Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF)
Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)
Specification
BTEC Specialist qualification First teaching December 2011
Issue 3
Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
Authorised by Martin Stretton Prepared by Sukhvinder Bhatnagar
Publications Code BA033388
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing BTEC Specialist qualifications 1
What are BTEC Specialist qualifications? 1
2 Qualification summary and key information 2
QCF qualification title and Qualification Number 3
Objective of the qualifications 3
Apprenticeships 4
Relationship with previous qualifications 4
Progression opportunities through Edexcel qualifications 5
Industry support and recognition 5
Relationship with National Occupational Standards 5
3 Centre resource requirements 6
4 Qualification structures 7
Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) 7
Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) 8
5 Assessment 9
6 Recognising prior learning and achievement 11
Recognition of Prior Learning 11
Credit transfer 11
7 Centre recognition and approval centre recognition 12
Approvals agreement 12
8 Quality assurance of centres 13
9 Programme delivery 14
10 Access and recruitment 15
11 Access to qualifications for learners with disabilities or specific needs 16
12 Units 17
Unit title 17
Unit reference number 17
QCF level 17
Credit value 17
Guided learning hours 17
Unit aim 17
Unit introduction 17
Essential resources 17
Learning outcomes 18
Assessment criteria 18
Unit amplification 18
Information for tutors 18
13 Further information and useful publications 19
Your BTEC support team 19
Unit 1: Principles of Communication in Adult Social Care Settings 20
Unit 2: Principles of Personal Development in Adult Social Care Settings 29
Unit 3: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings 36
Unit 4: Principles of Safeguarding and Protection in Health and Social Care 43
Unit 5: Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings 54
Unit 6: Understand the Role of the Social Care Worker 60
Unit 7: Understand Person-centred Approaches in Adult Social Care Settings 67
Unit 8: Understand Health and Safety in Social Care Settings 77
Unit 9: Understand How to Handle Information in Social Care Settings 95
Unit 10: Principles of Communication in Adult Social Care Settings 101
Unit 11: Principles of Personal Development in Adult Social Care Settings 109
Unit 12: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings 115
Unit 13: Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings 122
Unit 14: Understand Person-centred Approaches in Adult Social Care Settings 128
Unit 15: Understand Health and Safety in Social Care Settings 140
Unit 16: Understand how to handle Information in Social Care Settings 158
Annexe A 164
The Edexcel/BTEC qualification framework for the health and social care sectors 164
Annexe B 166
Assessment requirements/strategy 166
Purpose of this specification
The purpose of a specification as defined by Ofqual is to set out:
the qualification’s objective
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units that a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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1 Introducing BTEC Specialist qualifications
For more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. BTECs also provide progression routes to the next stage of education or to employment.
What are BTEC Specialist qualifications?
BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, ie Technical Certificates.
There are three sizes of BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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2 Qualification summary and key information
Qualification title Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF)
QCF Qualification Number (QN) 501/1586/8
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/01/2011
Age range that the qualification is approved for
Pre16 16-18 19+
Credit value 20
Assessment Centre-devised assessment (internal assessment) and/or Edexcel-devised assessment (onscreen testing). Please see Section 5 for more details.
Guided learning hours 179
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)
Countries it is offered in England only
Review date 28/02/2015
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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Qualification title Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)
QCF Qualification Number (QN) 501/1813/4
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/01/2011
Age range that the qualification is approved for
16-18 19+
Credit value 21
Assessment Centre-devised assessment (internal assessment) and/or Edexcel-devised assessment (onscreen testing). Please see Section 5 for more details.
Guided learning hours 189
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)
Countries it is offered in England only
Review date 31/01/2015
QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is in the Edexcel Information Manual on our website at www.edexcel.com
Objective of the qualifications
The Edexcel BTEC Level 2 Certificate in Preparing Adults to Work in Adult Social Care (QCF) and Edexcel BTEC Level 3 Certificate in Preparing Adults to Work in Adult Social Care (QCF) are for learners who work in, or want to work in, the health and social care sector.
They give learners the opportunity to:
develop knowledge related to working in an adult social care environment
develop skills and techniques, personal skills and attributes essential for successful performance in working life
learn about how to work with different types of individuals and organisations in the adult social care environment
achieve a nationally recognised level 2 or 3 qualification
develop their own personal growth and engagement in learning.
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The Edexcel BTEC Level 2 and 3 Certificates offer an engaging programme for those who are clear about the vocational area they want to learn more about. These learners may wish to extend their programme through the study of a related GCSE, a complementary NVQ or other related vocational or personal and social development qualification. These learning programmes can be developed to allow learners to study complementary qualifications without duplication of content.
For adult learners, the Edexcel BTEC Level 2 and 3 Certificates can extend their knowledge and understanding of work in a particular sector. They are suitable qualifications for those wishing to change career or move into a particular area of employment following a career break.
These qualifications are aimed at learners interested in, or new to, working in adult social care in England. Their aim is to introduce knowledge around the following areas relating to working in adult social care:
communication
equality, diversity and inclusion
personal development
role of the social care worker
handling information
health and safety
safeguarding
duty of care
person-centred approaches.
They do not confirm competence but relate to the knowledge elements covered in the mandatory units of the Health and Social Care Diploma at Level 2 and Level 3. Learners progressing to the Health and Social Care Diploma at Level 2 and Level 3 will be able to use Recognition of Prior Learning (RPL) to use the knowledge gained from the Edexcel BTEC Levels 2 and 3 Certificates in Preparing to Work in Adult Social Care towards the Health and Social Care Diploma at Level 2 and Level 3.
Apprenticeships
Skills for Care and Development, the SSC, approve the Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care as the knowledge components for the Intermediate and Advanced Apprenticeships in Health and Social Care in England.
The Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care are approved to be offered in England only.
Relationship with previous qualifications
These qualifications are a direct replacement for the Edexcel BTEC Level 2 Certificate in Health and Social Care and the Edexcel BTEC Level 3 Certificate in Health and Social Care, which have now expired.
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Progression opportunities through Edexcel qualifications
Learners who have achieved the Edexcel Level 2 BTEC Certificate in Preparing to Work in Adult Social Care and Edexcel Level 3 BTEC Certificate in Preparing to Work in Adult Social Care can progress on to employment in Health and Social Care. They could also progress to related general and/or vocational qualifications, for example the Edexcel Level 3 Diploma in Health and Social Care (QCF) or the Edexcel BTEC Level 3 Extended Diploma in Health and Social Care (QCF).
Industry support and recognition
These qualifications are supported by Skills for Care and Development, the SSC for Health and Social Care.
Relationship with National Occupational Standards
These qualifications relate to the National Occupational Standards in Health and Social Care. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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3 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to make sure continuing professional development for staff delivering the qualifications.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
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4 Qualification structures
Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF)
The Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care is a 20-credit and 179-guided-learning-hour (GLH) qualification. To achieve this qualification learners’ must complete nine mandatory units.
Unit Unique Reference Number
Mandatory units Level Credit Guided Learning Hours
1 L/602/2905 Principles of Communication in Adult Social Care Settings
2 2 17
2 L/602/3035 Principles of Personal Development in Adult Social Care Settings
2 2 17
3 H/602/3039 Principles of Diversity, Equality and Inclusion in Adult Social Care Settings
2 2 18
4 A/601/8574 Principles of Safeguarding and Protection in Health and Social Care
2 3 26
5 H/601/5474 Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings
2 1 9
6 A/602/3113 Understand the Role of the Social Care Worker
2 1 9
7 J/602/3180 Understand Person-centred Approaches in Adult Social Care Settings
2 4 34
8 R/602/3179 Understand Health and Safety in Social Care Settings
2 4 40
9 Y/602/3118 Understand How to Handle Information in Social Care Settings
2 1 9
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Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)
The Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care is a 21-credit and 190-guided-learning-hour (GLH) qualification. To achieve this qualification learners’ must complete nine mandatory units.
Unit Unique Reference Number
Mandatory units Level Credit Guided Learning Hours
4 A/601/8574 Principles of Safeguarding and Protection in Health and Social Care
2 3 26
6 A/602/3113 Understand the Role of the Social Care Worker
2 1 9
10 R/602/2906 Principles of Communication in Adult Social Care Settings
3 2 17
11 R/602/3036 Principles of Personal Development in Adult Social Care Settings
3 2 19
12 M/602/3044 Principles of Diversity, Equality and Inclusion in Adult Social Care settings
3 2 19
13 R/601/1436 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings
3 1 4
14 R/602/3182 Understand Person-centred Approaches in Adult Social Care Settings
3 4 37
15 L/602/3178 Understand Health and Safety in Social Care Settings
3 5 49
16 D/602/3119 Understand how to Handle Information in Social Care Settings
3 1 9
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5 Assessment
Assessment requirements/strategy
The assessment requirements and strategy for this qualification have been included in Annexe B. They have been developed by Skills for Care and Development in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:
criteria for defining realistic working environments
roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers
quality control of assessment.
Assessment methods
The table below gives a summary of the assessment methods used in the qualifications.
Units Assessment methods
Unit 2 Centre-devised assessment
Unit 1
Units 3–16
Centre-devised assessment
or
Edexcel-devised assessment: onscreen test
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
To avoid over assessment centres are encouraged to link delivery and assessment across units.
There is more guidance about internal assessment on our website. See Section 13 Further information and useful publications.
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Edexcel-devised assessment (external assessment)
To pass an externally assessed unit, learners must pass an onscreen test. Edexcel set and mark the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.
Further information, including details of test duration and question types is available on the webpage for these qualifications:
http://www.edexcel.com/quals/Specialist/pwasc-lvl2/Pages/default.aspx
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.
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7 Centre recognition and approval centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).
Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.
In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses Edexcel BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems.
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
Assessors delivering the level 2 qualification will be required to attempt Lead Internal Verifier accreditation for the onscreen option, to enable internal assessment of Unit 2.
For further details, go to the UK BTEC Quality Assurance Handbook on our website.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
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9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.
Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Where a unit is externally-assessed, it is essential that learners have covered all of the Unit amplification before they are tested.
Centres must make sure that any legislation is up-to-date and current.
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10 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to BTEC Specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.
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11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.
The documents are on our website at www.edexcel.com/policies
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12 Units
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Unit introduction
The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.
Essential resources
This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.
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Learning outcomes
Learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Information for tutors
This section gives tutors information on delivery and assessment. It contains the following subsections:
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
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13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Edexcel: www.edexcel.com/contactus
BTEC: www.btec.co.uk/contactus
Work-based learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Edexcel Equality Policy
Edexcel Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually)
Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx
Additional resources
If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.
Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at www.edexcel.com/resources
Your BTEC support team
Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our BTEC support team to help you whenever — and however — you need, with:
Subject Advisors: find out more about our subject advisor team — immediate, reliable support from a fellow subject expert — at www.edexcel.com/subjectadvisors
Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.
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Unit 1: Principles of Communication in Adult Social Care Settings
Unit reference number: L/602/2905
QCF level: 2
Credit value: 2
Guided learning hours: 17
Unit aim The unit introduces the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication.
This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction This unit gives learners an understanding of the effects of communication on all aspects of adult social care. Learners will examine the importance of understanding an individual’s preferred method of communication when working with users of social care services, and the need to observe reactions in order to support the communication cycle. The unit investigates barriers to communication and ways in which these can be minimised or removed. Issues of confidentiality are considered with regard to maintenance and also the notion of agreed times when information must be shared. This unit will prepare learners for working with users of services with a variety of communication and language needs.
Essential resources
Learners will require access to relevant library facilities including relevant texts, professional magazines and journals and CD ROMs.
Resources for communication in social care (including DVDs and booklets) can be obtained from Mulberry House at www.mulho.com.
Learners will benefit from visiting speakers who are experienced in working with adults who have communication difficulties or who have English as an additional language.
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duca
tion L
imited
2012
21
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
diffe
rent
reas
ons
why
peo
ple
com
munic
ate
□
Exp
ress
nee
ds;
shar
e id
eas
and info
rmat
ion;
reas
sure
; ex
pre
ss f
eelin
gs;
build
rel
atio
nsh
ips;
soci
alis
e; a
sk q
ues
tions;
shar
e ex
per
ience
s
1.2
Exp
lain
how
effec
tive
co
mm
unic
atio
n a
ffec
ts a
ll as
pec
ts o
f w
ork
ing in a
dult
soci
al c
are
sett
ings
□
Support
s th
e dev
elopm
ent
of ef
fect
ive
rela
tionsh
ips;
hel
ps
to b
uild
tru
st;
aids
under
stan
din
g o
f in
div
idual
s’ n
eeds;
pre
vents
mis
under
stan
din
gs;
su
pport
s th
e dev
elopm
ent
of ow
n k
now
ledge
and s
kills
1
Under
stan
d w
hy
com
munic
atio
n is
import
ant
in a
dult
soci
al c
are
sett
ings
1.3
Exp
lain
why
it is
import
ant
to o
bse
rve
an indiv
idual
’s
reac
tions
when
co
mm
unic
atin
g w
ith t
hem
□
To u
nder
stan
d n
on-v
erbal
com
munic
atio
n,
faci
al e
xpre
ssio
ns,
eye
co
nta
ct,
ges
ture
s; t
o k
now
if
info
rmat
ion h
as b
een u
nder
stood;
to
under
stan
d w
hen
and h
ow
to a
dju
st c
om
munic
atio
n m
ethod
; to
re
cognis
e bar
rier
s to
com
munic
atio
n
2.1
Exp
lain
why
it is
import
ant
to f
ind o
ut
an indiv
idual
’s
com
munic
atio
n a
nd
languag
e nee
ds,
wis
hes
and
pre
fere
nce
s
□
To e
nab
le e
xpre
ssio
n o
f nee
ds,
wis
hes
and p
refe
rence
s; t
o em
pow
er
indiv
idual
s; t
o s
upport
indep
enden
ce;
to e
stab
lish t
rust
bet
wee
n
indiv
idual
s an
d c
are
pro
fess
ional
s; t
o r
educe
the
occ
urr
ence
of
mis
take
s in
car
e; t
o r
educe
the
occu
rren
ce o
f m
ista
kes
in t
he
del
iver
y of
trea
tmen
t
2
Under
stan
d h
ow
to
mee
t th
e co
mm
unic
atio
n
and lan
guag
e nee
ds,
wis
hes
and
pre
fere
nce
s of
an
indiv
idual
2.2
D
escr
ibe
a ra
nge
of
com
munic
atio
n m
ethods
□
Ver
bal
; non-v
erbal
; w
ritt
en;
British
sig
n lan
guag
e; M
akat
on;
Bra
ille;
finger
spel
ling;
pic
ture
s an
d s
ymbol
s; t
echnolo
gic
al a
ids,
min
icom
, te
lephone
rela
y sy
stem
s; h
um
an a
ids,
inte
rpre
ters
, tr
ansl
ators
, ad
voca
tes
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are–
Iss
ue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
22
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Id
entify
bar
rier
s to
co
mm
unic
atio
n
□
Sen
sory
im
pai
rmen
t; d
iale
ct;
use
of
jarg
on;
envi
ronm
enta
l fa
ctors
, nois
e, p
oor
lighting;
attitu
des
of
serv
ice
use
rs,
attitu
des
of
care
work
ers,
ef
fect
s of
alc
ohol or
dru
gs;
aggre
ssio
n;
men
tal hea
lth p
roble
ms;
le
arnin
g d
isab
ilities
; hea
lth c
onditio
ns;
lac
k of
confiden
ce
3.2
D
escr
ibe
way
s to
red
uce
bar
rier
s to
com
munic
atio
n
□
Use
of
tech
nolo
gic
al a
ids;
use
of hum
an a
ids;
usi
ng c
lear
spee
ch a
nd
appro
priat
e vo
cabula
ry;
staf
f tr
ainin
g;
impro
ving e
nvi
ronm
ent
thro
ugh
the
use
of so
und p
roofing,
closi
ng d
oors
to r
educe
ext
ernal
nois
e,
adap
ting lig
hting t
o e
nab
le lip
rea
din
g,
rear
rangin
g s
eating t
o s
upport
co
nve
rsat
ions;
red
uci
ng d
istr
actions;
chec
king u
nder
stan
din
g
3.3
D
escr
ibe
way
s to
chec
k th
at
com
munic
atio
n h
as b
een
under
stood
□
Use
of
par
aphra
sing;
use
of
reflec
tive
lis
tenin
g,
active
lis
tenin
g;
obse
rvat
ion o
f body
languag
e
3
Under
stan
d h
ow
to
reduce
bar
rier
s to
co
mm
unic
atio
n
3.4
Id
entify
sou
rces
of
info
rmat
ion a
nd s
upport
or
serv
ices
to e
nab
le m
ore
ef
fect
ive
com
munic
atio
n
□
Inte
rpre
ting s
ervi
ce;
spee
ch a
nd lan
guag
e se
rvic
es;
advo
cacy
ser
vice
s;
third s
ecto
r org
anis
atio
ns,
Str
oke
Ass
oci
atio
n,
Roya
l N
atio
nal
Inst
itute
fo
r D
eaf Pe
ople
(RN
ID),
Nat
ional
Autist
ic S
oci
ety
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are–
Iss
ue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
23
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
efin
e th
e te
rm
‘confiden
tial
ity’
□
D
efin
itio
n —
not
shar
ing info
rmat
ion w
ithout
per
mis
sion;
adher
ence
to
the
princi
ple
s of
the
Dat
a Pr
ote
ctio
n A
ct 1
998,
incl
udin
g s
ubse
quen
t am
endm
ents
4.2
D
escr
ibe
way
s to
mai
nta
in
confiden
tial
ity
in d
ay-t
o-day
co
mm
unic
atio
n
□
Mai
nta
inin
g c
onfiden
tial
ity
thro
ugh p
aper
-bas
ed a
ctiv
itie
s, e
lect
ronic
ally
an
d e
nsu
ring v
erbal
confiden
tial
ity;
pap
er-b
ased
act
ivitie
s —
use
of
secu
re s
tora
ge
faci
litie
s, u
se o
f lo
cked
cab
inet
s, s
hre
ddin
g p
aper
s no
longer
req
uired
, dis
posi
ng o
f se
nsi
tive
was
te s
ecure
ly;
elec
tronic
—
secu
re e
lect
ronic
sto
rage
of
docu
men
ts b
y usi
ng s
ecure
pas
sword
s, n
ot
leav
ing c
om
pute
r sc
reen
s unat
tended
; ve
rbal
confiden
tial
ity
— n
ot
repea
ting info
rmat
ion w
ithout
per
mis
sion
4.3
D
escr
ibe
situ
atio
ns
wher
e in
form
atio
n n
orm
ally
co
nsi
der
ed t
o b
e co
nfiden
tial
m
ight
nee
d t
o b
e sh
ared
w
ith a
gre
ed o
ther
s
□
When
indiv
idual
s ar
e at
ris
k of har
m f
rom
oth
ers,
fro
m t
hem
selv
es;
susp
ecte
d a
buse
; m
alpra
ctic
e
4
Under
stan
d
confiden
tial
ity
in
adult s
oci
al c
are
sett
ings
4.4
Exp
lain
how
and w
hen
to
seek
advi
ce a
bout
confiden
tial
ity
□
How
: by
refe
rrin
g t
o t
he
man
ager
or
the
‘nam
ed p
erso
n’ w
ithin
a
sett
ing’, b
y re
ferr
ing t
o t
he
confiden
tial
ity
polic
ies
and p
roce
dure
s of
a se
ttin
g,
by
consu
ltin
g t
he
Free
dom
of In
form
atio
n C
om
mis
sioner
’s O
ffic
e
□
When
: to
work
within
boundar
ies
of
ow
n r
ole
; w
hen
unce
rtai
n o
f boundar
ies;
to g
ain c
onse
nt
for
pro
cedure
s, c
are,
tre
atm
ent;
when
as
ked t
o r
evea
l per
sonal
or
sensi
tive
info
rmat
ion
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
24
Information for tutors
Delivery
This unit should be delivered by a well-qualified and suitably experienced tutor. Learners will require some taught input, particularly with regard to methods of communication and the communication cycle. However, opportunities should be provided for the examination of issues of confidentiality through discussions in order for learners to gain an understanding of the factors that may have an effect on this. The use of case studies obtained from professional magazines and input from visiting speakers will enable learners to gain a fuller understanding of potential barriers to communication and the effects on the wellbeing of users of services. Ethical issues such as the enabling of individuals to use their preferred method of communication will need to be discussed in detail to provide learners with an understanding of the importance of this. Class time could also include simulations of interactions to provide learners with opportunities to observe the reactions of colleagues to their own communication. Videoing of these sessions will allow learners to understand where they may need to modify their paralanguage, verbal and non-verbal communication.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to the unit and the programme of assignments.
Learning outcome 1: Understand why communication is important in adult social care settings
Use of buzz groups focusing on reasons why we communicate. Groups to give feedback on their findings. Tutor-led class discussion with learners taking notes.
Tutor-led class discussion on effects of communication on working in adult social care; learners to work in groups with case studies. Groups to provide feedback to the whole class. Taught input on the importance of observing others’ reactions.
Observation of training video on recognising barriers to communication, learners to take notes. Role-play session, practising communication skills.
Assignment 1: Why communicate?
Produce a poster identifying reasons why people communicate.
Produce a booklet for new staff at a residential setting for people with learning difficulties, explaining the positive effects that communication will have on their work as social care assistants and the importance of observing the reactions of other staff and users of the service during communication.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
25
Topic and suggested assignments/activities and/assessment
Learning outcome 2: Understand how to meet the communication and language needs, wishes and preferences of an individual
Taught session, learners to take notes on the importance of finding out the communication and language needs, wishes and preferences of individuals; groups working with case studies to identify the communication and language needs, wishes and preferences of particular individuals and the importance of finding these out.
Guest speaker on the use of communication methods. Question and answer session.
Guest speaker on the use of technological aids to communication.
Group internet research session on methods of communication. Groups give feedback.
Taught session on when and how to seek advice; the role of other professionals. Class discussion on reasons for seeking advice.
Assignment 2: Positive communication/holistic support
Write a letter to a friend who is applying for a post at a day centre for individuals from a variety of ethnic backgrounds; the individuals all have hearing impairments and learning disabilities. Your letter should explain why it is important to find out about each individual’s communication and language needs, wishes and preferences in order to provide holistic care and support. You should include a fact sheet with the letter, describing a range of communication methods suitable for use at the day centre and when and how to seek advice, if this is needed.
Learning outcome 3: Understand how to reduce barriers to communication
Taught session; learners to take notes on barriers to communication; learners to work in groups with case studies to identify barriers.
Taught session; learners to take notes/class discussion on ways of reducing barriers.
Taught session with demonstration on ways of checking understanding; learners to work in pairs to practice methods of checking understanding.
Guest speaker on sources of support. Question and answer session.
Assignment 3: Breaking down barriers
Produce a leaflet for learners from a local college who are going on work experience to an adult social care setting. The leaflet should identify barriers to communication in adult social care and describe ways of reducing those barriers. The leaflet should also contain information on sources of support available at local and national levels, and a description of ways in which learners could check that users of the service had understood their communication.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
26
Topic and suggested assignments/activities and/assessment
Learning outcome 4: Understand confidentiality in adult social care settings
Taught session on the principles of the Data Protection Act 1998, including subsequent amendments.
Taught session followed by class discussion on confidentiality in day-to-day communication.
Guest speaker on when information may need to be passed on. Question and answer session.
Taught session on seeking advice. Class discussion.
Assignment 4: Confidentiality — can we always keep this?
Write an article for a leading care magazine on confidentiality when working in adult social care. Your article should contain all of the following information:
a) A definition of the term ‘confidentiality’.
b) A description of ways in which workers can maintain confidentiality in day-to-day communication.
c) A description of situations where confidential information might have to be shared with agreed others.
d) An explanation of how and when staff should seek advice about confidentiality.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
This unit may be assessed in a variety of ways and the methods below are suggestions. Assessors should ensure that learners provide evidence that meets each assessment criterion completely and that the operative verb, for example ‘describes’, or ‘explains’, is included in assignment tasks. Learners should be encouraged to use ICT to present work, in order to support the achievement of Functional Skills at level 2. The production of assignments in a variety of formats will also contribute towards the achievement of Functional Skills English at level 2.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
27
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1 Why communicate?
You are employed at a residential setting for adults who have learning disabilities and a variety of communication needs. Your manager has asked you to produce a poster for the staff room, identifying the reasons why we communicate in social care.
Poster
1.2, 1.3 Positive communication
The manager at the residence has asked you to produce a booklet for new staff to provide them with information on communication.
Booklet
2.1, 2.2 Holistic support You have a friend who is applying for employment at a day centre for adults with communication difficulties. You have decided to write a letter to your friend, telling them of the importance of meeting each individual’s communication needs, preferences and wishes.
Letter
3.1, 3.2, 3.3 and 3.4
Breaking down barriers
You have been appointed as a mentor to learners who will be coming on work experience to the setting. Your manager has asked you to produce a leaflet for the learners to inform them of barriers to communication, which they may encounter, and ways to reduce those barriers.
Leaflet
4.1, 4.2, 4.3 and 4.4
Confidentiality— can we always keep this?
You have been asked by a leading care magazine to produce an article on issues affecting confidentiality in adult social care.
Magazine article
Suggested resources
Textbooks Borg J — Body Language: 7 Easy Lessons to Master the Silent Language (Prentice Hall Life, 2008) ISBN 9780273717348
Moss B — Communication Skills for Health and Social Care (Sage Publications Limited, 2007) ISBN 9781412922852
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
28
Magazines Community Care Magazine
Websites
www.communicationmatters.org.uk Communication Matters
www.makaton.org The Makaton Charity
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
29
Unit 2: Principles of Personal Development in Adult Social Care Settings
Unit reference number: L/602/3035
QCF level: 2
Credit value: 2
Guided learning hours: 17
Unit aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction This unit identifies those standards that influence the way in which adult social care is conducted. The unit will enable learners to consider the benefits of reflection with regard to both learning and work activities, and the connections with the development of knowledge and skills. Learners are encouraged to consider the benefits of feedback as part of the reflective process. Learners will also consider their own personal attitudes and beliefs, and ways of ensuring that these do not obstruct the quality of their work. The benefits of a personal development plan with regard to the development of knowledge and understanding will be examined and learners will be given information with regard to sources of support.
Essential resources
Learners will require access to full library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.
Input from guest speakers who have expertise in the field of personal and professional development will be of benefit to learners.
Learners can access practice questions through the BTEC Health and Social Care Apprenticeship Workbooks website at www.btecapprenticeshipworkbooks.co.uk.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are–
Iss
ue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
sta
ndar
ds
that
in
fluen
ce t
he
way
adult
soci
al c
are
job r
ole
s ar
e ca
rrie
d o
ut
□
Codes
of
pra
ctic
e in
cludin
g s
ubse
quen
t am
endm
ents
— G
ener
al S
oci
al
Car
e Cou
nci
l Codes
of Pr
actice
, D
epriva
tion o
f Li
ber
ty S
afeg
uar
ds,
Codes
of
Prac
tice
, 2009;
regula
tions
incl
udin
g s
ubse
quen
t am
endm
ents
— T
he
Man
ual
Han
dlin
g O
per
ations
Reg
ula
tions
1998;
Car
e Q
ual
ity
Com
mis
sion
Ess
ential
sta
ndar
ds
of qual
ity
and s
afet
y; H
ealth a
nd S
oci
al C
are
Act
2008 incl
udin
g s
ubse
quen
t am
endm
ents
; N
atio
nal
Occ
upat
ional
Sta
ndar
ds
for
Adult S
ocia
l Car
e; s
tandar
ds
spec
ific
to o
rgan
isat
ions
1.2
Exp
lain
why
reflec
ting o
n
work
act
ivitie
s is
an
import
ant
way
to d
evel
op
ow
n k
now
ledge
and s
kills
□
Iden
tifica
tion o
f ow
n s
tren
gth
s an
d w
eakn
esse
s; iden
tifica
tion o
f ow
n
trai
nin
g n
eeds;
rec
ognitio
n o
f gap
s in
ow
n k
now
ledge
1
Under
stan
d w
hat
is
req
uired
for
good p
ract
ice
in
adult s
oci
al c
are
role
s
1.3
D
escr
ibe
way
s to
ensu
re
that
per
sonal
att
itudes
or
bel
iefs
do n
ot
obst
ruct
the
qual
ity
of w
ork
□
Ref
lect
on o
wn b
ackg
round a
nd e
xper
ience
s; u
nder
stan
d e
ffec
ts o
f ow
n
bel
iefs
and a
ttitudes
on p
ract
ice;
see
k w
ays
to g
ain f
eedbac
k on o
wn
pra
ctic
e; s
eek
pro
fess
ional
dev
elopm
ent
opport
unitie
s; c
hal
lenge
per
sonal
ly h
eld p
reju
dic
e; d
evel
op k
now
ledge
and u
nder
stan
din
g o
f nee
ds,
culture
and b
ackg
round o
f in
div
idual
s usi
ng s
ervi
ces
2.1
D
escr
ibe
how
a lea
rnin
g
activi
ty h
as im
pro
ved o
wn
know
ledge,
ski
lls a
nd
under
stan
din
g
□
Dev
elopin
g n
ew c
once
pts
and idea
s th
rough d
iscu
ssio
n,
wor
king w
ith
colle
agues
, as
king q
ues
tions,
tra
inin
g
2
Under
stan
d h
ow
le
arnin
g a
ctiv
itie
s ca
n d
evel
op
know
ledge,
ski
lls
and u
nder
stan
din
g
2.2
D
escr
ibe
how
ref
lect
ing o
n a
si
tuat
ion h
as im
pro
ved o
wn
know
ledge,
ski
lls a
nd
under
stan
din
g
□
Incr
ease
d k
now
ledge;
rec
ognitio
n o
f tr
ainin
g n
eeds;
incr
ease
d
under
stan
din
g o
f si
tuat
ions;
rec
ognitio
n o
f ef
fect
s of ow
n p
erfo
rman
ce
on s
ituat
ions
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are–
Iss
ue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
D
escr
ibe
how
fee
dbac
k fr
om
oth
ers
has
dev
eloped
ow
n
know
ledge,
ski
lls a
nd
under
stan
din
g
□
Gai
nin
g o
f in
sights
into
ow
n p
erfo
rman
ce;
adap
tation o
f sk
ills
to m
atch
si
tuat
ions,
mee
t nee
ds
of
oth
ers;
iden
tifica
tion o
f tr
ainin
g n
eeds;
in
crea
sed k
now
ledge;
way
s in
whic
h fee
dbac
k has
dev
eloped
ow
n
know
ledge,
ski
lls a
nd u
nder
stan
din
g,
(hig
hlig
hting o
f gap
s in
know
ledge
and u
nder
stan
din
g);
pro
visi
on o
f ad
ditio
nal
know
ledge
and
under
stan
din
g fro
m m
ento
rs,
line
man
ager
s; h
ighlig
hting o
f sk
ills
gap
s;
gai
nin
g o
f fu
rther
ski
lls b
ased
on e
xpla
nat
ions
incl
uded
in fee
dbac
k;
obse
rvat
ion o
f sk
illed
pra
ctitio
ner
s as
par
t of fe
edbac
k
3.1
D
efin
e th
e te
rm ‘per
sonal
dev
elopm
ent
pla
n’
□
A s
truct
ure
d a
nd s
upport
ed p
roce
ss t
o e
nab
le r
efle
ctio
n u
pon o
wn
lear
nin
g a
nd p
erfo
rman
ce,
pla
n for
futu
re p
rogre
ssio
n;
a se
t of
goal
s,
aim
s an
d o
bje
ctiv
es t
o e
nab
le p
erso
nal
and p
rofe
ssio
nal
dev
elopm
ent
3.2
Id
entify
who c
ould
be
invo
lved
in t
he
per
sonal
dev
elopm
ent
pla
n p
roce
ss
□
Lear
ner
s; lin
e m
anag
ers;
men
tors
; tu
tors
; oth
er p
rofe
ssio
nal
s w
ithin
the
sett
ing
3.3
Id
entify
sou
rces
of
support
fo
r ow
n lea
rnin
g a
nd
dev
elopm
ent
□
Line
man
ager
, su
per
viso
r; m
ento
ring s
chem
es;
tuto
r; c
olle
agues
; ac
cess
ing s
pec
ialis
t in
form
atio
n t
hro
ugh e
xter
nal
org
anis
atio
ns;
onlin
e pro
fess
ional
mag
azin
es a
nd journ
als
3
Know
how
a
per
sonal
dev
elopm
ent
pla
n
can c
ontr
ibute
to
ow
n lea
rnin
g a
nd
dev
elopm
ent
3.4
Li
st t
he
ben
efits
of usi
ng a
per
sonal
dev
elopm
ent
pla
n
to iden
tify
ongoin
g
impro
vem
ents
in o
wn
know
ledge
and
under
stan
din
g
□
Tar
get
ing a
reas
for
dev
elopm
ent;
pro
duct
ion o
f SM
ART t
arget
s fo
r pro
gre
ssio
n;
iden
tifica
tion o
f so
urc
es o
f su
ppor
t; invo
lvem
ent
of
rele
vant
indiv
idual
s; iden
tifica
tion o
f tr
ainin
g n
eeds;
ach
ieve
men
t of
per
sonal
and p
rofe
ssio
nal
goal
s an
d t
arget
s
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
32
Information for tutors
Delivery
This unit should be delivered by an appropriately qualified member of staff, preferably with experience of the adult social care sector. Input from visiting speakers who are currently involved in this sector would enhance learner experience. Learners will also benefit from visits to centres aimed at cultures different from their own, for example advice centres for particular ethnic groups. Some taught input will be required, but learners should be provided with opportunities for discussion and reflection in order to examine currently held views and values within a safe environment. The use of case studies obtained from professional journals and magazines will be of benefit and learners could be encouraged to use these resources as part of personal study. Tutors could also utilise video clips from the internet, for example the BBC Learning Zone class clips on relevant topics. Training material, electronic and paper-based, from reliable organisations will also be of use.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand what is required for good practice in adult social care roles
Tutor-led discussion on duties and responsibilities/organisational roles and practices; learners to take notes; groups to work with job descriptions to discuss what would be good practice when carrying out the roles.
Guest speaker on reflective practice in adult social care. Question and answer session; learners to take notes.
Taught session on Codes of Practice, Minimum Standards and Occupational Standards.
Tutor-led discussion on beliefs and values and effects on quality of own work; use of training DVD on working with cultures other than own. Buzz groups working to apply session to case studies; groups give feedback.
Assignment 1: Standards/reflective practice
a) Produce an information sheet to be displayed in the staffroom of a residential setting for older people identifying the standards which must be adhered to when delivering support and care.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
33
Topic and suggested assignments/activities and/assessment
b) Write a short essay explaining why reflecting upon your work experiences over the working week will help to develop your knowledge and skills in the sector, and which describes ways you could prevent your own beliefs and attitudes from obstructing the quality of your work.
Learning outcome 2: Understand how learning activities can develop knowledge, skills and understanding
Tutor explanation of the links between learning activities and the development of knowledge, skills and understanding. Learners to work in buzz groups, using personal examples of learning activities and the development of existing knowledge, skills and understanding.
Taught session on defining reflection and its uses in personal and professional development; learners to work individually, reflecting upon a situation or experience which has improved their knowledge and skills in any area. Class plenary to apply examples to the topic.
Taught session on the benefits and uses of feedback in professional life.
Assignment 2: The working week
For a period of three weeks, keep a reflective log of the following items:
a) Explanations of the links between learning activities you have undertaken and the development of your knowledge, skills and understanding.
b) Descriptions of how reflecting upon past situations, improved your knowledge and skills.
Learning outcome 3: Know how a personal development plan can contribute to own learning and development
Taught session on the personal development plan/the planning process; learners working individually to identify areas of personal development.
Taught session on sources of support, learners to take notes. Class plenary to examine who could be involved in the process.
Internet/literature search with tutor support on sources of support from external agencies; group discussion on findings.
Group work session, listing the benefits of a personal development plan; taught session on SMART targets.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
34
Topic and suggested assignments, activities and assessment
Assignment 3: Personal development
Produce a booklet that could support your own personal development and which contains all the following information:
a) A definition of the term ‘personal development plan’.
b) A list of those individuals whom you have identified as potentially being involved in your own personal development plan.
c) A list of sources of support which you have identified as being relevant to your own learning and development.
d) A list of the benefits to yourself of using a personal development plan to identify ongoing improvements in your own knowledge and understanding.
Review of unit and programme of assignments.
Assessment
The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
This unit may be assessed in a variety of ways and the programme of assignments are suggestions that may be adapted in order to meet local needs or the needs of particular groups of learners. Tutors should ensure that all assignments include the use of the correct operative verbs, for example ‘identify’, ‘describe’ and ‘explain’, in order to meet Edexcel requirements. Learners should demonstrate an appropriate level of understanding with regard to the relevance and importance of codes of practice, standards and the requirements of inter-agency/multidisciplinary working within the adult social care sector. Learners may need support in demonstrating their understanding of the links between personal reflection and the development of knowledge and skills. The use of theoretical models such as Gibbs’s Reflective Cycle may be of use in enabling learners to understand the links. Learners should be encouraged to link the information regarding personal development to their own needs and experience in order to meet the assessment criteria fully.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
35
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title Scenario Assessment method
1.1, 1.2, 1.3
Standards/reflective practice
You have been asked by your manager to produce a set of information sheets for new staff on the standards that must be adhered to in the setting.
As part of the preparation for your annual appraisal, you have been asked to write a short essay on reflective practice.
Information sheets
Essay
2.1, 2.2, 2.3
The working week Following your appraisal, you have decided to keep a reflective log in order to make the links between learning activities you have undertaken and your own knowledge and development.
Reflective log
3.1,3.2, 3.3, 3.4
Personal development
Create a personal development plan that reflects issues identified in your appraisal.
Booklet
Suggested resources
Textbooks Haworth E, Higgins H, Hoyle, Lavers S and Lewis C — BTEC Level 2 First Health and Social Care Student Book (Pearson Education Ltd, 2010) ISBN 9781846906817
Needham J F and Hegner B — Nursing Assistant, A Nursing Process Approach (Delmar Learning, 2008) ISBN 9781418066062
Magazines Community Care
Websites
www.communitycaremagazine.co.uk Community Care magazine
www.skillsforcare.org.uk The Sector Skills Council for Adult Social Care
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
36
Unit 3: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings
Unit reference number: H/602/3039
QCF level: 2
Credit value: 2
Guided learning hours: 18
Unit aim This unit introduces the concept of inclusion, which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction This unit will give learners an understanding of inclusion within the adult social care sector. Learners will investigate practices that support equality, diversity and rights, and gain an understanding of how discrimination may occur within the work place. Key legislation and codes of practice that relate to equality, diversity and inclusion in adult social care are examined, together with ways of challenging discrimination. Learners will also investigate the different sources of information and support.
