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GCE Health and Social Care

Contents Page

Unit A2 1: Applied Research 1

Unit A2 2: Body Systems and Physiological Disorders 13

Unit A2 3: Providing Services 23

Unit A2 4: Health Promotion 39

Unit A2 5: Supporting the Family 49

Unit A2 6: Understanding Human Behaviour 63

Unit A2 7: Human Nutrition and Health 75

CCEA Exemplar Scheme of Work: GCE Health and Social Care

Unit A2 1:Applied Research

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Specification: Health and Social Care

Unit A2 1: Applied Research

Prior Learning: AS Single or Double Award Health and Social Care

Assessment: Internal assessment

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Select a research topic

Students should be able to:

identify a topic for research and justify their choice, explaining its relevance to health, social care or early years by developing a rationale for the research; and

Teacher leads discussion of possible research topics suitable for individual student research at this level with reference to ethics, parameters, need for primary and secondary researchTeacher and students work together to produce a sample spider diagram on a topic, highlighting all possible aspects that could be investigated and whether sources would be primary or secondaryStudents select a topic for their own research and list at least three reasons for their choice – this will form the basis of their rationale

CCEA eGuide Unit A2 1www.ccea.org.uk/hsc Bell, J. (2014), Doing Your Research Project: A Guide for First-time Researchers, 6th edition, Open University Press. ISBN-10: 0335264468Flip chart and pens set out objectives for the

research and develop a hypothesis, taking into consideration ethics, the availability of primary and secondary sources of data, and the time-scale for the research.

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http://www.ccea.org.uk/hsc


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Resources

Select a research topic(cont.)

Pair and share – students repeat the process of producing a spider diagram for their own two topicsIndividually, students selected 4 aspects of the spider diagram to focus on. They develop 4 research objectives, at least one of which can be tested by a quantitative primary research tool. They complete the hand-out to develop a hypothesis for their researchTeacher explains content of introduction, including rationale, research objectives and hypothesisDiscussion and clarification of requirements for assessment task AStudents complete assessment task A written in the past tense and passive voice

Hand-out with table to list 4 research objectives and expected findings, with the latter used to form single sentence hypothesis

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5




Resources

Literature review Students should be able to: conduct a literature search,

with a clear focus on testing the research objectives and hypothesis using at least four secondary sources such as:– books;– newspapers;– journal articles;– government reports and

publications;– television documentaries;

and– internet sites.

Teacher explains what a literature review is, including layout and referencing, using Harvard – shows students examples of literature reviews from research reports either in hard copy or on-lineTeacher reviews Harvard referencing with students, emphasising importance of record keeping during research of secondary sources

Sample literature review/s from research reportsSamples of health and social care research reports are available athttp://explore.tandfonline.com/page/bes/impact-factors/health

Students carry out research of a range of secondary sources with a clear focus on their own individual research objectives. They use a minimum of four secondary sourcesTeacher reviews layout of literature review, with reference to subtitles based on research objectives, inclusion of short references (Harvard) and use of formal writing style

Access to library, elibrary, research reports, internet etc. for students

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http://explore.tandfonline.com/page/bes/impact-factors/health




Discussion and clarification of requirements for assessment task BStudents complete assessment task B

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Resources

Primary research Students should be able to: investigate the following

methods of primary research for collecting quantitative data:– a questionnaire;– an interview; or– an observation;

Teacher describes primary research methods and the associated research tools designed to elicit quantitative data – questionnaires, structured interviews and quantitative observationsTeacher explains the concepts of validity and reliability in researchStudents use secondary sources to investigate the strengths and weaknesses of the different primary research methods. They apply these to their own research and select their research method

Research methods texts or chapters in health and social care texts e.g.Green, S. (2000) Research Methods in Health Social and Early Years Care. Nelson Thornes.ISBN-10: 0748754628CCEA Fact File Unit A2 1Primary Researchwww.ccea.org.uk/hsc

design a suitable research tool to collect quantitative data to test the hypothesis using:– a questionnaire;– an interview schedule; or– an observation chart;

Students research design of research tools e.g. question types for questionnairesWorking individually, students design their own quantitative research tool

May use suitable software e.g. www.surveymonkey.comwww.zoho.com/survey

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http://www.zoho.com/survey

http://www.surveymonkey.com/





Resources

Primary research (cont.)


apply the concept of validity and reliability in the research design, including ways of refining and improving research tools such as:– face validity;– content validity;– pilot testing; or– test – retest;

Students carry out tests and update the research tool accordingly

Access to colleagues, teachers, experts and a small number of potential research participants

meet ethical standards in the primary research, taking into account:– confidentiality;– informed consent; and– harm or distress for

participants;

Teacher leads discussion of ethics in primary research. Students apply to their own research. Students make adjustments to research tools if required

Hand-out – notes on the three key ethical principles

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Resources

Primary research (cont.)


identify and use an appropriate sampling technique to select participants, choosing from:– random sampling;– tratified sampling;– quota sampling;– snowball sampling; and– opportunity sampling.

Teacher leads discussion of sampling – students identify the research population and decide on a sample sizeStudents read and make notes on the different forms of sampling and their associated advantages and disadvantages. Teacher leads class discussion on sampling and students select an appropriate sampling method for their own research.Students conduct their primary research. They keep a diary of what worked well and make notes on any problems – this will inform assessment task G laterTeacher summarises the requirements of the method section of the report, including layout and writing styleStudents complete assessment task C, the method section of the reportStudents include a copy of the research tool – questionnaire,

Research methods resources as before

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interview schedule or observation chart in assessment task D

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Resources

Analyse research results


collate the quantitative data from the primary research;

Students collate the results Completed primary research tools e.g. completed questionnairesAdvice on using Excel to analyse data and create graphs e.g.www.youtube.com/watch?v=uVGD_5Tk6ao

present the data using appropriate graphs;

analyse the results and draw conclusions on the objectives and hypothesis; and

Teacher advises students on collating results and creating graphs. Teacher advises on important aspects of graphs – labelling axes, titles etc.Students watch the online tutorial on using Excel on YouTube.While collating results, students maintain their research diary, noting questions that work well and also any that were problematic e.g. misunderstood, left blank etc. This will inform assessment task G laterDiscussion and clarification of requirements for assessment task E.Students complete assessment task EDiscussion and clarification of requirements for assessment task F (analysis of both primary

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http://www.youtube.com/watch?v=uVGD_5Tk6ao

http://www.youtube.com/watch?v=uVGD_5Tk6ao


and secondary resources in relation to the original research objectives and hypothesis)Students complete assessment task F

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Resources

Evaluation and recommendations


evaluate the research methodology and make recommendations for improvements in the research and for future research.

Teacher leads discussion of points to consider when evaluating the research validity of primary research

method validity of secondary sources how representative the

sampling was possible sources of bias in the

researchStudents apply questions in hand-out to own research and list possible improvementsPair and share – students review each other’s research and discuss ideas for future research.Discussion and clarification of requirements for assessment task GStudents complete assessment task G

Research diaryTeacher creates hand-out on evaluating the research – what are the key questions to ask?

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Resources

Write a research report Portfolio completion

Students should present the research in

traditional report format as outlinedbelow: Title – a title that identifies

the research topic;Teacher explains traditional research report format and how to write an abstractStudents collate assessments tasks A-G and present in traditional research format.Students add title, contents page and reference listStudents complete candidate record sheet and submit portfolio

Teacher creates a hand-out on traditional report formatCompleted assessment tasks A-GReference list

Contents – a list of the following sections with page numbers;

Introduction – a rationale for the topic chosen, research objectives and hypothesis;

Literature Review – a clearly referenced (using Harvard referencing system) review of the information gained from secondary sources to address the research objectives;

Methodology – a discussion of the primary research, including:– identifying the primary

research, method used and justifying its selection over one other method;

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– identifying the sampling techniques used and justifying its selection over two other techniques;

– describing any tests of validity or reliability conducted;

– describing how the ethical issues were addressed; and

– outlining the research procedure;

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Resources

Write a research report Portfolio completion (cont.)

Students should present the research in

traditional report format as outlined

below: Research tool: a copy of

the research tool; Results – clearly labelled

tables and graphs (no written comments required);

Discussion and conclusions:A discussion of the findings, including:– a detailed analysis of the

results from the primary research, highlighting similarities and comparisons with the findings from secondary sources where possible; and

– conclusions based on a review of the original research objectives, drawing together the key findings from primary and secondary sources and

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accepting or rejecting the hypothesis;

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Resources

Write a research report Portfolio completion (cont.)


Evaluation and recommendationsAn evaluation of the research including:– the relevance and validity

of the secondary sources, the effectiveness and validity/and or reliability of the primary research methods, including sources of bias and how representative the sampling was;

– recommendations for improvement in the research; and

– recommendations for future research on the topic;

References– use the Harvard

referencing system to compile a complete list of all the secondary sources of information used; and

Portfolio complete all tasks and Students collate and submit the Complete assessment tasks

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Completion submit the portfolio of work. portfolio

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Unit A2 2:Body Systems and

Physiological Disorders

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Unit A2 2: Body Systems and Physiological Disorders


Assessment: Internal Assessment



Resources

Circulatory and respiratory systems


describe the structure, function and control mechanisms of the following body systems:– circulatory; and– respiratory;

Teacher explains what is meant by structure and what is meant by function and describes the overall function of both body systems, as well as their control mechanismsStudents conduct own research on systems and control mechanisms using internet and text booksDiscussion and clarification of requirements for assessment task AStudents complete assessment task A

CCEA eGuide Unit A2 2www.ccea.org.uk/hscExamples of texts A Level Human Biology text books can provide detailed information on the body systemsAnatomy and Physiology in Health and Illness (2014) Waugh, A; & Grant, A; 12th Edition. Churchill Livingstone. ISBN 978-0-7020-5325-2Access to library, e library, research reports, internet etc. for students

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Resources

Circulatory and respiratory systems (cont.)


Internet sources include:www.livestrong.com/article/17350-structure-functions-cardiovascular-system/www.innerbody.com/image/cardov.htmlhttp://schoolworkhelper.net/cardiovascular-system-structure-function/

demonstrate knowledge and understanding of how the behaviours of individuals can help to maintain the physiological health of these two body systems for example:– avoiding alcohol smoking

and drugs; and– maintaining a healthy

body mass index.

