OCR Health and Social Care Past Paper Mark Scheme January 2017 PDF

Cambridge Technicals Health and Social Care Unit 2: Equality, diversity and rights in health and social care Level 3 Cambridge Technical Certificate/Diploma in Health and Social Care 05830 - 05871 Mark Scheme for January 2017 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA)...

Cambridge Technicals Health and Social Care Unit 2: Equality, diversity and rights in health and social care Level 3 Cambridge Technical Certificate/Diploma in Health and Social Care 05830 - 05871 Mark Scheme for January 2017 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. OCR will not enter into any discussion or correspondence in connection with this mark scheme. © OCR 2017 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 1 (a) One mark for each correct answer, three required. 3 Annotation: (3x1) The number of ticks must match the number of marks awarded. For an incorrect answer use the cross. staff offer privacy to those who have difficulties eating;  for example they can eat their meal in their own room residents are provided with serviettes, rather than bibs, No other answers are acceptable.  to protect clothing staff make sure food is available and accessible  between mealtimes If more than three boxes are ticked: Mark the first three only. Crossed Out Responses: Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. 3 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 1 (b) Three ways required. One mark each. 3 Annotation: (3x1) The number of ticks must match the number of marks Any three points from: awarded. National initiatives - impact on practice: For incorrect answers use the cross or appropriate  encourages a person-centred approach to care and provision annotation from the following:  individual needs met – checks/monitors/standards  promotes empowerment  promotes accessible services  provides a system of redress if rights are breached/poor Do not accept: treatment  providing Halal meals  sets out the standards of care required  provides clear guidelines for practitioners to follow  provides training  raises standards of care by monitoring service provision  obtains service user views / feedback  identifies policies organisational policies required - bullying, confidentiality, equal opportunities, data handling  targets set so care settings know how to improve Not looking for specific suggestions for improving practice – looking for ‘ways’ (i.e. how) practice is  provides guidance / advice on how to improve and achieve high influenced, checked or monitored standards  inspection reports identify good practice / what needs improving  identifies where staff training is needed  ensures legislation is being followed / law upheld 4 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 1 (c) Two ways required. One mark each. 2 Annotation: (2x1) The number of ticks must match the number of marks Any two ways from: awarded. Ways of maintaining confidentiality: For incorrect answers use the cross or appropriate  residents personal notes being stored securely – example of this annotation from the following:  information only shared on a ‘need to know’ basis (accept named circumstances for disclosure) i.e. doctors / family directly involved in caring for the individual  staff not discussing a resident where others can hear  use a private office/room for meeting with the resident or their family to discuss treatment or care Do not credit:  staff not gossiping to friends/family about a residents circumstances “not tell anyone anything” or similar – confidentiality  clear policies does have to be broken in certain circumstances Accept other appropriate ways. 5 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 1 (d) Two required. One mark each. 2 Annotation: (2x1) The number of ticks must match the number of marks  Promoting equality and diversity awarded.  Promoting individual rights and beliefs For incorrect answers use the cross or appropriate annotation from the following: Can accept just:  promoting equality OR promoting diversity (only credit one)  promoting rights OR promoting beliefs (only credit one) Do not accept :  early years values of care  ‘equality and diversity Must state ‘promoting’/’Maintaining’  ‘rights and beliefs’ 6 Unit 2 Mark Scheme January 2017 Question Answer Mark Guidance 2 (a) One mark for each correct answer, three required. 3 Annotation: (3x1) The number of ticks must match the number of marks awarded. For an incorrect answer use the cross. consult with a senior member of staff to check how to deal  with the situation – the other children might be bullying Dharshini have an informal chat with Dharshini to find out if there is No other answers are acceptable.  anything worrying her  phone Dharshini’s parents to discuss the situation If more than three boxes are ticked: Mark the first three only. Crossed Out Responses: Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. 