Level 3 Cambridge Technicals Extended Certificate in Health

Level 3 Cambridge Technicals Extended Certificate in Health and Social Care

What does the course involve? • 6 units – 4 mandatory and 2 optional (I have chosen these based on KS 4 knowledge). • 3 exams and 3 coursework units. • Exams – the option to resit to improve grades, best grade carries forward (e. g. if you get a lower grade on your second attempt, your first result is the grade carried forward). • Coursework – involves a lot of computer based tasks, independent research, reflecting on real life experiences in health and social care settings, tracking nutritional intake, applying knowledge to case studies etc. • Exams – factual and case study sections = understanding legislation that is in place to protect all individuals associated with health and social care settings, applying knowledge to case studies and scenarios etc. • You need to be organised, motivated and show that you can work independently

How is the course graded? Each unit is graded as follows: • Distinction* (D*) • Distinction (D) • Merit (M) • Pass (P) • Near miss (R) • Unclassified (U) A R is awarded in an exam for those students who narrowly miss a Pass grade. This means that you still pass the course as long as you get pass or above on your coursework units. Each unit is then awarded points depending on the number of Guided Learning Hours (GLHs), which basically means, how long the unit is and how much work is involved in that unit. Units are awarded the following points: GLHs Pass Merit Distinction 30 7 8 9 60 90 14 21 16 24 Points are added up and the total is used to calculate the overall grade for the course, which is as follows: Points range Grade 104 and above D* 100 -103 D 92 -99 M 84 -91 P Below 84 Unclassified 18 27

Which units will you complete? kn Year 12 Year 13 Unit 4: Anatomy and Physiology for health and social care (exam unit – 2 hours exam - 90 GLH). Unit 3: Health, safety and security in health and social care (exam unit – 1. 5 hours exam- 60 GLH). Unit 10: Nutrition for health (coursework unit – 30 GLH). Unit 1: Building positive relationships in health and social care (coursework unit – 60 GLH) These two units will run alongside one another. Unit 2: Equality, diversity and rights in health and social care (exam unit – 1. 5 hours exam - 60 GLH). Unit 9: Supporting people with learning disabilities (coursework unit – 60 GLH). These two units will run alongside one another. Units 2, 3 and 4 have two resit opportunities. The best mark is carried forward. Please note: Year 12 is demanding so that you have less pressure in Year 13 when you have exams for other A Levels.

Unit 4: Anatomy and Physiology for health and social care (exam unit – 90 GLH). We eat, we breathe and we control our bodies as well as responding to the external environment; but why and how? This unit will help your students to understand why these essential processes are so important in maintaining life. They will learn about the structure and function of not only some of the cells and tissues involved, but how they form organs and body systems that then have to interact to ensure that the body can provide the conditions necessary for thought, co-ordination, movement and growth. This unit aims to introduce students to the basic structure and functions of the body systems involved in everyday activities and maintenance of health, including cardiovascular, respiratory and digestive systems. They will also understand the part played by organs such as the pancreas, liver and kidney. They'll investigate the systems and organs involved in detecting and responding to change such as the nervous system as well as the eyes and ears. Unfortunately, things do go wrong and each system has well-known diseases and disorders. Also as individuals grow older, they are likely to be affected by malfunctions as a result of degeneration. Some of these will simply be inconvenient; others will be life changers. Students will understand the effects on individuals and what has to be done on a daily basis to enable them to lead as full and independent life as possible.

Some examples of exam questions for Unit 4

Unit 10: Nutrition for health (coursework unit – 30 GLH). Eating is a daily activity for most of us. How does what we eat impact our health? What really is healthy eating? How do we promote healthy eating? As future practitioners, it is important to understand the impact of nutrition on wellbeing and health. Rising levels of obesity are leading to increases in heart conditions, diabetes and liver disease. To the NHS, the costs of treating ill-health caused by poor diets are soaring. Many health and social care practitioners are involved in the provision of meals, so it is important students understand can explain good nutrition. This unit introduces nutritional health and the components of good nutrition. Your students will have the opportunity to scrutinise different foods, consider their health benefits and investigate how to support other people to follow dietary advice to impact their health and wellbeing.

How Unit 10 is graded….

Unit 2: Equality, diversity and rights in health and social care (exam unit – 60 GLH). Everyone is different and everyone has rights. Promoting equality and respecting diversity and rights in health, social care and child care environments is essential in today’s very diverse society. Whatever role you have or aspire to, in health, social care or child care, an effective practitioner must be able to provide care that meets the needs of individuals that supports their rights. Many individuals who use health, social care or child care environments can be vulnerable and dependent on others; this means that practitioners’ attitudes, values and prejudices can significantly affect the quality of the care individuals who require care or support experience. This unit will help your students to understand the implications of diversity on practice and also the effects of discriminatory practice on individuals who require care or support. They will also gain an appreciation of how legislation and national initiatives can support antidiscriminatory practice. Strategies used to promote equality, respect diversity and support individuals’ rights will be examined. Students will develop the ability to recognise both good practice, and discriminatory practice in care situations. They will develop the judgement and decision making skills to choose appropriate responses to care situations and determine a course of action to promote the equality, diversity and rights of individuals in care settings.

