2023 CCEA GCSE Health and Social Care 0003 Practice Paper with Answers

Aoife is in the life stage of childhood, which is from 4 years to 10 years.

[1] for correctly identifying the life stage as childhood; [1] for the correct age range 4-10 years (both boundary values required for the mark).

Physical development: During childhood, Aoife's gross motor skills become more refined, allowing her to run, hop and climb with increasing coordination and balance, while her fine motor skills develop so she can hold a pencil correctly, use scissors and tie shoelaces with growing precision.
Intellectual development: Aoife's thinking becomes more logical, and she develops the ability to read and write, to count and carry out simple calculations, and to understand concepts such as time, classification and cause and effect. Her concentration span also increases, allowing her to focus on school tasks for longer periods.
Social development: Aoife increasingly plays cooperatively rather than alongside other children (moving from parallel to cooperative play), begins to form her first real friendships, learns to take turns and share, and starts to understand and follow social rules within the classroom and playground.

[2] for a competent explanation of physical development in childhood (basic description of a relevant milestone scores [1]); [2] for a competent explanation of intellectual development in childhood ([1] for basic description); [2] for a competent explanation of social development in childhood ([1] for basic description). Accept any two other named PIES headings if candidate substitutes; award marks for accurate, relevant content against the headings actually used, up to 6 marks total (2 x [3] or 3 x [2]).

Positive self-concept: If Aoife's friends or teachers respond supportively, for example by defending her or complimenting her, this can counteract the teasing and help Aoife maintain a positive self-image; recognising Cormac's comments as unkind rather than accurate can also allow Aoife to protect a positive sense of self, especially if her parents reassure her and praise other qualities she has, such as being a kind or capable person.
Negative self-concept: If the teasing continues and Aoife internalises the negative comments about her appearance, she may begin to see herself as unattractive or 'not good enough', which can lower her self-esteem and self-confidence. This negative self-concept may make Aoife more withdrawn, less willing to join in activities where she feels she will be looked at or judged, and more anxious in social situations, particularly around Cormac and his friends.

[3] for a competent description of how the situation could lead to a positive self-concept, with clear reference to appearance and a specific supportive influence (e.g. friends, teachers, parents) ([1-2] for a basic/partial description); [3] for a competent description of how the situation could lead to a negative self-concept, with clear reference to appearance and specific effects on self-esteem/behaviour ([1-2] for a basic/partial description).

Aoife and Cormac are brother and sister, so the relationship between them is a family relationship.

[1] for correctly identifying 'family' (or 'sibling') relationship.

Intellectual development: Starting school exposes Aoife to a structured curriculum for the first time, introducing formal literacy and numeracy teaching, new routines and expectations for concentration, and a wider range of stimulating activities than she may have experienced at home, which can accelerate her intellectual development, though the adjustment to sitting still and following instructions may be challenging at first.
Emotional development: Starting school is a significant transition and may cause Aoife anxiety and distress, particularly around separation from her parents, unfamiliar surroundings and new adults in authority; however, as she settles in and experiences small successes, this can also build her confidence, resilience and sense of achievement, contributing positively to her emotional development over time.
Social development: School provides Aoife with a much larger and more varied peer group than she has previously encountered, giving her the opportunity to form new friendships, learn to share resources and take turns, follow group rules, and develop skills in resolving disagreements with other children, all of which support her wider social development.

[3] for a competent description of the impact of starting school on intellectual development, with specific relevant detail ([1-2] for basic/adequate); [3] for a competent description of the impact on emotional development, including both a challenge and a positive outcome ([1-2] for basic/adequate); [3] for a competent description of the impact on social development, with specific relevant detail ([1-2] for basic/adequate).

Emotional support: Aoife's parents can offer emotional support by reassuring her that starting school is normal and exciting, staying calm and positive when saying goodbye, and praising her efforts as she settles in, which helps to reduce her anxiety about the transition.
Advice and information: Aoife's parents can explain in advance what will happen on her first day, talk through what school is like, and speak to her teacher or the school itself to find out about routines, so that they can pass this information on to Aoife and help her feel more prepared.
Practical help: Aoife's family can provide practical help by making sure her uniform and school bag are ready the night before, organising transport to and from school, and establishing a consistent morning routine, all of which reduce stress on school mornings and support a smooth start to the school day.

