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GCE Health and Social Care
Contents Page
Unit A2 1: Applied Research 1
Unit A2 2: Body Systems and Physiological Disorders 13
Unit A2 3: Providing Services 23
Unit A2 4: Health Promotion 39
Unit A2 5: Supporting the Family 49
Unit A2 6: Understanding Human Behaviour 63
Unit A2 7: Human Nutrition and Health 75
CCEA Exemplar Scheme of Work: GCE Health and Social Care
Unit A2 1:Applied Research
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification: Health and Social Care
Unit A2 1: Applied Research
Prior Learning: AS Single or Double Award Health and Social Care
Assessment: Internal assessment
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Select a research topic
Students should be able to:
identify a topic for research and justify their choice, explaining its relevance to health, social care or early years by developing a rationale for the research; and
Teacher leads discussion of possible research topics suitable for individual student research at this level with reference to ethics, parameters, need for primary and secondary researchTeacher and students work together to produce a sample spider diagram on a topic, highlighting all possible aspects that could be investigated and whether sources would be primary or secondaryStudents select a topic for their own research and list at least three reasons for their choice – this will form the basis of their rationale
CCEA eGuide Unit A2 1www.ccea.org.uk/hsc Bell, J. (2014), Doing Your Research Project: A Guide for First-time Researchers, 6th edition, Open University Press. ISBN-10: 0335264468Flip chart and pens set out objectives for the
research and develop a hypothesis, taking into consideration ethics, the availability of primary and secondary sources of data, and the time-scale for the research.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Select a research topic(cont.)
Pair and share – students repeat the process of producing a spider diagram for their own two topicsIndividually, students selected 4 aspects of the spider diagram to focus on. They develop 4 research objectives, at least one of which can be tested by a quantitative primary research tool. They complete the hand-out to develop a hypothesis for their researchTeacher explains content of introduction, including rationale, research objectives and hypothesisDiscussion and clarification of requirements for assessment task AStudents complete assessment task A written in the past tense and passive voice
Hand-out with table to list 4 research objectives and expected findings, with the latter used to form single sentence hypothesis
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Literature review Students should be able to: conduct a literature search,
with a clear focus on testing the research objectives and hypothesis using at least four secondary sources such as:– books;– newspapers;– journal articles;– government reports and
publications;– television documentaries;
and– internet sites.
Teacher explains what a literature review is, including layout and referencing, using Harvard – shows students examples of literature reviews from research reports either in hard copy or on-lineTeacher reviews Harvard referencing with students, emphasising importance of record keeping during research of secondary sources
Sample literature review/s from research reportsSamples of health and social care research reports are available athttp://explore.tandfonline.com/page/bes/impact-factors/health
Students carry out research of a range of secondary sources with a clear focus on their own individual research objectives. They use a minimum of four secondary sourcesTeacher reviews layout of literature review, with reference to subtitles based on research objectives, inclusion of short references (Harvard) and use of formal writing style
Access to library, elibrary, research reports, internet etc. for students
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Discussion and clarification of requirements for assessment task BStudents complete assessment task B
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Primary research Students should be able to: investigate the following
methods of primary research for collecting quantitative data:– a questionnaire;– an interview; or– an observation;
Teacher describes primary research methods and the associated research tools designed to elicit quantitative data – questionnaires, structured interviews and quantitative observationsTeacher explains the concepts of validity and reliability in researchStudents use secondary sources to investigate the strengths and weaknesses of the different primary research methods. They apply these to their own research and select their research method
Research methods texts or chapters in health and social care texts e.g.Green, S. (2000) Research Methods in Health Social and Early Years Care. Nelson Thornes.ISBN-10: 0748754628CCEA Fact File Unit A2 1Primary Researchwww.ccea.org.uk/hsc
design a suitable research tool to collect quantitative data to test the hypothesis using:– a questionnaire;– an interview schedule; or– an observation chart;
Students research design of research tools e.g. question types for questionnairesWorking individually, students design their own quantitative research tool
May use suitable software e.g. www.surveymonkey.comwww.zoho.com/survey
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Primary research (cont.)
Students should be able to:
apply the concept of validity and reliability in the research design, including ways of refining and improving research tools such as:– face validity;– content validity;– pilot testing; or– test – retest;
Students carry out tests and update the research tool accordingly
Access to colleagues, teachers, experts and a small number of potential research participants
meet ethical standards in the primary research, taking into account:– confidentiality;– informed consent; and– harm or distress for
participants;
Teacher leads discussion of ethics in primary research. Students apply to their own research. Students make adjustments to research tools if required
Hand-out – notes on the three key ethical principles
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Primary research (cont.)
Students should be able to:
identify and use an appropriate sampling technique to select participants, choosing from:– random sampling;– tratified sampling;– quota sampling;– snowball sampling; and– opportunity sampling.
Teacher leads discussion of sampling – students identify the research population and decide on a sample sizeStudents read and make notes on the different forms of sampling and their associated advantages and disadvantages. Teacher leads class discussion on sampling and students select an appropriate sampling method for their own research.Students conduct their primary research. They keep a diary of what worked well and make notes on any problems – this will inform assessment task G laterTeacher summarises the requirements of the method section of the report, including layout and writing styleStudents complete assessment task C, the method section of the reportStudents include a copy of the research tool – questionnaire,
Research methods resources as before
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interview schedule or observation chart in assessment task D
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Analyse research results
Students should be able to:
collate the quantitative data from the primary research;
Students collate the results Completed primary research tools e.g. completed questionnairesAdvice on using Excel to analyse data and create graphs e.g.www.youtube.com/watch?v=uVGD_5Tk6ao
present the data using appropriate graphs;
analyse the results and draw conclusions on the objectives and hypothesis; and
Teacher advises students on collating results and creating graphs. Teacher advises on important aspects of graphs – labelling axes, titles etc.Students watch the online tutorial on using Excel on YouTube.While collating results, students maintain their research diary, noting questions that work well and also any that were problematic e.g. misunderstood, left blank etc. This will inform assessment task G laterDiscussion and clarification of requirements for assessment task E.Students complete assessment task EDiscussion and clarification of requirements for assessment task F (analysis of both primary
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and secondary resources in relation to the original research objectives and hypothesis)Students complete assessment task F
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Evaluation and recommendations
Students should be able to:
evaluate the research methodology and make recommendations for improvements in the research and for future research.
Teacher leads discussion of points to consider when evaluating the research validity of primary research
method validity of secondary sources how representative the
sampling was possible sources of bias in the
researchStudents apply questions in hand-out to own research and list possible improvementsPair and share – students review each other’s research and discuss ideas for future research.Discussion and clarification of requirements for assessment task GStudents complete assessment task G
Research diaryTeacher creates hand-out on evaluating the research – what are the key questions to ask?
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Write a research report Portfolio completion
Students should present the research in
traditional report format as outlinedbelow: Title – a title that identifies
the research topic;Teacher explains traditional research report format and how to write an abstractStudents collate assessments tasks A-G and present in traditional research format.Students add title, contents page and reference listStudents complete candidate record sheet and submit portfolio
Teacher creates a hand-out on traditional report formatCompleted assessment tasks A-GReference list
Contents – a list of the following sections with page numbers;
Introduction – a rationale for the topic chosen, research objectives and hypothesis;
Literature Review – a clearly referenced (using Harvard referencing system) review of the information gained from secondary sources to address the research objectives;
Methodology – a discussion of the primary research, including:– identifying the primary
research, method used and justifying its selection over one other method;
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– identifying the sampling techniques used and justifying its selection over two other techniques;
– describing any tests of validity or reliability conducted;
– describing how the ethical issues were addressed; and
– outlining the research procedure;
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Write a research report Portfolio completion (cont.)
Students should present the research in
traditional report format as outlined
below: Research tool: a copy of
the research tool; Results – clearly labelled
tables and graphs (no written comments required);
Discussion and conclusions:A discussion of the findings, including:– a detailed analysis of the
results from the primary research, highlighting similarities and comparisons with the findings from secondary sources where possible; and
– conclusions based on a review of the original research objectives, drawing together the key findings from primary and secondary sources and
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accepting or rejecting the hypothesis;
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Write a research report Portfolio completion (cont.)
