BTEC

Health & Social Care

FIRST

Student Workbook
Activity Answers

The following are the answers to the activities in

Collins’ BTEC First Health and Social Care Student Workbook.
Guidance on allocating marks is provided – a tick indicates where
a mark can be awarded, and maximum marks per question are shown
in bold, in brackets, at the end of each question. There is not always one
right answer to a question, but where this is the case examples or
other guidance are given, and marks should be awarded for any
correct answer up to the maximum marks for the question.

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BTEC First Health and Social Care Student Workbook Activity Answers

Unit 1 Communication in health and social care

1.1 Different forms of communication
1. Verbal communication ✓ / non-verbal communication ✓ (max 2 marks)
2. To obtain information ✓ / to pass on information ✓ / to build relationships ✓ / to support people ✓ /
to express feelings ✓/ to respond to questions ✓ / to break bad news ✓/ to deal with problems and
complaints ✓ (Other reasonable examples should be accepted.) (max 3 marks)
3. Responses should refer to communication through the use of: body ✓/ behaviour ✓/ facial expression ✓/
gestures ✓/ proximity ✓/ posture ✓/ eye contact ✓/ without speech ✓ (Other reasonable examples should be
accepted.) (max 3 marks)
4. Child may express feelings non-verbally through: behaviour ✓ / facial expression ✓/ art activities ✓/ gestures ✓/
posture ✓/ proximity to or from others. ✓ (Other reasonable examples should be accepted.) (max 3 marks)
5. Gina could: introduce herself clearly ✓/ smile ✓/ explain her role ✓/ use non-threatening body language ✓/
use touch appropriately ✓/ listen carefully ✓ / talk clearly ✓ / ask questions ✓/ explain information clearly ✓/
make good eye contact. ✓ (Other reasonable examples should be accepted.) (max 6 marks)
6. Active listening involves paying close attention to the other person’s verbal ✓/ and non-verbal communication. ✓/
Gina could demonstrate active listening by: making good eye contact ✓ / using minimal prompts ✓ /
acknowledging Mrs Marshall’s feelings ✓ / responding to Mrs Marshall’s concerns ✓ / giving Mrs Marshall time
to speak ✓/ encouraging Mrs Marshall to express herself fully ✓ / observing Mrs Marshall’s body language. ✓
(max 7 marks)
7. Gina could hold Mrs Marshall’s hand to reassure her ✓/ put her arm around her to reassure ✓ /
allow Mrs Marshall to touch her ✓/ provide physical support where necessary (e.g. getting up/walking). ✓
(Other reasonable examples should be accepted.) (max 4 marks)
8. Formal communication is usually planned, informal communication is spontaneous. ✓/ Formal communication
is impersonal, informal is personal and friendly. ✓/ Formal communication follows rules and acknowledges
status, informal communication treats people as equals. ✓ (max 3 marks)
9. Somebody needs to chair the meeting to give everyone a chance to contribute ✓/ and to keep the meeting
focused ✓ / and to the agreed time. ✓ (Other reasonable suggestions should be accepted.) (max 2 marks)
10. Answers should refer to the six stages of the communication cycle: idea occurs ✓/ message coded ✓/ message
sent ✓/ message received ✓ / message decoded ✓/ message understood. ✓ / It should also refer to the
cyclical ✓✓ / turn-taking ✓✓ / nature of group communication for full marks ✓✓. (max 12 marks)

1.2 Barriers to effective communication

1. Communication may be difficult because of: language problems ✓ / hearing impairment ✓ / lack of
information in Arabic. ✓ (max 2 marks)
2. Local services could: provide translators ✓ / and interpreters ✓ / provide written information in Arabic ✓/
employ Arabic-speaking staff. ✓ (Other relevant responses acceptable.) (max 4 marks)
3. Cultural differences may refer to differences between Nasrine’s lifestyle ✓/ personal and religious beliefs ✓/
language ✓ / customs and traditions ✓/ personal values ✓ / food and dietary preferences ✓ / and general way
of life ✓ and those of the majority of staff and the care organisation. ✓ (max 6 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