Teacher explains how the physiological health of the respiratory and circulatory systems [heart and lungs] are maintained through exerciseStudents conduct own research on how behaviours of individuals can help to maintain the physiological health of these two body systemsDiscussion and clarification of requirements for assessment task B

www.nhs.uk/Livewell/fitnesswww.bupa.co.uk/health-information/directory/b/benefits-of-exercisewww.blf.org.uk/Page/Stopping-smokingwww.want2stop.info/www.publichealth.hscni.netwww.knowyourlimits.infowww.choosetolivebetter.com/www.getalifegetactive.com/

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http://www.getalifegetactive.com/

http://www.choosetolivebetter.com/

http://www.knowyourlimits.info/

http://www.publichealth.hscni.net/

http://www.want2stop.info/

http://www.blf.org.uk/Page/Stopping-smoking

http://www.blf.org.uk/Page/Stopping-smoking

http://www.bupa.co.uk/health-information/directory/b/benefits-of-exercise



http://www.nhs.uk/Livewell/fitness

http://schoolworkhelper.net/cardiovascular-system-structure-function/



http://www.innerbody.com/image/cardov.html

http://www.innerbody.com/image/cardov.html

http://www.livestrong.com/article/17350-structure-functions-cardiovascular-system/




Students complete assessment task B

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Resources

Monitoring physiological status


identify normal ranges for breathing and pulse rates and investigate possible causes of deviation; and

take steps to ensure the safety and well-being of participants when monitoring including:– informed consent;– fitness to participate; and– safety of the environment;

safely monitor the circulatory and respiratory systems before and after exercise, using the following measuring techniques:– recording the pulse rate

for the circulatory system; and

– counting breaths per minute for the respiratory system;

Teacher leads discussion to explain changes which occur in both body systems as a result of exercise and difficulties of measuring both body systems following exercise activityTeachers discuss with students appropriate ways of monitoring body systems – suggestions include use of the Harvard Step testTeacher explains clearly how to measure pulse and respiration rateStudents research normal rangesStudents can be used to demonstrate this at front of classroom – All students to partner up and measure pulse and respiration rates according to teacher hand-outStudents practise recording both pulse and respiration at rest and

Teacher produced hand-outs on how to measure pulse how to measure

respiration ratewww.brianmac.co.uk/havard.htmwww.nhs.uk/Conditions/Consent-to-treatment/Pages/Introduction.aspxwww.drugs.com/cg/how-to-count-respirations.htmlwww.nhs.uk/chq/Pages/2024.aspx?CategoryID=52www.nlm.nih.gov/medlineplus/ency/article/003399.htm

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http://www.nlm.nih.gov/medlineplus/ency/article/003399.htm



http://www.nhs.uk/chq/Pages/2024.aspx?CategoryID=52

http://www.nhs.uk/chq/Pages/2024.aspx?CategoryID=52

http://www.drugs.com/cg/how-to-count-respirations.html

http://www.drugs.com/cg/how-to-count-respirations.html

http://www.nhs.uk/Conditions/Consent-to-treatment/Pages/Introduction.aspx



http://www.brianmac.co.uk/havard.htm

http://www.brianmac.co.uk/havard.htm


following exercise while in the classroom and before monitoring chosen participants to ensure correct technique as results of monitoring can be affected by inaccurate recordings

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Resources

Monitoring physiological status (cont.)


Teacher leads discussion around normal ranges for both body systems at rest and following exerciseTeacher leads discussion to enable students to select appropriate participants as per assignment requirementsDiscussion around Informed consent Safety Fitness to participateStudents select participants based on unit specification. Teacher check that all students have gained consent from participant and that participants selected have no medical history that would make them unsuitable

Hand-out with table to list different methods of data presentation and strengths and weaknesses of each way

present the results of measurements by using an appropriate format.

Students report results of measuring activity and make comparisons with norms, identifying measurement errors

Teacher notes on how to analyse findings

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Resources



analyse the results obtained; Students conduct their exercise activity and record their results.Teacher gives guidance on suitable ways to present data. Teacher advises students on collating results and creating graphs e.g. line graphs, histograms etc. Teacher advises on important aspects of graphs-labelling axes, titles etc.

assess the accuracy and reliability of the measurements; and

Use of examples of different charts/tables for presenting data. Discussion around reasons for using each wayStudents select method and produce tables/graphs to reflect results of monitoring and ensure they are correctly labelledStudents produce analysis of findings in line with word limit identified in unit specifications.Students complete assessment task CTeacher leads discussion on

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accuracy and reliability of measuring techniques

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Resources



Students brainstorm factors that may impact on accuracy of results of measuringStudents discuss factors relevant to their own measuring activity as per assignmentStudents complete assessment task D

Physiological Disorders

demonstrate knowledge and understanding of a physiological disorder, for example:– coronary heart disease;– cancers;– diabetes;– asthma;– epilepsy;– multiple sclerosis; or– Parkinson’s disease.

Teacher explains requirements of statement E and leads discussion on range of physiological disorders students can choose fromTeacher also visits statement F to make students aware of need for detailed discussion of the effects of the disorder on individualsStudents carry out own research on chosen physiological disorder to meet assignment requirements

Useful websites include;www.diabetes.org.uk/www.nichs.org.uk/www.cancerresearchuk.org/www.nhs.uk/conditions/asthma/Pages/Introduction.aspxwww.nhs.uk/conditions/epilepsy/pages/introduction.aspxwww.mssociety.org.uk/what-is-mswww.nhs.uk/Conditions/Multiple-sclerosis/Pages/

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http://www.nhs.uk/Conditions/Multiple-sclerosis/Pages/Introduction.aspx


http://www.mssociety.org.uk/what-is-ms

http://www.mssociety.org.uk/what-is-ms

http://www.nhs.uk/conditions/epilepsy/pages/introduction.aspx



http://www.nhs.uk/conditions/asthma/Pages/Introduction.aspx



http://www.cancerresearchuk.org/

http://www.nichs.org.uk/

http://www.diabetes.org.uk/


Introduction.aspx

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Resources

Physiological disorders(cont.)

demonstrate an understanding of using a variety of diagnostic techniques for the chosen disorder, for example:– Computed Tomography

(CT) scan;– Magnetic Resonance

Imaging (MRI) scan;– spirometry,– bone mineral density test

(DXA scan);

Teacher leads discussion of range of diagnostic techniques and sources where they can be exploredStudents carry out own research on diagnostic techniques which can be conducted to diagnose chosen physiological disorder

www.bhf.org.uk/heart-health/tests/ecg.aspxwww.diabetes.co.uk/oral-glucose-tolerance-test.htmlwww.bhf.org.uk/heart-health/tests/angiogram.aspxwww.nhs.uk/Conditions/X-ray/Pages/Introduction.aspx

Access to library, e library, research reports, internet for students

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http://www.nhs.uk/Conditions/X-ray/Pages/Introduction.aspx

http://www.nhs.uk/Conditions/X-ray/Pages/Introduction.aspx

http://www.bhf.org.uk/heart-health/tests/angiogram.aspx

http://www.bhf.org.uk/heart-health/tests/angiogram.aspx

http://www.diabetes.co.uk/oral-glucose-tolerance-test.html

http://www.diabetes.co.uk/oral-glucose-tolerance-test.html

http://www.bhf.org.uk/heart-health/tests/ecg.aspx

http://www.bhf.org.uk/heart-health/tests/ecg.aspx




Resources

Physiological disorders (cont.)


– Electrocardiogram (ECG);– blood tests;– urine tests;– glucose tolerance tests;– chest X-rays;– angiograms or

venograms; or– physical examinations;

demonstrate knowledge and understanding of managing the disorder by investigating:– treatment;– care pathways;– practitioners; and– support services;

Teacher leads discussion on requirement to discuss treatments, care pathways, practitioners and support services available for physiological disorder selectedStudents carry out own research on treatments care pathways, practitioners and support services available for own chosen physiological disorderStudents complete assessment task E

Websites listed above are useful in the identification of diagnostic techniquesVisiting speakers/professionals where available can be used

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Resources

Effects of disorder and illness on lifestyle


analyse the possible effect of the disorder on individuals, for example:– work;– income;– leisure;– diet;– education; and– relationships; and

Teacher explains command word analyse on: i.e. to break down into partsTeacher leads discussion on impact of a disease or illness on lifestyle followed by student group work on impact of general ill health on lifestyle factors. Students then apply information gathered to their selected physiological disorderStudents carry out own research on impact of chosen physiological disorder on lifestyleStudents complete assessment task F

Portfolio completion

complete all tasks and submit the portfolio of work.

Students collate and submit the portfolio

Completed statements A-FReference listAll students should be reminded of the importance of maintaining confidentiality of information gathered in

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the course of producing statements for Unit A 2 2 and to properly reference source material used.

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Unit A2 3:Providing Services

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Unit A2 3: Providing Services

Prior Learning: AS Single or Double Award Health & Social Care

Assessment: External written exam based on pre-release material which focuses on one service user group. The pre-release material will specify

the relevant service user group. It will be available eight weeks before the examination.



Resources

The effects of legislation and policy on service provision


explain the origins of the welfare state;

demonstrate understanding of how legislation and government strategies influence health social care and early years service provision in Northern Ireland, as specified in the pre-release material, including:– The Health and Personal

Social Services (NI) Order 1972;

– The Health and Social

Teacher leads discussion about origins of Welfare State including the Beveridge report. Students produce summary of the giant evils identified by Beveridge and his proposals to deal with themTeacher can discuss legislation in a broad way but detailed examination of any legislation may be examined when pre-release becomes availableOnce pre-release is made available, students use relevant websites to make notes on the

CCEA eGuide Unit A2 3www.ccea.org.uk/hscwww.bbc.co.uk/history/historic_figures/beveridge_william.shtmlMark Schemes Unit 9 Providing Services A6H31 (legacy specification) will be usefulwww.dhsspsni.gov.uk/index/hss.htmwww.deni.gov.uk/index/7-special_educational_needs_pg/special_needs-

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http://www.deni.gov.uk/index/7-special_educational_needs_pg/special_needs-legislation_pg/special_educational_needs_-_legislation_sendo_pg.htm


http://www.dhsspsni.gov.uk/index/hss.htm

http://www.dhsspsni.gov.uk/index/hss.htm

http://www.bbc.co.uk/history/historic_figures/beveridge_william.shtml





Services (Reform) Northern Ireland Act 2009;

– The Children (NI) Order 1995;

– The Special Educational Needs and Disability (NI) Order 2005;

key points in the legislation. Teacher leads class discussion on the content of each piece of legislation and how it impacts on the service user group identified in the pre-release materials

legislation_pg/special_educational_needs_-_legislation_sendo_pg.htm

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Resources

The effects of legislation and policy on service provision (cont.)


