Revised SPECIFICATIONS (Amended August 2007) · Revised Pilot Version ... Advanced General...

GCE

Applied Health and Social Care

in

R e v i s e d S P E C I F I C A T I O N S

(Amended August 2007)Revised Pilot Version

Advanced Subsidiary General Certificate of Education in Healthand Social Care (3 Unit)

Advanced Subsidiary General Certificate of Education in Healthand Social Care (6 Unit)

Advanced General Certificate of Education in Health and SocialCare (6 Unit Single Award)

Advanced General Certificate of Education in Health and SocialCare (12 unit Double Award)

For first teaching from September 2006For first AS Certification in Summer 2007For first A2 Certification in Summer 2008

CCEA GCE Health and Social Care – from September 2006 REVISED VERSION

CONTENTS Foreword Summary of Assessment Information Page Section 1: Introduction 1.1 Rationale 1 1.2 Characteristics of the course 1 1.3 Aims 2 1.4 Progression 3 1.5 Key Skills 3 1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links 4

Section 2: Assessment Unit Content and Design 2.1 List of compulsory and optional units 5 Section 3: Assessment and Certification 3.1 Assessment objectives 7 3.2 Assessment weightings (overall) 8 3.3 Prohibited combinations 10 3.4 Candidates with Particular Requirements 10 3.5 Evidence of Learning and Internal Assessment 10 3.6 Applying the Assessment Criteria 11 3.7 Role of the Teacher 11 3.8 Annotation of Coursework 13 3.9 Agreement Trials 13 3.10 Support Service and Advice 13 3.11 Internal Centre Standardisation 13 3.12 Moderation 13 3.13 Assessment of Quality of Written Communication 14 3.14 Conduct of the Awarding Process 14 3.15 Language of Assessment 14 3.16 Grading and Aggregation 15 3.17 Converting Uniform Marks to Grades 15 3.18 Certification 16 Section 4: Content 4.1 Structure of an assessment unit 17 4.2 Detailed content 17 AS Unit 1: Promoting Positive Care 18 AS Unit 2: Communication in Care Settings 25 AS Unit 3: Health and Well Being 32 AS Unit 4: Child Development 36 AS Unit 5: Adult Client Groups 44 AS Unit 6: Holistic therapies 49 A2 Unit 7: Applied Research 55 A2 Unit 8: Monitoring Body Systems 66 A2 Unit 9: Providing Services 73 A2 Unit 10: Health Promotion 78 A2 Unit 11: Supporting the Family 84 A2 Unit 12: Understanding Human Behaviour 91 AS Unit 13: Unavailable AS Unit 14: Contact CCEA for details A2 Unit 15: Contact CCEA for details

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Section 5: Performance Descriptions 97 Section 6: Guidance and Support Materials 102 Section 7: Evidence for Key Skills 103


FOREWORD This specification for CCEA’s GCE Health and Social Care programme is available for teaching (pilot programme) from September 2004. The first award based on this specification will be made in 2005 (Single Award) and in 2006 (Double Award). The specifications have been devised in consultation with teachers in schools, tutors in Institutes of Further and Higher Education and practitioners working in the Health and Social Care sector. As with all work-related programmes, centres must ensure compliance with all relevant Health and Safety legislation with regard to facilities, equipment and appropriately trained staff.


SUMMARY OF ASSESSMENT INFORMATION Unit Title Overview Mode of

Assessment and Weighting (%)

AS Unit 1

Promoting Positive Care

This unit gives students the opportunity to examine how legislation impacts upon the rights and responsibilities of clients and carers. It focuses on how practices within one health, social care or early years setting promote the positive care of clients and how staff in the chosen setting apply the principles of the Care Value Base. Students will learn about: • Attitudes and prejudices • Rights and responsibilities of

service users and providers • The Care Value Base • Facilitating access to services • Safe working practices Assessment involves a written report on the chosen setting.

Internal

16 2/3

AS Unit 2

Communication in Care Settings

This unit gives students the opportunity to learn and practise communication skills. They observe communication skills in a care setting and carry out two interactions. Students will learn about: • Communication in health, social

care and early years settings. • Types of communication • Factors affecting the effectiveness

of communication • Barriers to communication,

communication difficulties and strategies for overcoming these.

• evaluating communication skills • The importance of communication

when working in teams.

Internal

16 2/3


Unit Title Overview Mode of Assessment

and Weighting (%) AS Unit 3

Health and Well Being

This unit gives students the opportunity to learn about health and well being and the factors which affect it. Students will learn about: • Concepts related to health and well

being • Factors affecting health and well

being • Health promotion and the

approaches used • Organisations which contribute to

the promotion of health and well being

• The importance of recognising and challenging negative attitudes and prejudices

External

16 2/3

2 hour external examination

AS Unit 4

Child Development

This unit gives students the opportunity to learn about child development by carrying out primary research on the development of a child from birth. Students will learn about: • The physical, intellectual,

emotional and social development of children

• Factors affecting child development • Theories relating to child

development • Applying research methods in the

study of child development Assessment involves students producing a case study based on research of a child.

Internal

16 2/3


Unit Title Overview Mode of Assessment and Weighting (%)

AS Unit 5

Adult Client Groups

This unit gives students the opportunity to learn about how the needs of adult client groups are met. Students will learn about: • Concepts and models relevant to

adult client groups • The need to categorise adult client

groups • The needs of clients and the impact

of legislation • The planning and provision of

services for adult client groups • The impact of attitudes, prejudices

and stigma on adult client groups.

External

16 2/3


AS Unit 6

Holistic Therapies

This unit gives students the opportunity to investigate the holistic approach in the treatment of various medical conditions. Students are required to research holistic therapies and compare their use with orthodox treatments. They also investigate the use of holistic therapies in care settings. Students will learn about: • A range of holistic therapies • The treatment of two medical

conditions using both orthodox and holistic methods

• Current trends and opinions of holistic therapies

• Use of holistic therapies in care settings.

Assessment involves students producing an information pack which: • Describes four holistic therapies • Includes a comparative study of the

treatment of two medical conditions with orthodox medicine and holistic therapies

• Summarises current trends and opinions on holistic therapies

• Describes the use of holistic therapies used in a care setting.

Internal

16 2/3



and Weighting (%) A2 Unit 7

Applied Research

This unit gives students the opportunity to learn about the research process by carrying out their own research on a health and social care topic of their choice. Students will learn about: • The research process and research

methods • Ethical issues in research • Planning and carrying out research • Analysing research results • Evaluating the research process • Writing the research report Assessment involves students writing a research report on research that they have designed and carried out individually on a health and social care topic.

Internal

16 2/3

A2 Unit 8

Monitoring Body Systems

This unit gives students the opportunity to carry out a practical investigation in which they monitor the physiological status of two individuals, exhibiting good practice. They will examine the structure, function and control of the two body systems that they have monitored. They will also investigate the diagnosis and treatment of an illness/disease. Students will learn about: • Monitoring clients’ physiological

status • The effective functioning of body

systems • Investigations and treatments • The effects of illness/disease on a

client’s lifestyle Each student will be required to produce a written report of their investigations.

Internal

16 2/3



and Weighting (%) A2 Unit 9

Providing Services

This unit gives students the opportunity to learn about the way in which health social care and early years services are organised. Students will learn about: • The effects of legislation and policy

on services • The way in which needs are

identified and met • The roles of the various practitioners

involved in the delivery of service provision.

• The importance of working in teams • Quality assurance processes. Students will undertake a 2 hour examination based on pre-release material which will be made available 8 weeks prior to the examination.

External Pre-release material

16 2/3

2 hour paper

A2 Unit 10

Health Promotion

This unit gives students the opportunity to plan, implement and evaluate a small scale health promotion activity which they may carry out individually or in a small group. They will investigate the reasons behind health campaigns and identify regional and local health promotion priorities. Students will learn about: • The background to health promotion

campaigns • The design and implementation of

the campaign • Evaluating the campaign Each student will be required to produce an individual written report of their activity.

Internal

16 2/3


Unit Title Overview Mode of

Assessment and Weighting (%)

A2 Unit 11

Supporting the Family

This unit gives students the opportunity to investigate family functions and changing family structure. Students will investigate the range of services available to meet family needs. They will also research how recent government initiatives help support families experiencing difficulties. Students will learn about: • Family functions • Changing family structure • Services available to families • Family issues Assessment involves students producing a case study on a family which shows: • Family structure • How each family meets the needs of its

members • Evaluation of the support provided by

services used by the family. Students will also complete a report which analyses the effect of two issues on families, highlighting how recent government initiatives and various organisations support these families.

Internal

16 2/3

A2 Unit 12

Understanding Human Behaviour

This unit gives students the opportunity to learn about a range of perspectives that explain human behaviour and personality, and to explore how these perspectives contribute to care practice with different clients. Students will study: • Psychological perspectives on behaviour

and personality and their associated theories

• How these perspectives can be applied to understanding clients behaviours and to meeting their needs

• How socio-economic factors influence clients behaviour.

External

16 2/3



Section 1 INTRODUCTION 1.1 Rationale

These qualifications lead to a General Certificate of Education (GCE) in Health and Social Care at Advanced Level (A level) within the National Curriculum Framework. Students may enter for a subsidiary (three unit), single (six unit) or double (twelve unit) award.

Students studying Health and Social Care for the first time can readily take the courses of study prescribed by these specifications. The specifications do, however, examine and expand upon the concepts first introduced in CCEA GCSE Health and Social Care (Double Award).

The CCEA Advanced Subsidiary and Advanced GCE’s in Health and Social Care offer students the opportunity to develop skills, knowledge and understanding that provide a broad educational basis that will advantage them when entering into employment or higher education within the health and social care sector. The specifications examine the structures which exist within Northern Ireland in the health and social care sectors and explore issues which have regional, national, European and global dimensions.

Strong vocational links to the health and social care sectors locally and throughout Northern Ireland are essential and should be developed both by teachers and students throughout the programme of study. It is important, however, that teachers and students understand and apply rigorously, current legislation.

This is particularly necessary in units, where for example, health and safety, client confidentiality, equal opportunity or child protection issues may arise. In such cases the relevant legislation must be adhered to strictly.

1.2 Characteristics of the Course

The GCE Health and Social Care specifications provide: • a combination of AS and A2 Units; • an applied vocational dimension; • opportunities to enable progression for study at further and higher education,

training and employment; • opportunities to enable students to apply their knowledge in realistic Health and

Social Care contexts; • opportunities for the development of the transferable skills necessary in a changing

and dynamic working environment.


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1.3 Aims

The content of the specifications is applied to the care sector whose contexts include: health, early years care and education, social care. The term ‘care sector’ is taken to include all the contexts specified. The specifications take account of the integration of services.

1.3.1 AS and Advanced GCE courses based on this specification should stimulate and

sustain an interest and enjoyment of Health and Social Care. These courses should encourage students to:

• develop and sustain an interest in health, early years care and education, social

care and issues affecting the care sector; • acquire through both practical and theoretical contexts, knowledge and

understanding of health, early years care and education and issues affecting the health and social care sector and of the inherent complexities and interrelationships;

• actively participate in practical activities which allow them to competently apply their knowledge, understanding and skills when exploring issues associated with the subject;

• develop skills that will enable them to make an effective contribution to the care sector including skills of research, evaluation and problem-solving in a work related context;

• use information and communications technology (ICT) to enhance their Health and Social Care capability;

• apply knowledge, understanding and skills; • prepare for further study and training.

1.3.2 The specification for AS provides opportunities for students to focus on the needs of

clients and the techniques and professional services aimed at meeting those needs. Students are able to be assessed in the following areas of study:

• rights, responsibilities and values; • communication in care settings; • health and well being;

The specifications for Advanced GCE develop AS content through addressing the factors affecting and issues involved in service delivery. Students are to be assessed on the following areas of study: • service provision and practitioner roles; • understanding human behaviour; • their ability to draw together aspects of these areas in a variety of contexts.


1.4 Progression

The specifications build on the knowledge, understanding and skills that may be acquired through Level 2 qualifications in Health and Social Care or through equivalent experience. AS content and assessment materials are presented as stepping-stones to A2 content and assessment materials.

Differentiation between AS and Advanced GCE occurs through the specification of content for these different levels, through the different weighting of assessment objectives and through the demands of the mark scheme.

1.5 Key Skills

This specification provides opportunities for developing and generating evidence for assessing the following nationally specified key skills at Level 3: • Communication • Application of Number • Information Communications Technology • Working with Others • Improving your Own Learning and Performance • Problem Solving Details of the key skills, the evidence required for their assessment, examples of contexts in which they may be developed and evidence for assessment generated are provided in Section 7. It is important that teachers and students read carefully the various sections of the key skills specification. These set out what should be known and what should be undertaken in order to generate appropriate evidence for assessment. (See Section 7) Teachers may find that the provision of opportunities for generating and developing evidence for assessment of the key skills may lead to new approaches to teaching and learning. Providing such opportunities should not adversely affect the development of Health and Social Care knowledge, understanding and skills, nor should it mitigate against the satisfactory completion of the specification requirements.


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1.6 Spiritual, Moral, Ethical, Social and Cultural (SMESC) links

This specification provides opportunities for developing a range of spiritual, moral, ethical, social and cultural issues, together with citizenship, environmental issues and the European dimension. Some examples of where these links may be addressed are:

Spiritual Holistic Therapy Unit 6

Social Development/Self Concept Unit 4

Moral Legislation Unit 1 Child Protection Issues Unit 4 Development of Self Concept Unit 4

Ethical Confidentiality – Care Value Base Unit 1 Confidentiality when working within setting Unit 2 Ethical Issues in Research Unit 7

Cultural Diversity Unit 1 Barriers to Communication Unit 2 Holistic Therapies Unit 6 Development of Self Concept Unit 4

Social Diversity/Legislation Unit 1 Social Factors/Interactions 2 Social Development/Self Concept Unit 4 Effect of Illness on Lifestyle Unit 8


Section 2 ASSESSMENT UNIT CONTENT AND DESIGN 2.1 List of Compulsory and Optional Units The order in which the subject content is presented is not intended to imply a proposed teaching order. Teachers are free to organise the teaching of the content as they think appropriate, but should emphasise the inter-relationship of the different areas of study. The subject content is described in specific detail for each unit in Section 4 of this specification. AS Unit 1: Promoting Positive Care Internal AS Unit 2: Communication in Care Settings Internal AS Unit 3: Health and Well Being External AS Unit 4: Child Development Internal AS Unit 5: Adult Client Groups External AS Unit 6: Holistic therapies Internal A2 Unit 7: Applied Research Internal A2 Unit 8: Monitoring Body Systems Internal A2 Unit 9: Providing Services External A2 Unit 10: Health Promotion Internal A2 Unit 11: Supporting the Family Internal A2 Unit 12: Understanding Human Behaviour External

Three Unit AS Award: Students are required to take all three units. AS Unit 1: Promoting Positive Care Compulsory AS Unit 2: Communication in Care Settings Compulsory AS Unit 3: Health and Well being Compulsory

Six Unit AS Award: Students are required to take all six units.

AS Unit 1: Promoting Positive Care Internal AS Unit 2: Communication in Care Settings Internal AS Unit 3: Health and Well Being External AS Unit 4: Child Development Internal AS Unit 5: Adult Client Groups External AS Unit 6: Holistic therapies Internal


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Six Unit GCE (Single Award) Students are required to take four compulsory units (three at AS and 1 at A2) and 2 of the remaining five A2 units. AS Unit 1: Promoting Positive Care Compulsory AS Unit 2: Communication in Care Settings Compulsory AS Unit 3: Health and Well being Compulsory A2 Unit 7: Applied Research Optional A2 Unit 8: Monitoring Body Systems Optional A2 Unit 9: Providing Services Compulsory A2 Unit 10: Health Promotion Optional A2 Unit 11: Supporting the Family Optional A2 Unit 12: Understanding Human Behaviour Optional Twelve Unit GCE (Double Award) Students are required to take all twelve units. AS Unit 1: Promoting Positive Care Compulsory AS Unit 2: Communication in Care Settings Compulsory AS Unit 3: Health and Well being Compulsory AS Unit 4: Child Development Compulsory AS Unit 5: Adult Client Groups Compulsory AS Unit 6: Holistic Therapies Compulsory A2 Unit 7: Applied Research Compulsory A2 Unit 8: Monitoring Body Systems Compulsory A2 Unit 9: Providing Services Compulsory A2 Unit 10: Health Promotion Compulsory A2 Unit 11: Supporting the Family Compulsory A2 Unit 12: Understanding Human Behaviour Compulsory


Section 3 ASSESSMENT 3.1 Assessment Objectives

The assessment objectives provide an indication of the skills and abilities which the assessment units are designed to assess, together with the knowledge and understanding specified in the subject content. It is not always possible to make a clear distinction between these different elements in constructing examination questions and assessment criteria and therefore more than one assessment objective may be tested. The assessment objectives for the AS and Advanced GCE are the same and are listed below: AO1 Knowledge, understanding and skills Students demonstrate knowledge, understanding and skills. AO2 Application of knowledge, understanding and skills Students apply knowledge, understanding and skills. AO3 Research and analysis Students use appropriate research techniques to obtain information from a range of sources. Students analyse work-related issues and problems. AO4 Evaluation Students evaluate evidence, make judgements and draw conclusions about work-related issues.

The weighting of the assessment objectives in the AS and Advanced GCE is shown in Tables 1 and 2 on pages 8 and 9.


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3.2 AS Assessment Weightings Assessment Objective

AO1 K, S, U (%)

AO2 Application of K, S, U

(%)

AO3 Research

and Analysis (%)

AO4 Evaluation

(%)

Totals % Marks

AS Unit 1 5 3/4

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 2 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 3 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 4 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 5 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 6 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

AS Unit 14 5 2/3

34 marks

5

30 marks

3 1/3

20 marks

2 2/3

16 marks

16 2/3

100 marks

Totals

34%

30%

20%

16%

100%

Subject Criteria

permitted ranges

30% - 40%

25% - 35%

15% - 25%

10% - 20%

100%


Advanced GCE Assessment Weighting Assessment Objective

AO1 K, S, U (%)

AO2 Application of K, S, U

(%)

AO3 Research

and Analysis (%)

AO4 Evaluation

(%)

Totals % Marks

A2 Unit 7 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

A2 Unit 8 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

A2 Unit 9 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

A2 Unit 10 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

A2 Unit 11 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

A2 Unit 12 4 1/3

26 marks

5 1/3

32 marks

3 1/3

20 marks

3 2/3

22 marks

16 2/3

100 marks

Totals

26%

32%

20%

22%

100%

600 marks

Subject Criteria

permitted ranges

20% - 30%

25% - 35%

15% - 25%

20% - 30%

100%


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3.3 Prohibited Combinations In any one series of examinations a candidate may not take examinations on this specification together with examinations in another Level 3 qualification with Health and Social Care in the title.

3.4 Candidates with Particular Requirements

Details of arrangements for candidates with particular assessment requirements are provided in the Joint Council for General Qualifications GCSE and GCE Regulations and Guidance for Candidates with Special Assessment Needs. Copies of these regulations can be obtained from CCEA on request.

3.5 Evidence of Learning and Internal Assessment

The evidence required by the assessment units will be assessed through an appropriate mixture of assessment methods. Written work will, where appropriate, take the form of a report or presentation of an investigation. The assessment will take full account of the requirement for the analysis or research to have an applied focus. Witness statements, personal portfolios and logbooks may be used if appropriate to complement the main body of the work. In addition, candidates may present photographs, video/audio recordings or other such records of their competence as evidence for assessment. When setting a task or activity the teacher should ensure that the task conforms to the unit requirements in relation to the evidence that the candidates must produce. Differentiation will occur through outcome and will be judged on a range of criteria, including: (a) the degree of assistance/support provided to the candidate; (b) the extent to which the candidate has addressed the task; (c) the extent to which the candidate applies knowledge and understanding of

relevant content and skills; (d) how the candidate completes the task and produces the desired outcome; (e) the extent to which the candidate is able to evaluate evidence and make reasoned

judgements. CCEA will provide centres with Candidate Record Sheets. Centres must use these to record and validate candidates outcomes.


