2025 CCEA GCSE Health and Social Care 0003 模擬試題連答案詳解

Adolescence lasts from 11 years to 18 years, so the missing figure is 18.

[1] for correctly stating 18 (years).

1. Aoife may have less free time for socialising with friends or taking part in after-school activities because of her caring responsibilities, which could reduce her opportunities to build and maintain friendships, affecting her social health.
2. Ongoing worry about Cormac's health and his future may cause Aoife stress and anxiety, negatively affecting her emotional well-being.
3. The physical demands of helping with Cormac's physiotherapy and other caring tasks, on top of schoolwork, may leave Aoife feeling tired and run down, affecting her physical health.

For each of the three points: [1] basic identification of an effect; [2] competent explanation clearly linking the caring role to a specific consequence for Aoife's physical, intellectual, emotional or social health and well-being. Maximum [6] (3 x [2]). Accept other valid points (e.g. reduced time for homework affecting intellectual development/exam performance).

Effect on Cormac's physical health: Cystic fibrosis causes a build-up of thick mucus in the lungs and digestive system, which can lead to frequent chest infections, breathing difficulties and digestive problems, requiring ongoing physiotherapy and medication.
Effect on the family's emotional well-being: Watching Cormac experience ill health, hospital visits and treatment may cause Aoife and her mother significant worry, stress and anxiety about his condition and long-term prognosis.

For each heading: [1] basic explanation; [2] competent explanation clearly linked to the named heading and to a specific consequence for physical or emotional health and well-being. Maximum [4] (2 x [2]).

Any two of: type II diabetes, osteoporosis, coronary heart disease, dementia, asthma.

[1] mark for each correctly named chronic illness or disease, up to a maximum of [2]. Accept any two of: type II diabetes; osteoporosis; coronary heart disease; dementia; asthma.

Effect on self-esteem: Successfully managing her caring responsibilities and being relied upon by her family may give Aoife a sense of pride, maturity and increased self-esteem, as she may feel valued and capable; however, if she feels overwhelmed or unsupported, her self-esteem could instead be lowered.
Effect on self-image: Aoife may begin to see herself differently from her peers, for example identifying as a 'young carer' rather than simply as a typical teenager, which could affect how she views her own identity and role within her family and among friends.

For each heading: [1] basic description; [2] description with some development; [3] competent description, either one point in detail or two or more points in less detail, clearly linked to the named heading. Maximum [6] (2 x [3]).

1. Statutory support: Aoife could be referred by social services for a Young Carers' needs assessment, which could lead to practical help or respite care being arranged, giving her regular breaks from her caring duties.
2. Voluntary sector support: A Young Carers charity (such as Carers NI) could offer Aoife emotional support and advice and information, as well as opportunities to meet and socialise with other young carers in similar situations.
3. Informal support: Support from extended family members or close family friends, who could help with childcare or practical household tasks, would give Aoife some regular free time of her own.

For each of the three points: [1] basic identification of a type/source of support; [2] competent explanation naming a specific sector or type of support (statutory, private, voluntary, informal, self-help) and clearly linking it to a benefit for Aoife. Maximum [6] (3 x [2]).

Physical development: The additional physical tasks involved in caring for Cormac (such as helping with physiotherapy) combined with tiredness from a disrupted routine may leave Aoife fatigued, which could affect her own physical health and fitness levels.
Emotional development: Aoife may feel a mixture of love and responsibility towards Cormac, but also stress, worry, or even occasional resentment about the loss of some of her own childhood or free time, which could affect her emotional well-being if she is not properly supported.

For each heading: [1] basic description; [2] description with some development; [3] competent description, either one point in detail or two or more points in less detail, clearly linked to the named heading (physical or emotional development). Maximum [6] (2 x [3]).

Early adulthood lasts from 19 years to 39 years, so the missing figure is 39.

[1] for correctly stating 39 (years).

Infancy lasts from 0 years to 3 years, so the missing figure is 3.

[1] for correctly stating 3 (years).

