Care Practice and Provision

Contents

Introduction

Overview and AO1

Case Studies

Anatomy and Physiology in Practice

Overview

Revision Schedule

Child Development

Overview and AO1

Case study

General

References

Coursework Mark Schemes

Glossary

Keeping track – record your marks here!

Checklist

1 Introduction

Welcome to A2!

The structure for the A2 course is similar to the AS. You will take the following modules:

Care practice and provision – meeting service user needs, multidisciplinary teams, promotion of quality assurance by services, legislation.

Anatomy and physiology in practice – respiratory system, cardio-vascular system, digestive system, reproductive system, renal system and musculo – skeletal system.

Child development – patterns of development, influencing factors, theories of play, how to plan and make a learning aid for a child.

The anatomy and physiology module will be exam assessed. The others will be portfolio assessed.

General Hints and Tips

 Back up all coursework – do not rely on one computer/ memory stick to keep files on.

 Put page numbers on coursework – they are needed for marking!

 Refer to texts used throughout your writing.

 Bring this booklet to all lessons where you are likely to work on coursework.

 Hand in coursework on time and do not leave completion until the last minute.

 Bring in coursework as you go along if you are unsure that you are working on the right lines.

 I have exemplar coursework (both excellent and very bad) which you are welcome to look at for ideas/ guidance.

2 Care Practice and Provision

During this module you will learn about:

 Meeting the needs of service users at a local level.

 How servicers and practitioners meet individual needs.

 Ways in which practitioners within services work in multi-disciplinary teams.

 How quality assurance is promoted by services.

 Effects of national policy and legislation on care practice and provision.

 Conducting a survey relating to quality assurance.

This module is portfolio assessed.

Coursework

You need to produce an investigation to show how demographic factors influence the provision of health, social care and early years services in the local area, illustrating how two different local services meet the needs of one service user.

Marks: 10

What do I need to do?

Choose two demographic influences which have influenced the organisation and provision of services in the local area from the following:

• Health needs • Disability • Age of populations • Unemployment • Numbers of single parent families • The number of older people in the population.

Research your two chosen demographic influences using the internet, National Trends, local information sources. Write a factual account of the stages in local planning of services which includes information about:

3  How local plans are produced.  How demographic characteristics/trends are used to assess local needs  The ways in which services are commissioned  A description of the involvement of local stakeholders who contribute to the plan  The influence of national and local targets  How local services are organised (look at them nationally, locally and internally).  The processes of monitoring and evaluating service provision. Describe ways in which national and local standards, targets and objectives may influence planning (you can include this when showing how plans are produced.

Mark Scheme Extract (Top Band)

 4 marks - Candidates select two demographic factors which have influenced the planning and provision of services; candidates use written expression which uses appropriate specialist vocabulary to comprehensively describe how relevant demographic characteristics/trends are used to assess local needs and inform the planning and provision of services.  3 marks - they produce a comprehensive description of the planning of services.  3 marks- they give a comprehensive explanation of the influence of national and local standards, targets and objectives on the planning and provision of services.

Choose one national policy or piece of legislation on care practice which relates to the service user and services. Explain the impact that it has had. You must evaluate its effectiveness from the following: (i) The service user’s perspective (ii) The practitioners (iii) And/or the services. You must:  Identify the strengths and weaknesses  Make reasoned judgments  Draw valid conclusions of the effects. You do not have to relate the legislation to the service user in the case study, but may choose to.

 4 marks - candidates accurately and independently apply in-depth knowledge and understanding to give a comprehensive explanation of the impact of one national policy or piece of legislation on care practice and provision;  6 marks - candidates give a comprehensive explanation of the impact from two different perspectives, e.g. from the viewpoint of the person who uses services, the practitioner and/or the service.

Possible Coursework Layout

 Basic outline of the legislation.  Implications on case study and whether the law has a positive or negative effect  Effect of the law on service providers

You should pick two quality assurance mechanisms (they can be the same for each service) used by two services (ideally relevant to your case study). The following is a list of possible quality assurance mechanisms:  improving information and consultation with service users, e.g. ‘Your Guide to the NHS;  implementing quality-service standards, e.g. National Service Frameworks;  using performance measures, e.g. ‘Star Ratings’;  improving registration and inspection procedures;  evaluating the quality of services experienced by users, e.g. through surveys such as the Patient’s Survey;  rewarding good practice, e.g. the Charter Mark;  developing procedures for complaints and providing opportunities for suggestions from service users and staff;  raising the training levels within the sector.

Carry out research to investigate the quality assurance systems used by the services. Your research methods could include any from the following list, but you must use both primary and secondary sources:  Questioning practitioners  Questioning service users  Interviews  Surveys  Observation of practice  Organisational documents  Publications  Textbooks  Internet. Give reasons for the research techniques you have chosen to use (either when discussing the information gathered or as an appendix).

Step by Step Guide

 Choose two quality assurance mechanisms (evaluating quality of services and improving information and consultation with service users are recommended).  Choose two services you would like to research. Choose methods of research – you must use some primary research e.g. questionnaire, interviews. Keep it simple. You do not have to gather the same research for each service but this may help you later on. Remember that you will need to justify your methods.  Carry out your research.

6  You should find out about the methods of quality assurance – which do they use and how useful do they find the different methods? How do they gather the information and how do they use this information? E.g. using patient comment cards might flag up an issue with reception layout which they can then alter.  Write a description of the quality assurance methods you have found out about.  Analyse them using the information you have gathered. Justify why each mechanism is used. Are there any disadvantages with using these methods? Is one mechanism more suited to one of your care settings than another?  Justify your research methods. Why did you use each method? How useful and accurate are they? You can either justify these methods throughout your essay or as an appendix at the end.

 6 marks - Candidates undertake research using a wide range of appropriate primary and secondary sources of information, e.g. candidates collected primary evidence through interviews, surveys or observation and secondary evidence via the internet, organisational documents and publications.  9 marks - candidates use the information gathered to carry out a comprehensive analysis of the quality assurance mechanisms used by two services; an in-depth analysis, with a range of appropriate examples, of a wide range of quality assurance mechanisms used by two services is evident.

