Qualification Specification - FutureQuals

Level 3 Diploma in ADULT CARE

Qualification SpecificationQualification Recognition Number: 603/2798/4Qualification Reference: L3DAC

www.futurequals.com

ThisdocumentiscopyrightundertheBerneConvention.Allrightsarereserved.Apartfromanyfairdealingforthepurposesofprivatestudy,research,criticismorreview,aspermittedundertheCopyright,DesignsandPatentsAct1998,nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorbyanymeans,electronic,electrical,chemical,mechanical,optical,photocopying,recordingorotherwise,withoutpriorwrittenpermissionofthecopyrightowner.EnquiriesshouldbeaddressedtoFutureAwardsandQualifications.Copyright©Future(AwardsandQualifications)Ltd2017

Contents

CentreRequirements..............................................................................................................1

1.1Introduction.......................................................................................................................1

1.2DataProtection..................................................................................................................2

1.3Complaints.........................................................................................................................2

1.4Enquiries.............................................................................................................................2 QualificationInformation........................................................................................................3

2.1QualificationOutline..........................................................................................................3

2.2AdditionalInformation.......................................................................................................4

2.3Progression.........................................................................................................................5

2.4AssessmentPrinciples........................................................................................................5

2.5QualificationStructure.......................................................................................................5

2.6BarredComponentsandExemptions...............................................................................10 AssessmentPrinciplesandComponentSpecifications........................................................11

3.1AssessmentPrinciples......................................................................................................11

3.2ComponentSpecifications................................................................................................16

3.4OptionalComponentSpecifications.................................................................................38 CentreInformation..............................................................................................................254

4.1CentreOperationsManual.............................................................................................254

4.2InitialAssessmentandCentreLearnerSupport.............................................................254

4.3IdentificationRequirementsandLearnerAuthenticity..................................................255

4.4LegalConsiderations......................................................................................................256

L3DAC_V2_14/12/17 (603/2798/4) Qualification Specification| 1

SectionOne

CentreRequirements

1.1Introduction

IntroductiontoFutureQuals

FutureQualsisforwardthinking,learnerandcustomer-focused,andcommittedtodeliveringinspiringlearningandskills.

OurValues“WeareaVisionary,Supportive,InnovativeandProfessionalAwardingOrganisationthatiscommittedtoexcellence.”

OurVision“Weenvisageaplaceinwhicheverylearnerrealisestheirfullpotential.”

OurMission“Toproviderespectedandvaluedqualificationsandassessmenttoenablequalityassuredlearning.”

FutureQualsisrecognisedtodeliverregulatedqualificationsbyOfqualinEngland,CCEARegulationinNorthernIreland,theScottishQualificationsAuthority(SQAAccreditation)andQualificationsWalestoofferacomprehensiveanddiverserangeofqualificationsacrossawiderangeofvocationalareasmanyofwhicharetransferableacrossindustriesandsectors.

AfulllistofFutureQualscurrentqualificationscanbeaccessedathttp://www.futurequalsquals.com

Wehavedevelopedagenuineunderstandingandinsightintoalltypesofeducationalorganisations,whichensuresthatwearehighlyresponsivetotheirneeds.Weofferawiderangeofbenefitsandsupportforourlearners,ourapprovedcentres,andtheirassessmentandqualityassuranceteams.

FutureQualsoffersawiderangeofbenefitsandsupportforallofoureducationalproductsandservicesincluding:

• VocationalqualificationsaccreditedbytheUKregulatorsandrecognisedbyemployers,universitiesandprofessionalbodies

• 24/7onlinemanagementsystemsfortheregistrationoflearners,ensuringhighlyefficientservicesandaccesstoassessmentandresults

• Adiverserangeofqualifications• Aflexibleapproachtoassessment• Anetworkofprofessionalswhoexamineandqualityassureourregulatedqualificationsand

assessments• Regularupdatesonnewdevelopmentsineducationandtraining• Unrivalledcustomerservicesupportandextensiveguidancematerials


IntroductiontoQualificationSpecification

WelcometotheFutureQualsSpecificationfortheFAQLevel3DiplomainAdultCare.Theaimofthisspecificationistoprovideourcentreswithguidancetoassistintheadministration,deliveryandassessmentofthisqualification.Itisrecommendedthatyoustudythisspecificationindetailandbecomefullyconversantwiththeproceduresandaccompanyingdocuments.

Thisspecificationisalivedocumentand,assuch,willbeupdatedwhenrequired.Centreswillbenotifiedwhenchangesaremade.ItistheresponsibilityoftheapprovedcentretoensurethemostuptodateversionoftheApprovedSpecificationisinuse.

Thisdocumentiscopyrightbutmaybecopiedbyapprovedcentresforthepurposeofassessinglearners.Itmayalsobecopiedbylearnersfortheirownuse.

1.2DataProtection

FutureQualsisregisteredwiththeDataProtectionActandhandlesalldatainaccordancewiththerequiredproceduresoftheAct.

1.3Complaints

FutureQualsaimstoconstantlymonitorthelevelsofserviceprovidedandreportonperformanceindicatorsonaregularbasis.Wewillendeavourtobeopenaboutthelevelsofserviceweaimtoofferallourcustomers.

However,ifwefallshortofexpectationsorourownstandards,wewanttogivetheopportunityforthoseaffectedtoprovidefeedbacksowecanputthingsright.

OurComplaintsPolicy,whichincludesinformationonhowtomakeacomplaint,canbefoundontheFutureQualswebsite.

1.4Enquiries

Anyenquiresrelatingtothisqualificationshouldbeaddressedto:

Future(AwardsandQualifications)LtdEMPHouseTelfordWayCoalvilleLeicestershireLE673HE

Tel:01530836662

E-mail:[email protected]:www.futurequals.com


SectionTwo

QualificationInformation

2.1QualificationOutline

PurposeandAims

TheFAQLevel3DiplomainAdultCareprovideslearnerswiththeknowledge,understandingandskillsrequiredtoworkasaLeadAdultCareWorker.

LeadAdultCareWorkersmakeapositivedifferencetosomeone’slifewhentheyarefacedwithphysical,practical,social,emotionalorintellectualchallenges.Theyareexpectedtoexercisejudgementandtakeappropriateactiontosupportindividualstomaintaintheirindependence,dignityandcontrol.Byprovidingleadership,guidanceanddirectionatthefrontlineofcaredelivery,theyareinstrumentalinimprovingthehealthandwellbeingofthosereceivingcareandsupport.

TheLevel3DiplomainAdultCareisthemandatoryqualificationrequiredfortheLeadAdultCareWorkerApprenticeship.

ThisqualificationsitsontheRegulatedQualificationsFramework(RQF)andisregulatedbyOfqual.Thesizeofthequalificationisillustratedbythenumberofcreditsrequiredtoachievethequalification.

TheTotalQualificationTime(TQT)forthisqualificationis:580hoursGuidedLearning(GL)forthisqualificationis:342hoursMinimumcreditsrequiredtoachievethequalification:58

Suitableforageranges:16-18,18+19+

Methodofassessment:• PortfolioofEvidence.• DirectobservationoflearnerbyAssessor• Professionaldiscussion• Learner’sownworkproducts• Learnerlog/reflectivediary• Activityplan/plannedactivity• Observationofchildren,youngpeopleoradultsbythelearner• Recognitionofpriorlearning• Reflectiononownpracticeinrealworkenvironment• Writtenandpictorialinformation–Knowledgeonly• Scenarioorcasestudy–knowledgeonly• Oralquestionsandanswers• ExpertWitnessevidence*-whendirectedbytheSectorSkillsCouncilorotherassessment

strategy/principles

* ExpertWitnessevidenceshouldbeusedinaccordancewiththerelevantassessmentstrategy/principles.


Thismethodmustbecarriedoutwithprofessionaldiscretion,andonlyselectedwhenobservationisnotappropriate.Thoseprovidinganexpertwitnesstestimonymustbeleadpractitionerswithexperienceofmakingjudgementsaroundcompetence.Thecircumstancesthatmayallowforanexpertwitnesstestimonyinclude:

• whenassessmentmaycausedistresstoanindividual,forexample,supportingachildwithaspecificneed

• aninfrequentlyoccurringsituation,forexample,dealingwithanaccidentorillness• confidentialsituations,forexample,safeguardingstrategymeetings,whereitwouldbe

inappropriateforanAssessortoobservethelearner’sperformance.ThisqualificationisinternallyassessedandinternallyqualityassuredbyCentrestaffandexternallyqualityassuredbyFutureQualsExternalQualityAdvisors(EQAs).Ifthemethodofassessmentincludesformativeassessmentssuchaspracticaltasks,writtenquestions,multiplechoice/shortanswerandknowledgeassessmenttaskswheresupervisionofalearnerassessmentisrequired,assessmentmustbeundertakeninlinewiththerequirementssetonintheFutureQualsInstructionsforConductingControlledAssessmentsPolicy.ThisdocumentispublishedonthePoliciesandProceduressectionoftheFutureQualswebsite.Grading:Thereisnospecificgradingcriteriaforthisqualification.Entryguidance:Therearenoformalqualificationentryrequirementsthatalearnermusthavecompletedbeforetakingthisqualificationandnorequirementforlearnerstohavepriorskills,knowledgeorunderstanding.2.2AdditionalInformation ThisqualificationisregulatedbytheOfficeoftheQualificationsandExaminationsRegulator(Ofqual)inEngland,https://register.ofqual.gov.uk/ItmaybeeligibleforpublicfundingasdeterminedbytheDepartmentforEducation(DfE)underSections96and97oftheLearningandSkillsAct2000Forinformationregardingpotentialsourcesoffundingpleasevisitthefollowingwebsites;https://hub.fasst.org.uk/Pages/default.aspxhttps://www.gov.uk/government/organisations/education-and-skills-funding-agencyor,contactyourlocalfundingoffice.YoushouldusetheQualificationAccreditationNumber(QAN)whenyouwishtoseekpublicfundingforyourlearners.Eachcomponentwithinaqualificationwillalsohaveauniquereferencenumber(ComponentReferenceNumber),whichislistedinthisspecification.Thequalificationtitleandcomponentreferencenumberswillappearonthelearner’sfinalcertificationdocument.LearnersneedtobemadeawareofthisdetailwhentheyarerecruitedbythecentreandregisteredwithFutureQuals.


2.3ProgressionTheLevel3DiplomainAdultCarecansupportprogressionontotheLevel4DiplomainAdultCare.2.4AssessmentPrinciplesTheFAQLevel3DiplomainAdultCaremustbeassessedaccordingtotheSkillsforCareandDevelopmentAssessmentPrinciples.2.5QualificationStructureToachievetheFAQLevel3DiplomainAdultCare,learnersmustachieveaminimumof580hoursTQTwhichisequivalentto58credits.Learnersmustachieve28creditsfromthemandatorycomponentsandaminimumof30creditsfromtheoptionalcomponents.Aminimumof43creditsmustbeachievedatLevel3orabove.

GroupM–Mandatory

ComponentNumber URN ComponentName Credit

Value Level

1 D/615/7919 PromoteCommunicationinCareSettings

3 3

2 J/615/9079 PromoteEffectiveHandlingofInformationinCareSettings

2 3

3 R/615/7917 PromotePersonalDevelopmentinCareSettings

3 3

4 T/615/7957 PromotePerson-CentredApproachesinCareSettings

6 3

5 Y/615/7921 PromoteEqualityandInclusioninCareSettings

2 3

6 Y/615/7918 PromoteHealth,SafetyandWellbeinginCareSettings

6 3

7 A/615/7748 ResponsibilitiesofaCareWorker 2 2

8 R/615/7920 DutyofCareinCareSettings 1 3

9 F/615/7718 SafeguardingandProtectioninCareSettings

3 2


GroupO1–OptionalComponents

ComponentNumber URN ComponentName Credit

Value Level

10 T/616/7887 SupportIndividualswhoareSubstanceUsers 7 3

11 A/616/7888 SupportIndividualswithMultipleConditionsand/orDisabilities 4 3

12 F/616/7889 SupportPerson-CentredThinkingandPlanning 5 3

13 J/615/7963 SupportIndividualswhoareBereaved 4 3

14 Y/615/7966 PrepareforandCarryOutExtendedFeedingTechniques 4 3

15 D/615/7970 ProvideSupporttoIndividualstoContinueRecommendedTherapies 3 3

16 T/616/7890IdentifythePhysicalHealthNeedsofIndividualswithMentalHealthNeedsandPlanAppropriateActions

5 4

17 A/616/7891EnableRightsandChoicesofIndividualswithDementiawhilstMinimisingRisks

4 3

18 D/616/7589UnderstandandEnableInteractionandCommunicationwithIndividualswithDementia

3 2

19 J/616/7893 IdentifyandActUponImmediateRiskofDangertoSubstanceMisusers 4 3

20 R/616/7895CarryOutInitialAssessmentstoIdentifyandPrioritisetheNeedsofSubstanceMisusers

5 3

21 D/616/7897 SupportthePromotionofAwarenessofSensoryLoss 3 3

22 H/616/7898 PromoteActiveSupport 5 3

23 R/615/7996 SupportIndividualstoManagetheirFinances 3 3

24 Y/615/7997 ObtainVenousBloodSamples 3 3

25 D/615/7998 ImplementTherapeuticGroupActivities 4 3

26 K/616/7899

AssistintheImplementationofProgrammestoIncreaseMobility,MovementandFunctionalIndependence

4 3

27 R/616/7900 UnderstandModelsofDisability 3 3


28 Y/615/8034 PromotePositiveBehaviour 6 3

29 K/616/7594 SupportuseofMedicationinSocialCareSettings 5 3

30 Y/616/7901 Equality,DiversityandInclusioninDementiaCarePractice 4 3

31 D/615/8035 SupportIndividualstoAccessandUseServicesandFacilities 4 3

32 H/616/7903 WorkwithFamilies,CarersandIndividualsduringTimesofCrisis 5 4

33 T/616/7906 SupportYoungPeoplewithaDisabilitytoMaketheTransitionintoAdulthood 5 3

34 H/615/7789 UnderstandMentalWellbeingandMentalHealthPromotion 3 3

35 H/615/7792 CausesandSpreadofInfection 2 2

36 M/616/7595 PrinciplesofSupportingandIndividualtoMaintainPersonalHygiene 1 2

37 F/615/8061 SupportIndividualstoAccessandManageDirectPayments 4 4

38 F/616/7908 FacilitatePerson-CentredAssessment,Planning,ImplementationandReview 6 3

39 Y/615/8082 WorkinPartnershipwithFamiliestoSupportIndividuals 3 3

40 J/616/7909 ServiceImprovementintheCareSector 3 3

41 J/615/8451 UnderstandtheProcessandExperienceofDementia 3 3

42 F/616/7911 SupportIndividualsintheUseofAssistiveTechnology 4 4

43 J/616/7912 UnderstandPhysicalDisability 3 3

44 L/616/7913 UnderstandPositiveRiskTakingforIndividualswithDisabilities 3 3

45 L/615/7804 MoveandPositionIndividualsinAccordancewiththeirCarePlan 4 2

46 Y/616/7915 SupportIndividualswithSelf-DirectedSupport 5 3

47 Y/615/7823 UnderstandMentalHealthProblems 3 3

48 D/615/8455 UnderstandtheLegal,PolicyandServiceFrameworkinMentalHealth 5 3

49 H/616/7917 AdministerOralNutritionalProductstoIndividuals 4 3


50 K/616/7918 SupportIndividualsthroughDetoxificationProgrammes 3 3

51 T/615/8476 SupportingIndividualswithLossandGriefBeforeDeath 2 3

52 M/616/7919 PromoteEffectiveCommunicationwithIndividualswithSensoryLoss 4 3

53 F/615/9033 UnderstandtheContextofSupportingIndividualswithLearningDisabilities 4 3

54 H/616/7920WorkwithOtherProfessionalsandAgenciestoSupportIndividualswithaPhysicalDisability

3 3

55 D/615/7838 ProvideSupporttoManagePainandDiscomfort 2 2

56 T/616/7601

UnderstandtheAdministrationofMedicationtoIndividualswithDementiausingaPerson-CentredApproach

2 3

57 A/616/7602 IntroductiontoPersonalisationinSocialCare 3 3

58 F/616/7603 SupportindividualstoMaintainPersonalHygiene 2 2

59 T/615/7876 ThePrinciplesofInfectionPreventionandControl 3 2

60 Y/615/8728 AwarenessoftheMentalCapacityAct2005 3 3

61 J/616/7604 ContributetotheEffectivenessofTeams 3 2

62 L/616/7605UnderstandtheRoleofCommunicationandInteractionswithIndividualswhohaveDementia

3 3

63 R/615/8730 ProvideSupporttoMaintainandDevelopSkillsforEverydayLife 4 3

64 Y/615/8731FacilitateLearningandDevelopmentActivitiestoMeetIndividualNeedsandPreferences

5 3

65 D/615/8732 EnableIndividualstoDevelopStrategiestoManagetheirBehaviour 8 3

66 H/615/8733 SupportPositiveRiskTakingforIndividuals 4 3

67 Y/616/7607 PurposeandPrinciplesofIndependentAdvocacy 4 3

68 L/615/8743 SupporttheSpiritualWellbeingofIndividuals 3 3


69 R/615/8744 ManagingSymptomsinEndofLifeCare 4 3

70 Y/615/8745RecogniseIndicationsofSubstanceMisuseandReferIndividualstoSpecialists

4 3

71 M/616/7922 PrinciplesofSelf-DirectedSupport 3 3

72 T/616/7923PrinciplesofSupportingYoungPeoplewithaDisabilitytomaketheTransitionintoAdulthood

3 3

73 A/616/7924 SupporttheDevelopmentofCommunityPartnerships 5 4

74 Y/616/7929 PreparetoSupportIndividualsWithinaSharedLivesArrangement 4 3

75 A/615/8754 DeliverTrainingthroughDemonstrationandInstruction 3 3

76 F/615/8755 SupportIndividualsDuringEmergencySituations 3 3

77 Y/615/7904 Cleaning,DecontaminationandWasteManagement 2 2

78 J/615/8756EnableIndividualswithMentalHealthProblemstoDevelopAlternativeCopingStrategies

4 4

79 R/616/7931DevelopandSustainEffectiveWorkingRelationshipswithStaffinOtherAgencies

4 3

80 Y/615/9037 CarefortheElderly 2 2

81 D/616/7933 EnableIndividualstoNegotiateFamiliarandUnfamiliarEnvironments 5 3

82 H/616/7609GainAccesstotheHomesofIndividuals,DealwithEmergenciesandEnsureSecurityonDeparture

2 2

83 K/616/7935 SupportIndividualsintheirRelationships 4 3

84 K/615/7910 UndertakePhysiologicalMeasurements 3 3

85 M/616/7936 PrepareEnvironmentsandResourcesforUseDuringHealthcare 3 2

86 T/616/7937 EndofLifeandDementiaCare 2 3

87 A/616/7938 UnderstandhowtoSupportIndividualswithAutisticSpectrumConditions 3 3

88 D/615/8777 SupportIndividualstoPrepareforandSettleintoNewHomeEnvironments 3 3


2.6BarredComponentsandExemptions

Componentswiththesametitleatdifferentlevels,orcomponentswiththesamecontent,cannotbecombinedinthesamequalification.

89 H/615/8778 SupportIndividualswithSpecificCommunicationNeeds 5 3

90 T/615/7912 UndertakeAgreedPressureAreaCare 4 2

91 F/616/7939 ContributetoRaisingAwarenessofHealthIssues 4 3

92 D/616/7611UnderstandandMeettheNutritionalRequirementsofIndividualswithDementia

3 3

93 D/615/8780 SupportIndividualsattheEndofLife 6 3

94 T/616/7940 ImplementthePositiveBehaviouralSupportModel 8 4

95 D/615/8813 AdministerMedicationtoIndividualsandMonitortheEffects 5 3

96 M/616/7614UnderstandtheDiversityofIndividualswithDementiaandtheImportanceofInclusion

3 3

97 T/616/7615UnderstandandEnableInteractionandCommunicationwithIndividualswhohaveDementia

4 3

98 A/616/7941 UnderstandtheImpactofAcquiredBrainInjuryonIndividuals 3 3

99 A/616/7616 ProvideActiveSupport 3 2

100 K/615/8815 SupportIndividualstoLiveatHome 4 3

101 J/615/9065 InteractwithandSupportIndividualsUsingTelecommunications 5 3

102 M/615/8816 UndertakeTissueViabilityRiskAssessments 3 3

103 T/615/8851ProvideSupportforIndividualswithCommunicationandInteractionDifficulties

5 3

104 D/615/8861AssistinImplementingTreatmentProgrammesforIndividualswithSeverelyReducedMovement/Mobility

5 3

105 F/615/8982 UnderstandLongTermConditionsandFrailty 3 3

106 M/615/9030 AssistintheAdministrationofOxygen 5 3


SectionThreeAssessmentPrinciplesandComponentSpecifications3.1AssessmentPrinciples

FutureQualsqualificationswillalwaysincludeAssessmentPrincipleswhethertheyhavebeendevelopedbyaSectorSkillsCouncil(SSC)orFutureQualsown.

