Learning Aim A - Factors that affect health and wellbeing
This unit is an exam unit that will take place in February. Mini assessments such as key term tests / exam question practice throughout the term.
The first place people go for everyday health needs, e.g., GPs, dentists, pharmacies.
Specialist care after a referral, usually in hospitals, e.g., consultants or specialist nurses.
Highly specialised treatment, such as cancer care or neurosurgery.
Practitioners who support health and recovery, e.g., physiotherapists, occupational therapists.
Services that help prevent illness and promote healthy lifestyles, e.g., vaccinations, health campaigns.
Immediate care for serious or life‑threatening situations, e.g., A&E, ambulance service.
Support for adults who need help with everyday tasks or living independently.
Support for children, young people, and families, e.g., safeguarding, fostering, early help.
Care and education for young children, e.g., nurseries, childminders, health visitors.
Organisations that support individuals without making profit, e.g., Age UK, Mind.
Unpaid care from family members, friends, or neighbours.
Things that make it hard to physically get to or enter a service, such as steps, poor transport or inaccessible buildings.
Problems for people with hearing or visual impairments, e.g., lack of signers or poor signage.
Costs that prevent people accessing services, like travel, prescriptions or private fees.
Living far away from services or in areas with limited transport.
Not being able to understand or speak the language used by a service.
Different cultural expectations, beliefs or traditions that affect how people use services.
Feelings such as fear, anxiety, embarrassment or stigma that stop people from seeking help.
Difficulties understanding or expressing information, e.g., learning disabilities or unclear explanations from staff.
Not knowing what services exist or how to access them.
Problems within services such as long waiting times, staff shortages or limited appointments.
The ability to share information clearly using spoken words, body language, writing and listening.
Paying full attention to someone, showing interest and responding appropriately.
Skills used when interacting with others, such as friendliness, politeness and empathy.
Noticing changes in a person’s behaviour, health or needs so support can be adapted.
Being able to find safe and sensible solutions when issues arise.
Working well with others to give consistent and effective care.
Understanding and sharing another person’s feelings.
Staying calm and supportive, especially when someone needs extra time.
Being dependable, turning up on time, and completing tasks properly.
Being able to adapt to different situations, tasks or individuals’ needs.
Coping well with challenges, stress and difficult situations.
Taking action when something needs to be done without always being told.
Believing in your ability to give safe and effective care.
Treating every person with dignity and recognising their rights.
Supporting people in a way that makes them feel valued and not embarrassed.
Showing kindness, care and understanding towards others.
Treating everyone fairly regardless of their background or differences.
Keeping personal information private and only sharing it when necessary.
Putting the individual’s needs, wishes and preferences at the centre of their support.
Protecting people from harm, abuse or neglect.
Making sure everyone has the same access to support and opportunities.
Learning Aim B - Interpreting health indicators.
Learning Aim C - Person-centred health and wellbeing improvement plans.
This unit is an exam unit that will take place in February. Mini assessments such as key term tests / exam question practice throughout the term as well as a formal mock exam.
The first place people go for everyday health needs, e.g., GPs, dentists, pharmacies.
Specialist care after a referral, usually in hospitals, e.g., consultants or specialist nurses.
Highly specialised treatment, such as cancer care or neurosurgery.
Practitioners who support health and recovery, e.g., physiotherapists, occupational therapists.
Services that help prevent illness and promote healthy lifestyles, e.g., vaccinations, health campaigns.
Immediate care for serious or life‑threatening situations, e.g., A&E, ambulance service.
Support for adults who need help with everyday tasks or living independently.
Support for children, young people, and families, e.g., safeguarding, fostering, early help.
Care and education for young children, e.g., nurseries, childminders, health visitors.
Organisations that support individuals without making profit, e.g., Age UK, Mind.
Unpaid care from family members, friends, or neighbours.
Things that make it hard to physically get to or enter a service, such as steps, poor transport or inaccessible buildings.
Problems for people with hearing or visual impairments, e.g., lack of signers or poor signage.
Costs that prevent people accessing services, like travel, prescriptions or private fees.
Living far away from services or in areas with limited transport.
Not being able to understand or speak the language used by a service.
Different cultural expectations, beliefs or traditions that affect how people use services.
Feelings such as fear, anxiety, embarrassment or stigma that stop people from seeking help.
Difficulties understanding or expressing information, e.g., learning disabilities or unclear explanations from staff.
Not knowing what services exist or how to access them.
Problems within services such as long waiting times, staff shortages or limited appointments.
The ability to share information clearly using spoken words, body language, writing and listening.
Paying full attention to someone, showing interest and responding appropriately.
Skills used when interacting with others, such as friendliness, politeness and empathy.
Noticing changes in a person’s behaviour, health or needs so support can be adapted.
Being able to find safe and sensible solutions when issues arise.
Working well with others to give consistent and effective care.
Understanding and sharing another person’s feelings.
Staying calm and supportive, especially when someone needs extra time.
Being dependable, turning up on time, and completing tasks properly.
Being able to adapt to different situations, tasks or individuals’ needs.
Coping well with challenges, stress and difficult situations.
Taking action when something needs to be done without always being told.
Believing in your ability to give safe and effective care.
Treating every person with dignity and recognising their rights.
Supporting people in a way that makes them feel valued and not embarrassed.
Showing kindness, care and understanding towards others.
Treating everyone fairly regardless of their background or differences.