Possible Coursework Layout

 Introduction.  Service one – 2 methods – advantages and disadvantages of each, why used etc.  Service two – 2 methods – advantages and disadvantages of each, why used etc.  Why each research method was used.  Bibliography

Prepare questions to use to gather information from practitioners who work in two different services which provide care for your chosen service user. Make sure you identify the needs of the service user and relate this to PIES. Visit the services to gather the information you need and/or research from books and the internet. Explain the approaches used by practitioners working in the two services from the following:

 Preventative and treatment  The holistic approach  The empowerment approach  The behavioral approach.

Use the two approaches to explain and analyse how practitioners meet the needs of the service user. You should include information about the purpose of individual care assessments and plans used in meeting the needs of the service user. Explain how practitioners work in multi-disciplinary teams to meet the needs of the service user. Use examples to highlight the information provided. Evaluate how well working in a multi disciplinary team benefits the service user.

 5 marks- Candidates provide a comprehensive evaluation, making reasoned judgments and drawing valid conclusions about the approaches used by practitioners working in two different services; candidates use the approaches to give a comprehensive analysis of how practitioners meet the needs of the person who uses services;  4 marks- a comprehensive analysis, using a range of appropriate examples, of how practitioners work in partnership is evident.  6 marks- candidates apply in-depth knowledge, understanding and skills to comprehensively evaluate how working in partnership benefits people who use services.

8 Case Study

Adam is a 19 year old student. He has just finished his A levels and is going to start university. His family and friends have noticed that he has been fairly withdrawn recently and his personal hygiene is deteriorating. He spends long periods of time in his room and will not socialise with his friends. Initially his mother persuaded him to see his GP and he was given mild antidepressants but then the situation got much worse and Adam attempted to take his own life. He was sectioned under the Mental Health Act and admitted to a local mental health unit. He spent three weeks there after being diagnosed with schizophrenia. During his time at the unit he spent time sorting his medication out and coming to terms with his diagnosis. He has since been discharged and is now under the care of adult community care services for adults. In the town where Adam lives, the local NHS and Social Services have merged to form an NHS and Social Care Trust.

Generic – requires candidates to look at two local demographic characteristics and show how these influence service provision (10.2.1). The 2 required could relate to your case study. Which organizations are involved in planning and delivering services in your area? How are service users’ needs identified and met? Identify the stages undertaken at local planning level, i.e. how plans are produced, the role of stakeholders. Who would be involved in the planning? How do they monitor and evaluate the planning process?

Adam will need to have his needs identified (PIES), e.g. physical – schizophrenia medication, intellectual – getting him back into study, emotional – helping him to come to terms with his diagnosis, social – rebuilding relationships/friendships. Identify the two different services he will be using, i.e. community psychiatric nurse/consultant psychiatrist and a social worker. Describe how each practitioner meets Adam’s needs. What approaches does each utilise? For example, the merging of the two trusts gives a more holistic approach to Adam’s treatment and the social worker may look at the empowerment approach so that Adam feels that he is making decisions about his care, etc. How do the practitioners work in multi-disciplinary teams, e.g. care assessments, individual care plans, how often are these reviewed, how they link with the Inpatient unit Adam was in, etc.

Candidates need to find out what quality assurance mechanisms each of the services use. For example, look on the NHS website for star rating of the NHS and Social Care trust or do day services have feedback mechanisms for service users and their families? They could ask care workers and service users (if appropriate) their opinions of the services, using the internet or organizational documents to look at actual quality assurance (note: primary and secondary methods required for mark band 3).

Candidates need to pick one national policy or piece of legislation which relates to Adam and the services chosen. They need to say how it has affected the service user and service provider/practitioner (for mark band 3), providing an evaluation which draws valid conclusions of the overall effect of the legislation. For example, the NHS and Community Care Act 1990, the Mental Health Act 1993, the Health Act 1999 or the Care Standards Act 2000. If you want to look at a policy the NICE guidelines would be appropriate.

10 Anatomy and Physiology in Practice

This unit covers:

 Respiratory system

 Cardio-vascular system

 Digestive system

 Reproductive system

 Musculo-skeletal and neurological systems.

This unit is exam assessed. The following web sites may help you:

 www.howstuffworks.com

 www.bbc.co.uk/health

 www.ama-assn.org/ama/pub/category/7140.html

 www.askann.co.uk

 www.merck.com/mmhe/index.html

 www.med.wayne.edu/diagRadiology/Anatomy_Modules/Page1.html

On the following pages you will find a revision schedule which has been published by the exam board.

11 Revision Schedule: Anatomy and Physiology in Practice

Topic Details Completed Respiratory Understand the overall structure of the respiratory system System and be able to sketch and accurately label the gross structures. Understand the functions of the respiratory system and its homeostatic links with other systems. Understand at least one respiratory dysfunction in detail and the causes of the respiratory dysfunction(s). Understand the general principles and values of at least one respiratory diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. Cardio- Understand the overall structure of the cardio-vascular vascular system and be able to sketch and accurately label the gross System structures. Understand the functions of the cardio-vascular system and its homeostatic links with other systems. Understand at least one cardio-vascular dysfunction in detail and the causes of the cardio-vascular dysfunction(s). Understand the general principles and values of at least one cardio-vascular diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. Digestive Understand the overall structure of the digestive system System and be able to sketch and accurately label the gross structures. Understand the functions of the digestive system and its homeostatic links with other systems. Understand at least one digestive dysfunction in detail and the causes of the digestive dysfunction(s). Understand the general principles and values of at least one digestive diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail.

12 Reproductive Understand the overall structure of the reproductive System system and be able to sketch and accurately label the gross structures. Understand the functions of the reproductive system and its homeostatic links with other systems. Understand at least one reproductive dysfunction in detail and the causes of the reproductive dysfunction(s). Understand the general principles and values of at least one reproductive diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail.

Renal System Understand the overall structure of the renal system and be able to sketch and accurately label the gross structures. Understand the functions of the renal system and its homeostatic links with other systems. Understand at least one renal dysfunction in detail and the causes of the renal dysfunction(s). Understand the general principles and values of at least one renal diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail.

