GCSE (Insert Subject)



72009017145000 GCE Health and Social CareContentsPageUnit AS 1: Promoting Quality Care5Unit AS 2: Communication in Health, Social Care and Early Years Settings13Unit AS 3: Health and Well-Being26Unit AS 4: Safeguarding Children39Unit AS 5: Adult Service Users52Unit AS 6: Holistic Therapies62Unit AS 7: Understanding the Physiology of Health and Illness74IntroductionCCEA has developed new GCE Health and Social Care specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.I hope you find this support useful in your teaching.Best wishesElaine HornerSubject OfficerHealth and Social CareE-mailEHORNER@.ukTelephone028 9026 1200 (2197)CCEA Exemplar Scheme of Work:GCE Health and Social CareUnit AS 1:Promoting Quality CareSpecification: Health and Social CareUnit AS 1: Promoting Quality CarePrior Learning: No prior learning requiredAssessment: This unit is internally assessedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesValues of careStudents should be able to:demonstrate knowledge and understanding of the values of care that underlie all health, social care and early years practice and how practitioners apply them in their work, including promoting:individual rights and choices;anti- discriminatory practice relevant to race, beliefs, gender, disability, cognitive ability, mental health and sexuality; and respect and dignity; andTeacher provides handout on the values of care including some examples of what staff in different settings can do to adhere to the values. Students watch a television programme (fictional or documentary) on a health, social care or early years or listen to a visiting speaker and write down examples of the care values being applied by staff.Teacher leads discussion to collate ideas of how this impacts positively on service users.Group work- students are assigned a setting for service users and produce a mind map showing their ideas on how staff can apply the values of care in that chosen setting and how this would impact on service users. Discussion and clarification of requirements for assessment task A.Students complete assessment task AGCE Health and Social care text booksTelevision programmes or documentaries about a health, social care and early years settings, such as Casualty, Holby City or 24 Hours in A and EIf possible a guest speaker explaining how he/she and other staff apply the values of care in their workplace.demonstrate knowledge and understanding of how this has a positive impact on service users.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLegislation that promotes quality careStudents should be able to:apply knowledge and understanding of how the key features of the following impact on health, social care and early year settings:The United Nation’s Convention of the Rights of the Child (UNCRC) ratified 1990;The Special Educational Needs and Disability (Northern Ireland) Order 2005;Safeguarding Vulnerable Groups (Northern Ireland) Order 2007;The Human Rights Act 1998;Disability Discrimination Act 1995 and Disability Discrimination (NI) Order 2006; The Mental Health (Northern Ireland) Order 1986: andThe Children (Northern Ireland ) Order 1995: the five key principles.Teacher uses factfile to introduce each of the pieces of legislationGroup work: Students form groups on the basis of choosing a piece of legislation relevant to their chosen setting. They use the CCEA factfile, their own notes from internet research and information from visits to their chosen care setting or work placement to produce a PowerPoint/poster on their chosen piece of legislation. Each group presents its findings to the classDiscussion and clarification of requirements for assessment task BStudents complete assessment task BCCEA Factfile: Legislation that Promotes Quality Care your-rights/human-rights/what-are-human-rights/human-rights-act .uk/children-order .uk/index/equality/children-young-people/un-convention-on-the-rights-of-the-child.htm .uk/special_educational_needs_-_legislation_sendo_pg.htm .uk/svg .uk/the-disability-discrimination-act-dda .uk/the-mental-health-act flowcharts/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesHealth and safety Students should be able to:demonstrate an understanding of the key features of the Health and Safety at Work (NI) Order 1978 (including Control of Substances Hazardous to Health (COSHH) and Reporting Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) and analyse how it provides a safe working environment for staff and service users in a chosen setting.Teacher leads discussion on what health and safety is and why is it so important in health, social care and early years settings.Teacher or visiting speaker explains the key points of the legislation with the aid of a PowerPoint presentationStudents supplement notes from this with their own research on the legislation using internet sites and health and social care texts.Students draw up a list of questions for the health and safety officer in their placement or chosen setting to investigate how the legislation is applied there. Alternatively students can request a walk around the setting to observe how the legislation has been applied. Students make notes from the responses/observation on how the health and safety legislation is put into practice in their chosen setting.Discussion and clarification of requirements for assessment task CStudents complete assessment task CGCE Health and Social care textsVisiting speaker- health and safety officer from a health or social care setting or from the school or college.uk.uk/healthservices/.uk/index/information-and-services/employment/health-and-safety-at-work.htm.uk/pubns/books/hsg220.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPoliciesStudents should be able to:evaluate the effectiveness of policies in promoting quality care in health, social care and early years settings, for example:whistle-blowing;complaints;use of social media;-safeguarding;consent, for example to a child being photographed or to hospital treatment; records and information management; management of medicines; and other policies specific to the setting.Teacher leads discussion on the range of policies in health, social care and early years settings and why they are important, using the CCEA FactfileTeacher selects one policy to distribute to class and students work in groups to evaluate its potential effectiveness in a setting. Teacher leads discussion on strengths and limitations as groups feed back, noting key points on whiteboard.Students bring two policies from their placement or access examples applicable to their chosen setting on the internet. They work individually to draw up lists of strengths and limitationsDiscussion and clarification of requirements for assessment task DStudents complete assessment task DCCEA Factfile: .uk/whistleblowing/what-is-a-whistleblower your-workforce/retain-and-improve/raising-concerns-at-work-whistleblowing nhs.uk/choiceintheNHS/Rightsandpledges /complaints/Pages/ NHScomplaints.aspx .uk/~/media/Files/Policy A-Z-policy/RCGP-Social-Media-Highway-Code.ashx .uk/globalassets/siteDocuments/NMC-Publications/NMC-Standards-formedicines--management.pdf .uk/dfp_records_management_policy_2014-16_v2.1.pdf Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe impact of poor practiceStudents should be able to:research poor practice in a health, social care or early years setting in the UK; and Teacher introduces an example of poor practice using newspaper reports, a disciplinary case on the Northern Ireland Social Care Council or Nursing and Midwifery Council website, or a television documentary e.g. Panorama. Teacher comments on the validity of the piece of evidence selected.Students make brief notes on what happened.Students pair and share their ideas on the potential impact of the poor practice on the service users, the staff responsible, potential future service users, families of service users, other staff and the organisation where they work.Teacher leads discussion on the potential impact of poor practice.Discussion and clarification of requirements for assessment task BStudents conduct independent research of examples of poor practice in health, social care or early years settings in the UK Students complete assessment task E(i) and E( ii)News articles.ukTelevision documentaries e.g. Panorama Behind Closed Doors Elderly Care Exposed BBC documentary 2014 available on YouTubeassess the potential impact of the poor practice on service users, the staff responsible, potential service users, families, care workers or the organisation.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPortfolio completionStudents should be able to:Complete all tasks and submit the portfolio of workStudents collate and submit portfolioCompleted assessment tasks A to E (ii)CCEA candidate record sheet Reference listUnit AS 2:Communication in Health, Social Care And Early Years SettingsSpecification: GCE Health and Social CareUnit AS 2: Communication in Health, Social Care and Early Years SettingsAssessment: This unit is internally assessedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCommunication in health, social care and early years settingsStudents should be able to:identify the wide range of people that staff communicate with (for example service users, a range of professionals, colleagues or families) in health, social care and early years settings;Teacher leads discussion outlining the unit content emphasising that the assessment task must be based on communication in a health, social care or early years settingTeacher leads discussion explaining how students may access a health, social care or early years setting, for example, through work placement, voluntary work or a series of visitsStudents brain shower a range of people, staff in the school communicate with.Students brain shower a range of health, social care and early years settingsPair and share: Students are given an example of a health, social care or early years setting and write down on post it notes the range of people staff communicate with in that setting.They share this with the larger groupGCE Health and Social Care textbooksText: Moonie, Neill Advanced Health and Social Care ISBN 043545589, 9780435455897. This is very useful for preparation of teacher handoutsFlip chart paper, markers and post it notesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCommunication in health, social care and early years settings (cont.)Students should be able