SkillsforCareandDevelopmentAssessmentPrinciples1.Introduction1.1SkillsforCareandDevelopment(SfC&D)istheUKsectorskillscouncil(SSC)forsocialcare,children,earlyyearsandyoungpeople.ItsstructureforrealisingtheSSCremitisviaapartnershipoffourorganisations:CareCouncilforWales,NorthernIrelandSocialCareCouncil,ScottishSocialServicesCouncilandSkillsforCare(adultsocialcareonly).1.2Thisdocumentsetsouttheminimumexpectedprinciplesandapproachestoassessment,andshouldbereadalongsidequalificationregulatoryarrangementsandanyspecificrequirementssetoutforparticularqualifications.AdditionalinformationandguidanceregardingassessmentcanbeobtainedfromAwardingOrganisationsandfromSfC&Dpartnerorganisations1.3TheinformationisintendedtosupportthequalityassuranceprocessesofAwardingOrganisationsthatofferqualificationsintheSector.1.4WhereSkillsforCareandDevelopmentqualificationsarejointlysupportedwithSkillsforHealth,SkillforHealthassessmentprinciplesshouldalsobeconsidered:http://www.skillsforhealth.org.uk/images/standards/qcf/Assessment%20of%20Competence%20-%20Skills%20for%20Health%20Assessment%20Principles.pdf1.5Throughoutthisdocumentthetermunitisusedforsimplicity,butthiscanmeanmoduleoranyothersimilarterm.1.6Inallworkwewouldexpectassessorstoobserveandreviewlearnerspractisingcorevaluesandattitudesrequiredforqualitypractice.Theseincludeembracingdignityandrespect,rights,choice,equality,diversity,inclusion,individualityandconfidentiality.Alllearnersshouldfollowtheappropriatestandardsforconductandallthoseinvolvedinanyformofassessmentmustknowandembracethevaluesandstandardsofpracticesetoutinthesedocuments.1.7Assessorsshouldensurethatthevoicesandchoicesofpeoplewhouseservicesdrivetheirpracticeandthatoftheirlearner.Thiswillbeapparentthroughouttheevidenceprovidedforalearner’spractice’


2.AssessmentPrinciplesGoodpracticedictatesthefollowing:2.1LearnersmustberegisteredwiththeAwardingOrganisationbeforeformalassessmentcommences.2.2Assessorsmustbeabletoevidenceandjustifytheassessmentdecisionsthattheyhavemade.2.3Assessmentdecisionsforskillsbasedlearningoutcomesmustbemadeduringthelearner’snormalworkactivitybyanoccupationallyqualified,competentandknowledgeableassessor.2.4Skillsbasedassessmentmustincludedirectobservationasthemainsourceofevidence,andmustbecarriedoutoveranappropriateperiodoftime.Evidenceshouldbenaturallyoccurringandsominimisetheimpactonindividualswhousecareandsupport,theirfamiliesandcarers.2.5Anyknowledgeevidenceintegraltoskillsbasedlearningoutcomesmaybegeneratedoutsideoftheworkenvironment,butthefinalassessmentdecisionmustshowapplicationofknowledgewithintherealworkenvironment.2.6Assessmentdecisionsforskillsbasedlearningoutcomesmustbemadebyanassessorqualifiedtomakeassessmentdecisions.ItistheresponsibilityoftheAwardingOrganisationtoconfirmthattheirassessorsaresuitablyqualifiedtomakeassessmentdecisions.2.7Simulationmaynotbeusedasanassessmentmethodforskillsbasedlearningoutcomesexceptwherethisisspecifiedintheassessmentrequirements.Inthesecases,theuseofsimulationshouldberestrictedtoobtainingevidencewheretheevidencecannotbegeneratedthroughnormalworkactivity.Videooraudiorecordingshouldnotbeusedwherethiscompromisestheprivacy,dignityorconfidentialityofanyindividualorfamilyusingservices.2.8Wheretheassessorisnotoccupationallycompetentinaspecialistarea,expertwitnessescanbeusedfordirectobservationwheretheyhaveoccupationalexpertiseinthespecialistarea.Theuseofexpertwitnessesshouldbedeterminedandagreedbytheassessor,inlinewithinternalqualityassurancearrangementsandAwardingOrganisationrequirementsforassessmentofunitswithinthequalificationandthesector.Theassessorremainsresponsibleforthefinalassessmentdecision.2.9Whereanassessorisoccupationallycompetentbutnotyetqualifiedasanassessor,assessmentdecisionsmustrestwithaqualifiedassessor.Thismaybeexpressedthrougharobustcountersigningstrategythatsupportsandvalidatesassessmentdecisionsmadebyasyetunqualifiedassessors,untilthepointwheretheymeettherequirementsforqualification.2.10Witnesstestimonyfromothers,includingthosewhouseservicesandtheirfamilies,canenrichassessmentandmakeanimportantcontributiontotheevidenceusedinassessmentdecisions.2.11Assessmentofknowledgebasedlearningoutcomes

• maytakeplaceinoroutsideofarealworkenvironment• mustbemadebyanoccupationallyqualifiedandknowledgeableassessor,qualifiedtomake

assessmentdecisions• mustberobust,reliable,validandcurrent;anyassessmentevidenceusingpre-set

automatedtests,includinge-assessmentportfolios,mustmeettheserequirementsandcanonlycontributetooveralldecisionsmadebytheassessor


2.12ItistheresponsibilityoftheAwardingOrganisationtoensurethatthoseinvolvedinassessmentcandemonstratetheircontinuingprofessionaldevelopment,uptodateskills,knowledgeandunderstandingofpracticeatorabovetheleveloftheunit.2.13Regardlessoftheformofrecordingusedforassessmentevidence,theguidingprinciplemustbethatevidencegatheredforassessmentmustcomplywithpolicyandlegalrequirementsinrelationtoconfidentialityanddataprotection.Informationcollectedmustbetraceableforinternalandexternalverificationpurposes.Additionallyassessorsmustensuretheyaresatisfiedtheevidencepresentedistraceable,auditableandauthenticatedandmeetsassessmentprinciples.3QualityAssurance3.1Internalqualityassuranceiskeytoensuringthattheassessmentofevidenceisofaconsistentandappropriatequality.Thosecarryingoutinternalqualityassurancemustbeoccupationallyknowledgeableintheunittheyareassuringandbequalifiedtomakequalityassurancedecisions.ItistheresponsibilityoftheAwardingOrganisationtoconfirmthatthoseinvolvedininternalqualityassurancearesuitablyqualifiedforthisrole.3.2Thoseinvolvedininternalqualityassurancemusthavetheauthorityandtheresourcestomonitortheworkofassessors.Theyhavearesponsibilitytohighlightandproposewaystoaddressanychallengesintheassessmentprocess(egtoensuresuitableassessorsareassignedtoreflectthestrengthsandneedsofparticularlearners)3.3Thosecarryingoutexternalqualityassurancemustbeoccupationallyknowledgeableandunderstandthepolicyandpracticecontextofthequalificationsinwhichtheyareinvolved.ItistheresponsibilityoftheAwardingOrganisationtoconfirmthatthoseinvolvedinexternalqualityassurancearesuitablyqualifiedforthisrole.3.4Thoseinvolvedinexternalqualityassurancehavearesponsibilitytopromotecontinuousimprovementinthequalityofassessmentprocesses.4Definitions4.1Occupationallycompetent:ThismeansthateachassessormustbecapableofcarryingoutthefullrequirementsoftheareatheyareassessingOccupationalcompetencemaybeatunitlevelforspecialistareas:thiscouldmeanthatdifferentassessorsmaybeneededacrossawholequalificationwhilethefinalassessmentdecisionforaqualificationremainswiththeleadassessor.Beingoccupationallycompetentmeansalsobeingoccupationallyknowledgeable.Thisoccupationalcompetenceshouldbemaintainedannuallythroughclearlydemonstrablecontinuinglearningandprofessionaldevelopment.4.2Occupationallyknowledgeable:Thismeansthateachassessorshouldpossess,knowledgeandunderstandingrelevanttothequalificationsand/orunitstheyareassessing.Occupationallyknowledgeableassessorsmayassessatunitlevelforspecialistareaswithinaqualification,whilethefinalassessmentdecisionforaqualificationremainswiththeleadassessor.Thisoccupationalknowledgeshouldbemaintainedannuallythroughclearlydemonstrablecontinuinglearningandprofessionaldevelopment.


4.3Qualifiedtomakeassessmentdecisions:Thismeansthateachassessormustholdaqualificationsuitabletosupportthemakingofappropriateandconsistentassessmentdecisions.AwardingOrganisationswilldeterminewhatwillqualifythosemakingassessmentdecisionsaccordingtotheunitofskillsunderassessment.TheJointAwardingBodyQualityGroupmaintainsalistofassessorqualifications,seeAppendixC.4.4Qualifiedtomakequalityassurancedecisions:AwardingOrganisationswilldeterminewhatwillqualifythoseundertakinginternalandexternalqualityassurancestomakedecisionsaboutthatqualityassurance.4.5Expertwitness:Anexpertwitnessmust:

• haveaworkingknowledgeoftheunitsforwhichtheyareprovidingexperttestimony• beoccupationallycompetentintheareaforwhichtheyareprovidingexperttestimony• haveEITHERanyqualificationinassessmentofworkplaceperformanceORaworkrole

whichinvolvesevaluatingtheeverydaypracticeofstaffwithintheirareaofexpertise.4.6Witnesstestimony:Witnesstestimonyisanaccountofpracticethathasbeenwitnessedorexperiencedbysomeoneotherthantheassessorandthelearner.Witnesstestimonyhasparticularvalueinconfirmingreliabilityandauthenticity,particularlyintheassessmentofpracticeinsensitivesituations.Witnesstestimonyprovidessupportinginformationforassessmentdecisionsandshouldnotbeusedastheonlyevidenceofskills.AppendixASkillsforCareandDevelopmentpartnershipwebsitelinks

• http://www.ccwales.org.uk

• http://www.niscc.info

• http://www.skillsforcare.org.uk

• http://www.sssc.uk.com

• http://www.skillsforcareanddevelopment.org.ukAppendixBCodesandStandardsofConduct

• http://www.ccwales.org.uk/code-of-professional-practice/

• http://www.niscc.info/files/Standards%20of%20Conduct%20and%20Practice/WEB_OPTIMISED_91739_NISCC_Social_Care_Workers_Book_NAVY__PINK.pdf

• http://www.skillsforcare.org.uk/Standards/Code%20of%20Conduct/Code-ofConduct.aspx

• http://www.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-ofpractice


AppendixCGuidanceonOccupationalCompetenceQualificationsWales:

• QualificationFrameworkfortheSocialCareSectorinWaleshttp://www.ccwales.org.uk/qualification-framework/

• ListoftheRequiredQualificationsfortheEarlyYearsandChildcareSectorinWales

http://www.ccwales.org.uk/early-years-and-childcare-worker/

NIreland:• http://www.niscc.info/files/Publications/WorkforceDevelopmentDocumentFinal_27

_04_2015.pdfEngland:

• http://www.skillsforcare.org.uk/Qualifications-and-Apprenticeships/Adult-socialcare-qualifications/Adult-social-care-vocational-qualifications.aspx

Scotland:

• http://www.sssc.uk.com/workforce-development/qualification-information-forproviders/scottish-vocational-qualifications

AppendixC:Jointawardingbodyqualitygroup–assessorqualificationsD32AssessCandidatePerformanceandD33AssessCandidateUsingDifferingSourcesofEvidenceA1AssessCandidatePerformanceUsingaRangeofMethodsandA2AssessingCandidates'PerformancethroughObservationLevel3AwardinAssessingCompetenceintheWorkEnvironment(forcompetence/skillslearningoutcomesonly)Level3AwardinAssessingVocationallyRelatedAchievement(forknowledgelearningoutcomesonly)Level3CertificateinAssessingVocationalAchievementQualifiedTeacherStatusCertificateinEducationinPostCompulsoryEducation(PCE)SocialWorkPostQualifyingAwardinPracticeTeachingCertificateinTeachingintheLifelongLearningSector(CTLLS)DiplomainTeachingintheLifelongLearningsector(DTLLS)MentorshipandAssessmentinHealthandSocialCareSettingsMentorshipinClinical/HealthCarePracticeL&D9DI-AssessingworkplacecompetenceusingDirectandIndirectmethods(Scotland)L&D9D-AssessingworkplacecompetenceusingDirectmethods(Scotland)NOCN–Tutor/AssessorAwardLevel3AwardsandCertificateinAssessingtheQualityofAssessmentLevel4AwardsandCertificatesinAssuringtheQualityofAssessmentLevel3AwardinEducationandTrainingJABQGSept2014-Version5Level4CertificateinEducationandTrainingLevel5DiplomainEducationsandTraining


3.2ComponentSpecifications


Component1:PromoteCommunicationinCareSettingsComponentReferenceNumber:D/615/7919Level:3Credit:3GL:25024/ComponentSummaryThiscomponentisaimedatthosewhoworkincaresettingsorwithchildrenoryoungpeopleinawiderangeofsettings.Thecomponentisaboutthecentralimportanceofcommunicationinsuchsettings,andwaystoovercomebarrierstomeetindividualneedsandpreferencesincommunicationAssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0031Promoteeffectivecommunication

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandwhyeffectivecommunicationisimportantintheworksetting

1.1Identifythedifferentreasonspeoplecommunicate1.2Explainhowcommunicationaffectsrelationshipsintheworksetting1.3Explainwaystomanagechallengingsituations

2.Beabletomeetthecommunicationandlanguageneeds,wishesandpreferencesofindividuals

2.1Demonstratehowtoestablishthecommunicationandlanguageneeds,wishesandpreferencesofindividualsinordertomaximisethequalityoftheinteraction2.2Describethefactorstoconsiderwhenpromotingeffectivecommunication2.3Demonstratearangeofcommunicationmethodsandstylestomeetindividualneeds2.4Demonstratehowtorespondtoanindividual’sreactionswhencommunicating

3.Beabletoovercomebarrierstocommunication

3.1Explainhowpeoplefromdifferentbackgroundsmayuseand/orinterpretcommunicationmethodsindifferentways3.2Identifybarrierstoeffectivecommunication3.3Demonstratewaystoovercomebarrierstocommunication3.4Demonstratehowtousestrategiesthatcanbeusedtoclarifymisunderstandings3.5Explainhowtousecommunicationskillstomanagecomplex,sensitive,abusiveorchallengingsituationsandbehaviours


3.6Explainhowtoaccessextrasupportorservicestoenableindividualstocommunicateeffectively3.7Explainthepurposesandprinciplesofindependentadvocacy3.8Explainwhentoinvolveanadvocateandhowtoaccessadvocacyservices

4.Beabletoapplyprinciplesandpracticesrelatingtoconfidentiality

4.1Explainthemeaningofthetermconfidentiality4.2Demonstratewaystomaintainandpromoteconfidentialityinday-to-daycommunication4.3Describethepotentialtensionbetweenmaintaininganindividual’sconfidentialityanddisclosingconcerns

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsWorksettingmayincludeonespecificlocationorarangeoflocations,dependingonthecontextofaparticularworkrolePreferencesmaybebasedon:

• beliefs• values• culture

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerCommunicationmethodsmayinclude:

• non-verbalcommunicationo eyecontacto toucho physicalgestureso bodylanguageo behaviouro signlanguageo brailleo pictorialinformation

• verbalcommunication

o vocabularyo linguistictoneo pitch

• technologicalaidsServicesmayinclude:

• translationservices• interpretingservices


• speechandlanguageservices• advocacyservices


Component2:PromoteEffectiveHandlingofInformationinCareSettingsComponentReferenceNumber:J/615/9079Level:3Credit:2GL:16024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itcoverstheknowledgeandskillsneededtoimplementandpromotegoodpracticeinrecording,sharing,storingandaccessinginformation.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC31

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandrequirementsforhandlinginformationincaresettings

1.1Identifylegislationandcodesofpracticethatrelatetohandlinginformationincaresettings1.2Summarisethemainpointsoflegalrequirementsandcodesofpracticeforhandlinginformationincaresettings

2.Beabletoimplementgoodpracticeinhandlinginformation

2.1Describefeaturesofmanualandelectronicinformationstoragesystemsthathelpensuresecurity2.2Demonstratepracticesthatensuresecuritywhenstoringandaccessinginformation2.3Maintainrecordsthatareuptodate,complete,accurateandlegible2.4Supportauditprocessesinlinewithownroleandresponsibilities

3.Beabletosupportotherstohandleinformation

3.1Supportotherstounderstandtheneedforsecurehandlingofinformation3.2Supportotherstounderstandandcontributetorecords

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsOthersmayinclude:

• Teammembers• Colleagues• Individualsaccessingorcommissioningcareorsupport• Families,carersoradvocates


Component3:PromotePersonalDevelopmentinCareSettingsComponentReferenceNumber: R/615/7917Level:3Credit:3GL:10024/ComponentSummaryThiscomponentcoverspromotingpersonaldevelopmentincaresettings.Thisincludesbeingabletoreflectonownpracticeanduselearningopportunitiesinrelationtodevelopingownpractice.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0033DevelopyourpracticethroughreflectionandlearningGEN12Reflectonandevaluateyourownvalues,priorities,interestsandeffectivenessGEN13Synthesisenewknowledgeintothedevelopmentofyourownpractice

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandwhatisrequiredforcompetenceinownworkrole

1.1Describethedutiesandresponsibilitiesofownworkrole1.2Explainexpectationsaboutownworkroleasexpressedinrelevantstandards1.3Describehowtoworkeffectivelywithothers

2.Beabletoreflectonpractice 2.1Explaintheimportanceofreflectivepracticeincontinuouslyimprovingthequalityofserviceprovided2.2Reflectonpracticetoimprovethequalityoftheserviceprovided2.3Describehowownvalues,beliefsystemsandexperiencesmayaffectworkingpractice

3.Beabletoevaluateownperformance 3.1Evaluateownknowledge,performanceandunderstandingagainstrelevantstandards3.2Usefeedbacktoevaluateownperformanceandinformdevelopment

4.Beabletoagreeapersonaldevelopmentplan

4.1Identifysourcesofsupportforplanningandreviewingowndevelopment4.2Workwithotherstoreviewandprioritiseownlearningneeds,professionalinterestsanddevelopmentopportunities4.3Workwithotherstoagreeownpersonaldevelopmentplan

5.Beabletouselearningopportunitiesandreflectivepracticetocontributetopersonaldevelopment

5.1Evaluatehowlearningactivitieshaveaffectedpractice5.2Explainhowreflectivepracticehasledtoimprovedwaysofworking


5.3Explainwhycontinuingprofessionaldevelopmentisimportant5.4Recordprogressinrelationtopersonaldevelopment

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettings

Standardsmayinclude:• Codesofpractice• Regulations• Minimumstandards• Nationaloccupationalstandards

Othersmayinclude:• teammembers• othercolleagues• thosewhouseorcommissiontheirownhealthorsocialcareservices• families,carersandadvocates

Sourcesofsupportmayinclude:

• formalsupport• informalsupport• supervision• appraisal• withintheorganisation• beyondtheorganisation

Apersonaldevelopmentplanmayhaveadifferentnamebutwillrecordinformationsuchasagreedobjectivesfordevelopment,proposedactivitiestomeetobjectives,timescalesforreview,etc.ContinuingProfessionalDevelopment(CPD)Referstotheprocessoftrackinganddocumentingtheskills,knowledgeandexperiencethatyougainbothformallyandinformallyasyouwork,beyondanyinitialtraining.Itisarecordofwhatyouexperience,learnandthenapply.


Component4:PromotePerson-CentredApproachesinCareSettingsComponentReferenceNumber: T/615/7957Level:3Credit:6GL:39024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtoimplementandpromoteperson-centredapproaches.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4,5and6mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsSCDHSC0035PromotethesafeguardingofindividualsSCDHSC0332Promoteindividuals'positiveself-esteemandsenseofidentitySCDHSC0350SupportthespiritualwellbeingofindividualsSCDHSC0034PromotethesafeguardingofchildrenandyoungpeopleSCDHSC3111PromotetherightsanddiversityofindividualsGEN12Reflectonandevaluateyourownvalues,priorities,interestsandeffectiveness.