Essential resources Training DVDs from Mulberry house available at www.mulho.com
Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
37
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
efin
e w
hat
is
mea
nt
by:
div
ersi
ty
eq
ual
ity
in
clusi
on
dis
crim
inat
ion
□
Div
ersi
ty:
diffe
rence
s bet
wee
n indiv
idual
s an
d g
roups
due
to,
culture
, nat
ional
ity,
abili
ty,
ethnic
origin
, gen
der
, ag
e, r
elig
ion,
bel
iefs
, se
xual
orien
tation,
gen
der
rea
ssig
nm
ent,
soci
o-e
conom
ic s
tatu
s
□
Equal
ity:
indiv
idual
rig
hts
; giv
ing c
hoic
es;
show
ing r
espec
t; s
ervi
ces
in
resp
onse
to
indiv
idual
nee
d
□
Incl
usi
on:
indiv
idual
s at
the
centr
e of pla
nnin
g a
nd s
upport
; va
luin
g
div
ersi
ty
□
Dis
crim
inat
ion:
the
pra
ctic
e of
trea
ting o
ne
per
son o
r gro
up o
f peo
ple
le
ss f
airly
or
less
wel
l th
an o
ther
peo
ple
1.2
D
escr
ibe
how
direc
t or
indirec
t dis
crim
inat
ion m
ay
occ
ur
in t
he
work
set
ting
□
Direc
t dis
crim
inat
ion:
trea
tmen
t or
consi
der
atio
n o
f, o
r m
akin
g a
dis
tinct
ion in f
avour
of or
agai
nst
, a
per
son b
ased
on t
he
gro
up,
clas
s, o
r ca
tegory
to w
hic
h t
hat
per
son b
elongs
rath
er t
han
on indiv
idual
mer
it b
y bully
ing,
del
iver
ing a
diffe
rent
stan
dar
d o
f ca
re t
o a
n indiv
idual
than
that
re
ceiv
ed b
y oth
ers
in t
he
sett
ing
□
Indirec
t dis
crim
inat
ion:
pro
visi
on o
f se
rvic
es in w
ays
whic
h p
reve
nt
som
e in
div
idual
s fr
om
usi
ng t
he
serv
ices
— n
ot m
eeting d
ieta
ry
requirem
ents
, not
pro
vidin
g a
dap
ted f
acili
ties
and e
quip
men
t, n
ot
pro
vidin
g s
ingle
gen
der
sta
ff f
or
per
sonal
car
e
1
Under
stan
d t
he
import
ance
of
div
ersi
ty,
equal
ity
and incl
usi
on
1.3
Exp
lain
how
pra
ctic
es t
hat
su
pport
div
ersi
ty,
equal
ity
and incl
usi
on r
educe
the
likel
ihood o
f dis
crim
inat
ion
□
Incr
ease
d p
artici
pat
ion;
incr
ease
d a
cces
s to
res
ourc
es;
incr
ease
d a
cces
s to
fac
ilities
for
peo
ple
who u
se s
ervi
ces;
indiv
idual
s re
ceiv
e th
eir
rights
; in
div
idual
s gai
n a
n a
war
enes
s of th
eir
rights
; in
div
idual
s ar
e en
able
d t
o
use
pre
ferr
ed m
ethods
of
com
munic
atio
n;
indiv
idual
s ar
e en
able
d t
o
mak
e co
mpla
ints
, re
ceiv
e re
sponse
s to
com
pla
ints
; ca
re w
ork
ers
gai
n
confiden
ce in a
dher
ing t
o r
elev
ant
legis
lation a
nd c
odes
of pra
ctic
e;
dis
crim
inat
ory
pra
ctic
es a
re c
hal
lenged
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are–
Iss
ue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
38
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Li
st k
ey leg
isla
tion a
nd
codes
of
pra
ctic
e re
lating t
o div
ersi
ty,
equal
ity,
incl
usi
on
and d
iscr
imin
atio
n in a
dult
soci
al c
are
sett
ings
□
Key
leg
isla
tion:
Hea
lth a
nd S
oci
al C
are
Act
2008;
Men
tal Cap
acity
Act
2005;
Men
tal H
ealth A
ct 2
007;
Saf
eguar
din
g V
uln
erab
le G
roups
Act
2006;
Equal
ity
Act
2010 (
spec
ific
sec
tions
on t
he
new
def
initio
ns
of
dis
crim
inat
ion,
fundam
enta
l ch
anges
to d
isab
ility
and d
iscr
imin
atio
n
law
); incl
udin
g s
ubse
quen
t am
endm
ents
to
legis
lation
□
Key
codes
of
pra
ctic
e: D
epriva
tion o
f Li
ber
ty;
Saf
eguar
ds,
Codes
of
Prac
tice
2009;
Gen
eral
Soci
al C
are
Counci
l Cod
es o
f Pr
actice
; in
cludin
g
subse
quen
t am
endm
ents
to c
odes
of
pra
ctic
e
2.2
D
escr
ibe
how
to
inte
ract
w
ith indiv
idual
s in
an
incl
usi
ve w
ay
□
Indiv
idual
s to
incl
ude
colle
agues
; ad
ults
usi
ng s
ervi
ces;
use
of
appro
priat
e te
rms
when
dis
cuss
ing a
n indiv
idual
’s n
eeds
due
to
dis
abili
ty,
ethnic
ity;
use
of
age-
appro
priat
e la
nguag
e; u
se o
f in
div
idual
’s
pre
ferr
ed m
ethod o
f co
mm
unic
atio
n;
use
of non
-def
ensi
ve b
ody
languag
e; a
void
ance
of ja
rgon,
slan
g;
obse
rvin
g
per
sonal
spac
e; u
se o
f ac
tive
lis
tenin
g s
kills
; not
usi
ng g
estu
res
and b
ody
languag
e w
hic
h is
cultura
lly o
ffen
sive
2
Know
how
to w
ork
in
an incl
usi
ve w
ay
2.3
D
escr
ibe
way
s in
whic
h
dis
crim
inat
ion m
ay b
e ch
alle
nged
in a
dult s
oci
al
care
set
tings
□
Direc
tly
addre
ssin
g d
iscr
imin
atory
beh
avio
ur
as it
occ
urs
by
report
ing
inci
den
ts t
o lin
e m
anag
er;
by
report
ing inci
den
ts t
o t
he
‘nam
ed p
erso
n’
within
the
sett
ing;
chal
lengin
g s
elf by
reflec
ting o
n o
wn b
elie
fs a
nd
attitu
des
3.1
Id
entify
sou
rces
of
info
rmat
ion,
advi
ce a
nd
support
about
div
ersi
ty,
equal
ity,
incl
usi
on a
nd
dis
crim
inat
ion
□
Line
man
ager
; co
lleag
ues
; Sec
tor
Ski
lls C
ounci
ls,
Ski
lls f
or
Car
e, S
kills
fo
r H
ealth;
Profe
ssio
nal
org
anis
atio
ns,
Gen
eral
Soci
al C
are
Counci
l; t
hird
sect
or
org
anis
atio
ns,
Age
UK,
Dem
entia
Soci
ety,
Alz
hei
mer
’s S
oci
ety,
M
enca
p,
Nat
ional
Autist
ic S
oci
ety;
pro
fess
ional
mag
azin
es
3
Know
how
to
acce
ss
info
rmat
ion,
advi
ce
and s
upport
about
div
ersi
ty,
equal
ity,
in
clusi
on a
nd
dis
crim
inat
ion
3.2
D
escr
ibe
when
to a
cces
s in
form
atio
n,
advi
ce a
nd
support
about
div
ersi
ty,
equal
ity,
incl
usi
on a
nd
dis
crim
inat
ion
□
How
: by
consu
ltin
g lin
e m
anag
er,
super
viso
r, c
olle
agues
; co
nsu
lt
web
site
s
□
When
: w
hen
unsu
re o
f how
to c
hal
lenge
dis
crim
inat
ion;
to s
tay
within
boundar
ies
of
ow
n r
ole
; w
hen
unsu
re o
f how
to
reco
gnis
e dis
crim
inat
ion;
if a
ccuse
d o
f dis
crim
inat
ion;
when
exp
erie
nci
ng
dis
crim
inat
ion
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
39
Information for tutors
Delivery
Learners will require some taught input with regard to key terms, legislation and codes of practice. However, the use of training DVDs, case studies and input from professionals who have experience of working in a multicultural environment will enhance learning. Learners will also benefit from reflecting upon their own views in a safe environment.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the importance of diversity equality, and inclusion
Taught session on definition of terms; class discussion.
Taught session on definition of direct and indirect discrimination; buzz groups to discuss how this could occur in the workplace. Groups give feedback.
Guest speaker on the effects of discrimination. Question and answer session.
Taught session on reducing discrimination in adult social care; methods and practices.
Use of training DVD. Class plenary.
Assignment 1: Key terms and practices
Produce a PowerPoint presentation defining the key terms, describing how discrimination can occur in the workplace, and explaining the practices that may be used to reduce the likelihood of this occurring.
Learning outcome 2: Know how to work in an inclusive way
Taught session on legislation and codes of practice. Buzz groups applying these to case studies; group give feedback.
Taught session on inclusive interaction. Class discussion.
Taught session on challenging discrimination. Group work, applying learning to case studies and feed back to the class.
Assignment 2: Key legislation/inclusive interaction/challenging discrimination
a) Produce a list of the key legislation and codes of practice.
b) Produce a leaflet that describes how to interact in an inclusive way with users of the service.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
40
Topic and suggested assignments/activities and/assessment
c) Produce an information sheet that describes ways in which to challenge discrimination in adult social care (2.3).
Learning outcome 3: Know how to access information, advice and support about diversity, equality, inclusion and discrimination
Internet research session; sources of information and support; learners discuss findings.
Taught session on when to access sources of information and support; group work applying the learning to case studies and giving feedback.
Assignment 3: Who will help?
Produce a poster identifying sources of information and support regarding diversity, equality, inclusion and discrimination, describing how and when to access them.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessments may be in a variety of formats for this unit and the suggested programme may be adapted to meet local needs or the needs of particular learners. Tutors should ensure that learners demonstrate a clear understanding of how and when to access relevant sources of support and the reasons for doing so. The relevant operative verbs should be included in assessments, for example ‘identify’ and ’describe’.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
41
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3
Key terms and practices
Your manager at the residence for older adults has asked you to produce a PowerPoint presentation for work experience learners, informing them about key terms, how discrimination may occur in the workplace and practices which may reduce the likelihood of this happening.
PowerPoint presentation
2.1 Key legislation As part of a package, the work experience tutor at the local college has asked your manager if you could produce a list of key legislation and codes of practice that apply to your setting. This will be explained to learners before they begin.
List
2.2 Inclusive interaction
As part of the package for younger learners, you have been asked to produce a leaflet on inclusive interaction with users of the service.
Leaflet
2.3 Challenging discrimination
Included as part of the package, is an information sheet that describes ways in which discrimination may be challenged.
Information sheet
3.1 3.2 Who will help? The final part of the package will be a poster, which the college can display in the social care classroom. This poster will contain information about sources and information of support.
Poster
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012
42
Suggested resources
Textbooks Thompson N — Promoting Equality, Valuing Diversity: A Learning and Development Manual (Russell House Publishing, 2009) ISBN 9781905541492
Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2, Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278
Magazine Community Care magazine
Websites
www.cqc.org Care Quality Commission home page
www.cqc.org.uk Care Quality Council
www.equalityhumanrights.com Equality and Human Rights Commission
www.skillsforcare.org.uk Skills for Care
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
43
Unit 4: Principles of Safeguarding and Protection in Health and Social Care
Unit reference number: A/601/8574
QCF level: 2
Credit value: 3
Guided learning hours: 26
Unit aim 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.
Unit introduction This unit enables learners to recognise the importance of safeguarding when working in health and social care. Learners will investigate types of abuse and the signs and symptoms, which may indicate these. Learners will also examine the factors that may contribute to vulnerability in individuals. The unit investigates actions to take in cases of suspected and alleged abuse and the national policies and local systems, which are part of the safeguarding framework. The roles of various relevant agencies are considered, together with sources of information and advice about the learner’s own role. Unsafe practices that may affect the wellbeing of individuals who use the services, together with sources of information and advice about own role in safeguarding and protecting individuals will be explored. Learners will also consider those practices which may reduce the likelihood of abuse occurring.
Essential resources Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs.
Guest speakers from statutory and voluntary organisations will provide learners with a valuable insight.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
44
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
how
to
reco
gnis
e si
gns
of
abuse
1.1
D
efin
e th
e fo
llow
ing t
ypes
of
abuse
:
phys
ical
abuse
se
xual
abuse
em
otional
/psy
cholo
gic
al
abuse
finan
cial
abuse
in
stitutional
abuse
se
lf-n
egle
ct
neg
lect
by
oth
ers
□
Typ
es o
f phys
ical
abuse
: hitting,
shak
ing,
bitin
g,
thro
win
g,
burn
ing o
r sc
aldin
g,
suff
oca
ting,
forc
e-fe
edin
g,
causi
ng p
hys
ical
har
m t
o a
n
indiv
idual
□
Typ
es o
f se
xual
abuse
: fo
rcin
g a
n indiv
idual
to t
ake
par
t in
unw
ante
d
sexu
al a
ctiv
itie
s by
usi
ng t
hre
ats
and c
oer
cion
□
Typ
es o
f em
otion
al/p
sych
olo
gic
al a
buse
: bully
ing,
invo
king t
hre
ats
and
fear
; dev
aluin
g indiv
idual
sel
f-es
teem
; ve
rbal
abuse
and s
wea
ring;
imposi
ng inap
pro
priat
e ex
pec
tations;
conve
ying fee
lings
of
wort
hle
ssnes
s
□
Typ
es o
f finan
cial
abuse
: th
eft
of m
oney
and p
roper
ty;
forg
ing
signat
ure
s; forc
ing s
om
eone
to s
ign d
ocu
men
ts f
or
finan
cial
gai
n;
confiden
ce c
rim
es;
usi
ng p
roper
ty w
ithou
t per
mis
sion;
den
ying
indiv
idual
s ac
cess
to t
hei
r ow
n f
inan
ces,
par
ticu
larly
with t
he
elder
ly a
nd
indiv
idual
s w
ith lea
rnin
g d
ifficu
ltie
s
□
Typ
es o
f in
stitutional
abuse
: m
isuse
of
auth
ority
; in
form
atio
n a
nd p
ow
er
ove
r vu
lner
able
indiv
idual
s by
care
work
ers;
fai
lure
to m
ainta
in
pro
fess
ional
boundar
ies;
inap
pro
priat
e use
of m
edic
atio
n;
phys
ical
re
stra
int;
ver
bal
abuse
; dis
crim
ination;
hum
iliat
ion;
bully
ing;
den
ying
priva
cy;
neg
lect
□
Typ
es o
f se
lf-n
egle
ct:
indiv
idual
s en
gag
ing in n
egle
ctfu
l an
d s
elf-
har
min
g b
ehav
iours
incl
udin
g r
efusi
ng t
o e
at a
nd d
rink,
neg
lect
ing
per
sonal
hyg
iene,
cau
sing a
ctual
bodily
har
m t
o s
elf
incl
udin
g c
utt
ing;
inap
pro
priat
e cl
oth
ing,
unsa
nitar
y housi
ng,
lack
of
med
ical
aid
s
□
Typ
es o
f neg
lect
by
other
s: n
ot
caring f
or
the
bas
ic n
eeds
of
oth
ers
incl
udin
g n
egle
ctfu
l pra
ctic
e in
fee
din
g a
nd n
ot
mee
ting indiv
idual
per
sonal
nee
ds
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
45
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.2
Id
entify
the
signs
and/o
r sy
mpto
ms
asso
ciat
ed w
ith
each
typ
e of
abuse
□
Sig
ns
and s
ympto
ms
of
phys
ical
abuse
: bru
ises
, bla
ck e
yes,
wel
ts,
cuts
, bro
ken b
ones
, open
wou
nds,
punct
ure
mar
ks,
untr
eate
d inju
ries
, bro
ken
eyeg
lass
es/f
ram
es;
sudden
chan
ge
in b
ehav
iour;
ove
rdose
and u
nder
dose
of
med
icat
ion;
indiv
idual
s re
port
bei
ng h
it,
slap
ped
, ki
cked
, m
istr
eate
d;
care
giv
er's
ref
usa
l to
allo
w v
isitors
to s
ee a
vuln
erab
le a
dult
alone
□
Sig
ns
and s
ympto
ms
of
sexu
al a
buse
: dis
turb
ed b
ehav
iour
incl
udin
g
self-h
arm
, in
appro
priat
e se
xual
ised
beh
avio
ur;
rep
eate
d u
rinar
y in
fect
ions;
dep
ress
ion;
loss
of
self-e
stee
m;
impai
red a
bili
ty t
o form
re
lationsh
ips
□
Sig
ns
and s
ympto
ms
of em
otion
al/p
sych
olo
gic
al a
buse
: bei
ng u
pse
t;
agitat
ed;
withdra
wn;
non-c
om
munic
ativ
e; lac
k of se
lf-
este
em a
nd s
elf-
confiden
ce;
ner
vousn
ess
around c
erta
in p
eople
□
Sig
ns
and s
ympto
ms
of finan
cial
abuse
: lo
ss o
f tr
ust
; in
secu
rity
; fe
arfu
l;
withdra
wn;
confo
rmin
g o
r su
bm
issi
ve b
ehav
iour;
dis
appea
rance
of
poss
essi
ons;
unab
le t
o p
ay b
ills;
not
enough food in t
he
house
□
Sig
ns
and s
ympto
ms
of in
stitution
al a
buse
: lo
ss o
f se
lf-e
stee
m a
nd
confiden
ce;
subm
issi
ve b
ehav
iour;
loss
of
contr
ol
□
Sig
ns
and s
ympto
ms
of se
lf-n
egle
ct o
r neg
lect
by
oth
ers:
unusu
al
wei
ght
loss
; deh
ydra
tion
; si
gns
of ac
tual
sel
f-har
m incl
udin
g c
uts
, w
ithdra
wn o
r su
bm
issi
ve b
ehav
iour;
unsa
fe liv
ing c
onditio
ns;
dirty
cl
oth
es;
unsu
itab
le c
loth
es;
unw
ashed
1.3
D
escr
ibe
fact
ors
that
may
co
ntr
ibute
to a
n indiv
idual
bei
ng m
ore
vuln
erab
le t
o
abuse
□
Old
age;
phys
ical
abili
ty,
(fra
ilnes
s, p
hys
ical
dis
abili
ty,
senso
ry
impairm
ent)
; co
gnitiv
e ab
ility
, (m
aturity
, le
vel of
educa
tion a
nd
inte
llect
ual
under
stan
din
g,
lear
nin
g d
ifficu
ltie
s, m
emory
iss
ues
, difficu
ltie
s w
ith p
roble
m s
olv
ing a
nd d
ecis
ion m
akin
g);
em
otional
re
silie
nce
, (m
enta
l hea
lth d
ifficu
ltie
s, d
epre
ssio
n);
str
ess,
(unex
pec
ted
life
chan
ges
, ber
eave
men
t, d
ivorc
e, illn
ess
or
inju
ry);
pre
judic
e,
dis
crim
inat
ion,
soci
o-e
conom
ic f
acto
rs
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
46
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
the
actions
to t
ake
if
ther
e ar
e su
spic
ions
that
an
indiv
idual
is
bei
ng a
buse
d
□
Import
ance
of
follo
win
g r
elev
ant
legis
lative
req
uirem
ents
, polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of w
ork
ing;
findin
g o
ut
bas
ic info
rmat
ion
incl
udin
g w
ho t
he
alle
ged
vic
tim
is,
who t
he
alle
ged
abuse
r is
and
cate
gories
of
abuse
that
could
be
hap
pen
ing;
report
ing s
usp
icio
ns
and
alle
gat
ions
to a
n a
ppro
priat
e/nam
ed p
erso
n;
import
ance
of
trea
ting a
ll al
legat
ions
and s
usp
icio
ns
seriousl
y; h
avin
g k
now
ledge
of lin
es o
f co
mm
unic
atio
n a
nd r
eport
ing
2.2
Exp
lain
the
actions
to t
ake
if
an indiv
idual
alle
ges
that
th
ey a
re b
eing a
buse
d
□
Under
stan
din
g b
oundar
ies
of
ow
n r
ole
and r
esponsi
bili
ties
; re
port
ing
susp
icio
ns
and a
llegat
ions
to a
ppro
priat
e/nam
ed p
erso
n;
import
ance
of
clea
r ve
rbal
and a
ccura
te w
ritt
en r
eport
s; im
port
ance
of not
aski
ng
lead
ing q
ues
tions
with indiv
idual
s co
nce
rned
; im
por
tance
of
resp
ectf
ul
liste
nin
g;
confiden
tial
ity
and a
gre
ed p
roce
dure
s fo
r sh
arin
g info
rmat
ion
on d
iscl
osu
re;
import
ance
of
actu
al e
viden
ce a
nd a
void
ing h
ears
ay
2
Know
how
to
resp
ond t
o
susp
ecte
d o
r al
leged
abuse
2.3
Id
entify
way
s to
ensu
re t
hat
ev
iden
ce o
f ab
use
is
pre
serv
ed
□
Use
of w
ritt
en r
eport
s, incl
udin
g d
etai
ls o
f al
leged
/susp
ecte
d a
buse
, si
gned
, dat
ed a
nd w
itnes
sed;
use
of
signed
and d
ated
witnes
s st
atem
ents
; photo
gra
phic
evi
den
ce o
f phys
ical
inju
ries
; ag
reed
pro
cedure
s fo
r usi
ng e
lect
ronic
rec
ord
s; c
onfiden
tial
sys
tem
s fo
r m
anual
re
cord
s; im
port
ance
of tim
esca
les
to e
nsu
re r
elia
bili
ty a
nd v
alid
ity
of
evid
ence
; se
cure
sto
rage
of
evid
ence
3
Under
stan
d t
he
nat
ional
and loca
l co
nte
xt o
f sa
feguar
din
g a
nd
pro
tect
ion f
rom
ab
use
3.1
Id
entify
nat
ional
polic
ies
and
loca
l sy
stem
s th
at r
elat
e to
sa
feguar
din
g a
nd p
rote
ctio
n
from
abuse
□
Rel
evan
t up-t
o-d
ate
gove
rnm
ent
pol
icie
s; S
tate
men
t of
Gove
rnm
ent
Polic
y on A
dult S
afeg
uar
din
g (
2011);
‘N
o S
ecre
ts:
guid
ance
on
dev
elopin
g a
nd im
ple
men
ting m
ulti-
agen
cy p
olic
ies
and p
roce
dure
s to
pro
tect
vuln
erab
le a
dults
from
abuse
, (2
000)’
, nat
ional
fra
mew
ork
and
codes
of
pra
ctic
e fo
r hea
lth a
nd s
oci
al c
are;
‘Saf
eguar
din
g A
dults’
nat
ional
polic
y re
view
(2009);
work
of th
e Car
e Q
ual
ity
Com
mis
sion
(Ess
ential
Sta
ndar
ds
of Q
ual
ity
and S
afet
y M
arch
2010);
loca
l sy
stem
s,
the
scope
of r
esponsi
bili
ty o
f Lo
cal Saf
eguar
din
g A
dults
Boar
ds
(LSABs)
an
d p
rote
ctio
n c
om
mitte
es;
Loca
l Are
a Agre
emen
ts (
LAAs)
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Exp
lain
the
role
s of
diffe
rent
agen
cies
in s
afeg
uar
din
g
and p
rote
ctin
g indiv
idual
s fr
om
abuse
□
Import
ance
of
multi-
agen
cy a
nd inte
r-ag
ency
work
ing;
soci
al s
ervi
ces;
hea
lth s
ervi
ces;
volu
nta
ry s
ervi
ces;
the
polic
e; r
esponsi
bili
ties
for
allo
cating a
nam
ed p
erso
n u
sual
ly fro
m s
tatu
tory
agen
cies
in h
ealth o
r so
cial
car
e; r
esponsi
bili
ties
for
ove
rsee
ing t
he
safe
guar
din
g a
sses
smen
t an
d its
outc
om
e; r
esponsi
bili
ties
of
the
Indep
enden
t Saf
eguar
din
g
Auth
ority
(IS
A);
the
nat
ional
Vet
ting a
nd B
arring S
chem
e (V
BS);
Crim
inal
Rec
ord
s Bure
au (
CRB)
3.3
Id
entify
rep
ort
s in
to s
erio
us
failu
res
to p
rote
ct
indiv
idual
s fr
om
abuse
□
Car
e Q
ual
ity
Com
mis
sion r
eport
(2011)
Win
terb
ourn
e Vie
w;
Abuse
of
Vuln
erab
le A
dults
in E
ngla
nd (
2010-1
1)
(NH
S);
Equal
ity
and H
um
an
Rig
hts
Com
mis
sion C
lose
to H
om
e (2
012);
Fin
al R
eport
of
the
Indep
enden
t In
quiry
into
Car
e Pr
ovi
ded
by
Mid
Sta
fford
shire
NH
S
Foundat
ion T
rust
(2009);
Nat
ional
Audit o
f D
emen
tia
(2011)
3.4
Id
entify
sou
rces
of
info
rmat
ion a
nd a
dvi
ce
abou
t ow
n r
ole
in
safe
guar
din
g a
nd p
rote
ctin
g
indiv
idual
s fr
om
abuse
□
Polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of w
ork
ing w
ithin
the
work
pla
ce
sett
ing;
curr
ent
and r
elev
ant
sourc
es o
f in
form
atio
n f
rom
web
site
s,
leaf
lets
, org
anis
atio
ns,
loca
l an
d v
olu
nta
ry g
roups;
gove
rnm
ent
dep
artm
ents
; vo
lunta
ry o
rgan
isat
ions;
public
atio
ns;
info
rmat
ion f
rom
th
e In
dep
enden
t Saf
eguar
din
g A
uth
ority
(IS
A);
Soci
al C
are
Inst
itute
for
Exc
elle
nce
4
Under
stan
d w
ays
to r
educe
the
likel
ihood o
f ab
use
4.1
Exp
lain
how
the
likel
ihood o
f ab
use
may
be
reduce
d b
y:
w
ork
ing w
ith p
erso
n-
centr
ed v
alues
en
coura
gin
g a
ctiv
e par
tici
pat
ion
pro
moting c
hoic
e an
d
rights
□
Work
ing w
ith p
erso
n-c
entr
ed v
alues
: dec
reas
ing t
he
likel
ihood o
f ab
use
by
work
ing in a
per
son-c
entr
ed w
ay;
imple
men
ting t
he
key
valu
es o
f priva
cy,
dig
nity,
indep
enden
ce,
choi
ce,
rights
and fulfilm
ent;
dec
reas
ing
vuln
erab
ility
by
incr
easi
ng c
onfiden
ce;
pro
moting e
mpow
erm
ent,
in
dep
enden
ce a
nd a
uto
nom
y; invo
lvin
g indiv
idual
s in
mak
ing t
hei
r ow
n
dec
isio
ns
and c
hoic
es;
resp
ectf
ul co
mm
unic
atio
n;
active
lis
tenin
g;
mai
n
princi
ple
s th
at a
ll ad
ults
hav
e th
e right
to liv
e th
eir
lives
fre
e fr
om
vi
ole
nce
, fe
ar a
nd a
buse
, th
e right
to b
e pro
tect
ed f
rom
har
m a
nd
explo
itat
ion,
the
right
to indep
enden
ce a
nd t
he
right
to just
ice
□
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Enco
ura
gin
g a
ctiv
e par
tici
pat
ion:
dec
reas
ing t
he
likel
ihood o
f ab
use
by
enco
ura
gin
g a
ctiv
e par
tici
pat
ion;
dec
reas
ing v
uln
erab
ility
by
impro
ving
self-c
onfiden
ce a
nd s
elf-
este
em;
enco
ura
gin
g invo
lvem
ent
and s
elf-
awar
enes
s
□
Prom
oting c
hoic
es a
nd r
ights
: dec
reas
ing t
he
likel
ihood o
f ab
use
th
rough p
rom
oting indiv
idual
choic
es a
nd d
ecis
ion-m
akin
g;
dec
reas
ing
vuln
erab
ility
by
pro
moting e
mpow
erm
ent
and indep
enden
ce;
import
ance
of
info
rmed
conse
nt
4.2
Exp
lain
the
import
ance
of
an
acce
ssib
le c
om
pla
ints
pro
cedure
for
reduci
ng t
he
likel
ihood o
f ab
use
□
To e
nsu
re a
n a
cces
sible
com
pla
ints
pro
cedure
for
reduci
ng t
he
likel
ihood
of
abuse
; tr
ansp
aren
t polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of w
ork
ing;
import
ance
of
acco
unta
bili
ty;
clea
r sy
stem
s fo
r re
port
ing a
nd r
ecord
ing
com
pla
ints
; ro
bust
pro
cedure
s fo
r fo
llow
ing u
p o
n a
ny
com
pla
ints
; le
gal
re
quirem
ent
to h
ave
a co
mpla
ints
pro
cedure
in p
lace
; w
ays
of
ensu
ring
the
pro
cedure
is
acce
ssib
le (
by
publis
hed
polic
y, h
igh v
isib
ility
, w
ides
pre
ad d
istr
ibution)
5.1
D
escr
ibe
unsa
fe p
ract
ices
th
at m
ay a
ffec
t th
e w
ellb
eing o
f in
div
idual
s
□
Neg
lect
in d
uty
of
per
sonal
car
e in
rel
atio
n t
o inap
pro
priat
e fe
edin
g,
was
hin
g,
bat
hin
g,
dre
ssin
g,
toile
ting;
inap
pro
priat
e phys
ical
conta
ct in
rela
tion t
o m
ovi
ng a
nd h
andlin
g;
unsa
fe a
dm
inis
trat
ion o
f m
edic
atio
n;
unre
liable
sys
tem
s fo
r dea
ling w
ith indiv
idual
s’ m
oney
or
per
sonal
pro
per
ty;
failu
re t
o m
ainta
in p
rofe
ssio
nal
boundar
ies;
fai
lure
to e
nsu
re
super
visi
on;
inap
pro
priat
e co
mm
unic
atio
n o
r sh
arin
g o
f in
form
atio
n;
failu
re t
o u
pdat
e kn
owle
dge
on s
afeg
uar
din
g iss
ues
; unsa
fe r
ecru
itm
ent
pra
ctic
es
5
Know
how
to
reco
gnis
e an
d
report
unsa
fe
pra
ctic
es
5.2
Exp
lain
the
actions
to t
ake
if
unsa
fe p
ract
ices
hav
e bee
n
iden
tified
□
Rep
ort
ing u
nsa
fe p
ract
ices
that
hav
e bee
n iden
tified
; re
port
ing c
once
rns
to a
man
ager
or
super
viso
r im
med
iate
ly,
verb
ally
and in w
riting;
polic
ies
on ‘w
his
tleb
low
ing’
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
D
escr
ibe
the
action t
o t
ake
if
susp
ecte
d a
buse
or
unsa
fe
pra
ctic
es h
ave
bee
n
report
ed b
ut
noth
ing h
as
bee
n d
one
in r
esponse
□
Work
ers
hav
e th
e right
to r
eport
conce
rns
direc
tly
to s
oci
al s
ervi
ces,
Car
e Q
ual
ity
Com
mis
sion (
CQ
C)
or
the
polic
e; a
nyo
ne
can r
eport
a
susp
icio
n o
r al
legat
ion o
f ab
use
; w
ork
ers
can b
e dis
ciplin
ed,
susp
ended
or
dis
mis
sed f
or
not
report
ing a
buse
and n
ot
follo
win
g t
he
corr
ect
pro
cedure
s; im
port
ance
of
rais
ing g
enuin
e co
nce
rns
and a
ctin
g o
n t
hem
; re
assu
rance
of
pro
tect
ion f
rom
poss
ible
rep
risa
ls a
nd v
ictim
isat
ion
follo
win
g r
eport
ing
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
50
Information for tutors
Delivery
Learners will require some taught input with regard to unfamiliar topics, and sensitivity will be required when delivering the unit. Learners may find some content distressing and will benefit from discussion to enable a full consideration of the issues. Reference to high-profile cases is included in the unit content and this could be delivered in the context of class discussion rather than active teaching. Learners will benefit from input from guest speakers from both statutory and voluntary organisations who have expertise in dealing with the subject.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Know how to recognise signs of abuse
Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion.
Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion (second session in the topic).
Taught session on factors that contribute to vulnerability; buzz groups working with case studies to identify issues. Feedback from groups.
Guest speaker on supporting vulnerable individuals. Question and answer session
Discussion of serious incidents, tutor-led with reference to case studies.
Assignment 1: Recognition of abuse
Produce a set of information sheets which define, describe and explain:
types of abuse
signs and/or symptoms of each type of abuse identified
factors which may lead to vulnerability in individuals.
Learning outcome 2: Know how to respond to suspected or alleged abuse
Taught session on actions to take regarding suspicions or allegations of abuse. Class discussion.
Taught session on preserving evidence. Class working in groups with case studies and giving feedback.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
51
Topic and suggested assignments/activities and/assessment
Assignment 2: Responding to abuse
Produce a PowerPoint presentation which:
a) explains actions to take when abuse is suspected or alleged
b) identifies ways of ensuring that evidence is preserved.
Learning outcome 3: Understand the national and local context of safeguarding and protection from abuse
Guest speaker on national policies and local systems. Question and answer session.
Taught session on the role of different agencies. Learners working with case studies to demonstrate understanding, and give feedback to the class.
Class consideration of serious cases; discussion about possible solutions.
Taught session on sources of information and advice about own role. Class discussion.
Assignment 3: Roles and systems
Produce a report which:
a) identifies national policies and local systems
b) explains the roles of different agencies
c) identifies reports into serious failures
d) identifies sources of advice and support about your own role.
Learning outcome 4: Understand ways to reduce the likelihood of abuse
Taught session on working with person-centred values. Class discussion.
Taught session on encouraging active participation. Class discussion.
Guest speaker on promoting choices and rights. Question and answer session.
Taught session on accessible complaints procedures; groups working with case studies to match procedures. Groups give feedback.
Assignment 4: Reducing abuse
Write a letter to the opinions column of a care magazine that explains how the likelihood of abuse may be reduced, and state the importance of having accessible complaints procedures.
Learning outcome 5: Know how to recognise and report unsafe practices
Taught session on unsafe practices/actions to take (session 1).
Taught session on unsafe practices/actions to take (session 2).
Taught session on actions to take if unsafe practices or suspected or alleged abuse has been reported but no action has been taken.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
52
Topic and suggested assignments/activities and/assessment
Assignment 5: Recognising unsafe practices
Produce a booklet which:
a) describes unsafe practices that could affect wellbeing and explains the actions to take if unsafe practices have been identified
b) explains the actions to take when unsafe practices/suspected abuse has been reported and there has been no response.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment for this unit may be in a variety of formats and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners link the type of abuse with the accurate signs and/or symptoms in order to demonstrate understanding of the topic. Learners should take an objective view when reviewing reports of serious failures to safeguard and protect, showing a recognition of all aspects of the cases. Learners must demonstrate their understanding of what constitutes an unsafe practice and appreciation of the importance of accessible complaints procedures in order to reduce the likelihood of abuse. Learners should demonstrate their understanding of the principles of safeguarding and protection and the role of different agencies in this area. Tutors should ensure the inclusion of the relevant operative verbs in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3
Recognition of abuse
You have been asked by your manager to produce a set of information sheets to be included in the induction pack for new staff on the recognition of abuse and reasons that may contribute to vulnerability.
Information sheets
2.1, 2.2, 2.3
Responding to abuse
You are a member of the staff induction team and you have been asked to produce a PowerPoint presentation on responding to suspected or alleged abuse and preserving evidence.
PowerPoint presentation
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
53
Criteria covered
Assignment title
Scenario Assessment method
3.1, 3.2, 3.3, 3.4
Roles and systems
As part of the induction process, you have been asked to produce a report which will be given to candidates to read before they attend an induction session on the roles and systems involved in safeguarding and protection.
Report
4.1, 4.2 Reducing abuse You have decided to write a letter to the opinion column of a national care magazine on reducing the likelihood of abuse in health and social care, and the importance of having accessible complaints procedures.
Letter
5.1, 5.2, 5.3
Recognising unsafe practices
As part of the induction process, you will be presenting each person with a booklet which gives them information on unsafe practices and the actions to take if there has been no response to reports of these or suspected abuse.
Booklet
Suggested resources
Textbooks Hart D — Safeguarding Vulnerable Adults (Russell House Publishing Ltd, 2009) ISBN 9781905541379
Morris C — Knowledge Set for Safeguarding Vulnerable People (Heinemann, 2008) ISBN 9780435402372
Magazines Community Care
Websites
www.elderabuse.org.uk Action on Elder Abuse
www.isa-gov.org.uk Independent Safeguarding Authority
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
54
Unit 5: Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings
Unit reference number: H/601/5474
QCF level: 2
Credit value: 1
Guided learning hours: 9
Unit aim This unit is aimed at those who are newly commencing or plan to work in health or social care settings with adults. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care.
Unit introduction This unit prepares learners for working in the relevant sectors, providing them with an understanding of the duty of care that underpins their roles and responsibilities within their settings. Learners will examine the dilemmas that may arise between the duty of care and the rights of an individual to make choices and take acceptable risks. The unit examines why it is important that individuals know how to make complaints, the agreed procedures for making complaints and their own role in responding.
Essential resources
Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs. Access to examples of agreed procedures (non-confidential) would also be of support to learners.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
55
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
efin
e th
e te
rm ‘duty
of
care
’ □
Le
gal
oblig
atio
n;
duty
of
care
tow
ards
adults
usi
ng s
ervi
ces,
colle
agues
an
d o
wn s
elf;
req
uirem
ent
to w
ork
in b
est
inte
rest
of th
e ad
ult u
sing t
he
serv
ice;
car
e pra
ctic
e w
hic
h is
not
det
rim
enta
l to
the
hea
lth,
wel
lbei
ng
and s
afet
y of
the
adult;
only
car
ryin
g o
ut
care
pra
ctic
e w
ithin
ow
n lev
el
of
com
pet
ence
, ro
le a
nd r
esponsi
bili
ty
1
Under
stan
d t
he
mea
nin
g o
f duty
of
care
1.2
D
escr
ibe
how
the
duty
of
care
affec
ts o
wn w
ork
role
□
Car
ryin
g o
ut
only
duties
for
whic
h y
ou a
re c
ompet
ent
and in o
wn job
des
crip
tion a
nd d
eclin
ing c
are
work
whic
h is
not
; bei
ng a
ccounta
ble
for
ow
n d
ecis
ions
and a
ctio
ns;
follo
w s
tandar
d p
roce
dure
s in
all
aspec
ts o
f w
ork
incl
udin
g u
se o
f re
sourc
es a
nd e
quip
men
t; p
rovi
din
g s
tandar
ds
of
care
in lin
e w
ith t
he
codes
of
pra
ctic
e of
sett
ing/s
ervi
ce;
pro
vidin
g
stan
dar
ds
of
care
in lin
e w
ith t
he
under
pin
nin
g v
alues
of
adult s
oci
al
care
— r
espec
t fo
r th
e in
div
idual
, pre
serv
atio
n o
f th
e dig
nity
of th
e in
div
idual
, sa
feguar
din
g;
the
nee
d t
o obse
rve
confiden
tial
ity;
the
nee
d
to b
e obse
rvan
t; t
he
import
ance
of in
duct
ion a
nd r
egula
r updat
ing o
f kn
ow
ledge
and s
kills
; duty
to r
eport
conce
rns
by
com
ple
ting inci
den
t an
d a
ccid
ent
reco
rds,
info
rmin
g t
he
line
man
ager
or
‘nam
ed p
erso
n’ in
th
e se
ttin
g,
use
of
‘whis
tleb
low
ing’ w
her
e ap
pro
priat
e
2.1
D
escr
ibe
dile
mm
as t
hat
may
ar
ise
bet
wee
n t
he
duty
of
care
and a
n indiv
idual
’s
rights
□
Bal
ance
bet
wee
n h
ealth a
nd s
afet
y an
d a
n indiv
idual
’s h
um
an r
ights
and
free
dom
s; c
once
pt
of ‘m
enta
l ca
pac
ity’
; rights
of th
e ad
ult t
o m
ake
dec
isio
ns
about
own c
are;
ten
sions
bet
wee
n indiv
idual
choic
e an
d
keep
ing s
afe
from
har
m;
conflic
t bet
wee
n c
onfiden
tial
ity
and n
eed t
o
shar
e in
form
atio
n in t
he
inte
rest
of th
e in
div
idual
or
public
saf
ety
2
Be
awar
e of
dile
mm
as t
hat
m
ay a
rise
about
duty
of ca
re a
nd
the
support
av
aila
ble
for
addre
ssin
g t
hem
2.2
Exp
lain
wher
e to
get
ad
ditio
nal
support
and
advi
ce a
bout
how
to
reso
lve
such
dile
mm
as
□
Men
tor;
tuto
r; lin
e m
anag
er;
Car
e Q
ual
ity
Com
mis
sion;
pro
fess
ional
bodie
s; S
ecto
r Ski
lls C
ounci
ls,
Ski
lls f
or
Car
e; S
kills
for
Hea
lth;
Gen
eral
Soci
al C
are
Counci
l
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
why
it is
import
ant
that
indiv
idual
s kn
ow h
ow
to
mak
e a
com
pla
int
□
Prote
cts
the
legal
rig
hts
of
adults;
to p
reve
nt
bad
pra
ctic
e; r
aise
aw
aren
ess
with m
anag
ers/
regula
tory
bodie
s; t
o im
pro
ve a
dult s
oci
al
care
ser
vice
s fo
r se
lf a
nd o
ther
use
rs
3.2
Exp
lain
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s fo
r han
dlin
g c
ompla
ints
□
Info
rm lin
e m
anag
er,
super
viso
r; r
ecord
com
pla
int
in lin
e w
ith p
olic
ies
and p
roce
dure
s of se
ttin
g;
line
man
ager
to s
pea
k w
ith c
ompla
inan
t; lin
e m
anag
er t
o ta
ke a
ppro
priat
e ac
tion
3
Know
how
to
resp
ond t
o
com
pla
ints
3.3
D
escr
ibe
ow
n r
ole
in
resp
ondin
g t
o c
om
pla
ints
as
par
t of
own d
uty
of ca
re
□
Follo
win
g p
olic
y an
d p
roce
dure
s of se
rvic
e/se
ttin
g;
liste
nin
g c
aref
ully
to
what
is
said
; re
cognis
ing a
dult’s
fee
lings;
cla
rify
ing p
roble
ms;
giv
ing
advi
ce o
n p
roce
dure
s fo
r co
mpla
inin
g;
focu
sing o
n t
he
pro
ble
m n
ot
per
sonal
itie
s; k
now
when
and h
ow t
o p
ass
on c
om
pla
ints
to lin
e m
anag
er/c
om
pla
ints
man
ager
; re
flec
t, a
nd if nec
essa
ry c
han
ge
ow
n
pra
ctic
e/under
go t
rain
ing
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
57
Information for tutors
Delivery
The unit should be delivered by a well-qualified tutor, preferably with experience of working in the relevant sector. Learners will require some taught input and will also benefit from the use of case studies together with the observation of training DVDs. Opportunities for discussion will enhance learning by clarifying understanding.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the meaning of duty of care
Taught session on definition of the phrase ‘duty of care’; class discussion on the effects of this on own role.
