Level 3 - Health & Social Care CACHE Qualification Specifications.

CACHE Qualification Specification
CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF)
CACHE 2011
Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate copying and subsequent use of this information. The use of PDF versions of our support materials on the CACHE website will ensure that correct and up-to-date information is provided to learners. All photographs appearing in this handbook have a signed parental release form and are the exclusive property of CACHE. They are protected under the copyright law and can not be reproduced, copied or manipulated in any form. This includes the use of any image or part of an image in individual or group projects and assessment materials.
Qualification reference number: CACHE Level 3 in Health and Social Care (Adults) for England (QCF)
501/1258/2
Published in Great Britain by CACHE

First edition 2010 Book code 501/1258/2/C2
Publication date
July 2011
Publisher
Council for Awards in Care, Health and Education Apex House 81 Camp Road St Albans Hertfordshire AL1 5GB Telephone: 0845 347 2123 Registered Company No: 2887166 Registered Charity No: 1036232
Printed in England by
Oc (UK) Limited Oc House Chatham Way Brentwood Essex CM14 4DZ
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Qualification Specification
Contents
Section 1: General introduction About this Qualification Specification How the qualification works Understanding learning outcomes Making use of the CACHE websites
The Public Website The Centre Secure Website
5 6 6 7 8
8 8
Section 2: About this qualification Qualification summary

9 10
10
Introduction to this qualification Rules of combination Progression Unit achievement log

Mandatory units Optional Group B units Optional Group C units
12 13 13 14
14 16 19
Barred unit combinations Section 3: Units Unit layout

SHC 31: Promote communication in health, social care or childrens and young peoples settings SHC 32: Engage in personal development in health, social care or childrens and young peoples settings SHC 33: Promote equality and inclusion in health, social care or childrens and young peoples settings SHC 34: Principles for implementing duty of care in health, social care or childrens and young peoples settings HSC 024: Principles of safeguarding and protection in health and social care HSC 025: The role of the health and social care worker
28 31 32
33 39 45 49 53 59
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HSC 036: Promote person-centred approaches in health and social care HSC 037: Promote and implement health and safety in health and social care HSC 038: Promote good practice in handling information in health and social care settings DEM 301: Understand the process and experience of dementia LD 201: Understand the context of supporting individuals with learning disabilities DEM 304: Enable rights and choices of individuals with dementia whilst minimising risks DEM 312: Understand and enable interaction and communication with individuals who have dementia DEM 313: Equality, diversity and inclusion in dementia care practice LD 302: Support person-centred thinking and planning LD Op 303: Promote active support
63 69 75 79 83 91 97 103 109 119
Section 4: Assessment and quality assurance information for tutors and assessors 125 Assessment guidance Assessment strategies and principles relevant to this qualification
Skills for Care and Development Assessment Principles CACHE Assessment Strategy
126 127
127 128
Section 5: Feedback QCF Support Materials Feedback Form Section 6: Publication history
129 131 133
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Section 1: General introduction
About this Qualification Specification

This Qualification Specification contains all the mandatory units and assessments you will need to complete as part of the qualification. As well as the mandatory units there is a choice of optional units which form part of the qualification. These are available on our website. Your tutor or assessor will either supply you with copies of your chosen units or direct you to the relevant page on the website so you can download them. This Specification also contains extra information for your tutor or assessor. In addition to this Specification there is a separate Centre Resource Pack which contains general information to help support the qualification. This pack has been designed for tutors or assessors and can be found on our secure website cachezone.
How the qualification works

This qualification is made up of units each representing a small step of learning. This allows the qualification to be completed at your own pace. All of the units achieved can be banked. This means that if you want to take another qualification which includes the same units you do not have to take them again. Each unit has: a level - shows how difficult it is a credit value - one credit represents about 10 hours' work a unit aim explains what is coved in the unit learning outcomes cover what you need to do (skills) or what you need to understand (knowledge) assessment criteria what you need to show (evidence) Each learning outcome is linked to a number of assessment criteria. Evidence must be provided for all the assessment criteria to gain the unit.
Example shows how outcomes and criteria are laid out in the Unit Assessment Records (UARs) in Section 3
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Understanding learning outcomes

There are two main types of learning outcome: Skills that can be performed Knowledge that can be learnt. Sometimes they can cover a combination of the two.
Competence / Skills based learning outcomes: generally begin with Be able to and the assessment criteria usually show that the evidence must be observable are about being able to perform a variety of different tasks as part of your work role within a real work environment.
Knowledge based learning outcomes: generally begin with Know, Understand or Know how to and the assessment criteria will reflect that evidence can be recorded in ways other than observation, although observation remains a valid method (however, some learning outcomes could be purely knowledge based and do not need to be in the context of a work role).
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Making use of the CACHE websites

The CACHE websites are maintained on a regular basis and this is where the most up to date documents can be found. We strongly advise that these should be used as a resource on an on-going basis to ensure you always have the most current information. All our qualification documents are version controlled, allowing you to check for updates or revisions. The Public Website Our public website address is: www.cache.org.uk and contains information that is available to everybody. It contains information about all our qualifications, including: Key Facts Qualification Specifications in both Word and pdf formats There are also some other key documents that can be referred to when required. For example: Complaints Procedure Appeals Process Equality and Diversity Statement our approach to non-discrimination CACHE Statement of Values our values when working with children or young people
It also contains regular news updates and case studies and links to websites from other organisations that might be of interest. The Centre Secure Website More specific information to support Centre delivery (including the Centre Resource Pack) can be found on our secure website cachezone. This site is for Centres only. Login is via the cachezone page on our public website using the details provided by the Centre administrator.
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Section 2: About this qualification
Qualification summary
Title Type Qualification number Aim CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF) QCF 501/1258/2 This qualification develops the knowledge and skills needed when working in a senior role with adults in health and social care environments. It covers a wide range of areas including supporting individuals with their physical and emotional care, daily living needs and health care procedures. It has three pathways: Generic Health and Social Care Dementia Learning Disability. It is aimed at all those who wish to work or are working in a senior role with adults in health and social care environments in England. Purpose
Ofqual code and description (where applicable)
D1: Confirm competence in an occupational role to the standards required
Guided learning hours Credit value Minimum age Entry requirements / recommendations Progression
Min 58 16
315
Max
447
Learners should be at least 16 years old. CACHE does not set any other entry requirements but Centres may have their own guidelines. It is anticipated that learners will progress to Level 5 QCF qualifications for management or senior practitioner roles in health and social care, or to specialist qualifications reflecting the context in which they work. For information on Equivalencies and Performance Points for CACHE qualifications, please refer to the CACHE document QCF Equivalencies and Performance Points on the CACHE website and cachezone.
Equivalencies / Performance Points
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Recommended assessment methods
All units are internally assessed. Assessment enables the learners workplace practice to provide evidence for individual units as well as the whole qualification. Methods of assessment could include: Inference of knowledge from direct observation of practice Witness evidence when directed by the sector skills assessment strategy Professional discussion Reflection on own practice in real work situations Written assignments Learners own plans and written records Task set by CACHE for knowledge learning outcomes only in mandatory units*
* NB: CACHE assessment tasks are provided for tutors convenience. They are not mandatory.
Additional assessment requirements Grading system Work experience requirement / recommendation
All units must be assessed in line with the Skills for Care and Development Assessment Strategy. The qualification will be pass or refer and all the assessment criteria for the chosen units must be achieved in order to obtain a pass. Learners will need to be working, volunteering or on practical placement as they need to show competence in both knowledge and skills.
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Introduction to this qualification

This qualification is nationally recognised and is based on the Health and Social Care National Occupational Standards (NOS). The NOS, assessment principles and qualification structure are owned by the Sector Skills Council, Skills for Care and Development. This qualifications aim is to guide and assess the development of knowledge and skills relating to the Health and Social Care workforce. The CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF) confirms competence in areas of Health and Social Care as appropriate and is the required qualification for registration and regulatory requirements in the Social Care sector in England. Learners have the opportunity to take a general qualification in Health and Social Care, or they may specialise in Dementia Care, or Learning Disabilities. Learners must take nine mandatory units. They then have a choice of optional knowledge and competence units covering different areas of Health and Social Care such as supporting person-centred approaches, advocacy, health care, supporting those with disabilities, learning disabilities or dementia. Learners have the opportunity to take a general qualification in Health and Social Care, or they may follow specialist pathways in Dementia Care or Learning Disabilities. This qualification is for all learners aged 16 and above. The CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF) has been approved as a component for the Health and Social Care Advanced Apprenticeship framework. Potential job roles for those working towards this qualification: senior care assistants/support workers/key workers in residential settings senior healthcare assistants/support workers in community and primary care environments senior healthcare assistants/support workers in acute health environments senior care assistants/support workers/key workers in domiciliary services senior care assistants/support workers/key workers in day services senior support workers in supported living projects community-based senior care assistants/support workers/key workers, including those working in specialist areas e.g. dementia, learning disabilities personal assistants employed directly by the individual they support or their families emerging new types of workers and multidisciplinary health roles crossing traditional service barriers and delivery models.
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Rules of combination
Total credits required to complete the qualification (all pathways): 58 Credits, with 35 of these credits being at Level 3 or above.
Generic Health and Social Care pathway Learners taking this pathway will need to complete a minimum of 30 credits. Mandatory units 2 - 7 credits from Group B and at least a further 23 credits from Group C All learners will need to complete the 9 mandatory units regardless of the pathway taken Credit value: 28 Dementia pathway Learners taking this pathway will need to complete a minimum of 30 credits. 3 - 7 credits from Group B 3 of these credits must come from the mandatory dementia unit DEM 301 A minimum of 23 credits from Group C* at least 4 of these credits must come from a choice of the following dementia units; DEM 304, DEM 312, DEM 313
Learning Disability pathway Learners taking this pathway will need to complete a minimum of 30 credits. 4 - 7 credits from Group B 4 of these credits must come from the mandatory learning disability unit LD 201 A minimum of 23 credits from Group C* at least 5 of these credits must come from a choice of the following learning disability units; LD 302, LD Op 303
* 4 credits must come from the choice of Dementia or 5 credits from the Learning Disability units in Group C. However, learners may choose to complete more of the LD or DEM units to make up the remaining credits if desired. Or they may choose to take any of the remaining units in this group (unless specified as barred combinations). Unit certification can be claimed for all achieved units
Progression
It is anticipated that learners will progress to Level 5 QCF qualifications for management or senior practitioner roles in health and social care, or to specialist qualifications reflecting the context in which they work.
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Unit achievement log

Mandatory units
Page number Date achieved
Unit ref.
Unit no.
Unit title Promote communication in health, social care or childrens and young peoples settings Engage in personal development in health, social care or childrens and young peoples settings Promote equality and inclusion in health, social care or childrens and young peoples settings Principles for implementing duty of care in health, social care or childrens and young peoples settings Principles of safeguarding and protection in health and social care The role of the health and social care worker
Unit type
Level
Credit
GLH
Notes
J/601/1434
SHC 31
Competence
10
33
A/601/1429
SHC 32
Competence
10
39
Y/601/1437
SHC 33
Competence
45
R/601/1436
SHC 34
Knowledge
49
A/601/8574
HSC 024
Knowledge
26
53
J/601/8576
HSC 025
Competence
14
59
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Unit ref.
Unit no.
Unit title Promote person-centred approaches in health and social care Promote and implement health and safety in health and social care Promote good practice in handling information in health and social care settings
Unit type
Level
Credit
GLH
Page number 63
Date achieved
Notes
Y/601/8145
HSC 036
Competence
41
F/601/8138
HSC 037
Competence
43
69
J/601/9470
HSC 038
Competence
16
75
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Optional Group B units Units in bold are mandatory pathway units.

