1.  Travel and Tourism

2.  Marketing and Enterprise

3.  Business Studies 

4.  Health and Social Care


1. Travel and Tourism 

KS4 Curriculum Overview

BTEC Travel and Tourism provides students with the practical skills, knowledge of key terminology and understanding of key travel and tourism organisations, destinations and the factors that influence them.

The teaching approach is more vocational and incorporates a variety of teaching and learning styles to ensure all students regardless of prior knowledge or ability can achieve.

All students will:

  • Develop their literacy skills by learning how to synthesise material from a variety of sources and applying it to relevant contexts.
  • Acquire an awareness of the interconnection of the business world and explore social, economic, historical, political and technological impacts that can influence travel and tourism.
  • Understand the importance of sustainable tourism and how it can affect them.
  • Explore a variety of tourist attractions and analyse their success. In doing so, this will provide students with a natural curiosity along with honing their communication skills.
  • Learn the importance of market research and undertake such practical activities themselves.
  • Gain necessary functional skills for employment including literacy, numeracy, oracy, ICT and independent thinking which can be used in the work place.

Key Knowledge

Travel Organisations’ aims                                    Business interrelationships

Tourist Life Cycle                                                     Sustainable Tourism

Market Research                                                     Destinations and their appeal

Factors influencing travel                                      Types of Transport

Customer service                                                    Marketing Mix

Planning an itinerary                                              Types of holidays

Types of Accommodation                                      Global Travel

Impacts of Tourism                                                  Legislation

Trends in Tourism                                                     Customer needs and preferences

Year 9 Year 10 Year 11
In Year 9, students begin by learning about the importance
of tourism to the UK economy, different sectors within the travel and tourism industry including accommodation, attractions and transport and the Tourist Life Cycle.  Students continue to understand the concept of sustainability and factors influencing it. Finally students will understand business and economic models and how they apply to the tourism and travel sector.Students will complete informal assessments throughout the year and a formal examination at the end of year 9.
In Year 10, students will understand
the social, economic and
environmental impacts of tourism, the physical process that can influence tourist behaviour and how to plan for such risks.  Finally students will understand the approaches and strategies that businesses implement such as working with other organisations to ensure they
meet their aims and objectives.This year will incorporate theory required for the course exam in
year 11 and application of knowledge in the first piece of coursework.
In Year 11, students focus on the UK tourism industry and analyse the needs and wants of differing customer types. Students use this knowledge to analyse a UK county in terms of what it has to offer and its’ accessibility. Students also use the knowledge of key customer groups in order to successfully plan an itinerary encompassing accommodation analysis, travel recommendations and the suitability of visitor attractions.

Students will complete an external exam as well as their final piece of coursework.


Formal Assessment

Component 2 (theory based) is an external exam worth 40% of the overall grade. Component 1 and 3 are coursework units which are marked internally and moderated by Pearson, each worth 30%.

Grading

Students can achieve a Level 1 pass, merit, distinction and Level 2 pass, merit, distinction and distinction*.


2. Marketing and Enterprise

KS4 Curriculum Overview

Key Knowledge

Customer needs                                                         Customer Profiling

Entrepreneurship                                                       Market Segmentation

Marketing Mix                                                            Brand Identity

Sources of Funding                                                    Finance

Breakeven                                                                    Retail business

Human Resources                                                       Business Start-ups

Components of a Business Plan                               Business Pitching

Here at JMHS, we believe that our Business Studies department endeavours to equip our students with the practical skills, knowledge of key terminology and understanding of businesses in an ever-changing society. Our teaching contextualises learning by putting it in a relatable, real life context ensuring students can apply new knowledge to businesses around them.

All students will:

  • Develop an entrepreneurial insight into the business world by thinking creatively and innovatively.
  • Understand the different roles and responsibilities within a business and their interdependence.
  • Develop an enjoyment of the subject with students encouraged to consider further study within the domain.
  • Acquire an awareness of the complexity of the business world and explore social, economic, political and technological impacts that can help or hinder a business start-up.
  • Enhance their numeracy skills by interpreting data and accurately calculating a business’ success in relation to profit, loss and cash flow.
  • Strengthen their problem-solving skills, analytical skills and independent thinking throughout the course. All of which, are essential qualities to be successful later in the world of work.
  • Use business studies as a vehicle to promote British Values with examples such as; ethical consumerism, democracy, the rule of Law.
Year 9 Year 10 Year 11
In Year 9, students will begin by getting an introduction into key terminology required for future study. Students learn about different business types, the successes and failures of business start-ups, external influences on businesses and their impact. Finally students will learn about the local and national economy and analyse trends that can affect them.

