1. GCE Health and Social Care

2. Qualification Overview
The full qualification comprises 14 units in total with 7 units offered at AS and 7 units offered at A2
The design of the qualification allows students to complete a Single Award or Double Award at AS or AS and A2 together
Students may also take a Single Award or Double Award at AS
A full Double Award is also available

3. Qualification Overview
There are a number of combinations:
3 Unit AS (Single Award)
6 Unit AS (Double Award)
6 Unit GCE (Single Award) – AS and A2 units
12 Unit GCE (Double Award) – AS and A2 units

4. Content and Design of Units
The subject content is not presented in any particular order and teachers can choose to teach the units in any order that suits their needs. At AS and A2 there is a combination of Internal and External assessed units with 4 internal and 3 external units on offer It is important to note that some of these units are compulsory and others are optional. Full details are of course in the specification

7. External Assessment - AS
AS Unit 3: Health and Well-Being
AS Unit 5: Adult Service Users
AS Unit 7: Understanding the Physiology of Health and Illness

8. AS externally assessed units and weightings
All candidates must take the examination for AS 3 Health and Well-Being- this is worth 50% of AS and 20% of A level for Single Award candidates and 25% of AS and 10% of A level for Double Award candidates
In addition Double Award candidates must take a second examination, either AS 5 Adult Service Users or AS 7 Understanding the Physiology of Health and Illness- this is worth 25% of AS and 10% of A level for Double Award candidates

9. AS 3 Health and Well-Being (compulsory)
Summary of 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

10. AS 5 Adult Service Users
One choice of two at AS for double award candidates
Summary of content
concepts relevant to adult service users
identifying and meeting the needs of service users
planning and providing for adult service users

11. AS 7 Understanding the Physiology of Health and Illness
One choice of two at AS for double award candidates
Summary of content
cells and tissues
the nervous system
the endocrine system
the digestive system
the urinary system
water balance
impact of disorders on individuals

12. External Assessment – A2
A2 Unit 3: Providing Services
A2 Unit 6: Understanding Human Behaviour
A2 Unit 7: Human Nutrition and Health

13. A2 externally assessed units and weightings
All candidates must take the examination for A2 3 Providing Services- this is worth 30% of A level for Single Award candidates and 15% of A level for Double Award candidates
In addition Double Award candidates must take a second examination, either A2 6 Understanding Human Behaviour or A2 7 Human Nutrition and Health - this is worth 15% of A level

14. A2 3 Providing Services (compulsory)
This unit is synoptic. Pre-release material will specify the service user group and the areas to research in preparation for the examination
Summary of content
the effects of legislation and policy on service provision
meeting individual needs
overcoming barriers
the differing roles and responsibilities of practitioners
working effectively in teams
quality assurance

15. A2 6 Understanding Human Behaviour
One choice of two at A2 for Double Award candidates
Summary of content
psychological perspectives on behavior and personality
the application of perspectives to understanding and treating individuals
the influence of socio-economic factors

16. A2 7 Human Nutrition and Health
One choice of two at A2 for Double Award candidates
Summary of content
nutrients in food
current dietary guidelines
exploring dietary health
diet related conditions or disorders
factors influencing dietary intake
food preparation and handling

17. Examination Format
All examinations are in booklet format- candidates write their responses under the questions in the booklet
Examinations are all 2 hours in duration
They include 3 compulsory questions - each of these has a mixture of short and longer responses
AS papers are marked out of 100, A2 papers are marked out of 120

18. Assessment objectives (AOs) - all units
Candidates must be able to—
demonstrate knowledge and understanding of the specified content (AO1)
apply knowledge, understanding and skills to a variety of health, social care and early years contexts (AO2)
investigate, analyse and evaluate acquired knowledge and understanding, present arguments, make reasoned judgements and draw conclusions (AO3)
All three objectives are assessed in all examinations, though the weightings vary from AS to A2 as outlined on p67 of the Specification