Students should be able to:
Evaluation and recommendationsAn evaluation of the research including:– the relevance and validity
of the secondary sources, the effectiveness and validity/and or reliability of the primary research methods, including sources of bias and how representative the sampling was;
– recommendations for improvement in the research; and
– recommendations for future research on the topic;
References– use the Harvard
referencing system to compile a complete list of all the secondary sources of information used; and
Portfolio complete all tasks and Students collate and submit the Complete assessment tasks
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Completion submit the portfolio of work. portfolio
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Unit A2 2:Body Systems and
Physiological Disorders
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Specification: Health and Social Care
Unit A2 2: Body Systems and Physiological Disorders
Prior Learning: AS Single or Double Award Health and Social Care
Assessment: Internal Assessment
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Circulatory and respiratory systems
Students should be able to:
describe the structure, function and control mechanisms of the following body systems:– circulatory; and– respiratory;
Teacher explains what is meant by structure and what is meant by function and describes the overall function of both body systems, as well as their control mechanismsStudents conduct own research on systems and control mechanisms using internet and text booksDiscussion and clarification of requirements for assessment task AStudents complete assessment task A
CCEA eGuide Unit A2 2www.ccea.org.uk/hscExamples of texts A Level Human Biology text books can provide detailed information on the body systemsAnatomy and Physiology in Health and Illness (2014) Waugh, A; & Grant, A; 12th Edition. Churchill Livingstone. ISBN 978-0-7020-5325-2Access to library, e library, research reports, internet etc. for students
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Circulatory and respiratory systems (cont.)
Students should be able to:
Internet sources include:www.livestrong.com/article/17350-structure-functions-cardiovascular-system/www.innerbody.com/image/cardov.htmlhttp://schoolworkhelper.net/cardiovascular-system-structure-function/
demonstrate knowledge and understanding of how the behaviours of individuals can help to maintain the physiological health of these two body systems for example:– avoiding alcohol smoking
and drugs; and– maintaining a healthy
body mass index.
Teacher explains how the physiological health of the respiratory and circulatory systems [heart and lungs] are maintained through exerciseStudents conduct own research on how behaviours of individuals can help to maintain the physiological health of these two body systemsDiscussion and clarification of requirements for assessment task B
www.nhs.uk/Livewell/fitnesswww.bupa.co.uk/health-information/directory/b/benefits-of-exercisewww.blf.org.uk/Page/Stopping-smokingwww.want2stop.info/www.publichealth.hscni.netwww.knowyourlimits.infowww.choosetolivebetter.com/www.getalifegetactive.com/
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Students complete assessment task B
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Monitoring physiological status
Students should be able to:
identify normal ranges for breathing and pulse rates and investigate possible causes of deviation; and
take steps to ensure the safety and well-being of participants when monitoring including:– informed consent;– fitness to participate; and– safety of the environment;
safely monitor the circulatory and respiratory systems before and after exercise, using the following measuring techniques:– recording the pulse rate
for the circulatory system; and
– counting breaths per minute for the respiratory system;
Teacher leads discussion to explain changes which occur in both body systems as a result of exercise and difficulties of measuring both body systems following exercise activityTeachers discuss with students appropriate ways of monitoring body systems – suggestions include use of the Harvard Step testTeacher explains clearly how to measure pulse and respiration rateStudents research normal rangesStudents can be used to demonstrate this at front of classroom – All students to partner up and measure pulse and respiration rates according to teacher hand-outStudents practise recording both pulse and respiration at rest and
Teacher produced hand-outs on how to measure pulse how to measure
respiration ratewww.brianmac.co.uk/havard.htmwww.nhs.uk/Conditions/Consent-to-treatment/Pages/Introduction.aspxwww.drugs.com/cg/how-to-count-respirations.htmlwww.nhs.uk/chq/Pages/2024.aspx?CategoryID=52www.nlm.nih.gov/medlineplus/ency/article/003399.htm
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following exercise while in the classroom and before monitoring chosen participants to ensure correct technique as results of monitoring can be affected by inaccurate recordings
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Monitoring physiological status (cont.)
Students should be able to:
Teacher leads discussion around normal ranges for both body systems at rest and following exerciseTeacher leads discussion to enable students to select appropriate participants as per assignment requirementsDiscussion around Informed consent Safety Fitness to participateStudents select participants based on unit specification. Teacher check that all students have gained consent from participant and that participants selected have no medical history that would make them unsuitable
Hand-out with table to list different methods of data presentation and strengths and weaknesses of each way
present the results of measurements by using an appropriate format.
Students report results of measuring activity and make comparisons with norms, identifying measurement errors
Teacher notes on how to analyse findings
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Monitoring physiological status (cont.)
Students should be able to:
analyse the results obtained; Students conduct their exercise activity and record their results.Teacher gives guidance on suitable ways to present data. Teacher advises students on collating results and creating graphs e.g. line graphs, histograms etc. Teacher advises on important aspects of graphs-labelling axes, titles etc.
assess the accuracy and reliability of the measurements; and
Use of examples of different charts/tables for presenting data. Discussion around reasons for using each wayStudents select method and produce tables/graphs to reflect results of monitoring and ensure they are correctly labelledStudents produce analysis of findings in line with word limit identified in unit specifications.Students complete assessment task CTeacher leads discussion on
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accuracy and reliability of measuring techniques
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Monitoring physiological status (cont.)
Students should be able to:
Students brainstorm factors that may impact on accuracy of results of measuringStudents discuss factors relevant to their own measuring activity as per assignmentStudents complete assessment task D
Physiological Disorders
demonstrate knowledge and understanding of a physiological disorder, for example:– coronary heart disease;– cancers;– diabetes;– asthma;– epilepsy;– multiple sclerosis; or– Parkinson’s disease.
Teacher explains requirements of statement E and leads discussion on range of physiological disorders students can choose fromTeacher also visits statement F to make students aware of need for detailed discussion of the effects of the disorder on individualsStudents carry out own research on chosen physiological disorder to meet assignment requirements
Useful websites include;www.diabetes.org.uk/www.nichs.org.uk/www.cancerresearchuk.org/www.nhs.uk/conditions/asthma/Pages/Introduction.aspxwww.nhs.uk/conditions/epilepsy/pages/introduction.aspxwww.mssociety.org.uk/what-is-mswww.nhs.uk/Conditions/Multiple-sclerosis/Pages/
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Introduction.aspx
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Physiological disorders(cont.)
demonstrate an understanding of using a variety of diagnostic techniques for the chosen disorder, for example:– Computed Tomography
(CT) scan;– Magnetic Resonance
Imaging (MRI) scan;– spirometry,– bone mineral density test
(DXA scan);
Teacher leads discussion of range of diagnostic techniques and sources where they can be exploredStudents carry out own research on diagnostic techniques which can be conducted to diagnose chosen physiological disorder
www.bhf.org.uk/heart-health/tests/ecg.aspxwww.diabetes.co.uk/oral-glucose-tolerance-test.htmlwww.bhf.org.uk/heart-health/tests/angiogram.aspxwww.nhs.uk/Conditions/X-ray/Pages/Introduction.aspx
Access to library, e library, research reports, internet for students
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Physiological disorders (cont.)
Students should be able to:
– Electrocardiogram (ECG);– blood tests;– urine tests;– glucose tolerance tests;– chest X-rays;– angiograms or
venograms; or– physical examinations;
demonstrate knowledge and understanding of managing the disorder by investigating:– treatment;– care pathways;– practitioners; and– support services;
Teacher leads discussion on requirement to discuss treatments, care pathways, practitioners and support services available for physiological disorder selectedStudents carry out own research on treatments care pathways, practitioners and support services available for own chosen physiological disorderStudents complete assessment task E
Websites listed above are useful in the identification of diagnostic techniquesVisiting speakers/professionals where available can be used
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Effects of disorder and illness on lifestyle
Students should be able to:
analyse the possible effect of the disorder on individuals, for example:– work;– income;– leisure;– diet;– education; and– relationships; and
Teacher explains command word analyse on: i.e. to break down into partsTeacher leads discussion on impact of a disease or illness on lifestyle followed by student group work on impact of general ill health on lifestyle factors. Students then apply information gathered to their selected physiological disorderStudents carry out own research on impact of chosen physiological disorder on lifestyleStudents complete assessment task F
Portfolio completion
complete all tasks and submit the portfolio of work.
Students collate and submit the portfolio
Completed statements A-FReference listAll students should be reminded of the importance of maintaining confidentiality of information gathered in
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the course of producing statements for Unit A 2 2 and to properly reference source material used.
