Contents
Page 2 – Introduction
Care Practice and Provision
Page 3 - Overview and AO1
Page 5 – AO2
Page 6 – AO3
Page 8 – AO4
Page 9 – Case Studies
Anatomy and Physiology in Practice
Page 12 – Overview
Page 13 – Revision Schedule
Child Development
Page 16 – Overview and AO1
Page 17 – AO2
Page 19 – AO3
Page 20 – AO4
Page 23 – Case study
General
Page 32 – References
Page 33 – Coursework Mark Schemes
Page 41 - Glossary
Page 45 – Keeping track – record your marks here!
Page 46 - Checklist
1
Introduction
Welcome to A2!
The structure for the A2 course is similar to the AS. You will take the following modules:
Care practice and provision – meeting service user needs, multidisciplinary teams,
promotion of quality assurance by services, legislation.
Anatomy and physiology in practice – respiratory system, cardio-vascular system, digestive
system, reproductive system, renal system and musculo – skeletal system.
Child development – patterns of development, influencing factors, theories of play, how to
plan and make a learning aid for a child.
The anatomy and physiology module will be exam assessed. The others will be portfolio
assessed.
General Hints and Tips

Back up all coursework – do not rely on one computer/ memory stick to keep files
on.

Put page numbers on coursework – they are needed for marking!

Refer to texts used throughout your writing.

Bring this booklet to all lessons where you are likely to work on coursework.

Hand in coursework on time and do not leave completion until the last minute.

Bring in coursework as you go along if you are unsure that you are working on the
right lines.

I have exemplar coursework (both excellent and very bad) which you are welcome to
look at for ideas/ guidance.
2
Care Practice and Provision
During this module you will learn about:

Meeting the needs of service users at a local level.

How servicers and practitioners meet individual needs.

Ways in which practitioners within services work in multi-disciplinary teams.

How quality assurance is promoted by services.

Effects of national policy and legislation on care practice and provision.

Conducting a survey relating to quality assurance.
This module is portfolio assessed.
Coursework
You need to produce an investigation to show how demographic factors influence the
provision of health, social care and early years services in the local area, illustrating how
two different local services meet the needs of one service user.
AO1
Marks: 10
What do I need to do?
Choose two demographic influences which have influenced the organisation and provision
of services in the local area from the following:
• Health needs
• Disability
• Age of populations
• Unemployment
• Numbers of single parent families
• The number of older people in the population.
Research your two chosen demographic influences using the internet, National Trends,
local information sources.
Write a factual account of the stages in local planning of services which includes
information about:



How local plans are produced.
How demographic characteristics/trends are used to assess local needs
The ways in which services are commissioned
3
 A description of the involvement of local stakeholders who contribute to the plan
 The influence of national and local targets
 How local services are organised (look at them nationally, locally and internally).
 The processes of monitoring and evaluating service provision.
Describe ways in which national and local standards, targets and objectives may influence
planning (you can include this when showing how plans are produced.
Mark Scheme Extract (Top Band)
 4 marks - Candidates select two demographic factors which have influenced the
planning and provision of services; candidates use written expression which uses
appropriate specialist vocabulary to comprehensively describe how relevant
demographic characteristics/trends are used to assess local needs and inform the
planning and provision of services.
 3 marks - they produce a comprehensive description of the planning of services.
 3 marks- they give a comprehensive explanation of the influence of national and
local standards, targets and objectives on the planning and provision of services.
4
AO2
Choose one national policy or piece of legislation on care practice which relates to the
service user and services.
Explain the impact that it has had. You must evaluate its effectiveness from the following:
(i) The service user’s perspective
(ii) The practitioners
(iii) And/or the services.
You must:
 Identify the strengths and weaknesses
 Make reasoned judgments
 Draw valid conclusions of the effects.
You do not have to relate the legislation to the service user in the case study, but may
choose to.
Mark Scheme Extract (Top Band)
 4 marks - candidates accurately and independently apply in-depth knowledge and
understanding to give a comprehensive explanation of the impact of one national
policy or piece of legislation on care practice and provision;
 6 marks - candidates give a comprehensive explanation of the impact from two
different perspectives, e.g. from the viewpoint of the person who uses services,
the practitioner and/or the service.
Possible Coursework Layout



Basic outline of the legislation.
Implications on case study and whether the law has a positive or negative effect
Effect of the law on service providers
5
AO3
You should pick two quality assurance mechanisms (they can be the same for each service)
used by two services (ideally relevant to your case study). The following is a list of possible
quality assurance mechanisms:

improving information and consultation with service users, e.g. ‘Your Guide to
the NHS;

implementing quality-service standards, e.g. National Service Frameworks;

using performance measures, e.g. ‘Star Ratings’;

improving registration and inspection procedures;

evaluating the quality of services experienced by users, e.g. through surveys
such as the Patient’s Survey;

rewarding good practice, e.g. the Charter Mark;

developing procedures for complaints and providing opportunities for
suggestions from service users and staff;

raising the training levels within the sector.
Carry out research to investigate the quality assurance systems used by the services. Your
research methods could include any from the following list, but you must use both primary
and secondary sources:
 Questioning practitioners
 Questioning service users
 Interviews
 Surveys
 Observation of practice
 Organisational documents
 Publications
 Textbooks
 Internet.
Give reasons for the research techniques you have chosen to use (either when discussing
the information gathered or as an appendix).
Step by Step Guide
 Choose two quality assurance mechanisms (evaluating quality of services and
improving information and consultation with service users are recommended).
 Choose two services you would like to research.
Choose methods of research – you must use some primary research e.g.
questionnaire, interviews. Keep it simple. You do not have to gather the same
research for each service but this may help you later on. Remember that you will
need to justify your methods.
 Carry out your research.
6
 You should find out about the methods of quality assurance – which do they use and
how useful do they find the different methods? How do they gather the
information and how do they use this information? E.g. using patient comment cards
might flag up an issue with reception layout which they can then alter.
 Write a description of the quality assurance methods you have found out about.
 Analyse them using the information you have gathered. Justify why each mechanism
is used. Are there any disadvantages with using these methods? Is one mechanism
more suited to one of your care settings than another?
 Justify your research methods. Why did you use each method? How useful and
accurate are they? You can either justify these methods throughout your essay or
as an appendix at the end.
Mark Scheme Extract (Top Band)