Unit ref. Unit no. Unit title Purpose and principles of independent advocacy Understand mental well-being and mental health promotion Understand mental health problems Understand the process and experience of dementia Understand the administration of medication to individuals with dementia using a person-centred approach Understand the role of communication and interactions with individuals who have dementia Understand the diversity of individuals with dementia and the importance of inclusion Understand theories of relationships and social networks Unit type Level Credit GLH Page number Date achieved Notes
M/502/3146
ADV 301
Knowledge
25
F/602/0097 J/602/0103 J/601/3538
CMH 301 CMH 302 DEM 301
Knowledge Knowledge Knowledge
3 3 3
3 3 3
14 14 22 79
K/601/9199
DEM 305
Knowledge
15
L/601/3539
DEM 308
Knowledge
26
Y/601/3544
DEM 310 HSC 3021
Knowledge
23
Y/601/8579
Knowledge
29
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Unit ref.
Unit no. HSC 3046 IC01 IC02 IC03
Unit title Introduction to personalisation in social care The principles of infection prevention and control Causes and spread of infection Cleaning, decontamination and waste management Understand the context of supporting individuals with learning disabilities Principles of supporting an individual to maintain personal hygiene Understand positive risk taking for individuals with disabilities Principles of supporting individuals with a learning disability regarding sexuality and sexual health Understand how to support individuals with autistic spectrum conditions
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
K/601/9493
Knowledge
22
L/501/6737 H/501/7103 R/501/6738
Knowledge Knowledge Knowledge
2 2 2
3 2 2
30 20 20
K/601/5315
LD 201
Knowledge
35
83
H/601/5703
LD 206 LD Op 305 LD Op 307
Knowledge
10
J/601/6293
Knowledge
25
A/601/6274
Knowledge
21
T/601/5317
LD 310
Knowledge
28
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Unit ref.
Unit no.
Unit title Principles of supporting young people with a disability to make the transition into adulthood Principles of self-directed support Understand physical disability Understand the impact of acquired brain injury on individuals Understand sensory loss
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
M/601/7227
LD 311 K
Knowledge
30
M/601/7048 J/601/6150
LD 314 K PD OP 3.1 PD OP 3.3 SS MU 3.1 SS OP 3.1
Knowledge Knowledge
3 3
3 3
26 22
Y/601/6167
Knowledge
28
M/601/3467
Knowledge
21
F/601/3473
Understand models of disability
Knowledge
26
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Optional Group C units Units in bold are mandatory pathway units.

Unit ref. T/502/3147 A/502/3148 Unit no. ADV 302 ADV 303 Unit title Providing independent advocacy support Maintaining the independent advocacy relationship Responding to the advocacy needs of different groups of people Recognise indications of substance misuse and refer individuals to specialists Support individuals who are substance users Identify and act upon immediate risk of danger to substance mis-users Provide services to those affected by someone elses substance use Increase awareness about drugs, alcohol or other substances with individuals and groups Unit type Competence Competence Level 3 3 Credit 6 6 GLH 25 25 Page number Date achieved Notes
F/502/3149
ADV 304
Competence
25
M/601/0648
ASM 1
Competence
24
A/601/0670
ASM 3
Competence
42
D/501/0585
ASM 4
Competence
24
M/601/0682
ASM 5
Competence
24
H/501/0586
ASM 8
Competence
42
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Unit ref. T/601/0666
Unit no. ASM 9
Unit title Test for substance use Carry out initial assessments to identify and prioritise the needs of substance misusers Carry out comprehensive substance misuse assessment Assist with the transfer of individuals, who misuse substances, between agencies and services Support individuals through detoxification programmes Develop and sustain effective working relationships with staff in other agencies Administer medication to individuals, and monitor the effects Supply and exchange injecting equipment for individuals Understand and meet the nutritional requirements of individuals with dementia
Unit type Competence
Level 3
Credit 5
GLH 30
Page number
Date achieved
Notes
D/601/0662
ASM 11
Competence
30
K/501/0587
ASM 12
Competence
30
D/601/0676
ASM 15
Competence
K/501/0590
ASM 18
Competence
18
R/601/3526
ASM 24
Competence
24
Y/501/0598
ASM 34
Competence
30
D/501/0599
ASM 35
Competence
18
T/601/9187
DEM 302
Competence
26
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Unit ref.
Unit no.
Unit title Enable rights and choices of individuals with dementia whilst minimising risk Understand and enable interaction and communication with individuals who have dementia Equality, diversity and inclusion in dementia care practice Provide support to manage pain and discomfort Gain access to the homes of individuals, deal with emergencies and ensure security on departure Undertake agreed pressure area care Move and position individuals in accordance with their plan of care Contribute to raising awareness of health issues Provide support to continue recommended therapies
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
A/601/9191
DEM 304
Competence
26
91
Y/601/4693
DEM 312
Competence
30
97
F/601/4686
DEM 313 HSC 2003 HSC 2019 HSC 2024 HSC 2028 HSC 3001 HSC 3002
Competence
31
103
K/601/9025
Competence
15
R/601/7902
Competence
14
T/601/8721
Competence
30
J/601/8027
Competence
26
T/601/9027
Competence
26
A/601/9028
Competence
20
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Unit ref.
Unit no. HSC 3003 HSC 3004 HSC 3007 HSC 3008 HSC 3010 HSC 3012 HSC 3013 HSC 3014 HSC 3019
Unit title Provide support to maintain and develop skills for everyday life Facilitate learning and development activities to meet individual needs and preferences Support the development of community partnerships Implement therapeutic Group Activities Support individuals to develop and run support groups Prepare to support individuals within a shared lives arrangement Support individuals to access and use services and facilities Provide support for individuals within a shared lives arrangement Support individuals in their relationships
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
L/601/8028
Competence
28
L/601/8644
Competence
35
M/601/9494
Competence
33
D/601/9491
Competence
25
H/601/9492
Competence
24
M/601/9611
Competence
31
F/601/7927
Competence
25
J/601/9601
Competence
35
R/601/8578
Competence
27
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Unit ref.
Unit no. HSC 3020 HSC 3022 HSC 3023 HSC 3024 HSC 3027 HSC 3028 HSC 3029 HSC 3033 HSC 3034 HSC 3035
Unit title Facilitate person-centred assessment, planning, implementation and review Support Individuals to live at home Support individuals to manage their finances Support individuals to access and manage direct payments Support individuals to access housing and accommodation services Support individuals to deal with personal relationship problems Support individuals with specific communication needs Support individuals during a period of change Support individuals to prepare for and settle in to new home environments Support individuals who are bereaved
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
H/601/8049
Competence
45
Y/601/7903
Competence
25
D/601/7904
Competence
20
H/601/7905
Competence
40
K/601/7906
Competence
24
R/601/8581
Competence
26
T/601/8282
Competence
35
M/601/7907
Competence
29
T/601/7908
Competence
23
A/601/7909
Competence
30
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Unit ref.
Unit no. HSC 3038 HSC 3045 HSC 3047 HSC 3048 HSC 3049 HSC 3050 HSC 3051 HSC 3052 HSC 3053 HSC 3054
Unit title Work in partnership with families to support individuals Promote positive behaviour Support use of medication in social care settings Support individuals at the end of life Prepare environments and resources for use during healthcare activities Prepare for and carry out extended feeding techniques Undertake tissue viability risk assessments Undertake physiological measurements
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
H/601/8147
Competence
27
F/601/3764
Competence
44
F/601/4056
Competence
40
T/601/9495
Competence
53
R/601/8824
Competence
20
A/601/8980
Competence
27
Y/601/9022
Competence
26
R/601/8662
Competence
23
D/601/8860
Obtain venous blood samples Undertake urethral catheterisation processes
Competence
24
J/601/8979
Competence
28
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Unit ref.
Unit no.
Unit title Identify the physical health needs of individuals with mental health needs and plan appropriate actions Support families in maintaining relationships in their wider social structures Work with families, carers and individuals during times of crisis Enable individuals with behavioural difficulties to develop strategies to change their behaviour Help individuals address their substance use through an action plan Interact with and support individuals using telecommunications Implement the positive behavioural support model Support positive risk taking for individuals Emergency first aid skills
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
A/601/9174
HSC 3055
Competence
35
K/601/9185
HSC 3056 HSC 3057 HSC 3058 HSC 3061 HSC 3062 HSC 3065 HSC 3066 L2 EFAW
Competence
33
F/601/9029
Competence
35
L/601/9034
Competence
41
J/601/9968
Competence
28
Y/601/8825
Competence
36
T/601/9738
Competence
61
L/601/9549 Y/600/1250
Competence Competence
3 2
4 1
32 10
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Unit ref.
Unit no.
Unit title Support individuals to maintain personal hygiene Support person-centred thinking and planning Promote active support Support individuals with a learning disability to access healthcare Support young people with a disability to make the transition into adulthood Support parents with disabilities Support individuals with self-directed support Work with other professionals and agencies to support individuals with physical disabilities Support families who are affected by acquired brain injury Support families who have a child with a disability
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
K/601/9963
LD 206 C
Competence
17
A/601/7215
LD 302 LD Op 303 LD 308
Competence
41
109
D/601/7353
Competence
36
119
J/601/8657
Competence
25
F/602/0049 K/601/7047 J/602/0053
LD 311 C LD 312 LD Op 314 C PD OP 3.2 PD OP 3.4 PD OP 3.5
Competence Competence Competence
3 3 3
5 6 5
40 43 35
K/601/6190
Competence
23
M/601/5817
Competence
30
D/601/5750
Competence
23
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Unit ref.
Unit no. SS OP 3.2 SS OP 3.3 SS OP 3.4 SS OP 3.5 SS OP 3.6 SS OP 3.7 SS OP 3.8
Unit title Promote effective communication with individuals with sensory loss Support individuals with multiple conditions and/or disabilities Support individuals in the use of assistive technology Support the assessment of individuals with sensory loss Support the promotion of awareness of sensory loss Support individuals to access education, training or employment Enable individuals to negotiate environments
Unit type
Level
Credit
GLH
Page number
Date achieved
Notes
K/601/3483
Competence
30
A/601/5190
Competence
31
J/601/3541
Competence
32
R/601/3543
Competence
22
D/601/3545
Competence
23
H/601/3546
Competence
31
R/601/5180
Competence
34
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Barred unit combinations