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Unit A2 3:Providing Services
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Specification: Health and Social Care
Unit A2 3: Providing Services
Prior Learning: AS Single or Double Award Health & Social Care
Assessment: External written exam based on pre-release material which focuses on one service user group. The pre-release material will specify
the relevant service user group. It will be available eight weeks before the examination.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The effects of legislation and policy on service provision
Students should be able to:
explain the origins of the welfare state;
demonstrate understanding of how legislation and government strategies influence health social care and early years service provision in Northern Ireland, as specified in the pre-release material, including:– The Health and Personal
Social Services (NI) Order 1972;
– The Health and Social
Teacher leads discussion about origins of Welfare State including the Beveridge report. Students produce summary of the giant evils identified by Beveridge and his proposals to deal with themTeacher can discuss legislation in a broad way but detailed examination of any legislation may be examined when pre-release becomes availableOnce pre-release is made available, students use relevant websites to make notes on the
CCEA eGuide Unit A2 3www.ccea.org.uk/hscwww.bbc.co.uk/history/historic_figures/beveridge_william.shtmlMark Schemes Unit 9 Providing Services A6H31 (legacy specification) will be usefulwww.dhsspsni.gov.uk/index/hss.htmwww.deni.gov.uk/index/7-special_educational_needs_pg/special_needs-
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Services (Reform) Northern Ireland Act 2009;
– The Children (NI) Order 1995;
– The Special Educational Needs and Disability (NI) Order 2005;
key points in the legislation. Teacher leads class discussion on the content of each piece of legislation and how it impacts on the service user group identified in the pre-release materials
legislation_pg/special_educational_needs_-_legislation_sendo_pg.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The effects of legislation and policy on service provision (cont.)
Students should be able to:
– Safeguarding Vulnerable Groups (NI) Order 2007 as amended by Protection of Freedoms Act 2012;
– The Mental Health (NI) Order 1986 (amended 2004);
– The Disability Discrimination Act 1995 and Disability Discrimination (NI) Order 2006;
– The Chronically Sick and Disabled Persons (NI) Act 1978;
– The Carers and Direct Payments Act (NI) 2002;
– The Freedom of Information Act 2000;
– The Data Protection Act 1998; and
– Transforming your Care: A Review of Health and Social Care in Northern Ireland 2011; and
Teacher uses case studies to illustrate impact of identified legislationExam technique – students practise two mark responses using ‘explain’ as the command word
www.dhsspsni.gov.uk/cog1-children-order-a-guide.pdfwww.dhsspsni.gov.uk/svgwww.scie.org.uk/publications/guides/guide19/policy/adults.aspwww.nidirect.gov.uk/the-mental-health-actwww.nidirect.gov.uk/the-disability-discrimination-act-ddawww.nidirect.gov.uk/the-carers-and-direct-payments-actwww.nidirect.gov.uk/index/information-and-services/caring-for-someone/carers-rights/an-overview-of-carers-rights.htmhttps://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/https://ico.org.uk/for-organisations/guide-to-data-
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protection/www.dhsspsni.gov.uk/tyc.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The effects of legislation and policy on service provision (cont.)
Students should be able to:
demonstrate knowledge and understanding of the content and purpose of policies and evaluate their effectiveness, for example:– confidentiality;– whistle blowing;– special educational needs;– safeguarding adults; and– child protection.
Students working in groups to summarise policies and present to peersTeacher leads class discussion on value of policies, enabling students to understand that simply having policies in place does not guarantee quality care will be deliveredTeacher uses case studies to demonstrate how policies are used in settings e.g. case study showing delivery of poor practice to highlight importance of whistle-blowing policyExam technique – practice responses using ‘discuss’ as the command word
Policies from own school/college, nursing homes, playgroups, hospitals in local area or policies accessed on the internet e.g.www.dhsspsni.gov.uk/adult-safeguarding-policy.pdfwww.dhsspsni.gov.uk/confidentiality-code-of-practice0109.pdfCase studies that demonstrate why policies are needed in the care sector and how they can impact on service provisionRefer to the CCEA Fact File A2 3 ‘Policies’ available at www.ccea.org.uk/hscwww.transformingyourcare.hscni.net/integrated-care-partnerships/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Meeting individual needs
Students should be able to:
describe factors that influence demographic trends and how these impact on health social care and early years provision;
Students individually research demographic trends followed by group work to analyse data/trends relevant to service user group identified in pre-release material. Teacher leads discussion on demographic trends in relation to service user group identified in pre-releaseExam technique – students practise two and three mark responses using ‘explain’ ‘describe’ as the command words
A variety of websites for voluntary organisations are available in the CCEA Scheme of Work for AS Unit 3 Moore, S (2002) Welfare Alive3rd EditionISBN 0 7487 6561 1Case studies to illustrate types of care provided by the different sectors
demonstrate knowledge and understanding of health and social care provision by statutory and independent (private and voluntary) providers and by informal carers;
Teacher leads discussion on the sectors that make up the mixed economy and thus provide integrated care and provides handout. Teacher provides students with case studies and students identify services from the different sectors that could apply to the service userStudents select different examples of service providers
www.gov.uk/guidance/enabling-integrated-care-in-the-nhs
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from within each sector and develop a handout for the class on how their organisation supports service users
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Meeting individual needs (cont.)
Students should be able to:
explain how the following sectors are funded:– statutory providers;– private providers;– voluntary providers; and– informal carers;
Students use websites of two voluntary organisations to make notes on how voluntary organisations are funded. Teacher explains how the other three sectors are funded and gives handout to be learned
evaluate the role of each of the providers above in the provision of care;
evaluate the integrated approach to the provision of care;
demonstrate understanding of and evaluate community care;
Students engage in group work to examine the advantages and disadvantages of the various sectors providing care. They produce a list of four and four weaknesses of each of the sectors providing care.Teacher leads discussion on the strengths and weaknesses of care provision by each of the sectors.Students work in groups to examine the integrated care approach to care provision. They should identify four strengths of integrated care approach for service users. Teacher leads feedback/plenary
Teacher notes on the strengths and weaknesses of community careCase studies and current documentaries to illustrate the benefits and drawback of community care
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Teacher leads discussion on exam technique – students practise nine, twelve, fifteen and eighteen mark responses using ‘discuss’, ‘analyse’ and ‘evaluate’ as the command words
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Meeting individual (cont.)
Students should be able to: demonstrate knowledge and
understanding of the physical, intellectual, emotional and social needs of service users and how these might be met by a range of service providers, for example:– foster carers meeting
children’s needs;– hospice staff meeting the
needs of individuals for end of life care;
– staff in sheltered accommodation meeting the needs of adults with learning disabilities; and
– a range of services in the community meeting the needs of people with mental illnesses; and
Teacher leads discussion on advantages and disadvantages of community care based on hand-out with examples for different service user groupsOnce pre-release is available, students complete table identifying four strengths of community care for service user group and four weaknesses of care for service user group with focus on service user group identified in pre-releaseClass test – students practise twelve mark repsonses using ‘evaluate’ as the command word
Hand out of table for students to identify the needs of a range of service user groups and to complete examples of how each type of need could be met by staff in various health, social care and early years settingsTeacher provided scenarios for essay on how needs of an individual could be met in a particular settingCase studies can be used to help identify and discuss needs of service users and practice exam questions can be utilised to help students contextualise informationMark schemes for Unit 9 Providing Services A6H31 (legacy specification) may be useful
Students divide into groups to examine the needs of specific service user group as indentified in the unit specifications and to give examples of how they could be met in different health and social care settings. They list examples of different types of needs. Feedback to class group.Teacher leads discussion of different service user groups and possible settings where staff
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work to meet their needs.Pair and share – complete table to show how an example of each type of need could be met by staff in different settings.Examples are shared in class discussion.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Meeting individual needs (cont.)
explain how individuals access health, social care and early years services, for example:– self-referral;– professional referral;– third party referral;– emergency referral;– recall; and– compulsory referral.
Individually students complete an essay on how needs could be met in a particular settingTeacher leads discussion on how services are accessed depending on service user group.Use of case studies to illustrate different ways service users might gain access to services. Group work – students complete table to show how range of service users might access servicesExam technique – students practise using ‘explain’ and ‘describe’ as the command words
Teacher handout explaining different types of referralTable for students to complete on ways to access services – all service user groups to be included – this can be focused more closely on service user group when pre-release becomes availableMark schemes for A6H31 Unit 9 Providing Services (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Overcoming barriers
Students should be able to:
analyse barriers to accessing services for example:– lack of knowledge;– financial constraints;– geographical location;– physical barriers;– psychological barriers,– language– communication barriers;
and– cultural barriers;
Teacher leads discussion on the range of barriers which many service users can face when trying to access services – to include all types of barriers listed in specificationExam technique – students practise two and three mark responses in relation to accessing services and barriers that exist using ‘explain’ ‘discuss’ as the command wordsStudents work in groups with each group focusing on one aspect – produce four consequences of rationing for either service users, their families, staff or organisations
Case studies to illustrate barriers which might exist and how these barriers can be broken downScenarios for essay on how barriers could be broken down
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
assess how barriers to access may be overcome, for example:– internet access;– 24hr telephone access;– providing literature in
different languages and formats; or using translators and interpreters; and
consider the debate on rationing services, demonstrating understanding of the consequences for:– service users;– their families;– staff and organisations.