to:demonstrate knowledge and understanding of different types of communication in health, social care and early years settings: verbal; non-verbal; written; and electronic communication (such as email, SMS or ? videoconferencing); andTeacher leads discussion on verbal, non-verbal, written and electronic communicationGroup work: Students are given one type of communication and asked to draw a list of examples of its use in their school. They present this to the larger group. Class discussion of the types of communication used in the schoolStudents view footage and identify types of communication usedTeacher leads discussion summarising examples of communication usedPair and share students are given one example of written communication and discuss its purposes. They feedback to the rest of the groupHand-out notes on verbal, non-verbal, written and electronic communicationVisiting speakers, for example, care home manager, nurse, care assistant or nursery assistant (parents, relatives and past pupils may be a valuable source of information) Television programmes, for example Casualty and YouTube clips showing communication in health, social care and early years settingsExamples of written communication within the school/classroom, for example, list of classroom rules, emergency exit notices, letters home to parents or feedback to students on work (maintain confidentiality by removing names)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCommunication in health, social care and early years settings (cont.)Students should be able to:describe the purposes of communication in health, social care and early years settings, for example: to promote relationships and offer support; to get to know service users and their needs; to promote interaction between group members; to negotiate and liaise with service users, their family members, colleagues and a range of professionals; to explain procedures; and to exchange information.Students view footage and note the purpose of the communication used.Teacher leads discussion on the purpose of communication usedGroup work: Students role play a scenario from a health, social care or early years setting and class members identify the type and purpose of communication usedTeacher leads discussion and clarification of requirements for assessment Task A (stressing the importance of confidentiality and appropriate attitude and behaviour whilst in a health, social care or early years setting)Students prepare resources to gather the necessary information on types of communication and their purpose in the setting on which they are basing their assessment taskTelevision programmes, for example, Casualty or Holby CityYouTube clips, for example on communication in hospitals, care homes, nursing or nurseriesTeacher notes on the purposes of communication in care settingsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors that support effective communicationStudents should be able to:explain how the following factors positively affect communication with service users:confidentiality, for example maintaining privacy when discussing personal information with service users;physical factors such as appropriate dress, personal grooming and respecting personal space;physical environment, such as low noise levels, adequate lighting, and ventilation; emotional factors such as confidence, a positive attitude, trust, empathy and compassion; and Students brain shower factors that support effective communication in both the classroom and the school as a whole.Teacher leads discussion on the factors identifiedStudents view footage and note the factors supporting effective communication.Teacher leads discussion on factors identifiedGroup work: In small groups students discuss their personal experience of a health care setting, for example, a visit to the dentist, GP or hospital and identify the factors that supported effective communication.They share their findings with larger class groupGCE Health and Social Care textbooksFactFile on Factors that Support Effective CommunicationTelevision programmes, for example Casualty or Holby CityYouTube clips, for example on communication in hospitals, care homes, nursing or nurseriesVisiting speakers, for example, care home manager, nurse, care assistant or nursery assistant (parents, relatives and past pupils may be a valuable source of information)Teacher notes on factors that support effective communication with service usersSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors that supporteffective communication (cont.)Students should be able to:practitioners’ communication skills such as clarity, pace and tone of speech and the use of prompts, probes, silence, questioning, turn taking, reflection, eye contact, facial expressions, posture, gestures, touch and observation.Group work: Students role play a scenario from a health, social care or early years setting and larger class group identify the factors that support effective communication.Teacher leads discussion on the factors identifiedTeacher leads discussion on factors that support effective communication with service usersTeacher leads discussion and clarification of requirements for assessment Task BStudents prepare resources to collate the necessary information on factors supporting effective communication with service users in the setting on which they are basing their assessment taskSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRecognising and overcoming barriers to communication with service usersStudents should be able to:identify and describe potential barriers that can make communication with service users more difficult, such as:sensory impairments, for example hearing and sight; service users’ learning disabilities, for example reading difficulties, speech problems or aphasia; illness and pain, for example problems resulting from a stroke; mental health problems, anxiety and stress;lack of a common or shared language; differences in age, gender and cultural beliefs; and challenging behaviour; and Teacher leads discussion to explain term potential barriers to communicationStudents brain shower potential barriers to communication that pupils in school may experienceTeacher leads discussion on barriers identifiedGroup work: Students carry out their own research on how the barrier identified in the scenario may be overcome and share with class groupStudents make notes on various ways barriers to communication can be overcome. Teacher leads discussion and clarification of requirements for assessment Task CGCE Health and Social Care textbooksSpecial Educational Needs Co-ordinator (may provide input on learning disabilities and challenging behaviour)Visiting speakers, for example, manager of a care home, Community Psychiatric Nurse, social worker, practitioner from day centre for service users with learning disabilitiesVisits to health, social care or early years settingsTelevision programmes, for example Casualty or Holby Citynhs.uk/conditions/social-care-and-support-guide/pages/communication-problems-carers.aspxSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRecognising and overcoming barriers to communication with service users (cont.)Students should be able to:assess the ways communication difficulties can be overcome by, for example: using special equipment and resources (such as picture cards, apps or computer technologies);using specialist language such as sign language, Makaton or braille;using a translator or interpreter; using advocates, including family members or carers; creating a conducive environment; considering individuals’ needs; and building empathy and trust.Students prepare resources to collate the necessary information on the range of potential barriers to communication with service users and how they can be overcome in the setting on which they are basing their assessment taskbbc.co.uk/news/health-10951417 YouTube clips, for example on communication in hospitals, care homes, nursing or nurseriesTeacher notes on potential barriers that service users may experience in health, social care and early years settingsPossible information sources on overcoming difficulties include:nhs.uk/conditions/social-care-and-support-guide/pages/communication-problems-carers.aspx munitycare.co.uk/2012/07/26/how-social-care-staff-can-improve-their-communication/ ncbi.nlm.pmc/articles/PMC2078554/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRecognising and overcoming barriers to communication with service users (cont.)Students prepare resources to collate the necessary information on the range of potential barriers to communication with service users and how they can be overcome in the setting on which they are basing their assessment task article/communication-how-can-we-improve-our-skills .uk/site/scripts/documents_info.php?documentID=130 .uk/your-hearing/ways-of-communicating.aspx knowledge/articles/communication.html ncl.ac.uk/students/wellbeing/assets/documents/SuggestedTeachingStrategiestousewithBlindandPartiallySightedStudents.pdf inservices/tipsoncommunicating.php Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRecognising and overcoming barriers to communication with service users (cont.)Students should be able to:Visiting speakers, for example, manager of a care home, Community Psychiatric Nurse, social worker, practitioner from day centre for service users with learning disabilitiesThe importance ofcommunication when working in teamsuse observations made in a health, social care or early years setting to highlight the importance of effective communication when working in a team;analyse the main ways the members of one team communicate with each other, for example staff briefings, meetings or minutes of meetings;Teacher leads discussion on the importance of communication when working in teamsStudents brain shower a list of staff teams in their school and how they communicateGroup work: Students discuss the different teams in health, social care and early years settings and how effective communication within the team may contribute to quality care. They share this with the larger class groupGCE Health and Social Care text booksExamples of various forms of communication, for example, minutes of meetings, e-mails, staff rotas, care plans, IEPs (ensure confidentiality is maintained)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe importance of communication when working in teams (cont.)Students should be able to:analyse how effective communication within