Docsity
Docsity

Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity


Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan


Guidelines and tips
Guidelines and tips

Health & Social Care Guidance: Support During COVID-19, Summaries of Communication

Pearson BTEC Level 3 Subsidiary Diploma in Health and Social Care (QCF). 600/6178/9. Pearson BTEC Level 3 90-credit Diploma in Health and ...

Typology: Summaries

2021/2022

Uploaded on 09/12/2022

kataelin
kataelin 🇬🇧

4.7

(9)

221 documents

1 / 17

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
Health and Social Care
Guidance for BTEC Nationals, Tech Awards
and Firsts
Last updated 15th May 2020
Support
Teaching and learning
support during
Coronavirus (COVID-19)
Illustration by Lucy Vigrass
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff

Partial preview of the text

Download Health & Social Care Guidance: Support During COVID-19 and more Summaries Communication in PDF only on Docsity!

Health and Social Care

Guidance for BTEC Nationals, Tech Awards

and Firsts

Support

Teaching and learning

support during

Coronavirus (COVID-19)

Illustration by Lucy Vigrass

Formal assessment requirements

We have confirmed for BTEC Level 3 Nationals, BTEC Level 1 and 2 Firsts and Tech Awards, where we expect to be able to provide calculated results, we do not require or expect any formal assessment for BTEC to take place while learners are studying at home. We expect to collect centre assessment grades from teachers and tutors for any

incomplete work for all learners and these judgements will be used in the calculation of a final result where relevant.

Supporting teaching and learning

Whilst not a requirement we are encouraging and supporting continued learning at home during this time, so when learners return to school or college, progress to HE, an

apprenticeship, or work, they have the knowledge and skills they need to continue with confidence. We also recognise the benefits that learning and a structured day have on general health and wellbeing and we want to make sure that we are doing everything we can to best support you and your learners at this time.

Contents:

  • Qualifications that fall into the Calculated Result category
  • Support for blended learning
  • Subject Advisor support and guidance
  • Support for transition to second year of a two-year programme
  • Approaches for remote learning

Support for Blending Learning

1. Digital Textbooks and Revision Guides

We're providing free 90-day access for your centre to some of our digital learning resources which can be accessed in college or at home.

The following digital Textbook bundles are all available via our online ActiveLearn platform. ActiveLearn provides core textbooks, online homework and practical activities, as well as front-of-class teaching resources, planning and assessment materials. You can allocate as much or as little from the e-Textbooks as you wish to your learners to access wherever, whenever.

Digital textbook bundles :

  • KS4 Vocational Qualifications
  • KS5 Vocational Qualifications

Revision

  • KS4 Revision Guides
  • KS5 Revision Guides

If you would like to access these resources please request access here.

2. Online remote-delivery recordings for BTECs

  • Introduction to online remote delivery
  • Developing resources for online delivery
  • Planning and teaching online
  • Supporting students studying online

> Find out more

3. Digital Live Event and Recordings

Access recordings from our Digital Live event: Enabling Education

> Find out more

4. Get expert guidance from our community of online

teaching and learning specialists

A range of free resources including blog articles and webinars to provide support, inspire ideas and enable you to channel your passions and expertise without feeling too overwhelmed. Browse articles and blog content and access via this link.

5. Paid-for Teaching Resources

Pearson Learning Hub

This platform has a range of courses available with content broken down into bitesize learning chunks. It supports blended and online learning via the use of videos, online quizzes and resources that your learner can access.

For some courses, flashcards and infographics break down information further into accessible amounts of information.

Learning programmes currently include:

  • Adult Care Level 2 and 3 - mapped to the Adult Care Worker Level 2 and Lead Adult Care Worker Apprenticeship standards and the mandatory requirements of the BTEC Level 2 Diploma in Care and the BTEC Level 3 Diploma in Care qualifications covering areas such as communication, working as part of a team, duty of care and supporting individuals with different needs.