Students present results of group work to peersClass discussion – teacher leads discussion about the impact of rationing on all relevant parties as illustrated in case studies and through mediaExam technique – students practise six, nine and twelve mark responses in relation to rationing treatment using ‘discuss’ ‘evaluate’ as the command words
Use of newspaper articles both local and national to illustrate difficulties faced by service users who cannot get care and treatment they need due to rationing decisionsUse of media/documentaries to illustrate impact of rationing decisionsMark schemes for A6H31 Providing Services (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The differing rolesand
responsibilities of
practitioners
Students should be able to:
demonstrate knowledge and understanding of the roles of a range of health and social care and early years practitioners, including:– home care workers;– care assistants;– support workers;– nurses;– social workers;– doctors;– occupational therapists– radiographers– physiotherapists;– psychologists;– speech and language
therapist; and– early years workers.
Group work: Students work in groups and select a health care worker. Students compile information sheet about the worker and print for rest of class. Information sheet should contain examples of how this worker might support a range of service usersTeachers can then lead a class discussion on specific service user group whenpre-release becomes available. At this point teachers can ensure students are making clear links between role of worker and support provided to service user group through question and answer sessionStudents learn notes and answer practice questions from past papers
A range of websites includingwww.nhscareers.nhs.uk/explore-by-career/nursing/www.nhscareers.nhs.uk/list/training/www.nidirect.gov.uk/careers-in-health-and-social-carewww.communitycare.co.uk/2010/09/20/what-is-the-role-of-social-workers/www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/Mark schemes for A6H31 Providing Services (legacy specification) can be utilised to help students apply knowledge of roles of staff and how they support service users
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The differing rolesand
responsibilities of
practitioners (cont.)
Students should be able to:
demonstrate knowledge and understanding of the specialisms in these roles, as identified in the pre-release material for example:– community psychiatric
nurse (CPN);– children’s nurse;– GP;– diagnostic or therapeutic
radiographer;– midwife;– psychiatrist; and– hospital social worker.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Working effectively within teams
Students should be able to:
demonstrate knowledge and understanding of interdisciplinary team working;
Teacher uses teacher notes to explaininter-disciplinary team workingStudents learn notes and answer practice questions from past papersGroup work – students examine codes of practice and identify similarities between two codes – social workers’ and nurses’ codes
CCEA eGuide Unit A2 3www.ccea.org.uk/hscTeacher notes on definition of inter-disciplinary team working.Use of case studies to demonstrate importance of team-workingwww.communitycare.co.uk/2011/08/17/expert-guide-to-health-and-social-care-joint-working/Teacher notes on the advantages and challenges of inter-disciplinary co-operationUse of case studies/government reports on failure of teams and consequences of failure on relevant parties
evaluate interdisciplinary team working; and
assess the consequences for staff, service users and their families of a breakdown in team working.
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Quality Assurance Students should be able to: discuss the role of codes of
practice or conduct in guiding health and social care workers for example those provided by Northern Ireland Social Care Council (NISCC) and Nursing and Midwifery Council (NMC);
Students use case studies from disciplinary committees and discuss decisions made and how codes can improve care. Students answer questions explaining how codes of practice contribute to the provision of quality careTeacher leads discussion on how simply having codes of practice is no guarantee that quality care will be deliveredTeacher leads discussion of the role of the regulatory organisations that help to improve the quality of care provision in health, social care and early years’ settings
CCEA Fact File Quality Assurance available from www.ccea.org.uk/hscCodes of practice for social care workers and nurses from the following websiteshttp://niscc.info/www.nmc.org.uk/Case studies to illustrate how codes are intended to guide workers and consequences on staff and service users of failure to adhere to codes of practicewww.nmc.org.uk/concerns-nurses-midwives/hearings-and-outcomes/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Quality Assurance (cont.)
Students should be able to:
demonstrate knowledge and understanding of other quality assurance mechanisms, including:– feedback from service
users and families such as surveys and complaints including the role of the Patient and Client Council (PCC); and
– inspections conducted by the Regulation and Quality Improvement Authority (RQIA); and
In groups students provide at least four ways quality assurance mechanisms can lead to improvements in health, social care and early years’ settings
Teacher notes on the methods used to measure quality in health social care and early years settings. Teacher led discussion to include understanding that these quality assurance mechanisms do not guarantee effective carehttp://rqia.org.uk/home/index.cfmwww.patientclientcouncil.hscni.net/http://niscc.info/www.gmc-uk.org/
demonstrate knowledge and understanding of the regulatory role of the:– Northern Ireland Social
Care Council (NISCC);– General Medical Council
(GMC); and– Nursing and Midwifery
Council (NMC).
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Examination preparation
Students should be able to:
All Teachers can cover many of the learning outcomes in a general way using examples from different service user groups to illustrate knowledge and understanding. When the pre-release becomes available teachers should ensure that students focus on the service user group identified within and that they apply their answers to that service user groupRevision of examination techniquePractice examination questions
Pre-release materials from CCEACCEA GCE Health and Social Care Specimen Assessment Materials www.ccea.org.uk/hscPast papers and mark schemes for A6H31 Unit 9 Providing Services (legacy specification) may be useful, but please check carefully the requirements of the revised specification and pre-release materials
Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of written communication (QWC) is assessed in four questions, two of which have 4 levels of
response.
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Unit A2 4:Health Promotion
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Specification: Health and Social Care
Unit A2 4: Health Promotion
Prior Learning: AS Single or Double Award Health and Social Care
Assessment: Internal Assessment
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Local health improvement priorities
Students should be able to:
demonstrate knowledge and understanding of:– the need for health
promotion campaigns;– current government
targets for health and well-being;
– how targets are drawn up; and
– the organisations and health professionals responsible for their delivery;
Teacher leads session providing an overview and analysis of the current health profile of the population in NI; current health improvement priorities in NI and roles of the Department of Health and PHA in addressing themTeacher leads discussion on Health Targets in the Programme for Government, and Priorities for ActionStudents undertake research and select three health improvement priorities for Northern Ireland
CCEA eGuide Unit A2 4www.ccea.org.uk/hscTeacher notes highlighting the current health profile of the population of N.I., current health improvement priorities and the roles of the Department of Health (formerly the DHSSPSNI) and PHA in addressing themwww.niassembly.gov.ukHealth Targets in the Programme for Government, and Priorities for Actionwww.health-ni.gov.uk/httpswww.publichealth.hscni.netwww.health-ni.gov.uk/framework-preventing-
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addressing-overweight-obesity-ni-2012-2022.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Local health improvement priorities (cont.)
Students should be able to:
Discussion and clarification of requirements for assessment task A.Teacher checks the three health improvement priorities selected by studentsStudents complete assessment task A
A Fitter Future For AllFramework for preventing and addressing overweight and obesity in Northern Ireland 2012-2022www.health-ni.gov.uk/topics/public-health-policy-and-advicewww.health-ni.gov.uk/publications/healthy-child-healthy-futureCCEA Fact File Unit A2 4 Local Health Improvement Prioritieswww.ccea.org.uk/hsc
investigate a current health promotion campaign run by the Public Health Agency in Northern Ireland, for example:– Be Cancer Aware;– breast feeding;– Choose to Live Better;– healthy eating;
Teacher leads discussion on health promotion campaigns that students are aware of from the Unit AS 3: Health and Well-Being, television and radio advertising, posters and leaflets
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– Flu Aware;– Mind your Head; or– sexual health;
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Local health improvement priorities (cont.)
Students should be able to:
identify the key objectives of the campaign;
http://becancerawareni.info/www.breastfedbabies.org/www.choosetolivebetter.com/www.enjoyhealthyeating.info/www.fluawareni.info/www.mindingyourhead.info/www.sexualhealthni.info/
describe the methods and materials used to deliver the campaign; and
describe and evaluate the approach or approaches used for example medical, social change, education, behaviour change and fear arousal.