Keeping personal information private and only sharing it when necessary.
Putting the individual’s needs, wishes and preferences at the centre of their support.
Protecting people from harm, abuse or neglect.
Making sure everyone has the same access to support and opportunities.
Revision of all content:
Learning Aim A - Factors that affect health and wellbeing
Learning Aim B - Interpreting health indicators
Learning Aim C - Person-centred health and wellbeing improvement plans
Component 3 External Exam: Health and Wellbeing in February
The number of times your heart beats in one minute.
How many breaths you take in one minute.
The force of blood pushing against the walls of your arteries.
A measure that compares your weight to your height to check if you are a healthy weight.
A measure of how quickly you can blow air out of your lungs.
How much exercise or movement you do.
The food and drink you consume and how healthy it is.
Using tobacco products (e.g., cigarettes) which can harm health.
Drinking alcoholic beverages and how often/how much.
Using illegal or harmful substances that affect the body and mind.
How long and how well a person sleeps.
Having very little contact with other people.
People who help you, such as friends, family, teachers or professionals.
Feeling under pressure or overwhelmed by demands.
How much a person values and feels good about themselves.
Feeling included and connected within a community or group.
Beliefs, traditions and values shared by a group of people.
The money a person earns and how it affects lifestyle choices.
Where a person lives and whether it is safe and suitable.
Events that happen without warning, such as accidents, illness or losing a job.
Events that people prepare for, like starting school, marriage, retirement or becoming a parent.
Ways a person deals with stress or difficult situations.
Specific goals someone decides to work towards to improve their health.
Goals that can be achieved in a few weeks or months.
Goals that take several months or more to achieve.
Things that make it difficult to reach a health target, e.g., time, money, motivation.
The drive or willingness to work towards goals.
Planning care based on what the individual needs and prefers.
When one professional asks another specialist or service to assess or help a person.
Protecting people from harm, abuse or neglect.
Keeping personal information private.
Revision of all content in preparation for possible exam re-sits:
Learning Aim A - Factors that affect health and wellbeing
Learning Aim B - Interpreting health indicators
Learning Aim C - Person-centred health and wellbeing improvement plans
Exam paper practice using past papers
The number of times your heart beats in one minute.
How many breaths you take in one minute.
The force of blood pushing against the walls of your arteries.
A measure that compares your weight to your height to check if you are a healthy weight.
A measure of how quickly you can blow air out of your lungs.
How much exercise or movement you do.
The food and drink you consume and how healthy it is.
Using tobacco products (e.g., cigarettes) which can harm health.
Drinking alcoholic beverages and how often/how much.
Using illegal or harmful substances that affect the body and mind.
How long and how well a person sleeps.
Having very little contact with other people.
People who help you, such as friends, family, teachers or professionals.
Feeling under pressure or overwhelmed by demands.
How much a person values and feels good about themselves.
Feeling included and connected within a community or group.
Beliefs, traditions and values shared by a group of people.
The money a person earns and how it affects lifestyle choices.
Where a person lives and whether it is safe and suitable.
Events that happen without warning, such as accidents, illness or losing a job.
Events that people prepare for, like starting school, marriage, retirement or becoming a parent.
Ways a person deals with stress or difficult situations.
Specific goals someone decides to work towards to improve their health.
Goals that can be achieved in a few weeks or months.
Goals that take several months or more to achieve.
Things that make it difficult to reach a health target, e.g., time, money, motivation.
The drive or willingness to work towards goals.
Planning care based on what the individual needs and prefers.
When one professional asks another specialist or service to assess or help a person.
Protecting people from harm, abuse or neglect.
Keeping personal information private.
Revision of all content in preparation for possible exam re-sits:
Learning Aim A - Factors that affect health and wellbeing
Learning Aim B - Interpreting health indicators
Learning Aim C - Person-centred health and wellbeing improvement plans
Component 3 External Exam (Re-sits): Health and Wellbeing
The number of times your heart beats in one minute.
How many breaths you take in one minute.
The force of blood pushing against the walls of your arteries.
A measure that compares your weight to your height to check if you are a healthy weight.
A measure of how quickly you can blow air out of your lungs.
How much exercise or movement you do.
The food and drink you consume and how healthy it is.
Using tobacco products (e.g., cigarettes) which can harm health.
Drinking alcoholic beverages and how often/how much.
Using illegal or harmful substances that affect the body and mind.
How long and how well a person sleeps.
Having very little contact with other people.
People who help you, such as friends, family, teachers or professionals.
Feeling under pressure or overwhelmed by demands.
How much a person values and feels good about themselves.
Feeling included and connected within a community or group.
Beliefs, traditions and values shared by a group of people.
The money a person earns and how it affects lifestyle choices.
Where a person lives and whether it is safe and suitable.
Events that happen without warning, such as accidents, illness or losing a job.
Events that people prepare for, like starting school, marriage, retirement or becoming a parent.
Ways a person deals with stress or difficult situations.
Specific goals someone decides to work towards to improve their health.
Goals that can be achieved in a few weeks or months.
Goals that take several months or more to achieve.
Things that make it difficult to reach a health target, e.g., time, money, motivation.
The drive or willingness to work towards goals.
Planning care based on what the individual needs and prefers.
When one professional asks another specialist or service to assess or help a person.
Protecting people from harm, abuse or neglect.
Keeping personal information private.
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