7 Unit 2 Mark Scheme January 2017 Guidance Quest Answer/Indicative Content Marks Content Levels of response 2 b Examples of justification: 8 This is a levels of response question – marks are Level 3 (7-8 marks) awarded on the quality of the response given. The  It is important to keep senior staff informed. focus of the question is justification. Answer provides a detailed There may be a potential problem that needs justification which clearly to be dealt with, such as bullying. The senior Level 3 checklist addresses the situation. Answers staff may be aware of additional information  detailed justification of at least two of the will be coherent, factually accurate about the child which may be shared on a chosen answers and use appropriate terminology. ‘need to know’ basis. Senior staff will know  related to Dharshini There will be few, if any, errors of how to deal with the situation and provide  clear understanding of the situation will grammar, punctuation and advice. Senior staff will know how to deal with be evident spelling. the situation / give advice.  well-developed line of reasoning  An informal chat would help Dharshini to  logically structured Level 2 (4-6 marks) confide in the teacher, who needs to know why  QWC - high Answer provides a sound she doesn’t enjoy playing and talking with the justification which addresses the Level 2 checklist situation. Answers will be others.  sound justification of one or two of the coherent, factually accurate and  There may be an important reason why chosen answers use appropriate terminology. Dharshini does not want to play with the  related to Dharshini There may be some noticeable others. For example she could be a victim of  understanding of the situation will be errors of grammar, punctuation bullying or being picked on by the others. If so, evident and spelling. this issue would need to be addressed by the  a line of reasoning in the most part Sub-max of 4 – for one nursery teacher. relevant justification done well  A conversation with parents may throw light on  QWC - mid the situation. She may just be a quiet individual Level 1 (1–3 marks) Level 1 – checklist or there might be something happening at Answer provides a limited or basic  descriptive (upper end) list like (low end) home that is causing her to withdraw e.g. birth justification. Answers may be  lacking an understanding of the situation descriptive or at the bottom end list of a new sibling, parents separating, an illness  basic information presented in an like. Answers may be muddled, or bereavement in the family etc. unstructured way demonstrating little knowledge or  Legal obligations/following policies / working in  may not be specifically linked to understanding. Errors of grammar partnership with parents Dharshini and spelling may be noticeable  QWC – low and intrusive. This list is not exhaustive, accept other appropriate Credit valid justification points if 2(a) is justification. incorrect 0 marks = response not worthy of Do not credit any re-iteration of the situation. credit 8 Unit 2 Mark Scheme January 2017 Guidance Question Answer Marks Content Levels of response 2 (c) Ways of challenging discriminatory behaviour: 4 This is a levels of response question – Level 2 (3–4 marks) marks are awarded on the quality of the Answer provides a detailed Challenge at the time response given. The focus of the description of how  explain to the children how they are question is description. discriminatory behaviour could discriminating, to raise their awareness be challenged. Description will  make the children reflect on their Level 2 checklist clearly relate to the context. actions/what they have done  detailed description of a relevant Answers will be coherent, and  encourage the children to apologise example / way factually correct. There will be  example/way fully relates to the few errors of grammar, Challenge afterwards through procedures situation punctuation and spelling.  refer the children and their parents/carers to  well-developed, clear and logically the nursery schools’ bullying policy structured Level 1 (1–2 marks)  instigate disciplinary action against the  QWC - high Answer provides a limited or children – e.g. exclusion - makes them aware basic description of how of how of the seriousness of the issue; provides a Level 1 checklist discriminatory behaviour could basis for changing individual’s attitudes  limited / basic description be challenged. Answers may  consult with senior staff to address the issue  likely to identify several ways with not link to the context. List like little or no description or muddled answers should be Challenge through long-term proactive  may not link to the situation placed in this band. Errors of grammar and spelling may be campaigning  limited structure  deliver awareness sessions about bullying noticeable and intrusive.  