[2] for a competent explanation of emotional support relevant to this life change ([1] basic); [2] for a competent explanation of advice and information relevant to this life change ([1] basic); [2] for a competent explanation of practical help relevant to this life change ([1] basic).

Ryan is in the life stage of adolescence, which is from 11 years to 18 years.

[1] for correctly identifying the life stage as adolescence; [1] for the correct age range 11-18 years (both boundary values required).

Orlaith and Mr Quinn interact as employee and manager within the workplace, so the relationship between them is a working relationship.

[1] for correctly identifying 'working' relationship.

Physical development: The loss of a regular income following redundancy may make it harder for Orlaith to afford a healthy, varied diet or to maintain her previous standard of housing and heating, which could negatively affect her physical health; in addition, the stress of redundancy is itself linked to physical symptoms such as poor sleep, headaches and a weakened immune system.
Emotional development: Redundancy can be emotionally difficult, as Orlaith may experience a loss of self-esteem and confidence, particularly if she has strongly linked her identity to her job role; she may feel anxious about the family's finances and her future employment prospects, and may go through feelings similar to grief, including shock, anger or low mood.
Social development: Orlaith is likely to lose regular daily contact with the colleagues and workplace friendships she had built up, which can reduce her social network and increase feelings of isolation; financial pressure from the loss of income may also limit her ability to take part in social activities with friends, and could place additional strain on her relationship with Ryan and Caoimhe at home.

[3] for a competent assessment of the impact of redundancy on physical development/health, with specific relevant detail ([1-2] basic/adequate); [3] for a competent assessment of the impact on emotional development, with specific relevant detail ([1-2] basic/adequate); [3] for a competent assessment of the impact on social development, with specific relevant detail ([1-2] basic/adequate). To access full marks, the answer must assess (not merely describe) at least two of the three headings with reasoned explanation of effect.

Adolescence is the life stage from 11 years to 18 years.

[1] for stating 11-18 years (both boundary values required for the mark).

During adolescence, Ryan is likely to experience frequent mood swings, largely as a result of hormonal changes associated with puberty. He will typically go through a period of developing his own sense of identity, exploring his values, beliefs and interests separately from his parents. Ryan is also likely to seek greater independence and to become more sensitive to the approval or disapproval of his peer group, which can significantly affect his self-esteem and emotional stability at this stage.

[3] for a competent description covering at least two distinct, accurate features of adolescent emotional development (e.g. mood swings/hormonal change, identity formation, peer influence, desire for independence); [2] for an adequate description with some relevant detail; [1] for a basic, undeveloped statement.

Intellectual development: The stress and anxiety caused by being bullied can make it difficult for Ryan to concentrate in lessons, leading to a decline in his academic performance; he may also become reluctant to attend school, further reducing his engagement with learning, and may avoid answering questions or participating in class for fear of drawing attention to himself.
Social development: Ryan may begin to withdraw from friends and social situations, becoming isolated in an attempt to avoid the pupils who are bullying him. He may find it harder to trust others and to form new friendships, and his self-confidence in social settings may be significantly reduced, which could continue to affect his relationships even after the bullying stops.

[3] for a competent description of the impact of bullying on intellectual development, with specific relevant detail ([1-2] for basic/adequate); [3] for a competent description of the impact on social development, with specific relevant detail ([1-2] for basic/adequate).