this team can contribute to quality care by, for example:ensuring continuity of care; sharing essential information; avoiding or defusing conflicts; and developing the skills of staff.Teacher leads discussion on ways teams may communicateStudents discuss, for example how their school council communicatesStudents view footage on the ways teams communicate and make notes on how this contributes to quality careTeacher leads discussion and clarification of requirements for assessment Task DStudents prepare resources to collate the necessary information on how one team in the setting on which they are basing their assessment communicates and how this contributes to quality care for service usersVisiting speakers, for example practitioners from health, social care and early years settingsYouTube/TV or video clips to illustrate effective team communicationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCritical evaluation of an interaction in the chosen settingStudents should be able to:critically evaluate a group or one-to-one interaction they engaged in, including the following where relevant:physical factors, emotional factors their own communication skills and barriers; and making realistic suggestions based on best practice on how to improve their ow communication skills in future interactions; andTeacher leads discussion and clarification of requirements for assessment Task ETeacher leads discussion on preparation for the interaction in the chosen health, social care or early years settingPupils view footage and evaluate the effectiveness of the interaction making suggestions for improvementGroup work: Pupils plan and engage in a group or one-to-one interaction and are evaluated by their peers.Students prepare resources to evaluate the interaction which they will engage in the chosen health, social care or early years setting.Teacher provides students with guidance to follow whilst in the chosen settingYouTube clips, for example on communication in hospitals, care homes or nurseriesTelevision programmes, for example, news/current affairs programmes of interviews or group discussionsGCE Health and Social Care textbooksPortfolio completioncomplete all tasks and submit portfolio of work.Students collate and submit portfolioCompleted assessment tasks A-EReference listCandidate record sheetUnit AS 3:Health and Well-BeingSpecification: Health and Social CareUnit AS 3: Health and Well-BeingPrior Learning: No prior learning requiredAssessment: External written examSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesConcepts of health and well-beingStudents should be able to:define the following concepts:health; ill-health; disease; stress related illness; mental health; and mental illness;Students conduct internet search to produce short single sentence definitions of concepts in their own words. They contribute to class discussion of meanings. Teacher provides list of definitions for learning for testInternet - student selected websites, dictionariesText: Richards, J. and Ford, S, 2010, A-Z Health and Social Care Handbook + Online 3rd Edition (Complete A-Z), Philip Allan. ISBN-10: 0340991089Mark Schemes for Unit 3 Health and Well-Being (A3H31) can be used to produce a hand-out of definitionsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesConcepts of health and well-being (cont.)Students should be able to:demonstrate knowledge and understanding of the physical, intellectual, emotional and social needs of service users such as children, older people, those with illnesses, physical disabilities, learning disabilities or mental health needs; Group work - define physical, intellectual, emotional and social needs. List 4 examples of physical needs and 2 of each of the other types of need. Feedback to class group.Teacher explains different service user groups and possible settings where staff work to meet their needsHand out instructions for group work on needs and table to complete examples of how each type of need could be met by staff in various health, social care and early years settingsMark Schemes for Unit 3 Health and Well-Being(A3H31)demonstrate knowledge and understanding of how to meet these in a range of health, social care and early years settings;Pair and share- students complete table to show how an example of each type of need could be met by staff in different settings. Examples to be shared in class discussion.Individually students complete an essay on how needs could be met in a particular settingScenarios for essay on how needs of an individual could be met in a particular settingevaluate the potential impact of physical health and ill-health on psychological well-being; and Teacher leads discussion on meanings of physical health, ill-health and psychological well-being. Class discussion- students suggest phrases for psychological well-being. Teacher leads discussion of case studies to illustrate how impact is not black and white for example, some people with ill-health can have positive mental attitude. Students complete table on hand-outHandout students to complete table of phrases showing potential impact of physical health and ill-health on psychological well-beingCase studies to illustrate potential impactSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesConcepts of health and well-being (cont.)Students should be able to:assess the potential effects of ill-health,for both individuals and their families, on: education;employment;income;leisure activities; and relationships.Group task as outlined on hand-out. Teacher leads discussion of points with focus on exam technique for two mark answersStudents learn notes and practise exam questionsHand out: Group task instructions- each group to focus on one aspect-produce three bullet points on the chosen aspect for the individual and another three points for the potential impact for family members. Exam technique- practise two mark responses where ‘explain’ is the command wordHand out notes on all the potential effects of ill-health for both individuals and their familiesBrief case studies for practice exam questions accessed in Mark Schemes for Unit 3 Health and Well-Being (A3H31)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors affecting health and well-beingStudents should be able to:discuss how the following socio-economic factors can affect the physical, social and psychological health and well- being of individuals:gender;social classhousing; and culture and ethnicity;Group work- students use a range of sources to access information on one socio-economic factor. They use this and their own ideas to produce a hand-out on how this factor can impact on physical, social and psychological well-being. They share this with the larger class groupInformation on the impact of socioeconomic factors can be found in health and social care texts and in reports from, for example, the World Health Organisation (who.int/en/), DHSSPSNI (.uk) or the RCN (.uk). These are only examples- an internet search of ‘health inequalities in the UK’ is advised to gain access to up-to-date informationdiscuss how the following physical factors can affect the physical, social and psychological health and well- being of individuals:a genetically inherited condition; anda chronic illness or disease associated with the ageing process; Students carry out their own research on one genetically inherited condition and one chronic illness/disease associated with age. They make notes on impact of each on physical, social and psychological well-beingStudents may view the BBC documentary Love on the Transplant ListPossible information sources include-nhs.uk/conditions/genetics.ukLove on the Transplant List BBC documentary available on: for Turner syndrome.uk/ for osteoporosis.uk.uk/ Chest Heart and StrokeSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors affecting health and well-being (cont.)Students should be able to:discuss how the following environmental factors can affect the physical, social and psychological health and well-being of individuals:geographical location;pollution; and occupational hazards; andStudents learn notes and answer practice questions from past papersTeacher notes on how the three factors can affect the physical, social and psychological health and well-being of individuals and service usersPast papers for A3H31discuss how the following behavioural factors can affect the physical, social and psychological health and well-being of individuals: exercise and lack of exercise;poor diet and healthy diet;smoking;alcohol misuse; and illegal drug use.Group work - students use a range of sources to access information on one behavioural factor. They use this and their own knowledge and ideas to produce a PowerPoint on how this factor can impact on physical, social and psychological well-being. They present this to the classStudents can use a wide range of sources including health promotion information available at: publichealth.