Health and Social Care First teaching from September

Health and Social Care First teaching from September 2016

Agenda Revision of AS/A 2 Qualifications • Introduction and welcome • Presentation of new Specification and Specification Assessment Materials (SAMs) • Update on Support

Regulatory Framework General Conditions of Recognition • CCEA will ensure that each qualification offered is fit for purpose by ensuring that it is: - Valid - Reliable - Comparable - Manageable and - Minimises Bias

Accreditation Process • N Ireland GCE and GCSE Qualifications Criteria • N Ireland GCE Design Principles • Two-stage process – Stage 1: submission of qualification strategies for approval – Stage 2: submission of qualification materials for review and accreditation

Qualification Strategies - Content • Provide evidence of support for the qualification among stakeholders Rationale for: – the proposed inclusion of internal assessment in the qualification, where relevant – the proposed weighting of internal and external assessment – the proposed wording and weighting of assessment objectives in the qualification – the proposed assessment of mathematical skills in the following subjects: Biology, Chemistry, Physics, Economics, Business Studies – the proposed assessment of QWC in the qualification – the proposed subject content in the qualification and – if an exemption from one or more of the GCE Design Principles in relation to specification development is required for the qualification

Qualification Strategies - Assessment Rationale for: – the subject content selected for the Specimen Assessment Materials (SAMs) – the selection of content in future assessments to ensure full coverage of the specification content over the lifetime of the qualification – the proposed duration of examination papers – the proposed allocation of marks in examination papers, where appropriate – the proposed number and type of questions in examination papers, where appropriate – any proposed word limit or time limit for internal assessment and – the proposed allocation of marks for internal assessment

Specification and Specimen Assessment Material (SAMs) Northern Ireland Regulator will carry out an: • administrative review • subject-specific review • review of regulatory requirements

Collaborative Approach to the Revision • Desk top Research • Writing Teams • Teachers • Higher Education • Consultation • Existing Specifications • Draft Specifications

Collaborative Approach to the Revision Consultation with students • Relevant content • Prepared for further study/work

Quality Assurance • Higher Education – A Level Content Advisory Board (ALCAB) criteria – Higher Education Panel – Subject Advisory Team • Industry – Industry Panel – Subject Advisory Team • Teachers – Subject Advisory Team

Quality Assurance • Equality Panel – Access for all • Final CCEA Quality Assurance panel – Review of consultation comment logs – Review of comment logs associated with all QA panels Only when CCEA Quality Assurance panel is satisfied that all issues raised have been appropriately addressed will the Specification and Sample Assessment material be submitted for accreditation

From Jan 2016 on

Specification at a glance Content Assessment • Unit AS 1: Promoting Quality Care • Internal Assessment • Unit AS 2: Communication in Health, Social Care and Early Years Care Settings • Internal Assessment • Unit AS 3: Health and Well-Being • External Written Examination • Unit AS 4: Safeguarding Children • • Unit AS 5: Adult Service Users • External Written Examination • Unit AS 6: Holistic Therapies • Internal Assessment • Unit AS 7: Understanding the Physiology of Health and Illness • External Written Examination Internal Assessment

Specification at a glance Content Assessment • Unit A 2 1: Applied Research • Internal Assessment • Unit A 2 2: Body Systems and Physiological Disorders • Internal Assessment • Unit A 2 3: Providing Services • External Examination • Unit A 2 4: Health Promotion • • Unit A 2 5: Supporting the Family • Internal Assessment • Unit A 2 6: Understanding Human Behaviour • External Written Examination • Unit A 2 7: Human Nutrition and Health • External Written Examination Internal Assessment

GCE Health and Social Care Key Features Overall Weightings • AS contribution of 40% and an A 2 contribution of 60% to the overall A level grade Internal and External Assessment Weighting • Internal assessment - 50% of AS and A 2 • External assessment - 50% of AS and A 2

Key Features Single Award • At AS candidates are required to complete one compulsory external exam (AS Unit 3) and two compulsory internally assessed units (AS 1 and AS 2) • At A 2 candidates are required to complete one compulsory external exam (A 2 Unit 3) and two internally assessed units (A 2 Unit 1, 2, 4 or 5)

Key Features Double Award: AS Candidates are required to complete: • one compulsory examination (AS Unit 3) and one other external examination (either AS Unit 5 or AS Unit 7) and four compulsory internally assessed units (AS Unit 1, 2, 4 and 6)

Key Features Double Award: A 2 Candidates are required to complete: • one compulsory examination (A 2 Unit 3) and one other external examination (A 2 Unit 6 or A 2 Unit 7) and four compulsory internally assessed units (A 2 Unit 1, 2, 4 and 5)

Key Features Mark Allocation • AS - internally assessed units - 80 marks • AS examinations - 100 marks (2 hr duration) • A 2 internally assessed units - 100 marks • A 2 examinations - 120 marks (2 hr duration)

Key Features Assessment Objectives • Demonstrate knowledge and understanding of the specified content (AO 1) • Apply knowledge, understanding and skills to a variety of health, social care and early years contexts (AO 2) • Investigate, analyse and evaluate acquired knowledge and understanding, present arguments, make reasoned judgements and draw conclusions. (AO 3)

