What will I learn?
The Tech Award gives learners the opportunity to develop applied knowledge in the following areas:
â— the life stages and key characteristics in the physical, intellectual, emotional and social (PIES) development classifications and the different factors that can affect an individual’s growth and development
â— different life events and how individuals can adapt or be supported through changes caused by life events
â— health and social care conditions, how they can be managed by the individual and the different health and social care services that are available
â— the barriers and obstacles an individual may encounter and how these can be overcome
â— the skills, attributes and values required to give care and how these benefit the individual
â— how factors can affect an individual’s current health and wellbeing
â— how physiological indicators and an individual’s lifestyle choices determine physical health â— the use of the person-centred approach
â— recommendations and actions to improving health and wellbeing and the barriers or obstacles individuals may face when following recommendations and the support available to overcome.
How is it assessed?
The three components in the qualification give learners the opportunity to develop applied knowledge and understanding of the health and social care sector, at Levels 1 and 2.
Components 1 &2 are done as Internal assessment and referred to as PSA’s and these are externally moderated by Pearson.
Component 3 is an external synoptic assessment Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and applied to realistic contexts.
How the course will look over the two years
Term 1 – Component 1
Introduction; The difference between health care and social care, Holistic PIES, the difference between growth and development, key terms eg. resilience, lifestyle choices, inherited, life events, concentration
A1 Human growth and development across life stage infancy 0-2 years Including physical: rapid physical growth of weight and height, gross and fine motor skills, intellectual: rapid development of language and thinking skills, memory/recall emotional: attachments are formed, bonding/attachment, security, contentment social: strong dependence on adults/carers, primary socialisation, solitary play
A1 Human growth and development across life stage early childhood To include physical: continued growth of weight and height, mastery of gross and fine motor skills, intellectual: increased curiosity, language fluency develops, emotional: increased independence, wider range of relationships are formed wellbeing is based on attachment, security and contentment social: secondary socialisation, social play develops
A1 Human growth and development across life stage adolescence 9-18 To include physical: onset of puberty, primary and secondary sexual characteristics, intellectual: complex and abstract thinking develops, emotional: independence increases further, more freedom to make own decisions, concerns over self-image and self-esteem may increase, emotional wellbeing is based on attachment, security and contentment, social: wide range of formal/informal relationships develop and have influence, intimate relationships are formed, peer pressure
A1 Human growth and development across life stage early adulthood To include physical: peak physical fitness, full height reached, sexual maturity reached, intellectual: mastery of abstract and creative thinking, careers become important, may return to education, emotional: independent living and control over own lives, emotional wellbeing is based on attachment, security and contentment, social: intimate and long-lasting relationships are formed
A1 Human growth and development across life stage middle adulthood To include physical: ageing process begins 45+, menopause occurs for women, intellectual: can use knowledge and experience for complex decision making, may retire, emotional: may experience changes in self-image and self-esteem linked to retirement or ageing process, emotional wellbeing is based on attachment, security and contentment social: may have more time to socialise
A2 Factors affecting growth and development; Physical To include inherited conditions – sickle cell disease, cystic fibrosis, muscular dystrophy, Marfan syndrome and Huntington’s disease, experience of illness and disease, mental ill health – anxiety, stress, physical ill health – cardiovascular disease, obesity, type 2 diabetes, disabilities, sensory impairments
A2 Factors affecting growth and development; Life style To include nutrition, physical activity, smoking, alcohol, substance misuse
A2 Factors affecting growth and development; Emotional To include fear, anxiety/worry, upset/sadness, grief/bereavement, happiness and contentment, security, attachment, supportive and unsupportive relationships with others, Friends, family, peers and colleagues, social inclusion and exclusion, bullying, discrimination
A2 Factors affecting growth and development; Cultural To include religion, gender roles and expectations, gender identity, sexual orientation community participation, race
A2 Factors affecting growth and development; Environmental To include housing needs, conditions, location, home environment – living with a high level of parental conflict, experiences of abuse and neglect, exposure to pollution > air, noise and light
A2 Factors affecting growth and development; Economical To include employment situation, financial resources – income, inheritance, saving
Introduction to life events, adapting to these and support B1 Different types of life event; Health & Wellbeing To include accident/injury, physical illness, mental and emotional health and wellbeing plus; B2. Sources/Types of support for these
CHRISTMAS HOLIDAYS!
Term 2
B1 Different types of life event; Relationship Change To include entering into relationships, marriage, civil partnership, long-term relationship, divorce, separation for non-married couples, parenthood, bereavement plus; B2. Sources/Types of support for these
B1 Different types of life event; Life Circumstances To include moving house, school or job, exclusion from education, redundancy Imprisonment, changes to standards of living, retirement plus B2. Sources/Types of support for these
B2. Coping/adapting to change impact of character traits To include resilience, self-esteem, emotional intelligence, disposition – a person’s character traits, e.g. positive, negative
B2. Sources of support and revisit types of support To include family, Fridayends, neighbours, partners, professional carers and services, community groups, voluntary and faith-based organisations, multi-agency working, e.g. social services working with mental health trust, children’s services working with the justice system, multidisciplinary working, e.g. a health visitor working with a GP, psychiatric nurse with an occupational therapist
PSA Component 1 Taks 1,2,3a &3b
EASTER BREAK!