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtopromotetheapplicationofperson-centredapproachesincaresettings

1.1Explainhowandwhyperson-centredvaluesmustinfluenceallaspectsofhealthandadultcarework1.2Evaluatetheuseofcareplansinapplyingperson-centredvalues1.3Explainhowtocollateandanalysefeedbacktosupportthedeliveryofpersoncentredcareinlinewithrolesandresponsibilities

2.Beabletoworkinaperson-centredway 2.1Workwithanindividualandotherstofindouttheindividual’shistory,preferences,wishesandneeds2.2Demonstratewaystoputpersoncentredvaluesintopracticeinacomplexorsensitivesituation2.3Adaptactionsandapproachesinresponsetoanindividual’schangingneedsorpreferences

3.Beabletoestablishconsentwhenprovidingcareorsupport

3.1Analysefactorsthatinfluencethecapacityofanindividualtoexpressconsent3.2Establishconsentforanactivityoraction3.3Explainwhatstepstotakeifconsentcannotbereadilyestablished

4.Beabletoimplementandpromoteactiveparticipation

4.1Describedifferentwaysofapplyingactiveparticipationtomeetindividualneeds


4.2Workwithanindividualandotherstoagreehowactiveparticipationwillbeimplemented4.3Demonstratehowactiveparticipationcanaddresstheholisticneedsofanindividual4.4Demonstratewaystopromoteunderstandinganduseofactiveparticipation

5.Beabletosupporttheindividual’srighttomakechoices

5.1Supportanindividualtomakeinformedchoices5.2Useownroleandauthoritytosupporttheindividual’srighttomakechoices5.3Manageriskinawaythatmaintainstheindividual’srighttomakechoices5.4Describehowtosupportanindividualtoquestionorchallengedecisionsconcerningthemthataremadebyothers

6.Beabletopromoteindividuals’wellbeing 6.1Explainthelinksbetweenidentity,self-imageandself-esteem6.2Analysefactorsthatcontributetothewellbeingofindividuals6.3Supportanindividualinawaythatpromotestheirsenseofidentity,self-imageandself-esteem6.4Demonstratewaystocontributetoanenvironmentthatpromoteswellbeing

7.Understandtheroleofrisk-assessmentinenablingaperson-centredapproach

7.1Comparedifferentusesofrisk-assessmentincaresettings7.2Explainhowrisk-takingandrisk-assessmentrelatetorightsandresponsibilities7.3Explainwhyrisk-assessmentsneedtoberegularlyrevised

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsPerson-centredvaluesinclude:

• Individuality• Rights• Choice• Privacy• Independence• Dignity• Respect• Partnership• Care• Compassion• Courage


• Communication• Competence

Acareplanmaybeknownbyothernamese.g.supportplan,individualplan.Itisthedocumentwhereday-to-dayrequirementsandpreferencesforcareandsupportaredetailedAnindividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerOthersmayinclude:

• Teammembersandcolleagues• Otherprofessionals• Individualswhorequirecareorsupport• Families,friends,advocatesorotherswhoareimportanttoindividuals

Preferencesmaybebasedon:


Complexorsensitivesituationsmayincludethosethatare:

• Distressingortraumatic• Threateningorfrightening• Likelytohaveseriousimplicationsorconsequences• Ofapersonalnature• Involvingcomplexcommunicationorcognitiveneeds

Consentmeansinformedagreementtoanactionordecision;theprocessofestablishingconsentwillvaryaccordingtoanindividual’sassessedcapacitytoconsentActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;individualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipientWellbeingmayincludeaspectsthatare:

• social• emotional• cultural• spiritual• intellectual• economic• physical• mental


Component5:PromoteEqualityandInclusioninCareSettingsComponentReferenceNumber: Y/615/7921Level:3Credit:2GL:18024/ComponentSummaryThiscomponentisaimedatthosewhoworkininawiderangeofcaresettings.Thecomponentcoverstheconceptsofequality,diversityandinclusionwhicharefundamentaltosuchroles.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC3111Promotetherightsanddiversityofindividuals

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofdiversity,equalityandinclusion

1.1Explainwhatismeantby:• diversity• equality• inclusion• discrimination

1.2Describetheeffectsofdiscrimination1.3Explainhowinclusivepracticepromotesequalityandsupportsdiversity

2.Beabletoworkinaninclusiveway 2.1Explainhowlegislation,policyandcodesofpracticerelatingtoequality,diversityanddiscriminationapplytoownworkrole2.2Workwithindividualsinawaythatrespectstheirbeliefs,culture,valuesandpreferences

3.Beabletopromotediversity,equalityandinclusion

3.1Modelinclusivepractice3.2Supportotherstopromoteequalityandrights3.3Describehowtochallengediscriminationinawaythatpromoteschange

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsEffectsmayincludeeffectson:

• Theindividual• Familiesorfriendsoftheindividual• Thosewhoinflictdiscrimination• Widersociety


Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Preferencesmaybebasedon:


Othersmayinclude:

• Teammembers• Othercolleagues• Thosewhouseorcommissiontheirownhealthorsocialcareservices• Families,carersandadvocates


Component6:PromoteHealth,SafetyandWellbeinginCareSettingsComponentReferenceNumber: Y/615/7918Level:3Credit:6GL:45024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtopromoteandimplementhealth,safetyandwellbeingintheirworksetting.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,4,5,6,7,and8mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0032Promotehealth,safetyandsecurityintheworksettingInfectionPreventionandControlNOS:IPC2,IPC4,IPC6

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandownresponsibilities,andtheresponsibilitiesofothers,relatingtohealthandsafety

1.1Identifylegislationrelatingtohealthandsafetyinacaresetting1.2Explainthemainpointsofhealthandsafetypoliciesandproceduresagreedwiththeemployer1.3 Analyse the main health and safetyresponsibilitiesof:

• self• theemployerormanager• othersintheworksetting

1.4Identifyspecifictasksintheworksettingthatshouldnotbecarriedoutwithoutspecialtraining

2.Beabletocarryoutownresponsibilitiesforhealthandsafety

2.1Usepoliciesandproceduresorotheragreedwaysofworkingthatrelatetohealthandsafety2.2Supportothers’understandingofhealthandsafetyandfollowagreedsafepractices2.3Monitorpotentialhealthandsafetyrisks2.4Useriskassessmentinrelationtohealthandsafety2.5Minimisepotentialrisksandhazards2.6Accessadditionalsupportorinformationrelatingtohealthandsafety

3.Understandproceduresforrespondingtoaccidentsandsuddenillness

3.1Describedifferenttypesofaccidentsandsuddenillnessthatmayoccurinownworksetting


3.2Explainprocedurestobefollowedifanaccidentorsuddenillnessshouldoccur

4.Beabletoreducethespreadofinfection 4.1Explainownroleinsupportingotherstofollowpracticesthatreducethespreadofinfection4.2Describethecausesandspreadofinfection4.3DemonstratetheuseofPersonalProtectiveEquipment(PPE)4.4Washhandsusingtherecommendedmethod4.5Demonstratewaystoensurethatownhealthandhygienedonotposearisktoanindividualortoothersatwork

5.Beabletomoveandhandleequipmentandotherobjectssafely

5.1Explainthemainpointsoflegislationthatrelatetomovingandhandling5.2Explaintheprinciplesforsafemovingandhandling5.3Moveandhandleequipmentandotherobjectssafely

6.Beabletohandlehazardoussubstancesandmaterials

6.1Describetypesofhazardoussubstancesthatmaybefoundintheworksetting6.2Usesafepracticeswhen:

• Storinghazardoussubstances• Usinghazardoussubstances• Disposingofhazardoussubstances

andmaterials7.Beabletopromotefiresafetyintheworksetting

7.1Describepracticesthatpreventfiresfrom:

• starting• spreading

7.2Demonstratemeasuresthatpreventfiresfromstarting7.3Explainemergencyprocedurestobefollowedintheeventofafireintheworksetting7.4Ensureclearevacuationroutesaremaintainedatalltimes

8.Beabletoimplementsecuritymeasuresintheworksetting

8.1Followagreedproceduresforcheckingtheidentityofanyonerequestingaccessto:

• Premises• Information

8.2Usemeasurestoprotectownsecurityandthesecurityofothersintheworksetting8.3Explaintheimportanceofensuringthatothersareawareofownwhereabouts

9.Knowhowtomanagestress 9.1Describecommonsignsandindicatorsofstressinselfandothers9.2Analysefactorsthatcantriggerstress


9.3Comparestrategiesformanagingstressinselfandothers9.4Explainhowtoaccesssourcesofsupport

AdditionalInformationCaresettingsmayincludehealth,adultcareorchildrenandyoungpeople’ssettingsPoliciesandproceduresmayincludeotheragreedwaysofworkingaswellasformalpoliciesandprocedures.Othersmayinclude:


Worksettingmayincludeonespecificlocationorarangeoflocations,dependingonthecontextofaparticularworkrole.Tasksthatthelearnershouldnotcarryoutwithoutspecialtrainingmayincludethoserelatingto:

• Useofequipment• Firstaid• Medication• Healthcareprocedures• Foodhandlingandpreparation

UseofPersonalProtectiveEquipment(PPE)ThelearnermustknowthedifferenttypesofPPEandhowtousePPEcorrectlyandappropriatelyintheirworkenvironment.Appropriateusemay,insomecases,meanafterconsiderationPPEisnotrequired.Stresscanhavepositiveaswellasnegativeeffects,butinthiscomponentthewordisusedtorefertonegativestress.Sourcesofsupportmayinclude:

• Formalsupport• Informalsupport• Supervision• Appraisal• Withintheorganisation• Beyondtheorganisation


Component7:ResponsibilitiesofaCareWorkerComponentReferenceNumber: A/615/7748Level:2Credit:2GL:16024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtounderstandthenatureofworkingrelationships,workinwaysthatareagreedwiththeemployerandworkinpartnershipwithothers.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2and3mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0023Developyourownknowledgeandpractice.SCDHSC0024Supportthesafeguardingofindividuals.

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandworkingrelationshipsincaresettings

1.1Explainhowaworkingrelationshipisdifferentfromapersonalrelationship1.2Describedifferentworkingrelationshipsincaresettings

2.Beabletoworkinwaysthatareagreedwiththeemployer

2.1Describewhyitisimportanttoadheretotheagreedscopeofthejobrole2.2Accessfullandup-to-datedetailsofagreedwaysofworking2.3Workinlinewithagreedwaysofworking2.4Contributetoqualityassuranceprocessestopromotepositiveexperiencesforindividualsreceivingcare

3.Beabletoworkinpartnershipwithothers 3.1Explainwhyitisimportanttoworkinpartnershipwithothers3.2Demonstratewaysofworkingthatcanhelpimprovepartnershipworking3.3Identifyskillsandapproachesneededforresolvingconflicts3.4Accesssupportandadviceabout:

• partnershipworking• resolvingconflicts

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsAgreedwaysofworkingincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employers


Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Othersmayinclude:

• Teammembersandcolleagues• Otherprofessionals• Individualpeoplewhorequirecareorsupport• Families,friends,advocatesorotherswhoareimportanttoindividualpeople


Component8:DutyofCareinCareSettingsComponentReferenceNumber: R/615/7920Level:3Credit:1GL:8024/ComponentSummaryThiscomponentisaimedatthosewhoworkinawiderangeofsettings.Itintroduceswaystoaddressthedilemmas,conflictsorcomplaintsthatmayarisewherethereisadutyofcareAssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0023DevelopyourownknowledgeandpracticeSCDHSC0024SupportthesafeguardingofindividualsSCDHSC0227ContributetoworkinginpartnershipwithcarersSCDHSC0034PromotethesafeguardingofchildrenandyoungpeopleSCDHSC0035Promotethesafeguardingofindividuals

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowdutyofcarecontributestosafepractice

1.1Explainwhatitmeanstohaveadutyofcareinownworkrole1.2Explainhowdutyofcarerelatestodutyofcandour1.3Explainhowdutyofcarecontributestothesafeguardingorprotectionofindividuals

2.Knowhowtoaddressconflictsordilemmasthatmayarisebetweenanindividual’srightsandthedutyofcare

2.1Describeconflictsordilemmasthatmayarisebetweenthedutyofcareandanindividual’srights2.2Describehowtomanagerisksassociatedwithconflictsordilemmasbetweenanindividual’srightsandthedutyofcare2.3Explainwheretogetadditionalsupportandadviceaboutconflictsanddilemmas

3.Knowhowtorespondtocomplaints 3.1Describehowtorespondtocomplaints3.2Explainpoliciesandproceduresrelatingtothehandlingofcomplaints

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Policiesandproceduresmayincludeotheragreedwaysofworkingaswellasformalpoliciesandprocedures.


Component9:SafeguardingandProtectioninCareSettingsComponentReferenceNumber: F/615/7718Level:2Credit:3GL:26024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofcaresettings.Thiscomponentcoverstheimportantareaofsafeguardingindividualsfromabuse.Itidentifiesdifferenttypesofabuseandthesignsandsymptomsthatmightindicateabuseisoccurring.Itconsiderswhenindividualsmightbeparticularlyvulnerabletoabuseandwhatalearnermustdoifabuseissuspectedoralleged.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0024SupportthesafeguardingofindividualsSCDHSC0035Promotethesafeguardingofindividuals

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandprinciplesofsafeguardingadults

1.1Explainthetermsafeguarding1.2Explainownroleandresponsibilitiesinsafeguardingindividuals1.3Definethefollowingterms:

• Physicalabuse• Domesticabuse• Sexualabuse• Emotional/psychologicalabuse• Financial/materialabuse• Modernslavery• Discriminatoryabuse• Institutional/organisationalabuse• Self-neglect• Neglectbyothers

1.4Describeharm1.5Describerestrictivepractices

2.Knowhowtorecognisesignsofabuse 2.1Identifythesignsand/orsymptomsassociatedwitheachofthefollowingtypesofabuse:

• Physicalabuse• Domesticabuse• Sexualabuse• Emotional/psychologicalabuse• Financial/materialabuse• Modernslavery• Discriminatoryabuse• Institutional/organisationalabuse


• Self-neglect• Neglectbyothers

2.2Describefactorsthatmaycontributetoanindividualbeingmorevulnerabletoabuse

3.Knowhowtorespondtosuspectedorallegedabuse

3.1Explaintheactionstotakeiftherearesuspicionsthatanindividualisbeingabused3.2Explaintheactionstotakeifanindividualallegesthattheyarebeingabused3.3Identifywaystoensurethatevidenceofabuseispreserved

4.Understandthenationalandlocalcontextofsafeguardingandprotectionfromabuse

4.1Identifyrelevantlegislation,nationalpoliciesandlocalsystemsthatrelatetosafeguardingandprotectionfromabuse4.2Explaintherolesofdifferentagenciesinsafeguardingandprotectingindividualsfromabuse4.3Identifyfactorswhichhavefeaturedinreportsintoseriouscasesofabuseandneglect4.4Identifysourcesofinformationandadviceaboutownroleinsafeguardingandprotectingindividualsfromabuse,includingwhistleblowing4.5Identifywhentoseeksupportinsituationsbeyondyourexperienceandexpertise

5.Understandwaystoreducethelikelihoodofabuse

5.1Explainhowthelikelihoodofabusemaybereducedby:

• workingwithpersoncentredvalues• encouragingactiveparticipation• promotingchoiceandrights• supportingindividualswith

awarenessofpersonalsafety5.2Explaintheimportanceofanaccessiblecomplaintsprocedureforreducingthelikelihoodofabuse5.3Outlinehowthelikelihoodofabusecanbereducedbymanagingriskandfocusingonprevention

6.Knowhowtorecogniseandreportunsafepractices

6.1Describeunsafepracticesthatmayaffectthewellbeingofindividuals6.2Explaintheactionstotakeifunsafepracticeshavebeenidentified6.3Describetheactionstotakeifsuspectedabuseorunsafepracticeshavebeenreportedbutnothinghasbeendoneinresponse

7.Understandprinciplesforonlinesafety 7.1Describethepotentialriskspresentedby:


• theuseofelectroniccommunicationdevices

• theuseoftheinternet• theuseofsocialnetworkingsites• carryingoutfinancialtransactions

online7.2Explainwaysofreducingtheriskspresentedbyeachofthesetypesofactivity7.3Explaintheimportanceofbalancingmeasuresforonlinesafetyagainstthebenefitstoindividualsofusingelectronicsystemsanddevices

AdditionalInformationCaresettingse.g.Adult,childrenandyoungpeople’shealthsettingsandadultcaresettingsDomesticabuseshouldincludeactsofcontrolandcoercionFactorsmayinclude:

• asettingorsituation• theindividual

AnindividualwillusuallymeanthepersonsupportedbythelearnerbutmayincludethoseforwhomthereisnoformaldutyofcareTheactionstotakeconstitutethelearner’sresponsibilitiesinrespondingtoallegationsorsuspicionsofabuse.Theyincludeactionstotakeiftheallegationorsuspicionimplicates:

• Acolleague• Someoneintheindividual’spersonalnetwork• Thelearner• Thelearner’slinemanager• Others

Localsystemsmayinclude:

• employer/organisationalpoliciesandprocedures• multi-agencyadultprotectionarrangementsforalocality

WhistleblowingAwhistleblowerisapersonwhoexposesanykindofinformationoractivitythatisdeemedillegal,unethicalornotcorrectPersoncentredvaluesinclude:

• Individuality• Rights• Choice• Privacy• Independence• Dignity• Respect• Partnership


• Care• Compassion• Courage• Communication• Competence

Activeparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipientUnsafepracticesmayinclude

• poorworkingpractices• resourcedifficulties• operationaldifficulties

Wellbeingmayincludeaspectsthatare:

• Social• Emotional• Cultural• Spiritual• Intellectual• Economic• Physical• Mental


3.4OptionalComponentSpecifications


Component10:SupportIndividualswhoareSubstanceUsersComponentReferenceNumber:T/616/7887Level:3Credit:7GL:42024/ComponentSummaryThiscomponentisforthosewhosupportindividualswhoaresubstanceusersbyenablingthemtoadoptsafepractices,providingcareandsupportfollowinganepisodeofsubstanceuseandsupportingindividuals’effortstoreduceorceasesubstanceuse.Substanceswouldincludealcohol,opiates,hallucinogenics,amphetamines,cannabis,prescribedmedication,solventsandothervolatilesubstances;theirusemaybeexperimental,recreationalordependent.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Anyskills-basedelementwithinthecomponentmustbeassessedwithintheworkplaceorbyusingworkplaceevidence.Simulationisnotpermittedforthiscomponent.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandaboutdifferentsubstances,theireffectsandhowtheymightbeused

1.1Explainlegislation,policiesandguidelinesontheuseandstorageofsubstances1.2Identifythedifferentsubstanceswhichindividualsmightuse,howtheyareusedandtheirlikelyeffects1.3Identifytherisksinvolvedwithsubstanceusebothintheshortandthelongterm

2.Beabletoenableindividualstoadoptsafepracticesassociatedwithsubstanceuse

2.1Explainfactorsthatinfluenceindividualstousesubstancesandreasonswhyindividualsdecidetoreduceorceasesubstanceuse2.2Supportindividualstodiscusstheircircumstancesandhistoryofsubstanceuse2.3Communicatewithindividualsinamannerthatmaximisestheindividualsunderstanding2.4Adviseindividualsonwaysinwhichmethodsofsubstanceuseandactivitiesaffectedbyitcanbepractisedmoresafely2.5Supportindividualstodisposeofhazardousmaterialsandequipmentsafely2.6Describeharmreductionstrategiesandhowandwhythesemaydifferfromindividualtoindividual


2.7Identifythepotentialeffectsanddifficultiesthatarelikelytoariseinattemptingtoceaseorreducesubstanceuseandthestrategies/methodsforalleviatingthem

3.Supportindividualswhentheyhaveusedsubstances

3.1Explainrelevantpoliciesandproceduresforthesupportofindividualswhohaveusedsubstances3.2Supportindividualsinamannerappropriatetothesubstanceused,theeffectwhichthesubstancehashadandtheconditionoftheindividual3.3Demonstratehowtomaketheenvironmentassafeaspossible,includinghowandwhentomoveindividualsfortheirownsafety3.4Supportindividualstomeettheirownneedsandrequirementsaftertheeffectsofthesubstancehavewornoff3.5Showwhenandhowtorequestfurthersupportandassistance3.6Reportinformationaboutepisodesofsubstanceusetoanappropriatepersonandrecorditintherequiredformat

4.Supportindividualsinreducingsubstanceuse

4.1Identifythespecialistagenciesandsupportnetworksinvolvedinsupportingsubstanceusers4.2Assistindividualswhohavemadeacommitmenttoreducesubstanceusetoreviewtheirreasonsfordoingso4.3Offersupporttoindividualswhichrespectstheirindividualrights,andisappropriatetotheirneeds4.4Assistindividualstoreviewtheirprogressinreducingsubstanceuse4.5Describehowtomanageyourownfeelingsabouttheindividual’sprogressorlackofthisinsuchawayastominimisetheirimpactonthesupportprovided

AdditionalInformationShortandlongterme.g.overdose,dependence,associatedhealthrisksetc


Component11:SupportIndividualswithMultipleConditionsand/orDisabilitiesComponentReferenceNumber:A/616/7888Level:3Credit:4GL:31024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwithknowledge,understandingandskillsrequiredtosupportindividualswithmultipleconditionsand/ordisabilities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4and5mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimpactofmultipleconditionsand/ordisabilitiesonindividuals

1.1Describepossiblemultipleconditionsand/ordisabilitiesthatindividualsmayhave1.2Explainhowmultipleconditionsand/ordisabilitiesmayhaveanadditionalimpactontheindividual’swellbeingandqualityoflife1.3Explainhowmultipleconditionsand/ordisabilitiesmayimpactonanindividual’sopportunitiestoparticipateinarangeofactivities

2.Understandownroleinsupportingindividualswithmultipleconditionsand/ordisabilities

2.1Describeownroleinsupportingthewellbeingofindividualswithmultipleconditionsand/ordisabilities2.2Explainthestepstotakewhenactionsmaybeoutsideofthescopeofownroleandresponsibilities

3.Understandthesupportavailableforindividualswithmultipleconditionsand/ordisabilities

3.1Researchtherolesofprofessionalswhomayprovidesupporttoindividualswithmultipleconditionsand/ordisabilitiesinlocalarea3.2Explaintherangeofequipmentthatisavailabletosupporttheadditionalneedsofindividualswithmultipleconditionsand/ordisabilities3.3Explaintherangeofresourcesthatareavailabletosupporttheadditionalneedsofindividualswithmultipleconditionsand/ordisabilities


3.4Explaintheimportanceofinformalnetworksinprovidingsupporttoindividualswithmultipleconditionsand/ordisabilities

4.Beabletoassistindividualswithmultipleconditionsand/ordisabilities

4.1Supportanindividualtoidentifyneedsandpreferences4.2Identifyresourcesorspecialistequipmentthatmayberequiredtosupportanindividualwithmultipleconditionsand/ordisabilitiestoengageinactivities4.3Supportanindividualwithmultipleconditionsand/ordisabilitiestoengageinactivitiesthatmeettheirneedsandpreferences

5.Beabletoevaluatethesupportprovidedtoanindividualtoengageinactivities

5.1Reviewwiththeindividualand/orothers,howwelltheactivitieshavemettheiridentifiedneedsandpreferences5.2Reflectonownsupporttoanindividualwithmultipleconditionsand/ordisabilitiestoengageinactivities5.3Explainwhereadditionaladvice,guidanceorsupportcanbeaccessedtoimproveownpractice5.4Adaptownpracticetosupporttheneedsoftheindividual

AdditionalInformationMultipleconditionsand/ordisabilitiescouldincludeacombinationoffactorsrelatingto:

• sensoryloss• physicalhealth• mentalhealth• physicaldisability• learningdifficulty/disability• emotionalhealth

Wellbeing,e.g.

