[0:02]Hello everybody and welcome to this tutor to you BTEC Tech Award Health and Social Care component three paper walkthrough in 15 minutes. So, um in this short video I'm going to talk you through the exam paper, how it's structured and give you some examples of, um, how to support your students to answer them, or if you're a student watching this, um, please take note. I hope you enjoy it. So we're going to look at component three Health and Wellbeing exam. Um, let's start by looking at the format of the paper. Um, so it's one paper and it's two hours long. Um, you'll find that there's 18 questions in the exam. So 60 marks in total for the whole exam, that's two minutes you have per mark to answer your questions. And you'll also find that there is case study information throughout the exam that's provided around approximately four different individuals. Okay, so the format of the questions, there's a number of different command words that are used in the exam. Okay, let's look at some of those. So there's some short uh state, identify and give command words. So these questions are worth one, two or three marks. Some of these questions are multiple choice questions, but you might also find that they're multiple response questions. There's also some explain questions, these are worth two or four marks and these are often marked in pairs. So you get a point for making an identification point and one mark for an expansion, and that is mentioned in the mark scheme, you'll see. Um, there's also discuss questions, there's two of these in the paper and these are six mark questions. They're synoptic questions, so that means they'll draw on your knowledge from across uh, the component one, two and three that you have learned in your, um, lessons. And they are marked using a levels-based marking grid. Uh, finally, so there's your synoptic, it means use your knowledge from across the components. So that's the formats of the questions that you'll find in component three. Uh, here you might want to pause this slide and have a look at the exam question focus. So all the different questions and what the topics are that they focus on. We're going to look at a variety of these in this video. Okay, so let's have a look at some of the questions. So we'll start by looking at questions at the beginning of the paper. So these focus on the positive and negative effects of factors on health and wellbeing. Okay, so this is an example of a multiple choice question. So, nice and easy, you just mark in the box, so you have to identify one lifestyle factor that can affect health and well-being and you just tick which one is relevant. Okay, so example of a multiple choice, it's got an identify command words, really short and sweet. Make sure you're doing the right factor, so in this case it's lifestyle, okay, so you'd be looking for substance misuse in this case. Another example below, we have is identify two environmental factors that can affect health and wellbeing. So again, really short and sweet answer, but it's a multiple response question, so you're being asked for two. So make sure you read the question carefully and in this case it's environmental, okay, so you would want to be touching um and marking on the screen housing needs and air pollution, okay, and then you would get two marks. So they look quite straightforward on the face of it, but make sure you read the question really carefully. Okay, so an exam gold, when you're answering an identify state or give question, which are very short and sweet questions and often worth one or two marks. Make sure you answer them briefly, either by ticking the box if they're multiple choice or multiple response, or with the short answer questions of state or give, there is space to write an answer, okay. Uh, read the question carefully and give what is specifically required, okay. So if it's asking for a physical factor, don't talk about emotional or social, even if you're accurate, you won't get the marks because you haven't read the question properly. And check that your answer is in the context of what's being asked, be really precise, okay? And you don't need to repeat the question in your answer and you don't need to describe or explain something, they're just short and sweet answers that you need to give. Okay, so let's have a look at, we're still on the same theme of positive or negative effects of factors on health and well-being, but we're going to look at explain questions in this, um, one, okay? So you've got your command word of explain and you're being asked for two positive effects that having supportive relationships with friends could have on health and wellbeing. So note in the question is a positive effect that could say in a different question, negative effect, or it might not specify and then you could talk about either positive or negative, okay? So in this case the factor is supportive relationships with friends and the student has written, it may increase your self-esteem because there are people around you that care about you and say positive things to you. They've then written, you will feel socially included because you have people to do activities with and make memories with.
