Health and Social Care

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Exam Questions

Three-unit structure: one exam + two set assignmentsNew Mandatory exam unit: R032New Mandatory set-assignment unit: R033New Choose one optional set-assignment unit: R034 or R035New Set Assignment meaning: OCR set task, centre marked, externally moderatedNew Plan evidence: research, drafts, final outcomes, feedback, evaluationNew Use PIES as a common thread across the whole courseNew Synoptic links: apply R032 knowledge in the NEA unitsNew

Health care settings vs social care settingsNew Examples of health care settings (where care is provided)New Examples of social care settings (where support is provided)New Meaning of “service user” in health and social careNew Right to choice: what it looks like day-to-dayNew Right to consultation: involving the service user in decisionsNew Right to confidentiality: privacy and trustNew Right to be treated equally and fairlyNew Right to protection from abuse and harmNew Apply rights in a health care scenarioNew Apply rights in a social care scenarioNew Benefits of maintaining rights: empowermentNew Benefits of maintaining rights: independence and controlNew Benefits of maintaining rights: self-esteem and feeling valuedNew Benefits of maintaining rights: needs met and better wellbeingNew Link specific rights to specific benefits (exam practice)New

Meaning of “person-centred values”New Individuality: tailoring care to the personNew Choice as a person-centred valueNew Rights as a person-centred valueNew Independence: supporting people to do what they canNew Privacy: personal space, information and dignityNew Dignity: avoiding embarrassment and loss of self-worthNew Respect: attitudes, language and behaviourNew Partnership: working with the individual and othersNew Encourage service-user decision makingNew The 6Cs: why they matter in care settingsNew Care: what “good care” looks like in practiceNew Compassion: responding with empathyNew Competence: skills and safe practiceNew Communication: adapting to needs and contextsNew Courage: speaking up and challenging poor practiceNew Commitment: reliability and professional standardsNew Benefits for service providers: standards, skills, job satisfactionNew Benefits for service users: quality of care and quality of lifeNew When values aren’t applied: physical effectsNew When values aren’t applied: intellectual effectsNew When values aren’t applied: emotional effectsNew When values aren’t applied: social effectsNew Use PIES to analyse a breakdown in person-centred careNew

Why communication is essential in health and social careNew Adapt communication to the service user and situationNew Verbal skills: clarity and avoiding jargonNew Verbal skills: empathy and reassuranceNew Verbal skills: patience and turn-takingNew Verbal skills: tone and how it changes meaningNew Verbal skills: volume and paceNew Verbal skills: appropriate vocabularyNew Impact of good verbal communication on service usersNew Impact of poor verbal communication: errors and distressNew Non-verbal: eye contact and attentionNew Non-verbal: facial expressions and meaningNew Non-verbal: gestures and cuesNew Non-verbal: positioning and personal spaceNew Positive body language and professional presenceNew When humour helps and when it doesn’tNew Active listening: showing interest and building trustNew Active listening: reflecting back and clarifyingNew Active listening: summarising needs and concernsNew Special methods: advocates (when and why used)New Special methods: Braille (who needs it and how it helps)New Special methods: BSL and interpretersNew Special methods: Makaton (who it supports)New Special methods: voice-activated software and accessibilityNew Choose the best communication method for a scenarioNew

Safeguarding: what it means in care settingsNew Who may need safeguarding (vulnerable groups)New Why children may need safeguardingNew Why older adults in residential care may need safeguardingNew Why disabilities or sensory impairments raise safeguarding needsNew Impacts of poor safeguarding on PIES (overview)New Safeguarding procedures: policiesNew Designated Safeguarding Lead (DSL): what they doNew Staff safeguarding training: recognise and report concernsNew DBS checks: why used in care settingsNew Standard vs enhanced DBS vs barred list: what it meansNew Infection prevention: protecting staff and service usersNew Cleanliness routines: surfaces, equipment, waste disposalNew Personal hygiene: handwashing, wounds covered, no jewelleryNew PPE: what it is and when it’s usedNew Safety procedures: first aid policies and importanceNew Safety procedures: risk assessments (purpose)New Safety procedures: staff training (equipment, moving/handling, first aid)New Emergency procedures: fire drills and evacuationNew Equipment safety: checks, reporting damage, risk assessedNew Safety measures vs procedures: what’s the differenceNew Security measures: staff ID (lanyards, uniform)New Security measures: keys and access monitoringNew Security measures: visitor sign-in/out and badgesNew Security measures: reporting concerns to line managersNew Security measures: controlled entry (cards, buzzers, pin codes)New Security measures: window locks/restraints to prevent harmNew Compare safety and security across different care settingsNew

