice in health, social care and early years settings. |
How will I be assessed?
Unit 1: Internally assessed portfolio – Students produce a written report based on practice in a health, social care or early years setting that they have experienced, weighting 25% of AS / 10% of A Level
Unit 2: Internally assessed portfolio – Students produce a written report on communication in a health, social care or early years setting weighting 25% of AS / 10% of A level
Unit 3: Externally assessed 2 hour paper