Physical health and well-being: Cystic fibrosis is a genetically inherited condition that causes the body to produce unusually thick, sticky mucus, which particularly affects the lungs and digestive system. Caoimhe is likely to experience frequent chest infections and breathing difficulties, as the thick mucus makes it harder to clear bacteria from her lungs; over time, repeated infections can cause lasting damage to lung tissue and reduce her stamina, making it harder for her to keep up with physical activities that other children her age can manage easily. The condition also affects the pancreas, which can make it difficult for Caoimhe's body to digest food and absorb nutrients properly, potentially affecting her growth and requiring her to take enzyme replacement tablets with meals. Caoimhe will also need to follow a demanding daily routine of chest physiotherapy and medication, which can itself be physically tiring and disruptive.
Emotional health and well-being: Being diagnosed with a lifelong, life-limiting condition at a young age may cause Caoimhe considerable anxiety, both about the physical symptoms she experiences and about her long-term future and life expectancy, particularly as she gets older and becomes more aware of the implications of her diagnosis. She may feel frustration or sadness at being unable to take part fully in activities enjoyed by her friends, and the daily burden of treatment could affect her mood and lead to feelings of being different or singled out. However, with good family support and appropriate specialist care, Caoimhe can also develop resilience and a positive outlook in managing her condition.
Social health and well-being: Caoimhe's condition may lead to frequent absences from school for hospital appointments, treatment or infections, which could disrupt her friendships and make it harder to keep up socially and academically with her peers. She may also need to avoid close contact with other people who have infections, including other cystic fibrosis patients, due to cross-infection risk, which can further limit her opportunities to socialise. At the same time, involvement with cystic fibrosis support groups and specialist care teams may provide Caoimhe with a sense of community and understanding from others facing similar experiences, and her family's increased involvement in her care may strengthen close family relationships.

Level 1 (1-4 marks): Basic knowledge of cystic fibrosis and/or its effects; limited application to Caoimhe; answer may be a list with little development; basic use of specialist vocabulary; basic QWC with limited structure.
Level 2 (5-8 marks): Adequate knowledge and understanding of cystic fibrosis; adequate application to Caoimhe's situation; analysis covers at least two of physical, emotional and social health and well-being with some development; adequate use of specialist vocabulary (e.g. 'chest infections', 'pancreatic enzymes', 'physiotherapy'); adequate QWC with generally clear structure and few errors.
Level 3 (9-12 marks): Competent, detailed knowledge and understanding of cystic fibrosis; thorough, well-developed application to Caoimhe across all three of physical, emotional and social health and well-being; clear analytical links made between the condition and its effects (not just description); accurate and confident use of specialist vocabulary throughout; high standard of QWC with a well-organised, coherent response and accurate spelling, punctuation and grammar.

Physical benefits: Regular football training will improve Ryan's cardiovascular fitness, muscular strength and stamina, and will help him maintain a healthy body weight, reducing his risk of conditions such as obesity and coronary heart disease later in life.
Emotional benefits: Physical activity causes the release of endorphins, which can improve Ryan's mood and help to reduce the feelings of stress and anxiety associated with being bullied; regularly achieving fitness goals and improving his football skills can also boost his self-esteem and give him a renewed sense of confidence and control.
Social benefits: Being part of a football team gives Ryan the opportunity to build new friendships with teammates who share a common interest, developing his sense of belonging and team spirit; this can provide him with a positive social network that is separate from the pupils who have been bullying him at school.

[2] for a competent explanation of a physical benefit ([1] basic); [2] for a competent explanation of an emotional benefit ([1] basic); [2] for a competent explanation of a social benefit ([1] basic).

As Seamus is 68 years old, which is 65 years or older, he is in the life stage of later adulthood.

[1] for correctly identifying 'later adulthood'.

Three major life changes Seamus has experienced or may experience during later adulthood are: retirement (from his job as a bus driver); the death of a loved one, such as a spouse, partner or close friend; and taking on a caring role, for example caring for a grandchild or an even older relative.

[1] for each correctly identified life change appropriate to later adulthood, up to a maximum of [3]. Accept any three from the specification list that are plausible for this life stage (e.g. retirement, death of a loved one, taking on a caring role, serious illness or injury, moving house).

Social development: Seamus's new friendships at the social club give him a replacement for the daily social contact he previously had at work, providing him with regular opportunities to interact with others, take part in shared activities and build a new social routine now that he has retired.
Emotional development: These friendships can help protect Seamus against the loneliness and isolation that some people experience after retirement, giving him a renewed sense of purpose and belonging; having people to talk to and share experiences with can also improve his mood and overall emotional well-being.

[2] for a competent explanation of the positive effect on social development ([1] basic); [2] for a competent explanation of the positive effect on emotional development ([1] basic).

Middle adulthood is the life stage from 40 years to 64 years.

[1] for stating 40-64 years (both boundary values required for the mark).

