Cambridge Nationals Brochure by Cambridge International Education

Cambridge Nationals Resources Building Brighter Futures Together

Contents Welcome The Cambridge approach Our resources for the Cambridge Nationals Look inside the student book Look inside the teacher’s resource

1 2–5 6–8

Look inside the revision guide and workbook 10–11 Ordering details

Welcome to your Cambridge Nationals Resources brochure We are delighted to be publishing a complete suite of resources for the Cambridge Nationals Level 1/Level 2, which have been redeveloped for teaching from September 2022. Throughout the development of this series we have worked together with OCR to gain a deep understanding of your needs in relation to teaching and learning. This rich insight has informed the development of an extensive range of support materials. We have worked with expert practitioners as authors to publish a new series that: •

Embeds approaches to teaching and learning that engage and motivate students to participate in an active classroom

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Encourages students to be creative and critical thinkers, be resourceful collaborators and communicators, and to be confident problem solvers and decision makers in education and in life

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Uses accessible language that makes new and complex ideas easier to understand, helping students to progress

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Offers a blend of print and digital resources, designed to enhance teaching and learning.

Together, we aim to make the experience of teaching and learning as effective as possible. Your next steps Register your interest to find out more and/or speak to a sales consultant: cambridge.org/cambridgenationals Key to icons Digital resource Print and digital resource

Building Brighter Futures Together

Brand-new resources for the Cambridge Nationals We have been working closely with OCR to ensure that our resources fully support the redeveloped specifications* and meet the needs of teachers and students. Written by practising teachers and subject specialists, the series includes student books, teacher’s resources and

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Child Development Student Book

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Creative iMedia Student Book Rich Brooks & Jennie Eyres

Brenda Baker, Louise Burnham & Katherine Stapleton

Digital Access

combined revision guides and workbooks. With a focus on putting students at the heart of their learning, the resources work coherently together to develop independent learning and give students valuable sector-specific insight and skills to support their future choices.

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Engineering Design

Enterprise and Marketing

Student Book

Stuart E Peet

Mark Tippins, Karen Tullett & Julie Whatford

Digital Access

Student Book

Revision Guide and Workbook

Teacher’s Resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Health and Social Care Student Book Justine Bath, Colette Burgess, Siân Lavers, Sue Northeast, & Jayne Philips

Digital Access

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Student Book David Atkinson-Beaumont, Alan Jarvis & Sarah Matthews

Digital Access

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Sport Science

Sport Studies

Student Book

Layla Green, Andy Neal, Keith Smith & Brett Sutcliffe

Carl Attwood, Helen Bray, Amie Brooks, & Kim Nkonde

Digital Access

Student Book

Revision Guide and Workbook

Teacher’s Resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Engineering Manufacture

Engineering Programmable Systems

Digital Teacher’s Resource

Revision Guide and Workbook

Teacher’s Resource

*Endorsement We are working towards endorsement for all our student books and teacher’s resources. The revision guides will not enter the endorsement process.

CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Student book CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

All of the print and digital student books offer an easy-to-follow visual layout, with accessible language to stimulate your students’ interest.

Health and Social Care Student Book Justine Bath, Colette Burgess, Siân Lavers, Sue Northeast, & Jayne Philips

• The scaffolded, activity-based approach helps to engage students in their learning and gives them the confidence to progress • Includes a variety of different activities to help students develop the knowledge and skills they need to complete their assessments • Bite-sized learning topics build understanding of essential concepts and are supported by case studies with differentiated questions to support all students

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Student Book David Atkinson-Beaumont, Alan Jarvis & Sarah Matthews Digital Access

Take a peek inside our Health and Social Care and IT student books

Digital Access

‘Let’s get started’ activities hook students into their learning and encourage them to discuss and share information, so they become confident practitioners

TA6

The Internet of Everything

R050 TA06

The IT in Internet the digital of Everything world

TA6

The Internet of Everything Let’s get started Think about your home. How many devices do you have connected to the internet? Make a list of what devices you have. Let’s get started Think about the yourdevice home.you How last many used. devices How do you think it was designed? do you How didhave you connected interact with toit? theWhat internet? data does it collect about you? Makeisaitlist How secured? of what Does devices theyou device have. connect to other devices?

