Cambridge Nationals Health and Social Care Teachers Resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

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Health and Social Care

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Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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First published 2022

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A catalogue record for this publication is available from the British Library ISBN 978-1-009-15928-9 Digital Teacher’s Resource

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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

The teaching content of this resource is endorsed by OCR for use with specification Cambridge National in Health and Social Care (J835).

All references to assessment, including assessment preparation and practice questions of any format/style, are the publisher’s interpretation of the specification and are not endorsed by OCR.

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This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments.

Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification.

OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

Introduction About the authors Rebecca Baker (Revision Guide)

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Rebecca’s passion for health and social care led her to be instrumental in introducing the subject as an option offered at KS4 in her school. Her in-depth knowledge and drive meant that she held a pivotal role in planning and delivering both the health and social care and later the child development curriculum. Since their introduction, Rebecca has developed a team of staff who now deliver the subjects, and many students have gone on to further study or employment in these areas. Due to the continued success of the subjects, she is now the Head of Vocational Studies at her school, and takes the lead on the quality assurance for all vocational subjects offered at KS4. Rebecca hopes that this publication will help students develop confidence as they study for the exam and achieve success.

Justine Bath (Student Book and Teacher’s Resource)

Justine is an experienced teacher of over 25 years and has worked in six schools. She has been a head of department and head of faculty and is currently head of a thriving health and social care department in a large comprehensive and sixth form in Suffolk.

Justine believes in making the content relevant and engaging, allowing students to connect the theoretical content to practical, real-life examples that enhance their learning and future employment opportunities.

Colette Burgess (Student Book and Teacher’s Resource)

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Colette is fortunate to have had two rewarding careers, one as a registered nurse at her local hospital and the other in education and training at a successful further education college. Colette has had several roles within education and training which include being a course director and lecturer for a range of health and social care programmes. Colette’s nursing experience has enabled her to bring realistic examples into her lessons and writing.

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Colette has contributed to various health and social care publications, and has supported many students to achieve their career goals. Colette hopes that this publication will help future students to enjoy, and be successful in their career journey.

Siân Lavers (Student Book and Teacher’s Resource) Siân Lavers is a registered nurse who spent most of her clinical career in operating theatres. She worked in further education from 1996 to 2011 teaching health and social care at Levels 1–5, and since 2011 has worked in higher education on undergraduate nursing and paramedic programmes.

She enjoys supporting students to develop their skills and knowledge to become effective and confident practitioners. Siân has contributed to over 20 textbooks on health and social care since 2000, and has also been involved in the development of the BTEC Health and Social Care specification. Until recently she was Programme Manager for a foundation degree programme in a college of further education.

She currently works as the Practice Education Lead for the BSc Paramedic Science programme at a university in the south of England.

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CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

Sue Northeast (Student Book and Teacher’s Resource) Sue worked as a further education lecturer for 13 years, teaching health and social care and early years qualifications to students aged 14–19 years of age. Prior to this her background was working with children and young people with additional needs in a wide range of settings.

Sue has written support materials for teachers delivering qualifications. Her extensive involvement in examining and assessment means she is able to understand what learners need in order to approach some of the challenging aspects which arise when learning about how to provide care for vulnerable individuals.

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Sue is passionate about the highest standards being applied throughout the care sector. She believes in the importance of enabling others to provide quality support and care, across the whole spectrum of health and social care environments.

Jayne Phillips (Student Book and Teacher’s Resource)

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Jayne has worked in secondary education and sixth form for 36 years, leading health and social care, psychology and sociology. She has led the development of health and social care since its inception as a KS4 and KS5 option in the early 1990s, and has been an examiner and moderator for 25 years.

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CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher’s Resource, a Student Book and a combined Revision Guide and Workbook.

While all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

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The Student Book covers all of the units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so they can easily find what they are looking for. Questions and activities will help to apply knowledge and understanding and to develop practical skills. Test Your Knowledge questions can be used to assess progress. Answers for these questions are in the digital version of the Student Book. The Student Book has been endorsed by OCR.

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The Revision Guide and Workbook supports Unit R032 Principles of care in health and social care settings, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The revision guide section provides concise outlines of the core knowledge covered in the specification.

Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

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This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class.

It contains presentations, worksheets, audio-visual material, activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying Student Book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. The Teacher’s Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the How to use this series document.

Cambridge National Level 1/Level 2 in Health and Social Care – Bath, Burgess, Lavers, Northeast, Phillips © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Health and Social Care Teacher’s Resource

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OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Health and Social Care qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

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We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, while we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files.

In this resource you will find:      

Delivery plans (editable Microsoft Word) Teaching notes (non-editable PDFs and editable Microsoft Word) Presentations (editable PowerPoint slides) Worksheets and worksheet answers (editable Microsoft Word) Audio-visual material (online only, not editable) Digital quizzes (online only, not editable).

Using the delivery plans

A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the non-examined assessment (non-examined units). Lessons are assumed to be 60 minutes long unless otherwise stated.

The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

Cambridge National Level 1/Level 2 in Health and Social Care – Bath, Burgess, Lavers, Northeast, Phillips © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

Using the teaching notes The teaching notes are full of activity and teaching ideas to help you follow the Engage–Teach– Apply–Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations, and audio-visual material. At the end of the notes for each unit, there are suggested review activities.

Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.

Teach

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 Student-friendly introductions to the unit and/or topic.

 Engaging and stimulating guidance and activities that activate/build on prior learning and introduce new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.  Assessment-style practice tasks.

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Review

 Mid-point and end-of-unit checks on students’ progress and understanding.  Recap of the topic and/or unit. These are often discussions or quiz-style activities.

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Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables.

Presentations (PowerPoint slides)

For each unit we have provided a presentation that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress.

There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth.

All of the presentations can be used front of class or shared directly with students and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics.

Brief notes on how to use them are included within the PowerPoint Notes view.

Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Health and Social Care: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files).

Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes

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Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit.

Use the quizzes at any point during the unit – for example, at the start of the unit or a topic area to highlight prior knowledge or at mid- or end-of-unit review points.

The quizzes have a different focus depending on the unit.

Mandatory examined unit:

 Quiz 1: A 10-question quiz that focuses on the meaning of the command words used in the exam.

