revision of gcse specifications draft proposals health and...

Draft proposals for consultation 2016

1

Revision of GCSE Specifications

Draft Proposals

Health and Social Care

Draft proposals for consultation 2016 2

Content Page

Introduction .............................................................................................. 3

A. Specification at a Glance .................................................................... 4

B. Subject Content for each Unit ........................................................... 5

C. Summary of Changes ......................................................................... 8

New Content ....................................................................................... 8

Content Remaining ............................................................................. 9

D. Assessment ...................................................................................... 10

External Assessment ........................................................................ 10

Internal Assessment ......................................................................... 11

E. Progression from Key Stage 3 .......................................................... 12

F. Progression to GCE ......................................................................... 15

G. Support ............................................................................................. 15


Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to the knowledge,

understanding and skills developed at Key Stage 3, and the relevant requirements of

the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft proposals

for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


A. Specification at a Glance

The table below summarises the structure of this GCSE course:

At least 40% of the assessment (based on unit weightings) must be taken at the end of the course as terminal assessment.

Content

Assessment

Weighting

Availability

Unit 1: Working in Health, Social Care and Early Years Services

Unit 2: Personal Development

Controlled assessment based on a specific service user group The controlled assessment has four tasks 1 hr 30 mins examination

50%

50%

Every summer Every summer


B. Subject Content for each Unit

We have divided the course into two units. This section provides a brief description of

each unit.

Unit 1: Working in Health, Social and Early Years Services

Content

Description

Identifying and meeting the needs of service users Services provided by the integrated care partnership Accessing care and early years services and barriers to access Job roles of practitioners Values of care

Focus is on main service user groups (children and families, older people, people with mental illnesses, people with learning disabilities and people with physical disabilities or illnesses) and their physical, intellectual, emotional and social needs The statutory, private, voluntary and informal sectors and the services provided by them Referral methods (self-referral, professional, third party, emergency referral and recall), barriers service users may face (expense for service user and lack of resources) and how they can be overcome Job roles of a range of practitioners including homecare workers, care assistants, support workers, nurses, doctors, early years workers and other practitioners for example occupational therapist, podiatrist and physiotherapist The values of care (individuals rights and choices, anti –discriminatory practice, respect and dignity and effective communication and how staff apply these in their day to day work with service users


Unit 2 Personal Development

Content

Description

Human development Factors affecting development Relationships Self-concept Major life changes and sources of support

The main life stages and the age range of each (infancy 0-3 years, childhood 4-10 years, adolescence 11-18 years, early adulthood 19-39years, middle adulthood 40-60 years and later adulthood 65+ years) The patterns of physical, intellectual, emotional and social development of each life stage How behavioural (exercise/lack of exercise, healthy/unhealthy diet, smoking, alcohol misuse and illegal drugs), environmental (pollution, occupational hazards and geographical location) physical (chronic illness/disease Type II diabetes, osteoporosis, coronary heart disease, asthma and genetically inherited conditions (Duchenne muscular dystrophy and cystic fibrosis ) and socio-economic factors (gender, income, housing conditions, employment/ unemployment and culture) may affect physical, emotional and social development. Different types of relationships (family, friendships, sexual and working) How relationships impact positively on an individual’s social and emotional development How unhealthy/ abusive relationships may affect an individual’s physical, intellectual, emotional and social development The range of factors that affect an individual’s self-concept (age, appearance, gender, relationships, education, employment/unemployment, sexual orientation and culture/ethnicity) How major life changes( birth of a sibling, starting school, starting college university or work, becoming a parent, serious illness/injury, marriage, moving in with a partner, separation or divorce, moving house, bereavement, retirement, redundancy and immigration or emigration) may affect an individual’s physical, intellectual, emotional and social development The support available from the statutory, private, voluntary and informal sectors to help individuals cope with life changes


The types of support offered by the statutory, private, voluntary and informal sectors (emotional support, information, advice, practical help, medical care and social care).