QWC – mid-low for all of the children 0 marks = response not worthy  informing parents and children about the Do not credit: of credit nursery’s bullying policy  go to the press / TV  staff training – to raise awareness of correct  sack Dharshini’s teacher Annotation: ways of working to address the issue  books in different languages/menu The number of ticks will not choices/disability access/ celebrating necessarily correspond to the Only one way required. cultures marks awarded.  any re-iteration of the situation. for a zero mark response 9 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 3 10 Annotation: Key Aspect of current legislation Answer (10x1) The number of ticks must match the number of marks awarded. The Care Act 2014 (a) 1 For an incorrect answer use the cross. The Mental Capacity Act 2005 (b) 5 Accept the answer number or the correct name of the Act The Children Act 2004 (c) 6 from the list. No other answers are acceptable. The Data Protection Act 1998 (d) 7 The Equality Act 2010 (e) 4 If more than one answer number or Act is given: No mark should be awarded. The Mental Capacity Act 2005 (f) 5 Crossed Out Responses: Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is The Equality Act 2010 (g) 4 not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. The Children Act 2004 (h) 6 The Health and Social Care Act 2012 (i) 3 The Equality Act 2010 (j) 4 10 Unit 2 Mark Scheme January 2017 Question Answer Mark Guidance 4 (a) One mark for each correct example, three required. 3 (3x1) Annotation: Discriminatory practice in the case study: The number of ticks must match the number of marks awarded.  staff choice of radio station For incorrect answers use the cross or appropriate annotation  staff choice of wake-up time from the following:  staff choice of clothes – Martin not asked  not involving Martin in conversation during his bath / carers not interacting with him  ignoring Martin while bathing him Answers should provide a practical example of discriminatory practice.  Martin not consulted about where to sit for breakfast  not individualised care – Martin had to wait 30 mins until the others were all ready for breakfast Do not accept:  repetition of rights from part (a) answer must be an example  Martin not given a choice of what to have for breakfast  prevented from having a hot drink – no adaption for  example must be from / relevant to the case study Martin’s needs e.g. insulated cup, supervision  vague statements such as ‘he was treated unfairly’ ‘no choice’  Martin not given opportunity to choose TV programme  no choice of activity – TV every day  a description of what discriminatory practice is e.g. labelling, prejudice, stereotyping  social deprivation, same activities with same people every day  re-iteration of the case study  all activities ‘routine’ so no stimulation or variety of experience for Martin  carers not explaining the risk assessment to him / blaming risk assessment  carers stereotyping / labelling him Accept other appropriate relevant examples. 11 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 4 (b) One mark for each correct answer, three required. 3 Annotation: (3x1) The number of ticks must match the number of marks  choice awarded.  equal and fair treatment For an incorrect answer use the cross.  consultation No other answers are acceptable.  protection from harm and abuse Do not accept:  confidentiality  right to life - rights have to be relevant to this case study If more than one right is given on each line: Mark the first response on each line Crossed Out Responses: Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. 12 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 4 (c) Poor health and well-being: 9 Annotation:  dehydration if Martin doesn’t like drinking the lukewarm tea or (3x3) The number of ticks must match the number of marks other drinks he is given without consultation awarded.  malnutrition if he stops eating breakfast due to boredom or dislike of what is provided e.g. Weetabix / eating disorders For incorrect answers use the cross or appropriate annotation from the following:  self-harm due to depression / lack of stimulation / social interaction  mental health issues  general health could deteriorate due his poor treatment, could become depressed, unfit, lack exercise, weight gain Mark for the explanation, not for specific points. Disempowerment:  Martin could feel marginalised / unimportant Three marks:  feel a lack of control over his life  a full and detailed explanation  could become disengaged with life, loose interest  clear understanding of the impact is demonstrated  demoralised, not want to bother doing anything  logical and relevant information linked to Martin  think his carers know best, just accept whatever happens / doesn’t  QWC - high complain Two