(This is also available for independent use within the Cambridge National Level 1/Level 2 Health and Social Care Revision Guide and Workbook.)  Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Health and Social Care. (This is also available for independent use within the Cambridge National Level 1/Level 2 Health and Social Care Revision Guide and Workbook.)  Quiz 3: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined unit for Health and Social Care.

Mandatory non-examined assessed units:

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 For Unit R033: Supporting individuals through life events, there is a 20-question quiz that focuses on key terminology and concepts.

Using the audio-visual material

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The video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

CAMBRIDGE NATIONALS

R032: Unit overview About this unit Whether you are planning to work in the health sector or the social care sector, it is essential to know what makes good care and to understand the rights that underpin good care. You also need to know how to offer person-centred care. Communication is at the heart of everything you will do, so it is essential to know how to communicate effectively. All of this has to be done in a caring environment which is safe and hygienic for service users, visitors and staff.  48 GLH

 70 marks

Reference Topic area The rights of service users in health and social care settings

TA2

Person-centred values

TA3

Effective communication in health and social care settings

TA4

Protecting service users and service providers in health and social care settings

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TA1

Essential knowledge for non-specialist teachers

The Health and Social Care Student Book includes information on all the main topics for the unit.

We also recommend the following sources of additional information: Source

All topics

Social Care Institute for Excellence (SCIE)

Aims to improve lives by sharing examples of good practice in social care and social work.

Excellent for videos

All topics

Skills for Care

Provides workbooks and real-life training materials relevant to all aspects of the unit; useful as teaching ideas or homework activities

All topics All topics

The Nursing and Midwifery Council

Useful source of background information

General Medical Council

Useful for teacher development and/or extension activities for more confident students

Care Quality Commission

Useful for reports and exemplars of effective and ineffective care; has a useful section on safeguarding

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All topics

Notes

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Topic

TA1

Equality and Human Rights Commission

Useful for lessons on rights and equality and diversity

Key terms

These words and phrases will be used often during the course of the unit:  care settings  practitioner  principles of care

 rights  service user  values of care

Worksheet 1 will help students to understand these words and phrases.

Opportunities for synoptic learning

This externally assessed unit allows students to gain underpinning knowledge and understanding relevant to health and social care. The non-examined assessment (NEA) units (R033, R034 and R035) draw on and strengthen this learning by allowing students to apply their learning in a practical, skills-based way.

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CAMBRIDGE NATIONALS

R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

R032: Teaching notes Introducing the unit Engage

Teach

Worksheet 2 15 mins

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 What do you know about the health and social care sector? Use Worksheet 2 to assess students’ existing knowledge and understanding. This is an open-ended task with many opportunities for ‘right’ answers. You could begin by asking students to make notes on the worksheet, then encourage them to share ideas and feedback during a class discussion.

If necessary, provide prompts – for example:  settings – different places where care is offered, for example, hospitals, care homes, etc.  practitioners – people working in the sector, for example, doctors, nurses, physiotherapists, etc.  purposes of the health sector – diagnose (find out what is wrong); care for ill people; offer preventative treatments such as screening programmes; promote health through campaigns, etc.  purposes of the social care sector – support service users and their family/friends; provide resources to enable service users to live at home (e.g. carers, or equipment such as walking frames or hospital beds); offer care options for people who are not able to live at home (e.g. residential care home settings).  Key vocabulary Ask students to work with a partner to describe a situation in which they have experienced health or social care – for example, a GP appointment – focusing on how it went and why. Encourage them to identify key words or phrases in their descriptions, such as ‘respect’, ‘listened to’, ‘confidentiality’, ‘sense of humour’, ‘concerns were taken seriously’, ‘choice’, and so on. Reassure students that they do not need to say why they required care; they should focus only on how they found the experience and why.

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 Key concepts Introduce the four topic areas for this unit:  TA1: The rights of service users in health and social care settings  TA2: Person-centred values  TA3: Effective communication in health and social care settings  TA4: Protecting service users and service providers in health and social care settings  Key words and phrases Show each key word or phrase in turn and discuss students’ ideas from Worksheet 1. Then reveal the correct definition and encourage students to make amends to their definitions if necessary. Remind students to keep Worksheet 1 accessible and add to it as they work through this unit; a complete glossary will be useful later.

10 mins

PPT Overview slide 2 5 mins

PPT Overview slide 3 / Worksheet 1 10 mins

Apply

 Assessing quality of care Guide students to consider the factors that contribute to good-quality care. Show the pictures on slide 4 one at a time and, for each one, ask students to discuss the questions on the slide. Ask additional questions if necessary to guide their discussion, for example:  What can you see? Is body language a clue? [observation]  How might it feel to be a service user in this situation? [empathy]  What difference can a practitioner make to a service user in the short term?

In the long term? [impact of care]

PPT Overview slide 4 20 mins

 Worksheet 3 Ask students to record their ideas from the discussion in Worksheet 3.

Worksheet 3 15 mins

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CAMBRIDGE NATIONALS

R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

Review Worksheet 4 10 mins

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 What do you know about the health and social care sector? Encourage students to share personal experiences or narratives from books, films or television programmes.

Guide their responses to consider the four topic areas for this unit, offering prompts such as:  TA1 – What rights does a person have (to be safe, to be listened to, to have privacy/confidentiality, etc.)?  TA2 – What might ‘person-centred’ care look like?  TA3 – Can you describe and compare ‘good’ and ‘bad’ conversations, considering volume, personal space, language used, body language, etc.?  TA4 – Can you identify how your school/college keeps you safe? What rules are there? What can staff members do/not do?

As the discussion progresses, ask students to record their ideas in Worksheet 4.

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CAMBRIDGE NATIONALS

R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

TA1 The rights of service users in health and social care settings Learning intention In this topic, students will learn about different care settings and the types of service user who might use them. They will also learn about the rights of service users and the benefits to service users’ health and wellbeing when these rights are maintained.

Key terms These words and phrases will be used often during this topic area.

Locations where service users receive care

confidentiality

Keeping information private and secure

consultation

Involving a service user in decisions made about their care

rights

Things to which a person is morally or legally entitled

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care settings

Worksheets 1 and 5 and PPTs Overview and PPT 2 will help students to understand these words and phrases.

Common misconceptions Misconception Equal and fair treatment means treating everyone the same.

How to overcome

Discuss with students how the support they receive from their parents has changed as they have grown older, or ask them to compare the support they receive with the care offered to younger or older siblings.