3.6 Applying the Assessment Criteria

The following guidelines are provided to assist teachers to select and apply the assessment criteria. Teachers should use their professional judgement to select and apply the criteria in each successive mark band appropriately and fairly to the work of candidates. The descriptions assume the continued demonstration of the qualities described in the lower mark bands. Students should be awarded the appropriate mark within any range on a “best fit” basis, making allowance for balancing strengths and weaknesses within each response. When making assessments teachers should follow the procedure set out below. • Teachers should first make a broad judgement by identifying the mark band

which best describes the candidate’s achievement, for example, Mark Band 4: 19-24 marks.

• This initial judgement should then be further refined. If the criteria have only just

been fulfilled in minimum fashion, then the work is likely to be worth 19-20 marks. (Bottom of mark band.)

• If the coursework demonstrates fulfilment of most of the criteria in a reasonably

competent manner, then the work is likely to be worth 21-22 marks. (Middle of mark band.)

• Where the criteria are very competently fulfilled and some evidence of

achievement of the higher mark band may be apparent, then the work may be judged to be worth 23-34 marks. (Top of mark band.)

3.7 Role of the teacher

It is essential that the teacher acts as a facilitator to ensure that the internal assessment undertaken by the candidate: • offers appropriate intellectual challenge and is capable of being investigated at

AS and Advanced GCE standard; • relates to identifiable areas of the specification content; • enables candidates to demonstrate their understanding of the connections and

relationships between the aspects of Health and Social Care presented in this specification.

Selection of coursework activities The teacher and student may discuss the choice of activities paying careful attention to individual preferences and aptitudes. An appropriately focused activity should be negotiated for research in terms of intellectual challenge, the connections between the


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specification content, achievable aims, the availability of primary and/or secondary sources of information relevant to the coursework activity and the time allocated for carrying out the research and writing up the report. Although the teacher may assist with suggestions for activities, the starting point for the research and the development of alternative strategies for undertaking the coursework should be initiated by the student. Initial Briefing Teachers may be consulted by students regarding the relevant sources of information, eg textbooks, published data, institutions to visit and may advise on research activities. Teachers may also be consulted on aspects, such as, available time, access to institutions, approaches and strategies, management of resources and length of the written report. Ongoing Consultation When undertaking coursework, teachers should ensure that students have: • a clear understanding of the nature of the coursework activities and any

implications; • knowledge of appropriate methods of research; • a clear understanding of the criteria by which the coursework will be assessed; • opportunities to discuss the ongoing work with the teacher; • at each stage of the process, presented or summarised the work logically and

coherently; • the opportunity to engage in a collaborative learning process by sharing

information and approaches to research; • opportunities to evaluate their own work. Students should work independently when completing their coursework, however, teachers may provide advice and guidance on any problems they encounter. Continuing supervision of the work should be undertaken by the teacher in order to monitor progress, prevent plagiarism and repetition and advise on concise and effective methods of presentation. The teacher should ensure that the coursework is completed in accordance with the specification requirements and can be assessed using the criteria set out within the individual modules. Teachers will be required to sign a declaration to certify that, to the best of their knowledge, all the work submitted for assessment is the student’s own.


3.8 Annotation of Coursework

Internally assessed assignments must be annotated in detail in order to ensure fairness for students and to assist with the moderation process. Annotation should take the form of: • summative comments on the work, usually at the end, and on a Candidate Record

Sheet; and • key pieces of evidence identified throughout the work by annotation either in the

margin or in the text. 3.9 Agreement Trials

Agreement Trials will be conducted annually, prior to the date of the examination, where teachers will be briefed on the application of the assessment criteria and will engage in trial marking.

3.10 Support Service and Advice

At any stage during the course teachers may contact CCEA if they require advice, assistance or support regarding any aspect of internal assessment. CCEA has made provision for a Moderator to support groups of centres. Arrangements can be made for a Moderator to contact individual centres to discuss issues arising from the internally assessed component with the teachers concerned by means of a visit if necessary.

3.11 Internal Centre Standardisation

Where there is more than one teaching group in the subject, the centre must carry out internal standardisation of assessments before submitting them to CCEA. The purpose of this exercise is to ensure, as far as possible, that each of the teachers has applied the assessment criteria consistently when making assessments. As a result of this internal standardisation it may be necessary to adjust the marking of individual teachers to bring their assessments into line with those of the other teachers in the centre and to match the standards promulgated at the Agreement Trial. Where such an adjustment is necessary the total/final mark recorded on the Candidate Record Sheet should be amended. Full instructions about the details of the moderation procedures and the nature of sampling will be issued by CCEA at the appropriate time.

3.12 Moderation

Marks awarded by the centre will be subject to external moderation by CCEA. Moderation of all assessed units is available in both the January and May series.


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As a feature of its support service to centres CCEA offers a portfolio consultancy service for AS and A2 October and February each year.

3.13 Assessment of Quality of Written Communication

Assessment will take into account candidates’ quality of written communication where they are required to respond in continuous prose. Quality of written communication is incorporated within the assessment objectives of the specification and refers to candidates’ ability to: • select and use a form and style of writing appropriate to purpose and to complex

subject matter; • organise relevant material clearly and coherently using specialist vocabulary

where appropriate; • ensure writing is legible, with accurate use of spelling, grammar and punctuation

in order to make meaning clear. Quality of written communication will be assessed within all assessment objectives and assessment units.

3.14 Conduct of the Awarding Process

Awards in these specifications will be conducted in accordance with the relevant Code of Practice developed by the regulatory authorities and agreed with the awarding bodies. In order to obtain an award, candidates must normally complete all assessment components. The award will be based on the aggregation of the outcomes from each of the assessment components weighted accordingly. The three awards are as follows: • Advanced Subsidiary General Certificate of Education in Health and Social Care • Advanced General Certificate of Education in Health and Social Care • Advanced General Certificate of Education in Health and Social Care (Double

Award) 3.15 Language of Assessment

The specification is provided in English. CCEA may provide operational assessment in Irish on request from centres if prior approval has been given by the Department of Education.


3.16 Grading and Aggregation

Three levels of qualification are offered with units common to each. Candidates entering for the three unit AS award are required to take all three units. Candidates taking the six unit GCE (Single Award) are required to take the three compulsory units AS1, AS2 and AS3 and the compulsory A2 Unit 9. Students taking the twelve unit GCE (Double Award) are required to take the three compulsory units AS1, AS2, AS3 and three other AS units and the compulsory A2 unit 9 and five other A2 units.

Performance in an assessment unit will be reported as a uniform mark. The maximum uniform mark available for each component is set out in Section 3.2 above. The maximum number of uniform marks available for the three unit AS award is 300; for the six unit GCE (Single Award) it is 600 and for the twelve unit GCE (Double Award) it is 1200 uniform marks. The Uniform Marks are then aggregated and the total set against fixed equivalences for the award of grades in the range A to E and AA to EE as appropriate to the qualification taken. Candidates who fail to reach the minimum standard for a Grade E or EE will be recorded as U or UU (unclassified) and will not receive an AS or Advanced GCE certificate.

3.17 Converting Uniform Marks to Grades

Each of the units is weighted at 16 2/3%, which attracts a maximum uniform mark of 100. The Uniform Mark required to achieve Grade A to E in each unit is as follows: A 80 B 70 C 60 D 50 E 40 The scores for each unit are then aggregated and converted to an overall grade according to the qualification taken. The three Unit AS – Single Award has a maximum uniform mark of 300. The overall Grade A to E relationship is as follows: A 240 B 210 C 180 D 150 E 120


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The six Unit AS – Double Award has a maximum uniform mark of 600. The overall Grade A to E relationship is as follows: AA 480 BB 420 CC 360 DD 300 EE 240 The six Unit Advanced Award has a maximum uniform mark of 600. The overall Grade A to E relationship is as follows: A 480 B 420 C 360 D 300 E 240 The twelve Unit Advanced Double Award has a maximum uniform mark of 1200. The overall Grade A to E relationship is as follows: ** AA 960 CD 660 AB 900 DD 600 BB 840 DE 540 BC 780 EE 480 CC 720

3.18 Certification

Externally assessed units for AS will be offered in June 2005, with moderation of the internally assessed units in Summer 2005. Externally assessed units for A2 will be offered in January and June 2006, with moderation of the internally assessed units in Summer 2006. Where AS certification is not requested, a student going on to complete the full Advanced GCE either Single or Double Award must nevertheless complete all the modules and take all the assessment units required for the appropriate AS award. The first certification of the 3 unit AS qualification will be made in Summer 2005. The first certification of the 6 unit GCE (Single Award) and 12 unit GCE (Double Award) will be made in Summer 2006.


Section 4 CONTENT 4.1 Structure of an Assessment Unit

The information presented in the following pages adopts a common format for each assessment unit as follows:

• About this Unit

In this section information is provided to assist the teaching / learning process by specifying the scope of study expected.

• What you need to learn

In this section students are provided with information on what they will be expected to supply in the nature of evidence.

• Assessment Grid (for internally assessed units)

A set of levels of response mark schemes are provided to enable assessors to award marks on the basis of work submitted.

• Guidance for Teachers In this section guidance is provided for teachers on delivery strategies, assessment and assessment mark bands and resources.

Reference should also be made to the Grade Descriptions set out later in this document.

4.2 Detailed Content

The Assessment Units are presented in order of AS1 to AS6 and A2 7 to A2 12. Teachers should refer to the appropriate qualification to identify the respective units.


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AS UNIT 1 − PROMOTING POSITIVE CARE ABOUT THIS UNIT In this unit you will identify the principles of the care value base. By investigating practices in a selected health, social care or early years setting, you will learn how the principles of the care value base are applied on a daily basis by care workers. You will learn the legislation relating to the rights and responsibilities of service users and providers and safe working practices. You will study how attitudes and prejudices of care workers can lead to discriminatory practices and the effects these can have on clients’ well being. You will produce a written report on the chosen setting which also evaluates the importance of policies and procedures in the promotion of positive care. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Attitudes and Prejudices You need to know how people’s attitudes can influence their behaviour, and in turn lead to either positive or negative discrimination. You should be able to explain how discriminatory behaviour could affect the well being of clients in your chosen setting. You should know that care workers need to prevent discrimination. Rights and responsibilities of service users and providers You need to analyse how the key features of legislation relate to the rights and responsibilities of service users and providers in your own country. (Legislation listed below is relevant in Northern Ireland). Analyse • The Human Rights Act 1998 • The Northern Ireland Act 1998 (Section 75) and two of the following which are appropriate to the chosen setting • The Children (Northern Ireland) Order 1995 • The Mental Health (Northern Ireland) Order 1986 • The Special Educational Needs and Disability (Northern Ireland) Order 2005

GCE Health and Social Care – from September 2006 REVISED ⎯VERSION

• Disability Discrimination Act 1995 • The Protection of Children and Vulnerable Adults (Northern Ireland) Order 2005 The Care Value Base You should understand the five key principles of the Care Value Base: • promote anti-discriminatory practice; • maintain confidential information; • promote clients’ rights and choices; • respect individuals’ identity and beliefs • promote effective communication. You need to explain, using examples, how the principles of the Care Value Base are applied by care workers in your chosen setting. Safe Working You need to understand why it is important for clients to feel safe and secure when receiving care. You should be able to explain the key features and implications of regulations under the Health and Safety at Work Act 1974 in relation to a safe working environment for carers and clients in your chosen setting. These may include: • COSHH • RIDDOR Facilitating access to services You should know that in the promotion of positive care it is good practice to: • provide information and documentation on in-house policies and procedures; • issue codes of practice which comply with legislation and promote the Care Value Base; • organise discussion of codes of practice/policies/procedures to ensure understanding; • ensure training and updating; • have a line management structure in place for support. Evaluate the importance of these in promoting the positive care of clients. You need to describe three policies that are in place in your chosen setting, and how they are monitored by managers.


20

AS UNIT 1 − PROMOTING POSITIVE CARE ASSESSMENT EVIDENCE Within this unit, care must be taken to maintain confidentiality. You need to produce a written report on a health, social care or early years setting which: (A) explains how attitudes of care staff could lead to discriminatory behaviour towards clients and the effects it may have on their well being; (B) analyses how legislation impacts upon the rights and responsibilities of service users and providers; (C) explains how the principles of the care value base may be applied by care workers in their daily work; (D) discusses the application of health and safety legislation. You should also include: (E) (i) describe the purpose and monitoring of three policies that are in place in the chosen care setting;

(ii) evaluate the importance of these 3 policies in promoting positive care.

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PILOT VERSIO

N

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AS UNIT 1 − PROMOTING POSITIVE CARE ASSESSMENT EVIDENCE MARKING BAND Statement Mark Band 1

Overall Impression: Very basic and limited understanding of the activity and its implications. At this level candidates may require support and guidance to produce:

Mark Range

Mark Band 2 Overall Impression: Minimally competent to adequate. At this level candidates may require guidance to produce:

Mark Range

Mark Band 3 Overall Impression: Competent. At this level candidates may only require little guidance to produce:

Mark Range

Mark Band 4 Overall Impression: Highly competent to excellent. At this level candidates work independently to produce:

Mark Range

Marks Awarded

A

A limited explanation of how the attitudes of care staff could lead to discriminatory behaviour towards clients and how this affects the well being of the clients.

1-4

An adequate explanation of how the attitudes of care staff could lead to discriminatory behaviour towards clients and how this affects the well being of the clients.

5-8

A sound explanation of how the attitudes of care staff could lead to discriminatory behaviour towards clients and how this affects the well being of the clients.

9-12

A detailed explanation of how the attitudes of care staff could lead to discriminatory behaviour towards clients and how this affects the well being of the clients.

13-15

B A limited analysis of how legislation impacts upon the rights and responsibilities of service users and providers.

1-5 An adequate analysis of how legislation impacts upon the rights and responsibilities of service users and providers.

6-10 A sound analysis of how local legislation impacts upon the rights and responsibilities of service users and providers.

11-15 An in-depth analysis of how legislation impacts upon the rights and responsibilities of service users and providers.

16-20

C A limited explanation of how the principles of the care value base may be applied by care workers in their daily work.

1-5 An adequate explanation of how the principles of the care value base may be applied by care workers in their daily work.

6-10 A sound explanation of how the principles of the care value base may be applied by care workers in their daily work.

11-15 A detailed explanation of how the principles of the care value base may be applied by care workers in their daily work.

16-20

D A limited discussion of the application of health and safety legislation in the chosen setting.

1-4 An adequate discussion of the application of health and safety legislation in the chosen setting.

5-8 A sound discussion of the application of health and safety legislation in the chosen setting.

9-12 A detailed discussion of the application of health and safety legislation in the chosen setting.

13-15

E (i)

E (ii)

A basic description of three policies that are in place in the chosen setting and how they are monitored by managers. A limited evaluation of the importance of policies in promoting positive care.

1-3 1-4

A clear description of three policies that are in place in the chosen setting and how they are monitored by managers An adequate evaluation of the importance of policies in promoting positive care in care settings.

4-7 5-8

A competent description of three policies that are in place in the chosen setting and how they are monitored by managers. A competent evaluation of the importance of policies in promoting positive care.

8-11 9-12

A comprehensive description of three policies that are in place in the chosen setting and how they are monitored by managers. A detailed and critical evaluation of the importance of policies in promoting positive care.

12-14 13-16

Total marks awarded

Total marks available 100

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21


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AS UNIT 1 − PROMOTING POSITIVE CARE GUIDANCE FOR TEACHERS Delivery Strategies This unit identifies why discriminatory practices should be prevented and the need to promote the positive care of clients in a health, social care and early years setting. Development of close links with local care settings should be encouraged, but care must be taken to ensure client confidentiality. Individual students should choose to focus on one care setting, but care should be taken in its selection to ensure coverage of the assessment requirements for this unit. Students need background understanding of how the attitudes and behaviour of people can lead to discrimination and how this can affect the well being of clients in health, social care and early years settings. Case studies, scenarios or role plays could be used here to exemplify various types of discrimination. This section could provide opportunity for students to examine their own attitudes or those of others with whom they are familiar, and then develop the discussion to include scenarios within care settings. Teachers need to raise students’ awareness of the need to prevent discriminatory practices within care settings and they should examine the key features of relevant legislation. This can lead into a study of the key features of other legislation which needs to be considered in relation to the rights and responsibilities of care workers and their clients. The principles of the Care Value Base should be examined in detail and students should then investigate how these principles are applied within the selected care setting. For example, when examining the care value of maintaining confidential information students should consider how the Data Protection Act is applied in the setting. Similarly, the need for safe working practices should be identified, relevant legislation studied and then methods of application in the care setting investigated. Work placements or discussions with supervisory or management staff in care settings could provide opportunity for students to gather the information they need. To examine methods used to monitor and promote good practice, students need to examine policies used in the selected care setting. Visiting speakers, eg management staff from care settings, could provide students with relevant information and possibly useful documentation on in-house policies and procedures. Group work, within the class, may provide opportunity to discuss policies in a wide variety of settings and this could provide students with a wider base of knowledge to assist them with their evaluations. Assessment Guidance Teachers may wish to contextualise the assignment in order to give it a vocational focus. When the work of a candidate does not fully fit a mark band descriptor in all respects a “best fit” approach to marking should be taken. For example, if a candidate has fulfilled most of the requirements of mark band one with small omissions but has shown some evidence of achievement in mark band two it may be appropriate to give a mark within a mark band one.


Teachers should be aware that the amount of support and guidance that students are given should decrease across the mark bands, from band one to band four. Students working in mark band one will need considerable guidance to complete a basic report, whereas students working in mark band four should be working independently to complete a comprehensive well synthesised report. All students should, however, be working under teacher supervision. Assessment Guidance for Mark Band 1 The written report should explain, in a limited way, how attitudes of care staff could lead to discriminatory behaviour and should give a limited explanation of some ways these could affect the well being of clients. Candidates may state some of the key features of legislation but analysis of how it impacts upon the rights and responsibilities of service users and providers may be limited. Candidates may state the principles of the Care Value Base but explanation of how these may be applied within the selected setting may be limited. Candidates may state some examples of safe working practices but links to the relevant legislation may be limited, or they may state some of the key features of relevant legislation, but application to the working practices of carers in the selected setting may be limited. Candidates should describe, in basic terms, the policies and procedures that are in place in the selected setting and how they are monitored by managers. There may be some limited evidence of evaluation of the importance of policies and procedures in the promotion of positive care in care settings. The use of specialist vocabulary will be mostly missing throughout the written work. Assessment Guidance for Mark Band 4 The written report should provide a detailed explanation of how the attitudes of care staff lead to discriminatory behaviour, with detailed explanations of how the well being of clients could be affected. Candidates should identify key features of legislation which impacts upon the rights and responsibilities of service users and providers. Independently they should analyse in depth how this legislation relates to the rights and responsibilities of service users and providers. Candidates will explain in detail how the principles of the care value base are applied by care staff in their daily work. This may be through the use of a range of examples from the selected setting. Candidates should explain in detail how the key features of legislation relating to safe working practices within health, social care or early years settings apply in the chosen setting.


