Term 1

Teacher 1: F090 Principles of Health and Social Care

Substantive Knowledge:

• Equality, diversity, inclusion and individual rights.
• The causes, types and impact of discrimination.
• Hazards in health and social care settings and how risks are managed.
• Health and safety procedures and emergency responses.
• Key health and social care legislation and how it protects individuals.
• Professional roles, responsibilities and standards of practice.
• Person-centred care, dignity, respect and safeguarding.
• Effective communication and professional values.
• Applying health and social care principles to realistic care scenarios.

Disciplinary knowledge:

• Apply health and social care knowledge to realistic care scenarios.
• Analyse situations to identify risks, hazards and discriminatory practice.
• Explain how legislation informs professional decision-making.
• Evaluate the effectiveness of care practices and suggest improvements.
• Justify appropriate actions to promote equality, safety and person-centred care.
• Interpret case studies using evidence and health and social care terminology.
• Make reasoned judgements based on legislation, policy and best practice.
• Communicate accurate, evidence-based responses using appropriate professional language.

Useful Links

www.nhs.uk

www.cqc.org.uk

www.hse.gov.uk

www.legislation.gov.uk

www.skillsforcare.org.uk

www.scie.org.uk

Teacher 2: F093 Supporting People with Mental Health Conditions

Substantive knowledge:

• Mental health, mental ill health and wellbeing.
• Common mental health conditions and their causes, signs and symptoms.
• The impact of mental health conditions on individuals.
• Mental health services and the professionals who provide support.
• Treatments and interventions used to manage mental health conditions.
• The importance of person-centred care, recovery and reducing stigma.
• The role of families, carers and multidisciplinary teams in supporting mental wellbeing.

Disciplinary knowledge:

• Apply mental health knowledge to realistic case studies.
• Identify the signs, symptoms and support needs of individuals.
• Analyse the impact of mental health conditions on wellbeing.
• Evaluate the suitability of treatments, services and support.
• Recommend appropriate person-centred care and interventions.
• Justify care decisions using evidence and health and social care principles.
• Use accurate health and social care terminology to communicate professional judgements.
• Reflect on how effective support promotes recovery, independence and positive mental wellbeing

Useful Links

www.nhs.uk/mental-health

www.mind.org.uk

www.rethink.org

www.youngminds.org.uk

www.nice.org.uk

www.nice.org.uk

Assessments:

Unit F090 is assessed through a 1 hour 30 minute externally assessed written examination. The paper is set and marked by OCR and is worth 60 marks (60 UMS). It contains five compulsory questions, including a mixture of short-, medium- and extended-response questions. Calculators are not permitted.

The assessment tests students’ ability to:

• Recall and explain key health and social care knowledge.
• Apply knowledge to realistic health and social care scenarios.
• Analyse situations involving equality, legislation, health and safety and best practice.
• Evaluate appropriate actions and justify decisions using evidence and professional judgement.
• Use accurate health and social care terminology in extended written responses.

Regular assessments in class and for homework are set to check knowledge and understanding. These are marked and graded, and feedback/DIRT tasks completed either in class or at home.

Unit F093 is assessed through a Non-Examined Assessment (NEA) that is internally assessed by teachers and externally moderated by OCR. Students complete a set assignment based on realistic health and social care scenarios, demonstrating their understanding of supporting individuals with mental health conditions.

The assessment requires students to:

• Research mental health conditions and support services.
• Apply knowledge to realistic case studies.
• Recommend appropriate person-centred support and treatment.
• Justify decisions using evidence and health and social care principles.
• Evaluate the effectiveness of support and reflect on how positive outcomes can be achieved.
• Present information clearly using appropriate health and social care terminology.

Term 2

Teacher 1: Unit F092 Person-Centred Approach to Care

Substantive Knowledge:

• The principles and values of person-centred care.
• The needs of individuals and how these influence care planning.
• The importance of promoting dignity, respect, choice, independence and empowerment.
• Effective communication methods and strategies used in health and social care.
• Factors and barriers that affect communication and relationships.
• The role of care planning in meeting individual needs.
• How person-centred approaches improve health, wellbeing and quality of life.
• The importance of reflection and continuous improvement in professional practice.

Disciplinary Knowledge:

• Apply person-centred principles to meet individual needs, preferences and choices.
• Use effective communication skills to build relationships and gather information.
• Analyse how personal circumstances influence care needs and outcomes.
• Develop and justify person-centred support plans using evidence.
• Evaluate the effectiveness of care approaches and interventions.
• Apply legislation, ethics and professional values when making care decisions.
• Promote independence, dignity, rights and empowerment in care settings.
• Reflect on and improve the quality of care provision and support.

Useful Links

www.skillsforcare.org.uk/Developing-your-workforce

www.skillsforcare.org.uk/Support-for-leaders-and-managers

www.england.nhs.uk/personalisedcare

Teacher 2: F093 Supporting People with Mental Health Conditions

See Term 1.

Assessments:

F092: Assessment type: Non-examined assessment (NEA/coursework)
Assessment focus: Applying a person-centred approach to understand and support an individual.

Task 1: Finding out about an individual

• Students plan and conduct an interview with an individual to gather information.
• They use person-centred tools, including:
  • Perfect week
  • Good days/bad days
  • Important to/important for
  • Relationship circle
• Students use the information gathered to create a one-page profile that reflects the individual’s personality, needs, preferences and aspirations.
• Students collect feedback from the individual and review the accuracy of their profile.

Task 2: Applying a person-centred approach

• Students use information from their one-page profile to identify the individual’s needs and priorities.
• They suggest appropriate support strategies and explain how these promote:
  • Independence
  • Choice and control
  • Dignity and wellbeing
• Students evaluate how effective their recommendations are in meeting the individual’s needs.