Worksheet 11 and PPT3 slide 2 address this misconception.

Discuss with students the reasons why it may be necessary to share private or personal information.

Guide students to consider situations when a service user may need support from several different care practitioners. What might happen if they did not share information with each other about the service user’s care or treatment?

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Confidentiality means keeping all private information secret.

How to elicit

TA1.1 Types of care settings Engage

 Where does care happen? Show slide 2 and lead a quick-fire discussion session inviting students to respond to the first question on the slide. Then use slide prompts 2–6 to support paired discussion work.

TA1 PPT1 slide 2 20 mins

 What do you know already? Ask students to complete Worksheet 5 to identify their existing knowledge and any areas where they need to learn more. Offer guidance if necessary, for example:  Explain that ‘care settings’ is a key phrase for this unit. Encourage students to start by considering their own experiences and those of family members. Then ask them to identify other settings they are aware of, perhaps from television programmes.  Consider the word ‘rights’. Ask if students are aware of any stories in the news or on social media which relate to individuals’ rights. If necessary, describe scenarios relevant to particular rights and ask whether students can: (a) identify the rights in question and (b) suggest other situations where those rights might be important.

Collate a list of examples on the board and invite students to connect either the stories themselves or the underlying issues with specific health and social care settings.

Worksheet 5 25 mins

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CAMBRIDGE NATIONALS

R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

 Health and wellbeing benefits: Ask, ‘What impacts can good care have on an individual’s physical, intellectual, social and emotional health or wellbeing?’

Teach TA1 PPT1 slide 3 / Worksheet 6 10 mins

 Research activity Ask students to research the care settings in their local area and complete Worksheet 7.

Worksheet 7 20 mins

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 Types of care settings Show slide 3 and discuss the categories of care setting. Ask students to suggest examples of each type of setting, offering guidance where necessary:  Health care Welcome student suggestions and lead them towards: dental practice; GP surgery; health centre; hospital; nursing home; opticians; pharmacy; walk-in centre.  Social care Ensure students understand that these settings are not simply those connected with ‘social workers’. Explain that social care provides support to individuals who need support with daily living activities at any point in their life. Lead them towards: community centre; day centre; food bank; homeless shelter; residential care home; retirement home; social services department; support group. As with other topics, remember that some students may have personal experience in this area and be sensitive.

Students should record their ideas in Worksheet 6.

Apply

TA1 PPT1 slide 4 40 mins

 Case studies Ask students to complete Worksheet 8. Make it clear that the questions should not be treated as simple ‘comprehension questions’; instead, students should think more broadly and suggest ideas of their own. If there is time, ask students to complete Worksheet 9 as well; this presents a different scenario and could be completed as homework.

TA1 PPT1 slide 5 / Worksheets 8 and 9 15 mins

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 Do you know what care and support settings offer? Ask students to identify up to five settings they are unfamiliar with and complete the task on slide 4.

Mid-point review

TA1 PPT1 slide 6 10 mins

 Types of care settings 2 Name a care setting and ask students to respond with a word, phrase or sentence to describe that setting and the types of care it offers. Repeat with a range of different settings.

10 mins

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 Types of care settings 1 Show slide 6 and ask students to identify whether each statement is true or false. Share the correct answers, then ask them to explain why the false statements are false.

TA1.2 The rights of service users Engage

 What rights do you have? Show slide 2 and direct students to consider each statement in turn. This is an ideal think / pair / share activity. Challenge more confident students to consider the counterarguments someone might suggest – for example: Where do these rights come from? Is it ‘fair’ to treat everyone the same when people have different needs? Support less confident students by guiding them to consider the practical implications of the rights shown on the slide – for example, How might a given setting respond to a service user’s right to vote or to die?  Feedback from the activity Lead a class discussion to review students’ responses to slide 2.

Ask the following questions to guide the discussion if necessary:  How easy was it to agree?  Were some statements ‘simpler’ (i.e. less controversial) than others?  Would your family agree with your answers?  How might a doctor respond to the statements?  Why might someone disagree with your opinions?

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TA1 PPT2 slide 2 10 mins

TA1 PPT2 slide 2 10 mins

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CAMBRIDGE NATIONALS

R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

Teach TA1 PPT2 slide 3 30 mins

30 mins

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 Rights of service users Show slide 3 and discuss each right in turn, ensuring you cover the key points listed in the notes section of the PPT presentation. Ask students to work in groups to consider these rights in different contexts: divide students into small groups, allocate a different setting to each group, and ask them to discuss how the rights might be maintained in their setting. (For example, in a residential care setting, a service user might have the right to choose which activities they take part in, which foods they eat at mealtimes, etc.) Then lead a class discussion for feedback.  Rights of service users in practice Ask each student to write a sentence beginning: ‘Because I have the right to (e.g. choose)…’ and then referencing a specific care setting and a specific request. Then choose students to share their sentences with the class and guide discussion. Encourage students to respectfully challenge the statements, referring to:  ethical disagreements (e.g. they do not have that right; they do have the right but it does not justify the request they have made)  practical concerns (e.g. the request would not be possible because it would cost too much).

Guide students to understand that people can disagree about rights and values, and also that it can be challenging for service providers to enact abstract values.  Changes in our understanding of rights Show slide 4 and ask students to discuss the image, which shows a protester in a wheelchair. Guide students to recognise that our understanding of rights has developed over time.  Applying rights to care settings Ask students to consider their exploration of the five rights and record their ideas in Worksheet 10.

Apply

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 Case study This task is designed to challenge the common misconception that equal treatment means treating everyone in exactly the same way. Show slide 5 and use Worksheet 11 to raise awareness about the importance of connecting the offered care with service users’ needs and preferences. Once students have answered the questions, show them the suggested answers and discuss key similarities and differences.

TA1 PPT2 slide 4 5 mins Worksheet 10 30 mins

TA1 PPT2 slide 5 / Worksheet 11 30 mins

Mid-point review

TA1 PPT2 slide 6 30 mins

SA

 Poster activity Show slide 6 and ask students to create a poster showing how the school or college maintains the five rights they have learnt about in this session. Students may benefit from access to key school policies to help with this activity; they should also be encouraged to access information on the school website. Discussion in pairs or groups may help students to identify additional examples – e.g. behaviour policy; how SEND students are supported; curriculum opportunities; extra-curricular opportunities; student voice; opportunities to work with parents, etc.