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesHealth promotionStudents should be able to:describe and evaluate the following approaches to health promotion: medical;social change;educational;behaviour change; and fear arousal.Teacher leads discussion on health promotion campaigns that students are aware of through television and radio advertising, posters and leaflets. Teacher leads discussion of different approaches and their strengths and weaknesses.Teacher notes on different approaches- text for teacher use only:Scrivens, A., 2010, Health Promotion: A Practical Guide, Bailliere Tindall ISBN-10: 0702044563(this is an update with on-line version of the Ewles and Simnett text)identify at least three objectives of a current health promotion campaign by the Public Health Agency in Northern Ireland and analyse how the campaign gets its message across to meet its objectives; andStudents research one current health promotion campaign in Northern Ireland. They identify the campaign objectives and the ways it gets its message across. Health promotion campaigns accessed via the Public health Agency website for example: understanding of how individuals can take responsibility for their own health and well-being through:lifestyle choices;accessing health and social care services; and self-advocacy.Teacher leads class discussion on how individuals can take responsibility for their own health and well-beingStudents practise essay question on this topicTeacher notes on how individuals can take responsibility for their own health and well-beingSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe roles of organisations responsible for in the health and well- being of the Northern Ireland populationStudents should be able to: (cont.)discuss how the World Health Organisation (WHO) contributes to health and well-being;Students use the website of the World Health Organisation to make notes on how it contributes to health and well-being globally. Class discussion. Teacher notes to be learned for testwho.int/en/Teacher notes on what WHO doesdiscuss how the following statutory organisations contribute to health and well- being:Department of Health and Social Services and Public Safety for Northern Ireland (DHSSPSNI);Public Health Agency (PHA); and Health and Social Care Trusts;Students use the websites to make notes on what each of the statutory organisations does to contribute to the health and well-being of the people of Northern Ireland. Class discussion. Teacher notes to be learned for testWebsites of statutory organisations.ukhscboard.publichealth.The website of any Northern Ireland Trust for example: belfasttrust.Teacher notes on roles of eachdiscuss how voluntary organisations contribute to health and well-being of people in Northern Ireland for example Marie Curie, Age NI, Heart and Stroke, Praxis, Childline, Simon Community or Mencap; and Group work- each group is assigned a voluntary organisation that contributes to health and well-being in Northern Ireland and uses its website to research what it does. The group produces a PowerPoint on what the organisation does and presents it to the classWebsites of any voluntary organisations that contribute to health and social care in Northern Ireland for example: .uk.uk/northern-ireland/.ukSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe roles of organisations responsible for in the health and well- being of the Northern Ireland population (cont.)Students should be able to:Individually, students complete practice essay question.uk/ essay question: what voluntary organisations do to contribute to health and well-being using examplesdiscuss how private or commercial organisations contribute to health and well-being, including pharmacies, drug companies, holistic therapists private practitioners, private nursing homes and home care providers.Group work - each group is assigned a private/commercial organisation that contributes to health and well-being in Northern Ireland and uses its website to research what it does. The group feeds back its findings to the classStudents learn notes for testWebsites of private/commercial organisations that contribute to health and well-being. Examples include:carehome.co.ukTeacher notes on how private/commercial organisations contribute to health and well-beingSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesDiscrimination and anti-discriminatory practice in health, social care and early years settingsStudents should be able to:define the terms prejudice and discrimination;Teacher leads discussion of meanings. Students learn definitionsTeacher notes on definitions - based on Mark Schemes for Unit 3 Health and Well-Being (A3H31) - clear emphasis needed on difference between discrimination and poor practicedescribe examples of discrimination and anti- discriminatory practice relevant to:race;beliefs;gender;disability, cognitive ability;mental health and;sexuality;Teacher leads discussion on content of FactfileCCEA Factfile on Discriminatory and Anti-discriminatory Practice, accessed at CCEA websiteSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesDiscrimination and anti-discriminatory practice in health, social care and early years settings(cont.)Students should be able to:analyse how managers may promote anti-discriminatory practice in health, social care and early years settings, for example through:policies such as complaints and whistle blowing;practices such as staff training and supervising staff;setting examples in their own practice; anddirectly challenging discriminatory practices and using disciplinary procedures or reporting staff to their professional bodies; and Students write essay on how managers may provide anti-discriminary practice in Health and Social Care and early years settings.Practice exam question on four ways managers can promote anti-discriminatory practicedemonstrate understanding of how both discriminatory and anti-discriminatory practice can impact on the physical, social and psychological health and well-being of service users.Pair and share - students use case studies to discuss the potential impact of both discriminatory and anti-discriminatory practice on the health and well-being of service usersCase studies produced by teacher (examples can be found in past papers for A3H31)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesExamination preparationStudents should be able to:AllRevision of examination techniqueStudents complete practise examination questionsDraft CCEA GCE Health and Social Care Specimen Assessment Materials (insert link)Past papers for Unit 3 Health and Well-Being (A3H31) may be useful, but please check carefully the requirements of the revised specificationUnit AS 4:Safeguarding ChildrenSpecification: Health and Social CareUnit AS 4: Safeguarding ChildrenPrior Learning: No prior learning requiredAssessment: This unit is internally assessedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPromoting positive development in early years settingsStudents should be able to:identify physical, intellectual, emotional and social developmental norms for a child aged between 1 and 8 years who might attend an early years setting; andTeacher leads discussion to clarify terms early years and early years settingsStudents survey local area to produce a list of early years settingsTeacher leads discussion to clarify the terms physical, intellectual, emotional and social developmental normsGroup work: students are divided into groups (eight if possible). Each group is given a specific age between 1 and 8 years (e.g. 3 years old) and they research the developmental norms for that age. Each group produces a presentation of no more than four slides/pages on the physical, intellectual, emotional and social developmental norms of a child of the specific specific ageEarly years services in the local area e.g. schools, parent and toddler groups, nurseries, playgroups and crèchesChild development texts such asMeggitt, C., 2012, Child Development: An illustrated Guide, Hodder and Stoughton, Londonnhs.uk/Tools/Pages/birthtofive.aspx#closebabycentre.co.uk/a557032/toddler-milestone-charts gk/articles/developmental-milestones-ages-3-through-5/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPromoting positive development in early years settings (cont.)English/ages-stages/toddler/Pages/Developmental-Milestones-3-to-4-Years-Old.aspxhealthlinkbc.ca/healthtopics/content.asp?hwid=ue5316 webmd.children/guide/childhood-milestones-age-6webmd.children/guide/childhood-milestones-age-7gk/articles/developmental-milestones-your-8-year-old-child/Visit to early years setting or work placement in early years settingSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPromoting positive development in early years settings (cont.)Students should be able to:analyse different strategies staff in the particular setting can use to promote physical, intellectual, emotional and social development for a child of the chosen age , for example by: by organising activities; andencouraging interaction.If possible, students complete work placement or visit on early years setting to observe a child aged 1–8 years and to discuss with staff how they work with the child to promote developmentDiscussion and clarification of the requirements of assessment task (A)Students complete assessment task AStudents complete their own notes on activities suitable for a child of the selected ageDiscussion and clarification of the requirements of assessment BStudents complete assessment task BCCEA Factfile: Promoting positive development in early years settingsVisits to early years settings or work placement in an early years setting to observe activities used with children to promote their development or speakers from early years settingsLibrary search or on-line librarySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe influence of theories in early years settingsStudents should be able to:discuss how theories could influence practice in the chosen setting; for example promoting language development, managing behaviour. encouraging learning or settling policies:cognitive development or constructivism (Piaget);social constructivism (Vygotsky);operant conditioning (Skinner);social learning theory (Bandura;)psychosocial development (Erikson); andattachment theories (for example Bowlby).Group work-each group is given one theory to research and then present their findings to the class by producing a summary sheet of the theoryTeacher leads class discussion of how each theory may influence practice in early years settingsStudents complete a worksheet detailing how each theory may influence practice in relevant early years settingsDiscussion and clarification of the requirements of assessment task CStudents complete assessment task CPsychology text books, such as-Flanagan, C., 1996, Applying Psychology to Early Child Development, Hodder and Stoughton, LondonMcIlveen, R. and Gross, R., 1998 , Developmental Psychology, Hodder and Stoughton, London ContentLearning OutcomesTeaching and Learning ActivitiesResourcesUnderstanding abuse Students should be able to:describe types of abuse, for example:physical;sexual;emotional; andneglect; andGroup work-students are divided into groups and prepare a presentation explaining physical, sexual, emotional abuse or neglect and listing the potential indicatorsStudents make notes based on discussion with or presentation by Head of Pastoral Care or Designated Teacher for child protectionStudents make notes based on discussion with or presentation by social worker.uk/preventing-abuse/child-abuse-and-neglect/neglect/what-is-neglect/.uk/preventing-abuse/child-abuse-and-neglect/physical-abuse/ .uk/preventing-abuse/child-abuse-and-neglect/child-sexual-abuse/what-is-csa/.uk/preventing-abuse/child-abuse-and-neglect/emotional-abuse/Visiting speakers for example Head of Pastoral Care, Designated Teacher, social worker or representative from the NSPCCSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesUnderstanding abuse (cont.)Students should be able to:describe potential indicators of abuse in children, for example:indicators of physical abuse such as unexplained bruising or other injuries;indicators of emotional abuse such asbeing aggressive or withdrawn;indicators of neglect constant hunger unkempt appearance; andindicators of sexual abuse such as bruising around genitals frequent urinary infections, or sexual language or behaviour.Teacher leads discussion of case studies of abused childrenDiscussion and clarification of the requirements for statement D (i)Students complete statement D (i)Media articles on abusecreativereview.co.uk/cr-blog/2015/september/powerful-new-nspcc-ad/ safeguardingchildren.co.uk/section-1.html .uk/files/documents/impact_of_abuse_on_health_pdf_wdf73369.pdfrcpsych.ac.uk/healthadvice/parentsandyouthinfo/parentscarers/childabuseandneglect.aspxCase studies of abused children.uk/preventing-abuse/child-protection-system/case-reviews/2014/Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesImplementing safeguarding policies in early yearsStudents should be able to:discuss the safeguarding responsibilities of staff in the chosen early years setting as described in: a child protection policy; and a whistle blowing policy.Teacher explains the term whistle blowingTeacher leads discussion of sample whistle blowing policiesUsing sample whistle blowing policies students draw up a list of the safeguarding responsibilities of staff in early years settingsStudents contribute to teacher-led discussion of the responsibilities drawn upStudents make notes based on discussion with manager or member of staff of a playgroup, nursery, or crècheTeacher leads discussion of the term child protection policy.uk/help_and_advice/pages/whistleblowing.aspxbrookes.ac.uk/student/services/nursery/policies/whistleblowing-procedure.htmlwhistle-blowing-policy/Samples of whistle blowing policiesVisits to local early years settingsWork placement in early years settingCompletion of voluntary work in early years settingSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesImplementing safeguarding policies in early years (cont.)Teacher discusses key elements of school/ college child protection policyIn groups students draw up lists of the safeguarding responsibilities of staff in the school/ collegeTeacher leads class discussion of the list of responsibilities drawn upDiscussion and clarification of requirements of assessment task D (ii)Students complete assessment task D (ii)Copy of school/college child protection policyCopies of child protection policies from early years settingsmillfields.hackney.sch.uk/uploads/ccweb/policies/child-protection.pdf.uk/sample_early_years_safeguarding_and_child_protection_policy.pdf lse.ac.uk/intranet/LSEServices/nursery/regulations/childProtectionPolicy.aspxVisits to early years settingsWork placement in early years settingVoluntary work in early years settingHead of Pastoral Care and Designated TeacherSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors that could put children at risk of abuseStudents should be able to:analyse factors that could increase the risk of child neglect or abuse, for example:child factors, for example age or disability;community and environmental factors, for example poverty, unemployment, social isolation or culture;parent or caregiver factors such as domestic violence, impaired parenting skills, substance misuse, parent history of abuse or lack of attachment; andother family factors such as dysfunctional family relationships or stressful life events; andGroup/paired work-each group is given one factor to research. Students share findings with the class through a short presentationTeacher leads discussion of the range of factorsStudents use case studies of abused children to identify contributing factors. Teacher leads discussion of factors identifiedDiscussion and clarification of the requirements of assessment task EStudents complete assessment task .uk/government/uploads/system/uploads/attachment_data/file/182095/DFE-00108-2011-Childrens_Needs_Parenting_Capacity.pdf.uk/preventing-abuse/child-protection-system/case-reviews/learning/parents-mental-health-problem/.uk/globalassets/documents/research-reports/families-northern-ireland-experiencing-multiple-adversities-report.pdf.uk/globalassets/documents/research-reports/right-safe-disabled-children-abuse-report.pdf.uk/pubs/experiments.phpSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFactors that could put children at risk of abuse(cont.).uk/domestic-violence-articles.asp?section=00010001002200020001&itemid=1262.nz/assets/Publications/130610%20CPAG%20Child%20Abuse%20Report%201%20June%202013.pdfwho.int/violence_injury_prevention/violence/world_report/factsheets/fs_child.pd.uk/globalassets/documents/information-service/factsheet-assessing-parenting-capacity.pdfVisiting speaker e.g. family and childcare social workerDesignated Teacher or Head of Pastoral CareCase studies of abused children –.uk/preventing-abuse/child-protection-system/case-reviews/2014/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPortfolio completionstudents should be able to complete all tasks and submit portfolio of work.Students submit portfolioCompleted assessment tasks A-EReference listCandidate Record SheetUnit AS 5:Adult Service UsersSpecification: Health and Social Care Unit AS 5: Adult Service UsersPrior Learning: No prior learniong requiredAssessment: External written examSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesConcepts relevant to adult service usersStudents should be able to:explain the following concepts commonly used when working with adult service users in health and social care settings:concept of need;adults in need of protection ;disability;empowerment; andperson-centred care.Students conduct internet search to produce definitions of concepts in own words. They contribute to class discussion of meanings. Teacher provides list of definitions for learning for testRichards, J. and Ford, S. ,2010, Complete A-Z Health & Social Care Handbook & Online edition (3rd edition), Hodder & StoughtonRange of GCE Health & Social Care text books.ukSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesIdentifying and meeting the needs of service usersStudents should be able to:demonstrate knowledge and understanding of the physical, intellectual, emotional and social needs associated with adult service user groups (older people and those with physical disabilities, learning disabilities and mental health illnesses); and Students examine own PIES needs with the use of mind mapping Students watch clips from .uk, youtube or television programmes on a range of service users to examine the needs of different service users. They engage in group work to develop notes on importance of meeting one type of need and present their ideas to the classlifeandstyle.uk/socialcaretv/Television documentaries Programmes on YouTubeWeb sites such as Mencap and Praxis provide short films and information that can be useful at .ukTeachers may also wish to invite service users or carers to talk to the studentsdiscuss how these needs may be met and the importance of meeting them.Students complete tables to collate examples of needs and how they can be met- they can draw upon and share examples from placement or from visiting speakers. Confidentiality must be maintainedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesIdentifying and meeting the needs of service users (cont.)Students should be able to:demonstrate knowledge and understanding of the roles of the following practitioners:physiotherapist;speech and language therapist;occupational therapist;GP;psychiatrist;nurses (adult, mental health and learning disability);social workers;home care worker;support worker;care assistant; andadvocate;Students work in small groups to complete presentations on the roles of professional- PowerPoints can be presented and shared with class on VLETeacher discusses exam technique for shorter and longer questions and gives out sample questions for homeworkStudents complete class test on this section of specificationnhscareers.nhs.ukfor clips of professionals talking about their role; YouTube is also usefuldemonstrate an understanding of the concept of reablement, how it differs from traditional home care and its potential benefits;Teacher explains concept of reablement as defined in Transforming Your Care. Students brainstorm the potential benefits based on case studies and teacher collates points for a class handouttransformingyourcare.real-life-stories/ is a useful resource to research this term and a number of articles and clips on social care tv could also be a useful teaching toolSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlanning and providing for adult service usersStudents should be able to:analyse the care planning cycle and how it may be implemented for adult service users, including:assessment;planning;implementation;monitoring;evaluating; andmodifying;Teacher gives students a handout on care planning based on Miller and discusses the process with studentsStudents use case studies from Domiciliary Care Toolkit App on NISCC to develop their understanding of care planning and importance of being person centred Teacher gives students sample care plans accessed online and gives out case studies so students can draw up plans that address service users’ needsMiller, J. 2004, Social Care Practice Hodder & Stoughton a simple overviewAlso in mobile app available through section on values and behavioursdemonstrate knowledge and understanding of the need for change in the provision of health and social care services in Northern Ireland as outlined in Transforming Your Care: A Review of Health and Social Care in Northern Ireland 2011, including:a growing and ageing populationincrease in the prevalence of long- term conditions;increased demand for and over – reliance on hospital beds;clinical workforce supply difficulties; andneed for greater productivity and value for money;Students complete an essay on the care planning cycleStudents work through materials on Transforming Your Care on DHSSPSNI websiteTeacher leads class discussion on key points and distributes handout to be learned for class test.uk/transforming-your-care-review-of-hsc-ni-final-report.pdfNews reports, newspaper articles, you tube, transformingyourcare.