Health and social care map

Overview

Students explore and evaluate key health and social care services in the local community. They categorise services, consider what “effective” support looks like, and produce a short, practical service directory.

Learning intentions

WALT: Identify various health and social care services and evaluate their effectiveness.

• Students will categorise services (health, social care, safeguarding, wellbeing support) and explain who they serve.
• Students will use service information to judge effectiveness using clear criteria.
• Students will plan and present a service directory for a specific user need.

Success criteria

• I can correctly categorise at least 6 services and describe the main purpose of each.
• I can explain how a service’s effectiveness could be measured (e.g., access, outcomes, safety, user experience).
• I can justify my service directory choices using evidence from the service map and case information.
• I can give and respond to peer feedback to improve accuracy and usefulness.

Curriculum links

• PSHE education: relationships, health and wellbeing—how services support wellbeing and safe, effective care.
• PSHE education: careers and life in the wider world—understanding how systems work and where to go for help.
• Citizenship-style outcomes embedded in PSHE: informed participation and responsible community involvement through knowing local support.

Lesson structure (60 minutes)

1. 0–5 | Warm-up recall Students complete a quick “service swap” recap in pairs: list 3 services they already know, then add one they are unsure about. Take 3–4 whole-class responses to surface misconceptions.

2. 5–15 | Service map enquiry (group analysis) In small groups, students use a prepared service map (paper or board). They highlight services, then sort into categories: health services, social care services, urgent/safeguarding routes, and community wellbeing support. Each group records one strength and one gap in the map for a typical person seeking help.

3. 15–30 | Case study stations (transformation through application) Students rotate through 3 short case prompts (e.g., mental wellbeing support, older adult care needs, safeguarding concern). For each, they identify:

• The likely service(s)
• Why it fits the need
• What barriers might exist (access, waiting times, eligibility, awareness) Groups choose one key decision they would make and write a brief rationale.

4. 30–40 | Build evaluation criteria (teacher-led modelling) Teacher models an “effectiveness ladder” with student input, covering:

• Access and clarity (is it easy to find/use?)
• Outcomes and impact (what improvements are expected?)
• Safety and safeguarding (does the route protect people?)
• User experience (does it respect dignity, choice, and communication?) Students refine the ladder into a checklist for their directory.

5. 40–50 | Create service directory (independent task) Independently, students produce a concise directory page (template provided) for one chosen scenario: “Where to go for help” for a named need. Include:

• 5–8 services
• Category labels
• 1–2 effectiveness reasons per service using the checklist language
• A short “best first step” summary

6. 50–58 | Peer feedback (recall and review) Students exchange directories with a partner. Using a simple feedback sheet, they identify:

• One thing that is clear and correct
• One missing service category or user need link
• One suggestion to strengthen the effectiveness judgement Learners then revise one section immediately.

7. 58–60 | Exit reflection Students submit a 1-sentence reflection: “The most effective service choice depends on…” linking to the checklist (access, outcomes, safety, or user experience).

Resources

• Prepared local/community-style service map (printed or displayed)
• 3 short case study cards with realistic Year 12–appropriate scenarios
• Service directory template and effectiveness checklist
• Highlighters/markers, sorting labels for categories
• Peer feedback sheet (3 prompt questions)
• Paper copies of “dyslexia-friendly” reading texts (larger font, reduced clutter)
• Timer and rotation plan for stations

Assessment

• Formative: teacher circulates during sorting and case stations, checking accurate categorisation and reasoning.
• Product: service directory evaluated against success criteria (categorisation and justified effectiveness).
• Peer assessment: feedback quality checked for clarity, evidence from the map/case, and actionable improvements.

Differentiation

• Support:
• Provide a partly completed category table and sentence starters for effectiveness reasons (e.g., “This service is effective because…”).
• Offer a reduced-case option: complete 2 stations instead of 3, with extended time.
• Use dyslexia-friendly materials: larger font, clear headings, short lines, and audio reading of case cards (teacher read-aloud or recorded).
• Extension:
• Ask advanced learners to add an “equity check” for each service (who might struggle to access it and what alternative routes exist).
• Challenge them to propose a simple improvement for one service using the effectiveness checklist.
• EAL/SEN:
• Pre-teach key terms using visuals (category icons for health/social care/safeguarding/community support).
• Allow verbal contribution to group sorting; provide vocabulary cards without long paragraphs.
• Permit answers in bullet form and accept additional time for directory writing.

Dyslexia-friendly reading options

• Provide case cards in a “reader” format: high contrast, 14–16pt font, one question per line.
• Offer audio support for the map and case stations (teacher reading or pre-recorded audio).
• Allow use of a colour-coded checklist rather than dense text explanations.