– Safeguarding Vulnerable Groups (NI) Order 2007 as amended by Protection of Freedoms Act 2012;

– The Mental Health (NI) Order 1986 (amended 2004);

– The Disability Discrimination Act 1995 and Disability Discrimination (NI) Order 2006;

– The Chronically Sick and Disabled Persons (NI) Act 1978;

– The Carers and Direct Payments Act (NI) 2002;

– The Freedom of Information Act 2000;

– The Data Protection Act 1998; and

– Transforming your Care: A Review of Health and Social Care in Northern Ireland 2011; and

Teacher uses case studies to illustrate impact of identified legislationExam technique – students practise two mark responses using ‘explain’ as the command word

www.dhsspsni.gov.uk/cog1-children-order-a-guide.pdfwww.dhsspsni.gov.uk/svgwww.scie.org.uk/publications/guides/guide19/policy/adults.aspwww.nidirect.gov.uk/the-mental-health-actwww.nidirect.gov.uk/the-disability-discrimination-act-ddawww.nidirect.gov.uk/the-carers-and-direct-payments-actwww.nidirect.gov.uk/index/information-and-services/caring-for-someone/carers-rights/an-overview-of-carers-rights.htmhttps://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/https://ico.org.uk/for-organisations/guide-to-data-

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https://ico.org.uk/for-organisations/guide-to-data-protection/


https://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/



http://www.nidirect.gov.uk/index/information-and-services/caring-for-someone/carers-rights/an-overview-of-carers-rights.htm



http://www.nidirect.gov.uk/the-carers-and-direct-payments-act



http://www.nidirect.gov.uk/the-disability-discrimination-act-dda



http://www.nidirect.gov.uk/the-mental-health-act

http://www.nidirect.gov.uk/the-mental-health-act

http://www.scie.org.uk/publications/guides/guide19/policy/adults.asp



http://www.dhsspsni.gov.uk/svg

http://www.dhsspsni.gov.uk/cog1-children-order-a-guide.pdf

http://www.dhsspsni.gov.uk/cog1-children-order-a-guide.pdf


protection/www.dhsspsni.gov.uk/tyc.htm

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http://www.dhsspsni.gov.uk/tyc.htm

http://www.dhsspsni.gov.uk/tyc.htm





Resources

The effects of legislation and policy on service provision (cont.)


demonstrate knowledge and understanding of the content and purpose of policies and evaluate their effectiveness, for example:– confidentiality;– whistle blowing;– special educational needs;– safeguarding adults; and– child protection.

Students working in groups to summarise policies and present to peersTeacher leads class discussion on value of policies, enabling students to understand that simply having policies in place does not guarantee quality care will be deliveredTeacher uses case studies to demonstrate how policies are used in settings e.g. case study showing delivery of poor practice to highlight importance of whistle-blowing policyExam technique – practice responses using ‘discuss’ as the command word

Policies from own school/college, nursing homes, playgroups, hospitals in local area or policies accessed on the internet e.g.www.dhsspsni.gov.uk/adult-safeguarding-policy.pdfwww.dhsspsni.gov.uk/confidentiality-code-of-practice0109.pdfCase studies that demonstrate why policies are needed in the care sector and how they can impact on service provisionRefer to the CCEA Fact File A2 3 ‘Policies’ available at www.ccea.org.uk/hscwww.transformingyourcare.hscni.net/integrated-care-partnerships/

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http://www.transformingyourcare.hscni.net/integrated-care-partnerships/




http://www.dhsspsni.gov.uk/confidentiality-code-of-practice0109.pdf



http://www.dhsspsni.gov.uk/adult-safeguarding-policy.pdf

http://www.dhsspsni.gov.uk/adult-safeguarding-policy.pdf




Resources

Meeting individual needs


describe factors that influence demographic trends and how these impact on health social care and early years provision;

Students individually research demographic trends followed by group work to analyse data/trends relevant to service user group identified in pre-release material. Teacher leads discussion on demographic trends in relation to service user group identified in pre-releaseExam technique – students practise two and three mark responses using ‘explain’ ‘describe’ as the command words

A variety of websites for voluntary organisations are available in the CCEA Scheme of Work for AS Unit 3 Moore, S (2002) Welfare Alive3rd EditionISBN 0 7487 6561 1Case studies to illustrate types of care provided by the different sectors

demonstrate knowledge and understanding of health and social care provision by statutory and independent (private and voluntary) providers and by informal carers;

Teacher leads discussion on the sectors that make up the mixed economy and thus provide integrated care and provides handout. Teacher provides students with case studies and students identify services from the different sectors that could apply to the service userStudents select different examples of service providers

www.gov.uk/guidance/enabling-integrated-care-in-the-nhs

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http://www.gov.uk/guidance/enabling-integrated-care-in-the-nhs




from within each sector and develop a handout for the class on how their organisation supports service users

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Resources

Meeting individual needs (cont.)


explain how the following sectors are funded:– statutory providers;– private providers;– voluntary providers; and– informal carers;

Students use websites of two voluntary organisations to make notes on how voluntary organisations are funded. Teacher explains how the other three sectors are funded and gives handout to be learned

evaluate the role of each of the providers above in the provision of care;

evaluate the integrated approach to the provision of care;

demonstrate understanding of and evaluate community care;

Students engage in group work to examine the advantages and disadvantages of the various sectors providing care. They produce a list of four and four weaknesses of each of the sectors providing care.Teacher leads discussion on the strengths and weaknesses of care provision by each of the sectors.Students work in groups to examine the integrated care approach to care provision. They should identify four strengths of integrated care approach for service users. Teacher leads feedback/plenary

Teacher notes on the strengths and weaknesses of community careCase studies and current documentaries to illustrate the benefits and drawback of community care

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Teacher leads discussion on exam technique – students practise nine, twelve, fifteen and eighteen mark responses using ‘discuss’, ‘analyse’ and ‘evaluate’ as the command words

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Resources

Meeting individual (cont.)

Students should be able to: demonstrate knowledge and

understanding of the physical, intellectual, emotional and social needs of service users and how these might be met by a range of service providers, for example:– foster carers meeting

children’s needs;– hospice staff meeting the

needs of individuals for end of life care;

– staff in sheltered accommodation meeting the needs of adults with learning disabilities; and

– a range of services in the community meeting the needs of people with mental illnesses; and

Teacher leads discussion on advantages and disadvantages of community care based on hand-out with examples for different service user groupsOnce pre-release is available, students complete table identifying four strengths of community care for service user group and four weaknesses of care for service user group with focus on service user group identified in pre-releaseClass test – students practise twelve mark repsonses using ‘evaluate’ as the command word

Hand out of table for students to identify the needs of a range of service user groups and to complete examples of how each type of need could be met by staff in various health, social care and early years settingsTeacher provided scenarios for essay on how needs of an individual could be met in a particular settingCase studies can be used to help identify and discuss needs of service users and practice exam questions can be utilised to help students contextualise informationMark schemes for Unit 9 Providing Services A6H31 (legacy specification) may be useful

Students divide into groups to examine the needs of specific service user group as indentified in the unit specifications and to give examples of how they could be met in different health and social care settings. They list examples of different types of needs. Feedback to class group.Teacher leads discussion of different service user groups and possible settings where staff

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work to meet their needs.Pair and share – complete table to show how an example of each type of need could be met by staff in different settings.Examples are shared in class discussion.

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Resources

Meeting individual needs (cont.)

explain how individuals access health, social care and early years services, for example:– self-referral;– professional referral;– third party referral;– emergency referral;– recall; and– compulsory referral.

Individually students complete an essay on how needs could be met in a particular settingTeacher leads discussion on how services are accessed depending on service user group.Use of case studies to illustrate different ways service users might gain access to services. Group work – students complete table to show how range of service users might access servicesExam technique – students practise using ‘explain’ and ‘describe’ as the command words

Teacher handout explaining different types of referralTable for students to complete on ways to access services – all service user groups to be included – this can be focused more closely on service user group when pre-release becomes availableMark schemes for A6H31 Unit 9 Providing Services (legacy specification) may be useful

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Resources

Overcoming barriers


analyse barriers to accessing services for example:– lack of knowledge;– financial constraints;– geographical location;– physical barriers;– psychological barriers,– language– communication barriers;

and– cultural barriers;

Teacher leads discussion on the range of barriers which many service users can face when trying to access services – to include all types of barriers listed in specificationExam technique – students practise two and three mark responses in relation to accessing services and barriers that exist using ‘explain’ ‘discuss’ as the command wordsStudents work in groups with each group focusing on one aspect – produce four consequences of rationing for either service users, their families, staff or organisations

Case studies to illustrate barriers which might exist and how these barriers can be broken downScenarios for essay on how barriers could be broken down

50


assess how barriers to access may be overcome, for example:– internet access;– 24hr telephone access;– providing literature in

different languages and formats; or using translators and interpreters; and

consider the debate on rationing services, demonstrating understanding of the consequences for:– service users;– their families;– staff and organisations.

Students present results of group work to peersClass discussion – teacher leads discussion about the impact of rationing on all relevant parties as illustrated in case studies and through mediaExam technique – students practise six, nine and twelve mark responses in relation to rationing treatment using ‘discuss’ ‘evaluate’ as the command words

Use of newspaper articles both local and national to illustrate difficulties faced by service users who cannot get care and treatment they need due to rationing decisionsUse of media/documentaries to illustrate impact of rationing decisionsMark schemes for A6H31 Providing Services (legacy specification) may be useful

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Resources

The differing rolesand

responsibilities of

practitioners


demonstrate knowledge and understanding of the roles of a range of health and social care and early years practitioners, including:– home care workers;– care assistants;– support workers;– nurses;– social workers;– doctors;– occupational therapists– radiographers– physiotherapists;– psychologists;– speech and language

therapist; and– early years workers.