[5:08]So in this case, the student has made a point in the first answer, it may increase your self-esteem and then they've explained why it will increase your self-esteem because people are around you to care and say positive things to you. So they get the second identification mark and then the expansion. In this second answer, they've said a positive effect will be you will feel socially included and then the student's gone on to explain that because you have people to do activities with and make memories with. So the student got four marks for this explain question. Let's have a look, um, at some exam gold then, so when you're being asked to explain, just make sure that, um, you're aware that these are worth two or four marks, okay? Um, they're always awarded in pairs, so you get your first mark for identifying a point and the second additional mark for appropriately expanding it. Make a point, e.g. an effect. And then be specific, so make sure you're using the right key term, for example, that we use self-esteem in the previous answer. And then expand your point to a full explanation, so how does that impact health and well-being? And that impact on health and well-being can be across any of the pies, okay? So it could be a physical, um, emotional, um, intellectual or social effect. Brilliant, so, let's move on to looking at a different type of question now. This is a life event question, okay? So the impact on physical, intellectual, emotional and social health and well-being of different types of life events. Okay, so in this question, you're being the command word is explain again and you're being asked to explain two positive effects that marriage, so that's the life event, could have on the emotional wellbeing of an individual. Okay, and it needs to be positive, not negative. So let's see what the student wrote.
[7:03]Increased happiness as they have a partner to share life events with. And then the student's gone on to write strong bonds and attachment as they have a husband or wife to love. So when we're thinking about the student's work here, they've done one positive effect emotionally, which is happiness, and then they've gone on to explain why they would be happy and that's because they have a partner to share life events with through marriage. And then for the second one, they've put an emotional, um, effect, so strong bonds and attachment and they've gone on to explain as they have a husband and wife to love, obviously as a result of being married. So they get four marks there, so make a point and then explain it, okay? Okay, so then we're going to move on to look at, um, questions that are focus on the interpretation of physiological data according to published guidelines. So this is where students have to recall their knowledge about the different classifications of the different physiological indicators. So it could be blood pressure, it could be BMI, it could be heart rate or it, a resting heart rate or it could be heart rate recovery after exercise. So in this case, the student's been asked to state, that means the answer just needs to be short and brief. There's a, the correct classification for a blood pressure of 120 over 68 millimeter/HD, okay? So the student has written, ideal/normal blood pressure. So that's they've just stated the classification and they get one mark, okay? So this is good to practice your knowledge of the different classifications of the physiological data for this type of question. Um, this question then goes on to look at the significance of abnormal readings of physiological indicators, okay, and looking at short-term or long-term risks. So you get a contextual statement here with a bit of, um, case study information. So, the Patrick nurse at the GP surgery informs Elizabeth that she has high blood pressure, okay? So she has an abnormal reading of the physiological indicator blood pressure. So again, you're being asked to explain, so you need to make a point and explain it. You're being asked to explain two potential long-term risks of Elizabeth's blood pressure on her physical health. So we want to see long-term risks linked to blood pressure. So the student has written, she is at risk of having a heart attack as the heart is working harder to pump blood around the body and could be strained. The student then written, she could have a stroke because the high blood pressure can cause blood clots in the brain and damage the blood vessels. So, have we got a long-term risk in the first answer? Yes, heart attack. Have they gone on to explain that in the context of blood pressure? Yes, because blood pressure is high due to heart having to work harder to pump around the body and get strained. In the second answer, have we got a long-term risk? Yes, we've talked about stroke. And have they ex explained that in the context of blood pressure? Yes, because they're blood high blood pressure can cause blood clots in the brain and damage the blood vessels. So make sure you're identifying the risks, but then obviously explaining them in the context of the physiological indicator, in this case, blood pressure. Okay, we'll move on. We'll have a look now at how lifestyle choices determine physical health. Questions focus on things that people might decide to do in terms of their lifestyle and how that impacts them. In this case, it's physical health question, okay? So we've got Leroy sits at a computer for eight hours a day. That's his