6 marks - Candidates undertake research using a wide range of appropriate primary
and secondary sources of information, e.g. candidates collected primary evidence
through interviews, surveys or observation and secondary evidence via the internet,
organisational documents and publications.
9 marks - candidates use the information gathered to carry out a comprehensive
analysis of the quality assurance mechanisms used by two services; an in-depth
analysis, with a range of appropriate examples, of a wide range of quality assurance
mechanisms used by two services is evident.
Possible Coursework Layout





Introduction.
Service one – 2 methods – advantages and disadvantages of each, why used etc.
Service two – 2 methods – advantages and disadvantages of each, why used etc.
Why each research method was used.
Bibliography
7
AO4
Prepare questions to use to gather information from practitioners who work in two
different services which provide care for your chosen service user. Make sure you identify
the needs of the service user and relate this to PIES.
Visit the services to gather the information you need and/or research from books and the
internet.
Explain the approaches used by practitioners working in the two services from the
following:




Preventative and treatment
The holistic approach
The empowerment approach
The behavioral approach.
Use the two approaches to explain and analyse how practitioners meet the needs of the
service user. You should include information about the purpose of individual care
assessments and plans used in meeting the needs of the service user.
Explain how practitioners work in multi-disciplinary teams to meet the needs of the
service user. Use examples to highlight the information provided.
Evaluate how well working in a multi disciplinary team benefits the service user.
Mark Scheme Extract (Top Band)
5 marks- Candidates provide a comprehensive evaluation, making reasoned
judgments and drawing valid conclusions about the approaches used by practitioners
working in two different services; candidates use the approaches to give a
comprehensive analysis of how practitioners meet the needs of the person who uses
services;
 4 marks- a comprehensive analysis, using a range of appropriate examples, of how
practitioners work in partnership is evident.
 6 marks- candidates apply in-depth knowledge, understanding and skills to
comprehensively evaluate how working in partnership benefits people who use
services.

8
Case Study
Adam is a 19 year old student. He has just finished his A levels and is going to start
university. His family and friends have noticed that he has been fairly withdrawn recently
and his personal hygiene is deteriorating. He spends long periods of time in his room and
will not socialise with his friends. Initially his mother persuaded him to see his GP and he
was given mild antidepressants but then the situation got much worse and Adam attempted
to take his own life. He was sectioned under the Mental Health Act and admitted to a local
mental health unit. He spent three weeks there after being diagnosed with schizophrenia.
During his time at the unit he spent time sorting his medication out and coming to terms
with his diagnosis. He has since been discharged and is now under the care of adult
community care services for adults.
In the town where Adam lives, the local NHS and Social Services have merged to form an
NHS and Social Care Trust.
AO1
Generic – requires candidates to look at two local demographic characteristics and show
how these influence service provision (10.2.1). The 2 required could relate to your case
study. Which organizations are involved in planning and delivering services in your area?
How are service users’ needs identified and met? Identify the stages undertaken at local
planning level, i.e. how plans are produced, the role of stakeholders. Who would be involved
in the planning? How do they monitor and evaluate the planning process?
AO2
Adam will need to have his needs identified (PIES), e.g. physical – schizophrenia
medication, intellectual – getting him back into study, emotional – helping him to come to
terms with his diagnosis, social – rebuilding relationships/friendships.
Identify the two different services he will be using, i.e. community psychiatric
nurse/consultant psychiatrist and a social worker. Describe how each practitioner meets
Adam’s needs. What approaches does each utilise? For example, the merging of the two
trusts gives a more holistic approach to Adam’s treatment and the social worker may look
at the empowerment approach so that Adam feels that he is making decisions about his
care, etc.
How do the practitioners work in multi-disciplinary teams, e.g. care assessments, individual
care plans, how often are these reviewed, how they link with the Inpatient unit Adam was
in, etc.
9
AO3
Candidates need to find out what quality assurance mechanisms each of the services use.
For example, look on the NHS website for star rating of the NHS and Social Care trust or
do day services have feedback mechanisms for service users and their families? They
could ask care workers and service users (if appropriate) their opinions of the services,
using the internet or organizational documents to look at actual quality assurance (note:
primary and secondary methods required for mark band 3).
AO4
Candidates need to pick one national policy or piece of legislation which relates to Adam
and the services chosen. They need to say how it has affected the service user and
service provider/practitioner (for mark band 3), providing an evaluation which draws valid
conclusions of the overall effect of the legislation. For example, the NHS and Community
Care Act 1990, the Mental Health Act 1993, the Health Act 1999 or the Care Standards
Act 2000. If you want to look at a policy the NICE guidelines would be appropriate.
10
Anatomy and Physiology in Practice
This unit covers:

Respiratory system

Cardio-vascular system

Digestive system

Reproductive system

Musculo-skeletal system.
This unit is exam assessed.
The following web sites may help you:

www.howstuffworks.com

www.bbc.co.uk/health

www.ama-assn.org/ama/pub/category/7140.html

www.askann.co.uk

www.merck.com/mmhe/index.html

www.med.wayne.edu/diagRadiology/Anatomy_Modules/Page1.html
On the following pages you will find a revision schedule which has been published by
the exam board.
11
Revision Schedule: Anatomy and Physiology in Practice
Topic
Respiratory
System
Cardiovascular
System
Digestive
System
Details
Understand the overall structure of the respiratory system
and be able to sketch and accurately label the gross
structures.
Understand the functions of the respiratory system and its
homeostatic links with other systems.
Understand at least one respiratory dysfunction in detail
and the causes of the respiratory dysfunction(s).
Understand the general principles and values of at least
one respiratory diagnostic technique for the dysfunction(s)
in detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
Understand the overall structure of the cardio-vascular
system and be able to sketch and accurately label the gross
structures.
Understand the functions of the cardio-vascular system
and its homeostatic links with other systems.
Understand at least one cardio-vascular dysfunction in
detail and the causes of the cardio-vascular dysfunction(s).
Understand the general principles and values of at least
one cardio-vascular diagnostic technique for the
dysfunction(s) in detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
Understand the overall structure of the digestive system
and be able to sketch and accurately label the gross
structures.
Understand the functions of the digestive system and its
homeostatic links with other systems.
Understand at least one digestive dysfunction in detail and
the causes of the digestive dysfunction(s).
Understand the general principles and values of at least
one digestive diagnostic technique for the dysfunction(s) in
detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
12
Completed
Reproductive
System
Understand the overall structure of the reproductive
system and be able to sketch and accurately label the gross
structures.
Understand the functions of the reproductive system and
its homeostatic links with other systems.
Understand at least one reproductive dysfunction in detail
and the causes of the reproductive dysfunction(s).
Understand the general principles and values of at least
one reproductive diagnostic technique for the
dysfunction(s) in detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
Renal System
Understand the overall structure of the renal system and
be able to sketch and accurately label the gross structures.
Understand the functions of the renal system and its
homeostatic links with other systems.
Understand at least one renal dysfunction in detail and
the causes of the renal dysfunction(s).
Understand the general principles and values of at least
one renal diagnostic technique for the dysfunction(s) in
detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
13
Musculoskeletal and
Neural
Systems
Lifestyle
Understand the overall structure of the musculo-skeletal
system and be able to sketch and accurately label the gross
structures.
Know the structure of a joint.
Understand the structure of the neural system and parts
of the brain and understand their functions.
Understand the functions of the various types of joint.
Understand the functions of the musculo-skeletal and
neural systems.
Understand at least one musculo-skeletal dysfunction in
detail and the causes of the musculo-skeletal
dysfunction(s).
Understand the general principles and values of at least
one musculo-skeletal diagnostic technique for the
dysfunction(s) in detail.
Understand the general principles and values of at least
one form of treatment for the dysfunction(s) in detail.
Understand the effects (not only physiological and but also
those related to PIES) of dysfunctions caused by lifestyle
choices on each of the body systems studied to include:
 smoking
 drug misuse
 exercise (overindulgence and lack of it)
 poor diet
 obesity
 environmental factors (including living conditions,
pollution, etc).
14
Some Useful Websites
Please remember that these web sites will not be designed for those taking the health and
social care paper. They may therefore be a little more advanced than you need, or may lack
detail (but have been included as they will give you a brief overview).

http://lgfl.skoool.co.uk/ - has some animations on enzymes and digestion under key
stage 4 / biology.

http://www.biologyguide.net/ - useful notes on the cardiac cycle

http://www.biology-innovation.co.uk/ - useful notes on the digestive system

http://www.biologymad.com/ - some excellent information on the cardiac cycle and
a kidney animation.

http://www.biologyinmotion.com/ - some great animations about kidneys and the
heart.

http://www.kidneypatientguide.org.uk/site/HKWanim.php - video showing how
kidneys work.

http://health.howstuffworks.com/adam-200142.htm - digestive system animation.

http://www.klbschool.org.uk/interactive/science/digestion2.htm - interactive
digestive system diagram to label.

http://www.klbschool.org.uk/interactive/science/heart.htm - interactive diagram of
the heart to label.

http://www.klbschool.org.uk/interactive/science/blood.htm - quiz on blood.

http://www.klbschool.org.uk/interactive/science/adh.htm - adh sentence to
reorganise.

http://www.kscience.co.uk/revision/digestion/digestion_index.htm - some basic
revision on the digestive system.

http://www.vtaide.com/png/respiratoryF.htm - respiratory system to label.

http://www.innerbody.com/htm/body.html - covers all body systems.

http://www.nhlbi.nih.gov/health/dci/Diseases/hhw/hhw_pumping.html - animation
showing blood movement through the heart.

http://www.nhlbi.nih.gov/health/dci/Diseases/hhw/hhw_electrical.html - animation
showing how electrical impulses travel across the heart.

http://www.kett6.net/adulteducation/heartanimations.html - heart cycle animation
and activities.

http://www.curriculumbits.com/prodimages/details/biology/bio0018.html breathing process revision activity.
15
Child Development
We will cover:




Patterns of development
Factors that influence development and norms of development
Theories of play and how play can affect development
How to plan and make a learning aid/activity for a child (0-8).
This unit is coursework assessed.
AO1
Identify the key stages and describe in detail three patterns (milestones) of development
for each of the following:





Physical development
Intellectual development
Language development
Social development
Emotional development.
Your information will cover children’s development from 0 – 8 years.
You will also need to explain two methods used to monitor child development.
Suggested Format
Introduce a case study of a child of 8 years or above – you can base this study on yourself.
Produce a table. For each key stage (infant, toddler, pre-school and school age) describe
three patterns/milestones/norms for each area of development.
Mark Scheme Extract (Top Band)


candidates will give a comprehensive description of two patterns for each area of
development in children, from birth to eight years; there will be evidence of
comprehensive knowledge and understanding of the patterns in the development of
children (6 marks).
candidates give a comprehensive explanation of two methods used to monitor the
development of children, demonstrating an in-depth understanding of their
importance (4 marks).
16
AO2
Explain the factors which have affected the development of your chosen child. You must
choose factors which have actually had an impact on the child’s development from:





The family
Environmental factors
Social and economic factors
Psychological factors
Behavioural problems.
Explain the effect of factors on your chosen child’s development.
Compare your child’s development with the norms for:
 Physical development
 Intellectual development
 Social development
 Emotional development.
Explain the variations from the norms.
Suggested Format
Produce a detailed comparison of your child’s development compared to the norms for
each area of development (this could be started by adding to the table produced for
AO1).
In order to explain these differences/similarities you need to give a detailed
explanation of the factors (at least two from above list) that have affected your
child’s development. How do these help to explain any variations from the norms?
Remember, the impact of these factors can be positive and negative.
Mark Scheme Extract (Top Band)



Working accurately and independently, candidates are required to provide detailed
information about the factors that have affected the child’s development;
influencing factors need to be considered and applied to the child studied.
They need to identify and describe in depth the effect of the factors on the
child’s development.
Candidates will include a detailed comparison between the child’s development and
the norm for each area of development, showing a high level of understanding; they
will explain any variations from the norms.
17
AO3
You must use three different sources of information to research two theories of play.
Research two theories of play. You could carry out your research by:





Visiting toy shops and analysing the toys available
Using catalogues to analyse toys available
Using books
Researching on the internet
Observing your chosen child playing.
Analyse how two theories of play are reflected in your chosen child’s development. You
must give two examples of each theory from the following list (although stages, types and
benefits of play are all recommended by the exam board as they are easily applied to the
child):
 How play influences physical development.
 How play influences children’s cognitive development.
 Benefits of play.
 How play can be used as a theraputic process.
 Types of play.
 Categories of play.
 Stages of play.
You must keep a detailed record of all the sources you have used and record these in your
bibliography.
Mark Scheme Extract (Top Band)