13 Musculo- Understand the overall structure of the musculo-skeletal skeletal and system and be able to sketch and accurately label the gross Neural structures. Systems Know the structure of a joint. Understand the structure of the neural system and parts of the brain and understand their functions. Understand the functions of the various types of joint. Understand the functions of the musculo-skeletal and neural systems. Understand at least one musculo-skeletal dysfunction in detail and the causes of the musculo-skeletal dysfunction(s). Understand the general principles and values of at least one musculo-skeletal diagnostic technique for the dysfunction(s) in detail. Understand the general principles and values of at least one form of treatment for the dysfunction(s) in detail. Lifestyle Understand the effects (not only physiological and but also those related to PIES) of dysfunctions caused by lifestyle choices on each of the body systems studied to include:  smoking  drug misuse  exercise (overindulgence and lack of it)  poor diet  obesity  environmental factors (including living conditions, pollution, etc).

14 Some Useful Websites

Please remember that these web sites will not be designed for those taking the health and social care paper. They may therefore be a little more advanced than you need, or may lack detail (but have been included as they will give you a brief overview).

 http://lgfl.skoool.co.uk/ - has some animations on enzymes and digestion under key stage 4 / biology.

 http://www.biologyguide.net/ - useful notes on the cardiac cycle

 http://www.biology-innovation.co.uk/ - useful notes on the digestive system

 http://www.biologymad.com/ - some excellent information on the cardiac cycle and a kidney animation.

 http://www.biologyinmotion.com/ - some great animations about kidneys and the heart.

 http://www.kidneypatientguide.org.uk/site/HKWanim.php - video showing how kidneys work.

 http://health.howstuffworks.com/adam-200142.htm - digestive system animation.

 http://www.klbschool.org.uk/interactive/science/digestion2.htm - interactive digestive system diagram to label.

 http://www.klbschool.org.uk/interactive/science/heart.htm - interactive diagram of the heart to label.

 http://www.klbschool.org.uk/interactive/science/blood.htm - quiz on blood.

 http://www.klbschool.org.uk/interactive/science/adh.htm - adh sentence to reorganise.

 http://www.kscience.co.uk/revision/digestion/digestion_index.htm - some basic revision on the digestive system.

 http://www.vtaide.com/png/respiratoryF.htm - respiratory system to label.

 http://www.innerbody.com/htm/body.html - covers all body systems.

15  http://www.nhlbi.nih.gov/health/dci/Diseases/hhw/hhw_pumping.html - animation showing blood movement through the heart.

 http://www.nhlbi.nih.gov/health/dci/Diseases/hhw/hhw_electrical.html - animation showing how electrical impulses travel across the heart.

 http://www.kett6.net/adulteducation/heartanimations.html - heart cycle animation and activities.

 http://www.curriculumbits.com/prodimages/details/biology/bio0018.html - breathing process revision activity.

Child Development

We will cover:

 Patterns of development  Factors that influence development and norms of development  Theories of play and how play can affect development  How to plan and make a learning aid/activity for a child (0-8).

This unit is coursework assessed.

Identify the key stages and describe in detail three patterns (milestones) of development for each of the following:

 Physical development  Intellectual development  Language development  Social development  Emotional development.

Your information will cover children’s development from 0 – 8 years. You will also need to explain two methods used to monitor child development.

Suggested Format

Introduce a case study of a child of 8 years or above – you can base this study on yourself.

16 Produce a table. For each key stage (infant, toddler, pre-school and school age) describe three patterns/milestones/norms for each area of development.

 candidates will give a comprehensive description of two patterns for each area of development in children, from birth to eight years; there will be evidence of comprehensive knowledge and understanding of the patterns in the development of children (6 marks).  candidates give a comprehensive explanation of two methods used to monitor the development of children, demonstrating an in-depth understanding of their importance (4 marks).

17 AO2

Explain the factors which have affected the development of your chosen child. You must choose factors which have actually had an impact on the child’s development from:

 The family  Environmental factors  Social and economic factors  Psychological factors  Behavioural problems.

Explain the effect of factors on your chosen child’s development. Compare your child’s development with the norms for:  Physical development  Intellectual development  Social development  Emotional development.

Explain the variations from the norms.

Suggested Format

Produce a detailed comparison of your child’s development compared to the norms for each area of development (this could be started by adding to the table produced for AO1).

In order to explain these differences/similarities you need to give a detailed explanation of the factors (at least two from above list) that have affected your child’s development. How do these help to explain any variations from the norms? Remember, the impact of these factors can be positive and negative.

 Working accurately and independently, candidates are required to provide detailed information about the factors that have affected the child’s development; influencing factors need to be considered and applied to the child studied.  They need to identify and describe in depth the effect of the factors on the child’s development.  Candidates will include a detailed comparison between the child’s development and the norm for each area of development, showing a high level of understanding; they will explain any variations from the norms.

18 AO3

You must use three different sources of information to research two theories of play. Research two theories of play. You could carry out your research by:

 Visiting toy shops and analysing the toys available  Using catalogues to analyse toys available  Using books  Researching on the internet  Observing your chosen child playing.

Analyse how two theories of play are reflected in your chosen child’s development. You must give two examples of each theory from the following list (although stages, types and benefits of play are all recommended by the exam board as they are easily applied to the child):  How play influences physical development.  How play influences children’s cognitive development.  Benefits of play.  How play can be used as a theraputic process.  Types of play.  Categories of play.  Stages of play. You must keep a detailed record of all the sources you have used and record these in your bibliography.

 Candidates’ evidence will show that that an appropriate and wide range of sources of information have been used for research, e.g. books, articles, internet and primary sources; a comprehensive record of the resources used will be kept (3 marks).  The information will be comprehensive, with a comprehensive analysis which highlights candidates’ ability to make reasoned judgments of how two roles of play can be reflected in the child’s development (9 marks).  A wide range of appropriate examples will be used for each role (3 marks).

