HEALTH AND SOCIAL CARE

Cambridge TECHNICALS LEVEL 3 HEALTH AND SOCIAL CARE GUIDE Version 1 ocr.org.uk/healthandsocialcare

CONTENTS Introduction 3 1 Developing effective communication in health 4 2 Equality, diversity and rights in health 5 3 Health, safety and security in health 6 4 Development through the life stages 7 5 Anatomy and physiology for health 10 6 Sociological perspectives for health 12 7 Psychological perspectives for health 12 8 Personal and professional development in health 13 9 Caring for children and young people 14 10 Safeguarding adults and promoting independence 15 11 Physiology of fluid balance 16 12 Physiological disorders 17 13 Working in the sector 18 14 Working in the health sector 19 15 Promoting health education 20 16 Nutrition for health 21 17 Research methodology for health 22 18 Coping with change in a health context 23 19 Caring for individuals with additional needs 24 20 Dealing with challenging behaviour 25 21 Caring for older people 25 22 Physiology of co-ordination 26 23 Human inheritance for health 27 24 Dementia care 28 25 Support work in 29 26 Exploring personal and professional development in health 29 27 Professional practice in children and young people s 30 28 Developing creativity in children and young people 31 29 Promote positive behaviour 32 30 Personalisation in health 33 31 Public health 34 32 Safeguarding children and young people 35 33 Supporting use of medication in settings 37 34 psychology of ill health 38 35 Complementary therapies for health 39 36 ing principles of youth work practice 40 2

INTRODUCTION This document lists the current Cambridge Technicals s and Learning Outcomes () and maps them to the new Cambridge Technicals s and Learning Outcomes so that you can see where each learning outcome has remained, changed, moved or been removed. We ve also identified where the 2010 BTEC units map to the Cambridge Technicals 2012 and 2016 units. HEALTH AND SOCIAL CARE The Care have been developed to meet the changing needs of the sector, and prepare your learners for the challenges they ll face in Higher Education or employment. Designed in collaboration with experts spanning the breadth of the sector, the Care focuses on the skills, knowledge and understanding that today s universities and employers demand. Your learners will practically apply their skills and knowledge in preparation for further study or the workplace. When developing the Certificate qualifications we worked with universities to design the content and assessment of these qualifications ensuring that your learners are prepared and have the skills to progress to degree level. For the Tech Levels we worked with universities, industry experts and employers to design the content and assessment of these qualifications ensuring that your learners are prepared and have the skills to progress to degree level, an apprenticeship, or work. The two Diplomas have three vocational pathways within them that can be followed (at least one pathway must be achieved). Each pathway focuses on industry sectors and job roles that your learners will actually be able to do having completed a Cambridge Technical. We ve worked in partnership with industry to make sure your learners can progress directly into the sector in job roles that are appropriate for their age and experience. TEACHING AND LEARNING RESOURCES New resources are being developed to support your teaching of this new qualification. These will include Delivery Guides, Resource Links, Lesson Elements, Project Approaches, a Qualifications Calculator and a Progress Tracker. To find out more about this qualification please go to: http://www.ocr.org.uk/ qualifications/cambridge-technicals-health-and-social-care-level-3-certificateextended-certificate-foundation-diploma-diploma-05830-05833-2016-suite 2016 Suite New suite for first teaching September 2016 Externally assessed content Eligible for Key Stage 5 performance points from 2018 Designed to meet the DfE technical guidance 3

4 1 title Developing effective communication in health and (BTEC 1) 1 2 3 4 effective communication and interpersonal interaction in health factors that influence communication and interpersonal interaction in health environments ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment This is no longer stand-alone and has been divided and is now in multiple units/s 1 title Building positive relationships in health 1 2 3 4 relationships in health, or child care environments factors that influence the building of relationships how a person-centred approach builds positive relationships in health, or child care environments Be able to use communication skills effectively to build positive relationships in a health, or child care environment The use of a personcentred approach is a means to overcoming barriers in communication

5 2 title Equality, diversity and rights in health (BTEC 2) 1 2 3 4 concepts of equality, diversity and rights in relation to health Know discriminatory practices in health how national initiatives promote antidiscriminatory practice Know how antidiscriminatory practice is promoted in health and social care settings This is covered in the new This is no longer stand-alone and has been divided and is now in multiple units/s 2 title Equality, diversity and rights in health and (Externally assessed) 1 2 3 4 concepts of equality, diversity and rights and how these are applied in the context of health, and child care environments impact of discriminatory practices on individuals in health, and child care environments how current legislation and national initiatives promote antidiscriminatory practice in health, and child care environments how equality, diversity in rights in health, and child care environments are promoted This is now an rather than a Know and so learners will be expected to apply their knowledge

