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CCEA Planning Framework for GCSE Health and Social Care



GCSE Health and Social Care

Contents Page

Introduction: Unit 1 1

Unit 1: Personal Development, Health and Well-Being 7

Unit 2: Working in the Health, Social Care and Early Years Sectors

21

Introduction: Unit 2 23



Introduction: Unit 1The purpose of this Planning Framework is to support the teaching and learning of GCSE Health and Social Care Unit 1: Personal Development, Health and Well-Being. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Health and Social Care Unit 1: Personal Development, Health and Well-Being:The following skills are assessed in GCSE Health and Social Care Unit 1: Personal Development, Health and Well-Being: Analysing issues and problems; Identify, gathering and recording relevant information and evidence; Analysing and evaluating evidence; Planning and carrying out practical activities; Making reasoned justifications and presenting conclusions; and Evaluating outcomes.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents may be given opportunities for further development of Communicationcommunicate meaning, feelings and viewpoints in a logical and coherent manner, for example by completing extended response questions; make oral and written summaries, reports and presentations which

take account of audience and purpose, for example by writing a description of development during the life stages;

participate in discussions, debates and interviews, for example discussion on the impact of unhealthy relationships on a child’s development;

explore and respond, both imaginatively and critically, to a range of texts, for example, completion of extended responses in exam preparation.

Using MathematicsStudents may be given opportunities for further development of Using Mathematics use mathematical language and notation with confidence, for example

by analysing centile charts and calculating BMI;

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use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example, calculating alcohol units;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example managing the cost of marriage or emigration;

interpret and analyse a wide range of mathematical data, for example analysis of centile charts for development during infancy and childhood, analysis of height and weight charts;

assess probability and risk in a range of simulated and real-life contexts, for example financial implications of redundancy or unemployment; and

present mathematical data in a variety of formats which take account of audience and purpose, for example graphical representation of physical growth in infancy, childhood and adolescence.

Using ICTStudents may be given opportunities for further development of Using ICT

Students should be able to make effective use of information and communication technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online on life changes and patterns of development in the life stages.

Thinking Skills and Personal Capabilities at Key Stage 4Problem SolvingStudents should be able to: identify and analyse relationships and patterns, for example the

expected patterns of development in the life stages; reason, form opinions and justify their views, for example by

considering how a range of factors may affect an individual’s self-concept;

analyse and evaluate multiple perspectives, for example understand the importance of the values of care for staff and service users;

explore unfamiliar views without prejudice, for example by taking part in a class discussion on how gender, sexual orientation and culture or ethnicity may affect self-concept;

weigh up options and justify decisions, for example in completion of responses to examination questions; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example explore a range of options in exploring the support available to help individuals cope with life changes.

Working with Others

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Students may be given opportunities for further development of Working with Others learn with and from others through co-operation, for example use

appropriate language and respect the views of others when taking part in group discussions on range of topics for example, alcohol misuse;

participate in effective teams and accept responsibility for achieving collective goals, for example identify what members of a group need to do to prepare a wall display on how behavioural factors may affect development; and

listen actively to others and influence group thinking and decision making, taking account of others’ opinions, for example put forward a justified argument to support their views on factors affecting self – concept.

Self ManagementStudents may be given opportunities for further development of Self-Management plan work, for example prepare resources to show development

through the life stages; set personal learning goals and targets to meet deadlines, for example

set goals for examination performance in line with the target setting policy of the school;

monitor, review and evaluate their progress and improve their learning, for example self-evaluate responses to practice exam questions and past papers identify weaknesses and seek support required; and

effectively manage their time, for example meet deadlines set by teachers and work systematically in an organised way to complete teacher set activities such as homework and practice examination questions.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Students may be given opportunities for further development of Thinking Skills and Personal Capabilities of Managing Information and Creativity. ask focused questions for example in interviewing visiting speakers

such as health, social acre or early years practitioners; select, classify, compare and evaluate information for example when

reviewing physical, intellectual, social and emotional aspects of development;

use a range of methods for collating, recording and representing for example developing a resource on how life changes may impact on an individual;

communicate with a sense of audience and purpose for example giving a presentation on how behavioural factors may impact on physical, intellectual emotional and social health and well-being;

seek out questions to explore and problems to solve; for example finding out how life changes may affect individuals;

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learn from and value other people’s ideas; for example from interviews with service users or practitioners;

see opportunities in mistakes and failures; for example through self and peer evaluation; and

experiment with different methods, for example, investigating how physical factors such as chronic illnesses affect health and well-being.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

Assessment for Learning

Where reference is made to past paper and exam questions throughout this planning framework, teachers will recognise opportunities for formative assessment activities.