Candidates’ evidence will show that that an appropriate and wide range of sources
of information have been used for research, e.g. books, articles, internet and
primary sources; a comprehensive record of the resources used will be kept (3
marks).
The information will be comprehensive, with a comprehensive analysis which
highlights candidates’ ability to make reasoned judgments of how two roles of play
can be reflected in the child’s development (9 marks).
A wide range of appropriate examples will be used for each role (3 marks).
18
AO4
Plan and make a learning aid/activity that will benefit your chosen child. Your choice must
be designed to help their development in a specific way (use PIES). Say which area you
think it will impact and make sure you justify your plan.
Your plan must include:
 The aims of the learning aid/activity
 The objectives of the learning aid/activity
 The outcomes to be achieved by the child using the aid/activity
 The method of making the learning aid/activity
 Resources used
 Safety aspects considered
 Timescales.
Plan your data collection methods for evaluating the learning aid/activity. You could use:
 Own observations – prepare an observation sheet
 Parent teacher reflections – prepare questionnaires
 Assessor records – prepare record sheet
 Questionnaire
 Interview.
Use the learning aid/activity with the child and collect evaluation data. How did it benefit
your child? Evaluate the learning aid/activity in terms of:





The child’s response
Achievement of outcomes
Effectiveness of purpose
Benefits to the child
Recommendations for improvements – must be realistic.
Discuss how you could introduce progression to your learning aid or activity.
19
Mark Scheme Extract (Top Band)



Candidates will have chosen an activity to do with the child studied that shows some
thought about the impact on the child’s development and that will be sufficiently
challenging for the child studied; the plan will be detailed and outline the methods
to be used, including resources needed, and will give timescales, which will be
accurate; reasons will be given for the actions taken.
The evaluation will show ability to reflect on performance and to analyse in detail
the benefits to the child studied.
Candidates will demonstrate the ability to make realistic and informed
recommendations for improvements.
Exemplar Coursework Layout