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The written report should include a comprehensive description of the policies and procedures used in the selected care setting and how they are monitored by managers. Candidates should include a critical evaluation of the importance of policies and procedures in the promotion of positive care in care settings. There is use of appropriate specialist vocabulary to demonstrate understanding throughout the report. Resources Advanced Level Health and Social Care text books Policies and Codes of Practice from a range of health, social care and early years organisations Equality Commission for Northern Ireland www.equalityni.org Human Rights Commission Northern Ireland www.nihrc.org Disability Action MENCAP For more detailed help please refer to the CCEA Teacher Support Pack


AS UNIT 2 − COMMUNICATION IN CARE SETTINGS ABOUT THIS UNIT This unit gives you the opportunity to develop your communication skills. Care workers need effective communication skills to help them develop good relationships with people and show individuals that they are valued. You will complete a report on the communication skills you observed in a care setting. Your tutor will offer you advice on the suitability of the care setting and you may be able to base your report on a work experience placement. You will also be able to evaluate your own communication skills by carrying out a one-to-one interaction and a group interaction. One interaction must take place in a care setting. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Communication in Health Social Care and Early Years Settings Effective communication between care workers and their clients is an essential part of providing quality care • You need to identify the wide range of people that care workers communicate with (for

example clients, other professionals, colleagues) in Health, Social Care and Early Years settings.

• You will need to know the purposes of communication in care settings:

− to explain procedures; − to exchange information; − to promote relationships and offer support; − to get to know clients and their needs; − to promote interaction between group members; − to negotiate and liaise with clients, their family members, colleagues and other

professionals.


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Types of Communication • You will need to know that communication in care settings can take various forms:

− Verbal; − Non verbal; − Written; − Multi-media (such as email, faxes).

Factors Affecting the Effectiveness of Communication The effectiveness of communication can be influenced by many factors. You will need to be able to recognise the factors that affect effective communication including: • Physical factors the physical environment, non verbal communication (eye-

contact, facial expression, posture, gesture, touch) personal space, dress and personal grooming.

• Emotional factors active listening, conveying sincerity, warmth, understanding,

showing respect, maintaining confidentiality. • Social factors respect for culture, age, gender, personal beliefs, showing

interest, use of appropriate language. • Skills clarity, pace and tone of speech, use of prompts and probes, use

of silence, questioning, turn taking, reflection, empathy and assertiveness.

Barriers to Communication, Communication Difficulties and Strategies for Overcoming These In their day to day work care workers may have to support clients with communication difficulties. You will need to be able to identify the factors which can make communication between individuals in Health Social Care and Early years Settings more difficult including: • disability – hearing, visual, learning; • illness / pain; • physical environment; • speech difficulties; • mental health problem; • ethnicity; • anxiety/stress; • attitudes.


You will need to know about strategies for overcoming these communication difficulties including: • special equipment and resources; • specialist language; • use of translator/interpreter; • use of advocates; • creating a conducive environment; • consideration of client’s individual needs; • empathy and trust. Evaluating Communication Skills To develop effective communication skills you need to observe and reflect on your own interactions as well as those of others. Communication skills can be evaluated by: • self assessment – asking yourself how effective your communication skills are; • peer assessment – seeking feedback from your peers; • records of observation and reflection on your own communication skills and those of

others. You will need to evaluate your communication skills in a one-to-one interaction and a group interaction and suggest how you could develop your skills. The Importance of Communication when Working in Teams Most care workers work as part of a team. Effective teamwork helps ensure the clients needs are met and that quality care is provided. You will need to understand the importance of multi-disciplinary team working in care settings including: • the purpose of teams in care settings; • team structures; • roles and responsibilities of team members; • communication in teams to meet clients’ needs. You should be able to use a work experience placement to highlight the importance of effective communication when working in teams.


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AS UNIT 2 − COMMUNICATION IN CARE SETTINGS ASSESSMENT EVIDENCE You need to produce a report examining communication skills within a health, social care or early years setting and records showing your communication skills in a one-to-one and group interaction, in which you are actively involved. (A group must be more than two people.) Within this unit care must be taken to maintain confidentiality. Your work must: (A) Include (i) examples of two different types of communication used in your chosen care setting and (ii) their purpose (B) Describe (i) factors affecting the effectiveness of communication in your chosen care setting and (ii) an explanation of how identified

barriers can be overcome (C) A description of how effective communication within the setting contributes to team working (D) An explanation of how effective communication in teams contributes to meeting clients needs (E) Include (i) records

(ii) evaluations of your communication skills in a one-to-one and group interaction and provide suggestions for improving your skills.

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AS UNIT 2 − COMMUNICATION IN CARE SETTINGS ASSESSMENT EVIDENCE MARKING BAND

Statement

Mark Band 1 Overall Impression: Very basic and limited understanding of the activity and its implications. At this level candidates may require support and guidance to produce:

Mark Range


Mark Range


Mark Range


Mark Range

Marks Awarded

A (i)

A (ii)

A basic description of two different types of communication used in chosen care setting. A limited explanation of the purpose of two types of communication used in chosen care setting.

1-2 1-2

A clear description of two different types of communication used in chosen care setting. An adequate description of the purpose of two types of communication used in chosen care setting.

3-5 3-5

A competent description of two different types of communication used in chosen care settings. A sound explanation of the purpose of two types of communication used in chosen care setting.

6-8 6-8

A comprehensive description of two different types of communication used in chosen care setting. A detailed explanation of the purpose of two types of communication used in chosen care setting.

9-10 9-10

B (i)

B (ii)

A basic description of limited factors affecting effective communication in chosen care setting. A limited explanation of how barriers to communication in chosen care setting can be overcome.

1-3 1-2

A clear description of a range of factors affecting effective communication in chosen care setting. An adequate explanation of how a range of barriers to communication in chosen care setting can be overcome.

4-7 3-5

A competent description of a wide range of factors affecting effective communication in chosen care setting. A sound explanation of how a wide range of barriers to communication in chosen care setting can be overcome.

8-11 6-8

An accurate and detailed description of a wide range of factors affecting effective communication in chosen care setting. A comprehensive explanation of how a wide range of barriers to communication in chosen care setting can be overcome.

12-14 9-10

C

D

A basic description of how effective communication within the setting contributes to team working. A basic explanation of how effective communication in teams contributes to meeting clients’ needs.

1-4 1-2

An adequate description of how effective communication within the setting contributes to team working. An adequate explanation of how effective communication in teams contributes to meeting clients’ needs.

5-8 3-5

A sound description of how effective communication within the setting contributes to team working. A competent explanation of how effective communication in teams contributes to meeting clients’ needs.

9-12 6-8

A detailed description of how effective communication within the setting contributes to team working. A detailed explanation of how effective communication in teams contributes to meeting clients’ needs.

13-15 9-10

E (i)

E (ii)

Basic records of a group and one-to-one interaction Limited evaluation of communication skills demonstrated with basic suggestions for improvements.

1-4 1-4

Adequate records of a group and one-to-one interaction. An adequate evaluation of communication skills demonstrated with clear suggestions for improvements.

5-8 5-8

Sound records of a group and one-to-one interaction. A competent evaluation of communication skills demonstrated with realistic suggestions for improvement.

9-12 9-12

In depth records of a group and one-to-one interaction. A detailed and critical evaluation of communication skills demonstrated with comprehensive and realistic suggestions for improvement.

13-15 13-16

Total marks awarded


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29


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AS UNIT 2 − COMMUNICATION IN CARE SETTINGS GUIDANCE FOR TEACHERS Delivery Strategies This unit is of a very practical nature and requires students to observe communication skills in a care setting. It also gives students the opportunity to develop and practise their own communication skills in a one-to-one and group interaction. While textbooks can provide valuable information on types of communication, barriers to communication etc role-plays, watching videos and television interviews are valid and interesting ways to observe and evaluate skills. Students should be guided, when choosing the care setting on which to base their report, to ensure they can access higher bands of the assessment grid. Early years settings are those which provide care for children up to the age of eight, eg playgroup, nursery, crèche or reception class. Health care settings include hospitals, health centres and nursing homes. Social care settings may include day centres, family centres or luncheon clubs for elderly clients. Work experience placements will be beneficial as students will have the opportunity to observe and practise communication skills over a period of time. Students could also choose a service that they use on a regular basis on which to base their report. Teachers should ensure that students follow the correct procedures when completing the report – gaining permission, maintaining confidentiality, arranging visits etc. The report should be approximately 2000 words long and cover parts a, b and c of the assessment evidence. When analysing the effectiveness of communication when working in teams students should extend this beyond their chosen care setting. Students are required to carry out a one-to-one interaction and a group interaction. One of these interactions must be carried out in a care setting. It is important that students are well prepared to carry out these interactions (have a topic of conversation/activity in mind, had opportunity to practice, observe and evaluate communication skills). Many students may feel apprehensive about carrying out the interactions so it may be useful for them to work in pairs, perhaps recording the interaction (ensuring permission from relevant personnel has been obtained) and follows school policy guidelines. The interaction can then be transcribed making an evaluation easier to carry out. If it proves impossible to visit a second care setting an appropriate roleplay/discussion activity with a clear Health and Social Care context may be used instead. Students can use a range of techniques for evaluation, eg if working in pairs, candidates could provide feedback (in a sensitive manner) to their peers on the communication skills shown. It is important for students to realise that the interactions do not have to go well – evaluation and suggestions for improvements are often easier to complete if things do not go as well as they might have.


Assessment Guidance Assessment Guidance for Mark Band 1 With guidance and support candidates select information on communication in care settings. The report produced on a care setting includes a basic description of two types of communication used. Candidates include a basic explanation of the purpose of communication. Their understanding of the factors affecting effective communication is limited and they have difficulty suggesting how barriers may be overcome. Candidates demonstrate a basic understanding of the importance of effective communication when working in teams. Evaluation of their own communication skills is basic and suggestions for improvements are limited. Candidates need guidance and support throughout. Assessment Guidance for Mark Band 4 Candidates work independently to synthesise information from a range of sources on communication in care settings. The report produced on a care setting includes an in depth and comprehensive description of two types of communication and their purpose within the care setting. Candidates show a sound understanding of factors affecting effective communication and make valid and cohort suggestions for overcoming barriers. They show a thorough understanding of the importance of effective communication when working in teams. Evaluation of their own communication skills is comprehensive and in depth making realistic and detailed recommendations for improvement. Candidates work independently throughout and use technical vocabulary competently. Resources School/college or local counsellors Television interviews or chat shows Magazines or newspapers Textbooks for VCE Health and Social Care, Psychology (A Level) and counselling texts Professionals such as SENCO, social workers, care managers, speech therapists Literature on team building, leadership and group dynamics Health, social care or early year settings For more detailed help please refer to the CCEA teacher support pack for GCE Health and Social Care.


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AS UNIT 3 − HEALTH AND WELL BEING ABOUT THIS UNIT In this unit you will learn about a range of different approaches and perspectives related to the concepts of health, well being and ill-health. It will provide an introduction to the following: • concepts related to health and well being; • factors affecting health and well being; • health promotion and the approaches used; • organisations which contribute to the promotion of health and well being; • the importance of recognising and challenging negative attitudes and prejudices in

relation to health and well being. The Unit is assessed externally by a 2 hour written examination. WHAT YOU NEED TO LEARN Concepts of health and well being You need to: • know about the following concepts – health, ill-health, illness, disease, stress and stress

related illness, mental health and mental illness. • understand the range of needs of individuals and client groups which affect health and

well being – physical, intellectual, emotional (psychological) and social needs. • understand the potential impact of health and ill-health on an individual’s psychological

well being. • understand the social effects of ill-health on individuals and their families – education,

employment, income, leisure activities and relationships. Factors affecting health and well being You need to learn about how the following factors can affect the physical, social and psychological health and well being of individuals and client groups and you need to understand the relationship between these factors • socio-economic factors – the influence of gender, income, housing, education, culture

and ethnicity, social class; • physical factors – chronic illness and disease, genetic inheritance, the ageing process; • environmental factors – the impact of geographical location, pollution, occupational

hazards, access to health services; • psychological factors – the importance of self-esteem and self-fulfilling prophecy • behavioural factors – exercise, diet, smoking, alcohol and drugs.


Health Promotion Students should understand the benefits of health promotion campaigns and activities in promoting health and preventing ill-health for individuals and client groups. You need to: • understand and be able to apply the different approaches used by the professionals

responsible for educating individuals about health and well being – medical, social, educational, empowerment, behaviour change and the use of fear arousal;

• be able to compare and contrast these approaches and understand their strengths and weaknesses;

• research two health promotion campaigns/activities focused on two current health issues/diseases relevant to your own country;

• know about the targets which have been set to address these two issues/diseases; • understand how individuals can take responsibility for their own health and well being –

lifestyle choices, accessing services, self advocacy. Organisations responsible for health promotion and disease prevention You need to: • Understand the role and function of a range of statutory, voluntary, private and other

organisations that contribute to health and well being.

– World Health Organisation (WHO); – National Health Service (NHS); – Department of Health and Department of Social Services or Department of Health and Social Services and Public Safety for Northern Ireland; – Health Promotion Agency (HPA); – Voluntary organisations – examples include Marie Curie Cancer Care, Help the Aged, Action Cancer, Praxis, Mencap etc; – Commercial Organisations (Drugs companies, Boots the chemist, Homeopathic agents etc).

Attitudes and prejudices You need to: • learn about prejudice, stigma and discrimination using examples related to clients in

health, social care and early years settings; • understand how discriminatory/anti-discriminatory practice can impact on the health and

well being of clients; • understand ways of challenging attitudes and prejudices which may lead to

discriminatory behaviours or practices.


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AS UNIT 3 – HEALTH AND WELL BEING GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to enable students to develop an understanding of the concepts of health and well being and how these concepts relate to individuals and client groups within society. Students should know about the benefits of health promotion and disease prevention for individuals and client groups. The unit allows the student to learn about the relationship between a range of factors including psychological, social, environmental, physical and behavioural factors and the health and well being of individuals and client groups. The unit aims to inform students of the range of approaches which can be used to promote the health and well being of individuals and client groups. Students will also need to examine existing health promotion campaigns and understand the approaches used in these campaigns. Students should be able to identify alternative approaches which could be used and explain the reasons why these alternatives would be suitable. They should be able to apply approaches to a range of health issues/diseases that they have researched. Information relating to many existing campaigns can be obtained from the HPA. As students develop their understanding of the various approaches used in health promotion they should be able to compare and contrast the relative strengths and weaknesses of the various approaches. Learning for this unit should cover the work of relevant organisations involved in health promotion and disease prevention including statutory organisations, voluntary organisations, commercial organisations and the World Health Organisation. Students should be able to describe the role and function of these organisations. Students will need to have an understanding of the potential impact that attitudes and prejudices may have on health and well being. Work placement opportunities in health, social care and early years settings are likely to contribute to the students’ understanding of the impact of factors, including social physical, environmental, psychological and behavioural factors and attitudes/prejudices, on the health and well being of individuals and client groups within society. Teachers should focus on health issues which are relevant to the health and well being of individuals and client groups within the students’ own country. Assessment Guidance The external examination will require students to demonstrate a range of knowledge and skills related to the health and well being of individuals and client groups within society. The examination will ask students at a basic level to describe various concepts and issues related to the health and well being of individuals and client groups. In some sections of the examination students will be expected to demonstrate the ability to analyse concepts and issues in order to justify the awarding of higher grades and questions which further challenge the student to demonstrate skills of evaluation will allow the students to achieve further marks.


The examination will assess the students understanding of concepts of health and ill-health and how these concepts relate to individuals and client groups within society. Students will be expected to demonstrate evidence in the examination of understanding of the approaches that have been or could be used in promoting health and preventing ill health. Students should know the advantages and disadvantages of the various approaches which potentially could be used in health promotion activities/campaigns. Students will be expected to be able to apply their knowledge of the range of factors which affect health and well being to individuals and client groups in given scenarios. Students will be expected to demonstrate knowledge, in the examination, of the impact of attitudes and prejudices on the health and well being of individuals and client groups and again be able to apply this knowledge. Some questions within the external examination will challenge students to analyse and evaluate various issues such as the contribution organisations make to promoting the health and well being of individuals and client groups. Resources Students should have access to a range of sources pitched at AS/A/National Diploma level. A bibliography of suitable books/sources is detailed however it is by no means exhaustive. • Local Health Promotion Agency resources will be invaluable in the delivery of this unit. • Broad sheet newspapers may provide valuable material which will be relevant to this unit

and may facilitate understanding of many current issues which are related to the health and well being of individuals and groups within society.

• The Regional Strategy for Health and Social Well being, Northern Ireland, DHSS • Well into 2000 • Investing for Health, March 2002 Useful websites www.doh.gov.uk www.nics.gov.uk www.healthpromotionagency.org.uk www.yahoo.com/health www.dhsspsni.gov.uk For more detailed help and support, please refer to the CCEA Teacher Support Pack for GCE Health and Social Care


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AS UNIT 4 − CHILD DEVELOPMENT ABOUT THIS UNIT To complete this unit you will select a child aged between 6 and 8 years and produce a case study which explores the growth and development of the child from birth. You will examine a range of factors that have an affect on child development. Different theories relating to growth and development will also be applied and you will be required to carry out child observations on the child supervised by a parent/guardian or an appropriate adult. The child must be aged between 6 – 8 years. It is important to note that the appropriate guidelines in relation to child protection issues must be adhered to when carrying out child observations. You must obtain written permission from a parent/guardian to observe the child and a parent/guardian must be present during the observations. The use of photographs and the child’s name are not permitted in order to protect the child’s identity and maintain confidentiality. You should work within the ethical guidelines outlined by the British Psychological Society and refer to the Data Protection Act. You must observe health and safety guidelines when carrying out observations. You will learn about: • key aspects of growth and development; • factors affecting child development; • how to observe children properly; • theories relating to development. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Key aspects of growth and development You need to learn about the development of children from birth – 8 years. You should know about the expected norms in the following areas of development: • Physical • Intellectual • Emotional • Social


Factors affecting development You need to understand that the development of children is influenced by a range of factors, including: • opportunities for play; • genetic inheritance; • disease/illness; • nutrition; • education • housing; • culture. Theories relating to development You will learn about the following theories of child development: • Cognitive Development/Constructivism – (Piaget) • Social Constructivism (Vygotsky) • Operant Conditioning (Skinner) • Social Learning Theory (Bandura) • Psychosocial (Erikson ) • Attachment (Bowlby) • Language Development (Chomsky) Research Methods There are various methods of gathering information about a child’s development. You will focus on the following methods and you should understand their strengths and weaknesses. • Observations

− Check lists − Written records (narrative observation) − Time sampling

• Questionnaires • Interviews You need to understand the concepts of reliability and validity as applied to these methods.


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AS UNIT 4 − CHILD DEVELOPMENT ASSESSMENT EVIDENCE You need to produce a case study that compares the growth and development of a child aged between 6-8 years with established norms. Your case study will include three observations of the child and an interview or questionnaire with a parent or guardian to find out about: • the child’s development from birth • three factors that have affected his/her development • aspects of development which you can relate to two theories. Within this unit, care must be taken to maintain confidentiality, and follow child protection policies. Your work must also include: (A) Records of the three observations (checklist, narrative and time sampling), and the interview or questionnaire used. (B) (i) A description of the physical, intellectual, emotional and social development of the child from birth to his/her current age and (ii) a

comparison of the child with developmental norms. (C) An explanation of three factors that have affected the development of the child based on the information you have collected. (D) An analysis of how two theories of development are relevant to the child. (E) An evaluation of the research methods used with suggestions for improvement.