C. Summary of Changes

New Content

What’s new at a Glance

Unit 1 Working in Health, Social Care and Early years Services

Main client groups have been replaced by service user groups (children and families, older people, people with mental illnesses, people with learning disabilities and people with physical disabilities or illnesses

The term client has been changed to service user

The focus is now on particular needs of above groups

The integrated care partnership has been introduced

Two new barriers have been included (expense for service user and lack of resources)

A more detailed list of practitioner job roles has been included

The five principles of care have been replaced by four values of care


Unhealthy diet and lack of exercise have been included with behavioural factors

Occupational hazards and geographical location have been added as environmental factors

Type II diabetes, osteoporosis ,coronary heart disease and asthma have been added as chronic illnesses to be studied

Duchenne muscular dystrophy and cystic fibrosis have been added as genetically inherited conditions to be studied

Unemployment and housing conditions have been included as socio-economic factors

Focus of the above factors has been amended to their effect on physical, emotional and social development

Relationships and employment/unemployment have been included as factors affecting self-concept


Major life changes have been amended to include birth of a sibling, moving house, and immigration. Separation has been included with divorce and moving in with a partner has been included with marriage to reflect society.

The sources of support have been amended to statutory, private, voluntary and informal sectors to reflect integrated care partnership

Information has been included as a type of support

Content Remaining

What is remaining from the current Specification

Insert bullet points or description Unit 1 Working in Health, Social Care and Early Years Services

Physical, emotional, social and intellectual needs

Methods of referral

Barriers to accessing services and how they may be overcome

Job roles of practitioners

Principles of care but term has been changed to values of care and there is slight change to content

How staff apply values of care in their day to day work with service users


The main life stages each (infancy 0-3 years, childhood 4-10 years, adolescence 11-18 years, early adulthood 19-39years, middle adulthood 40-60 years and later adulthood 65+ years)

The expected patterns of human development (physical, intellectual, emotional and social) of each life stage

Factors affecting development(minor amendments)

Types of relationships and impact on development

Factors affecting self-concept

Major life changes (two additions)

Sources of support and types of support offered


D. Assessment

External Assessment

Number of papers

There will be one compulsory paper

Types of Questions

There will be a combination of short response and three extended writing responses

Length / Time

1 hour 30 minutes

Weighting

50%

Additional Information / Description

The paper has a total of three questions and responses include short responses and three extended writing responses where quality of written communication is accessed. There is an incline of difficulty throughout the paper.


Internal Assessment

Tasks

The non – exam assessment focuses on one service user group (5000words) Students complete four tasks: Task 1: an investigation of the particular needs of the service user group Task 2: an investigation of the services provided by the integrated care partnership for

the service user group and an analysis of how the services meet their needs Task 3: how services may be accessed by the service user group, the barriers they

may face and how these barriers may be overcome Task 4: an investigation into the job role of three practitioners who work with the

service user group and how one of these practitioners applies the values of care in their day to day work with the service user group

Skills assessed

Planning investigations and tasks

Carrying out investigations and tasks in which candidates:

- analyse issues and problems; - identify, gather and record relevant information and evidence; - analyse and evaluate evidence; and -make reasoned justifications and present conclusions.

Level of control

The level of control for task setting: high. The level of control for task taking: medium. The level of control for task marking: medium.

Weighting

The weighting is 50%.

Additional information/Description

The non - exam assessment task will be reviewed on a two yearly cycle. The assessment will be marked by the teacher using the assessment evidence grid. External moderation will be carried out by CCEA.


E. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4

Communication

communicate meaning, feelings and viewpoints in a logical and coherent manner; for example, by completing non - exam assessment; 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; presentation on the job role of a practitioner;

participate in discussions, debates and interviews; for example, discussion on the impact of unhealthy relationships on a child’s development; debating the lack of resources within care services; interviewing a service user on the barriers they experienced when accessing a care service;

interpret, analyse and present information in oral, written and ICT format; for example, analysis of the services provided by the integrated care partnership, completion of non - exam assessment task using ICT; and

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

Using Mathematics

use mathematical language and notation with confidence; for example, by analysing centile charts; calculating BMI and considering funding of the private and voluntary sectors;

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; calculating transport costs or distance to access health, social care and early years services, calculating alcohol units;

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), 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 the 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), 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, tables comparing salaries of health, social care and early years workers.