Justification of product – ½ page.
Research showing how learning aid helps development and what this means- ½ page.
Aims, objectives and outcomes – 2/3 page.
Table showing method and resources needed – ½ page.
Weekly plan and detailed method – 1 page.
Safety – 1/3 page.
Sources of feedback- 1 page.
Evaluation – 2 pages.
Improvements – 1 page.
Copy of questionnaire – 1 page.
Transcript of interview with parent – 1 page.
20
Case Study
Marie is seven years old. Marie lives with her mother who is her primary care giver and her
twin sister. She has another brother and sister who are older than her but she does not
know them well as she was not brought up with them. They were put into care when they
were 3 and 4 years old as their mother could not handle them. Marie only occasionally sees
her brother and sister.
Marie never had her father as a permanent part in her life as when she was three years
old her dad moved away, he lived with her until she was eighteen months old before he
split with her mum.
Marie went to playschool at three years of age she also moved at the age of three. She
has been to a variety of different primary schools and houses. Marie mixed well with all
her peers mainly females at every school. She has good health apart from a small case of
asthma and a slight eye problem. Her asthma is kept under control with asthma pumps and
her eye problem is kept under control with wearing glasses.
Marie moved house again at the age of six which interfered with her upbringing as she was
out of school for a while and when she went back she had to make new friends, which
became harder to do as she became more self conscious about herself.
Marie’s birth weight was 4 pounds 5.25 ounces, which is below the ‘norm’ of 7-8 pounds.
Marie’s height at birth was approximately 30cms, which again is below the average ‘norm’
of 48-50cms, because of this Marie had to go into an incubator, she was bought home
after 10 days.
21
Questionnaire
1. 1 Name:
Marie
2. Age:
7 years old
3. Gender:
Female
4. Length when born?
Roughly 30cms
5. Weight when born?
4 pounds 5 and a quarter ounces
6. Was your child premature/on time or late?
Premature
7. If they were premature or late by how much?
3 weeks early
8. Did your child have to go into an incubator?
Yes
9. If so why?
Weighed under the norm and born too early
10. Were there any birth defects or complications?
No
11. If so what kind?
12. Have they had any illnesses?
No
13. If so what kind?
14. Was it a natural birth or a caesarean?
Caesarean
15. Do they have any siblings?
16. Yes
17. If so how old are they?
7, 13 and 15 years old
18. What gender are they?
1-male and 2-female
19. Do they live with you?
No
20. Did your child grow up with them around?
Not really/ saw them occasionally
21. Is there often any sibling rivalry from other siblings?
Yes from older sister
22. If so why?
22
Jealous of attention for younger sisters off mother
23. Did your child have good or bad temper tantrums when younger?
Bad
24. Was there ever an arrival of a younger sibling?
No
25. Did your child have to share a room with siblings or did your child have their
own room?
Shared a room
26. Who was the baby’s main caregiver?
Mother
27. Were both parents together when the child went home?
Yes, up to 18 months
28. If not did the child ever see the absent parent?
Yes/ occasionally after 18 months up to 3 years old
29. Does your child still live in the house they were born in?
No
30. If not, how often have they moved?
Roughly 8 times
31. What sort of home do you live in?
Flat
32. How many bedrooms do you have?
2
33. How many people live in your home?
3
34. Do they go to nursery/playschool or have a childminder?
Playschool
35. How old was your child when they started school?
4 years and started in September
36. Is your child at the same school they started at?
No
37. If not, how many schools have they been to?
Roughly 8
38. Does your child tend to play with girls or boys?
Girls
39. Does your child socialize well with others?
Yes
40. If no why?
41. If yes why?
42. Brought up around a large family
43. Has your child ever been bullied?
Yes
23
44. If yes what sort of bullying?
Verbal and physical
45. Does your child go out to play around the area they live in?
Yes
46. Has your child ever been in hospital?
Yes
47. If yes why?
Broken nose, drinking dettol and unfermented wine
48. How many times has your child been in hospital?
3
49. What sort of area do you live in?
All right area
50. Do you work?
No
51. Do you work part/ full time?
52. If you do how much do you earn?
53. Do both parents or one parent work?
54. Do you get benefits?
Yes
55. If yes which?
56. Child benefit
57. Have there been any big changes in your Childs life?
Moving around a lot
58. Have there been any traumas in your Childs life?
Granddad died when 4 years old, another granddad died when 6 years old and an
auntie died when 7 years old.
24
Milestones
Physical development
Development milestones
General age milestone
is met
Age Marie met the
milestones
4 months
3 months
4 months
4 months
8 months
3 and a half months
3 months
7 months
8 months
7 months
8 months
Never did
Pulled self to a standing position
Stood alone holding onto the furniture for
support
Walked holding onto the furniture
Crawled well
Stood alone, sat down
Walked without help
Could stand, balance, and hop on one foot
12 months
12 months
10 months
10 months
12 months
12-18 months
12-18 months
12-18 months
36 months
10 months
Never did
13 months
15 months
34 months
Kicked a ball forward
Pedaled a tricycle
Walked on a line
Caught a ball
Bounced a ball
Pedaled and steered tricycle skillfully
Learnt to skip
Had a good sense of balance
Fine Motor skills
Grasped rattle or finger
Held both eyes in a fixed position
Followed moving object or person with
eyes
36 months
36 months
4 years
4 years
4 years
4 years
5 years
6-8 years
34 months
34 months
3 years
3 years
3 years
3 years
4 and a half years
6 and a half years
Gross Motor Skills
Lifted head and chest when lying on
stomach
Rolled over (stomach to back)
Sat with support
Rolled from stomach to back and back to
stomach
Sat alone without support and holds head
erect
Raises up on arms and knees into crawling
position; rocked back and forth, but may
not have moved forward
4 months
4 months
4 months
25
3 months
3 months
3 months
Used finger and thumb to pick up an
object
Transferred objects from one hand to the
other
Drank from a cup with help
First teeth began to appear
Physical development
Development milestones
8 months
6 and a half months
8 months
6 and a half months
8 months
8 months
7months
8 months
General age milestone is
met
8 months
12 months
12 months
12 months
12-18 months
12-18 months
12-18 months
Age Marie met
the milestones
From birth
10 months
10 months
10 months
14 months
14 months
14 months
12-18 months
12-18 months
36 months
12 months
14 months
34 months
Fed self, with some spillage
Stacked 10 or more blocks
Could brush teeth, wash hands, get drink
36 months