Observation of relevant DVD; class discussion.
Guest speaker on implementing the duty of care in a setting. Question and answer session.
Assignment 1: A duty of care
Write an essay defining the term ‘duty of care’ and describing how this will affect your work role.
Learning outcome 2: Be aware of dilemmas that may arise about duty of care and the support available for addressing them
Taught session on potential dilemmas; class discussion.
Taught session on where to obtain additional advice and support in resolving dilemmas.
Assignment 2: What could go wrong?
Produce a leaflet that describes the potential dilemmas which may arise about a duty of care, and explain where to obtain additional advice and support in reaching resolutions.
Learning outcome 3: Know how to respond to complaints
Taught session on why individuals should know how to complain. Class discussion.
Taught session on the main points of agreed procedures for handling complaints; class working in groups with case studies to apply procedures. Groups to give feedback.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
58
Topic and suggested assignments/activities and/assessment
Taught session on own role in responding to complaints as part of a duty of care. Class discussion.
Assignment 3: Complaints
Produce an information sheet explaining the importance of individuals knowing how to complain, the main points of agreed procedures for handling complaints and your own role in responding as part of a duty of care.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment for this unit may be in a variety of formats and the suggested programme may be adapted to meet either local needs or the needs of particular groups of learners. Tutors should ensure that learners fully explain the importance of complaints procedures as part of a duty of care. It is also essential that learners present evidence of agreed procedures rather than opinions, and show recognition of their own role. Tutors should ensure that the correct operative verbs are used throughout assessments, for example ‘explain’ and ‘describe’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only, and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 A duty of care You are applying for promotion and as part of the application process, you are asked to write an essay on the duty of care and its effect on your role in delivering support and care.
Essay
2.1, 2.2 What could go wrong?
You have received your promotion and your manager has asked you to produce a leaflet for new staff on the potential dilemmas that could arise between a duty of care and the rights of individuals in the setting.
Leaflet
3.1, 3.2, 3.3
Complaints As part of your new role, you have been asked to produce an information sheet on aspects of making complaints.
Information sheet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
59
Suggested resources
Textbooks Carter P — Lippincott’s Textbook for Nursing Assistants: A Humanistic Approach to Caregiving Second Edition (Wolters, Kluwer, 2008) ISBN 9780781766852
Nolan Y — NVQ/SNVQ Level 2, Health and Social Care Candidate Handbook (Pearson Education, 2008) ISBN 9780435466985
Magazines Community Care
Other reading Common Induction Standards (Adult Social Care) Handbook for Employees available at www.reading.gov.uk/
Websites
www.cqc.org.uk Care Quality Commission
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
60
Unit 6: Understand the Role of the Social Care Worker
Unit reference number: A/602/3113
QCF level: 2
Credit value: 1
Guided learning hours: 9
Unit aim This unit is aimed at those who are interested in, or new to, working in social care settings. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others.
Unit introduction This unit gives learners an understanding of the role of a social care worker in a variety of settings. Learners will investigate the differences between a working relationship and a personal relationship, and consider the different working relationships to be encountered in social care settings. The unit examines the importance of adhering to the agreed scope of the job role and provides an understanding of what is meant by agreed ways of working. The importance of full and up-to-date details of these is emphasised in the unit. Partnership working is examined in detail, together with the skills and approaches to support the learner in resolving conflicts. The unit also examines how and when to access advice and support about working in partnership and the resolution of conflicts.
Essential resources
Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs. Presentations from members of the social care profession dealing with conflict resolution would be of benefit to learners.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
61
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
how
a w
ork
ing
rela
tionsh
ip is
diffe
rent
from
a
per
sonal
rel
atio
nsh
ip
□
Work
ing r
elat
ionsh
ips:
a r
elat
ionsh
ip w
ith a
wor
k co
lleag
ue;
the
nat
ure
of
a pro
fess
ional
rel
atio
nsh
ip;
conce
pt
of te
amw
ork
ing;
work
ing w
ithin
ag
reed
guid
elin
es;
work
ing t
owar
ds
com
mon g
oal
s w
ith a
shar
ed
purp
ose
; a
busi
nes
s re
lationsh
ip
□
Pers
onal
rel
atio
nsh
ips:
a r
elat
ionsh
ip w
ith a
frien
d,
fam
ily m
ember
or
within
a s
oci
al gro
up;
inte
rper
sonal
rel
atio
nsh
ip;
rom
antic
rela
tionsh
ip;
bas
ed o
n love
, lik
ing,
fam
ily b
ond o
r so
cial
com
mitm
ent
1
Under
stan
d
work
ing
rela
tionsh
ips
in
soci
al c
are
sett
ings
1.2
D
escr
ibe
diffe
rent
work
ing
rela
tionsh
ips
in s
oci
al c
are
sett
ings
□
Rel
atio
nsh
ips
bet
wee
n c
o-w
ork
ers;
bet
wee
n w
orke
r an
d m
anag
er;
rela
tionsh
ips
within
tea
ms;
bet
wee
n d
iffe
rent
hea
lth a
nd s
oci
al c
are
work
ers;
rel
atio
nsh
ips
bet
wee
n d
iffe
rent
pro
fess
ional
s; p
rofe
ssio
nal
re
lationsh
ips
with o
ther
s, incl
udin
g u
sers
of
the
serv
ice
and t
hei
r fa
mili
es
2.1
D
escr
ibe
why
it is
import
ant
to a
dher
e to
the
agre
ed
scope
of
the
job r
ole
□
Fulfill
ing d
efin
ed r
ole
s and r
esponsi
bili
ties
within
job d
escr
iption a
s par
t of
a co
ntr
act
of
emplo
ymen
t; m
eeting leg
al r
esponsi
bili
ties
; pro
fess
ional
co
mm
itm
ent;
mee
ting r
equirem
ents
of th
e jo
b;
apply
ing p
rofe
ssio
nal
boundar
ies
and w
ork
ing w
ithin
pro
fess
ional
lim
itat
ions;
acc
ounta
bili
ty;
to m
eet
required
per
form
ance
within
the
job
2
Under
stan
d t
he
import
ance
of
work
ing in w
ays
that
are
agre
ed
with t
he
emplo
yer
2.2
O
utlin
e w
hat
is
mea
nt
by
agre
ed w
ays
of w
ork
ing
□
Know
ledge
of
rele
vant
curr
ent
legis
lation,
acce
ss t
o full
and u
p-t
o-d
ate
polic
ies
and p
roce
dure
s th
at r
elat
e to
the
resp
onsi
bili
ties
of
the
spec
ific
jo
b r
ole
; hea
lth a
nd s
afet
y, s
afeg
uar
din
g,
equal
opport
unitie
s an
d
incl
usi
ve w
ork
ing;
infe
ctio
n c
ontr
ol, a
nti-d
iscr
imin
atory
pra
ctic
e, s
afet
y an
d s
ecurity
, dea
ling w
ith e
mer
gen
cy s
ituat
ions,
movi
ng a
nd h
andlin
g
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
import
ance
of
full
and u
p-t
o-d
ate
det
ails
of
agre
ed w
ays
of w
ork
ing
□
To e
nsu
re leg
isla
tion is
bei
ng c
om
plie
d w
ith;
to e
nsu
re o
rgan
isat
ional
polic
ies
and p
roce
dure
s ar
e bei
ng f
ollo
wed
; to
ensu
re t
hat
curr
ent
hea
lth
and s
afet
y pro
cedure
s ar
e bei
ng f
ollo
wed
; hav
e re
leva
nt
info
rmat
ion o
n
serv
ice
use
rs;
work
as
a te
am;
offer
a p
erso
nal
ised
ser
vice
; ef
fect
ive
multi-
dis
ciplin
ary
work
ing;
to e
nsu
re a
gre
ed w
ays
of w
ork
ing a
re
follo
wed
to p
reve
nt
spre
ad o
f dis
ease
, m
ainta
in infe
ctio
n c
ontr
ol,
mai
nta
in h
ealth a
nd s
afet
y; d
eal ef
fect
ivel
y w
ith e
mer
gen
cies
; m
ainta
in
duty
of ca
re
3.1
Exp
lain
why
it is
import
ant
to w
ork
in p
artn
ersh
ip w
ith
oth
ers
□
Form
pro
fess
ional
rel
atio
nsh
ips
with t
eam
mem
ber
s, c
olle
agues
, oth
er
pro
fess
ional
s, indiv
idual
s an
d t
hei
r fa
mili
es;
effe
ctiv
e co
mm
unic
atio
n;
effe
ctiv
e w
ays
of
shar
ing a
ccura
te info
rmat
ion;
conce
pt
of pow
er s
har
ing
and e
mpow
erm
ent;
nat
ure
of
pro
fess
ional
res
pec
t; u
nder
stan
din
g
diffe
rent
role
s an
d r
esponsi
bili
ties
; m
eet
diffe
rent
pro
fess
ional
ex
pec
tations;
multi-
agen
cy a
nd inte
gra
ted w
orki
ng
3.2
Id
entify
way
s of
work
ing
that
can
hel
p im
pro
ve
par
tner
ship
work
ing
□
Impro
ving p
artn
ersh
ip w
ork
ing t
hro
ugh e
ffec
tive
com
munic
atio
n a
nd
info
rmat
ion s
har
ing;
colla
bora
tion a
nd t
eam
work
ing;
multi-
agen
cy t
eam
m
eetings
and c
onfe
rence
s; m
ain p
rinci
ple
s of
‘No s
ecre
ts:
guid
ance
on
dev
elopin
g a
nd im
ple
men
ting m
ulti-
agen
cy p
olic
ies
and p
roce
dure
s to
pro
tect
vuln
erab
le a
dults
from
abuse
‘ (2
000),
Saf
eguar
din
g A
dults,
the
Role
of
Hea
lth S
ervi
ces
(2011);
incl
udin
g s
ubse
quen
t am
endm
ents
3
Under
stan
d t
he
import
ance
of
work
ing in
par
tner
ship
with
oth
ers
3.3
Id
entify
ski
lls a
nd
appro
aches
nee
ded
for
reso
lvin
g c
onflic
ts
□
Man
agin
g s
tres
sful si
tuat
ions
— r
emai
nin
g c
alm
, bei
ng a
war
e of
both
ve
rbal
and n
on-v
erbal
com
munic
atio
n,
contr
olli
ng e
motions
and
beh
avio
ur
to a
void
thre
aten
ing o
ther
s, p
ayin
g a
tten
tion t
o t
he
feel
ings
bei
ng e
xpre
ssed
as
wel
l as
the
spok
en w
ord
s of
oth
ers;
bei
ng a
war
e of
an
d r
espec
tful of
diffe
rence
s; d
evel
opin
g a
rea
din
ess
to f
orgiv
e an
d
forg
et;
hav
ing t
he
abili
ty t
o s
eek
com
pro
mis
e; s
eeki
ng r
esolu
tion;
bei
ng
spec
ific
with c
om
munic
atio
n;
tryi
ng n
ot
to e
xagger
ate
or
ove
r-gen
eral
ise;
avo
idin
g a
ccusa
tions;
im
port
ance
of
active
lis
tenin
g
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Exp
lain
how
and w
hen
to
acce
ss s
upport
and a
dvi
ce
about:
par
tner
ship
work
ing
re
solv
ing c
onflic
ts
□
Acc
ess
support
and a
dvi
ce a
bout
par
tner
ship
work
ing:
know
ing h
ow
and
when
to a
cces
s su
pport
and a
dvi
ce a
bout
par
tner
ship
work
ing in r
elat
ion
to s
har
ing info
rmat
ion,
issu
es a
bout
confiden
tialit
y, c
onfu
sion a
bout
role
s an
d r
esponsi
bili
ties
, pro
fess
ional
lim
itat
ions
or
expec
tations,
under
stan
din
g p
rofe
ssio
nal
boundar
ies
□
Know
ing h
ow t
o ac
cess
support
and a
dvi
ce f
or
reso
lvin
g c
onflic
ts:
thro
ugh m
anag
er o
r su
per
viso
r, p
rofe
ssio
nal
org
anis
atio
n,
indep
enden
t ad
viso
ry o
rgan
isat
ions;
for
reso
lvin
g c
onflic
ts;
emplo
ymen
t co
unse
lling,
indep
enden
t ad
viso
ry o
rgan
isat
ions,
tra
de
unio
ns;
arb
itra
tion a
nd
med
iation a
gen
cies
thro
ugh m
ento
ring s
upport
, em
plo
ymen
t co
unse
lling
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
64
Information for tutors
Delivery
The unit should be delivered by a suitably qualified and experienced tutor who has an understanding of partnership working within the sector and resolving conflicts between working partners. Learners will require some taught input but opportunities for role play, simulated activities and discussion will enhance learning and provide opportunities to examine issues in detail.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand working relationships in social care settings
Taught session on differences between working and personal relationships. Class discussion.
Taught session on different working relationships in health and social care. Class discussion.
Assignment 1: Professional relationships
Produce a leaflet explaining the differences between working and personal relationships and describing the different types of working relationships in social care.
Learning outcome 2: Understand the importance of working in ways that are agreed with the employer
Taught session on adhering to the scope of the job role; groups discussing various job role descriptions and feeding back conclusions.
Taught session on agreed ways of working with learners making notes.
Taught session on implementing ways of working. Class discussion.
Assignment 2: The job role
Produce a set of information sheets that describe the importance of adhering to the scope of your agreed job role, outline what you understand by ‘agreed ways of working’ and explain the importance of having full and up-to-date details of these.
Learning outcome 3: Understand the importance of working in partnership with others
Taught session on partnership working. Class discussion, (session 1).
Taught session on partnership working. Class discussion, (session 2).
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
65
Topic and suggested assignments/activities and/assessment
Taught session on conflicts that may arise. Class discussion.
Taught session on resolving conflicts; learners working with case studies to demonstrate understanding and giving feedback.
Simulated activities/role play to apply the skills and approaches learned previously. Class plenary.
Guest speaker on accessing support and advice. Question and answer session.
Assignment 3: Working partners
Produce a report that:
a) explains the importance of working in partnership with others
b) identifies ways of working that will help to improve partnership working
c) identifies skills and approaches for resolving conflicts
d) explains sources of help and support in partnership working and resolving conflicts.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
The assessments for this unit may take a variety of forms, and the suggested programme may be adapted to meet local needs or to meet the needs of particular groups of learners. Tutors should ensure that learners demonstrate a clear and objective understanding of the importance of partnership working with reference to the course content, rather than unjustified opinions. Learners may produce a list of the ways of working that will improve partnership working and also the skills and approaches required to resolve conflicts. A full explanation of the sources of help and support and how they are of assistance in supporting partnership working and resolving conflicts is required in order to meet the unit requirements. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘outline’, ‘identify’, ‘explain’ and ‘describe’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only, and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
66
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 Professional relationships
Your manager has noticed your excellent presentation skills and has asked you to produce a leaflet on the differences between personal and working relationships for learners who are coming into social care for work experience.
Leaflet
2.1, 2.2, 2.3
The job role As part of their qualification, learners on work experience are required to obtain information on aspects of the job role in adult social care. You have been asked to produce a set of information sheets describing the importance of adhering to the agreed job role and discussing up-to-date agreed ways of working.
Information sheets
3.1, 3.2, 3.3, 3.4
Working partners
As a senior care worker in a day centre for adults with learning disabilities, you have been asked by the city council to produce a report on partnership working and the resolving of conflicts in adult social care.
Report
Suggested resources
Textbooks Burgess C, Shaw C and, Pritchatt N — S/NVQ Level 2 Health and Social Care Easy Steps (Pearson Education, 2007) ISBN 9780435465278
Glasby J and Dickinson H — Partnership Working in Health and Social Care (Better Partnership Working) (Policy Press, 2008) ISBN 9781847420169
Magazine The Community Care
Websites
www.puttingpeoplefirst.org.uk Putting People First
www.skillsforcare.org.uk Sector Skills Council for Care and Development
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
67
Unit 7: Understand Person-centred Approaches in Adult Social Care Settings
Unit reference number: J/602/3180
QCF level: 2
Credit value: 4
Guided learning hours: 34
Unit aim This unit introduces the concept of person-centred support as a fundamental principle of social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction This unit gives learners an understanding of the role of person-centred care in underpinning the delivery of best practice in social care. The unit defines person-centred values and explains the importance of embedding these into the delivery of support and care. Learners will examine ways of finding out an individual’s history, preferences, wishes and needs in order to plan care and support which has the individual at the centre. Learners will investigate the term ‘consent’ in a social care context and develop an understanding of its importance when initiating care practice, actions or activities. The unit also provides advice on dealing with situations where consent is not readily available. Learners will consider the concept of active participation, the benefits of this and also ways of reducing barriers to enable full participation by all users of the service. Issues concerning informed choices are considered, together with the balance of risk taking and assessing when empowering individuals to exercise their rights to choice. The unit examines the links between wellbeing, self-esteem and individual identity. The connections between these and providing an appropriate environment will also be investigated.
Essential resources
Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs. Input from experts in the field of person-centred care will be of benefit to learners.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
68
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
efin
e per
son-c
entr
ed
valu
es
□
Ensu
ring indiv
idual
s ar
e at
the
centr
e of
pla
nnin
g a
nd s
upport
; in
div
idual
ity;
rig
hts
; ch
oic
e; p
riva
cy;
indep
enden
ce;
dig
nity;
res
pec
t;
par
tner
ship
1
Under
stan
d
per
son-c
entr
ed
appro
aches
for
care
and s
upport
1.2
Exp
lain
why
it is
import
ant
to w
ork
in a
way
that
em
bed
s per
son-c
entr
ed
valu
es
□
To p
rom
ote
indiv
idual
ity;
appre
ciat
ion o
f rights
within
the
care
val
ue
bas
e; e
nab
ling indiv
idual
s to
mak
e dec
isio
ns
and c
hoic
es;
the
right
to
priva
cy;
empow
erin
g indiv
idual
s to
mai
nta
in indep
enden
ce a
nd d
ignity;
tr
eating indiv
idual
s w
ith r
espec
t; r
espec
t in
div
idual
s’ d
iver
sity
, cu
lture
an
d v
alues
; aw
aren
ess
of
risk
tak
ing in p
erso
n-c
entr
ed a
ppro
aches
, en
ablin
g indiv
idual
s to
mak
e in
form
ed d
ecis
ions
and u
nder
stan
d t
he
conse
quen
ces
of
thes
e dec
isio
ns
in r
elat
ion t
o t
he
hea
lth a
nd w
ellb
eing
of
the
indiv
idual
2.1
D
escr
ibe
how
to
find o
ut
the
his
tory
, pre
fere
nce
s, w
ishes
an
d n
eeds
of a
n indiv
idual
□
Work
in a
way
that
puts
the
indiv
idual
at
the
centr
e of
pla
nnin
g a
nd
support
by
com
munic
atin
g w
ith indiv
idual
s to
fin
d o
ut
thei
r his
tory
, pre
fere
nce
s an
d w
ishes
; im
port
ance
of
work
ing in a
non-j
udgem
enta
l w
ay,
not
dis
crim
inat
ing a
gai
nst
any
indiv
idual
; en
sure
equal
ity
and
incl
usi
ve p
ract
ice;
pro
mote
the
indep
enden
ce a
nd a
uto
nom
y of
indiv
idual
s; e
mpow
er indiv
idual
s to
use
thei
r st
rength
s an
d p
ote
ntial
; ef
fect
ive
com
munic
atio
n;
assu
rance
of
confiden
tial
ity
2
Under
stan
d h
ow
to
imple
men
t a
per
son-c
entr
ed
appro
ach in a
n
adult s
oci
al c
are
sett
ing
2.2
D
escr
ibe
how
to
take
into
ac
count
the
his
tory
, pre
fere
nce
s, w
ishes
and
nee
ds
of
an indiv
idual
when
pla
nnin
g c
are
and s
upport
□
Docu
men
t day
-to-d
ay r
equirem
ents
and p
refe
rence
s fo
r ca
re a
nd
support
; ad
dre
ssin
g n
eeds
and p
refe
rence
s w
ithin
the
care
pla
n,
support
pla
n,
indiv
idual
pla
n;
hol
istic
appro
ach t
o m
eeting t
he
nee
ds
and
pre
fere
nce
s of
indiv
idual
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
how
usi
ng a
n
indiv
idual
’s c
are
pla
n
contr
ibute
s to
work
ing in a
per
son-c
entr
ed w
ay
□
To d
ocu
men
t in
div
idual
nee
ds;
att
end t
o t
he
det
ail of
trea
tmen
t an
d
indiv
idual
ised
pro
visi
on;
apply
a p
erso
n-c
entr
ed a
ppro
ach;
imple
men
t non-d
iscr
imin
atory
pra
ctic
e; c
onsu
lt t
he
serv
ice
use
r; e
nsu
re n
eed is
met
; m
ainta
in e
mpow
erm
ent
3.1
D
efin
e th
e te
rm ‘co
nse
nt’
□
The
info
rmed
agre
emen
t to
an a
ctio
n o
r dec
isio
n;
esta
blis
hin
g c
onse
nt
varies
acc
ord
ing t
o t
he
indiv
idual
’s a
sses
sed c
apac
ity
to c
onse
nt
3.2
Exp
lain
the
import
ance
of
gai
nin
g c
onse
nt
when
pro
vidin
g c
are
or
support
□
To u
phold
indiv
idual
rig
hts
to b
e fu
lly invo
lved
in t
hei
r ow
n c
are;
uphold
in
div
idual
rig
ht
to r
efuse
car
e or
trea
tmen
t; t
o en
sure
indiv
idual
s ar
e in
form
ed t
o c
om
ply
with leg
al r
equirem
ent
3.3
D
escr
ibe
how
to
esta
blis
h
conse
nt
for
an a
ctiv
ity
or
action
□
Appro
priat
e in
form
atio
n;
com
munic
atio
n s
kills
; ve
rbal
, non-v
erbal
and
writt
en;
active
lis
tenin
g;
import
ance
of
consu
ltat
ion a
nd incl
usi
ve
com
munic
atio
n;
resp
ect
indiv
idual
s’ c
hoic
es;
liste
n a
nd r
espond t
o in
div
idual
s’ q
ues
tions
and c
once
rns;
res
pond a
ppro
priat
ely
to a
ny
ques
tions
and c
once
rns,
gai
nin
g w
ritt
en o
r le
gal
conse
nt
3
Under
stan
d t
he
import
ance
of
esta
blis
hin
g
conse
nt
when
pro
vidin
g c
are
or
support
3.4
Exp
lain
what
ste
ps
to t
ake
if
conse
nt
cannot
be
read
ily
esta
blis
hed
□
Act
in t
he
bes
t in
tere
sts
of th
e in
div
idual
; w
ork
to r
esolv
e co
nflic
ts;
abid
e by
rele
vant
legis
lation,
seek
ext
ra s
upport
and a
dvi
ce w
her
e nec
essa
ry,
use
of
an a
dvo
cate
, co
nta
ct t
he
per
son w
ho is
legally
re
sponsi
ble
, re
cord
ing info
rmat
ion
4.1
D
efin
e w
hat
is
mea
nt
by
active
par
tici
pat
ion
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
the
activi
ties
and r
elat
ionsh
ips
of
ever
yday
life
as indep
enden
tly
as p
oss
ible
; th
e im
port
ance
of
the
indiv
idual
as
an a
ctiv
e par
tner
in t
hei
r ow
n c
are
or
suppor
t ra
ther
than
a
pas
sive
rec
ipie
nt
4
Under
stan
d h
ow
to
enco
ura
ge
active
par
tici
pat
ion
4.2
D
escr
ibe
how
act
ive
par
tici
pat
ion b
enef
its
an
indiv
idual
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
thei
r ow
n c
are;
phys
ical
ben
efits,
incr
ease
d indep
enden
ce,
auto
nom
y an
d w
ellb
eing,
sense
of
purp
ose
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
D
escr
ibe
way
s of
reduci
ng
bar
rier
s to
act
ive
par
tici
pat
ion
□
Pro
moting a
ctiv
e par
tici
pat
ion,
bei
ng c
reat
ive
about
how
outc
om
es c
an
be
achie
ved,
pro
moting o
pport
unitie
s, incr
easi
ng s
taff t
rain
ing a
nd
awar
enes
s, p
rom
oting c
onfiden
ce in indiv
idual
s, p
rom
oting incl
usi
on
4.4
D
escr
ibe
way
s of
enco
ura
gin
g a
ctiv
e par
tici
pat
ion
□
Engag
ing t
he
indiv
idual
; use
of
phys
ical
, co
mm
unic
atio
n a
nd v
isual
aid
s;
des
ign s
uitab
le e
vents
; ac
cess
ing c
omm
unity
faci
litie
s an
d r
esourc
es,
invo
lvin
g f
rien
ds
and f
amily
5.1
Id
entify
way
s of
support
ing
an indiv
idual
to m
ake
info
rmed
choic
es
□
Dev
elopin
g r
espec
tful re
lationsh
ips;
the
import
ance
of non-j
udgem
enta
l co
mm
unic
atio
n a
nd incl
usi
ve info
rmat
ion;
empow
erin
g indiv
idual
s to
m
ake
info
rmed
choic
es;
resp
ect
indiv
idual
’s c
hoic
es;
empow
erin
g a
nd
support
ing indiv
idual
s to
ques
tion o
r ch
alle
nge
dec
isio
ns
conce
rnin
g
them
that
are
mad
e by
oth
ers
5.2
Exp
lain
why
risk
tak
ing c
an
be
par
t of
an indiv
idual
’s
choic
es
□
Ensu
re indiv
idual
s ar
e aw
are
of
risk
, aw
are
of haz
ards,
pro
vide
info
rmat
ion,
dis
cuss
ion;
use
ris
k as
sess
men
t pro
cess
es t
o m
ake
choic
es
5.3
Exp
lain
how
agre
ed r
isk
asse
ssm
ent
pro
cess
es a
re
use
d t
o su
pport
the
right
to
mak
e ch
oic
es
□
Ris
k as
sess
men
t pro
cess
es,
(iden
tifica
tion,
dec
isio
n,
eval
uat
ion,
reco
rdin
g,
revi
ewin
g);
hea
lth a
nd lifes
tyle
choic
es,
dec
isio
ns
abou
t tr
eatm
ent
or c
are;
cre
ate
awar
enes
s of
actu
al a
nd lik
ely
dan
ger
and
har
m a
risi
ng f
rom
choic
es m
ade;
incr
ease
d v
uln
erab
ility
, im
pac
t on
trea
tmen
t an
d r
ecove
ry
5.4
Exp
lain
why
a w
ork
er’s
per
sonal
vie
ws
should
not
influen
ce a
n indiv
idual
’s
choic
es
□
Opin
ion n
ot
fact
, ca
n b
e dis
crim
inat
ory
, pre
vents
em
pow
erm
ent
5
Under
stan
d h
ow
to
support
an
indiv
idual
’s r
ight
to
mak
e ch
oic
es
5.5
D
escr
ibe
how
to
support
an
indiv
idual
to q
ues
tion o
r ch
alle
nge
dec
isio
ns
conce
rnin
g t
hem
that
are
m
ade
by
oth
ers
□
Enco
ura
ge
ques
tions,
dis
cuss
ion;
awar
enes
s of
polic
ies
and p
roce
dure
s,
com
pla
ints
pro
cedure
s; a
war
enes
s of rights
; be
pre
par
ed t
o lis
ten;
advo
cacy
; re
ques
t se
cond o
pin
ions
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
how
indiv
idual
id
entity
and s
elf-
este
em a
re
linke
d w
ith w
ellb
eing
□
Sel
f -i
den
tity
: th
e re
cognitio
n o
f one’
s pote
ntial
and q
ual
itie
s as
an
indiv
idual
□
Sel
f-es
teem
: how
peo
ple
val
ue
them
selv
es
□
Wel
lbei
ng:
phys
ical
and m
enta
l hea
lth,
indiv
idual
nee
ds
bei
ng m
et
(phys
ical
, in
telle
ctual
, em
otional
, so
cial)
□
Links
: fr
agm
ente
d p
erso
nal
iden
tity
incl
udin
g e
ffec
ts o
f ab
use
, dis
crim
inat
ion,
lack
of ac
cess
to s
ervi
ces;
red
uci
ng lev
els
of
self e
stee
m
affe
ctin
g e
motional
hea
lth
6.2
D
escr
ibe
attitu
des
and
appro
aches
that
are
lik
ely
to
pro
mote
an indiv
idual
’s
wel
lbei
ng
□
Bei
ng t
reat
ed a
s an
indiv
idual
; aw
aren
ess
of an
indiv
idual
’s f
eelin
gs;
the
import
ance
of
priva
cy,
mai
nta
inin
g d
ignity;
pro
vidin
g s
upport
and
enco
ura
gem
ent
for
indiv
idual
s; r
espec
ting t
he
spiritual
, re
ligio
us
and
cultura
l bel
iefs
of
indiv
idual
s; w
ork
ing in p
artn
ersh
ip t
o s
et r
ealis
tic
and
achie
vable
goal
s; e
mpow
erin
g indiv
idual
s to
dev
elop c
onfiden
ce,
feel
good a
bout
them
selv
es a
nd r
aise
thei
r se
lf-e
stee
m;
thro
ugh p
osi
tive
en
coura
gem
ent,
act
ive
liste
nin
g a
nd d
evel
opin
g indep
enden
ce a
nd
asse
rtiv
enes
s
6
Under
stan
d h
ow
to
pro
mote
an
indiv
idual
’s
wel
lbei
ng
6.3
Id
entify
way
s to
contr
ibute
to
an e
nvi
ronm
ent
that
pro
mote
s w
ellb
eing
□
Soci
al e
nvi
ronm
ent
to p
rom
ote
the
wel
lbei
ng o
f in
div
idual
s, (
attitu
des
, ac
tivi
ties
); s
urr
oundin
gs,
ow
n p
osse
ssio
ns,
per
sonal
spac
e
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
72
Information for tutors
Delivery
The unit should be delivered by a well-qualified and experienced tutor who has a thorough understanding of person-centred values and planning in the context of social care. Learners will benefit from opportunities to discuss issues within a safe environment. The use of person-centred tools as a method of self-reflection should be encouraged with the learner group in order to establish a full understanding of the principles.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand person-centred approaches for care and support
Taught session on person-centred values; Carl Rogers and the core conditions. Class discussion.
Taught session on person-centred approaches (session 1). Class discussion.
Taught session on person-centred approaches (session 2). Application of learning to case studies followed by plenary.
Taught session on the four key principles of rights. Class discussion.
Guest speaker on delivering person-centred support and care with a vulnerable group. Question and answer session.
Assignment 1: A person-centred approach
Produce an information sheet that defines person-centred values and explains why it is important to embed these values into work in adult social care.
Learning outcome 2: Understand how to implement a person-centred approach in an adult social care setting
Taught session on working towards person-centred outcomes; application of learning to case studies and feeding back to the group.
Taught session on communicating with individuals to empower them; learners to take notes and discuss to clarify understanding.
Taught session on taking personal histories to support a person-centred approach to planning care, methods and uses.
Class plenary on promoting independence, what this means in adult social care with vulnerable groups.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
73
Topic and suggested assignments/activities and/assessment
Taught session on using care plans to work in person-centred ways with individuals. Learners working in groups to implement person-centred approaches when using care plans.
Assignment 2: My story/my care
Produce a magazine article describing how to obtain and use an individual’s history, preferences, wishes and needs to plan support. You should also include an explanation of how using an individual’s care plan can help you to work in a person-centred way.
Learning outcome 3: Understand the importance of establishing consent when providing care or support
Taught session on defining consent. Learners to discuss their understanding of the word.
Taught session on establishing consent, explaining the process and providing information. Class plenary.
Taught session on resolving conflicts where consent cannot be established/seeking advice and support.
Assignment 3: Gaining consent
Produce a guide for new adult social care workers that defines, explains and describes the establishing of consent and how to resolve issues of conflict relating to this.
Learning outcome 4: Understand how to encourage active participation
Taught session on empowering individuals to participate in daily life. Class discussion.
Taught session on the importance of individuals as active partners/involved in personal care. Class discussion.
Internet research session; potential barriers to active participation.
Tutor-led class discussion about ways of reducing barriers to active participation and how to encourage active participation.
Assignment 4: Active participation/living your life
Produce an information pack that defines the term ‘active participation’, describes the barriers to this, how to reduce the barriers, and identifies ways of encouraging active participation in individuals who use adult social care services.
Learning outcome 5: Understand how to support an individual’s right to make choices
Taught session on an individual’s right to make choices; learners to take notes. Class discussion.
Buzz groups working on ways of supporting the individual to make choices in adult social care; tutor-led discussion. Groups give feedback.
Taught session on use of risk assessment choices to support an individual and the ethics of allowing risk taking to allow individual choice and empowerment.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
74
Topic and suggested assignments/activities and/assessment
Assignment 5: Making choices
Write an essay on supporting an individual’s right to make choices
Learning outcome 6: Understand how to promote an individual’s wellbeing
Taught session on wellbeing definitions. Class plenary.
Taught session on promoting wellbeing. Groups working with case studies to apply learning and feeding back to the class.
Taught session on raising self-esteem through positive encouragement and empowerment; linking self-esteem and wellbeing with individual identity. Class discussion about attitudes and approaches.
Taught session on providing positive environments to promote wellbeing.
Assignment 6: Promoting individual wellbeing
Write an essay that explains, describes and identifies the links between individual identity, self-esteem and wellbeing. It should also cover the attitudes and approaches that are likely to promote wellbeing and ways in which you could contribute to an environment within adult social care that promotes the wellbeing of people who use the services.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment for this unit may be presented in a variety of ways and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners demonstrate an understanding of the links between a person-centred approach to the planning and delivery of care and support to the wellbeing of individuals. Learners should also show recognition of their role in contributing to the provision of environments that provide opportunities for all individuals to reach their full potential. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘describe’, ‘explain’ and ‘define’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
75
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 A person-centred approach
You are working in a residential setting for older individuals who have dementia. Your manager has asked you to produce an information sheet for new staff on person-centred values and the importance of embedding these into all aspects of work in the setting.
Information sheet
2.1, 2.2, 2.3
My story/my care
You have decided to submit an article to an online care magazine on the use of individual histories in meeting an individual’s preferences, wishes and needs when planning support.
Magazine article
3.1, 3.2, 3.3, 3.4
Gaining consent The magazine was impressed with your article and has requested that you provide a guide on gaining consent about adult social care.
Guide
4.1, 4.2, 4.3, 4.4
Active participation/ living your life
Your manager is very impressed with your writing skills and has asked you to produce an information pack for the setting. Your pack should contain information about encouraging individuals to actively participate in daily life and the benefits of this.
Information pack
5.1, 5.2, 5.3, 5.4, 5.5
Making choices You are applying to upgrade your qualifications and the tutor at the local college has asked you to write an essay in order for her to judge your ability to complete the course. You have been asked to write about the role of risk taking and risk assessment in supporting an individual’s right to make choices.
Essay
6.1, 6.2, 6.3
Promoting individual wellbeing
The tutor is impressed with your essay and has asked you to write a second one to be displayed as part of the college’s marketing strategy. You should now write about the links between an individual’s identity, self-esteem and wellbeing.
Essay
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
76
Suggested resources
Textbooks Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278
Morris C — Knowledge Set for Safeguarding Vulnerable People (Heinemann, 2008) ISBN 9780435402372
Magazine Community Care The Social Care Institute for Excellence April 2010 publication Personalisation: a rough guide
Websites
www.cpa.org.uk Centre for Policy on Ageing
www.skillsforcare.org.uk Sector Skills Council for Adult Social Care
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
77
Unit 8: Understand Health and Safety in Social Care Settings
Unit reference number: R/602/3179
QCF level: 2
Credit value: 4
Guided learning hours: 40
Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It introduces knowledge and understanding of areas of health and safety required for working in a social care setting.
Unit introduction This unit will equip learners with the knowledge and understanding of health and safety that is required in order to work in social care settings. The unit investigates key legislation that relates to general health and safety in social care settings and also the main points of health and safety policies. Learners will examine the roles of various professionals, including those roles that require special training. The unit defines hazards and risks in social care and discusses the use of risk assessment in helping to address dilemmas between an individual’s rights and health and safety concerns. Learners will examine a variety of health and safety issues including infection prevention and control, safe moving and handling, environmental safety procedures, management of hazardous substances, managing stress, handling medication and food safety measures.