lifestyle choice. Um, this is an explain question, so it's asking you to explain how being physically inactive could cause an increase in Leroy's body mass index (BMI). Okay, so what is it about being physically inactive that leads to the increase in BMI? So the student has written, he may not be burning as many calories as he consumes, so the excess energy will be stored as fat leading to an increase in his BMI. So we've got a link to the physically inactive because he's not burning as many calories as he consumed, so we're going to give one mark for that. And then it's explained because they've linked it to the BMI and they've said, well, that's and so the excess energy will be stored as fat and that increases the BMI. So make a point and then go on and explain it, but make sure it's all done in the very much in the context of the question, okay? Our next question, this is another multiple choice question and these question this question is focused on person-centered approach. Okay, so the student is being asked to identify one individual circumstance that the person-centered approach should consider, okay? So when you're you're delivering care in the person-centered way, what should you consider? And the student here should be identifying ability in this case because there's three wrong answers and there's one correct answer. So these are quite straightforward these multiple choice questions and that's about the centered approach. Now, this question is our first, um, example of a six mark question. It's focused on the command where discuss, okay? And question 15 tends to focus on how a person's circumstance could affect their ability to follow recommendations for improving health. So we have a case study here. The nurse wants to provide Elizabeth with some information and support to improve her health and well-being. Elizabeth has a demanding job that requires shift work, overtime and responding to emergencies. Elizabeth is well paid. She lives with one other adult. The practice nurse suggests that Elizabeth eats a healthy diet every day. So you need to discuss how Elizabeth's circumstances could affect her ability to eat a healthy diet.
[13:10]So here on the screen, we have just, um, done a mini checklist for things for you to think about when you're looking through the case study. So think about, right, what life stage is Elizabeth in? You it may be obvious and we can tell that she's working, so she could be, um, somewhere in adulthood. What factors are affecting her health? You're trying to draw out of the case study, what things are affecting her? We seem to have some environmental factors, um, thinking about her and then thinking about in terms of her job, um, and that she might be, um, affecting her sleep because she's, um, working overtime, um, economic factors because she's well paid, uh, social factors in terms of who she's living with. So you need to draw out the factors from the case study. What are her needs? Well, very much talking about the fact that she, um, has, um, she needs, she needs, um, to follow a healthy diet. That appears to be her needs. And what sources of support does she have? Well, mainly from this, we know that, um, she has the nurse, which is a formal source of support, um, who's providing her information. But she also lives with one other adult, they could potentially be a source of support, and she's also working, so you might think about her work colleagues as well. So you've got your mini checklist, so think about how you can draw out those things from the case study, and then how are you going to answer the question? Okay, so some of the things that we're going to draw in are, she works long hours, she has a well-paid job. She's got a stressful job, she lives with another person, these are all her circumstances, she might struggle to prepare healthy meals, she relies on snacks and takeaways, she can afford healthy food because she has a well-paid job and she could share her cooking with her housemate. So, taking information from the case study and kind of interpret it into things that might affect her ability to eat a healthy diet. You can then use those points to help you formulate a logical discussion in full sentences. So make sure that you answer question 15 as as a full written, um, sentences, not just bullet points, okay? So when you're doing a discuss question, aim to make a minimum of four good points, but obviously they need to be fully explained. Link your points to the case study scenario, okay? Explain into a full explanation, so they should be written in sentences and potentially paragraphs as well if you've got room. Consider alternative perspectives, so you might want to think about the positives and negative aspects of her circumstances, or his circumstances, or their circumstances. Uh, create a logical and linked discussion showing how your points interrelate, okay? So it should be written in a nice logical way and try and use that lovely health and social care language and terminology that you've been learning. Okay, so let's have a look now at 16A, um, question that is the table, which focuses very much on recommendations and actions aimed at improving health and well-being. So you have another, um, case study, okay, and you need to draw out of the case study information about the person, like we've been doing. And this is asking you to complete the table by stating three actions the doctor could suggest that will