Students are assessed on their ability to:

• Gather and use information effectively.
• Apply person-centred care principles.
• Communicate appropriately with individuals.
• Analyse needs and suggest suitable support.
• Justify and evaluate care decisions.

Overall assessment focus:
Students demonstrate how health and social care practitioners can use person-centred approaches to understand individuals and provide effective, personalised support.

Term 3

F091: Anatomy and physiology for health and social care

Disciplinary Knowledge:

• Apply knowledge of anatomy and physiology to health and social care contexts.
• Explain the structure and function of key body systems.
• Analyse the effects of disease, disorders and lifestyle factors on the body.
• Interpret health data, diagrams and case studies.
• Explain how the body maintains homeostasis.
• Evaluate the impact of treatments and interventions on health and wellbeing.
• Use scientific knowledge and terminology to explain health conditions and care needs.

Substantive Knowledge:

• The structure and function of major body systems, including the cardiovascular, respiratory, digestive, nervous, endocrine, musculoskeletal and urinary systems.
• The role of cells, tissues and organs in maintaining body functions.
• The processes involved in homeostasis and maintaining internal balance.
• How the cardiovascular system transports oxygen and nutrients around the body.
• How the respiratory system enables gas exchange.
• How the digestive system processes nutrients and removes waste.
• How the nervous and endocrine systems control and coordinate body activities.
• How the musculoskeletal system supports movement and protection.
• How lifestyle factors and diseases can affect body systems and overall health.
• The impact of medical treatments and interventions on maintaining or improving health.

Useful Links

Visible Body – Virtual Anatomy to See Inside the Human Body

Learn human anatomy the fastest, most engaging and guided way @Kenhub

Conditions A to Z – NHS

Guts UK – the national charity for the digestive system – Guts UK

Endocrine.org | Endocrine Society

F096: Supporting people in relation to sexual health, pregnancy and postnatal health

Disciplinary Knowledge:

• Apply knowledge of sexual health, pregnancy and postnatal care to health and social care scenarios.
• Provide appropriate advice and guidance to support individuals’ choices and wellbeing.
• Analyse how physical, intellectual, emotional and social (PIES) factors affect individuals during pregnancy and after birth.
• Evaluate the impact of support services, healthcare professionals and interventions.
• Develop and deliver an effective health promotion/advice session for a target audience.
• Use communication skills to provide sensitive, respectful and inclusive support.
• Apply knowledge of legislation, equality, rights and confidentiality when supporting individuals.

Substantive knowledge:

• Sexual health and contraception, including methods, effectiveness and factors affecting choices.
• Sexually transmitted infections (STIs), including causes, symptoms, prevention and treatment.
• Fertility and conception, including factors affecting fertility and assisted reproductive technologies.
• The stages of pregnancy and foetal development.
• Antenatal and postnatal care, including screening, monitoring and support services.
• The physical, intellectual, emotional and social (PIES) changes experienced during pregnancy and after birth.
• Complications of pregnancy and childbirth and their impact on individuals and families.
• The role of healthcare professionals and support services in promoting maternal and infant wellbeing.
• Parenthood and early child development, including factors affecting bonding and attachment.
• The importance of health promotion, education and informed decision-making relating to sexual and reproductive health.

Useful Links

Sexual health – Live Well – NHS

Sexual Health & Wellbeing – Brook

Homepage | Terrence Higgins Trust

Pregnancy – NHS

RCM Homepage – Royal College of Midwives

Sex and contraception after birth – NHS

Assessments:

F091 Assessment type: External written examination
Duration: 1 hour 30 minutes
Marks: 60 marks
Assessment method: Set and marked by OCR.

Exam focus:

• Students answer questions based on the structure and function of body systems and their relevance to health and social care.
• Questions assess knowledge of:
  • Cells, tissues and organs
  • Body systems and their functions
  • Homeostasis
  • Effects of disease and lifestyle factors
  • Treatments and interventions

Question types include:

• Short-answer questions testing recall and understanding.
• Medium and extended response questions requiring students to apply knowledge to health and social care scenarios.
• Questions requiring explanation, analysis and evaluation of physiological processes.

Students are assessed on their ability to:

• Recall key anatomy and physiology knowledge.
• Explain how body systems work together.
• Apply scientific understanding to case studies.
• Analyse the impact of conditions and treatments on health and wellbeing.
• Use accurate health and science terminology.

Overall assessment focus:
Students demonstrate their ability to apply knowledge of human biology to health and social care practice, explaining how body systems function and how changes can affect an individual’s health.

F096 Assessment type: Non-examined assessment (NEA/coursework)
Assessment focus: Applying knowledge of sexual health, pregnancy and postnatal care to support individuals and promote wellbeing.

Assessment tasks:

• Research and plan support/advice for a target audience relating to sexual health, pregnancy or postnatal health.
• Use research evidence to identify needs, risks and appropriate health and social care support.
• Develop a health promotion resource or advice session that provides accurate information and supports informed choices.
• Justify the content and approach by linking it to the needs of the target audience.
• Review and evaluate the effectiveness of the resource/session, including how well it promotes health and wellbeing.

Students are assessed on their ability to:

• Apply knowledge of sexual health, pregnancy and postnatal issues.
• Use research to make evidence-based decisions.
• Communicate health information clearly and appropriately.
• Consider individual needs, equality, rights and confidentiality.
• Evaluate the impact of health promotion approaches.

Overall assessment focus:
Students demonstrate how health and social care professionals can use knowledge, research and communication skills to provide effective support and health promotion for individuals and communities.