TA1.3 The benefits to service users’ health and wellbeing when their rights are maintained Engage

TA1 PPT3 slide 2  What is fair treatment? Show slide 2 and invite students to discuss the questions posed 10 mins on the slide. Guide the discussion by pointing out the following key points:  The desired outcome is the same for all three people (to be able to watch a sports match).  In the first image, the three people are treated in the same way – they are all given a box of the same height. However, only two people benefit from this. Although they have been treated equally, the outcomes are not fair.  In the second image, each person has a box that allows them to watch the match.

The support they have been given meets their needs ensuring equal opportunity for all and so the outcomes are equal.

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

 In this case, one person is tall enough to watch the match without a box: in some cases, the most appropriate care is no care at all.

Teach  Benefits to service users when their rights are maintained Show slide 3 and discuss the four key benefits to service users when their rights are met. Ensure students recognise the key points described in the notes section of the slide and acknowledge the overlap and interrelationships between the benefits.

TA1 PPT3 slide 3 20 mins

Apply

Mid-point review

TA1 PPT3 slide 4 15 mins

PL E

 The importance of maintaining service users’ rights Show slide 4 and encourage students to compare the two images.  For image 1: Encourage students to suggest how the service user’s rights might have been maintained and identify the benefits of this.  For image 2: Encourage students to suggest ways in which this service user’s rights might not have been maintained and how she might be feeling as a result. Then ask them to consider possible negative impacts on her health and wellbeing.  Challenge: Challenge more confident students by pointing out that they have (by necessity) judged the service users based on their appearance in the images. Encourage them to consider the difficulties faced by practitioners when assessing a service user’s thoughts and feelings.

TA1 PPT3 slide 5 5 mins

 Activity log Ask students to consider what they have learned in this session and identify what they found most interesting, surprising or shocking. Guide them to move from a simple statement to an explanation – e.g. Why was that fact so interesting or shocking? Do other students agree? What do the responses tell you about the place of health and social care in society? You could develop this discussion to make links with particular roles or settings, for example: If a care worker in a residential home offers choices to the service users in their care, what might this look like and what benefits could it bring?

15 mins

SA

M

 Ways to remember the benefits Show slide 5 and encourage students to follow one of the suggestions (e.g. creating an acronym or writing an acrostic poem).

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

R032: Suggested delivery outline TA reference

Topic area

Unit R032

Introduction to unit

PL E

This unit has 48 Guided Learning Hours, with 1.5 hours set aside for the examination. This is a suggestion for delivery, covering 46 60-minute lessons.

Topic section Suggested coverage reference ALL

 Introduction to unit and overview of all topic areas

No. of Supporting resources lessons 1

PPT Overview slides 2–4 (cn_hsc_1ed_tr_r032_ppt_overview) Worksheets 1–4 and answers (where applicable)

2

TA1 PPT1 slides 2–6 (cn_hsc_1ed_tr_r032_ta1_ppt1) Worksheets 5–9 and answers (where applicable)

 Overview of rights: choice, confidentiality, consultation, equal and fair treatment, protection from abuse and harm

2

TA1 PPT2 slides 2–5 (cn_hsc_1ed_tr_r032_ta1_ppt2) Worksheets 10–11 and answers (where applicable)

 Benefits including empowerment, high self-esteem, service users' needs are met, trust

3

TA1 PPT3 slides 2–5 (cn_hsc_1ed_tr_r032_ta1_ppt3)

4

TA2 PPT4 slides 2–6 TA2 PPT5 slides 2–5 (cn_hsc_1ed_tr_r032_ta2_ppt4) (cn_hsc_1ed_tr_r032_ta2_ppt5) Worksheets 12–13 and answers (where applicable)

 Taster activities to engage and provide initial assessment TA1

The rights of service users in health and social care settings

1.1

TA1

The rights of service users in health and social care settings

1.2

TA1

The rights of individuals in care settings

 Types of care setting (health care and social care), with examples

M

 Teacher-led descriptions and questioning based on short case studies

1.3

 Focus on wellbeing benefits

TA2

SA

 Links with students’ own experiences or those of family members/friends

Person-centred values

2.1

 Person-centred values; equality and diversity; rights and beliefs; confidentiality  The six Cs  Challenging stereotypes, referring to the media and students’ own experiences  Application of values in care settings

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

TA reference

Topic area

TA2

Person-centred values of care

2.2

 Benefits for service users, service providers and settings.  Importance of partnership and decision making

3

TA2

Person-centred values of care

2.3

 PIES impacts  Impacts on different service users in different settings  Review of TAs 1 and 2

4

TA2 PPT7 slides 2–7 (cn_hsc_1ed_tr_r032_ta2_ppt7)

TA3

Effective communication in health and social care settings

3.1

 Verbal communication skills: clarity; empathy; patience; appropriate vocabulary; tone; volume; pace; willingness to contribute  Key differences between verbal and non-verbal communication  Verbal communication requirements in different settings

3

TA3 PPT8 slides 2–8 (cn_hsc_1ed_tr_r032_ta3_ppt8) Worksheet 15

TA3

Effective communication in health and social care settings

 Non-verbal communication skills: eye contact; facial expressions; gestures; positioning  Key differences between verbal and non-verbal communication  Importance of adapting type/method of communication for different service users and settings

3

TA3 PPT9 slides 2–7 (cn_hsc_1ed_tr_r032_ta3_ppt9) Worksheet 16 and answers Video montage 1

 Active listening skills: open, relaxed posture; eye contact; nodding in agreement; showing empathy; clarifying; summarising  Impacts on service users when practitioners practise active listening

3

TA3 PPT10 slides 2–7 (cn_hsc_1ed_tr_r032_ta3_ppt10) Worksheet 17

Effective communication in health and social care settings

3.3

No. of Supporting resources lessons TA2 PPT6 slides 2–6 (cn_hsc_1ed_tr_r032_ta2_ppt6) Worksheet 14 and answers (where applicable)

PL E

M 3.2

SA

TA3

Topic section Suggested coverage reference

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS Health and Social Care: Teacher’s Resource

TA reference

Topic area

TA3

Effective communication in health and social care settings

Topic section Suggested coverage reference 3.4

 Reasons why special communication methods may be needed

No. of Supporting resources lessons 3

TA3 PPT11 slides 2–9 (cn_hsc_1ed_tr_r032_ta3_ppt11) Worksheets 18–19 and answers (where applicable)