What will you learn? •

what is meant by the IoE

•

how the World Wide Web (WWW) and the Internet are used in the use of the IoE

•

the four pillars of the IoE and how they interact

•

the advantages and disadvantages of the IoE

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digital interactivity and how devices can be tailored to meet the needs of the end users

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how the IoE can be used in everyday life

Sample pages from Cambridge National Level 1/Level 2 IT Student Book*

“I like the layout of the page, this makes it easier to follow. The page is not overloaded with information which is good for the students.”

Gives students a brief overview of each unit, with a bulleted list of topic area content, so students can see at a glance what they will learn

from our Cambridge Nationals Teacher Panel

*All sample pages are subject to corrections and amendments 2

cambridge.org/education

CAMBRIDGE NATIONALS RESOURCES

“The use of practical examples/activities is good as it gives students the chance to do things and move around.”

Practical activities engage learners and help them to apply their learning and understanding to real-life contexts

from our Cambridge Nationals Teacher Panel

R032

Principles of care in health and social care settings

Health care settings These are places that offer help and support for individuals with physical or mental health needs. They may have an illness or need medical support, such as a person with asthma, an expectant mother or an individual needing an operation on their hip. The setting might be a hospital or a health clinic or GP surgery. Health settings are also involved in preventing illness and disease such as an optician offering regular eyesight checks or a dentist where regular dental treatment is carried out.

Social care settings These are settings that offer support with activities to help carry out daily tasks. This type of support enables service users to remain independent. Examples of social care settings include residential homes where service users who are not able to or decide not to live at home can live safely and securely, receiving additional support as required. Other settings include homeless shelters or community support groups. These services may provide accommodation and support services for people who do not have a permanent residence. Lunch clubs run by day centres also provide vital support by enabling groups of service users to come together for lunch and to socialise with other service users and staff. Over to you!

Research what services exist within a five-kilometre radius of where you live.

Describe the care each setting offers and what type of setting they are. For example: The Oaks –one and two bedroom flats providing supported housing for people who need support with day to day living

TA1

The rights of individuals in care settings

Table 1.1 sets out the types of settings explored as part of this qualification and the category they are in. Table 1.1: Types of care settings Health care settings

Social care settings

•

Dental practice

•

Community centre

•

GP surgery

•

Day centre

•

Health centre

•

Foodbank

•

Hospital

•

Homeless shelter

•

Nursing home

•

Residential home

•

Opticians

•

Retirement home

•

Pharmacy

•

Social services

•

Walk-in centre

•

Support group

Practical activity Part 1 1

Read the information in Table 1.1. a

Write down the five settings you are least familiar with.

Research each setting in turn.

Create a short-written report for each setting which: a

describes the care and support the setting offers

explains why some people may need this care and support.

Compare each setting. a

What do they have in common?

What is unique to that setting?

Part 2 1

Using this research, create a poster. Your poster should explain: a

What each setting does.

Who each setting supports.

Why individuals might require support from this setting.

Sample pages from Cambridge National Level 1/Level 2 Health and Social Care Student Book* ‘Over to you’ activities encourage research and discussion, and support students in testing their understanding of knowledge and how it can be applied to real settings

Why choose Cambridge resources? CAMBRIDGE RESOURCES

BENEFIT TO TEACHERS AND STUDENTS

√

Extensively researched with our Teacher Panel

Meets your needs and those of your students

√

Matches the redeveloped specifications

Easy to follow and, therefore, saves you time

√

Developed in tandem with OCR support materials

Clear mapping through the specification and resources

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Working towards endorsement by OCR

Resources can be trusted to provide complete support

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Support with unlocking exam questions

Gives students confidence and makes them feel well prepared

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Helps to develop writing skills

Helps to develop more confident and able students

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Activity-based approach

Stimulates students. Work can be tailored to students’ needs

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Clear pedagogical structure

Students know what is expected of them and follow a clear path

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Written at the right level

Engages students and motivates them to learn

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Experienced author team

Resources can be trusted to work

*All sample pages are subject to corrections and amendments CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Student book (continued) R032