19 AO4

Plan and make a learning aid/activity that will benefit your chosen child. Your choice must be designed to help their development in a specific way (use PIES). Say which area you think it will impact and make sure you justify your plan. Your plan must include:  The aims of the learning aid/activity  The objectives of the learning aid/activity  The outcomes to be achieved by the child using the aid/activity  The method of making the learning aid/activity  Resources used  Safety aspects considered  Timescales.

Plan your data collection methods for evaluating the learning aid/activity. You could use:  Own observations – prepare an observation sheet  Parent teacher reflections – prepare questionnaires  Assessor records – prepare record sheet  Questionnaire  Interview.

Use the learning aid/activity with the child and collect evaluation data. How did it benefit your child? Evaluate the learning aid/activity in terms of:

 The child’s response  Achievement of outcomes  Effectiveness of purpose  Benefits to the child  Recommendations for improvements – must be realistic.

Discuss how you could introduce progression to your learning aid or activity.

20 Mark Scheme Extract (Top Band)

 Candidates will have chosen an activity to do with the child studied that shows some thought about the impact on the child’s development and that will be sufficiently challenging for the child studied; the plan will be detailed and outline the methods to be used, including resources needed, and will give timescales, which will be accurate; reasons will be given for the actions taken.  The evaluation will show ability to reflect on performance and to analyse in detail the benefits to the child studied.  Candidates will demonstrate the ability to make realistic and informed recommendations for improvements.

Exemplar Coursework Layout

 Justification of product – ½ page.  Research showing how learning aid helps development and what this means- ½ page.  Aims, objectives and outcomes – 2/3 page.  Table showing method and resources needed – ½ page.  Weekly plan and detailed method – 1 page.  Safety – 1/3 page.  Sources of feedback- 1 page.  Evaluation – 2 pages.  Improvements – 1 page.  Copy of questionnaire – 1 page.  Transcript of interview with parent – 1 page.

21 Case Study

Marie is seven years old. Marie lives with her mother who is her primary care giver and her twin sister. She has another brother and sister who are older than her but she does not know them well as she was not brought up with them. They were put into care when they were 3 and 4 years old as their mother could not handle them. Marie only occasionally sees her brother and sister.

Marie never had her father as a permanent part in her life as when she was three years old her dad moved away, he lived with her until she was eighteen months old before he split with her mum.

Marie went to playschool at three years of age she also moved at the age of three. She has been to a variety of different primary schools and houses. Marie mixed well with all her peers mainly females at every school. She has good health apart from a small case of asthma and a slight eye problem. Her asthma is kept under control with asthma pumps and her eye problem is kept under control with wearing glasses.

Marie moved house again at the age of six which interfered with her upbringing as she was out of school for a while and when she went back she had to make new friends, which became harder to do as she became more self conscious about herself.

Marie’s birth weight was 4 pounds 5.25 ounces, which is below the ‘norm’ of 7-8 pounds. Marie’s height at birth was approximately 30cms, which again is below the average ‘norm’ of 48-50cms, because of this Marie had to go into an incubator, she was bought home after 10 days.

22 Questionnaire

1. 1 Name: Marie 2. Age: 7 years old 3. Gender: Female 4. Length when born? Roughly 30cms 5. Weight when born? 4 pounds 5 and a quarter ounces 6. Was your child premature/on time or late? Premature 7. If they were premature or late by how much? 3 weeks early 8. Did your child have to go into an incubator? Yes 9. If so why? Weighed under the norm and born too early 10. Were there any birth defects or complications? No 11. If so what kind? 12. Have they had any illnesses? No 13. If so what kind? 14. Was it a natural birth or a caesarean? Caesarean 15. Do they have any siblings? 16. Yes 17. If so how old are they? 7, 13 and 15 years old 18. What gender are they? 1-male and 2-female 19. Do they live with you? No 20. Did your child grow up with them around? Not really/ saw them occasionally 21. Is there often any sibling rivalry from other siblings? Yes from older sister

23 22. If so why? Jealous of attention for younger sisters off mother 23. Did your child have good or bad temper tantrums when younger? Bad 24. Was there ever an arrival of a younger sibling? No 25. Did your child have to share a room with siblings or did your child have their own room? Shared a room 26. Who was the baby’s main caregiver? Mother 27. Were both parents together when the child went home? Yes, up to 18 months 28. If not did the child ever see the absent parent? Yes/ occasionally after 18 months up to 3 years old 29. Does your child still live in the house they were born in? No 30. If not, how often have they moved? Roughly 8 times 31. What sort of home do you live in? Flat 32. How many bedrooms do you have? 2 33. How many people live in your home? 3 34. Do they go to nursery/playschool or have a childminder? Playschool 35. How old was your child when they started school? 4 years and started in September 36. Is your child at the same school they started at? No 37. If not, how many schools have they been to? Roughly 8 38. Does your child tend to play with girls or boys? Girls 39. Does your child socialize well with others? Yes 40. If no why? 41. If yes why? 42. Brought up around a large family

43. Has your child ever been bullied?

24 Yes 44. If yes what sort of bullying? Verbal and physical 45. Does your child go out to play around the area they live in? Yes 46. Has your child ever been in hospital? Yes 47. If yes why? Broken nose, drinking dettol and unfermented wine 48. How many times has your child been in hospital? 3 49. What sort of area do you live in? All right area 50. Do you work? No 51. Do you work part/ full time? 52. If you do how much do you earn? 53. Do both parents or one parent work? 54. Do you get benefits? Yes 55. If yes which? 56. Child benefit 57. Have there been any big changes in your Childs life? Moving around a lot 58. Have there been any traumas in your Childs life? Granddad died when 4 years old, another granddad died when 6 years old and an auntie died when 7 years old.