The rules of combination of the Level 3 Diploma in Health and Social Care (Adults) England will not allow the following unit combinations to be taken together.
If taken Unit ref. T/502/3147 Unit no. ADVO 302 Unit title Providing independent advocacy support Unit ref. A/502/3148 F/502/3149 Unit no. ADVO 303 or ADVO 304 Cannot be taken Unit title Maintaining the independent advocacy relationship Responding to the advocacy needs in different groups of people Support use of medication in social settings
Y/501/0598
ASM 34
Administer medication to individuals and monitor the effects Understand the role of communication and interactions with individuals who have dementia Understand the diversity of individuals with dementia and the importance of inclusion Promote positive behaviour Principles of supporting an individual to maintain personal hygiene Support individuals with self-directed support
F/601/4056
HSC 3047
L/601/3539
DEM 308
Y/601/4693
DEM 312
Understand and enable interaction and communication with individual who have dementia Equality, diversity and inclusion in dementia care
Y/601/3544
DEM 310
F/601/4686
DEM 313
F/601/3764 H/601/5703
HSC 3045 LD 206
T/601/9738 K/601/9963
HSC 3065 LD 206 C
Implement the positive behavioural support model Support individuals to maintain personal hygiene
J/602/0053
LD 314 C
M601/7048
LD 314 K
Principles of self-directed support
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If taken Unit ref. M/601/7227 Unit no. LD 311K Unit title Principles of supporting young people with a disability to make the transition into adulthood Understand positive risk taking for individuals with disabilities Unit ref. F/602/0049 Unit no. LD 311C
Cannot be taken Unit title Support young people with a disability to make the transition into adulthood Support positive risk taking for individuals
J/601/6293
LD 305
L/601/9549
HSC 3066
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Section 3: Units
This section includes CACHE assessment tasks for tutors convenience. They are not mandatory.
Section 3: Units
Unit layout
For each unit the following material has been provided:
Unit title Unit number Unit reference Unit level Unit credit value Provides a clear, concise explanation of the content of the unit. The unique number assigned by the owner of the unit (e.g. TDA, CACHE etc.). The unique reference number given to each unit at qualification approval by Ofqual. Denotes the level of the unit within the QCF framework. The value that has been given to the unit based on the expected learning time for an average learner. 1 credit = 10 learning hours. Unit aim Learning outcome Assessment criteria Additional information* Provides a brief outline of the unit content. A statement of what a learner will know, understand or be able to do, as a result of a process of learning. A description of the requirements a learner must achieve to demonstrate that a learning outcome has been met. This box identifies the assessment strategy relevant to the unit. When required, this will include specific guidance relating to the assessment of the unit and information to support the learner to achieve. Any additional guidance provided to support the assessment of the unit. The average number of hours of supervised or directed study time or assessment required to achieve a qualification or unit of a qualification. A scenario or aspect of the work role that will support the learner in producing the evidence requirements for knowledge only learning outcomes.
Unit assessment guidance*
Unit guided learning hours
Assessment task (set by CACHE)*
* Additional information, Unit assessment guidance and Assessment tasks may not be provided for all units.
NB: Words highlighted in bold in the learning outcomes, assessment criteria and assessment tasks are linked to the additional guidance section where more information on them can be found.
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SHC 31: Promote communication in health, social care or childrens and young peoples settings
Unit reference Credit value Unit aim J/601/1434 3 Level GLH 3 10
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality
Learner name: CACHE PIN:
CACHE Centre no: ULN:
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved

Initial and date
Learning outcomes 2, 3 and 4 must be assessed in a real work environment 1. Understand why effective communication is important in the work setting. 1.1. Identify the different reasons people communicate. 1.2. Explain how communication affects relationships in the work setting. 2. Be able to meet the communication and language needs, wishes and preferences of individuals. 2.1. Demonstrate how to establish the communication and language needs, wishes and preferences of individuals. 2.2. Describe the factors to consider when promoting effective communication. 2.3. Demonstrate a range of communication methods and styles to meet individual needs. 2.4. Demonstrate how to respond to an individuals reactions when communicating.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
3. Be able to overcome barriers to communication.
3.1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways. 3.2. Identify barriers to effective communication. 3.3. Demonstrate ways to overcome barriers to communication. 3.4. Demonstrate strategies that can be used to clarify misunderstandings. 3.5. Explain how to access extra support or services to enable individuals to communicate effectively.
4. Be able to apply principles and practices relating to confidentiality.
4.1. Explain the meaning of the term confidentiality. 4.2. Demonstrate ways to maintain confidentiality in day to day communication. 4.3. Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns.
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Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date:
Assessor sign off of completed unit: SHC 31 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
For e-portfolio a signature is not required, providing the learner has a personalised and secure login.
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Additional information about the unit:
Guidance for developing unit assessment arrangements provided with the QCF unit
CCLD 301 GCU 1 GEN 22 HSC 31 Themes recur as knowledge requirements and core values throughout HSC NOS.
Guidance for developing assessment arrangements for the unit:
Additional unit assessment requirements provided with the QCF unit Unit assessment guidance provided by the sector
Assessment of this unit must adhere to the requirements of Skills for Care and Development/Skills for Health assessment strategy. Communication methods include: non-verbal communication: - eye contact - touch - physical gestures - body language - behaviour verbal communication: - vocabulary - linguistic tone - pitch. Services may include: translation services interpreting services speech and language services advocacy services.
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Assessment task SHC 31 Promote communication in health and social care or childrens and young peoples settings
Task links to learning outcome 1, assessment criteria 1.1 and 1.2. Communication is a vital skill required to effectively work in health and social care or with children and / or young people. Evidence of your practice will be assessed in your work setting. To establish the context of this, you will need to carry out some research to provide: an identification of the different reasons people communicate an explanation of how communication affects relationships in the work setting. You may choose to present your written response as a formal report with an introduction. Make sure that the body of the report is set out with clear headings which identify the content of each section, e.g. introduction, main body and conclusion. It is good practice to reference the source(s) of your information using an established format for presenting references and bibliography.
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SHC 32: Engage in personal development in health, social care or childrens and young peoples settings
Unit reference Credit value Unit aim A/601/1429 3 Level GLH 3 10
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment 1. Understand what is required for competence in own work role. 1.1. Describe the duties and responsibilities of own work role. 1.2. Explain expectations about own work role as expressed in relevant standards. 2. Be able to reflect on practice. 2.1. Explain the importance of reflective practice in continuously improving the quality of service provided. 2.2. Demonstrate the ability to reflect on practice. 2.3. Describe how own values, belief systems and experiences may affect working practice. 3. Be able to evaluate own performance. 3.1. Evaluate own knowledge, performance and understanding against relevant standards.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
3.2. Demonstrate use of feedback to evaluate own performance and inform development. 4. Be able to agree a personal development plan. 4.1. Identify sources of support for planning and reviewing own development. 4.2. Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities. 4.3. Demonstrate how to work with others to agree own personal development plan. 5. Be able to use learning opportunities and reflective practice to contribute to personal development. 5.1. Evaluate how learning activities have affected practice. 5.2. Demonstrate how reflective practice has led to improved ways of working. 5.3. Show how to record progress in relation to personal development.
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Relationship to occupational standards provided with the QCF unit
CCLD 304 GCU 6 GEN 12, GEN 13 HSC 33 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS.
Assessment of this unit must adhere to the requirements of Skills for Care and Development /Skills for Health assessment strategy. Standards may include: codes of practice regulations minimum standards national occupational standards. Sources of support may include: formal support informal support supervision appraisal within the organisation beyond the organisation. Others may include: the individual carers advocates supervisor, line manager or employer other professionals.
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Assessment task SHC 32 Engage in personal development in health, social care or childrens and young peoples settings
Task links to learning outcome 1, assessment criteria 1.1 and 1.2. Personal development and reflective practice is an integral part of health and social care or working with children and/or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: write a description of the duties and responsibilities of your own work role prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards.)
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SHC 33: Promote equality and inclusion in health, social care or childrens and young peoples settings
Unit reference Credit value Unit aim Y/601/1437 2 Level GLH 3 8
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit covers the topics of equality, diversity and inclusion, and how to promote these in the work setting.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2 and 3 must be assessed in a real work environment. 1. Understand the importance of diversity, equality and inclusion. 1.1. Explain what is meant by: diversity equality inclusion. 1.2. Describe the potential effects of discrimination. 1.3. Explain how inclusive practice promotes equality and supports diversity. 2. Be able to work in an inclusive way. 2.1. Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role. 2.2. Show interaction with individuals that respects their beliefs, culture, values and preferences.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
3. Be able to promote diversity, equality and inclusion.
3.1. Demonstrate actions that model inclusive practice. 3.2. Demonstrate how to support others to promote equality and rights. 3.3. Describe how to challenge discrimination in a way that promotes change.
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CCLD 305 GCU 5 HSC 34, HSC 35, HSC 3116 Themes recur as knowledge requirements and core values throughout HSC and CCLD NOS.
Assessment of this unit must adhere to the requirements of Skills for Care and Development / Skills for Health assessment strategy. Effects may include effects on: the individual families or friends of the individual those who inflict discrimination wider society.
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Assessment task SHC 33 Promote equality and inclusion in health, social care or childrens and young peoples settings
Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. In your work role in health and social care or with children and / or young people you have been asked to produce an information area in your work place for stakeholders, who may include staff adult carers, children and young people. To support understanding and raise awareness of equality, diversity and inclusion, present the following information: an explanation of what is meant by: - diversity - equality - inclusion a description of the potential effects of discrimination an explanation of how inclusive practice promotes equality and supports diversity. Produce your work on A4 sheets and ensure that it is clearly presented.
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SHC 34: Principles for implementing duty of care in health, social care or childrens and young peoples settings
Unit reference Credit value Unit aim R/601/1436 1 Level GLH 3 5
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
1. Understand how duty of care contributes to safe practice.
1.1. Explain what it means to have a duty of care in own work role. 1.2. Explain how duty of care contributes to the safeguarding or protection of individuals.
2. Know how to address conflicts or dilemmas that may arise between an individuals rights and the duty of care.
2.1. Describe potential conflicts or dilemmas that may arise between the duty of care and an individuals rights. 2.2. Describe how to manage risks associated with conflicts or dilemmas between an individuals rights and the duty of care. 2.3. Explain where to get additional support and advice about conflicts and dilemmas.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
3. Know how to respond to complaints.
3.1. Describe how to respond to complaints. 3.2. Explain the main points of agreed procedures for handling complaints.
CCLD 305 GCU 2 HSC 24, HSC 34, HSC 35 Themes recur as knowledge requirements and core values throughout HSC and CCLD NOS.
Additional unit assessment requirements provided with the QCF unit
Assessment of this unit must adhere to the requirements of Skills for Care and Development/Skills for Health assessment strategy.
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Assessment task SHC 34 Principles for implementing duty of care in health, social care or childrens and young peoples setting
When working in health and social care or with children and young people in any setting understanding Duty of Care is paramount. Prepare an information document to be used during the induction process of a new member of staff. Be sure that you relate it to your work role and clearly identify any reference to other documentation. Carefully consider how the information is presented to ensure that each area is produced under clear headings. Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. Write an explanation of: what it means to have a duty of care in own work role how duty of care contributes to the safeguarding or protection of individuals.
Task 2(a) links to learning outcome 2, assessment criteria 2.1 and 2.2. Write a description of: potential conflicts or dilemmas that may arise between the duty of care and an individuals rights how to manage risks associated with conflicts or dilemmas between an individuals rights and the duty of care.
Task 2 (b) links to learning outcome 2, assessment criteria 2.3. Produce an explanation of where to get additional support and advice about conflicts and dilemmas. Task 3 links to learning outcome 3, assessment criteria 3.1 and 3.2. Write a description of how to respond to complaints. Write an explanation of the main points of agreed procedures for handling complaints. NB: Please ensure that all the information given relates to settings working in health and social care or with children and or young people. Reference the sources of information you have used.
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HSC 024: Principles of safeguarding and protection in health and social care
This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
1. Know how to recognise signs of abuse.
1.1. Define the following types of abuse: physical abuse sexual abuse emotional/psychological abuse financial abuse institutional abuse self-neglect neglect by others. 1.2. Identify the signs and / or symptoms associated with each type of abuse. 1.3. Describe factors that may contribute to an individual being more vulnerable to abuse.
2. Know how to respond to suspected or alleged abuse.
2.1. Explain the actions to take if there are suspicions that an individual is being abused.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2.2. Explain the actions to take if an individual alleges that they are being abused. 2.3. Identify ways to ensure that evidence of abuse is preserved. 3. Understand the national and local context of safeguarding and protection from abuse. 3.1. Identify national policies and local systems that relate to safeguarding and protection from abuse. 3.2. Explain the roles of different agencies in safeguarding and protecting individuals from abuse. 3.3. Identify reports into serious failures to protect individuals from abuse. 3.4. Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse. 4. Understand ways to reduce the likelihood of abuse. 4.1. Explain how the likelihood of abuse may be reduced by: working with personcentred values encouraging active participation promoting choice and rights. 4.2. Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse. 5. Know how to recognise and report unsafe practices. 5.1. Describe unsafe practices that may affect the wellbeing of individuals.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
5.2. Explain the actions to take if unsafe practices have been identified. 5.3. Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.
Assessor sign off of completed unit: HSC 024 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit:
HSC 24, HSC 240 Content recurs throughout HSC NOS knowledge requirements.
Factors may include: a setting or situation the individual. An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care. The actions to take constitute the learners
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responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates: a colleague someone in the individuals personal network the learner the learners line manager others. A setting where there is no formal duty of care includes adult health or social care settings. Local systems may include: employer / organisational policies and procedures multi-agency adult protection arrangements for a locality. Person-centred values include: individuality rights choice privacy independence dignity respect partnership. Active participation is a way of working that recognises an individuals right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. Unsafe practices may include: poor working practices resource difficulties operational difficulties. Additional unit assessment requirements provided with the QCF unit This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
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Assessment task HSC 024 Principles of safeguarding and protection in health and social care
In your work role you have been asked to produce a reference document for use in your work place. This document will be used to support understanding and raise awareness of the principles of safeguarding and protection in health and social care, present the following information in five sections: Section 1 How to recognise signs of abuse Section 2 How to respond to suspected or alleged abuse Section 3 The national and local context of safeguarding and protection from abuse Section 4 Ways to reduce the likelihood of abuse Section 5 How to recognise and report unsafe practices Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. Section 1 How to recognise signs of abuse. Define the following types of abuse: - physical abuse - sexual abuse - emotional / psychological abuse - financial abuse - institutional abuse - self-neglect - neglect by others. Identify the signs and/or symptoms associated with each type of abuse. Describe factors that may contribute to an individual being more vulnerable to abuse.
Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3. Section 2 How to respond to suspected or alleged abuse. Explain the actions to take if there are suspicions that an individual is being abused. Explain the actions to take if an individual alleges that they are being abused. Identify ways to ensure that evidence of abuse is preserved.
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Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4. Section 3 The national and local context of safeguarding and protection from abuse. Identify national policies and local systems that relate to safeguarding and protection from abuse. Explain the roles of different agencies in safeguarding and protecting individuals from abuse. Identify reports into serious failures to protect individuals from abuse. Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse.
Task 4 links to learning outcome 4, assessment criteria 4.1 and 4.2 Section 4 Ways to reduce the likelihood of abuse. Explain how the likelihood of abuse may be reduced by: - working with person-centred values - encouraging active participation - promoting choice and rights. Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.
Task 5 links to learning outcome 5, assessment criteria 5.1, 5.2 and 5.3 Section 5 How to recognise and report unsafe practices. Describe unsafe practices that may affect the wellbeing of individuals. Explain the actions to take if unsafe practices have been identified. Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.
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HSC 025: The role of the health and social care worker
This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others.
Learning outcomes The learner will:
Assessment criteria The learner can:
Evidence record

Initial and date
Learning outcomes 2 and 3 must be assessed in a real work environment. 1. Understand working relationships in health and social care. 1.1. Explain how a working relationship is different from a personal relationship. 1.2. Describe different working relationships in health and social care settings. 2. Be able to work in ways that are agreed with the employer. 2.1. Describe why it is important to adhere to the agreed scope of the job role. 2.2. Access full and up-to-date details of agreed ways of working. 2.3. Implement agreed ways of working. 3. Be able to work in partnership with others. 3.1. Explain why it is important to work in partnership with others. 3.2. Demonstrate ways of working that can help improve partnership working.
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Evidence record

Initial and date
3.3. Identify skills and approaches needed for resolving conflicts. 3.4. Demonstrate how and when to access support and advice about: partnership working resolving conflicts.
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HSC 23, HSC 227
Agreed ways of working include policies and procedures where these exist; they may be less formally documented with micro-employers. Others may include: team members and colleagues other professionals individuals who require care or support families, friends, advocates or others who are important to individuals.
This unit must be assessed in accordance with the Skills for Care and Development QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work environment.
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Assessment task HSC 025 The role of the health and social care worker
In your work role in health and social care you have been asked to discuss the following with your line manager at your next supervision. In preparation for this prepare the following: Task links to learning outcome 1, assessment criteria 1.1 and 1.2. an explanation of how a working relationship is different from a personal relationship a description of different working relationships in health and social care settings.
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HSC 036: Promote person-centred approaches in health and social care