• emotional• psychological• physical

Activitiescouldinclude:

• education• employment• leisureactivities• socialactivities• householdordomestictasks

Informalnetworkscouldinclude:

• family• friends• neighbours


• specialinterestgroupsOtherscouldinclude:

• otherprofessionals• carers/familymembers• advocates• colleagues


Component12:SupportPerson-CentredThinkingandPlanningComponentReferenceNumber:F/616/7889Level:3Credit:5GL:41024/ComponentSummaryThiscomponentisaimedatthosewhoworkinarangeofhealthorsocialcaresettings.Thiscomponentenablesthelearnertoextendtheirknowledgeabouttheprinciples,processesandcontextofperson-centredthinking,planningandreviews.Italsorequiresthelearnertoexploretheirownroleinimplementingperson-centredthinkingandplanningandtodevelopfurthertheskillsandattitudesnecessarytofulfilthisrole.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcome5mustbeassessedinarealworksituation.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheprinciplesandpracticeofperson-centredthinking,planningandreviews

1.1Explainwhatperson-centredthinkingis,andhowitrelatestoperson-centredreviewsandperson-centredplanning1.2Explainthebenefitsofusingperson-centredthinkingwithindividuals1.3Explainthebeliefsandvaluesonwhichperson-centredthinkingandplanningisbased1.4Explainhowthebeliefsandvaluesonwhichperson-centredthinkingisbaseddiffersfromassessmentandotherapproachestoplanning1.5Explainhowperson-centredthinkingtoolscanformthebasisofaperson-centredplan1.6Describethekeyfeaturesofdifferentstylesofperson-centredplanningandthecontextsinwhichtheyaremostuseful1.7Describeexamplesofperson-centredthinkingtools,theirpurposeandhowandwheneachonemightbeused1.8Explainthedifferentwaysthatone-pageprofilesareused

2.Understandthecontextwithinwhichperson-centredthinkingandplanningtakesplace

2.1Explaincurrentpolicy,legislationandguidanceunderpinningperson-centredthinkingandplanning


2.2Analysetherelationshipbetweenperson-centredplanningandthecommissioninganddeliveryofservices2.3Describehowperson-centredplanningandperson-centredreviewsinfluencestrategiccommissioning2.4Explainwhataperson-centredteamis2.5Explainhowperson-centredthinkingcanbeusedwithinateam2.6Analysehowtoachievesuccessfulimplementationofperson-centredthinkingandplanningacrossanorganisation2.7Describetheroleofthemanagerinimplementingperson-centredthinkingandplanning

3.Understandownroleinperson-centredplanning

3.1Explaintherangeofwaystouseperson-centredthinking,planningandreviewsinownrole:

• withindividuals• asateammember• aspartofanorganisation

3.2Explainthedifferentperson-centredthinkingskillsrequiredtosupportindividuals3.3Identifychallengesthatmaybefacedinimplementingperson-centredthinking,planningandreviewsinownwork3.4Describehowchallengesinimplementingperson-centredthinking,planningandreviewsmightbeovercome

4.Beabletoapplyperson-centredplanninginrelationtoownlife

4.1Describewhatperson-centredthinkingtoolswouldbeusefulinownlife4.2Demonstratehowtouseaperson-centredthinkingtoolinrelationtoownlifetoidentifywhatisworkingandnotworking4.3Evaluatewhichperson-centredthinkingtoolscouldbeusedtothinkmoreaboutowncommunityconnections4.4Evaluatewhichperson-centredthinkingtoolsorperson-centredplanningstylescouldbeusedtothinkmoreaboutownfutureaspirations

5.Beabletoimplementperson-centredthinking,planningandreviews

5.1Useinformationfromaperson-centredreviewtostartaperson-centredplan5.2Demonstratehowperson-centredthinkingtoolscanbeusedtodevelopaperson-centredplan5.3Demonstratetheperson-centredthinkingandstylesofperson-centredplanningthatcanbeusedtohelpindividualsmovetowardstheirgoals


5.4Showthattheplanandprocessareownedbytheindividual5.5Useperson-centredthinkingtoenableindividualstochoosethosewhosupportthem5.6Supporttheindividualandothersinvolvedtounderstandtheirresponsibilitiesinachievingactionsagreed5.7Demonstrateasuccessfulperson-centredreview

AdditionalInformationN/A


Component13:SupportIndividualswhoareBereavedComponentReferenceNumber: J/615/7963Level:3Credit:4GL:30024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportindividualswhoarebereaved.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0384

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheeffectsofbereavementonindividuals

1.1Describehowanindividualmayfeelimmediatelyfollowingthedeathofalovedone1.2Analysehowthebereavementjourneymaybedifferentfordifferentindividualsacrossthelifespan

2.Understandprinciplesforsupportingindividualswhoarebereaved

2.1Comparetheoriesofbereavement2.2Explaintheimportanceoftakingintoaccounttheindividual’sage,spirituality,cultureandbeliefswhenprovidingsupportforbereavement2.3Explainimportanceofempathyinsupportingabereavedindividual

3.Beabletosupportindividualstoexpresstheirresponsetoloss

3.1Createanenvironmentwheretheindividualhasprivacytoexpresstheiremotions3.2Useactivelisteningskillstosupporttheindividualtoexpresstheirthoughts,feelingsanddistress

4.Beabletosupportindividualswhoarebereaved

4.1Assesstheindividual’slevelofdistressandtheircapacityforresilience4.2Agreeaprogrammeofsupportwiththeindividualandothers4.3Carryoutownrolewithinthesupportprogramme4.4Supporttheindividualtoidentifyanychangestheymayneedtomakeasaresultoftheirloss4.5Explaintheimportanceofworkingattheindividual’spaceduringthebereavementjourney


4.6Supporttheindividualtomanageconflictingemotions,indecisionorfearofthefuture

5.Understandtheroleofspecialistagenciesinsupportingindividualswhoarebereaved

5.1Comparetherolesofspecialistagenciesinsupportingindividualswhoarebereaved5.2Describehowtoassesswhetherabereavedindividualrequiresspecialistsupport5.3Explaintheimportanceofestablishingagreementwiththeindividualforareferraltoaspecialistagency

6.Beabletomanageownfeelingswhenprovidingsupportforindividualswhoarebereaved

6.1Identifywaystomanageownfeelingswhileprovidingsupportforanindividualwhoisbereaved6.2Usesupportsystemstohelpmanageownfeelings

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerOthersmayinclude:


Supportsystemsreferstoa network of people who provide an individual with practical or emotional support


Component14:PrepareforandCarryOutExtendedFeedingTechniquesComponentReferenceNumber: Y/615/7966Level:3Credit:4GL:27024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtoprepareforandcarryoutextendedfeedingtechniquestoensureindividuals’nutritionalandfluidintake.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS17

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandlegislationandagreedwaysofworkingwhenusingextendedfeedingtechniques

1.1Explainlegislation,protocolsandagreedwaysofworkingthataffectworkingpracticesrelatedtoextendedfeeding1.2Explaintheimportanceoffollowingproceduresexactlyasspecified

2.Understandanatomyandphysiologyinrelationtoextendedfeeding

2.1Explaintheanatomyandphysiologyofthegastro-intestinaltractinrelationtoextendedfeeding2.2Explaintheimportanceoffluidandnutritionalbalancetothehealthofindividuals2.3Describeconditionswherefeedingmaybeundertakenbyextendedmethods

3.Understandextendedfeedingtechniques 3.1Explaintechniquesforextendedfeeding3.2Describeequipmentandmaterialsthatmaybeusedforextendedfeeding3.3Describewaystosupportanindividualtoprepareforextendedfeedinginawaythatmeetstheirindividualneedsandpreferences3.4Describehowtorecogniseanddealwithadversereactionswhichmayoccur:

• Duringprocedures• Followingprocedures

4.Beabletomanagerisksrelatingtoextendedfeeding

4.1Identifypotentialrisksassociatedwithextendedfeeding4.2Describethepotentialsourcesandconsequencesofcontaminationrelatedtoextendedfeeding4.3Explainwhyitisimportantto:


• Maintainthecorrectlevelofcleanliness

• Packupusedequipmentandmaterialsandcoverreceptaclescontainingbodyfluidspriortoleavingtheimmediatearea

4.4Applystandardprecautionsforinfectionpreventionandcontrolandothermeasurestominimiserisksbefore,duringandaftertheprocedure4.5Disposeof:

• Usedequipment,materialsandfeeds

• Bodyfluidsincludingthoseaspiratedpriortofeedinginaccordancewithlegislationandagreedwaysofworking

5.Beabletoprepareforextendedfeeding 5.1Ensurethatadequateandrelevantfluids,feedsandequipmentareavailable5.2Confirmtheidentityoftheindividualpriortocarryingouttheactivity5.3Obtainvalidconsentfromtheindividualpriortocarryingouttheplannedactivity5.4Confirmequipmentandmaterialsare:

• appropriatetotheprocedure• fitforpurpose

5.5Positiontheindividualtoensuresafetyandcomfortandtofacilitatethemethodofextendedfeeding

6.Beabletocarryoutandcompleteextendedfeedingtechniques

6.1Attachandpositionfeedingtubescorrectlyandsecurelyinamannerthatpreventsdiscomfortandpromotesthedignityofanindividual6.2Carryoutextendedfeedingsafelyandaccordingtotheindividual’splanofcare6.3Observetheindividualthroughouttheactivityandrespondtoanyadversereactions6.4Ensurethecomfortoftheindividualfollowingextendedfeeding

7.Beabletomaintainrecordsandreportonextendedfeeding

7.1Completerequiredrecords7.2Identifyotherswhomaybeinvolvedinreviewingthenutritionalandfluidintakeofanindividual7.3Reportanyfindingsabouttheprocessandtheindividualwhichmayhaveanimpactonthecareplan


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinitionOthersmayinclude:



Component15:ProvideSupporttoIndividualstoContinueRecommendedTherapiesComponentReferenceNumber: D/615/7970Level:3Credit:3GL:20024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Thecomponentprovidesthelearnerwiththeknowledgeandskillsneededtosupportindividualstocontinuerecommendedtherapies.Itcoversencouragingandsupportingindividualstocontinuerecommendedtherapies,carryingoutobservationsandreviewingthetherapy.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0352

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofsupportingindividualstocontinuerecommendedtherapies

1.1Analysebenefitsofrecommendedtherapiestoanindividual’shealthandwellbeing1.2Describebarriersthatpreventindividualsfromcontinuingrecommendedtherapies1.3Discussconsequencesofindividualsdiscontinuingrecommendedtherapies

2.Beabletoencourageindividualstocontinuerecommendedtherapies

2.1Agreeindividual’sneeds,wishesandpreferencesinrelationtocontinuingarecommendedtherapy2.2Enableindividualstoaccessinformationinrelationtobenefitsofcontinuingtherecommendedtherapy2.3Describehowtoovercomeanindividual’sfearsorconcernsinrelationtocontinuingtherecommendedtherapy2.4Explainhowtomotivatetheindividualtocontinuetherecommendedtherapy

3.Beabletosupportindividualstocontinuerecommendedtherapy

3.1Clarifyinformationrequiredpriortoprovidingsupport3.2Promoteactiveparticipationduringtherapy3.3Manageconcernsencounteredduringtherapy3.4Provideconstructivefeedbackandencouragementtotheindividualduringtherapy


4.Beabletomonitor,recordandreportonobservationsduringrecommendedtherapy

4.1Establishwiththeindividualandotherstheobservationstobemadeduringtherapysessions4.2Carryoutagreedobservationswithinscopeofownrole4.3Recordagreedobservationswithinscopeofownrole4.4Reportonthefindingsofobservationstoindividualsandothers

5.Beabletocontributetoevaluationandreviewofrecommendedtherapies

5.1Workwithotherstoestablishprocessesandcriteriaforevaluatingtheeffectivenessofthetherapyandthesupportprovided5.2Carryoutagreedroletosupporttheevaluation,usingobservationsandfeedbackfromtheindividualandothers5.3Agreechangestotherapysessionsorthesupportprovidedwithothers5.4Recordagreedactions

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerNeeds,wishesandpreferencescaninclude:

• importanceofrecognisingindividualneeds• ageandstageofdevelopmentofchildoryoungperson• homelanguage• preferredmethod• additionallearningneeds• physicaldisabilities• cognitiveandcommunicationdifficulties• alternativemethodsofcommunicatione.g.language;BritishSignLanguage,Makaton,

Braille,theuseofsigns,symbols,picturesandwriting;objectsofreference,fingerspelling,communicationpassports,humanandtechnologicalaidstocommunication

Activeparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipientOthersmayinclude:



Component16: IdentifythePhysicalHealthNeedsofIndividualswithMentalHealthNeedsandPlanAppropriateActionsComponentReferenceNumber:T/616/7890Level:4Credit:5GL:35024/ComponentSummaryThiscomponentappliestoanyoneresponsibleforidentifyingthephysicalhealthneedsofindividualswithmentalhealthneedsanddeterminingcoursesofactiontopromotetheirphysicalhealth.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4,5and6mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtoassessthephysicalhealthneedsofindividualswithmentalhealthneeds

1.1Describelegislation,policiesandproceduresthatapplytotheprocessofassessmentofthephysicalhealthofindividuals1.2Analysehowphysicalandmentalhealthneedsmaybelinkedandmayimpactononeanother1.3Describeneedsledassessmentandperson-centredplanning

2.Beabletocarryoutassessmentsofthephysicalhealthneedsofindividualswithmentalhealthneeds

2.1Obtainvalidconsenttocarryoutanassessmentofthephysicalhealthneedsofanindividual2.2Carryoutanassessmentofanindividuals’physicalhealthneedsinlinewithagreedwaysofworking2.3Communicateaccurateinformationinawaythatissensitivetothepersonalbeliefsandpreferencesoftheindividual2.4Explainwhyitisimportanttoconsiderallinformationgatheredduringtheassessmentprocessasawhole2.5Identifywheretheoutcomesoftheassessmentrequirefurtheradvice,investigationorreferral

3.Beabletorecordtheoutcomeofassessments

3.1Recordassessmentsinlinewithagreedwaysofworking3.2Explainwhyagreementonsharingofinformationwithothersmayconflictwiththewishesoftheindividual


3.3Discussthecontentoftheassessmentrecordswiththeindividual

4.Beabletoplanactionsneededfollowingphysicalhealthassessments

4.1Describetheactionsthatcouldbetakentomeettheindividual’sneedsidentifiedbytheassessment4.2Identifytherisksattachedtovariouscoursesofaction4.3Planactionstobetakeninlinewithagreedwaysofworking

5.Beabletoidentifyresourcesandservicesneededbyindividualsfollowingphysicalhealthassessments

5.1Identifytheresourcesand/orservicesrequiredbytheindividualasaresultoftheassessment5.2Giveanexampleofasituationwhereanindividual’sneedsshouldbemetevenwhenitisdifficulttosecureresources

6.Beabletomakereferrals 6.1Describewhyareferralmayberefused6.2Obtainandrecordvalidconsentwherereferralisrequired6.3Makereferralsinlinewithagreedwaysofworking

AdditionalInformationValidconsentmustbeinlinewithagreedUKcountrydefinition.Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist.


Component17: EnableRightsandChoicesofIndividualswithDementiawhilstMinimisingRisksComponentReferenceNumber:A/616/7891Level:3Credit:4GL:26024/ComponentSummaryThiscomponentisaboutdevelopingthelearner’sknowledge,understandingofandskillsinenablingtherightsandchoicesoftheindividualwithdementiawhilstminimisingrisks.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandkeylegislationandagreedwaysofworkingthatsupportthefulfilmentofrightsandchoicesofindividualswithdementiawhileminimisingriskofharm

1.1Explaintheimpactofkeylegislationthatrelatestofulfilmentofrightsandchoicesandtheminimisingofriskofharmforanindividualwithdementia1.2Evaluateagreedwaysofworkingthatrelatetorightsandchoicesofanindividualwithdementia1.3Explainhowandwhenpersonalinformationmaybesharedwithcarersandothers,takingintoaccountlegislativeframeworksandagreedwaysofworking

2.Beabletomaximisetherightsandchoicesofindividualswithdementia

2.1Explainwhyitisimportantnottoassumethatanindividualwithdementiacannotmaketheirowndecisions2.2Describehowtheabilityofanindividualwithdementiatomakedecisionsmayfluctuate2.3Demonstratethatthebestinterestsofanindividualwithdementiaareconsideredwhenplanninganddeliveringcareandsupport2.4Demonstratehowanindividualwithdementiacanbeenabledtoexercisetheirrightsandchoicesevenwhenadecisionhasnotbeendeemedtobeintheirbestinterests

3.Beabletoinvolvecarersandothersinsupportingindividualswithdementia

3.1Demonstratehowcarersandotherscanbeinvolvedinplanningsupportthatpromotestherightsandchoicesofan


individualwithdementiaandminimisesriskofharm3.2Describehowaconflictofinterestcanbeaddressedbetweenthecarerandanindividualwithdementiawhilstbalancingrights,choicesandrisk3.3Describehowtoensureanindividualwithdementia,carersandothersfeelabletocomplainwithoutfearofretribution

4.Understandhowtomaintaintheprivacy,dignityandrespectofindividualswithdementiawhilstpromotingrightsandchoices

4.1Describehowtomaintainprivacyanddignitywhenprovidingpersonalsupportforintimatecaretoanindividualwithdementia4.2Explainhowkeyphysicalaspectsoftheenvironmentenablecareworkerstoshowrespectanddignityforanindividualwithdementia4.3Explainhowkeysocialaspectsoftheenvironmentenablecareworkerstoshowrespectanddignityforanindividualwithdementia

AdditionalInformationKeylegislation

• HumanRightsAct1998• MentalCapacityAct2005• AdultswithIncapacity(Scotland)Act2000• MentalHealthAct2007• TheDisabilityDiscriminationAct1995• SafeguardingVulnerableGroupsAct2006• Carers(EqualOpportunities)Act2004

AgreedwaysofworkingIncludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employers.AnindividualissomeonerequiringcareorsupportCarersandothersmaybe

• careworker• family• advocate• colleagues• managers• socialworker• occupationaltherapist• GP• speechandlanguagetherapist• physiotherapist• pharmacist• nurse


• specialistnurse• psychologist• psychiatrist• independentmentalcapacityadvocate• independentmentalhealthadvocate• advocate• dementiacareadviser• supportgroups

BestinterestsThisisanessentialaspectoftheMentalCapacityAct(2005).Tosupportthefinancialhealth,emotionalandsocialwellbeingofanindividualandtotakeintoconsiderationtheirpastandpresentwishesandfeelings,advancedirectives,beliefsandvalues.Keyphysicalaspects

• signage• colour• furniture• flooring• technology• roomlayout• storage• spaceforpersonalbelongings

Keysocialaspects

• communicationskills• positiveapproach• relationship-centredapproach• professionalboundaries• abilitiesfocus• wholeteamapproach


Component18:UnderstandandEnableInteractionandCommunicationwithIndividualswithDementiaComponentReferenceNumber:D/616/7589Level:2Credit:3GL:19024/ComponentSummaryThiscomponentprovidestheknowledge,understandingandskillsrequiredtodevelopandimplementpositiveinteractionandcommunicationwithindividualswithdementia.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

AdditionalInformationOthersmayinclude:

• Othercolleagues• Families

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Beabletocommunicatewithindividualswithdementia

1.1Describehowmemoryimpairmentcanaffecttheabilityofanindividualwhohasdementiatouseverballanguage1.2Gatherinformationfromothersaboutanindividual’spreferredmethodsofcommunicatingtoenhanceinteraction1.3Useinformationaboutthecommunicationabilitiesandneedsofanindividualwhohasdementiatoenhanceinteraction1.4Useaperson-centredapproachtoenableanindividualtousetheircommunicationabilities1.5Adaptinteractiontomeetthecommunicationneedsofanindividualwithdementia

2.Beabletoapplyinteractionandcommunicationapproacheswithindividualswhohavedementia

2.1Listdifferenttechniquesthatcanbeusedtofacilitatepositiveinteractionswithanindividualwhohasdementia2.2Useanindividual’sbiography/historytofacilitatepositiveinteractions2.3Explainhowtheidentityanduniquenessofanindividualisreinforcedbyusingtheirpreferredmethodsofinteractingandcommunicating


Component19: IdentifyandActUponImmediateRiskofDangertoSubstanceMisusersComponentReferenceNumber:J/616/7893Level:3Credit:4GL:24024/ComponentSummaryThiscomponentisaboutidentifyingtheimmediateriskofdangertoindividualswhohaveuseddrugs,alcoholorothersubstances,actingupontheimmediateriskofdangerandsupportingtheindividualoncetheriskofdangerhaspassed.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtoidentifyimmediateriskofdangertosubstancemisusers

1.1Explaintherelevantpoliciesandproceduresfordealingwithriskofdangertoindividualsandothers1.2Describetherangeofdifferentsubstancessubjecttomisuseandtheireffects1.3Describeanysignsofimmediateriskofdangerwhichmayincluderiskof

• overdose• individualscausinginjuryorharmto

themselvesorothers2.Beabletoactuponimmediateriskofdangertosubstancemisusers

2.1Describehowtomaketheindividualawarethattheyareavailableandwillingtohelp2.2Obtainpersonaldetailsfromtheindividualoranypersonneartheindividual2.3Obtaininformationonthesubstanceusedfromtheindividualoranypersonneartheindividual2.4Showhowtointeractwiththeindividualinamannerwhichrecognisestheirneedsandrights2.5Encouragetheindividualtodescribeanypainordiscomforttheymaybeexperiencing2.6Demonstratehowtomaketheenvironmentassafeaspossible,includinghowandwhentomoveindividualsfortheirsafety


