Learning aim A: Understand human growth and development across life stages and the factors that affect it.
Component 1 Assignment 1 - Understand human growth and development across life stages and the factors that affect it.
Birth to 2 years
3 to 8 years
9 to 18 years
19 to 45 years
46 to 65 years
65+ years
Growth and changes in the body (e.g., height, puberty, motor skills)
Development of thinking, learning, problem‑solving and memory.
Understanding and managing emotions; emotional resilience and self‑esteem.
Learning to communicate, build relationships and interact with others.
Important points of development (e.g., first steps, puberty)
Physical changes such as height and weight
Skills and abilities improving over time
Natural changes that happen as the body and mind grow
How all areas (PIES) link together
Traits inherited from parents
Learning aim A: Understand human growth and development across life stages and the factors that affect it.
Component 1 Assignment 1 - Understand human growth and development across life stages and the factors that affect it.
Starting school, starting work, retirement
Accidents, illness, divorce, job loss
Moving house, bereavement, new relationships
How someone values themselves
How someone sees themselves
The pattern of events and experiences that shape development
Changes related to the body or health. Examples: injury, illness, puberty, pregnancy, menopause.
Events affecting feelings and emotional wellbeing. Examples: relationship breakdown, loss, bullying.
Events that affect relationships, roles, or social identity. Examples: moving home, marriage, starting school or work.
Expected changes that occur as part of life stages. Examples: starting school, adolescence, retirement.
Methods used to manage stress or challenges. Examples: planning, problem‑solving, seeking support, relaxation techniques.
Support from people you know. Examples: family, friends, neighbours.
Support from professionals or organisations. Examples: doctors, counsellors, social workers, charities.
Help from organisations run by volunteers. Examples: community groups, helplines, food banks.
Tangible help. Examples: childcare, transport, financial help, daily tasks.
Comfort, understanding and reassurance. Examples: listening, empathy, encouragement.
Understanding another person’s feelings or experiences.
Learning aim A: Understand the different types of health and social care services and barriers to accessing them
Component 2 Assignment 1 - Understand the different types of health and social care services and barriers to accessing them.
3 to 8 years
9 to 18 years
19 to 45 years
46 to 65 years
65+ years
Growth and changes in the body (e.g., height, puberty, motor skills)
Development of thinking, learning, problem‑solving and memory.
Understanding and managing emotions; emotional resilience and self‑esteem.
Learning to communicate, build relationships and interact with others.
Important points of development (e.g., first steps, puberty)
Physical changes such as height and weight
Skills and abilities improving over time
Natural changes that happen as the body and mind grow
How all areas (PIES) link together
Traits inherited from parents
Starting school, starting work, retirement
Accidents, illness, divorce, job loss
Moving house, bereavement, new relationships
How someone values themselves
How someone sees themselves
The pattern of events and experiences that shape development
Changes related to the body or health. Examples: injury, illness, puberty, pregnancy, menopause.
Events affecting feelings and emotional wellbeing. Examples: relationship breakdown, loss, bullying.
Events that affect relationships, roles, or social identity. Examples: moving home, marriage, starting school or work.
Expected changes that occur as part of life stages. Examples: starting school, adolescence, retirement.
Methods used to manage stress or challenges. Examples: planning, problem‑solving, seeking support, relaxation techniques.
Support from people you know. Examples: family, friends, neighbours.
Support from professionals or organisations. Examples: doctors, counsellors, social workers, charities.
Help from organisations run by volunteers. Examples: community groups, helplines, food banks.
Tangible help. Examples: childcare, transport, financial help, daily tasks.
Comfort, understanding and reassurance. Examples: listening, empathy, encouragement.
Understanding another person’s feelings or experiences.
Learning aim B: Investigate how individuals deal with life events.
Component 1 Assignment 2 - Investigate how individuals deal with life events.
Birth to 2 years
3 to 8 years
9 to 18 years
19 to 45 years
46 to 65 years
65+ years
Growth and changes in the body (e.g., height, puberty, motor skills)
Development of thinking, learning, problem‑solving and memory.
Understanding and managing emotions; emotional resilience and self‑esteem.
Learning to communicate, build relationships and interact with others.