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Health and Social Care Unit I Personal Development Health and Well Being specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options. Makes reference to supporting resources.

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Unit 1Personal Development, Health

and Well-Being

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Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Human development

Students should be able to:

identify the main life stages and the age range of each:– infancy (0–3

years);– childhood (4–10

years);– adolescence (11–

18 years);– early adulthood

(19–39 years);– middle adulthood

(40–64 years); and

– later adulthood (65+ years); and

Matching activity – students match individuals in a case study of a family with the life stages.

Timeline/poster – students create a pictorial timeline labelled with the life stages and ages or a poster showing the same.

Learning – students learn the stages and ages.

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analyse the expected patterns of physical, intellectual, emotional and social development in each life stage.

Discussion on the meaning of the terms ‘development’, ‘expected patterns’ and ‘physical, intellectual, emotional and social development’ and process word ‘analyse’.

Comm – T & L

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Unit/Option content


Content


Human development (cont.)


Research – students can use a range of sources (internet and text) to find out the expected patterns of development (PIES) across the life stages and record their information on a grid for each stage. They can summarise their findings for each stage in a variety of formats e.g. booklets, information sheets, posters. Group work or ‘think pair share’ can be used for some of this research with students sharing their findings and designing the materials together.

Teacher handout – students learn teacher’s handout on the key aspects of physical, intellectual, emotional and social development at each life stage.

Class test – students practise exam questions.

UICTWO

SM

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Unit/Option content


Content


Factors affecting health and well-being


define the term health and well‐being;

Discussion of the meaning of health and well-being including physical, social and emotional well-being.

Comm

analyse how the following behavioural factors may affect physical, emotional and social health and well‐being:– physical

activity/lack of physical activity;

– healthy/unhealthy diet;

– smoking;– alcohol misuse;

and– illegal drug use;

and

Group work – allocate one behavioural factor to each group of students to research using the health promotion materials available atwww.publichealth.hscni.net/ (scroll down to see list of health promotion websites at the bottom of the web page). Where the material focuses largely on physical health, students could discuss their own ideas on the impact on social and emotional health and well-being. Each group could present their findings to the class after producing a PowerPoint or Prezi presentation.

Sample exam questions on behavioural factors.

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Comm – T & L

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


Unit/Option content


Content


Factors affecting health and well-being (cont.)


analyse how the following environmental factors may affect physical, emotional and social health and wellbeing:– pollution;– occupational

hazards; and– geographical

location.

Research – students are asked to find one news item, leaflet or information relevant to the environmental factors listed – pollution, occupational hazards or geographical location. Examples are DEFRA information on air pollution available at

https://uk-air.defra.gov.uk/air-pollution/effects A news article on a death on a farm in Northern

Ireland through working with slurry available at www.bbc.co.uk/news/uk-northern-ireland-37662604

A BBC news article on slow ambulance response times in rural areas available at http://news.bbc.co.uk/1/hi/england/8398665.stm

Students should make notes on the physical, emotional and social effects on health and well-being. They should summarise their information and share it with the class.

Sample exam questions on environmental factors.

Discussion on the meanings of the terms ‘chronic illness and disease’ and ‘genetically inherited

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Comm – W, R

Comm – T & L

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http://www.bbc.co.uk/news/uk-northern-ireland-37662604


Unit/Option content


Content


conditions’.