2.7Takeactionswhichareappropriatetothesubstanceusedandtheeffectithashadontheindividual2.8Demonstratewhenandhowtorequestanyfirstaidtreatment/support2.9Supportandencouragetheindividualtorecognisetheconsequencesoftheepisodeandtoseekfurthersupportandassistance2.10Recordallinformationandreporttoappropriatepersonintherequiredformat

AdditionalInformationSubstancese.g.illegaldrugs,prescriptiondrugs,overthecounterdrugs,alcohol,solventsActionse.g.calmingtheindividual,revivingtheindividualetc


Component20: CarryOutInitialAssessmentstoIdentifyandPrioritisetheNeedsofSubstanceMisusersComponentReferenceNumber:R/616/7895Level:3Credit:5GL:30024/ComponentSummaryThiscomponentisforthosewhoneedtoreferindividualswithlesscomplexneedsdirectlytolessstructureddrug,alcoholorsubstancemisuseservices(suchasdrop-inadviceservices)andidentifywhenanindividualhasmorecomplexneedswhichrequirereferraltoacomprehensivesubstancemisuseassessment.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Anyskills-basedelementwithinthecomponentmustbeassessedintheworkplaceorusingworkplace-basedevidence.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtherangeofdifferencesubstancesandtheireffects

1.1Identifytherangeofdifferentsubstancesandtheireffects1.2Identifydifferentindicationsofsubstancemisuse1.3Explainwaysofkeepingknowledgeaboutsubstancesandindicationsofsubstancemisuseuptodate1.4Explainthejargonusedbysubstancemisusersinthelocality

2.Beabletoevaluateindividuals’substancemisuseandunderstandingofsubstancemisuseservices

2.1Explainwhytheassessmentofindividualsshouldbecarriedoutpromptly2.2Obtaininformationfromtheindividualandifapplicable,fromthereferringagency,inlinewithprotocols2.3Carryouttheassessmentinlinewithlocallyagreedcriteriaandusingstandardiseddocumentation2.4Assesstheindividual’sunderstandingofservicesavailableandreadinesstoengageinatreatmentprogramme2.5Managechallenging,abusive,aggressiveorchaoticbehaviour2.6Assesstheriskstotheindividualwhichmayresultfromsubstancemisuseand/orco-existentproblems


2.7Identifyappropriatepersonswhocanprovidesupportwhenthereareanyproblemswiththeassessment2.8Demonstratehowtoinvolveadultswithparentalresponsibilityintheassessmentandreferralofchildrenandyoungpeople2.9Demonstratehowtotakeaccountofachildoryoungperson’sageandmaturitywheninvolvingtheminassessment

3.Beabletoassessindividuals’needsandappropriateinterventions

3.1Presentpossibleinterventionstotheindividualinapositivemannerandreviewtheadvantagesanddisadvantageswiththem3.2Demonstratehowtoachievethebestbalancebetweentheinterestsoftheindividual,anyinherentrisksandthelegaldutyofcare3.3Agreeanappropriatecourseofactionwiththeindividualaccordingtothetypeofinterventionrequired3.4Justifythechoiceofinterventionaccordingtolocallyagreedcriteria3.5Describehowtoensureconsistencyofapproachwithothermembersofthesubstancemisuseteam

4.Beabletomakereferralstosubstancemisuseservices

4.1Explaintheimportanceofreferringindividualstotheappropriateservicewiththerequireddegreeofurgency4.2Planarrangementsforthereferralwiththeindividualandfacilitatetheircontactwiththeservice4.3Makereferralsandshareinformationwithservicesinlinewithlocalprotocols4.4Obtainfeedbackfromtheservicetoevaluateandrefinereferralpractices4.5Recorddetailsoftheassessmentandresultingactionstaken



Component21: SupportthePromotionofAwarenessofSensoryLossComponentReferenceNumber:D/616/7897Level:3Credit:3GL:23024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtopromoteawarenessofsensoryloss.Thiscomponentwouldbeusefulforthosewhoundertakespecialistroles.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes3and4mustbeassessedinrealaworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofpromotingawarenessofsensoryloss

1.1Explainwhyitisimportanttopromoteawarenessofsensorylossfor:

• Individuals• Serviceprovision• Societalperceptionsandattitudes

2.Understandtheroleplayedbyselfandothersinpromotingawarenessofsensoryloss

2.1Outlineownroleinpromotingawarenessofsensoryloss2.2Outlinetherolesofotherswhomayplayapartinpromotingtheawarenessofsensoryloss2.3Establishtherolethatindividualsplayinpromotingawarenessofsensoryloss

3.Beabletoprovideinformationthatpromotesawarenessofsensoryloss

3.1Describetherangeofinformationandresourcesavailableinrelationtosensoryloss3.2Researchevidencebasedbestpracticeinrelationtosensoryloss3.3Provideotherswithinformationonevidencebasedbestpracticerelevanttoownservicearea

4.Beabletouseinformationtopromoteawarenessofsensoryloss

4.1Useinformation,resourcesorevidencebasedbestpracticetoimprovesupportprovided,byselfandothers,toindividualswithsensoryloss4.2Establishtheextentofchangesthatresultfromprovidinginformationandintelligenceaboutevidencebasedpracticeresources


AdditionalInformationSensorylosscouldinclude:

• sightloss• hearingloss• deafblindness

Otherscouldinclude:



Component22:PromoteActiveSupportComponentReferenceNumber:H/616/7898Level:3Credit:5GL:36024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwithknowledge,understandingandskillstopromoteactivesupporttoincreaseanindividual’sparticipationintasksandactivities.Itisaimedatthosewhoseroleincludesplanning,monitoringandprovidingdirectsupportandassistancetoindividuals.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,and4mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowactivesupporttranslatesvaluesintoperson-centredpracticalactionwithanindividual

1.1Comparethecharacteristicsassociatedwithactivesupportandthehotelmodelinrelationtoanindividual’ssupport1.2Identifypracticalchangesthatcouldbemadewithinaservicesettingto:

• promoteanindividual’sindependence

• supportinformedchoices• improvequalityoflife

2.Beabletointeractpositivelywithindividualstopromoteparticipation

2.1Assessthelevelsofhelpanindividualwouldneedtoparticipateinarangeofnewactivities2.2Usetaskanalysistobreakarangeofnewactivitiesintomanageablestepsforanindividual2.3Evaluatedifferentwaysofpositivelyreinforcinganindividual’sparticipationinarangeofnewactivities2.4Interactpositivelywithanindividualtopromotesuccessfulparticipationinarangeofnewactivities

3.Beabletodevelopandimplementperson-centreddailyplanstopromoteparticipation

3.1Developdailyplanswiththeindividualandotherstoensureavaluedrangeofactivitiesforanindividualareavailablethroughouttheday,avoidinglengthyperiodsofdisengagement


3.2Supporttheimplementationofdailyplansthatpromoteanindividual’sparticipationinarangeofactivities3.3Reviewandreviseanindividual’sdailyplanwiththeindividualandotherstoincreasetheopportunitiesforparticipation

4.Beabletouseperson-centredrecordstoevaluateanindividual’sparticipationinactivities

4.1Developaperson-centredrecordtomonitoranindividual’sparticipationinactivities4.2Reviewanindividual’sparticipationinactivitiestoassesschangesovertime4.3Evaluatetheextenttowhichanindividual’sparticipationovertimerepresentsthebalanceofactivityassociatedwithavaluedlifestyle4.4Explainthechangesrequiredtoimprovethequalityofanindividual’sparticipationtopromoteindependence,informedchoiceandavaluedlife



Component23:SupportIndividualstoManagetheirFinancesComponentReferenceNumber: R/615/7996Level:3Credit:3GL:20024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportindividualstomanageandreviewtheirfinancialaffairs,inaccordancewiththeirneedsandpreferences.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3and4mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0345

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Knowhowtoaccessinformationandadviceaboutfinancialaffairs

1.1Identifysourcesofinformationandadviceaboutmethodsandservicesformanagingpersonalfinances1.2Identifysourcesofinformationandadviceaboutbenefitsandallowances1.3Describetheroleofotherswhomaybeinvolvedinsupportingindividualstomanagetheirownfinances1.4Describehowandwhentoaccessspecialistexpertiseinrelationtomanagingfinancialaffairs1.5Explainhowtoaccessadviceonsafeguardingagainstfinancialabuse

2.Beabletoprovidesupportforindividualstomanagetheirfinances

2.1Identifylegislation,codesofpracticeandagreedwaysofworkinginrelationtoprovidingsupporttomanagefinances2.2Workwiththeindividualtoidentifytheskillstheyhaveformanagingtheirownfinances2.3Identifyanindividual’spreferredmethodsandservicesformanagingtheirfinances2.4Providesupportformanagingfinancesinawaythatpromotesactiveparticipationandsafeguardstheindividual2.5Contributetorecordsandreportsinrelationtofinancesinlinewithagreedwaysofworking


3.Beabletocontributetoapplyingforfinancialassistance

3.1Providesupportforanindividualtocheckthebenefitsandallowancestheyareentitledto3.2Contributetocompletingformsandpaperworktoapplyforbenefitsorentitlementsinawaythatpromotesactiveparticipation

4.Beabletocontributetoreviewingsupportformanagingfinances

4.1Agreewiththeindividualtheprocessandcriteriaformeasuringtheeffectivenessofmethods,servicesandsupportformanagingfinances4.2Workwiththeindividualtoevaluatemethods,servicesandsupportformanagingfinances4.3Agreewiththeindividualanychangestomethods,servicesandsupportformanagingfinances4.4Providefeedbacktoanorganisationoragencyabouttheeffectivenessoffinancialinformationorsupport4.5Explaintheimportanceofprovidingfeedbacktoorganisationsoragenciesinrelationtotheirfinancialservicesorsupport


• Teammembers• Othercolleagues• Families,carersandadvocates

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipient


Component24:ObtainVenousBloodSamplesComponentReferenceNumber: Y/615/7997Level:3Credit:3GL:24024/ComponentSummaryThiscomponentisaimedathealthandsocialcareprofessionalsinvolvedintheuseofvenepuncture/phlebotomytechniquesandprocedurestoobtainvenousbloodsamplesfromindividualsforinvestigations.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS132.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,proceduresandprotocolsinrelationtoobtainingvenousbloodsamples

1.1Summarisecurrentlegislation,nationalguidelines,policies,proceduresandprotocolsinrelationtoobtainingvenousbloodsamples

2.Understandtheanatomyandphysiologyrelatingtoobtainingvenousbloodsamples

2.1Describethestructureofvenousbloodvessels2.2Explainbloodclottingprocessesandthefactorsthatinfluencebloodclotting2.3Describethepositionofvenousbloodvesselsinrelationtoarteries,nervesandotherstructures

3.Beabletopreparetoobtainvenousbloodsamples

3.1Confirmtheindividual’sidentityandobtainvalidconsent3.2Communicatewiththeindividualinamannerwhich:

• isappropriatetotheircommunicationneedsandabilities

• providesrelevantinformation• providessupportandreassurance• addressesneedsandconcerns• isrespectfulofpersonalbeliefsand

preferences3.3Selectandprepareappropriateequipmentforobtainingthevenousbloodsample3.4Selectandprepareanappropriatesitetakingintoaccounttheindividual'sage,needsandpreferences

4.Beabletoobtainvenousbloodsamples 4.1Applyhealthandsafetymeasuresrelevanttotheprocedureandenvironment


4.2Applystandardprecautionsforinfectioncontrol4.3Obtainthevenousbloodsample,toinclude:

• utilisationofbloodcollectionequipment

• utilisationofcontainers• requiredvolumeofblood• correctsequencewhenobtaining

multiplesamples• applicationanduseoftourniquetsat

appropriatestages• stimulationofbloodflowor

selectionofalternativesitewherenecessary

• utilisationofanti-coagulantwithsamplewhennecessary

4.4Respondtoindicationsofadversereactionsorcomplicationsduringtheprocedure4.5Explaintheproceduretomanageanarterialpuncture4.6Terminatethebloodcollectionproceduretoinclude:

• removalofbloodcollectionequipment

• stoppingbloodflow• stoppingbleeding• applicationofsuitabledressing• personalcareadvicetothe

individual5.Beabletopreparevenousbloodsamplesfortransportation

5.1Label,package,transportandstorebloodsamples

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinitionPreferencesmaybebasedon:



Component25:ImplementTherapeuticGroupActivitiesComponentReferenceNumber: D/615/7998Level:3Credit:4GL:25024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtoplan,prepareandimplementtherapeuticgroupactivitiesincollaborationandagreementwithindividualsandothers.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC393

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheprinciplesoftherapeuticgroupactivities

1.1Explainhowparticipatingintherapeuticgroupactivitiescanbenefitanindividual’sidentity,self-esteemandwellbeing1.2Analysereasonswhyagroupactivityratherthanonetooneworkmayberecommendedinparticularcircumstances1.3Comparetheoriesinrelationtogroupdynamics

2.Beabletoplanandpreparefortherapeuticgroupactivities

2.1Workwithindividualsandotherstoagree:

• thenatureandpurposeofatherapeuticgroup

• specificactivitiestofitthepurposeofthegroup

• themonitoringorobservationsrequiredaspartofthegroupactivity

• ownroleinrelationtoplanningandpreparingforthegroupactivity

2.2Addressanyrisksthatmaybeassociatedwiththeplannedactivities2.3Preparetheenvironmentforatherapeuticgroupactivity2.4Prepareequipmentorresourcesneededfortheactivity

3.Beabletosupportindividualsduringtherapeuticgroupactivities

3.1Supportgroupmemberstounderstandthepurposeandproposedactivityofthegroup3.2Supportgroupmembersduringtheactivityinwaysthatencourageeffective


communication,activeparticipationandco-operation3.3Supportgroupmembersaccordingtotheirownlevelofabilityandneed3.4Givedirection,praise,reassuranceandconstructivefeedbackduringtheactivity3.5Supportthegrouptobringtheactivitytoasafeandtimelyend

4.Beabletocontributetotheevaluationoftherapeuticgroupactivities

4.1Encourageandsupportindividualstogivefeedbackduringandaftergroupactivities4.2Agreewithothersprocessesandcriteriaforevaluatingthetherapeuticbenefitsofthegroupanditsactivities4.3Carryoutownresponsibilitiesforsupportingtheevaluationandagreeinganyrevisions4.4Recordandreportonoutcomesandanyrevisionsinlinewithagreedwaysofworking

AdditionalInformationTherapeuticgroupactivitiesmayinclude:

• reminiscencetherapy• relaxationandanxietymanagement• remedialgames• health-relatedgroupactivities• artormusictherapy

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerOthersmayinclude:

• Teammembers• Othercolleagues• Families,carersandadvocates

Risksmayincludethoseassociatedwith:

• thehealth,safetyandwellbeingofthoseinthegroup• unintentionalexclusionofsomegroupmembers• othersinvolvedwiththegroup’sactivities• theenvironment• equipmentandresourcesused

Activeparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipient


Component26:AssistintheImplementationofProgrammestoIncreaseMobility,MovementandFunctionalIndependenceComponentReferenceNumber:K/616/7899Level:3Credit:4GL:28024/ComponentSummaryThiscomponentaimstodevelopthelearner’sabilitytoapplyknowledgeandunderstandingofhealthtopicsandtreatmentprogrammestoimplementingprogrammestorestoremobility,movementandfunctionalindependence.Thelearnersupportsthepractitioner.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS138

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticerelatedtotheimplementationofprogrammestorestoremobility,movementandfunctionalindependence

1.1Summarisethecurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticeguidelineswhichinformownroleandaccountabilitywhenassistinginprogrammestorestoremobility,movementandfunctionalindependence

2.Understandhealthtopicsrelatedtorestoringmovementandfunctionalindependence

2.1Describethephysicalandpsychologicalbenefitsoffunctionalexercise2.2Identifyanddescribethefunctionsofthemainmusclegroupsandjointsinthebody2.3Describearangeofpsychologicaleffectsofphysicaldisabilityonindividuals2.4Describetheconditionswhichcancausedifficultiesinmovementandmobility,inrelationtothoseencounteredinownrole

3.Understandtreatmentprogrammesrelatedtorestoringmovementandfunctionalindependence

3.1Describethetreatmentprogrammesforindividualswithrestrictedmovementandmobilityencounteredinownrole3.2Explainthefunctionsofequipmentandmaterialsusedinownrole3.3Identifyandexplainthehazardsassociatedwithusingtheequipmentandmaterials3.4Describepotentialsignsofadversereactionstomobilityandmovementprogrammes4.1Obtainvalidconsentfromtheindividualforthetherapeuticactivities


4.Beabletoassistinimplementingprogrammestorestoremobility,movementandfunctionalindependence

4.2Positiontheindividualforthetherapeuticactivities4.3Supportandencouragetheindividualtopractiseexistingandnewlydevelopedskillsduringthetreatmentprogramme4.4Encouragetheindividualtopractiseskillsdevelopedduringtreatmentintheirdailylife4.5Monitortheindividualduringandaftertreatmentinlinewiththetreatmentplan4.6Describemonitoringprocessesusedandtheirimportanceintreatmentprogrammes

5.Beabletomakerecordsandprovideinformationtothepractitioner

5.1Feedbackinformationtothepractitionertoinformfuturetreatmentinlinewithlocalpolicyandprotocol5.2Makerecordsoftreatmentactivitiesandtheindividual’sconditioninlinewithnational/localpolicyandprotocol5.3Explaintheimportanceofseekingadviceandguidancewhenthetreatmentactivityisbeyondowncompetence5.4Explaintheimportanceofreportingadversereactions5.5Explainthepotentialconsequencesofpoorpractice

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinition


Component27: UnderstandModelsofDisabilityComponentReferenceNumber:R/616/7900Level:3Credit:3GL:26024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwithknowledgeandunderstandingofmodelsofdisability.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthedifferencebetweenmodelsofdisability

1.1Outlinethehistoryanddevelopmentofthemedical,socialandpsycho-socialmodelsofdisability1.2Compareandcontrastthemedical,socialandpsycho-socialmodelsofdisability

2.Understandhowtheadoptionofmodelsofdisabilitycanshapeanindividual’sidentityandexperience

2.1Analysehowthemedical,socialandpsycho-socialmodelsofdisabilitycanimpactonanindividual’sidentityandexperience

3.Understandhowtheadoptionofmodelsofdisabilitycanshapeservicedelivery

3.1Analysehowthemedical,socialandpsycho-socialmodelsofdisabilitycanshapeservicedelivery3.2Evaluatehowownpracticepromotesthewellbeingandqualityoflifeofindividuals



Component28:PromotePositiveBehaviourComponentReferenceNumber:Y/615/8034Level:3Credit:6GL:44024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtopromotepositivebehaviourandrespondappropriatelytoincidencesofchallengingbehaviour.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,5,6and7mustbeassessedinrealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0398

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowlegislation,frameworks,codesofpracticeandpoliciesrelatetopositivebehavioursupport

1.1Explainhowlegislation,frameworks,codesofpracticeandpoliciesrelatingtopositivebehavioursupportareappliedtoownworkingpractice

2.Beabletopromotepositivebehaviour 2.1Explainarangeoffactorsassociatedwithchallengingbehaviours2.2Highlight,praiseandsupportpositiveaspectsofanindividual'sbehaviourinordertoreinforcepositivebehaviour2.3Demonstratehowtomodeltoothersbestpracticeinpromotingpositivebehaviour2.4Evaluatetheeffectivenessofproactivestrategiesonpromotingpositivebehaviour

3.Understandthecontextanduseofproactiveandreactivestrategies

3.1Explainthedifferencebetweenproactiveandreactivestrategies3.2Identifytheproactiveandreactivestrategies3.3Explaintheimportanceofidentifyingpatternsofbehaviourortriggerstochallengingbehaviour3.4Explaintheimportanceofmaintainingapersonorchildcentredapproachwhenusingproactivestrategies3.5Explaintheimportanceofreinforcingpositivebehaviourwithindividuals3.6Evaluatetheimpactofusingreactiveratherthanproactivestrategiesonanindividual'swellbeing


4.Understandtheuseofrestrictiveinterventions

4.1Definerestrictiveinterventions4.2Explainwhenrestrictiveinterventionsmayandmaynotbeused4.3Explainwhytheleastrestrictiveinterventionsshouldalwaysbeusedwhendealingwithincidentsofchallengingbehaviour4.4Describesafeguardsthatmustbeinplaceifrestrictiveinterventionsareused4.5Explainreportingandrecordingrequirementsofincidentswhererestrictiveinterventionshavebeenused

5.Beabletorespondappropriatelytoincidentsofchallengingbehaviour

5.1Identifytypesofchallengingbehaviours5.2Respondtoincidentsofchallengingbehaviourfollowingbehavioursupportplans,agreedwaysofworkingororganisationalguidelines5.3Explainthestepsthataretakentomaintainthedignityofandrespectforanindividualwhenrespondingtoanincidentofchallengingbehaviour5.4Completerecordsfollowinganincidentofchallengingbehaviour

6.Beabletosupportindividualsandothersfollowinganincidentofchallengingbehaviour

6.1Supportanindividualtoreturntoacalmstatefollowinganincidentofchallengingbehaviour6.2Describehowtosupportanindividualtoreflectonanincident,toinclude:

• Howtheywerefeelingatthetimepriortoanddirectlybeforetheincident

• Theirbehaviour• Theconsequencesoftheirbehaviour• Howtheywerefeelingafterthe

incident6.3Describethecomplexfeelingsthatmaybeexperiencedbyothersinvolvedorwitnessinganincidentofchallengingbehaviour6.4Debriefothersinvolvedinanincidentofchallengingbehaviour6.5Describethestepsthatshouldbetakentocheckforinjuriesfollowinganincidentofchallengingbehaviour

