Health & Social Care Revision — SEG Awards End-Point Assessment
Complete SEG Awards End-Point Assessment Health & Social Care specification revision resources. Tailored syllabus coverage with topic breakdowns, quizzes, and practice questions.
Specification Topics
- Personal development for users of counselling skills
- Community Organising Purpose, Values and Principles
- Delivering Community Based Solutions through Social Prescribing
- Counselling skills and diversity
- Counselling Skills and Personal Development
- Adhering to Health and Safety Requirements in a Health and Social Care Context
- Emergency First Aid in Social Care Services
- Consider Nutritional Needs of a Variety of Individuals
- Academic Writing Skills
- Advanced counselling skills
- SEG Awards Youth Support Worker Level 3 End-point Assessment - Core Content
- Business Practice for Complementary Therapies
- An Introduction to the Youth Work Sector
- Understand Safe Medication Practice in Social Care Services
- Data Handling and Algebra
- Crime and Society
- The Principles and Theory of Social Prescribing
- Database Software
- Working with Vulnerable Adults to provide Holistic Support
- Critical Thinking
- Understanding Safeguarding in Social Care Services
- Development of Social Policy
- Developing meeting skills
- Developing Personal Study Skills
- Developmental Psychology
- Eating Disorders
- Ethical Issues in Social Policy
- European History
- Fundamentals of Physics
- Exploring Family
- Health Promotion in Care Settings
- Exploring Industrialisation in Britain
- Health Psychology
- Human Health and Disease
- Exploring Perspectives in Psychology
- Exploring Sociological Explanations
- Human Life Processes
- Counselling skills and personal development
- Using Counselling Skills
- Continuing Professional Development and Reflective Practice in Health and Social Care
- Aspects of Energy
- Environmental Health and Safety in Social Care Services
- Counselling in a diverse society
- Healthy Eating and Well-Being for the Complementary Therapy Client
- Communication and Group Work Skills
- Developing the Practical Skills for Supporting Behaviour Change
- The Practice of Community Organising
- Diversity and Ethics in the Use of Counselling Skills
- An introduction to personal development
- Understanding counselling theory
- Explore Principles of Healthy Eating
- Human Physiology
- Exploring Stereotyping and the Media
- Human Sex and Reproduction
- Improving Own Learning and Performance
- Information Literacy
- Interpersonal Skills
- Interview Skills
- Introduction to History
- Introduction to Humanities
- Introduction to Health Studies
- Introduction to Psychology
- Introduction to Computer Studies
- Introduction to Social Work
- Life Processes and Living Things
- Introduction to Sociology
- Managing Your Own Learning
- Managing Caseloads within a Social Prescribing Environment
- Counselling Placement
- Principles of Food Safety for the Home Environment
- British History
- Introduction to Counselling Skills Theories
- Understanding the context for the use of counselling skills
- The Process of Community Organising
- Barriers to Health
- Safe Food Handling and Dysphagia Awareness in Social Care Services
- Knowledge of Anatomy, Physiology and Pathology for Complementary Therapies
- Developing counselling skills
- Delivering a Youth Work Programme
- Leadership Skills
- Materials and their Properties
- Numeracy in Context – Planning a Mathematical Project
- Organisation and Evaluation of Study
- Nutrition, Performance and Healthy Eating
- Plagiarism
- Poverty in Contemporary Britain
- Practical Presentation Skills
- Physical Processes
- Multimedia Software
- Number and Graphical Representation
- Physiology and Exercise
- Prejudice and Discrimination
- Principles of Safeguarding and Protection in Health and Social Care
- Psychology
- Recognising Issues of Substance Misuse
- Personal Learning Skills
- Research Skills
- Counselling theory
- Using counselling skills
- Theoretical approaches in the use of counselling skills
- Building a Personal Career Portfolio
- Measuring Outcomes and Improving Support Mechanisms
- Principles and Practice of Complementary Therapies
- The Principles of Weight Management
- Safe Moving and Positioning of Individuals in Social Care Services
- Safe Practice within a Youth Work Setting
- Researching and Understanding Opportunities for Study in Higher Education
- The professional context of counselling
- The Sociology of Health
- Resources for Nursing
- The Welfare State
- Skeleton and Muscles
- Understanding Child Protection Theory
- Understanding Diversity within Society
- Presentation Software
- Understanding Equal Opportunities
- Reading Strategies
- Work Experience
- Understanding Mental Health
- Working in a Group
- Understanding the Physical Development of Children and Young People
- Young People, Law and Order
- Working ethically with counselling skills
- Understanding Eating Disorders
- Business and the Economy
- Chemistry in Society
- Micro-Commissioning for Social Prescribing
- Self-Assessment for Youth Work Practice
- Provide Reflexology for Complementary Therapies
- Professional Organisational Issues in Counselling
- Standards and Values Underpinning Social Care Practice
- Implementing Values-led Practice in a Health and Social Care Context
- Business Finance
- Chemistry of Life
- Working with Young People in the Local Community
- Research methodologies in counselling
- Use Food and Nutrition Information to Plan a Healthy Diet
- Motivational Interviewing Skills
- Chemistry: Structure and Changes
- Self-awareness for Counsellors
- Motivational Interviewing Skills to Support Vulnerable Adults
- Communication skills in helping relationships
- Co-ordination of the Human Body
- Contemporary British Political Ideologies
- Structures and Cultures within Communities
- Crime and Deviance
- Supervision and Professional Support
- Understand Communication, Recording and Information Sharing in Health and Social Care Services
Top Exam Board Tips
- Adopt a recognised reflective model (e.g., Gibbs, Kolb) to structure your assignments, ensuring you cover description, feelings, evaluation, analysis, conclusion, and action plan.