4. Examples of guidance points might include:

face Nasrine when speaking to her ✓
ensure that Nasrine can see your mouth when you are speaking ✓
try to use the translator/interpreter services ✓
reduce outside noise when communicating with Nasrine ✓
maximise lighting so that Narsine can see you when you communicate with her ✓
adapt your communication to Nasrine’s needs ✓
make Arabic language leaflets/written information available ✓
make full use of your own non-verbal communication ✓
monitor Nasrine’s non-verbal communication to assess her feelings ✓
ensure that Nasrine has any communication aids or support available to her ✓
other relevant answers acceptable. ✓
(max 5 marks)
5. Health problems ✓ / disability ✓/ jargon, slang and acronyms ✓ (max 2 marks)
6. Edgar’s stroke ✓ / and the doctor’s use of medical jargon ✓ are causing him difficulties in communicating.
(max 2 marks)
7. Learners should be awarded:
max 5 marks for describing possible causes
max 5 marks for describing physical effects
max 5 marks for describing effects on communication skills.
8. All points should be accurate and clearly expressed. (max 15 marks total)
9. An advocate is someone who speaks on behalf of another person ✓ in order to ensure their views, needs or
interests are represented ✓. Advocates may be used in learning disability/mental health/elderly care/physical
disability settings where service users are unable to represent themselves (award up to 4 marks for description
of such a situation ✓ ✓ ✓ ✓). (max 6 marks total)
10. Examples of electronic devices include:
hearing aids ✓
electronic loop systems ✓
voice communicators ✓
written word communicators ✓
text phones ✓
telephone amplifiers ✓
(max 3 marks)
11. Interpreters are linguists who listen to a person speak in one language ✓ and then communicate what they
have said to a second person in a different language ✓. The example should describe a situation where a
language barriers exists and an intermediary is required to facilitate communication (✓✓). (max 4 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

Unit 2 Individual rights in health and social care

2.1 Diversity and equality in society
1. It means that the local community consists of people with a variety of different backgrounds ✓ /
characteristics ✓ / cultures. ✓ (max 2 marks)
1. Cultural diversity ✓ / class diversity ✓ / age diversity ✓ / ethnic diversity ✓ / sexual diversity ✓ / gender diversity ✓ /
family diversity ✓ (max 3 marks)
2. It can affect: diet ✓ / traditions ✓ / customs ✓ / attitudes ✓ / values ✓ / religious beliefs ✓ / dress. ✓ (max 3
marks)
3. Stereotyping is: categorising individuals or groups ✓ / according to an oversimplified ✓ / standardised image or
idea ✓. (max 2 marks)
4. Should be avoided by staff because: requirement of care value base to respect individuality ✓ / could lead to
discrimination ✓ / is a form of discrimination ✓ / harder to recognise clients’ needs ✓ / client could feel
discriminated against ✓ / client could lose trust in carer. ✓ (max 4 marks) (max 6 marks total)
5. Laws ✓ / statutes ✓ / Acts of Parliament ✓ / (max 1 mark) that are designed to: protect people from unfair
discrimination ✓ / give people equal rights ✓ / promote equality (max 1 mark) (max 2 marks total)
6. Ensures fair treatment. ✓ / Sets standards. ✓ / Gives staff guidelines. ✓ / Patients can see what rights they
have. ✓ / Helps ensure that staff comply with the law. ✓ / Helps centre to ensure fair access and fulfil targets. ✓ /
Helps staff comply with the care value base. ✓ (max 6 marks)
7. Rhaman: extended family ✓ / Jenny: single-parent family ✓ (max 2 marks)
8. The Sex Discrimination Act ✓ / 1975 ✓ (max 2 marks)
9. Gender ✓✓ / age ✓✓ / race/ethnicity ✓✓ / social class ✓✓ / income ✓✓ / religion ✓✓ (max 8 marks)
10. Establishes rights. ✓/ Sets standards. ✓/ Raises public awareness of issue. ✓/ Prevents unfair discrimination. ✓/
Gives powers of redress. ✓ / Makes discrimination unlawful. ✓ / Helps health and care settings set policy and
procedures. ✓ / Empowers members of groups that may be discriminated against. ✓ / Helps with target
setting. ✓ (max 6 marks)