25 Milestones

Physical development Development milestones General age milestone Age Marie met the is met milestones Gross Motor Skills Lifted head and chest when lying on 4 months 3 months stomach Rolled over (stomach to back) 4 months 3 and a half months Sat with support 4 months 3 months Rolled from stomach to back and back to 8 months 7 months stomach Sat alone without support and holds head 8 months 7 months erect Raises up on arms and knees into crawling 8 months Never did position; rocked back and forth, but may not have moved forward

Pulled self to a standing position 12 months 10 months Stood alone holding onto the furniture for 12 months 10 months support Walked holding onto the furniture 12 months 10 months Crawled well 12-18 months Never did Stood alone, sat down 12-18 months 13 months Walked without help 12-18 months 15 months Could stand, balance, and hop on one foot 36 months 34 months

Kicked a ball forward 36 months 34 months Pedaled a tricycle 36 months 34 months Walked on a line 4 years 3 years Caught a ball 4 years 3 years Bounced a ball 4 years 3 years Pedaled and steered tricycle skillfully 4 years 3 years Learnt to skip 5 years 4 and a half years Had a good sense of balance 6-8 years 6 and a half years Fine Motor skills Grasped rattle or finger 4 months 3 months Held both eyes in a fixed position 4 months 3 months Followed moving object or person with 4 months 3 months

26 eyes

Used finger and thumb to pick up an 8 months 6 and a half months object Transferred objects from one hand to the 8 months 6 and a half months other Drank from a cup with help 8 months 7months First teeth began to appear 8 months 8 months

Physical development Development milestones General age milestone is Age Marie met met the milestones True eye colour was established 8 months From birth Enjoyed drinking from a cup 12 months 10 months Chewed on objects 12 months 10 months Explored everything in mouth 12 months 10 months Turned pages in a book 12-18 months 14 months Stacked three blocks 12-18 months 14 months Held crayon and scribbled, but with little 12-18 months 14 months control Waved goodbye and clapped hands 12-18 months 12 months Developed a full set of baby teeth 12-18 months 14 months Put on shoes, but could not tie shoe laces 36 months 34 months

Fed self, with some spillage 36 months 34 months Stacked 10 or more blocks 4 years 2 and a half years Could brush teeth, wash hands, get drink 4 years 3 years

Thread small beads on a string 4 years 3 and a half years Used a spoon, fork, and dinner knife 5 years 4 years skillfully Dressed self without much assistance 5 years 4 years Cut on a line with scissors 5 years 4 years Began to loose baby teeth 5 years 4 years Left or right hand dominance was 5 years 4 years established Could print name 6-8 years 6 years Able to tie shoe laces 6-8 years 6 years Skilled at using scissors and small tools 6-8 years 6 years

27 Able to copy simple designs and shapes 6-8 years 6 years

Developed permanent teeth 6-8 years 7 years

Intellectual development Development milestone General age milestone Age Marie met the is met milestone Played with fingers, hands, toes 4 months 4 months Reacted to sound of voice, rattle, bell 4 months 4 months Turned head toward bright colours and lights 4 months 4 months

Recognised bottle 4 months 4 months Made noises to voice displeasure or 8 months 6 months satisfaction Recognised and looked for familiar voices and 8 months 6 months sounds Learnt by using senses like smell, taste, 8 months 7 months touch, sight, hearing Focused eyes on small objects and reached 8 months 7 and a half months for them Explored objects by touching, shaking, 8 months 7 months banging and mouthing Babbled expressively as if talking 8 months 6 months Said first word 12 months 12 months Said “da-da” and “ma-ma” or equivalent 12 months 12 months

Interested in picture books 12 months 12 months Paid attention to conversation 12 months 12 months Said 8-20 words you can understand 12-18 months 12 months Looked at person talking to him/her 12-18 months 14 months Asked for something by pointing using one 12-18 months 14 months word Identified object in book 12-18 months 14 months Looked for objects that are out of sight 12-18 months 14 months Understood and followed simple 1-step 12-18 months 14 months direction Spoke in complete sentences of 3-5 words 36 months 34 months

Listens attentively to short stories and 36 months 34 months books Enjoyed repeating simple rhymes 36 months 34 months

28 Understood “ now, soon, and later” 36 months 34 months Asked who, what, where and why questions 36 months 34 months

Can put together a 6-piece puzzle 36 months 34 months Identified common colours such as red, blue, 36 months 34 months yellow, green Could distinguish, match and name colours 36 months 34 months

Could say his/her age 36 months 34 months

Intellectual development Development milestone General age milestone Age Marie met the is met milestone Could place objects in a line from largest 4 years 4 years to smallest Had basic understanding of concepts 4 years 4 years related to number, size, weight, colours, textures, distance, position and time

Continued one activity for 10-15 minutes 4 years 4 years

Had long attention span and finishes 4 years 4 years activities Understood and remembered own 4 years 4 years accomplishments Understood the order of daily routines 4 years 4 years (breakfast before lunch, lunch before dinner, dinner before bed time) Understood the concepts of “tallest, 4 years 4 years biggest, same, more, in, under, and above”

Could recognise some letters if taught 4 years 4 years Named 6-8 colours and 3 shapes 4 years 4 years Used 5-8 words in a sentence 5 years 4 years Understood that stories have a beginning, 5 years 4 years middle, and end Drew pictures that represent animals, 5 years 4 years people and objects Could sort objects by size 5 years 4 years Understood “more, less and same” 5 years 4 years Had good attention span and could 5 years 4 years concentrate well

29 Could understand time concepts like 5 years 4 years yesterday, today and tomorrow Reading became a major interest 6-8 years 6 years Had increased problem-solving ability 6-8 years 7 years Had the ability to learn difference 6-8 years 6 years between left and right Could begin to understand time and the 6-8 years 7 years days of the week

Emotional and social development Development milestone General age Age Marie met the milestone is met milestone Cried (with tears) to communicate pain, 4 months 4 months fear, discomfort, or loneliness Loved to be touched and held close 4 months From birth Returned a smile 4 months 4 months Responded to a shaking rattle or bell 4 months 4 months Responded to own name 8 months 6 months Showed fear of failing 8 months 6 months Spent a lot of time observing and 8 months 6 months watching Responded differently to strangers and 8 months 6 months family members Imitated sounds, actions and facial 8 months 6 and a half months expressions made by others Showed distress if toy is taken away 8 months 7 months Recognised family members names 8 months 6 months Showed mild to serve anxiety at 8 months From birth especially from separation from parent her twin sister more than her mother Likes to watch self in mirror 12 months Never did Wanted caregiver or parent to be in 12 months 12 months constant sight Became attached to a favourite toy or 12 months 12 months blanket Became upset when separated from 12-18 months Didn’t really become upset parent but roughly 12 months Played alone on floor with toys 12-18 months Never did Could make simple choices between two 36 months 36 months things