Students will complete informal assessments throughout the year and a formal examination at the end of year 9.

In Year 10, students will understand the approaches and strategies that businesses implement to target a market including customer profiling, understand the different stages of product development, analyse what makes a product or service financially viable and finally understand how to build a successful brand identity.

This year will incorporate theory required for the course exam in year 11 and application of knowledge in the first piece of coursework.

In Year 11, students will begin by analysing how businesses start up, they will go on to understand what makes a successful business plan, the different functional departments within a business and their roles and how to pitch a business model.

Students will complete an external exam as well as their final piece of coursework which focuses on creating and delivering a business pitch and honing the presentation skills which this entails.

Course Structure

The two year Key Stage 4 course has been structured linearly in a logical order. The modules are ordered to incorporate prior learning and to build on what has been learnt in the previous module.

Internal Assessment: Students will complete a written assessment at the end of each module which will analyse their progress against the key skills, knowledge and understanding required. A personalised learning checklist (PLC) will detail what the students should be able to do at the end of each module with differentiated outcomes. The purpose of the PLC is to encourage students to be reflective and conscientious. Students will also complete an internal exam at the end of year 10.

Formal Assessment: Unit R064 (theory based) is an external exam worth 50% of the overall grade. Unit R065 and Unit R066 are coursework which is marked internally and moderated by OCR, each worth 25%.

Grading: Students can achieve a Level 1 pass, merit, distinction and Level 2 pass, merit, distinction and distinction*.

Key knowledge and skills along with modular end points are detailed in the scheme of work.

Support

Resources
All students in year 10 are given a revision guide to support their learning. Within it, students have access to key terminology and definitions and practice questions to apply their knowledge.

Literacy
Within the classroom setting, students are directed to key terms that will be used throughout the lesson and encouraged to use them where possible. In addition to subject specific vocabulary, students are taught frequently used command words (such as identify, analyse, assess and evaluate) and shown how to approach these tasks.

Numeracy
Students are encouraged to undertake market research, collate and interpret their findings and present the data in graphical form. In addition to this, students are required to calculate simple calculations to determine whether a product is financially viable. Additional support and simple practice will be provided for students with weak numeracy skills and when the skill has been mastered, only then will the difficulty increase.

SEND and Pupil Premium
Pupil Premium students will be given access to a free textbook to take home for the entirety of the course. Teachers will ensure students are strategically seated next to a positive role model, targeted questioning will be used to elicit comprehension and additional support with homework and coursework clubs will be available. If required, additional one to one support session can be arranged at the teacher’s discretion.

Challenge

In order to challenge middle to high ability students, they are actively encouraged to apply their learning to the world around them and challenge what they believe. Students are required to make strategic business decisions encompassing internal and external impacts and considering the role of risk.


3. Business Studies

KS5 Curriculum Overview: BTEC Extended Qualification Business Studies Level 3

Key Knowledge
Features of business                    Marketing mix, including extended         Sources of finance

Stakeholders                                  Aims of marketing                                      Cash flow and break even

Business communication             Market research                                         Statement of comprehensive income

Organisational structure               Primary and secondary research             Ratio analysis

Aims and objectives                       Product life cycle                                       Statement of financial position

External environment                    Marketing message                                   Planning and implementing market research

Internal environment                     Marketing media                                        Statistical analysis of research

Competitive environment             Target market                                              Purpose of accounting

Situational analysis                         USP                                                                Innovation and enterprise

Different market structures          Marketing budget                                        Demand, supply and price

Managing personal finance          Personal finance sector

Here at JMHS, we believe that our Business Studies department endeavours to equip our students with the practical skills, knowledge of key terminology and understanding of businesses in an ever-changing society. Our teaching contextualises learning by putting it in a relatable, real life context ensuring students can apply new knowledge to businesses around them.