During infancy (0–3 years), physical development is rapid: Kwame's height and weight will increase quickly, and he will progress through a predictable sequence of gross motor milestones, such as sitting unsupported, crawling, and walking (typically by around 12–18 months), alongside fine motor skills such as an improving pincer grip for picking up small objects. Intellectually, infancy is a period of very rapid brain development; Kwame will develop object permanence (understanding that objects continue to exist even when out of sight), begin to recognise familiar people, and start to understand and use simple words and short phrases, building his vocabulary quickly through interaction with Amara and Tunde. Socially, infancy is the key period for forming a strong attachment bond with primary caregivers, which provides Kwame with a secure emotional base; he will also begin to show early social behaviours such as smiling responsively, enjoying simple interactive games (such as peek-a-boo), and, towards the end of infancy, showing interest in playing alongside other children. These three areas of development are closely linked: for example, secure attachment and social interaction with Amara and Tunde support and encourage Kwame's language (intellectual) development.

Level-of-response mark scheme (9 marks):
Level 1 [1]-[3]: Basic knowledge and understanding shown; limited application to Kwame; basic QWC.
Level 2 [4]-[6]: Adequate knowledge and understanding; response must cover at least two aspects of development (e.g. physical and social); adequate application; adequate QWC.
Level 3 [7]-[9]: Competent knowledge and understanding; physical, intellectual and social development all analysed competently and applied to Kwame; competent use of specialist vocabulary and QWC.

If members of the extended family hold strong or conflicting views about how a boy 'should' behave, dress, or what interests he 'should' have, Kwame may receive mixed messages as he grows up about what is expected of him. This could affect his developing sense of gender identity and self-image, and may cause him confusion or pressure to conform to particular expectations rather than to explore and express his own identity.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to Kwame's self-concept.

An unhealthy diet high in sugar or processed foods, and low in essential nutrients, could contribute to poor growth and development, tooth decay, or Kwame becoming overweight, and may establish poor eating habits that continue into later life, increasing his long-term risk of conditions such as type II diabetes.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to Kwame's physical health.

In early adulthood, individuals typically develop the emotional maturity to form stable, long-term intimate relationships and commitments, such as marriage or long-term partnership, and to take on significant emotional responsibilities, such as becoming a parent, while continuing to develop emotional independence from their own parents.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to emotional development in early adulthood.

Emigrating would mean Amara leaving behind her established network of friends, extended family and community connections in Northern Ireland. Building a new social network from scratch in Canada may take time, and in the meantime Amara could experience reduced social contact and increased feelings of isolation.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to Amara's social health and well-being.

1. Moving away from their established support network of extended family and friends in Northern Ireland may increase feelings of isolation for Amara and Tunde, negatively affecting their emotional and social well-being.
2. New job opportunities in Canada could improve the family's household income, which may allow them to afford better housing and a healthier diet, positively affecting their physical health.
3. Adjusting to a new geographical location, including an unfamiliar climate, culture and healthcare system, may cause the family initial stress and uncertainty, negatively affecting their emotional well-being.

For each of the three points: [1] basic identification of an effect; [2] competent explanation clearly linking emigration/geographical location change to a specific consequence for the family's physical, emotional or social health and well-being. Maximum [6] (3 x [2]).

Any two of: alcohol misuse, illegal drug use, physical activity and inactivity, smoking.

[1] mark for each correctly named behavioural factor, up to a maximum of [2]. Accept any two of: alcohol misuse; illegal drug use; physical activity and inactivity; smoking.

Physical development: In early adulthood, individuals are usually at, or close to, their physical peak in terms of strength, fitness and reaction times, although lifestyle choices made from this stage onwards (such as diet, exercise, alcohol use and smoking) increasingly begin to influence long-term physical health.
Intellectual development: Early adulthood is typically associated with continued intellectual development through further or higher education, training, or employment, and the development of more complex decision-making and problem-solving skills, for example around career choices, finances and starting or supporting a family.

For each heading: [1] basic description; [2] description with some development; [3] competent description, either one point in detail or two or more points in less detail, clearly linked to the named heading. Maximum [6] (2 x [3]).

Steven's drinking may lead to unpredictable behaviour and conflict at home, which could cause Leanne and the children to withdraw from social activities or friendships, out of embarrassment, fear, or a wish to keep the situation private, reducing the family's wider social support network.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to the family's social health and well-being.