30 Enjoyed playing alone but near other 36 months Never did play alone children Enjoyed playing with other children 36 months 12 months briefly, but still does not co-operate or share well Enjoyed playing with other children 4 years 12 months Took turns and shared (most of the 4 years 12 months time) Persistently asked why 4 years 3 years Imitated parent of the same sex, 4 years 3 and a half years particularly in play Enjoyed pretending, often with 4 years 3 years imaginary playmates Loved to tell jokes that may not make 4 years 3 years any sense at all to adults Invented games with simple rules 5 years 4 years

Emotional and social development Development milestone General age Age Marie met the milestone is met milestone Often feared loud noises, the dark, 5 years 4 years animals and some people Carried on conversation with other 5 years 4 years children and adults Liked to make own decisions 5 years 4 years Began to have a very basic 5 years 4 years understanding of right and wrong Sometimes needed to get away and be 5 years 3 years alone Began to see things from another 6-8 years 5 years child’s point of view, but still very self- centered Found criticism or failure difficult to 6-8 years 6 years handle Became upset when behaviour or 6-8 years 6 years school-work is ignored

31 Useful Websites http://www.child-development-guide.com

32 Referencing

Points to note:  Do not copy large chunks of text – you get no marks for it – the examiner wants to know your opinion, not the sources! You can put in a quote, but make sure you use this to make a point or develop the idea in your own words.

 You need to use a range of sources i.e. books and the internet.

 You can not list a search engine e.g. Google – you must say which page you used and the date you accessed it.

 Insert references into the text as you go along. You can do this by using numbers, authors’ names or a mixture of the two.

 Include a bibliography listing all of the sources you use.

 For books, list the author, title and date of publishing.

Using references in the text:

Clements (1) states that communication is vital in a care setting. This is because we use it to perform a variety of tasks. Strutton (2) suggests that written communication can be used to write letters, but it can also be used to create timetables for employees (3) and leaflets to explain treatments to patients (4).

The bibliography for this section should look like:

1. Clements, M. (2007) The Art of Teaching Science

2. Strutton, A (2006) I’m a Chemist and That’s OK!

3. www.mrs.smith/says/science/is/the-best.com - accessed on 5/2/08

4. www.apartfromhealthandsocialcare.co.uk – accessed on 8/06/08

33 GCE A2 Health and Social Care Care Practice and Provision

Unit Care Practice Unit F919 Session Jan/ June Year 2009 Title and Provision Code

Centre The Cottesloe Centre Candidate Candidate Name School Number Name Number

1 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given Candidates select two demographic factors which have influenced the planning and provision of services; they make 1 0 1 limited links between the demographic factors and the planning and provision of services; Candidates select two demographic factors which have E influenced the planning and provision of services; they N

O 2 include a sound description of how relevant demographic 2 3

c characteristics/trends are used to assess local needs, and e l

e contribute to the planning and provision of services; S Candidates select two demographic factors which have A influenced the planning and provision of services; candidates use written expression which uses appropriate specialist 3 4 vocabulary to comprehensively describe how relevant demographic characteristics/trends are used to assess local needs and inform the planning and provision of services; E

N 1 they produce an outline of the planning of services; 0 1 O

c 2 they produce a sound description of the planning of services; 2 e l

e they produce a comprehensive description of the planning of

S 3 3 services; B candidates give a basic explanation of the influence of 1 national or local standards/targets or objectives on the 0 1

E planning and provision of services; N

O candidates give a sound explanation of the influence of

c 2 national and local standards, targets and objectives on the 2 e l

e planning and provision of services S they give a comprehensive explanation of the influence of C 3 national and local standards, targets and objectives on the 3 planning and provision of services; the information tends to be generic in nature; the evidence

a may lack detail and contain omissions and/or inaccuracies; r

e there are few omissions and/or inaccuracies within the n 2 e evidence; G 3 there are no omissions or inaccuracies within the evidence.

34 2 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given With guidance, candidates use written expression which is adequate to convey meaning to give a basic explanation of 1 0 1 the impact of one national policy or piece of legislation on care practice and provision; E

N With minimal guidance, candidates apply knowledge and O

t understanding to give a sound explanation of the impact of c 2 2 3 e

l one national policy or piece of legislation on care practice e

S and provision;

A Candidates accurately and independently apply in-depth knowledge and understanding to give a comprehensive 3 4 explanation of the impact of one national policy or piece of legislation on care practice and provision; candidates give a basic explanation of the impact from two 1 different perspectives, e.g. from the viewpoint of the person 0 1 2

E who uses services, the practitioner and/or the service; N

O candidates give a sound explanation of the impact from two

c 2 different perspectives, e.g. from the viewpoint of the person 3 4 e l

e who uses services, the practitioner and/or the service; S candidates give a comprehensive explanation of the impact B 3 from two different perspectives, e.g. from the viewpoint of the 5 6 person who uses services, the practitioner and/or the service; the evidence may lack detail and contain omissions and/or inaccuracies; 1 candidates write in a manner which is adequate to convey meaning, although it is expressed in a non-specialist manner;

l there are few omissions and/or inaccuracies within the a r

e evidence;

e candidates write in a manner which conveys meaning, using

G specialist vocabulary with few errors/inaccuracies; there are no omissions or inaccuracies within the evidence; candidates write in a manner which conveys appropriate 3 meaning, using specialist vocabulary with accuracy – there are no errors/inaccuracies. /10

35 3 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given Candidates undertake research, using a limited range of 1 0 1 2 appropriate sources, e.g. textbooks, magazines;