Teacher leads a review discussion of different approaches and their strengths and weaknessesDiscussion and clarification of requirements for assessment task BTeacher checks the health promotion campaign selected by students to ensure that it is a current PHA campaignStudents complete assessment task B
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Planning a health promotion activity
Students should be able to:
plan and carry out a health promotion activity that:– reflects current
government priorities for health and well-being; and
– focuses on a particular target audience;
Teacher leads discussion of possible topics for health promotion activitiesStudents work either individually or in a group of no more than five to select their topic and target audienceTeacher offers advice on suitability of topic, target audience and aims and objectives (SMART) of health promotion activity
www.niassembly.gov.ukHealth Targets in the Programme for Government, and Priorities for ActionPromoting health and addressing health inequalities Targets. [PSA 8]Flip chart and pens
investigate approaches to health promotion and decide which are the most appropriate for their activity:– the behaviour change
approach;– the educational approach;
and– the use of fear arousal;
and
Teacher delivers PowerPoint revising the approaches to health promotionGroup work – students discuss one approach including the strengths and weaknesses and share with larger class groupStudents select the approach or approaches they will use in their health promotion activity.Teacher offers advice on approached selected by students
PowerPoint on approaches to health promotionMark Schemes AS 1 (Health and Well–Being) will be helpful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Planning a health promotion activity (cont.)
Students should be able to:
consider a range of delivery methods for example:– posters;– leaflets;– video clips;– demonstrations; and– talks;
Students access website and review communication methods used in health promotion campaignsStudents produce a mind map of possible communication methods that may be used in health promotion activities.Teacher leads discussion on the communication methods identifiedStudents select communication methods they will use in their health promotion activity
Current available health promotion materials for example leaflets or posterswww.publichealth.hscni.net/
select methods and develop materials that can be used to deliver the activity effectively to the target group; and
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Planning a health promotion activity (cont.)
Students should be able to:
draw up a plan that:– describes and justifies
their choice of topic;– identifies the aims and
objectives of the activity;– describes and justifies the
approach or approaches they will use;
– explains how they will implement the activity including the role of each group member as appropriate;
– describes and justifies the choice of target group;
– describes the methods and materials that they intend to use to deliver the activity such as posters; leaflets; videos; talks; demonstrations;
– identifies the resources required for example venue, equipment or time for the presentation; and
– sets out an achievable time scale for the
Discussion and clarification of the requirements for assessment task C
Students complete assessment task C
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successfully completing the activity.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Preparing to evaluate the activity
Students should be able to:
understand the importance of the evaluation process in any health promotion activity;
Students access this website to view the evaluation tools used in the report
www.health-ni.gov.uk protec-life-evaluation-report.pdfExemplars of tools used for evaluation
design tools to evaluate the success of the activity for example:– pre and post-test
assessments;– comment cards; or– self, peer, participant,
teacher or observer questionnaires.
Teacher leads discussion ondesign tools to evaluate the health promotion activityGroup work – students discuss the exemplar evaluation toolsDiscussion and clarification of requirements for assessment task D
Carrying out the activity
implement the activity with the chosen target audience; and
Students complete assessment task D
assess the activity using their evaluation tools.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Evaluating the activity
Students should be able to:
evaluate the success of the planned activity by reviewing all aspects of the activity, including:– suitability of the chosen
participants;– achievement of the aims
and objectives of the activity;
– suitability of the approach or approaches used;
– how successfully the activity was implemented;
– how effective the role of each group member was;
– the materials used to deliver the activity for example; posters; leaflets; video; talks or demonstrations;
– methods used to deliver the activity; and
– venue, equipment and time for the presentation;
Teacher leads discussion on the term evaluationDiscussion and clarification of requirements for Assessment Task EStudents complete Assessment Task E
make recommendations for improvements; and
Discussion and clarification of requirements for Assessment Task F
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Students complete Assessment Task F
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Portfolio completion
Students should be able to:
complete all tasks and submit the portfolio.
Students collate and submit portfolio
Completed assessment tasks A-F
Reference list (using the Harvard Reference System)
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Unit A2 5:Supporting the Family
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Specification: Health and Social Care
Unit A2 5: Supporting the Family
Prior Learning: AS Single or Double Award and Social Care
Assessment: Internal Assessment
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family structures Students should be able to: describe how family
structures have changed since the end of World War II considering for example:– nuclear families;– cohabiting and married
couples;– extended families;– lone-parent families;– blended families;– same-sex parent families;– shared care families; and– families with fostered or
adopted children; and
Teacher leads class discussion on definition of a familyGroup work comparing a family in the 1920s/1930s with a families todayStudents watch television programmes to identify different family structuresGroup work- students are divided into groups and given a family type to research and explain structure to peersStudents feed back by contributing to a class discussion of family typesTeacher demonstrates how to draw a family tree
CCEA eGuide Unit A2 5www.ccea.org.uk/hscwww.slideshare.net/aprichelle/family-diversitywww.sociology.org.uk/AS_family_changes.pdfhttp://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/Appendix-G_SIRC-report.pdfwww.policyexchange.org.uk/images/publications/families%20in%20britain%20-%20apr%2009.pdfhttp://www.ons.gov.uk/ons/dcp171778_393133.pdf
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family Structures (cont.)
Students should be able to:
Discussion and clarification of requirements for Assessment Task AStudents draw a diagram showing the structure or their own familyStudents complete Assessment Task A
assess the reasons for these changes considering for example:– changes in legislation;– improved contraception;– changes in employment;
and– changes in norms and
attitudes.
Teacher leads discussion on possible reasons for changes in family structureGroup work: students are divided into groups and given a reason for change to research and present findings to peersDiscussion and clarification of requirements for assessment task B.Students complete Assessment Task B
www.ons.gov.uk/ons/dcp171766_259965.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
How families meet the needs of vulnerable members
Students should be able to:
demonstrate knowledge and understanding of how a family meets the needs of vulnerable members such as an individual experiencing an illness or disease or who is vulnerable as a result of age, mental illness or learning disability, including:– physical needs (warmth,
clothing, food, shelter);– intellectual needs
(knowledge and learning);– emotional needs (love,
security); and– social needs (interaction).
Teacher leads discussion to clarify the terms physical, emotional, intellectual and social needsStudents produce a table showing how their needs have been met bytheir familiesGroup work – students are divided into groups with each given oneof the following groups to investigate how their needs may be met by other family members Infants Children Adolescents Family member with a
physical illness/disability Family member with a mental
health problem Family member with a
learning disabilityEach group should present their findings to the class
Scheme of Work and resources for Unit AS 3: Health and Well-Being (concepts of health and well-being section) www.ccea.org.uk/hscScheme of Work and resources for Unit AS 5: Adult Service Users (identifying and meeting the needs of service users section) www.ccea.org.uk/hsc
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Discussion and clarification of the requirements for Assessment Task BStudents complete Assessment Task B
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Support provided for individuals and their families
Students should be able to:
demonstrate an understanding of the health and social care services that may be needed to support a family, for example:– to meet their health
needs;– in times of crisis (such as
family breakdown or bereavement); and
– for individuals with specific needs, for example mental illnesses, learning disabilities, age- related conditions or physical disabilities;
Teacher leads discussion to clarify understanding of the terms statutory sector independent sector (both
private and voluntary) informal sectorStudents draw up a list of health and social care services used by themselves or their family members to meet their needs and classify into appropriate sectorStudents complete a table of the services available in their local area
CCEA Fact File: Support Available To FamiliesCCEA Health and Social Care support www.ccea.org.uk/hscCCEA Scheme of work and resources for Unit AS 5:Adult Service Users (planning and providing for adult service users) www.ccea.org.uk/nscMedia articles and case studies highlighting families which require support from health and social care serviceswww.rt.com/uk/269671-homelessness-crisis-families-england/www.nspcc.org.uk/fighting-for-childhood/childrens-stories-about-abuse/fionas-story/
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www.mind.org.uk/information-support/your-stories/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Support provided for individuals and their families (cont.)
Students should be able to:
investigate and demonstrate knowledge and understanding of the support offered by health and social care services including:– statutory sector (for
example services such as health centres, hospitals, respite care, fostering);
– private sector (for example organisations such as private health centres, hospitals, respite care or nursing homes);
– voluntary sector (for example Parenting NI, Women’s Aid, Northern Ireland Council for Ethnic Minorities, Aware Defeat Depression, Relate, National Society for the Prevention of Cruelty to Children (NSPCC) or Cruse Bereavement; and
– informal sector (family,
Teacher leads discussion on why families may need to use health and social care servicesStudents use ‘TV Soaps’ to discuss and develop understanding of why families may need the support of health and social care servicesStudents revisit the list of health and social care services used by their family or themselves and add why the service was requiredDiscussion and clarification of the requirements for assessment task C (i)Students complete assessment task C (i)
www.mencap.org.uk/get-involved/campaigns/hear-my-voice/hear-our-voice-manifesto/social-carewww.downs-syndrome.org.uk/about-us/northern-ireland/Representatives from health and social care services e.g. social worker, manager of a day centre or representative from a voluntary organisation to discuss the effect of support their organisation offersAbove websites
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friends, or neighbours); and
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Support provided for individuals and their families (cont.)