6 3 title Health, safety and security in health (BTEC 3) 1 2 3 4 potential hazards in health and Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment priorities and responses in dealing with incidents and emergencies This is covered in the new This is not in any of the new Technicals units This is covered in the new 3 title Health, safety and security in health and (Externally assessed) 1 2 n/a n/a n/a n/a 3 Health, safety and security in health and (Externally assessed) 4 potential hazards in health, social care and child care environments how legislation, policies and procedures promote health, safety and security in health, social care and child care environments Know how to respond to incidents and emergencies in a health, or child care environment This is now an rather than a Know and so learners will be expected to apply their knowledge Although learners will not be asked to carry out a risk assessment, they will be taught the importance of risk assessments in 3, 2 This is now a Know rather than an and so learners will not be expected to apply their knowledge

7 4 title Development through the life stages (BTEC 4) 1 Know stages of growth and development throughout the human lifespan This is partially covered in the new Technicals and has a different title 13 18 title Sexual health, reproduction and early development stages Caring for older people 5 1 care and development of the baby in the first year of life ageing process Learners only need to consider developmental norms and stages up to the age of one year but need a broader understanding of the ageing process

8 4 title Development through the life stages (BTEC 4) 2 potential effects of life factors and events on the development of the individual This is no longer stand-alone and has been divided and is now in multiple units/s 9 13 14 title Supporting people with learning disabilities Sexual health, reproduction and early development stages The impact of longterm physiological conditions (BTEC s 23, 43) 1 3 5 2 3 Know the types and causes of learning disabilities Know the factors which could affect health in pregnancy and the success of the birth care and development of the baby in the first year of life effects of long-term physiological conditions Be able to support individuals with longterm physiological conditions to plan their care and support This was very broad and so the different effects, factors and events have been separated into their more specific contexts

9 4 title Development through the life stages (BTEC 4) 2 3 potential effects of life factors and events on the development of the individual physical and psychological changes of ageing This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new Technicals and has a different title 22 23 18 title Psychology for health (BTEC s 29, 30) Sociology for health (BTEC s 19, 47) Caring for older people 1 2 3 4 1 2 3 1 Be able to apply psychological theories and approaches to health, and child care health psychology impact of chronic illness and long term health conditions on individuals Know the psychological impacts of requiring care sociological perspectives sociological perspectives about health patterns and trends in health and illness among different social groups ageing process This was very broad and so the different effects, factors and events have been separated into their more specific contexts

10 5 title Anatomy and physiology for health and social care (BTEC 5) 1 Know the organisation of the human body This is no longer stand-alone and has been divided and is now in multiple units/s 4 title Anatomy and physiology for health (Externally assessed) (BTEC 32) 1 2 3 4 5 6 cardiovascular system, malfunctions and their impact on individuals respiratory system, malfunctions and their impact on individuals digestive system, malfunctions and their impact on individuals musculoskeletal system, malfunctions and their impact on individuals control and regulatory systems, malfunctions and their impact on individuals sensory systems, malfunctions and their impact on individuals

11 5 title Anatomy and physiology for health and (BTEC 5) 2 3 4 functioning of the body systems associated with energy metabolism how homeostatic mechanisms operate in the maintenance of an internal environment Be able to interpret data obtained from monitoring routine activities with reference to the functioning of healthy body systems This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new Technicals and has a different title This is not in any of the new Technicals units 4 10 4 title Anatomy and physiology for health (Externally assessed) (BTEC 32) Nutrition for health Anatomy and physiology for health (Externally assessed) (BTEC 32) 1 2 3 1 5 n/a n/a n/a n/a cardiovascular system, malfunctions and their impact on individuals respiratory system, malfunctions and their impact on individuals digestive system, malfunctions and their impact on individuals Know nutritional and diet guidelines control and regulatory systems, malfunctions and their impact on individuals This content was not valued by employers to make learners job ready

12 6 title Sociological perspectives for health and (BTEC 7) 1 2 sociological perspectives sociological approaches to health and 7 title Psychological perspectives for health and (BTEC 8) 1 2 psychological perspectives psychological approaches to health and This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new This is covered in the new 23 22 title Sociology for health (BTEC s 19, 47) 1 2 3 4 sociological perspectives sociological perspectives about health patterns and trends in health and illness among different social groups sociological perspectives about the organisation and management of health title Psychology for health (BTEC s 29, 30) 1 Be able to apply psychological theories and approaches to health, and child care