PL E

CAMBRIDGE NATIONALS

 Types of special method: advocates; Braille; BSL; Makaton; interpreters; voice-activated software  Benefits to service users and service providers of effective communication

TA3

TA4

Effective communication in health and social care settings

3.5

Protecting service users and service providers in health and social care

4.1

 Benefits of effective communication

2

TA3 PPT12 slides 2–6 (cn_hsc_1ed_tr_r032_ta3_ppt12) Worksheets 20–21

3

TA4 PPT13 slides 2–8 (cn_hsc_1ed_tr_r032_ta4_ppt13) Worksheets 22–25 and answers (where applicable)

3

TA4 PPT14 slides 2–6 (cn_hsc_1ed_tr_r032_ta4_ppt14) Worksheets 26–29 and answers (where applicable) Video montage 2

3

TA4 PPT15 slides 2–7 (cn_hsc_1ed_tr_r032_ta4_ppt15) Worksheets 30–31 and answers

 Impacts of poor communication  Definition of safeguarding

 Identification of vulnerable service users

 Impacts of a lack of safeguarding, based on PIES

TA4

Protecting service users and service providers in health and social care

M

 Safeguarding procedures and DBS checks for different settings

4.2

 Ways infection can be transmitted  Importance of general cleanliness  Personal hygiene

SA

 PPE – what it is, when it is used, why it is important  Practical activities to reinforce key ideas

TA4

Protecting service users and service providers in health and social care

4.3

 Safety measures and procedures in different health and social care settings, including first aid policies; risk assessments; staff training; emergency procedures; equipment consideration and safety measures  How measures and procedures keep service users and service providers safe

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Health and Social Care: Teacher’s Resource

Topic area

TA4

Protecting service users and service providers in health and social care settings ALL

4.4

 Security measures: identifying staff; monitoring keys; monitoring visitors; reporting concerns; restricting access

No. of Supporting resources lessons 3

TA4 PPT16 slides 2–8 (cn_hsc_1ed_tr_r032_ta4_ppt16) Worksheets 32–34 and answers (where applicable)

 Different measures used in different settings and with different service users  End-of-unit review

1

Worksheet 35 and answers

SA

M

R032

Topic section Suggested coverage reference

PL E

TA reference

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Worksheet 1: Key terms and definitions Complete the table below by writing a definition for each key word or phrase.

Add other key terms and definitions as you work through the unit.

Word or phrase

Definition

Practitioner

Rights

Service user

SA

Values of care

M

Principles of care

PL E

Care settings

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UNIT: R032 Unit overview

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Worksheet 2: What do you know about the health and social sector?

Make notes in the table below to summarise what you know about the health and social care sector. For the health sector and the social care sector, identify:  as many settings as you can think of  as many practitioners and job roles as you can think of  the key purposes of the sector.

Settings

SA

M

Practitioners

Social care sector

PL E

Health sector

Purpose

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Worksheet 3: Assessing quality of care Think about your discussion of the pictures in the PowerPoint presentation. Record your ideas in the table.

Identify the care setting shown.

How will the care shown make the service user(s) feel?

Identify the care setting shown.

Is this an example of good care or bad care?

What evidence do you have?

SA

Image 2

M

How will this affect the practitioner?

Is this an example of good care or bad care?

What evidence do you have?

PL E

Image 1

How will the care shown make the service user(s) feel?

How will this affect the practitioner?

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UNIT: R032 Unit overview

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Worksheet 4: What do you know about the health and social care sector?

Make notes in the table below to summarise what you know already and what you need to learn.

What do I know already?

What do I need to find out?

M

TA2 Personcentred values

PL E

TA1 The rights of service users in health and social care settings

SA

TA3 Effective communication in health and social care settings

TA4 Protecting service users and service providers in health and social care settings

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UNIT: R032 Unit overview

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Worksheet 5: What do you know about the rights of individuals in care settings?

What do I know already?

Types of care settings

What do I need to find out?

SA

M

The rights of individuals

PL E

Make notes in the table to summarise what you know already and what you need to learn.

Benefits to the health and wellbeing of service users when their rights are maintained

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UNIT: R032 TA 1.1

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 6: Types of care setting In the table below, list all the care settings you can think of.

Social care settings

SA

M

PL E

Health care settings

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Worksheet 7: Research local care settings Research and identify all the care settings within five kilometres of where you live.

List the settings in the table and, for each one:  say what type of setting it is  describe the care it offers.

Type of setting

Care offered

SA

M

PL E

Name of setting

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Worksheet 8: Supported living for adults with learning disabilities Your teacher will show you a video about the work of Kent County Council in supporting adults with learning disabilities.

As you watch the video, take notes. Then answer the following questions.

Why might an adult with learning disabilities need support? What daily living tasks might they need support with?

2.

What support is offered by the settings described in the video? What other support might be offered?

SA

M

PL E

1.

3.

Why might an adult with learning disabilities be vulnerable?

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UNIT: R032 TA 1.1

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 8: Continued What difference can supported living make to the life of an adult with learning disabilities?

Consider their physical and emotional health and wellbeing.

SA

M

PL E

4.

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 9: The Dell Supported Living Facility Read the case study, then answer the questions that follow.

Case study The Dell Supported Living Facility has 12 flats for adults with a range of physical disabilities.

All the accommodation is single-storey with level access throughout; each bedroom has an en-suite bathroom and every flat has access to outside space. There are shared facilities including a lounge, an accessible kitchen, a dining room and a laundry room.

PL E

Highly trained staff are available 24 hours a day, offering reassurance and support to the residents.

This support is wide ranging and specific to the needs of the residents; it may include help with personal care, medication, cooking, cleaning, shopping and daily living tasks.

Residents are encouraged to socialise with each other and to be involved in the wider community.

They are also supported to develop their hobbies and given opportunities to discover new interests.

The facility has close links with the local GP surgery and the staff organise fortnightly visits from a hairdresser. It also has links with the local faith groups and residents are supported to attend places of worship if they choose. Where necessary, residents receive support from physiotherapists and occupational health support workers.

Many of the residents aspire to be independent and the facility provides the support they need to live in a safe and secure environment.

What support can this type of setting offer?

2.

Why does having a physical disability make a person vulnerable?