Principles of care in health and social care settings

TA1

The rights of individuals in care settings

Continued

Case studies provide real-life contextualised examples, with differentiated questions to cater for all levels of learner

St Stephen’s also employs a 1:1 support worker to work with the residents. The nature of this work is different for every resident but includes support with benefit claims, finding permanent accommodation and work. St Stephen’s is also able to help with ongoing medical needs and has links to the local GP surgery. It is also fortunate to be able to provide access to counselling to support with mental health issues, addiction and relationship difficulties. Check your understanding 1

Identify two ways in which a homeless shelter can support an individual who is living rough on the streets.

For each scenario, describe how the individual could be vulnerable and the type of support they might require.

Assess the impact of the care offered at St Stephen’s homeless shelter can have on the individual involved.

Over to you! 1

Consider the three photos. State the type of setting each of the photos represents.

Figure 1.3: Optometrist conducting an eye exam in a health care setting

Case study

Activities are visually interesting to stimulate students and engage them in their learning

St Stephen’s homeless shelter St Stephen’s homeless shelter can house 16 residents at a time, with each person being able to stay for a maximum of 28 consecutive nights. Staff in the shelter care for people who have been made homeless for all kinds of reasons including unemployment, a breakdown in a relationship, or addiction to drink/drugs. Being homeless can be dangerous and can cause long-term medical conditions and the shelter provides the additional support needed at a time of crisis. St. Stephen’s provides residents with:

Figure 1.4: Physiotherapist helping patient

•

a safe place with a warm bed

•

hot food and drinks

•

access to hygiene and laundry facilities

•

clean second-hand clothing

•

toiletries.

Figure 1.5: Choir service for the elderly

Figure 1.6: Patients in a hospital ward

Can you identify another example of each setting?

Sample pages from Cambridge National Level 1/Level 2 Health and Social Care Student Book*

“Case studies are really useful to give students real-world examples to relate the theory to.” from our Cambridge Nationals Teacher Panel

An enhanced Glossary includes explanations of key subject terminology to aid understanding and help students to present information clearly and accurately

Glossary Care settings: a place where care is given such as a person’s home, a dentist or a residential home Choice: offering a service user two or more possibilities Confidentiality: the state of keeping information (about a service user) private Consultation: ensuring that a service user is involved in all decisions about their care Empowerment: how much ’power’ or control a service user feels they have over their health, social care or education Equal and Fair treatment: service users receive similar care but this may be in different ways according to their needs Individual need: the requirements that are needed in order to be physically, intellectually and socially and emotionally healthy Protection from harm and abuse: actions that prevent a service user from being hurt or treated in a cruel way Rights: an entitlement to have or do something Self-esteem: this is how much value an individual place on themselves and is linked to their happiness and self-confidence Trust: having confidence in the ability of a practitioner and feeling safe in their care

Sample pages from Cambridge National Level 1/Level 2 Health and Social Care Student Book*

“Really like the glossary. Very well used in my classes.” from our Cambridge Nationals Teacher Panel

*All sample pages are subject to corrections and amendments 4

cambridge.org/education

CAMBRIDGE NATIONALS RESOURCES

“I like the idea of testing yourself during the chapter.”

‘Check your understanding’ features provide student-focused activities to test understanding and application of knowledge in context

R050

‘What have you learnt?’ section at the end of each topic provides opportunities for students to revisit topics and reflect on their learning, so they become confident practitioners

from our Cambridge Nationals Teacher Panel

IT in the digital world

TA6

The Internet of Everything

Review your learning

Case study e-Readers will destroy book shops

Test your knowledge

It has been over 12 years since the Kindle was first released. At the time, experts confidently said that by 2020 print books would be largely decorative and we would all have a personal pocket electronic library.

Define the term ‘Internet of Everything’.

Describe the difference between the Internet and the WWW.

Name the four pillars of the IoE.

Describe how the four pillars work together.