7.Beabletoreviewandreviseapproachestopromotingpositivebehaviour

7.1Workwithotherstoanalysetheantecedent,behaviourandconsequencesofanincidentofchallengingbehaviour7.2Workwithotherstoreviewtheapproachestopromotingpositivebehaviourusinginformationfromrecords,de-briefingandsupportactivities




7.3Demonstratehowreflectiononownroleinanincidentofchallengingbehaviourcanimprovethepromotionofpositivebehaviour


Component29:SupportuseofMedicationinSocialCareSettingsComponentReferenceNumber:K/616/7594Level:3Credit:5GL:40024/ComponentSummaryThiscomponentassessessupportforuseofmedicationinsocialcaresettings.Itcoversbroadtypes,classificationsandformsofmedication,aswellassafehandlingandstorage.Itaddressespracticalsupportforuseofmedicationthatreflectssocialcareprinciplesandvalues,andincludestheneedforaccuraterecordingandreporting.AssessmentGuidanceThiscomponentmustbeassessedinlinewithSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes5,7and8mustbeassessedintheworkplace.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Knowthelegislativeframeworkfortheuseofmedicationinsocialcaresettings

1.1Identifylegislationthatgovernstheuseofmedicationinsocialcaresettings1.2Outlinethelegalclassificationsystemformedication1.3Explainhowandwhypoliciesandproceduresoragreedwaysofworkingmustreflectandincorporatelegislativerequirements

2.Knowaboutcommontypesofmedicationandtheiruse

2.1Identifycommontypesofmedication2.2Listconditionsforwhicheachtypeofmedicationmaybeprescribed2.3Describechangestoanindividual’sphysicalormentalwellbeingthatmayindicateanadversereactiontoamedication

3.Understandrolesandresponsibilitiesintheuseofmedicationinsocialcaresettings

3.1Describetherolesandresponsibilitiesofthoseinvolvedinprescribing,dispensingandsupportinguseofmedication3.2Explainwhereresponsibilitieslieinrelationtouseof‘overthecounter’remediesandsupplements

4.Understandtechniquesforadministeringmedication

4.1Describetheroutesbywhichmedicationcanbeadministered4.2Describedifferentformsinwhichmedicationmaybepresented4.3Describematerialsandequipmentthatcanassistinadministeringmedication

5.Beabletoreceive,storeanddisposeofmedicationsuppliessafely

5.1Receivesuppliesofmedicationinlinewithagreedwaysofworking


AdditionalInformationAgreedwaysofworkingwillincludepoliciesandprocedureswheretheseexistAnindividualissomeonerequiringcareorsupportActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipient.Usingmedicationcorrectlymustensurethattheindividualreceives

• thecorrectmedication• inthecorrectdose• bythecorrectroute• atthecorrecttime• withagreedsupport• withrespectfordignityandprivacy

5.2Storemedicationsafely5.3Disposeofun-usedorunwantedmedicationsafely

6.Understandhowtopromotetherightsoftheindividualwhenmanagingmedication

6.1Explaintheimportanceofthefollowingprinciplesintheuseofmedication

• consent• self-medicationoractive

participation• dignityandprivacy• confidentiality

6.2Explainhowriskassessmentcanbeusedtopromoteanindividual’sindependenceinmanagingmedication6.3Describehowethicalissuesthatmayariseovertheuseofmedicationcanbeaddressed

7.Beabletosupportuseofmedication 7.1Accessinformationaboutanindividual’smedication7.2Supportanindividualtousemedicationinwaysthatpromotehygiene,safety,dignityandactiveparticipation7.3Demonstratestrategiestoensurethatmedicationisusedoradministeredcorrectly7.4Addressanypracticaldifficultiesthatmayarisewhenmedicationisused7.5Explainhowandwhentoaccessfurtherinformationorsupportabouttheuseofmedication

8.Beabletorecordandreportonuseofmedication

8.1Recorduseofmedicationandanychangesinanindividualassociatedwithit8.2Reportonuseofmedicationandproblemsassociatedwithmedication,inlinewithagreedwaysofworking


Practicaldifficultiesmayinclude• lostmedication• missedmedication• spiltmedication• anindividual’sdecisionnottotakemedication• difficultyintakingmedicationinitsprescribedform• wrongmedicationused• vomitingaftertakingmedication• adversereaction• discrepanciesinrecordsordirectionsforuse


Component30: Equality,DiversityandInclusioninDementiaCarePracticeComponentReferenceNumber:Y/616/7901Level:3Credit:4GL:31024/ComponentSummaryThiscomponentisaimedatthosewhoprovidecareorsupporttoindividualswithdementiainawiderangeofsettings.Thecomponentcoverstheconceptsofequality,diversityandinclusion,whicharefundamentaltoperson-centredapproach.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthateachindividual’sexperienceofdementiaisunique

1.1Explainwhyitisimportanttorecogniseandrespectanindividual’sheritage1.2Comparetheexperienceofdementiaforanindividualwhohasacquireditasanolderpersonwiththeexperienceofanindividualwhohasacquireditasayoungerperson1.3Describehowtheexperienceofdementiamaybedifferentforindividuals

• whohavealearningdisability• whoarefromdifferentethnic

backgrounds• whoareattheendoflife

1.4Describehowtheexperienceofanindividual’sdementiamayimpactoncarers

2.Understandtheimportanceofdiversity,equalityandinclusionindementiacareandsupport

2.1Describehowcurrentlegislation,governmentpolicyandagreedwaysofworkingsupportinclusivepracticefordementiacareandsupport2.2Describethewaysinwhichanindividualwithdementiamaybesubjectedtodiscriminationandoppression2.3Explainthepotentialimpactofdiscriminationonanindividualwithdementia2.4Analysehowdiversity,equalityandinclusionareaddressedindementiacareandsupport3.1Identifyanindividual’suniqueness


3.Beabletoworkinaperson-centredmannertoensureinclusivityofanindividualwithdementia

3.2Uselifeexperiencesandcircumstancesofanindividualwhohasdementiatoensuretheirinclusion3.3Demonstratepracticalwaysofhelpinganindividualwithdementiatomaintaintheirdignity3.4Showhowtoengageandincludeanindividualwithdementiaindailylife

4.Beabletoworkwithotherstoencouragesupportfordiversityandequality

4.1Workwithotherstopromotediversityandequalityforindividualswithdementia4.2Sharetheindividual’spreferencesandinterestswithothers4.3Explainhowtochallengediscriminationandoppressivepracticeofotherswhenworkingwithanindividualwithdementia

AdditionalInformationAnindividualissomeonerequiringcareorsupport.Heritagethisreferstoanindividual’sculture,historyandpersonalexperiencesandisuniquetothem.Others,e.g.

• careworker• colleague• manager• socialworker• occupationaltherapist• GP• speechandlanguagetherapist• physiotherapist• pharmacist• nurse• psychologist• admiralnurses• independentmentalcapacityadvocate• communitypsychiatricnurse• dementiacareadvisers• advocate• supportgroups


Component31:SupportIndividualstoAccessandUseServicesandFacilitiesComponentReferenceNumber: D/615/8035Level:3Credit:4GL:25024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportindividualstoselect,useandreviewservicesandfacilities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0226

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandfactorsthatinfluenceindividuals’accesstoservicesandfacilities

1.1Describehowaccessingarangeofservicesandfacilitiescanbebeneficialtoanindividual’swellbeing1.2Identifybarriersthatindividualsmayencounterinaccessingservicesandfacilities1.3Describewaysofovercomingbarrierstoaccessingservicesandfacilities1.4Explainwhyitisimportanttosupportindividualstochallengeinformationaboutservicesthatmaypresentabarriertoparticipation

2.Beabletosupportindividualstoselectservicesandfacilities

2.1Workwithindividualstoidentifyservicesandfacilitieslikelytomeettheirassessedneeds2.2Agreewithindividualstheirpreferredoptionsforaccessingservicesandfacilities2.3Workwithindividualstoselectservicesorfacilitiesthatmeettheirassessedneedsandpreferences

3.Beabletosupportindividualstoaccessanduseservicesandfacilities

3.1Identifywithindividualstheresources,supportandassistancerequiredtoaccessanduseselectedservicesandfacilities3.2Carryoutagreedresponsibilitieswithinscopeofownroletoenableindividualstoaccessanduseservicesandfacilities3.3Explainhowtoensureindividuals’rightsandpreferencesarepromotedwhenaccessingandusingservicesandfacilities


4.Beabletosupportindividualstoreviewtheiraccesstoanduseofservicesandfacilities

4.1Workwithindividualstoevaluatewhetherservicesorfacilitieshavemettheirassessedneedsandpreferences4.2Supportindividualstoprovidefeedbackontheirexperiencesofaccessingandusingservicesorfacilities4.3Workwithindividualsandotherstoevaluatethesupportprovidedforaccessingandusingservicesorfacilitieswithinscopeofownrole4.4Agreeanychangesneededtoimprovetheexperienceandoutcomesofaccessingandusingservicesorfacilitiesforindividuals,withinscopeofownrole

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerPreferencesmaybebasedon:


Othersmayinclude:



Component32: WorkwithFamilies,CarersandIndividualsduringTimesofCrisisComponentReferenceNumber:H/616/7903Level:4Credit:5GL:35024/ComponentSummaryThiscomponentisaimedathealthandsocialcareworkersworkingwithindividualsandtheircarersandfamiliesintimesofcrisis,toassesstheurgencyofrequestsforaction,takeandreviewtheeffectivenessofactionstomeetneedsandagreeriskmanagementstrategies.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3and4mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandrelevantlegislation,policyandpracticewhenworkingwithindividuals,carersandfamiliesintimesofcrisis

1.1Describecurrentlegislationrelevanttoriskassessmentandriskmanagement1.2Describelegislation,policyandpracticerelatingtotherecording,storingandsharingofinformationbyaserviceprovider1.3Explainthedifferenttypesofsupportandinterventionavailabletoindividuals,carerandfamiliesintimesofcrisis1.4Explainthefactorsthatinfluencethesupportoffered

2.Beabletodevelopriskmanagementstrategieswhenworkingwithindividuals,carersandfamiliesintimesofcrisis

2.1Assesstheriskofcrisissituationsoccurring2.2Encouragetheparticipationofindividuals,carersandfamiliesduringtheagreementandreviewofariskmanagementstrategy2.3Provideopportunitiesforindividuals,carersandfamiliestocontributetotheidentificationandagreementofariskmanagementstrategy2.4Formulateariskmanagementstrategyusingriskassessments2.5Ensurethatactivities,rolesandresponsibilitieswithinariskmanagementstrategyareagreed,clarifiedandunderstoodbyallparties2.6Completedocumentationinlinewithagreedwaysofworking


3.Beabletorespondduringtimesofcrisis 3.1Evaluatetheseriousnessandurgencyofarequestforaction3.2Workwithfamilies,carersandindividualstoagreetheresponsetoacrisissituation3.3Recordandcommunicatetheagreedactions3.4Implementagreedactionspromptlyinlinewithagreedwaysofworking

4.Beabletoreviewtheoutcomesofrequestsforactionduringtimesofcrisis

4.1Explainhowtoconductavalid,reliableandcomprehensivereview4.2Reviewoutcomesofactionstakenanddecisionsmade4.3Analysetheresultsofthereviewtoinformfutureriskmanagementstrategiesandactionstobetaken

AdditionalInformationFactorsinclude:

• economicandsocialfactors• anyillnesseswhichtheindividualmayhave• risk-assessment• restrictionswhichmayapplyunderlegislation

Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist.


Component33:SupportYoungPeoplewithaDisabilitytoMaketheTransitionintoAdulthoodComponentReferenceNumber:T/616/7906Level:3Credit:5GL:40024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Thecomponentprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportyoungpeoplewithadisabilitytomovefromchildhoodintoadulthood.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4and5mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthestepsandstagesofmovingfromchildhoodintoadulthood

1.1Identifytherangeofphysical,socialandemotionalchangeswhichoccurforyoungpeopleastheymoveintoadulthood1.2Explainthechangesfacedbyyoungpeopleastheymovefromchildhoodintoadulthoodinrelationtotheirfreedoms,rightsandresponsibilities1.3Explainhowculturemayimpactontheprocessofmovingfromchildhoodintoadulthood1.4Explaintheoriesaboutchangeandhowthiscanaffectayoungpersonwithadisability

2.Understandhowhavingadisabilitymayaffecttheprocessofmovingfromchildhoodintoadulthood

2.1Describethelegislationthataffectstherightofayoungpersonwithadisabilitytomakedecisionsabouttheirlife2.2Explain,givingexamples,thepotentialeffectsofthetransitionprocessonyoungpeoplewithdisabilitiesandtheirfamilies2.3Identifychallengesyoungpeoplewithadisabilitymighthaveinunderstandingandcopingwithchange2.4Outlinethemethodsthatcanbeusedtosupportayoungpersonwithadisabilitytocopewithchanges2.5Explainhowlegislationandlocalandnationalpracticeguidelinesaffectayoung


personwithadisabilitywiththeplanningofthetransitionfromchildhoodintoadulthood

3.Understandtheoptionsforsupportingayoungpersonwhohasadisabilitytomakethetransitionintoadulthood

3.1Explainhowayoungpersonwithadisabilitycanhaveequalopportunitiestomakelifechoicesasayoungpersonwithoutadisability3.2Explainhowtosupportayoungpersonwithadisabilitytoexploretheoptionsavailableinrelationtoemploymentorcontinuededucationanddevelopment3.3Explainhowpersonalbudgetscanbeusedwithyoungpeopleintransition

4.Beabletosupportayoungpersonwithadisabilitythroughtransitionintoadulthood

4.1Explainthefactorstoconsider,andtypesofsupportthatayoungpersonwithadisabilitymayneedbefore,during,andafterthetransitionprocess4.2Supportayoungpersontoexploreoptionsfortheirfuture4.3Useperson-centredthinkingtoidentifywiththeyoungpersontheirneedsandaspirations4.4Useperson-centredthinkingtodevelopaplantosupporttheyoungpersonthroughtransition4.5Involvefamiliesinthetransitionprocessaccordingtothewishesoftheyoungperson4.6Identifywaystoprovideresourcestomeetneeds4.7Explaintheroleofkeyagenciesandprofessionalslikelytobeinvolvedinthetransitionprocess4.8Outlinepossibleareasoftensionandconflictthatmayariseduringthetransitionintoadulthood

5.Beabletosupportayoungpersontoreflectonthetransition

5.1Useperson-centredapproacheswiththeyoungpersontoreviewtheirtransitionplanandensureitreflectstheirneeds5.2Supportayoungpersontorecordthetransitionandwhathashappenedintheirlifeinordertoplanforthefuture

AdditionalInformationFamiliesmayalsoincludeotherssignificanttotheyoungpersonsuchasguardians,carers,friends,partnersetcLegislationandlocalandnationalpracticeguidelines–currentandup-to-datelegislationandlocalandnationalpracticeguidelinesaroundsupportingayoungpersonwithadisabilitytomovefromchildhoodintoadulthood


Options–mayincludepaidorvoluntarywork,continuededucationanddevelopment,relationships,accommodationandsocialneedsetcPerson-centredthinkingisarangeofpracticaltoolsthatformthebasisofperson-centredplanning.Theyhelpfocusontheperson,theirgiftsandskills,whatisimportanttothem,andwhatmakesreallygoodsupportforthemResourcesmayincludepersonalbudgets,conventionalservices,supportoffamilyandfriendsKeyagenciesandprofessionals–mayincludeagenciesofferingsupportwithpersonalbudgets,careersadvice,housing,advocates,education,benefits,occupationaltherapists,CitizensAdviceetcPerson-centredapproaches–inEnglandthiswillincludeperson-centredtransitionplans


Component34:UnderstandMentalWellbeingandMentalHealthPromotionComponentReferenceNumber:H/615/7789Level:3Credit:3GL:20024/ComponentSummaryThiscomponentaimstoprovidethelearnerwithanunderstandingofthekeyconceptsofmentalwellbeing,mentalhealthandmentalhealthpromotion.Itfocusesontherangeoffactorsthatcaninfluencementalwellbeingandhowtoeffectivelypromotementalwellbeingandmentalhealthwithindividualsandgroupsinavarietyofcontexts,notjustspecialistmentalhealthservices.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsMH14

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthedifferentviewsonthenatureofmentalwellbeingandmentalhealthandthefactorsthatmayinfluencebothacrossthelifespan

1.1Evaluatetwodifferentviewsonthenatureofmentalwellbeingandmentalhealth1.2Explaintherangeoffactorsthatmayinfluencementalwellbeingandmentalhealthproblemsacrossthelifespan,including:

• biologicalfactors• socialfactors• psychologicalfactors• emotionalfactors

1.3Explainhowriskfactorsandprotectivefactorsinfluencelevelsofresilienceinindividualsandgroupsinrelationtomentalwellbeingandmentalhealth

2.Knowhowtoimplementaneffectivestrategyforpromotingmentalwellbeingandmentalhealthwithindividualsandgroups

2.1Explainthestepsthatanindividualmaytaketopromotetheirmentalwellbeingandmentalhealth2.2Explainhowtosupportanindividualinpromotingtheirmentalwellbeingandmentalhealth2.3Evaluateastrategyforsupportinganindividualinpromotingtheirmentalwellbeingandmentalhealth2.4Describekeyaspectsofalocal,nationalorinternationalstrategytopromotementalwellbeingandmentalhealthwithinagrouporcommunity


AdditionalInformationLifespan–learnersareexpectedtodemonstratetheirunderstandingofhowfactorsarisingfromindividuals’earlylivesmayinfluencetheirwellbeingasadultsandthepotentialimpactoflevelsofwellbeinginlaterlife.Thisisinordertopromoteaholisticandwhole-personapproachtounderstandingwellbeingandmentalhealth.Riskfactors:includinginequalities,poorqualitysocialrelationshipsProtectivefactors:includingsociallyvaluedroles,socialsupportandcontactIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner

2.5Evaluatealocal,nationalorinternationalstrategytopromotementalwellbeingandmentalhealthwithinagrouporcommunity


Component35:CausesandSpreadofInfectionComponentReferenceNumber:H/615/7792Level:2Credit:2GL:20024/ComponentSummaryThiscomponentistoenablethelearnertounderstandthecausesofinfectionandcommonillnessesthatmayresultasaconsequence.Tounderstandthedifferencebetweenbothinfectionandcolonisationandpathogenicandnon-pathogenicorganisms,theareasofinfectionandthetypescausedbydifferentorganisms.Inaddition,thelearnerwillunderstandthemethodsoftransmission,theconditionsneededfororganismstogrow,thewaysinfectionentersthebodyandkeyfactorsthatmayleadtoinfectionoccurring.AssessmentGuidanceThiscomponentmustbeassessedinlinewithSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsIPC2.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthecausesofinfection 1.1Identifythedifferencesbetween

bacteria,viruses,fungiandparasites1.2Identifycommonillnessesandinfectionscausedbybacteria,viruses,fungiandparasites1.3Describewhatismeantbyinfectionandcolonisation1.4Explainwhatismeantbysystemicinfectionandlocalisedinfection1.5Identifypoorpracticesthatmayleadtothespreadofinfection1.6Identifyhowanunderstandingofpoorpractices,canbeappliedtoownprofessionalpractice

2.Understandthetransmissionofinfection 2.1Explaintheconditionsneededforthegrowthofmicro-organisms2.2Explainthewaysaninfectiveagentmightenterthebody2.3Identifycommonsourcesofinfection2.4Explainhowinfectiveagentscanbetransmittedtoaperson2.5Identifythekeyfactorsthatwillmakeitmorelikelythatinfectionwilloccur2.6Discusstheroleofanationalpublichealthbodyincommunicablediseaseoutbreaks


AdditionalInformationPoorpractices:soiledlinenandclinicalwasteshouldbecoveredfor1.5and1.6


Component36:PrinciplesofSupportingandIndividualtoMaintainPersonalHygieneComponentReferenceNumber:M/616/7595Level:2Credit:1GL:10024/ComponentSummaryThiscomponentintroducestheunderpinningknowledgeforthesupportofindividualsinmaintainingpersonalhygiene.Itcoversgoodpersonalhygieneroutinesandwhytheseareimportant,aswellascausesofpoorpersonalhygiene.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofgoodpersonalhygiene

1.1Explainwhypersonalhygieneisimportant1.2Describetheeffectsofpoorpersonalhygieneonhealthandwellbeing

2.Understandhowtoencourageanindividualtomaintainpersonalhygiene

2.1Explainhowtoaddresspersonalhygieneissueswithanindividualinasensitivemannerwithoutimposingownvalues2.2Describehowtomakeanindividualawareoftheeffectsofpoorhygieneonothers2.3Describehowtosupportanindividualtodevelopandimprovepersonalhygieneroutines

3.Understandhowtosupportanindividualtomaintainpersonalhygiene

3.1Identifyfactorsthatcontributetogoodpersonalhygiene3.2Explainhowtosupportthepreferencesandneedsoftheindividualwhilemaintainingtheirindependence3.3Describehowtomaintaindignityofanindividualwhensupportingintimatepersonalhygiene3.4Describeriskstoownhealthinsupportingpersonalhygieneroutines3.5Describehowtoreduceriskstoownhealth3.6Identifyothersthatmaybeinvolvedinsupportinganindividualtomaintainpersonalhygiene

4.Understandwhenpoorhygienemaybeanindicatorofotherunderlyingpersonalissues

4.1Identifyunderlyingpersonalissuesthatmaybeacauseofpoorpersonalhygiene



4.2Describehowunderlyingpersonalissuesmightbeaddressed


Component37:SupportIndividualstoAccessandManageDirectPaymentsComponentReferenceNumber: F/615/8061Level:4Credit:4GL:20024/ComponentSummaryThiscomponentcoverstheunderpinningknowledgeandskillstoenablelearnerstosupportindividualswithmanagingdirectpayments.Thiscomponentcanapplytoanumberofcaresettings.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0346