Students should be able to:
evaluate the effects on families of accessing these services, for example:– reducing dependency;– increasing self-
sufficiency;– developing self-esteem;– increasing their sense of
empowerment; and– developing alternative
coping mechanisms.
Teacher leads discussion to ensure understanding of terms self-sufficiency, self-esteem, empowerment and coping mechanismsStudents listen to visiting speakers and take notes on the impact of their services on familiesStudents revisit the list of health and social services by their family or themselves and discuss the effects of the support given by health and social care services on the familyDiscussion and clarification of the requirements for assessment task C (i)Students complete assessment task C (i)Students may complete C parts (i) and (ii) simultaneously
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues Students should be able to: demonstrate an
understanding of two of the following issues which families may face and explain their effects on adults and children in families:– domestic violence;
Students listen to visiting speakers and take notesGroup work – students are divided into groups and each given an issue to research.Each group prepares a short presentation of no more than four slides or the equivalent outlining how the issue chosen may affect both children and adults in a family. Groups present to the classStudents and teacher contribute to noticeboard of media articles on the issues or for example newspaper articles or details of television documentaries or news reports
www.refuge.org.uk/get-help-now/what-is-domestic-violence/effects-of-domestic-violence-on-children/www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/domesticviolence.aspxwww.wrcnrv.org/helpingYou/dv_effectsAdult.shtmlVisiting speaker from PSNI or Women’s Aid
– poverty; www.cpag.org.uk/content/impact-povertywww.bris.ac.uk/poverty/downloads/keyofficialdocuments/Child%20Poverty%20lit%20review%20DWP.pdfwww.barnardos.org.uk/family_minded_report.pdf
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Visiting speaker from local charity group which organises food banks or other charity groups
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues (cont.)
Students should be able to:
– mental illness; www.teescpp.org.uk/mental-illness-in-a-parent-or-carerhttp://patient.info/health/depression-leafletwww.aware-ni.org/pages/index.asp?title=Aware_Defeat_Depression__About_Depressionwww.mind.org.uk/information-support/a-z-mental-health/Visiting speaker such as a community psychiatric nurse or a representative from a charity such as Aware Defeat Depression
– poor parenting skills; www.telegraph.co.uk/education/educationnews/10711573/Four-in-10-children-missing-out-on-good-parenting.htmlwww.gov.uk/government/uploads/system/uploads/attachment_data/file/197732/DFE-RR185a.pdfwww.telegraph.co.uk/
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education/educationnews/9837864/Poor-parenting-linked-to-underachievement-at-school.html
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues (cont.)
Students should be able to:
– children with behavioural problems;
www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Symptoms.aspxhttp://patient.info/doctor/common-behavioural-problems-in-childrenwww.youngminds.org.uk/for_parents/worried_about_your_child/behaviour_problemswww.kidsbehaviour.co.uk/Speaker – Designated Teacher or Head of Pastoral Care
– children with special educational needs;
www3.hants.gov.uk/sen-homewww.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Education.aspxSpeaker – Special Educational Needs Co-Ordinator
– child abuse; www.nspcc.org.uk/preventing-abuse/signs-symptoms-effects/
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www.rcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/childabuseandneglect.aspxwww.helpguide.org/articles/abuse/child-abuse-and-neglect.htmVisiting speaker e.g. representative from NSPCC or a social worker
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues (cont.)
Students should be able to:
– racism; www.childline.org.uk/Explore/Racism/Pages/Racism.aspxVisiting speaker e.g. representative from Belfast Migrant Centre
– bereavement; or www.ageuk.org.uk/health-wellbeing/relationships-and-family/bereavement/emotional-effects-of-bereavement/www.rcpsych.ac.uk/healthadvice/problemsdisorders/bereavement.aspxwww.moodjuice.scot.nhs.uk/bereavement.aspwww.cwrc.ac.uk/news/documents/Revised_Childhood_Bereavement_review_2014a.pdfVisiting speaker e.g. member of bereavement support group
– addiction; www.actiononaddiction.org.uk/About-Us.aspx
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www.nhs.uk/conditions/Addictions/pages/introduction.aspxwww.nhs.uk/Conditions/Alcohol-misuse/Pages/risks.aspxwww.gamcare.org.uk/Visiting speaker e.g. Addiction NI
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues (cont.)
Students should be able to:
investigate and explain how statutory services support families experiencing the two issues;
Discussion and clarification of the requirements for Assessment Task DStudents complete Assessment Task DTeacher leads discussion to revise understanding of the term statutory sectorStudents draw up a list of all statutory services available in their localareaGroup work/peer teaching – students are divided into groups and research the support available from the statutory sector to families experiencing the given issuesStudents visit statutory services in local area and investigate the support available or listen to visiting speakers on work of statutory organisations and make notes
CCEA Scheme of Work and resources for UnitAS 5: Adult Service Users (planning and providing for adult service users section)www.westerntrust.hscni.net/www.southerntrust.hscni.net/www.belfasttrust.hscni.net/www.setrust.hscni.net/www.northerntrust.hscni.net/www.psni.police.uk/www.nihe.gov.uk/Visiting speaker e.g. social worker or representative from PSNI
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Family issues (cont.)
Students should be able to:
assess the role played by voluntary organisations in supporting families experiencing the two issues; and
Discussion and clarification of the requirements for Assessment Task EStudents complete Assessment Task ETeacher leads discussion to revise understanding of the term voluntary sector and to clarify meaning of the term evaluationStudents draw up a list of voluntary organisations in their local areaGroup work/peer teaching – students are divided into groups and research the support available from voluntary organisations to families experiencing the given issuesStudents visit voluntary organisations in local area and investigate the support they provide or listen to visiting speakers and take notesDiscussion and clarification of the requirements for Assessment
Scheme of Work and resources for Unit AS 5: Adult Service Users (planning and providing for adult service users section)www.womensaid.org.uk/www.salvationarmy.org.uk/www.niamhwellbeing.org/www.parentingni.org/about/www.nspcc.org.uk/services-and-resources/services-for-children-and-families/www.cruse.org.uk/northern-irelandhttp://addictionni.com/Visiting speaker e.g. representative from a voluntary organisation such as Women’s Aid or Alcohol Anonymous Completed assessments
tasks A-F Reference list: candidates
must use the Harvard
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Task FStudents complete Assessment Task F
System of referencing throughout the assessment tasks and in the end references
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Portfolio completion
Students should be able to:
complete all tasks and submit the portfolio of work.
Students collate and submit portfolio
Completed tasks
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Unit A2 6:Understanding Human
Behaviour
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Specification: Health and Social Care
Unit A2 6: Understanding Human Behaviour
Prior Learning: AS Double Award Health and Social Care
Assessment: External Written Exam
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Psychological perspectives on behaviour and personality
Students should be able to:
demonstrate knowledge and understanding of the psychoanalytic perspective, in particular the key concepts in Freud’s theory of personality development;
Teacher leads discussion explaining the psychoanalytic perspective – Freud’s stage theory of personality development. Group work – students explain the theory using flash cards of key terms
CCEA Fact File A2 Unit 6 Psychological Perspectives www.ccea.org.uk/hscCCEA eGuide Unit A2 6www.ccea.org.uk/hscResources for teacher use to inform teacher notes on all theories include Psychology Review
(quarterly journal), Philip Allen Updates
www.simplypsychology.or g
text books as identified throughout teacher guidance
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Flash cards defining key terms in Freud’s theoryTeacher notes on Freud
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Psychological perspectives on behaviour and personality (cont.)
Students should be able to:
demonstrate knowledge and understanding of the humanistic perspective in psychology, in particular the key concepts in Rogers’ theory of personality development;
Teacher leads discussion explaining the humanistic perspective and Roger’s theory of personality development Students use work sheets to match key concepts of Roger’s theory to definitions
Work sheets on key concepts – match concepts to definitionsTeacher notes on Rogers
demonstrate knowledge and understanding of the behaviourist perspective in psychology, in particular Pavlov’s experiments with dogs and the key concepts of his theory of learning through classical conditioning and Skinner’s experiments with the Skinner box and the key concepts of his theory of learning through operant conditioning;
Students research the work of Pavlov and Skinner and make their own notes. Teacher explains the behaviourist perspective – Pavlov’s classical conditioning and Skinner’s operant conditioning
Access to internet for student research on two theories e.g.www.simplypsychology.orgwww.gerardkeegan.co.uk
demonstrate knowledge and understanding of the cognitive perspective in
Teacher leads discussion explaining the cognitive perspective – Beck’s and Ellis’s
Teacher notes on the cognitive perspective
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psychology, in particular the key concepts in Beck and Ellis’s work on cognition;
theories of cognition/cognitive errors
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Psychological perspectives on behaviour and personality (cont.)