In fact, e-books account for around 20 percent of book sales, the rest being traditional print. A decade ago, we’d have expected those numbers to be the other way around by now. So, what happened? It all comes down to two factors, consumer habits and money.

Explain how the ambulance service might use the IoE.

Discuss the security risks the railways face when connecting to the IoE.

Discuss the pros and cons a doctor might have about connecting to the IoE.

Figure 6.1.3: e-Readers vs. physical books

Most people now spend a large quantity of their time in front of a screen. Using an e-reader is popular amongst certain groups of people, but the majority still prefer an actual book to read.

What have you learnt?

The cost of eBooks is also still high. When combined with the initial cost of an e-reader, it is still cheaper to buy the physical book unless you intend to only ever buy digital books.

See section

Check your understanding 1

Describe how an e-Reader is part of the IoE.

Explain what concerns a user of an e-Reader might have of being part of the IoE.

‘The IoE will never be fully utilised as it could be.’ Discuss this statement and explain why the IoE might not be fully used by an individual.

•

What is meant by the IoE

6.1

•

How the WWW and the Internet are used in the IoE

6.1

•

The four pillars of the IoE and how they interact

6.1

•

The advantages and disadvantages of the IoE

6.1

•

What ‘digital interactivity’ means

6.1

•

How devices can be tailored to meet the needs of end users

6.1

•

The purpose, security issues, advantages and disadvantages of the IofE in everyday life

6.1

Sample pages from Cambridge National Level 1/Level 2 IT Student Book*

Cambridge Nationals Teacher Panel Our Teacher Panel is an online community of over 200 Cambridge Nationals teachers who help us develop resources that meet the needs of teachers and students around the country. From the layout of our student book to the support included in our teacher’s resources, you can be confident that our resources have been developed with, and tried and tested by, teachers like you. Learn more: www.cambridge.org/cambridgenationals

*All sample pages are subject to corrections and amendments CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Teacher’s resource

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Health and Social Care

The digital teacher’s resource fully matches the OCR specifications, schemes of work and planning materials to support all levels of teaching expertise.

Digital Teacher’s Resource

• Developed from extensive research with teachers, it follows the engage-teachapply-review learning approach to enable you to deliver the course in accessible learning topics

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

• Provides an off-the-shelf rich bank of resources, which teachers can bring into their own lessons and adapt to meet the specific needs of their class

Digital Teacher’s Resource

Take a peek inside our Health and Social Care and IT teacher’s resources Teacher notes provide you with information and guidance on delivering the course, and include notes on using the resources and activities

CAMBRIDGE NATIONALS

Mid-point reviews check on students’ progress and understanding as they work their way through a topic and/or unit

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

CAMBRIDGE NATIONALS

TA6.1 Use of IoE

TA6 Internet of Everything (IoE)

Engage

Learning intention

Starter activity ideas

As we use more and more devices that are connected to the internet, our lives are becoming more and more connected and the largest amounts of data is therefore being shared. This is referred to as the Internet of Everything.

PPT 7 Slide 2 • How Smart? Use the image as a stimulus for discussion about the idea of a smart home. Using mini whiteboards, ask students to either list how many devices they can think of that are 15 mins in a smart home or (depending on the circumstances of your cohort) how many smart devices they have in their home. Gather feedback from the class and discuss any commonalities. • Key Term retrieval practice Edit the worksheet to cover some of the terminology for TA5 (or Worksheet 1 an earlier TA). Ask the students to write an appropriate definition for each term. 15 mins

By the end of the topic students should know about the four pillars of the internet and how the Internet of Everything can be used in everyday life. Success Criteria – Students can: • • • • • • • • •

R050 IT IN THE DIGITAL WORLD IT: Teacher’s Resource

Describe what is meant by the IoE. Describe how the World Wide Web (WWW) and the Internet are used in the use of the IoE. Describe the four pillars and understand the interaction between them. Explain the advantages and disadvantages of the Internet of Everything. Explain the term ‘digital interactivity’. Describe how devices can be tailored to meet the needs of the end users. Describe the purpose of the IoE when applied to a range of areas in everyday life. Explain the advantages and disadvantages of using the IoE in different areas of everyday life. Discuss the security issues related to the IoE in the different areas of everyday life.