Group work: Students work in groups and select a health care worker. Students compile information sheet about the worker and print for rest of class. Information sheet should contain examples of how this worker might support a range of service usersTeachers can then lead a class discussion on specific service user group whenpre-release becomes available. At this point teachers can ensure students are making clear links between role of worker and support provided to service user group through question and answer sessionStudents learn notes and answer practice questions from past papers

A range of websites includingwww.nhscareers.nhs.uk/explore-by-career/nursing/www.nhscareers.nhs.uk/list/training/www.nidirect.gov.uk/careers-in-health-and-social-carewww.communitycare.co.uk/2010/09/20/what-is-the-role-of-social-workers/www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/Mark schemes for A6H31 Providing Services (legacy specification) can be utilised to help students apply knowledge of roles of staff and how they support service users

52

http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/



http://www.communitycare.co.uk/2010/09/20/what-is-the-role-of-social-workers/



http://www.nidirect.gov.uk/careers-in-health-and-social-care

http://www.nidirect.gov.uk/careers-in-health-and-social-care

http://www.nhscareers.nhs.uk/list/training/

http://www.nhscareers.nhs.uk/list/training/

http://www.nhscareers.nhs.uk/explore-by-career/nursing/

http://www.nhscareers.nhs.uk/explore-by-career/nursing/


53




Resources

The differing rolesand

responsibilities of

practitioners (cont.)


demonstrate knowledge and understanding of the specialisms in these roles, as identified in the pre-release material for example:– community psychiatric

nurse (CPN);– children’s nurse;– GP;– diagnostic or therapeutic

radiographer;– midwife;– psychiatrist; and– hospital social worker.

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Resources

Working effectively within teams


demonstrate knowledge and understanding of interdisciplinary team working;

Teacher uses teacher notes to explaininter-disciplinary team workingStudents learn notes and answer practice questions from past papersGroup work – students examine codes of practice and identify similarities between two codes – social workers’ and nurses’ codes

CCEA eGuide Unit A2 3www.ccea.org.uk/hscTeacher notes on definition of inter-disciplinary team working.Use of case studies to demonstrate importance of team-workingwww.communitycare.co.uk/2011/08/17/expert-guide-to-health-and-social-care-joint-working/Teacher notes on the advantages and challenges of inter-disciplinary co-operationUse of case studies/government reports on failure of teams and consequences of failure on relevant parties

evaluate interdisciplinary team working; and

assess the consequences for staff, service users and their families of a breakdown in team working.

55

http://www.communitycare.co.uk/2011/08/17/expert-guide-to-health-and-social-care-joint-working/







Resources

Quality Assurance Students should be able to: discuss the role of codes of

practice or conduct in guiding health and social care workers for example those provided by Northern Ireland Social Care Council (NISCC) and Nursing and Midwifery Council (NMC);

Students use case studies from disciplinary committees and discuss decisions made and how codes can improve care. Students answer questions explaining how codes of practice contribute to the provision of quality careTeacher leads discussion on how simply having codes of practice is no guarantee that quality care will be deliveredTeacher leads discussion of the role of the regulatory organisations that help to improve the quality of care provision in health, social care and early years’ settings

CCEA Fact File Quality Assurance available from www.ccea.org.uk/hscCodes of practice for social care workers and nurses from the following websiteshttp://niscc.info/www.nmc.org.uk/Case studies to illustrate how codes are intended to guide workers and consequences on staff and service users of failure to adhere to codes of practicewww.nmc.org.uk/concerns-nurses-midwives/hearings-and-outcomes/

56

http://www.nmc.org.uk/concerns-nurses-midwives/hearings-and-outcomes/



http://www.nmc.org.uk/

http://niscc.info/





Resources

Quality Assurance (cont.)


demonstrate knowledge and understanding of other quality assurance mechanisms, including:– feedback from service

users and families such as surveys and complaints including the role of the Patient and Client Council (PCC); and

– inspections conducted by the Regulation and Quality Improvement Authority (RQIA); and

In groups students provide at least four ways quality assurance mechanisms can lead to improvements in health, social care and early years’ settings

Teacher notes on the methods used to measure quality in health social care and early years settings. Teacher led discussion to include understanding that these quality assurance mechanisms do not guarantee effective carehttp://rqia.org.uk/home/index.cfmwww.patientclientcouncil.hscni.net/http://niscc.info/www.gmc-uk.org/

demonstrate knowledge and understanding of the regulatory role of the:– Northern Ireland Social

Care Council (NISCC);– General Medical Council

(GMC); and– Nursing and Midwifery

Council (NMC).

57

http://www.gmc-uk.org/

http://niscc.info/

http://www.patientclientcouncil.hscni.net/

http://www.patientclientcouncil.hscni.net/

http://rqia.org.uk/home/index.cfm

http://rqia.org.uk/home/index.cfm




Resources

Examination preparation


All Teachers can cover many of the learning outcomes in a general way using examples from different service user groups to illustrate knowledge and understanding. When the pre-release becomes available teachers should ensure that students focus on the service user group identified within and that they apply their answers to that service user groupRevision of examination techniquePractice examination questions

Pre-release materials from CCEACCEA GCE Health and Social Care Specimen Assessment Materials www.ccea.org.uk/hscPast papers and mark schemes for A6H31 Unit 9 Providing Services (legacy specification) may be useful, but please check carefully the requirements of the revised specification and pre-release materials

Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of written communication (QWC) is assessed in four questions, two of which have 4 levels of

response.

58



59


Unit A2 4:Health Promotion

60



Unit A2 4: Health Promotion





Resources

Local health improvement priorities


demonstrate knowledge and understanding of:– the need for health

promotion campaigns;– current government

targets for health and well-being;

– how targets are drawn up; and

– the organisations and health professionals responsible for their delivery;

Teacher leads session providing an overview and analysis of the current health profile of the population in NI; current health improvement priorities in NI and roles of the Department of Health and PHA in addressing themTeacher leads discussion on Health Targets in the Programme for Government, and Priorities for ActionStudents undertake research and select three health improvement priorities for Northern Ireland

CCEA eGuide Unit A2 4www.ccea.org.uk/hscTeacher notes highlighting the current health profile of the population of N.I., current health improvement priorities and the roles of the Department of Health (formerly the DHSSPSNI) and PHA in addressing themwww.niassembly.gov.ukHealth Targets in the Programme for Government, and Priorities for Actionwww.health-ni.gov.uk/httpswww.publichealth.hscni.netwww.health-ni.gov.uk/framework-preventing-

61

http://www.health-ni.gov.uk/framework-preventing-addressing-overweight-obesity-ni-2012-2022.pdf



http://www.health-ni.gov.uk/https

http://www.niassembly.gov.uk/



addressing-overweight-obesity-ni-2012-2022.pdf

62






Resources

Local health improvement priorities (cont.)


Discussion and clarification of requirements for assessment task A.Teacher checks the three health improvement priorities selected by studentsStudents complete assessment task A

A Fitter Future For AllFramework for preventing and addressing overweight and obesity in Northern Ireland 2012-2022www.health-ni.gov.uk/topics/public-health-policy-and-advicewww.health-ni.gov.uk/publications/healthy-child-healthy-futureCCEA Fact File Unit A2 4 Local Health Improvement Prioritieswww.ccea.org.uk/hsc

investigate a current health promotion campaign run by the Public Health Agency in Northern Ireland, for example:– Be Cancer Aware;– breast feeding;– Choose to Live Better;– healthy eating;

Teacher leads discussion on health promotion campaigns that students are aware of from the Unit AS 3: Health and Well-Being, television and radio advertising, posters and leaflets

63


http://www.health-ni.gov.uk/publications/healthy-child-healthy-future



http://www.health-ni.gov.uk/topics/public-health-policy-and-advice




– Flu Aware;– Mind your Head; or– sexual health;

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Resources

Local health improvement priorities (cont.)


identify the key objectives of the campaign;

http://becancerawareni.info/www.breastfedbabies.org/www.choosetolivebetter.com/www.enjoyhealthyeating.info/www.fluawareni.info/www.mindingyourhead.info/www.sexualhealthni.info/

describe the methods and materials used to deliver the campaign; and

describe and evaluate the approach or approaches used for example medical, social change, education, behaviour change and fear arousal.

Teacher leads a review discussion of different approaches and their strengths and weaknessesDiscussion and clarification of requirements for assessment task BTeacher checks the health promotion campaign selected by students to ensure that it is a current PHA campaignStudents complete assessment task B

65

http://www.sexualhealthni.info/

http://www.mindingyourhead.info/

http://www.fluawareni.info/

http://www.enjoyhealthyeating.info/

http://www.enjoyhealthyeating.info/


http://www.breastfedbabies.org/

http://becancerawareni.info/




Resources

Planning a health promotion activity


plan and carry out a health promotion activity that:– reflects current

government priorities for health and well-being; and

– focuses on a particular target audience;

Teacher leads discussion of possible topics for health promotion activitiesStudents work either individually or in a group of no more than five to select their topic and target audienceTeacher offers advice on suitability of topic, target audience and aims and objectives (SMART) of health promotion activity

www.niassembly.gov.ukHealth Targets in the Programme for Government, and Priorities for ActionPromoting health and addressing health inequalities Targets. [PSA 8]Flip chart and pens

investigate approaches to health promotion and decide which are the most appropriate for their activity:– the behaviour change

approach;– the educational approach;

and– the use of fear arousal;

and

Teacher delivers PowerPoint revising the approaches to health promotionGroup work – students discuss one approach including the strengths and weaknesses and share with larger class groupStudents select the approach or approaches they will use in their health promotion activity.Teacher offers advice on approached selected by students

PowerPoint on approaches to health promotionMark Schemes AS 1 (Health and Well–Being) will be helpful

66

http://www.niassembly.gov.uk/


67




Resources

Planning a health promotion activity (cont.)


consider a range of delivery methods for example:– posters;– leaflets;– video clips;– demonstrations; and– talks;

Students access website and review communication methods used in health promotion campaignsStudents produce a mind map of possible communication methods that may be used in health promotion activities.Teacher leads discussion on the communication methods identifiedStudents select communication methods they will use in their health promotion activity

Current available health promotion materials for example leaflets or posterswww.publichealth.hscni.net/

select methods and develop materials that can be used to deliver the activity effectively to the target group; and

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Resources

Planning a health promotion activity (cont.)


draw up a plan that:– describes and justifies

their choice of topic;– identifies the aims and

objectives of the activity;– describes and justifies the

approach or approaches they will use;

– explains how they will implement the activity including the role of each group member as appropriate;

– describes and justifies the choice of target group;

– describes the methods and materials that they intend to use to deliver the activity such as posters; leaflets; videos; talks; demonstrations;

– identifies the resources required for example venue, equipment or time for the presentation; and

– sets out an achievable time scale for the

Discussion and clarification of the requirements for assessment task C

Students complete assessment task C

69


successfully completing the activity.