Some examples of exam questions for Unit 2

Unit 9: Supporting people with learning disabilities (coursework unit – 60 GLH). People with learning disabilities make up a part of the community who we may live alongside or provide care and support to. This unit will develop your students understanding of learning disabilities and considers issues involved in providing support for people with a learning disability and their family. The unit explores the areas of inclusion, human rights, advocacy, empowerment and active participation. In this unit students will understand the term “learning disability”, and will look at a range of different types and possible causes, and will examine how the lives of individuals with a learning disability are changing as attitudes and approaches to support evolve. Current best practice in providing support for people with learning disabilities include issues such as where people live, how life opportunities are promoted, and how the individual can be supported to lead a full and active life. The unit will explore these areas with the emphasis being on taking a person-centred approach that focuses on the individual’s strengths, preferences and hopes and on ways of enabling the individual to achieve their goals and ambitions.

How Unit 9 is graded…. .

Unit 3: Health, safety and security in health and social care (exam unit – 60 GLH). What does it mean to be ‘safe’? Safety and being safe is a basic human need. Consciously or subconsciously we all take practical steps to stay safe. All individuals have the right to work in a safe environment and individuals who require care or support also have a right to be safe in health and social care contexts. As a result there are responsibilities that practitioners must actively promote in order to provide and maintain a safe environment for colleagues and the individuals who require care and support. This unit introduces your students to health, safety and security in health and social care. They will acquire the necessary knowledge and skills to equip them in maintaining a safe working environment for themselves, their colleagues and individuals who require care and support. Students will learn how legislation, policies and procedures work to reduce risks in health and social care and the consequences of not following them. They'll also learn how to respond to different incidents and emergencies within health and social care settings.

Some examples of exam questions for Unit 3

Unit 1: Building positive relationships in health and social care (coursework unit – 60 GLH) No work in the health and social care sector is completed in isolation. Professional relationships are paramount to the delivery of safe and effective care and support. An understanding of these relationships and how they are formed is essential if your students are considering pursuing a career in the health and social care sector. This unit aims to introduce your students to the many different relationships that they will encounter within the Health and Social Care sector, whether with colleagues, senior members of staff, other professionals within the sector and individuals who require care and support. They will apply communication and relationship building skills in a practical way, considering how different factors, including context, can impact on the building of positive relationships. Students will also be introduced to the concept of the person-centred approach which will help with their relationship building skills.

How unit 1 is graded…. .

What do the Year 12 students think of the course? “ In all honestly the course is hard work, some days are good and you walk away smiling others you wanna cry but Mrs George is always there to help and support you and she’ll do her best to make sure you get the grade you want and need. ” “It's a difficult subject it takes a lot of determination and motivation however it is all worth it in the end. ” think I y l l a n o en pers put 100% h t m r sixth fo re willing to r e d i s hieve. n a c o a u c o o o t y t r d ly want bout whethe ve and beyon s u o i r e s g abo think a n i “If you d l o u g e hard o b d h n n s a a u c s o e that y er days her hard deadlin h t g o n i t t u e t days b rtive without udents into me s o m d o t ally goo ing and supp k that us as s. ” r e n e g ject is o amaz n I don’t thin academically b s u s s i e e h g T to be s Geor t into us, the r d M e. e k n r wo ffort pu be where we e d n a ve or work e i h c a would “You n sched eed to be able ule a Some nd keep u to have a goo pw da some times ys you will ith deadli d ne s y overa ll it’s ou’ll just u truggle an s. d worth nders abou t the t i a t n i f d suppo subject. T you’re pas it but Gi sio rt and help y s always th nate ou th ere to “It’s a s r o u gh it. ubje ” and I do ct that I look f o n’ rward t o may be t regret choos ing it. It hard so worth i metimes but i t’s t in the end. ” “Health and social is one of my favourite subjects and lessons in general. Although some tasks may be more challenging then others, Mrs George is always there to help and support you. I highly recommend choosing this subject if you are passionate about the topics as you need to be on top of your work load and meet the deadlines. Hard work definitely pays off at the end. ”

Task – Reflective practice It is extremely important to reflect on your work, experiences and performances, particularly when working in Health and Social Care. I would like you to consider an experience, piece of work, an occasion when you helped someone and reflect on it using the following headings: • • • What happened? What went well? What did I do and how did I feel? What went well? What didn’t‘ go so well? How could I improve? I would now like you to describe why the reflective cycle is so important when working in Health and Social Care settings. You should use examples of the benefits in different settings. For example, there has been an incident in a nursery and a child was able to leave the building. After reflecting on this incident the nursery installed CCTV, training staff, security pad access on doors, high handles fitted on doors, etc. This would help to minimise the risk of a child escaping and ensures they are safeguarding their children. Give some more examples and scenarios to demonstrate your understanding of the importance of reflective practice. Aim for an example in all three types of settings (health, social and childcare).

What can you do before September? I have produced a bridging pack which includes a number of tasks which will prepare you for the units included in this powerpoint. Any work produced from the tasks in the pack should be saved, if possible, on your school One Drive account. These tasks have been designed to support and guide you when completing each of the units for the course, the more you complete, the more prepared you will be. If you do not already have on, you can contact Mr Eley or myself if you would like one of these packs. If you have any questions please email me: tgeorge@kingswoodsecondaryacademy. org