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote personcentred approaches.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment. 1. Understand the application of person-centred approaches in health and social care. 1.1. Explain how and why personcentred values must influence all aspects of health and social care work. 1.2. Evaluate the use of care plans in applying personcentred values. 2. Be able to work in a person-centred way. 2.1. Work with an individual and others to find out the individuals history, preferences, wishes and needs. 2.2. Demonstrate ways to put person-centred values into practice in a complex or sensitive situation. 2.3. Adapt actions and approaches in response to an individuals changing needs or preferences.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
3. Be able to establish consent when providing care or support.
3.1. Analyse factors that influence the capacity of an individual to express consent. 3.2. Establish consent for an activity or action. 3.3. Explain what steps to take if consent cannot be readily established.
4. Be able to implement and promote active participation.
4.1. Describe different ways of applying active participation to meet individual needs. 4.2. Work with an individual and others to agree how active participation will be implemented. 4.3. Demonstrate how active participation can address the holistic needs of an individual. 4.4. Demonstrate ways to promote understanding and use of active participation.
5. Be able to support the individuals right to make choices.
5.1. Support an individual to make informed choices. 5.2 Use own role and authority to support the individuals right to make choices. 5.3. Manage risk in a way that maintains the individuals right to make choices. 5.4. Describe how to support an individual to question or challenge decisions concerning them that are made by others.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
6. Be able to promote individuals well-being.
6.1. Explain the links between identity, self-image and selfesteem. 6.2. Analyse factors that contribute to the well-being of individuals. 6.3. Support an individual in a way that promotes their sense of identity, self-image and selfesteem. 6.4. Demonstrate ways to contribute to an environment that promotes well-being.
7. Understand the role of risk assessment in enabling a person-centred approach.
7.1. Compare different uses of risk assessment in health and social care. 7.2. Explain how risk-taking and risk assessment relate to rights and responsibilities. 7.3. Explain why risk assessments need to be regularly revised.
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HSC 35, HSC 332, HSC 350 Content recurs throughout HSC NOS.
Person-centred values include: individuality rights choice privacy independence dignity respect partnership. A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed. An individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner. Others may include: team members and colleagues other professionals individuals who require care or support families, friends, advocates or others who are important to individuals. Complex or sensitive situations may include those that are: distressing or traumatic threatening or frightening likely to have serious implications or consequences of a personal nature involving complex communication or cognitive needs.
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Consent means informed agreement to an action or decision; the process of establishing consent will vary according to an individuals assessed capacity to consent. Active participation is a way of working that recognises an individuals right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. Well-being may include aspects that are: spiritual emotional cultural religious social political. Additional unit assessment requirements provided with the QCF unit This unit must be assessed in accordance with Skills for Care and Developments QCF Assessment Principles. Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment.
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Assessment task HSC 036 Promote person-centred approaches in health and social care
In your work role in health and social care you have been asked to discuss the importance of person-centred approaches during supervision with your line manager. Prepare the following information which: Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. explains how and why person-centred values must influence all aspects of health and social care work evaluates the use of care plans in applying person-centred values
Task 2 links to learning outcome 7, assessment criteria 7.1, 7.2 and 7.3. compares different uses of risk assessment in health and social care explains how risk-taking and risk assessment relate to rights and responsibilities explains why risk assessments need to be regularly revised.
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HSC 037: Promote and implement health and safety in health and social care
Unit reference Credit value Unit aim F/601/8138 6 Level GLH 3 43
This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to promote and implement health and safety in their work setting.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 4, 5, 6, 7 and 8 must be assessed in a real work environment 1. Understand own responsibilities, and the responsibilities of others, relating to health and safety. 1.1. Identify legislation relating to health and safety in a health or social care work setting. 1.2. Explain the main points of health and safety policies and procedures agreed with the employer. 1.3. Analyse the main health and safety responsibilities of: self the employer or manager others in the work setting. 1.4. Identify specific tasks in the work setting that should not be carried out without special training.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2. Be able to carry out own responsibilities for health and safety.
2.1. Use policies and procedures or other agreed ways of working that relate to health and safety. 2.2. Support others to understand and follow safe practices. 2.3. Monitor and report potential health and safety risks. 2.4. Use risk assessment in relation to health and safety. 2.5. Demonstrate ways to minimise potential risks and hazards. 2.6. Access additional support or information relating to health and safety.
3. Understand procedures for responding to accidents and sudden illness.
3.1. Describe different types of accidents and sudden illness that may occur in own work setting. 3.2. Explain procedures to be followed if an accident or sudden illness should occur.
4. Be able to reduce the spread of infection.
4.1. Explain own role in supporting others to follow practices that reduce the spread of infection. 4.2. Demonstrate the recommended method for hand washing. 4.3. Demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
5. Be able to move and handle equipment and other objects safely.
5.1. Explain the main points of legislation that relates to moving and handling. 5.2. Explain principles for safe moving and handling. 5.3. Move and handle equipment and other objects safely.
6. Be able to handle hazardous substances and materials.
6.1. Describe types of hazardous substances that may be found in the work setting. 6.2. Demonstrate safe practices for: storing hazardous substances using hazardous substances disposing of hazardous substances and materials.
7. Be able to promote fire safety in the work setting.
7.1. Describe practices that prevent fires from: starting spreading. 7.2. Demonstrate measures that prevent fires from starting. 7.3. Explain emergency procedures to be followed in the event of a fire in the work setting. 7.4. Ensure that clear evacuation routes are maintained at all times.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
8. Be able to implement security measures in the work setting.
8.1. Demonstrate use of agreed procedures for checking the identity of anyone requesting access to: premises information. 8.2. Demonstrate use of measures to protect own security and the security of others in the work setting. 8.3. Explain the importance of ensuring that others are aware of own whereabouts.
9. Know how to manage stress.
9.1. Describe common signs and indicators of stress. 9.2. Describe signs that indicate own stress. 9.3. Analyse factors that tend to trigger own stress. 9.4. Compare strategies for managing stress.
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HSC 32 Content recurs throughout HSC NOS knowledge requirements.
Work setting may include one specific location or a range of locations, depending on the context of a particular work role. Policies and procedures may include other agreed ways of working as well as formal policies and procedures. Others may include: team members other colleagues those who use or commission their own health or social care services families, carers and advocates. Tasks for which special training is required may include: use of equipment first aid medication health care procedures food handling and preparation. Stress can have positive as well as negative effects, but in this unit the word is used to refer to negative stress.
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 4, 5, 6, 7 and 8 must be assessed in a real work environment.
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Assessment task HSC 037 Promote and implement health and safety in health and social care
In health and social care promoting and implementing health and safety is an important part of your work role. You have been asked to discuss this aspect of your work during supervision with your line manager. Prepare the following information which: Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. identifies legislation relating to health and safety in a health or social care work setting explains the main points of health and safety policies and procedures agreed with the employer analyses the main health and safety responsibilities of: - self - the employer or manager - others in the work setting identifies specific tasks in the work setting that should not be carried out without special training
Task 2 links to learning outcome 3, assessment criteria 3.1 and 3.2. describes different types of accidents and sudden illness that may occur in own work setting explains procedures to be followed if an accident or sudden illness should occur
Task 3 links to learning outcome 9, assessment criteria 9.1, 9.2, 9.3 and 9.4. describes common signs and indicators of stress describes signs that indicate own stress analyses factors that tend to trigger own stress compares strategies for managing stress.
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HSC 038: Promote good practice in handling information in health and social care settings
This unit is aimed at those working in a wide range of settings. It covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2 and 3 must be assessed in a real work environment 1. Understand requirements for handling information in health and social care settings. 1.1. Identify legislation and codes of practice that relate to handling information in health and social care. 1.2. Summarise the main points of legal requirements and codes of practice for handling information in health and social care. 2. Be able to implement good practice in handling information. 2.1. Describe features of manual and electronic information storage systems that help ensure security. 2.2. Demonstrate practices that ensure security when storing and accessing information. 2.3. Maintain records that are up to date, complete, accurate and legible.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

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3. Be able to support others to handle information.
3.1. Support others to understand the need for secure handling of information. 3.2. Support others to understand and contribute to records.
HSC 31 Themes recur throughout HSC NOS.
Others may include: colleagues individuals accessing care or support. This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work environment.
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Assessment task HSC 038 Promote good practice in handling information in health and social care settings
In health and social care recording, sharing, storing and accessing information is an important part of your work role. You have been asked to discuss how you promote good practice regarding this during supervision with your line manager. Prepare the following information which: Task links to learning outcome 1, assessment criteria 1.1 and 1.2. identifies legislation and codes of practice that relate to handling information in health and social care summarises the main points of legal requirements and codes of practice for handling information in health and social care.
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DEM 301: Understand the process and experience of dementia

This unit provides the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
1. Understand the neurology of dementia.
1.1. Describe a range of causes of dementia syndrome. 1.2. Describe the types of memory impairment commonly experienced by individuals with dementia. 1.3. Explain the way that individuals process information with reference to the abilities and limitations of individuals with dementia. 1.4. Explain how other factors can cause changes in an individuals condition that may not be attributable to dementia. 1.5. Explain why the abilities and needs of an individual with dementia may fluctuate.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2. Understand the impact of recognition and diagnosis of dementia.
2.1. Describe the impact of early diagnosis and follow up to diagnosis. 2.2. Explain the importance of recording possible signs or symptoms of dementia in an individual in line with agreed ways of working. 2.3. Explain the process of reporting possible signs of dementia within agreed ways of working. 2.4. Describe the possible impact of receiving a diagnosis of dementia on: the individual their family and friends.
3. Understand how dementia care must be underpinned by a person-centred approach.
3.1. Compare a person-centred and a non-person-centred approach to dementia care. 3.2. Describe a range of different techniques that can be used to meet the fluctuating abilities and needs of the individual with dementia. 3.3. Describe how myths and stereotypes related to dementia may affect the individual and their carers. 3.4. Describe ways in which individuals and carers can be supported to overcome their fears.
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Assessor sign off of completed unit: DEM 301 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
Dementia syndrome: Dementia caused by a combination of conditions, sometimes called a mixed dementia. An individual is someone requiring care or support. Carers e.g.: partner family friends neighbours.
This unit must be assessed in accordance with Skills for Care and Developments assessment principles.
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Assessment task DEM 301 Understand the process and experience of dementia
When working with individuals in health and social care you need to have an understanding of the neurology of dementia to support the understanding of how individuals may experience dementia. To show this, prepare a document for your continual professional development folder for discussion at your next supervision which: Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5. describes a range of causes of dementia syndrome describes the types of memory impairment commonly experienced by individuals with dementia explains the way that individuals process information with reference to the abilities and limitations of individuals with dementia explains how other factors can cause changes in an individuals condition that may not be attributable to dementia explains why the abilities and needs of an individual with dementia may fluctuate
Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4. describes the impact of early diagnosis and follow up to diagnosis explains the importance of recording possible signs or symptoms of dementia in an individual in line with agreed ways of working explains the process of reporting possible signs of dementia within agreed ways of working describes the possible impact of receiving a diagnosis of dementia on: - the individual - their family and friends
Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4. compares a person-centred and a non-person-centred approach to dementia care describes a range of different techniques that can be used to meet the fluctuating abilities and needs of the individual with dementia describes how myths and stereotypes related to dementia may affect the individual and their carers describes ways in which individuals and carers can be supported to overcome their fears.
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LD 201: Understand the context of supporting individuals with learning disabilities

Unit reference Credit value Unit aim K/601/5315 4 Level GLH 2 35
The unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
1. Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities.
1.1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 1.2. Explain how this legislation and policies influence the dayto-day experiences of individuals with learning disabilities and their families.
2. Understand the nature and characteristics of learning disability.
2.1. Explain what is meant by learning disability. 2.2. Give examples of causes of learning disabilities. 2.3. Describe the medical and social models of disability.
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Learning outcomes
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Assessment criteria
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Evidence record

