Level 2 & 3 Diploma in Health and Social Care (Adults) for England QCF Qualification Specification Level 2 Diploma Level 3 Diploma Ofqual Accreditation Number: 501/1601/0 Ofqual Accreditation Number: 501/1602/1 Ofqual Accreditation Start Date: 01.09.10 Ofqual Accreditation Start Date: 01.09.10 Ofqual Accreditation End Date: 31.01.15 Ofqual Accreditation End Date: 31.01.15 Ofqual Certification End Date: 31.01.17 Ofqual Certification End Date: 31.01.17 Accompanying documents: Health and Social Care Optional Units Booklet Page 1 of 138
ASCENTIS MISSION STATEMENT Building Partnerships to Advance and Accredit Lifelong Learning for All. About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and Colleges of Further Education. Ascentis was the first Open College in the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. Ascentis is distinctive and unusual in that it is both: a National Awarding Body (NAB) approved by the office of Qualifications and Examinations Regulation (Ofqual) and an Access Validating Agency (AVA) for Access to HE Programmes licensed by the Quality Assurance Agency for Higher Education (QAA). Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. Ascentis Contact Details Ascentis Office 4 Lancaster Business Park Mannin Way Caton Road Lancaster LA1 3SW Tel: 01524 845046 www.ascentis.co.uk Company limited by guarantee. Registered in England and Wales No. 6799564 Registered Charity No. 1129180 Page 2 of 138
TABLE OF CONTENTS LEVEL2 & 3 DIPLOMA in HEALTH and SOCIAL CARE (ADULTS) FOR ENGLAND PAGE Introduction 5 Aims 5 Target Group 5 Ofqual Qualification Accreditation Numbers 5 Rationale for Rules of Combination 6 Rules of Combination 7 Progressing from Knowledge to Competence units 22 Choosing Optional Units 22 Time Limit for the Process of Credit Accumulation and Exemptions 22 Recognised Prior Learning, Attainment and/or Experience 22 Age Range of Qualifications 23 Opportunities for Progression 23 Apprenticeship Framework 23 Mapping / Relationship to National Occupational Standards 23 Opportunities for the development of Functional Skills at Level 2 and Personal Learning and Thinking Skills (PLTS) at Level 2 & 3 23 Spiritual, Moral, Ethical, Social, Legislative, Economic, Cultural issues; Health & Safety 23 Resources to Support the Delivery of the Qualifications 24 Centre Recognition 24 Qualification Approval 24 Learner Registration 24 Status in England, Wales and Northern Ireland 24 Reasonable Adjustments and Special Considerations 24 Enquiries and Appeals Procedure 24 ASSESSMENT AND MODERATION ARRANGEMENTS Assessment 25 Internal Assessment 25 Moderation 26 Internal Moderation 26 External Moderation 26 Knowledge, Understanding and Skills Required of Assessors and Internal Moderators 26 Recommended QCF Qualifications for Assessors 26 Recommended Units and Qualifications for Internal Quality Assurance 27 Recommended Units and Qualifications for External Quality Assurance 28 UNIT SPECIFICATIONS SHC 1 Introduction to communication in Health, Social Care or Children s and Young People s settings 30 SHC 22 Introduction to personal development in Health, Social Care or Children s and Young People s settings 33 SHC 23 Introduction to equality and inclusion in Health, Social Care or Children s and Young People s settings 35 SHC 24 Introduction to duty of care in Health, Social Care or Children s and Young People s settings 37 SHC 31 Promote communication in Health, Social Care or Children s and Young People s settings 39 SHC 32 Engage in personal development in Health, Social Care or Children s & Young People s settings _42 SHC 33 Promote equality and inclusion in Health, Social Care or Children s and Young People s settings _44 SHC 34 Principles for implementing duty of care in Health, Social Care or Children s & Young People s settings 47 Page 3 of 138
HSC 024 Principles of safeguarding and protection in Health and Social Care 50 HSC 025 The role of the Health and Social Care worker 54 HSC 026 Implement person centred approaches in Health and Social Care 56 HSC 027 Contribute to Health and Safety in Health and Social Care 59 HSC 028 Handle information in Health and Social Care settings 64 HSC 036 Promote person centred approaches in Health and Social Care 66 HSC 037 Promote and implement Health and Safety in Health and Social Care 70 HSC 038 Promote good practice in handling information in Health and Social Care settings 75 APPENDICES Appendix 1 Summary Record of Achievement - Level 2 77 Appendix 2 Summary Record of Achievement - Level 3 79 Appendix 3 Tracking Sheet - Level 2 Mandatory Units 81 Appendix 4 Tracking Sheet - Level 3 Mandatory Units 94 Appendix 5 Tracking Sheet - Optional Units 107 Appendix 6 An illustrated example of Level 2 units chosen to make up the Diploma 108 Appendix 7 Mapping / Relationships with National Occupational Standards 109 Appendix 8 Functional Skills Opportunities 117 Appendix 9 Personal Learning and Thinking Skills (PLTS) - Level 2 (mandatory units) 121 Appendix 10 Personal Learning and Thinking Skills (PLTS) - Level 3 (mandatory units) 125 Appendix 11 Personal Learning and Thinking Skills (PLTS) - Level 2 (optional units) 129 Appendix 12 Personal Learning and Thinking Skills (PLTS) - Level 3 (optional units) 133 Appendix 13 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues 137 Appendix 13 Health and Safety 137 Appendix 14 Resources 138 Page 4 of 138