2.2 Principles and values in health and social care

1. Standards of behaviour ✓ / designed to guide care practitioners ✓ / and define patients’ rights ✓ / to ensure
equality between patients and clients. ✓ (max 3 marks)
2. Knock before entering client’s rooms. ✓ / Close doors when giving personal care to a client ✓ / including using
the toilet ✓ / dressing ✓ / washing. ✓ / Give clients choice over food ✓ / preferred clothing. ✓ / Support clients
to communicate in their preferred way. ✓ / Ask clients before carrying out tasks. ✓ (max 6 marks)
3. Follows the requirements of the care value base. ✓✓ / Empowers clients. ✓✓ / Helps client to feel
respected. ✓✓ / Helps carer to build relationship with client. ✓✓ (max 4 marks)
4. To give someone power ✓ / or choice ✓ / or control ✓ / over their lives ✓ / or decisions that affect them. ✓
(max 2 marks)
5. Communicate effectively ✓ / offer choice ✓ / show respect ✓ (max 2 marks)
6. Work more slowly. ✓ / Not use her music player. ✓ / Talk actively to Alice. ✓ / Ask Alice her opinions and
choices. ✓ / Face Alice when communicating. ✓ / Allow Alice time to communicate at her own pace. ✓ / Sit at
Alice’s level when communicating with her. ✓ / Check Alice’s understanding. ✓ / Make sure her mouth is visible
to Alice when speaking. ✓ / Use facial expressions and gestures to help communication. ✓ (max 6 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

7. Alice is vulnerable ✓ / and care values protect her/provide her with good standard care. ✓ / Lets carer know
how to work ✓ / and helps them to provide good-quality care. ✓ / Helps Alice to get her rights ✓ / and ensures
she is treated fairly. ✓ (max 6 marks)
8. Anne has a duty to maintain confidentiality ✓ / but she also has a duty to safeguard from danger. ✓ /
Confidential information is not secret information. ✓ / She must reveal information that will protect a person
from harm. ✓ (max 4 marks)
9. Anne should know that some information cannot be kept secret ✓ / so she should make this clear to Kellie ✓ /
before the conversation begins ✓ / so that Kellie understands the situation. ✓ / Anne could encourage Kellie to
tell her so as to protect her friend ✓ (max 4 marks)
10. Promote equality. ✓ / Act legally. ✓ / Provide active support. ✓ / Protect individual’s rights. ✓ / Promote
inclusion. ✓ / Record information accurately. ✓ / Communicate effectively. ✓ (max 4 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

Unit 3 Individual needs in health and social care

3.1 Everyday needs of individuals in society
1. An arrangement of items ✓ / in which the items are represented as being ‘above’ or ‘below’ one another ✓ /
and that ranks the items ✓ / in terms of importance or difficulty. ✓ (max 4 marks)
2. Maslow’s pyramid is a hierarchical representation of needs. ✓ / This means that needs lower down the pyramid
must be satisfied ✓ / before ones higher up can be met. ✓ / Physical needs are the most basic ✓ / because if
they are not satisfied the person may become ill or die. ✓ / They are essential to our survival ✓ / therefore they
are placed at the bottom of the pyramid. ✓ (max 3 marks)
3. Intellectual ✓ / Emotional ✓ / Social ✓ / Spiritual ✓ (max 4 marks)
4. Need: to be fed ✓ / to be washed/kept clean ✓ / to be protected from harm ✓ / to be supported to develop
her physical skills. ✓ (max 3 marks)
5. Show Sharne love/affection. ✓ / Give Sharne praise/support. ✓ / Interact with Sharne/talk to her. ✓ / Bond
with Sharne. ✓ / Help her to develop her self-confidence. ✓ (max 4 marks)
6. Social needs not met. ✓ / She may: lose touch with friends ✓ / feel lonely ✓ / be jealous of friends ✓ / begin to
resent being tied down with a child. ✓ (max 3 marks)
7. Intellectual needs not met. ✓ / She may feel bored/unfulfilled ✓ / be frustrated. ✓ / Her career prospects may
be harmed/reduced. ✓ / (max 3 marks) (max 6 marks total)
8. Intellectual needs: learn new things ✓ / encounter lots of stimulus material ✓ / such as books, jigsaws etc. ✓ /
organised activities ✓ / planned programme/curriculum ✓ (max 2 marks)
Social needs: meet other children ✓ / join with her peer group ✓ / chance to communicate with other people ✓ /
play group games ✓ / learn/develop social skills. ✓ (max 2 marks) (max 4 marks total)
Physical needs ✓ / social needs ✓ (max 2 marks)
9. Had to move into sheltered accommodation ✓ / because he now has mobility problems ✓ / and he is visually
impaired. ✓ / Can no longer wash himself ✓ / and dress himself. ✓ / He has lost his independence. ✓ / He can
no longer socialise ✓ / so has social needs that are unmet ✓ (max 6 marks)
10. Social needs ✓/ because: He says he doesn’t see anyone but Faye on most days. ✓/ He seldom leaves the flat. ✓/
He spends most of his time alone. ✓ (max 3 marks) Intellectual needs ✓ / because: He used to be a teacher
✓ / and interested in history. ✓ / He can no longer read easily. ✓ (max 3 marks) (max 6 marks total)