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Unit/Option content


Content




analyse how the following physical factors may affect physical, emotional and social health and well‐being:– chronic illness or

disease (to include type II diabetes, osteoporosis, coronary heart disease, dementia and asthma); and

– genetically inherited conditions (to include Duchenne’s muscular dystrophy and

Visiting speakers – health practitioners (past pupils or parents who work in the sector) who work with people with these illnesses/diseases/conditions or individuals who live with these illnesses/diseases/conditions may talk to students about their effects on physical, emotional and social health and well-being.Video material about individuals living with these conditions, for example ‘Living with Type 2 Diabetes’ available at

www.youtube.com/watch?v=mfkre2vWJv8 ‘Life with osteoporosis’ available at

www.youtube.com/watch?v=v3IqoHHiaeo ‘British Heart Foundation – I hate heart disease,

Leo's story’ available at www.youtube.com/watch?v=kQ-g8kvlKcA

‘Living with dementia – the Wilsons' story – Alzheimer's Society’ available at www.youtube.com/watch?v=4YZDJlcyq-4

‘Asthma UK, Olivia’s Story’ available at www.youtube.com/watch?v=by_yRPi0YMs

‘Love on the Transplant List’ about cystic fibrosis

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http://www.youtube.com/watch?v=by_yRPi0YMs

http://www.youtube.com/watch?v=4YZDJlcyq-4

http://www.youtube.com/watch?v=kQ-g8kvlKcA

http://www.youtube.com/watch?v=kQ-g8kvlKcA

http://www.youtube.com/watch?v=v3IqoHHiaeo

http://www.youtube.com/watch?v=mfkre2vWJv8


Unit/Option content


Content


cystic fibrosis); and

available at www.youtube.com/watch?v=V--DNTRZAko

‘Tom’s story: Duchenne muscular dystrophy’ available at www.youtube.com/watch?v=VWL2oGDeiKA

Students watch the videos, take notes on the impact on physical, emotional and social health and well-being and discuss their points in class.

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http://www.youtube.com/watch?v=VWL2oGDeiKA

http://www.youtube.com/watch?v=VWL2oGDeiKA

http://www.youtube.com/watch?v=V--DNTRZAko

http://www.youtube.com/watch?v=V--DNTRZAko


Unit/Option content


Content




Research – students conduct internet research using websites such as www.nhs.uk and the websites of voluntary organisations such as The Alzheimer’s Society available at www.alzheimers.org.uk/info/20028/contact_us/833/northern_ireland to further their knowledge and understanding of the physical, emotional and social effects of these physical factors. Students make notes organising the information into these three categories.

analyse how the following socio‐economic factors may affect physical, emotional and social health and well-being:– culture and

ethnicity;– income;– housing

conditions; and

Sample exam questions on physical factors.Discussion on the meanings of the terms ‘socio-economic factors’ and ‘culture and ethnicity.Group work – allocate one socio-economic factor to each group of students to research using a variety of sources of their own choice. Encourage students to look for both positive and negative aspects e.g. both high and low income. Students organise their information on their factor into the impact on social and emotional health and well-being. Each group could present their findings to the class after producing a

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http://www.alzheimers.org.uk/info/20028/contact_us/833/northern_ireland

http://www.alzheimers.org.uk/info/20028/contact_us/833/northern_ireland

http://www.nhs.uk/


Unit/Option content


Content


– employment or unemployment.

PowerPoint or Prezi presentation.Sample exam questions on socio-economic factors.Revision of all factors affecting health and well-being.Class test on all factors – following revision, students practise questions under exam conditions.

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Unit/Option content


Content


Relationships Students should be able to:

identify and describe the different types of relationship an individual may have in cultural contexts:– family;– friendships;– intimate or

sexual; and– working;

Fact file – students work through CCEA Fact file on Relationships and carry out all the suggested research and activities.

Case studies on relationships and their effects and sample exam questions on relationships.

evaluate how relationships may have a positive influence on an individual’s social and emotional development;

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Unit/Option content


Content


Relationships (cont.)


evaluate the effects of unhealthy or abusive relationships on an individual’s physical, intellectual, emotional and social health and well‐being, to include:– child abuse

(physical, emotional, sexual and neglect);

– domestic violence;

– bullying at school or work.

Class test on relationships following revision, students practise questions under exam conditions.