4 years
4 years
34 months
2 and a half years
3 years
Thread small beads on a string
Used a spoon, fork, and dinner knife
skillfully
Dressed self without much assistance
Cut on a line with scissors
Began to loose baby teeth
Left or right hand dominance was
established
Could print name
Able to tie shoe laces
Skilled at using scissors and small tools
4 years
5 years
3 and a half years
4 years
5 years
5 years
5 years
5 years
4 years
4 years
4 years
4 years
6-8 years
6-8 years
6-8 years
6 years
6 years
6 years
Able to copy simple designs and shapes
6-8 years
6 years
Developed permanent teeth
6-8 years
7 years
True eye colour was established
Enjoyed drinking from a cup
Chewed on objects
Explored everything in mouth
Turned pages in a book
Stacked three blocks
Held crayon and scribbled, but with little
control
Waved goodbye and clapped hands
Developed a full set of baby teeth
Put on shoes, but could not tie shoe laces
26
Intellectual development
Development milestone
Played with fingers, hands, toes
Reacted to sound of voice, rattle, bell
Turned head toward bright colours and lights
General age milestone Age Marie met the
is met
milestone
4 months
4 months
4 months
4 months
4 months
4 months
Recognised bottle
Made noises to voice displeasure or
satisfaction
Recognised and looked for familiar voices and
sounds
Learnt by using senses like smell, taste,
touch, sight, hearing
Focused eyes on small objects and reached
for them
Explored objects by touching, shaking,
banging and mouthing
Babbled expressively as if talking
Said first word
Said “da-da” and “ma-ma” or equivalent
4 months
8 months
4 months
6 months
8 months
6 months
8 months
7 months
8 months
7 and a half months
8 months
7 months
8 months
12 months
12 months
6 months
12 months
12 months
Interested in picture books
Paid attention to conversation
Said 8-20 words you can understand
Looked at person talking to him/her
Asked for something by pointing using one
word
Identified object in book
Looked for objects that are out of sight
Understood and followed simple 1-step
direction
Spoke in complete sentences of 3-5 words
12 months
12 months
12-18 months
12-18 months
12-18 months
12 months
12 months
12 months
14 months
14 months
12-18 months
12-18 months
12-18 months
14 months
14 months
14 months
36 months
34 months
Listens attentively to short stories and
books
Enjoyed repeating simple rhymes
Understood “ now, soon, and later”
Asked who, what, where and why questions
36 months
34 months
36 months
36 months
36 months
34 months
34 months
34 months
27
Can put together a 6-piece puzzle
Identified common colours such as red, blue,
yellow, green
Could distinguish, match and name colours
36 months
36 months
34 months
34 months
36 months
34 months
Could say his/her age
36 months
34 months
Intellectual development
Development milestone
Could place objects in a line from largest
to smallest
Had basic understanding of concepts
related to number, size, weight, colours,
textures, distance, position and time
General age milestone Age Marie met the
is met
milestone
4 years
4 years
4 years
4 years
Continued one activity for 10-15 minutes
4 years
4 years
Had long attention span and finishes
activities
Understood and remembered own
accomplishments
Understood the order of daily routines
(breakfast before lunch, lunch before
dinner, dinner before bed time)
Understood the concepts of “tallest,
biggest, same, more, in, under, and above”
4 years
4 years
4 years
4 years
4 years
4 years
4 years
4 years
Could recognise some letters if taught
Named 6-8 colours and 3 shapes
Used 5-8 words in a sentence
Understood that stories have a beginning,
middle, and end
Drew pictures that represent animals,
people and objects
Could sort objects by size
Understood “more, less and same”
Had good attention span and could
concentrate well
Could understand time concepts like
yesterday, today and tomorrow
4 years
4 years
5 years
5 years
4 years
4 years
4 years
4 years
5 years
4 years
5 years
5 years
5 years
4 years
4 years
4 years
5 years
4 years
28
Reading became a major interest
Had increased problem-solving ability
Had the ability to learn difference
between left and right
Could begin to understand time and the
days of the week
Emotional and social development
Development milestone
Cried (with tears) to communicate pain,
fear, discomfort, or loneliness
Loved to be touched and held close
Returned a smile
Responded to a shaking rattle or bell
Responded to own name
Showed fear of failing
Spent a lot of time observing and
watching
Responded differently to strangers and
family members
Imitated sounds, actions and facial
expressions made by others
Showed distress if toy is taken away
Recognised family members names
Showed mild to serve anxiety at
separation from parent
Likes to watch self in mirror
Wanted caregiver or parent to be in
constant sight
Became attached to a favourite toy or
blanket
Became upset when separated from
parent
Played alone on floor with toys
Could make simple choices between two
things
Enjoyed playing alone but near other
children
6-8 years
6-8 years
6-8 years
6 years
7 years
6 years
6-8 years
7 years
General age
milestone is met
4 months
Age Marie met the
milestone
4 months
4 months
4 months
4 months
8 months
8 months
8 months
From birth
4 months
4 months
6 months
6 months
6 months
8 months
6 months
8 months
6 and a half months
8 months
8 months
8 months
12 months
12 months
7 months
6 months
From birth especially from
her twin sister more than
her mother
Never did
12 months
12 months
12 months
12-18 months
12-18 months
36 months
Didn’t really become upset
but roughly 12 months
Never did
36 months
36 months
Never did play alone
29
Enjoyed playing with other children
briefly, but still does not co-operate or
share well
Enjoyed playing with other children
Took turns and shared (most of the
time)
Persistently asked why
Imitated parent of the same sex,
particularly in play
Enjoyed pretending, often with
imaginary playmates
Loved to tell jokes that may not make
any sense at all to adults
Invented games with simple rules
Emotional and social development
Development milestone
Often feared loud noises, the dark,
animals and some people
Carried on conversation with other
children and adults
Liked to make own decisions
Began to have a very basic
understanding of right and wrong
Sometimes needed to get away and be
alone
Began to see things from another
child’s point of view, but still very selfcentered
Found criticism or failure difficult to
handle
Became upset when behaviour or
school-work is ignored
36 months
12 months
4 years
4 years
12 months
12 months
4 years
4 years
3 years
3 and a half years
4 years
3 years
4 years
3 years
5 years
4 years
General age
milestone is met
5 years
Age Marie met the
milestone
4 years
5 years
4 years
5 years
5 years
4 years
4 years
5 years
3 years
6-8 years
5 years
6-8 years
6 years
6-8 years
6 years
30
Useful Websites
http://www.child-development-guide.com
31
Referencing
Points to note:

