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GCSEOCR

Health and Social Care

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Three-unit structure: one exam + two set assignments

Course structure and assessment model (OCR)

Mandatory exam unit: R032

Course structure and assessment model (OCR)

Mandatory set-assignment unit: R033

Course structure and assessment model (OCR)

Choose one optional set-assignment unit: R034 or R035

Course structure and assessment model (OCR)

Set Assignment meaning: OCR set task, centre marked, externally moderated

Course structure and assessment model (OCR)

Plan evidence: research, drafts, final outcomes, feedback, evaluation

Course structure and assessment model (OCR)

Curriculum Modules

Three-unit structure: one exam + two set assignments Mandatory exam unit: R032 Mandatory set-assignment unit: R033 Choose one optional set-assignment unit: R034 or R035 Set Assignment meaning: OCR set task, centre marked, externally moderated Plan evidence: research, drafts, final outcomes, feedback, evaluation Use PIES as a common thread across the whole course Synoptic links: apply R032 knowledge in the NEA units

Health care settings vs social care settings Examples of health care settings (where care is provided)Examples of social care settings (where support is provided)Meaning of “service user” in health and social care Right to choice: what it looks like day-to-day Right to consultation: involving the service user in decisions Right to confidentiality: privacy and trust Right to be treated equally and fairly Right to protection from abuse and harm Apply rights in a health care scenario Apply rights in a social care scenario Benefits of maintaining rights: empowerment Benefits of maintaining rights: independence and control Benefits of maintaining rights: self-esteem and feeling valued Benefits of maintaining rights: needs met and better wellbeing Link specific rights to specific benefits (exam practice)

Meaning of “person-centred values”Individuality: tailoring care to the person Choice as a person-centred value Rights as a person-centred value Independence: supporting people to do what they can Privacy: personal space, information and dignity Dignity: avoiding embarrassment and loss of self-worth Respect: attitudes, language and behaviour Partnership: working with the individual and others Encourage service-user decision making The 6Cs: why they matter in care settings Care: what “good care” looks like in practice Compassion: responding with empathy Competence: skills and safe practice Communication: adapting to needs and contexts Courage: speaking up and challenging poor practice Commitment: reliability and professional standards Benefits for service providers: standards, skills, job satisfaction Benefits for service users: quality of care and quality of life When values aren’t applied: physical effects When values aren’t applied: intellectual effects When values aren’t applied: emotional effects When values aren’t applied: social effects Use PIES to analyse a breakdown in person-centred care

Why communication is essential in health and social care Adapt communication to the service user and situation Verbal skills: clarity and avoiding jargon Verbal skills: empathy and reassurance Verbal skills: patience and turn-taking Verbal skills: tone and how it changes meaning Verbal skills: volume and pace Verbal skills: appropriate vocabulary Impact of good verbal communication on service users Impact of poor verbal communication: errors and distress Non-verbal: eye contact and attention Non-verbal: facial expressions and meaning Non-verbal: gestures and cues Non-verbal: positioning and personal space Positive body language and professional presence When humour helps and when it doesn’t Active listening: showing interest and building trust Active listening: reflecting back and clarifying Active listening: summarising needs and concerns Special methods: advocates (when and why used)Special methods: Braille (who needs it and how it helps)Special methods: BSL and interpreters Special methods: Makaton (who it supports)Special methods: voice-activated software and accessibility Choose the best communication method for a scenario

Safeguarding: what it means in care settings Who may need safeguarding (vulnerable groups)Why children may need safeguarding Why older adults in residential care may need safeguarding Why disabilities or sensory impairments raise safeguarding needs Impacts of poor safeguarding on PIES (overview)Safeguarding procedures: policies Designated Safeguarding Lead (DSL): what they do Staff safeguarding training: recognise and report concerns DBS checks: why used in care settings Standard vs enhanced DBS vs barred list: what it means Infection prevention: protecting staff and service users Cleanliness routines: surfaces, equipment, waste disposal Personal hygiene: handwashing, wounds covered, no jewellery PPE: what it is and when it’s used Safety procedures: first aid policies and importance Safety procedures: risk assessments (purpose)Safety procedures: staff training (equipment, moving/handling, first aid)Emergency procedures: fire drills and evacuation Equipment safety: checks, reporting damage, risk assessed Safety measures vs procedures: what’s the difference Security measures: staff ID (lanyards, uniform)Security measures: keys and access monitoring Security measures: visitor sign-in/out and badges Security measures: reporting concerns to line managers Security measures: controlled entry (cards, buzzers, pin codes)Security measures: window locks/restraints to prevent harm Compare safety and security across different care settings

Five life stages: 4–10, 11–18, 19–45, 46–65, 65+Meaning of “key milestones”Physical development across life stages (mobility, ageing)Fine vs gross motor skills and development Puberty as a physical milestone Menopause as a physical milestone Intellectual development across life stages (thinking, decisions)Later-life decline in mental abilities as a feature Emotional development: bonding and attachment Emotional development: independence and self-confidence Emotional development: self-image and self-esteem Social development: relationships and social skills Social development: responsibilities across life stages Factors affecting development: physical factors Factors affecting development: social factors Factors affecting development: emotional factors Factors affecting development: economic factors Factors affecting development: cultural factors Factors affecting development: environmental factors Explain how factors shape development for an individual or case study