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheroleofdirectpayments 1.1Explainthepurposeofdirectpayments

1.2Explainlegislationandpoliciesrelatingtodirectpaymentsforprovidingcareandsupport1.3Identifytherangeofservicesforwhichdirectpaymentsmaybeused1.4Explainthetermpersonalisationinrelationtodirectpayments

2.Beabletosupportindividualstodecidewhethertousedirectpayments

2.1Identifysourcesofinformationandadviceaboutusingdirectpayments2.2Identifytheconditionsthatneedtobemetfortheindividualtobeeligiblefordirectpayments2.3Provideinformationandadviceaboutdirectpaymentsinawaythatisaccessibletoanindividualandothers2.4Accessspecialistguidanceaboutusingdirectpayments2.5Workwiththeindividualandotherstoassess:

• whetheradirectpaymentwouldbebeneficialinmeetingtheindividual’sneeds

• thelevelandtypeofsupportneededtomanagethedirectpayment

3.Beabletoprovidesupporttoselectservicestobepurchasedwithdirectpayments

3.1Provideaccessibleinformationaboutservicesthatarelikelytomeettheindividual’sneeds3.2Workwiththeindividualandotherstoselectsupportthatmeetstheirneedswithinresourcesavailable


3.3Supporttheindividualtocheckandunderstanddocumentsproducedbyserviceprovidersselected

4.Beabletoprovidesupportforcompletingpaperworkassociatedwithdirectpayments

4.1Contributetocompletingpaperworktoapplyfordirectpayments,inawaythatpromotesactiveparticipation4.2Supporttheindividualtomakepaymentsforservicespurchased,inawaythatpromotesactiveparticipation4.3Contributetosubmittingclaimsandmonitoringdocumentsfordirectpayments,inawaythatpromotesactiveparticipation

5.Understandhowtoaddressdifficulties,dilemmasandconflictsrelatingtodirectpayments

5.1Explainhowdilemmasmayarisebetweendutyofcareandanindividual’srightsinthecontextofdirectpayments5.2Identifypracticaldifficultiesandconflictsthatmayariseinrelationtodirectpayments5.3Describestrategiestoresolveorminimisedifficulties,dilemmasandconflicts

6.Beabletocontributetoreviewingthesupportprovidedthroughdirectpayments

6.1Agreewiththeindividualanysupportneedsandtherequiredsupporttobepurchased6.2Workwiththeindividualandotherstoevaluatethesupporttheyhavepurchased6.3Agreeandrecordanychangesneededtothesupportpurchased6.4Providefeedbacktoorganisationsaboutthesupportpurchased

7.Beabletocontributetoreviewingthemanagementofdirectpayments

7.1Workwiththeindividualandotherstoreviewthemanagementofthedirectpayment7.2Agreeandrecordanychangestothetypeandlevelofsupportneededformanagingadirectpayment7.3Providefeedbacktopeopleandorganisationsaboutthemanagementoftheindividual’sdirectpayment




Component38:FacilitatePerson-CentredAssessment,Planning,ImplementationandReviewComponentReferenceNumber:F/616/7908Level:3Credit:6GL:45024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtofacilitateperson-centredassessment,planning,implementationandreview.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4,5and6mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheprinciplesofperson-centredassessmentandcareplanning

1.1Explaintheimportanceofaholisticapproachtoassessmentandplanningofcareorsupport1.2Describewaysofsupportingtheindividualtoleadtheassessmentandplanningprocess1.3Describewaystheassessmentandplanningprocessordocumentationcanbeadaptedtomaximiseanindividual’sownershipandcontrolofit

2.Beabletofacilitateperson-centredassessment

2.1Establishwiththeindividualapartnershipapproachtotheassessmentprocess2.2Establishwiththeindividualhowtheprocessshouldbecarriedoutandwhoelseshouldbeinvolvedintheprocess2.3Agreewiththeindividualandotherstheintendedoutcomesoftheassessmentprocessandcareplan2.4Workwiththeindividualandotherstoidentifysupportrequirementsandpreferences2.5Checkthatassessmenttakesaccountoftheindividual’sstrengthsandaspirationsaswellasneeds

3.Beabletocontributetotheplanningofcareorsupport

3.1Takeaccountoffactorsthatmayinfluencethetypeandlevelofcareorsupporttobeprovided


3.2Workwiththeindividualandotherstoexploreoptionsandresourcesfordeliveryoftheplan3.3Contributetotheagreementofhowcomponentpartsofaplanwillbedeliveredandbywhom3.4Recordtheplaninasuitableformat

4.Beabletosupporttheimplementationofcareplans

4.1Carryoutassignedaspectsofacareplan4.2Supportotherstocarryoutaspectsofacareplanforwhichtheyareresponsible4.3Adjusttheplaninresponsetochangingneedsorcircumstances

5.Beabletomonitoracareplan 5.1Agreemethodsformonitoringthewayacareplanisdelivered5.2Collatemonitoringinformationfromagreedsources5.3Recordchangesthataffectthedeliveryofthecareplan

6.Beabletofacilitateareviewofcareplansandtheirimplementation

6.1Seekagreementwiththeindividualandothersabout:

• whoshouldbeinvolvedinthereviewprocess

• criteriatojudgeeffectivenessofthecareplan

6.2Seekfeedbackfromtheindividualandothersabouthowtheplanisworking6.3Usefeedbackandmonitoring/otherinformationtoevaluatewhethertheplanhasachieveditsobjectives6.4Workwiththeindividualandotherstoagreeanyrevisionstotheplan6.5Documentthereviewprocessandrevisionsasrequired

AdditionalInformationTheindividualisthepersonrequiringcareorsupport.Anadvocatemayactonbehalfofanindividual.Acareplanmayalsobeknownbyothernames,suchasasupportplan,individualplanorcare-deliveryplan.Itisthedocumentwhereday-to-dayrequirementsandpreferencesforcareandsupportaredetailed.Othersmayinclude:

• carers• friendsandrelatives• professionals• otherswhoareimportanttotheindividual’swellbeing

Factorsmayinclude:

• feasibilityofaspirations


• beliefs,valuesandpreferencesoftheindividual• risksassociatedwithachievingoutcomes• availabilityofservicesandothersupportoptions

Optionsandresourcesshouldconsider:

• informalsupport• formalsupport• careorsupportservices• communityfacilities• financialresources• individual’spersonalnetworks

Revisionsmayinclude:

• closingtheplanifallobjectiveshavebeenmet• reducingthelevelofsupporttoreflectincreasedindependence• increasingthelevelofsupporttoaddressunmetneeds• changingthetypeofsupport• changingthemethodofdeliveringsupport


Component39:WorkinPartnershipwithFamiliestoSupportIndividualsComponentReferenceNumber:Y/615/8082Level:3Credit:3GL:27024/ComponentSummaryThiscomponentprovidesthelearnerwiththeknowledgeandskillsrequiredtoworkinpartnershipwithfamiliestosupportindividualsinawiderangeofsettings.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC387,SCDHSC388

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandpartnershipworkingwithfamiliesandfamilymembersincareand/orsupport

1.1Describethecontributionfamiliesandfamilymembershaveincaringforand/orsupportingindividuals1.2Identifyfactorsthatmayaffectthelevelofinvolvementoffamilymembers1.3Describedilemmasorconflictsthatmayarisewhenworkinginpartnershipwithfamilies1.4Explainhowtheattitudesofaworkeraffectpartnershipworking

2.Beabletoestablishandmaintainpositiverelationshipswithfamiliesandfamilymembersincareand/orsupport

2.1Interactwithfamilymembersinwaysthatrespecttheirculture,values,experiencesandexpertise2.2Showdependabilityincarryingoutactionsagreedwithfamilies2.3Describeprinciplesforaddressingdilemmasorconflictsthatmayarisewhenworkinginpartnershipwithfamilies

3.Beabletoplansharedapproachestothecareandsupportofindividualswithfamiliesandfamilymembersincareand/orsupport

3.1Agreewiththeindividual,familymembersandothersthedesiredoutcomesofpartnershipworkingwithinscopeofownrole3.2Clarifyownrole,roleoffamilymembersandrolesofothersinsupportingtheindividual3.3Supportfamilymemberstounderstandperson-centredapproachesandagreedwaysofworking3.4Planwaystomanagerisksassociatedwithsharingcareorsupportwithinscopeofownrole


AdditionalInformationFamiliesandfamilymembersmayinclude:

• Parents• Legalguardians/thosewithlegalresponsibility• Siblings• Grandparents• Step-parents• Otherrelatives

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.ThismaybeanadultorachildoryoungpersonOthersmayinclude:


3.5Agreewiththeindividual,familymembersandothersprocessesformonitoringthesharedsupportcareplanwithinscopeofownrole

4.Beabletoworkwithfamiliestoaccesssupportintheirroleascarers

4.1Identifythesupportrequiredfromfamiliestofulfiltheirrole4.2Provideaccessibleinformationaboutavailableresourcesforsupport4.3Workwithfamilymemberstoaccessresourcesforsupport

5.Beabletoexchangeandrecordinformationaboutpartnershipworkwithfamilies

5.1Exchangeinformation,withinscopeofownrole,withtheindividualandfamilymembersabout:

• implementationoftheplan• changestoneedsandpreferences

5.2Recordinformationinlinewithagreedwaysofworkingabout:

• progresstowardsoutcomes• effectivenessofpartnershipworking

6.Beabletocontributetoreviewingpartnershipworkwithfamilies

6.1Agreecriteriaandprocessesforreviewingpartnershipworkwithfamiliesandfamilymemberswithinscopeofownrole6.2Involvetheindividualandfamilymembersinthereviews

7.Beabletoprovidefeedbackaboutsupportforfamilies

7.1Providefeedbacktoothersaboutthesupportaccessedbyfamilymembers7.2Reportonanygapsintheprovisionofsupportforfamilymembers7.3Describewaystochallengeinformationorsupportthatisdiscriminatoryorinaccessible


Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employers


Component40:ServiceImprovementintheCareSectorComponentReferenceNumber:J/616/7909Level:3Credit:3GL:20024/ComponentSummaryThiscomponentaimstodeveloptheabilitytocontributetoserviceimprovementinthecaresector.Thecomponentlooksathowtoidentify,discussandimplementserviceimprovements.Learnerswillconsiderhowtoimplementchangeandhowtosupportothersinmakingchanges.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Beabletoevaluateownworkandthatofotherstoidentifyimprovements

1.1Showhowtobenchmarkownworkandthatofothers1.2Explainhowfeedbackcanbeobtainedandusedtoidentifypotentialserviceimprovements1.3Reviewthepoliciesandstrategiesforserviceimprovements

2.Understandhowtomakeconstructivesuggestionsabouthowservicescanbeimproved

2.1Explainkeyissuesrelatedtopotentialimprovements2.2Explainwhyserviceimprovementsarerequired2.3Explainhowserviceimprovementscouldbeimplemented

3.Understandhowtodiscussandagreeimprovementswithothers

3.1Explaintheimportanceofagreeingchangeswithothers3.2Explainhowworkingwithotherscansupportserviceimprovements

4.Understandhowtomakeagreedimprovementstoownworkandhowtosupportotherstomakechanges

4.1Evaluatestrategiesformakingchangeseffectivewithinownworkrole4.2Explainhowtosupportothersinimplementingchanges



Component41:UnderstandtheProcessandExperienceofDementiaComponentReferenceNumber: J/615/8451Level:3Credit:3GL:22024/ComponentSummaryThiscomponentprovidestheknowledgeoftheneurologyofdementiatosupporttheunderstandingofhowindividualsmayexperiencedementia.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheneurologyofdementia 1.1Describearangeofcausesofdementia

syndrome1.2Describethetypesofmemoryimpairmentcommonlyexperiencedbyindividualswithdementia1.3Explainthewaythatindividualsprocessinformationwithreferencetotheabilitiesandlimitationsofindividualswithdementia1.4Explainhowotherfactorscancausechangesinanindividual’sconditionthatmaynotbeattributabletodementia1.5Explainwhytheabilitiesandneedsofanindividualwithdementiamayfluctuate

2.Understandtheimpactofrecognitionanddiagnosisofdementia

2.1Describetheimpactofearlydiagnosisandfollowuptodiagnosis2.2Explaintheimportanceofrecordingpossiblesignsorsymptomsofdementiainanindividualinlinewithagreedwaysofworking2.3Explaintheprocessofreportingpossiblesignsofdementiawithinagreedwaysofworking2.4Describethepossibleimpactofreceivingadiagnosisofdementiaon:

• theindividual• theirfamilyandfriends

3.Understandhowdementiacaremustbeunderpinnedbyaperson-centredapproach

3.1Compareapersoncentredandanon-person-centredapproachtodementiacare3.2Describearangeofdifferenttechniquesthatcanbeusedtomeetthefluctuating


abilitiesandneedsoftheindividualwithdementia3.3Describehowmythsandstereotypesrelatedtodementiamayaffecttheindividualandtheircarers3.4Describewaysinwhichindividualsandcarerscanbesupportedtoovercometheirfears

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner


Component42: SupportIndividualsintheUseofAssistiveTechnologyComponentReferenceNumber:F/616/7911Level:4Credit:4GL:32024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtosupporttheuseofassistivetechnology.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3and4mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtherange,purposeandeffectivenessofassistivetechnologyavailabletosupportindividuals

1.1Analysetherangeandpurposeofassistivetechnologythatisavailabletosupportindividualsinownareaofwork1.2Describetheeffectivenessofthemostcommonlyusedassistivetechnologyinownareaofwork1.3Explainhowassistivetechnologycanhaveapositiveimpactonthewellbeingandqualityoflifeofindividuals

2.Beabletosupporttheselectionofassistivetechnologywithindividuals

2.1Explainownroleandtherolesofothersintheprovisionofassistivetechnologyforindividuals2.2Supportanindividualtoaccessspecialistinformationandsupportaboutassistivetechnology2.3Supportanindividualtoexpressneeds,preferencesanddesiredoutcomesinrelationtotheuseofassistivetechnology2.4Supportanindividualtoselectassistivetechnologytomeettheirneedsandpreferences

3.Beabletosupporttheuseofassistivetechnologyaidswithanindividual

3.1Preparetheenvironmenttosupporttheuseofassistivetechnologywithanindividual3.2Supporttheuseofassistivetechnologyfollowinginstructionsorguidelineswithinboundariesofownrole3.3Recordtheuseofassistivetechnologyfollowingproceduresoragreedwaysofworking


3.4Explainwhenandtowhomreferralsformaintenanceorrepairwouldbemade

4.Beabletoevaluatetheeffectivenessoftheuseofassistivetechnologytomeetidentifiedoutcomes

4.1Reviewtheeffectivenessofassistivetechnologyagainstidentifiedoutcomeswithindividualsand/orothers4.2Providefeedbacktoothersontheuseofassistivetechnology4.3Reviseplanstouseassistivetechnologytoachieveidentifiedoutcomeswithindividualsand/orothers4.4Evaluateownpracticeinusingassistivetechnologytomeetidentifiedoutcomes4.5Adaptownpracticetosupporttheneedsoftheindividual

AdditionalInformationWellbeing,e.g.

• emotional• psychological• physical

Otherscouldinclude:



Component43:UnderstandPhysicalDisabilityComponentReferenceNumber:J/616/7912Level:3Credit:3GL:22024/ComponentSummaryThiscomponentcoversanunderstandingofphysicaldisability,theimpactofaphysicaldisabilityonaperson’slifeandtheroleplayedbysociety.Thecomponentpromotesaperson-centredapproachasanunderpinningvalueinworkingwithindividualswithphysicaldisabilities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofdifferentiatingbetweentheindividualandthedisability

1.1Explaintheimportanceofrecognisingthecentralityoftheindividualratherthanthedisability1.2Explaintheimportanceofanassessmentbeingpersoncentred1.3Comparethedifferenceinoutcomesthatmayoccurbetweenfocusingonanindividual’sstrengthsandaspirationsratherthantheirneedsonly

2.Understandtheconceptofphysicaldisability

2.1Definethetermphysicaldisability2.2Describethefollowingterminologyusedinrelationtophysicaldisability:

• congenital• acquired• neurological

2.3Compareacongenitaldisabilitywithaneurologicaldisability,includingcauses2.4Explaintheemotionalimpactofaprogressivedisabilityontheindividual2.5Comparethedifferentimpactsthatcongenitalandprogressivedisabilitiescanhaveonindividuals

3.Understandtheimpactoflivingwithaphysicaldisabilitywithinsociety

3.1Explainhowattitudeseitherpromoteapositiveornegativeperceptionofdisability3.2Describeenvironmentalandsocialbarriersthatcanhaveadisablingeffectonanindividualwithaphysicaldisability3.3Explaintheeffectsofphysicaldisabilityonanindividual’slifechoices


3.4Analysethesocio-economiceffectsofphysicaldisabilityonanindividual3.5ExplainthechangesthathaveoccurredinsocietyasaresultofDisabilitylegislation3.6AnalysetheimprovementsfortheindividualasaresultofDisabilitylegislation

4.Understandtheimportanceofpromotinginclusionandindependence

4.1Explaintheimportanceofindependenceandinclusionforindividualswithphysicaldisabilities4.2Analysewaysthatinclusionandindependencecanbepromoted4.3Explaintheimportanceoftheindividualhavingcontrolofchoicesanddecisions4.4Analysetheimportanceofpositiverisk-takingfortheindividualwithphysicaldisabilities4.5Explainhowtoencouragetheindividualtotakepositiveriskswhilemaintainingsafety4.6Explainstrategiesyoumayusetochallengestereotypes,prejudicialordiscriminatoryattitudes

AdditionalInformationTheindividualisthepersonrequiringcareorsupport.Congenitalcaninclude:

• cerebralpalsy• cysticfibrosis• spinabifida• congenitalheartconditions• musculardystrophy• congenitalhipdisorder

Acquireddisabilitiescaninclude:

• Arthritis• Rheumatism• cardiacconditions• pulmonaryconditionsfromworkconditionsorsmokinge.g.emphysema,pulmonaryfibrosis

Neurologicalconditionscaninclude:

• multiplesclerosis• Parkinson’sdisease• stroke

Progressivecanalsoincludeneurologicalandsomecongenitalconditions:motorneuronedisease.Lifechoices:

• physicalhealth


• education• housing• employment• accesstocultural/leisureactivities• mobility• sexuality


Component44: UnderstandPositiveRiskTakingforIndividualswithDisabilitiesComponentReferenceNumber:L/616/7913Level:3Credit:3GL:25024/ComponentSummaryThiscomponentpromotesapositive,person-centredapproachtorisk-takingforindividualswithdisabilitiesandemphasisestheimportanceofworkinginpartnershiptosupportindividualstotakerisks.Itprovidestheopportunitytoreflectondifficultiesanddilemmascommonlyencounteredwhenaddressingissuesofrisk,inthecontextofthelegalandpolicyframeworks.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthelegalandpolicyframeworkunderpinninganindividualwithdisabilitiesrighttomakedecisionsandtakerisks

1.1Explainhowlegislation,nationalandlocalpoliciesandguidanceprovideaframeworkfordecisionmakingwhichcansupportanindividualtohavecontrolovertheirownlives

2.Understandthatindividualswithdisabilitieshavethesamerightaseveryoneelsetotakerisks

2.1Explainwaysinwhichriskisanintegralpartofeverydaylife2.2Explainwhy,traditionally,peoplewithdisabilitieshavebeendiscouragedorpreventedfromtakingrisks2.3Describethelinksbetweenrisk-takingandresponsibility,empowermentandsocialinclusion

3.Understandtheimportanceofconsideringtherisksassociatedwiththechoicesanindividualwithdisabilitiesmakes

3.1Analysewhyindividualswithdisabilitiesmaybeatriskofdifferentformsofabuse,exploitationandharmindifferentareasoftheirlives3.2Explainhowtosupportindividualstorecogniseandmanagepotentialriskindifferentareasoftheirlives3.3Explaintheimportanceofbalancingthechoicesoftheindividualwiththeirownandothers’healthandsafety3.4Describehowownvalues,beliefsystemsandexperiencesmayaffectworkingpracticewhensupportingindividualstotakerisks3.5Explaintheimportanceofrecordingalldiscussionsanddecisionsmade


4.Understandtheimportanceofapositive,person-centredapproachtoriskassessment

4.1Explaintheprocessofdevelopingapositiveperson-centredapproachtoriskassessment4.2Explainhowtoapplytheprinciplesandmethodsofaperson-centredapproachtoeachofthedifferentstagesoftheriskassessmentprocess4.3Explainhowaservicefocusedapproachtoriskassessmentwoulddifferfromaperson-centredapproach4.4Identifytheconsequencesfortheindividualofaservicefocusedapproachtorisk-assessment

5.Understandtheimportanceofapartnershipapproachtorisktaking

5.1Explaintheimportanceofaperson-centredpartnershipapproach5.2Describewaysofhandlingconflictwhendiscussingandmakingdecisionsaboutrisk

AdditionalInformationIndividualissomeonerequiringcareorsupport.Abusemayincludethefollowingtypes:

• physicalabuse• sexualabuse• emotional/psychologicalabuse• financialabuse• institutionalabuse• self-neglect• neglectbyothers

Differentareasoftheirlivesmayinclude:inpublicplaces,inactivitiesonline,ofsocialactivitiesathomeandinotherprivatespaces,andofdisclosingpersonalandfinancialinformation.Othersmayinclude:

• theindividual• colleagues• familiesorcarers• friends• otherprofessionals• membersofthepublic


Component45:MoveandPositionIndividualsinAccordancewiththeirCarePlanComponentReferenceNumber:L/615/7804Level:2Credit:4GL:26024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtomoveandpositionindividualsaspartoftheirplanofcareaccordingtotheirspecificneeds.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS6.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,proceduresandprotocolsinrelationtomovingandpositioningindividuals