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2.4. State the approximate proportion of individuals with a learning disability for whom the cause is not known. 2.5. Describe the possible impact on a family of having a member with a learning disability. 3. Understand the historical context of learning disability. 3.1. Explain the types of services that have been provided for individuals with learning disabilities over time. 3.2. Describe how past ways of working may affect present services. 3.3. Identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: where people live daytime activities employment sexual relationships and parenthood the provision of healthcare. 4. Understand the basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities and their families. 4.1. Explain the meaning of the term social inclusion. 4.2. Explain the meaning of the term advocacy. 4.3. Describe different types of advocacy. 4.4. Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
5. Understand how views and attitudes impact on the lives of individuals with learning disabilities and their family carers.
5.1. Explain how attitudes are changing in relation to individuals with learning disabilities. 5.2. Give examples of positive and negative aspects of being labelled as having a learning disability. 5.3. Describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers. 5.4. Explain the roles of external agencies and others in changing attitudes, policy and practice.
6. Know how to promote communication with individuals with learning disabilities.
6.1. Identify ways of adapting each of the following when communicating with individuals who have learning disabilities: verbal communication non-verbal communication. 6.2. Explain why it is important to use language that is both age appropriate and ability appropriate when communicating with individuals with learning disabilities. 6.3. Describe ways of checking whether an individual has understood a communication, and how to address any misunderstandings.
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Assessor sign off of completed unit: LD 201 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Guidance for developing assessment arrangements for the unit:
An individual is someone requiring care or support. Causes should include: before birth, during birth and after birth. Ways to build empowerment should include personcentred thinking. Active participation is a way of working that recognises an individuals right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. External agencies include: advocacy services; parent / carer support groups; campaign groups etc. Others may include: the individual colleagues families or carers friends other professionals members of the public advocates.
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
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Assessment task LD 201 Understand the context of supporting individuals with learning disabilities
In your work role when working with individuals who have learning disabilities you will need to understand the context and issues linked with learning disability support. Prepare a folder in 6 sections which shows that you can: Section 1 - Legislation and policies that support the human rights and inclusion of individuals with learning disabilities. Section 2 - The nature and characteristics of learning disability. Section 3 - The historical context of learning disability. Section 4 - The basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities. Section 5 - How views and attitudes impact on the lives of individuals with learning disabilities and their family. Section 6 - How to promote communication with individuals with learning disabilities. Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. Section 1 - Legislation and policies that support the human rights and inclusion of individuals with learning disabilities. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families
Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5. Section 2 - The nature and characteristics of learning disability. explain what is meant by learning disability give examples of causes of learning disabilities describe the medical and social models of disability state the approximate proportion of individuals with a learning disability for whom the cause is not known describe the possible impact on a family of having a member with a learning disability
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Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3. Section 3 - The historical context of learning disability. explain the types of services that have been provided for individuals with learning disabilities over time describe how past ways of working may affect present services identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: - where people live - daytime activities - employment - sexual relationships and parenthood - the provision of healthcare
Task 4 links to learning outcome 4, assessment criteria 4.1, 4.2, 4.3 and 4.4. Section 4 - The basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities. explain the meaning of the term social inclusion explain the meaning of the term advocacy describe different types of advocacy describe ways to build empowerment and active participation into everyday support for individuals with learning disabilities
Task 5 links to learning outcome 5, assessment criteria 5.1, 5.2, 5.3 and 5.4. Section 5 - How views and attitudes impact on the lives of individuals with learning disabilities and their family. explain how attitudes are changing in relation to individuals with learning disabilities give examples of positive and negative aspects of being labelled as having a learning disability describe steps that can be taken to promote positive attitudes towards individuals with learning disabilities and their family carers explain the roles of external agencies and others in changing attitudes, policy and practice
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Task 6 links to learning outcome 6, assessment criteria 6.1, 6.2 and 6.3. Section 6 - How to promote communication with individuals with learning disabilities. identify ways of adapting each of the following when communicating with individuals who have learning disabilities: - verbal communication - non-verbal communication explain why it is important to use language that is both age appropriate and ability appropriate when communicating with individuals with learning disabilities describe ways of checking whether an individual has understood a communication, and how to address any misunderstandings.
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DEM 304: Enable rights and choices of individuals with dementia whilst minimising risks
This unit is about developing the learners knowledge, understanding and skill of enabling the rights and choices of the individual with dementia whilst minimising risks.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 3 and 4 must be assessed in a real work environment 1. Understand key legislation and agreed ways of working that support the fulfilment of rights and choices of individuals with dementia while minimising risk of harm. 1.1. Explain the impact of key legislation that relates to fulfilment of rights and choices and the minimising of risk of harm for an individual with dementia. 1.2. Evaluate agreed ways of working that relate to rights and choices of an individual with dementia. 1.3. Explain how and when personal information may be shared with carers and others, taking into account legislative frameworks and agreed ways of working. 2. Be able to maximise the rights and choices of individuals with dementia. 2.1. Demonstrate that the best interests of an individual with dementia are considered when planning and delivering care and support.
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Learning outcomes
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Assessment criteria
The learner can:
Evidence record

Initial and date
2.2. Demonstrate how an individual with dementia can be enabled to exercise their rights and choices even when a decision has not been deemed to be in their best interests. 2.3. Explain why it is important not to assume that an individual with dementia cannot make their own decisions. 2.4. Describe how the ability of an individual with dementia to make decisions may fluctuate. 3. Be able to involve carers and others in supporting individuals with dementia. 3.1. Demonstrate how carers and others can be involved in planning support that promotes the rights and choices of an individual with dementia and minimises risk of harm. 3.2. Describe how a conflict of interest can be addressed between the carer and an individual with dementia whilst balancing rights, choices and risk. 3.3. Describe how to ensure an individual with dementia, carers and others feel able to complain without fear of retribution. 4. Be able to maintain the privacy, dignity and respect of individuals with dementia whilst promoting rights and choices. 4.1. Describe how to maintain privacy and dignity when providing personal support for intimate care to an individual with dementia.
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Learning outcomes
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Assessment criteria
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Evidence record

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4.2. Demonstrate that key physical aspects of the environment are enabling care workers to show respect and dignity for an individual with dementia. 4.3. Demonstrate that key social aspects of the environment are enabling care workers to show respect and dignity for an individual with dementia.
Relationship to occupational standards provided by the sector
HSC 21, 31, 41, 24, 35, 45.
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Key legislation: Human Rights Act 1998 Mental Capacity Act 2005 Adults with Incapacity (Scotland) Act 2000 Mental Health Act 2007 The Disability Discrimination Act 1995 Safeguarding Vulnerable Groups Act 2006 Carers (Equal Opportunities) Act 2004. Agreed ways of working: Include policies and procedures where these exist; they may be less formally documented with micro-employers. An individual is someone requiring care or support. Carers and others may be: care worker family advocate colleagues managers social worker occupational therapist GP speech and language therapist physiotherapist pharmacist nurse specialist nurse psychologist psychiatrist independent mental capacity advocate independent mental health advocate advocate dementia care advisor support groups.
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Best interests: This is an essential aspect of the Mental Capacity Act (2005). To support the financial health, emotional and social wellbeing of an individual and to take into consideration their past and present wishes and feelings, advance directives, beliefs and values. Key physical and social aspects: Physical: signage colour furniture flooring technology room layout storage space for personal belongings Social: communication skills positive approach relationship-centred approach professional boundaries abilities focus whole team approach.
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
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Assessment task DEM 304 Enable rights and choices of individuals with dementia whilst minimising risks
To effectively work with individuals with dementia you need to be aware of the underpinning factors and skills of enabling the rights and choices of the individual with dementia whilst minimising risks. To show your understanding of this aspect of your work, prepare a briefing paper for colleagues which: Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. explains the impact of key legislation that relates to fulfilment of rights and choices and the minimising of risk of harm for an individual with dementia evaluates agreed ways of working that relate to rights and choices of an individual with dementia explains how and when personal information may be shared with carers and others, taking into account legislative frameworks and agreed ways of working.
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DEM 312: Understand and enable interaction and communication with individuals who have dementia
This unit provides the opportunity for the learner to develop and implement the qualities of an effective relationship with individuals with dementia. This is based on the use of positive interactions and communication skills.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 3 and 4 must be assessed in a real work environment 1. Understand the factors that can affect interactions and communication of individuals with dementia. 1.1. Explain how different forms of dementia may affect the way an individual communicates. 1.2. Explain how physical and mental health factors may need to be considered when communicating with an individual who has dementia. 1.3. Describe how to support different communication abilities and needs of an individual with dementia who has a sensory impairment. 1.4. Describe the impact the behaviours of carers and others may have on an individual with dementia.
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Evidence record