E Candidates undertake research, using a range of appropriate N 2 3 4 O

sources, e.g. primary and secondary sources; t c Candidates undertake research using a wide range of e l

e appropriate primary and secondary sources of information, S

A 3 e.g. candidates collected primary evidence through 5 6 interviews, surveys or observation and secondary evidence via the internet, organisational documents and publications; candidates use the collected information to carry out a basic analysis of the quality assurance mechanisms used by two 1 0 1 2 3 services; the basic analysis may be generic but must link to two services;

E candidates use the collected information to carry out a sound

N analysis of the quality assurance mechanisms used by two O

t 2 services; a detailed analysis, with appropriate examples, of a 4 5 6 7 c e

l range of quality assurance mechanisms used by two e

S services is evident;

B candidates use the information gathered to carry out a comprehensive analysis of the quality assurance 3 mechanisms used by two services; an in-depth analysis, with 7 8 9 a range of appropriate examples, of a wide range of quality assurance mechanisms used by two services is evident; the evidence may lack detail and contain omissions and/or

a inaccuracies; r

36 4 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given Candidates provide a basic evaluation of the strengths and weaknesses of the approach(es) used by practitioners working in two different services; the information tends to be expressed in a non-specialist 1 0 1 2 way, with omissions, and there could be some inaccuracies, although at the higher end of the band candidates begin to relate the approach used to show how this meets the needs of the person who uses services; E

N Candidates provide a sound evaluation, making judgements O

t and drawing straightforward conclusions about the c e

l approaches used by practitioners working in two different

e 2 3 4

S services, candidates use the approaches competently to give

A a sound analysis of how practitioners meet the needs of the person who uses services; Candidates provide a comprehensive evaluation, making reasoned judgements and drawing valid conclusions about the approaches used by practitioners working in two different 3 5 services; candidates use the approaches to give a comprehensive analysis of how practitioners meet the needs of the person who uses services; a basic analysis of how the services/practitioners work in

E 1 partnership is included, although there are limited examples 0 1 N

O given and/or they lack detail;

c a sound analysis, with appropriate examples, of how the e

l 2 2 3

e services and practitioners work in partnership is evident; S a comprehensive analysis, using a range of appropriate B 3 4 examples, of how practitioners work in partnership is evident; at a basic level, candidates evaluate strengths and weaknesses of working in partnership for people who use services; although the evaluative statements tend to be 1 0 1 2 expressed in a non-specialist way, lack detail, and show E

N some inaccuracies, candidates’ written expression is O

t adequate to convey meaning; c e

l candidates apply knowledge, understanding and skills to give e

S 2 a sound evaluation of the impact of working in partnership for 3 4

C people who use services; candidates apply in-depth knowledge, understanding and 3 skills to comprehensively evaluate how working in partnership 5 6 benefits people who use services; the evidence may lack detail and contain omissions and/or

a inaccuracies; r

37 GCE A2 Health and Social Care Child Development

Unit Care Practice Unit Session Jan/ June Year 2009 Title and Provision Code

Centre The Cottesloe Centre Candidate Candidate Name School Number Name Number

Mark Marks Marks Amplification of Criteria Page(s) Band Available Given Candidates will give a basic description of two 1 patterns for each area of development in children, 0 1 2 from birth to eight years. Candidates will give a detailed description of two patterns for each area of development in children, 2 from birth to eight years; there will be evidence of 3 4 a sound understanding of the patterns in the A development of children. Candidates will give a comprehensive description of two patterns for each area of development in children, from birth to eight years; there will be 3 5 6 evidence of a comprehensive knowledge and understanding of the patterns in the development of children.

1 Candidates will give a basic explanation of two O

A 1 methods used to monitor the development of 0 1 2 children. Candidates will give a sound explanation of two methods used to monitor the development of 2 3 B children, demonstrating sound understanding of their importance. Candidates will give a comprehensive explanation of two methods used to monitor the development 3 4 of children, demonstrating an in-depth understanding of their importance. There may be omissions or inaccuracies within 1 the evidence. l a

r The work will be mainly accurate and contain few

n omissions/ inaccuracies within the evidence. e The work will be comprehensive and accurate; G 3 there will be no omissions or inaccuracies within the evidence.

38 2 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given With guidance, candidates are required to provide basic information about the factors that have affected the child’s 1 0 1 development; influencing factors need to be considered, with some attempt to apply these to the child studied. candidates are required to provide a sound explanation of a E range of factors that have affected the child’s development; N

O influencing factors need to be considered and applied to the

t 2 2 c child studied e.g. poor housing, which can lead to e l

e overcrowding and lack of space to play, can affect both the

S physical and social development of the child. A working accurately and independently, candidates are required to provide detailed information about a wide range of 3 factors that have affected the child’s development; 3 influencing factors need to be considered and applied to the child studied; candidates need to identify the factors and show a basic understanding of their effect on the child’s development, e.g. E 1 poor housing, which can lead to overcrowding and lack of 0 1 2 N

O space to play, can affect both the physical and social

c development of a child; e l

e they need to identify and describe the effect of the factors on 2 3 S the child’s development; B they need to identify and describe in depth the effect of the 3 4 factors on the child’s development; they will have compared at a basic level the child’s development to the norms, e.g. at 9 months a physical 1 0 1 pattern (milestone) would be that a child pulls him/herself into a standing position;

E Candidates will include a detailed comparison between the

N child’s development and the norm for each area of O

t development, e.g. at 18 months a language pattern c 2 2 e

l (milestone) would be that a child can say 6 – 20 recognisable e words but understands many more. They will explain any S

C variation from the norms. candidates will include a detailed comparison between the child’s development and the norm for each area of 3 3 development, showing a high level of understanding; they will explain any variations from the norms; there may be some omissions and inaccuracies but evidence of some application of knowledge; 1 candidates will write in a manner which is adequate to convey meaning, although it will be expressed in a non-specialist manner;

l there will be few omissions and/or inaccuracies within the a r

e evidence;

e candidates will write in a manner which conveys meaning,

G using specialist vocabulary with few errors/inaccuracies; there will be no omissions or inaccuracies within the evidence; 3 candidates will write in a manner which conveys appropriate meaning, using specialist vocabulary with accuracy – there will be no errors/inaccuracies. /10