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AS UNIT 4 − CHILD DEVELOPMENT ASSESSMENT EVIDENCE MARKING BAND

Statement


Mark Range


Mark Range


Mark Range


Mark range

Mark s Awarded

A Poorly designed research tools Basic records of 3 observations Basic records of the interview or questionnaire used with the parent/guardian

1-5 Adequately designed research tools Adequate records of 3 observations for the child Adequate records of the interview or questionnaire used with the parent/guardian

6-10 Well designed research tools Sound records of 3 observations for the child Sound records of the interview or questionnaire used with the parent/guardian

11-15 Produces very well designed research tools Detailed records of 3 observations for the child In-depth records of the interview or questionnaire used with the parent/guardian

16-20

B (i)

B (ii)

A basic description of the PIES development of the child A basic comparison of a range of the PIES development of the child with a range of developmental norms.

1-5 1-3

A clear description of the PIES development of the child An adequate comparison of a range of the PIES development of the child with a range of developmental norms

6-10 4-6

A competent description of the PIES development of the child An accurate comparison of all aspects of the PIES development of the child with a wide range of developmental norms.

11-15 7-9

A comprehensive description of all aspects of the PIES development of the child An accurate and detailed comparison of all aspects of the PIES development of the child with a wide range of developmental norms

16-20 10-12

C

Limited explanation of how three factors have affected development

1-3

An adequate explanation of how three factors has affected development

4-7

Sound explanation of how three factors has affected development

8-11

A detailed explanation of how three factors affected development

12-14

D A basic description of the two theories with only a limited analysis of how these theories can be applied to the child

1-5 A clear description of the two theories with adequate analysis of how these theories can be applied to the child.

6-10 A detailed description of the two theories with a sound analysis of how the two theories can be applied to the child

11-15 A detailed description of the two theories with an in-depth analysis of how two theories can be applied to the child

16-20

E Limited evaluation of the research methods used with basic suggestions for improvements.

1-3 Adequate evaluation of the research methods used with clear suggestions for improvements.

4-7 A competent evaluation of the research methods used with realistic suggestions for improvements.

8-11 A detailed and critical evaluation of the research methods used with comprehensive and realistic suggestions for improvements.

12-14

Total marks awarded


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AS UNIT 4 – CHILD DEVELOPMENT GUIDANCE FOR TEACHERS

Delivery Strategies This unit gives students the opportunity to learn about child development through both primary and secondary sources. It will be useful to start teaching by differentiating between the terms ‘growth’ and development and by explaining the four key aspects of development – physical, intellectual (including language), emotional and social (often referred to as PIES). Students should learn about the use of centile charts to monitor growth and about the key milestones or developmental norms, as outlined in child development texts or websites. For example, students should learn about norms in the development of gross and fine motor skills; about the key stages in the development of language and other intellectual skills like counting and reading; about social skills, such as feeding, toileting and developing friendships; and about emotional development such as bonding, attachments and the development of self concept. The interaction of different aspects of development should be explored; for example, a child who has poor physical development may also experience low self-esteem and may lack confidence in developing new friendships. Students also need to learn about how the range of factors identified in the unit can affect child development, considering both positive and negative effects. Students would benefit from a visit from a health visitor or school nurse, who could explain how development is measured and assessed and how the effects of negative factors can be addressed in a way that encourages children to develop to their full potential. Theories of child development from a number of perspectives should be introduced, using human growth and development or psychology texts. Students should understand that different perspectives focus on different aspects of development. Chomsky’s theory of language development should be considered. From the cognitive perspective, which focuses on the development of children’s thinking, students should learn about the structuralist theories of Piaget and Vygotsky. From the behaviourist perspective, which focuses on how new responses are learned, Skinner’s theory of operant conditioning and Bandura’s Social Learning Theory should be examined. Finally, from the psychoanalytic perspective, which focuses on the influence of early experiences on emotional and personality development, the theories of Erikson and Bowlby should be introduced. Simple case study scenarios can be used to give students the opportunity to apply the theories, so that they can practise this skill in preparation for applying theories to the child in their case studies. Observations are a key primary source in learning about child development and students should be taught about the checklist, written record (narrative) and time sampling techniques. Video material may be useful in giving students the opportunity to practise observation skills. Students should prepare for their observations by planning to observe a variety of skills and by designing cover sheets for each observation record, highlighting the context and the objectives for the observation. Their checklists should be prepared in advance, based on their research of developmental norms. It is extremely important to highlight ethical issues in conducting primary research on children. Students should gain written permission from the child’s parent or guardian, real names should never be used, and records should be confidential, shared only with the assessors of the evidence or with parents/guardians if requested. All this should be made clear to parents/guardians in writing when requesting


permission to observe a child. Students should be aware that norms are only a guide to development and that students are not in a position to make judgements about developmental delay or abnormality. Observations should be carried out in the presence of a parent or guardian. Students should make evaluative notes on the observation process as soon as possible after they complete the observations, as they will be required to evaluate their research methods. In accordance with best practice, once the observations are complete, students should be encouraged to append a brief evaluation to each record, summarising the key findings and comparing the skills observed to norms identified in secondary sources. Another important primary source in finding out about the development of the child from birth to the present is a questionnaire or interview with the child’s parent/guardian. Students should be encouraged to design the questionnaire or interview schedule with a view to finding out as much detail as possible about all aspects of the child’s development and about the factors that have affected that development. They may also wish to find out information that will help them to apply theories to the development of the child. Students should be made aware of the importance of the quality of the data collected through their primary sources for informing their written evidence for the whole unit. Students are required to evaluate the research methods they use in their case study. They should be encouraged to highlight aspects of their investigations that have been successful as well as noting problems and limitations. They should understand the concepts of reliability and validity so that they can apply them in evaluating their primary research methods. They need to make suggestions for improving the methods used and the research tools they designed. Assessment Guidance Teachers may wish to contextualise the assignment in order to give it a vocational focus. When the work of a candidate does not fully fit a mark band descriptor in all respects a “best fit” approach to marking should be taken. For example, if a candidate has fulfilled most of the requirements of mark band one with small omissions but has shown some evidence of achievement in mark band two it may be appropriate to give a mark within a mark band one. Teachers should be aware that the amount of support and guidance that candidates are given should decrease across the mark bands, from band one to band four. Candidates working in mark band one will need considerable guidance to complete a basic report, whereas candidates working in mark band four should be working independently to complete a comprehensive well synthesised report. All candidates should, however, be working under teacher supervision. Assessment Guidance for Mark Band 1 Candidates will produce basic research tools for observations and questionnaire or interview to enable them to investigate the development of a child aged between six and eight years. They will carry out the research and use the information gained to produce a basic description of the physical, intellectual, social and emotional development of the child from birth to his/her current age, as well as a description of three factors that have affected his/her development. The development of the child will be compared to developmental norms. Candidates will describe two theories of child development and explain how these can be


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applied to the development of the child studied. Candidates will describe some advantages and disadvantages of the different research methods used in their investigation and make basic suggestions for improvements. Candidates working within this band may require support and guidance in the production of their evidence. Assessment Guidance for Mark Band 4 Candidates should work independently and show initiative in planning their investigations, producing well-designed research tools for observations and questionnaire or interview to enable them to carry out an in-depth investigation of the development of the child aged between six and eight years. They will use the information gained to produce a comprehensive description of all aspects of the development of the child from birth to the present, as well as a detailed explanation of how a wide range of factors have affected their development. Candidates will work independently to research the norms of development from a variety of sources and will make detailed comparisons of all aspects of the development of the child with a wide range of developmental norms. They will also produce a detailed analysis of how two theories of child development can be applied to the development of the child studied. Candidates will produce a detailed critical analysis of the different research methods used in their investigation, making detailed and realistic suggestions for improvements. Resources Candidates should have access to a range of child development and psychology textbooks pitched at AS level. A suggested bibliography is appended, although there are many other suitable texts. Visiting speakers who work as professionals in the childcare sector (health visitor, school nurse, nursery school teacher). Television documentaries. Video material, for example from Uniview Productions, Resources in Training and Education Ltd., Siren Film and Video or Video Reportage Productions. Internet sites, for example, the website of the National Children’s Bureau or www.childdevelopmentinfo.com. Bibliography Bee, H., 2000, The Developing Child, Ninth Edition, Allyn and Bacon. Berk, L.E., 2003, Child Development, Sixth Edition, Allyn and Bacon. Bruce, T. and Meggit, C., 1999, Child Care and Education, Heinemann Flannagan, C., 1996, Applying Psychology to Early Child Development, Hodder and Stoughton. Harding, J. and Meldon Smith, L., 2000, How to Make Observations and Assessments, Hodder and Stoughton. Hucker, K. 2001, Research Methods in Health, Care and Early Years, Heinemann.


Linden, J., 1998, Understanding Child Development, Thomson Learning. McIlveen, R. and Gross,R., Developmental Psychology, Hodder and Stoughton. Meggit, C. and Sunderland,G., 2000, Child Development An Illustrated Guide, Heinemann. Sharman, C., Cross,W. and Vennis, D., 1995, Observing Children A Practical Guide, Cassell.


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AS UNIT 5 − ADULT CLIENT GROUPS ABOUT THIS UNIT This unit allows students to gain an understanding of relevant concepts and definitions used when working with a range of adult client groups. It provides an overview of how needs are identified and services are planned within health and social care settings for these client groups. The unit also considers the impact of negative attitudes and prejudices on the experience of adult service users and students are given the opportunity to examine ways in which this type of behaviour can be challenged. In this unit students will learn about the range of needs associated with specific adult client groups as follows: • clients with physical disabilities; • clients with mental health needs; • clients with learning disabilities; • older people. The Unit is assessed externally by a 2 hour written examination. WHAT YOU NEED TO LEARN Concepts and Models Relevant to Adult Client Groups You need to: • understand the following concepts commonly used when working with adult client groups

within health and social care settings.

- Concept of ‘need’ - Vulnerable adults - Impairment - Disability/disabled - Advocacy - Empowerment - Minority groups - Discrimination

• know about the different models of disability and impairment – medical model, social model;

• understand how stereotyping, prejudice, stigma and discrimination can affect adult

clients; • understand effective ways of challenging discriminatory attitudes and practices.


Categorising Adult Client Groups The provision of adult services are commonly categorised according to the specific needs of adult client groups. You need to understand the advantages and disadvantages of ‘categorising’ clients in relation to providing health and social care services. Categories include: • clients with physical disabilities. • clients with mental health needs. • clients with learning disabilities. • older people. Identifying and Meeting the Needs of Clients You need to: • Explore the particular needs associated with each of the adult client groups and

understand how these needs may be met and their impact upon daily living including:

- physical needs - intellectual needs - emotional needs - social needs - communication needs

• Know about the ‘care planning cycle’ – assessment, planning, implementation, monitoring, evaluating and modifying and how the cycle is used in health and social care.

• Know about the range of professional services available for adult clients and the potential

benefits of these services including:

- physiotherapy services - speech therapy services - psychiatry services - GP services - occupational therapy services; - social services – social workers and domiciliary services; - nursing services.

Planning and Providing Services for Adult Client Groups You need to:

• Know about the current and relevant legislation and government policies affecting adult client groups. - The Mental Health Act 1983/Northern Ireland Order 1986 - NHS and Community Care Act 1990 - Disability Discrimination Act 1995 - The Patients’ Charter; - The Carers Recognition Act 1995/Carers and Direct Payments Act (Northern Ireland)

2002 - Equal opportunities legislation


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• Know about the range of policies which exist within health and social care organisations and settings to help maintain high standards of care for clients including confidentiality policy, protection from abuse of vulnerable adults policy, health and safety policies, staff training policy, whistle-blowing policy.

• Understand the importance of care workers and care professionals adhering to codes of

conduct and the Care Value Base:

- promote anti-discriminatory practice; - maintain confidential information; - promote clients’ rights and choices; - respect individuals’ identity and beliefs; - promote effective communication.

• Understand the importance of care workers and care professionals adhering to legislation

and policies and procedures. • Know that services for adult clients are provided by ‘the mixed economy of care’ – this

comprises organisations within the statutory, private voluntary, and informal sectors • Be able to identify examples of organisations from the statutory, private and voluntary

sector for each adult client group. • Understand the advantages and disadvantages of a ‘mixed economy’ approach to care

provision. • Understand the funding arrangements for services provided to adult client groups by

statutory, private and voluntary sector organisations. • Understand the role informal carers play in the provision of care services for adult client

groups and understand the significance of the Carers Recognition Act 1995/Carers and Direct Payments Act (Northern Ireland) 2002.


AS UNIT 5 – ADULT CLIENT GROUP GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to enable students to develop an understanding of concepts and definitions relating to the provision of care for a range of adult client groups. Teachers should ensure that students are aware of the importance of recognising and valuing cultural diversity in the provision of health and social care services for all adult client groups. Students will be expected to understand the concepts of empowerment and advocacy and be able to apply these concepts to individual clients in given scenarios. Students will need to understand the range of specific adult client groups which exist and the need to categorise these clients. Students should also be aware of the advantages and disadvantages of categorising clients for the provision of health and social care services. As the students’ understanding of the range of adult client groups develops they should be informed about the specific needs of these groups including physical, mobility, communication, social, psychological and intellectual needs. The use of visiting experts may be useful to support teachers in the delivery of this information. Teachers will need to ensure that students have a clear understanding of the way in which services are planned and provided for adult client groups. Students will also need to have a clear understanding of the various government legislation and policy which directly affects the provision and delivery of services for adult client groups. Students should be able to identify the various legislation and policy which is specific to the different adult client groups. For example students should know that the NHS and Community Care Act 1990 may relate to all the adult client groups whereas the Mental Health Act 1983/Northern Ireland Order 1986, is only relevant to adult client groups with mental health problems. Students will need to be informed about the range of organisations involved in providing health and social care services including statutory, voluntary and private sector organisations and the funding arrangements for organisations within these different sectors should also be examined. Students will need to know about the range of professional services available to adult client groups and they will need to understand the contribution that informal carers make to the provision of health and social care services for adult client groups. Case studies may be useful to facilitate the students’ understanding of the role of informal carers in providing services. The unit also explores the impact on adult client groups of prejudice and discrimination and students will need to know how discriminatory practices and attitudes can be challenged. Students may benefit from the opportunity to undertake work placement in a health or social care setting to enable them to develop a fuller appreciation of the relevance of the care value base, legislation and policy and professional codes of conduct to promoting the rights and choices of adult client groups. Students will also need to know about the range of policies which exist within health and social care organisations such as – whistle blowing policy, confidentiality policy, protection from abuse policy, health and safety policies, staff training policy. Assessment Guidance The external examination will require students to demonstrate a range of knowledge and skills related to specific adult client groups. The examination will require students, at a basic level, to describe various concepts related to adult client groups. Students will be expected to apply the knowledge which they have learned to brief case studies which will allow them to


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demonstrate their understanding of key issues. In some sections of the examination students will be expected to demonstrate the ability to analyse concepts and issues in order to justify the awarding of higher grades for example students may be required to analyse the contribution of informal carers or the mixed economy of care to the provision of health and social care services for adult client groups. Questions which challenge the student to demonstrate skills of evaluation will allow for the awarding of higher marks. For example students may be required to evaluate the legislation relevant to adult client groups or the contribution of the mixed economy of care to the lives of adult clients. Resources Students should have access to a range of sources pitched at AS/A/National level. A bibliography of suitable books/sources is detailed however it is by no means exhaustive. • Broad sheet newspapers may provide valuable material which will be relevant to this unit

and may facilitate understanding of many current issues which are related to the health and well being of individuals and groups within society – The Guardian, The Times.

• Investing for Health, March 2002. • Jones, L J (1994). The Social Context of Health and Healthwork. Basingstoke: Palgrave • Moore, S (2002). Social Welfare Alive! 3rd ed. Cheltenham: Stanley Thornes. • Richards, J (1999). Caring for People: A Lifespan Approach. Cheltenham: Stanley

Thornes. • Walsh, Mark et al (2000). Social Policy and Welfare. Cheltenham: Stanley Thornes. Useful Websites www.doh.gov.uk www.nics.gov.uk www.healthpromotionagency.org.uk www.open.gov.uk/doh/dhhome.htm www.nhsdirect.nhs.uk/main.jhtml For more detailed help and support, please refer to the CCEA Teacher Support Pack for GCE Health and Social Care


AS UNIT 6 − HOLISTIC THERAPIES ABOUT THIS UNIT This unit gives you the opportunity to investigate the holistic approach to the treatment of various medical conditions. You will have the opportunity to research available holistic therapies and compare them to traditional and orthodox treatments. Many care settings now offer holistic therapies to their clients as part of their treatments. You will be required to investigate the use of holistic therapies in care settings. You will also research the current trends and opinions concerning the use of holistic therapies. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Therapies The underlying principle of holistic therapy is that the body has a vital force of energy which protects it from disease and allows it to heal (often referred to as the immune system). When the balance of the immune system is disturbed, symptoms of illness are a likely consequence. Orthodox treatments tend to treat the symptoms of the condition whereas holistic therapies aim to treat the patient, restore the balance and allow the body to heal itself naturally. You will need to research four holistic therapies to include: • a brief history of the therapy; • what the therapy is used for; • what the therapy involves; • safety aspects of the therapy. You should use a variety of sources to obtain your information. There are many therapies to research (such as acupuncture, aromatherapy, herbalism, pilates, reflexology, kinesiology). Medical Conditions You will need to investigate two of medical conditions from the list below including the use of both orthodox medicine and holistic therapies in their treatment • Asthma • Migraines • Insomnia • Back Pain • Stress • Depression • High Blood Pressure • Irritable Bowel Syndrome • Arthritis


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Comparing Holistic Therapies with Orthodox Medicine You should be able to compare holistic therapies with orthodox medicine and evaluate each approach to the treatment of your two chosen medical conditions considering the following factors: • cost; • side effects of treatment; • availability; • duration of treatment You should also investigate current trends and opinions on holistic therapies, using a range of sources. Use of Holistic Therapies in Care Settings There is an increasing use of holistic therapies in care settings. You will need to write a report describing the use of holistic therapies as part of the treatment in a care setting. You may choose from the following care settings: • hospitals/hospices; • residential/nursing homes; • private practices; • GP surgeries; • facilities for clients with special needs.


AS UNIT 6 − HOLISTIC THERAPIES ASSESSMENT EVIDENCE You need to produce an information pack which includes a comparison of the treatment of two common medical conditions with orthodox medicine and holistic therapies. Your information pack should also include a summary of current trends and opinions on holistic therapies and a description of their use in a care setting. Your information pack must show: (A) a description of four holistic therapies – brief history, use, description of treatment, safety aspects. (B) a comparative study of the treatment of two medical conditions with orthodox medicine and two holistic therapies (C) an evaluation of the treatment of the two medical conditions with orthodox medicine and two holistic therapies (D) a summary of current trends and opinions on holistic therapies drawing information from a range of sources (E) a description of the use of holistic therapies as treatment in a care setting (F) an analysis of the benefits to clients of using holistic therapies within the chosen setting.

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AS UNIT 6 − HOLISTIC THERAPIES ASSESSMENT EVIDENCE MARKING BAND

Statement


Mark Range


Mark Range


Mark Range

Mark Band 4 Overall Impression Highly competent to excellent. At this level candidates work independently to produce:

Mark Range

Marks awarded

A A basic description of four holistic therapies to include a brief history, use, description of treatment and safety aspects.

1-6 A clear description of four holistic therapies to include a brief history, use, description of treatment and safety aspects.

7-12 A competent description of four holistic therapies to include a brief history, use, description of treatment and safety aspects.

13-18 A comprehensive description of four holistic therapies to include a brief history, use, description of treatment and safety aspects.