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2. Be able to communicate with an individual with dementia using a range of verbal and non-verbal techniques.
2.1. Demonstrate how to use different communication techniques with an individual who has dementia. 2.2. Show how observation of behaviour is an effective tool in interpreting the needs of an individual with dementia. 2.3. Analyse ways of responding to the behaviour of an individual with dementia, taking account of the abilities and needs of the individual, carers and others.
3. Be able to communicate positively with an individual who has dementia by valuing their individuality.
3.1. Show how the communication style, abilities and needs of an individual with dementia can be used to develop their care plan. 3.2. Demonstrate how the individuals preferred method(s) of interacting can be used to reinforce their identity and uniqueness.
4. Be able to use positive interaction approaches with individuals with dementia.
4.1. Explain the difference between a reality orientation approach to interactions and a validation approach. 4.2. Demonstrate a positive interaction with an individual who has dementia. 4.3. Demonstrate how to use aspects of the physical environment to enable positive interactions with individuals with dementia.
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4.4. Demonstrate how to use aspects of the social environment to enable positive interactions with individuals with dementia. 4.5. Demonstrate how reminiscence techniques can be used to facilitate a positive interaction with the individual with dementia.
HSC 21, 31, 41, 24, 35, 45
Carers e.g.: partner family friends neighbours.
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Others e.g.: care worker colleague manager social worker occupational therapist GP speech & language therapist physiotherapist pharmacist nurse psychologist admiral nurses independent mental capacity advocate community psychiatric nurse dementia care advisors advocate support groups. Reality orientation: This approach tries to place the individual in the here and now, reminding them of the day, place, time and situation they are in. Validation approach: Using non-judgmental acceptance and empathy to show the individual that their expressed feelings are valid. Focussing on the feelings rather than the content of speech. Social environment can provide interactions which create stimulation and enjoyment e.g.: opportunities to meet with family and friends able to talk about early life, past career, good memories engagement with familiar activities i.e. attendance at church, clubs, playing golf, favourite walks engagement with activities e.g. reminiscence, listening to favourite music, continuing social routines, e.g. going to the hairdresser, out for coffee etc. Additional unit assessment requirements provided with the QCF unit Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
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Assessment task DEM 312 Understand and enable interaction and communication with individuals who have dementia
Positive interactions and communication skills are important to maintain an effective relationship with individuals who have dementia. To show your understanding of this, prepare a briefing sheet for colleagues in your work place which: Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. explains how different forms of dementia may affect the way an individual communicates explains how physical and mental health factors may need to be considered when communicating with an individual who has dementia describes how to support different communication abilities and needs of an individual with dementia who has a sensory impairment describes the impact the behaviours of carers and others may have on an individual with dementia.
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40B40BDEM 313: Equality, diversity and inclusion in dementia care practice
DEM 313: Equality, diversity and inclusion in dementia care practice

Unit reference Credit value Unit aim F/601/4686 4 Level GLH 3 31
This unit is aimed at those who provide care or support to individuals with dementia in a wide range of settings. The unit covers the concepts of equality, diversity and inclusion, which are fundamental to a person-centred approach.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 3 and 4 must be assessed in a real work environment 1. Understand that each individuals experience of dementia is unique. 1.1. Explain why it is important to recognise and respect an individuals heritage. 1.2. Compare the experience of dementia for an individual who has acquired it as an older person with the experience of an individual who has acquired it as a younger person. 1.3. Describe how the experience of dementia may be different for individuals: who have a learning disability who are from different ethnic backgrounds who are at the end of life. 1.4. Describe how the experience of an individuals dementia may impact on carers.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2. Understand the importance of diversity, equality and inclusion in dementia care and support.
2.1. Describe how current legislation, government policy and agreed ways of working support inclusive practice for dementia care and support. 2.2. Describe the ways in which an individual with dementia may be subjected to discrimination and oppression. 2.3. Explain the potential impact of discrimination on an individual with dementia. 2.4. Analyse how diversity, equality and inclusion are addressed in dementia care and support.
3. Be able to work in a person-centred manner to ensure inclusivity of the individual with dementia.
3.1. Demonstrate how to identify an individuals uniqueness. 3.2. Demonstrate how to use life experiences and circumstances of an individual who has dementia to ensure their inclusion. 3.3. Demonstrate practical ways of helping an individual with dementia to maintain their dignity. 3.4. Demonstrate how to engage and include an individual with dementia in daily life.
4. Be able to work with others to encourage support for diversity and equality.
4.1. Work with others to promote diversity and equality for individuals with dementia. 4.2. Demonstrate how to share the individuals preferences and interests with others.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
4.3. Explain how to challenge discrimination and oppressive practice of others when working with an individual with dementia.
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HSC 21, 31, 41, 24, 35, 45
An individual is someone requiring care or support. Heritage: This refers to an individuals culture, history and personal experiences and is unique to them. Others e.g.: care worker colleague manager social worker occupational therapist GP speech and language therapist physiotherapist pharmacist nurse psychologist admiral nurses independent mental capacity advocate community psychiatric nurse dementia care advisors advocate support groups.
Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning outcomes 3 and 4 must be assessed in a real work environment.
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Assessment task DEM 313 Equality, diversity and inclusion in dementia care practice
Basic concepts of equality, diversity and inclusion are fundamental to a person-centred approach when working with individuals who have dementia. To show your understanding of this, prepare an information document for partners which: Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. explains why it is important to recognise and respect an individuals heritage compares the experience of dementia for an individual who has acquired it as an older person with the experience of an individual who has acquired it as a younger person describes how the experience of dementia may be different for individuals: - who have a learning disability - who are from different ethnic backgrounds - who are at the end of life describes how the experience of an individuals dementia may impact on carers.
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LD 302: Support person-centred thinking and planning

This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of person-centred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 4 and 5 must be assessed in a real work environment. 1. Understand the principles and practice of personcentred thinking, planning and reviews. 1.1. Explain what person-centred thinking is, and how it relates to person-centred reviews and person-centred planning. 1.2. Explain the benefits of using person-centred thinking with individuals. 1.3. Explain the beliefs and values on which person-centred thinking and planning is based. 1.4. Explain how the beliefs and values on which personcentred thinking is based differs from assessment and other approaches to planning. 1.5. Explain how person-centred thinking tools can form the basis of a person-centred plan.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
1.6. Describe the key features of different styles of personcentred planning and the contexts in which they are most useful. 1.7. Describe examples of personcentred thinking tools, their purpose, how and when each one might be used. 1.8. Explain the different ways that one page profiles are used. 2. Understand the context within which person-centred thinking and planning takes place. 2.1. Interpret current policy, legislation and guidance underpinning person-centred thinking and planning. 2.2. Analyse the relationship between person-centred planning and the commissioning and delivery of services. 2.3. Describe how person-centred planning and person-centred reviews influence strategic commissioning. 2.4. Explain what a personcentred team is. 2.5. Explain how person-centred thinking can be used within a team. 2.6. Analyse how to achieve successful implementation of person-centred thinking and planning across an organisation.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2.7. Describe the role of the manager in implementing person-centred thinking and planning. 2.8. Explain how this relates to the role of a facilitator. 3. Understand own role in person-centred planning. 3.1. Explain the range of ways to use person-centred thinking, planning and reviews in own role: with individuals as a team member as part of an organisation. 3.2. Explain the different personcentred thinking skills required to support individuals. 3.3. Identify challenges that may be faced in implementing person-centred thinking, planning and reviews in own work. 3.4. Describe how challenges in implementing person-centred thinking, planning and reviews might be overcome. 4. Be able to apply personcentred planning in relation to own life. 4.1. Demonstrate how to use a person-centred thinking tool in relation to own life to identify what is working and not working. 4.2. Describe what other personcentred thinking tools would be useful in own life. 4.3. Evaluate which person-centred thinking tools could be used to think more about own community connections.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
4.4. Evaluate which person-centred thinking tools or personcentred planning styles could be used to think more about own future aspirations. 5. Be able to implement person-centred thinking, planning and reviews. 5.1. Demonstrate the personcentred thinking and styles of person-centred planning that can be used to help individuals move towards their dreams. 5.2. Show that the plan and process are owned by individual. 5.3. Demonstrate how personcentred thinking tools can be used to develop a personcentred plan. 5.4. Use information from a person-centred review to start a person-centred plan. 5.5. Use person-centred thinking to enable individuals to choose those who support them. 5.6. Support the individual and others involved to understand their responsibilities in achieving actions agreed. 5.7. Demonstrate a successful person-centred review.
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Assessor sign off of completed unit: LD 302 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
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HSC 36
An individual is someone requiring care or support. Person-centred thinking tools include: important to/for (recorded as a one page profile) working/not working the doughnut matching staff relationship circle communication charts 4 plus 1 questions citizenship tool decision making agreement presence to contribution dreaming. Community connecting related tools: who am I? My gifts and capacities Hopes and Fears mapping our network passion audit capacity mapping who am I my places. Person-centred teams: A person-centred team uses person-centred thinking within the team context, to clarify the purpose of the team, what is important to the team and what support team members need. Teams can work through seven questions to explore becoming a person-centred team. Each question uses a range of person-centred thinking tools to answer it. Information about purpose, what is important to the team, action and reflection is recorded and updated in a person-centred team plan. Person-centred plan may include an Essential Lifestyle Plan.
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Others may include: the individual colleagues families or carers friends other professionals members of the public advocates. Additional unit assessment requirements provided with the QCF unit This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning outcome 5 must be assessed in a real work situation.
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Assessment task LD 302 Support person-centred thinking and planning

In your work role in health and social care you will be required to have knowledge and understanding of supporting person-centred thinking and planning to enable you to support service users. Prepare an information folder for use in your work role which: Task 1 links to learning outcome 1, assessment criteria 1 and 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 and 1.8. explains what person-centred thinking is, and how it relates to person-centred reviews and person-centred planning explains the benefits of using person-centred thinking with individuals explains the beliefs and values on which person-centred thinking and planning is based explains how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning explains how person-centred thinking tools can form the basis of a person-centred plan describes the key features of different styles of person-centred planning and the contexts in which they are most useful describes examples of person-centred thinking tools, their purpose, how and when each one might be used explains the different ways that one page profiles are used
Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 and 2.8. interprets current policy, legislation and guidance underpinning person-centred thinking and planning analyses the relationship between person-centred planning and the commissioning and delivery of services describes how person-centred planning and person-centred reviews influence strategic commissioning explains what a person-centred team is explains how person-centred thinking can be used within a team analyses how to achieve successful implementation of person-centred thinking and planning across an organisation describes the role of the manager in implementing person-centred thinking and planning explains how this relates to the role of a facilitator
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Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4. explains the range of ways to use person-centred thinking, planning and reviews in own role: - with individuals - as a team member - as part of an organisation explains the different person-centred thinking skills required to support individuals identifies challenges that may be faced in implementing person-centred thinking, planning and reviews in own work describes how challenges in implementing person-centred thinking, planning and reviews might be overcome.
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LD Op 303: Promote active support