13 8 title Personal and professional development in health and (BTEC 6) 1 2 3 4 learning process Be able to plan for and monitor own professional development Be able to reflect on own development over time Know service provision in the health or sectors This is not in any of the new Technicals units This is covered in the new title n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 11 Career planning for health (BTEC 44) 1 2 Know how organisations are structured in health, and child care roles and responsibilities in health, and child care Not seen as a subject specific skill

14 9 title Caring for children and young people (BTEC 10) 1 2 3 4 Know why children and young people might need to be looked after Know how care is provided for looked after children and young people risks to children and young people of abusive and exploitative behaviour strategies used to safeguard children and young people from abusive and exploitative behaviour This is covered in the new This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new 21 title Looked after children and young people 7 Safeguarding 1 2 3 2 5 what is meant by looked after children and young people in the context of the health sector possible issues and difficulties that may affect looked after children and young people Know the responsibilities of those involved in the care of children and young people factors which may lead to abusive situations working strategies and procedures for the safeguarding and protection of adults, young people and children

15 10 title Safeguarding adults and promoting independence (BTEC 11) 1 2 3 4 5 Know types and indicators of abuse factors which may lead to abusive situations Know legislation and regulations which govern the safeguarding of adults Know working strategies and procedures to reduce the risk of abuse of adults role of supportive relationships to promote the rights, independence and wellbeing of adults using health and services This is covered in the new This is in the new Technicals AND has the same title This is covered in the new title 7 Safeguarding 1 2 3 5 6 types and signs of abuse factors which may lead to abusive situations legislation, regulatory requirements and guidance which govern the safeguarding of adults, young people and children working strategies and procedures for the safeguarding and protection of adults, young people and children how workers within health, and child care environments can minimise the risk of abuse

16 11 title Physiology of fluid balance (BTEC 13) 1 2 3 4 Know the microstructure and functions of a typical animal cell Know the movement of materials into and out of cells Know the distribution and constituents of fluids in the human body homeostatic processes in relation to water balance This is not in any of the new Technicals units title n/a n/a n/a n/a This content was not valued by employers to make learners job ready

17 12 title Physiological disorders (BTEC 14) 1 2 3 4 the nature of physiological disorders Know the processes involved in the diagnosis of physiological disorders Be able to produce a care pathway for physiological disorders strategies used to support individuals with physiological disorders This is covered in the new This is not in any of the new Technicals units This is covered in the new 14 title The impact of longterm physiological conditions (BTEC s 23, 43) 1 n/a n/a n/a n/a 14 The impact of longterm physiological conditions (BTEC s 23, 43) 3 Know what long-term physiological conditions are; their causes and symptoms Be able to support individuals with longterm physiological conditions to plan their care and support Linked content in long term conditions

18 13 title Working in the sector (BTEC 17) 1 2 3 4 potential careers in the social care sector Know how organisations are structured in the sector roles and responsibilities in the social care sector concept of multidisciplinary working in the social care sector This is covered in the new 11 title Career planning for health (BTEC 44) 1 2 4 Know how organisations are structured in health, and child care roles and responsibilities in health, and child care concept of multidisciplinary working in health and

19 14 title Working in the health sector (BTEC 18) 1 2 3 4 potential careers in the health sector Know how organisations are structured in the health sector roles and responsibilities in the health sector concept of multidisciplinary working in the health sector This is covered in the new 11 title Career planning for health (BTEC 44) 1 2 4 Know how organisations are structured in health, and child care roles and responsibilities in health concept of multidisciplinary working in health, social care and child care

20 15 title Promoting health education (BTEC 20) 1 2 3 4 different approaches to health education models of behaviour change how health education campaigns are implemented Be able to implement a health campaign This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new This is covered in the new 15 24 22 15 title Promoting health and wellbeing (BTEC 38) Public health (BTEC s 12) Psychology for health (BTEC s 29, 30) Promoting health and wellbeing (BTEC 38) 2 1 2 2 4 use of strategies and campaigns and the roles of professionals in promoting health and wellbeing systems for the protection and promotion of public health health psychology use of strategies and campaigns and the roles of professionals in promoting health and wellbeing Be able to implement and evaluate a campaign promoting health and wellbeing

21 16 title Nutrition for health (BTEC 21) 1 2 3 4 concepts of nutritional health Know the characteristics of nutrients influences on dietary intake and nutritional health Be able to use dietary and other relevant information from an individual to make recommendations to improve nutritional health This is covered in the new 10 title Nutrition for health 1 2 3 4 Know nutritional and diet guidelines functions of nutrients factors which influence nutritional health Be able to make recommendations to improve nutritional health