Physical development: During middle adulthood, Fiachra is likely to experience a gradual decline in physical strength, stamina and flexibility compared with early adulthood, along with a slowing metabolism that can make weight management more difficult. Eyesight and hearing may begin to deteriorate gradually, and the risk of chronic conditions such as coronary heart disease and type II diabetes increases with age. Around this life stage, hormonal changes such as the menopause (in women) or a more gradual decline in testosterone (andropause, in men) can also occur, affecting energy levels and mood.
Intellectual development: Fiachra's crystallised intelligence, that is, the knowledge, skills and expertise built up through a lifetime of experience, is likely to remain strong or even continue to grow during middle adulthood, and he may be at the peak of his career in terms of expertise and problem-solving ability. However, some aspects of fluid intelligence, such as the speed of processing new information or short-term memory recall, may begin to decline gradually.
Emotional development: Middle adulthood is often a period of reflection, sometimes described as a 'midlife' phase, during which Fiachra may reassess his achievements, priorities and future goals; this can bring emotional stability and confidence built on life experience, but can also bring stress, for example if children leave home ('empty nest syndrome') or if he takes on new caring responsibilities. Overall, most people in middle adulthood report greater emotional resilience and self-assurance than in earlier life stages.
Social development: Fiachra's social relationships during middle adulthood may shift as his own children, if he has any, become more independent, while his relationship with his own ageing parents (such as Seamus) may change, sometimes requiring him to provide practical or emotional support. Many people in this life stage are described as part of the 'sandwich generation', balancing continuing responsibilities towards their children with new caring responsibilities towards elderly parents, which can affect the time available for wider friendships and social activities.

Level 1 (1-4 marks): Basic knowledge of development in middle adulthood; limited application to Fiachra; answer may be a list covering one or two aspects with little development; basic QWC.
Level 2 (5-8 marks): Adequate knowledge and understanding of development in middle adulthood; adequate application to Fiachra; analysis covers at least two of physical, intellectual, emotional and social development with some development of ideas; adequate use of specialist vocabulary; adequate QWC with generally clear structure.
Level 3 (9-12 marks): Competent, detailed knowledge and understanding of expected patterns of development in middle adulthood; thorough, well-developed application to Fiachra across all four of physical, intellectual, emotional and social development; clear analytical links (not just description); accurate and confident use of specialist vocabulary; high standard of QWC with a well-organised, coherent response.

Physical health and well-being: Long-term daily smoking significantly increases Fiachra's risk of coronary heart disease and stroke, as the chemicals in cigarette smoke damage blood vessels and encourage the build-up of fatty deposits in the arteries. Smoking also damages the lungs, reducing lung function and increasing the risk of chronic conditions such as chronic obstructive pulmonary disease, as well as substantially raising his risk of developing lung and other cancers. Over 20 years, Fiachra's overall fitness, stamina and immune function are also likely to be reduced compared with a non-smoker of the same age.
Emotional health and well-being: Nicotine is highly addictive, and Fiachra may experience cravings, irritability or anxiety between cigarettes as his body responds to withdrawal, which can create a cycle of stress that smoking itself is then used to relieve. He may also feel stress, guilt or low self-esteem about being unable to give up smoking, particularly if he is aware of the health risks or if people close to him have expressed concern.
Social health and well-being: The ongoing cost of buying cigarettes over 20 years places a significant financial strain on Fiachra and his family, potentially reducing money available for other activities. Increasing restrictions on smoking in workplaces and public places may mean Fiachra has to step outside alone to smoke, which can reduce the time he spends socialising with non-smoking colleagues, friends or family, and some relationships may be strained if others disapprove of his habit or are affected by second-hand smoke.

Level 1 (1-3 marks): Basic knowledge of the effects of smoking; limited application to Fiachra; answer may be a simple list; basic QWC.
Level 2 (4-6 marks): Adequate knowledge and understanding of the effects of smoking; adequate application to Fiachra; analysis covers at least two of physical, emotional and social health and well-being with some development; adequate use of specialist vocabulary; adequate QWC.
Level 3 (7-9 marks): Competent, detailed knowledge and understanding of the effects of smoking; thorough, well-developed application to Fiachra across all three of physical, emotional and social health and well-being; clear analytical links between smoking and its effects; accurate and confident use of specialist vocabulary; high standard of QWC with a well-organised, coherent response.