HEALTH and SOCIAL CARE (ADULTS) for ENGLAND Introduction The Health and Social Care (Adults) for England qualifications require the learner to develop specific knowledge and skills relating to the health and social care workforce. There are several features of these qualifications that make them very appropriate for their target learners: Units are designed to assess whether someone is competent in their work role, with assessment mainly taking place in the workplace Units contribute to continuing professional development (CPD) and career progression Recognised qualifications for inspection/regulation purposes and registration Units based on authoritative sources such as agreed codes of practice Three different pathways are available allowing learners to show their competence in the particular context or specialism of their work Learning Disability, Dementia and Generic Evidence can be generated within a wide range of contexts allowing the qualifications to meet the specific occupational requirements of the learners Aims The aims of these qualifications are to enable learners: 1 To gain knowledge and skills specific to particular roles within the Health and Social Care sector 2 To confirm competence in an occupational role to the standards required 3 To achieve continuing professional development (CPD) and gain opportunities for career progression Target Group These qualifications are aimed at a range of learners, including: Care assistants/support workers/key workers in residential settings Healthcare assistants / support workers in community and primary care environments Healthcare assistants / support workers in acute health environments Care assistants/support workers/key workers in domiciliary services Care assistants/support workers/key workers in day services Support workers in supported living projects Community-based 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 & multidisciplinary health roles crossing traditional service barriers and delivery models Ofqual Qualification Accreditation Numbers: Level 2 501/1601/0 Level 3 501/1602/1 Page 5 of 138
Rationale for the Rules of Combination The core knowledge of good working practice within Health and Social Care at Level 2 & 3 is included in the mandatory units. The optional units allow learners to undertake units that are focused on specific areas of expertise and job roles. It is also possible for the learner to follow a specific pathway with a choice of Dementia or Learning Disability pathways. Level 2 Learners must achieve a minimum of 46 credits to gain the Level 2 Diploma in Health and Social Care (Adults) for England (QCF). To do this they must achieve: - 24 credits from the mandatory units in Group A - a minimum of 2 credits and a maximum of 7 credits from the optional units in Group B (Knowledge) - at least 15 credits from the optional units in Group C (Competence) Level 3 Learners must achieve a minimum of 58 credits to gain the Level 3 Diploma in Health and Social Care (Adults) for England (QCF). To do this they must achieve: - 28 credits from the mandatory units in Group A - a minimum of 2 credits and a maximum of 7 credits from the optional units in Group B (Knowledge) - a minimum of 23 credits from the optional units in Group C (Competence) QCF rules stipulate that successful achievement of a Level 3 qualification requires the learner to gain more than 50% of all credits from Level 3 Units. Units required for pathways Dementia and Learning Disability Learners may claim a specialist pathway if they achieve specified units in Group B (Knowledge) and Group C (Competence) see below. However, all the specified units also form part of the optional unit bank in Group C, so that all learners are free to take some of these as part of the generic Diploma. Level 2 Dementia Pathway Group B GLH Credit Value QCF Unit Ref DEM 201 Dementia awareness 17 2 J/601/2874 Group C Choose at least 1 Unit from the following: DEM 204 Understand and Implement a person centred approach to the care and support of individuals with dementia 21 3 F/601/3683 DEM 209 Equality, diversity, and inclusion in dementia care practice 24 3 Y/601/9277 DEM 211 Approaches to enable rights and choices for individuals with dementia whilst minimising risks 25 3 H/601/9282 Level 3 Dementia Pathway Group B GLH Credit Value QCF Unit Ref DEM 301 Understand the process and experience of dementia 22 3 J/601/3538 Group C Choose at least 1 Unit from the following: DEM 304 Enable rights and choices of individuals with dementia whilst minimising risks 26 4 A/601/9191 DEM 312 Understand and enable interaction and communication with individuals who have dementia 30 4 Y/601/4693 DEM 313 Equality, diversity and inclusion in dementia care practice 31 4 F/601/4686 Page 6 of 138
Level 2 Learning Disability Pathway Group B GLH Credit Value QCF Unit Ref LD 201 Understand the context of supporting individuals with learning disabilities 35 4 K/601/5315 Group C Choose at least 1 Unit from the following: LD 202 Support person centred thinking and planning 34 5 L/601/6442 LD 203 Provide active support 27 3 Y/601/7352 Level 3 Learning Disability Pathway Group B GLH Credit Value QCF Unit Ref LD 201 Understand the context of supporting individuals with learning disabilities 35 4 K/601/5315 Group C Choose at least 1 Unit from the following: LD 302 Support person centred thinking and planning 41 5 A/601/7215 LD 303 Promote active support 36 5 D/601/7353 Rules of Combination Level 2 Diploma in Health and Social Care (Adults) for England Minimum credits: 46 Group A - Mandatory units Minimum credit (from Group A) Mandatory Units: 24 Title Level GLH Credit Value QCF unit ref SHC 21 Introduction to communication in health, social care or children s and young people s settings 2 23 3 F/601/5465 SHC 22 Introduction to personal development in health, social care or children s and young people s settings 2 23 3 L/601/5470 SHC 23 Introduction to equality and inclusion in health, social care or children s and young people s settings 2 20 2 R/601/5471 SHC 24 Introduction to duty of care in health, social care or children s and young people s settings 2 9 1 H/601/5474 HSC 024 Principles of safeguarding and protection in health and social care 2 26 3 A/601/8574 HSC 025 The role of the health and social care worker 2 14 2 J/601/8576 HSC 026 Implement person centred approaches in health and social care HSC 027 Contribute to health and safety in health and social care HSC 028 Handle information in health and social care settings 2 33 5 A/601/8140 2 33 4 R/601/8922 2 10 1 J/601/8142 Total credits to be achieved from all 9 mandatory units 24 Group B Optional (context/specialist knowledge units) Generic qualification free choice of units Dementia Pathway J/601/2874 DEM201 Dementia awareness then free choice Learning Disability Pathway K/601/5315 LD201 Understand the context of supporting an individual with learning disabilities then free choice Minimum credit (from Group B) Optional units: 2 Maximum credit (from Group B) Optional units: 7 Title Level GLH Credit Value QCF unit ref ADVO 301 Purpose and principles of independent advocacy CMH 301 Understand mental well-being and mental health promotion 3 25 4 M/502/3146 3 14 3 F/602/0097 CMH 302 Understand mental health problems 3 14 3 J/602/0103 Page 7 of 138