Using ICT

Students should be enabled 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, preparation and completion of non - exam assessment, presentations on job roles, life changes and patterns development in the life stages.

Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management

plan work , for example, produce an action plan for the non - exam assessment for Unit 1:Working in Health, Social Care and Early years Services;

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 non - exam assessment;

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 non - exam assessment tasks.

Working with Others

learn with and from others through co-operation 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 the integrated care partnership.

Problem Solving

identify and analyse relationships and patterns; for example, the expected patterns of development in the life stages;

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 in the non - exam assessment task;

reason ,form opinions and justify their views; for example by considering how a range of factors may affect an individual’s self-concept;

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;

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/ethnicity may affect self –concept;

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 non - exam assessment task and identify the pros and cons of each and justify choice.

Managing Information There are numerous opportunities in both units to manage information; for example, in the non - exam assessment candidates have to carry out extensive research using primary and secondary sources and successfully manage the information collated to complete the tasks; manage information gathered through group activities, visits to health, social care and early years settings or from sessions with visiting speakers. Being Creative Pupils may demonstrate this skill; for example, show cleverness and originality in approach to tasks set; for example, in Unit 2 produce a resource on development during the life stages or services provided by the voluntary sector, or the values of care; research, completion and presentation of non - exam assessment for Unit1.

Progression from relevant Areas of Learning

Health and Social Care is not an area of learning or subject strand at Key Stage 3. However, in this qualification there is progression from the Key Stage 3 in the following Areas of Learning:

English with Media Education

Mathematics and Financial Capability

Learning for Life and Work

Environment and Society

Thinking Skills and Capabilities and Personal Capabilities and in

Cross-Curricular Skills.

Relevance of Learning to Everyday Life and Work

Personal development; for example, (Unit 2) focuses on development in six life stages (from infancy to later adulthood), factors affecting development, relationships, self-concept and the effects of major life changes on individuals;

Healthy living; for example, a range of factors affecting development including diet, exercise, alcohol, illegal drugs and smoking is included in Unit 2

Citizenship; for example, awareness of the needs of people with mental illnesses, learning disabilities and physical disabilities; acceptance of people from different ethnic backgrounds, gender or sexual orientation in society

Community based learning; for example, visits to health, social care or early years settings to obtain primary research;

Employability; for example, opportunities to develop the knowledge, skills capabilities and dispositions to contribute to the organisation they may work for in the future

Career Education; for example, understand a wide range of job roles in the health, social care and early years sectors


Work- related learning; for example, visits to or work experience in a health, social care or early years setting; visits from health, social care or early years practitioners

Education for sustainable development; for example, the integrated care partnership focusing on the growth of the private, statutory and informal sectors to provide services to meet increasing demand(for example the ageing population)

STEM; for example, by analysing centile charts; calculating BMI and considering funding of the private and voluntary sectors

Financial Capability, for example, the financial implications of life changes such as retirement, redundancy, marriage, starting work or college and becoming a parent

F. Progression to GCE

G. Support The range of support provided by CCEA includes:

Past papers

Mark schemes

Chief Examiner’s report

Principal Moderator’s report

Guidance on progression from Key Stage 3

Schemes of work

Centre support visits

Support days for teachers

Agreement trials

Non - exam assessment guidance for teachers and candidates

Resource list

Exemplification of examination performance

Opportunities for progression to GCE

The following topics are studied in greater depth at GCE:

Identifying and meeting the needs of service users

Services provided by the integrated care partnership

Accessing care services and barriers to access

Job roles of practitioners

Values of care

Factors affecting human development


Possible additional support

Teacher guidance

Exemplar non–exam assessment tasks

Student guide to non-exam assessment

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