Teach • What is the IoE? Discuss with students the concept of the IoE, including the difference between the Internet and the World Wide Web. This can be linked back to the Engage activity and the discussion of smart devices in the home. Use mini whiteboards and questioning to ensure understanding of the topic including the advantages and disadvantages of using the IoE. • Support Students may need additional clarity with the terminology, especially the difference between the Internet and the World Wide Web. • The Four Pillars Discuss with students the elements of the IoE, known as the four Pillars. Discuss with students, using relevant examples, each pillar of the IoE. Through questioning and discussion, consider with students how each pillar works together. • Digital Interactivity Using the diagram on the slide, discuss with students the idea of “digital interactivity”. This links back to TA2 and the concept of HCI. Using mini whiteboards, discuss with students how a digital device can be tailored to suit the user; ask if students can think of any other suggestions. • Challenge: Ask students to create and annotate a diagram showing the relationships and interdependencies between the pillars and the IoE.

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

A network of devices that are connected globally using standard protocols and which share data.

World Wide Web

A collection of webpages and other documents that are connected together.

Internet of Things

This is where devices are connected to the internet and are sharing data.

Internet of Everything

This is the connection between people, process, data and things which is deemed to be intelligent.

PPT 7 Slide 3 20 mins

PPT 7 Slide 4 20 mins PPT 7 Slide 5 15 mins

Apply Student Book activities Over to You 14 and Let's Get Digital 8 will help students to understand these words and phrases. Contextual definitions are included in the IT student book glossary.

• Key Terms Quiz Using the prompts on the worksheet, students are to answer the 6 smaller questions first. Discuss as a group before attempting the ‘bigger picture’ question. • Support Direct students to their answers to the short questions, as scaffolding to help them with their longer answer.

Common misconceptions Misconception

How to elicit

The Internet and the WWW are the same thing.

Through discussing the topic with the Direct teaching of the terms including students; how students explain the clear definitions and the use of a concept when responding to network diagram, if appropriate. questions.

The Internet of Everything is expensive.

Through discussing the topic with the students, possibly through showing examples of devices that are part of the IoE on the board; how students respond when discussing the concept.

Through showing students a range of examples that are part of the Internet of Everything; comparing prices from 5 or even 10 years ago and discussing the difference. This could even include the cost of broadband in the home.

When discussing the concept of the IoE and the four pillars of the IoE, how students explain the concept when responding to questions.

Direct teaching of the terms including clear definitions and the use of a diagram of the four pillars.

The IoE is the same as the IoT.

How to overcome

Key terms and common misconceptions help to identify those areas where students may need additional support

Worksheet 19 25 mins

PPT 7 • What is the IoE? Assign students into groups of 3. Using the prompts on the slide, ask them to discuss the advantages and disadvantages of the IoE and the interaction of the four Pillars. Slide 3 & 4 One member of each trio then moves to a different group where they listen for 2 min to the 25 mins ideas that group has. They return to their original group and add the details to their original list. Repeat until all groups have been visited.

Mid-point review • Key Terms check Add one of the terms from TA6.1 to the centre of the box and ask the students to complete each section. Discuss as a class to ensure students are clear on the term and how it applies to the topic. This is also an opportunity to ensure there are no misconceptions • IoE in our Home Revisit the ‘How Smart’ discussion, this time asking to explain why their smart devices’ are part of the IoE – look for understanding of the interaction and dependency between people, data, process, thing. • Challenge: Ask for new suggestions of future smart devices that could be part of the IoE

Worksheet 3 15 mins PPT 7 Slide 2 15 mins

Sample pages from Cambridge National Level 1/Level 2 IT Teacher’s Resource*

*All sample pages are subject to corrections and amendments 6

cambridge.org/education

CAMBRIDGE NATIONALS RESOURCES

PowerPoints enrich delivery of the topic areas with meaningful starter activities and supporting delivery notes to help save teachers time

Practical activities deepen students’ understanding and unlock the language of assessment