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlanning and providing for adult service users(cont.)Students should be able to:demonstrate knowledge and understanding of the potential impact of Transforming Your Care on service provision based on the future model for integrated health and social care;CCEA Factfile Transforming Your Caredemonstrate knowledge and understanding of the content of the following policies that exist in health and social care organisations and how these should enable service users to receive a high standard of care: confidentiality policy; safeguarding adults policy; and whistle-blowing policy;Students bring in copies of policies from their placement setting to share. Students work in groups to research and present information on one policy to share with classStudents use the app Domiciliary Care Toolkit and the NISCC codeTeacher gives notes on NMC code and leads class discussion on how different aspects of the code are adhered to by nursesTeacher gives handout on the purposes of codes for students to learn for class testPolicies can be found on web sites of voluntary, statutory, and private providers, e.g. westerntrust.pdf/Data_Protection_and_Confidentiality_Policy.pdf The CCEA Factfile on Policies for Unit 1 will also provide a useful introduction.uk/standards/code/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlanning and providing for adult service users(cont.)Students should be able to:demonstrate knowledge and understanding of the range of services for adult service users provided bystatutory providers; independent (both the private and voluntary) providers; and informal carers;Teacher divides class into small groups and each researches a different integrated partnership, explaining sectors and range of services provided for service a particular service user group. Students produce a handout to share with class.Students complete class test with questions requiring students to apply knowledge to case studies belfasttrust.services/AcuteMentalHealthInpatientServices.htmfshc.co.uk.u.uk/ec-carers or case study watch?v=8eLPPxUKE7cdemonstrate knowledge and understanding of how statutory, private and voluntary providers are funded;Teacher leads brain shower on how services are funded based on students’ current knowledge. Teacher develops discussion and provides handout for learning for testRange of GCE text books and mark schemes for Unit 5 Adult Service Users A5H51discuss the strengths and weaknesses of service provision by: private providers;statutory providers; and voluntary providers;Group work- students work in small groups to examine the strengths and limitations of a provider. They develop a hand-out to share with classStudents complete class test on strengths and weaknesses of different providersRange of GCE text books and mark schemes for Unit 5 Adult Service Users A5H51Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPlanning and providing for adult service users(cont.)Students should be able to:analyse the role of informal carers and the difficulties they may experience; discuss the strengths and weaknesses of informal care for the adult recipients; andStudents watch a film from social care tv or a documentary about informal carers. While watching they note down what informal carers do and the difficulties they face. Students use these notes to contribute to class discussion. They can also make reference to personal experience where appropriateStudents write essay on the difficulties faced by informal carers.uk/socialcaretv/index.asp.uk/ec-carersnortherntrust.images/NHSCT_Carers_Strategy.pd.uk/northern-ireland/for-professionals/health-social-care/who-cares-events-overview/who-cares-carers/Television documentariesdemonstrate knowledge and understanding of the Carers and Direct Payments Act (Northern Ireland) 2002 and assess its impact on service users and carers.Teacher provides students with a handout on the legislation based on the easy read guide from NI DirectStudents apply the legislation to case studies provided by the teacher.uk/nia/2002/6/contents.uk/carers_directpay_guide_march04.pdf.uk/ec-carers-assessment-information-guidance.pdf.uk/ec_easy_read_guide_to_direct_payments-3.pdf.uk/site/scripts/documents_info.php?documentID=2288Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesExamination PreparationStudents should be able to:All learning outcomesStudents practise examination papersDraft CCEA GCE Specimen Assessment Materials Health and Social Care Questions from past examination papers Unit 5: Adult Service Users may be useful, however please check carefully the requirements of the revised specificationUnit AS 6:Holistic TherapiesSpecification: Health and Social CareUnit AS 6: Holistic TherapiesPrior Learning: No prior learning requirementsAssessment: This unit is internally assessedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesHolistic therapiesStudents should be able to:describe holistic therapies for example:acupuncture;aromatherapy;herbalism;pilates;reflexology; andkinesiology; andTeacher leads discussion to clarify the meaning of holistic therapiesStudents brain shower of range of holistic therapiesVisiting speakers who are practitioners or visits to practices offering holistic therapies can be useful for students to learn about holistic therapies, their uses and safety aspectsPeer teaching: each student is given a holistic therapy to research and produces a fact sheet/powerpoint and gives a presentation to the class.uk/public-sp-31531/what-is-doctor.co.uk/healthy-living/complementary-health/health-benefits-of-reflexology.htmexplore-aromatherapy/about-aromatherapy/what-is-aromatherapytherapy-.uk/articles/herbalism.htmlht-4955/ therapy-.uk/articles/kinesiology.htmlnhs.uk/Livewell/fitness/Pages/pilates.aspxdemonstrate knowledge and understanding of the history, uses and safety aspects of the holistic therapies described.Discussion and clarification of requirements for assessment task AStudents complete assessment task ASpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and treatment of medical conditionsStudents should be able to:describe the use of medical approaches (such as medication, surgery, physiotherapy and giving advice on lifestyle changes) and holistic therapies in treating medical conditions such as:asthma;insomnia;high blood pressure;arthritis;migraines;back pain;depression; andirritable bowel syndrome (IBS);Teacher leads discussion on the term orthodox medicinePrimary research- students interview family/friends to ascertain if any have a medical condition and the treatments used to manage the condition. Class discussion on findingsStudents choose a medical condition and research the available treatments summarising findings in table format using headings- cost, availability, duration and side effectsDiscussion and clarification of requirements for assessment task BStudents complete assessment task Bnhs.uk/conditions/pages/bodymap.aspx?Index=Abupa.co.uk/health-information/directory.uk/guidance/conditions-and-diseases.uk/knowledge-bankarthritis-information/conditions/arthritis/treatments.aspx.uk/guidance/cg90/ifp/chapter/-for-mild-to-moderate-depression Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and treatment of medical conditions (cont.)treatment HYPERLINK " complementary-and-alternative-medicines/complementary-therapies.aspx" arthritis-information/ complementary-and-alternative-medicines/complementary-therapies.aspxnhs.uk/conditions/insomnia/pages/treatment.aspxwebmd.ibs/guide/irritable-bowel-syndrome-treatment-careBloodPressureandyou/Medicinesrcpsych.ac.uk/healthadvice/treatmentswellbeing/complementarytherapy.aspxSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManagement and treatment of medical conditions (cont.)Students should be able to:compare holistic therapies and medical treatments in managing one medical condition, taking into accountcost;availability;duration; and side effects.Teacher leads discussion on the term compare and on use of appropriate vocabulary when comparingGroup work: students work in pairs or small groups to compare the treatment of the medical condition researchedDiscussion and clarification of requirements for assessment task CStudents complete assessment task doctor.co.uk/all-diseases-and-conditions.shtmlLocal pharmaciesFamily membersVisiting speakers e.g. pharmacist, nurse or G.P for preparation work/note taking prepared for assessment tasks Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesEvidence on holistic therapiesStudents should be able to:investigate and describe current trends in using holistic therapies; andTeacher leads discussion of the term trendsGroup work- students discuss current trends in fashion, food, music etc.Teacher leads discussion of research strategies including obtaining primary and secondary data e.g. composing questionnairesDiscussion and clarification of the requirements for assessment task D (i)Students complete assessment task D(i)ark.ac.uk/publications/updates/update50.pdf about-cancer/cancers-in-general/treatment/complementary-alternative/about/why-people-use-complementary-or-alternative-therapies .uk/information-support/drugs-and-treatments/complementary-and-alternative-therapy/ .uk/what-is-ms/treatments-and-therapies/alternative-therapies blog/ten-complementary-therapies-that-can-help-children-0528124 Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesEvidence on holistic therapies (cont.)Students should be able to: .uk/knowledge-bank-treatment-and-medicines-complementary-therapies doctor.co.uk/healthy-living/complementary-health/gps-using-complementary-and-alternative-therapies.htmevaluate the effectiveness of holistic therapies using a minimum of three sources, including at least one secondary source such as:research reports;journals and outcome studies;media articles and reports; andprimary sources such as service users and practitioners.Teacher leads discussion to clarify understanding of the term evaluationStudents obtain opinions by undertaking both primary and secondary researchDiscussion and clarification of requirements for assessment task D(ii)Students complete assessment task D (ii) ContentLearning OutcomesTeaching and Learning ActivitiesResourcesEvidence on holistic therapies (cont.)pulsetoday.co.uk/clinical/more-clinical/complementary-medicine/little-evidence-for-most-complementary-medicines-in-arthritis-finds-review/20001534.article#.VeCoWPlVikodont-dismiss-the-role-of-complementary-therapy-in-healthcare/5038912.articlebbc.co.uk/news/health-20937753why_use_complementary_therapies/benefits_of_complementary_therapies/patient_case_studies.htmltelegraph.co.uk/men/active/mens-health/10820305/Why-complementary-medicine-works-a-GPs-view.html.uk/final_report_from_smr_on_the_cam_pilot_project_-_may_2008.pdfService users/clientsHolistic therapy practitionersHealth care professionalSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesUse of holistic therapies in health and social care settingsStudents should be able to:demonstrate knowledge and understanding of how holistic therapies are used in settings, such as: residential or nursing homes;hospices and hospitals;day centres; andGP surgeries; andTeacher leads class discussion to identify range of settings that may use holistic therapiesStudents undertake research to identify settings using holistic therapiesVisits to health and social care settings e.g. care homes for the elderly and service users with learning difficulties or mental health problems, day centres, hospices, and GP practicesOrVisiting speakers/practitioners to discuss use of holistic therapies in a settingCCEA Factfile: Use of holistic therapies in health and social care settingsHealth and social care and settingsPractitioners and managers of health and social care settings.uk/help/terminal-illness/wellbeing/complementary-therapies babycentre.co.uk/a1027876/complementary-therapies nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/complementary-and-alternative-medicine-(cam)/ .uk/site/scripts/documents_info.php?documentID=doctor.co.uk/healthy-living/complementary-health/gps-using-complementary-and-alternative-therapies.