3.2 Factors influencing the health and needs of individuals

1. He could develop: bronchitis ✓ / cancer of the lung ✓ / mouth/throat cancer ✓ / other cancers ✓ / heart
disease ✓ / high blood pressure ✓ / stroke. ✓ (max 6 marks)
2. Works long hours ✓ / in a high-stress job. ✓ / Drinks alcohol often and in excessive amounts. ✓ / Often misses
lunch. ✓ / Often buys take-away food. ✓ (max 3 marks)
3. He plays football regularly. ✓ / This will: help him to keep fit ✓ / improve his cardiovascular system ✓ /
strengthen his muscles ✓ / help maintain flexibility ✓ / help him maintain a healthy weight ✓ / help him to
reduce stress/unwind/relax ✓ / improve/maintain his social life. ✓ (max 4 marks)
4. These symptoms may indicate stress ✓ / caused by Simons job ✓ / and his attitude to work. ✓ (max 2
marks)
5. Housing: ✓ / Lloyds live in a rented inner-city flat, Forsters live in a large detached house. ✓
Career: ✓ / Lloyds do low-paid, unskilled work, Forsters have well-paid professional careers. ✓
Education: ✓ / Lloyds have no qualifications, Forsters have professional training. ✓
Income: ✓ / Lloyds have low-pay and benefits, Forsters have high income levels. ✓
(max 6 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

6. On average people in higher social classes: live longer than people in lower social classes ✓ / have less chronic
illnesses than people in lower classes ✓ / have higher income than people in lower social classes ✓ / have better
housing than people in lower classes ✓ / have more leisure time than people in lower social classes ✓
(max 4 marks)
7. This can affect them physically ✓ / as they can afford better food/lifestyle ✓ / and emotionally ✓ / as they feel
they are successful ✓ / enjoy their work. ✓ (max 4 marks)

3.3 Planning to meet the health and wellbeing needs

of an individual
1. BMI stands for Body Mass Index. ✓ / It is calculated by dividing a person’s weight (kg) by their height (m)
squared. ✓ / The number obtained indicates whether a person is underweight, normal weight, overweight or
obese. ✓ / A BMI chart can also be used to assess whether weight is healthy. ✓ / A BMI of 30 or over indicates
obesity. ✓ (max 4 marks)
2. To cut down his alcohol consumption. ✓ To stop smoking. ✓ To take more exercise. ✓ (max 3 marks)
3. Targets give something to aim at ✓ / and plan towards. ✓ / Having short-, medium- and long-term targets:
allows the plan to be followed in stages ✓ / and pace their progress. ✓ / This makes it easier to carry out the
plan ✓ / because having a single target may seem daunting and off-putting. ✓ (max 4 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