Title Level GLH Credit Value QCF unit ref DEM 201 Dementia awareness 2 17 2 J/601/2874 DEM 202 The person centred approach to the care and support of individuals with dementia (BC) DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia (BC) DEM 207 Understand equality, diversity and inclusion in dementia care (BC) DEM 305 Understand the administration of medication to individuals with dementia using a person centred approach DEM 308 Understand the role of communication and interactions with individuals who have dementia (BC) DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion (BC) 2 17 2 H/601/2879 2 18 2 T/601/9416 2 20 2 A/601/2886 3 15 2 K/601/9199 3 26 3 L/601/3539 3 23 3 Y/601/3544 HSC 3046 Introduction to personalisation in social care 3 22 3 K/601/9493 IC01 The Principles of Infection Prevention and Control 2 30 3 L/501/6737 IC02 Causes and spread of infection 2 20 2 H/501/7103 IC03 Cleaning, Decontamination and Waste Management LD 201 Understand the context of supporting individuals with learning disabilities LD 205 Principles of positive risk taking for individuals with disabilities (BC) LD 206 Principles of supporting an individual to maintain personal hygiene LD 208 K Principles of supporting individuals with a learning disability to access healthcare LD 210 Introductory awareness of autistic spectrum conditions LD 307 Principles of supporting individuals with a learning disability regarding sexuality and sexual health LD 311 K Principles of supporting young people with a disability to make the transition into adulthood 2 20 2 R/501/6738 2 35 4 K/601/5315 2 20 2 K/601/6285 2 10 1 H/601/5703 2 23 3 T/601/8654 2 17 2 M/601/5316 3 21 3 A/601/6274 3 30 3 M/601/7227 LD 314 K Principles of self-directed support 3 26 3 M/601/7048 PD OP 2.1 Understand physical disability 2 19 2 L/601/6117 PD OP 2.3 Understand the impact of acquired brain injury on individuals 2 25 3 J/601/5824 SS MU 2.1 Introductory awareness of sensory loss 2 16 2 F/601/3442 SS OP 2.1 Introductory awareness of models of disability BC = Group B Barred Combinations: 2 15 2 Y/601/3446 QCF unit title QCF WBA reference QCF unit title QCF WBA reference Group B - DEM 202 The person centred approach to the care and support of individuals with dementia H601/2879 Barred Combination Group C - DEM 204 Understand and implement a person centred approach to the care and support of individuals with dementia F/601/3683 Page 8 of 138
BC = Group B Barred Combinations: QCF unit title QCF unit title QCF unit title QCF unit title QCF unit title Group B - DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group B - DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group B - DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group B - DEM 207 Understand equality, diversity and inclusion in dementia care Group B - DEM 207 Understand equality, diversity and inclusion in dementia care Group B - DEM 207 Understand equality, diversity and inclusion in dementia care Group B - DEM 308 Understand the role of communication and interactions with individuals who have dementia Group B - DEM 308 Understand the role of communication and interactions with individuals who have dementia T/601/9416 T/601/9416 T/601/9416 A/601/2886 A/601/2886 A/601/2886 L/601/3539 L/601/3539 Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Group C DEM 210 Understand and enable interaction and communication with individuals with dementia Group B DEM 308 Understand the role of communication and interactions with individuals who have dementia Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C DEM 209 Equality, diversity, and inclusion in dementia care practice Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group B DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group C DEM 210 Understand and enable interaction and communication with individuals with dementia A/601/9434 L/601/3539 Y/601/4693 Y/601/9277 Y/601/3544 F/601/4686 T/601/9416 A/601/9434 Page 9 of 138
BC = Group B Barred Combinations: QCF unit title QCF unit title QCF unit title QCF unit title QCF unit title Group B - DEM 308 Understand the role of communication and interactions with individuals who have dementia Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group B LD 205 Principles of positive risk taking for individuals with disabilities Group B LD 206 Principles of supporting an individual to maintain personal hygiene Group B LD 208 K Principles of supporting individuals with a learning disability to access healthcare Group B LD 311 K Principles of supporting young people with a disability to make the transition into adulthood Group B LD 314 K Principles of selfdirected support L/601/3539 Y/601/3544 Y/601/3544 Y/601/3544 K/601/6285 H/601/5703 T/6018654 M/601/7227 M/601/7048 Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group B DEM 207 Understand equality, diversity and inclusion in dementia care Group C DEM 209 Equality, diversity, and inclusion in dementia care practice Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group C HSC 2031 Contribute to support of positive risk- taking for individuals Group C LD 206 C Support individuals to maintain personal hygiene Group C LD 208C Contribute to supporting individuals with a learning disability to access healthcare Group C LD 311 C Support young people with a disability to make the transition into adulthood Group C LD 314 C Support individuals with self-directed support Y/601/4693 A/601/2886 Y/601/9277 F/601/4686 A/601/9546 K/601/9963 J6020036 F/602/0049 J/602/0053 Page 10 of 138