22 17 title Research methodology for health and (BTEC 22) 1 2 3 4 5 6 function of research in health and ethical issues relating to research in health research methodologies relevant to health Be able to plan for a research project Be able to conduct research relevant to a health and social care context Be able to interpret research findings This is not in any of the new Technicals units title n/a n/a n/a n/a This content was not valued by employers to make learners job ready

23 18 title Coping with change in a health and context (BTEC 25) 1 2 3 nature of selfconcept and its links with self esteem potential impact on self-concept, of major life changes role of the health professional in supporting transition and change This is not in any of the new Technicals units title n/a n/a n/a n/a Linked content in 22

24 19 title Caring for Individuals with additional needs (BTEC 26) 1 2 3 Know reasons why individuals may experience additional needs barriers experienced by individuals with additional needs current practice with respect to provision for additional needs This is not in any of the new Technicals units title n/a n/a n/a n/a Knowledge and understanding covered in this is covered in the new Technicals but in specific contexts i.e. dementia, mental health conditions, learning disabilities, long-term physiological conditions and older people

25 20 title Dealing with challenging behaviour (BTEC 27) 1 2 3 Know the potential causes and effects of challenging behaviour legislation and guidance concerned with challenging behaviour Be able to contribute to the development of a strategy for dealing with challenging behaviour 21 title Caring for older people (BTEC 28) 1 2 ageing process role of health and care workers in supporting the wellbeing of older people This is not in any of the new Technicals units This is covered in the new Technicals and has the same title title n/a n/a n/a n/a 18 Teaching content is covered in promoting positive behaviour title Caring for older people 1 2 ageing process Be able to support older people to plan their care and support

26 22 title Physiology of co-ordination (BTEC 31) 1 2 3 4 5 Know how the body is coordinated structure and function of the sense organs physiology of the nervous system physiology of the endocrine system the effects and management of disorders of the nervous and endocrine systems This is covered in the new 4 title Anatomy and physiology for health (Externally assessed) (BTEC 32) 5 6 control and regulatory systems, malfunctions and their impact on individuals sensory systems, malfunctions and their impact on individuals

27 23 title Human inheritance for health and (BTEC 34) 1 2 3 4 human reproduction patterns of inheritance Know about reproductive and gene technologies ethical dilemmas in relation to reproductive and gene technologies This is no longer stand-alone and has been divided and is now in multiple units/s This is not in any of the new Technicals units This is partially covered in the new Technicals and has a different title This is not in any of the new Technicals units 13 title Sexual health, reproduction and early development stages 1 2 3 4 n/a n/a n/a n/a 13 Sexual health, reproduction and early development stages 2 n/a n/a n/a n/a sexual health and contraception importance of pre-natal health and the process of conception Know the factors which could affect health in pregnancy and the success of the birth stages of pregnancy and birth and the post-natal care of the mother importance of pre-natal health and the process of conception This content was not valued by employers to make learners job ready

28 24 title Dementia care (BTEC 40) 1 2 3 Know the types and effects of dementia on health and quality of life Know legislation and frameworks which govern dementia care roles and responsibilities when caring for individuals with dementia This is covered in the new 16 title Supporting people with dementia 1 2 4 types of dementia and the impact of dementia and diagnosis on individuals Know legislation and frameworks which support the care of individuals with dementia roles and responsibilities of health practitioners when caring for individuals with dementia This is now an rather than a Know and so learners will be expected to apply their knowledge

29 25 title Support work in (BTEC 42) 1 2 3 Know roles which are involved in nondirect care in social care environments Know the importance of team working in care environments role of workers not involved in direct care in maintaining health, safety and security 26 title Exploring personal and professional development in health and (BTEC 48) 1 2 3 learning process Be able to plan for and monitor own professional development Be able to reflect on own development over time This is not in any of the new Technicals units This is not in any of the new Technicals units title n/a n/a n/a n/a Can be linked to research gathered for 11 title n/a n/a n/a n/a Not seen as a subject specific skill

30 27 title Professional practice in children and young people s 1 2 3 legislation and policy framework for working with children and young people in work settings professional responsibilities when working with children and young people partnership working when working with children and young people This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new This is partially covered in the new Technicals and has a different title 2 21 21 11 title Equality, diversity and rights in health and (Externally assessed) Looked after children and young people Looked after children and young people Career planning for health (BTEC 44) 3 2 3 4 how current legislation and national initiatives promote antidiscriminatory practice in health, and child care environments possible issues and difficulties that may affect looked after children and young people Know the responsibilities of those involved in the care of children and young people concept of multidisciplinary working in health, social care and child care This is now a Know rather than an and so learners will not be expected to apply their knowledge