Duchenne muscular dystrophy causes progressive muscle weakness, which means Jack is likely to gradually lose physical strength and mobility over time. This will progressively affect his ability to carry out everyday physical activities, such as walking, climbing stairs, and eventually more basic movements, as the condition advances.

[1] basic description; [2] description with some development; [3] competent description, either one point in detail (as above) or two or more points in less detail, clearly linked to Jack's physical development.

Domestic abuse is likely to have serious and wide-ranging effects across all areas of Leanne's health and well-being. Physically, aggressive behaviour from Steven could result in direct physical injury, and the ongoing stress of living in a threatening environment can also contribute to physical health problems such as high blood pressure, sleep disturbance and a weakened immune system. Intellectually, living under constant stress and fear can make it difficult for Leanne to concentrate, think clearly or make confident decisions, for example about her finances, her children's care, or her own safety, as chronic stress affects memory and cognitive function. Emotionally, Leanne is likely to experience heightened anxiety, fear and low mood, and her self-esteem and self-worth may be significantly damaged, particularly if the abuse includes control or belittling behaviour alongside the physical aggression; she may also feel shame, guilt or confusion about the relationship. Socially, Leanne may become increasingly isolated, either because Steven actively restricts her contact with friends and family (a common feature of coercive, controlling relationships) or because she withdraws out of fear, embarrassment, or a wish to hide what is happening, which reduces the support network available to help her and her children. Overall, these effects are strongly interlinked: for example, social isolation makes it harder for Leanne to access emotional support, which in turn makes the emotional and physical impact of the abuse more difficult for her to cope with, potentially trapping her in the situation for longer without appropriate intervention and support from services such as domestic violence support organisations.

Level-of-response mark scheme (12 marks):
Level 1 [1]-[4]: Basic knowledge and understanding shown; limited application to Leanne's circumstances; basic QWC.
Level 2 [5]-[8]: Adequate knowledge and understanding; must cover at least two aspects of health and well-being (e.g. emotional and social); some application to Leanne; adequate QWC.
Level 3 [9]-[12]: Competent knowledge and understanding; competent analysis of physical, intellectual, emotional and social aspects, all clearly applied to Leanne's specific circumstances; competent use of specialist vocabulary and QWC.

During childhood (4–10 years), physical development continues steadily: Molly and Ellie will grow taller and heavier at a fairly consistent rate, and will refine their gross motor skills (such as running, jumping, climbing and riding a bicycle) and fine motor skills (such as handwriting, using scissors and drawing in increasing detail). Intellectually, childhood is a key period for formal learning; the twins will develop literacy and numeracy skills through school, along with increasingly logical thinking and problem-solving abilities, and a growing ability to concentrate for longer periods. Emotionally, children in this life stage develop a greater understanding and control of their own emotions, moving from the more immediate emotional reactions typical of early childhood towards greater self-control, resilience and growing independence, alongside a developing sense of right and wrong. Socially, childhood sees a strong shift towards friendships with peers becoming increasingly important; Molly and Ellie will develop skills of cooperation, sharing and turn-taking through school and play, and will begin to form their own friendship groups somewhat independently of the family. As twins, Molly and Ellie may also experience some distinctive aspects of social and emotional development related to their close relationship with one another, such as a particularly strong early bond, which can support their social confidence, though it may also be important for them to develop individual identities and separate friendships as they progress through childhood.

Level-of-response mark scheme (12 marks):
Level 1 [1]-[4]: Basic knowledge and understanding of development in childhood; limited or no application to Molly and Ellie; basic QWC.
Level 2 [5]-[8]: Adequate knowledge and understanding; must cover at least two developmental dimensions (e.g. physical and social); some application; adequate QWC.
Level 3 [9]-[12]: Competent knowledge and understanding; competent analysis of physical, intellectual, emotional and social aspects of development, all clearly applied to Molly and Ellie's circumstances; competent use of specialist vocabulary and QWC.

(a) Leanne has an intimate relationship with Steven.
(b) Leanne has a family relationship with Jack, Molly and Ellie.

[1] mark for correctly identifying 'intimate' (or 'intimate/sexual') for (a); [1] mark for correctly identifying 'family' for (b).