Group C Optional (competence units) Generic qualification free choice of units Dementia Pathway chose at least 1 unit from F/601/3683 DEM204 Understand and implement a person centred approach to the care and support of individuals with dementia, Y/601/9277 DEM209 Equality, diversity, and inclusion in dementia care practice or H/601/9282 DEM201 Approaches to enable rights and choices for individuals with dementia whilst minimising risks - then free choice Learning Disability Pathway chose at least 1 unit from L/601/6442 LD 202 or Y/601/7352 LD203 - then free choice Minimum credit (from Group C) Optional units: 15 Title Level GLH Credit Value QCF unit ref ASM 34 Administer medication to individuals and monitor the effects (BC) 3 30 5 Y/501/0598 DEM 204 Understand and Implement a person centred approach to the care and support of individuals with 2 21 3 F/601/3683 dementia (BC) DEM 209 Equality, diversity, and inclusion in dementia care practice (BC) 2 24 3 Y/601/9277 DEM 210 Understand and enable interaction and communication with individuals with dementia (BC) 2 19 3 A/601/9434 DEM 211 Approaches to enable rights and choices for individuals with dementia whilst minimising risks (BC) 2 25 3 H/601/9282 DEM 302 Understand and meet the nutritional requirements of individuals with dementia 3 26 3 T/601/9187 DEM 304 Enable rights and choices of individuals with dementia whilst minimising risk (BC) 3 26 4 A/601/9191 DEM 312 Understand and enable interaction and communication with individuals who have dementia (BC) 3 30 4 Y/601/4693 DEM 313 Equality, diversity and inclusion in dementia care practice (BC) 3 31 4 F/601/4686 HSC 2001 Provide support for therapy sessions 2 14 2 D/601/9023 HSC 2002 Provide support for mobility 2 14 2 H/601/9024 HSC 2003 Provide support to manage pain and discomfort HSC 2004 Contribute to monitoring the health of individuals affected by health conditions HSC 2005 Support individuals to carry out their own health care procedures HSC 2006 Support participation in learning and development activities HSC 2007 Support independence in the tasks of daily living 2 15 2 K/601/9025 2 18 2 M/601/9026 2 15 2 D/601/8017 2 23 3 Y/601/8632 2 33 5 T/601/8637 HSC 2008 Provide support for journeys 2 17 2 A/601/8025 HSC 2010 Provide support for leisure activities 2 20 3 F/601/8026 HSC 2011 Support individuals to access and use information about services and facilities 2 20 3 A/601/7926 HSC 2012 Support individuals who are distressed 2 21 3 L/601/8143 HSC 2013 Support care plan activities 2 13 2 R/601/8015 HSC 2014 Support individuals to eat and drink 2 15 2 M/601/8054 HSC 2015 Support individuals to meet personal care needs 2 16 2 F/601/8060 HSC 2016 Support individuals to manage continence 2 19 3 J/601/8058 HSC 2017 Provide agreed support for foot care 2 23 3 R/601/8063 Page 11 of 138
Title Level GLH Credit Value QCF unit ref HSC 2019 Gain access to the homes of individuals, deal with emergencies and ensure security on departure 2 14 2 R/601/7902 HSC 2022 Contribute to the care of a deceased person 2 24 3 R/601/8256 HSC 2023 Contribute to supporting group care activities 2 23 3 L/601/9471 HSC 2024 Undertake agreed pressure area care 2 30 4 T/601/8721 HSC 2025 Support individuals undergoing healthcare activities 2 22 3 L/601/8725 HSC 2026 Obtain and test capillary blood samples 3 30 4 T/601/8850 HSC 2027 Obtain and test specimens from individuals 2 12 2 J/601/8853 HSC 2028 Move and position individuals in accordance with their plan of care HSC 2029 Meet food safety requirements when providing food and drink for individuals 2 26 4 J/601/8027 2 15 2 T/601/9450 HSC 2030 Provide support for sleep 2 13 2 Y/601/9490 HSC 2031 Contribute to support of positive risk- taking for individuals (BC) 2 27 3 A/601/9546 HSC 3019 Support individuals in their relationships 3 27 4 R/601/8578 HSC 3020 Facilitate person centred assessment, planning, implementation and review 3 45 6 H/601/8049 HSC 3022 Support individuals to live at home 3 25 4 Y/601/7903 HSC 3029 Support individuals with specific communication needs 3 35 5 T/601/8282 HSC 3035 Support Individuals who are bereaved 3 30 4 A/601/7909 HSC 3038 Work in partnership with families to support individuals 3 27 4 H/601/8147 HSC 3045 Promote positive behaviour 3 44 6 F/601/3764 HSC 3047 Support use of medication in social care settings (BC) 3 40 5 F/601/4056 HSC 3048 Support individuals at the end of life 3 53 7 T/601/9495 HSC 3049 Prepare environments and resources for use during healthcare activities HSC 3050 Prepare for and carry out extended feeding techniques 2 20 3 R/601/8824 3 27 4 A/601/8980 L2EFAW Emergency first aid skills 2 10 1 Y/600/1250 LD 202 Support person centred thinking and planning 2 34 5 L/601/6442 LD 203 Provide active support 2 27 3 Y/601/7352 LD 206 C Support individuals to maintain personal hygiene LD 208 C Contribute to supporting individuals with a learning disability to access healthcare LD 311 C Support young people with a disability to make the transition into adulthood 2 17 2 K/601/9963 2 27 3 J/602/0036 3 40 5 F/602/0049 LD 312 Support parents with disabilities 3 43 6 K/601/7047 LD 314 C Support individuals with self-directed support 3 35 5 J/602/0053 PD OP 2.2 Work with other professionals and agencies to support individuals with a physical disability PD OP 2.4 Support families of individuals with acquired brain injury 2 21 3 Y/601/6170 2 24 3 T/601/5804 Page 12 of 138
