Health and Social Care

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

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)

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

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

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

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

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

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

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)

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

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

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

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: 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

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

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