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Unit/Option content


Content


Self–concept Students should be able to:

explain the term self‐concept;

Fact file – students work through CCEA Fact file on Self-Concept and carry out all the suggested research and activities.

Case studies illustrating how the different factors affect individuals’ self-concept.

Sample exam questions on self-concept.

UICTSM

demonstrate knowledge and understanding of the following factors that may affect self‐concept:– age;– appearance;– culture and

ethnicity;– disability;– education;– employment;– gender;– relationships;– sexual

orientation; and– unemployment.

evaluate how these Class test on self-concept.

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Unit/Option content


Content


factors may influence an individual’s self-concept.

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Unit/Option content


Content


Major life changes and sources of support


assess how the following life changes may affect an individual’s physical, intellectual, emotional and social development:– birth of a sibling;– starting school;– starting college,

university or work;

– getting married or moving in with a partner;

– becoming a parent;

– serious illness or injury;

– separation or divorce;

Discussion on the meaning of term ‘life changes’.

Fact file – students work through the CCEA Fact file on Taking on a Caring Role and carry out all the suggested research and activities.

Research – students work in groups to research one of the other life changes and produce their own Fact File, based on the one they have just studied, that assesses the potential effects on an individual’s

physical, intellectual, emotional and social development; and

explores the types of support available from the statutory, private, voluntary and informal sectors and self‐help groups.

Students work through examples of individuals experiencing the life changes. Students work sample example questions.

Comm – T & L

UICTSM

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SM

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Unit/Option content


Content


– moving house;– death of a loved

one;– retirement;– redundancy;– immigration or

emigration; and– taking on a caring

role.

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Unit/Option content


Content


Major life changes and sources of support (cont.)


demonstrate knowledge and understanding of the support that individuals coping with life changes can expect from these sectors:– statutory;– private;– voluntary;– informal; and– self‐help groups;

and

Research – students work in groups to research the support offered by the sectors and feedback to the class, for example how the Citizen Advice Bureau (voluntary sector) helps people to cope with redundancy or how statutory services support an individual coping with a serious illness or injury.

Discussion – pupils recall and discuss the support received from the sectors when they themselves, family or friends were coping with life changes.

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apply their knowledge and understanding of the support available from the sectors above to individuals

Visiting speakers – representatives/practitioners from a range of services may be invited to discuss the support their organisation offers to support individuals coping with life changes.

Comm – W, R

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Unit/Option content


Content


coping with life changes;

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Unit/Option content


Content


Major life changes and sources of support (cont.)


demonstrate knowledge and understanding of the following types of support the above sectors offer:– emotional

support;– advice and

information;– practical help;– medical care; and– social care; and

apply their knowledge and understanding of the types of support listed above to individuals coping with life changes.

Students complete a class test on life changes and support.

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Unit/Option content


Content


Resources CCEA Fact File on RelationshipsCCEA Fact File on Self-ConceptCCEA Fact File on Taking on a Caring RoleMeggitt, C., 2012, Child Development: An Illustrated Guide Birth to 19 Years, HeinemannRichards, J, 2006, Caring for people A Lifespan Approach, Nelson Thornes

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Unit 2Working in the Health, Social

Care andEarly Years Sectors

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Introduction: Unit 2The purpose of this Planning Framework is to support the teaching and learning of GCSE Health and Social Care Unit 2 Working in the Health, Social Care and Early Years SectorsThe Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Health and Social Care Unit 2 Working in the Health, Social Care and Early Years Sectors

The following skills are assessed: Analysing issues and problems; Identify, gathering and recording relevant information and evidence; Analysing and evaluating evidence; Planning and carrying out practical activities; Making reasoned justifications and presenting conclusions; and Evaluating outcomes.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents may be given opportunities for further development of Communication communicate meaning, feelings and viewpoints in a logical and

coherent manner, make oral and written summaries, reports and presentations which

take account of audience and purpose, for example by giving a presentation on the job role of a practitioner;

participate in discussions, debates and interviews, for example by debating the lack of resources within care services; or interviewing a service user on the barriers they experienced when accessing a care service; and

interpret, analyse and present information in oral, written and ICT format, for example by analysing the integrated health and social care services.