Do not copy large chunks of text – you get no marks for it – the examiner wants to
know your opinion, not the sources! You can put in a quote, but make sure you use
this to make a point or develop the idea in your own words.

You need to use a range of sources i.e. books and the internet.

You can not list a search engine e.g. Google – you must say which page you used and
the date you accessed it.

Insert references into the text as you go along. You can do this by using numbers,
authors’ names or a mixture of the two.

Include a bibliography listing all of the sources you use.

For books, list the author, title and date of publishing.
Using references in the text:
Clements (1) states that communication is vital in a care setting. This is because we use it
to perform a variety of tasks. Strutton (2) suggests that written communication can be
used to write letters, but it can also be used to create timetables for employees (3) and
leaflets to explain treatments to patients (4).
The bibliography for this section should look like:
1. Clements, M. (2007) The Art of Teaching Science
2. Strutton, A (2006) I’m a Chemist and That’s OK!
3. www.mrs.smith/says/science/is/the-best.com - accessed on 5/2/08
4. www.apartfromhealthandsocialcare.co.uk – accessed on 8/06/08
32
GCE A2 Health and Social Care
Care Practice and Provision
Unit
Title
Care Practice
and Provision
Unit
Code
Centre
Name
The Cottesloe
School
Centre
Number
Mark
Band
Select ONE
A
1
2
Select ONE
B
Select ONE
C
Session
Jan/ June
Candidate
Name
Amplification of Criteria
Candidates select two demographic factors which have
influenced the planning and provision of services; they make
limited links between the demographic factors and the
planning and provision of services;
Candidates select two demographic factors which have
influenced the planning and provision of services; they
include a sound description of how relevant demographic
characteristics/trends are used to assess local needs, and
contribute to the planning and provision of services;
Candidates select two demographic factors which have
influenced the planning and provision of services; candidates
use written expression which uses appropriate specialist
vocabulary to comprehensively describe how relevant
demographic characteristics/trends are used to assess local
needs and inform the planning and provision of services;
1
they produce an outline of the planning of services;
2
they produce a sound description of the planning of services;
3
1
2
3
General
AO1
3
F919
1
2
3
they produce a comprehensive description of the planning of
services;
candidates give a basic explanation of the influence of
national or local standards/targets or objectives on the
planning and provision of services;
candidates give a sound explanation of the influence of
national and local standards, targets and objectives on the
planning and provision of services
they give a comprehensive explanation of the influence of
national and local standards, targets and objectives on the
planning and provision of services;
the information tends to be generic in nature; the evidence
may lack detail and contain omissions and/or inaccuracies;
there are few omissions and/or inaccuracies within the
evidence;
there are no omissions or inaccuracies within the evidence.
33
Year
2009
Candidate
Number
Page(s)
Marks
Available
0 1
2 3
4
0 1
2
3
0 1
2
3
Mark
Given
Mark
Band
Select ONE
A
1
2
3
Select ONE
B
2
3
1
General
AO2
1
2
3
Amplification of Criteria
With guidance, candidates use written expression which is
adequate to convey meaning to give a basic explanation of
the impact of one national policy or piece of legislation on
care practice and provision;
With minimal guidance, candidates apply knowledge and
understanding to give a sound explanation of the impact of
one national policy or piece of legislation on care practice
and provision;
Candidates accurately and independently apply in-depth
knowledge and understanding to give a comprehensive
explanation of the impact of one national policy or piece of
legislation on care practice and provision;
candidates give a basic explanation of the impact from two
different perspectives, e.g. from the viewpoint of the person
who uses services, the practitioner and/or the service;
candidates give a sound explanation of the impact from two
different perspectives, e.g. from the viewpoint of the person
who uses services, the practitioner and/or the service;
candidates give a comprehensive explanation of the impact
from two different perspectives, e.g. from the viewpoint of the
person who uses services, the practitioner and/or the service;
the evidence may lack detail and contain omissions and/or
inaccuracies;
candidates write in a manner which is adequate to convey
meaning, although it is expressed in a non-specialist manner;
there are few omissions and/or inaccuracies within the
evidence;
candidates write in a manner which conveys meaning, using
specialist vocabulary with few errors/inaccuracies;
there are no omissions or inaccuracies within the evidence;
candidates write in a manner which conveys appropriate
meaning, using specialist vocabulary with accuracy – there
are no errors/inaccuracies.
34
Page(s)
Marks
Available
Mark
Given
0 1
2 3
4
0 1 2
3 4
5 6
/10
Mark
Band
Select ONE
A
1
2
3
Select ONE
B
2
3
General
AO3
1
1
2
3
Amplification of Criteria
Candidates undertake research, using a limited range of
appropriate sources, e.g. textbooks, magazines;
Candidates undertake research, using a range of appropriate
sources, e.g. primary and secondary sources;
Candidates undertake research using a wide range of
appropriate primary and secondary sources of information,
e.g. candidates collected primary evidence through
interviews, surveys or observation and secondary evidence
via the internet, organisational documents and publications;
candidates use the collected information to carry out a basic
analysis of the quality assurance mechanisms used by two
services; the basic analysis may be generic but must link to
two services;
candidates use the collected information to carry out a sound
analysis of the quality assurance mechanisms used by two
services; a detailed analysis, with appropriate examples, of a
range of quality assurance mechanisms used by two
services is evident;
candidates use the information gathered to carry out a
comprehensive analysis of the quality assurance
mechanisms used by two services; an in-depth analysis, with
a range of appropriate examples, of a wide range of quality
assurance mechanisms used by two services is evident;
the evidence may lack detail and contain omissions and/or
inaccuracies;
there are few omissions and/or inaccuracies within the
evidence;
there are no omissions or inaccuracies within the evidence.
35
Page(s)
Marks
Available
0 1 2
3 4
5 6
0 1 2 3
4 5 6 7
7 8 9
Mark
Given
Mark
Band
Select ONE
A
1
2
Select ONE
B
1
2
3
Select ONE
C
1
2
3
General
AO4
3
1
2
3
Amplification of Criteria
Candidates provide a basic evaluation of the strengths and
weaknesses of the approach(es) used by practitioners
working in two different services;
the information tends to be expressed in a non-specialist
way, with omissions, and there could be some inaccuracies,
although at the higher end of the band candidates begin to
relate the approach used to show how this meets the needs
of the person who uses services;
Candidates provide a sound evaluation, making judgements
and drawing straightforward conclusions about the
approaches used by practitioners working in two different
services, candidates use the approaches competently to give
a sound analysis of how practitioners meet the needs of the
person who uses services;
Candidates provide a comprehensive evaluation, making
reasoned judgements and drawing valid conclusions about
the approaches used by practitioners working in two different
services; candidates use the approaches to give a
comprehensive analysis of how practitioners meet the needs
of the person who uses services;
a basic analysis of how the services/practitioners work in
partnership is included, although there are limited examples
given and/or they lack detail;
a sound analysis, with appropriate examples, of how the
services and practitioners work in partnership is evident;
a comprehensive analysis, using a range of appropriate
examples, of how practitioners work in partnership is evident;
at a basic level, candidates evaluate strengths and
weaknesses of working in partnership for people who use
services; although the evaluative statements tend to be
expressed in a non-specialist way, lack detail, and show
some inaccuracies, candidates’ written expression is
adequate to convey meaning;
candidates apply knowledge, understanding and skills to give
a sound evaluation of the impact of working in partnership for
people who use services;
candidates apply in-depth knowledge, understanding and
skills to comprehensively evaluate how working in partnership
benefits people who use services;
the evidence may lack detail and contain omissions and/or
inaccuracies;
there are few omissions and/or inaccuracies within the
evidence;
there are no omissions or inaccuracies within the evidence.
36
Page(s)
Marks
Available
0 1 2
3 4
5
0 1
2 3
4
0 1 2
3 4
5 6
Mark
Given
GCE A2 Health and Social Care
Child Development
Unit
Title
Care Practice
and Provision
Unit
Code
Session
Centre
Name
The Cottesloe
School
Centre
Number
Candidate
Name
Mark
Band
1
2
A
AO1
3
1
B
2
3
General
1
2
3
Jan/ June
Amplification of Criteria
Candidates will give a basic description of two
patterns for each area of development in children,
from birth to eight years.
Candidates will give a detailed description of two
patterns for each area of development in children,
from birth to eight years; there will be evidence of
a sound understanding of the patterns in the
development of children.
Candidates will give a comprehensive description
of two patterns for each area of development in
children, from birth to eight years; there will be
evidence of a comprehensive knowledge and
understanding of the patterns in the development
of children.
Candidates will give a basic explanation of two
