Social Sciences

Social Science Curriculum Intent

The Social Science department includes the following courses:

KS4

  • Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care
  • NCFE CACHE Level 1/Level 2 Technical Award in Child Development and Care in the Early Years

KS5

  • Pearson BTEC Level 3 National Extended Certificate in Health and Social Care (1 A level equivalent)
  • AQA A level Psychology
  • AQA A level Sociology

Specifications:

Child Development and Care in the Early Years Level 1/2

Health & Social Care Level 1/L2

Health & Social Care Level 3

Psychology A level

Sociology A level

 

All courses are organised to ensure the required skills and content are taught in the most effective order and are structured to enable prior learning to inform later learning.

 

Social Science Curriculum Intent – Vision

We aim for Social Science students to become passionate subject specialists that can demonstrate relevant knowledge in a wide range of real life contexts and to develop a love of learning. Our curriculum challenges and stretches students whilst encouraging independence in students and the acquisition of a range of interpersonal and intrapersonal skills. Social Science students enhance their literacy and develop proficiency in handling and analysing data to develop scientific thinkers. Social Science students also develop the ability to think synoptically to ‘see the bigger picture’ and to be able to apply their knowledge to a variety of scenarios. They should also develop important skills such as evaluation, analysis and critical thinking to prepare students for the challenges of future study, careers and the wider world.

The following details the basis and purpose or the vision for curriculum intent for each of the social science subjects; Health and Social Care, Psychology and Sociology.

 

Child Development and Care in the Early Years Pic 1

A Child Development and Care in the Early Years student should develop knowledge of the practical and technical skills required to support the care and development of children within the early years.

A Child Development and Care in the Early Years student should:

  • Develop as effective independent learners.
  • Use specialist vocabulary; effectively and confidently utilise appropriate terminology in written work and verbally.
  • Acquire knowledge and understanding of Child Development and Care in the Early Years; developing an understanding of how research and theory can help to explain the practical and technical skills required to support the care and development of children within the early years
  • Take a critical approach to evidence, developing as reflective thinkers.
  • Develop knowledge of the contribution of Child Development and Care in the Early Years to individuals, government, culture and society.

 

Health & Social CarePic 2

A Health and Social Care student should develop knowledge and understanding of how health and social care can treat ill health and medical conditions and help those who are sick and vulnerable.

A Health and Social Care student should:

  • Develop as effective independent learners.
  • Use specialist vocabulary; effectively and confidently utilise appropriate terminology in written work and verbally.
  • Acquire knowledge and understanding of Health and Social Care; developing an understanding of how research and theory can help to explain the treatment of ill health and medical conditions and the help for those who are sick and vulnerable in the real-world.
  • Take a critical approach to evidence, developing as reflective thinkers.
  • Develop knowledge of the contribution of Health and Social Care to individuals, government, culture and society.

PsychologyPic 3

A Psychology student should develop knowledge and understanding of human mind, brain and behaviour.

A Psychology student should:

  • Develop as effective independent learners.
  • Use specialist vocabulary; effectively and confidently utilise psychological terminology and conventions in written work and verbally.
  • Acquire knowledge and understanding of psychology; developing an understanding of how psychological research and theory can help to explain the mind and behaviour in the real-world.
  • Take a critical approach to psychological evidence, developing as reflective thinkers.
  • Understand the scientific process behind psychological research.
  • Develop knowledge of the contribution of psychology to individuals, government, culture and society.

SociologyPic 4

A Sociology student should develop knowledge and understanding of human life, social groups, institutions and whole societies.

A Sociology student should:

  • Develop as effective independent learners.
  • Use specialist vocabulary; effectively and confidently utilise sociological terminology in written work and verbally.
  • Acquire knowledge and understanding of sociology; developing an understanding of how sociological research and theory can help to explain behaviour in social groups, institutions and society in the real-world.
  • Take a critical approach to sociological evidence, developing as reflective thinkers.
  • Understand the research process behind sociological research.
  • Develop knowledge of the contribution of sociology to government, culture and society.

 

Social Science Curriculum Intent – Structure

All Social Science subjects are planned based on logical and practical factors and to aid learning.

Child Development and Care in the Early YearsPic 1

Child Development and Care in the Early Years courses are NCFC CACHE courses, which means planning is based the coursework and examination requirements of the course. CSS completes all planning documentation, to ensure all units are taught to time and to plan.

The students are intended to study the level 2 version of the qualification; however, the level 1 version is available. The information below outlines the course content areas.

Content area 1: Child development
Content area 2: Factors that influence the child’s development
Content area 3: Care routines, play and activities to support the child
Content area 4: Early years provision
Content area 5: Legislation, policies and procedures in the early years
Content area 6: Expectations of the early years practitioner
Content area 7: Roles and responsibilities within early years settings
Content area 8: The importance of observations in early years childcare
Content area 9: Planning in early years childcare

 

The specification and module content dictate the order of delivery, with the content area being taught in numerical order. During year 10, leaners will develop their knowledge and understanding of all the content areas. Their comprehension of these topics will be tested during year 11 by two assessments externally-set by NCFE: one non-exam assessment and one written examined assessment.