Essential resources
Learners will need access to library facilities, including relevant texts, professional magazines and journals, ICT and CD ROMs. Learners will also benefit from input from professionals in the various disciplines covered in this unit, for example environmental emergencies, infection, prevention, control and safe moving and handling of individuals.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
78
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st leg
isla
tion r
elat
ing t
o
gen
eral
hea
lth a
nd s
afet
y in
a
soci
al c
are
sett
ing
□
Rel
evan
t, u
p-t
o-d
ate
legis
lation f
rom
the
Hea
lth a
nd S
afet
y Exe
cutive
(H
SE),
Hea
lth a
nd S
afet
y at
Work
Act
1974,
Man
agem
ent
of
Hea
lth a
nd
Saf
ety
at W
ork
Reg
ula
tions
1999,
Man
ual
Han
dlin
g O
per
ations
Reg
ula
tions
1992,
Hea
lth a
nd S
afet
y (F
irst
Aid
) Reg
ula
tions
1981,
Rep
ort
ing o
f In
juries
, D
isea
ses
and D
anger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R)
1995,
Contr
ol o
f Subst
ance
s H
azar
dous
to H
ealth (
CO
SH
H)
Reg
ula
tions
2002;
incl
udin
g s
ubse
quen
t am
endm
ents
1
Under
stan
d t
he
diffe
rent
resp
onsi
bili
ties
re
lating t
o h
ealth
and s
afet
y in
so
cial
car
e se
ttin
gs
1.2
D
escr
ibe
the
mai
n p
oin
ts o
f hea
lth a
nd s
afet
y polic
ies
and p
roce
dure
s
□
Agre
ed w
ays
of w
ork
ing a
nd a
ppro
ved c
odes
of
pra
ctic
e in
hea
lth a
nd
soci
al c
are
sett
ings
rela
ting t
o h
ealth a
nd s
afet
y; d
ealin
g w
ith a
ccid
ents
, in
juries
and e
mer
gen
cy s
ituat
ions;
oper
atin
g,
report
ing a
nd r
ecord
ing
pro
cedure
s; f
irst
-aid
situat
ions;
hyg
iene
pro
cedure
s, a
dm
inis
tering b
asic
firs
t ai
d if
trai
ned
to d
o s
o,
report
ing a
nd r
ecord
ing p
roce
dure
s; w
ork
ing
conditio
ns
and t
he
work
ing e
nvi
ronm
ent;
movi
ng a
nd h
andlin
g
pro
cedure
s; u
se o
f eq
uip
men
t; r
egula
tions
for
usi
ng m
echan
ical
or
elec
tric
al e
quip
men
t; h
ealth c
are
pro
cedure
s; p
roce
dure
s fo
r ad
min
iste
ring p
erso
nal
car
e; f
ood h
andlin
g a
nd p
repar
atio
n;
food
hyg
iene
regula
tions;
infe
ctio
n c
ontr
ol an
d d
ealin
g w
ith h
azar
dous
subst
ance
s; p
roce
dure
s fo
r dis
posi
ng o
f cl
inic
al w
aste
; se
curity
and
per
sonal
saf
ety;
pro
cedure
s fo
r per
sonal
sec
urity
and s
afeg
uar
din
g
per
sonal
pro
per
ty
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
79
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
O
utlin
e th
e m
ain h
ealth a
nd
safe
ty r
esponsi
bili
ties
of:
a)
the
soci
al c
are
work
er
b)
the
emplo
yer
or
man
ager
c)
indiv
idual
s
□
Hea
lth a
nd s
afet
y re
sponsi
bili
ties
of
the
soci
al c
are
work
er:
the
indiv
idual
duty
to t
ake
care
of
ow
n h
ealth a
nd s
afet
y; u
nder
stan
din
g a
nd
apply
ing r
elev
ant
legis
lation a
nd a
gre
ed w
ays
of
work
ing;
resp
onsi
bili
ty
to u
nder
take
rel
evan
t tr
ainin
g a
nd u
pdat
ing a
s re
quired
; th
e im
port
ance
of
cooper
atin
g w
ith o
ther
s on h
ealth a
nd s
afet
y; im
port
ance
of
the
corr
ect
use
of
anyt
hin
g p
rovi
ded
for
indiv
idual
hea
lth,
safe
ty a
nd
wel
fare
; pro
tect
ive
cloth
ing,
spec
ialis
ed e
quip
men
t; u
nder
stan
din
g t
hat
ce
rtai
n t
asks
shou
ld n
ot b
e ca
rrie
d o
ut
without
spec
ial tr
ainin
g,
use
of
equip
men
t, first
aid
, ad
min
iste
ring m
edic
atio
n,
hea
lth c
are
pro
cedure
s,
food h
andlin
g a
nd p
repar
atio
n
□
Hea
lth a
nd s
afet
y re
sponsi
bili
ties
of em
plo
yers
and m
anag
ers:
the
duty
of
emplo
yers
to p
rovi
de
info
rmat
ion, (r
isks
to h
ealth a
nd s
afet
y fr
om
w
ork
ing p
ract
ices
, ch
anges
that
may
har
m o
r af
fect
hea
lth a
nd s
afet
y,
how
to d
o t
he
job s
afel
y, w
hat
is
don
e to
pro
tect
hea
lth a
nd s
afet
y, h
ow
to
get
first
-aid
tre
atm
ent,
what
to d
o in a
n e
mer
gen
cy);
the
duty
of
emplo
yers
to p
rovi
de
trai
nin
g t
o d
o th
e jo
b s
afel
y, p
rote
ctio
n,
(spec
ial
cloth
ing,
glo
ves
and m
asks
, hea
lth c
hec
ks);
the
duty
of
emplo
yers
to
pro
vide
Hea
lth a
nd S
afet
y Exe
cutive
(H
SE)
info
rmat
ion (
hea
lth a
nd
safe
ty law
— w
ork
pla
ce r
isks
, dis
pla
y hea
lth a
nd s
afet
y la
w p
ost
ers
or
pro
vide
leaf
lets
with c
onta
ct d
etai
ls o
f peo
ple
who c
an h
elp o
r pro
vide
furt
her
info
rmat
ion)
□
Res
ponsi
bili
ty o
f th
e in
div
idual
: to
tak
e ca
re o
f ow
n h
ealth,
safe
ty a
nd
wel
fare
; to
pro
tect
the
safe
ty o
f oth
ers
thro
ugh o
wn a
ctio
ns
1.4
Id
entify
tas
ks r
elat
ing t
o
hea
lth a
nd s
afet
y th
at
should
only
be
carr
ied o
ut
with s
pec
ial tr
ainin
g
□
Firs
t ai
d,
adm
inis
teri
ng m
edic
atio
n,
hea
lth a
nd s
afet
y pro
cedure
s, f
ood
han
dlin
g a
nd p
repar
atio
n
1.5
D
escr
ibe
how
to
acce
ss
additio
nal
support
and
info
rmat
ion r
elat
ing t
o
hea
lth a
nd s
afet
y
□
Work
-bas
ed t
rain
ing,
HSE,
British
Saf
ety
Counci
l, E
uro
pea
n C
om
mis
sion,
Dep
artm
ent
of
Hea
lth,
Car
e Q
ual
ity
Com
mis
sion,
Ski
lls f
or
Car
e
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
efin
e w
hat
is
mea
nt
by
‘haz
ard’ an
d ‘risk
’ □
A p
oss
ibili
ty t
hat
som
ethin
g d
anger
ous
or
har
mfu
l m
ight
hap
pen
2.2
D
escr
ibe
how
to
use
a
hea
lth a
nd s
afet
y risk
as
sess
men
t
□
Under
stan
din
g h
ealth,
safe
ty a
nd r
isk
asse
ssm
ent
for
the
work
en
viro
nm
ent
or
par
ticu
lar
activi
ties
; th
e im
port
ance
of
risk
ass
essm
ent
for
pro
tect
ing s
elf
and indiv
idual
s fr
om
dan
ger
or
har
m;
the
nee
d t
o
com
ply
with t
he
law
; id
entify
ing w
hat
could
cau
se h
arm
; ta
king
pre
cautions
to p
reve
nt
har
m;
the
impor
tance
of
min
imis
ing a
ccid
ents
, in
juries
and ill
hea
lth;
reduci
ng t
he
risk
of
indiv
idual
s bei
ng inju
red a
t w
ork
; re
duci
ng t
he
risk
of
liabili
ty;
reduci
ng c
ost
s to
the
org
anis
atio
n
2.3
Exp
lain
how
and w
hen
to
report
pote
ntial
hea
lth a
nd
safe
ty r
isks
that
hav
e bee
n
iden
tified
□
Import
ance
of
continuou
s as
sess
men
t of
risk
s an
d r
egula
r ch
ecki
ng;
report
ing iden
tified
ris
ks im
med
iate
ly;
import
ance
of
report
ing a
ny
chan
ges
; ex
amin
e ex
ample
s of
risk
ass
essm
ent
report
s, a
ccid
ent
report
fo
rms
and o
ther
rel
evan
t docu
men
tation;
import
ance
of w
ritt
en r
ecord
s bei
ng c
lear
and a
ccura
te,
det
ailin
g d
ates
, tim
es,
sim
ple
des
crip
tion o
f haz
ard iden
tified
and a
ctio
n t
aken
; ag
reed
rep
ort
ing p
roce
dure
s an
d
lines
of
com
munic
atio
n
2
Under
stan
d t
he
use
of
risk
as
sess
men
ts in
rela
tion t
o h
ealth
and s
afet
y
2.4
D
escr
ibe
how
ris
k as
sess
men
t ca
n h
elp
addre
ss d
ilem
mas
bet
wee
n
an indiv
idual
’s r
ights
and
hea
lth a
nd s
afet
y co
nce
rns
□
Usi
ng r
isk
asse
ssm
ent
pro
cedure
s, r
egula
tions
and r
elev
ant
hea
lth a
nd
safe
ty leg
isla
tion t
o just
ify
com
plia
nce
for
spec
ific
pro
cedure
s or
actions;
w
earing s
eat
bel
ts in a
car
to m
inim
ise
inju
ry,
not
usi
ng a
mobile
te
lephone
whils
t drivi
ng,
wea
ring a
moto
r cy
cle
hel
met
for
pro
tect
ion,
han
dw
ashin
g a
nd w
earing lat
ex g
love
s to
min
imis
e th
e sp
read
of
infe
ctio
n;
under
stan
din
g t
hat
the
use
of
risk
ass
essm
ent
can h
elp t
o ad
dre
ss d
ilem
mas
bet
wee
n t
he
hum
an r
ights
of
an indiv
idual
and h
ealth
and s
afet
y co
nce
rns;
acc
epta
ble
and u
nac
cepta
ble
ris
k
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
diffe
rent
types
of
acci
den
ts a
nd s
udden
illn
ess
that
may
occ
ur
in a
soci
al
care
set
ting
□
Acc
iden
ts,
(slip
s an
d t
rips,
fal
ls,
nee
dle
-stick
inju
ries
, burn
s an
d s
cald
s,
inju
ries
fro
m o
per
atin
g m
achin
ery
or
spec
ialis
ed e
quip
men
t,
elec
trocu
tion,
acci
den
tal pois
onin
g);
sudden
illn
ess,
(h
eart
att
ack,
dia
bet
ic c
om
a, e
pile
ptic
seiz
ure
)
3.2
O
utlin
e th
e pro
cedure
s to
be
follo
wed
if
an a
ccid
ent
or
sudden
illn
ess
shou
ld o
ccur
□
Cle
arin
g t
he
area
; re
mai
nin
g c
alm
; se
ndin
g f
or
hel
p;
asse
ssin
g t
he
indiv
idual
for
inju
ries
; ad
min
iste
r bas
ic f
irst
aid
if
nec
essa
ry a
nd if
trai
ned
to d
o s
o s
tay
with t
he
inju
red/s
ick
indiv
idual
until hel
p a
rriv
es;
obse
rve
and n
ote
any
chan
ges
in c
onditio
n;
pro
vide
a fu
ll ve
rbal
rep
ort
to
rel
evan
t m
edic
al st
aff
or
oth
ers;
com
ple
te a
full
writt
en r
eport
and
rele
vant
docu
men
tation;
imple
men
ting t
he
polic
ies,
pro
cedure
s an
d
agre
ed w
ays
of w
ork
ing t
o h
elp
3
Under
stan
d
pro
cedure
s fo
r re
spondin
g t
o
acci
den
ts a
nd
sudden
illn
ess
3.3
Exp
lain
why
it is
import
ant
for
emer
gen
cy first
-aid
tas
ks
only
to b
e ca
rrie
d o
ut
by
qual
ifie
d f
irst
aid
ers
□
Qual
ifie
d f
irst
aid
ers
hav
e nec
essa
ry s
kills
and t
rain
ing,
know
pro
cedure
s, k
now
when
to g
et s
pec
ialis
t hel
p;
unqual
ifie
d f
irst
aid
ers
can e
ndan
ger
life,
cau
se f
urt
her
inju
ries
4.1
Li
st r
oute
s by
whic
h a
n
infe
ctio
n c
an g
et into
the
body
□
Airborn
e, d
irec
t co
nta
ct,
indirec
t co
nta
ct,
resp
irat
ory
tra
ct,
dig
estive
tr
act,
open
wounds,
urinar
y an
d r
epro
duct
ive
syst
em
4
Know
how
to
reduce
the
spre
ad
of
infe
ctio
n
4.2
D
escr
ibe
way
s in
whic
h o
wn
hea
lth o
r hyg
iene
mig
ht
pose
a r
isk
to a
n indiv
idual
or
to o
ther
s at
work
□
Ow
n h
ealth a
nd h
ygie
ne,
im
port
ance
of
bas
ic p
erso
nal
hyg
iene
mea
sure
s in
red
uci
ng t
he
spre
ad o
f in
fect
ion;
han
dw
ashin
g a
fter
usi
ng
the
toile
t or
bef
ore
pre
par
ing f
ood;
cove
ring t
he
mouth
when
snee
zing
or
coughin
g;
usi
ng d
isposa
ble
tis
sues
; co
vering a
ny
cuts
or
abra
sions
with p
last
ers
or
suitab
le d
ress
ings;
im
port
ance
of
stay
ing a
way
fro
m
work
when
aff
ecte
d b
y ill
nes
s or
infe
ctio
n;
get
ting p
rom
pt
trea
tmen
t fo
r ill
nes
s or
infe
ctio
ns;
the
safe
sto
rage,
pre
par
atio
n a
nd c
ooki
ng o
f fo
od t
o
reduce
the
risk
of
dia
rrhoea
and s
ickn
ess;
pro
cedu
re if
pric
ked
by a
nee
dle
or s
yrin
ge’
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Exp
lain
the
most
thoro
ugh
met
hod f
or
han
dw
ashin
g
□
Rec
om
men
ded
met
hod f
or
han
dw
ashin
g f
ollo
win
g t
he
Dep
artm
ent
of
Hea
lth (
DoH
) 5-s
tep r
ecom
men
ded
pro
cedure
:
1
wet
han
ds
2
apply
soap
thoro
ughly
3
lath
er a
nd s
crub (
rem
ember
bet
wee
n t
he
finger
s, t
hum
bs
and b
acks
of
the
han
ds)
4
rinse
thoro
ughly
5
dry
thoro
ughly
usi
ng p
aper
tow
el o
r ai
r dry
er.
4.4
D
escr
ibe
when
to u
se
diffe
rent
types
of
per
sonal
pro
tect
ive
equip
men
t
□
Prote
ctio
n f
rom
res
pirato
ry im
pac
t, s
har
ps,
dan
ger
ous
bod
y fluid
s,
chem
ical
s and s
pla
shin
g liq
uid
s
5.1
Id
entify
leg
isla
tion t
hat
re
late
s to
movi
ng a
nd
han
dlin
g
□
The
Hea
lth a
nd S
afet
y at
Work
Act
1974;
The
Man
ual
Han
dlin
g
Oper
atio
ns
Reg
ula
tions
1992;
HSE M
anual
han
dlin
g a
sses
smen
t ch
arts
; in
cludin
g s
ubse
quen
t am
endm
ents
to leg
isla
tion
5.2
Li
st p
rinci
ple
s fo
r sa
fe
movi
ng a
nd h
andlin
g
□
The
key
princi
ple
s, (
avoid
the
nee
d f
or
haz
ardous
man
ual
han
dlin
g,
asse
ss t
he
risk
of
inju
ry f
rom
any
haz
ardous
man
ual
han
dlin
g,
reduce
th
e risk
of
inju
ry fro
m h
azar
dous
man
ual
han
dlin
g);
the
import
ance
of
asse
ssm
ent
of
the
task
, lo
ad,
work
ing e
nvi
ronm
ent
and indiv
idual
’s
capab
ility
; re
duci
ng t
he
risk
of
inju
ry;
the
import
ance
of
corr
ect
post
ure
an
d t
echniq
ue;
work
ing in t
eam
s, t
he
import
ance
of
a co
ord
inat
ed
appro
ach a
nd g
ood c
omm
unic
atio
n;
usi
ng m
echan
ical
aid
s w
her
e nec
essa
ry;
chan
gin
g t
he
task
and a
ppro
ach w
her
e nec
essa
ry
5
Know
how
to
move
and h
andle
eq
uip
men
t an
d
oth
er o
bje
cts
safe
ly
5.3
Exp
lain
why
it is
import
ant
for
movi
ng a
nd h
andlin
g
task
s to
be
carr
ied o
ut
follo
win
g s
pec
ialis
t tr
ainin
g
□
Mak
ing p
roper
use
of
equip
men
t pro
vided
for
safe
pra
ctic
e; e
nsu
ring
that
act
ivitie
s do n
ot
put
oth
ers
at r
isk;
know
how
and w
hen
to r
eport
an
y pot
ential
ly h
azar
dou
s han
dlin
g a
ctiv
itie
s; c
om
ply
with h
ealth a
nd
safe
ty leg
isla
tion
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
why
it is
import
ant
to h
ave
spec
ialis
t tr
ainin
g
bef
ore
ass
isting a
nd m
ovi
ng
an indiv
idual
□
Know
ledge
of
corr
ect
pro
cedure
s, k
now
how
to a
sses
s m
obili
ty;
follo
w
agre
ed p
ract
ices
within
the
sett
ing;
follo
w w
ritt
en p
olic
ies;
pro
mote
co
nfiden
ce;
ensu
re s
afet
y, d
ignity
and p
riva
cy;
pro
mote
indep
enden
ce;
asse
ss r
isk;
rec
ord
inci
den
ts a
nd a
ccid
ents
6
Under
stan
d t
he
princi
ple
s of
assi
stin
g a
nd
movi
ng a
n
indiv
idual
6.2
Exp
lain
the
import
ance
of
follo
win
g a
n indiv
idual
’s c
are
pla
n a
nd fully
engag
ing w
ith
them
when
ass
isting a
nd
movi
ng
□
Fully
engag
ing w
ith t
he
indiv
idual
s; s
how
ing r
espec
t fo
r in
div
idual
’s
nee
ds
and p
refe
rence
s; p
rom
ote
bas
ic r
ights
fro
m c
are
valu
e bas
e;
support
s re
cove
ry
7.1
Id
entify
haz
ardous
subst
ance
s th
at m
ay b
e fo
und in t
he
soci
al c
are
sett
ing
□
Contr
ol of
Subst
ance
s H
azar
dous
to H
ealth (
CO
SH
H)
regula
tions
(2002)
(incl
ude
subst
ance
s th
at a
re c
orr
osi
ve,
irrita
nt,
toxi
c, h
ighly
fla
mm
able
, dan
ger
ous
to t
he
envi
ronm
ent)
; cl
inic
al w
aste
, ger
ms
that
cau
se
dis
ease
s; m
ater
ials
that
are
har
mfu
l, p
ote
ntial
ly infe
ctio
us;
body
fluid
s
7
Know
how
to
han
dle
haz
ardous
subst
ance
s
7.2
D
escr
ibe
safe
pra
ctic
es for:
st
oring h
azar
dous
subst
ance
s
usi
ng h
azar
dous
subst
ance
s
dis
posi
ng o
f haz
ardou
s su
bst
ance
s
□
Sto
ring:
alw
ays
follo
w a
gre
ed w
ays
of
work
ing,
polic
ies
and p
roce
dure
s;
safe
sto
rage
of
haz
ardous
subst
ance
s an
d m
ater
ials
, st
ore
d o
ut
of
reac
h;
store
mat
eria
ls in c
onta
iner
s re
com
men
ded
by
the
man
ufa
cture
r;
import
ance
of
clea
r la
bel
ling;
conta
iner
s se
cure
ly s
eale
d;
storing
inco
mpat
ible
subst
ance
s se
par
atel
y
□
Usa
ge:
alw
ays
follo
w a
gre
ed w
ays
of
work
ing,
polic
ies
and p
roce
dure
s;
avoid
exp
osu
re t
o h
azar
dous
subst
ance
s, (
inhal
ing,
conta
ct w
ith t
he
skin
or
eyes
, sw
allo
win
g o
r sk
in p
unct
ure
s);
use
of co
ntr
ol m
easu
res;
use
pro
tect
ive
cloth
ing w
her
e nec
essa
ry;
import
ance
of
chec
king w
ith
colle
agues
and c
om
ple
ting a
ppro
priat
e re
cord
s an
d d
ocu
men
tation
□
Dis
posa
l: a
lway
s fo
llow
agre
ed w
ays
of w
ork
ing,
polic
ies
and
pro
cedure
s; im
port
ance
of
pro
tect
ing o
ther
s, p
rote
ctin
g t
he
envi
ronm
ent;
min
imis
ing t
he
spre
ad o
f in
fect
ion
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
O
utlin
e pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing t
o pre
vent:
fire
gas
lea
k
floods
in
trudin
g
se
curity
bre
ach
□
Fire
pre
vention:
follo
w p
roce
dure
s, m
ainta
in f
ire
extinguis
her
s; r
egula
r fire
ala
rm t
ests
; unblo
cked
esc
ape
route
s, u
se o
f sm
oke
ala
rms;
use
of
flam
e re
tard
ant
mat
eria
ls f
or
furn
iture
; ki
tchen
saf
ety
pro
cedure
s
□
Gas
lea
k pre
vention:
turn
ing o
ff g
as a
pplia
nce
s w
hen
not
in u
se;
regula
r m
ainte
nan
ce o
f sy
stem
s an
d b
oile
rs;
report
ing o
f su
spic
ious
odours
□
Floods
pre
vention:
turn
ing o
ff t
aps
bef
ore
lea
ving t
he
bat
hro
om
, ki
tchen
; re
gula
r m
ainte
nan
ce o
f ap
plia
nce
s, d
rain
s, m
ainte
nan
ce o
f build
ings;
loca
tion o
f m
ain w
ater
supply
□
Intr
uder
pre
vention:
use
of
secu
rity
codes
to e
nte
r build
ings;
use
of
iden
tifica
tion b
adges
; use
of
signin
g in a
nd o
ut
books
; ch
ecki
ng
inhab
itan
ts/r
esid
ents
; sa
fety
lock
s on d
oors
and w
indow
s; s
ecurity
per
sonnel
on s
ite;
mai
nte
nan
ce o
f al
arm
s
□
Sec
urity
bre
ach p
reve
ntion:
pre
sence
of
secu
rity
per
sonnel
; re
gula
r ch
ecki
ng o
f occ
upan
ts o
f a
faci
lity;
use
of
staf
f id
entifica
tion;
use
of
secu
rity
codes
to e
nte
r fa
cilit
ies
8
Know
en
viro
nm
enta
l sa
fety
pro
cedure
s in
the
soci
al c
are
sett
ing
8.2
O
utlin
e pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing in t
he
even
t of:
fire
gas
lea
k
floods
in
trudin
g
se
curity
bre
ach
□
In t
he
even
t of fire
: kn
ow
ledge
of fire
pro
cedure
s; a
ppro
priat
e use
of
fire
ext
inguis
her
s an
d f
ire
bla
nke
ts;
calli
ng f
or
emer
gen
cy h
elp;
safe
ev
acuat
ion o
f in
div
idual
s
□
In t
he
even
t of
a gas
lea
k: s
afe
evac
uat
ion o
f th
e build
ing;
conta
ctin
g
emer
gen
cy s
ervi
ces;
not
ret
urn
ing t
o t
he
build
ing u
ntil it is
safe
to
do s
o
□
In t
he
even
t of
a flood:
turn
ing o
ff m
ain w
ater
supply
; sa
fe e
vacu
atio
n
of
the
build
ing,
conta
ctin
g e
mer
gen
cy s
ervi
ces;
use
of w
arnin
g n
otic
es
to p
reve
nt
acci
den
ts,
turn
off
ele
ctrici
ty a
nd g
as s
upplie
s
□
In t
he
even
t of in
trusi
on:
ensu
ring t
he
safe
ty o
f re
siden
ts/u
sers
of
the
serv
ice;
ensu
ring s
afet
y of
staf
f; r
oom
chec
ks;
conta
ctin
g e
mer
gen
cy
serv
ices
; ch
ecki
ng iden
tifica
tion o
f al
l pre
sent
□
In t
he
even
t of a
secu
rity
bre
ach:
asce
rtai
nin
g t
he
nat
ure
of
the
bre
ach,
conta
ctin
g s
ecurity
per
sonnel
; ch
ecki
ng s
afet
y of
indiv
idual
s; s
afet
y of
staf
f; r
outinel
y ch
angin
g s
ecurity
codes
to a
cces
s fa
cilit
ies,
conta
ctin
g
emer
gen
cy s
ervi
ces
if r
equired
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
9.1
Id
entify
com
mon s
igns
and
indic
ators
of
stre
ss
□
Phys
ical
sig
ns
and s
ympto
ms,
(ac
hes
and p
ains,
nau
sea,
diz
zines
s ch
est
pai
n,
rapid
hea
rtbea
t);
emotional
sig
ns
and s
ympto
ms,
(m
oodin
ess,
irrita
bili
ty o
r sh
ort
tem
per
, ag
itat
ion,
inab
ility
to r
elax
, fe
elin
g
ove
rwhel
med
, se
nse
of
lonel
ines
s an
d iso
lation,
dep
ress
ion o
r gen
eral
unhap
pin
ess)
; co
gnitiv
e si
gns
and s
ympto
ms,
(m
emory
pro
ble
ms,
in
abili
ty t
o c
once
ntr
ate,
poor
judgem
ent,
con
stan
t w
orr
ying);
beh
avio
ura
l si
gns
and s
ympto
ms,
(ea
ting m
ore
or
less
, sl
eep p
roble
ms,
neg
lect
ing r
esponsi
bili
ties
, usi
ng a
lcoh
ol, c
igar
ette
s an
d d
rugs
to r
elax
, ner
vous
hab
its
like
nai
l bitin
g)
9.2
Id
entify
circu
mst
ance
s th
at
tend t
o tr
igger
ow
n s
tres
s □
W
ork
fac
tors
; ch
anges
in r
outine,
dea
ling w
ith d
ifficu
lt s
ituat
ions,
pre
ssure
to m
eet
targ
ets,
pre
ssure
to m
eet
dea
dlin
es;
inte
rper
sonal
re
lationsh
ips
with indiv
idual
s an
d o
ther
s, e
xpec
tations
from
man
ager
s,
dem
ands
of w
ork
ing u
nso
cial
hours
, ta
king o
n s
pec
ial pro
ject
s; lac
k of
support
; per
sonal
fac
tors
; finan
cial
pro
ble
ms,
rel
atio
nsh
ip a
nd f
amily
pro
ble
ms,
maj
or
life
chan
ges
, ber
eave
men
t, inju
ry a
nd illn
ess
9
Know
how
to
man
age
stre
ss
9.3
D
escr
ibe
way
s to
man
age
stre
ss
□
Under
stan
din
g o
wn c
opin
g s
trat
egie
s; r
elax
atio
n t
echniq
ues
, (m
assa
ge,
yo
ga,
aro
mat
her
apy,
lis
tenin
g t
o m
usi
c);
phys
ical
act
ivity
and e
xerc
ise,
(g
oin
g f
or
a ru
n,
join
ing a
gym
); s
oci
al s
trat
egie
s, (
mee
ting u
p w
ith
frie
nds
and fam
ily,
volu
nte
erin
g a
nd h
elpin
g w
ith c
om
munity
work
);
logic
al st
rate
gie
s, (
mak
ing lis
ts,
prioritisi
ng,
crea
tive
str
ateg
ies)
; m
usi
c,
pai
nting a
nd o
ther
art
istic
purs
uits;
fai
th s
trat
egie
s; t
he
import
ance
of
emotional
wel
lbei
ng a
nd r
esili
ence
; under
stan
din
g a
nd r
ecog
nis
ing
indiv
idual
str
esso
rs;
taki
ng t
ime
out
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
10.1
D
escr
ibe
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s ab
out
han
dlin
g m
edic
atio
n
□
Follo
win
g n
atio
nal
guid
elin
es;
The
Han
dlin
g o
f M
edic
ines
in S
oci
al C
are
Set
tings
Guid
ance
2007,
Roya
l Ph
arm
aceu
tica
l Soci
ety;
adher
ence
to
sett
ing p
olic
ies;
acc
ura
te u
se o
f m
edic
atio
n;
adm
inis
trat
ion r
ecord
s fo
r ord
erin
g a
nd s
toring;
under
stan
d w
her
e in
stru
ctio
ns
for
dis
pen
sing a
re
on t
he
pac
kage;
nee
d t
o c
hec
k dos
age;
chec
king iden
tity
of
the
indiv
idual
; ch
ecki
ng e
xpiry
dat
es;
iden
tifica
tion o
f per
son w
ith o
vera
ll re
sponsi
bili
ty;
use
of
per
sonal
pro
tect
ive
equip
men
t (P
PE)
wher
e nec
essa
ry
10.2
Id
entify
who is
resp
onsi
ble
fo
r m
edic
atio
n in a
soc
ial
care
set
ting
□
Reg
iste
red m
anag
er,
trai
ned
car
e w
ork
er,
qual
ifie
d n
urs
e, s
enio
r m
ember
of
staf
f on d
uty
10
Under
stan
d
pro
cedure
s re
gar
din
g
han
dlin
g
med
icat
ion
10.3
Exp
lain
why
med
icat
ion
must
only
be
han
dle
d
follo
win
g s
pec
ialis
t tr
ainin
g
□
Red
uct
ion o
f er
rors
; kn
ow
ledge
of ef
fect
s an
d s
ide
effe
cts;
know
ledge
of
adm
inis
trat
ion p
roce
dure
s; m
ainta
inin
g
resp
onsi
bili
ty o
f th
e ro
le o
f th
e nam
ed p
erso
n;
mee
ting r
esponsi
bili
ties
of
ow
ner
ship
of
the
role
of
the
nam
ed p
erso
n t
o p
rote
ct t
he
serv
ice
use
r
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
11.1
Id
entify
food
saf
ety
stan
dar
ds
rele
vant
to a
so
cial
car
e se
ttin
g
□
Food S
tandar
ds
Act
1999;
Food S
afet
y (T
emper
ature
Contr
ol)
1995;
the
Gen
eral
Food R
egula
tions
2004;
Food H
ygie
ne
Reg
ula
tions
2006;
Foods
Sta
ndar
ds
Agen
cy p
ublic
atio
ns,
polic
ies,
advi
ce a
nd u
pdat
es;
incl
udin
g
subse
quen
t am
endm
ents
to leg
isla
tion
11.2
Exp
lain
how
to:
st
ore
food
m
axim
ise
hyg
iene
when
han
dlin
g f
ood
dis
pose
of
food
□
Saf
e st
ora
ge
of
food:
use
of
cove
red c
onta
iner
s; n
ot s
toring c
ooke
d a
nd
unco
oke
d m
eat
toget
her
; se
par
atio
n o
f m
eat
from
fis
h a
nd p
oultry
; ac
cura
te t
emper
ature
of
refr
iger
atio
n;
chec
king e
xpiry
dat
es;
chec
king
refr
iger
ators
reg
ula
rly;
conditio
n o
f ru
bber
sea
ls,
mai
nta
inin
g a
ccura
te
tem
per
ature
, not
ove
rload
ing,
regula
r def
rost
ing
□
Max
imis
ing h
ygie
ne
when
han
dlin
g f
ood:
use
of
glo
ves,
apro
ns;
cov
erin
g
hai
r; d
isin
fect
ion o
f su
rfac
es;
ster
ilisa
tion o
f ute
nsi
ls,
cooki
ng
equip
men
t, s
ervi
ng e
quip
men
t; c
ove
ring c
uts
, use
of blu
e pla
ster
s;
report
ing a
nd r
ecord
ing a
ccid
ents
; use
of
separ
ate
ute
nsi
ls,
choppin
g
boar
ds
for
mea
t an
d v
eget
able
s; k
eepin
g f
ood a
way
fro
m p
ets;
not
allo
win
g p
ets
to s
it o
n s
urf
aces
use
d f
or
food p
repar
atio
n
□
Saf
e dis
posa
l of fo
od:
use
of
close
d b
ags,
dis
infe
ctio
n o
f bin
s; s
epar
atio
n
of
dry
fro
m w
et w
aste
; em
pty
ing a
nd w
ashin
g r
ubbis
h b
ins
regula
rly
11
Under
stan
d h
ow
to
han
dle
and
store
food s
afel
y
11.3
Id
entify
com
mon h
azar
ds
when
han
dlin
g a
nd s
toring
food
□
Cro
ss infe
ctio
n;
inju
ries
fro
m u
nsa
fe u
se o
f ute
nsi
ls;
trig
ger
ing o
f al
lerg
ies;
exp
osu
re o
f fo
od t
o c
onta
min
ants
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
88
Information for tutors
Delivery
The unit should be delivered by a well-qualified and experienced tutor. However, the unit could be divided between subject specialists, for example infection prevention and control, environmental safety, management of stress etc. Learners will benefit from participation in role play and simulation activities, for example in dealing with emergencies such as fires, floods and gas leaks. Input from professionals would also enhance learner experience.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the different responsibilities relating to health and safety in social care settings
Taught session on relevant legislation; learners to take notes.
Taught session on policies and procedures; learners to take notes.
Class discussion on own responsibilities with regard to health and safety.
Guest speaker on the responsibilities of employers; question and answer session.
Assignment 1: Responsibilities in the health and social care setting.
Produce a booklet that lists key legislation, describes relevant policies and procedures and outlines the main health and safety responsibilities of key personnel.
Learning outcome 2: Understand the use of risk assessments in relation to health and safety
Taught session on assessing health and safety hazards; health and safety quiz with learners participation.
Taught session on reporting health and safety risks; group work using scenarios to identify the correct response and giving feedback to the class.
Taught session on individual rights/health and safety concerns, the use of risk assessment. Class discussion.
Taught session/practical demonstration of handwashing techniques and the use of personal protective equipment (PPE).
Assignment 2: Using risk assessments in health and safety
Write a guide on the use of risk assessments in relation to health and safety
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
89
Topic and suggested assignments/activities and/assessment
Learning outcome 3: Understand procedures for responding to accidents and sudden illness
Taught session on types of accidents and procedures to be followed. Class discussion.
Demonstration of basic first-aid procedures, (this could be delivered by a registered first aider rather than the class tutor).
Taught session on recording incidents, sudden onset of illness, accidents, safe storage of records.
Assignment 3: Managing accidents and sudden illness in social care
Produce an information pack which contains the following elements:
a) A description of the different types of accident and sudden illness that could occur in a social care setting and an outline of the procedures which you should follow.
b) An explanation of reasons why emergency first aid should only be delivered by a qualified first aider.
Learning outcome 4: Know how to reduce the spread of infection
Taught session on the chain of infection, entry routes for infection; learners taking notes.
Demonstration with explanation of handwashing procedures and the reasons for these; learners practise procedures.
Taught session on the importance of own health hygiene. Class discussion.
Demonstration of use of personal protective equipment (PPE).
Assignment 4: Preventing infection
Produce a leaflet that lists the entry routes for infection into the body. It should describe ways in which your own health or hygiene might pose a risk to individuals or others in your workplace. Give an explanation of the most thorough method of handwashing, and provide a description of when to use different types of personal protective equipment (PPE).
Learning outcome 5: Know how to move and handle equipment and other objects safely
Taught session on relevant legislation, learners to take notes and ask questions to clarify understanding.
Taught session on the key principles of safe moving and handling; working in teams; avoidance of manual handling; learners to take notes.
Demonstration of the use of mechanical aids; this session could be delivered within a care setting. Question and answer session.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
90
Topic and suggested assignments/activities and/assessment
Assignment 5: Safety in moving and handling
Produce an information pack which contains all of the following:
a) A spider diagram of key legislation.
b) A list of the principles for safe moving and handling.
c) An explanation of why it is important for moving and handling tasks to be carried out following specialist training only.
Learning outcome 6: Understand the principles of assisting and moving an individual
Taught session on principles of assisting and moving an individual. Class discussion.
Taught session on reasons for specialist training. Class discussion.
Assignment 6: An engaging approach
Produce an information sheet explaining the importance of specialist training for assisting and moving an individual and dealing with the importance of following the care plan and fully engaging with the individual throughout the procedure.
Learning outcome 7: Know how to handle hazardous substances
Taught session on identifying hazardous substances and materials; learners taking notes.
Taught session on safe handling of hazardous substances and materials; learners taking notes.
Taught session on safe usage of hazardous substances and materials; learners taking notes.
Taught session on safe disposal of hazardous substances and materials; learners taking notes.
Assignment 7: Hazardous substances in the setting
Produce an information pack identifying hazardous substances that may be used in social care and describing the safe practices for storage, usage and disposal of hazardous substances.
Learning outcome 8: Know environmental safety procedures in the social care setting
Taught session; preventing environmental emergencies in social care settings.
Taught session; managing environmental emergencies in social care settings.
Assignment 8: Managing environmental emergencies
Produce a leaflet that outlines safety procedures to be implemented in order to prevent environmental emergencies and also covers what to do in the event of such emergencies.
Learning outcome 9: Know how to manage stress
Taught session on common signs and indicators of stress. Class discussion.
Class plenary on identifying triggers of stress.
Taught session on managing stress; learners to take notes. Class discussion.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
91
Topic and suggested assignments/activities and/assessment
Assignments 9.1, 9.2 and 9.3: So this is stress? How much stress and managing stress
a) Produce a spider diagram of the common signs and indicators of stress. (9.1)
b) Produce a brief summary of the circumstances that tend to trigger stress in yourself. (9.2)
c) Describe several ways of managing stress (9.3).
Learning outcome 10: Understand procedures regarding handling medication
Taught session on the main points of the agreed procedures to be followed when handling medication; learners to take notes.
Taught session on the named responsible person and the reasons for this. Class discussion
Taught session with learner input on reasons for specialist training.
Assignment 10: Medication
Produce a fact sheet which contains the following information:
a) A description of the main points of agreed procedures with regard to handling medication. (10.1)
b) Identification of the person who is responsible for medication in a social care setting. (10.2)
c) An explanation of why medication must only be handled following specialist training.
Learning outcome 11: Understand how to handle and store food safely
Taught session on key legislation, learners to take notes.
Taught session on correct storage of food and common hazards.
Taught session on maximising hygiene including the use of personal protective equipment (PPE).
Assignment 11: Managing food safety
Produce a leaflet which:
a) identifies key food standards
b) explains how to store food safely
c) explains how to dispose of food safely
d) explains how to maximise hygiene when handling food
e) identifies common hazards when handling and storing food.
Review of unit and programme of assignments.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
92
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessments for this unit may be in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners apply key legislation, standards, policies and agreed procedures to relevant examples where appropriate. It is essential that all aspects of named procedures, for example with regard to managing emergencies and the handling of hazardous substances and medication are accurate in order to meet the requirements of the unit. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3, 1.4, 1.5
Responsibilities in the health and social care setting
Your manager at the residence for older adults with dementia has asked you to produce a booklet for new staff on the various responsibilities that exist in health and social care.
Booklet
2.1, 2.2, 2.3, 2.4
Using risk assessments in health and safety
Your manager has now asked that you produce a guide to the use of risk assessments within the setting.
Guide
3.1, 3.2, 3.3
Managing accidents and sudden illness in social care
You are a senior care worker and you have just completed your first-aid course delivered in your setting. You have been asked by the manager to provide an information pack on aspects of managing accidents and sudden illness in the setting for staff to read.
Information pack
4.1, 4.2, 4.3, 4.4
Preventing infection
Your manager has now asked you to produce a leaflet for new staff on aspects of preventing and controlling infection in the setting.
Leaflet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
93
Criteria covered
Assignment title
Scenario Assessment method
5.1, 5.2, 5.3
Safety in moving and handling
Following your completion of a moving and handling course, you have been asked to produce an information pack to act as a reminder to staff who have also completed the course.
Information pack
6.1, 6.2 An engaging approach
You have decided to produce an information sheet about assisting and moving individuals as you are concerned about the techniques currently used in your setting.
Information sheet
7.1, 7.2 Hazardous substances in the setting
You have discovered that the setting information is out of date and you need to produce an updated version of the current information pack.
Information pack
8.1, 8.2 Managing environmental emergencies
The information pack for environmental emergencies in your setting is also out of date and you must now renew this.