Unit 4 Ensuring safe environments in health

and social care
4.1 Hazards and risks
1. A hazard is a situation that could potentially cause harm to someone ✓ / and put them at risk. ✓
(max 2 marks)
2. The rugs are a hazard. ✓ / They are loose and not fitted ✓ / and residents are elderly ✓ / and could trip on
them. ✓ / The low lighting is a hazard ✓ / because residents may have visual impairments ✓ / and stumble
into furniture ✓ / and it increases the hazard of the loose rugs. ✓ (max 6 marks)
3. The kitchen/food preparation area ✓ / the bathrooms and toilets ✓ / the corridors and hallways. ✓
(max 2 marks)
4. Sasha has had no training on the equipment. ✓ / This could mean that she makes mistakes ✓ / and endangers
herself and Mr Smithson. ✓ / The hoist has not been professionally repaired and checked. ✓ / It could fail ✓ /
again, endangering herself and Mr Smithson. ✓ (max 4 marks)
5. Report the risk to her employer/manager ✓ / so as to comply with the health and safety regulations. ✓
(max 2 marks)
6. The employer. ✓ (max 1 mark)
7. Toys are spread across the floor. ✓ / Tight space around climbing frame ✓ / increases likelihood of tripping. ✓
(max 2 marks)
8. Guinea pigs in kitchen ✓ / is unhygienic ✓ / and could lead to infection of food ✓ / and cause food poisoning. ✓
(max 3 marks)
9. Intruders could easily get in ✓ / and harm staff/children. ✓ / Children may get out unattended ✓ / and come
to harm. ✓ (max 2 marks)
10. The responsibility to provide a safe and secure environment ✓ (max 1 mark)

4.2 Health and safety legislation

1. The Health and Safety Executive (max 1 mark)
2. Responsibilities under the Act include to: carry out health and safety inspections/risk assessments ✓ / develop
health and safety procedures ✓ / provide health and safety equipment ✓ / train employees to follow health
and safety procedures ✓ / fit health and safety features, e.g. fire exits, smoke alarms etc. ✓ / provide health
and safety information, e.g. warning signs, fire exit signs etc. ✓ / maintain high standards of hygiene ✓ /
dispose of waste safely ✓ / ensure food is prepared correctly ✓ / control against infection ✓ / ensure
good standards of heating and ventilation. ✓ (max 4 marks)
3. A COSHH file is a document that provides details about the health and safety risks and effects of hazardous
substances ✓ / and information on how to deal with them in an emergency. ✓ / It should contain details of:
the hazardous substances that are present ✓ / where they are stored ✓ / how they should be handled ✓ /
how a spillage or accident should be handled. ✓ (max 6 marks)
4. The Food Safety Act 1990 ✓ / The Food safety (General Food Hygiene) Regulations 1995, 2005 and 2006 ✓
(max 1 mark)
5. The Manual Handling Operations Regulations 1992 ✓ (max 1 mark)

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BTEC First Health and Social Care Student Workbook Activity Answers

4.3 Risk assessment processes

1. The Health and Safety at Work Act 1974 ✓ (max 1 mark)
2. Stage Purpose
1 Identifying the risk ✓ To look for hazards that could present a risk to health and safety ✓
2 Estimating the risk ✓ To evaluate the likelihood of the hazard causing harm ✓
To identify measures to reduce or remove the risk, and who is
3 Controlling the risk ✓
responsible ✓
To monitor the implementation and effectiveness of risk control
4 Monitoring risk control measures ✓
measures ✓
5 Reassessing the risk ✓ To evaluate the effectiveness of risk control strategies ✓
(max 10 marks)
3. Risk 1: Fire door propped open. ✓ / Is a hazard because: fire doors need to be kept closed at all times ✓ /
so that a fire cannot easily spread through the building ✓. (max 2 marks)
Risk 2: Dirty and soiled linen in kitchen area. ✓ Is a hazard because: it could contaminate kitchen area ✓ /
and lead to food poisoning ✓ / and make residents ill ✓. (max 2 marks)
Risk 3: Long vacuum cleaner lead trailing through two rooms and doorways. ✓ / Is a hazard because: people
could easily trip over the lead ✓ / and it cold be an electrical hazard if the cable is damaged ✓ / by the door
being closed on it. ✓ (max 2 marks) (max 6 marks total)
4. Joe could: Create a set of rules ✓ / or working practices ✓ / that would guide the cleaning staff in working
safely. ✓ Provide training for the cleaning staff ✓ / so that they learn about health and safety risks ✓ /
and how to work safely. ✓ (max 4 marks)
5. Staff have a responsibility to: be alert to possible hazards ✓✓ / understand the risks associated with each
hazard ✓✓ / report any health and safety concerns that are identified. ✓✓ (max 4 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