6. Sector Body Resources

Sector body Web page

Royal Society of Biology

https://portal.e- lfh.org.uk/Login?returnURL=%2FmyElearnin g%2FIndex%3FHierarchyId%3D0_41544_ 546_41257%26programmeId%3D

St John Ambulance

https://www.sja.org.uk/get-advice/a-z-of-first- aid-teaching-courses/health-and-social-care- curriculum-teaching-resources/

Skills for Care https://www.ski development/Learning-and-development.aspxllsforcare.org.uk/Learning-

NICE https://www.nice.org.uk/about/nice communities/social-care/quick-guides-

Jisc https://healthandsocialcare.jisc.ac.uk/

Skills for Health https://www.skillsforhealth.org.uk/resources

A question of care https://www.aquestionofcare.org.uk/

BBC Skillswise https://www.bbc.co.uk/teach/skillswise/nursing -and-care/zv6xkmn

Social Care Institute for Excellence (^) https://www.scie.org.uk/e-learning

Health and Safety Executive https://www.hse.gov.uk/healthservices/resourc es.htm#

Subject Advisor support and guidance

Contact details : https://support.pearson.com/uk/s/qualification-contactus

BTEC Nationals and Tech Award in Health and Social care support session: https://www.youtube.com/playlist?list=PLnAiTyr7BcaRBpqKq05AhFfTNjqEE9Y

You can keep up-to-date and chat to others teaching our BTEC programmes in our subject communities and via Facebook and twitter.

  • https://www.facebook.com/subjectadvisorhealthandsocialcare
  • https://www.twitter.com/PearsonHSC_EY

Teachers are no doubt developing structured packages for the delivery of unit content. As with the RQF version, there would be value in using teaching and learning activities to also develop the learners’ understanding of the requirements of the command verbs in the assessment criteria.

BTEC Nationals RQF

Learners on the first year of a two-year RQF Level 3 BTEC programme in Health and Social Care will not have been able to take the examination for Unit 1 Human Lifespan and Development, or Unit 2 Working in Health and Social Care, unless they took them in the January series. While learners will not be sitting the external assessments in June 2020, it is important they are familiar with the content and requirements of Units 1 and 2, as they underpin all other units in this qualification. For example, Unit 1 Human Lifespan and Development explores physical, intellectual, emotional and social development and underpins knowledge for units such as Unit 11 Psychological Perspectives, Unit 18 Assessing Children’s development needs and Unit 26 Health Psychology. Unit 2: Working in Health and Social Care also underpins other units such as Unit 7 Principles of Safe Practice, Unit 12 Supporting Individuals with Additional Needs, and Unit 16 Policy in Health and Social Care. Those learners who have been able to work or volunteer in the health and social care sector have been on the frontline during the pandemic and Unit 8 Promoting Public Health and Unit 9 Infection Prevention and Control will be units which will be very relevant. We would however advise you to consider whether some content of health and social care units is suitable for remote delivery with your learners - for example Unit 7 Principles of Safe Practice Learning Aim B is about abuse and neglect and whilst there will be lots of interest and material about the pandemic, learners will have had different experiences of being at home and this may not be appropriate to deliver this term.

Unit 6: Work Experience in Health and Social Care is an optional unit in the BTEC Level 3 National Foundation Diploma and the BTEC Level 3 National Diploma, and a mandatory unit for the BTEC Level 3 National Extended Diploma. This unit requires 100 hours of work placement. For the vast majority of learners, work placements have been limiting those accessing care settings to reduce infection coming in and therefore they will not have completed 100 hours this academic year, however it may be possible for them to split these hours across the first and second year of their programme. It is not possible to predict when work placements will be accepting learners again, however

placement experience is valuable both for giving concrete examples of how care values, policies and procedures are implemented and for UCAS or employment applications and we would recommend they are reinstated as soon as it is possible to do so.

Tech Awards

For learners in year 1 of the two year programme, they are likely to have completed the internal assessment for Component 1 Human Lifespan Development and be part way through Component 2 Health and Social Care Services and Values.

Component 3 Health and Wellbeing is the synoptic unit for this qualification. It is important that learners are familiar with the content and requirements for Unit 1 Human Lifespan Development and Unit 2 Health and Social Care Services and Values as both of these units underpin the knowledge for Unit 3 Health and Wellbeing. As such, we wouldn’t expect year 1 learners to be registered for the externally assessed Unit 3 Health and Wellbeing until year 2 of their programme.

We recognise that Component 2 Learning Aim B requires learners to demonstrate care values and review their own practice. These skills are an integral part of health and social care practice and it's important that learners are able to demonstrate that they understand how to use them, rather than writing about them. It doesn't state in the specification that it is necessary for your learners to complete the role play in front of others, therefore, they can do this with just the person they are delivering the care to and the person observing via a digital platform. The role play could also be demonstrated in the learners own environment, such as carrying out the demonstration with an appropriate person, and filming the interaction on a mobile phone or camera and sending it to the teacher via email or uploading it to the centres digital platform.

However, if you would rather conduct this assessment face to face, or, for a variety of reasons, it may be difficult for your learners to do this remotely, you may prefer to delay this assessment to the next academic year and bring forward some of the teaching and learning from Component 3 Health and Wellbeing to the Summer term and focus on that instead.

employment applications and applications to further their studies at Level 3, we would recommend they are reinstated as soon as it is possible to do so.