Sample slides from Cambridge National Level 1/Level 2 Health and Social Care Teacher’s Resource*

Activities can be easily adapted to personalise lessons and suit the needs of students

Worksheets provide support for unlocking exam questions, helping students to develop the necessary writing skills, including extended writing practice to support coursework

Sample slides from Cambridge National Level 1/Level 2 Health and Social Care Teacher’s Resource*

“This will be such a great support for a teacher starting to deliver health and social care as well as others who have been teaching it for years and perhaps need new ideas or reminding of certain activities.” Clare Gunns, Health and Social Care teacher, Downham Market Academy, about our Health and Social Care Teacher’s Resource

*All sample pages are subject to corrections and amendments CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Teacher’s resource (continued) Audio-visual files help to develop, support and enrich students’ understanding, knowledge and skills

Sample video from Cambridge National Level 1/Level 2 Health and Social Care Teacher’s Resource*

Sample video from Cambridge National Level 1/Level 2 IT Teacher’s Resource*

Digital quizzes check students’ recall and understanding of the underpinning knowledge and content

The digital format means you can access your resource anytime, anywhere

Sample digital quiz from Cambridge National Level 1/Level 2 Health and Social Care Teacher’s Resource* Sample digital quiz from Cambridge National Level 1/Level 2 IT Teacher’s Resource*

*All sample pages are subject to corrections and amendments 8

cambridge.org/education

CAMBRIDGE NATIONALS RESOURCES

Teaching remotely? Returning to the classroom? We’re here to support you.

Teaching during COVID-19 has been a global challenge that has affected everyone in different ways, but the way schools have adapted has been extraordinary. If you are looking for ways to continue to develop your teaching, in or out of the classroom, visit our COVID-19 support hub. cambridge.org/education/teaching-and-learning-during-covid-19

• Free webinars on topics such as wellbeing and adapting to online teaching

• Free trials for online resources including digital coursebooks, Digital Classroom and more

• Support for aiding learning recovery and monitoring student progress

• Podcasts and blogs to inspire new teaching ideas CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Revision guide and workbook The combined revision guide and workbook covers the externally assessed unit of the qualification and helps students to prepare and practise for the exam.

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

• Divided into three distinct and easy-tofollow sections: Preparing for the exam; Revision pages; and Workbook practice pages, the revision section provides an easily accessible summary of content, while practice questions in the workbook section enable students to apply their knowledge and understanding • Includes practice questions and detailed guidance to give students the confidence they need to tackle a full range of exam questions

Health and Social Care Revision Guide and Workbook Rebecca Baker

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Revision Guide and Workbook Sarah Matthews

Digital Access

Take a peek inside our Health and Social Care and IT revision guides

Types of care settings – Health care

Digital Access

Internet of Everything – Pillars 1

What you need to know

•

What care is given in a health care setting

•

What the four pillars of the Internet of Everything are

•

Examples of a health care setting

•

How the pillars interact to bring benefits to users

Health care is delivered in a range of different settings according to an individual’s need.

These types of settings are where health care takes place: Acute or urgent care – These services provide immediate medical help such as NHS 111, 999 (ambulance), accident and emergency in hospitals, GP surgeries, health centres and dentists.

•

Long term care – These services provide healthcare for those with long term medical conditions such as nursing homes with specialist nurses.

•

Specialist outpatient services – These services support people with rare and complex conditions, and provide treatments such as chemotherapy, kidney dialysis and mental health support.

People use smart devices to communicate with other things. People

As well as phones, tablets, TVs and laptops, many household objects can be smart devices: fridges, cars, doorbells, heating systems and even fabric.

Hospital

Confidence-building activities help students to unlock the language of assessment and achieve their full potential

Dental practice

Health centre

Health care settings

Nursing home

Opticians

The Internet of Everything has four key pillars that support it. Without these principles, the Internet of Everything would not exist; each principle interacts in some way with the others.

Health care settings •

Clear and concise summaries with strong imagery help focus students’ learning

Things

Data The Internet of Everything

As people use their smart device, data is generated.