Leaflet
9.1 So this is stress?
As part of your appraisal, you have been asked to identify common symptoms and indicators of stress in your setting.
Spider diagram
9.2 How much stress
Also as part of your appraisal, you have been asked to produce a summary of the circumstances that tend to trigger stress in you.
Summary
9.3 Managing stress
To conclude your self-analysis, you must write a description of ways in which you could manage stress.
Written description
10.1, 10.2, 10.3
Medication Your manager has asked you to produce a fact sheet on various aspects of handling medication, for the use of new staff.
Fact sheet
11.1, 11.2, 11.3
Managing food safety
Your manager is impressed with the document you have produced and has now asked you to produce a leaflet on aspects of managing food safety in social care settings.
Leaflet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
94
Suggested resources
Textbooks Ayling P — Knowledge Set for Infection Prevention and Control (Heinemann, 2007) ISBN 9780435402327
Railton D — Knowledge Set for Medication (Harcourt Education Ltd, 2007) ISBN 9780435402310
Magazine Community Care
Websites
www.careuk.com Care UK
www.food.gov.uk Food Standards Agency
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
95
Unit 9: Understand How to Handle Information in Social Care Settings
Unit reference number: Y/602/3118
QCF level: 2
Credit value: 1
Guided learning hours: 9
Unit aim This unit introduces knowledge required for good practice in recording, storing and sharing information in a social care setting. This unit is aimed at those who are interested in, or new to, working in social care settings.
Unit introduction This unit will introduce learners to the standards required for handling information in social care settings. Learners will investigate the legislation that relates to the recording, storage and sharing of information and develop an understanding of the need to have accurate and valid systems within the workplace. Staff have a responsibility to maintain confidentiality with regard to information and records, as part of a duty of care. Learners will examine methods of secure storing and the actions to take if there are concerns regarding issues of security or mishandling of information.
Essential resources
Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs. A guest speaker on accessing advice and guidance will be of benefit to learners, as will access to relevant documentation.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
96
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
–
Id
entify
the
legis
lation
th
at r
elat
es t
o t
he
reco
rdin
g,
stora
ge
and s
har
ing o
f in
form
atio
n in s
oci
al c
are
□
Rel
evan
t up-t
o-d
ate
legis
lation r
elating t
o t
he
reco
rdin
g,
stora
ge
and
shar
ing o
f in
form
atio
n in s
oci
al c
are,
Hea
lth a
nd S
oci
al C
are
Act
2008,
Hea
lth a
nd S
oci
al C
are
Act
2012 (
Sec
tion 2
63),
Hum
an R
ights
Act
(A
rtic
le 8
) 1998,
Dat
a Pr
ote
ctio
n A
ct 1
998;
incl
udin
g s
ubse
quen
t am
endm
ents
1
Under
stan
d t
he
nee
d f
or
secu
re
han
dlin
g o
f in
form
atio
n in
soci
al c
are
sett
ings
1.2
Exp
lain
why
it is
import
ant
to h
ave
secu
re s
yste
ms
for
reco
rdin
g a
nd s
toring
info
rmat
ion in a
soci
al c
are
sett
ing
□
Nec
essa
ry s
afeg
uar
ds
and a
ppro
priat
e use
s of
per
sonal
info
rmat
ion;
issu
es r
elat
ing t
o hum
an r
ights
, th
e duty
of co
nfiden
tial
ity
as p
art
of th
e duty
of ca
re,
accu
racy
, re
tention;
avai
labili
ty a
nd d
isposa
l of
info
rmat
ion
issu
es r
elat
ing t
o se
cure
rec
ord
ing o
f in
form
atio
n;
syst
ems
of
man
ual
re
cord
ing,
secu
rity
of
elec
tronic
rec
ord
ing,
confiden
tialit
y of
info
rmat
ion;
issu
es r
elat
ing t
o se
cure
sto
rage
of in
form
atio
n;
secu
rity
of
store
d
elec
tronic
dat
a, s
afet
y of
store
d m
anual
info
rmat
ion,
acce
ss t
o s
ecure
in
form
atio
n;
issu
es r
elat
ing t
o s
har
ing info
rmat
ion;
free
dom
of
info
rmat
ion,
princi
ple
s of
confiden
tial
ity
2
Know
how
to
acce
ss s
upport
for
han
dlin
g
info
rmat
ion in
soci
al c
are
sett
ings
2.1
D
escr
ibe
how
to
acce
ss
guid
ance
, in
form
atio
n a
nd
advi
ce a
bout
han
dlin
g
info
rmat
ion
□
Polic
ies
for
agre
ed w
ays
of
inte
r-ag
ency
and m
ulti-
agen
cy/i
nte
gra
ted
work
ing,
pro
cedure
s an
d c
odes
of pra
ctic
e fo
r han
dlin
g info
rmat
ion;
under
stan
din
g r
ole
s an
d r
esponsi
bili
ties
in r
elation t
o h
andlin
g
info
rmat
ion;
seek
per
mis
sion f
rom
the
appro
priat
e peo
ple
to a
cces
s re
cord
s w
her
e nee
ded
; im
port
ance
of
staf
f tr
ainin
g f
or
support
on iss
ues
re
lating t
o t
he
secu
re h
andlin
g o
f in
form
atio
n;
NH
S I
nfo
rmat
ion
Gove
rnan
ce T
rain
ing;
Info
rmat
ion C
om
mis
sioner
’s O
ffic
e
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
97
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
O
utlin
e w
hat
act
ions
to t
ake
when
ther
e ar
e co
nce
rns
ove
r th
e re
cord
ing,
storing
or
shar
ing o
f in
form
atio
n
□
Indiv
idual
mea
sure
s, (
staf
f tr
ainin
g,
Crim
inal
Rec
ord
s Bure
au (
CRB)
chec
ks a
nd v
etting p
roce
dure
s, s
taff s
uper
visi
on a
nd m
anag
emen
t);
syst
em m
easu
res,
(el
ectr
onic
audit t
rails
, en
cryp
ted p
assw
ord
s,
info
rmat
ion c
hec
king s
yste
ms,
agre
ed w
ays
of w
ork
ing w
ith s
pec
ific
polic
ies
and p
roce
dure
s);
phys
ical
mea
sure
s, (
secu
re s
tora
ge,
CCTV);
en
sure
rec
ords
are
legib
le,
accu
rate
, co
mple
te a
nd u
p-t
o-d
ate;
acc
ura
te
reco
rdin
g a
nd p
assi
ng o
n info
rmat
ion a
bout
indiv
idual
s’ n
eeds
and
pre
fere
nce
s; r
eport
ing a
ccura
te a
nd s
uff
icie
nt
info
rmat
ion t
o t
he
appro
priat
e peo
ple
; ta
king a
ctio
n t
o s
har
e re
leva
nt
info
rmat
ion r
elat
ing
to a
ny
signs
and s
ympto
ms
that
indic
ate
chan
ges
in indiv
idual
s’
conditio
n o
r ca
re n
eeds;
shar
e in
form
atio
n w
ith indiv
idual
s to
enab
le
under
stan
din
g o
f w
hy
and w
hat
has
bee
n r
epor
ted a
nd r
ecord
ed;
ensu
re
the
secu
rity
of
acce
ss t
o r
ecord
s an
d r
eport
s ac
cord
ing t
o leg
al a
nd
org
anis
atio
nal
pro
cedure
s, f
ollo
w e
thic
al c
odes
and p
rofe
ssio
nal
st
andar
ds
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
98
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has both knowledge and understanding of the issues involved. Emphasis should be placed on the essential nature of confidentiality and the adherence to agreed procedures and protocols. Learners would benefit from witnessing examples of relevant storage and recording systems which may be accessible without breaching confidentiality or the security of settings. Examples of relevant documents and blank records would also be beneficial. Tutors should ensure that learners understand the agreed procedures for electronic storing of records, including the use of encrypted passwords and security codes for access, where relevant.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the need for secure handling of information in social care settings
Taught session on relevant legislation, data protection and confidentiality, issues of safeguarding. Learners to take notes.
Taught session on inter-agency working, procedures for sharing information, safety of manually stored information. Learners in groups examining examples of recording documents and pro formas. Class discussion.
Taught session and demonstration of electronic storing of information, use of secure/encrypted passwords, protocols and procedures. Class discussion.
Assignment 1: Keeping information safe
Produce a leaflet that identifies key legislation and explains the importance of having secure systems for recording and storing information in health and social care.
Learning outcome 2: Know how to access support for handling information in social care settings
Taught session on accessing support, policies and procedures, agreed ways of working, importance of staff training. Class discussion.
Taught session on actions to take when there are concerns; staff training, CRB checks and vetting procedures.
Guest speaker on ethical codes and professional standards.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
99
Topic and suggested assignments/activities and/assessment
Assignment 2: What should I do if?
Produce an information sheet which describes how to access guidance, information and advice about handling information, and which outlines actions to take when there are concerns over the recording, storing or sharing of information.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment may be in a variety of forms for this unit and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners show a clear understanding of the issues which surround the handling and secure storing of information and that they are able to apply this to examples where relevant. Application of relevant legislation is necessary in order for learners to demonstrate the serious nature of adhering to agreed procedures. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘describe’, ‘outline’ and ‘explain’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 Keeping information safe
You have begun to work at a day centre for older people with dementia and have become concerned at the lack of guidance on the handling and storing of personal information. You have asked if you could produce a leaflet for staff and have gained permission.
Leaflet
2.1, 2.2 What should I do if?
The manager is impressed with your leaflet and has asked if you would also produce an information sheet about accessing guidance, information and advice about handling information when there are concerns.
Information sheet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
100
Suggested resources
Textbook Burgess C Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278
Magazine Community Care
Websites
www.cqc.org.uk Care Quality Commission
www.publicguardian.gov.uk Office of the Public Guardian
https://www.igte-learning.connectingforhealth.nhs.uk/igte/
Information Governance Training
http://www.ico.gov.uk Information Commissioner’s Office
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
101
Unit 10: Principles of Communication in Adult Social Care Settings
Unit reference number: R/602/2906
QCF level: 3
Credit value: 2
Guided learning hours: 17
Unit aim The unit develops knowledge of the importance of communication in adult social care settings and introduces ways to overcome barriers to meet individual needs and preferences in communication.
This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction Effective communication is an essential element of positive social care. This unit will provide learners with an understanding of the need to communicate appropriately with users of the adult care services, fellow professionals and others, in order to promote the wellbeing of individuals and to prevent errors from occurring. The unit examines the different reasons why people communicate and provides learners with explanations about how communication affects relationships within the social care context. Learners will compare ways to establish the communication and language needs, wishes and preferences of individuals and the factors to consider when promoting effective communication within settings. Methods of communication are discussed, together with the barriers that some individuals may experience when seeking to communicate in social care settings. Learners will examine these barriers and investigate ways of reducing these in order to promote effective communication. Issues of confidentiality are examined and the tension between this and the need to disclose information to agreed others.
Essential resources
Learners will require full access to library resources including relevant text, professional journals and magazines, ICT and CD ROMs. Tutors will find the range of training DVDs provided by Mulberry House to be valuable aids to teaching.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
2
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
diffe
rent
reas
ons
why
peo
ple
co
mm
unic
ate
□
Exp
ress
nee
ds;
shar
e id
eas
and info
rmat
ion;
reas
sure
; ex
pre
ss f
eelin
gs;
build
rel
atio
nsh
ips;
soci
alis
e; a
sk q
ues
tions,
shar
e ex
per
ience
s 1
Under
stan
d w
hy
effe
ctiv
e co
mm
unic
atio
n is
import
ant
in a
dult
soci
al c
are
sett
ings
1.2
Exp
lain
how
com
munic
atio
n
affe
cts
rela
tionsh
ips
in a
n
adult s
oci
al c
are
sett
ing
□
Hel
ps
to b
uild
tru
st b
etw
een p
eople
who u
se s
ervi
ces,
(co
lleag
ues
, oth
er
adults
in t
he
sett
ing);
aid
s under
stan
din
g o
f in
div
idual
s’ n
eeds;
aid
s neg
otiat
ion;
pre
vents
conflic
t; r
esolv
es c
onflic
t; p
reve
nts
m
isunder
stan
din
g
2.1
Com
par
e w
ays
to e
stab
lish
the
com
munic
atio
n a
nd
languag
e nee
ds,
wis
hes
and
pre
fere
nce
s of
an indiv
idual
□
Use
of
firs
t la
nguag
e ve
rsus
the
use
of an
inte
rpre
ter;
use
of
indiv
idual
’s
pre
ferr
ed m
ethod o
f co
mm
unic
atio
n v
ersu
s ex
pec
ting t
he
indiv
idual
to
use
you
r ow
n c
om
munic
atio
n p
refe
rence
; ad
apta
tion o
f co
mm
unic
atio
n
to m
eet
additio
nal
lea
rnin
g n
eeds
vers
us
gat
her
ing info
rmat
ion f
rom
fa
mily
and c
arer
s
2.2
D
escr
ibe
the
fact
ors
to
consi
der
when
pro
moting
effe
ctiv
e co
mm
unic
atio
n
□
Typ
e of
com
munic
atio
n,
(com
ple
x, s
ensi
tive
, fo
rmal
, non-f
orm
al);
co
nte
xt o
f co
mm
unic
atio
n,
(one-
to-o
ne,
gro
up,
with p
eople
usi
ng
serv
ices
, w
ith p
rofe
ssio
nal
s/co
lleag
ues
); p
urp
ose
of
com
munic
atio
n,
(to
inst
ruct
, en
quire,
info
rm,
reas
sure
); p
refe
rred
met
hod o
f co
mm
unic
atio
n
of
invo
lved
indiv
idual
s; e
nvi
ronm
ent;
tim
e av
aila
ble
2
Under
stan
d h
ow
to
mee
t th
e co
mm
unic
atio
n
and lan
guag
e nee
ds,
wis
hes
and
pre
fere
nce
s of
an
indiv
idual
2.3
D
escr
ibe
a ra
nge
of
com
munic
atio
n m
ethods
to
mee
t in
div
idual
nee
ds
□
Non-v
erbal
com
munic
atio
n,
(eye
con
tact
, to
uch
ges
ture
s, b
ody
languag
e, b
ehav
iour)
; ve
rbal
com
munic
atio
n (
voca
bula
ry,
linguis
tic
tone,
pitch
, pac
e);
British
Sig
n L
anguag
e, M
akat
on,
Bra
ille,
the
use
of
signs,
sym
bols
, pic
ture
s, w
riting;
obje
cts
of
refe
rence
, finger
spel
ling,
com
munic
atio
n p
assp
ort
s; u
se o
f in
terp
rete
rs,
tran
slat
ors
, ad
voca
tes;
te
chnolo
gic
al a
ids,
(te
xt u
sing m
obile
phones
, in
duct
ion loops,
hea
ring
aids)
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
Exp
lain
why
it is
import
ant
to r
espond t
o a
n indiv
idual
’s
reac
tions
when
co
mm
unic
atin
g
□
Prom
otion o
f co
mm
unic
atio
n c
ycle
; en
suring u
nder
stan
din
g;
man
agem
ent
of e
motional
sta
tes;
pre
vention o
f ag
gre
ssio
n
3.1
Exp
lain
how
indiv
idual
s fr
om
diffe
rent
bac
kgro
unds
may
use
com
munic
atio
n m
ethods
in d
iffe
rent
way
s
□
Cultura
l norm
s re
gar
din
g u
se o
f ges
ture
s, o
f ey
e co
nta
ct,
per
sonal
sp
ace;
diffe
rence
s in
sig
n lan
guag
e, t
he
effe
cts
of
men
tal ill
hea
lth o
n
com
munic
atio
n m
ethods,
enla
rged
per
sonal
spac
e, r
educe
d e
ye c
onta
ct
3.2
Id
entify
bar
rier
s to
effec
tive
co
mm
unic
atio
n
□
Inap
pro
priat
e use
of
languag
e; E
nglis
h a
s an
additio
nal
languag
e;
dia
lect
; use
of
jarg
on;
use
of
sect
or-s
pec
ific
voca
bula
ry;
envi
ronm
enta
l,
(nois
e, p
oor
lighting,
inap
pro
priat
e ar
rangem
ents
of
seat
ing,
acoust
ics
of
the
build
ing);
sen
sory
im
pai
rmen
t; e
ffec
ts o
f al
cohol or
dru
gs;
ag
gre
ssio
n;
attitu
des
of ca
re w
ork
ers,
peo
ple
usi
ng s
ervi
ces;
anxi
ety;
m
enta
l ill
hea
lth,
phys
ical
ill
hea
lth;
lear
nin
g d
isab
ilities
; la
ck o
f co
nfiden
ce,
dis
trac
tions
3.3
Exp
lain
how
to o
verc
om
e bar
rier
s to
com
munic
atio
n
□
Use
of
tech
nolo
gic
al ai
ds,
(hea
ring a
ids,
induct
ion loops,
tel
ephone
rela
y se
rvic
es,
text
usi
ng m
obile
phones
); u
sing h
um
an a
ids,
inte
rpre
ters
, si
gner
s, t
ransl
ators
, ad
voca
tes;
use
of
age-
appro
priat
e vo
cabula
ry;
staf
f tr
ainin
g;
impro
ving e
nvi
ronm
ent;
red
uci
ng d
istr
actions
3.4
D
escr
ibe
stra
tegie
s th
at c
an
be
use
d t
o c
larify
m
isunder
stan
din
gs
□
Chec
king u
nder
stan
din
g;
use
of
reflec
tive
lis
tenin
g,
active
lis
tenin
g;
use
of
par
aphra
sing;
repea
ting;
rephra
sing;
use
of
visu
al c
ues
3
Under
stan
d h
ow
to
ove
rcom
e bar
rier
s to
com
munic
atio
n
3.5
Exp
lain
how
to a
cces
s ex
tra
support
or
serv
ices
to
enab
le indiv
idual
s to
co
mm
unic
ate
effe
ctiv
ely
□
Conta
ctin
g lin
e m
anag
er;
use
of,
inte
rpre
ting s
ervi
ce,
tran
slat
ion
serv
ice,
spee
ch a
nd lan
guag
e se
rvic
es;
advo
cacy
ser
vice
s; u
se o
f th
ird
sect
or
org
anis
atio
ns,
Str
oke
Ass
oci
atio
n,
Roya
l N
atio
nal
Inst
itute
for
Dea
f Peo
ple
(RN
ID),
Nat
ional
Autist
ic S
oci
ety;
att
endin
g s
pec
ific
tra
inin
g
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
mea
nin
g o
f th
e te
rm ‘co
nfiden
tial
ity’
□
N
ot
shar
ing p
erso
nal
info
rmat
ion,
sensi
tive
info
rmat
ion w
ithout
per
mis
sion
4.2
D
escr
ibe
way
s to
mai
nta
in
confiden
tial
ity
in d
ay-t
o-day
co
mm
unic
atio
n
□
Paper
-bas
ed —
use
of
secu
re s
tora
ge
faci
litie
s, lock
ed c
abin
ets,
sh
reddin
g p
aper
s no longer
req
uired
, dis
posi
ng o
f se
nsi
tive
was
te
secu
rely
; Ele
ctro
nic
— u
se o
f se
cure
pas
sword
s, n
ot lea
ving c
om
pute
r sc
reen
s unat
tended
; ve
rbal
confiden
tial
ity
— n
ot
repea
ting info
rmat
ion
without
per
mis
sion;
adher
ence
to t
he
confiden
tial
ity
polic
ies
and
pro
cedure
s of
the
sett
ing;
adher
ence
to t
he
princi
ple
s of
the
Dat
a Pr
ote
ctio
n A
ct 1
998
4.3
D
escr
ibe
the
pote
ntial
te
nsi
on b
etw
een m
ainta
inin
g
an indiv
idual
’s c
onfiden
tialit
y an
d d
iscl
osi
ng c
once
rns
to
agre
ed o
ther
s
□
Bal
anci
ng indiv
idual
rig
hts
with p
rofe
ssio
nal
res
ponsi
bili
ties
when
an
indiv
idual
is
at r
isk
from
har
m f
rom
oth
ers,
fro
m t
hem
selv
es;
when
m
alpra
ctic
e is
susp
ecte
d;
in c
ases
of m
alpra
ctic
e; in c
ases
of
abuse
; in
ca
ses
of
alle
ged
abuse
, su
spec
ted a
buse
; bre
achin
g o
f tr
ust
bet
wee
n
peo
ple
who u
se s
ervi
ces
and p
rofe
ssio
nal
s; r
educt
ion o
f ra
pport
; neg
ativ
e ef
fect
s on r
elat
ionsh
ips
4
Under
stan
d
princi
ple
s an
d
pra
ctic
es r
elat
ing
to c
onfiden
tialit
y
4.4
Exp
lain
how
and w
hen
to
seek
advi
ce a
bout
confiden
tial
ity
□
How
: by
consu
ltin
g t
he
line
man
ager
and t
he
‘nam
ed p
erso
n’ w
ithin
a
sett
ing’, b
y co
nsu
ltin
g t
he
confiden
tial
ity
polic
ies
and p
roce
dure
s of
a se
ttin
g
□
When
: to
rem
ain w
ithin
the
boundar
ies
of
ow
n r
ole
, w
hen
unce
rtai
n o
f boundar
ies,
to g
ain c
onse
nt
for
pro
cedure
s, c
are,
tre
atm
ent;
when
as
ked t
o r
evea
l per
sonal
, se
nsi
tive
info
rmat
ion
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
105
Information for tutors
Delivery
This unit should be delivered by a tutor who is well qualified and experienced in the delivery of effective communication. Learners will require some taught input, particularly with regard to the various methods of communication which learners may not be familiar with. However, input from guest speakers and opportunities to practise communication skills within the classroom will provide learners with valuable understanding and enable them to reflect upon the effectiveness of their own skills.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand why effective communication is important in adult social care settings
Class plenary on reasons for communication; taught session on how communication affects relationships in adult social care work. Class discussion.
Demonstration and practice of communication skills; simulation activity and group debriefing.
Assignment 1: Why communicate?
Produce a leaflet that identifies the different reasons people communicate and explains how communication affects relationships in adult social care settings, referring to case studies where appropriate.
Learning outcome 2: Understand how to meet the communication and language needs, wishes and preferences of an individual
Taught session on preferred method of communication; use of training DVD on communication in adult social care settings. Learners to complete accompanying handout.
Guest speaker from either a local branch of the British Deaf Society, the Makaton Charity or an individual who works with people who have English as an additional language. Question and answer session
Taught session on use of communication passports, human and technological aids to communication. Use of video clip of Stephen Hawkins using technology to speak.
Taught session on Argyle’s stages of communication and contexts of communication. Groups working in pairs and larger groups practising effective communication.
Class discussion with tutor input on the importance of responding to individuals’ reactions when communicating.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
106
Topic and suggested assignments/activities and/assessment
Taught session on communication styles. Learners taking notes.
Assignment 2: Communication needs
Produce an information pack which contains all of the following:
a) A comparison of different ways of establishing the communication and language needs, wishes and preferences of individuals.
b) A description of the factors which must be considered when promoting effective communication.
c) A description of a range of communication methods and styles to meet the needs of individuals.
d) An explanation of why it is important to respond to an individual’s reactions when communicating.
Learning outcome 3: Understand how to overcome barriers to communication
Taught session on the influences of an individual’s background on communication. Class discussion.
Taught session on barriers to effective communication. Groups working with case studies to identify barriers and give feedback.
Guest speaker on reducing barriers to communication. Question and answer session.
Taught session on clarifying misunderstandings; learners practising listening skills and techniques. Class plenary.
Internet research session on accessing support. Groups discuss findings with tutor.
Assignment 3: Influences and barriers
Write an essay that explains, identifies and describes influences and barriers which have an effect on communication and deals with how to access support.
Learning outcome 4: Understand principles and practices relating to confidentiality
Taught session on personal and sensitive information; the role of the Freedom of Information Commissioner.
Taught session on maintaining confidentiality, policies and procedures for storing and sharing of information. Class discussion.
Taught session on tensions concerning confidentiality. Class discussion.
Assignment 4: Confidentiality
Write an essay explaining and describing issues concerning confidentiality in adult social care.
Review of unit and programme of assignments.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
107
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment for this unit may be in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Assessors should ensure that learners have demonstrated a full understanding of all issues included in the unit. Learners should apply the theoretical models of Argyle to practical examples in order to demonstrate their understanding of the relevance of this when working in adult social care. It is suggested that learners cover a range of communication methods in their assignments and show an understanding of the effects of barriers on self-esteem and wellbeing. A discussion of issues of confidentiality should include an understanding, at level 3, of the reasons why information may need to be given to agreed persons within a social care setting. Tutors should ensure the inclusion of the correct operative verbs in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 Why communicate?
Your manager at the residential setting for young adults with complex needs, has asked you to produce a leaflet to inform learners on work experience of the reasons why people communicate, and the effects of communication on relationships in social care.
Leaflet
2.1, 2.2, 2.3, 2.4
Communication needs
The tutor from the local college has asked your manager to provide an information pack about various aspects of communication in order to prepare learners for work experience; you have volunteered for this task.
Information pack
3.1, 3.2, 3.3, 3.4, 3.5
Influences and barriers
You are applying for promotion and as part of the application process you are required to write an essay on influences and barriers in communication, and how to access help.
Essay
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
108
Criteria covered
Assignment title
Scenario Assessment method
4.1, 4.2, 4.3, 4.4
Confidentiality The second part of your application process for promotion calls on you to write an essay on the issues concerning confidentiality in adult social care.
Essay
Suggested resources
Textbook Moss B — Communication Skills for Health and Social Care (Sage Publications Limited, 2007) ISBN 9781412922852
Magazines Care and Health
Community
Disability Now
Websites
www.britishsignlanguage.com British Sign Language
www.makaton.org The Makaton Charity
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
109
Unit 11: Principles of Personal Development in Adult Social Care Settings
Unit reference number: R/602/3036
QCF level: 3
Credit value: 2
Guided learning hours: 19
Unit aim The unit develops the concepts of personal development and reflective practice that are fundamental to adult social care roles. This unit is aimed at those who are interested, or new to, working in social care settings with adults.
Unit introduction This unit will support the learner in understanding the benefits of reflective practice as a tool for professional and personal development. Learners will examine the importance of reflective practice in the delivery of a high quality of service to individuals within the setting, and learn how standards of care and support inform reflective practice in adult social care. Learners will consider their personal beliefs and values and reflect upon the potential effects of these on their work. The unit examines the role of constructive feedback as an aid to reflective practice and a way of improving own practice. The unit also examines the components and benefits of a personal development plan.
Essential resources
Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
0
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
ref
lect
ive
pra
ctic
e is
□
The
active
pro
cess
of
looki
ng b
ack
at o
ne’
s ow
n p
erfo
rman
ce;
reflec
tion
on inci
den
ts a
nd s
ituat
ions
whic
h h
ave
occ
urr
ed in t
he
sett
ing,
reas
ons
for
thes
e, e
ffec
ts o
f th
ese,
conse
quen
ces
of th
ese
1.2
Exp
lain
the
import
ance
of
reflec
tive
pra
ctic
e in
co
ntinuou
sly
impro
ving t
he
qual
ity
of
serv
ice
pro
vided
□
By
enab
ling t
he
iden
tifica
tion o
f ar
eas
of
poor
serv
ice
del
iver
y; b
y en
ablin
g t
he
iden
tifica
tion o
f ar
eas
of good p
ract
ice
in o
rder
to b
uild
on
thes
e to
enab
le t
he
updat
ing o
f pra
ctic
e in
lin
e w
ith c
urr
ent
guid
elin
es,
legis
lation,
regula
tions
wher
e dis
par
itie
s ar
e per
ceiv
ed;
to r
espond t
o
feed
bac
k fr
om
use
rs o
f se
rvic
es
1.3
Exp
lain
how
sta
ndar
ds
info
rm r
efle
ctiv
e pra
ctic
e in
ad
ult s
oci
al c
are
□
Pro
vidin
g a
mea
sure
for
ow
n p
erfo
rman
ce;
pro
vidin
g p
urp
ose
for
reflec
tive
pra
ctic
e; e
nsu
ring s
tandar
dis
ed p
erfo
rman
ce;
iden
tify
ing
action p
oin
ts f
or
appra
isal
and p
erfo
rman
ce r
evie
w w
her
e per
form
ance
m
ay n
ot
mee
t cu
rren
t st
andar
ds;
ensu
ring c
omplia
nce
with c
urr
ent
legis
lation,
regula
tions,
codes
of
pra
ctic
e
1
Under
stan
d h
ow
to
reflec
t on p
ract
ice
in a
dult s
oci
al c
are
1.4
D
escr
ibe
how
ow
n v
alues
, bel
ief
syst
ems
and
exper
ience
s m
ay a
ffec
t w
ork
ing p
ract
ice
□
Appro
ach s
how
n t
owar
ds
peo
ple
who u
se t
he
serv
ice;
rel
uct
ance
to
per
form
par
ticu
lar
task
s; r
espec
t fo
r co
lleag
ues
and m
anag
ers;
att
itude
tow
ards
tim
ekee
pin
g a
nd p
unct
ual
ity
2.1
Exp
lain
how
peo
ple
may
re
act
and r
espond t
o
rece
ivin
g c
onst
ruct
ive
feed
bac
k
□
Applic
atio
n o
f fe
edbac
k to
curr
ent
per
form
ance
; se
ekin
g t
rain
ing;
dis
cuss
ion o
f re
leva
nt
issu
es w
ith s
uper
viso
r, t
uto
r; m
akin
g a
dditio
ns
and c
han
ges
to p
erso
nal
dev
elopm
ent
pla
n
2
Under
stan
d t
he
import
ance
of
feed
bac
k in
im
pro
ving o
wn
pra
ctic
e 2.2
Exp
lain
the
import
ance
of
seek
ing f
eedbac
k to
im
pro
ve
pra
ctic
e an
d info
rm
dev
elopm
ent
□
Obta
in r
ealis
tic
view
of ow
n p
erfo
rman
ce;
to iden
tify
are
as o
f good
pra
ctic
e; t
o info
rm p
erso
nal
dev
elopm
ent
pla
ns;
to iden
tify
are
as f
or
dev
elopm
ent
in o
rder
to
impro
ve p
ract
ice;
to iden
tify
tra
inin
g n
eeds;
to
lear
n f
rom
exp
erie
nce
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
import
ance
of
usi
ng f
eedbac
k in
im
pro
ving
ow
n p
ract
ice
□
To im
pro
ve o
wn p
erfo
rman
ce in lin
e w
ith s
etting o
rgan
isat
ional
and
nat
ional
req
uirem
ents
for
the
del
iver
y of
care
and s
upport
; to
dev
ise
appro
priat
e ac
tion p
lans;
to e
nab
le p
erso
nal
pro
gre
ssio
n;
to e
nab
le
pro
fess
ional
pro
gre
ssio
n;
to iden
tify
req
uired
chan
ges
in v
alues
, at
titu
des
, w
ork
pra
ctic
es;
to m
eet
occu
pat
ional
sta
ndar
ds;
to m
eet
legal
re
quirem
ents
3.1
D
escr
ibe
the
com
ponen
ts o
f a
per
sonal
dev
elopm
ent
pla
n □
Pe
rsonal
goal
s, p
rofe
ssio
nal
goal
s, t
arget
s; a
ctio
n p
lan w
ith t
imef
ram
e
3.2
Id
entify
sou
rces
of
support
fo
r pla
nnin
g a
nd r
evie
win
g
ow
n d
evel
opm
ent
□
Line
man
ager
, m
ento
r, t
uto
r, t
rain
ing p
rovi
der
s; s
ecto
r sp
ecific
open
day
s; a
cces
sing s
pec
ialis
t in
form
atio
n t
hro
ugh e
xter
nal
org
anis
atio
ns;
pro
fess
ional
mag
azin
es;
onlin
e pro
fess
ional
journ
als;
onlin
e pro
fess
ional
dis
cuss
ions
3.3
Exp
lain
the
role
of
oth
ers
in
the
dev
elopm
ent
of
a per
sonal
dev
elopm
ent
pla
n
in iden
tify
ing:
st
rength
s
ar
eas
for
dev
elopm
ent
□
Pro
visi
on o
f co
nst
ruct
ive
feed
bac
k; s
upport
in iden
tify
ing s
tren
gth
s an
d
wea
knes
ses;
obse
rvat
ion o
f per
form
ance
; par
tici
pat
ion in p
rofe
ssio
nal
dis
cuss
ion t
o s
uppor
t re
flec
tion
3
Under
stan
d h
ow
a
per
sonal
dev
elopm
ent
pla
n
can c
ontr
ibute
to
ow
n lea
rnin
g a
nd
dev
elopm
ent
3.4
Exp
lain
the
ben
efits
of usi
ng
a per
sonal
dev
elopm
ent
pla
n
to iden
tify
ongoin
g
impro
vem
ents
in k
now
ledge
and u
nder
stan
din
g
□
Tar
get
ing a
reas
for
dev
elopm
ent;
pro
duct
ion o
f SM
ART t
arget
s fo
r pro
gre
ssio
n;
iden
tifica
tion o
f so
urc
es o
f su
ppor
t; invo
lvem
ent
of
rele
vant
indiv
idual
s; iden
tifica
tion o
f tr
ainin
g n
eeds;
ach
ieve
men
t of
per
sonal
and p
rofe
ssio
nal
goal
s an
d t
arget
s; iden
tify
ing g
aps
in c
urr
ent
know
ledge,
ski
lls a
nd e
xper
ience
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
112
Information for tutors
Delivery
This unit should be delivered by an experienced and well-qualified tutor who understands the benefits of reflective practice in adult social care. Learners might initially find the process challenging, so a sensitive approach is required, particularly with regard to the reflection on the effects of personal beliefs and values on work in the setting. Learners should begin to record reflections in a journal, log or diary which may be shared with the tutor but would not be discussed in class sessions without the agreement of the learner. One-to-one sessions to discuss progress will be appropriate throughout the duration of the unit.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand how to reflect on practice in adult social care
Taught session on the importance of reflective practice and reasons for this. Class discussion on issues that may affect the ability to reflect.
Taught session on reflecting on practice and introducing reflective tools; individual activity reflecting on a recent experience.
Guest speaker on how standards inform reflective practice. Question and answer session; learners could prepare questions prior to the session.
Taught session followed by class plenary on the effects of own beliefs and values on work and challenging perceptions of ourselves.
Assignment 1: Reflective practice
Write a letter to a friend who is considering applying for a place on your course about reflective practice. You will need to include:
a) an explanation of what reflective practice is and the importance of reflection in continually improving the quality of service to individuals
b) an explanation of how standards in social care inform reflective practice
c) a description of how values, personal belief systems and experience may affect working practice.
Learning outcome 2: Understand the importance of feedback in improving own practice
Taught session on evaluating own knowledge and the benefits of feedback. Learners working individually to evaluate own knowledge. Brief one-to-one discussions with tutor.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
113
Topic and suggested assignments/activities and/assessment
Assignment 2: Constructive feedback
Produce an information booklet which provides explanations of how people may react and respond to receiving constructive feedback and the importance of seeking and using feedback for improving practice and informing development.
Learning outcome 3: Understand how a personal development plan can contribute to own learning and development
Taught session on recording progress in relation to development; using the reflective process and writing a journal. Class discussion.
Individual work on identifying sources of support; tutor input, discussing with class and providing additional information.
One-to-one reviews to decide on methods to use for reflection and people to work with to achieve personal and professional goals. Discussion of pertinent issues.
Assignment 3: Personal development plans
Produce a booklet for your own use which:
a) describes the components of the personal development plan
b) identifies sources of support for planning and reviewing own development
c) explains the role of others
d) explains the benefits of a personal development plan.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
The assessments for this unit may be presented in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners fully demonstrate the links between reflective practice and personal development. Learners should clearly identify, where relevant, those people who will provide support and constructive feedback. Tutors should ensure that correct operative verbs are included in all assessments, for example ‘explain’ ‘identify’ and ‘describe’.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
114
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3, 1.4
Reflective practice
Your friend is considering applying for a place on your course and you are writing a letter to inform her about the reflective practice component.
Letter
2.1, 2.2, 2.3
Constructive feedback
You are now working in social care and have been asked by your manager to produce an information booklet about constructive feedback.
Information booklet
3.1, 3.2, 3.3, 3.4
Personal development plans
You are about to be taken through the appraisal process by your workplace mentor. In preparation for this, you have been asked to produce an information booklet to guide you through the steps of the personal development plan.
Information
booklet
Suggested resources
Textbook Thompson N and Thompson S — The Critically Reflective Practitioner (Palgrave Macmillan, 2008) ISBN 9780230573185
Magazine Community Care
Websites
www.cqc.org Care Quality Commission
www.idea.gov.uk Transforming Adult Social Care
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
115
Unit 12: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings
Unit reference number: M/602/3044
QCF level: 3
Credit value: 2
Guided learning hours: 19
Unit aim This unit develops concepts of inclusion, which are fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to working in social care settings with adults.
Unit introduction This unit will provide learners with an understanding of the importance of diversity equality and inclusion. The unit defines the terms and supports the learner in investigating the importance of inclusive practice in social care. Key legislation is examined and the consequences of non-compliance in the work place. Learners will consider their own values and beliefs, and potential effects on care delivery and professional practice. Learners will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination. Learners will also investigate how to raise awareness of issues of inclusion.