Students should be able to:
demonstrate knowledge and understanding of the social learning perspective in psychology, in particular the Bobo doll experiment and the key concepts in Bandura’s theory; and
Students watch video. Teacher leads discussion of key concepts in Bandura’s theory – studentts make notes
Video of the Bobo doll experiment www.youtube.com/watch?v=eqNaLerMNOE
demonstrate knowledge and understanding of the biological perspective on human behaviour, in particular the role of genetic, physiological and neurobiological processes in depression, aggression and stress.
Teacher leads introduction to the biological perspective. Group work-research into the biological basis of one of the behaviours. Groups produce a hand-out to share with classGroup work – students work in groups summarising perspectives by designing posters showing key concepts in each perspective
Access to internet for group work on the biological basis of one behaviour e.g. www.simplypsychology.orgwww.gerardkeegan.co.ukPaper and other resources to produce posters
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals
Students should be able to:
assess how the following perspectives contribute to understanding and treating depression and evaluate the treatment or therapies:– the psychoanalytic
perspective: psychoanalysis and play therapy;
– the humanistic perspective: client-centred therapy and encounter groups;
– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s rational emotive therapy (RET) and rational emotive behaviour therapy (REBT);
– the biological perspective: anti-depressants (MAOIs, tricyclics, SSRIs), electro-convulsive therapy (ECT);
Teacher leads discussion explaining how the theories explored above are associated with particular theories and treatments Psychoanalytic perspective –
psychoanalysis and play therapy
Humanistic perspective – client-centred therapy and encounter groups
Behaviourist perspective – behaviour therapies (systematic desensitization, implosion therapy, flooding), behaviour modification, time management
Cognitive perspective – Beck’s cognitive restructuring and Ellis’s RET and REBT
Social perspective – modelling therapy, social skills training, family therapy
Biological perspective – drugs, ECT, biofeedback,
Teacher notes on therapies and treatments including their strengths and weaknessesYouTube or other videos of therapies in action e.g.Rogers describing his therapy www.youtube.com/watch?v=ZBkUqcqRChgRole play of cognitive therapy www.youtube.com/watch?v=x7HJmVx3qN4Patient having ECT www.youtube.com/watch?v=9L2-B-aluCEAccess to internet for research on depression. Useful websites include www.nhs.uk/Conditions/Depression/Pages/Symptoms.aspxwww.mind.org.uk
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meditation, relaxationStudents research the signs and symptoms of depression and create a list
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals (cont.)
Students should be able to:
Group work – each group addresses one perspective and its treatments for depression. Each group creates a PowerPoint covering three aspects how the perspective explains
depression how the perspective would
treat depression strengths and weaknesses of
the treatment/therapy for depression
Students present and share PowerPointsStudents practise exam questions on depression
Previous notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals (cont.)
Students should be able to:
assess how the following perspectives contribute to understanding and dealing with aggression and evaluate the treatment or therapies:– the psychoanalytic
perspective: psychoanalysis and play therapy;
– the humanistic perspective: client centred therapy and encounter groups;
– the behaviourist perspective: behaviour modification;
– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT;
– the social perspective: modelling therapy, social skills training; and
– the biological
Individually, students use their previous notes to apply the perspectives to the case studies to explain the aggression – they make notes in preparation for class discussionGroup work – students produce mind maps showing the different treatments/therapies for aggression and their associated strengths and weaknessesStudents practise exam questions on aggression
Case studies of aggression – can be accessed in past papers for A6H61 Understanding Human Behaviour (Legacy specification)Previous notes on perspectives and treatments/therapies
Past papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful
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perspective: minor tranquilisers, for example benzodiazepines; and
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals (cont.)
Students should be able to:
assess how the following perspectives contribute to understanding and treating stress and evaluate the treatment or therapies:– the humanistic
perspective: client centred therapy and encounter groups;
– the behaviourist perspective: time management;
– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT;
– the biological perspective: drug therapies (beta blockers, anti-depressants, anxiolytic drugs); and biofeedback, relaxation and meditation; and
Students research the signs and symptoms of stress and create a list
Students use previous notes to complete a table showing the different explanations of stress and associated treatments/therapies from the humanistic, behaviourist, cognitive and biological perspectivesGroup work – students discuss the strengths and weaknesses of the different treatments/therapies and make notes in preparation for class discussionStudents practise exam questions on stress
Access to internet for research on stress. Useful websites include www.nhs.uk/conditions/stresswww.bupa.co.uk/health-information/directory/s/stressPrevious notes on perspectives and treatments/therapiesHand-out; table for explanations and treatments for stress
Past papers and mark schemes for A6H61 Understanding Human Behaviour (legacy
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specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals (cont.)
Students should be able to:
assess how the following perspectives contribute to understanding and treating the eating disorders, anorexia nervosa (AN) and bulimia nervosa (BN) and evaluate the treatment or therapies:– the psychoanalytic
perspective, including Hilde Bruch psychoanalysis;
– the behaviourist perspective: behaviour modification;
– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT;
– the social perspective: family therapy; and
– the biological perspective: antidepressants; and
Students research the signs and symptoms of AN and BN and make notes highlighting similarities and differences
Pair and share – students work in pairs to research and apply the psychoanalytic, behaviourist, cognitive, social and biological perspectives to explain eating disordersIndividually students produce notes on treatments/therapies for eating disorders from these perspectives including their strengths and weaknessesStudents practise exam questions on eating disorders
Access to internet for research on eating disorders. Useful websites includehttp://eating-disorders.org.ukwww.b-eat.co.ukwww.nhs.uk/conditions/Eating-disorders/pages/introduction.aspxTeacher notes on the work of Hilde BruchPrevious notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The application of perspectives to understanding and treating individuals (cont.)
Students should be able to:
assess how the following perspectives contribute to understanding and treating phobias and evaluate the treatments or therapies:– the psychoanalytic
perspective: psychoanalysis;
– the behaviourist perspective: behaviour therapies (systematic desensitization, implosion therapy, flooding);
– the cognitive perspective: Beck’s cognitive restructuring and Ellis’s RET and REBT; and
– the social perspective: modelling therapy.
Teacher leads class discussion of phobias- signs and symptoms
Students work individually to produce notes on phobias covering the following how the psychoanalytic,
behaviourist, cognitive and social perspectives explain phobias
treatments/therapies – psychoanalysis, behaviour therapies, cognitive therapies and modelling
an evaluation of each of the treatments/therapies
Students practise exam questions on phobias
Teacher notes on symptoms of phobiaswww.nhs.uk/Conditions/Phobias/Pages/Symptoms.aspxPrevious notes on perspectives and treatments/therapiesPast papers and mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
The influence of socio-economic factors
Students should be able to:
analyse the influence of the following socio-economic factors on the behaviours described above described above (depression, aggression, stress, eating disorders and phobias.):– gender;– housing and environment;– poverty;– social class;– family;– the media;– employment or
unemployment;– ethnicity; and– education.
Teacher leads discussion what is meant by socio-economic factors – link to AS3 Health and Well-being.Teacher produces spider diagram based on class discussion of the influence ofsocio-economic factors on depressionGroup work – students work together to produce a spider diagram showing how one of the other behaviours can be explained by socio-economic factors (aggression, stress, eating disorders or phobias). Each group explains its points to the classStudents learn notes for test using exam questions from past papers
Flip chart to create spider diagram on how depression can be influenced by any of the socioeconomic factors listed
Teacher notes on the impact ofsocio-economic factors on each behaviour Mark schemes for A6H61 Understanding Human Behaviour (legacy specification) may be useful
Examination preparation
All Students revise examination techniqueStudents practise examination
CCEA GCE Health and Social Care Specimen Assessment Materials(www.ccea.org.uk/hsc)
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questions
Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of Written Communication (QWC) is assessed in four questions, two of which have 4 levels of
response
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Unit A2 7:Human Nutrition and
Health
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CCEA Exemplar Scheme of Work: GCE Health and Social Care
Specification: Health and Social Care
Unit A2 7: Human Nutrition and Health
Prior Learning: AS Double Award Health and Social Care
Assessment: External Written Exam
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Nutrients in food Students should be able to: demonstrate knowledge and
understanding of the dietary functions and sources of protein, carbohydrates and fats;
Teacher gives an overview of the interdependency of nutrients in the maintenance of an individual’s health and well-beingStudents use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of protein, carbohydrate and fatsStudents use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of water soluble and fat soluble vitamins
CCEA eGuide Unit A2 7www.ccea.org.uk/hscwww.health-ni.gov.uk/www.food.gov.ukwww.nidirect.gov/starchy-foodswww.nhs.uk/Livewell/Goodfoodwww.publichealth.hscni.netwww.food4life.org.ukwww.healthystart.nhs.uk/foodwww.nuffieldhealth.com/Nutritionadvicewww.hoddereducation.co.uk/Home-Economicswww.ocr.org.uk
demonstrate knowledge and understanding of the dietary functions and sources of water soluble vitamins (B1, B12 and C) and fat soluble vitamins (A, D, E and K);
demonstrate knowledge and understanding of the dietary functions and sources of minerals (calcium, fluorine and iron);
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Nutrients in food (cont.)