Process

GP surgery

The data is collected and processed, and shared back with the devices, and, importantly, with the users of the devices.

Pharmacy Walk-in centre

Practise it!

Remember it!

Practise it!

Remember it!

•

Name the four pillars of the IoE. (1 mark)

•

Explain how People and Data interact with each other.

The four pillars are: People, Process, Data, Things.

•

The Internet of Everything can only exist if all four pillars work together.

Identify four examples of health care settings.

Unit R032 TA1: Revise

(4 marks)

Health care settings deliver care to support individuals’ health.

•

Can be a range of settings from hospitals to dentists or opticians for eye care.

•

Settings can vary from hospitals to community like health centres.

•

(3 marks)

Describe how Things is a foundation pillar for the Internet of Everything. (2 marks)

Unit R050 TA06: Revise

Sample pages from Cambridge National Level 1/Level 2 Health and Social Care Revision Guide and Workbook*

*All sample pages are subject to corrections and amendments 10

cambridge.org/education

CAMBRIDGE NATIONALS RESOURCES

Examples of answers are provided to help guide students through their revision and to check they’re on track

Write-in activities support consolidation of learning and encourage active revision

Workbook Answers

The Pillars of the IoE 1

The answer pages contain examples of answers that could be given to the questions from the revision guide and workbook. There may be other answers that could be given.

Rights of individuals – page 1 1

Right

How it can be maintained

Choice

Providing two or more options: • food • treatment • care and support

Confidentiality

• • • •

(1 mark)

Which of the following is not a pillar in the IoE? (a) People

(b) Process

(d) Things

Describe two examples of how data collected at home could be used in the IoE. (2 marks) (a)

(b)

There is restricted access to the information so it is only viewed by those directly involved in the care and support. Any information is only shared with those directly involved in the care and support. Information is only passed to relevant people or services. Only providing the information that a practitioner needs to know to provide care and support, and nothing further.

Consultation

• • • • • •

Asking the service user about opinions, preferences and views Clarifying information Discussing what the service user’s needs and wants are Explaining what different treatment options may involve, the benefits and disadvantages Sharing the decision making Listening to the service user’s views

Protection from abuse and harm

• • • • • • •

DBS checks Clear and up to date procedures > complaints, fire, lockdown Follow reporting procedures for abusive behaviour Staff training > first aid, safeguarding Security measures Designated Child Protection Officer Risk assessments

Equal and fair treatment

Providing: • the same opportunities • the same choices • care that meets individual needs

Tip: This is not about why data is used but rather how the data could be used.

(4 marks)

Explain how the ‘People’ pillar is important as part of the IoE.

The ‘People’ pillar plays an important role in the IoE for two reasons. First, people …

(6 marks)

Discuss how the four pillars of the IoE interact with each other.

Tip: Make sure you cover all four pillars in your answer and use a suitable example that shows how they interact. Unit R032 TA1: Practise

Unit R050 TA06: Practise

Sample pages from Cambridge National Level 1/Level 2 Health and Social Care Revision Guide and Workbook*

Revision checklists help students to keep on track with what they have learnt and what they still need to cover

Revision checklist Topic Area

What I should know

Topic area 1:

1.1 There are three types of care settings

The rights of individuals in care settings

•

Health care

•

Social care

1.2 Individuals have rights in care settings •

Choice – how rights are supported in care settings

•

Confidentiality – how rights are supported in care settings

•

Consultation – how rights are supported in care settings

•

Equal and Fair treatment – how rights are supported in care settings

•

Protection from abuse and harm – how rights are supported in care settings

1.3 There are health and wellbeing benefits to individuals when their rights are maintained •

Empowerment – choice, control, independence

•

High self esteem – value, respect, positive mental health

•

Individual needs are met – appropriate care, improving mental health

•

Trust

Topic area 2:

2.1 What the person-centred values of care are and how they are applied

Person-centred values of care and how they are applied

•

Promoting equality and diversity

•

Promoting individuals’ rights and beliefs

•

Maintaining confidentiality

2.2 Benefits of applying values of care •

Ensures standardisation of care

•

Provides clear guidelines

•

Improves the quality of care

•

Maintains or improves quality of life

•

Supports rights to choice and consultation

2.3 Effects on individuals’ health and wellbeing if the values of care are not applied

•

Physical effects

•

Intellectual effects

•

Emotional effects

•

Social effects Unit R032 TA1: Revise

Sample page from Cambridge National Level 1/Level 2 Health and Social Care Revision Guide and Workbook*

Comes with full digital support with ‘command word quizzes’ and ‘knowledge quizzes’ to help students check knowledge and understanding, and to learn what to expect from different types of exam questions

*All sample pages are subject to corrections and amendments CAMBRIDGE NATIONALS RESOURCES

cambridge.org/education

Ordering details CHILD DEVELOPMENT

ENTERPRISE AND MARKETING ISBN

Printed Student Book with Digital Access (2 Years) Digital Student Book (1 Year Site Licence) Digital Student Book (2 Years) Digital Teacher's Resource (1 Year Site Licence) Printed Revision Guide and Workbook with Digital Access (2 Years) Digital Revision Guide and Workbook (1 Year Site Licence) Digital Revision Guide and Workbook (2 Years)

9781009127905 9781009125727 9781009125710 9781009125734 9781009129145 9781009125758 9781009125741

CREATIVE iMEDIA

9781009110358 9781009114318 9781009114325 9781009114349 9781009110372 9781009114363 9781009114356

ENGINEERING DESIGN

9781009119252 9781009113274 9781009113267 9781009113281 9781009119290 9781009113304 9781009113298

ENGINEERING MANUFACTURE

9781009102810 9781009102797 9781009102827 9781009106498 9781009102841 9781009102834

HEALTH AND SOCIAL CARE

9781009159272 9781009159241 9781009159234 9781009159289 9781009159319 9781009159326 9781009159296

9781009118064 9781009113045 9781009113052 9781009113076 9781009118088 9781009113090 9781009113083

SPORT STUDIES

Digital Teacher's Resource (1 Year Site Licence) Printed Revision Guide and Workbook with Digital Access (2 Years) Digital Revision Guide and Workbook (1 Year Site Licence) Digital Revision Guide and Workbook (2 Years)

9781009113908 9781009121910 9781009113922 9781009113915

ENGINEERING PROGRAMMABLE SYSTEMS

9781009113878 9781009121897 9781009113892 9781009113885

cambridge.org/education

9781009106474

ISBN

CAMBRIDGE NATIONALS RESOURCES

9781009119740 9781009113380 9781009113397 9781009113410 9781009119771 9781009113434 9781009113427

SPORT SCIENCE

9781009118934 9781009113120 9781009113137 9781009113151 9781009118958 9781009113175 9781009113168

Mental health and wellbeing

The uncertainty and disruption caused by the pandemic has been hugely challenging for us all. We know it has been especially difficult for teachers, managing your own wellbeing alongside your students‘ needs. We talked to Tamsin Ford, Professor of Child and Adolescent Psychiatry at the University of Cambridge, and asked her to share a quick and simple technique that you can use today. If you or your learners are feeling anxious, try out this useful breathing exercise. Consciously slow down your breathing and think of: 5 things you can see 4 things you can touch 3 things you can hear 2 things you can smell 1 thing you can taste

This breathing exercise is from Tamsin Ford’s blog on Keeping well and coping – five tips for educators and their students available at cambridge.org/education/tamsinford

Hear more from Tamsin Ford

Find out more at cambridge.org/cambridgenationals Find out more at cambridge.org/cambridgenationals

Building Brighter Futures Together Cambridge University Press & Assessment On 1 August 2021, Cambridge University Press and Cambridge Assessment became a new, single organisation – Cambridge University Press & Assessment. Together we are at the forefront of education for 5 to 19 year olds around the world and share your desire to make a transformative impact on learners and unlock their potential. We believe that education is most powerful when curriculum, assessment, teaching and learning align. We work together for excellence in these areas, supporting schools to help learners grow academically and thrive as adults of tomorrow. Supporting you remains key to our ambitions.

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