The Level 2 BTEC First Extended Certificate in Health and Social Care supports young people to succeed and progress in their education and chosen career pathway. The knowledge, understanding and skills learned in studying a BTEC First supports progression to further study and enables you to take res
The Level 2 BTEC First Extended Certificate in Health and Social Care supports young people to succeed and progress in their education and chosen career pathway. The knowledge, understanding and skills learned in studying a BTEC First supports progression to further study and enables you to take responsibility for your own learning and develop essential skills for the modern-day workplace.
This qualification has mandatory units and optional specialist units that ensures that you have broad and balanced coverage of the vocational sector. Through industry placements, you will also get to explore many different areas of work and gain vital practical experience alongside your studies.
Setting up your career path in the health and social care sector, where skilled healthcare workers are in high demand, this Level 2 gives you clear progression route to a Level 3 course, employment or an apprenticeship.
Course breakdown
Topics you will study:
Seven mandatory units:
Unit 1: Human Lifespan Development – this unit explores human growth and development across life stages, as well as the factors that affect human growth and development, and how they are interrelated.
Unit 2: Health and Social Care Values – this unit explores the care values that underpin current practice in health and social care and investigates ways of empowering individuals who use health and social care services.
Unit 3: Effective Communication in Health and Social Care – this unit provides the learner with the chance to investigate different forms of communication and barriers to communication in health and social care, as well as the opportunity to develop their communication skills in health and social care-related contexts.
Unit 9: Healthy Living – this unit develops learners’ understanding of the healthy lifestyle choices individuals can make.
Unit 7: Equality and Diversity in Health and Social Care – this unit looks at the importance of non-discriminatory practice in health and social care and how health and social care practices can promote equality and diversity.
Unit 8: Individual Rights in Health and Social Care – this unit explores the rights of individuals using health and social care services, and examines the responsibilities of employers and employees in upholding service users’ rights in health and social care.
Unit 15: Carrying out a Research Project in Health and Social Care – this synoptic unit requires learners to bring together the knowledge, skills and understanding they have gained from other units of study and explore a health and social care-related project topic of interest to them. Learners will then plan, carry out and reflect on their project, using and developing key skills that are valued by employers and support progression to Level 3 qualifications.
You will also study four optional units, and these will reflect current trends in the health and social care sector.
Entry requirements
Our health and social care lecturers are looking for students who are enthusiastic and passionate about health and social care together with a keen determination to succeed in the sector,
Academic requirements
4 GCSEs at Grade 3 (grade C) or above, including English (Language or Literature) and maths.
English and maths
If you do not have a grade 4/C or above in English and maths and you are under 19, you will be required to study these subjects alongside your vocational subject. After enrolment you will complete an assessment with our teaching team so we can ensure you receive appropriate English and maths support.
Applicants over 19 are not required to complete maths and English.
Supporting documents required
School applicants will be required to provide a good school report, which must include attendance. This will be assessed in conjunction with your qualifications and application during the confirmation of your place at University College Birmingham.
If you are a school leaver (over 19), you will be required to provide a reference from a previous education provider or employer in support of your application.
Disclosure and Barring Service (DBS)
This course requires a Disclosure and Barring Service (DBS) check. Information about the DBS check and how to apply for it will be sent to you by our placement team after enrolment. University College Birmingham will coordinate and fund the completion of the DBS check.
Key information
Teaching and assessment
There are two externally assessed units, which are Unit 1: Human Lifespan Development and Unit 9: Healthy Living. All other units are internally assessed using a range of assessment methods.
Our teaching and assessment is underpinned by our Teaching, Learning and Assessment Strategy 2021-2024.
Uniform and kit costs
This course requires a uniform and kit costing approximately £30, depending on the items you purchase. (Prices are subject to change each year – exact costs and information on how to order required items will be provided to you prior to enrolment.)
History of University College Birmingham
With more than 7,500 students, University College Birmingham today is unrecognisable from the small Victorian classes where it all started.
Today, hospitality managers, aviation executives, dazzling hairdressers and makeup artists, educators, chefs, bakers, tourism industry experts, business leaders and creative entrepreneurs learn skills for life at a university hailed for its vocational training, academic achievements and cultural diversity.