Unit 6 Cultural diversity in health and social care

6.1 The diversity of individuals and different religious beliefs
and practices
1. Diversity in the population means that it is a socially mixed population ✓ / consisting of people from many
different backgrounds. ✓ (max 2 marks)
2. Differences include: age/life stage ✓ / gender ✓ / household type – Parveen lives in an extended family
household whereas Brian lives alone. ✓ (max 3 marks)
3. Racism ✓ (max 1 mark)
4. May be described as a: blended family ✓ / stepfamily ✓ / or nuclear family. ✓ (max 1 mark)
5. Important because: they will have different individual needs ✓ / so she will need to treat them as
individuals ✓ / which means taking account of the differences between them ✓. Also to follow the care value
base ✓ / Jade will need to respect the individuality of her clients ✓ / which will mean taking account of the
differences between them ✓. (max 4 marks)

6.2 Beliefs and practices of different religious or secular groups

1. A secular group refers to people who do not believe in the existence of a god ✓ / and who accept scientific
explanations of reality ✓ / rather than supernatural ones. ✓ / In political terms, secularism is a view that
religion and government should be kept separate. ✓ / Atheists believe that god cannot logically exist ✓ /
and some argue strongly in favour of their beliefs. ✓ Humanism is an example of a secular group as it
considers humans to be of primary importance. ✓ / Humanists tend to be tolerant of the beliefs of others. ✓
(max 3 marks)
2. Hindus ✓ / Sikhs ✓ / Rastafarians ✓ / Jehovah’s Witnesses ✓ / Pagans ✓ / Jews ✓ (max 4 marks)
3. Differences include: Diet ✓ / dress ✓ / use of alcohol ✓ / and tobacco ✓ / medical treatment preferences ✓ /
gender rules, e.g. same-sex doctor/nurse. ✓ Accept any correct difference. (max 2 marks)
4. Females may not want him to treat them ✓ / or may require a chaperone ✓. They will need to attend the
mosque on Fridays ✓ / so he should make appointments for other days ✓. The patients may wish to remain
covered during treatment ✓ / so he should ensure that they are able to do this. ✓ (max 6 marks)
5. Reasons include: He needs to follow the care value base ✓ / and respect his clients beliefs and practices ✓.
He needs to make sure that clients are happy to be treated be a male ✓ / and knowledge of their beliefs and
practices will alert him to this. ✓ (max 4 marks)

6.3 Factors that influence the equality of opportunity

1. She has suffered sexism/gender discrimination. ✓ (max 1 mark)
2. Stereotyping means having a simplified, over-generalised view or description of a person ✓ / that doesn’t take
into account their individual characteristics or differences. ✓ The statement about women’s supposed
unreliability is stereotyping women ✓ / by portraying them all to be unreliable. ✓ (max 2 marks)
3. They may be reluctant because there are no images of black people/children ✓ / and there is only one black
child attending. ✓ / Black families are likely to feel that their child will be treated as ‘different’ ✓ / or will not be
welcome ✓ / because their culture and ethnicity is not being respected. ✓ (max 3 marks)
4. The nursery regularly offers pork in food and snacks. ✓ / This is indirect discrimination because members
of several religious groups avoid eating pork ✓ / and would not wish their children to be offered it at the
nursery. ✓ / This would prevent members of these communities from sending their children to the nursery. ✓ /
Also, having only Christian posters and displays is discriminatory ✓ / because it ignores other local faith
communities. ✓ (max 3 marks)

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BTEC First Health and Social Care Student Workbook Activity Answers

5. Working in a way that avoids/prevents discrimination ✓ / and respects people’s rights. ✓ (max 2 marks)
6. Provide food suitable for people from a range cultural and religious backgrounds ✓ / so that no group is
being excluded. ✓ / Put up displays and posters that reflect a range of religions and cultures ✓ / and celebrate
festivals from different faiths ✓ / so that all feel that they are being respected. ✓ / Provide toys and books that
reflect a range of cultures and beliefs ✓ / so that all the children can learn about their own and others beliefs,
practices and traditions. ✓ (max 4 marks)

6.4 Legislation, codes of practice and charters

1. The Children Act ✓ (max 1 mark)
2. She should report her concerns to her manager ✓ / or directly to social services ✓ / so that Claire can be
protected. ✓ (max 2 marks)
3. The Disability Discrimination Act ✓ (max 1 mark)
4. Make reasonable adjustments ✓ / to access, e.g. provide a ramp or lift or provide alternative work for him. ✓
(max 2 marks)

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