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

Life events: expected vs unexpectedNew Physical events: illness, injury, disorders, puberty, menopauseNew Relationship changes: starting/ending relationshipsNew Relationship changes: divorce/separation and family impactsNew Relationship changes: parenthood and changing rolesNew Relationship changes: bereavement and griefNew Life circumstances: starting/changing school and exclusionNew Life circumstances: redundancy and unemploymentNew Life circumstances: imprisonmentNew Life circumstances: retirementNew Life circumstances: bankruptcyNew Physical impacts: pain, tiredness, mobility, appearanceNew Intellectual impacts: adapting, new skills, impairmentNew Emotional impacts: anxiety, stress, depression, self-esteemNew Social impacts: relationships, isolation, lifestyle changesNew Financial impacts: income, costs, wealth changesNew Turn impacts into needs (what the person now requires)New Write needs statements: need + because + impactNew Use PIESF to analyse two life events for one personNew

Meaning of “support” in health and social careNew Formal support: what counts as formalNew Informal support: what counts as informalNew Charities as support sources (local and national)New Practitioners’ role in providing supportNew Informal caregivers’ role in providing supportNew Match support to needs created by life eventsNew How practitioners meet needs: practical, emotional, signpostingNew Barriers to accessing support and impact on outcomesNew Justify recommendations: why this support meets needsNew Write evidence-based recommendations for a case-study individualNew

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

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

Choose an activity: match age, needs and settingNew Consider PIES when choosing the activityNew Set activity aims that are clear and measurableNew Timescales: planning and delivery timeNew Resources: materials, equipment and extra helpNew Safety: risk awareness and reducing harmNew Communication plan: explain, support and includeNew Method: step-by-step delivery planNew Inclusion: adapt for needs and participationNew Feedback planning: choose an appropriate feedback methodNew

Skills to encourage participation: communication and responsivenessNew Personal qualities: patience, caring, respect, cheerfulnessNew Introduce the activity: welcome, aims and contentNew Settle the group so they’re ready to take partNew Supervise safely: when to intervene and supportNew Encourage participation without pressureNew Keep to timescales and manage resources during deliveryNew Collect feedback: questions, questionnaires, witness testimonyNew Use feedback to evaluate your own performanceNew Self-reflection: strengths and weaknessesNew Evaluate planning, communication and participation strategiesNew Suggest realistic improvements: what you’d change and whyNew

Health influences: lifestyle choicesNew Health influences: physical and mental healthNew Health influences: education and socio-economic factorsNew Health influences: access to health servicesNew Access: location and opening timesNew Access: availability and local resourcesNew Healthy lifestyle: what it involves (overview)New Healthy choices: smoking, sun protection, safe sexNew Healthy eating and drinking: balanced diet and moderationNew Hygiene: personal and environmental hygieneNew Mental health habits: coping strategies, sleep, stimulationNew Physical activity: regular exercise and routineNew Healthy living benefits (PIES): physicalNew Healthy living benefits (PIES): intellectualNew Healthy living benefits (PIES): emotionalNew Healthy living benefits (PIES): socialNew How campaigns support healthy lifestyle choicesNew Barriers: advertising and media influenceNew Barriers: peer pressure (direct/indirect, positive/negative)New Barriers: lack of support (family, role models, professionals)New Barriers: cost (gym, healthy food, treatments)New Explain barriers for a specific target audienceNew

Choose a public health challenge and justify your choiceNew Define your target audience clearlyNew Set campaign aims: change, improve, educateNew Write aims linked to PIESNew Timescales: planning time and delivery timeNew Resources: materials, equipment, additional helpNew Safety: sensitivity, safeguarding rights, minimise riskNew Communication plan for deliveryNew Choose engaging methods: activity, film, quiz, demonstrationNew Design content to suit audience: age, literacy, needsNew Choose feedback methods: questions, questionnaires, witness testimonyNew Produce a clear campaign plan documentNew

Introduce the campaign: welcome and settle the audienceNew Deliver content clearly and appropriatelyNew Encourage participation and next steps (further action)New Use effective communication during deliveryNew Collect audience feedbackNew Collect feedback on your own performanceNew Evaluate performance using feedback and self-reflectionNew Evaluate planning: strengths and weaknessesNew Evaluate communication: strengths and weaknessesNew Evaluate engagement strategies: strengths and weaknessesNew Write specific improvements: what you’d do differently and whyNew

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Health and Social Care

Exam Questions

Course structure and assessment model (OCR)

R032 Topic Area 1: Rights of service users in health and social care (OCR)

R032 Topic Area 2: Person-centred values (OCR)

R032 Topic Area 3: Effective communication in health and social care (OCR)

R032 Topic Area 4: Protecting service users and providers in care (OCR)

R033 Topic Area 1: Life stages (OCR)

R033 Topic Area 2: Impacts of life events (OCR)

R033 Topic Area 3: Sources of support (OCR)

R034 Topic Area 1: Therapies and their benefits (OCR)

R034 Topic Area 2: Creative activities and their benefits (OCR)

R034 Topic Area 3: Plan a creative activity for individuals or groups (OCR)

R034 Topic Area 4: Deliver a creative activity and evaluate performance (OCR)

R035 Topic Area 1: Public health issues and impact on society (OCR)

R035 Topic Area 2: Factors influencing health (OCR)

R035 Topic Area 3: Plan and create a health promotion campaign (OCR)

R035 Topic Area 4: Deliver and evaluate a health promotion campaign (OCR)

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