70




Resources

Preparing to evaluate the activity


understand the importance of the evaluation process in any health promotion activity;

Students access this website to view the evaluation tools used in the report

www.health-ni.gov.uk protec-life-evaluation-report.pdfExemplars of tools used for evaluation

design tools to evaluate the success of the activity for example:– pre and post-test

assessments;– comment cards; or– self, peer, participant,

teacher or observer questionnaires.

Teacher leads discussion ondesign tools to evaluate the health promotion activityGroup work – students discuss the exemplar evaluation toolsDiscussion and clarification of requirements for assessment task D

Carrying out the activity

implement the activity with the chosen target audience; and

Students complete assessment task D

assess the activity using their evaluation tools.

71

http://www.dhsspsni.gov.uk/protec-life-evaluation-report.pdf

http://www.dhsspsni.gov.uk/protec-life-evaluation-report.pdf

http://www.health-ni.gov.uk/




Resources

Evaluating the activity


evaluate the success of the planned activity by reviewing all aspects of the activity, including:– suitability of the chosen

participants;– achievement of the aims

and objectives of the activity;

– suitability of the approach or approaches used;

– how successfully the activity was implemented;

– how effective the role of each group member was;

– the materials used to deliver the activity for example; posters; leaflets; video; talks or demonstrations;

– methods used to deliver the activity; and

– venue, equipment and time for the presentation;

Teacher leads discussion on the term evaluationDiscussion and clarification of requirements for Assessment Task EStudents complete Assessment Task E

make recommendations for improvements; and

Discussion and clarification of requirements for Assessment Task F

72


Students complete Assessment Task F

73




Resources



complete all tasks and submit the portfolio.

Students collate and submit portfolio

Completed assessment tasks A-F

Reference list (using the Harvard Reference System)

74


Unit A2 5:Supporting the Family

75



Unit A2 5: Supporting the Family

Prior Learning: AS Single or Double Award and Social Care




Resources

Family structures Students should be able to: describe how family

structures have changed since the end of World War II considering for example:– nuclear families;– cohabiting and married

couples;– extended families;– lone-parent families;– blended families;– same-sex parent families;– shared care families; and– families with fostered or

adopted children; and

Teacher leads class discussion on definition of a familyGroup work comparing a family in the 1920s/1930s with a families todayStudents watch television programmes to identify different family structuresGroup work- students are divided into groups and given a family type to research and explain structure to peersStudents feed back by contributing to a class discussion of family typesTeacher demonstrates how to draw a family tree

CCEA eGuide Unit A2 5www.ccea.org.uk/hscwww.slideshare.net/aprichelle/family-diversitywww.sociology.org.uk/AS_family_changes.pdfhttp://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/Appendix-G_SIRC-report.pdfwww.policyexchange.org.uk/images/publications/families%20in%20britain%20-%20apr%2009.pdfhttp://www.ons.gov.uk/ons/dcp171778_393133.pdf

76

http://www.ons.gov.uk/ons/dcp171778_393133.pdf


http://www.policyexchange.org.uk/images/publications/families%20in%20britain%20-%20apr%2009.pdfhttp://



http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/Appendix-G_SIRC-report.pdf



http://www.sociology.org.uk/AS_family_changes.pdf

http://www.sociology.org.uk/AS_family_changes.pdf

http://www.slideshare.net/aprichelle/family-diversity

http://www.slideshare.net/aprichelle/family-diversity



77




Resources

Family Structures (cont.)


Discussion and clarification of requirements for Assessment Task AStudents draw a diagram showing the structure or their own familyStudents complete Assessment Task A

assess the reasons for these changes considering for example:– changes in legislation;– improved contraception;– changes in employment;

and– changes in norms and

attitudes.

Teacher leads discussion on possible reasons for changes in family structureGroup work: students are divided into groups and given a reason for change to research and present findings to peersDiscussion and clarification of requirements for assessment task B.Students complete Assessment Task B

www.ons.gov.uk/ons/dcp171766_259965.pdf

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Resources

How families meet the needs of vulnerable members


demonstrate knowledge and understanding of how a family meets the needs of vulnerable members such as an individual experiencing an illness or disease or who is vulnerable as a result of age, mental illness or learning disability, including:– physical needs (warmth,

clothing, food, shelter);– intellectual needs

(knowledge and learning);– emotional needs (love,

security); and– social needs (interaction).

Teacher leads discussion to clarify the terms physical, emotional, intellectual and social needsStudents produce a table showing how their needs have been met bytheir familiesGroup work – students are divided into groups with each given oneof the following groups to investigate how their needs may be met by other family members Infants Children Adolescents Family member with a

physical illness/disability Family member with a mental

health problem Family member with a

learning disabilityEach group should present their findings to the class

Scheme of Work and resources for Unit AS 3: Health and Well-Being (concepts of health and well-being section) www.ccea.org.uk/hscScheme of Work and resources for Unit AS 5: Adult Service Users (identifying and meeting the needs of service users section) www.ccea.org.uk/hsc

79




Discussion and clarification of the requirements for Assessment Task BStudents complete Assessment Task B

80




Resources

Support provided for individuals and their families


demonstrate an understanding of the health and social care services that may be needed to support a family, for example:– to meet their health

needs;– in times of crisis (such as

family breakdown or bereavement); and

– for individuals with specific needs, for example mental illnesses, learning disabilities, age- related conditions or physical disabilities;

Teacher leads discussion to clarify understanding of the terms statutory sector independent sector (both

private and voluntary) informal sectorStudents draw up a list of health and social care services used by themselves or their family members to meet their needs and classify into appropriate sectorStudents complete a table of the services available in their local area

CCEA Fact File: Support Available To FamiliesCCEA Health and Social Care support www.ccea.org.uk/hscCCEA Scheme of work and resources for Unit AS 5:Adult Service Users (planning and providing for adult service users) www.ccea.org.uk/nscMedia articles and case studies highlighting families which require support from health and social care serviceswww.rt.com/uk/269671-homelessness-crisis-families-england/www.nspcc.org.uk/fighting-for-childhood/childrens-stories-about-abuse/fionas-story/

81

http://www.nspcc.org.uk/fighting-for-childhood/childrens-stories-about-abuse/fionas-story/



http://www.rt.com/uk/269671-homelessness-crisis-families-england/



http://www.ccea.org.uk/nsc



www.mind.org.uk/information-support/your-stories/

82

http://www.mind.org.uk/information-support/your-stories/






Resources

Support provided for individuals and their families (cont.)


investigate and demonstrate knowledge and understanding of the support offered by health and social care services including:– statutory sector (for

example services such as health centres, hospitals, respite care, fostering);

– private sector (for example organisations such as private health centres, hospitals, respite care or nursing homes);

– voluntary sector (for example Parenting NI, Women’s Aid, Northern Ireland Council for Ethnic Minorities, Aware Defeat Depression, Relate, National Society for the Prevention of Cruelty to Children (NSPCC) or Cruse Bereavement; and

– informal sector (family,

Teacher leads discussion on why families may need to use health and social care servicesStudents use ‘TV Soaps’ to discuss and develop understanding of why families may need the support of health and social care servicesStudents revisit the list of health and social care services used by their family or themselves and add why the service was requiredDiscussion and clarification of the requirements for assessment task C (i)Students complete assessment task C (i)

www.mencap.org.uk/get-involved/campaigns/hear-my-voice/hear-our-voice-manifesto/social-carewww.downs-syndrome.org.uk/about-us/northern-ireland/Representatives from health and social care services e.g. social worker, manager of a day centre or representative from a voluntary organisation to discuss the effect of support their organisation offersAbove websites

83

http://www.downs-syndrome.org.uk/about-us/northern-ireland/



http://www.mencap.org.uk/get-involved/campaigns/hear-my-voice/hear-our-voice-manifesto/social-care




friends, or neighbours); and

84




Resources

Support provided for individuals and their families (cont.)


evaluate the effects on families of accessing these services, for example:– reducing dependency;– increasing self-

sufficiency;– developing self-esteem;– increasing their sense of

empowerment; and– developing alternative

coping mechanisms.

Teacher leads discussion to ensure understanding of terms self-sufficiency, self-esteem, empowerment and coping mechanismsStudents listen to visiting speakers and take notes on the impact of their services on familiesStudents revisit the list of health and social services by their family or themselves and discuss the effects of the support given by health and social care services on the familyDiscussion and clarification of the requirements for assessment task C (i)Students complete assessment task C (i)Students may complete C parts (i) and (ii) simultaneously

85


86




Resources

Family issues Students should be able to: demonstrate an

understanding of two of the following issues which families may face and explain their effects on adults and children in families:– domestic violence;

Students listen to visiting speakers and take notesGroup work – students are divided into groups and each given an issue to research.Each group prepares a short presentation of no more than four slides or the equivalent outlining how the issue chosen may affect both children and adults in a family. Groups present to the classStudents and teacher contribute to noticeboard of media articles on the issues or for example newspaper articles or details of television documentaries or news reports

www.refuge.org.uk/get-help-now/what-is-domestic-violence/effects-of-domestic-violence-on-children/www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/domesticviolence.aspxwww.wrcnrv.org/helpingYou/dv_effectsAdult.shtmlVisiting speaker from PSNI or Women’s Aid

– poverty; www.cpag.org.uk/content/impact-povertywww.bris.ac.uk/poverty/downloads/keyofficialdocuments/Child%20Poverty%20lit%20review%20DWP.pdfwww.barnardos.org.uk/family_minded_report.pdf

87

http://www.barnardos.org.uk/family_minded_report.pdf

http://www.barnardos.org.uk/family_minded_report.pdf

http://www.bris.ac.uk/poverty/downloads/keyofficialdocuments/Child%20Poverty%20lit%20review%20DWP.pdf



http://www.cpag.org.uk/content/impact-poverty

http://www.cpag.org.uk/content/impact-poverty

http://www.wrcnrv.org/helpingYou/dv_effectsAdult.shtml



http://www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/domesticviolence.aspx



http://www.refuge.org.uk/get-help-now/what-is-domestic-violence/effects-of-domestic-violence-on-children/




Visiting speaker from local charity group which organises food banks or other charity groups

88




Resources

Family issues (cont.)