SA

M

1.

3.

What difference might the supported living facility make to a service user’s life?

Consider their physical and emotional health and wellbeing.

4.

Describe three ways in which this facility could provide a safe and secure environment.

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Worksheet 10: The rights of individuals

PL E

In health and social care, service users have five key rights relating to the type and quality of care they can expect to receive.

Complete the table to record your learning about these rights.

What does this mean?

Choice

Confidentiality

Consultation

Example in a health or social care setting

Impact on a service user if this right is met

SA

Equal and fair treatment

Key points

M

Rights

Protection from abuse and harm

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UNIT: R032 TA 1.2

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 11: Rights case study Look at this example menu for a lunch club for adults over the age of 55.

Sunshine Lunch Club Starter Ham and pea soup

Main

PL E

Roast beef, Yorkshire pudding, mashed potato, peas, carrots and gravy

Dessert

Apple crumble and custard

Tea or coffee

The staff responsible for planning the menu gave it a lot of thought. They tried to include foods that are soft, traditional and familiar, and meals that the adults might not cook for themselves at home.

What assumptions have the staff made about the adults who attend the lunch club?

2.

What choices does this menu allow for?

SA

M

1.

3.

Which groups of people might this menu exclude? Consider dietary rules for the main religions.

4.

With this menu, all service users receive exactly the same food. How is this an example of unequal and unfair treatment?

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UNIT: R032 TA 1.2

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 11: Continued How could staff include the club members when planning the menu in the future?

6.

What procedures should the lunch club have to ensure all members of the club are kept safe?

7.

What personal information might the lunch club need about its members? How can the staff ensure they maintain the service users’ confidentiality?

SA

M

PL E

5.

8.

Describe the possible negative impacts if the service users’ rights are not maintained.

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UNIT: R032 TA 1.2

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

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Worksheet 1 answers: Key terms and definitions Complete the table below by writing a definition for each key word or phrase.

Add other key terms and definitions as you work through the unit.

Definition

Care settings

Locations where service users receive care, for example, hospitals, care homes or service users’ own homes

Practitioner

A trained member of staff offering care

Principles of care

The behaviours shown and practices followed by health and social care practitioners when caring for service users

Rights

Things to which a person is morally or legally entitled; for example, all service users have the right to confidentiality

Service user

An individual accessing or receiving care

Values of care

Standards in health and social care settings which guide practitioners to behave appropriately

SA

M

PL E

Word or phrase

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Worksheet 8 answers: Supported living for adults with learning disabilities Your teacher will show you a video about the work of Kent County Council in supporting adults with learning disabilities.

As you watch the video, take notes. Then answer the following questions.

1.

Why might an adult with learning disabilities need support? What daily living tasks might they need support with?

2.

PL E

Support may relate to: personal care; medication; cooking; cleaning; shopping; daily living skills etc.

What support is offered by the settings described in the video? What other support might be offered?

Suggested answers include:

 Support to remain close to home, family and friends  Support to continue with activities

 Modifications to service users’ own homes, so they can live independently in a setting where they are comfortable  Support from visiting practitioners, e.g. physiotherapists and social workers 3.

Why might an adult with learning disabilities be vulnerable?

Suggested answers include:

 Greater reliance on other people for support with daily living activities

M

 Reduced sense of danger

 Difficulties in expressing needs or wants

 Limited knowledge of how to escape from uncomfortable or dangerous situations  May be seen as an ‘easy target’

What difference can supported living make to the life of an adult with learning disabilities?

Consider their physical and emotional health and wellbeing.

SA

4.

Suggested answers include:

 Help and support from qualified practitioners will improve confidence and self-esteem because service users will feel valued, respected and supported.  Ability to remain in their own home encourages independence and gives service users a sense of empowerment, improving mental wellbeing.  Purpose-built or adapted flats or houses enable service users to access all facilities, which will allow them to participate in a greater range of activities. Participation in social activities will contribute to development of friendships and social skills. Participation in physical activities will improve physical health and fitness.  Residents will gain confidence in their own abilities.

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R032 PRINCIPLES OF CARE IN HEALTH AND SOCIAL CARE SETTINGS

Worksheet 11 answers: Rights case study Look at this example menu for a lunch club for adults over the age of 55.

Sunshine Lunch Club Starter Ham and pea soup

Main

PL E

Roast beef, Yorkshire pudding, mashed potato, peas, carrots and gravy

Dessert

Apple crumble and custard

Tea or coffee

The staff responsible for planning the menu gave it a lot of thought. They tried to include foods that are soft, traditional and familiar, and meals that the adults might not cook for themselves at home.

1. What assumptions have the staff made about the adults who attend the lunch club?

Suggested answers include:

 All service users need soft food

M

 They will all prefer ‘British’ food (link with assumptions about ethnicity)  They all eat meat 2.

What choices does this menu allow for?

Suggested answer: no choice at all, except to eat or not eat the offered food Which groups of people might this menu exclude? Consider dietary rules for the main religions.

SA

3.

Suggested answer: vegetarians and vegans; people with particular dietary needs (e.g. coeliac disease); members of certain religious groups who do not eat meat / pork products / beef

4.

With this menu, all service users receive exactly the same food. How is this an example of unequal and unfair treatment?

Suggested answer: the menu assumes everyone has the same needs and preferences, which is very unlikely to be the case

5.

How could staff include the club members when planning the menu in the future?

Suggested answers include:  Speak directly to members about their preferences  Ask people to fill in questionnaires  Arrange an informal meeting with members to discuss their ideas  Introduce a menu with choices to accommodate preferences and needs

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UNIT: R032 TA 1.2

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Worksheet 11 answers: Continued 6.

What procedures should the lunch club have to ensure all members of the club are kept safe?

Suggested answers include emergency procedures such as:  Emergency procedures such as fire drills and an evacuation plan  Rules about who is allowed in the kitchen  Warnings about the heat of food/plates/drinks  A designated safeguarding lead to take charge of safety What personal information might the lunch club need about its members? How can the staff ensure they maintain the service users’ confidentiality?

Suggested answers include:

PL E

7.

 Personal information: contact details, information about age / health / allergies and intolerances / next of kin

 Maintain confidentiality: keep paper records in a locked office / drawer / filing cabinet  Ensure digital records are password protected

 Only sharing in a need to know basis / with permission unless safety issues and at risk 8.