Life events: expected vs unexpected Physical events: illness, injury, disorders, puberty, menopause Relationship changes: starting/ending relationships Relationship changes: divorce/separation and family impacts Relationship changes: parenthood and changing roles Relationship changes: bereavement and grief Life circumstances: starting/changing school and exclusion Life circumstances: redundancy and unemployment Life circumstances: imprisonment Life circumstances: retirement Life circumstances: bankruptcy Physical impacts: pain, tiredness, mobility, appearance Intellectual impacts: adapting, new skills, impairment Emotional impacts: anxiety, stress, depression, self-esteem Social impacts: relationships, isolation, lifestyle changes Financial impacts: income, costs, wealth changes Turn impacts into needs (what the person now requires)Write needs statements: need + because + impact Use PIESF to analyse two life events for one person

Meaning of “support” in health and social care Formal support: what counts as formal Informal support: what counts as informal Charities as support sources (local and national)Practitioners’ role in providing support Informal caregivers’ role in providing support Match support to needs created by life events How practitioners meet needs: practical, emotional, signposting Barriers to accessing support and impact on outcomes Justify recommendations: why this support meets needs Write evidence-based recommendations for a case-study individual

Meaning of “therapy” in health and social care Sensory therapies: what they are and who they help Cognitive therapies: what they are and who they help Expressive therapies: what they are and who they help Physical therapies: what they are and who they help Physical benefits of therapies (PIES: physical)Intellectual benefits of therapies (PIES: intellectual)Emotional benefits of therapies (PIES: emotional)Social benefits of therapies (PIES: social)Link therapy choice to an individual’s needs (PIES-led)

Meaning of “creative activity” in a care setting Art and craft activities: examples and who they suit Music activities: examples and who they suit Drama and movement: examples and who they suit Games and group activities: examples and who they suit Physical benefits of creative activities (PIES)Intellectual benefits of creative activities (PIES)Emotional benefits of creative activities (PIES)Social benefits of creative activities (PIES)Compare creative activities vs therapies: differences and overlap

Choose an activity: match age, needs and setting Consider PIES when choosing the activity Set activity aims that are clear and measurable Timescales: planning and delivery time Resources: materials, equipment and extra help Safety: risk awareness and reducing harm Communication plan: explain, support and include Method: step-by-step delivery plan Inclusion: adapt for needs and participation Feedback planning: choose an appropriate feedback method

Skills to encourage participation: communication and responsiveness Personal qualities: patience, caring, respect, cheerfulness Introduce the activity: welcome, aims and content Settle the group so they’re ready to take part Supervise safely: when to intervene and support Encourage participation without pressure Keep to timescales and manage resources during delivery Collect feedback: questions, questionnaires, witness testimony Use feedback to evaluate your own performance Self-reflection: strengths and weaknesses Evaluate planning, communication and participation strategies Suggest realistic improvements: what you’d change and why

Meaning of “public health”Why a healthy society matters: cost, life expectancy, disease control Obesity: who is affected and why it matters Flu and viruses: who is affected and why it matters Alcohol consumption: who is affected and why it matters Heart disease and stroke: who is affected and why it matters Sexual health: who is affected and why it matters Cancer: who is affected and why it matters Physical activity: who is affected and why it matters Mental health: who is affected and why it matters Smoking cessation: who is affected and why it matters Child dental health: who is affected and why it matters Who runs campaigns: charities, NHS, government, WHO Current health promotion campaigns: what they look like Identify target audiences for different campaigns Benefits to individuals: attitudes, empowerment, quality of life Benefits to society: reduced strain on services, healthier population

Health influences: lifestyle choices Health influences: physical and mental health Health influences: education and socio-economic factors Health influences: access to health services Access: location and opening times Access: availability and local resources Healthy lifestyle: what it involves (overview)Healthy choices: smoking, sun protection, safe sex Healthy eating and drinking: balanced diet and moderation Hygiene: personal and environmental hygiene Mental health habits: coping strategies, sleep, stimulation Physical activity: regular exercise and routine Healthy living benefits (PIES): physical Healthy living benefits (PIES): intellectual Healthy living benefits (PIES): emotional Healthy living benefits (PIES): social How campaigns support healthy lifestyle choices Barriers: advertising and media influence Barriers: peer pressure (direct/indirect, positive/negative)Barriers: lack of support (family, role models, professionals)Barriers: cost (gym, healthy food, treatments)Explain barriers for a specific target audience

Choose a public health challenge and justify your choice Define your target audience clearly Set campaign aims: change, improve, educate Write aims linked to PIES Timescales: planning time and delivery time Resources: materials, equipment, additional help Safety: sensitivity, safeguarding rights, minimise risk Communication plan for delivery Choose engaging methods: activity, film, quiz, demonstration Design content to suit audience: age, literacy, needs Choose feedback methods: questions, questionnaires, witness testimony Produce a clear campaign plan document

Introduce the campaign: welcome and settle the audience Deliver content clearly and appropriately Encourage participation and next steps (further action)Use effective communication during delivery Collect audience feedback Collect feedback on your own performance Evaluate performance using feedback and self-reflection Evaluate planning: strengths and weaknesses Evaluate communication: strengths and weaknesses Evaluate engagement strategies: strengths and weaknesses Write specific improvements: what you’d do differently and why

Community Lessons

Three-unit structure - one exam + two set assignments

Three-unit structure: one exam + two set assignments

The Rights of Service Users in Health and Social Care Settings

Health and Social Care

The Rights of Service Users in Health and Social Care Settings

Health and Social Care

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