Using MathematicsStudents may be given opportunities for further development of Using Mathematics use mathematical language and notation with confidence, for example

by investigating the funding of the private and voluntary sectors;

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use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example, calculating the cost of private health care services; and calculating transport costs or distance to access health, social care and early years services;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example calculation of the most cost effective way of accessing health and social care and early years services (comparing using a car to using public transport);

assess probability and risk in a range of simulated and real-life contexts, for example understand the high cost that may be incurred when receiving care or support from the private sector (further treatment and appointments);

present mathematical data in a variety of formats which take account of audience and purpose, for example tables comparing salaries of health, social care and early years workers.

Using ICTStudents may be given opportunities for further development of Using ICT

effective use of information and communication technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online, preparation and completion of controlled assessment and presentations on job roles.

Thinking Skills and Personal Capabilities at Key Stage 4Problem Solving

Students may be given opportunities for further development of Problem Solving propose justified explanations, for example use findings of primary

and/or secondary research to justify the choice of services provided by the integrated care partnership;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example by examining literature produced by health, social care and early years services to advertise the support they offer;

weigh up options and justify decisions, for example presentation on the services offered by a voluntary organisation justifying the format used, identifying strengths and weaknesses and suggestions for improvement; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example explore a range of presentation options for the controlled assessment task and identify the pros and cons of each and justify choice.

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Working with OthersStudents may be given opportunities for further development of Working with Others

learn with and from others through co-operation, for example use appropriate language and respect the views of others when taking part in group discussions on range of topics for example, the application of the care value base, safeguarding and the needs of service users;

listen actively to others and influence group thinking and decision making, taking account of others’ opinions, for example put forward a justified argument to support their views on the integrated care partnership.

Self Management

Students may be given opportunities for further development of Self-Management

plan work, for example produce an action plan for the controlled assessment task;

set personal learning goals and targets to meet deadlines, for example identify, organise and manage the actions required to achieve the targets set in the action plan for the controlled assessment; and

effectively manage their time, for example meet deadlines set by teachers and work systematically in an organised way to complete controlled assessment task.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Students may be given opportunities for further development of Thinking Skills and Personal Capabilities of Managing Information and Creativity.

plan and set goals, for example, draw up the action plan for the controlled assessment task

select, classify, compare and evaluate information, for example for the controlled assessment task;

select the most appropriate method for a task, for example to investigate job roles in the health, social care and early years sectors;

range of methods for collating, recording and representing; information; communicate with a sense of audience and purpose for example to

present information on the work of voluntary organisations; seek out questions to explore and problems to solve, for example

finding out about the needs of service users;

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learn from and value other people’s ideas, for example from interviews with service users or practitioners;

see opportunities in mistakes and failures, for example through the evaluation activity in the controlled assessment task; and

experiment with different methods, for example, presentation on accessing services and potential barriers or accessing online resources focussing on the needs of a range of service users.

Use creativity in presenting controlled assessment task in different ways, for example, in investigating job roles of practitioners and in presenting information on needs of the service users.

Manage information in a meaningful way by selecting the most appropriate resources and extract and interpret relevant information.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Health and Social Care Unit 2 Working in the Health, Social Care and Early Years Sectors specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options. Makes reference to supporting resources.

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Unit/Option content


Content


Identifying and meeting the needs of service users

identify the main service user groups in the health, social care and early years sectors:– children and

families;– older people;– people with

mental health difficulties

– people with learning disabilities

– people with physical disabilities

– people with chronic illnesses and

– people with dementia; and

demonstrate knowledge and understanding of each service user

Discussion – explain the term service user

Thought shower – give students the topic ‘groups of service users who use health, social care and early years services’ and ask them to draw up a list. This could be done in groups or as a whole class starter activity.

Video clips – watch video clips of ‘soaps’ and ask students to identify the service user group that, for example, Ashley or Kerry or Sam belong to in Emmerdale.

Matching activity – students match the individual with the service user group, for example, Lucy has epilepsy.

Visiting speakers – health, social care and early years practitioners (past pupils or parents who work in the sector), care assistant/manager from local care home, early years worker from nursery/crèche/play group may be invited in to discuss the needs of relevant service user group.