31 28 title Developing creativity in children and young people 1 2 3 4 how creativity promotes development for children and young people Be able to encourage children and young people to recognise and value their own and others creativity how to support children and young people to be creative Be able to engage children or young people in creative activities This is covered in the new 8 title Creativity and activity for children and young people 1 3 4 importance of creativity for children and young people role of adults in promoting creativity for children and young people Be able to design and plan an activity/creative activity for use with a group of children or young people

32 29 title Promote positive behaviour 1 2 3 4 restrictive interventions in health, or early years contexts context and use of proactive and reactive strategies to promote positive behaviour how to promote positive behaviour how to respond to incidents of challenging behaviour This is covered in the new This is no longer stand-alone and has been divided and is now in multiple units/s This is covered in the new Technicals and has the same title This is no longer stand-alone and has been divided and is now in multiple units/s 12 title Promote positive behaviour 2 2 3 1 2 3 situations in which staff are required to use reactive and restrictive interventions situations in which staff are required to use reactive and restrictive interventions Be able to use interventions to promote positive behaviour, considering the impact on the individual Be able to promote positive behaviour situations in which staff are required to use reactive and restrictive interventions Be able to use interventions to promote positive behaviour, considering the impact on the individual Although the title is the same the Teaching Content and Grading Criteria have changed

33 30 title Personalisation in health and 1 2 3 the concept of personalisation in health and systems that support personalisation health and the impact of personalisation on the provision of care and support This is covered in the new 6 title Personalisation and a person-centred approach to care (Externally assessed) (BTEC 9) 1 personalisation in health

34 title 31 Public health 1 2 3 Know the origins of public health policy factors that influence health how public health is promoted and protected This is not in any of the new Technicals units This is covered in the new title n/a n/a n/a n/a 15 24 Promoting health and wellbeing (BTEC 38) Public health (BTEC s 12) 1 3 1 reasons for maintaining a healthy lifestyle factors that influence responses to the promotion of health and wellbeing systems for the protection and promotion of public health Remains in 24 - public health but with less emphasis

35 32 title Safeguarding children and young people 1 2 3 legislation for safeguarding children and young people partnership working to safeguard children and young people how children and young people and those who work with them are protected in the workplace This is covered in the new This is no longer stand-alone and has been divided and is now in multiple units/s 7 title Safeguarding (Externally assessed) 3 5 5 6 legislation, regulatory requirements and guidance which govern the safeguarding of adults, young people and children working strategies and procedures for the safeguarding and protection of adults, young people and children working strategies and procedures for the safeguarding and protection of adults, young people and children how workers within health, and child care environments can minimise the risk of abuse

36 32 title Safeguarding children and young people 4 5 how to respond to evidence or concerns that a child or young person has been harmed, abused or bullied importance of e-safety for children and young people This is covered in the new This is not in any of the new Technicals units title 4 how to deal with suspected abuse or disclosures of abuse n/a n/a n/a n/a Can be linked to 13

37 33 title Support use of medication in social care settings 1 2 3 4 5 Know current policy and legislation in relation to the use of medication in social care settings the roles and responsibilities of those involved in supporting the use of medication in settings administration of medication in social care settings how to record and report on use of medication safe storage and disposal of medication in settings This is not in any of the new Technicals units title n/a n/a n/a n/a This content was not valued by employers to make learners job ready

38 34 title psychology of ill health 1 2 3 4 models of health issues in health psychology models of stress and related management strategies impact of chronic illness and long term health conditions on individuals This is covered in the new This is not in any of the new Technicals units This is covered in the new Technicals and has the same title 23 22 title Sociology for health (BTEC s 19, 47) Psychology for health (BTEC s 29, 30) 2 2 n/a n/a n/a n/a 22 Psychology for health (BTEC s 29, 30) 3 sociological perspectives about health health psychology impact of chronic illness and long-term health conditions on individuals Links to mental health conditions unit

39 35 title Complementary therapies within health and 1 2 3 complementary therapies that can be used by users of health and social care services role of complementary therapies in relation to conventional treatments role of complementary therapies in maintaining health and wellbeing This is not in any of the new Technicals units title n/a n/a n/a n/a This content was not valued by employers to make learners job ready

40 36 title ing principles of youth work practice 1 2 3 4 Know values and principles of youth work practice how adolescence impacts on young people Be able to involve young people in programme planning reflective practice This is covered in the new Technicals and has the same title This is covered in the new This is not in any of the new Technicals units 20 title Principles of youth work practice 1 2 3 n/a n/a n/a n/a Know the values and principles of youth work practice how adolescence impacts on young people Be able to involve young people in the planning and delivery of a youth work programme Although the title is the same the Teaching Content and Grading Criteria have changed This remains as teaching content in the youth work unit

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