– mental illness; www.teescpp.org.uk/mental-illness-in-a-parent-or-carerhttp://patient.info/health/depression-leafletwww.aware-ni.org/pages/index.asp?title=Aware_Defeat_Depression__About_Depressionwww.mind.org.uk/information-support/a-z-mental-health/Visiting speaker such as a community psychiatric nurse or a representative from a charity such as Aware Defeat Depression

– poor parenting skills; www.telegraph.co.uk/education/educationnews/10711573/Four-in-10-children-missing-out-on-good-parenting.htmlwww.gov.uk/government/uploads/system/uploads/attachment_data/file/197732/DFE-RR185a.pdfwww.telegraph.co.uk/

89

http://www.telegraph.co.uk/education/educationnews/9837864/Poor-parenting-linked-to-underachievement-at-school.html

http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197732/DFE-RR185a.pdf



http://www.telegraph.co.uk/education/educationnews/10711573/Four-in-10-children-missing-out-on-good-parenting.html



http://www.mind.org.uk/information-support/a-z-mental-health/



http://www.aware-ni.org/pages/index.asp?title=Aware_Defeat_Depression__About_Depression



http://patient.info/health/depression-leaflet

http://patient.info/health/depression-leaflet

http://www.teescpp.org.uk/mental-illness-in-a-parent-or-carer

http://www.teescpp.org.uk/mental-illness-in-a-parent-or-carer


education/educationnews/9837864/Poor-parenting-linked-to-underachievement-at-school.html

90






Resources



– children with behavioural problems;

www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Symptoms.aspxhttp://patient.info/doctor/common-behavioural-problems-in-childrenwww.youngminds.org.uk/for_parents/worried_about_your_child/behaviour_problemswww.kidsbehaviour.co.uk/Speaker – Designated Teacher or Head of Pastoral Care

– children with special educational needs;

www3.hants.gov.uk/sen-homewww.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Education.aspxSpeaker – Special Educational Needs Co-Ordinator

– child abuse; www.nspcc.org.uk/preventing-abuse/signs-symptoms-effects/

91

http://www.nspcc.org.uk/preventing-abuse/signs-symptoms-effects/



http://www.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Education.aspx



http://www3.hants.gov.uk/sen-home

http://www3.hants.gov.uk/sen-home

http://www.kidsbehaviour.co.uk/

http://www.youngminds.org.uk/for_parents/worried_about_your_child/behaviour_problems



http://patient.info/doctor/common-behavioural-problems-in-children



http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Symptoms.aspx




www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/childabuseandneglect.aspxwww.helpguide.org/articles/abuse/child-abuse-and-neglect.htmVisiting speaker e.g. representative from NSPCC or a social worker

92

http://www.helpguide.org/articles/abuse/child-abuse-and-neglect.htm



http://www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/childabuseandneglect.aspx






Resources



– racism; www.childline.org.uk/Explore/Racism/Pages/Racism.aspxVisiting speaker e.g. representative from Belfast Migrant Centre

– bereavement; or www.ageuk.org.uk/health-wellbeing/relationships-and-family/bereavement/emotional-effects-of-bereavement/www.rcpsych.ac.uk/healthadvice/problemsdisorders/bereavement.aspxwww.moodjuice.scot.nhs.uk/bereavement.aspwww.cwrc.ac.uk/news/documents/Revised_Childhood_Bereavement_review_2014a.pdfVisiting speaker e.g. member of bereavement support group

– addiction; www.actiononaddiction.org.uk/About-Us.aspx

93

http://www.actiononaddiction.org.uk/About-Us.aspx

http://www.actiononaddiction.org.uk/About-Us.aspx

http://www.cwrc.ac.uk/news/documents/Revised_Childhood_Bereavement_review_2014a.pdf



http://www.moodjuice.scot.nhs.uk/bereavement.asp

http://www.moodjuice.scot.nhs.uk/bereavement.asp

http://www.rcpsych.ac.uk/healthadvice/problemsdisorders/bereavement.aspx



http://www.ageuk.org.uk/health-wellbeing/relationships-and-family/bereavement/emotional-effects-of-bereavement/



http://www.childline.org.uk/Explore/Racism/Pages/Racism.aspx




www.nhs.uk/conditions/Addictions/pages/introduction.aspxwww.nhs.uk/Conditions/Alcohol-misuse/Pages/risks.aspxwww.gamcare.org.uk/Visiting speaker e.g. Addiction NI

94

http://www.gamcare.org.uk/

http://www.nhs.uk/Conditions/Alcohol-misuse/Pages/risks.aspx



http://www.nhs.uk/conditions/Addictions/pages/introduction.aspx






Resources



investigate and explain how statutory services support families experiencing the two issues;

Discussion and clarification of the requirements for Assessment Task DStudents complete Assessment Task DTeacher leads discussion to revise understanding of the term statutory sectorStudents draw up a list of all statutory services available in their localareaGroup work/peer teaching – students are divided into groups and research the support available from the statutory sector to families experiencing the given issuesStudents visit statutory services in local area and investigate the support available or listen to visiting speakers on work of statutory organisations and make notes

CCEA Scheme of Work and resources for UnitAS 5: Adult Service Users (planning and providing for adult service users section)www.westerntrust.hscni.net/www.southerntrust.hscni.net/www.belfasttrust.hscni.net/www.setrust.hscni.net/www.northerntrust.hscni.net/www.psni.police.uk/www.nihe.gov.uk/Visiting speaker e.g. social worker or representative from PSNI

95

http://www.nihe.gov.uk/

http://www.psni.police.uk/

http://www.northerntrust.hscni.net/

http://www.setrust.hscni.net/

http://www.belfasttrust.hscni.net/

http://www.southerntrust.hscni.net/

http://www.southerntrust.hscni.net/

http://www.westerntrust.hscni.net/


96




Resources



assess the role played by voluntary organisations in supporting families experiencing the two issues; and

Discussion and clarification of the requirements for Assessment Task EStudents complete Assessment Task ETeacher leads discussion to revise understanding of the term voluntary sector and to clarify meaning of the term evaluationStudents draw up a list of voluntary organisations in their local areaGroup work/peer teaching – students are divided into groups and research the support available from voluntary organisations to families experiencing the given issuesStudents visit voluntary organisations in local area and investigate the support they provide or listen to visiting speakers and take notesDiscussion and clarification of the requirements for Assessment

Scheme of Work and resources for Unit AS 5: Adult Service Users (planning and providing for adult service users section)www.womensaid.org.uk/www.salvationarmy.org.uk/www.niamhwellbeing.org/www.parentingni.org/about/www.nspcc.org.uk/services-and-resources/services-for-children-and-families/www.cruse.org.uk/northern-irelandhttp://addictionni.com/Visiting speaker e.g. representative from a voluntary organisation such as Women’s Aid or Alcohol Anonymous Completed assessments

tasks A-F Reference list: candidates

must use the Harvard

97

http://addictionni.com/

http://www.cruse.org.uk/northern-ireland

http://www.cruse.org.uk/northern-ireland

http://www.nspcc.org.uk/services-and-resources/services-for-children-and-families/



http://www.parentingni.org/about/

http://www.niamhwellbeing.org/

http://www.salvationarmy.org.uk/

http://www.womensaid.org.uk/


Task FStudents complete Assessment Task F

System of referencing throughout the assessment tasks and in the end references

98




Resources



complete all tasks and submit the portfolio of work.

Students collate and submit portfolio

Completed tasks

99


Unit A2 6:Understanding Human

Behaviour

100



Unit A2 6: Understanding Human Behaviour

Prior Learning: AS Double Award Health and Social Care

Assessment: External Written Exam



Resources

Psychological perspectives on behaviour and personality


demonstrate knowledge and understanding of the psychoanalytic perspective, in particular the key concepts in Freud’s theory of personality development;

Teacher leads discussion explaining the psychoanalytic perspective – Freud’s stage theory of personality development. Group work – students explain the theory using flash cards of key terms

CCEA Fact File A2 Unit 6 Psychological Perspectives www.ccea.org.uk/hscCCEA eGuide Unit A2 6www.ccea.org.uk/hscResources for teacher use to inform teacher notes on all theories include Psychology Review

(quarterly journal), Philip Allen Updates

www.simplypsychology.or g

text books as identified throughout teacher guidance

101

http://www.simplypsychology.org/





Flash cards defining key terms in Freud’s theoryTeacher notes on Freud

102




Resources

Psychological perspectives on behaviour and personality (cont.)


demonstrate knowledge and understanding of the humanistic perspective in psychology, in particular the key concepts in Rogers’ theory of personality development;

Teacher leads discussion explaining the humanistic perspective and Roger’s theory of personality development Students use work sheets to match key concepts of Roger’s theory to definitions

Work sheets on key concepts – match concepts to definitionsTeacher notes on Rogers

demonstrate knowledge and understanding of the behaviourist perspective in psychology, in particular Pavlov’s experiments with dogs and the key concepts of his theory of learning through classical conditioning and Skinner’s experiments with the Skinner box and the key concepts of his theory of learning through operant conditioning;

Students research the work of Pavlov and Skinner and make their own notes. Teacher explains the behaviourist perspective – Pavlov’s classical conditioning and Skinner’s operant conditioning

Access to internet for student research on two theories e.g.www.simplypsychology.orgwww.gerardkeegan.co.uk

demonstrate knowledge and understanding of the cognitive perspective in

Teacher leads discussion explaining the cognitive perspective – Beck’s and Ellis’s

Teacher notes on the cognitive perspective

103

http://www.gerardkeegan.co.uk/



psychology, in particular the key concepts in Beck and Ellis’s work on cognition;

theories of cognition/cognitive errors

104




Resources

Psychological perspectives on behaviour and personality (cont.)


demonstrate knowledge and understanding of the social learning perspective in psychology, in particular the Bobo doll experiment and the key concepts in Bandura’s theory; and

Students watch video. Teacher leads discussion of key concepts in Bandura’s theory – studentts make notes

Video of the Bobo doll experiment www.youtube.com/watch?v=eqNaLerMNOE

demonstrate knowledge and understanding of the biological perspective on human behaviour, in particular the role of genetic, physiological and neurobiological processes in depression, aggression and stress.