AS Unit 1 Promoting Quality Care (Compulsory) Content • Values of care • Legislation that promotes quality care • Health and safety • Policies • The impact of poor practice

AS Unit 1 (Assessment) This unit is internally assessed. • Students produce a written report based on a health, social care or early years setting that they have experienced • They also research an example of poor practice in a health, social care or early years setting in the UK

AS Unit 2 Communication in Health, Social Care and Early Years Settings (Compulsory) Content • Communication in health, social care and early years setting • Factors that support effective communication • Recognising and overcoming barriers in communication with service users • The importance of communication when working in teams • Critical evaluation of an interaction in the chosen setting

AS Unit 2 (Assessment) This unit is internally assessed • Students produce a report examining communication skills in a health, social care or early years setting. • They also produce a critical evaluation of their own communication skills in a one-toone or a group interaction.

AS Unit 3 Health and Well-Being (Compulsory) Content Concepts of health and well-being Factors affecting health and well-being Health promotion The roles of organisations responsible for health and well- being • Discrimination and anti-discriminatory practice in health, social care and early years settings • •

AS Unit 3 (Assessment) • A two hour written examination that includes both short and extended responses • Students answer 3 compulsory questions • QWC is assessed through the student’s quality of written communication in three long questions

Content AS Unit 4 Safeguarding Children Double Award Only • Promoting positive development in early years settings • The influence of theories in early years settings • Understanding abuse and neglect • Implementing safeguarding policies in early years • Factors that could put children at risk of neglect or abuse

AS Unit 4 (Assessment) This unit is internally assessed • Students produce a written report on promoting children’s development and an information resource on child abuse.

AS Unit 5 Adult Service Users Double Award Only Content • Concepts relevant to adult service users • Identifying and meeting the needs of service users • Planning and providing for adult service users

AS Unit 5 (Assessment) • A two hour written examination that includes both short and extended responses • Students answer 3 compulsory questions • QWC is assessed through the student’s quality of written communication in three long questions

AS Unit 6 Holistic Therapies Double Award Only Content • Holistic therapies • Management and treatment of medical conditions • Evidence on using holistic therapies • Use of holistic therapies in health and social care settings

AS Unit 6 (Assessment) This unit is internally assessed • Students produce a written report on the use of holistic therapies in the management of a medical condition and in a health or social care setting

AS Unit 7 Understanding the Physiology of Health and Illness Double Award Only Content • • • Cells and tissues The nervous system The endocrine system The digestive system The urinary system Impact of disorders on individuals

AS Unit 7 (Assessment) • A two hour written examination that includes both short and extended responses • Students answer 3 compulsory questions • QWC is assessed through the student’s quality of written communication in three long questions

Contacts: GCE Principal Officer: Dr Elaine Horner Telephone: 028 90 261200 Ext (2197) Email: ehorner@ccea. org. uk Specification Support Officer: Nola Fitzsimons Telephone: 028 90 261200 Ext (2235) Email: nfitzsimons@ccea. org. uk Specification, sample assessment and support materials available on the subject microsite at www. ccea. org. uk

GCE Support Type of Support Date Sample assessment materials Rolling basis from 21 January 2016 Student guides/subject Snapshots Rolling basis from 21 January 2016 Microsites Rolling basis from 8 February 2016 Outline schemes of work Rolling basis from 15 February 2016 Fact files (AS) Rolling basis from 22 February 2016 Fact files (A 2) Rolling basis from September 2016 E-books (AS) September 2016 E-books (A 2) September 2017 Launch and support events March 2016

Support GCE Health and Social Care • Agreement Trials • Portfolio Clinics • Centre Support Visits

Why choose CCEA? • We support Learners - CCEA puts the learner at the centre of everything we do. We think about what learners need for life and work and then build solutions to meet those needs. We do this for the entire curriculum – from Foundation and Early Years to A level and beyond. • We are Local - CCEA is Northern Ireland’s awarding body. We understand local needs and we are focused on providing services and products for learners in Northern Ireland. This also means we’re near you, should you need help or support. • We are Listening - CCEA listens to those who use its products and services; this means listening to teachers, employers and learners, and taking action to ensure better outcomes for learners. This approach ensures that we develop relevant, high quality and innovative specifications and support.

Working with CCEA The benefits: – teacher cover provided – first-hand experience of how the examining system works – user insight to the standards required for the assessment – opportunity to examine assessments across a range of abilities – improved learning and teaching outcomes – creates links with CCEA personnel/subject officer – opportunity to network with other professionals – provides recognition and enhances the professional development of teachers

Keeping you informed • The Re. Vision microsite – ccea. org. uk/therevision • Essential updates • Specifications & SAMs • The Vision magazine – Issue 2 end of April 2016 • Subject specific e-alerts & e-Vision • Face to face • Social media • Twitter @ccea_info • Facebook ccea. info • Don’t forget to register for your updates on the microsite – ‘keep up to date’ section www. ccea. org. uk/therevision