Title Level GLH Credit Value QCF unit ref SS OP 2.2 Support effective communication with individuals with a sensory loss SS OP 2.3 Contribute to the support of individuals with multiple conditions and/or disabilities SS OP 2.4 Contribute to supporting individuals in the use of assistive technology SS OP 2.5 Support individuals to negotiate environments BC = Group C Barred Combinations: 2 23 3 K/601/3449 2 25 3 A/601/4895 2 19 3 H/601/3451 2 32 4 F/601/5160 QCF unit title QCF WBA reference QCF unit title QCF WBA reference Group C ASM 34 Administer medication to individuals and monitor the effects Group C DEM 204 Understand and Implement a person centred approach to the care and support of individuals with dementia Group C DEM 209 Equality, diversity, and inclusion in dementia care practice Group C DEM 209 Equality, diversity, and inclusion in dementia care practice Group C DEM 209 Equality, diversity, and inclusion in dementia care practice Group C DEM 210 Understand and enable interaction and communication with individuals with dementia Group C DEM 210 Understand and enable interaction and communication with individuals with dementia Group C DEM 210 Understand and enable interaction and communication with individuals with dementia Y/501/0598 F/601/3683 Y/601/9277 Y/601/9277 Y/601/9277 A/601/9434 A/601/9434 A/601/9434 Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Group C HSC 3047 Support use of medication in social care settings Group B DEM 202 The person centred approach to the care and support of individuals with dementia Group B - DEM 207 Understand equality, diversity and inclusion in dementia care Group B - DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group B DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group B DEM 308 Understand the role of communication and interactions with individuals who have dementia Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia F/601/4056 H/601/2879 A/601/2886 Y/601/3544 F/601/4686 T/601/9416 L/601/3539 Y/601/4693 Page 13 of 138
BC = Group C Barred Combinations: QCF unit title QCF unit title QCF unit title QCF unit title QCF unit title Group C DEM 211 Approaches to enable rights and choices for individuals with dementia whilst minimising risks Group C DEM 304 Enable rights and choices of individuals with dementia whilst minimising risk Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group C HSC 2031 Contribute to support of positive risk- taking for individuals H/601/9282 A/601/9191 Y/601/4693 Y/601/4693 Y/601/4693 F/601/4686 F/601/4686 F/601/4686 A/601/9546 Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Group C DEM 304 Enable rights and choices of individuals with dementia whilst minimising risk Group C DEM 211 Approaches to enable rights and choices for individuals with dementia whilst minimising risks Group B DEM 205 Understand the factors that can influence communication and interaction with individuals who have dementia Group C DEM 210 Understand and enable interaction and communication with individuals with dementia Group B DEM 308 Understand the role of communication and interactions with individuals who have dementia Group B DEM 207 Understand equality, diversity and inclusion in dementia care Group C DEM 209 Equality, diversity and inclusion in dementia care practice Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group B LD 205 Principles of positive risk taking for individuals with disabilities A/601/9191 H/601/9282 T/601/9416 A/601/9434 L/601/3539 A/601/2886 Y/601/9277 Y/601/3544 K/601/6285 Page 14 of 138
BC = Group C Barred Combinations: QCF unit title QCF unit title QCF unit title QCF unit title QCF unit title Group C HSC 3047 Support use of medication in social care settings F/601/4056 Barred Combination Group C ASM 34 Administer medication to individuals and monitor the effects Y/501/0598 Level 3 Diploma in Health and Social Care (Adults) for England Minimum credits: 58 Group A - Mandatory units Minimum credit (from Group A) Mandatory Units: 28 Title Level GLH Credit Value QCF unit ref SHC 31 Promote communication in health, social care or children s and young people s settings 3 10 3 J/601/1434 SHC 32 Engage in personal development in health, social care or children s and young people s settings 3 10 3 A/601/1429 SHC 33 Promote equality and inclusion in health, social care or children s and young people s settings 3 8 2 Y/601/1437 SHC 34 Principles for implementing duty of care in health, social care or children s and young people s 3 5 1 R/601/1436 settings HSC 024 Principles of safeguarding and protection in health and social care 2 26 3 A/601/8574 HSC 025 The role of the health and social care worker 2 14 2 J/601/8576 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 3 41 6 Y/6018145 3 43 6 F/601/8138 3 16 2 J/601/9470 Total credits to be achieved from all 9 mandatory units 28 Group B Optional (context/specialist knowledge units) Generic qualification free choice of units Dementia Pathway J/601/3538 DEM301 Understand the process and experience of dementia - then free choice Learning Disability Pathway K/601/5315 LD201 Understand the context of supporting individuals with learning disabilities - then free choice Minimum credit (from Group B) Optional units: 2 Maximum credit (from Group B) Optional units: 7 Title Level GLH Credit Value QCF unit ref ADVO 301 Purpose and principles of independent advocacy CMH 301 Understand mental well-being and mental health promotion 3 25 4 M/502/3146 3 14 3 F/602/0097 CMH 302 Understand mental health problems 3 14 3 J/602/0103 DEM 301 Understand the process and experience of dementia DEM 305 Understand the administration of medication to individuals with dementia using a person centred 3 22 3 J/601/3538 3 15 2 K/601/9199 Page 15 of 138
Title Level GLH Credit Value QCF unit ref DEM 308 Understand the role of communication and interactions with individuals who have dementia (BC) DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion (BC) HSC 3021 Understand theories of relationships and social networks 3 26 3 L/601/3539 3 23 3 Y/601/3544 4 29 3 Y/601/8579 HSC 3046 Introduction to personalisation in social care 3 22 3 K/601/9493 IC01 The Principles of Infection Prevention and Control 2 30 3 L/501/6737 IC02 Causes and spread of infection 2 20 2 H/501/7103 IC03 Cleaning, decontamination and waste management 2 20 2 R/501/6738 LD 201 Understand the context of supporting individuals with learning disabilities LD 206 Principles of supporting an individual to maintain personal hygiene (BC) LD 305 Understand positive risk taking for individuals with disabilities (BC) LD 307 Principles of supporting individuals with a learning disability regarding sexuality and sexual health LD 310 Understand how to support individuals with autistic spectrum conditions LD 311 K Principles of supporting young people with a disability to make the transition into adulthood 2 35 4 K/601/5315 2 10 1 