Describe the possible negative impacts if the service users’ rights are not maintained.

Suggested answers include:

 Service users will not enjoy the club and may stop coming  Loss of trust in managers

 Unwillingness to share concerns or needs

M

 Loss of confidence in staff

SA

 Lowering of self-esteem; disempowerment

Cambridge National Level 1/Level 2 in Health and Social Care – Bath, Burgess, Lavers, Northeast, Phillips © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

UNIT: R032 TA 1.2

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

R032: Principles of care in health and social care settings

SA M

Unit overview and review

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R 0 3 2 Pr in c ip l e s o f c a r e in h e a l th a n d so c ia l c a r e se ttin g s: U n it o ve r vie w

CAMBRIDGE NATIONALS

Purpose and main concepts By the end of this unit, you will

TA 4 Protecting service users and service providers in health and social care

Principles of care in health and social care settings

TA 2 Person-centred values

TA 3 Effective communication in health and social care settings

What makes good care

Know

The rights of service users

Understand

How to offer person-centred care

Understand

The importance of effective communication

Know

How to maintain health and safety for all

Key words

Key concepts

Review

SA M

What we will learn

Know

PL E

TA 1 The rights of service users in health and social care settings

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R 0 3 2 Pr in c ip l e s o f c a r e in h e a l th a n d so c ia l c a r e se ttin g s: U n it o ve r vie w

CAMBRIDGE NATIONALS

Key words and phrases Service user

Service provider

An individual accessing or receiving care

A trained member of staff offering care

Care setting

Rights

PL E

What we will learn

Principles of care

The behaviours shown and practices followed by service providers when caring for service users

Key words

Locations where service users receive care, for example, hospitals, care homes or service users’ own homes

Key concepts

Things to which a person is morally or legally entitled, for example, all service users have the right to confidentiality

Review

SA M

Click through to reveal each key word/phrase and its definition.

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R 0 3 2 Pr in c ip l e s o f c a r e in h e a l th a n d so c ia l c a r e se ttin g s: U n it o ve r vie w

CAMBRIDGE NATIONALS

What do you think about the quality of care?

1. Can you identify the care settings shown?

PL E

2. Are these good examples of good care or bad care?

3. What evidence do you have?

4. How will the care shown make the service user(s) feel?

5. How will this affect the service provider?

What we will learn

Key words

Key concepts

Review

SA M

For each image, ask students to discuss and answer the questions on the slide.

To challenge more confident students, ask what needs to change to improve the care offered.

Finally, ask students to record their ideas in Worksheet 3.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

PL E

TA1: The rights of individuals in care settings

SA M

R032: Principles of care in health and social care settings

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

R032, TA1

Where does care happen?

Think of a setting where you or a family member have received care.

4

Try to group your settings into categories.

2

3

Compare your ideas with your partner.

Have you chosen settings which offer similar care?

5

Try to match each of your groups with one of these headings: • Settings that offer health care • Settings that offer social care • Settings that offer other care Key words

Key concepts

Challenge

Why might health care and social care settings need to work together to support a service user?

Review

SA M

What we will learn

With your partner, list eight other places that offer care.

PL E

1

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CAMBRIDGE NATIONALS

R032, TA1

Types of care setting

PL E

• Health settings: Offer help and support for individuals who have an illness or need medical support – e.g. a person with asthma or a woman expecting a baby.

• Social care settings: Offer support for individuals with activities of daily living – e.g. a homeless shelter or a lunch club at a day centre.

What we will learn

Key words

Key concepts

Review

SA M

Explain that the term ‘care setting’ is used to describe any location in which care is given. Within this unit, students will consider two main types of setting: • Health care settings – e.g. a pharmacy; a GP practice; a health centre; a hospital; etc.

• Social care settings – e.g. day centres for older adults or people with learning difficulties or physical disabilities; support groups for people with certain physical or mental health conditions; residential care settings; homeless shelters; food banks; etc.

This is key vocabulary and it is essential that students know and understand the differences between the settings. Ask them to give additional examples of each type of setting.

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CAMBRIDGE NATIONALS

R032, TA1

Do you know what care and support settings offer?

Write down five settings you are unfamiliar with.

PL E

Research and create a short written report for each setting: • Describe the care and support offered by the setting.

• Explain why some people may need this care and support.

• Compare the settings you have researched.

What do they have in common and what is unique to each setting?

Key words

Key concepts

Review

SA M

What we will learn

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

R032, TA1

Case study: Supported living

What we will learn

PL E

Watch the video, then complete Worksheet 8.

Key words

Key concepts

Review

SA M

Access the video URL (https://youtu.be/Ezq4TTdZwsE) if you wish to show the video full screen.

Then ask students to complete Worksheet 8.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

R032, TA1

Types of care setting True or false?

1. An optician’s practice is an example of a health care setting.

PL E

2. ‘Social care’ is another way of describing ‘social workers’.

3. All health care takes place in hospitals.

4. Homeless shelters only offer food and a bed for a homeless person.

5. Social care only supports the elderly.

Extension: Rewrite the false statements to make them true.

What we will learn

Key words

Key concepts

Review

SA M

You can use this as a mid-point review.

Answers: 1. True 2. False – correct to (e.g.) ‘Social care may be provided by many different practitioners in a wide range of settings.’

3. False – correct to (e.g.) ‘Health care can take place in a wide range of settings.’

4. False – correct to (e.g.) ‘Homeless shelters offer food, beds, washing facilities, access to health care, counselling, and support with finding work and/or housing for a homeless person.’

5. False – correct to (e.g.) ‘Social care supports the elderly, adults, children and families who need additional support at certain times in their lives.’

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

PL E

TA1.2: The rights of service users

SA M

R032: Principles of care in health and social care settings

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

1

R032, TA1.2

CAMBRIDGE NATIONALS

What rights do you have?

1

2

4

I have the right to life.

I have the right to say what I want.

I have the right to die.

5

I have the right to be treated in the same way as everyone else.

Key words

Challenge

What arguments might someone use if they disagreed with you?

Key concepts

Review

SA M

What we will learn

3

PL E

I have the right to vote.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R032, TA1.2

CAMBRIDGE NATIONALS

The rights of individuals 1 The following five rights are essential for good care:

• Confidentiality • Consultation

PL E

• Choice

• Equal and fair treatment

• Protection from abuse and harm

What we will learn

Key words

Key concepts

Review

SA M

Explain that, in health and social care, there is significant emphasis on the concept of rights relating to the type and quality of care a service user can expect to receive.