Comm – T & LWO

UICTPS

PS

Comm T & L

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Unit/Option content


Content


group’s particular needs:– physical– intellectual– emotional; and– social.

Provision of integrated health and social care and of early years services

analyse how integrated health, social care and early years services meet service user groups’ needs:– statutory sector

GP services;hospitals;social services;day centres andnursery schools;

– independent sectorcare homes;private day centres;private practitioners;crèches; and

Students work through the Fact File on Meeting the Needs of Children and Families and carry out all the suggested research and activities.

Students work through the Fact File on Meeting the Needs of Older People and carry out all the suggested research and activities.

Students work through the Fact File on Meeting The Needs of People With Mental Health and carry out all the suggested research and activities.

Students work through the Fact File on Meeting the Needs of People with Learning Disabilities and carry out all the suggested research and activities.

Students work through the Fact File on Meeting the Needs of People with Physical Disabilities and carry out all the suggested research and activities.

SM

PS

SM

UICT

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SM

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Unit/Option content


Content


and voluntary organisations, for example Action on Hearing Loss, Age NI, Marie Curie, Barnardo’s, Mencap, Praxis, or RNIB; and

– informal sectorpartnerfamilyfriends andneighbours;

Student work through the Fact File on Meeting the Needs of People with Chronic Illnesses and carry out all the suggested research and activities.

Students work through the Fact File on Meeting the Needs of People with Dementia and carry out all the suggested research and activities.

SM

evaluate the effectiveness of services in meeting the needs of service users.

Accessing health, social care and early years services and barriers to access

explain the following ways in which service users access health, social care and early years services:– self-referral;– professional

Research – students research the ways service users can access health, social care and early years services using websites and Health and Social Care textbooks.

Discussion – students take part in a class discussion on how they or other family members have accessed health, social care and early years services.

UICTSM

Comm – T & L

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Unit/Option content


Content


Accessing health, social care and early years services and barriers to access (cont.)

referral;– third party

referral; and– recall; and

demonstrate knowledge and understanding of the following barriers to accessing services and apply this to the service user groups:– geographical

location;– lack of

knowledge;– lack of transport;– cost to service

users;– language and

communication difficulties ;

– psychological difficulties; and

– lack of resources in the service; and

Thought shower – give students the topic of ‘barriers service users may face when accessing services’. This could be completed in groups or as a whole class. Role play different scenarios.

Matching activity – students categorise the barriers identified into relevant group.

Discussion – students take part in a class discussion on barriers their relatives, friends or they themselves may have experienced when accessing services.

Research – students research recent media articles which focus on problems service users experience when accessing services, for example, waiting times in A&E and the cost of some drugs and share their findings with the class.Research – students research how barriers to accessing services may be overcome, for example, by asking relatives and friends who have experienced barriers, using websites or Health and Social textbooks.

Discussion – students take part in a class discussion on how barriers to accessing services may be overcome.

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PS

Comm – T & L

SM

SM

Comm – T & L

WOPS

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Unit/Option content


Content


Job roles of practitioners

analyse how services can help users to overcome barriers to access by:– providing

transport, internet access to services and 24 hour telephone access;

– advertising services, providing literature;

– providing taxis, volunteer drivers and outreach services;

– increasing funding;

– providing information in different

Case studies – teacher creates a range of case studies (for example, an older person who is no longer able to drive and needs to attend the health centre every month or a young mother who has found a lump in her breast and is afraid to attend her appointment at the hospital or a middle aged man waiting over 12 months for a hip replacement). Place students in groups. Each group will move around a case study in a carousal and draw up suggestions for overcoming the barriers.

Group work – split students into groups and give each group a number of job roles to research. Students research the given job roles and prepare a summary in point form of the main responsibilities for each job role.

Visiting speakers – health, social care and early years practitioners (school nurse, past pupils, family members, or staff from local care settings) may be invited in to discuss their job role with students.

Students access websites (in resources) relating to job roles.