Essential resources
Learners will require access to full library resources including relevant text, professional magazines and journals, ICT and CD ROMs. Relevant training DVDS from Mulberry House are recommended.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
6
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
is
mea
nt
by
div
ersi
ty
eq
ual
ity
in
clusi
on
dis
crim
inat
ion
□
Div
ersi
ty:
diffe
rence
s bet
wee
n indiv
idual
s an
d g
roups,
culture
, nat
ional
ity,
abili
ty,
ethnic
origin
, gen
der
, ag
e, r
elig
ion,
bel
iefs
, se
xual
orien
tation,
soci
o-e
conom
ic s
tatu
s
□
Equal
ity:
pro
motion o
f in
div
idual
rig
hts
; giv
ing c
hoic
e an
d o
pport
unity;
re
spec
t; s
ervi
ces
in r
esponse
to indiv
idual
nee
d
□
Incl
usi
on:
indiv
idual
s at
the
centr
e of pla
nnin
g a
nd s
upport
; va
luin
g
div
ersi
ty;
pro
moting f
ull
par
tici
pat
ion in a
ctiv
itie
s, e
nvi
ronm
ents
□
Dis
crim
inat
ion:
direc
t dis
crim
inat
ion —
tre
atin
g a
n indiv
idual
or
gro
up
less
fav
oura
bly
than
anoth
er;
indirec
t dis
crim
inat
ion —
pro
vidin
g
serv
ices
in w
ays
whic
h m
ean t
hat
som
e in
div
idual
s ar
e not
enab
led t
o
fully
par
tici
pat
e or
gai
n a
cces
s
1.2
D
escr
ibe
the
pote
ntial
ef
fect
s of
dis
crim
inat
ion
□
Loss
of se
lf-e
stee
m;
low
sel
f-im
age;
red
uce
d o
vera
ll hea
lth a
nd
wel
lbei
ng;
inad
equat
e ca
re a
nd s
upport
; in
div
idual
’s lik
es,
dis
likes
not
consi
der
ed;
indiv
idual
’s n
eeds
unm
et;
lack
of
trust
bet
wee
n indiv
idual
s an
d c
are
wor
kers
; le
gal
conse
quen
ces
of
bre
akin
g r
elev
ant
legis
lation
and c
odes
of
pra
ctic
e
1
Under
stan
d t
he
import
ance
of
div
ersi
ty,
equal
ity
and incl
usi
on
1.3
Exp
lain
the
import
ance
of
incl
usi
ve p
ract
ice
in
pro
moting e
qual
ity
and
support
ing d
iver
sity
□
Chal
lenges
dis
crim
inat
ion;
pro
mote
s rights
; em
pow
erin
g;
rem
ove
s bar
rier
s to
phys
ical
acc
ess;
effec
tive
com
munic
atio
n;
impro
ves
par
tici
pat
ion;
pro
mote
s dig
nity;
pla
ces
indiv
idual
s at
the
centr
e of
pla
nnin
g a
nd d
eliv
ery
of
serv
ices
; m
eets
leg
al r
equirem
ents
; pro
mote
s to
lera
nce
; pro
mote
s under
stan
din
g o
f diffe
rence
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
key
legis
lation a
nd
codes
of
pra
ctic
e re
lating t
o div
ersi
ty,
equal
ity,
incl
usi
on
and d
iscr
imin
atio
n in a
dult
soci
al c
are
sett
ings
□
Key
leg
isla
tion:
Hea
lth a
nd S
oci
al C
are
Act
2008;
Men
tal Cap
acity
Act
2005;
Men
tal H
ealth A
ct 2
007;
Saf
eguar
din
g V
uln
erab
le G
roups
Act
2006;
Com
mon A
sses
smen
t Fr
amew
ork
for
Adults
2008;
Equal
ity
Act
2010 (
sect
ions
cove
ring n
ew d
efin
itio
ns
of
dis
crim
inat
ion);
fundam
enta
l ch
anges
to d
isab
ility
and d
iscr
imin
ation law
□
Key
codes
of
pra
ctic
e: D
epriva
tion o
f Li
ber
ty S
afeg
uar
ds;
Codes
of
Prac
tice
2009;
Gen
eral
Soci
al C
are
Codes
of Pr
actice
; in
cludin
g
subse
quen
t am
endm
ents
to c
odes
of
pra
ctic
e
2.2
Exp
lain
the
poss
ible
co
nse
quen
ces
of not
active
ly
com
ply
ing w
ith leg
isla
tion
and c
odes
of
pra
ctic
e re
lating t
o d
iver
sity
, eq
ual
ity,
incl
usi
on a
nd
dis
crim
inat
ion in a
dult s
oci
al
care
set
tings
□
Dis
ciplin
ary
pro
ceed
ings;
com
pla
ints
fro
m p
eople
who u
se s
ervi
ces,
fa
mili
es;
legal
act
ion b
y peo
ple
who u
se s
ervi
ces,
fam
ilies
; lo
ss o
f em
plo
ymen
t
2.3
D
escr
ibe
how
ow
n b
elie
fs,
culture
, va
lues
and
pre
fere
nce
s m
ay a
ffec
t w
ork
ing p
ract
ice
□
Appro
ach s
how
n t
owar
ds
peo
ple
who u
se t
he
serv
ice;
rel
uct
ance
to
per
form
par
ticu
lar
task
s; r
espec
t sh
ow
n for
colle
agues
and m
anag
ers;
at
titu
de
to t
imek
eepin
g,
punct
ual
ity;
under
stan
din
g a
nd a
dap
ting o
wn
bel
iefs
and a
ttitudes
to
care
set
ting
2
Under
stan
d h
ow
to
work
in a
n
incl
usi
ve w
ay
2.4
D
escr
ibe
way
s to
ensu
re
that
ow
n inte
ract
ions
with
indiv
idual
s re
spec
t th
eir
bel
iefs
, cu
lture
, va
lues
and
pre
fere
nce
s
□
Hav
ing a
n u
nder
stan
din
g o
f cu
ltura
l diffe
rence
s, incl
udin
g b
elie
fs,
culture
and p
refe
rence
s in
ord
er t
o im
pro
ve inte
ract
ions
with c
olle
agues
, use
rs o
f th
e se
rvic
e an
d o
ther
adults
within
the
sett
ing;
use
of
incl
usi
ve
languag
e; u
se o
f in
div
idual
s’ p
refe
rred
nam
es a
nd t
itle
s; s
how
ing
resp
ect
for
per
sonal
spac
e; s
pea
king d
irec
tly
to indiv
idual
s ra
ther
than
ca
rers
, fa
mily
; use
of
age-
appro
priat
e la
nguag
e; a
void
ance
of
jarg
on,
slan
g;
avoid
ance
of ges
ture
s, b
ody
languag
e w
hic
h is
cultura
lly o
ffen
sive
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.5
Com
par
e in
clusi
ve p
ract
ice
with p
ract
ice
whic
h e
xclu
des
an
indiv
idual
□
Adap
ting r
esourc
es,
faci
litie
s an
d c
are
del
iver
y to
mee
t th
e nee
ds
of
indiv
idual
s, v
ersu
s pro
vidin
g t
he
sam
e re
sourc
es,
faci
litie
s an
d c
are
for
all;
usi
ng a
n indiv
idual
’s p
refe
rred
met
hod o
f co
mm
unic
atio
n w
hen
in
tera
ctin
g v
ersu
s ex
pec
ting t
he
indiv
idual
to u
se y
our
ow
n m
ethod;
spea
king d
irec
tly
to a
n indiv
idual
ver
sus
spea
king o
ver
thei
r hea
d t
o fa
mily
or
care
rs;
invo
lvin
g e
ach indiv
idual
in d
ecis
ions
conce
rnin
g t
hei
r ow
n c
are
vers
us
pla
nnin
g c
are
without
consu
ltin
g t
he
indiv
idual
3.1
D
escr
ibe
how
to
chal
lenge
dis
crim
inat
ion in a
way
that
pro
mote
s ch
ange
□
Direc
t ch
alle
nge
of
inci
den
ts;
repor
ting o
f in
ciden
ts t
o lin
e m
anag
er,
iden
tify
ing a
nd c
hal
lengin
g d
iscr
imin
atory
beh
avio
ur;
iden
tify
ing
ster
eoty
pes
in a
ttitudes
or
writt
en m
ater
ials
; under
stan
din
g a
nd
adap
ting o
wn b
elie
fs a
nd a
ttitudes
; kn
ow
how
to r
eport
conce
rns;
re
view
and d
evel
op p
olic
y an
d p
roce
dure
s; m
akin
g e
qual
ity,
div
ersi
ty
and r
ights
tra
inin
g a
vaila
ble
to a
ll st
aff
and v
olu
nte
ers
within
a s
etting;
model
ling o
f in
clusi
ve b
ehav
iour;
use
of
incl
usi
ve lan
guag
e in
res
ponse
to
mis
use
of
term
s, u
se o
f in
corr
ect
term
s
3.2
Exp
lain
how
to r
aise
aw
aren
ess
of
div
ersi
ty,
equal
ity
and incl
usi
on
□
Dis
pla
y in
form
atio
n f
or
indiv
idual
s to
acc
ess;
cel
ebra
te f
estiva
ls,
spec
ial
occ
asio
ns;
inco
rpora
te s
pec
ific
req
uirem
ents
into
dai
ly r
outines
; pro
vide
adap
ted e
quip
men
t as
sta
ndar
d;
pro
vide
adap
ted e
nvi
ronm
ents
as
stan
dar
d;
use
of
incl
usi
ve lan
guag
e; e
nco
ura
ge
indiv
idual
s to
contr
ibute
id
eas,
par
tici
pat
e in
pla
nnin
g;
invi
te c
om
munity
repre
senta
tive
s to
par
tici
pat
e in
spec
ial occ
asio
ns
within
the
sett
ing
3
Under
stan
d h
ow
to
rais
e aw
aren
ess
of
div
ersi
ty,
equal
ity
and incl
usi
on
3.3
Exp
lain
how
to s
upport
oth
ers
to p
rom
ote
div
ersi
ty,
equal
ity
and incl
usi
on
□
Under
stan
d a
nd s
har
e in
form
atio
n a
bout
the
nee
ds
of
indiv
idual
s;
dem
onst
rate
way
s to
val
ue
diffe
rence
s an
d r
ecognis
e si
mila
rities
bet
wee
n indiv
idual
s; h
ighlig
ht
the
ben
efits
of
div
ersi
ty,
cultura
l en
rich
men
t, t
he
arts
, fo
od,
soci
al c
ohes
ion;
model
the
use
of
appro
priat
e la
nguag
e; t
ake
par
t in
sta
ff t
rain
ing a
ctiv
itie
s; f
ollo
w
pro
cedure
s of
the
sett
ing;
dem
onst
rate
fai
r pra
ctic
e in
inte
ract
ions;
ac
know
ledge
rights
of oth
ers;
pro
vide
info
rmat
ion o
n d
isci
plin
ary
and
com
pla
ints
pro
cedure
s
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
119
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor with a full understanding of the issues involved in inclusive practice. Taught input will be required, but learners will benefit from opportunities for discussion where they can express their views in a safe environment. Personal challenge should be encouraged with regard to personal values and beliefs, but a sensitive approach will be required in order to enable progress rather than damage learner self-esteem. Learners will benefit from guest speakers from both statutory and voluntary sectors who have the experience of promoting inclusive practice in social care. The use of training DVDS will also benefit learners.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the importance of diversity, equality and inclusion
Taught session on definition of terms. Class discussion of applications to social care; use of training DVD.
Guest speaker on the effects of discrimination in a care setting. Question and answer session.
Taught session on promoting equality policies and procedures in work settings. Groups to work on case studies to apply learning and feed back to the class.
Taught session on supporting diversity, valuing diversity and celebrating differences. Class discussion on practical applications in social care.
Assignment 1: Benefits of inclusion
Produce an information pack on the benefits of inclusion and the effects of discrimination in a care setting. You should also include an explanation of key terms.
Learning outcome 2: Understand how to work in an inclusive way
Taught session on key legislation. Learners to take notes.
Taught session on key policies and codes of practice. Learners to take notes.
Guest speaker on the potential consequences of not actively complying with legislation in the workplace.
Taught session on inclusive interactions with users of services, colleagues and others. Class discussion.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
120
Topic and suggested assignments/activities and/assessment
Assignment 2: Working inclusively
Write an essay which includes all of the following:
a) A description of key legislation and codes of practice.
b) An explanation of the possible consequences of non-compliance.
c) A description of how your own beliefs, culture, values and preferences may affect working practice.
d) A description of ways to ensure that you respect the beliefs, culture, values and preferences of others when interacting.
e) A comparison of inclusive practice with practice that excludes an individual.
Learning outcome 3: Understand how to raise awareness of diversity, equality and inclusion
Taught session on use of inclusive practice in adult social care. Learners to take notes.
Taught session on supporting others to promote equality and rights. Learners to buzz ideas and present to class in groups. Class discussion.
Taught session on challenging discrimination in adult social care. Learners to work in groups and buzz ideas of application of learning to the adult social care workplace. Groups to feed back to class.
Assignment 3: Raising awareness
Write an essay that describes how to challenge discrimination in a way that promotes change, explains how to raise awareness of diversity, equality and inclusion, and also explains how to support others to promote diversity, equality, and inclusion.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
The assignments for this unit may be presented in a variety of formats. The suggested programme may be adapted to meet local needs or the needs of particular learners. Assignments that are attached to a realistic scenario will allow learners to apply the principles of diversity, equality and inclusion to adult social care and will be of benefit in supporting good practice in the work place. Tutors should discuss the format of assignments and emphasis the need for objectivity and justification of expressed opinions at level 3. Tutors should ensure that the correct operative verbs are included, for example ‘identify’, ‘describe’ and ‘explain’.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
121
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3
Benefits of inclusion
Your manager at the training centre for young adults with complex needs has asked you to produce an information pack for new staff on the benefits of inclusion and the negative effects of discrimination.
Information pack
2.1, 2.2, 2.3, 2.4, 2.5
Working inclusively
You are applying for promotion and as part of the application process you are required to write an essay on key legislation and inclusive practice.
Essay
3.1, 3.2, 3.3
Raising awareness
You have received your promotion and are now the learning mentor for new staff. You have been asked to produce a model essay as an example for staff that will be going through the promotion process. You have chosen to write about challenging discrimination and raising awareness of diversity, equality and inclusion.
Essay
Suggested resources
Textbook Conway N and Donahue S — Core Themes for Care Assistants (Radcliffe Publishing, 2003) ISBN 9781857758016
Magazines Community Care
Websites
www.skillsforcareanddevelopment.org.uk Sector Skills Council for Care and Development
www.dementiarights.org The rights of individuals with dementia
www.gscc.org.uk The General Social Care Council
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
122
Unit 13: Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings
Unit reference number: R/601/1436
QCF level: 3
Credit value: 1
Guided learning hours: 4
Unit aim This unit is aimed at those who work in health or social care settings 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.
Unit introduction This unit will provide learners with an understanding of a duty of care and its influence on the delivery of care and support across a variety of settings. The unit examines how duty of care contributes to the safeguarding and protection of individuals. Learners will investigate the dilemmas that may arise between duty of care and an individual’s rights, and the ways in which risks may be managed in order to maintain a balance between the two. The unit will inform learners of sources of support in resolving and managing dilemmas and resulting conflicts. Learners will examine how to respond to complaints and the main points of agreed procedures.
Essential resources
Learners will require access to full library facilities, including relevant texts, professional journals and magazines, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
3
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
it
mea
ns
to
hav
e a
duty
of
care
in o
wn
work
role
□
Acc
ounta
bili
ty;
exer
cisi
ng a
uth
ority
; m
anag
ing r
isk;
work
ing s
afel
y;
safe
guar
din
g v
uln
erab
le a
dults;
monitoring o
wn b
ehav
iour
and c
onduct
; m
ainta
inin
g c
onfiden
tial
ity;
sto
ring p
erso
nal
info
rmat
ion a
ppro
priat
ely;
re
port
ing c
once
rns
and a
llegat
ions;
mak
ing p
rofe
ssio
nal
judgem
ents
; m
ainta
inin
g p
rofe
ssio
nal
boundar
ies;
avo
idin
g fav
ouritism
; m
ainta
inin
g
hig
h s
tandar
ds
of
conduct
outs
ide
the
pro
fess
ional
role
1
Under
stan
d h
ow
duty
of ca
re
contr
ibute
s to
saf
e pra
ctic
e
1.2
Exp
lain
how
duty
of
care
co
ntr
ibute
s to
the
safe
guar
din
g o
r pro
tect
ion
of
indiv
idual
s
□
Saf
eguar
din
g v
uln
erab
le a
dults
by
pro
vidin
g p
rote
ctio
n f
rom
sex
ual
, phys
ical
or
emotional
har
m;
pre
serv
ing r
espec
t an
d d
ignity;
en
gen
der
ing t
rust
; pro
tect
ing v
uln
erab
le a
dults
by
pro
vidin
g a
saf
e en
viro
nm
ent;
saf
e use
of
reso
urc
es a
nd e
quip
men
t; p
reve
ntion f
rom
in
tim
idat
ion o
r hum
iliat
ion;
pro
tect
ing s
elf
by
ensu
ring a
gai
nst
ris
k of
alle
gat
ion o
f m
isco
nduct
or
abuse
, av
oid
ing r
isk
of
accu
sations
of
mal
pra
ctic
e
2.1
D
escr
ibe
pote
ntial
conflic
ts
or
dile
mm
as
that
may
arise
bet
wee
n t
he
duty
of
care
an
d a
n indiv
idual
’s r
ights
□
Bal
ance
bet
wee
n h
ealth a
nd s
afet
y an
d a
n indiv
idual
’s h
um
an r
ights
and
free
dom
s; c
once
pt
of ‘m
enta
l ca
pac
ity’
; rights
of th
e ad
ult t
o m
ake
dec
isio
ns
about
own c
are;
ten
sions
bet
wee
n indiv
idual
choic
e an
d
keep
ing s
afe
from
har
m;
conflic
t bet
wee
n c
onfiden
tial
ity
and n
eed t
o
shar
e in
form
atio
n in t
he
inte
rest
of th
e in
div
idual
or
public
saf
ety
2.2
D
escr
ibe
how
to
man
age
risk
s as
soci
ated
with
conflic
ts o
r dile
mm
as
bet
wee
n a
n indiv
idual
’s
rights
and t
he
duty
of
care
□
Imple
men
t polic
ies
and c
odes
of
pra
ctic
e; a
ct in indiv
idual
’s b
est
inte
rest
s; incl
ude
risk
ass
essm
ent
in a
ll ca
re p
lannin
g t
o d
eter
min
e ac
cepta
ble
and u
nac
cepta
ble
ris
ks;
fost
er c
ulture
of
open
nes
s an
d
support
; be
consi
sten
t, m
ainta
in p
rofe
ssio
nal
boundar
ies;
follo
w
org
anis
atio
nal
and s
etting s
yste
ms
for
rais
ing c
once
rns
2
Know
how
to
addre
ss c
onflic
ts
or
dile
mm
as
that
m
ay a
rise
bet
wee
n
an indiv
idual
’s
rights
and t
he
duty
of
care
2.3
Exp
lain
wher
e to
get
ad
ditio
nal
support
and
advi
ce a
bout
conflic
ts a
nd
dile
mm
as
□
Line
man
ager
, Adult S
ocia
l Car
e pro
fess
ional
s, p
rofe
ssio
nal
bodie
s,
char
itie
s, (
Age
UK,
Alz
hei
mer
’s S
oci
ety,
Nat
ional
Autist
ic S
oci
ety,
M
enca
p)
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
how
to
resp
ond t
o
com
pla
ints
□
Fo
llow
the
polic
ies
and p
roce
dure
s of se
rvic
e/se
ttin
g;
liste
n c
aref
ully
to
what
is
said
; re
cognis
e ad
ult’s
fee
lings;
cla
rify
pro
ble
m;
giv
e ad
vice
on
pro
cedure
s fo
r co
mpla
inin
g;
focu
s on t
he
pro
ble
m n
ot
per
sonal
itie
s;
know
when
and h
ow
to p
ass
on c
om
pla
ints
to
line
man
ager
/com
pla
ints
m
anag
er;
reflec
t, a
nd if
nec
essa
ry c
han
ge,
ow
n p
ract
ice/
under
go
trai
nin
g
3
Know
how
to
resp
ond t
o
com
pla
ints
3.2
Exp
lain
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s fo
r han
dlin
g c
ompla
ints
□
Ack
now
ledgem
ent
of
com
pla
int;
rec
ord
com
pla
int
in lin
e w
ith a
gre
ed
polic
ies
and p
roce
dure
s w
ithin
the
sett
ing;
info
rm lin
e m
anag
er;
line
man
ager
to
spea
k w
ith c
om
pla
inan
t; c
om
pla
int
is r
esolv
ed,
issu
e is
re
ferr
ed t
o s
enio
r m
anag
emen
t
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
125
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has a full understanding of the issues involved. The use of scenarios will allow learners to place the information in a realistic context, particularly those who are not yet working in the relevant sectors. Input from appropriate professionals will enhance learner experience.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand how duty of care contributes to safe practice
Taught session on explanation of the duty of care in the work role. Class discussion.
Guest speaker on ways in which a duty of care can contribute to the safeguarding and protection of individuals. Question and answer session.
Taught session on protecting self. Class plenary on relevant issues.
Assignment 1: A duty of care
Produce a poster which explains the duty of care in your work role and how this will contribute to the safeguarding or protection of individuals in the setting.
Learning outcome 2: Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care
Taught session on potential conflicts or dilemmas and individual rights. Class discussion based on case studies given out the previous week. This will enable learners to come to class with points to contribute.
Taught session on managing risks with individuals. Class discussion.
Class discussion on using support and advice to manage conflicts and dilemmas. Learners to make notes of each other’s pertinent points. Tutor to coordinate.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
126
Topic and suggested assignments/activities and/assessment
Assignment 2: Dilemmas and conflicts
Produce a booklet on issues surrounding duty of care, dilemmas and conflicts, to include a description of:
a) potential conflicts and dilemmas which may arise between an individual’s rights and the duty of care
b) managing risks associated with those conflicts and dilemmas
c) where to obtain additional support and advice.
Learning outcome 3: Know how to respond to complaints
Taught session on responding to complaints, procedures and protocols. Learners to take notes.
Taught session on the main points of procedures for handling complaints. Learners to take notes.
Assignment 3: Responding to complaints
Produce an information sheet describing how to respond to complaints and explaining the main points of the relevant agreed procedures.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
The assessments for this unit may be designed to be in a variety of formats and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners understand the reasons why dilemmas may arise and the need to make certain that the rights of individuals are promoted. Learners should provide sufficient evidence to demonstrate their understanding of why situations may present as dilemmas and exactly how conflicts may arise. Tutors should ensure that learners show evidence of research rather than merely reiterating tutor notes in their work. Learners at level 3 should be encouraged to take a professional approach to the presentation of assignments, regardless of the format. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘explain’ and ‘describe’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
127
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 A duty of care You have decided to renew the poster in your workplace that displays information about a duty of care and its role in safeguarding and protecting individuals.
Poster
2.1, 2.2, 2.3
Dilemmas and conflicts
You have observed that your workplace has little information about dilemmas and conflicts that could arise between a duty of care and the rights of individuals. You have decided to produce a booklet for staff.
Booklet
3.1, 3.2 Responding to complaints
Your manager has noticed your efforts and has offered you a small bonus if you produce an information sheet about the settings’ complaints procedures.
Information sheet
Suggested resources
Textbook Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care (Heinemann 2007) ISBN 9780435456278
Magazine Community Care
Websites
www.dementiarights.org Dementia Rights
www.elderabuse.org.uk Action on Elder Abuse
www.skillsforcare.org.uk Sector Skills Council for Adult Social Care (England)
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
128
Unit 14: Understand Person-centred Approaches in Adult Social Care Settings
Unit reference number: R/602/3182
QCF level: 3
Credit value: 4
Guided learning hours: 37
Unit aim This unit develops the understanding of person-centred support as a fundamental principle of adult social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.
Unit introduction This unit will enable learners to recognise the value of a person-centred approach to adult social care. Learners will examine person-centred values and the reasons why these should influence all aspects of social care work. The use of the person-centred approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed. The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centred approach to care and support.
Essential resources
Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
9
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
per
son-c
entr
ed
appro
aches
□
Ensu
ring indiv
idual
s ar
e at
the
centr
e of
pla
nnin
g a
nd s
upport
; re
spec
ting indiv
idual
ity,
rig
hts
, ch
oic
es,
priva
cy,
dig
nity,
indep
enden
ce;
work
ing in p
artn
ersh
ip w
ith indiv
idual
s
1.2
Exp
lain
why
per
son-c
entr
ed
valu
es m
ust
influen
ce a
ll as
pec
ts o
f so
cial
car
e w
ork
□
Impro
ved life
exper
ience
s; u
phold
indiv
idual
rig
hts
; em
pow
erin
g
indiv
idual
s to
mai
nta
in indep
enden
ce;
choic
e an
d incl
usi
on;
enab
ling
indiv
idual
s to
mak
e ch
oic
es,
dec
isio
ns;
to m
ainta
in d
ignity;
res
pec
t of
div
ersi
ty,
culture
, va
lues
; m
ainta
in r
ight
to p
riva
cy,
confiden
tial
ity;
aw
aren
ess
of
indiv
idual
vuln
erab
ility
1
Under
stan
d
per
son-c
entr
ed
appro
aches
in
adult s
oci
al c
are
1.3
Exp
lain
how
per
son-c
entr
ed
valu
es s
hould
influen
ce a
ll as
pec
ts o
f so
cial
car
e w
ork
□
Apply
ing p
erso
n-c
entr
ed p
lannin
g (
PCP);
usi
ng p
erso
n-c
entr
ed t
hin
king
skill
s, e
ssen
tial
lifes
tyle
pla
nnin
g a
nd p
erso
n-c
entr
ed r
evie
ws;
apply
ing
Car
l Roger
s’ t
heo
retica
l bac
kgro
und t
o p
erso
n-c
entr
ed c
ounse
lling;
mai
nta
inin
g t
he
four
key
princi
ple
s of
valu
ing p
eople
, rights
, in
dep
enden
ce,
choic
e an
d incl
usi
on;
reflec
t on a
nd im
pro
ve t
he
uniq
ue
circ
um
stan
ces
of
indiv
idual
s; u
phold
hea
lth a
nd s
afet
y, m
ainta
in
indiv
idual
ity;
ensu
re indiv
idual
s ar
e at
the
centr
e of
pla
nnin
g a
nd
support
2
Under
stan
d h
ow
to
imple
men
t a
per
son-c
entr
ed
appro
ach in a
n
adult s
oci
al c
are
sett
ing
2.1
Exp
lain
how
fin
din
g o
ut
the
his
tory
, pre
fere
nce
s, w
ishes
an
d n
eeds
of a
n indiv
idual
co
ntr
ibute
s to
thei
r ca
re
pla
n
□
Puts
the
indiv
idual
at
the
centr
e of pla
nnin
g t
hei
r su
pport
; en
able
s th
e im
ple
men
tation o
f in
div
idual
pre
fere
nce
s an
d r
equirem
ents
for
care
and
support
; hel
ps
to d
evis
e an
appro
priat
e ca
re p
lan,
support
pla
n,
indiv
idual
pla
n;
enab
les
neg
otiat
ion a
nd c
onsu
ltat
ion t
o e
mpow
er
indiv
idual
s to
mak
e dec
isio
ns
and c
hoic
es in r
elat
ion t
o c
are
and
support
; im
port
ance
of usi
ng c
are
pla
ns
in c
onju
nct
ion w
ith t
he
indiv
idual
to d
ocu
men
t th
eir
nee
ds
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
way
s to
put
per
son-c
entr
ed v
alues
into
pra
ctic
e in
a c
om
ple
x or
sensi
tive
situat
ion
□
Work
ing w
ith a
n indiv
idual
to s
upport
them
in m
akin
g t
hei
r ch
oic
es,
taki
ng r
isks
, to
support
mee
ting o
f in
div
idual
nee
ds,
to a
chie
ve t
hei
r as
pirat
ions,
dev
elop t
hei
r sk
ills;
com
munic
ate
with indiv
idual
s, s
how
re
spec
t, e
nsu
re c
onfiden
tial
ity,
off
er c
ounse
lling,
reco
gnis
e fe
elin
gs,
sh
ow
sen
sitivi
ty t
o c
onfiden
tialit
y, lis
tenin
g s
kills
, sh
ow
em
pat
hy
within
dis
tres
sing o
r tr
aum
atic
situat
ions;
han
dle
thre
aten
ing o
r fr
ighte
nin
g
beh
avio
ur;
under
stan
d c
ognitiv
e an
d c
om
munic
atio
n n
eeds
2.3
Eva
luat
e th
e use
of
care
pla
ns
in a
pply
ing p
erso
n-
centr
ed v
alues
□
Car
e pla
ns
should
spec
ify
the
indiv
idual
’s c
are
nee
ds
and p
refe
rence
s;
take
a h
olis
tic
appro
ach t
o m
eeting t
he
nee
ds
and p
refe
rence
s of
indiv
idual
s; e
nsu
re r
elev
ance
of tr
eatm
ent
and indiv
idual
ised
pro
visi
on;
enab
le r
espec
t fo
r div
ersi
ty,
culture
and r
elig
ion;
invo
lve
fam
ilies
, fr
iends,
oth
er p
eople
, if a
ppro
priat
e, w
ho a
re im
port
ant
to t
he
indiv
idual
; w
ork
ing t
owar
ds
per
son-c
entr
ed o
utc
om
es;
ensu
re n
eeds
are
met
, sa
tisf
action w
ith indiv
idual
ised
pro
visi
on,
invo
lvem
ent
with c
are,
fe
elin
g o
f w
ellb
eing
2.4
Exp
lain
the
import
ance
of
monitoring a
n indiv
idual
’s
chan
gin
g n
eeds
or
pre
fere
nce
s
□
To h
ave
the
abili
ty t
o a
dap
t ac
tions
and a
ppro
aches
in r
esponse
to a
n
indiv
idual
’s c
han
gin
g n
eeds
or
pre
fere
nce
s, c
han
ges
in p
hys
ical
co
nditio
n,
circ
um
stan
ces,
chan
ges
in t
reat
men
t nee
ds
and in r
esponse
to
indiv
idual
choic
es;
ensu
re t
reat
men
t an
d c
are
is a
ppro
priat
e an
d
mee
t nee
ds
3
Under
stan
d t
he
import
ance
of
esta
blis
hin
g
conse
nt
when
pro
vidin
g c
are
or
support
3.1
D
escr
ibe
fact
ors
that
in
fluen
ce t
he
capac
ity
of a
n
indiv
idual
to e
xpre
ss
conse
nt
□
Eff
ects
of m
enta
l ill
hea
lth incl
udin
g d
epre
ssio
n,
confu
sed t
hought
pro
cess
es,
loss
of
men
tal ca
pac
ity;
eff
ects
of phys
ical
illn
ess
incl
udin
g
unco
nsc
ious
stat
e, c
onfu
sion;
lear
nin
g d
isab
ility
incl
udin
g m
enta
l ag
e,
leve
l of
men
tal ca
pac
ity;
lan
guag
e bar
rier
s in
cludin
g E
nglis
h a
s a
seco
nd
languag
e, h
earing im
pairm
ent,
vis
ual
im
pairm
ent;
pre
vious
exper
ience
of
serv
ices
by
indiv
idual
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Exp
lain
how
to e
stab
lish
conse
nt
for
an a
ctiv
ity
or
action
□
The
pro
cess
of
esta
blis
hin
g info
rmed
agre
emen
t to
an a
ctio
n a
nd
dec
isio
n w
ith indiv
idual
s; e
nsu
re indiv
idual
s hav
e ac
cess
to t
he
appro
priat
e in
form
atio
n;
use
of
com
munic
atio
n s
kills
, (v
erbal
, non-
verb
al a
nd w
ritt
en);
use
of
active
lis
tenin
g;
import
ance
of co
nsu
ltat
ion
and incl
usi
ve c
om
munic
atio
n;
resp
ect
indiv
idual
’s c
hoic
es;
liste
n a
nd
resp
ond t
o indiv
idual
s’ q
ues
tions
and c
once
rns;
res
pond a
ppro
priat
ely
to
any
ques
tions
and c
once
rns;
work
to r
esolv
e co
nflic
ts
3.3
Exp
lain
what
ste
ps
to t
ake
if
conse
nt
cannot
be
read
ily
esta
blis
hed
□
Act
in t
he
bes
t in
tere
sts
of th
e in
div
idual
; w
ork
to r
esolv
e co
nflic
ts;
abid
e by
rele
vant
legis
lation;
seek
ext
ra s
upport
and a
dvi
ce w
her
e nec
essa
ry;
use
of
an a
dvo
cate
, co
nta
ct t
he
per
son w
ho is
legally
re
sponsi
ble
; re
cord
info
rmat
ion
4.1
Exp
lain
the
princi
ple
s of
active
par
tici
pat
ion
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
the
activi
ties
and r
elat
ionsh
ips
of
ever
yday
life
as indep
enden
tly
as p
oss
ible
; th
e im
port
ance
of
the
indiv
idual
as
an a
ctiv
e par
tner
in t
hei
r ow
n c
are
or
suppor
t ra
ther
than
a
pas
sive
rec
ipie
nt;
em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
thei
r ow
n
care
4.2
Exp
lain
how
the
holis
tic
nee
ds
of
an indiv
idual
can
be
addre
ssed
by
active
par
tici
pat
ion
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
thei
r ow
n c
are,
phys
ical
, em
otional
, sp
iritual
; bei
ng c
reat
ive
about
how
outc
om
es c
an b
e ac
hie
ved;
theo
ries
of
motiva
tion a
nd c
han
gin
g b
ehav
iour;
usi
ng
ince
ntive
s
4
Under
stan
d h
ow
to
imple
men
t an
d
pro
mote
act
ive
par
tici
pat
ion
4.3
Exp
lain
how
to w
ork
with a
n
indiv
idual
and o
ther
s to
ag
ree
how
act
ive
par
tici
pat
ion w
ill b
e im
ple
men
ted
□
Ensu
re t
he
indiv
idual
is
at t
he
centr
e of
thei
r ow
n c
are
and s
upport
ra
ther
than
a p
assi
ve r
ecip
ient;
pro
moting a
ctiv
e par
tici
pat
ion;
liste
nin
g
to t
he
indiv
idual
, ad
dre
ssin
g t
hei
r co
nce
rns,
the
ben
efits
for
indiv
idual
s of
active
par
tici
pat
ion,
(phys
ical
ben
efits,
incr
ease
d indep
enden
ce,
auto
nom
y an
d w
ellb
eing);
addre
ssin
g p
oss
ible
bar
rier
s to
act
ive
par
tici
pat
ion,
(lea
rnin
g d
ifficu
ltie
s, p
hys
ical
dis
abili
ty o
r la
nguag
e bar
rier
s);
imple
men
ting w
ays
to r
educe
bar
rier
s to
act
ive
par
tici
pat
ion,
(use
of phys
ical
, co
mm
unic
atio
n a
nd v
isual
aid
s)
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Exp
lain
how
to p
rom
ote
the
under
stan
din
g a
nd u
se o
f ac
tive
par
tici
pat
ion
□
Engag
ing t
he
indiv
idual
; ef
fect
ive
com
munic
atio
n;
liste
nin
g s
kills
; co
nsu
ltat
ion w
ith indiv
idual
s; invo
lvin
g fam
ily a
nd frien
ds;
acc
essi
ng
com
munity
faci
litie
s an
d r
esourc
es;
incr
easi
ng s
taff a
war
enes
s an
d
trai
nin
g;
regula
r re
view
s
5.1
D
escr
ibe
diffe
rent
appro
aches
to s
upport
an
indiv
idual
to m
ake
info
rmed
ch
oic
es
□
By
dev
elopin
g r
espec
tful re
lationsh
ips;
the
import
ance
of non-
judgem
enta
l co
mm
unic
atio
n a
nd incl
usi
ve info
rmat
ion;
empow
erin
g
indiv
idual
s to
mak
e in
form
ed c
hoic
es;
by
resp
ecting indiv
idual
’s c
hoic
es;
the
use
of
agre
ed r
isk
asse
ssm
ent
pro
cess
es t
o s
upport
indiv
idual
s in
m
akin
g c
hoic
es;
hea
lth a
nd lifes
tyle
choic
es;
dec
isio
ns
about
trea
tmen
t or
care
; aw
aren
ess
of ac
tual
or
likel
y dan
ger
or
har
m a
risi
ng f
rom
ch
oic
es m
ade
thro
ugh a
war
enes
s of re
leva
nt
legis
lation a
nd a
gre
ed
way
s of
work
ing t
hat
influen
ce indiv
idual
rig
hts
5.2
D
escr
ibe
how
to
support
an
indiv
idual
to q
ues
tion o
r ch
alle
nge
dec
isio
ns
conce
rnin
g t
hem
that
are
m
ade
by
oth
ers
□
Enco
ura
ge
ques
tions,
usi
ng o
wn r
ole
and a
uth
ority
to s
upport
the
indiv
idual
’s r
ight
to m
ake
choic
es;
awar
enes
s of
polic
ies
and p
roce
dure
s,
rele
vant
legis
lation a
nd a
gre
ed w
ays
of w
ork
ing;
com
pla
ints
pro
cedure
s;
awar
enes
s of
rights
; be
pre
par
ed t
o lis
ten;
advo
cacy
; re
ques
t se
cond
opin
ions
5
Under
stan
d h
ow
to
support
an
indiv
idual
’s r
ight
to
mak
e ch
oic
es
5.3
Exp
lain
the
conse
quen
ces
of
allo
win
g t
he
per
sonal
vie
ws
of
oth
ers
to influen
ce a
n
indiv
idual
’s c
hoic
es
□
Can
be
dis
crim
inat
ory;
may
be
bas
ed o
n f
alse
or
inac
cura
te info
rmat
ion;
may
not
be
in t
he
bes
t in
tere
st o
f th
e in
div
idual
; pre
vents
em
pow
erm
ent;
bre
ach o
f rights
; la
ck o
f or
rest
rict
ion o
f ch
oic
e, lea
ds
to
lack
of
self e
stee
m,
impac
t on s
elf
confiden
ce
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
the
links
bet
wee
n
iden
tity
, se
lf-i
mag
e an
d s
elf-
este
em
□
Sel
f-id
entity
: th
e re
cognitio
n o
f one’
s pote
ntial
and q
ual
itie
s as
an
indiv
idual
□
Sel
f-im
age:
how
peo
ple
see
them
selv
es
□
Sel
f-es
teem
: how
peo
ple
val
ue
them
selv
es
□
Influen
ces
that
hel
p t
o d
eter
min
e se
lf-i
den
tity
: gen
der
, ra
ce,
languag
e/ac
cent,
val
ues
and b
elie
fs,
relig
ion,
sexu
al o
rien
tation
□
Influen
ces
on s
elf-
imag
e: g
ender
, ra
ce,
envi
ronm
ent,
fam
ily,
frie
nds,
cu
lture
, va
lues
, se
xual
ity,
typ
es o
f ab
ility
□
Links
: how
influen
ces
on s
elf-
imag
e an
d a
per
son’s
sel
f es
teem
im
pac
t on t
hei
r se
lf-i
den
tity
; sp
iritual
, ef
fect
s of re
ligio
n —
fee
lings
of se
lf-
wort
h/f
eelin
gs
of unw
ort
hin
ess,
bei
ng p
reve
nte
d f
rom
pra
ctis
ing a
nd
expre
ssin
g b
elie
fs;
emotional
and m
enta
l hea
lth/i
ll-hea
lth,
per
sonal
ci
rcum
stan
ces
whic
h h
ave
affe
cted
em
otional
hea
lth incl
udin
g m
ajor
life
even
ts;
sexu
al e
ffec
ts o
f dis
crim
inat
ion d
ue
to s
exual
ity,
rea
ctio
ns
of
fam
ily t
o s
exual
ity;
cultura
l, e
ffec
ts o
f not
bei
ng p
rovi
ded
with c
ultura
lly
appro
priat
e ca
re a
nd s
upport
, la
ck o
f re
cognitio
n b
y oth
ers
of
spec
ific
cu
ltura
l nee
ds,
fee
lings
of
rest
rict
ion d
ue
to c
ultura
l norm
s; s
oci
al,
effe
cts
of m
ajor
life
even
ts o
n s
oci
al iden
tity
, pee
r pre
ssure
to c
onfo
rm;
polit
ical, e
ffec
ts o
f polit
ical
clim
ate
on a
cces
s to
car
e an
d s
upport
; phys
ical
, ap
pea
rance
; m
obili
ty d
epen
den
ce a
nd indep
enden
ce.