H/601/5703 3 25 3 J/601/6293 3 21 3 A/601/6274 3 28 3 T/601/5317 3 30 3 M/601/7227 LD 314 K Principles of self-directed support 3 26 3 M/601/7048 PD OP 3.1 Understand physical disability 3 22 3 J/601/6150 PD OP 3.3 Understand the impact of acquired brain injury on individuals 3 28 3 Y/601/6167 SS MU 3.1 Understand sensory loss 3 21 3 M/601/3467 SS OP 3.1 Understand models of disability 3 26 3 F/601/3473 BC = Group B Barred Combinations: QCF unit title QCF WBA reference QCF unit title QCF WBA reference Group B DEM 308 Understand the role of communication and interactions with individuals who have dementia Group B - DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group B LD 206 Principles of supporting an individual to maintain personal hygiene L/601/3539 Y/601/3544 H/601/5703 Barred Combination Barred Combination Barred Combination Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C - DEM 313 Equality, diversity and inclusion in dementia care practice Group C LD 206 C Support individuals to maintain personal hygiene Y/601/4693 F/601/4686 K/601/9963 Page 16 of 138
BC = Group B Barred Combinations: QCF unit title QCF unit title QCF unit title QCF unit title QCF unit title Group B LD 305 Understand positive risk taking for individuals with disabilities J/601/6293 Barred Combination Group C HSC 3066 Support positive risk taking for individuals L/601/9549 Group C Optional (competence units) Generic qualification free choice of units Dementia Pathway A/601/9191 DEM304 Enable rights and choices of individuals with dementia whilst minimising risk, Y/601/4693 DEM312 Understand and enable interaction and communication with individuals who have dementia and F/601/4686 DEM313 Equality, diversity and inclusion in dementia care practice are required for the Dementia pathway - then free choice. Learning Disability Pathway Either A/601/7215 LD302 Support person centred thinking and planning and D/601/7353 LD303 Promote active support are required for the Learning Disability pathway - then free choice. Minimum credit (from Group C) Optional units: 23 Title Level GLH Credit Value QCF unit ref ADVO 302 Providing independent advocacy support (BC) ADVO 303 Maintaining the independent advocacy relationship (BC) ADVO 304 Responding to the advocacy needs of different groups of people (BC) ASM 1 Recognise indications of substance misuse and refer individuals to specialists 3 25 6 T/502/3147 3 25 6 A/502/3148 3 25 6 F/502/3149 3 24 4 M/601/0648 ASM 3 Support individuals who are substance users 3 42 7 A/601/0670 ASM 4 Identify and act upon immediate risk of danger to substance users ASM 5 Provide services to those affected by someone else s substance use ASM 8 Increase awareness about drugs, alcohol or other substances with individuals and groups 3 24 7 D/501/0585 3 24 4 M/601/0682 3 42 7 H/501/0586 ASM 9 Test for substance use 3 30 5 T/601/0666 ASM 11 Carry out initial assessments to identify and prioritise the needs of substance misusers ASM 12 Carry out comprehensive substance misuse assessment ASM 15 Assist with the transfer of individuals who misuse substances between agencies and services ASM 18 Support individuals through detoxification programmes ASM 24 Develop and sustain effective working relationships with staff in other agencies ASM 34 Administer medication to individuals and monitor the effects (BC) ASM 35 Supply and exchange injecting equipment for individuals DEM 302 Understand and meet the nutritional requirements of individuals with dementia 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 (BC) DEM 313 Equality, diversity and inclusion in dementia care practice (BC) 3 30 5 D/601/0662 3 30 5 K/501/0587 3 6 1 D/601/0676 3 18 3 K/501/0590 3 24 4 R/601/3526 3 30 5 Y/501/0598 3 18 3 D/501/0599 3 26 3 T/601/9187 3 26 4 A/601/9191 3 30 4 Y/601/4693 3 31 4 F/601/4686 Page 17 of 138
Title Level GLH Credit Value QCF unit ref HSC 2003 Provide support to manage pain and discomfort HSC 2019 Gain access to the homes of individuals, deal with emergencies and ensure security on departure 2 15 2 K/601/9025 2 14 2 R/601/7902 HSC 2024 Undertake agreed pressure area care 2 30 4 T/601/8721 HSC 2028 Move and position individuals in accordance with their plan of care HSC 3001 Contribute to raising awareness of health issues HSC 3002 Provide support to continue recommended therapies HSC 3003 Provide support to maintain and develop skills for everyday life HSC 3004 Facilitate learning and development activities to meet individual needs and preferences HSC 3007 Support the development of community partnerships 2 26 4 J/601/8027 3 26 4 T/601/9027 3 20 3 A/601/9028 3 28 4 L/601/8028 3 35 5 L/601/8644 4 33 5 M/601/9494 HSC 3008 Implement therapeutic group activities 3 25 4 D/601/9491 HSC 3010 Support individuals to develop and run support groups HSC 3012 Prepare to support individuals within a shared lives arrangement HSC 3013 Support individuals to access and use services and facilities HSC 3014 Provide support for individuals with shared lives arrangement 3 24 3 H/601/9492 3 31 4 M/601/9611 3 25 4 F/601/7927 3 35 5 J/601/9601 HSC 3019 Support individuals in their relationships 3 27 4 R/601/8578 HSC 3020 Facilitate person centred assessment, planning, implementation and review 3 45 6 H/601/8049 HSC 3022 Support individuals to live at home 3 25 4 Y/601/7903 HSC 3023 Support individuals to manage their finances 3 24 3 D/601/7904 HSC 3024 Support individuals to access and manage direct payments HSC 3027 Support individuals to access housing and accommodation services HSC 3028 Support individuals to deal with personal relationship problems HSC 3029 Support individuals with specific communication needs 3 40 6 H/601/7905 3 24 4 K/601/7906 3 26 4 R/601/8581 3 35 5 T/601/8282 HSC 3033 Support individuals during a period of change 3 29 4 M/601/8282 HSC 3034 Support individuals to prepare for and settle in to new home environments 3 23 3 T/601/7908 HSC 3035 Support Individuals who are bereaved 3 30 4 A/601/7909 HSC 3038 Work in partnership with families to support individuals 3 27 4 H/601/8147 HSC 3045 Promote positive behaviour (BC) 3 44 6 F/601/3764 HSC 3047 Support use of medication in social care settings (BC) 3 40 5 F/601/4056 HSC 3048 Support individuals at the end of life 3 53 7 T/601/9495 HSC 3049 Prepare environments and resources for use during healthcare activities HSC 3050 Prepare for and carry out extended feeding techniques 2 20 3 R/601/8824 3 27 4 A/601/8980 HSC 3051 Undertake tissue viability risk assessments 3 26 3 Y/601/9022 Page 18 of 138