19. Question types- Shorter questions
1 mark questions- typical command words are ‘write down’, ‘identify’, ‘name’ or ‘list’ 2 mark questions- typical command words are ‘define’ or ‘explain’ 3 mark questions- typical command words are ‘describe’, ’suggest’, ‘apply'

20. Extended response questions without marks for QWC
3 levels of response on in mark scheme (basic, adequate and competent) but marks awarded do not take into account the candidates’ QWC (quality of written communication)
typical command words are ‘discuss’ or ‘examine’
marks allocated- typically 6 at AS, 9 at A level

21. Extended response questions with QWC assessed
typical command words are ‘discuss’, ‘analyse’, ‘evaluate’, ‘examine’ or ‘assess’
there are 3 extended response questions with QWC assessed on each paper at AS with three levels of response (basic, adequate and competent) - 9 or 12 marks are allocated- 33% of each AS paper in total has QWC assessed at AS
there are 4 extended response questions with QWC assessed on each paper at A2 (2 have three levels and 2 are stretch questions with four levels, level 4 being ‘highly competent’) with 12, 15 or 18 marks allocated- 50% of each paper in total has QWC assessed at A2

22. Internal Assessment There are 4 coursework units at both AS and A2
AS Units 1 and 2 are compulsory for both Single and Double Award.
Single Award may choose any two A2 units from those available.
It is expected that students are taught the content of the unit before attempting the assignment.
They should then address the assessment criteria for the unit tasks succinctly and independently.
ONE formative marking opportunity should be given before summative assessment of each task.

23. Internal assessment - AS
Unit AS 1: Promoting Quality Care (compulsory)
Unit AS 2: Communication in Health, Social Care and Early Years Care Settings (compulsory)
Unit AS 4: Safeguarding Children (Double Award only)
Unit AS 6: Holistic Therapies (Double Award only)

24. AS Unit 1 Promoting Positive Care - compulsory
Content
Values of care
Legislation that promotes quality care
Health and safety
Policies
The impact of poor practice

25. A day centre for people with additional needs A care home
Students require experience of a suitable setting to gather information independently for this unit
A day centre for people with additional needs
A care home
A nursing home
A hospital
A private nursery
A nursery school
Key stage 1 at Primary school(up to p4)
Brief details of the setting used should be included as an introduction.
This is not part of Task A and does not contribute to the work count

26. 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
Students need experience of a setting to complete this unit especially for Task E which must be completed in setting.
Confidentiality of the setting, staff and service users must be maintained

27. AS Unit 4: Safeguarding Children –Double Award only
Content
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

28. Assessment Overview
For Tasks A – C students identify an early years setting and a specific age for a child who might attend (between 1 and 8 years) and write a report .
This is not a study of a specific child but an overview of children of the stated age in the stated setting.
For Tasks D and E students also produce an information resource for staff working in an early years setting which should be clearly identified
An introduction which is not part of task A and is not part of the word count should be included to clarify the nature of the study

29. AS Unit 6 – 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

30. A2 Coursework Units A2 Units 1/2/4/5 Single Award may choose any two; Double Award study all four.

31. Internal assessment – A2
Unit 1 Applied Research
Unit 2 Body Systems and Physiological Disorders
Unit 4 Health Promotion
Unit 5 Supporting the Family

32. A2 Unit 1: Applied Research
This unit reflects the research process which students would carry out at tertiary level
They will need mentoring to chose a suitable topic and construct a hypothesis which MUST have a health and social care context

33. A2 Unit 2: Body Systems and Physiological Disorders
the structure, function and control mechanisms of two major body systems.
monitoring these body systems and the importance of safety, ethics and accuracy.
monitoring the two body systems for two individuals.
Why measurements may fall outside the expected range and the implications of this. They also
Investigation of a physiological disorder in depth by looking at diagnosis, the impact of the disorder on the individual and their family or carers, how effective the care is and the support services available.
Informed consent is essential for the practical and confidentiality must be maintained.

