Mark Scheme Additional Sample Assessment materials for ...

1 Mark Scheme Additional Sample Assessment materials for first teaching September 2016. Pearson BTEC Level 3 Health and Social Care Unit 2: Working in Health & Social Care Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world's leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or for our BTEC. qualifications. Alternatively, you can get in touch with us using the details on our contact us page at If you have any subject specific questions about this specification that require the help of a subject specialist, you can speak directly to the subject team at Pearson.

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3 Publications Code xxxxxxxx*. All the material in this publication is copyright Pearson Education Ltd 2017. Unit 2: Working in Health & Social Care . Sample marking grid General marking guidance All learners must receive the same treatment. Examiners must mark the first learner in exactly the same way as they mark the last. Marking grids should be applied positively. Learners must be rewarded for what they have shown they can do, rather than be penalised for omissions. Examiners should mark according to the marking grid, not according to their perception of where the grade boundaries may lie. All marks on the marking grid should be used appropriately. All the marks on the marking grid are designed to be awarded.

4 Examiners should always award full marks if deserved. Examiners should also be prepared to award zero marks, if the learner's response is not rewardable according to the marking grid. Where judgement is required, a marking grid will provide the principles by which marks will be awarded. When examiners are in doubt regarding the application of the marking grid to a learner's response, a senior examiner should be consulted. Specific marking guidance The marking grids have been designed to assess learner work holistically. Rows in the grids identify the Assessment focus/outcome being targeted. When using a marking grid, the best fit' approach should be used.

5 Examiners should first make a holistic judgement on which band most closely matches the learner's response and place it within that band. Learners will be placed in the band that best describes their answer. The mark awarded within the band will be decided based on the quality of the answer, in response to the Assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band. Marks will be awarded towards the top or bottom of that band, depending on how they have evidenced each of the descriptor bullet points. BTEC Next Generation Mark Scheme Unit 2: Working in Health & Social Care Question Answer Mark Number 1a 2.

6 Identify TWO from: Doctor Nurse Social worker Occupational therapist Physiotherapist Question Answer Mark Number 1b Identify one benefit (1) describe the benefit (1) 4. (2 +2 =4 marks). The benefits could be: (2 marks). Improved partnership working to share information (1) to ensure no gaps in service (1). Teamwork approach, sharing experience /. expertise (1) maximising skills to ensure a holistic approach (1). Wider resource base made available (1) enabling individualised care (1). Accept any other valid response. Question Answer Mark Number 1c 1 mark per identification of need, 2 marks per 6. description (2x3). His ability to move around without support from others (1) so he can maintain safety (1) and cook for himself (1).

7 His cognitive abilities (1) so he shows he understands what is happening to him (1) so he is able to live independently (1). His ability to communicate (1) so he is able to express his needs (1) and get help when he needs it (1). His confidence levels (1) feels he is able to look after himself (1) so he does not get anxious /. upset / depressed (1). Ability to maintain relationships (1) he can interact with others (1) so he maintains contacts with friends and family (1). Accept any other valid response. Question Indicative content Mark number 1d answers will be credited according to the learner's 8. demonstration of knowledge and understanding of the material using the indicative content and levels descriptors below.

8 The indicative content that follows is not prescriptive. answers may cover some/all of the indicative content but should be rewarded for other relevant answers . answers might refer to: Definition an advocate is a person who represents the interests of the service user and speaks or acts on their behalf. Empowers service user to identify and express desired goals /outcomes; finding ways to support the service user to achieve desired wishes Reduces anxiety / concerns of the service user Ensuring service users views are taken into account in the care planning process Raising self-esteem of service users; service users more involved and in control of their treatment decisions However, there may be problems/ drawbacks: Mr Khan's son may misinterpret or not correctly identify or update his father's requirements The views of Mr Khan may not be in his best interests and his son disagrees.

9 Conflicts over what actions are needed Mr Khan's son may not have appropriate skills or knowledge The son's emotional involvement may mean he finds it difficult to be an effective advocate Award marks for any other valid responses. Mark Scheme (award up to 8 marks) refer to the guidance on the cover of this document for how to apply levels-based mark schemes*. Level Mark Descriptor Level 0 0 No rewardable material. Level 1 1 3 Demonstrates isolated knowledge and understanding of relevant information; there may major gaps omissions. Provides little evidence of weighing up of competing arguments/pros and cons in context; discussion likely to consist of basic description of information.

10 Meaning may be conveyed but in a non-specialist way; response lacks clarity and fails to provide an adequate answer to the question. Level Mark Descriptor Level 2 4-6 Demonstrates accurate knowledge and understanding of relevant information with a few gaps or omissions. Discussion is partially developed and related to the scenario, but will be imbalanced; evidences the weighing up of competing arguments/pros and cons in context. Demonstrates the use of logical reasoning, clarity, and appropriate specialist technical language. Level 3 7-8 Demonstrates accurate and thorough knowledge and understanding of relevant information; any gaps or omissions are minor.