19-24

B A basic comparison of the treatment of two common medical conditions with orthodox medicine and two holistic therapies.

1-5 An adequate comparison of the treatment of two common medical conditions with orthodox medicine and two holistic therapies to include a range of factors.

6-10 An accurate comparison of the treatment of two common medical conditions with orthodox medicine and two holistic therapies to include a range of factors.

11-15 An accurate and detailed comparison of the treatment of two common medical conditions with orthodox medicine and two holistic therapies to include a range of factors.

16-20

C A limited evaluation of the treatment of two common medical conditions with orthodox medicine and holistic therapies.

1-4 An adequate evaluation of the treatment of two common medical conditions with orthodox medicine and holistic therapies.

5-8 A competent evaluation of the treatment of two common medical conditions with orthodox medicine and holistic therapies.

9-12 A detailed and critical evaluation of the treatment of two common medical conditions with orthodox medicine and holistic therapies.

13-16

D A basic summary of current trends and opinions on holistic therapies using a range of sources.

1-5 An adequate summary of current trends and opinions on holistic therapies using a range of sources.

6-10 A sound summary of current trends and opinions on holistic therapies using a wider range of sources.

11-15 A detailed summary of current trends and opinions on holistic therapies using a wide range of sources.

16-20

E A basic description of the use of holistic therapies in a care setting.

1-2 A clear description of the use of holistic therapies in a care setting.

3-5 A sound explanation of the use of holistic therapies in a care setting.

6-8 A detailed explanation of the use of holistic therapies as treatment in a care setting.

9-10

F A limited analysis of the benefits to clients.

1-2 An adequate analysis of the benefits to clients.

3-5 A sound analysis of the benefits to clients.

6-8 An in depth analysis of the benefits to clients.

9-10

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AS UNIT 6 – HOLISTIC THERAPIES GUIDANCE FOR TEACHERS Delivery Strategies Students may need help and guidance when accessing resources to complete this unit. Use could be made of visits to practitioners and care settings that offer holistic therapies as part of treatment; or speakers could be invited to the centre. Experiences and opinions could be obtained from others – friends, family or members of the public. The internet can provide access to several sites which provide up to date information on a wide range of holistic therapies. Since the use of holistic therapies is becoming increasingly popular many books are available on the subject. The media can also provide up to date and topical information. Students may find it useful to select and research the two medical conditions and then choose the four holistic therapies that may be used as part of treatment. The medical conditions listed are very common and students may be able to gain excellent first hand information from clients, perhaps family or friends, who may have received treatment for the chosen conditions. To avoid students completing unnecessary work they should discuss holistic therapies using the headings indicated in the specification. When comparing holistic therapies with orthodox treatment students could interview clients/practitioners who have used holistic therapies as part of their treatment. A questionnaire could also be used to aid the completion of this part of this unit. A wide range of care settings now offer holistic therapies as treatment. Many maternity units, hospices and nursing/residential homes offer this option to clients. Most towns now have private practices offering holistic therapies. Students may require guidance on procedures eg contacting organisations and research methods eg carrying out interviews. The assessment evidence for this unit requires students to produce an information pack. Students may include leaflets, booklets, posters, displays and presentations as their information pack. The information pack may contribute to the collection of evidence for key skills. Assessment Guidance Assessment Guidance for Mark Band 1 With guidance and support candidates select information from a limited number of resources to produce an information pack showing a basic understanding of holistic therapies. They demonstrate a basic knowledge of four holistic therapies and the comparison of their use with orthodox medicine lacks depth covering a limited range of factors. Candidates require guidance when considering current trends and opinions on holistic therapies and the summary is basic showing limited research. They also produce a limited analysis of the benefits of holistic therapies in a care setting which they needed guidance and help in accessing. Limited success in using technical vocabulary.


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Assessment Guidance for Mark Band 4 Candidates work independently to synthesise primary and secondary information from a wide variety of sources to produce an information pack showing competent use of specialist vocabulary and in depth understanding of holistic therapies. They demonstrate a comprehensive knowledge of four holistic therapies and the comparison of their use with orthodox medicine is competent and in depth covering a wide range of factors. In their summary of trends and opinions on holistic therapies candidates show evidence of widespread and independent research. They also produce a comprehensive analysis of the benefits of holistic therapies in a care setting which they have accessed and researched. Resources Specialist books. Newspapers, magazines and journals. Health care settings. Practitioners. The Internet eg www.medicdirect.co.uk For more detailed help please refer to the CCEA teacher support pack for GCE Health and Social Care.


A2 UNIT 7 − APPLIED RESEARCH

ABOUT THIS UNIT This unit gives you the opportunity to study in depth a health, social care or early years topic of particular interest to you by carrying out your own individual research. You will learn about the research process, including developing research objectives and a hypothesis; using primary and secondary methods of research; the importance of ethical practice in research; and analysing, evaluating and presenting research findings. You will conduct primary and secondary research on your selected topic, presenting your findings and evaluating the research process in a written research report. This unit is internally assessed. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN The research process and research methods You need to know that research is a process which involves selecting a topic to study, doing background reading to inform yourself about the topic, defining research objectives and developing a hypothesis, conducting a focused review of relevant literature, selecting suitable primary methods of research and developing data collection tools, selecting research participants, collecting data, analysing findings and presenting the research in a report. You need to know about quantitative and qualitative data in research and that these can be obtained from two types of sources: • Primary sources, where the data is collected directly by the researcher or on his behalf,

using methods of research like questionnaires, interviews and observations. • Secondary sources, where the information is taken from other sources, such as books,

newspapers, journal articles, government reports and publications, television documentaries or suitable internet sites.

You need to understand how different sampling techniques can be used to select participants from a research population: • random sampling; • stratified sampling; • quota sampling; • snowball sampling; • opportunity sampling; • self selection. You should understand the advantages and disadvantages of using different sources, methods and sampling techniques.


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You also need to understand the concepts of validity and reliability in relation to research methods, including ways of refining and improving research tools like questionnaires, interview schedules and observation charts: • face validity; • content validity; • test-retest reliability; • pilot testing. Ethical issues in research You need to understand ethical issues in conducting research in health and social care and in using the results of research, including: • confidentiality; • informed consent; • harm or distress for participants. Planning and carrying out research You need to: • Identify a research topic in the area of health, social care or early years, 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. You should be able to justify your choice of topic, explaining its relevance to health and social care- this is referred to as the rationale for your research.

• Conduct a literature search, using at least four secondary sources, with a clear focus on

the research objectives and hypothesis. • Carry out primary research by selecting a method/s of research and designing a suitable

research tool/s, using an appropriate sampling technique/s to select participants, and collecting the data. You need to ensure that you meet ethical standards in your primary research and that the primary method/s used allows you to produce quantitative data.

Analysing research results You need to analyse the quantitative data from your primary research using appropriate descriptive statistics such as measures of central tendency (mean, mode, median) and tables and graphs, such as bar charts, pie charts and histograms. You will use suitable computer packages to produce graphs. If you have qualitative data, you should identify key themes that address the research objectives. You should review your research objectives in the light of your findings from both primary and secondary sources, noting your key conclusions, and accept or reject your hypothesis.


Evaluating the research process You need to be able to evaluate your own research including: • the relevance and validity of the secondary sources used; • the validity and effectiveness of the primary research method/s used, including the

research tool/s you designed, noting any sources of bias; • the representativeness of your sampling.

You should be able to make suggestions for improvements in carrying out the research as well as for future research on the topic. Writing the research report You should present the findings of your research in traditional report format as outlined below: • Title – brief but identifying the research topic • Abstract – a summary of the entire report (approximately 150 words) • Contents – a list of the following sections with appropriate page numbers • Introduction – rationale for the topic chosen, research objectives and hypothesis

(approximately 150 words) • Literature Review – clearly referenced review of the information gained from secondary

sources (maximum 1500 words) • Methodology – a discussion of the primary research, including:

- identification and justification of the primary method/s selected as opposed to alternative primary methods, with a copy of the research tool/s used (presented here or in an appendix)

- identification and justification of the sampling technique selected as opposed to alternative sampling techniques

- an outline of the ethical considerations in the primary research design - a discussion of validity and reliability, including any tests used to improve the

primary research tool/s - a brief outline of the research procedure

(maximum 1500 words)

• Results – clearly labelled tables and graphs • Discussion – the research and findings are discussed and evaluated; four subsections are

recommended:

- a detailed analysis of the results from the primary research, highlighting similarities and comparisons with the findings from secondary sources where possible;


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- conclusions based on a review of the original research objectives, drawing together

the key findings from primary and secondary sources and accepting or rejecting the hypothesis;

- an evaluation of the research including the relevance and validity of the secondary

sources, the effectiveness and validity of the primary research method/s including sources of bias, and the representativeness of the sampling, with suggestions for improvement;

- Recommendations for future research on the topic.

(maximum 1500 words)

• Bibliography – a complete list of all the sources of information used

• Appendices – where necessary additional material may be appended


A2 UNIT 7 − APPLIED RESEARCH

ASSESSMENT EVIDENCE You need to produce a written report on research that you have designed and carried out on a health and social care topic. Your work needs to be structured according to traditional research report format. Your work must include: (A) An introduction, including a rationale for the research topic chosen, research objectives and a suitable hypothesis (B) A clearly referenced literature review, outlining findings from a minimum of four relevant secondary sources (C) A method section, discussing the primary research method/s and sampling technique/s used, justifying their selection over other methods

and techniques, describing how ethical issues were addressed, describing any tests of validity and reliability that were conducted and explaining the procedure adopted.

(D) A copy of the research tool/s (questionnaire, interview schedule or observation chart) you designed (E) A results section comprised of graphs, or tables and graphs (F) A discussion section, analysing in detail the results of the primary research, highlighting key results from both primary and secondary

research and drawing conclusions in relation to the original research objectives and hypothesis. There must also be an evaluation of the research conducted, including the validity of the primary and secondary sources and the representativeness of the sampling, noting any sources of bias in the research and making suggestions for improvements. Recommendations for future research must also be made.

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A2 UNIT 7 − APPLIED RESEARCH IN HEALTH AND SOCIAL CARE ASSESSMENT EVIDENCE MARKING BAND

Statement

Mark Band 1 Overall Impression: Very basic and limited understanding of the activity and its implications At this level candidates may require support and guidance to produce

Mark Range

Mark Band 2 Overall Impression: Minimally competent to adequate At this level candidates may require guidance to produce:

Mark Range

Mark Band 3 Overall Impression: Competent At this level candidates may only require little guidance to produce:

Mark Range

Mark Band 4 Overall Impression: Highly competent to excellent

At this level candidates work independently to produce:

Mark Range

Marks awarded

A A basic introduction including a limited rationale for the research, research objectives and a hypothesis

1-2

An adequate introduction including a clear rationale for the research, clear research objectives and a hypothesis

3-4

A sound introduction including a well-argued rationale for the research, clear research objectives and a hypothesis

5-6

A sound introduction including a very well-argued rationale for the research, precise research objectives and a hypothesis

7-8

B A literature review, with limited relevance to the research objectives, using a minimum of four secondary sources which are referenced

1-5

An adequate literature review, with clear relevance to the research objectives, using a minimum of four secondary sources which are referenced

6-10

A competent and clearly referenced literature review, with a clear focus on the research objectives, using at least four secondary sources

11-15

An in-depth, well researched, clearly referenced literature review, with a consistent focus on the research objectives, using more than four secondary sources

16-20

C A methodology that includes: • A basic description of the

primary research method/s and sampling technique/s used

• A limited justification of their selection over other methods and techniques

• A basic description of how ethical issues were addressed

• A basic description of tests of validity and reliability used

• A basic explanation of the procedure

Where any of these is missing marks should be awarded at the lower end of the band.

1-6

A methodology that includes: • A clear description of the

primary research method/s and sampling technique/s used

• An adequate justification of their selection over other methods and techniques

• A clear description of how ethical issues were addressed

• A clear description of tests of validity and reliability used

• A clear explanation of the procedure

7-12 A methodology that includes: • A competent description of

the primary research method/s and sampling technique/s used

• A sound justification of their selection over other methods and techniques

• A competent description of how ethical issues were addressed

• A competent description of tests of validity and reliability used

• A competent explanation of the procedure

13-18 A methodology that includes: • A detailed and accurate

description of the primary research method/s and sampling technique/s used

• A comprehensive justification of their selection over other methods and techniques

• A detailed description of how ethical issues were addressed

• A detailed and accurate description of tests of validity and reliability used

• A detailed explanation of the procedure

19-24

D A poorly designed research tool or tools

1-2

An adequately designed research tool or tools

3-4

A well-designed research tool or tools

5-6

A very well-designed research tool or tools

7-8

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Statement

Mark Band 1 Overall Impression: Very basic and limited understanding of the activity and its implications At this level candidates may require support and guidance to produce

Mark Range

Mark Band 2 Overall Impression: Minimally competent to adequate At this level candidates may require guidance to produce:

Mark Range

Mark Band 3 Overall Impression: Competent At this level candidates may only require little guidance to produce:

Mark Range

Mark Band 4 Overall Impression: Highly competent to excellent

At this level candidates work independently to produce:

Mark Range

Marks awarded

E A basic set of graphs, demonstrating limited understanding of the results- there may be inaccuracies or misunderstandings in the presentation of the data at the lower end of this band

1-2

An adequate and accurate set of graphs, demonstrating a clear understanding of suitable ways to present data

3-5

A competent and accurate set of graphs, demonstrating sound understanding of suitable ways to present data

6-8

A comprehensive and accurate set of graphs, demonstrating a detailed understanding of the most suitable ways to present different types of data

9-10

F A discussion that includes: • A limited analysis of the

results • Basic conclusions with

limited discussion in relation to the research objectives and hypothesis

• A limited evaluation of the primary and secondary sources and sampling techniques employed

• Basic recommendations for improvements in the research and for future research on the topic

Where any of these is missing marks should be awarded at the lower end of the band.

1 - 7

A discussion that includes: • An adequate analysis of the

results • Clear conclusions with

adequate discussion in relation to the research objectives and hypothesis

• An adequate evaluation of the primary and secondary sources and sampling techniques employed, demonstrating an understanding of the importance of validity

• Clear recommendations for improvements in the research and for future research on the topic

8-15

A discussion that includes: • An sound analysis of the

results • Sound conclusions with

competent discussion in relation to the research objectives and hypothesis

• A competent evaluation of the primary and secondary sources and sampling techniques employed, demonstrating a sound understanding of the importance of validity

• Sound recommendations for improvements in the research based on the sources of bias identified and recommendations for future research on the topic

16-23

A discussion that includes: • An in-depth analysis of the

results • Detailed conclusions with a

comprehensive discussion in relation to the research objectives and hypothesis

• A detailed and critical evaluation of the primary and secondary sources and sampling techniques employed, demonstrating a comprehensive understanding of the importance of validity

• Detailed recommendations for improvements in the research based on the sources of bias identified and recommendations for future research on the topic

24-30

Total marks awarded


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AS UNIT 7 – APPLIED RESEARCH IN HEALTH AND SOCIAL CARE GUIDANCE FOR TEACHERS Delivery Strategies Each student may need some guidance to select their own individual topic, which is both relevant to health, social care or early years and realistic for a student project. They can get ideas from articles in journals, books, reports, from the media or from work placement experiences. Students may wish to select topics that they feel are relevant to their career aspirations. They are expected to produce a rationale for the research- this could include justifying their choice of topic in terms of its relevance to the health and social care sector (perhaps by suggesting professionals or organisations that could benefit from the research or by explaining how the findings could be applied) and by explaining its relevance to their career aspirations in health, social care or early years. It may be useful for students to brainstorm each individual’s topic in groups, producing spider diagrams of all the potential research questions on that topic. Individuals can use these to develop their own research objectives and hypothesis. Objectives should be behavioural (eg to gather statistics, to review the research, to survey a group of people) and students should be encouraged to develop about three to five realistic objectives, taking into consideration restraints on time and other resources. Students should be encouraged to develop hypotheses that are succinct statements of their expected findings. In using secondary sources to review the literature on their research topic, students should be encouraged to search for relevant and current sources, such as government reports, journal articles, newspaper articles, and academic texts and websites. It is important that students are encouraged to select material that is directly relevant to their research objectives and that they understand the need to abandon irrelevant sources. The literature review must be clearly referenced- students should use the Harvard convention. When learning about primary research methods and sampling techniques, students should be encouraged to consider their suitability for their own research. It is enough for a student to use just one primary method, though some may wish to use more than one, but all students must be aware of the need to produce quantitative data, as they are required to analyse and present quantitative results in their report. In the method section of the report, students will be expected to justify their choices of research methods and sampling techniques in comparison to alternatives. They should also be encouraged to consider ethical issues relevant to their method/s and topic, for example, could participants be distressed by the questions in an interview or questionnaire?; have those being observed consented to participate in research?; are participants aware that they have the right to refuse to take part?; how will anonymity and confidentiality be achieved? Students must be made aware of the need to put effort and thought into the design of research tools, such as questionnaires, interview schedules or observation charts, and ensure that these focus clearly on their research objectives and hypothesis. Secondary sources, for example research methods texts, can be used to guide students in the design of research tools. It is


expected that simple tests of reliability and validity will be applied to achieve improvements before the research is conducted. For example, with a questionnaire, other students may check that the questions appear to be clear and relevant (face validity), an expert in the field of the research topic may make similar checks (content validity), and a small number of participants may be selected from the research population to try out the questionnaire (pilot testing), with changes and improvements being made at each stage of the process. Having conducted their primary research, students should present the quantitative evidence in the form of tables or graphs. They should be encouraged to think about the most appropriate form of presentation for different types of data and should have access to suitable computer packages, such as Excel or Pinpoint to produce their graphs. It is important to stress to students that the discussion section of the report carries the greatest number of marks. When completing the written analysis of their primary research results students should be encouraged to draw comparisons with findings from secondary sources, to compare and contrast findings from different participants or groups of participants and to comment on why they think particular results have emerged. Students should highlight the key findings of their research from both primary and secondary sources in the light of their original research objectives and should accept or reject their hypothesis. In evaluating the methods used in their research, students should consider the relevance of their secondary sources, the appropriateness of the primary method selected, the validity of the research tools they have used, and the representativeness of their research sample. They should be encouraged to highlight any sources of bias or error and make detailed suggestions for improvements as well as suggestions for future research on the topic. Students should present a research report in the format detailed in the unit. They should be encouraged to adopt an appropriate writing style, using the third person and the past tense in their reports. Assessment Guidance Teachers may wish to contextualise the assignment in order to give it a vocational focus. When the work of a candidate does not fully fit a mark band descriptor in all respects a “best fit” approach to marking should be taken. For example, if a candidate has fulfilled most of the requirements of mark band one with small omissions but has shown some evidence of achievement in mark band two it may be appropriate to give a mark within a mark band one. Teachers should be aware that the amount of support and guidance that candidates are given should decrease across the mark bands, from band one to band four. Candidates working in mark band one will need considerable guidance to complete a basic report, whereas candidates working in mark band four should be working independently to complete a comprehensive well synthesised report. All candidates should, however, be working under teacher supervision. Assessment Guidance for Mark Band 1 Within this mark band candidates will require support and guidance in planning and conducting their research and in producing a research report, which will be the assessment evidence. The introductory section of the report will include a rationale for the research as


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well as research objectives and a related hypothesis. This will be followed by a literature review, demonstrating the use of at least four secondary sources. The method section in the report will consist of a basic description and justification of the primary research methods and sampling techniques used, as well as a description of how ethical issues were dealt with, of tests of validity and reliability used and of the research procedure. Candidates will design and use at least one research tool, such as a questionnaire, although this may be poorly designed by candidates working within this mark band. Candidates will present their results using tables and graphs, although there may be inaccuracies. The discussion section of the research report will include a basic analysis of the primary research results, conclusions relating to the original research objectives and hypothesis, a limited evaluation of the primary and secondary sources and research methods used, and basic recommendations for improving the research and for further research on the topic. Assessment Guidance for Mark Band 4 Within this mark band candidates will work independently in planning and conducting their research and in producing the research report. The introductory section of the report will include a well-argued rationale for the research as well as research objectives and a related hypothesis, which have been developed with a minimum of guidance. The literature review will be well researched, clearly referenced and consistently focused on addressing the research objectives using more than the minimum of four secondary sources. The method section in the report will demonstrate a comprehensive understanding of research methods, consisting of a detailed and accurate description of the primary research methods and sampling techniques used, a comprehensive justification of their selection over other methods and techniques, as well as a detailed description of how ethical issues were dealt with, of the tests of validity and reliability used and of the research procedure. Candidates will produce and use at least one very well designed research tool. Candidates will present their results using a comprehensive set of tables and graphs, which will demonstrate their understanding of the most appropriate ways to illustrate a variety of data. The discussion section of the research report will include an in-depth analysis of the primary research results, detailed conclusions with a comprehensive discussion in relation to the original research objectives and hypothesis, a detailed and critical evaluation of the primary and secondary sources and sampling techniques used, showing a comprehensive understanding of validity, and recommendations for improving the research, based on the sources of error identified, and for further research on the topic.