- Keep a regular journal throughout your skills practice—short, dated entries will provide richer material for summative reflections than trying to recall experiences weeks later.
- When discussing theory, always ask yourself: 'How does this concept help me understand my own reactions, relationships, or personal history?' and make that connection explicit in your writing.
- Use feedback from roleplays or observed sessions actively: cite specific comments you received and explain how you used them to adjust your approach or challenge your assumptions.
- In written assignments, always anchor your arguments in recognised community organising literature—cite Alinsky, Freire, or the Community Organising Framework to demonstrate depth.
- When discussing values, use concrete examples from case studies or your own practice to show how abstract principles translate into action, such as how 'participation' was facilitated in a specific campaign.
- In written assignments, structure your answers around the core social prescribing model (e.g., referral, consultation, signposting, follow-up) to demonstrate systematic understanding.
- Use specific examples of community assets (e.g., walking groups, art classes, debt advice) to illustrate points and show real-world application.
- When discussing barriers, always link them to practical consequences for service users or link workers, not just theoretical issues.
- Refer to professional standards, such as the NHS Social Prescribing Competency Framework, to evidence your knowledge of sector expectations.
Common Mistakes to Avoid
- Confusing personal reflection with mere diary entries: learners often describe events without analysing their meaning, feelings, or implications for future practice.
- Failing to make explicit links between counselling theory and personal life: for example, referencing a theory but not demonstrating how it has been internalised or applied to self-understanding.
- Overlooking the ethical boundaries of self-disclosure, either sharing too much inappropriate personal information or avoiding necessary transparency in reflective work.
- Treating personal development as a one-off task rather than an ongoing, cyclical process; submissions may lack evidence of sustained reflection over the course of the qualification.
- Conflating community organising with general community development or volunteering, missing the deliberate focus on power and conflict.
- Omitting the critical role of relationship-building as a foundational principle, assuming it is merely about running meetings or events.
- Overlooking the tension between professional neutrality and value-driven practice, leading to superficial or inconsistent application of principles.
- Confusing social prescribing with formal psychological therapy or medical treatment; failing to distinguish it as a non-clinical, holistic approach.
Key Terminology & Definitions
- Understand how the study of counselling theory can inform personal development and growth, Use counselling skills practice to understand self, Reflect on personal development
- 1 Understand the purpose, values and principles of community organising.2 Understand the roles and responsibilities of a community organiser.3 Understand the development of community organising practice.
- Understand how community based solutions can be facilitated through social prescribing.Understand the factors involved in delivering community based solutions through social prescribing.
- Understand the meaning of discrimination, Understand issues of diversity, Understand power issues within the counselling process
- Know how to develop self understanding, Know personal qualities relevant to the helping roles, Know how to meet own support needs, Know how self reflection contributes to personal development
- 1. Be able to contribute to preparing the environment for an activity or action, in accordance with the individual’s support plan, risk assessment(s) and agreed ways of working2. Be able to apply health and safety measures relevant to a specific health and social care setting and an agreed activity or action3. Be able to follow infection prevention and control procedures
- 1. Understand the role and responsibilities of an emergency first aider2. Know how to assess an incident3. Be able to provide first aid to an unresponsive individual who is breathing normally4. Be able to provide first aid to an unresponsive individual who is not breathing normally5. Be able to provide first aid to an individual who is choking6. Be able to provide first aid to an individual who is displaying signs and symptoms of a potential stroke7. Be able to provide first aid to an individual who has chest pain8. Be able to provide first aid to an individual who is bleeding externally9. Be able to provide first aid to an individual who is potentially in shock10. Be able to care for an individual with a minor injury
- 1. Know the nutritional needs of children and young people2. Know the nutritional needs of older people3. Understand special dietary requirements4. Understand barriers to healthy eating
- Question analysis
- Structured writing
- Audience adaptation
- Information organisation
- Academic style
- Understand the process of a series of counselling sessions, Be able to conduct a counselling session with a client in an ethical, effective and safe way, Be able to reflect on the counselling session
- Safeguarding and Duty of Care