Students should be able to:
Students use the links to produce a table which summarises the underpinning knowledge of the dietary functions and sources of minerals
Home Economics (AS/A2) text books and other books such as, Barasi, M. (2016)
Human Nutrition: A Health Perspective (Taylor and Francis)
Lean, M (2016)Fox and Cameron’s Food Science Nutrition and Health (Hodder Arnold)
assess the importance of water and fluid intake and apply to individuals at different life stages:– infants;– children;– adolescents;– adults; and– older people; and
Students create case study scenarios to assess the importance of water, fluid intake and NSP to individuals at different life stages: infants; children; adolescents; adults; and older people
www.everydayhealth.com
assess the importance of non-starch polysaccharide (NSP)/dietary fibre and apply to individuals at different life stages– infants;
A range of settings should be used within the scenarios for example early years settings, nursing home, hospitalStudents work in pairs focusing on a specific life stage to create
www.nidirect.gov.uk/starchy-foods
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– children;– adolescents;– adults; and– older people.
the scenarios and present findings to the classFormative assessment: students are tested on their level of nutritional knowledge and understanding
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Current dietary guidelines
Students should be able to:
demonstrate knowledge and understanding of the current dietary advice generated by a range of government bodies:– Department of Health
(DoH);– Nutritional Standards for
Schools Department of Education Northern Ireland (DENI);
– Public Health Agency (PHA); and
– Food Standards Agency (FSA);
Teacher outlines the need for a balanced diet using the“Eatwell Guide”Students use the information in the Fact File and the links to provide an overview of current dietary adviceStudents use information in the links to summarise the role of a range of government bodiesStudents produce summary notes on: DoH Promoting Good
Nutrition – Guidance and resources to support the use of “MUST” across all care settings;
DENI: Nutritional Standards for School lunches;
Nutritional Standards for other food and drinks in schools;
FSA: Strategy and Strategic Plan 2015-20;
PHA: Nutritional guidelines and menu checklist.
Formative assessment: students
CCEA Fact File: A2 Unit 7: Current Dietary Advice and Guidelines www.ccea.org.uk/hsc
www.health-ni.gov.uk/www.deni.gov.uk/index/support-and...schools/nutritional-standards.htmwww.food.gov.uk/northern-irelandwww.publichealth.hscni.netwww.choosetolivebetter.com
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are tested on their level of knowledge and understandingTeacher must ensure that the students have a clear understanding of dietary advice before progressing to the next section of the specification
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Exploring dietary health
Students should be able to:
analyse the nutritional requirements of individuals at each stage of life– infants;– children;– adolescents;– adults; and– older people;
Teacher gives an overview of the specific nutritional requirements of individuals and how they change at each stage of lifeWorking in groups students undertake research on the specific nutritional requirements of a teacher allocated life stageStudents present the findings and share them with the class
assess how a vegan diet can meet nutritional dietary requirements;
Students use the link to debate how vegan diets can meet the nutritional dietary requirements of individuals
www.nidirect.gov.uk/vegetarian-and-vegan-dietwww.ccea.org.ukPast papers and mark scheme for A6H7 Human Nutrition and Dietetics Q2 (a) June 2014 (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Exploring dietary health (cont.)
Students should be able to:
demonstrate knowledge and understanding of how the following affect energy requirements:– basal metabolic rate
(BMR);– age;– gender;– state of health, and– physical activity levels
(PALs); and
Students use link to make notes on how the following affect energy requirements: basal metabolic rate (BMR); age; gender; state of health, and physical activity levels (PALs);Formative assessment: students are tested on their level of knowledge and understanding
www.nrv.gov.au/dietary-energy
demonstrate knowledge and understanding of how to modify recipes and diets to meet current dietary advice and for those with food intolerance or allergies such as coeliac, lactose intolerance or peanut allergy.
Students use the links to make notes on how to modify recipes and diets at each life stage in a range of settingsStudents use link to make notes on different food allergies and the advice individuals living with allergies may be given
www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspxwww.nhs.uk/Livewell/Allergies/Pages/Foodallergy.aspxwww.ccea.org.ukPast paper question and mark scheme A6H71 Human Nutrition and Dietetics (legacy specification) Q2 2(d) June 2014 may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Diet related conditions or disorders
Students should be able to:
analyse the dietary risk factors and appropriate advice to help prevent:– bowel cancer;– cardiovascular disease;– hypertension;– Crohn’s Disease;– scurvy;– rickets;– night blindness;– anaemia;– dental caries;– diabetes;– irritable bowel syndrome;– obesity;– osteoporosis; and– stroke.
Teacher could use case studies/newspaper articles to introduce this section of the specificationsStudents explore and develop an understanding of the relationship between diet and health as they consider a range of disorders and their associated dietary risk factorsWorking in groups students use the links to research one diet related disorder and present findings to the class: Causes Dietary risk factors Dietary Advice
Local external agencies may be invited into school or accessed for support materialsCase studies and media articles focusing on listed conditionswww.health-ni.gov.uk/www.bowelcanceruk.org.ukwww.nichs.org.ukwww.crohnsandcolitis.org.ukwww.nice.org.ukwww.nos.org.ukwww.nhs.uk/ConditionsTeacher notes summarising dietary risk factors and appropriate advice for each condition
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Factors influencing dietary intake
Students should be able to:
assess how the following influence food choice:– advertising;– availability;– religion, for example
Jewish, Hindu and Muslim faiths;
– economic;– knowledge;– culture;– psychological factors;– physiological factors, for
example coeliac, diabetes, obesity, coronary heart disease; and
– labelling.
Students refer to the Fact File and the identified link to summarise information on the key determinants of food choiceStudents should prepare notes to apply key determinants of food choice to given groups, for example patients on a ward,parents with young children, older people living alone or staff in a nursing home
CCEA Fact File: A2 Unit 6: Factors influencing dietary intake www.ccea.org.uk/hsc
www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Food preparation and handling
Students should be able to:
analyse the importance of good hygiene and safe practices when storing and preparing food;
Using the links students should make notes to apply their knowledge of good hygiene and safe practices when preparing food in a range of settings for example, a crèche or nursing home
www.nidirect.gov.uk/preparing-food-safely
identify the specific bacteria relating to food poisoning (salmonella, campylobacter, E.coli, staphylococcus aureus);
www.nhs.uk/Livewell/homehygiene/Pages/Foodhygiene.aspx
demonstrate knowledge and understanding of the factors affecting the growth of bacteria and identify high risk foods;
Students summarise in a table format the specific bacteria relating to food poisoning, the factors affecting their growth, signs and symptoms, high risk foods and individuals most at risk
www.foodsafety.gov/poisoning/causes/bacteriaviruses/
recognise the signs and symptoms of food poisoning and the individuals most at risk; and
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Food preparation and handling (cont.)
Students should be able to:
demonstrate knowledge and understanding of the current legislation and regulations that apply to food storage and preparation:– The Food Safety
(Northern Ireland) Order 1991; and
– Food Hygiene (Northern Ireland) Regulations 2006.
Students should make notes on good practice in the storage, preparation and handling of foodTeachers need to cover the legislation specified so that students have a knowledge and understanding of how it impacts in care settingsTeacher organises visiting speakers for example a local Environmental Health OfficerTeacher organises a class visit to the school canteenStudents make notes on the key aspects of legislation and how it impacts and is applied by staff in care settings
School canteenEnvironmental Health OfficerLocal care settingsTeacher notes on the key points of legislationwww.dardni.gov.uk/environmental -health-officers-contacts.docwww.legislation.gov.uk/nisr/1991www.legislation.gov.uk/nisr/2006Past papers and mark schemes for A6H7 Human Nutrition and Dietetics (legacy specification) may be useful
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Examination preparation
Development of examination technique and practise examination questions
CCEA GCE Specimen Assessment Materials www.ccea.org.uk/hsc
Past papers for A6H7 Human Nutrition and Dietetics (Legacy specification) may be useful
Please check carefully the requirements of the revised specifications
Please note: A2 papers are marked out of 120Candidates answer three compulsory questionsQuality of Written Communication (QWC) is assessed in four questions, two of which have 4 levels of
response
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