6.2
Exp
lain
fac
tors
that
co
ntr
ibute
to t
he
wel
lbei
ng
of a
n indiv
idual
□
Bei
ng t
reat
ed a
s an
indiv
idual
, bei
ng lis
tened
to,
show
n r
espec
t; t
he
import
ance
of
priva
cy,
mai
nta
inin
g d
ignity;
res
pec
ting t
he
spiritual
, re
ligio
us
and c
ultura
l bel
iefs
of
indiv
idual
s
6
Under
stan
d h
ow
to
pro
mote
in
div
idual
’s
wel
lbei
ng
6.3
Exp
lain
the
import
ance
of
support
ing a
n indiv
idual
in a
w
ay t
hat
pro
mote
s th
eir
sense
of
iden
tity
, se
lf-i
mag
e an
d s
elf-
este
em
□
Uphold
indiv
idual
rig
hts
to b
e fu
lly invo
lved
in t
hei
r ow
n c
are;
work
ing in
par
tner
ship
to s
et r
ealis
tic
and a
chie
vable
goal
s; e
mpow
erin
g indiv
idual
s to
dev
elop c
onfiden
ce a
nd fee
l good a
bout
them
selv
es;
acce
pta
nce
of
self,
acce
pta
nce
of
other
s, p
osi
tive
sel
f-im
age
pro
moting c
onfiden
ce a
nd
empow
erm
ent
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
13
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
D
escr
ibe
way
s to
contr
ibute
to
an e
nvi
ronm
ent
that
pro
mote
s w
ellb
eing
□
Soci
al e
nvi
ronm
ent
to p
rom
ote
the
wel
lbei
ng o
f in
div
idual
s (a
ttitudes
an
d a
ctiv
itie
s);
surr
oundin
gs,
ow
n p
oss
essi
ons,
per
sonal
spac
e,
fost
erin
g p
ositiv
e re
lationsh
ips;
enco
ura
gin
g o
pen
com
munic
atio
n;
support
ing a
gre
ed w
ays
of w
ork
ing t
hat
con
trib
ute
to t
he
wel
lbei
ng o
f in
div
idual
s
7.1
Com
par
e diffe
rent
use
s of
risk
ass
essm
ent
in a
dult
soci
al c
are
sett
ings
□
Apply
ing p
erso
n-c
entr
ed a
ppro
ach in c
om
munic
atin
g a
nd a
sses
sing a
ll pote
ntial
ris
k in
form
atio
n;
empow
erin
g indiv
idual
s to
mak
e in
form
ed
dec
isio
ns
in r
elat
ion t
o p
erce
ived
ris
ks a
nd c
onse
quen
ces;
incl
udin
g
indiv
idual
s as
act
ive
par
tici
pan
ts in d
ecis
ion m
akin
g;
calc
ula
ting a
nd
asse
ssin
g r
isk
of
the
indiv
idual
, th
e en
viro
nm
ent,
and o
ther
ser
vice
use
rs;
det
erm
inin
g r
isk
fact
ors
; in
div
idual
ris
k, (
smoki
ng,
drinki
ng,
obes
ity)
; hea
lth a
nd s
afet
y, (
risk
of fire
, fa
lls,
hyg
iene
risk
, th
reat
of
infe
ctio
n);
ass
essi
ng a
nd c
onsi
der
ing t
he
ben
efits
and d
raw
bac
ks t
o t
he
indiv
idual
and o
ther
ser
vice
ser
vice
rs
7.2
Exp
lain
how
ris
k as
sess
men
ts r
elat
e to
rig
hts
an
d r
esponsi
bili
ties
□
Uphold
an indiv
idual
’s r
ight
to b
e fu
lly invo
lved
in t
hei
r ow
n d
ecis
ions
about
thei
r ca
re a
nd s
upport
; re
spec
t th
e in
div
idual
’s c
hoi
ce;
mai
nta
in
indep
enden
ce;
mai
nta
in d
ignity
and r
espec
t
7.3
Exp
lain
how
ris
k ta
king
rela
tes
to r
ights
and
resp
onsi
bili
ties
□
Cre
ates
aw
aren
ess
of ac
tual
and lik
ely
dan
ger
and h
arm
arisi
ng f
rom
ch
oic
es m
ade;
res
pec
ts h
ealth a
nd lifes
tyle
choic
es;
pro
mote
s em
pow
erm
ent,
dec
isio
n m
akin
g,
free
dom
of
choic
e, t
he
import
ance
of
acco
unta
bili
ty
7.4
Exp
lain
why
risk
as
sess
men
ts n
eed t
o be
regula
rly
revi
sed
□
To c
om
ply
with c
han
ges
in leg
isla
tion,
polic
ies
and p
roce
dure
s; c
han
ges
in
indiv
idual
nee
d a
nd p
refe
rence
; hea
lth a
nd s
afet
y re
quirem
ents
; an
ad
vers
e in
ciden
t; c
han
ge
to p
erso
nnel
, ch
ange
to r
esourc
es
7
Under
stan
d t
he
role
of
risk
as
sess
men
t in
en
ablin
g a
per
son-
centr
ed a
ppro
ach
7.5
Exp
lain
the
import
ance
of
usi
ng a
gre
ed r
isk
asse
ssm
ent
pro
cess
es t
o
support
choi
ce
□
Em
pow
erin
g indiv
idual
s to
mak
e in
form
ed c
hoic
es;
ensu
re indiv
idual
s ar
e aw
are
of
risk
and s
trat
egie
s put
into
pla
ce t
o o
verc
om
e, m
inim
ise
the
asso
ciat
ed r
isk;
rec
ord
ing info
rmat
ion a
nd g
ainin
g indiv
idual
s ag
reem
ent
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
135
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has a thorough understanding of the main issues. Learners will benefit from input from experienced professionals who have implemented the person-centred approach in their professional practice. Taught input will be necessary but learners will also benefit from opportunities to discuss issues of concern, particularly around risk managements and its implications.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand person-centred approaches in adult social care
Taught session on person-centred values and approaches. Class discussion.
Guest speaker on implementing the approach in care practice. Question and answer session.
Taught session on care plans uses in a person-centred approach. Groups working to apply the person-centred approach to case studies and feedback. Class discussion.
Assignment 1: Person-centred values
Produce a leaflet that describes and explains how and why person-centred values must influence all aspects of social care work.
Learning outcome 2: Understand how to implement a person-centred approach in an adult social care setting
Taught session on using a person-centred approach to deliver care and support. Learners to take notes and ask questions to clarify points.
Taught session on ensuring equality and independence. Class discussion.
Guest speaker on empowering individuals to use their potential. Question and answer session.
Taught session on adapting approaches to individuals changing needs. Groups working with scenarios and case studies to apply this and give feedback.
Taught session on complex or sensitive situations and person-centred approaches to support and care. Class discussion on managing situations.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
136
Topic and suggested assignments/activities and/assessment
Assignment 2: Person-centred care plans
Produce an article for the company magazine that explains, describes and evaluates the role of person-centred care plans and personal histories in implementing person-centred values in complex or sensitive situations. You should also include an explanation of the importance of monitoring an individual’s changing needs and preferences.
Learning outcome 3: Understand the importance of establishing consent when providing care or support
Taught session on factors that affect an individual’s capacity to express consent. Class discussion.
Taught session on establishing consent for an activity or action. Class discussion.
Taught session on the steps to take if consent cannot be readily established.
Assignment 3: Consent for care
Produce an information sheet that describes and explains the importance of establishing consent when providing care and support. You should also include the steps to take if consent is not established.
Learning outcome 4: Understand how to implement and promote active participation
Taught session on different ways of promoting active participation. Groups buzzing ideas about suitable activities for different vulnerable groups. Class discussion of activities.
Taught session on addressing holistic needs. Class discussion.
Taught session on working with others to agree on the implementation of active participation. Class to work in groups to plan active participation for individuals in case studies.
Taught session on promoting and using active participation. Preparation for the assignment.
Assignment 4: Active participation in adult social care
Produce a PowerPoint presentation that explains all of the following:
a) Principles of active participation.
b) How the holistic needs of an individual may be addressed by active participation.
c) Working with an individual and others to agree how active participation may be implemented.
d) Promoting the understanding and use of active participation.
Learning outcome 5: Understand how to support an individual’s right to make choices
Taught session on different approaches to supporting informed choices. Class discussion.
Taught session on supporting individuals to question or challenge decisions. Class discussion.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
137
Topic and suggested assignments/activities and/assessment
Taught session on the consequences of allowing personal views of others to influence an individual’s choices.
Assignment 5: Informed choices and challenges
Write an essay explaining and describing issues related to individual choices.
Learning outcome 6: Understand how to promote an individual’s wellbeing
Taught session on links between an individual’s identity, self-image and self-esteem.
Taught session on the importance of supporting an individual in ways which support their identity, self-image and self-esteem.
Taught session on creating environments that promote wellbeing.
Assignment 6: Promoting self-image, identity and self-esteem in individuals
Compile a case study of an individual who has additional needs and explain and describe how you would promote their wellbeing, identity, self-esteem and self-image by contributing to a positive environment.
Learning outcome 7: Understand the role of risk assessment in enabling a person-centred approach
Taught session on the different uses of risk assessments in adult care settings. Class discussion.
Taught session on the ways in which risk assessment and risk taking relate to rights and responsibilities. Class discussion.
Class plenary on why risk assessments need to be regularly revised.
Taught session on the importance of using agreed risk assessment procedures to support choice
Assignment 7: Risk taking/risk assessment
Produce an information sheet comparing and explaining the use of both risk assessment and risk taking in adult social care settings. You should include an explanation of the agreed risk assessment procedures to support choice.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessments for this unit may be designed in any of a variety of formats and the programme of suggested assignments may be adapted to meet local needs or the needs of particular groups of learners. Assessors should ensure that learners demonstrate a clear understanding of the use of risk assessments and risk taking to promote the rights of individuals. Learners should also demonstrate an
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
138
understanding of the need to use agreed procedures in order to support choice. Assessors should ensure that they include the correct operative verbs, for example ‘describe’ and ‘explain’, in all assessments.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3
Person-centred values
You have been asked by your manager to produce a leaflet on person-centred values for new staff.
Leaflet
2.1, 2.2, 2.3, 2.4
Person-centred care plans
You have written an article for a leading care magazine about the use of care plans in implementing person–centred values.
Magazine article
3.1, 3.2, 3.3
Consent for care
Your manager has asked you to produce an information sheet, to inform residents’ relatives of the policy on establishing consent in the setting.
Information sheet
4.1, 4.2, 4.3, 4.4
Active participation in adult social care
You are the learning mentor for new staff and as such have been asked to produce a PowerPoint presentation on active participation.
PowerPoint presentation
5.1, 5.2, 5.3
Informed choices and challenges
You have entered a competition run by your local newspaper to produce an essay on informed choices in adult social care.
Essay
6.1, 6.2, 6.3, 6.4
Promoting self-image, identity and self-esteem in individuals
You have been asked by your manager to produce a case study detailing the approach to support in the residence.
Case study
7.1, 7.2, 7.3, 7.4, 7.5
Risk taking/risk assessment
You have decided to produce an information sheet for new staff about the links between risk taking and risk assessment as related to rights and responsibilities in adult social care.
Information sheet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
139
Suggested resources
Textbook Morris C — Knowledge Set for Safeguarding Vulnerable Adults (Heinemann, 2008) ISBN 9780435402372
Magazines Community Care
The Social Care Institute for Excellence April 2010 publication
Personalisation: a rough guide
Websites
www.dhsspsni.gov.uk Department of Health, Social services and Public Safety
www.idea.gov.uk Local Government Improvement and Development
www.skillsforcare.org.uk Sector Skills Council – Skills for Care (England)
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
140
Unit 15: Understand Health and Safety in Social Care Settings
Unit reference number: L/602/3178
QCF level: 3
Credit value: 5
Guided learning hours: 49
Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It develops learners’ knowledge and understanding of areas of health and safety required for working in a social care setting.
Unit introduction This unit will provide learners with the knowledge and understanding of the various areas in social care, which are covered by health and safety policy and procedures. Learners will investigate the precautions, which are intended to preserve the safety of both staff and individuals who use the services. Learners will consider the key legislation, policies and procedures, which outline the responsibilities of social care workers within a range of settings. An examination of risk assessments and the responsibilities of professionals with regard to overall health and safety is included in the unit.
Essential resources
Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
1
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
leg
isla
tion r
elat
ing
to h
ealth a
nd s
afet
y in
a
soci
al c
are
sett
ing
□
Rel
evan
t, u
p-t
o-d
ate
legis
lation f
rom
the
Hea
lth a
nd S
afet
y Exe
cutive
(H
SE)
incl
udin
g loca
l, n
atio
nal
and E
uro
pea
n r
equirem
ents
for
hea
lth
and s
afet
y in
a h
ealth a
nd s
oci
al c
are
work
set
ting;
Hea
lth a
nd S
afet
y at
W
ork
Act
1974,
Man
agem
ent
of
Hea
lth a
nd S
afet
y at
Wor
k Reg
ula
tions
1999,
Man
ual
Han
dlin
g O
per
atio
ns
Reg
ula
tions
1992,
Hea
lth a
nd S
afet
y (F
irst
Aid
) Reg
ula
tions
1981,
Rep
orting o
f In
juries
, D
isea
ses
and
Dan
ger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R)
1995,
Con
trol of
Subst
ance
s H
azar
dous
to H
ealth R
egula
tions
(CO
SH
H)
2002,
Euro
pea
n
Fram
ework
Direc
tive
on H
ealth a
nd S
afet
y at
Work
(O
SH
Fra
mew
ork
D
irec
tive
89/3
91 E
EC);
incl
udin
g s
ubse
quen
t am
endm
ents
to leg
isla
tion
1
Under
stan
d t
he
diffe
rent
resp
onsi
bili
ties
re
lating t
o h
ealth
and s
afet
y in
so
cial
car
e se
ttin
gs
1.2
Exp
lain
how
hea
lth a
nd
safe
ty p
olic
ies
and
pro
cedure
s pro
tect
those
in
soci
al c
are
sett
ings
□
Det
ails
of
agre
ed w
ays
of
work
ing a
nd a
ppro
ved c
odes
of pra
ctic
e in
hea
lth a
nd s
oci
al c
are
sett
ings
rela
ting t
o h
ealth a
nd s
afet
y;
imple
men
ting leg
isla
tion a
t w
ork
pla
ce lev
el;
pro
vidin
g g
uid
ance
on h
ow
to
dea
l w
ith a
ccid
ents
, in
juries
and e
mer
gen
cy s
ituat
ions;
spec
ific
act
ion
to t
ake,
rep
ort
ing p
roce
dure
s an
d c
omple
ting r
elev
ant
docu
men
tation;
how
to d
eal w
ith f
irst
-aid
situat
ions;
under
stan
din
g s
pec
ific
hyg
iene
pro
cedure
s, d
ealin
g w
ith b
lood a
nd o
ther
body
fluid
s, a
dm
inis
tering
bas
ic f
irst
aid
if
trai
ned
to d
o s
o;
report
ing p
roce
dure
s an
d c
om
ple
ting
rele
vant
docu
men
tation;
polic
ies
rela
ting t
o s
pec
ific
work
ing c
onditio
ns
and t
he
work
ing e
nvi
ronm
ent;
under
stan
din
g m
ovi
ng a
nd h
andlin
g
pro
cedure
s; p
olic
ies
rela
ting t
o t
he
use
of
equip
men
t, u
nder
stan
din
g
how
to u
se m
echan
ical
or
elec
tric
al e
quip
men
t, s
uch
as
mec
han
ical
hois
ts;
under
stan
din
g h
ealth c
are
pro
cedure
s; k
ey a
spec
ts o
f ad
min
iste
ring p
erso
nal
car
e, p
roce
dure
s fo
r in
div
idual
s w
ith s
pec
ialis
ed
nee
ds;
polic
ies
rela
ting t
o f
ood h
andlin
g a
nd p
repar
atio
n;
imple
men
ting
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
fo
od h
ygie
ne
regula
tions;
polic
ies
rela
ting t
o infe
ctio
n c
ontr
ol an
d
dea
ling w
ith h
azar
dous
subst
ance
s; s
ituat
ions
requirin
g s
tric
t in
fect
ion
contr
ol, t
he
use
of
pro
tect
ive
cloth
ing;
under
stan
din
g p
roce
dure
s fo
r dis
posi
ng o
f cl
inic
al w
aste
; polic
ies
rela
ting t
o s
ecurity
and p
erso
nal
sa
fety
pro
cedure
s fo
r per
sonal
sec
urity
and p
olic
ies
rela
ting t
o t
he
safe
guar
din
g o
f vu
lner
able
indiv
idual
s
1.3
Com
par
e diffe
rence
s in
the
mai
n h
ealth a
nd s
afet
y re
sponsi
bili
ties
of:
a)
the
soci
al c
are
work
er
b)
the
emplo
yer
or
man
ager
c)
oth
ers
in t
he
soci
al c
are
sett
ing
□
Res
ponsi
bili
ties
of
the
soci
al c
are
work
er:
under
stan
din
g a
nd c
om
ply
ing
with r
elev
ant
legis
lation a
nd a
gre
ed w
ays
of w
ork
ing;
com
ply
ing w
ith
codes
of
pra
ctic
e; r
esponsi
bili
ty t
o u
nder
take
rel
evan
t tr
ainin
g a
nd
updat
ing a
s re
quired
; th
e im
port
ance
of
cooper
atin
g w
ith o
ther
s on
hea
lth a
nd s
afet
y; a
pply
corr
ect
pro
cedure
s fo
r th
e use
of
equip
men
t pro
vided
for
indiv
idual
hea
lth a
nd s
afet
y
□
Res
ponsi
bili
ties
of
emplo
yers
for
hea
lth a
nd s
afet
y: a
bid
e by
legis
lation;
put
in p
lace
codes
of
pra
ctic
e in
acc
ord
ance
with leg
isla
tion;
ensu
re s
taff
ar
e fa
mili
ar w
ith t
he
codes
; co
mply
with H
SE g
uid
elin
es a
nd e
nsu
re t
hey
ar
e av
aila
ble
to e
mplo
yees
; pro
vide
info
rmat
ion c
once
rnin
g r
isks
to
hea
lth a
nd s
afet
y fr
om
work
ing p
ract
ices
, ch
anges
that
may
har
m a
nd
affe
ct h
ealth a
nd s
afet
y, h
ow
to w
ork
saf
ely,
what
is
done
to p
rote
ct
hea
lth a
nd s
afet
y, h
ow t
o g
et f
irst
-aid
tre
atm
ent,
what
to d
o in a
n
emer
gen
cy;
pro
vide
trai
nin
g t
o d
o t
he
job s
afel
y, p
rote
ctio
n;
new
sta
ff
induct
ion,
pro
vide
hea
lth c
hec
ks w
her
e ap
pro
priat
e
□
Res
ponsi
bili
ties
of
oth
ers:
incl
udin
g t
eam
mem
ber
s, o
ther
colle
agues
, fa
mili
es a
nd c
arer
s to
be
min
dfu
l of hea
lth a
nd s
afet
y is
sues
in r
elat
ion
to o
bse
rvat
ion,
pra
ctic
e, r
epor
ting a
nd r
ecord
ing p
roce
dure
s;
under
stan
d t
he
adva
nta
ges
and d
isad
vanta
ges
of
oth
ers
taki
ng
resp
onsi
bili
ty f
or
hea
lth a
nd s
afet
y is
sues
; co
mply
with h
ealth a
nd
safe
ty leg
isla
tion a
nd p
olic
ies
whils
t on s
ite
1.4
Id
entify
situat
ions
in w
hic
h
the
resp
onsi
bili
ty f
or
hea
lth
and s
afet
y lie
s w
ith t
he
indiv
idual
□
To t
ake
care
of
ow
n h
ealth,
safe
ty a
nd w
elfa
re;
under
stan
d t
he
adva
nta
ges
and d
isad
vanta
ges
of
under
taki
ng o
wn r
espon
sibili
ty in
hea
lth a
nd s
afet
y is
sues
; under
stan
d t
he
nee
d t
o p
rote
ct t
he
safe
ty o
f oth
ers
thro
ugh o
wn a
ctio
ns
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Exp
lain
why
spec
ific
tas
ks
should
only
be
carr
ied o
ut
with s
pec
ial tr
ainin
g
□
Under
stan
din
g t
hat
cer
tain
tas
ks s
hould
not
be
carr
ied o
ut
without
spec
ial tr
ain
ing (
firs
t ai
d,
adm
inis
tering m
edic
atio
n,
hea
lth c
are
pro
cedure
s, f
ood h
andlin
g a
nd p
repar
atio
n)
1.6
Exp
lain
how
to a
cces
s ad
ditio
nal
support
and
info
rmat
ion r
elat
ing t
o
hea
lth a
nd s
afet
y
□
Work
-bas
ed t
rain
ing,
Hea
lth a
nd S
afet
y Exe
cutive
(H
SE),
British
Saf
ety
Counci
l, E
uro
pea
n C
om
mis
sion,
Euro
pea
n A
gen
cy for
Saf
ety
and H
ealth
at W
ork
(EU
-OSH
A),
Dep
artm
ent
of H
ealth,
Car
e Q
ual
ity
Com
mis
sion,
Ski
lls f
or
Car
e
2.1
Exp
lain
why
it is
import
ant
to a
sses
s hea
lth a
nd s
afet
y risk
s
□
Legal
req
uirem
ents
; duty
of
care
; pre
vention o
f in
ciden
ts a
nd a
ccid
ents
; pro
motion o
f w
ellb
eing;
rem
ova
l of haz
ards
from
the
envi
ronm
ent;
sa
feguar
din
g v
uln
erab
le indiv
idual
s; r
educt
ion o
f st
aff
sick
tim
e
2.2
Exp
lain
the
step
s to
car
ryin
g
out
a risk
ass
essm
ent
□
The
five
ste
ps:
iden
tify
ing t
he
haz
ard,
dec
idin
g w
ho m
ay b
e har
med
and
how
, ev
aluat
ing t
he
risk
s an
d d
ecid
ing o
n p
reca
utions,
rec
ordin
g
findin
gs
and im
ple
men
ting t
hem
, re
view
ing a
sses
smen
ts a
nd u
pdat
ing if
nec
essa
ry
2.3
Exp
lain
how
to a
ddre
ss
pote
ntial
hea
lth a
nd s
afet
y risk
s id
entified
□
Iden
tify
ing r
isks
; id
entify
ing h
azar
ds,
rem
ova
l of haz
ards;
avo
idan
ce o
f in
juries
to s
taff;
contr
ol m
ethods;
hea
lth s
urv
eilla
nce
; usi
ng s
afet
y dat
a sh
eets
; su
pply
Per
sonal
Pro
tect
ive
Equip
men
t (P
PE);
monitor
2.4
Exp
lain
how
ris
k as
sess
men
t ca
n h
elp a
ddre
ss d
ilem
mas
bet
wee
n a
n indiv
idual
’s
rights
and h
ealth a
nd s
afet
y co
nce
rns
□
Rec
ognitio
n o
f haz
ards;
dis
pla
y risk
s to
indiv
idual
s; im
plic
atio
ns
of
a duty
of ca
re;
evid
ence
of
unac
cepta
ble
ris
ks;
acce
pta
ble
ris
ks;
pro
vide
obje
ctiv
e ev
iden
ce;
fact
ual
info
rmat
ion t
o m
ake
reas
oned
dec
isio
ns
upon,
apply
pro
port
ional
ity
and r
easo
nin
g
2
Under
stan
d r
isk
asse
ssm
ents
and
thei
r im
port
ance
in
rel
atio
n t
o
hea
lth a
nd s
afet
y
2.5
Exp
lain
how
to p
rom
ote
hea
lth a
nd s
afet
y w
ithin
the
soci
al c
are
sett
ing
□
Iden
tifica
tion o
f haz
ards;
iden
tifica
tion o
f vu
lner
able
indiv
idual
s;
pre
venting a
nd r
educi
ng inci
den
ts a
nd a
ccid
ents
; re
leva
nt
and u
p-t
o-
dat
e tr
ainin
g;
use
of hea
lth a
nd s
afet
y not
ices
; cl
ear
info
rmat
ion a
nd
inst
ruct
ions;
follo
w H
SE g
uid
elin
es a
nd r
equirem
ents
; lin
e of
resp
onsi
bili
ty f
low
char
ts;
nam
ed p
erso
ns
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
diffe
rent
types
of
acci
den
ts a
nd s
udden
illn
ess
that
may
occ
ur
in a
soci
al
care
set
ting
□
Acc
iden
ts;
slip
s an
d t
rips,
fal
ls,
nee
dle
-stick
inju
ries
, burn
s an
d s
cald
s;
inju
ries
fro
m o
per
atin
g m
achin
ery
or
spec
ialis
ed e
quip
men
t,
elec
trocu
tion,
acci
den
tal pois
onin
g;
sudden
illn
ess,
hea
rt a
ttac
k, d
iabet
ic
com
a, e
pile
ptic
seiz
ure
3.2
Exp
lain
pro
cedure
s to
be
follo
wed
if
an a
ccid
ent
or
sudden
illn
ess
shou
ld o
ccur
□
Under
stan
din
g t
he
import
ance
of
pro
cedure
s to
be
follo
wed
if
an
acci
den
t or
sudden
illn
ess
shou
ld o
ccur;
know
ing h
ow
to e
nsu
re a
nd
mai
nta
in s
afet
y fo
r in
div
idual
s co
nce
rned
and o
ther
s, c
lear
ing a
rea;
re
mai
nin
g c
alm
; kn
ow
ing h
ow
to s
end f
or
hel
p;
know
ing h
ow
to a
sses
s in
div
idual
s fo
r in
juries
; under
stan
din
g w
hen
to
adm
inis
ter
bas
ic f
irst
aid
if n
eces
sary
and if
trai
ned
to d
o s
o; u
nder
stan
din
g t
he
import
ance
of
stay
ing w
ith t
he
inju
red/s
ick
indiv
idual
until hel
p a
rriv
es;
know
ing h
ow
to
obse
rve
and n
ote
any
chan
ges
in a
n indiv
idual
’s c
onditio
n;
under
stan
din
g h
ow
to p
rovi
de
a fu
ll ve
rbal
rep
ort
to r
elev
ant
med
ical
st
aff
or
oth
ers;
under
stan
din
g h
ow t
o co
mple
te a
full
writt
en r
eport
and
rele
vant
docu
men
tation
, (a
ccid
ent
report
, in
ciden
t re
port
);
under
stan
din
g t
he
polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of w
ork
ing for
the
work
set
ting
3.3
Exp
lain
why
it is
import
ant
for
emer
gen
cy first
-aid
tas
ks
only
to b
e ca
rrie
d o
ut
by
qual
ifie
d f
irst
-aid
ers
□
Ensu
re c
orr
ect
pro
cedure
s ar
e fo
llow
ed f
or
safe
ty o
f pat
ient;
pre
vention
of
risk
of fu
rther
har
m;
less
en f
urt
her
inju
ries
by
inco
rrec
t m
ove
men
t;
has
know
ledge
of
equip
men
t
3
Under
stan
d
pro
cedure
s fo
r re
spondin
g t
o
acci
den
ts a
nd
sudden
illn
ess
3.4
Exp
lain
the
conse
quen
ces
of
faili
ng t
o f
ollo
w e
mer
gen
cy
firs
t-ai
d p
roce
dure
s
□
Furt
her
inju
ry;
poss
ible
dea
th;
litig
atio
n;
failu
re o
f duty
of ca
re;
inve
stig
atio
ns
regar
din
g s
afet
y of w
ork
pla
ce p
ract
ices
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
the
route
s by
whic
h a
n infe
ctio
n c
an g
et
into
the
body
□
Under
stan
d h
ow
infe
ctio
n c
an b
e sp
read
— a
irborn
e, d
irec
t co
nta
ct,
indirec
t co
nta
ct;
under
stan
d m
easu
res
whic
h c
an m
inim
ise
the
spre
ad o
f in
fect
ion
4.2
Exp
lain
the
follo
win
g
pre
vention m
ethods:
han
dw
ashin
g
ow
n p
erso
nal
hyg
iene
en
coura
gin
g t
he
indiv
idual
’s p
erso
nal
hyg
iene
□
Rec
om
men
ded
met
hod f
or
han
dw
ashin
g:
follo
w t
he
Dep
artm
ent
of
Hea
lth (
DoH
) 5-s
tep r
ecom
men
ded
pro
cedure
:
1
wet
han
ds
2
apply
soap
thoro
ughly
3
lath
er a
nd s
crub (
rem
ember
bet
wee
n t
he
finger
s, t
hum
bs
and b
acks
of
the
han
ds)
4
rinse
thoro
ughly
5
dry
thoro
ughly
usi
ng p
aper
tow
el o
r ai
r dry
er
□
Ow
n h
ealth a
nd h
ygie
ne:
im
port
ance
of
bas
ic p
erso
nal
hyg
iene
mea
sure
s in
red
uci
ng t
he
spre
ad o
f in
fect
ion;
han
dw
ashin
g a
fter
usi
ng
the
toile
t or
bef
ore
pre
par
ing f
ood,
cove
ring t
he
mouth
when
snee
zing
or
coughin
g,
usi
ng d
isposa
ble
tis
sues
; co
vering a
ny
cuts
or
abra
sions
with p
last
ers
or
suitab
le d
ress
ings;
im
port
ance
of
stay
ing a
way
fro
m
work
when
aff
ecte
d b
y ill
nes
s or
infe
ctio
n;
get
ting p
rom
pt
trea
tmen
t fo
r ill
nes
s or
infe
ctio
ns
□
Enco
ura
gin
g indiv
idual
per
sonal
hyg
iene:
pro
moting b
asic
hyg
iene
mea
sure
s in
red
uci
ng t
he
spre
ad o
f in
fect
ion;
the
import
ance
of
com
munic
atin
g t
hes
e to
red
uce
the
spre
ad o
f in
fect
ion;
ensu
ring c
orr
ect
faci
litie
s an
d e
quip
men
t ar
e pro
vided
; en
coura
gin
g u
se o
f co
rrec
t pro
tect
ive
aids,
equip
men
t
4
Under
stan
d h
ow
to
red
uce
the
spre
ad o
f in
fect
ion
4.3
Eva
luat
e diffe
rent
types
of
per
sonal
pro
tect
ive
equip
men
t an
d h
ow
they
ca
n p
reve
nt
the
spre
ad o
f in
fect
ion
□
Be
clea
r ab
out
use
and p
urp
ose
of eq
uip
men
t; c
om
par
e ef
fect
iven
ess,
m
eans
of
dis
posa
l, a
vaila
bili
ty,
cost
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Exp
lain
ow
n r
ole
in
support
ing o
ther
s to
follo
w
pra
ctic
es t
hat
red
uce
the
spre
ad o
f in
fect
ion
□
Enco
ura
gin
g a
nd e
nsu
ring t
hat
oth
ers
are
fam
iliar
with p
olic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of w
ork
ing in o
rder
to r
educe
the
spre
ad o
f in
fect
ion;
the
import
ance
of
risk
ass
essm
ents
; im
port
ance
of
regula
r st
aff tr
ainin
g a
nd u
pdat
ing;
ensu
ring f
acili
ties
and e
quip
men
t ar
e pro
vided
5.1
D
escr
ibe
the
mai
n p
oin
ts o
f le
gis
lation t
hat
rel
ate
to
movi
ng a
nd h
andlin
g
□
The
Hea
lth a
nd S
afet
y at
Work
Act
1974;
The
Man
ual
Han
dlin
g
Oper
atio
ns
Reg
ula
tions
1992 (
as a
men
ded
in 2
002);
Lifting O
per
atio
ns
and L
ifting E
quip
men
t Reg
ula
tions
(LO
LER)
1998 D
irec
tive
90/2
69/E
EC
— m
anual
han
dlin
g o
f lo
ads;
Im
ple
men
tation o
f le
gis
lation b
y H
SE;
incl
udin
g s
ubse
quen
t am
endm
ents
to leg
isla
tion
5.2
Exp
lain
how
follo
win
g
princi
ple
s fo
r sa
fe m
ovi
ng
and h
andlin
g p
rote
cts
those
in
the
soci
al c
are
sett
ing
from
inju
ry o
r har
m
□
The
import
ance
of fo
llow
ing a
ppro
priat
e sy
stem
s an
d a
gre
ed w
ays
of
work
ing;
pre
vention o
f har
m a
nd inju
ry,
pre
vent
litig
atio
n,
incr
ease
co
nfiden
ce o
f se
rvic
e use
r, r
ight
of
safe
ty;
the
key
princi
ple
s of
avoid
ing
the
nee
d f
or h
azar
dous
man
ual
han
dlin
g;
asse
ssin
g t
he
risk
of
inju
ry
from
any
haz
ardous
man
ual
han
dlin
g;
reduci
ng t
he
risk
of in
jury
fro
m
haz
ardous
man
ual
han
dlin
g;
the
import
ance
of
asse
ssm
ent;
know
ing t
he
task
, in
form
atio
n o
n t
he
wei
ght
and c
entr
e of
gra
vity
, w
ork
ing
envi
ronm
ent
and indiv
idual
cap
abili
ty;
reduci
ng t
he
risk
of in
jury
; th
e im
port
ance
of
corr
ect
post
ure
and t
echniq
ue;
work
ing in t
eam
s; t
he
import
ance
of
a co
ord
inat
ed a
ppro
ach a
nd g
ood
com
munic
atio
n;
usi
ng
mec
han
ical
aid
s w
her
e nec
essa
ry;
chan
gin
g t
he
task
or
appro
ach w
her
e nec
essa
ry
5.3
Exp
lain
situat
ions
that
may
re
quire
additio
nal
support
s,
nec
essa
ry f
or
safe
r m
ovi
ng
and h
andlin
g
□
Situat
ions
requirin
g a
dditio
nal
support
s; fra
gile
art
icle
s, e
xtre
mel
y hea
vy load
s, h
azar
dous
subst
ance
s
5
Under
stan
d h
ow
to
move
and
han
dle
equip
men
t an
d o
ther
obje
cts
safe
ly
5.4
Exp
lain
why
it is
import
ant
for
movi
ng a
nd h
andlin
g
task
s to
be
carr
ied o
ut
follo
win
g s
pec
ialis
t tr
ainin
g
□
Tra
ined
han
dle
rs k
now
how
to m
ake
appro
priat
e risk
ass
essm
ents
; m
ake
pro
per
use
of
equip
men
t pro
vided
for
safe
pra
ctic
e; t
akin
g c
are
to
ensu
re t
hat
act
ivitie
s do n
ot
put
oth
ers
at r
isk;
follo
w r
eport
ing
pro
cedure
s; r
educe
ris
k, c
om
ply
with leg
isla
tion,
polic
ies
and p
roce
dure
s
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
why
it is
import
ant
to h
ave
spec
ialis
t tr
ainin
g
bef
ore
ass
isting a
nd m
ovi
ng
an indiv
idual
□
Under
stan
din
g p
ote
ntial
ris
ks a
nd h
azar
ds;
know
ledge
of
corr
ect
pro
cedure
s; n
eed t
o fu
lly e
ngag
e; p
urp
ose
s of
care
pla
n;
mee
t le
gal
requirem
ents
; duty
of ca
re;
reas
ons
for
full
engag
emen
t; f
ull
cooper
atio
n,
emotional
support
; re
port
ing a
nd r
ecord
ing inci
den
ts;
valid
co
nse
nt
6.2
Exp
lain
the
pote
ntial
co
nse
quen
ces
of
assi
stin
g
and m
ovi
ng a
n indiv
idual
w
ithout
spec
ialis
t tr
ainin
g
□
Ris
ks t
o indiv
idual
; pote
ntial
litig
atio
n f
or
pote
ntial
inju
ry/d
eath
and
non-c
om
plia
nce
with leg
isla
tion;
risk
s to
wel
lbei
ng o
f th
e in
div
idual
; use
of
inap
pro
priat
e pro
cedure
s
6
Under
stan
d t
he
princi
ple
s of
assi
stin
g a
nd
movi
ng
an
indiv
idual
6.3
Exp
lain
the
conse
quen
ces
of
not
follo
win
g a
n indiv
idual
’s
care
pla
n o
r fu
lly e
ngag
ing
with t
hem
when
ass
isting
and m
ovi
ng
□
Red
uct
ion o
f se
lf-e
stee
m;
risk
of har
m t
o t
he
indiv
idual
; le
gal
im
plic
atio
ns;
neg
ligen
ce;
effe
cts
on d
uty
of ca
re;
effe
cts
on r
elat
ionsh
ips
7.1
D
escr
ibe
types
of haz
ardous
subst
ance
s th
at m
ay b
e fo
und in t
he
soci
al c
are
sett
ing
□
CO
SH
H r
egula
tions
(2002)
incl
udin
g s
ubst
ance
s th
at a
re c
orr
osi
ve,
irrita
nt,
tox
ic,
hig
hly
fla
mm
able
, dan
ger
ous
to t
he
envi
ronm
ent,
clin
ical
w
aste
; ger
ms
that
cau
se d
isea
ses;
mat
eria
ls t
hat
are
har
mfu
l;
pote
ntial
ly infe
ctio
us;
body
fluid
s
7
Under
stan
d h
ow
to
han
dle
haz
ardous
subst
ance
s
7.2
Exp
lain
saf
e pra
ctic
es f
or:
st
oring h
azar
dous
subst
ance
s
usi
ng h
azar
dous
subst
ance
s
dis
posi
ng o
f haz
ardou
s su
bst
ance
s
□
Saf
e pra
ctic
es f
or
haz
ardous
subst
ance
s: u
nder
stan
d t
he
import
ance
of
trai
nin
g
□
Sto
rage:
under
stan
din
g o
f CO
SH
H r
egula
tions;
saf
e st
ora
ge
of
haz
ardou
s su
bst
ance
s an
d m
ater
ials
, st
ore
d o
ut
of
reac
h;
store
m
ater
ials
in c
onta
iner
s as
rec
om
men
ded
by
the
man
ufa
cture
r;
import
ance
of
clea
r la
bel
ling;
conta
iner
s se
cure
ly s
eale
d;
storing
inco
mpat
ible
subst
ance
s se
par
atel
y
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Usa
ge:
under
stan
d a
nd b
e ab
le t
o follo
w a
gre
ed w
ays
of w
ork
ing,
polic
ies
and p
roce
dure
s fo
r usi
ng h
azar
dous
mat
eria
ls;
avoid
exp
osu
re
to h
azar
dou
s su
bst
ance
s, (
inhal
ing,
conta
ct w
ith t
he
skin
or
eyes
, sw
allo
win
g o
r sk
in p
unct
ure
); u
nder
stan
d a
nd b
e ab
le t
o u
se c
ontr
ol
mea
sure
s; u
niv
ersa
l pre
cautions
for
dea
ling w
ith b
lood a
nd o
ther
body
fluid
s; k
now
how
and w
hen
to u
se p
rote
ctiv
e cl
oth
ing w
her
e nec
essa
ry;
com
ple
ting a
ppro
priat
e re
cord
s an
d d
ocu
men
tation
□
Dis
posa
l: u
nder
stan
d a
nd b
e ab
le t
o f
ollo
w,
polic
ies
and p
roce
dure
s fo
r dis
posa
l of
haz
ardous
mat
eria
ls;
under
stan
d t
he
import
ance
of
pro
tect
ing o
ther
s; u
nder
stan
d t
he
import
ance
of
pro
tect
ing t
he
envi
ronm
ent;
be
able
to m
inim
ise
the
spre
ad o
f in
fect
ion
7.3
Exp
lain
the
dan
ger
s as
soci
ated
with n
ot
follo
win
g
thes
e sa
fe p
ract
ices
□
Non-c
om
plia
nce
with C
are
Qual
ity
Com
mis
sion (
CQ
C)
Reg
istr
atio
n
regula
tions;
putt
ing indiv
idual
s at
ris
k, h
arm
to
staf
f, s
ervi
ce u
sers
, risk
of
inju
ry,
dea
th,
risk
of fire
, risk
of to
xic
fum
es,
spre
ad o
f in
fect
ion,
pois
onin
g
8
Under
stan
d h
ow
to
pro
mote
en
viro
nm
enta
l sa
fety
pro
cedure
s in
the
soci
al c
are
sett
ing
8.1
Exp
lain
pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing t
o pre
vent:
fire
gas
lea
k
floods
in
trudin
g
se
curity
bre
ach
□
Fire
pre
vention:
ded
icat
ed s
taff w
ith s
pec
ific
duties
; use
of
fire
guar
ds;
use
of
smoke
ala
rms;
use
of
flam
e-re
tard
ant
mat
eria
ls f
or
furn
iture
; ki
tchen
saf
ety
pro
cedure
s fo
llow
ed;
fire
doors
kep
t sh
ut;
reg
ula
r te
stin
g
of
alar
ms;
fireb
reak
gla
ss is
in p
lace
; al
l ro
ute
s ar
e unobst
ruct
ed;
liais
e w
ith F
ire
Saf
ety
Offic
er
□
Gas
lea
k pre
vention:
turn
ing o
ff g
as a
pplia
nce
s w
hen
not
in u
se;
regula
r m
ainte
nan
ce o
f sy
stem
s an
d b
oile
rs;
report
ing o
f su
spic
ious
odours
; en
sure
gas
det
ecto
rs a
re w
ork
ing;
keep
com
bust
ible
mat
eria
ls a
way
fr
om
gas
applia
nce
s
□
Flood p
reve
ntion
: tu
rnin
g o
ff t
aps
bef
ore
lea
ving t
he
bat
hro
om
, an
d
kitc
hen
; re
gula
r m
ainte
nan
ce o
f ap
plia
nce
s, d
rain
s, m
ainte
nan
ce o
f build
ings;
loca
tion o
f m
ain w
ater
supply
; pre
par
atio
n if
susc
eptible
to
floodin
g,
use
of
sand b
ags
□
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
14
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Intr
uder
pre
vention:
use
of
secu
rity
codes
to e
nte
r build
ings;
use
of
iden
tifica
tion b
adges
; use
of
signin
g in a
nd o
ut
books
; ch
ecki
ng
inhab
itan
ts a
nd r
esid
ents
; sa
fety
lock
s on
doors
and w
indow
s; s
ecurity
per
sonnel
on s
ite;
mai
nte
nan
ce o
f al
arm
s, C
CTV
□
Sec
urity
bre
ach p
reve
ntion:
pre
sence
of
secu
rity
per
sonnel
; re
gula
r ch
ecki
ng o
f occ
upan
ts o
f a
faci
lity;
use
of
staf
f id
entifica
tion;
use
of
secu
rity
codes
to e
nte
r fa
cilit
ies,
CCTV
8.2
Exp
lain
pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing in t
he
even
t of:
fire
gas
lea
k
floods
in
trudin
g
se
curity
bre
ach
□
In t
he
even
t of fire
: kn
ow
ledge
of fire
pro
cedure
s; a
ppro
priat
e use
of
fire
exi
t, e
xtin
guis
her
s an
d f
ire
bla
nke
ts;
calli
ng f
or
emer
gen
cy h
elp;
evac
uat
ion o
f in
div
idual
s
□
In t
he
even
t of
a gas
lea
k: s
afe
evac
uat
ion o
f th
e build
ing;
conta
ctin
g
emer
gen
cy s
ervi
ces;
not
ret
urn
ing t
o t
he
build
ing u
ntil it is
safe
to
do s
o
□
In t
he
even
t of
a flood:
turn
ing o
ff m
ain w
ater
supply
; tu
rn o
ff e
lect
rici
ty
and g
as,
safe
eva
cuat
ion o
f th
e build
ing,
conta
ctin
g e
mer
gen
cy s
ervi
ces;
use
of
war
nin
g n
otice
s to
pre
vent
acci
den
ts,
follo
w p
roce
dure
s
□
In t
he
even
t of in
trusi
on:
ensu
ring t
he
safe
ty o
f re
siden
ts/u
sers
of
the
serv
ice;
ensu
ring s
afet
y of
staf
f; r
oom
chec
ks;
conta
ctin
g e
mer
gen
cy
serv
ices
; ch
ecki
ng iden
tifica
tion o
f al
l pre
sent
□
In t
he
even
t of a
secu
rity
bre
ach:
asce
rtai
nin
g t
he
nat
ure
of
the
bre
ach
conta
ctin
g s
ecurity
per
sonnel
; ch
ecki
ng s
afet
y of
indiv
idual
s; s
afet
y of
staf
f; r
outinel
y ch
angin
g s
ecurity
codes
to e
nte
r fa
cilit
ies,
conta
ctin
g
emer
gen
cy s
ervi
ces
if r
equired
8.3
Exp
lain
how
you w
ould
en
coura
ge
oth
ers
to a
dher
e to
envi
ronm
enta
l sa
fety
pro
cedure
s
□
Enco
ura
ge
oth
ers
to a
dher
e to
pro
cedure
s th
rough t
rain
ing;
info
rmat
ion
leaf
lets
on leg
isla
tion a
nd p
ote
ntial
pen
alties
; pro
vide
equip
men
t to
co
mply
; ea
sily
vis
ible
wal
l post
ers
8.4
Exp
lain
the
import
ance
of
hav
ing a
n e
mer
gen
cy p
lan in
pla
ce t
o d
eal w
ith
unfo
rese
en inci
den
ts
□
The
import
ance
of
hav
ing a
pla
n in p
lace
— it
mee
ts s
pec
ific
nee
ds,
pro
vides
str
ateg
ies,
has
rep
ort
ing m
easu
res;
est
ablis
hes
auth
ority
, pro
vides
em
ergen
cy e
vacu
atio
n r
oute
s, e
nab
les
trai
nin
g,
enab
les
coord
inat
ion w
ith o
ther
agen
cies
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
9.1
D
escr
ibe
com
mon s
igns
and
indic
ators
of
stre
ss
□
Phys
ical
sig
ns
and s
ympto
ms
(nau
sea,
diz
zines
s, c
hes
t pai
n);
em
otional
si
gns
and s
ympto
ms
(irr
itab
ility
or
short
tem
per
, in
abili
ty t
o r
elax
, gen
eral
unhap
pin
ess)
; co
gnitiv
e si
gns
and s
ympto
ms,
(in
abili
ty t
o
conce
ntr
ate)
; beh
avio
ura
l si
gns
and s
ympto
ms,
(ea
ting m
ore
or
less
, sl
eepin
g t
oo m
uch
or
too little,
usi
ng a
lcohol, c
igar
ette
s, o
r dru
gs
to
rela
x)
9.2
D
escr
ibe
fact
ors
that
ten
d t
o
trig
ger
ow
n s
tres
s □
W
ork
fac
tors
, (c
han
ges
in r
outine,
dea
ling w
ith d
ifficu
lt s
ituat
ions,
pre
ssure
to m
eet
targ
ets,
per
sonal
fac
tors
); f
inan
cial
pro
ble