Unit reference Credit value Unit aim D/601/7353 5 Level GLH 3 36
The purpose of this unit is to provide the learner with knowledge, understanding and skills to promote active support to increase an individuals participation in tasks and activities. It is aimed at those whose role includes planning, monitoring and providing direct support and assistance to individuals.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
Learning outcomes 2, 3 and 4 must be assessed in a real work environment 1. Understand how active support translates values into person-centred practical action with an individual. 1.1. Compare the characteristics associated with active support and the hotel model in relation to an individuals support. 1.2. Identify practical changes that could be made within a service setting to: promote an individuals independence support informed choices improve quality of life. 2. Be able to interact positively with individuals to promote participation. 2.1. Assess the levels of help an individual would need to participate in a range of new activities. 2.2. Use task analysis to break a range of new activities into manageable steps for an individual.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
2.3. Evaluate different ways of positively reinforcing an individuals participation in a range of new activities. 2.4. Demonstrate positive interaction with an individual to promote successful participation in a range of new activities. 3. Be able to develop and implement person-centred daily plans to promote participation. 3.1. Develop daily plans with the individual and others to ensure a valued range of activities for an individual are available throughout the day, avoiding lengthy periods of disengagement. 3.2. Support the implementation of daily plans that promote an individuals participation in a range of activities. 3.3. Review and revise an individuals daily plan with the individual and others to increase the opportunities for participation. 4. Be able to use personcentred records to evaluate an individuals participation in activities. 4.1. Develop a person-centred record to monitor an individuals participation in activities. 4.2. Review an individuals participation in activities to assess changes over time. 4.3. Evaluate the extent to which an individuals participation over time represents the balance of activity associated with a valued lifestyle.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record

Initial and date
4.4. Explain the changes required to improve the quality of an individuals participation to promote independence, informed choice and a valued life.
Assessor sign off of completed unit: LD OP 303 I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date:
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Relationship to occupational standards provided by the sector
Active support is referenced throughout the majority of the HSC NOS. Links with HSC 328, 329, 339, 344.
Active support is a person-centred model of how to interact with individuals combined with a daily planning system that promotes participation and enhances quality of life. Person-centred reflects what is important to individuals and helps them to live the life they choose. Individual is someone requiring care or support. Hotel model refers to institutional style settings organised mainly around staffing needs. They are not person-centred and offer a poor quality of life to individuals. For example, where carers undertake all the domestic tasks and do not provide opportunities for individuals to participate in constructive activities. Levels of help refers to graduated levels of assistance, from simple verbal reminders providing the lowest level of support to actual physical guidance providing the highest level. Assistance should be given flexibly according to the individuals need for help, and should be focused on encouraging as much independence as possible. Task analysis refers to breaking down tasks into small, manageable steps as in recipes or DIY guides. The size of each step or number of steps for a specific task should vary according to the individuals ability or need for support. Positively reinforcing refers to what an individual gains from undertaking a specific task. These can include naturally occurring rewards (e.g. Drinking a cup of tea the individual has just made) or other things that the individual particularly likes (e.g. Praise and attention or a preferred activity) as an encouragement or reward for participating in a specified activity.
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Positive interaction refers to supportive interaction using the levels of assistance, task analysis and positive reinforcement that helps an individual to participate in constructive activity. Others may include: the individual colleagues families or carers friends other professionals members of the public advocates. Valued range of activities refers to the balance of activities that contribute to a good quality of life for individuals, incorporating vocational, domestic, personal, leisure, educational and social activities. Disengagement means doing no constructive or meaningful activity, and can include aimlessly wandering about, pacing, staring, sitting, lying down, purposelessly fiddling with items and so on, with no social contact. Valued lifestyle refers to the balance of activities that contribute to a good quality of life for individuals, incorporating vocational, domestic, personal, leisure, educational and social activities.
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning outcomes 2, 3, and 4 must be assessed in real work environment.
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Assessment task LD OP 303 Promote active support

Supporting individuals to do as much for themselves as possible to maintain their independence is fundamental to a person-centred approach. You have been asked to discuss this aspect of your work during supervision with your line manager. Prepare the following information which shows that you can: Task links to learning outcome 1, assessment criteria 1.1 and 1.2. compare the characteristics associated with active support and the hotel model in relation to an individuals support identify practical changes that could be made within a service setting to: - promote an individuals independence - support informed choices - improve quality of life.
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Section 4: Assessment and quality assurance information for tutors and assessors
3B3BSection 4: Assessment and quality assurance information for tutors and assessors
Assessment guidance
A recommended range of assessment methods has been identified for the units in this qualification. This gives the opportunity for different learning styles and individual needs of learners to be taken into account.
Recommended range of assessment methods for this qualification One of the following assessment methods can be chosen to produce evidence. For Competence / Skills and Knowledge learning outcomes: Direct observation of learner by assessor - by an assessor who meets the relevant Sector Skills Councils or other assessment strategy/principles and includes inference of knowledge from this direct observation of practice Professional discussion Expert Witness evidence - when directed by the Sector Skills Council or other assessment strategy/principles Learners own work products Learner log or reflective diary Activity plan or planned activity Observation of children, young people or adults by the learner Portfolio of evidence Recognition of prior learning Reflection on own practice in real work environment Oral questions and answers For knowledge only learning outcomes: Written and pictorial information Scenario or case study Task set by CACHE (for knowledge learning outcomes) Oral questions and answers Assessment method devised by Centre and approved by CACHE
If you are proposing to use an assessment method that is not included within the recommended list you should contact your Centre Advisor with full details of your proposed method. It will need formal approval from us before it can be used. A key to the recommended assessment methods is included in How to A Guide to Assessing CACHE QCF Qualifications which forms part of the Centre Resource Pack on cachezone.
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Assessment strategies and principles relevant to this qualification

The units we offer have been developed in line with the specific assessment strategies or principles of different Sector Skills Councils (SSCs) or by us where there is no SSC lead. The key requirements of the assessment strategies or principles that relate to units in this qualification are summarised below. The full strategies or principles can be found in the How to A Guide to Understanding the Requirements of Assessors and Internal Quality Assurers for CACHE QCF Qualifications. The Centre needs to ensure that individuals undertaking assessor or quality assurer roles within your Centre conform to the SSC assessment requirements for the unit they are assessing or quality assuring. Skills for Care and Development Assessment Principles
Knowledge learning outcomes Assessors will need to be both occupationally knowledgeable and qualified to make assessment decisions Internal Quality Assurers will need to be both occupationally knowledgeable and qualified to make quality assurance decisions Competence / Skills learning outcomes Assessors will need to be both occupationally competent and qualified to make assessment decisions Internal Quality Assurers will need to be both occupationally knowledgeable and qualified to make quality assurance decisions
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CACHE Assessment Strategy

Knowledge learning outcomes Assessors will need to be both occupationally knowledgeable and qualified to make assessment decisions Internal Quality Assurers need to be both occupationally knowledgeable and qualified to make quality assurance decisions Competence / Skills learning outcomes Assessors will need to be both occupationally competent and qualified to make assessment decisions Internal Quality Assurers will need to be both occupationally knowledgeable and qualified to make quality assurance decisions
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Section 5: Feedback
Section 5: Feedback
Tell us what you think!

Your feedback is really important to us. Please take a few moments to tell us how well this document supports you when teaching or studying this qualification. The form is also available as a separate document on www.cache.org.uk and cachezone.
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Section 5: Feedback
QCF Support Materials Feedback Form

Qualification: CACHE Level 3 Diploma in Health and Social Care (Adults) for England (QCF) Are you: a Tutor / a Learner
Name: Centre name:
Centre no.:
Contact details: *
Tel.: Email:
Please rate the following statements on a scale of 1-3:

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1. This document is presented in a clear and accessible way and I can easily find the information I need.
2. This document contains all the information I need to teach or study this qualification. 3. The language used throughout this document is clear, unambiguous and appropriate for both tutors and learners. 4. Tutors only. This document has had a positive effect on the way I deliver this qualification.
Please use the space below to provide more detailed comments or additional feedback
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Please email your completed feedback form to: qcfsupportmaterials@cache.org.uk

Alternatively, you may post or fax your form to: CACHE QCF Support Materials, CACHE, Apex House, 81 Camp Road, St. Albans, Herts. AL1 5GB Fax: 01727 818613
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Section 6: Publication history
Section 6: Publication
This section identifies important changes made to this document since its first publication in November 2010. All page numbers refer to this version of the document. p.13, Rules of Combination: Rules of Combination amended pp.28-29, Barred unit combinations: Barred unit combinations table added
A comprehensive CACHE QCF Support Materials Publication History, including details of changes made to all CACHE QCF support materials, is available on www.cache.org.uk and cachezone.
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Level 3 - Health & Social Care CACHE Qualification Specifications.

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What is the purpose of this document?

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What units are covered in this qualification?

What units are covered in this qualification?

CACHE Qualification Specification

Published in Great Britain by CACHE

Section 2: About this qualification Qualification summary

Introduction to this qualification Rules of combination Progression Unit achievement log

Barred unit combinations Section 3: Units Unit layout

63 69 75 79 83 91 97 103 109 119

129 131 133

Section 1: General introduction

Section 1: General introduction

About this Qualification Specification

How the qualification works

Section 1: General introduction

Understanding learning outcomes

Section 1: General introduction

Making use of the CACHE websites

Section 2: About this qualification

Section 2: About this qualification

D1: Confirm competence in an occupational role to the standards required

Equivalencies / Performance Points

Section 2: About this qualification

Recommended assessment methods

Additional assessment requirements Grading system Work experience requirement / recommendation

Section 2: About this qualification

Introduction to this qualification

Section 2: About this qualification

Section 2: About this qualification

Unit achievement log

Section 2: About this qualification

Section 2: About this qualification

Optional Group B units Units in bold are mandatory pathway units.

F/602/0097 J/602/0103 J/601/3538

CMH 301 CMH 302 DEM 301

Knowledge Knowledge Knowledge

DEM 310 HSC 3021

Section 2: About this qualification

Unit no. HSC 3046 IC01 IC02 IC03

L/501/6737 H/501/7103 R/501/6738

Knowledge Knowledge Knowledge

LD 206 LD Op 305 LD Op 307

Section 2: About this qualification

LD 314 K PD OP 3.1 PD OP 3.3 SS MU 3.1 SS OP 3.1

Understand models of disability

Section 2: About this qualification

Optional Group C units Units in bold are mandatory pathway units.

Section 2: About this qualification

Unit ref. T/601/0666

Unit no. ASM 9

Unit type Competence

Section 2: About this qualification

Section 2: About this qualification

Section 2: About this qualification

Section 2: About this qualification

Obtain venous blood samples Undertake urethral catheterisation processes

Section 2: About this qualification

Section 2: About this qualification

LD 302 LD Op 303 LD 308