Term 3 - Component 2
What are daily living tasks? What is acute and chronic illness? Investigate a range of health conditions and the impact these may have on PIES and ability to carry out daily tasks
Introduction; The difference between health care and social care services & key terms activity and glossary page A1. Seven Health conditions eg arthritis, CHD, COPD, diabetes, dementia, a detailed look the Impact of having asthma, diabetes, dementia, arthritis and being obese and morbidly obese
A1 Healthcare services primary care services and the role of the GP, secondary care services and tertiary care services. Looking at end of life care The role of Allied Health Professionals and multidisciplinary teamwork. Case study person – what services and professionals do they need?
A2 Social care services the purpose of social care and vulnerable service users, the role of a social worker and services for children and young people – foster care, residential care, youth work, services for adults or children with specific needs – residential care, respite care, domiciliary care and services for older adults – residential care, domiciliary care.
A3 Barriers to accessing services What are barriers to accessing services and then, physical barriers eg. getting around the facilities plus ways to overcome physical barriers: ramps, wider doorways, accessible toilets/rooms, stair lifts, hoists. Sensory barriers eg hearing and hearing loops British Sign Language (BSL) interpreters, communication cards etc
A3 Barriers to accessing services, social and cultural backgrounds such as lack of awareness, differing cultural beliefs, social stigma, fear of loss of independence. Overcome social and cultural barriers: awareness campaigns, posters and leaflets, well women and well men clinics, etc language barriers for those who don’t speak English or speech impairments. Nurse example. and ways to overcome these eg. interpretation services
A3 Barriers to accessing services, financial barriers covering charging for services, cost of transport, loss of income while accessing services and ways to overcome these NHS exemption certificates, NHS Low Income Scheme, NHS vouchers for eye tests, glasses and lenses, NHS Healthcare Travel Costs Scheme (HTCS), charitable schemes such as community transport
B1 Skills and attributes in health and social care, the differences between a skill and an attributes. Skills: problem solving, observation, dealing with difficult situations, organisation. Attributes: empathy, patience, trustworthiness, honesty
B2 Values in health and social care; The nursing 6 Cs - Care – receiving correct and consistent care, Compassion – empathy, respect and dignity > Competence – skills and knowledge to deliver effective care, based on research, Communication – involving individuals and/or carers and listening, Courage – doing the right thing and speaking up when concerns arise, Commitment – to improve care and experience for individuals
B3 The obstacles individuals requiring care may Definition of obstacles: something personal to an individual that blocks a person moving forward or when action is prevented or made difficult. Obstacles and their impact: emotional – lack of motivation, low self-esteem, acceptance of current state, time constraints, availability of resources – financial, equipment, amenities, unachievable targets – unachievable– from family and friends and finally other factors specific to individual – ability/disability, etc
B4 The benefits to individuals of the skills, attributes and values in health and social care practice; Service users rights, professional behaviours and individuals expectations eg. to be supported to overcome their own personal obstacles, receive high quality care, receive person-centred care based on individual wishes, be treated with respect, not be discriminated against o be empowered and have independence. Person-centred-care, Individual’s expectations care decisions, be protected from harm, feel comfortable to raise complaints, have their dignity and privacy protected, have their confidentiality protected, have their rights promoted.
Term 1
Preparation and recap ready for PSA Component 2
Term 2
Physical factors both positive or negative impact [Exam questions 1-7]
Covering inherited conditions – sickle cell disease, cystic fibrosis, physical ill health – cardiovascular disease, obesity and type 2 diabetes. Also included mental ill health – anxiety, stress and physical abilities – impairments
Lifestyle CHOICES factors
Social factors positive or negative effects, covering;
Cultural factors positive or negative examples, covered;
Environmental factors positive or negative, to cover
Life events
Potential practical lesson this week to assist - blood pressure monitor, stopwatch, finger pulse device, scales and metre stick – if students are uncomfortable have case study measurements available.
BMI NHS calculator
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Interpretation of physiological data on graphs and in tables
Government guidelines for good health
Unique individuals their individual health and/or social care PIES needs – to reduce health risks, their personal wishes – personality, their preferences and choices and goals
circumstances – recognising and acting appropriately considering age, ability, location, living conditions, support, physical and emotional health
Importance and benefits of a person-centred approach to cover;
Support available for individual’s and what support covering formal support from professionals eg. GP, dietician, counsellor, from trained volunteers eg. advocate, befriending, foodbank, from support groups eg.Quit smoking, depression, bereavement, drug and alcohol misuse and charities eg. MenCap, Age UK, McMillan’s
P – medication, guidance, advice, referral, appointment with expert, transport, 111 info
I – leaflets, NHS Choices website, ask questions
E – qualified counsellor to move forwards, motivate, improve self-esteem
P – Loaning money, going along or quitting together, cooking/cleaning/shopping, childcare
E - Sharing emotions and listening to improve mental well-being and seek comfort
S – support group making friends in same position so understand, no judgement, belonging
Definition and a range of barriers
covering the different types examples
Definition of obstacles: something personal to an individual that blocks a person moving forward or when action is prevented or made difficult.
emotional/psychological - lack of motivation, low self-esteem, acceptance of current state, anxiety, stress time constraints - work and family commitments, availability of resources – financial, equipment, local amenities
Term 3 – Final revision of all texts and skills in preparation for the Component 3 exam
BTEC Health and Social Care specification
Updated January 2026