Resources Candidates should have access to the internet, government reports, journals and newspapers for up to date secondary information. They should also have access to a library with a good range of texts on health and social care topics. www.sosig.ca.uk The Social Science Information Gateway – this is a useful search engine for access to academic material on the internet. Candidates should also have access to a range of research methods texts. A bibliography of suggested publications is appended, although there are many other suitable texts. Bibliography Bell, J., 2000, Doing Your Research Project, Third Edition, Open University Press. Blaxter, L. et al, 1996, How to Research, Open University Press. Green, S., 2000, Research Methods in Health, Social and Early Years Care, Stanley Thornes. Hucker, K. 2001, Research Methods in Health, Care and Early Years, Heinemann. Parahoo, K., 1997, Nursing Research, Principles, Process and Issues, MacMillan.


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A2 UNIT 8 − MONITORING BODY SYSTEMS

ABOUT THIS UNIT This unit gives you the opportunity to monitor the body systems of two individuals, at different life stages taking into account the health and safety issues related to your measuring and ethical issues in working with individuals. You will gain an understanding of why measurements may fall outside the expected range and the implications of this and of how body systems work together to function effectively. You will investigate the diagnostic tests that health professionals carry out in health care settings when routine monitoring reveals abnormal readings and you will learn what impact a diagnosis has on a client’s lifestyle. You will produce a written report of your investigations. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Monitoring Individuals’ Physiological Status To understand what is happening inside the body you can monitor body systems, eg the circulatory, respiratory, nervous and endocrine systems. In this unit you must select two individuals and for each one monitor two body systems regularly, on at least three occasions. You should be able to: • Identify the expected normal ranges for body systems. • Keep records of measurements of body systems. • Explain the possible reasons for deviations from the normal range. • Ensure safe practice and ethics when monitoring body systems (COSHH, RIDDOR,

Health and Safety at Work, Education and Library Board/DEL Guidelines, and good hygiene practice.)

• Describe factors that might affect the accuracy of measurements of body systems. • Suggest and justify ways of ensuring that readings are accurate. • Investigate the effects of exercise on body systems.

The Effective Functioning of Body Systems To understand control mechanisms in the body you must know about the structures and systems within the body and how they work. You must be able to: • Describe the structure and functioning of body systems. • Identify and describe the homeostatic mechanisms that control body systems. • Analyse data collected from the monitoring of body systems.


Investigations, treatments and effects of disease/illness Sometimes routine monitoring produces abnormal readings that need investigation by health professionals. The result of a diagnosis may have a profound effect upon an individual’s lifestyle. You must be able to: • Know about diseases/illnesses which would result in abnormal readings. • Describe tests which could be carried out to investigate whether an individual is

displaying the signs of each disease/illness. Examples include ECG, Blood Tests, Urine Tests, Glucose Tolerance Tests, Chest X-rays, Angio/Veno-grams.

• Briefly explain how these tests are performed and how the results may be interpreted. • Describe the treatments available for diseases/illnesses. • Evaluate the effect of illness/disease on an individual lifestyle.


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ASSESSMENT EVIDENCE You need to produce: A written report, based on primary research, that examines the results of monitoring two body systems for each of two individuals at different life stages on at least three occasions and that shows your understanding of the control of human body systems. Within this unit care must be taken to maintain confidentiality. (A) (i) Record and analyse the results of monitoring two body systems for two individuals before and after exercise and (ii) draw conclusions

about the physiological status of each individual. (B) Evaluate your measuring techniques and your application of safe practice. (C) Describe the structure, function and control mechanisms of the two body systems that you have monitored. You should also provide a written report, based on secondary research, of one illness/disease that would result in abnormal readings. (D) Research and describe two diagnostic tests which could be carried out to investigate the illness/disease and the treatments available for this

illness/disease (E) Evaluate the possible effects of each illness/disease on an individual’s lifestyle.

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A2 UNIT 8 − MONITORING BODY SYSTEMS ASSESSMENT EVIDENCE MARKING BAND

Statement


Mark Range


Mark Range


Mark Range


Mark Range

Marks awarded

A (i) Basic records of monitoring. 1-4 Adequate records of monitoring. 5-8 Competent records of monitoring. 9-12 Comprehensive and accurate records of monitoring.

13-16

A (ii) A limited analysis of the results of monitoring which draws basic conclusions about the physiological status of each individual.

1-3 An adequate analysis of the results of monitoring which draws clear conclusions about the physiological status of each individual.

4-7 A competent analysis of the results of monitoring which draws sound conclusions about the physiological status of each individual.

8-11 A comprehensive analysis of the results of monitoring which draws detailed conclusions about the physiological status of each individual.

12-14

B A limited evaluation of the measuring techniques used and of the application of safe practice.

1-3 An adequate evaluation of the measuring techniques used and of the application of safe practice.

4-7 A competent evaluation of the measuring techniques used and of the application of safe practice.

8-11 A detailed and critical evaluation of the measuring techniques used and of the application of safe practice.

12-14

C A basic description of the structure, function and control mechanisms of the two body systems monitored.

1-5 A clear description of the structure, function and control mechanisms of the two body systems monitored.

6-10 A sound description of the structure, function and control mechanisms of the two body systems monitored.

11-15 A comprehensive description of the structure, function and control mechanisms of the two body systems monitored.

16-20

D Basic research and limited description of the 2 diagnostic tests used to investigate the illness/disease and of the treatment available.

1-4 Adequate research and description of the 2 diagnostic tests used to investigate the illness/disease and of the treatment available.

5-8 Sound research and competent description of the 2 diagnostic tests used to investigate the illness/ disease and of the treatment available.

9-12 Comprehensive research and in-depth description of the 2 diagnostic tests used to investigate the illness/disease and of the treatment available.

13-16

E A limited evaluation of basic effects which the illness/ disease may have on an individual’s lifestyle.

1-5 An adequate evaluation of a range of effects which the illness/disease may have on an individual lifestyle.

6-10 A competent evaluation of a wide range of effects which the illness/ disease may have on an individual’s lifestyle.

11-15 A comprehensive evaluation of a wide range of effects which the illness/disease may have on an individual’s lifestyle.

16-20

Total marks awarded


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GUIDANCE FOR TEACHERS Delivery Strategies This unit uses a practical approach to develop students understanding of the need to monitor client’s physiological status regularly. Each candidate must monitor two individuals on at least three occasions. The obvious systems to monitor are: • circulatory system; pulse rate, blood pressure; • respiratory system; peak flow, lung capacity, breathing rate; • nervous system; temperature. Teachers are reminded that Health and Safety legislation may limit the measurements that can be taken safely in class and clients’ medical background should be considered before monitoring begins. Blood pressure for example may be measured in class using a digital monitor but not using a manual sphygnomanometer unless by a trained nurse. A school nurse may be willing and qualified to take these readings where a teacher cannot. All measurements should be non-invasive and students should be supervised when monitoring clients. Teachers should make students aware of the need for confidentiality when working with clients and that students are not qualified to make judgements about their clients well being. This activity is not designed as a substitute for appropriate medical care. Students need to know the outline anatomy and physiology of the body systems monitored and be able to describe their interrelationships and their homeostatic control mechanisms. Students may wish to investigate diseases/illnesses of systems other than those monitored. This may be because of their background, interest or placement. This is appropriate particularly if they have access to primary information. However, genetically inherited conditions are inappropriate eg Down’s syndrome. Information about the diagnosis and treatment of diseases/illnesses may be gathered through visits to hospitals, residential homes, health centres or from health professionals such as radiographers, doctors, nurses. Many organisations in the voluntary sector have relevant dedicated web sites. It is acceptable for students to use each other as clients as it is often difficult to obtain all the information needed when on placement.


Assessment Guidance Teachers may wish to contextualise the assignment in order to give it a vocational focus. When the work of a candidate does not fully fit a mark band descriptor in all respects a ‘best fit’ approach to marking should be taken. For example, if a candidate has fulfilled most of the requirements of mark band one with small omissions but has shown some evidence of achievement in mark band two it may be appropriate to give a mark within a mark band one. Teachers should be aware that the amount of support and guidance that candidates are given should decrease across the mark bands, from band one to band four. Candidates working in mark band one will need considerable guidance to complete a basic report, whereas candidates working in mark band four should be working independently to complete a comprehensive well synthesised report. All candidates should, however, be working under teacher supervision. Assessment Guidance for Mark Band 1 Candidate’s records of monitoring should be basically tabulated and explained with minimal conclusions drawn about each individual’s physiological status. Both body systems will be basically described and with guidance interactions of systems explained. With teacher support diagnostic tests are identified and a basic explanation given. A limited attempt to explain how diagnosis will affect the individual is made. Some ideas may be unrealistic.

Assessment Guidance for Mark Band 4 Candidates should work independently and show initiative in their monitoring and ability to analyse their data and make detailed conclusions about each individuals’ physiological status. They will review comprehensively their practical work, to identify sources of error and explain the effects of these errors on monitoring records. They can justify suggestions to reduce sources of error. Candidates should explain comprehensively using scientific language the control mechanisms for each body system monitored. They can work independently to comprehensively describe the diagnostic tests for the illness/disease chosen. A comprehensive evaluation of the effect that diagnosis might have on an individual is made. This is realistic and well synthesised. Resources All current AVCE Health and Social Care text books. A-Z Health and Social Care Complete Family Health Guide BMA Pocket Medical Dictionary RS Medicine Churchill Livingstone Pocket Nurses Dictionary Collins


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www.diabetes.co.uk www.dir.yahoo.com/health www.nhsdirect.nhs.uk www.cancerresearch.org.uk www.bhf.org.uk www.bbc.co.uk/health www.asthma.org.uk For more detailed help please refer to the CCEA teacher support pack.


A2 UNIT 9 − PROVIDING SERVICES

ABOUT THIS UNIT This unit provides an overview of service provision in health, social care and early years. You will learn about: • the effects of legislation and policy on service provision; • meeting individual needs and identifying barriers to accessing services; • the differing roles and responsibilities of practitioners; • working effectively within teams; • individual and organisational responsibilities for assuring quality in service provision. Due to the synoptic nature of this Unit, it is expected that elements from the other Units will inform your understanding of the overall subject. The examination will be based on pre-release material which will be provided 8 weeks prior to the examination date and will focus on one client group. Legislation for this client group will be specified in the pre-release material. The Unit will be assessed externally by a 2 hour written examination. Students must not bring any research material into the examination WHAT YOU NEED TO LEARN Effects of policy and legislation You need to: • know about the origins of the welfare state and how health social care and early years

services have developed and been influenced by successive governments; • understand how legislation and policy influence the development of health and social care

service provision in your own country. Key pieces of legislation for Northern Ireland include: - the Mental Health (NI) Order 1986; - the Education (NI) Order; - the Disability Discrimination Act 1995; - the NHS and Community Care Act 1990; - the Children (NI) Order 1995;

• understand how services are funded – statutory funding, private funding, voluntary donations, corporate sponsorship and fundraising activities.

Identifying and meeting needs You need to: • understand how demographic factors impact on health and social care provision – this

requires you to examine the impact that birth rates, mortality and morbidity rates, migration and immigration trends have on the provision of services.


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• understand how services are provided – ‘the mixed economy of care’ including examples of services from the statutory sector, the private sector, the voluntary sector and the informal sector

• evaluate ‘the mixed economy of care’ approach to service provision. • understand the physical, intellectual, emotional and social needs of the following groups:

− Clients with mental health problems − Clients with learning disability − Clients with physical disability or illness − Children − Adults − Older people.

• understand how individuals access health and social care and early years services – methods of referral including self referral, professional referral, third party referral, emergency referral, recall and compulsory referral.

• know about barriers to accessing services – lack of knowledge, financial constraints, geographical location, physical, psychological and cultural barriers.

• consider ways in which barriers to access can be or have been broken down – you should consider issues such as internet access, 24hr telephone access, provision of literature in different languages etc.

• consider the debate on rationing care services – providing services/treatment for some clients and not for others. You need to understand the consequences of this.

Practitioner roles • You need to identify and understand the roles and responsibilities of a range of health and

social care practitioners including:

− Nurses − Occupational therapists − Doctors − Speech therapists − Physiotherapists − Social workers − Psychologists − Early years workers You also need to know about the specialisms that exist within these professions.

Team working You need to understand the principles of working in partnership: • the need to work within multi-disciplinary teams; • the need for inter-agency co-operation. • know how conflict can be addressed and managed effectively within teams; • understand that within a team different types of skills are required


Quality assurance You need to: • know how codes of practice influence the practice of professionals and care workers; • understand how policies and procedures improve the quality of service provision. These

may include: - confidentiality; - protection from abuse of vulnerable clients; - health and safety; - equal opportunities; - staff training; - whistle blowing - complaints - special educational needs;

• be aware of ‘charters of rights’ – such as The Patients’ Charter, The Children’s Charter, Residents’ Charters which inform individuals of their entitlement to services and the standards they can expect to receive.

• know about legislation that influences quality assurance including – The Health and Safety at Work Act 1974, The Care Standards Act 2000, The Disability Discrimination Act 1995, The Data Protection Act 1998;

• understand ways in which quality of service provision can be measured: - client feedback; - meeting targets; - league tables; - complaints.


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A2 UNIT 9 − PROVIDING SERVICES

GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to enable students to develop an understanding of issues relating to the provision of health social care and early years services. Students will be expected to have a clear understanding of the way in which health and social care provision has been influenced by legislation and policy – this should include knowledge of the origins of the Welfare State – Beveridge 1942. Teachers should be aware that legislation specific to the client group being examined will be clearly specified in the pre-release material. Students should understand the way in which health social care and early years services are provided and funded – the mixed economy of care. Students need to learn about the impact of demography on service provision and it is also essential that they understand the needs of the range of client groups as identified in this unit. Students should have a knowledge of the way in which various health social care and early years services are accessed and the potential barriers which may prevent clients from accessing some services. Students should be encouraged to look at ways in which barriers can be overcome. Students need to examine information which will inform them about the debate on rationing care services/treatment. Newspaper articles and television documentaries will provide valuable current information on this subject. Teachers should provide students with information on the roles of a range of health, social care and early years practitioners and students should that specialisms exist within many professions. Case studies may be useful to illustrate the roles and responsibilities of the range of personnel. Students will be expected to demonstrate knowledge of the importance of multi-disciplinary team and inter-agency working in the provision of health, social care and early years services. Teachers should ensure that students have access to codes of practice for at least two health, social care or early years practitioners and that students are informed about the influence these codes have in regulating practice within their profession or job role. Again case studies and newspaper articles may be useful to enable students to understand more clearly the relevance of codes of practice for the various practitioners. Students should know that all individuals working in health and social care have a responsibility for ensuring quality in the provision of services and this is evident in codes of practice, legislation, policies and charters of rights. Students should know about these and the standards of care which service users expect to receive. Students will also be expected to have an understanding of the statutory responsibilities which employers in health and social care and early years services have under law. Students should learn about how quality is measured in health social care and early years settings. Quality indicators include feedback from clients, achievement of targets, league tables and complaints received. Opportunities for work placement in health social care and/or early years settings may facilitate the students understanding of these fairly complex issues.


Assessment Guidance The external examination will require candidates to demonstrate a range of knowledge and skills related to providing services for a particular client group. The examination will require candidates, at a basic level, to describe various issues related to service provision. Candidates will be expected to apply their knowledge to demonstrate understanding of key issues. In some sections of the examination candidates will be expected to demonstrate the ability to analyse concepts and issues in order to justify the awarding of higher grades for example candidates may be required to analyse the impact of demographic characteristics on health and social care provision. Questions which challenge the candidate to demonstrate skills of evaluation will allow for the awarding of higher marks. For example candidates may be required to evaluate the usefulness of interagency cooperation in providing care services or the usefulness of codes of conduct, charters of rights and legislation in promoting clients rights and choices. Resources Candidates should have access to a range of sources pitched at A2 Level. A bibliography of suitable books/sources is detailed however it is by no means exhaustive. • Broad sheet newspapers may provide valuable material which will be relevant to this unit

and may facilitate understanding of many current issues which are related to the health and well being of individuals and groups within society – The Guardian, The Times

• Investing for Health, March 2002 • Jones, L.J. (1994). The Social context of health and healthwork. Basingstoke: Palgrave • Moore, S. (2002). Social welfare alive! 3rd ed. Cheltenham: Stanley Thornes • Richards, J. (1999). Caring for people: a lifespan approach. Cheltenham: Stanley

Thornes • Walsh, Mark et al. (2000). Social policy and welfare. Cheltenham: Stanley Thornes Journals Psychology Review Sociology Review Community Care Promoting Health Health Development Today The Guardian (Society section every Wednesday) Useful websites www.doh.gov.uk www.healthpromotionagency.org.uk www.nhsdirect.nhs.uk/main.jhtml www.nics.gov.uk www.open.gov.uk/doh/dhhome.htm For more detailed help and support, please refer to the CCEA Teacher Support Pack for GCE Health and Social Care


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A2 UNIT 10 − HEALTH PROMOTION ABOUT THIS UNIT In this unit you will have the opportunity to explore the way that health professionals work with clients to improve their health and well being. You will carry out an activity to plan, implement and evaluate a small-scale health promotion campaign. There are many activities that you could choose and you must ensure that your activity is based upon a health promotion target, which has significance for your target group within your local area. Your tutor will provide you with advice and guidance about the suitability and delivery of your activity. You will produce a plan for your activity based on an accepted health promotion model, which will allow you to evaluate its success and make recommendations for improvement. The activity should make use of existing health promotion materials and will give you an opportunity to develop your communication skills. Appropriate settings for the activity may include schools, youth clubs, residential homes and nursery schools. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Background to the Activity You will need to investigate the reasons why we have health education campaigns by considering how targets are drawn up and which organisations and health professionals are responsible for their delivery. You must use current information eg Investing for Health and the Health Promotion Agency Corporate Strategy, to identify a health promotion target for your activity. You must explain how the target has local relevance (N I Census 2001/current Public Health Matters). You will need to show that your chosen activity: • fulfils current government targets for health; • has relevance within your local community; • focuses correctly on a particular target audience examples could be people at risk

because: of disease / from early death/of lifestyle/from environment. Designing and Implementing your Campaign In order to carry out a successful campaign you will need to plan it carefully. There are a number of approaches (or models) that health care workers can use when designing and carrying out campaigns: • the preventative model; • the empowerment model; • the educational approach; • client directed approaches; • the use of fear arousal.