Title Level GLH Credit Value QCF unit ref HSC 3052 Undertake physiological measurements 3 23 3 R/601/8662 HSC 3053 Obtain venous blood samples 3 24 3 D/601/8860 HSC 3054 Undertake urethral catheterisation processes 3 28 4 J/601/8979 HSC 3055 Identify the physical health needs of individuals with mental health needs and plan appropriate actions HSC 3056 Support families in maintaining relationships in their wider social structures HSC 3057 Work with families, carers and individuals during times of crisis HSC 3058 Enable individuals with behavioural difficulties to develop strategies to change their behaviour HSC 3061 Help individuals address their substance use through an action plan HSC 3062 Interact with and support individuals using telecommunications HSC 3065 Implement the positive behavioural support model 4 35 5 A/601/9174 3 33 4 K/601/9185 4 35 5 F/601/9029 3 41 8 L/601/9034 3 28 4 J/601/9968 3 36 5 Y/601/8825 4 61 8 T/601/9738 HSC 3066 Support positive risk taking for individuals 3 32 4 L/601/9549 L2EFAW Emergency first aid skills 2 10 1 Y/600/1250 LD 206 C Support individuals to maintain personal hygiene 2 17 2 K/601/9963 LD 302 Support person centred thinking and planning 3 41 5 A/601/7215 LD 303 Promote active support 3 36 5 D/601/7353 LD 308 Support individuals with a learning disability to access healthcare LD 311 C Support young people with a disability to make the transition into adulthood 3 25 3 J/601/8657 3 40 5 F/602/0049 LD 312 Support parents with disabilities 3 43 6 K/601/7047 LD 314 C Support individuals with self-directed support 3 35 5 J/602/0053 PD OP 3.2 Work with other professionals and agencies to support individuals with physical disabilities PDOP 3.4 Support families who are effected by acquired brain injury PDOP 3.5 Support families who have had a child with a disability SS OP 3.2 Promote effective communication with individuals with sensory loss SS OP 3.3 Support individuals with multiple conditions and/or disabilities SS OP 3.4 Support individuals in the use of assistive technology SS OP 3.5 Support the assessment of individuals with sensory loss SS OP 3.6 Support the promotion of awareness of sensory loss SS OP 3.7 Support individuals to access education, training or employment 3 23 3 K/601/6190 3 30 3 M/601/5817 3 23 3 D/601/5750 3 30 4 K/601/3483 3 31 4 A/601/5190 3 32 4 J/601/3541 3 22 3 R/601/3543 3 23 3 D/601/3545 4 31 4 H/601/3546 SS OP 3.8 Enable individuals to negotiate environments 3 34 5 R/601/5180 Page 19 of 138
QCF unit title QCF WBA reference QCF unit title QCF WBA reference Group C ADVO 302 Providing independent advocacy support Group C ADVO 302 Providing independent advocacy support Group C ADVO 303 Maintaining the independent advocacy relationship Group C ADVO 303 Maintaining the independent advocacy relationship Group C ADVO 304 Responding to the advocacy needs of different groups of people Group C ADVO 304 Responding to the advocacy needs of different groups of people Group C ASM 34 Administer medication to individuals and monitor the effects Group C DEM 312 Understand and enable interaction and communication with individuals who have dementia Group C DEM 313 Equality, diversity and inclusion in dementia care practice Group C HSC 3045 Promote positive behaviour Group C HSC 3047 Support use of medication in social care settings Group C HSC 3065 Implement the positive behavioural support model T/502/3147 T/502/3147 A/502/3148 A/502/3148 F/502/3149 F/502/3149 Y/501/0598 Y/601/4693 F/601/4686 F/601/3764 F/6014056 T/601/9738 Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Barred Combination Group C ADVO 303 Maintaining the independent advocacy relationship Group C ADVO 304 Responding to the advocacy needs of different groups of people Group C ADVO 302 Providing independent advocacy support Group C ADVO 304 Responding to the advocacy needs of different groups of people Group C ADVO 302 Providing independent advocacy support Group C ADVO 303 Maintaining the independent advocacy relationship Group C - HSC 3047 Support use of medication in social care settings Group B DEM 308 Understand the role of communication and interactions with individuals who have dementia Group B DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Group C HSC 3065 Implement the positive behavioural support model Group C ASM 34 Administer medication to individuals and monitor the effects Group C HSC 3045 Promote positive behaviour A/502/3148 F/502/3149 T/502/3147 F/502/3149 T/502/3147 A/502/3148 F/601/4056 L/601/3539 Y/601/3544 T/601/9738 Y/501/0598 F/601/3764 Page 20 of 138
QCF unit title QCF WBA reference QCF unit title QCF WBA reference Group C - HSC 3066 Support positive risk taking for individuals Group C LD 206 C Support individuals to maintain personal hygiene L/601/9549 K/601/9963 Barred Combination Barred Combination Group B LD 305 Understand positive risk taking for individuals with disabilities Group B LD 206 Principles of supporting an individual to maintain personal hygiene J/601/6293 H/601/5703 Page 21 of 138
