Health and Social Care First teaching from September 2016

Agenda Revision of AS/A2 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 ContentAssessment Unit AS 1: Promoting Quality Care Unit AS 2: Communication in Health, Social Care and Early Years Care Settings Unit AS 3:Health and Well-Being Unit AS 4: Safeguarding Children Unit AS 5: Adult Service Users Unit AS 6: Holistic Therapies Unit AS 7: Understanding the Physiology of Health and Illness Internal Assessment External Written Examination Internal Assessment External Written Examination Internal Assessment External Written Examination

Specification at a glance ContentAssessment Unit A2 1: Applied Research Unit A2 2: Body Systems and Physiological Disorders Unit A2 3: Providing Services Unit A2 4: Health Promotion Unit A2 5: Supporting the Family Unit A2 6: Understanding Human Behaviour Unit A2 7: Human Nutrition and Health Internal Assessment External Examination Internal Assessment External Written Examination

GCE Health and Social Care Key Features Overall Weightings AS contribution of 40% and an A2 contribution of 60% to the overall A level grade Internal and External Assessment Weighting Internal assessment - 50% of AS and A2 External assessment - 50% of AS and A2

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 A2 candidates are required to complete one compulsory external exam (A2 Unit 3) and two internally assessed units (A2 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: A2 Candidates are required to complete: one compulsory examination (A2 Unit 3) and one other external examination (A2 Unit 6 or A2 Unit 7) and four compulsory internally assessed units (A2 Unit 1, 2, 4 and 5)

Key Features Mark Allocation AS - internally assessed units - 80 marks AS examinations marks (2hr duration) A2 internally assessed units marks A2 examinations marks (2hr duration)

Key Features Assessment Objectives 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)

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-to- one 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

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

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: Ext (2197) Specification Support Officer: Nola Fitzsimons Telephone: Ext (2235) Specification, sample assessment and support materials available on the subject microsite at

GCE Support Type of SupportDate Sample assessment materialsRolling basis from 21 January 2016 Student guides/subject SnapshotsRolling basis from 21 January 2016 MicrositesRolling basis from 8 February 2016 Outline schemes of workRolling basis from 15 February 2016 Fact files (AS)Rolling basis from 22 February 2016 Fact files (A2)Rolling basis from September 2016 E-books (AS)September 2016 E-books (A2)September 2017 Launch and support eventsMarch 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

The ReVision 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 Facebook ccea.info Don’t forget to register for your updates on the microsite – ‘keep up to date’ section Keeping you informed