Reveal the key rights of service users, one by one, and discuss. Ensure students recognise the following key points: • Choice: the choice to join in – or not join in – with activities; choices about what to eat and when (i.e. menus should offer a range of options to cater for different preferences and dietary and cultural needs); choices about where, when and how to receive treatment; choices about practitioners (e.g. if someone would prefer to see a GP of a particular gender) • Confidentiality: personal records should be stored securely; consultations should take place in private where no-one else can overhear; digital records should be password-protected; practitioners should never talk about service users except when necessary to develop a coordinated care plan – explain the term ‘need to know’ • Consultation: service users should be involved in decisions about their care; they should be given all the information they need to make an informed decision about what is best for them; practitioners should ask permission when necessary (e.g. is it alright if I pull up your sleeve so I can check your blood pressure?) and make sure service users are happy with decisions made

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA M

PL E

• Equal and fair treatment: this does not mean that everyone should be treated in the same way but rather that every service user should be treated as a unique individual, with their own needs and preferences (e.g. settings should have ramps and doorways wide enough for a service user who uses a wheelchair); refer back to TA 1.3 slide 2 to illustrate the difference between equality and equity • Protection from abuse and harm: practitioners must: follow safeguarding procedures; complete risk assessments; ensure they are familiar with health and safety procedures (e.g. evacuation procedures); know and be able to recognise signs of abuse; know who to report abuse to

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

3

R032, TA1.2

CAMBRIDGE NATIONALS

The rights of individuals 2 • What is happening in this picture?

• What surprises you?

What we will learn

PL E

• What does the picture suggest to you?

Key words

Key concepts

Review

SA M

Discuss the questions with the class. Emphasise that there are no right or wrong answers; the purpose of the slide is simply to encourage students to consider the rights of individuals in a real-world context.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R032, TA1.2

CAMBRIDGE NATIONALS

Sunshine Lunch Club Sunshine Lunch Club

Look at this example menu for a lunch club for adults over the age of 55.

PL E

Consider how the menu meets – or does not meet – the rights of service users attending the lunch club.

Starter Ham and pea soup

Main

Roast beef, Yorkshire pudding, mashed potato, peas, carrots and gravy

Dessert

Apple crumble and custard

Tea/coffee

What we will learn

Key words

Key concepts

Review

SA M

This activity is designed to extend students’ thinking in connection with the case study in the Student Book. Ask students to record their ideas on Worksheet 11.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R032, TA1.2

CAMBRIDGE NATIONALS

The rights of individuals 3

PL E

Create a poster showing how your school or college maintains the five rights you have learnt about in this session.

Remember, the rights are: • choice • confidentiality • consultation

• equal and fair treatment

• protection from abuse and harm.

What we will learn

Key words

Key concepts

Review

SA M

A possible homework task.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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CAMBRIDGE NATIONALS

PL E

TA1.3: Health and wellbeing benefits to individuals when their rights are maintained

SA M

R032: Principles of care in health and social care settings

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

1

R032, TA1.3

CAMBRIDGE NATIONALS

Is this treatment fair?

Look at this image.

Why is this a better illustration of fair treatment?

What we will learn

PL E

Everyone is treated equally but is it fair?

Key words

Key concepts

Review

SA M

Ensure students understand the difference between ‘equality’ and ‘equity’. ‘Equality’ involves treating everyone in the same way. However, as the image shows, this is not necessarily fair, nor does it mean everyone receives the same outcomes.

In health and social care settings, it is essential to treat people fairly and offer different treatments or care options to ensure all service users receive the best outcomes.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R032, TA1.3

CAMBRIDGE NATIONALS

Benefits to service users when rights are maintained • Empowerment • High self-esteem

• Trust

What we will learn

PL E

• Individual needs are met

Key words

Key concepts

Review

SA M

Inform students that there are four key benefits to individuals when their rights are maintained. Reveal each benefit in turn and discuss, guiding students to recognise the following key points: Empowerment • Definition: the amount of control or ‘power’ an individual feels they have over their life • Benefits: increased independence; increased self-reliance; improved selfconfidence; service users feel in control of their lives; increased trust in practitioners; greater willingness to accept support High self-esteem • Definition: high self-esteem is based on feelings of self-worth and self-respect • Benefits: a ‘can-do’ attitude; greater curiosity and keenness to take part in activities; higher levels of engagement; improved mental health; greater willingness to seek help and support because there is a feeling that it is deserved; service users feel valued and respected Individual needs are met • Explanation: consider different needs – e.g. mobility needs, communication needs, dietary requirements, cultural needs, etc.

• Benefits: service users receive appropriate care and treatment; improved

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA M

PL E

standards of care; improved physical and mental health; greater trust in service providers; greater confidence that service providers are focused on needs and trying to provide the best possible care; greater willingness to seek help when necessary Trust • Benefits: increased confidence; feelings of empowerment; service users feel respected, valued and able to speak openly and honestly with practitioners; service users feel able to express their needs and confident that they will receive appropriate care; increased sense of security; greater willingness to seek help in future

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R032, TA1.3

CAMBRIDGE NATIONALS

What we will learn

PL E

The importance of maintaining service users’ rights

Key words

Key concepts

Review

SA M

Draw students' attention to the different designs of the two wheelchairs: his allows independent movement, while hers leaves her dependent on other people pushing her.

Encourage students to study these two images and: • for both images – Consider the service user’s situation and how they might be feeling.

• for image 1 – Suggest ways in which maintaining the service user’s rights might have benefitted his health and wellbeing.

• for image 2 – Suggest ways in which the service user’s rights might not have been met, and how this might have harmed her health and wellbeing.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

4

R032, TA1.3

CAMBRIDGE NATIONALS

How can I remember the benefits?

Reorder the benefits to spell THEN: T – Trust H – High self-esteem E – Empowerment N – Needs are met

Suggestion 3

Create a silly acronym:

Write an acrostic poem:

E – Elephants

E – Every

H – Hear

H – Hospital doctor and

N – Noisy

N – Nurse deserves

T – Tigers

T – Thanks

Key words

Key concepts

Review

SA M

What we will learn

Suggestion 2

PL E

Suggestion 1

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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