Assessment breakdown
Non-exam assessment (Coursework) – September to January of Year 11 ·         14 hours non-exam assessment

·         Weighting (50%)

Examined assessment (Exam) – February to May of Year 11 ·         1 hour 30 minutes examined assessment

·         Weighting (50%)

 

Health & Social CarePic 2

Health and Social Care courses are Pearson BTEC courses, which means planning is based on the coursework and examination requirements of the courses. CSS completes all planning documentation, to ensure all units are taught to time and to plan.

Key stage 4 

The students at key stage 4 are intended to study the level 2 version of the qualification, however the level 1 version is available. The information below outlines the course components.  

Picture 1

The specification and module content dictate the order of delivery. Human Lifespan Development is taught first, followed by Health and Social Care Services and Values, and finally the synoptic unit, Health and Wellbeing. The external examination will taken in the Summer of year 11 and therefore students do not have an opportunity to re-sit in the same academic year.

Key stage 5 

The BTEC Level 3 National Extended Certificate in Health and Social Care at key stage 5 has both mandatory and optional units, as outlined below.

The specification, module content and size of the unit dictates the order of delivery within the Extended Certificate. Following the delivery of each unit, learners are assessed by modular external assessment (examinations) or internal assessment (coursework). The units are taught with the intention of learners building of their pre-existing knowledge of health and social care.

Picture 2

Mandatory exam units
·         Unit 1 – Human Lifespan Development

·         Unit 2 – Working in Health & Social Care

Mandatory coursework units
·         Unit 5 – Meeting Individual Care & Support Needs

In addition to the mandatory units, learners will complete one optional unit. The choices of optional unit is made based on learner’s existing knowledge, preferences and career aspirations. Currently, the optional unit completed by year 13 is Unit 11 Sociological Perspectives.

 

Psychology  Pic 3

The structure of teaching Alevel Psychology is based on the AQA specification and the most effective order of content. Decisions about who teaches what are based on the size of topics and the time staff have to teach them and staff preferences. The order of topics are intended to aid understanding and development of knowledge and skills. A level Psychology is taught across two years and assessed purely through linear examinations in the summer of the second year. There are three, two hour papers each containing 96 marks worth of questions. The content of these papers is outlined in the information below. The content in papers 1 and 2 is compulsory and is predominantly taught in year 1. Paper 3 includes issues and debates, which is compulsory and three optional topics (highlighted below) chosen from a possible nine topics. The choices are made based on the topics that will engage student learning and give students a broad learning experience.

The initial content taught in year 12 and year 13 are the topics that underpin psychological knowledge; Year 12 research methods and psychological approaches and in Year 13 research methods and issues and debates. Therefore the order of teaching is planned based on the ability of students to build on their knowledge and to learn synoptically. Many areas of psychology link together, these links are made explicit through teaching, e.g. Behaviourism is taught first in psychological approaches, then in learning theory of attachment, behaviourist explanations and treatments of phobias, management of schizophrenia through token economies and finally management of inmates in custodial settings through token economies.

Picture 4

 

Table 1

 

Table 2

 

 

 

 

 

 

 

 

 

 

 Sociology  Pic 4

A level Sociology is taught across two years and assessed purely through linear examinations in the summer of the second year. There are three, two hour papers each containing 80 marks worth of questions. The content of these papers is outlined in the information below. The content in paper 1 is taught in year 1, paper 2 includes optional topics in Sociology and in taught in both years of the course and paper 3 is taught in year 2. The choices of the optional topics is due to student creating interest and engagement, giving the students a broad learning experience, and topics that students relate well to, e.g. families and households.

Picture 4b

Table 3

 

 

 

 

 

 

 

 

 

Staff

Mrs J Cottier-Cooper (Head of Social Science and Psychology teacher)

Mrs C Forster (Deputy Head teacher/Head teacher and teacher of Sociology and Psychology)

Mr M Shaw (Assistant Head Teacher and Sociology teacher)

Ms A Bailiss (Sociology teacher)

Mrs K Russell (Teacher of Psychology and Sociology)

Miss C Socratous (Teacher of Health and Social Care and Psychology)

Useful websites

Psychology:

Psychology books and films

Y12 A Level Psych Handbook 22 23

http://www.bps.org.uk/

http://www.bps.org.uk/careers-education-training/careers-education-and-training

http://thepsychologist.bps.org.uk/

http://digest.bps.org.uk/

Sociology:

http://www.britsoc.co.uk/

http://www.britsoc.co.uk/what-is-sociology/sociologist-careers.aspx

http://www.britsoc.co.uk/media-centre/in-the-news.aspx