All students will:

  • Develop an entrepreneurial insight into the business world by thinking creatively and innovatively.
  • Understand the different roles and responsibilities within a business and their interdependence.
  • Develop a life-long love of the subject and pursue further study within the domain.
  • Acquire an awareness of the complexity of the business world and explore social, economic, political and technological impacts that can help or hinder a business start-up.
  • Enhance their numeracy skills by interpreting data and accurately calculating a business’ success in relation to profit, loss and cash flow.
  • Strengthen their problem-solving skills, analytical skills and independent thinking throughout the course. All of which, are essential qualities to be successful later in the world of work.
Year 12 Year 13
In Year 12, students will explore features of businesses and what contributes to their successes, investigate business organisation structures, analyse business markets and how innovation can contribute to it.

Students also learn and understand the principles of marketing, how a marketing campaign is developed, the importance of research into customers’ need and wants and evaluate how to make informed judgements.

This year will incorporate marketing theory required for the unit 2 exam during May of year 12 and application of knowledge in the first piece of coursework, due January.  The year ends by beginning to study the finance unit (Unit 3) in preparation for the finance exam in January of Year 13.

In Year 13, students develop their knowledge of personal and business finance including applying knowledge to financial and accounting process in real-life scenarios, interpreting data and its impacts and evaluating how businesses make financial conclusions.

Finally, students examine the different methods of market research undertaken by businesses and they plan and complete a research project based on the role of marketing and analysing how it plays a role in satisfying customers’ needs.

Students will complete an external exam as well as their final piece of coursework – the research project.

Course Structure

The two-year Key Stage 5 course has been structured linearly in a logical order. The modules are ordered to incorporate prior learning from key stage 4 and to build on what has been learnt in the previous module.

Internal Assessment: Students will complete three pieces of coursework during Unit 1.  The 3rd incorporates a groupwork PowerPoint task which will analyse their progress against the key skills, knowledge and understanding required. A personalised learning checklist (PLC) will detail what the students should be able to do at the end of each module with differentiated outcomes. The purpose of the PLC is to encourage students to be reflective and conscientious. Students will also complete an internal mock exam during Year 12.

Formal Assessment: There are four units to be covered over the two years. Unit 1, 2 and 3 are compulsory units and Unit 22 is optional. Units 2 (90 GLH) & 3 (120 GLH) are external exams worth 58% of the overall grade. Unit 1 (90 GLH) & Unit 22 (60 GLH) are assessed via coursework which is marked internally.

Grading: Students can achieve a Level 3 pass, merit or distinction/ distinction *.

Key knowledge and skills along with modular end points are detailed in the scheme of work.

Support

Resources
All students in year 12 are given a revision guide to support their learning. Within it, students have access to key terminology and definitions and practice questions to apply their knowledge.  The online textbook is available to all students in the shared area.

Literacy
Within the classroom setting, students are directed to key terms that will be used throughout the course and encouraged to use them where possible. In addition to subject specific vocabulary, students are taught frequently used command words (such as identify, analyse, assess and evaluate) and shown how to approach these tasks.

Numeracy
Students are encouraged to undertake market research, collate and interpret their findings and present the data in graphical form. In addition to this, students are required to calculate simple calculations to determine whether a product is financially viable. Additional support and simple practice will be provided for students with weak numeracy skills and when the skill has been mastered, only then will the difficulty increase.

SEND and Pupil Premium
All students will be given access to a free textbook to take home for the entirety of the course. Pupil premium students are strategically seated next to a positive role model, targeted questioning will be used to elicit comprehension and additional support with homework and coursework will be available. When course trips take place, additional funding is sought via the Pupil Premium coordinator.  If required, additional one to one support session can be arranged at the teacher’s discretion.

Challenge

In order to challenge middle to high ability students, they are actively encouraged to apply their learning to the world around them and challenge what they believe. Students are required to make strategic business decisions encompassing internal and external impacts and considering the role of risk.  The higher mark questions in the exam are designed to challenge the most able students and extensive revision resources are available, including past papers and mark schemes.  The distinction tasks in coursework are similarly designed to challenge the most able.