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesUse of holistic therapies in health and social care settings (cont.)Students should be able to:assess the benefits of holistic therapies for service users in one chosen setting; andStudents undertake research on the benefits of holistic therapies for service usersDiscussion and clarification of the requirements of assessment task EStudents complete assessment task ECCEA Factfile: Use of holistic therapies in health and social care settingsPractitioners and managers of health and social care settingsabout-cancer/cancers-in-general/treatment/complementary-alternative/about/why-people-use-complementary-or-alternative-therapies peoples-experiences/mental-health/mental-health-ethnic-minority-experiences/complementary-alternative-medicine-cam why_use_complementary_therapies/benefits_of_complementary_therapies/patient_case_studies.html Managers and practitioners from health and social care settingsService users who have used holistic therapiesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPortfolio completionStudents should be able to:complete all tasks and submit portfolio of work.Students collate and submit portfolioCompleted assessment tasks A-E;Reference list;Candidate record sheetUnit AS 7:Understanding the Physiology of Health and IllnessSpecification: Health and Social CareUnit AS 7: Understanding the Physiology of Health and IllnessPrior Learning: No prior learning requiredAssessment: External written examinationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCells and tissuesStudents should be able to:describe the structure and function of an animal cell to include the following:cell membrane;--nucleus and nucleolus;mitochondria;ribosomes;rough and smooth endoplasmic reticulum;Golgi apparatus(Golgi body)vesicles; and lysosomes;Students view video animation to visualise the structures in the animal cellStudents view this animal cell crash course animated video to allow them to visualise the structures inside a cellStudents view both diagrammatic and microscopic images of cell organelles with narration on their function. Students label the parts of the cell required by the specificationStudents download the app icell (supported on apple and android) and visit interactive websites and produce a table of the organelles required by specification and their functionwatch?v=Ao9cVhwPg84 watch?v=cj8dDTHGJBY watch/?v=rABKB5aS2ZgHand- out on the structure and function of the component parts of an animal cell.AS Biology textbooks.Mark Schemes for Unit 14: Understanding Human Physiology (A3H71) can be used to produce hand-outClass testSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCells and tissues(cont.)Students visit website and use QR codes to find the information on cell organellesStudents complete drag and drop animal cell labelling activityStudents compete drag and drop activity to test understanding of the functions of organellesStudents view images of cells.Students learn the cell songGroup work- define the structure and function of one component part of an animal cell. Feedback to class groupStudents learn notes on the structure and component parts of an animal cell. Students complete worksheet and practise exam questions. Students complete class testDiagram of the cell icell app (available to download from apple and google play) ~ekimmel/drag_gr11/organell.htm cells.htmlscienceinsong/cells.htmgraphics/biology/organelles_info_quiz.pdfSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCells and tissues(cont.)Students should be able to:describe how cells can be specialised into the four main types of tissue and their functions:epithelial;connective;muscle; andnervous.Teacher leads discussion to explain that cells group together to form four main types of tissueStudents make drawings of these tissues as viewed under the light microscopeStudents view images of the four main types of tissueTeacher leads discussion on the structure and function of the tissue typesStudents use this website to produce a table showing the different types of tissue, their position in the body and their functionStudents view image of epithelial tissue.Students complete worksheet on muscle tissues. Students use jpeg file to extract the information on function of epithelial cells.Students find images of the motor, sensory and association neuronesStudents learn notes on structure and function of tissue types.Students complete exam questions from past papers slides of epithelial, connective, muscle (striated, smooth and cardiac) and nervous tissue biosci/ap/ap_prep/bioG1.html catalog/system/scans/5052/original/101731_0026.jpg?1359210740 worksheet/article/inside-out-anatomy-muscles/ Google imagesHand-out notes on the structure and function of epithelial, connective, muscle and nervous tissue types.As Biology textbooks.Mark Schemes for Unit 14 (A3H71) can be used to produce hand-out.Past papers for A3H71Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe nervous system Students should be able to:demonstrate knowledge and understanding of the organisation and function of the nervous system to include differentiation between the central nervous system (CNS) including brain and spinal cord and peripheral nervous system (PNS) including the autonomic and somatic systems;Students view video as an introduction to the complexity of the human bodyTeacher leads discussion on the structure of the nervous system as having 2 main divisions, the central nervous system (CNS) and the peripheral nervous system (PNS)Students view video on the organisation and function of the nervous systemStudents learn notes and answer practice questions from past papersStudents complete class test watch?v=GCn_OUZstIY watch?v=x4PPZCLnVkA&feature=youtu.be notes on the organisation and function of the nervous system. Mark Schemes for Unit 14 (A3H71) can be used to produce notes.AS Biology textbooksClass testSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe nervous system (cont.)Students should be able to:identify the major areas of the brain and explain their functions: the cerebellum;cerebrum;thalamus;hypothalamus;pituitary gland; andmedulla oblongata (brain stem);Students label a diagram of the brain by visiting a labelled diagram at the back of the room (only allow two visits). Peer assessment to verify knowledge. Group work-students research the functions of one part of the brain using textbooks/internet and produce a PowerPoint to present to the classTeacher leads discussion summarising the functions of the major areas of the brain. Pupils complete table on major areas of brain and their functionsStudents learn notes from table and answer practice questions from past papersLabelled diagram of the brain and blank copies for students AS Biology text booksBlank table of major areas of the brain and their functionPast papers for A3H71Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe nervous system (cont.)Students should be able to:identify the structure and function of the reflex arc to include neurotransmission across a synapse;Teacher leads discussion to explain the difference between voluntary and reflex reactionsStudents access this website to produce a table of comparison of reflex and voluntary reactionsStudents investigate their own reflex reactions by doing a ruler drop test with eyes open and closedStudents play online game to allow them to test their own reflexes by ‘shooting the sheep’Students view animation on the difference between voluntary and reflex reactions and the nerves involved in a reflex arcStudents view the interactive animation stage by stage and make a flow diagram of the transmission along a reflex arc Students view animations and video to visualise synaptic transmissionStudents learn notes and complete class testbiotopics.co.uk/newgcse/voluntaryReflex.html Meter rulerbbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf .uk/page/modules/nervoussystem/nervous5.cfm bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/brain_mind/informationrev2.shtml AS Biology text books.Teacher notes on structure and function of the reflex arc including neurotransmission across a synapse. Mark Schemes for Unit 14 (A3H71) can be used to produce notesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe nervous system (cont.)Students should be able to:compare transmission along a neurone with transmission across the synapse; andStudents learn notes and complete exam questionsTeacher notes comparing transmission along a neurone with transmission across the synapseAS Biology text booksdescribe the physiological causes of the following disorders:multiple sclerosis(MS);paraplegia and quadriplegia; and stroke.Students view animation on the physiological cause of MSStudent view video by a paraplegic explaining his storyStudents view animation explaining strokesStudents use website to research the difference between ischemic and haemorrhagic strokeStudents learn notes and complete exam questionsms.htmlwatch?v=n022X2wOj5c nhs.uk/Video/Pages/Strokeanimation.aspx?searchtype=Search&searchterm=stroke&offset=1& Hand-out notes on causes of MS, paraplegia, quadriplegia, strokeSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe endocrine systemStudents should be able to:demonstrate knowledge and understanding of: the inter-relationship between the nervous system and the endocrine system; the differences between the nervous and endocrine systems; Students watch video and produce a table comparing the nervous system and endocrine systemsStudents learn notes and complete exam questionswatch?v=myrr_hPf4fs As Biology text booksTeacher notes on the inter-relationship between the nervous and endocrine systems and the differences between them.Mark Schemes for Unit 14 (A3H71) can be used to produce hand-outdemonstrate knowledge and understanding of the main glands of the endocrine system, the hormones they release and their function, including: pituitary, thyroid, adrenal, pancreas and gonads (ovaries and testes); andTeacher leads discussion to clarify term hormone and to ensure understanding that hormones are released by glandsStudents complete labelling exercise of the main organs of the endocrine system using a drag and drop animation Students complete activity matching hormones with the glands they are released fromStudents complete worksheets on the endocrine system by abpi.Students complete table of the main glands, the hormones they secrete and their action on the body using biology text books/internet ~ekimmel/drag_oa/endo.