34. A2 Unit 4: Health Promotion
understanding of local health improvement priorities and associated health promotion campaigns
plan, implement and evaluate a small-scale health promotion activity either individually or in a group of no more than five.
The activity should be based on a Northern Ireland health promotion priority that has significance for a specific group, for example primary school children.
The activity should use at least one health promotion approach and may make use of existing health promotion materials.
Appropriate settings for the activity may include schools, residential homes and day centres.

35. A2 Unit 5: Supporting the Family
Investigate changing and evolving family structures in today’s society.
an understanding of factors that influence family life.
research the range of family structures and the functions of families.
investigate the wide range of services available to families and the support that these services offer. Students
produce a case study to describe findings.
investigate and produce a report on how statutory services and voluntary organisations support families with significant issues.
Confidentiality should be maintained throughout this unit.

36. Unit Assessment Each unit requires a report of 5000 words
This report is broken down into a series of assessment tasks each with a specific word count.
Students are expected to work within the word limit to complete each task succinctly using independent research and knowledge gained from the delivery of the unit.
Confidentiality should be maintained throughout the report in every unit.
Referencing of sources used should be in Harvard style both on the page and in a single set of end references in appendices.
This is good practice and avoids academic plagiarism
No URLs should be seen in the body of the work.

37. Marking the assessment
The unit marking grid should be used to determine a mark for any assessment task.
The descriptors at the top of the marking grid are of paramount importance and should be considered carefully.
The level of guidance given determines the appropriate mark band.
i.e. Was the task completed independently; with little guidance; with guidance or with support and guidance?
QWC is also important. In Mark band 4 it is expected that there will be no grammatical or spelling errors and that technical language is used appropriately

38. Support
Each coursework unit has an e guide and associated fact files. Health and Social Care is a fluid subject with changes to laws, procedures regulations in line with governmental policy happening all the time. It is noted that these were correct at the time of publishing and every attempt is made to keep them up to date year on year but some caution should be taken when using them.
They are found on the Health and Social Care microsite and should be used along with Principal Moderator’s reports, the specification and Teacher guidance.
Further clarification should be sought if needed from the CCEA subject officer

39. Presenting the Assignment
The report should :
Be securely fastened in an assignment folder.
Have a clear cover sheet indicting marks/centre and exam number.
Be single sided.
have a clear font of size 12.
Have 1.5 or 2 spacing.
Include one set of end references in Harvard style.
Include teacher annotation to justify marks awarded.

40. Mark Band 3 descriptor – competent with little guidance
The candidate:
successfully selects and uses an appropriate form and style of writing. Relevant material is organised with a high degree of clarity and coherence. There is widespread use of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar are of a sufficiently high standard to make meaning clear.

41. Mark Band 4 descriptor – highly competent and independent
The candidate:
successfully selects and uses the most appropriate form and style of writing. Relevant material is succinct, well organised and displays the highest degree of clarity and coherence. There is extensive and accurate use of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar are of the highest standard and ensure that meaning is absolutely clear.

42. Instructions to Teachers’ Booklets
These instructions are uploaded to the website for each series
They outline the administrative procedures that must be adhered to for GCE Health and Social Care Coursework
Making yourself familiar with these booklets will prevent maladministration issues and ensure your submission of coursework tasks goes smoothly

43. Additional Support Materials
The Specification and Specimen Assessment Materials are key documents.
Also available:
Irish-Medium Specification and SAMs
Circulars
Past papers and Mark Schemes
Chief Examiner and Principal Moderator reports

44. continued Exemplification of Examination Performance Factfiles
Planning framework
Student guide
E-guides
Teacher Guidance
Agreement Trials – Autumn term

45. Working with CCEA The benefits: Teacher cover provided
First-hand experience of how the examining/moderating system works
User insight to the standards required for the assessment
Opportunity to examine/moderate 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
Interested? Just complete an application form at
- it’s quick and easy

46. Contacts: GCE Health and Social Care
Education Manager: Deborah McGuffin Telephone: Ext Subject Support Officer: Joan Jennings Telephone:

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