4. Health and Social Care

Intent

Studying Health and Social Care at JMHS will enable students:

  • To value diversity, identify discrimination, know the human rights and promote equality
    Students will identify types of discrimination, developing a zero-tolerance approach to all forms of discrimination. They will know the protected characteristics and how care can be person-centred to protect human rights and promote equality. They will identify a range of needs and disabilities and develop knowledge of ways to apply positive discrimination to achieve equality.
  • To prepare to become practitioners able to provide effective care in line with current legislation
    Students will know the legislation guiding: discrimination, equality, diversity and human rights; hygiene, health, safety and security including data protection; safeguarding. They will understand the impact of legislation for practitioners and service users in different health, social and child care settings.
  • To understand and be able to apply the values of care in different settings
    Students will understand of the values of care to be applied in health and social care settings as well as the values to be applied in early years care and education settings. They will identify the potential impacts of providing effective or ineffective care. They will understand how the values of care are guided by law in the UK and the responsibilities of Health, Social and Child Care workers.
  • To develop the communication skills needed to support a range of people needing care
    Students will develop a range of verbal and non-verbal communication skills including body language, gestures and facial expressions, written communication and specialist methods such as Makaton. They will identify barriers to communication and strategies to overcome these as well as the personal qualities practitioners need to provide effective care. They will understand factors affecting communication and develop active listening skills.
  • To be self-reflective about their own qualities, their strengths and areas for development
    Students will identify and understand the impact of the personal characteristics which contribute to effective care. They will reflect on their own personal characteristics, identifying strengths and areas to improve. They will self- assess throughout the course and use this alongside teacher feedback to consistently improve their skills.
  • To develop skills in managing their own physical and mental health and organisation skills
    Students will learn how to reflect on their own physical and mental health and use strategies to manage and improve their own health. They will use time management and organisation strategies to independently meet deadlines and manage work load.
  • To develop knowledge of anatomy, physiology and nutrition
    Students will learn human anatomy and physiology and how carers can support people with a range of short and long term health conditions. They will understand and analyse how nutritional needs vary for individuals, identifying factors which affect nutrition. They will develop plans to meet the nutritional needs of different individuals and analyse the sustainability of these plans.
  • To understand different settings and the types of care needed, so students can make informed decisions about their future education, training or employment
    Students will be introduced to case studies as well researching roles and responsibilities in a wide range of settings. They have opportunities to choose settings to use for case studies which reflect their personal interests. Students are encouraged to volunteer or complete work experience in a health, social or child care setting which interests them to develop their understanding of how theories, skills and legislation are applied in practise.
  • To develop transferable skills in communication, resilience, research, self-reflection and planning
    Students will be able to apply the skills they develop through the course to other subjects, further education and work related experiences. They will have strategies they can use in a variety of different situations to manage themselves and others, being able to work effectively in a team as well as independently.

Curriculum Overview

  TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6
YEAR 9
(2 lessons)
Introduction to HSC Introduction to RO21 Values of care Introduction to RO22 Communication

 

Introduction to RO23 Body systems Introduction to RO31 First Aid RO21 revision

Year 9 exams focus on RO21

YEAR 10
(3 lessons)
RO22 Communication

 

RO22 Communication completion of NEA

 

RO21 Values of care RO21 Values of care RO21 external examination then

RO23 Body systems

Year 10 exams

RO23 Body systems

 

YEAR 11
(2 lessons)
RO23 Body systems

completion of NEA

Option to retake RO21 in January

RO31 First Aid RO31 First Aid

completion of NEA

Improvements to NEA units RO22, RO23 and RO31 if needed following moderation. Improvements to NEA units RO22, RO23 and RO31     if needed following moderation. Transition work set for students taking HSC at Key Stage 5
YEAR 12 Unit 1 with KLP

Unit 3 with ML

Unit 4 with LFR

Unit 1 with KLP

Unit 3 with ML

Unit 4 with LFR

Unit 1 with KLP

Unit 3 with ML

Unit 4 with LFR

Unit 1 with KLP

Unit 3 with ML

Unit 4 with LFR

Unit 1 with KLP

Unit 3 EXAM with ML

Unit 4 EXAM with LFR

Unit 1 with KLP

Unit 14 with ML

Unit 1 with LFR

YEAR 13 Unit 10 with KLP

Unit 14 with ML

Unit 10 with KLP

Unit 14 with ML

Unit 2 with KLP

Unit 14 with ML

Unit 2 with KLP

Unit 14 with ML

Unit 2 EXAM with KLP

Unit 14 with ML

 

Key Stage 4 Rationale for sequencing of course

All units 30GLH

Mandatory externally examined unit RO21 Essential Values of Care for use with individuals in care settings. Completing the external examination in Year 10 gives students the opportunity to retake if needed during January of Year 11. OCR recommend this unit is taught early in the course as it underpins the learning in each further unit. This unit develops the knowledge and understanding which underpins each unit at Key Stage 5.