Websites – students can access a range of websites,

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Job roles of

languages and formats, providing a translator or interpreter; and

– training staff and using advocates, including family members and carers.


demonstrate knowledge and understanding of the roles of a range of health, social care and early years practitioners, as applied to the service user groups, for example:– homecare

some are listed below and make notes on the relevant job roles.

Research – students can undertake research by accessing job descriptions in advertisements in the local job market, websites of organisations, media or obtain job descriptions from health, social care and early years settings.

Case studies – teacher creates a range of case studies focusing on a wide of service users (a child with a learning disability in a nursery school or an older person in hospital who has limited mobility as the result of a stroke). Place students in groups. Each group will move around a case study in a carousal and discuss how the relevant practitioners could provide care and support.

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practitioners (cont.)

workers;– care assistants;– support workers;– nurses

children’s;adults;learning disability;mental health;midwives;school nurses; anddistrict nurses;

– social workers;– doctors

GPs or hospital doctors;

– early years practitionersplay workers;nursery assistants;play group leaders; andearly years practitioners;

– allied health

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professionalsdentists;occupational therapists;radiographers;speech and language therapists;dieticians;podiatrists;pharmacists; and physiotherapists; and

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Values of care

demonstrate knowledge and understanding of the values of care that underpin all health, social care and early years practice, including promoting;– individual rights– anti-

discriminatory practice relevant to race, beliefs, gender, disability, cognitive ability, mental health and sexuality;

– respect and dignity; and

– effective communication; and

analyse how staff can apply the values of care in their day-to-day work with

Work through the Fact File on The Values of Care.

Discussion – students take part in discussion on the four values of care.

Visiting speakers – health, social care and early years practitioners (school nurse, past pupils, family members, or staff from local care settings) may be invited in to discuss with students how they apply the values of care in their day-to-day work with service users.

Video clips – students watch the video clips included in the Fact File on The Values of Care and complete the suggested activities.

Role plays – students role play scenarios from health, social care and early years settings to show staff applying the values of care in their day-to-day work.

Group work – students take part in discussions and group activities included in the Fact File.

Scenarios – students complete scenarios in the Fact File on how staff in a range of settings could apply the values of care in their day-to-day work with service

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service users. users.

Safeguarding demonstrate knowledge and understanding of the safeguarding responsibilities of staff in health, social care and early years settings.

Discussion – students take part in a discussion on the term safeguarding.

Visiting speakers – health, social care and early years practitioners (past pupils, family members, or staff from local care settings) may be invited in to discuss with students their safeguarding responsibilities.

Work through the Fact File on Safeguarding.

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Resources www.healthcareers.nhs.uk/about/careers-nhswww.healthcareers.nhs.uk/explore-rolewww.nurseryworld.co.uk/childcare-job-roleshttps://careeraz.cascaid.co.uk/#/jobswww.hscrecruit.com/Employee/CareerDetail/19https://targetjobs.co.uk/careers-advice/job-descriptions/276221-nurse-job-descriptionwww.prospects.ac.uk/job-profiles/early-years-teacherFact File on Meeting the Needs of Children and FamiliesFact File on Meeting the Needs of Older PeopleFact File on Meeting the Needs of People with Mental Health DifficultiesFact File on Meeting the Needs of People with Learning DisabilitiesFact File on Meeting the Needs of People with Physical Disabilities

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http://www.prospects.ac.uk/job-profiles/early-years-teacher

https://targetjobs.co.uk/careers-advice/job-descriptions/276221-nurse-job-description

http://www.hscrecruit.com/Employee/CareerDetail/19

https://careeraz.cascaid.co.uk/#/jobs

http://www.nurseryworld.co.uk/childcare-job-roles

http://www.healthcareers.nhs.uk/explore-role

http://www.healthcareers.nhs.uk/about/careers-nhs


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Fact File on Meeting the Needs of People with Chronic IllnessesFact File on Meeting the Needs of People with DementiaFact File on Values of CareFact File on Safeguarding

Fact Files can be accessed at www.ccea.org.uk/hsc

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Documents

ccea.org.uk€¦ · Web viewCCEA Planning Framework for GCSE Health and Social Care. CCEA Planning Framework for GCSE Health and Social Care. CCEA Planning Framework for GCSE Health