Important points of development (e.g., first steps, puberty)
Physical changes such as height and weight
Skills and abilities improving over time
Natural changes that happen as the body and mind grow
How all areas (PIES) link together
Traits inherited from parents
Starting school, starting work, retirement
Accidents, illness, divorce, job loss
Moving house, bereavement, new relationships
How someone values themselves
How someone sees themselves
The pattern of events and experiences that shape development
Changes related to the body or health. Examples: injury, illness, puberty, pregnancy, menopause.
Events affecting feelings and emotional wellbeing. Examples: relationship breakdown, loss, bullying.
Events that affect relationships, roles, or social identity. Examples: moving home, marriage, starting school or work.
Expected changes that occur as part of life stages. Examples: starting school, adolescence, retirement.
Methods used to manage stress or challenges. Examples: planning, problem‑solving, seeking support, relaxation techniques.
Support from people you know. Examples: family, friends, neighbours.
Support from professionals or organisations. Examples: doctors, counsellors, social workers, charities.
Help from organisations run by volunteers. Examples: community groups, helplines, food banks.
Tangible help. Examples: childcare, transport, financial help, daily tasks.
Comfort, understanding and reassurance. Examples: listening, empathy, encouragement.
Understanding another person’s feelings or experiences.
Learning aim A: Understand the different types of health and social care services and barriers to accessing them
Component 2 Assignment 1 - Understand the different types of health and social care services and barriers to accessing them
The first place people go for everyday health needs, e.g., GPs, dentists, pharmacies.
Specialist care after a referral, usually in hospitals, e.g., consultants or specialist nurses.
Highly specialised treatment, such as cancer care or neurosurgery.
Practitioners who support health and recovery, e.g., physiotherapists, occupational therapists.
Services that help prevent illness and promote healthy lifestyles, e.g., vaccinations, health campaigns.
Immediate care for serious or life‑threatening situations, e.g., A&E, ambulance service.
Support for adults who need help with everyday tasks or living independently.
Support for children, young people, and families, e.g., safeguarding, fostering, early help.
Care and education for young children, e.g., nurseries, childminders, health visitors.
Organisations that support individuals without making profit, e.g., Age UK, Mind.
Unpaid care from family members, friends, or neighbours.
Things that make it hard to physically get to or enter a service, such as steps, poor transport or inaccessible buildings.
Problems for people with hearing or visual impairments, e.g., lack of signers or poor signage.
Costs that prevent people accessing services, like travel, prescriptions or private fees.
Living far away from services or in areas with limited transport.
Not being able to understand or speak the language used by a service.
Different cultural expectations, beliefs or traditions that affect how people use services.
Feelings such as fear, anxiety, embarrassment or stigma that stop people from seeking help.
Difficulties understanding or expressing information, e.g., learning disabilities or unclear explanations from staff.
Not knowing what services exist or how to access them.
Problems within services such as long waiting times, staff shortages or limited appointments.
Learning aim B: Demonstrate care values and review own practice.
Component 2 Assignment 2 - Demonstrate care values and review own practice.
The ability to share information clearly using spoken words, body language, writing and listening.
Paying full attention to someone, showing interest and responding appropriately.
Skills used when interacting with others, such as friendliness, politeness and empathy.
Noticing changes in a person’s behaviour, health or needs so support can be adapted.
Being able to find safe and sensible solutions when issues arise.
Working well with others to give consistent and effective care.
Understanding and sharing another person’s feelings.
Staying calm and supportive, especially when someone needs extra time.
Being dependable, turning up on time, and completing tasks properly.
Being able to adapt to different situations, tasks or individuals’ needs.
Coping well with challenges, stress and difficult situations.
Taking action when something needs to be done without always being told.
Believing in your ability to give safe and effective care.
Treating every person with dignity and recognising their rights.
Supporting people in a way that makes them feel valued and not embarrassed.
Showing kindness, care and understanding towards others.
Treating everyone fairly regardless of their background or differences.
Keeping personal information private and only sharing it when necessary.
Putting the individual’s needs, wishes and preferences at the centre of their support.
Protecting people from harm, abuse or neglect.
Making sure everyone has the same access to support and opportunities.
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Concorde Drive,
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