Progressing from Knowledge to Competence units Some units in Group B (Knowledge units) are closely linked with units in Group C (Competence units) as they share the same knowledge content. It is expected that learners may be assessed on the knowledge content in a class room setting and claim the Group B unit at that point. Some learners may go on to apply their knowledge in a work setting, and therefore be assessed for the Group C unit. Assessors should not reassess knowledge at that point, but recognise that knowledge has been assessed and achieved in the earlier unit. Only in exceptional cases, where observation raises doubts about a learner s knowledge, may assessment of knowledge be repeated. Where a learner achieves both units, they will claim full credits for the Group C Competence unit but must disregard credits gained for the Group 2 Knowledge unit. For example, if the learner achieves: Group B LD 311K Principles of supporting young people with a disability to make the transition into adulthood and Group C LD 311C Support young people with a disability to make the transition into adulthood only the credits for LD 311C will be counted towards the Diploma. Choosing Optional Units Optional units within the HSC Diploma are designed to be combined in flexible ways to reflect the real working context of different learners. When planning the units best suited to an individual learner, all units must be considered by title and content regardless of their unit prefix/reference number. Prefixes may suggest a particular context but the unit itself may have a wider application, e.g. LD 314 Support individuals with self-directed support applies across the sector and not only to those supporting people who have learning disability. Units with the general HSC prefix may have a very specific context, e.g. HSC 3055 Identify the physical health needs of individuals with mental health needs and plan appropriate actions. The full range of optional units should therefore be considered for all learners. For an illustrated example of a learner s chosen pathway and the units taken to achieve this please see Appendix 6. Time Limit for the Process of Credit Accumulation and Exemptions Credit accumulation and exemptions are within the life span of the qualifications. Recognised Prior Learning, Attainment and/or Experience Some learners may begin working towards this HSC Diploma after achieving units from entry to the sector or induction qualifications. A close correlation will exist between these entry/induction units and the mandatory units in the Diploma, i.e. they will share the same knowledge content. Assessors of the Diploma mandatory units should not re-assess knowledge content, but recognise that knowledge has been assessed and achieved in the earlier unit. Only in exceptional cases, where observation of competence raises doubts about a learner s knowledge, may assessment of knowledge be repeated. In England these related units are from the Level 2 Certificate in Preparing to Work in Adult Social Care (PWCS 21 PWCS 28) and the Level 3 Certificate in Preparing to Work in Adult Social Care (PWCS 31 PWCS 38). List of related units: HSC Diploma unit SHC 21 Introduction to communication in health, social care or children s and young people s settings SHC 22 Introduction to personal development in health, social care or children s and young people s settings Related entry to sector / induction unit PWCS 21 Principles of communication in adult social care settings PWCS 22 Principles of personal development in adult social care settings Page 22 of 138
HSC unit SHC 23 Introduction to equality and inclusion in health, social care or children s and young people s settings HSC 025 The role of the health and social care worker HSC 026 Implement person centred approaches in health and social care HSC 027 Contribute to health and safety in health and social care HSC 028 Handle information in health and social care settings SHC 31 Promote communication in health, social care or children s and young people s settings SHC 32 Engage in personal development in health, social care or children s and young people s settings SHC 33 Promote equality and inclusion in health, social care or children s and young people s settings 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 Related entry to sector / induction unit PWCS 23 Principles of diversity, equality and inclusion in adult social care settings PWCS 25 Understand the role of the social care worker PWCS 26 Understand person centred approaches in adult social care settings PWCS 27 Understand health and safety in social care settings PWCS 28 Understand how to handle information in social care settings PWCS 31 Principles of communication in adult social care settings PWCS 32 Principles of personal development in adult social care settings PWCS 33 Principles of diversity, equality and inclusion in adult social care settings PWCS 36 Understand person centred approaches in adult social care settings PWCS 37 Understand health and safety in social care settings PWCS 38 Understand how to handle information in social care settings Age Range of Qualifications These qualifications are suitable for young people aged 16-18, and adult learners. Opportunities for Progression It is anticipated that learners will progress from the Level 2 Diploma to the Level 3 Diploma in Health and Social Care (Adults) for England (QCF), or to specialist qualifications reflecting the context in which they work. Learners who progress from Level 3 may go on to management or senior practitioner roles in health and social care, or to specialist qualifications reflecting the context in which they work. Apprenticeship Framework These qualifications form part of the Apprenticeship Framework and will confirm competence in an occupational role to standards required. Mapping/Relationship to National Occupational Standards The units within these qualifications are fully aligned to the relevant Skills for Care and Development NOS and the Skills for Health NOS. Each unit has specific NOS mapped to it and more details can be seen in each of the individual Unit Specifications (see separate document). They are also listed in Appendix 7. Opportunities for the development of Functional Skills at Level 2 and Personal Learning and Thinking Skills (PLTS) at Level 2 & 3. Opportunities for the development of Functional Skills are shown in Appendix 8. Opportunities for the development of PLTS are shown in Appendix 9-12. Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues; Health and Safety These qualifications offer opportunities for learners to develop an understanding of a number of these issues. Specific opportunities relevant to the Mandatory units for Level 2 & 3 are given in Appendix 13. Page 23 of 138