You should investigate each of these approaches and decide which is/are the most appropriate for your campaign. It is also important to consider the range of communication methods available to you and decide which can be used to deliver your campaign effectively to the individuals within your target group. For your activity you will need to draw up a plan which: • describes the approach(es)/model(s) which you are going to use; • justifies the use of this approach (these approaches); • describes your target audience and their health needs; • explains the reasons for carrying out your campaign on your target audience; • identifies the aims and objectives of your campaign; • explains how your activity will be implemented; • describes the communication methods that you intend to use to deliver your campaign –

examples could be posters; leaflets; video; talks; demonstrations; • explains the advantages of these methods when working with clients; • describes how you will monitor your campaign; • justifies your monitoring methods; • identifies the resources that you will need: venue/equipment/materials/time; • has an achievable time scale for the successful completion of your campaign. Evaluating Your Campaign Evaluation is always an important part of any health education campaign. Organisations must ensure that they have spent government money in a way that will most benefit clients. You must evaluate the success of your campaign and suggest improvements that will benefit your future clients. Your campaign could be evaluated using qualitative and/or quantitative methods. You must be able to: • explain the pre-set criteria that you will use to measure the success of your campaign • identify the outcomes (expected and unexpected) of your campaign • analyse the effectiveness of your communication methods • suggest improvements to your communication methods for future good practice • evaluate the extent to which your campaign was successful • analyse the impact of your campaign on your target audience • discuss possible barriers your clients may face when acting upon the advice given in your

activity • suggest changes to your planning and approach, which would ensure that your campaign

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A2 UNIT 10 − HEALTH PROMOTION ASSESSMENT EVIDENCE You need to plan and implement a small-scale health education campaign, which is based on local health improvement priorities. This activity may be carried out either individually or in a group of no more than 5 candidates. Each candidate must have a defined, active role in the activity. The activity may be carried out in school if appropriate to the target group or in a health care setting. You must produce an individual report of the campaign. The materials used could come from an existing campaign. Within this unit care must be taken to maintain confidentiality of sources. In your work you must: (A) Review and analyse the local health improvement priorities and the population group(s) targeted by the campaign. (B) Describe how you will plan and implement your activity, including the role of each group member. (C) Describe the monitoring methods which will be used to analyse both the impact of the campaign on the target group(s) and the success of

your communication methods. (D) Evaluate the impact of the campaign on your target group(s) and the success of your communication methods upon completion of the

activity. (E) Describe and justify recommendations for improvement to your campaign.

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A2 UNIT 10 − HEALTH PROMOTION ASSESSMENT EVIDENCE MARKING BAND

Statement


Mark Range


Mark Range


Mark Range


Mark Range

Marks Awarded

A A limited review and basic analysis of the local improvement priorities and the population group(s) targeted by the campaign

1-5 An adequate review and analysis of the local improvement priorities and the population group(s) targeted by the campaign

6-10 A competent review and sound analysis of the local improvement priorities and the population group(s) targeted by the campaign

11-15 A comprehensive review and in-depth analysis of the local improvement priorities and the population group(s) targeted by the campaign

16-20

B A basic plan for the activity which describes in a limited way, how the plan will be implemented, including the role of each group member.

1-7 An adequate plan for the activity which describes clearly how the plan will be implemented, including the role of each group member.

8-15 A sound plan for the activity which describes competently how the plan will be implemented, including the role of each group member.

16-23 A comprehensive plan for the activity which describes in detail how the plan will be implemented, including the role of each group member.

24-30

C A basic description of methods used to monitor both the impact of the campaign and the success of the communication methods used on the target group are described.

1-4 An adequate description of methods used to monitor both the impact of the campaign and the success of the communication methods used on the target group are described.

5-8 A competent description of methods used to monitor both the impact of the campaign and the success of the communication methods used on the target group are described.

9-12 A comprehensive description of methods used to monitor both the impact of the campaign and the success of the communication methods used on the target group are described.

13-16

D A basic evaluation of the impact of the campaign and the success of the communication methods used on the target group(s)

1-5 An adequate evaluation of the impact of the campaign and the success of the communication methods used on the target group(s)

6-10 A competent evaluation of the impact of the campaign and the success of the communication methods used on the target group(s)

11-15 A comprehensive evaluation of the impact of the campaign and the success of the communication methods used on the target group(s)

16-20

E Basic recommendations for improvement of the campaign with limited justification of these recommendations.

1-3 Clear recommendations for improvement of the campaign with adequate justification of these recommendations.

4-7 Sound recommendations for improvement of the campaign with competent justification of these recommendations.

8-11 Detailed and accurate recommendations for improvement of the campaign with comprehensive justification of these recommendations.

12-14

Total marks awarded


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A2 UNIT 10 − HEALTH PROMOTION GUIDANCE FOR TEACHERS Delivery Strategies In this unit students may work on their own to carry out their activity or in a small group of up to 5 students. If group work is carried out each student must have an identified active role in the activity. Each student must produce their own individual written report. It may be appropriate to carry out the activity in a school setting provided the target group and priority are clearly and correctly identified. It may be just as appropriate to carry out the activity in a health care setting eg nursery school or residential home. Teachers must ensure that students maintain confidentiality throughout the activity. Students should explore the origins of health campaigns. They should realise that often campaigns are designed to meet local or national population needs. Both “Our Healthier Nation” 1998 and “Investing for Health” 2002 should be used to highlight target groups, health concerns and compare national and regional priorities. The local Health Promotion Unit should be able to give advice and help collect information and resources for the activity. This could provide primary information about current local campaigns. The focus of the report is in identifying implementing and evaluating a health promotion activity. Students are expected to understand the processes involved at each stage. The delivery of the activity may, if appropriate, be assessed as part of key skills. Students must be careful not to become over-involved in making their own resources for the activity as there is no benefit to doing this within their report. Resources used should be pre-existing possibly from local and health promotion campaigns. Assessment Guidance Teachers may wish to contextualise the assignment in order to give it a vocational focus. When the work of a candidate does not fully fit a mark band descriptor in all respects a “best fit” approach to marking should be taken. For example, if a candidate has fulfilled most of the requirements of mark band one with small omissions but has shown some evidence of achievement in mark band two it may be appropriate to give a mark within a mark band one. Teachers should be aware that the amount of support and guidance that candidates are given should decrease across the mark bands, from band one to band four. Candidates working in mark band one will need considerable guidance to complete a basic report, whereas candidates working in mark band four should be working independently to complete a comprehensive well synthesised report. All candidates should, however, be working under teacher supervision.


Assessment Guidance for Mark Band 1 With guidance and support candidates select information to show which local health improvement priority their activity is based upon. They give a brief description of their target group using this information. They describe limited aims and objectives and with guidance identify limited pre-set criteria. Their understanding of the health education approach/model adopted and the communication methods used in their activity is basic. The evaluation of the outcomes of the activity will also be limited. Assessment Guidance for Mark Band 4 Candidates work independently to synthesise primary and secondary information from a variety of national and regional health education sources and to explain and justify the reasons for the health education approach used in their activity. Candidates comprehensively evaluate the impact of the communication methods used in their activity. They also explain the purpose of the pre-set criteria used to measure the outcome of their campaign and independently interpret these to make a valid conclusion and recommendations for future activities. Resources • Our Healthier Nation (1998) • Investing for Health (2002) • Local Health Promotion Unit • Newspaper articles • Promoting Health Ewles and Simnett RCN • Health Promotion Tones and Tilford Nelson Thorne • Northern Ireland Census (2001) • Television adverts

www.who.org.uk www.hpa.uk www.dhsspsni.gov.uk For more detailed help and support, please refer to the CCEA Teacher Support Pack for GCE Health and Social Care


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A2 UNIT 11 − SUPPORTING THE FAMILY ABOUT THIS UNIT This unit gives you the opportunity to investigate the functions of the family and to explore how family structures have changed. You will research the wide range of services available to families and the support that they offer. You will produce a case study which describes your findings. This unit will also give you the opportunity to investigate and produce a report on recent government initiatives which have been set up to support families with special issues. To complete this unit successfully you will need to carry out extensive research using a wide range of sources and your findings should be supported by statistics. This unit is assessed internally. Please refer to Assessment Evidence and Assessment Grid section of this unit. WHAT YOU NEED TO LEARN Family Functions The family is the basic unit of society. It is a group of people of various ages who are usually related by marriage, adoption or birth. You will need to know the functions of the family in meeting the needs of its members to include: • physical needs (such as warmth, clothing, food, shelter); • intellectual needs (such as education and learning); • emotional needs (such as love, security); • social needs (such as encouragement, stimulation). Changing Family Structures Family structure has changed considerably and attitudes to traditional family structure vary. You will need to understand the various family structures in today’s society to include: • extended families; • nuclear families; • one-parent families; • step families; • alternative families (for example foster, adopted, residential care homes); • shared care families.


You also need to understand reasons why family structures and roles have changed: • divorce; • contraception; • legislation of equal opportunities; • education in career choices; • state benefits; • role of women; • ageing population; • cultural differences; • income. Services Available to Families A wide range of services are available to support the family unit. You need to investigate the services offered by: • NHS (for example health centres, hospitals); • social services (for example respite care, fostering); • private organisations (for example crèches, playgroups, nursing homes); • voluntary organisations (for example Gingerbread, Relate, Chinese Welfare Association). These services may be needed: • for health care for the family; • in times of crisis (such as family breakdown, bereavement); • for individuals with special needs (such as mental health problems, children with learning

difficulties); • for child protection. You should be able to evaluate the effects of such support on families of accessing these services in terms of:

• issues of dependency/self sufficiency; • self esteem; • empowerment; • coping. Family Issues At times families may require extra support when faced with difficult circumstances. You will need to research the following issues which families may face and explain their effect on individual members: • domestic violence; • poverty; • parenting skills; • adolescents/children with behavioural problems; • ethnicity. • bereavement.


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You will need to investigate recent Government initiatives which aim to support families experiencing difficulties. You should also evaluate the role played by various organisations, (statutory and non statutory) which aim to provide advice and help to families experiencing difficulties.


A2 UNIT 11 − SUPPORTING THE FAMILY ASSESSMENT EVIDENCE Within this unit care must be taken to maintain confidentiality. You need to produce a case study of a family real or fictional. The family should have at least three members. The family should be receiving support from a variety of services. Your case study must: (A) Include an introduction explaining three reasons why family structures are changing. (B) Describe the structure of the family. (C) Analyse how the family group meets the needs of its members. (D) (i) Research and describe the services used by the family to help meet their health and social care needs including (ii) an evaluation of the

effects of such support. You should also produce a report on recent Government initiatives which aim to support families experiencing difficulties. Your report should be based on families in general and not the family in the case study. Your report must: (E) Include an analysis of how two issues may affect family members, describing how recent government initiatives aim to support families

experiencing difficulties. (F) Include an assessment of the role played by various organisations that provide support to families experiencing difficulties.

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A2 UNIT 11 − SUPPORTING THE FAMILY ASSESSMENT EVIDENCE MARKING BAND

Statement


Mark Range


Mark Range


Mark Range


Mark Range

Marks Awarded

A A limited explanation of three reasons why family structures have changed.

1-3 An adequate explanation of three reasons why family structures have changed.

4-6 A sound explanation of three reasons why family structures have changed.

7-9 A detailed explanation of three reasons why family structures have changed.

10-12

B A basic description of the structure of the family.

1-2 A clear description of the structure of the family.

3-4 A competent description of the structure of the family.

5-6 A comprehensive description of the structure of the family.

7-8

C A basic analysis of how the family group meets the needs of its members.

1-2 An adequate analysis of how the family group meets the needs of its members.

3-5 A sound analysis of how the family group meets the needs of its members.

6-8 An in depth analysis of how the family group meets the needs of its members.

9-10

D (i) A basic description of the services used by the family to meet their needs.

1-4 A clear description of the services used by the family to meet their needs.

5-9 A competent description of the services used by the family to meet their needs.

10-14 A comprehensive description of the services used by the family to meet their needs.

15-18

D (ii) A limited evaluation of the effects of the support given on the family.

1-2 An adequate evaluation of the effects of the support given on the family.

3-5 A competent evaluation of the effects of the support given on the family.

6-8 A detailed and critical evaluation of the effects of the support given on the family.

9-10

E A limited analysis of the effects of two issues on family members. A basic description of how government initiatives support families experiencing difficulties.

1-3 1-4

An adequate analysis of the effects of two issues on family members. A clear description of how government initiatives support families experiencing difficulties.

4-6 5-8

A sound analysis of the effects of two issues on family members. A competent description of how government initiatives support families experiencing difficulties.

7-9 9-12

An in-depth analysis of the effects of two issues on family members. A comprehensive description of how government initiatives support families experiencing difficulties.

10-12 13-16

F A limited assessment of the role played by organisations aiming to support families experiencing difficulties.

1-3 An in-depth assessment of the role played by organisations aiming to support families experiencing difficulties.

4-7 A competent assessment of the role played by organisations aiming to support families experiencing difficulties.

8-11 A detailed and critical assessment of the role played by organisations aiming to support families experiencing difficulties.

12-14

Total marks awarded


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A2 UNIT 11 − SUPPORTING THE FAMILY GUIDANCE FOR TEACHERS Delivery Strategies Teachers may find it useful to use case studies as a way of exploring changing family structures to enable students to recognise the different family models in existence. A range of information is available in Sociology, Home Economics and Child Development textbooks. Whilst considering why family structures have changed, teachers may find it less time consuming to allocate the various reasons (income etc.) to individual students to investigate who could then present their findings to the rest of the group. Students should use a wide range of sources in their research, including available statistics to support their findings. Visits to local community trusts/social services, health centres, playgroups etc. may be very useful when investigating services available to families. Visiting speakers (health visitor, school nurse, social worker) and representatives from a range or organisations (Gingerbread, NSPCC, Age Concern etc.) may also be useful. Many organisations which provide services to families have very informative websites. Teachers may need to spend a considerable time on class activities to ensure that students understand clearly the terms ‘issues of dependency’, self-esteem’, ‘empowerment’ and self sufficiency’. This should enable students to carry out a thorough evaluation of the effect of support on families. Assessment Guidance The case study produced to cover parts A, B, C and D of the assessment evidence may be real or fictional. Candidates should bear in mind issues of confidentiality. Candidates may require assistance when drawing up the case study to ensure that the family discussed enables candidates to access all bands of the assessment grid (eg that the family use a range of services). The case study should be no more that 1000 words in length. It should be emphasised to candidates that the second part of the assessment evidence which is a report should be based on families in general and not the family in the case study. Candidates are required to research two issues which affect families. Teachers taking into account the area of the school, information available and the ability and background of the candidates may offer guidance on which two issues would be most suitable. Candidates should be encouraged to use a wide range of resources when researching these issues. It is important that candidates obtain up to date information on Government initiatives usually available on the Internet, in the media and also from organisations that provide family services. The report should address two of the five issues in the specification and include an evaluation of how recent Government initiatives have provided support to families. The report should be no more than 2000 words in length.


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Assessment Guidance for Mark Band 1 With guidance and support candidates select information to produce a case study showing a basic knowledge of changing family structure and a limited understanding of family functions. Candidates show limited research into reasons why family structure has changed and with guidance can identify how a range of services can support families. Their understanding of how two issues can affect families is basic and candidates need guidance when evaluating the impact of recent Government initiatives and the work of various organisations on families needing support. Candidates have limited success in using specialist vocabulary and there is little statistical evidence to support findings. Assessment Guidance for Mark Band 4 Candidates work independently to synthesise primary and secondary information from a wide range of sources to produce a case study showing an in depth understanding of changing family structure and family functions. Research into the reasons why family structure has changed is extensive and findings are supported by statistics. Candidates show a comprehensive understanding of how two issues can affect families and the evaluation of the effect of support offered by various organisations is well researched and in depth. Recent Government initiatives have been well researched and analysed using a wide range of information. Candidates use appropriate specialist vocabulary and findings are well supported by statistical evidence. Resources Textbooks for Home Economics, Child Development and Sociology Professionals such as health visitors, counsellors, Education Welfare Officers, social workers Health services Social services Private organisations providing care for family Voluntary organisations that provide care for family Internet HMSO book shops Northern Ireland Statistics and Research Agency PSNI Useful websites www.dsdni.gov.uk www.dhsspni.gov.uk www.nspcc.org.uk www.refuge.org.uk http://news.bbc.co.uk www.nisra.gov.uk For more detailed help and support, please refer to the CCEA Teacher Support Pack for GCE Health and Social Care


A2 UNIT 12 − UNDERSTANDING HUMAN BEHAVIOUR ABOUT THIS UNIT This unit will enable you to develop an understanding of the behaviour of a variety of clients. The main focus is on psychological explanations of human behaviour, but you will also consider the influence of socio-economic factors. You will examine the main psychological perspectives, or ways of viewing human behaviour, with a view to exploring how they contribute to care workers’ understanding of their clients and to the strategies they employ in helping particular groups of clients. You will also consider a range of socio-economic factors that can contribute to clients’ behaviours. You should recognise the need for carers to understand and where possible address these factors when working with clients. This unit is assessed externally with a 2-hour paper. WHAT YOU NEED TO LEARN Psychological perspectives on behaviour and personality You should understand the major psychological perspectives that explain human behaviour and personality. The perspectives are: • Psychoanalytic – this perspective sees behaviour as largely determined by unconscious

processes and personality as determined by childhood experiences. From this perspective, you will learn about Freud’s stage theory of personality development.

• Humanistic – this perspective views individuals as unique and self-determining, with self-

actualisation as a key concept. From this perspective, you will learn about Rogers’ theory of the development of personality, based on the self-concept.

• Behaviourist – this perspective regards human behaviour as a collection of learned

responses to environmental stimuli, with the key learning process being conditioning. From this perspective, you will learn about Pavlov’s theory of classical conditioning and Skinner’s theory of operant conditioning.

• Cognitive – this perspective views humans as information processors, with individuals’

behaviour influenced by how they perceive the world. From this perspective, you will learn about Beck and Ellis’s work on cognition.

• Biological – this perspective regards human behaviour as determined by genetic,

physiological and neurobiological processes. From this perspective, you will learn about the role of the nervous system in depression, aggression and stress, and about Eysenck’s theory of the biological basis of personality types.

• Social – this perspective focuses on the role of other people in the behaviour of

individuals and in their perceptions of themselves. From this perspective, you will learn


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about Bandura’s Social Learning Theory and about the social influence processes of conformity (Sherif, Asch), social identity and self-categorisation (Tajfel and Turner).

Applying psychological perspectives to understanding the behaviours of different groups of clients and to meeting their needs Psychological perspectives can help carers to understand the behaviour of a range of client groups in health, care and early years contexts and to meet their needs through the therapies or treatments that are associated with those perspectives. These include: • psychoanalysis and play therapy; • client-centred therapy and encounter groups; • behaviour therapy, behaviour modification, time management for stress; • cognitive behavioural therapy, including Ellis’s Rational Emotive Therapy (RET) and

Rational Emotive Behavioural Therapy (REBT), Beck’s cognitive therapy and Meichenbaum’s Stress Inoculation Training (SIT);

• physical treatments – drugs, and electro-convulsive therapy (ECT), biofeedback, meditation, relaxation;

• modelling, social skills training, family therapy. You will learn about the advantages and limitations of each of these. You will learn how psychological perspectives can be applied in understanding the behaviours and meeting the needs of the following: • clients suffering from depression; • clients who are aggressive; • clients suffering from stress; • clients with eating disorders (anorexia nervosa and bulimia); • clients with phobias. The influence of socio-economic factors on clients’ behaviours You should be aware how a range of socio-economic factors might also influence the behaviours of these clients. You will consider the role of: • class; • ethnicity; • occupation; • gender • poverty • social exclusion • education; • family; • housing and environment; • media. You should be aware that, in some cases, carers may be able to support these clients by addressing socio-economic factors.