Teacher leads introduction to the biological perspective. Group work-research into the biological basis of one of the behaviours. Groups produce a hand-out to share with classGroup work – students work in groups summarising perspectives by designing posters showing key concepts in each perspective

Access to internet for group work on the biological basis of one behaviour e.g. www.simplypsychology.orgwww.gerardkeegan.co.ukPaper and other resources to produce posters

105

http://www.gerardkeegan.co.uk/


http://www.youtube.com/watch?v=eqNaLerMNOE

http://www.youtube.com/watch?v=eqNaLerMNOE




Resources

The application of perspectives to understanding and treating individuals


assess how the following perspectives contribute to understanding and treating depression and evaluate the treatment or therapies:– the psychoanalytic

perspective: psychoanalysis and play therapy;

– the humanistic perspective: client-centred therapy and encounter groups;

– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s rational emotive therapy (RET) and rational emotive behaviour therapy (REBT);

– the biological perspective: anti-depressants (MAOIs, tricyclics, SSRIs), electro-convulsive therapy (ECT);

Teacher leads discussion explaining how the theories explored above are associated with particular theories and treatments Psychoanalytic perspective –

psychoanalysis and play therapy

Humanistic perspective – client-centred therapy and encounter groups

Behaviourist perspective – behaviour therapies (systematic desensitization, implosion therapy, flooding), behaviour modification, time management

Cognitive perspective – Beck’s cognitive restructuring and Ellis’s RET and REBT

Social perspective – modelling therapy, social skills training, family therapy

Biological perspective – drugs, ECT, biofeedback,

Teacher notes on therapies and treatments including their strengths and weaknessesYouTube or other videos of therapies in action e.g.Rogers describing his therapy www.youtube.com/watch?v=ZBkUqcqRChgRole play of cognitive therapy www.youtube.com/watch?v=x7HJmVx3qN4Patient having ECT www.youtube.com/watch?v=9L2-B-aluCEAccess to internet for research on depression. Useful websites include www.nhs.uk/Conditions/Depression/Pages/Symptoms.aspxwww.mind.org.uk

106

http://www.mind.org.uk/

http://www.nhs.uk/Conditions/Depression/Pages/Symptoms.aspx

http://www.nhs.uk/Conditions/Depression/Pages/Symptoms.aspx

http://www.youtube.com/watch?v=9L2-B-aluCE

http://www.youtube.com/watch?v=9L2-B-aluCE

http://www.youtube.com/watch?v=x7HJmVx3qN4

http://www.youtube.com/watch?v=x7HJmVx3qN4

http://www.youtube.com/watch?v=ZBkUqcqRChg

http://www.youtube.com/watch?v=ZBkUqcqRChg


meditation, relaxationStudents research the signs and symptoms of depression and create a list

107




Resources

The application of perspectives to understanding and treating individuals (cont.)


Group work – each group addresses one perspective and its treatments for depression. Each group creates a PowerPoint covering three aspects how the perspective explains

depression how the perspective would

treat depression strengths and weaknesses of

the treatment/therapy for depression

Students present and share PowerPointsStudents practise exam questions on depression

Previous notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful

108




Resources



assess how the following perspectives contribute to understanding and dealing with aggression and evaluate the treatment or therapies:– the psychoanalytic

perspective: psychoanalysis and play therapy;

– the humanistic perspective: client centred therapy and encounter groups;

– the behaviourist perspective: behaviour modification;

– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT;

– the social perspective: modelling therapy, social skills training; and

– the biological

Individually, students use their previous notes to apply the perspectives to the case studies to explain the aggression – they make notes in preparation for class discussionGroup work – students produce mind maps showing the different treatments/therapies for aggression and their associated strengths and weaknessesStudents practise exam questions on aggression

Case studies of aggression – can be accessed in past papers for A6H61 Understanding Human Behaviour (Legacy specification)Previous notes on perspectives and treatments/therapies

Past papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful

109


perspective: minor tranquilisers, for example benzodiazepines; and

110




Resources



assess how the following perspectives contribute to understanding and treating stress and evaluate the treatment or therapies:– the humanistic

perspective: client centred therapy and encounter groups;

– the behaviourist perspective: time management;


– the biological perspective: drug therapies (beta blockers, anti-depressants, anxiolytic drugs); and biofeedback, relaxation and meditation; and

Students research the signs and symptoms of stress and create a list

Students use previous notes to complete a table showing the different explanations of stress and associated treatments/therapies from the humanistic, behaviourist, cognitive and biological perspectivesGroup work – students discuss the strengths and weaknesses of the different treatments/therapies and make notes in preparation for class discussionStudents practise exam questions on stress

Access to internet for research on stress. Useful websites include www.nhs.uk/conditions/stresswww.bupa.co.uk/health-information/directory/s/stressPrevious notes on perspectives and treatments/therapiesHand-out; table for explanations and treatments for stress

Past papers and mark schemes for A6H61 Understanding Human Behaviour (legacy

111

http://www.bupa.co.uk/health-information/directory/s/stress

http://www.bupa.co.uk/health-information/directory/s/stress

http://www.nhs.uk/conditions/stress

http://www.nhs.uk/conditions/stress


specification) may be useful

112




Resources



assess how the following perspectives contribute to understanding and treating the eating disorders, anorexia nervosa (AN) and bulimia nervosa (BN) and evaluate the treatment or therapies:– the psychoanalytic

perspective, including Hilde Bruch psychoanalysis;

– the behaviourist perspective: behaviour modification;


– the social perspective: family therapy; and

– the biological perspective: antidepressants; and

Students research the signs and symptoms of AN and BN and make notes highlighting similarities and differences

Pair and share – students work in pairs to research and apply the psychoanalytic, behaviourist, cognitive, social and biological perspectives to explain eating disordersIndividually students produce notes on treatments/therapies for eating disorders from these perspectives including their strengths and weaknessesStudents practise exam questions on eating disorders

Access to internet for research on eating disorders. Useful websites includehttp://eating-disorders.org.ukwww.b-eat.co.ukwww.nhs.uk/conditions/Eating-disorders/pages/introduction.aspxTeacher notes on the work of Hilde BruchPrevious notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful

113

http://www.nhs.uk/conditions/Eating-disorders/pages/introduction.aspx



http://www.b-eat.co.uk/

http://eating-disorders.org.uk/

http://eating-disorders.org.uk/


114




Resources



assess how the following perspectives contribute to understanding and treating phobias and evaluate the treatments or therapies:– the psychoanalytic

perspective: psychoanalysis;

– the behaviourist perspective: behaviour therapies (systematic desensitization, implosion therapy, flooding);

– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT; and

– the social perspective: modelling therapy.

Teacher leads class discussion of phobias- signs and symptoms

Students work individually to produce notes on phobias covering the following how the psychoanalytic,

behaviourist, cognitive and social perspectives explain phobias

treatments/therapies – psychoanalysis, behaviour therapies, cognitive therapies and modelling

an evaluation of each of the treatments/therapies

Students practise exam questions on phobias

Teacher notes on symptoms of phobiaswww.nhs.uk/Conditions/Phobias/Pages/Symptoms.aspxPrevious notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful

115

http://www.nhs.uk/Conditions/Phobias/Pages/Symptoms.aspx






Resources

The influence of socio-economic factors


analyse the influence of the following socio-economic factors on the behaviours described above described above (depression, aggression, stress, eating disorders and phobias.):– gender;– housing and environment;– poverty;– social class;– family;– the media;– employment or

unemployment;– ethnicity; and– education.

Teacher leads discussion what is meant by socio-economic factors – link to AS3 Health and Well-being.Teacher produces spider diagram based on class discussion of the influence ofsocio-economic factors on depressionGroup work – students work together to produce a spider diagram showing how one of the other behaviours can be explained by socio-economic factors (aggression, stress, eating disorders or phobias). Each group explains its points to the classStudents learn notes for test using exam questions from past papers

Flip chart to create spider diagram on how depression can be influenced by any of the socioeconomic factors listed

Teacher notes on the impact ofsocio-economic factors on each behaviour Mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful


All Students revise examination techniqueStudents practise examination

CCEA GCE Health and Social Care Specimen Assessment Materials(www.ccea.org.uk/hsc)

116



questions

Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of Written Communication (QWC) is assessed in four questions, two of which have 4 levels of

response

117


118


Unit A2 7:Human Nutrition and

Health

119



Unit A2 7: Human Nutrition and Health

Prior Learning: AS Double Award Health and Social Care

Assessment: External Written Exam



Resources

Nutrients in food Students should be able to: demonstrate knowledge and

understanding of the dietary functions and sources of protein, carbohydrates and fats;

Teacher gives an overview of the interdependency of nutrients in the maintenance of an individual’s health and well-beingStudents use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of protein, carbohydrate and fatsStudents use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of water soluble and fat soluble vitamins

CCEA eGuide Unit A2 7www.ccea.org.uk/hscwww.health-ni.gov.uk/www.food.gov.ukwww.nidirect.gov/starchy-foodswww.nhs.uk/Livewell/Goodfoodwww.publichealth.hscni.netwww.food4life.org.ukwww.healthystart.nhs.uk/foodwww.nuffieldhealth.com/Nutritionadvicewww.hoddereducation.co.uk/Home-Economicswww.ocr.org.uk

demonstrate knowledge and understanding of the dietary functions and sources of water soluble vitamins (B1, B12 and C) and fat soluble vitamins (A, D, E and K);

demonstrate knowledge and understanding of the dietary functions and sources of minerals (calcium, fluorine and iron);

120

http://www.ocr.org.uk/

http://www.hoddereducation.co.uk/Home-Economics

http://www.hoddereducation.co.uk/Home-Economics

http://www.nuffieldhealth.com/Nutritionadvice

http://www.nuffieldhealth.com/Nutritionadvice

http://www.healthystart.nhs.uk/food

http://www.healthystart.nhs.uk/food

http://www.food4life.org.uk/


http://www.nhs.uk/Livewell/Goodfood

http://www.nhs.uk/Livewell/Goodfood

http://www.nidirect.gov/starchy-foods

http://www.nidirect.gov/starchy-foods

http://www.food.gov.uk/






Resources

Nutrients in food (cont.)