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe endocrine system(cont.)Students should be able to:describe the physiological causes of type I and type II diabetes.Students watch video and take notes explaining why the body needs insulinStudents watch video and take notes explaining what happens to glucose when eatenStudents complete worksheet to show how blood sugar normally is controlled by insulin and glucagon.Students learn notes and complete exam questionswatch?v=ae_jC4FDOUc watch?v=Qi6LYIhlFdw worksheets/feedback_loops.html Hand -out notes on the physiological cause of Type 1and Type 2 diabetesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe digestive systemStudents should be able to:demonstrate knowledge and understanding of the structure and function of the main organs in the digestive system to include: the mouth; salivary glands; oesophagus;stomach; ileum (including villi and microvilli);large intestines;pancreas;liver; and gall bladder; and Teacher leads discussion showing the main organs of the digestive systemStudents complete drag and drop activities and the build a body activityStudents label a diagram of the digestive systemStudents conduct research to produce a table of the main organs of the digestive system and their functionTeacher leads discussion summarising the main organs and their functionStudents learn notes and practise exam questionsStudents view PNG of tissues in stomach Pupils view prepared slides under the light microscope and make drawings of the layers viewedStudents complete labelling exercise of a cross section of the ileum to include villi and microvilliTeacher leads discussion around the features that will make absorption of the products of digestion fasterStudents print PNG of the structures of the ileumModel body .uk/page/modules/dietanddigestion/diet10.cfm .au/resources/flash/flash_digestiveDD100.html games/buildabodydigestivesystem/ AS Biology textbooks and student selected websites~jeroy/FOV1-00031B8D/S028DCB8E.2/32211_101332_5.gif?src=.PNG Prepared slides of the ileum Hand-out notes summarising the structure and function of the main organs of the digestive system~jeroy/FOV1-00031B8D/S028DCB8E.3/32211_101710_6.gif?src=.PNG Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe digestive system (cont.)Students should be able to:describe the physiological causes of the following disorders: chronic and acute pancreatitis; cirrhosis of the liver; and stomach ulcers.Students view videos and make notes on the physiological causes of both acute and chronic pancreatitis. Students view animations and make notes on the development of cirrhosis of the liverStudents view animation and make notes on the development of a stomach ulcerStudents view video of an endoscopy of a patient with a stomach ulcer Student research the factors that contribute to each of these conditions and make notesStudents learn notes and complete exam questionswatch?v=w7Nq9uQJOXE – chronic watch?v=inRSjh3bHPg – acute watch?v=JFedMDtPldw watch?v=ioxyO2WPhLQ watch?v=5mD4cW-71sQ watch/?v=SWMWsOXlBwESpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe urinary systemStudents should be able to:identify the two main roles of the urinary system as excretion and osmoregulation;Teacher leads discussion on excretion and osmoregulationStudents learn notesAS Biology textbooksTeachers notes on roles of urinary system as excretion and osmoregulationdemonstrate knowledge and understanding of the structure and function of the main organs of the urinary system to include:the structure of the kidney nephron;the function of the kidney nephron, including filtration, re-absorption and secretion; andthe role of the anti-diuretic hormone in osmoregulation; andStudents make drawings of the urinary system from a model body and use text books to name main organs. Students view this crash course in the urinary system as an introduction to the topic.Students conduct research to produce notes on the main organs of the urinary systemStudents download worksheets and identify the parts of the urinary system and their functionsStudents view animation and make notes on the structure and functions of the kidney nephron under headings of filtration, re-absorption and secretionStudents complete quiz to test knowledge of the structure of the kidney nephronStudents learn notes and complete practice exam questionsModel bodywatch?v=WtrYotjYvtU kscience.co.uk/animations/kidney.htm Teacher notes summarising the urinary systemSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThe urinary system (cont.)Students should be able to:describe the physiological causes of:renal failure incontinence.Students watch this video and make notes on the causes of renal failure and the effects on the bodyStudents access website to produce notes on the different types of incontinence Students view video explaining the normal physiological mechanism of urination and what happens when someone becomes incontinentStudents produce summary sheet on causes of renal failure and incontinencewatch?v=BodnYcHGtiA nhs.uk/Conditions/Incontinence-urinary/Pages/Causes.aspx watch?v=3KRhhxVfGH0Water balancedefine the concept of dehydration; andStudents access website to produce a definition of dehydration and the possible causes of the conditionnhs.uk/conditions/Dehydration/Pages/Introduction.aspxnhs.uk/Conditions/Dehydration/Pages/Causes.aspxnhs.uk/Conditions/Dehydration/Pages/Causes.aspxwatch?v=AujXYEabz3Udemonstrate knowledge and understanding of the causes and potential impact of dehydration.Students view video and produce a summary sheet on the potential impact off dehydration.Students learn notes and complete practice exam questionsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesImpact of disorders on individualsStudents should be able to:assess the potential impact for each of the disorders of the nervous, endocrine, digestive, and urinary systems on individuals, including :work; income; leisure; diet; education; and relationships. Students view videos and make notes on impact of disorder on an individual’s lifestyleTeacher leads discussion to prepare students for visit.Students prepare questions on required aspects of work, income, leisure, diet, education and relationships for visitGroup work-students use a range of sources to research the impact of one disorder on an individual. They use this and their own ideas to produce a hand-out on how this order impacts on the income, work, leisure, diet, education and relationships of an individual. They share this with the larger class groupTeacher leads discussion to re-enforce learningStudents complete practice exam questionsNHS video site (provides stories of people who have the following disorders):type I and type II diabetes; chronic and acute pancreatitis; cirrhosis of the liver; and stomach ulcersrenal failure andincontinenceIndividuals who have the conditions, for example, family, friends, relations or staff members who are prepared to share their experiencesVisiting speakers, for example, health care professionals (some pupils may have family members who are a nurse or doctor and may be prepared to visit the class or past pupils who are in the caring profession may also be a resource)nhs.uk/video/Pages/MSrealstory.aspx nhs.uk/conditions/multiple-sclerosis/pages/saras-story.aspx Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesImpact of disorders on individuals (cont.).ukhealth/multiple-sclerosis/effects-on-the-body nhs.uk/Conditions/paralysis/Pages/recommendations.aspx mirror.co.uk/news/real-life-stories/claire-lomas-inspiring-story-life-1879107 mirror.co.uk/news/real-life-stories/claire-lomas-inspiring-story-life-1879107 nhs.uk/Conditions/Stroke/Pages/Jimstory.aspx.uk/Guide-to-diabetes/ nhs.uk/Conditions/Diabetes/Pages/Diabetes.aspx understand-your-body-pancreas/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesImpact of disorders on individuals (cont.)nhs.uk/conditions/Pancreatitis-chronic/Pages/Introduction.aspx - Stephanie, 24 years of age suffering from chronic pancreatitis nhs.uk/Conditions/Pancreatitis/Pages/Causes.aspx nhs.uk/video/pages/cirrhosis-phils-story.aspx - Phil’s story : a young man suffering from cirrhosis due to alcohol abuse nhs.uk/conditions/peptic-ulcer/pages/introduction.aspxnhs.uk/Conditions/Incontinence-urinary/Pages/Introduction.aspx nhs.uk/Video/Pages/Urinaryincontinence.aspx?searchtype=Tag&searchterm=Urinary_Kidneys&.uk/res/coResourceImport/modules/homeostasis_kidneys/fullscreenflash8-1.cfm nhs.uk/Conditions/Kidney-disease-chronic/Pages/Kalwants-story.aspx .uk/HDanim.phpSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesExamination Preparation CCEA GCE Health and Social Care SpecimenAssessment Materials (insert link)Past papers for Unit 14 Understanding Human Physiology may be useful, but please check carefully the requirements of the revised specification ................
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