marks:  may lead to behaviour changes, may become aggressive or unco-  a sound explanation operative  some understanding of impact demonstrated  lack of independence / feels he can’t make decisions  mostly relevant to Martin Low self-confidence:  QWC - mid  the way he is treated restricts his opportunities and prevents him gaining any confidence / does not help to empower him One mark:  a simplified explanation which lacks clarity  could develop low self-esteem, feel he is not capable of doing anything  basic information / list of effects  feel frustrated because he isn’t allowed to do anything for himself  limited relevance  learned helplessness / ‘induced disability’ / loose motivation  QWC - low  doesn’t have the courage / scared to tell them what he wants / Do not credit: needs  simple re-iteration of the situation Accept other appropriate relevant explanations.  definitions of the terms Can be interchangeable, but not repeats. 13  Unit 2 Mark Scheme January 2017 Guidance Question Answer/Indicative Content Marks Content Levels of response 5 (a) Promoting Equality: 7 This is a levels of response question – Level 3 (6–7 marks) marks are awarded on the quality of the  all to be treated fairly irrespective of age, race, gender, response given. The focus of the question Answers provide a detailed analysis religion, disability, ethnicity, sexuality etc of at least two ways of promoting is analysis. equality and diversity. Answers are  everyone given the same choices and opportunities Annotation: explicitly relevant to a day centre for regardless of differences The number of ticks will not young people with physical necessarily correspond to the marks  treating people according to their needs awarded. disabilities and a culturally diverse demographic. Answers will be  ensuring all areas and resources are accessible to all – coherent, factually accurate and use ramps, automatic doors, hearing loop, sign language, Level 3 – checklist appropriate terminology. There will information in different formats and languages  detailed analysis be few, if any, errors of grammar,  non-discriminatory language and behaviour e.g. no racist,  at least two ways punctuation and spelling. sexist comments or actions  ways explicitly relevant to the young people with disabilities Level 2 (3–5 marks)  not patronising or excluding individuals Answers provide a sound and/or culturally diverse  challenging discrimination – if a care worker witnesses any  QWC - high explanation of one or two ways of discriminatory behaviour it would be reported, and challenged promoting equality or diversity. Some with the individual concerned Level 2 – checklist relevance to the setting. Answers will be coherent, factually accurate and  sound analysis use appropriate terminology. There Promoting diversity:  ways are mostly relevant to the may be some noticeable errors of  recognition of differences / everyone is seen as being different young people with disabilities grammar, punctuation and spelling. / differences are valued  QWC - mid Sub–max of 4 for one way done  activities/resources/food reflect different cultures/beliefs/faith well  celebrate range of festivals with the young people Level 1 – checklist  Likely to identify ways with little Level 1 (1–2 marks) Providing for individual dietary, cultural, religious, mobility, needs: Answer provides way(s) of promoting or no analysis  meals e.g. Halal, kosher, diabetic, gluten free, vegetarian etc.  basic information equality and/or diversity. May not be  meet cultural, religious requirements e.g. female care  limited relevance to young explicitly linked to the setting. assistant Answers may be list like, muddled, people with disabilities demonstrating little knowledge or  mobility – activities accessible by all, transport provided, trips  List like/muddled understanding. Errors of grammar to wheelchair accessible venues etc.  QWC - low and spelling may be noticeable and  communication needs – info in Braille, hearing loop, staff who intrusive. can sign 0 marks =response not worthy of Do not credit: ‘Treating all the young people the same’. credit 14 Unit 2 Mark Scheme January 2017 Question Answer Marks Guidance 5 (b) Three examples required. One mark each. 3 Annotation: (3x1) The number of ticks must match the number of marks awarded. Advocacy services  SEAP For incorrect answers use the cross or appropriate  MENCAP annotation from the following:  Empower Me  British Institute of Learning Disabilities  CAB  NSPCC  social services If more than one example is given on each line: Support groups Mark the first response on each line  MIND Do not accept:  Headway  Age UK  Childline  NICE  NSPCC  CAB  OFSTED  CAMHS  Advocate  Faith groups  ‘carer’ for informal support Informal support  friends  family  neighbours Accept other appropriate examples. 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