39 AO3 C B A General Band Mark 3 2 1 3 2 1 3 2 1 3 2 1 usedeach for role. A wide of rangeappropriate exampleswill be each role. A rangeappropriate of examples will for be given given for role.each A limited of rangeappropriate exampleswill be child’sdevelopment. of how candidates’ make reasonedability judgmentsto comprehensive analysis which highlights The information will be comprehensive, a with theinchild’sdevelopment. analysisof how The information will be detailed, awithsound affected the child’s development basic howanalysis of The information will be at level,a basic a with willbekept. a comprehensive recordof the used resources books,articles,theinternet primaryand sources; information have usedbeenresearch, for e.g. appropriate wideand rangesources of of Candidate’s evidencewillshow an that used will be kept. questionnaires; a detailed recordof the resources usedresearch, for books, the e.g. internetand appropriate ofsources information beenhave Candidate’s evidencewillshow a range that of resources willusedbekept. e.g. andbooks internet;a basicthe recordof the rangeresources of have usedbeenresearch for Candidate’s evidencewillshow a limited that the evidence. Therewillbeno omissions or inaccuracieswithin the evidence. Theremaybeomissionsorinaccuracies within two rolesplay of can be reflectedin the Amplification Criteria of two rolesplay of can bereflected two two roles ofhave rolesplay 40 Page(s) Available 4 5 6 7 4 5 6 3 0 1 2 Marks 0 0 1 0 0 1 8 9 3 2 3 2 Marks Given 4 Mark Marks Mark O Amplification of Criteria Page(s) A Band Available Given Candidates will have chosen a simple activity to do with the child studied; 1 0 1 2 the plan will outline the methods to be used and will give timescales, which may not be realistic; candidates will have chosen an activity to do with the child studied that shows some thought about the impact on the child’s development, e.g. a child who needs to develop greater independence ready for school may use a doll with E 2 buttons and laces to practice fine motor skills and hand/eye 3 4 N

O co-ordination;

c the plan will be detailed and outline the methods to be used, e l

e including resources needed and will give timescales which

S will be accurate; A candidates will have chosen an activity to do with the child studied that shows some thought about the impact on the child’s development and that will be sufficiently challenging for the child studied; 3 5 the plan will be detailed and outline the methods to be used, including resources needed, and will give timescales, which will be accurate; reasons will be given for the actions taken; the evaluation will consider at a basic level the effectiveness 1 of the learning aid/ activity and show limited ability to analyse 0 1 2 the benefits to the child studied. E

N the evaluation will be sound, showing candidates’ ability to O

t 2 reflect on the effectiveness of the learning aid/ activity and to 3 4 5 c e

l give a sound analysis of the benefits to the child studied. e

S the evaluation will be comprehensive, demonstrating the B candidates’ ability to reflect in detail on the effectiveness of 3 6 7 the learning aid/ activity and to give a comprehensive analysis of the benefits to the child studied. candidates will demonstrate the ability to make general E 1 0 1

N recommendations for improvements; O

t candidates will demonstrate the ability to make c 2 2 e

l recommendations for improvements; e

S candidates will demonstrate the ability to make realistic and

C 3 3 informed recommendations for improvements; There may be omissions and/or inaccuracies within the 1 l evidence a r

e There may be a few omissions and/or inaccuracies within the

e evidence

G there will be no omissions or inaccuracies within the 3 evidence. /10

41 Glossary

A: ______

B: ______

C: ______

D: ______

E: ______

F: ______

G: ______

42 H: ______

I: ______

J: ______

K: ______

L: ______

M: ______

N: ______

43 O: ______

P: ______

Q: ______

R: ______

S: ______

T: ______

U: ______

V: ______

44 W: ______

X: ______

Y: ______

Z: ______

45 Keeping Track Care Practice and Provision Coursework Approximate Grade AO Mark Grade Boundaries

80% = A 70% = B 60% = C 50% = D 40% = E Child Development Coursework

AO Mark Grade

Overall

Care Child Care Child Overall Target Practice Dev. Anatomy Anatomy Overall Practice Dev. Mark Grade Mark x Mark x Mark Grade Grade Grade Grade (/300) 2 2

Remember :  Grade boundaries and marks given for coursework are approximate.  Coursework marks may be changed by the exam board – they are only finalised when you get your results from them in the Summer.

46 Care Practice and Provision Child Development AO1 AO1 o Two demographic factors which have A - ______B - ______affected care practice and provision. o Three milestones for each area of A - ______development described. o Describe the stages in local planning. B - ______C - ______o Two measurement mechanisms o Show how local services are organized. described. A - ______o Explain how the local delivery plan is AO2 B - ______monitored. C - ______o At least two factors affecting the o Explain how the local delivery plan is childs’ development. reviewed. A - ______o Effect of these factors on the childs’ AO2 B - ______development considered. o Outline the piece of legislation. o Comparison of childs’ development o Explain the impact on care provision. to norms considered.

o Explain the impact on the service provider. o Variation from the norms explained.

o Explain the impact (including benefits) on the AO3 service user. o At least three sources of information AO3 used.

o Two quality assurance mechanisms for EACH o Two theories of play and their impact service provider. A - ______on development. B - ______o Bibliography. o Two examples of how each theoryA - ______can be reflected in the child’s B - ______o Explanation of why information sources were development. C - ______chosen. o Bibliography. o Primary and at least three secondary sources of information used. AO4

o Include copies of any questionnaires. o Aims and objectives of activity.

AO4 o Plan of creation of activity including timescales. o Case study. o Plan of activity. A - ______o PIES of the patient. B - ______o Justification of activities. C - ______o Explain the approaches used by two o Explanation of benefits of activity to practitioners. A - ______B - ______child in terms of development. o Apply PIES to explanation of approaches of C - ______practitioners. o Witness statement and other evidence e.g. photographs. 47 o Explain how the practitioners meet the PIES needs. o Evaluate performance.

o Explain how practitioners work in multi- o Suggest improvements.