Curriculum Plan – Health & Social Care

On a tablet or smartphone, this page may be easier to read in ‘landscape’ mode

Year / Term




Only the current Year 11 cohort are following this course.

Year 11

Unit 3: Effective
Communication in Health and Social Care 

Effective communication

  • Verbal communication:
  • clear speech – pronouncing words correctly, sounding the ends of words
  • selection of appropriate language, e.g. use of formal and informal language, use or avoidance of slang and regional words as appropriate, avoidance of jargon, including unnecessary use of technical terms and acronyms
  • age-appropriate language
  • pace, tone and pitch
  • non-discriminatory use of language
  • active listening skills.

Non-verbal communication:

  • posture – positive, non-defensive, e.g. not folding arms
  • facial expressions, matching the conversation, not smiling inappropriately
  • eye contact (positive use of eye contact)
  • appropriate use of touch and personal space – responding to the individual
  • gestures – understanding of cultural norms with regard to gestures, what is acceptable and unacceptable, not causing offence
  • non-threatening use of body language
  • personal space, e.g. cultural variations, individuals with mental illness, individual preferences.

Alternative forms of communication

Use of forms of communication for differing needs, including:

  • visually impaired, hearing impaired and learning disabilities e.g. Braille and Braille software, British Sign Language, finger
    spelling, text messaging, interpreters for speech, translators for written word/documents, objects of reference, communication
  • passports, bliss symbols, Makaton,
    technological aids, use of pictures to aid communication, use of advocates.

internally 25% of final mark.


Unit 6: The Impact
of Nutrition on Health and Wellbeing 

Dietary intake and food groups

  • Components of a balanced diet, including basic sources, function and effects of each.
  • Long-term effects of balanced and unbalanced diets

Effects of a balanced diet, including:

  • raised immunity to infections
  • greater energy levels, increased concentration
  • faster healing of skin, tissues and mucus membranes.

Effects of an unbalanced diet, including:

  • malnutrition:
  • over-nutrition, including coronary heart disease, obesity, type 2 diabetes, stroke,
  • weight gain
  • under nutrition, e.g. specific nutrient deficiencies, low concentration span, importance of varied diet for vegetarians/vegans
  • vitamin deficiency
  • mineral deficiency, e.g. calcium (impaired bone and teeth formation), iron (anaemia)
  • nutrient excess, e.g. tooth decay.

Factors influencing the diet of individuals and their associated dietary needs

  • religion and culture, e.g. Hinduism, Judaism, Islam, Buddhism
  • moral reasons, e.g. vegetarians, vegans
  • environment, e.g. access to food and food storage, location, climate
  • socio-economic factors, e.g. costs, income, trends, family, class,
    peer pressure, the media
  • personal preferences
  • illness, e.g. effects on appetite, effects on dietary requirements
  • underlying health
    condition resulting in specific nutritional needs, e.g. allergies, lactose intolerance, Coeliac disease, Diabetes, Irritable Bowel Syndrome, Crohn’s Disease.
Unit 6: The Impact of Nutrition on Health
and Wellbeing 

Nutritional variation during life stage development

Life stages:

  • infancy 0–2 years: breastfeeding, formula
    feeding, weaning
  • early childhood 3–8 years: to support growth and higher energy needs, avoidance of additives and sugar
  • adolescence 9–18 years: to support growth and
    higher energy needs
  • early to middle adulthood 19–65: activity levels, variations according to occupation and lifestyle, pregnancy,
    lactating mothers
  • later adulthood 65+: activity levels, lifestyle, decrease in energy needs.

Considerations for nutritional planning.

  • factors influencing the diet of individuals and their associated dietary needs
  • life stage of individual and associated nutritional requirements, e.g. infancy, early childhood, adolescence, earlyand middle adulthood, later adulthood.

internally 25% of final mark.