ms;
re
lationsh
ip a
nd fam
ily p
roble
ms;
maj
or
life
chan
ges
; ber
eave
men
t,
inju
ry o
r ill
nes
s
9
Under
stan
d h
ow
to
man
age
stre
ss
9.3
Eva
luat
e st
rate
gie
s fo
r m
anag
ing s
tres
s □
Eva
luat
e th
e use
fuln
ess
of
stra
tegie
s fo
r m
anag
ing s
tres
s; t
heo
ries
on
copin
g s
trat
egie
s —
inte
rnal
ly o
r ex
tern
ally
focu
sed,
emotional
or
solu
tion-f
ocu
sed;
atte
ndin
g s
tres
s tr
ainin
g p
rogra
mm
es;
rela
xation
tech
niq
ues
, (m
assa
ge,
yoga,
aro
mat
her
apy,
lis
tenin
g t
o m
usi
c);
alte
rnat
ive
ther
apie
s; p
hys
ical
act
ivity
and e
xerc
ise;
soc
ial st
rate
gie
s;
logic
al s
trat
egie
s; c
reat
ive
stra
tegie
s; f
aith
str
ateg
ies;
the
import
ance
of
emotional
wel
lbei
ng a
nd r
esili
ence
; under
stan
din
g a
nd r
ecog
nis
ing
indiv
idual
str
esso
rs a
nd t
akin
g t
ime
out;
com
par
ing a
nd c
ontr
ast
diffe
rent
stra
tegie
s an
d t
hei
r ef
fect
iven
ess
10.1
D
escr
ibe
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s ab
out
han
dlin
g m
edic
atio
n
□
Outc
om
e 9:
Man
agem
ent
of M
edic
ines
Reg
ula
tion 1
3 o
f th
e H
ealth a
nd
Soci
al C
are
Act
2008;
Han
dlin
g M
edic
ines
in S
oci
al C
are
Set
tings
Guid
ance
2007,
Roya
l Ph
arm
aceu
tica
l Soci
ety
of
Gre
at B
rita
in m
ain
poin
ts f
or
han
dlin
g m
edic
atio
n;
contr
olle
d d
rugs;
adm
inis
trat
ion o
f m
edic
atio
n;
reco
rd k
eepin
g;
stora
ge;
sel
f-ad
min
istr
atio
n;
staf
f tr
ainin
g;
tran
sfer
of m
edic
atio
n
10
Under
stan
d
pro
cedure
s re
gar
din
g
han
dlin
g
med
icat
ion
10.2
Exp
lain
why
med
icat
ion
must
only
be
han
dle
d
follo
win
g s
pec
ialis
t tr
ainin
g
□
Ensu
ring t
he
corr
ect
med
icat
ion;
corr
ect
dose
; co
rrec
t per
son;
corr
ect
tim
e; c
orr
ect
route
or
met
hod;
adm
inis
trat
ion b
y tr
ained
sta
ff;
staf
f ar
e aw
are
of
dos
age
and p
ote
ntial
sid
e ef
fect
s; p
atie
nt
confiden
ce;
med
icin
es a
re s
tore
d s
afel
y
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
10.3
Exp
lain
the
conse
quen
ces
of
han
dlin
g m
edic
atio
n w
ithout
spec
ialis
t tr
ainin
g
□
Ris
k of
adm
inis
tering inco
rrec
t m
edic
ine
and d
osa
ge;
lac
k of
rec
ord
ke
epin
g;
pote
ntial
ove
rdose
; fu
rther
illn
ess
and p
oss
ible
dea
th;
lack
of
pat
ient
safe
ty a
nd c
onfiden
ce;
litig
atio
n;
non
-com
plia
nce
to C
are
Qual
ity
Com
mis
sion (
CQ
C)
esse
ntial
sta
ndar
ds
of q
ual
ity
and s
afet
y
11.1
D
escr
ibe
the
mai
n p
oin
ts o
f fo
od s
afet
y st
andar
ds
in a
so
cial
car
e se
ttin
g
□
Food S
afet
y Act
1990;
Food S
afet
y (G
ener
al F
ood H
ygie
ne)
Reg
ula
tions,
1995,
Food H
ygie
ne
Reg
ula
tions
EU
2006 F
ood
Sta
ndar
ds
Agen
cy;
incl
udin
g s
ubse
quen
t am
endm
ents
to leg
isla
tion
11.2
Exp
lain
how
to:
st
ore
food
m
axim
ise
hyg
iene
when
han
dlin
g f
ood
dis
pose
of
food
□
Sto
ring:
use
of
cove
red c
onta
iner
s; c
orr
ect
tem
per
ature
; co
olin
g h
ot
food b
efore
ref
riger
atio
n;
avoid
ance
of
storing r
aw a
nd c
ook
ed m
eats
to
get
her
; ch
ecki
ng e
xpiry
dat
es;
separ
atio
n o
f m
eat,
pou
ltry
and f
ish;
mai
nte
nan
ce o
f re
frig
erat
ors
, ch
ecki
ng r
ubber
sea
ls;
def
rost
ing
regula
rly;
not
ove
rload
ing;
chec
king t
emper
ature
of
refr
iger
ators
re
gula
rly
□
Max
imis
e hyg
iene:
use
of
per
sonal
pro
tect
ive
equip
men
t (P
PE),
glo
ves,
ap
rons,
cov
erin
g h
air,
cove
ring c
uts
, use
of blu
e pla
ster
s; a
ccura
te
was
hin
g o
f han
ds;
dis
infe
ctio
n o
f su
rfac
es;
use
of
separ
ate
choppin
g
boar
ds
and u
tensi
ls f
or
diffe
rent
types
of fo
od;
was
hin
g c
hoppin
g b
oar
ds
with h
ot
soap
y w
ater
bet
wee
n u
ses;
ste
rilis
atio
n o
f co
oki
ng a
nd
pre
par
atory
equip
men
t; n
ot
allo
win
g p
ets
to s
it o
n s
urf
aces
wher
e fo
od
is p
repar
ed
□
Dis
posa
l of fo
od:
use
of cl
ose
d c
onta
iner
s; u
se o
f cl
ose
d b
ags;
cle
anin
g
spill
ages
; re
gula
r em
pty
ing o
f w
aste
and r
ubbis
h b
ins;
reg
ula
r cl
eanin
g
of
bin
s; s
epar
atio
n o
f fo
od f
rom
oth
er w
aste
11
Under
stan
d h
ow
to
han
dle
and
store
food s
afel
y
11.3
Exp
lain
the
pote
ntial
co
nse
quen
ces
of not
follo
win
g f
ood s
afet
y st
andar
ds
□
Legal
act
ion f
or
failu
re t
o c
om
ply
with leg
isla
tion a
nd indiv
idual
cas
es
rela
ting t
o h
arm
; putt
ing indiv
idual
s at
ris
k, f
ood p
ois
onin
g lea
din
g t
o
illnes
s an
d p
oss
ible
dea
th
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
152
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor. Learners will benefit from professionals who have knowledge of the various areas of health and safety, for example environmental safety, infection prevention and control, and food safety. Practical demonstrations, for example with regard to handwashing and other similar procedures should be included in class sessions where possible.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand the different responsibilities relating to health and safety in social care settings
Taught session on key legislation. Learners to take notes.
Taught session on policies and procedures. Learners to take notes.
Taught session on own responsibilities for health and safety. Class discussion.
Guest speaker on the responsibilities of employers and others for health and safety.
Assignment 1: Responsibilities in health and social care
Produce an information pack that identifies key health and safety legislation, policies and procedures, and identifies and explains the responsibilities of all relevant personnel.
Learning outcome 2: Understand risk assessments and their importance in relation to health and safety
Groupwork; learners identifying risks and hazards in a health and safety environment. Plenary. Taught session on risk assessments, the purpose and importance.
Taught session on risk assessments; the five steps. Learners using scenarios to implement the five steps. Groups give feedback to the class.
Taught session on addressing health and safety risks in social care settings.
Taught session on use of risk assessments and promoting health and safety.
Assignment 2: Risk assessments
Produce a booklet for staff who are returning to work in the sector after maternity leave. This should give all the relevant information about risk assessments, their importance and the steps to be taken. It should also explain the use of risk assessments to address dilemmas that might arise and their use in promoting health and safety in the setting.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
153
Topic and suggested assignments/activities and/assessment
Learning outcome 3: Understand procedures for responding to accidents and sudden illness
Taught session on types of accidents and sudden illness. Learners to make notes.
Taught session on procedures to follow. Groups working with scenarios to apply learning from this week and the previous week. Groups feed back to the class.
Taught session on agreed ways of working in the setting and the role of the emergency first aider. Learners to take notes.
Assignment 3: Managing accidents and illness
Produce an information pack describing the types of accidents and sudden illness that could occur in a social care setting and explaining the relevant procedures. You should also include an explanation of the reasons why emergency first aid should only be carried out by a qualified emergency first aider, and the consequences of tasks being carried out by someone else.
Learning outcome 4: Understand how to reduce the spread of infection
Taught session on potential infection routes/ways of supporting others to follow prescribed procedures. Learners to take notes (session 1).
Taught session on ways of supporting others (session 2).
Demonstration of handwashing techniques. Class to practise and discuss.
Taught session on considering own health and hygiene. Class discussion.
Taught session/demonstration; personal and protective equipment. Learners to take notes and practise use of equipment.
Taught session on own role in controlling and preventing the spread of infection.
Assignment 4: Infection prevention and control
Write an essay describing infection routes in the body and explaining and evaluating practices and procedures that contribute to the control and prevention of the spread of infection.
Learning outcome 5: Understand how to move and handle equipment and other objects safely
Taught session on key legislation and regulations. Learners to take notes.
Taught session on key principles of moving and handling. Use of training DVD to demonstrate techniques.
Taught session on use of mechanical aids to moving and handling. Internet search to find further examples of mechanical aids in current use.
Taught session on identifying and reporting potentially hazardous activities. Class discussion on reasons for hazards.
Assignment 5: Safe moving and handling
Produce a leaflet that describes the main points of key legislation and explains the principles of safe moving and handling and how these should be applied to relevant situations in social care.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
154
Topic and suggested assignments/activities and/assessment
Learning outcome 6: Understand the principles of assisting and moving an individual
Taught session on potential risks and hazards, reasons for specialist training. Class discussion.
Taught session on use of the care plan to ensure continuity of care, preservation of dignity, obtaining a valid consent. Class plenary.
Class plenary on full engagement of the individual throughout the process, reasons and benefits to individual.
Tutor-led discussion of consequences of carrying out the procedure without specialist training.
Assignment 6: Assisting and moving
Produce an information sheet that explains the reasons for undertaking specialist training before assisting and moving an individual, and the consequences of undertaking this without training. Also give the reasons for using the individual’s care plan and fully engaging with the individual, and the consequences of not doing so.
Learning outcome 7: Understand how to handle hazardous substances
Taught session on hazardous substances and materials, COSHH Regulations (2002). Class discussion (session 1).
Taught session on hazardous substances and materials, COSHH Regulations, (2002). Class discussion (session 2).
Taught session on safe practices with hazardous substances and materials. Groups working together to apply learning to scenarios and feeding back to the class.
Taught session on storing and recording. Internet research session and reporting back on findings.
Assignment 7: Safe practices
Produce an information sheet describing the types of hazardous substances to be found in social care settings and explaining the safe practices for storing, using and disposing of these. You should also add an explanation of the dangers of not following these safe practices.
Learning outcome 8: Understand how to promote environmental safety procedures in the social care setting
Taught session on preventing environmental emergencies in social care, Precautions to take and the emergency plan. Class discussion.
Taught session on dealing with emergencies in the social care setting and implementing the emergency plan.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
155
Topic and suggested assignments/activities and/assessment
Assignment 8: Promoting safety in the setting
Produce an environmental safety plan for a social care setting explaining:
a) the procedures for preventing and managing environmental emergencies
b) the benefits of having an emergency plan
c) how you would encourage others in the setting to adhere to environmental safety procedures.
Learning outcome 9: Understand how to manage stress
Taught session on common signs and symptoms of stress. Class discussion.
Tutor-led discussion on signs which indicate own stress. Accessing online stress assessment inventories.
Taught session on strategies for managing stress. Groups to evaluate strategies and feed back to the class.
Assignment 9: Managing stress
Write a letter to a counsellor describing the common signs and symptoms of stress that you have identified, describing the signs which indicate your own stress, and evaluating the strategies for managing stress.
Learning outcome 10: Understand procedures regarding handling medication
Taught session on guidelines for handling and administering medication in social care settings.
Taught session on obtaining valid consent and dealing with situations where this cannot be readily obtained, use of advocates and other professionals.
Taught session on preparation prior to administration; administration.
Taught session on recording, reporting and seeking advice where necessary.
Assignment 10: Handling medication
Produce a report that describes and explains the procedures regarding the handling of medication in social care settings and the consequences of not adhering to these.
Learning outcome 11: Understand how to handle and store food safely
Taught session on legislation and guidance. Class discussion.
Taught session on storing food safely. Class discussion.
Taught session on preparing food safely. Class discussion.
Taught session on disposing of food safely. Class discussion.
Assignment 11: Food safety
Produce an information sheet that describes and explains the main points for ensuring food safety, and the consequences of not adhering to these.
Review of unit and programme of assignments.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
156
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment can be designed in a variety of forms and the suggested programme can be adapted to meet local needs or the needs of particular groups of learners.
This is a large unit and tutors may wish to divide assessment into sections rather than presenting learners with an assignment which covers all 11 learning outcomes. Tutors should ensure that all of the assessment criteria are fully met for each learning outcome and that learners demonstrate full understanding of each topic at a standard acceptable for level 3. Tutors should ensure, when writing assignments, that the correct operative verbs are included, for example ‘describe’, ‘explain’ and ‘evaluate’.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2, 1.3, 1.4, 1.5, 1.6
Responsibilities in health and social care
As a senior care worker it is part of your role to provide new staff with relevant information. You will be producing an information pack on the roles and responsibilities in health and social care for the latest members of your staff team.
Information pack
2.1, 2.2, 2.3, 2.4, 2.5
Risk assessments
You have been asked by the owner of your workplace to provide an up-to-date booklet on risk assessments for staff returning to work after maternity leave.
Booklet
3.1, 3.2, 3.3, 3.4
Managing accidents and illness
Following your successful completion of a first-aid course, you have been asked to produce an information pack as a reminder for all staff.
Information pack
4.1, 4.2, 4.3, 4.4
Infection prevention and control
You have applied to become the named person responsible for infection and control in your setting. You have been asked to write an essay that demonstrates your understanding of the subject.
Essay
5.1, 5.2, 5.3, 5.4
Safe moving and handling
The leaflets in your setting have become worn and you have decided to produce new ones.
Leaflet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
157
Criteria covered
Assignment title
Scenario Assessment method
6.1, 6.2, 6.3
Assisting and moving
The setting’s information is out of date and you have been asked to produce a new sheet to advise staff.
Information sheet
7.1, 7.2, 7.3
Safe practices Your setting’s information is very out of date and you have decided to produce a new version which will be useful to all levels of staff.
Information Sheet
8.1, 8.2, 8.3, 8.4
Promoting safety in the setting
You have been appointed as the health and safety officer in your setting and are now required to produce an environmental safety plan to provide guidance for the staff.
Environmental safety plan
9.1, 9.2, 9.3
Managing stress
Your new role is stressful and you have decided to write to the setting’s counsellor about this.
Letter
10.1, 10.2, 10.3
Handling medication
Your manager has asked you to produce a short report on the procedures for handling medication in social care settings.
Report
11.1, 11.2, 11.3
Food safety As the health and safety officer for your setting, you are required to produce an information sheet on food safety as it affects the setting.
Information sheet
Suggested resources
Textbooks Ayling P — Knowledge Set for Infection Prevention and Control (Heinemann, 2007) ISBN 9780435402327
Railton D — Knowledge Set for Medication (Harcourt Education Ltd, 2007) ISBN 9780435402310
Magazines Community Care
Websites
www.food.gov.uk/safereating Food Standards Agency: Safer Food, Better Business
www.hse.gov.uk The Health and Safety Executive
www.nhs.uk/conditions/food-safety NHS: Food Safety
ec.europa.eu/social/main.jsp?catId=148
http://osha.europa.eu/en/legislation/index_html
Health and Safety at Work The EU Commission
European Health and Safety Legislation
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
158
Unit 16: Understand how to handle Information in Social Care Settings
Unit reference number: D/602/3119
QCF level: 3
Credit value: 1
Guided learning hours: 9
Unit aim This unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings. This unit is aimed at those who are interested in, or new to working in social care settings.
Unit introduction This unit gives learners the knowledge and understanding required to manage information in social care settings. Learners will examine the key legislation and codes of practice, which relate to handling information in social care settings and gain an understanding of how these inform good practice. The unit examines the correct procedures for both manual and electronic storage systems and their place in a modern social care setting. The unit will enable learners to support others in the management and handling of information and in the promoting of good practice.
Essential resources
Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs.
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
15
9
Learn
ing
ou
tcom
es,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
leg
isla
tion a
nd
codes
of
pra
ctic
e th
at r
elat
e to
han
dlin
g info
rmat
ion in
soci
al c
are
sett
ings
□
Rel
evan
t up-t
o-d
ate
legis
lation c
odes
of
pra
ctic
e re
lating t
o th
e re
cord
ing,
stora
ge
and s
har
ing o
f in
form
atio
n in s
oci
al c
are,
Confiden
tial
ity
Hea
lth a
nd S
oci
al C
are
Act
2008 (
Art
icle
60-8
0),
Hea
lth
and S
oci
al C
are
Act
2012 (
Sec
tion (
252-2
65);
Hum
an R
ights
Act
(Art
icle
8)
1998,
Dat
a Pr
ote
ctio
n A
ct (
Sec
tions:
1,
7,
10,
29,
35)
Dat
a Pr
ote
ctio
n
Prin
ciple
s (S
ched
ule
1)
1998,
Nat
ional
Hea
lth S
ervi
ces
Act
2006 (
Sec
tion
251),
Qual
ity
Car
e Com
mis
sion C
ode
of Pr
actice
on C
onfiden
tial
Per
sonal
In
form
atio
n 2
010;
incl
udin
g s
ubse
quen
t am
endm
ents
to
legis
lation
1
Under
stan
d
requirem
ents
for
han
dlin
g
info
rmat
ion in
soci
al c
are
sett
ings
1.2
Exp
lain
how
leg
al
requirem
ents
and c
odes
of
pra
ctic
e in
form
pra
ctic
e in
han
dlin
g info
rmat
ion
□
The
com
mon law
duty
of
confiden
ce,
legis
lation e
nfo
rces
duty
of
org
anis
atio
n t
o cr
eate
codes
of
pra
ctic
e; leg
isla
tion p
rovi
des
red
ress
and
enfo
rces
nec
essa
ry s
afeg
uar
ds
and a
ppro
priat
e use
s of
per
sonal
in
form
atio
n;
issu
es r
elat
ing t
o h
um
an r
ights
, th
e duty
of
confiden
tial
ity
as p
art
of th
e duty
of
care
, ac
cura
cy,
rete
ntion;
enfo
rce
secu
re
reco
rdin
g o
f an
d d
isposa
l of
info
rmat
ion;
syst
ems
of
man
ual
rec
ord
ing,
secu
rity
of el
ectr
onic
rec
ord
ing,
confiden
tial
ity
of
info
rmat
ion;
issu
es
rela
ting t
o s
ecure
sto
rage
of
info
rmat
ion;
secu
rity
of st
ore
d e
lect
ronic
dat
a, s
afet
y of
store
d m
anual
info
rmat
ion,
acce
ss t
o s
ecure
info
rmat
ion;
tim
e lim
its
for
storing info
rmat
ion iss
ues
rel
atin
g t
o s
har
ing info
rmat
ion;
free
dom
of
info
rmat
ion,
princi
ple
s of
confiden
tial
ity,
suppor
t ag
reed
w
ays
of
inte
r-ag
ency
and m
ulti-
agen
cy/i
nte
gra
ted w
ork
ing
2
Under
stan
d g
ood
pra
ctic
e in
han
dlin
g
info
rmat
ion in
soci
al c
are
sett
ings
2.1
Exp
lain
how
to m
ainta
in
reco
rds
that
are
up-t
o-d
ate,
co
mple
te,
accu
rate
and
legib
le
□
Under
stan
din
g t
he
feat
ure
s of both
man
ual
and e
lect
ronic
info
rmat
ion
stora
ge
syst
ems
to e
nsu
re s
ecurity
; en
cryp
tion,
secu
re p
assw
ord
s,
elec
tronic
audit t
rails
, se
cure
d I
T n
etw
ork
s, iden
tity
chec
ks,
secu
rity
pas
ses;
nec
essi
ty t
o k
eep r
ecord
s up-t
o-dat
e; a
ccura
cy o
f re
cord
ke
epin
g
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
pra
ctic
es t
hat
en
sure
sec
urity
when
sto
ring
and a
cces
sing info
rmat
ion
□
Follo
win
g info
rmat
ion g
ove
rnan
ce p
roce
dure
s, e
nsu
ring c
onfiden
tial
in
form
atio
n is
not
dis
close
d w
ithou
t co
nse
nt,
pre
venting a
ccid
enta
l dis
closu
re o
f in
form
atio
n,
pra
ctic
ing s
tric
t se
curity
mea
sure
s; s
hre
ddin
g
pap
er-b
ased
info
rmat
ion;
ensu
re t
he
secu
rity
of
acce
ss t
o re
cord
s an
d
report
s ac
cord
ing t
o leg
al a
nd o
rgan
isat
ional
pro
cedure
s; e
thic
al c
odes
or
pro
fess
ional
sta
ndar
ds;
the
import
ance
of ke
epin
g leg
ible
, ac
cura
te,
com
ple
te a
nd u
p-t
o-dat
e re
cord
s
2.3
D
escr
ibe
feat
ure
s of m
anual
an
d e
lect
ronic
info
rmat
ion
stora
ge
syst
ems
that
hel
p
ensu
re s
ecurity
□
Man
ual
sto
rage
syst
ems:
sig
ned
and d
ated
, ke
pt
in lock
ed s
tora
ge
area
s, s
har
ed o
n a
nee
d t
o k
now
bas
is
□
Ele
ctro
nic
sto
rage
syst
ems:
lev
els
of
acce
ss a
nd a
uth
orisa
tion b
uilt
into
th
e sy
stem
, re
ader
only
options,
usi
ng s
ecure
pas
sword
s, loggin
g o
ut
of
elec
tronic
dat
a sy
stem
s, t
imed
loc
k out
scre
ens,
oper
atin
g e
ffec
tive
in
ciden
t-re
port
ing p
roce
sses
3.1
Exp
lain
how
to s
upport
oth
ers
to u
nder
stan
d t
he
nee
d f
or
secu
re h
andlin
g o
f in
form
atio
n
□
Ensu
re t
hat
oth
ers
under
stan
d t
he
nee
d f
or
secu
re h
andlin
g o
f in
form
atio
n;
ensu
re t
hat
oth
ers
acce
ss r
elev
ant,
com
puls
ory
tra
inin
g in
info
rmat
ion g
ove
rnan
ce,
secu
re r
ecord
kee
pin
g;
pro
vide
acce
ssib
le
info
rmat
ion o
n g
uid
ance
and p
roce
dure
s on info
rmat
ion h
andlin
g,
up-t
o-
dat
e le
gis
lation;
ensu
re t
hat
oth
ers
are
fam
iliar
with p
roce
dure
s fo
r re
port
ing inci
den
ts r
elat
ing t
o a
ny
bre
ach o
f in
form
atio
n s
ecurity
; m
issi
ng,
lost
, dam
aged
or
stole
n info
rmat
ion o
r re
cord
s; t
he
import
ance
of
thoro
ugh a
nd r
elia
ble
com
munic
atio
n s
yste
ms
3
Under
stan
d h
ow
to
support
oth
ers
to
han
dle
info
rmat
ion
3.2
Exp
lain
how
to s
upport
oth
ers
to u
nder
stan
d a
nd
contr
ibute
to r
ecord
s
□
Exp
lain
im
port
ance
of
reco
rd k
eepin
g;
com
men
ting o
n f
acts
not
opin
ions;
evi
den
ce o
f th
eir
role
in s
upport
ing t
he
care
use
r in
-lin
e w
ith
the
care
pla
n;
report
ing a
ccura
te a
nd s
uffic
ient
info
rmat
ion t
o th
e ap
pro
priat
e peo
ple
; sh
arin
g r
elev
ant
info
rmat
ion r
elat
ing t
o a
ny
chan
ges
in
an indiv
idual
’s p
erso
nal
det
ails
; co
nditio
n o
r ca
re n
eeds;
pro
vide
up-
to-d
ate
trai
nin
g,
pro
vide
trai
nin
g m
anual
s fo
r re
cord
kee
pin
g
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
161
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has an understanding of the issues involved in handling information in social care settings. Emphasis must be placed upon accuracy and adherence to agreed practices in view of the sensitive nature of the information involved. Learners would benefit from familiarisation with social care records and other relevant documents.
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to unit and programme of assignments.
Learning outcome 1: Understand requirements for handling information in social care settings
Taught session on requirements for handling information. Class discussion.
Taught session on legal requirements and codes of practice. Learners working in groups applying learning to case studies and feeding back to the class.
Assignment 1: Legal requirements
Produce an information sheet identifying relevant legislation and codes of practice and explaining how these inform practice in handling information.
Learning outcome 2: Understand good practice in handling information in social care settings
Taught session on good practice in maintaining records. Class examining examples of records (non-confidential).
Taught session on ensuring security when storing and accessing records. Class discussion.
Taught session on ensuring security with manual and electronic storage of information. Class discussion.
Assignment 2: Good practice
Produce a leaflet that describes and explains the procedures that promote good practice in maintaining and storing manual and electronic records and ensure security.
Learning outcome 3: Understand how to support others to handle information
Taught session on supporting others to understand the need for security when handling information. Class discussion.
Taught session on helping others to maintain and contribute to records.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
162
Topic and suggested assignments/activities and/assessment
Assignment 3: Supporting others
Produce a leaflet that explains ways of supporting others to maintain and contribute to records while observing safety procedures.
Review of unit and programme of assignments.
Assessment
The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.
Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Assessment of this unit may be designed in any of a variety of formats and the suggested programme may be adapted to suit local needs or the needs of particular groups of learners. Tutors should ensure that learner evidence demonstrates a clear understanding of the sensitive nature of the information involved, an appreciation of the importance of maintaining accurate records, and ensuring that agreed procedures for secure storage are in place in the setting. Learners will need to demonstrate their understanding of security measures such as the use of secure passwords when storing electronic material and their grasp of the essential concept of confidentiality in all aspects of handling information in social care settings.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario Assessment method
1.1, 1.2 Legal requirements
As part of the application process for a new post at a residential setting for older adults, you have been asked to produce an information sheet on the legislation and codes of practice relating to information handling in social care.
Information sheet
2.1, 2.2, 2.3
Good practice The second part of the application process includes the production of a leaflet, which informs readers of good practice in maintaining and storing information.
Leaflet
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
163
Criteria covered
Assignment title
Scenario Assessment method
3.1, 3.2 Supporting others
You have successfully completed the application process and have been appointed to your new role. Your manager has been impressed with your writing skills and has asked you to produce another leaflet. This leaflet is concerned with supporting others in good practice.
Leaflet
Suggested resources
Textbooks Conway N and Donahue S – Core Themes for Care Assistants (Radcliffe Publishing, 2003) ISBN 9781857758016
Magazines Community Care
Websites
www.ic.nhs.uk/re-use-of-data NHS: The Information Centre
www.ico.gov.uk Information Commissioners Office
www.dh.gov.uk Department of Health
http://www.cqc.org.uk Care Quality Commission
http://www.legislation.gov.uk/ Up to date UK legislation
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
4
An
nexe A
Th
e E
dexce
l/B
TEC
qu
ali
fica
tio
n f
ram
ew
ork
fo
r th
e h
ealt
h a
nd
so
cial ca
re s
ect
ors
QC
F
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nally
rela
ted
qu
ali
fica
tio
ns
BTEC
Sh
ort
Co
urs
es
Occ
up
ati
on
al
8
7
6
5
4
BTEC H
igher
Nat
ional
s in
H
ealth a
nd S
oci
al C
are
3
GCE H
ealth a
nd S
oci
al C
are
Hig
her
Dip
lom
a in
Soci
ety,
H
ealth a
nd D
evel
opm
ent
Edex
cel BTEC L
evel
3
Cer
tifica
te,
Subsi
dia
ry
Dip
lom
a, D
iplo
ma
and
Ext
ended
Dip
lom
a in
Hea
lth
and S
oci
al C
are
Le
vel 3 D
iplo
ma
in H
ealth a
nd
Soci
al C
are
(Adults)
for
Engla
nd
Leve
l 3 D
iplo
ma
in H
ealth a
nd
Soci
al C
are
(Adults)
for
Wal
es
and N
ort
her
n I
rela
nd
Leve
l 3 D
iplo
ma
in H
ealth a
nd
Soci
al C
are
(Child
ren a
nd
Young P
eople
) fo
r W
ales
and
Nort
her
n I
rela
nd
2
GCSE (
Dou
ble
and S
ingle
Aw
ard)
in H
ealth a
nd S
oci
al
Car
e
Adva
nce
d D
iplo
ma
in S
oci
ety,
H
ealth a
nd D
evel
opm
ent
Foundat
ion D
iplo
ma
in
soci
ety,
Hea
lth a
nd
Dev
elopm
ent
Edex
cel BTEC L
evel
2
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
in
Hea
lth a
nd S
oci
al C
are
Le
vel 2 D
iplo
ma
in H
ealth a
nd
Soci
al C
are
(Adults)
for
Engla
nd
Leve
l 2 D
iplo
ma
in H
ealth a
nd
Soci
al C
are
(Adults)
for
Wal
es
and N
ort
her
n I
rela
nd
BA033388 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 a
nd L
evel
3 C
ertifica
tes
in
Pre
par
ing t
o W
ork
in A
dult S
oci
al C
are
– I
ssue
3 –
Sep
tem
ber
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
5
QC
F
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nally
rela
ted
qu
ali
fica
tio
ns
BTEC
Sh
ort
Co
urs
es
Occ
up
ati
on
al
1
BTEC L
evel
1
Aw
ard/C
ertifica
te/D
iplo
ma
in
Hea
lth a
nd S
oci
al C
are
Entr
y
BTEC E
ntr
y Le
vel Aw
ard in
Hea
lth a
nd S
oci
al C
are
(Entr
y 3)
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
166
Annexe B
Assessment requirements/strategy
The qualification is internally assessed and verified and externally verified according to Edexcel’s quality control processes and in line with Skills for Care and Development’s QCF Assessment principles, as set out in the Skills for Care and Development QCF Assessment Principles Statement below.
It is suggested that you include the SfCD principles first and then Edexcel’s statement on QA second.
Skills for Care and Development QCF Assessment Principles
Statement
1 Introduction
1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.
1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of awarding organisations that offer qualifications in the sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements.
1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements.
1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.
2 Assessment Principles
2.1 Assessment decisions for competence-based learning outcomes (eg those beginning with ‘to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.
2.2 Assessment decisions for competence-based learning outcomes must be made by an assessor qualified to make assessment decisions.
2.3 Competence-based assessment must include direct observation as the main source of evidence
2.4 Simulation may only be utilised as an assessment method for competence based LO where this is specified in the assessment requirements of the unit.
2.5 Expert witnesses can be used for direct observation where they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.
2.6 Assessment of knowledge-based learning outcomes (eg those beginning with ‘know’ or ‘understand’) may take place in or outside a real work environment.
2.7 Assessment decisions for knowledge-based learning outcomes must be made by an occupationally knowledgeable assessor.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
167
2.8 Assessment decisions for knowledge-based learning outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.
3 Internal quality assurance
3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.
4 Definitions
4.1 Occupationally competent:
This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.
4.2 Occupationally knowledgeable:
This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.
4.3 Qualified to make assessment decisions:
This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty, the SSC’s will be consulted.
4.4 Qualified to make quality assurance decisions:
Awarding organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.
4.5 Expert witness:
An expert witness must:
have a working knowledge of the QCF units on which their expertise is based
be occupationally competent in their area of expertise
have EITHER any qualification in assessment of workplace
performance OR a professional work role which involves evaluating the everyday practice of staff.
Those qualified to make Assessment and Quality Assurance Decisions
What does qualified to assess mean?
The assessment principles agreed by Skills for Care and Development for the suite of Health and Social care and Children and Young People’s Workforce qualifications state that, in addition to occupational knowledge/competence, assessors of QCF units must hold a suitable qualification.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
168
What qualifications are acceptable for assessors assessing QCF units?
This is an indicative list only, please check our website for the most up-to-date list in the FAQ section:
http://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/hsc/Pages/default.aspx
D32 Assess Candidate Performance and D33 Assess Candidate Using Differing
Sources of Evidence
A1 Assess Candidate Performance Using a Range of Methods and A2 Assessing
Candidates' Performance through Observation
QCF Level 3 Award in Assessing Competence in the Work Environment
(for competence/skills learning outcomes only)
QCF Level 3 Award in Assessing Vocationally Related Achievement
(for knowledge learning outcomes only)
QCF Level 3 Certificate in Assessing Vocational Achievement
Qualified Teacher Status
Certificate in Education in Post Compulsory Education (PCE)
Social Work Post Qualifying Award in Practice Teaching
Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
Diploma in Teaching in the Lifelong Learning sector (DTLLS)
Mentorship and Assessment in Health and Social Care Settings
Mentorship in Clinical/Health Care Practice
L&D9DI — Assessing workplace competence using Direct and Indirect methods (Scotland)
L&D9D — Assessing workplace competence using Direct methods (Scotland)
NOCN — Tutor/Assessor Award.
Skills for Care and Development has specified that awarding organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.
Those conducting the internal quality assurance decisions (internal verifiers) must:
hold, or be working towards, a suitable internal verifier qualification to confirm they understand how to internally verify assessments. By default, this is currently the internal verifier unit V1 (and by implication legacy D34 unit). In future, the suitable internal verifier qualification will be the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) but an appropriate equivalent may apply.
have sufficient and relevant technical/occupational familiarity in the unit(s) being verified
be fully conversant with the standards and assessment criteria in the units to be assessed
understand the awarding organisation’s quality assurance systems and requirements for this qualification.
BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012
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If a centre wishes to make an application to include other qualifications that they feel qualifies an individual to make assessment decisions, they should contact the Edexcel Business Manager in writing, giving full details of the qualification. The centre’s application will be considered in consultation with other awarding organisations and CWDC Skills for Care and Development to ensure a consistency of approach. Edexcel will maintain an up-to-date list of suitable qualifications on our website, www.edexcel.com
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