improve Sonia's health and wellbeing. Okay, so you state the actions and then you have to give three ways these actions could improve Sonia's health and wellbeing, okay? So again, just highlight the, um, questions that you're answering. We can see that Sonia has high blood pressure, she drinks three large glasses of wine every evening and she frequently enjoys takeaway pizza and she doesn't like exercise. So there's quite a few things there that we could draw upon to state actions about how she can improve her health and well-being. So let's have a look at how we could complete the table then. So we've got three actions that she could do. We're going to pull out, she could reduce her alcohol consumption. And the way that that could improve her health and well-being is then that would reduce the risk of alcohol-related cancers for Sonia. She could, um, also increase her physical activity. That would then improve her wealth and well-being by reducing the risk of weight gain/obesity. And the last action that she could do is she could get professional support to monitor her blood pressure. And then that would reduce the risk of cardiovascular disease. So write your actions in the left hand column, and then in the right hand say how those actions could improve the person's health and well-being. Okay, you don't need to write big long answers, but you just need to be straight to the point in these types of answers and very specific. Brilliant. So, and then following off on from that, you will carry on with the same person, in this case, Sonia. She's had a follow-up appointment with the doctor and she's been given some details of a support group for helping reduce alcohol consumption and she's also been given the contact details of the charity, the British Heart Foundation. So this is a question about support, either informal or formal. In this case, she's been asked, explain, so that's make a point and explain it, two ways formal support could improve the health and well-being of Sonia. There's some hints there in the case study of what formal support is, so that includes a case study or a charity. So the student has had a go at this question, and they have written, uh, formal support can provide information and advice so she can make informed healthy lifestyle choices, e.g., healthy living. And they've gone on to write, they can monitor her blood pressure so she knows whether her lifestyle changes are working, okay? So in the first example, we've got a point of information and advice and then they've gone on to explain how that can help improve her health and well-being. In the second point, we've got an example of monitor her blood pressure because that could be formal. So you could talk about any formal or sources of support, not just those highlighted in the case study. Um, so she knows whether her lifestyle changes are working, okay? So make the point and then go on to explain it. And then we have question, um, 17A, which is focused on barriers and obstacles. 17A is the barriers, 17B is the obstacles. We have a different person in the case study, okay? We've got Reem, she lives on the outskirts of a large city. She's recently moved to the UK and has limited English. Reem has a vision impairment. She cannot drive but there is a bus and tram network in the city. Reem wants to join a healthy living group in the city center. You're being asked here to explain two barriers that could prevent Reem from improving her health and well-being. Okay, so you want to use the case study to try and identify what barriers there are. The student has written, um, because she has a sensory disability, she may have difficulty reading information due to her vision impairment. Okay, uh, this could make it difficult to receive written information on healthy eating. So they've identified a barrier there, okay, due to the sensory disability, difficult reading information.
[20:39]And then the second one, the student's written, Reem speaks English as an additional language, so she may struggle to understand others, okay, that's a barrier and then how does that impact her health and well-being? Well, it could make it difficult to understand what people are saying when giving her health instructions. So if we look here, you can see where the student has been awarded the marks. Okay, they got four marks in that case. Let's have a look now at the final question that you'll see in the paper. This is again a six mark discuss question, okay? You're given a case study, um, so in this case, we have Loretta and you're being asked to discuss how Loretta's circumstances may affect her emotional development in middle adulthood, okay? So, if we have a look, you need to think about, right, how am I going to use the information in the case study to talk about how her emotional development will be affected in her life stage?
[22:10]So if we have a look here, an example answer, um, we've got discuss. So we've got circumstances, emotional development and the life stage. You might want to pause the video here and have a look at what's been written. This is an example of a six marker, but the student has very effectively drawn something out of the case study and then made a really good link to emotional development in the context of her life stage. Okay, so, uh, that concludes this component three, um, exam paper walkthrough. Um, I hope you found that useful and wishing you all the very best of luck in your exam. Thank you.