Students use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of minerals

Home Economics (AS/A2) text books and other books such as, Barasi, M. (2016)

Human Nutrition: A Health Perspective (Taylor and Francis)

Lean, M (2016)Fox and Cameron’s Food Science Nutrition and Health (Hodder Arnold)

assess the importance of water and fluid intake and apply to individuals at different life stages:– infants;– children;– adolescents;– adults; and– older people; and

Students create case study scenarios to assess the importance of water, fluid intake and NSP to individuals at different life stages: infants; children; adolescents; adults; and older people

www.everydayhealth.com

assess the importance of non-starch polysaccharide (NSP)/dietary fibre and apply to individuals at different life stages– infants;

A range of settings should be used within the scenarios for example early years settings, nursing home, hospitalStudents work in pairs focusing on a specific life stage to create

www.nidirect.gov.uk/starchy-foods

121

http://www.nidirect.gov.uk/starchy-foods

http://www.nidirect.gov.uk/starchy-foods

http://www.everydayhealth.com/


– children;– adolescents;– adults; and– older people.

the scenarios and present findings to the classFormative assessment: students are tested on their level of nutritional knowledge and understanding

122




Resources

Current dietary guidelines


demonstrate knowledge and understanding of the current dietary advice generated by a range of government bodies:– Department of Health

(DoH);– Nutritional Standards for

Schools Department of Education Northern Ireland (DENI);

– Public Health Agency (PHA); and

– Food Standards Agency (FSA);

Teacher outlines the need for a balanced diet using the“Eatwell Guide”Students use the information in the Fact File and the links to provide an overview of current dietary adviceStudents use information in the links to summarise the role of a range of government bodiesStudents produce summary notes on: DoH Promoting Good

Nutrition – Guidance and resources to support the use of “MUST” across all care settings;

DENI: Nutritional Standards for School lunches;

Nutritional Standards for other food and drinks in schools;

FSA: Strategy and Strategic Plan 2015-20;

PHA: Nutritional guidelines and menu checklist.

Formative assessment: students

CCEA Fact File: A2 Unit 7: Current Dietary Advice and Guidelines www.ccea.org.uk/hsc

www.health-ni.gov.uk/www.deni.gov.uk/index/support-and...schools/nutritional-standards.htmwww.food.gov.uk/northern-irelandwww.publichealth.hscni.netwww.choosetolivebetter.com

123



http://www.food.gov.uk/northern-ireland

http://www.food.gov.uk/northern-ireland

http://www.deni.gov.uk/index/support-and...schools/nutritional-standards.htm






are tested on their level of knowledge and understandingTeacher must ensure that the students have a clear understanding of dietary advice before progressing to the next section of the specification

124




Resources

Exploring dietary health


analyse the nutritional requirements of individuals at each stage of life– infants;– children;– adolescents;– adults; and– older people;

Teacher gives an overview of the specific nutritional requirements of individuals and how they change at each stage of lifeWorking in groups students undertake research on the specific nutritional requirements of a teacher allocated life stageStudents present the findings and share them with the class

assess how a vegan diet can meet nutritional dietary requirements;

Students use the link to debate how vegan diets can meet the nutritional dietary requirements of individuals

www.nidirect.gov.uk/vegetarian-and-vegan-dietwww.ccea.org.ukPast papers and mark scheme for A6H7 Human Nutrition and Dietetics Q2 (a) June 2014 (legacy specification) may be useful

125

http://www.ccea.org.uk/

http://www.nidirect.gov.uk/vegetarian-and-vegan-diet

http://www.nidirect.gov.uk/vegetarian-and-vegan-diet




Resources

Exploring dietary health (cont.)


demonstrate knowledge and understanding of how the following affect energy requirements:– basal metabolic rate

(BMR);– age;– gender;– state of health, and– physical activity levels

(PALs); and

Students use link to make notes on how the following affect energy requirements: basal metabolic rate (BMR); age; gender; state of health, and physical activity levels (PALs);Formative assessment: students are tested on their level of knowledge and understanding

www.nrv.gov.au/dietary-energy

demonstrate knowledge and understanding of how to modify recipes and diets to meet current dietary advice and for those with food intolerance or allergies such as coeliac, lactose intolerance or peanut allergy.

Students use the links to make notes on how to modify recipes and diets at each life stage in a range of settingsStudents use link to make notes on different food allergies and the advice individuals living with allergies may be given

www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspxwww.nhs.uk/Livewell/Allergies/Pages/Foodallergy.aspxwww.ccea.org.ukPast paper question and mark scheme A6H71 Human Nutrition and Dietetics (legacy specification) Q2 2(d) June 2014 may be useful

126

http://www.ccea.org.uk/

http://www.nhs.uk/Livewell/Allergies/Pages/Foodallergy.aspx



http://www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspx



http://www.nrv.gov.au/dietary-energy

http://www.nrv.gov.au/dietary-energy




Resources

Diet related conditions or disorders


analyse the dietary risk factors and appropriate advice to help prevent:– bowel cancer;– cardiovascular disease;– hypertension;– Crohn’s Disease;– scurvy;– rickets;– night blindness;– anaemia;– dental caries;– diabetes;– irritable bowel syndrome;– obesity;– osteoporosis; and– stroke.

Teacher could use case studies/newspaper articles to introduce this section of the specificationsStudents explore and develop an understanding of the relationship between diet and health as they consider a range of disorders and their associated dietary risk factorsWorking in groups students use the links to research one diet related disorder and present findings to the class: Causes Dietary risk factors Dietary Advice

Local external agencies may be invited into school or accessed for support materialsCase studies and media articles focusing on listed conditionswww.health-ni.gov.uk/www.bowelcanceruk.org.ukwww.nichs.org.ukwww.crohnsandcolitis.org.ukwww.nice.org.ukwww.nos.org.ukwww.nhs.uk/ConditionsTeacher notes summarising dietary risk factors and appropriate advice for each condition

127

http://www.nhs.uk/Conditions

http://www.nos.org.uk/

http://www.nice.org.uk/

http://www.crohnsandcolitis.org.uk/

http://www.nichs.org.uk/

http://www.bowelcanceruk.org.uk/





Resources

Factors influencing dietary intake


assess how the following influence food choice:– advertising;– availability;– religion, for example

Jewish, Hindu and Muslim faiths;

– economic;– knowledge;– culture;– psychological factors;– physiological factors, for

example coeliac, diabetes, obesity, coronary heart disease; and

– labelling.

Students refer to the Fact File and the identified link to summarise information on the key determinants of food choiceStudents should prepare notes to apply key determinants of food choice to given groups, for example patients on a ward,parents with young children, older people living alone or staff in a nursing home

CCEA Fact File: A2 Unit 6: Factors influencing dietary intake www.ccea.org.uk/hsc

www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt

128

http://www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt







Resources

Food preparation and handling


analyse the importance of good hygiene and safe practices when storing and preparing food;

Using the links students should make notes to apply their knowledge of good hygiene and safe practices when preparing food in a range of settings for example, a crèche or nursing home

www.nidirect.gov.uk/preparing-food-safely

identify the specific bacteria relating to food poisoning (salmonella, campylobacter, E.coli, staphylococcus aureus);

www.nhs.uk/Livewell/homehygiene/Pages/Foodhygiene.aspx

demonstrate knowledge and understanding of the factors affecting the growth of bacteria and identify high risk foods;

Students summarise in a table format the specific bacteria relating to food poisoning, the factors affecting their growth, signs and symptoms, high risk foods and individuals most at risk

www.foodsafety.gov/poisoning/causes/bacteriaviruses/

recognise the signs and symptoms of food poisoning and the individuals most at risk; and

129

http://www.foodsafety.gov/poisoning/causes/bacteriaviruses/



http://www.nhs.uk/Livewell/homehygiene/Pages/Foodhygiene.aspx



http://www.nidirect.gov.uk/preparing-food-safely

http://www.nidirect.gov.uk/preparing-food-safely




Resources

Food preparation and handling (cont.)


demonstrate knowledge and understanding of the current legislation and regulations that apply to food storage and preparation:– The Food Safety

(Northern Ireland) Order 1991; and

– Food Hygiene (Northern Ireland) Regulations 2006.

Students should make notes on good practice in the storage, preparation and handling of foodTeachers need to cover the legislation specified so that students have a knowledge and understanding of how it impacts in care settingsTeacher organises visiting speakers for example a local Environmental Health OfficerTeacher organises a class visit to the school canteenStudents make notes on the key aspects of legislation and how it impacts and is applied by staff in care settings

School canteenEnvironmental Health OfficerLocal care settingsTeacher notes on the key points of legislationwww.dardni.gov.uk/environmental -health-officers-contacts.docwww.legislation.gov.uk/nisr/1991www.legislation.gov.uk/nisr/2006Past papers and mark schemes for A6H7 Human Nutrition and Dietetics (legacy specification) may be useful

130

http://www.legislation.gov.uk/nisr/2006




http://www.dardni.gov.uk/environmental%20-health-officers-contacts.doc






Resources


Development of examination technique and practise examination questions

CCEA GCE Specimen Assessment Materials www.ccea.org.uk/hsc

Past papers for A6H7 Human Nutrition and Dietetics (Legacy specification) may be useful

Please check carefully the requirements of the revised specifications

Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of Written Communication (QWC) is assessed in four questions, two of which have 4 levels of

response

131


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