A2 UNIT 12 − UNDERSTANDING HUMAN BEHAVIOUR GUIDANCE FOR TEACHERS Delivery Strategies This unit is designed to enable students to explore the practical application of psychology to understanding and helping a range of clients. Students will understand that for any given problem behaviour, psychology offers a range of alternative explanations and associated therapies or treatments. Similarly, the unit aims to help students understand that clients’ behaviours are also affected by socio-economic factors and that supporting clients may involve addressing social problems. Students should be guided through an overview of the six major psychological perspectives, or ways of viewing human behaviour, as listed in the specifications. Specific theories associated with each perspective are listed to help teachers to establish boundaries for the teaching and learning required. Note that the treatments and therapies are listed in the specifications in an order that corresponds to the ordering of the associated perspectives; this is to help teachers and students identify the links between theoretical perspectives and interventions or therapies. Teachers should stress the importance of understanding the links between theory and practice. Case studies, based on the groups of clients listed, should be used to give students the opportunity to examine how different perspectives explain and offer a variety of therapies or treatments for the same type of problem or behaviour. The following links between clients and relevant theory and practice should be explored: Clients Theory (Explanations)

Treatment or Therapy

Clients suffering from depression

• Psychoanalytic • Humanistic • Cognitive • Biological

• Psychoanalysis, play therapy • Client centred therapy and

encounter groups • Beck’s cognitive therapy, Ellis’s

RET and REBT • Drugs -3 main types: MAOIs

(Monoamine Oxidase Inhibitors); Tricyclics: SSRIs (Selective Serotonin Reuptake Inhibitors) ECT


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Clients Theory (Explanations)

Treatment or Therapy

Clients who are aggressive

• Psychoanalytic

• Humanistic

• Behaviourist • Cognitive

• Biological • Social

• Psychoanalysis (catharsis), play therapy

• Client centred therapy and encounter groups

• Behaviour modification • Beck’s cognitive therapy, Ellis’s

RET and REBT • Drugs - minor tranquilisers e.g.

benzodiazepines • Modelling therapy, social skills

training

Clients suffering from stress

• Cognitive • Behaviourist • Humanistic

• Biological

• Beck’s cognitive therapy, Ellis’s RET and REBT Michenbaum’s SIT (Stress Inoculation Therapy)

• Time management • Client centred therapy and

encounter groups • Drugs – beta blockers, anti-

depressants, anxiolytic (anxiety reducing) drugs Biofeedback Relaxation and meditation.

Clients with eating disorders – anorexia nervosa and bulimia nervosa

• Psychoanalytic (including Hilde Bruch)

• Cognitive • Behaviourist • Biological • Social

• Psychoanalysis • Beck’s cognitive therapy, Ellis’s

RET and REBT • Behaviour modification • Drugs – anti-depressants • Family therapy

Clients with phobias

• Psychoanalytic • Cognitive

• Behaviourist • Social

• Psychoanalysis • Beck’s cognitive therapy, Ellis’s

RET and REBT • Behaviour therapy • Modelling therapy

The influence of the range of socio-economic factors identified in the specifications can also be explored through the use of the case studies, giving students the opportunity to examine how the problem behaviours can be linked to social factors. There is no need for in-depth study of the influence of these factors. As students develop their understanding of human behaviour, they should be encouraged to develop skills in comparing and contrasting influences on behaviour and evaluating therapies, treatments or interventions.


The use of visiting speakers such as clinical psychologists, counsellors, social workers or relevant nursing professionals would greatly contribute to the vocational relevance of this unit. Where possible, students should be encouraged to draw on their experiences in work placements in health, care or early years settings. Assessment Strategies The external examination will require candidates to exhibit a range of knowledge and skills. At the most basic level, candidates will be required to describe the key psychological perspectives/theories of behaviour and personality and the associated care interventions/therapies. They will also be expected to identify socio-economic factors that influence behaviour. The main focus of the examination will be on application of theory, using a variety of brief case study scenarios to test the candidates’ ability to apply their knowledge and to analyse how clients’ behaviours can be understood and addressed. In some sections of the examination students will be asked to demonstrate the higher order skill of evaluation, perhaps by comparing and contrasting perspectives or therapies, or by assessing the relative contribution of a variety of factors or the potential influence of a range of therapies, or by considering the limitations of therapies, or by considering the limitations of therapies. Resources Students should have access to a range of psychology and sociology texts pitched at AS/A/National Diploma level. A bibliography of suggested publications is appended, although there are many other suitable texts. The Association for Teaching Psychology offers advice and information about resources. Video and CD ROM material is available from Concord Video and Film Council or Insight Media (USA). www.sosig.ac.uk The Social Science Information Gateway – a search engine for a whole range of relevant topics. Television documentaries may also produce useful case study material. Visiting speakers who use relevant interventions in their care practice. Bibliography Bernstein, D., Clarke-Stewart, A., Roy, E.J. and Wicken, C.D., 1997, Psychology, 4th edition, Houghton Mifflin. Cave, S., 1999, Therapeutic Approaches in Psychology, Routledge. Davenport, G.C., 1992, Essential Psychology, Collins. Feldman, R.S., 1993, Understanding Psychology, 3rd edition, McGraw-Hill.


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Gross, R., 2001, Psychology The Science of Mind and Behaviour, 4th edition, Hodder and Stoughton. Hayes, N., 1996, Foundations of Psychology An Introductory Text, Nelson. Moore, S., 1996, Sociology Alive, 2nd edition, Stanley Thornes. O’Donnell, M., 1997, Introduction to Sociology, 4th edition, Thomas Nelson. Psychology Review (quarterly journal), Philip Allen Updates. Social Trends, HMSO. Sociology Review (quarterly journal), Philip Allen Updates. Wadeley, A., Birch, A. and Malim, T., 1997, Perspectives in Psychology, 2nd edition, MacMillan.


Section 5 PERFORMANCE DESCRIPTIONS The performance descriptions for GCE Health and Social Care aim to describe learning outcomes and levels of attainment likely to be shown by a representative candidate performing at the A/B and E/U boundaries for the AS and A2. They illustrate the expectations at these boundaries for the AS and A2 as a whole; they have not been written at specification or unit level. Each performance description is aligned to one assessment objective. An alphabetical system has been used to denote each element of a performance description. There is no hierarchy of elements. Performance descriptions are designed to assist examiners in exercising their professional judgement at awarding meetings where the grade A/B and E/U boundaries will be set by examiners using professional judgement. This judgement will reflect the quality of the candidates’ work, informed by the available technical and statistical evidence. Performance descriptions will be reviewed continually and updated where necessary. Teachers may find performance descriptions useful in understanding candidates’ performance across qualifications as a whole but should use the marking criteria identified in the specification when assessing candidates’ work.


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GCE HEALTH AND SOCIAL CARE PERFORMANCE DESCRIPTIONS The performance descriptions for GCE in Health and Social Care indicate the level of attainment characteristic of A/B and E/U boundary candidates respectively for the AS and the A2 component. They amplify the assessment objectives which apply to the whole award. They give a general indication of the required learning outcomes. The descriptions should be interpreted in relation to the content outlined in the specification: they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the assessment may be balanced by better performance in others. The requirement for all AS and A level specifications to assess candidates’ quality of written communication will be met through all four assessment objectives in a range of work related contexts. Assessment Objective 1 Assessment Objective 2 Assessment Objective 3 Assessment Objective 4 Quality of written

communication Assessment objectives

Candidates demonstrate relevant knowledge, understanding and skills.

Candidates apply knowledge, understanding and skills.

Candidates use appropriate research techniques to obtain information from a range of sources. They analyse work related issues and problems.

Candidates evaluate evidence, make reasoned judgements and draw valid conclusions about work related issues.

AS A/B Boundary performance descriptions

Candidates a. demonstrate, with

few omissions, a depth of knowledge of the health and social care sector

b. demonstrate a depth of understanding of the functions of the health and social care sector

c. demonstrate a range of relevant work related skills in a variety of situations in an effective manner

Candidates a. apply knowledge,

understanding and skills accurately and independently to a range of work related situations relating to different service user groups

Candidates a. undertake research

using a range of techniques

b. use a wide range of relevant information sources

c. use the selected information to analyse work related issues and problems

Candidates a. evaluate evidence to

draw valid conclusions

b. make reasoned judgements about relevant work related issues

Candidates a. use written expression • which conveys

appropriate meaning • which uses

appropriate specialist vocabulary

CC

EA GC


are – from Septem

ber 2006 REVISED

VERSION

98


99

Assessment Objective 1 Assessment Objective 2 Assessment Objective 3 Assessment Objective 4 Quality of written






AS E/U boundary performance descriptions.

Candidates a. demonstrate basic

knowledge of the health and social care sector. There may be significant omissions

b. show a basic understanding of the purposes of the health and social care sector.

c. demonstrate a limited range of work related skills


understanding and skills with guidance to service user groups and familiar work related contexts

Candidates a. collect information

on work related issues using given techniques

b. use a limited range of relevant information sources

c. carry out some basic analysis of work related issues and problems


draw basic conclusions about relevant work related issues

Candidates a. use written

expression • which is adequate to

convey meaning • which may be

expressed in a non-specialist way 99

CC

EA GC


are – from Septem

ber 2006 REVISED

VERSION


100







A2 A/B boundary performance descriptions

Candidates a. demonstrate in-

depth knowledge of the health and social care sector

b. show in-depth understanding of the functions of the health and social care sector

c. demonstrate a range of work related skills in a variety of situations in an effective manner

Candidates a. accurately and

independently apply in-depth knowledge, understanding and skills to a wide range of work related situations, relating these as appropriate to different contexts and service user groups

Candidates Select and justify: a. use of research and

analytical techniques

b. use a wide range of relevant information sources

c. use the selected techniques and information to analyse work related issues and problems

Candidates a. evaluate a range of

evidence to draw and justify valid conclusions

b. make well reasoned judgements about relevant work related issues

Candidates a. use written expression • which conveys

appropriate meaning

• which uses appropriate specialist vocabulary

CC

EA GC


are – from Septem

ber 2006 REVISED

VERSION

100


101







A2 E/U boundary performance descriptions

Candidates a. demonstrate basic

knowledge of the health and social care sector

b. show basic understanding of the purposes of the health and social care sector. There may be significant omissions

c. demonstrate a limited range of work related skills


understanding and skills with guidance to service user groups and work related contexts

Candidates a. undertake research

into work related issues using given techniques

b. use a limited range of relevant information sources

c. use collected information to carry out a straightforward analysis of work related issues and problems


draw basic conclusions about relevant work related issues

b. identify strengths and weaknesses of the evidence

Candidates a. use written expression • which is adequate to

convey meaning • which may be

expressed in a non-specialist way

CC

EA GC


are – from Septem

ber 2006 REVISED

VERSION

101


102

Section 6 GUIDANCE AND SUPPORT MATERIALS Additional materials are under development to support this qualification. The range includes: • Schemes of Work

• Exemplar assessment materials and mark schemes

• Portfolio Consultancy and Agreement Trials


103

Section 7 KEY SKILLS Set out on the following pages is information on a range of activities that may be deployed to develop and generate evidence for assessing the key skills.


104

COMMUNICATION LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

Make clear and relevant contributions in a way that suits your purpose and situation.

2

Listen and respond sensitively to others, and develop points and ideas.

C3.1a Contribute to a group discussion about a complex subject.

Create opportunities for others to contribute when appropriate.

When students are demonstrating effective communication skills in a one-to-one interaction and a group interaction in different care settings

Speak clearly and adapt your style of presentation to suit your purpose, subject, audience and situation.

5

Structure what you say so that the sequence of information and ideas may be easily followed.

6

C3.1b Make a presentation about a complex subject, using at least one image to illustrate complex points.

Use a range of techniques to engage the audience, including effective use of images.

Presentation on needs of a specific client group eg people with sensory disabilities and services available. Presentation on range of holistic therapies to include their use safety etc.

Select and read material that contains the information you need.

3

Identify accurately, and compare the lines of reasoning and main points from texts and images.

C3.2 Read and synthesise information from two extended documents about a complex subject. One of these documents should include at least one image.

Synthesise the key information in a form that is relevant to your purpose.

When students and investigating the social, physical, environmental and psychological factors affecting health – concepts of health and well being.

Select and use a form and style of writing that is appropriate to your purpose and complex subject matter.

6

Organise relevant information clearly and coherently, using specialist vocabulary when appropriate.

C3.3 Write two different types of documents about complex subjects. One piece of writing should be an extended document and include at least one image.

Ensure your text is legible and your spelling, grammar and punctuation are accurate, so your meaning is clear.

11

When students complete a report which discusses current trends and opinions on holistic therapies and evaluates their benefit. When students produce case of three different families which require support.


105

APPLICATION OF NUMBER LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

Plan how to obtain and use the information required to meet the purpose of your activity.

6

Obtain the relevant information.

N3.1 Plan, and interpret information from two different types of sources, including a large data set.

Choose appropriate methods for obtaining the results you need and justify your choice.

When students are investigating the current trends and opinions on holistic therapies – by using a wide range of sources including canvassing opinions of others.

Carry out calculations to appropriate levels of accuracy, clearly showing your methods.

11

N3.2 Carry out multi-stage calculations to do with: a amounts and

sizes; b scales and

proportion; c handling

statistics d rearranging and

using formulae You should work with a large data set on at east one occasion.

Check methods and results to help ensure errors are found and corrected.

When students are considering reasons why family structure has changed eg divorce, contraception, ageing population (use of statistics available etc).

Select appropriate methods of presentation and justify your choice.

9

Present your findings effectively.

N3.3 Interpret results of your calculations, present your findings and justify your methods. You must use at least one graph, one chart and one diagram.

Explain how the results of your calculations relate to the purpose of your activity.

If students give a presentation on sources available for different client groups to include the work of various organisations taking into account funding, and demographics.


106

INFORMATION TECHNOLOGY LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

Plan how to obtain and use the information required to meet the purpose of your activity. 1

Choose appropriate sources and techniques for finding information and carry out effective searches.

3

IT3.1 Plan, and use different sources to search for, and select, information required for two different purposes.

Make selections based on judgements of relevance and quality.

5

When students are describing a code of practice or chapter and a piece of legislation which affects clients rights. When students are researching educational campaigns and health promotional activities carried out by various agencies. When students are investigating the needs of specific adult client groups and the services available to meet needs

Enter and bring together information in a consistent form, using automated

6

Create and use appropriate structures and procedures to explore and develop information and derive new information.

IT3.2 Explore, develop and exchange information and derive new information to meet two different purposes.

Use effective methods of exchanging information to support your purpose.

When students are researching holistic therapies/common medical conditions/ current trends.

Develop the structure and content of your presentation using the views of others, where appropriate, to guide refinements.

11

Present information effectively, using a format and style that suits your purpose and audience.

9

IT3.3 Present information from different purposes and audiences. Your work must include at least one example of text, one example of images and one example of numbers.

Ensure your work is accurate and makes sense.

Presentation (possible Powerpoint) on changing family structure or family issues to include relevant statistics. Presentation on the role of various practitioners eg GPs, speech therapists.


107

PROBLEM SOLVING LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

• Explore the problem, accurately analysing its features, and agree with others on how to show success in solving it;

7

• Select and use a variety of methods to come up with different ways of tackling the problem; and

PS3.1 Explore a complex problem, come up with three options for solving it and justify the option selected for taking forward.

• Compare the main features of each possible option, including risk factors, and justify the option you select to take forward.

When students are deciding on the most appropriate method to use in their research and its presentation.

• Plan how to carry out your chosen option and obtain agreement to go ahead from an appropriate person;

6

• Implement your plan, effectively using support and feedback from others; and

PS3.2 Plan and implement at least one option for solving the problem, review progress and revise your approach as necessary.

• Review progress towards solving the problem and revise your approach as necessary.

When students are producing their information pack on holistic therapies.

• Agree, with an appropriate person, methods to check if the problem has been solved;

10

• Apply these methods accurately, draw conclusions and fully describe the results; and

PS3.3 Apply agreed methods to check if the problem has been solved, describe the results and review your approach to problem solving.

• Review your approach to problem solving. Including whether alternative methods and options might have proved more effective.

When students are implementing their small-scale health education campaign.

• Agree with the appropriate person methods to check whether the standards have been met for solving the problem;

6, 7, 10

• Apply these methods accurately and fully describe the results; and

PS3.4 Agree and apply methods to check whether the problem has been solved, describe the results and review the approach taken.

• Review your approach to problem solving, including whether alternative methods and options might have proved more effective.

When students are reviewing or evaluating their approach to any of the above.


108

IMPROVING OWN LEARNING AND PERFORMANCE LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

• Seek information on ways to achieve what you want to do, and identify factors that might affect your plans;

2

• Use this information to agree realistic targets with appropriate people; and

LP3.1 Agree targets and plan how these will be met over an extended period of time, using support from appropriate people.

• Plan how you will manage your time and use of support to meet targets, including action for overcoming possible difficulties.

When students are preparing their report on communication in a care setting and preparing their interactions.

• Prioritise action and manage your time effectively to complete tasks, revising your plan as necessary;

8

• Seek and actively use feedback and support from relevant sources to help you meet targets; and

LP3.2 Take responsibility for your learning by using your plan, and seeking feedback and support from relevant sources, to help meet targets. • Studying a

complex subject.

• Learning through a complex practical activity.

• Further study or practical activity that involves independent learning.

• Select and use different ways of learning to improve your performance, adapting approaches to meet new demands.

When students are monitoring the physiological status of two individuals over a short period of time using appropriate equipment. Students will use support from tutor/school nurse.

• Provide information on the quality of your learning and performance, including factors that have affected the outcome;

11

• Identify targets you have met, seeking information from relevant sources to establish evidence of your achievements; and

LP3.3 Review progress on two occasions and establish evidence of achievements, including how you have used learning from others tasks to meet new demands.

• Exchange views with appropriate people to agree ways to further improve your performance.

4

When students are investigating one family to understand their health and social care needs. When students are producing case studies on one child exploring growth and development.


109

WORKING WITH OTHERS LEVEL 3

UNIT

COMMENT

YOU MUST:

EVIDENCE

• Agree realistic objectives for working together and what needs to be done to achieve them,

10

• Exchange information, based on appropriate evidence to help agree responsibilities; and

WO3.1 Plan complex work with others, agreeing objectives, responsibilities and working arrangements. • Agree suitable working arrangements with

those involved.

When students are planning their small scale health education campaign.

• Organise and carry out tasks so you can be effective and efficient in meeting your responsibilities and produce the quality of work required;

7

• Seek to establish and maintain co-operative working relationships, agreeing ways to overcome any difficulties; and

WO3.2 Seek to establish and maintain co-operative working relationships over an extended period of time, agreeing changes to achieve agreed objectives.

• Exchange accurate information on progress of work, agreeing changes.

When students are carrying out their research on an issue with relevance to a health, social care or early years setting.

• Agree the extent to which work with others had been successful and the objectives have been met;

7, 10

• Identify factors that have influenced the outcome; and

WO3.3 Review work with others and agree ways of improving collaborative work in the future. • Agree ways of improving work with others

in the future.

When students carry out a review of the effectiveness of working with others in the above activities.

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