Approaches for remote learning

Our expectation is that centres will continue to provide teaching and learning of as much of the BTEC specification unit content as is possible and carry out teacher based assessments (e.g. worksheets, questions, activities etc) to help prepare learners for the next stage of their journey.

We do not expect learners to complete any formal BTEC Assignment Briefs for BTEC Level 3 Nationals, BTEC Level 1 and 2 Firsts and Tech Awards between mid-March and July. The table provides some examples of adapted approaches to providing learners with activities that allow for feedback and support continued teaching and learning.

Alternative Remote Learning Approaches

Assessment Technique Indicative Alternative Assessment

Case study (physical submission)

Case study (online submission or electronic submission by email)

Discussion forum (in class, verbal)

Virtual meetings (Google class, Microsoft Teams, Zoom, FaceTime, Skype or equivalent platforms)

Discussion forum (written)

Online chat (Google class, Microsoft Teams, Zoom, FaceTime, Skype, VLEs, blogs or equivalent platforms)

Experiment (lab based; face-to-face)

Report on results of the experiment provided by the tutor

Independent research report (physical copy)

Independent research report (online submission or electronic submission by email) Question and Answer Session

(Google class, Microsoft Teams, Zoom, Skype or equivalent platforms) Peer review (written, in class)

Peer review report (online submission or electronic submission by email) Presentation (face-to-face, in class)

Presentation (live via Google class, Microsoft Teams, Zoom,Skype or equivalent platforms Presentation (recorded online submission or electronic submission by email) Role playing (in class)

Role playing (live via Google classroom, Microsoft Teams, Zoom, FaceTime, Skype or equivalent platforms Self-reflection Self-reflection (online submission or electronic submission by email) Simulated activity (in class demonstration)

Individual report (online submission or electronic submission by email)

Written task/report (physical submission)

Written task/report (online submission or electronic submission by email)

Secondary Data Collection

Where primary data collection may not be possible, or necessary, students may be directed to use secondary research; which can support the original hypothesis being examined. Many online journals offer free access to scholarly articles and peer reviewed journals. To ensure reliability look for reputable sources online. Many reliable statistics, articles and other information can be found on government and educational websites.

In addition, an Internet search for only scholarly information will reveal further sources. Some open access journals which feature topics across several areas are:

  • DOAJ - https://doaj.org/ DOAJ features more than 8,500 open access journals, many of which are sourced from government, commercial, non-profit, and for-profit sources.
  • Oxford Open - https://academic.oup.com/journals/pages/open_access Oxford Open's database is comprised of archived content from more than 300 publications. The majority of these journals are fully open access, and the site also provides an array of optional open access entries (articles with publication costs paid by the author) that users may also access free-of-charge.
  • Omics Group - https://www.omicsonline.org/open-access-journals-list.php More than 300 open-access scientific journals on life sciences, pharmacology, environmental science, management, computer science and engineering. For a full list of open access journals by subject go to- https://www.onlineschools.org/open-access-journals/

Many professional bodies and professional membership organisations also publish research studies, case studies and information that students may use to support their research. Typically, these sources will be reliable and relevant. Centres are encouraged to ensure that students are aware of the professional bodies and membership organisations that are relevant to their field of study.

How to approach the use of software

Centres are encouraged to provide students with guidance as to suitable free or low- cost software that may be used to undertake work. For example:

There are many free or low-cost alternatives available. Many software vendors provide free versions of software for students. Searching on the internet will result in extensive lists.

Some large, industry-standard software vendors provide free versions of their software for education. Some of the most common are:

  • Microsoft – Word, Excel, Powerpoint and others are available for free. (https://www.microsoft.com/en-us/education/products/office)
  • Libre Office - LibreOffice is free and Open Source Office Suite Software. https://www.libreoffice.org/
  • Google Docs - free office suite for personal use. https://www.google.co.uk/docs/about/

How to approach work experience

Many of the health and social care work experience settings have been unable to support BTEC students since lock down due to health and safety issues and significant demands on their time and resources. Some centres and learners have found ways to maintain engagement with settings through this difficult time, however if you do choose to use alternative routes for work placement, you will need to consider how this affects the health and safety of your learners, including whether risk assessments are required, if insurance requirements need adapting, and work placement supervisor availability.

It is also possible for learners to use hours spent in volunteer positions and paid employment they have sought outside of your centre as contributions towards work placement hours, if there is a supervisor present who will sign the hours log.