We have invested £160 million in our campuses and facilities, including building McIntyre House and Moss House, since 2014. These ambitious projects represent a bold statement of intent beyond the dreams of Birmingham’s early educational pioneers.
here is, however, a common theme. Then, as now, cookery was of the moment; and students and employers in the 21st century owe a debt of gratitude to municipal reformers such as Joseph Chamberlain who backed the cause of cookery at UCB’s forebear, Birmingham Municipal Technical School, in the 19th century.
A report in the Birmingham Daily Post of November 7, 1874 recalls a meeting of the Birmingham School Board, presided over by the then chairman, one J Chamberlain.
The Board was told that the Education and School Management Committee had considered the “advisability of introducing instruction in practical cookery and household work as part of the ordinary school course.”
The committee suggested “experimental buildings” should be built at two schools to replicate the “ordinary size and ordinary character found in the cottages of working people.”
There should be “no special appliances for cooking” and the girls would be taught to cook with “ordinary utensils, at the ordinary fires, the ordinary food of the class to which they belonged.” It was a visionary, albeit no frills, educational development.
The fledgling culinary arts were sparking wider interest. By the 1880s, the Midland School of Cookery occupied a “large apartment” with a larder, scullery and a gas stove at the Midland Institute in Birmingham.
Up to 100 women and professional cooks attended lessons in “high-class” cookery five mornings a week. By 1891, cookery classes were delivered at the Birmingham and Midland School of Cookery at 117 Colmore Row, focusing on “high-class cookery, cottage cookery and vegetarian cookery.”
Archives suggest domestic cookery classes were taught throughout the First World War at the Municipal Technical School, which became the Central Technical College in 1927.
As the institution added new courses and changed its focus, there were numerous further name changes including, in the 1950s, the College of Food and Technology, featuring a department of bakery and domestic science. Just a year later, it was renamed again and became the Birmingham College of Food and Domestic Arts.
The College, which had operated from nine city and suburban schools, came under one roof in 1968 when the Duke of Edinburgh opened a new £1.5 million building on Summer Row.
The building was designed to house up to 1,000 students and included a hostel for 57 female students boarding on a dinner, bed and breakfast basis.
In 2002, the institution transferred to the higher education sector, providing both outstanding higher and further education courses with a strong vocational focus.
University College Birmingham was officially born in November 2007 when the Privy Council granted taught degree awarding powers.
Full university status followed in December 2012 as part of moves to diversify the university sector and improve student choice.
With many of its degrees accredited by the University of Birmingham, UCB has undergone a remarkable transformation and values it culturally diverse, outward facing global perspective.
It is a truly international university that delivers specialist courses to 900 overseas students from 65 countries as diverse as China, Pakistan and Saudi Arabia. UCB has amassed an impressive array of accolades and awards over the years.
The lion’s share of recruitment is now in higher education, comprising 70% of UCB’s intake compared with 30% on further education courses. Students can study everything from certificates and diplomas to degrees and postgraduate qualifications.
However, the defining ethos of the institution has remained a constant – to give students, regardless of their background, the opportunity to succeed and to offer, in the motto of the University’s coat of arms, “service before self.
Mission
University College Birmingham's mission is likely to focus on the following aspects:
Professional and Vocational Education UCB is committed to delivering practical and industry-relevant education that equips students with the skills and knowledge needed to excel in their careers.
Industry Engagement: The university aims to maintain strong partnerships with industries, businesses, and employers to ensure that its programs are aligned with current market needs and trends.
Student-Centered Approach: UCB strives to provide a supportive and student-centered learning environment that fosters personal and professional development.
Innovation and Excellence: The institution likely aspires to continually innovate its programs and teaching methods, while maintaining high standards of academic excellence.
Vision
University College Birmingham's vision might encompass the following goals:
Leading Applied Education: UCB likely envisions itself as a leading institution in providing applied education, producing graduates who are well-prepared for the challenges of the modern workforce.
Global Recognition: The university may aim to achieve recognition on a national and international level for its contributions to vocational education and its impact on various industries.
Graduate Success: UCB likely aims for its graduates to be highly sought-after professionals who make meaningful contributions to their fields and communities.
Innovative Learning Environment: The institution might envision fostering a dynamic and innovative learning environment that utilizes the latest teaching methods and technologies.
Community Engagement: UCB may seek to actively engage with the local community, businesses, and organizations to create mutually beneficial partnerships and initiatives.
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