Mandatory NEA unit RO22 Communicating and working with individuals in health, social care and early years settings. This unit This unit develops the knowledge and understanding needed for Unit 1 at Key Stage 5.

Optional NEA unit RO23 Understanding body systems and disorders. This unit is timed to be introduced after Health and Disease has been covered through the Year 9 Biology curriculum and to be taught and completed alongside Topic 5 Health, Disease and the Development of Medicine being taught through Biology in Year 10. This unit gives learners

Optional NEA unit RO31 Using basic first aid procedures. This supports and develops the first aid taught at JMHS such as the sessions taught during Year 8 including the essential teaching of CPR. This unit is timed to be delivered after RO23 body systems and disorders as well as RO21 and RO22 as the learning builds on the knowledge gained in those units.

The optional units chosen are complementary of each other as well as providing a strong basis for Units 3 and 4 of the Key Stage 5 course which will hopefully maximise recruitment to JM6 as well as giving students chance to gain higher grades at Key Stage 5 using their learning from Key Stage 4. Unit RO23 should help give students the confidence to take the Key Stage 5 course where 90GLH is assigned to Unit 4 Anatomy and Physiology which is a challenging unit and can put students off taking the course.

Key Stage 5 Rationale for sequencing of course

YEAR 12
Unit 1 Building Positive Relationships KLP 60GLH Unit 3 Health, Safety and Security ML 60GLH Unit 4 Anatomy & Physiology
LFR 90GLH
Rationale: Communication skills, understanding and application of person-centred approach and the importance of self-reflection underpin all elements of the Health and Social Care course. This NEA unit is moderated early in year 13 so it can be improved if needed.

This unit is allocated 1 taught session per week and continues throughout the year.

 

Rationale: this is an accessible unit which helps embed good exam practice and revision techniques.

This unit is based on legislation and procedures which underpin all work in the Health and Social Care sector. Completing one of the more straightforward exams in Year 12 eases the burden in Year 13.

This unit is allocated 1 taught session per week and continues throughout the year.

 

Rationale: Follows on from Year 11 core Biology to keep this learning fresher than leaving Unit 4 until Year 13.

Also enables pupils to re-take the Unit 4 exam in January of Year 13 if needed.

This unit supports the Year 13 knowledge needed for Unit 14 Impact of long-term Physiological Conditions.

This unit is allocated 2 taught sessions per week to cover the 90GLH content.

Each Unit is currently taught by specialist practitioners including a Biology specialist for the Unit 4 Anatomy & Physiology unit.

The three units are delivered concurrently throughout the year with opportunities for cross-referencing between the units.

There are 3 externally assessed units and 3 internally assessed units so we aim for a balance across the two year course with internally and externally assessed units covered each year: 2 external examinations and 1 NEA unit in Year 12.

Units worth 210GLH are completed in Year 12.

 

YEAR 13
Unit 10 Nutrition
KLP 30GLH
Unit 14 Impact of long-term Physiological conditions ML 60GLH Unit 2 Equality, Diversity and Rights KLP 60GLH
Rationale: Follows on from Unit 4 and works well alongside Unit 14 due to overlapping unit content. This is the smallest unit and is completed early in Year 13 so that it can be moderated with opportunity to improve if needed.

This unit is allocated 3 taught sessions per week and is completed by the end of term 2.

Rationale: Follows on from Units 4 and 1, it works well alongside Unit 10 due to overlapping unit content. This NEA unit is moderated with time to improve if needed.

This unit is allocated 1 taught session per week and continues throughout the year.

Rationale: This unit draws on knowledge gained through Units 1 and 3 and is the only externally examined unit assessed during Year 13 unless students opt for a Unit 4 retake opportunity.

This unit is allocated 3 taught sessions per week and is completed and revised ready for the examination during term 5.

Units are taught by HSC specialists with units taught concurrently to allow opportunities for cross-referencing between the units.

There are 3 externally assessed units and 3 internally assessed units so we aim for a balance across the two year course with internally and externally assessed units covered each year: 1 external examination with the option to retake the Year1 2 examined units and 2 NEA units in Year 13.

Units worth 150GLH are completed in Year 13 which fits the teaching time prior to the examination window.