methods used to monitor the development of
children.
Candidates will give a sound explanation of two
methods used to monitor the development of
children, demonstrating sound understanding of
their importance.
Candidates will give a comprehensive explanation
of two methods used to monitor the development
of children, demonstrating an in-depth
understanding of their importance.
There may be omissions or inaccuracies within
the evidence.
The work will be mainly accurate and contain few
omissions/ inaccuracies within the evidence.
The work will be comprehensive and accurate;
there will be no omissions or inaccuracies within
the evidence.
37
Year
2009
Candidate
Number
Page(s)
Marks
Available
0 1 2
3 4
5 6
0 1 2
3
4
Marks
Given
Mark
Band
Select ONE
A
1
2
Select ONE
B
3
1
2
AO2
3
Select ONE
C
1
2
3
General
1
2
3
Amplification of Criteria
With guidance, candidates are required to provide basic
information about the factors that have affected the child’s
development; influencing factors need to be considered, with
some attempt to apply these to the child studied.
candidates are required to provide a sound explanation of a
range of factors that have affected the child’s development;
influencing factors need to be considered and applied to the
child studied e.g. poor housing, which can lead to
overcrowding and lack of space to play, can affect both the
physical and social development of the child.
working accurately and independently, candidates are
required to provide detailed information about a wide range of
factors that have affected the child’s development;
influencing factors need to be considered and applied to the
child studied;
candidates need to identify the factors and show a basic
understanding of their effect on the child’s development, e.g.
poor housing, which can lead to overcrowding and lack of
space to play, can affect both the physical and social
development of a child;
they need to identify and describe the effect of the factors on
the child’s development;
they need to identify and describe in depth the effect of the
factors on the child’s development;
they will have compared at a basic level the child’s
development to the norms, e.g. at 9 months a physical
pattern (milestone) would be that a child pulls him/herself into
a standing position;
Candidates will include a detailed comparison between the
child’s development and the norm for each area of
development, e.g. at 18 months a language pattern
(milestone) would be that a child can say 6 – 20 recognisable
words but understands many more. They will explain any
variation from the norms.
candidates will include a detailed comparison between the
child’s development and the norm for each area of
development, showing a high level of understanding;
they will explain any variations from the norms;
there may be some omissions and inaccuracies but evidence
of some application of knowledge;
candidates will write in a manner which is adequate to convey
meaning, although it will be expressed in a non-specialist
manner;
there will be few omissions and/or inaccuracies within the
evidence;
candidates will write in a manner which conveys meaning,
using specialist vocabulary with few errors/inaccuracies;
there will be no omissions or inaccuracies within the
evidence;
candidates will write in a manner which conveys appropriate
meaning, using specialist vocabulary with accuracy – there
will be no errors/inaccuracies.
38
Page(s)
Marks
Available
Mark
Given
01
2
3
012
3
4
01
2
3
/10
Mark
Band
1
2
A
3
AO3
1
2
B
3
1
C
2
General
3
1
Amplification of Criteria
Candidate’s evidence will show that a limited
range of resources have been used for research
e.g. books and the internet; a basic record of the
resources used will be kept.
Candidate’s evidence will show that a range of
appropriate sources of information have been
used for research, e.g. books, the internet and
questionnaires; a detailed record of the resources
used will be kept.
Candidate’s evidence will show that an
appropriate and wide range of sources of
information have been used for research, e.g.
books, articles, the internet and primary sources;
a comprehensive record of the resources used
will be kept.
The information will be at a basic level, with a
basic analysis of how two roles of play have
affected the child’s development
The information will be detailed, with a sound
analysis of how two roles of play can be reflected
in the child’s development.
The information will be comprehensive, with a
comprehensive analysis which highlights
candidates’ ability to make reasoned judgments
of how two roles of play can be reflected in the
child’s development.
A limited range of appropriate examples will be
given for each role.
A range of appropriate examples will be given for
each role.
A wide range of appropriate examples will be
used for each role.
There may be omissions or inaccuracies within
the evidence.
2
3
There will be no omissions or inaccuracies within
the evidence.
39
Page(s)
Marks
Available
01
2
3
0123
4567
89
01
2
3
Marks
Given
Mark
Band
Select ONE
A
1
2
AO4
3
Select ONE
B
1
2
General
Select ONE
C
3
1
2
3
1
2
3
Amplification of Criteria
Candidates will have chosen a simple activity to do with the
child studied;
the plan will outline the methods to be used and will give
timescales, which may not be realistic;
candidates will have chosen an activity to do with the child
studied that shows some thought about the impact on the
child’s development, e.g. a child who needs to develop
greater independence ready for school may use a doll with
buttons and laces to practice fine motor skills and hand/eye
co-ordination;
the plan will be detailed and outline the methods to be used,
including resources needed and will give timescales which
will be accurate;
candidates will have chosen an activity to do with the child
studied that shows some thought about the impact on the
child’s development and that will be sufficiently challenging
for the child studied;
the plan will be detailed and outline the methods to be used,
including resources needed, and will give timescales, which
will be accurate;
reasons will be given for the actions taken;
the evaluation will consider at a basic level the effectiveness
of the learning aid/ activity and show limited ability to analyse
the benefits to the child studied.
the evaluation will be sound, showing candidates’ ability to
reflect on the effectiveness of the learning aid/ activity and to
give a sound analysis of the benefits to the child studied.
the evaluation will be comprehensive, demonstrating the
candidates’ ability to reflect in detail on the effectiveness of
the learning aid/ activity and to give a comprehensive
analysis of the benefits to the child studied.
candidates will demonstrate the ability to make general
recommendations for improvements;
candidates will demonstrate the ability to make
recommendations for improvements;
candidates will demonstrate the ability to make realistic and
informed recommendations for improvements;
There may be omissions and/or inaccuracies within the
evidence
There may be a few omissions and/or inaccuracies within the
evidence
there will be no omissions or inaccuracies within the
evidence.
40
Page(s)
Marks
Available
Mark
Given
01 2
34
5
012
345
67
01
2
3
/10
Glossary
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44
Keeping Track
Care Practice and Provision Coursework
AO
Mark
Approximate
Grade
Boundaries
Grade
80% = A
70% = B
60% = C
50% = D
40% = E
Child Development Coursework
AO
Mark
Grade
Child
Dev.
Grade
Anatomy
Mark
Overall
Target
Grade
Care
Practice
Mark x
2
Care
Practice
Grade
Child
Dev.
Mark x
2
Anatomy
Grade
Overall
Mark
(/300)
Overall
Grade
Remember :
 Grade boundaries and marks given for coursework are approximate.
 Coursework marks may be changed by the exam board – they are only finalised when
you get your results from them in the Summer.
45
Child Development
Care Practice and Provision
AO1
AO1
o
o
o
o
o
AO2
o
o
o
o
Two demographic factors which have
affected care practice and provision.
Describe the stages in local planning.
Show how local services are organized.
Explain how the local delivery plan is
monitored.
Explain how the local delivery plan is
reviewed.
A - _______
B - _______
C - _______
o
AO2
o
A - _______
B - _______
o
o
o
o
o
o
Two quality assurance mechanisms for EACH
service provider.
Bibliography.
Explanation of why information sources were
A - _______
chosen.
B - _______
Primary and at least three secondary sources
of information used.
Include copies of any questionnaires.
o
o
o
o
o
o
o
o
o
AO4
o
o
Case study.
PIES of the patient.
Explain the approaches used by two
practitioners.
Apply PIES to explanation of approaches of
practitioners.
Explain how the practitioners meet the PIES
needs.
Explain how practitioners work in multidisciplinary teams.
Give several examples of how practitioners
work in multi-disciplinary teams.
Explain how working in multidisciplinary
teams benefits the service user.
Suggest improvements.
Three milestones for each area of
development described.
Two measurement mechanisms
described.
A - _______
B - _______
C - _______
At least two factors affecting the
childs’ development.
Effect of these factors on the childs’
development considered.
Comparison of childs’ development
to norms considered.
Variation from the norms explained.
AO3
AO4
o
o
o
o
o
Outline the piece of legislation.
Explain the impact on care provision.
Explain the impact on the service provider.
Explain the impact (including benefits) on the
service user.
AO3
o
o
A - _______
B - _______
o
o
o
o
o
o
A - _______
B - _______
C - _______
46
At least three sources of information
used.
Two theories of play and their impact
on development.
Two examples of how each theory
can be reflected in the child’s
development.
Bibliography.
A - _______
B - _______
C - _______
Aims and objectives of activity.
Plan of creation of activity including
timescales.
Plan of activity.
Justification of activities.
Explanation of benefits of activity to
child in terms of development.
Witness statement and other
evidence e.g. photographs. A - _______
B - _______
Evaluate performance.
C - _______
Suggest improvements.