1.1Identifycurrentlegislation,nationalguidelines,policies,proceduresandprotocolsinrelationtomovingandpositioningindividuals1.2Summariseownresponsibilitiesandaccountabilityinrelationtomovingandpositioningindividuals1.3Describehealthandsafetyfactorsinrelationtomovingandpositioningindividuals

2.Understandanatomyandphysiologyinrelationtomovingandpositioningindividuals

2.1Outlinetheanatomyandphysiologyofthehumanbodyinrelationtomovingandpositioningindividuals2.2Describetheimpactofspecificconditionsonthemovementandpositioningofanindividual

3.Beabletominimiseriskbeforemovingandpositioningindividuals

3.1Carryoutpreparatorychecksusing:• theindividual’scareplan• themovingandhandlingrisk

assessment3.2Identifyanyimmediateriskstotheindividual3.3Describetheactiontotakeinrelationtoidentifiedrisks3.4Describetheactiontotakeiftheindividual’swishesconflictwiththeircareplan3.5Preparetheenvironmentensuring:

• adequatespaceforthemove• potentialhazardsareremoved


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinitionOthersmayinclude:



3.6Applystandardprecautionsforinfectioncontrol

4.Beabletomoveandpositionanindividual 4.1Confirmtheindividual’sidentityandobtainvalidconsent4.2Communicatewiththeindividualinamannerwhich:

• providesrelevantinformation• addressesneedsandconcerns• providessupportandreassurance• isrespectfulofpersonalbeliefsand

preferences4.3Positiontheindividualinaccordancewiththeircareplan4.4Communicateeffectivelywithothersinvolvedinthemanoeuvre4.5Describetheaidsandequipmentthatmaybeusedformovingandpositioning4.6Useequipmenttomaintaintheindividualintheappropriateposition4.7Encouragetheindividual’sactiveparticipationinthemanoeuvre4.8Monitortheindividualthroughouttheactivity4.9Recordandreporttheactivitynotingwhenthenextpositioningmanoeuvreisdue

5.Knowwhentoseekadviceand/orassistancefromotherswhenmovingandpositioninganindividual

5.1Describewhenadviceand/orassistanceshouldbesoughtinrelationtomovingorpositioninganindividual5.2Describesourcesofinformationavailableinrelationtomovingandpositioningindividuals


Component46: SupportIndividualswithSelf-DirectedSupportComponentReferenceNumber:Y/616/7915Level:3Credit:5GL:35024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidestheknowledgeandskillsrequiredtosupportanindividualtodirecttheirownsupport.Aperson-centredapproachisthefoundationtoachievingthiscomponent.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4,5and6mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandself-directedsupport 1.1Explaintheprinciplesunderpinningself-

directedsupportandhowthisdiffersfromtraditionalsupport1.2Explainhowlegislation,policyorguidanceunderpinself-directedsupport1.3Explainthebenefitsofanindividualhavingself-directedsupport1.4Explainwhatthefollowingtermsmean:

• indicativeallocation• supportedselfassessment• supportplan• outcomefocusedreview

1.5Outlinethepossiblebarrierstoself-directedsupport

2.Understandhowtosupportindividualstodirecttheirownsupportanddeveloptheirsupportplan

2.1Explainhowindividualscandirecttheirownsupportiftheydonothaveapersonalbudget2.2Explainhowtouseperson-centredthinkingtoenableindividualstothinkaboutwhatisimportanttothem,andhowtheywanttobesupported2.3Explainhowperson-centredplanningcanbeusedtoinformasupportplan2.4Explaintherolesofotherswhocanassistindividualsindevelopingtheirsupportplan2.5Describedifferentwaysthatindividualscandevelopasupportplan2.6Describearangeofperson-centredthinkingtoolsthatcanbeusedtohelp


individualsthinkaboutdifferentwaystheycanspendtheirpersonalbudget2.7Describewhatmightbeincludedinthecostingsforasupportplan

3.Understandthedifferentwaysthatindividualscanusetheirpersonalbudget

3.1Explainthedifferentwaysthatindividualscanusetheirpersonalbudgettobuysupport3.2Researchwaysthatindividualscanspendtheirpersonalbudgetotherthanbuyingsocialcareservices3.3Explainwhatrestrictionsmaybeimposedonpersonalbudgets3.4Describethecriteriathatareusedtosignoffasupportplan3.5Describeaperson-centredapproachtoriskthatensuresthatindividualshavewhatisimportanttothemwhilststayinghealthyandsafe

4.Beabletosupportindividualstodirecttheirsupport

4.1Supportanindividualtoexpresswhatisimportanttotheminhowtheywanttobesupportedinthefuture4.2Useperson-centredthinkingtoolstosupportanindividualtohavemaximumchoiceandcontrolintheirlife4.3Useperson-centredthinkingtoolstosupportanindividualtodeveloptheirsupportplan4.4Supportanindividualtoidentifyanyotherswhocouldworkwiththemtodeveloptheirsupportplan

5.Beabletosupportindividualstousetheirpersonalbudgetindifferentways

5.1Supportanindividualtounderstandthedifferentwaystheycoulddeveloptheirsupportplan5.2Supportanindividualtounderstandwhatrestrictionsmaybeimposedontheirpersonalbudget5.3Supportanindividualtothinkaboutdifferentoptionsforspendingtheirpersonalbudget5.4Demonstrateaperson-centredapproachtobalancingriskwithindividualswhenmakingdecisionsabouttheirpersonalbudget

6.Beabletosupportindividualswithanoutcome-focusedreview

6.1Explaintheprocessofanoutcome-focusedreview6.2Supportanindividualtoprepareforanoutcome-focusedreview6.3Supportanindividualtobeatthecentreofthereviewprocess


AdditionalInformationSelf-directedsupport–putsthepersoninneedofsupportincontrolofthatsupportLegislation,policyorguidance–referstoanycurrentlegislationorguidancearoundthisareaAnindividualissomeonerequiringcareorsupportPerson-centredthinkingisarangeofpracticaltoolsthatformthebasisofperson-centredplanning.Theyhelpfocusontheindividual,theirgiftsandskills,whatisimportanttothem,andwhatmakesreallygoodsupportforthemOthersmayinclude:

• families,friendsorcarers• socialworkers• brokers• peersupport• voluntaryuser-ledorganisations• independentsupportbrokerage

Person-centredthinkingtoolsinclude:

• importantto/for(recordedasaone-pageprofile)• working/notworking• thedoughnut• matchingstaff• relationshipcircle• communicationcharts• plus1questions• citizenshiptool• decision-makingagreement• presencetocontribution• dreaming• community-connectingrelatedtools

o WhoamI?mygiftsandcapacitieso hopesandfearso mappingournetworko passionaudito capacitymappingo WhoamI–myplaces


Component47:UnderstandMentalHealthProblemsComponentReferenceNumber:Y/615/7823Level:3Credit:3GL:16024/ComponentSummaryThiscomponentaimstoprovidethelearnerwithknowledgeofthemainformsofmentalillhealthaccordingtothepsychiatricclassificationsystem.Learnersalsoconsiderthestrengthsandlimitationsofthismodelandlookatalternativeframeworksforunderstandingmentaldistress.Thefocusofthecomponentisonunderstandingthedifferentwaysinwhichmentalillhealthmayaffecttheindividualandothersintheirsocialnetwork.Italsoconsidersthebenefitsofearlyinterventioninpromotingmentalhealthandwellbeing.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC3111,MH14

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthetypesofmentalillhealth 1.1Describethefollowingtypesofmentalill

healthaccordingtothepsychiatric(DSM/ICD)classificationsystem:

• mooddisorders,• personalitydisorders,• anxietydisorders,• psychoticdisorders,• substance-relateddisorders,• eatingdisorders,• cognitivedisorders

1.2Explainthekeystrengthsandlimitationsofthepsychiatricclassificationsystem1.3Explainalternativeframeworksforunderstandingmentaldistress1.4Explainindicatorsofmentalillhealth

2.Understandtheimpactofmentalillhealthonindividualsandothersintheirsocialnetwork

2.1Explainhowindividualsexperiencediscrimination2.2Explaintheeffectsmentalillhealthmayhaveonanindividual2.3Explaintheeffectsmentalillhealthmayhaveonthoseintheindividual’sfamilial,socialorworknetwork2.4Explainhowtointervenetopromoteanindividual’smentalhealthandwellbeing


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerAssessmentcriteria2.2and2.3shouldcover:Effects:

• psychologicalandemotionalimpacts• behaviour• physicalhealth• practicalandfinancialimpacts• theimpactofusingservices• socialexclusion• positiveimpacts


Component48:UnderstandtheLegal,PolicyandServiceFrameworkinMentalHealthComponentReferenceNumber: D/615/8455Level:3Credit:5GL:16024/ComponentSummaryThiscomponentisaboutunderstandingthelegal,policyandserviceframeworkrequirementsforthoseworkinginmentalhealthservices.Itcoverspromotingtherightsofindividualswithmentalhealthproblems,aswellastherightsandresponsibilitiesofthoseworkinginmentalhealthservices.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Knowthelegalandcurrentpolicyframeworkformentalhealth

1.1Explainthekeypointsofmentalhealthlegislation1.2Explaintherelevanceofotherimportantlegislationwhensupportingindividualswithmentalillhealth1.3Describetwocurrentnationalpolicyinitiativesthatarerelevanttomentalhealth1.4Explainhowcurrentnationalpolicyinitiativesthatarerelevanttomentalhealthareintendedtochangeorimproveserviceprovision1.5Identifythekeypointsoflegislationrelatingtocarersofindividualswithmentalhealthproblems

2.Knowtheserviceframeworkformentalhealth

2.1Describetheframeworkofnationalmentalhealthserviceprovision2.2Describetheroleandresponsibilitiesofthekeystatutory,voluntaryorprivateagenciesinvolvedinmentalhealthcare2.3Describetheroleandresponsibilitiesofthemainprofessionalsandworkerswithinmentalhealthcare2.4Explainwhyandhowcarers/othersshouldbeinvolvedinservicedelivery

3.Understandtherightsandresponsibilitiesofindividualsusingservicesandofothers

3.1Describetherightsandresponsibilitiesofindividualswithmentalhealthproblems3.2Explainwhyworkersshouldpromotetherightsofandchallengediscriminationagainstindividualswithmentalhealthproblems


3.3Explainhowtopromotetherightsofindividualswithmentalhealthproblemswithintheirownareaofpractice3.4Explainhowtochallengediscriminationagainstindividualswithmentalhealthproblemswithintheirownareaofpractice3.5Explaintheroleofindependentadvocacyinpromotingtherightsofindividualswithmentalhealthproblems3.6Explaintheroleofindependentadvocacyinpromotingtherightsofcarersandothers

AdditionalInformationOtherimportantlegislation:

• Mentalcapacity–MentalCapacityAct-DoLS• MentalHealth–MentalHealthActCAMHS• Disabilityrights• Humanrights• Eligibilityforservices• Safeguardingvulnerableadults• Healthandsafety• Dataprotection

Individual refers to someone requiring careor support; itwill usuallymean thepersonorpeoplesupportedbythelearnerOthersmayinclude;



Component49:AdministerOralNutritionalProductstoIndividualsComponentReferenceNumber:H/616/7917Level:3Credit:4GL:23024/ComponentSummaryThiscomponentisaimedatthoseworkinginarangeofcaresettingssuchashospitals,nursingandresidentialhomes,hospicesandcommunitysettingstoadministeroralnutritionalproductstoindividualswhoareotherwiseincapableofdoingso.Itprovideslearnerswiththeopportunitytodevelopknowledge,understandingandskillsrequiredtopreparenutritionalproductsandtoadministerthemtoindividuals,includingensuringstocklevelsaremaintained.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS147

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtoadministeroralnutritionalproductstoindividualsinlinewithcurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticeguidelines

1.1Summarisecurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticeguidelinesaffectingownpracticerelatedtoadministeringoralnutritionalproducts1.2Explainhowtotakeinformationfrommedicationadministrationchartstoinformtheadministrationoforalnutritionalproducts1.3Explainhowtoprepareoralnutritionalproducts1.4Explainhowtoensurethedignity,safetyandprivacyofanindividualduringtheprocedure1.5Explainhowtocheckiftheindividualhastakentheoralnutritionalproduct

2.Understandcommonnutritionalproductsandtheiruses

2.1Describecommonnutritionalproductsandtheiruses2.2Explainhowcommonnutritionalproductsshouldbestored2.3Describetheeffectsofcommonnutritionalproducts,relevanttotheindividual’scondition2.4Explaintheimportanceofinformationlabellingofnutritionalproducts

3.Understandhowtomanagepossiblereactionstotheuseofnutritionalproducts

3.1Describecommonadversereactionstonutritionalproductsandhowtorecognisethem


3.2Explainhowtodealwithadversereactions3.3Explainhowtodealwithnon-compliancewhenattemptingtoadministernutritionalproducts3.4Identifysupportstafftohelpmanagereactionstotheuseofnutritionalproducts3.5Explainhowtominimiseriskofanyhazardsandcomplicationsoccurringduringtheadministrationofnutritionalproducts

4.Beabletopreparefororaladministrationofnutritionalproducts

4.1Applystandardprecautionsforinfectioncontrol4.2Applyhealthandsafetymeasuresrelevanttotheprocedureandenvironment4.3Confirmtheindividual’sidentityandgainvalidconsentpriortoadministeringnutritionalproducts4.4Checktheindividual’sadministrationrecordforaccuracypriortoadministeringnutritionalproducts,takinganynecessaryaction4.5Explaintheproceduretotheindividualinawaythatissensitivetotheirpersonalbeliefsandpreferences4.6Prepareanindividualtoreceiveoraladministrationofnutritionalproducts4.7Preparenutritionalproductsaccordingtotheadministrationrecordandstandardhygieneprecautions4.8Selectmaterials,equipmentandaidswhichcanbeusedfortheoraladministrationofnutritionalproducts

5.Beabletoadministeroralnutritionalproductstoindividuals

5.1Administeroralnutritionalproductstoanindividualaccordingtotheadministrationrecordandinawaywhichminimisespain,discomfortandtraumafortheindividual5.2Monitortheindividual’sconditionthroughout,recognisinganyadverseeffectsandtakingappropriateactionimmediately5.3Disposeofwasteproductsinlinewithlocalpolicyandprotocol5.4Updaterecordsinlinewithlocalpolicyandprotocol



Preferencesmaybebasedon:• beliefs• values• culture


Component50: SupportIndividualsthroughDetoxificationProgrammesComponentReferenceNumber:K/616/7918Level:3Credit:3GL:18024/ComponentSummaryThiscomponentisaboutworkingwithindividualstoachievestabilisationorwithdrawalfromalcohol,drugandsubstancemisusethroughaplannedprogrammeoftreatmentandcare.Thiswillinvolveinductingindividualstodetoxificationprogrammes,developingandreviewingtheseprogrammes,andmanagingtheclosureoftheprogrammeandnextsteps.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Anyskills-basedelementwithinthecomponentmustbeassessedintheworkplaceorusingworkplace-basedevidence.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowassessmentsshouldbeundertaken

1.1Explainhowrequestsforassessmentshouldbeprioritisedinlinewithanorganisation’scriteria1.2Describehowtoarrangeforacomprehensivesubstancereviewandriskassessment1.3Describehowindividualsmaybeinvolvedintheassessmentoftheirneeds1.4Explainhowindividualmotivationandreadinesstoengageinatreatmentprogrammeareassessed1.5Explainhowinformationobtainedduringanassessmentshouldbepassedtoanotherorganisationinlinewithlocalprotocols1.6Explainwhyitisimportanttoassessandreviewrisktoindividualsandothersfromsubstancemisuseonaregularbasis1.7Describetheevidencebaseforthelikelyoutcomesofdetoxificationprogrammes

2.Beabletointroduceindividualstodetoxificationprogrammes

2.1Explainwhatshouldbetakenintoaccounttoestablishthecorrectlevelofurgencyforadmissiontoadetoxificationprogramme2.2Implementthelocallyagreedcriteriaforadmissionofindividualstoadetoxificationprogramme


2.3Demonstratetheadviceandinformationthatshouldbeprovidedtoindividualspriortoadetoxificationprogramme2.4Describewhata‘contractofcare’includesandtherespectiveresponsibilitiesoftheindividualandtheserviceduringadetoxificationprogramme2.5Demonstratewaysinwhichsignificantothersandcarersmaybecomeinvolvedinanindividual’sdetoxificationprogramme

3.Beabletodevelopandreviewdetoxificationtreatmentandcareplans

3.1Demonstratehowtoco-ordinatedetoxificationtreatmentwithinacareplanwhichinvolvestheindividualandmembersofotherserviceteamsasappropriate3.2Showhowtoreviewexpectationsandplanswithindividualswhoarenotyetabletocompletethedetoxificationprogramme3.3Reviewassessmentsatappropriateintervalsonceanindividualhascommencedaprogrammeofcare

4.Beabletomanageclosureofindividuals’detoxificationprogrammes

4.1Arrangeadischargeplanningmeetingwithmembersfromotherserviceprovidersinordertoformaliseanongoingcareplan4.2Establishactiveco-ordinationbetweendetoxificationandrehabilitativeservicesafterdischarge4.3Completecaseclosureinformationpromptlyandaccuratelyforindividualswhohaveachievedabstinenceandlefttheprogramme



Component51:SupportingIndividualswithLossandGriefBeforeDeathComponentReferenceNumber: T/615/8476Level:3Credit:2GL:5024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtosupportindividualsandothersthroughtheirexperienceoflossandgriefbeforedeath.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimpactoflossandgriefonindividualsapproachingendoflifeandothers

1.1Describewhatismeantbylossandgriefbeforereachingendoflife1.2Explainhowtheexperienceoflossandgriefisuniquetoindividualsandothers1.3Describemodelsoflossandgrief1.4Describestagesoflossandgriefcommonlyexperiencedbypeoplewithalife-limitingillness1.5Describetheeffectsoflossandgriefontheindividualandothers

2.Beabletosupportindividualsandothersthroughtheexperienceoflossandgrief

2.1Supportindividualsandotherstoidentifythelossesandfeelingstheymayexperience2.2Accordingtotheirpreferencesandwishessupportindividualsandotherstocommunicatethelossesandfeelingstheymayexperience2.3Supporttheindividualandothersthroughthestagesofgrieftheyareexperiencing2.4Supportindividualsandothersexperiencinglossandgrieftoaccesssupportservices

3.Beabletomanageownfeelingsinrelationtolossandgrief

3.1Describehowownfeelingsaboutlossandgriefcanimpactonthesupportprovided3.2Usesupportsystemstomanageownfeelingsbroughtonbylossandgrief


Component52:PromoteEffectiveCommunicationwithIndividualswithSensoryLossComponentReferenceNumber:M/616/7919Level:3Credit:4GL:30024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwithknowledgeandskillsrequiredtosupporteffectivecommunicationwithindividualswithsensoryloss.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes3and4mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofeffectivetwo-waycommunication

1.1Identifythefeaturesoftwo-waycommunication1.2Explainwhytwo-waycommunicationisimportantforindividualswithsensoryloss1.3Explainhowownrolecanimpactonthedynamicsoftwo-waycommunicationwithindividualswithsensoryloss

2.Understanddifferentmethodsthatcansupportcommunicationwithindividualswithsensoryloss

2.1Researchthedifferentmethodsthatareusedtosupportcommunicationwithindividualswithsensoryloss2.2Identifythecharacteristicsofcommunicationthatisnotbasedonformallanguagesystems

3.Beabletosupporttheindividualwithcommunication

3.1Agreewithanindividualand/orotherspreferredmethodsofcommunication3.2Preparetheenvironmenttofacilitateeffectivecommunication3.3Useagreedmethodsofcommunicationwithanindividual3.4Checktheeffectivenessofcommunicationwiththeindividualthroughouttheinteraction3.5Adaptownpracticetomeettheneedsoftheindividual

4.Beabletoevaluatetheeffectivenessofmethodsofcommunicationusedtosupportanindividualwithsensoryloss

4.1Evaluatetheeffectivenessoftheuseofagreedmethodsofcommunicationwithanindividualand/orothers4.2Contributetotheidentificationoffurthersupportneededtosupportthecontinueddevelopmentofcommunicationskills


4.3Makesuggestionstoimprovetheuseofagreedmethodsofcommunicationtoindividualsand/orothers4.4Reflectonownpracticeontheuseofagreedmethodsofcommunication

AdditionalInformationSensorylosscouldinclude:

• sightloss• hearingloss• deafblindness


Component53:UnderstandtheContextofSupportingIndividualswithLearningDisabilitiesComponentReferenceNumber:F/615/9033Level:3Credit:4GL:35024/ComponentSummaryThiscomponentexploresthemeaningoflearningdisabilityandconsidersissuescloselylinkedwithlearningdisabilitysupport.Theseincludeanawarenessofhowtheattitudesandbeliefsofothersaffectindividualswhohavelearningdisabilities.Thecomponentintroducesthemesofinclusion,humanrights,advocacy,empowermentandactiveparticipation,andalsoconsidersthecentralplaceofcommunicationinworkingwithindividualswhohavelearningdisabilities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsGEN86

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowlegislationandpoliciessupportthehumanrightsandinclusionofindividualswithlearningdisabilities

1.1Summariselegislationandpoliciesthatpromotethehumanrights,inclusion,equallifechancesandcitizenshipofindividualswithlearningdisabilities1.2Explainhowlegislationandpoliciesinfluencethedaytodayexperiencesofindividualswithlearningdisabilitiesandtheirfamilies

2.Understandthenature,causesandcharacteristicsoflearningdisability

2.1Explainwhatismeantby‘learningdisability’2.2Describecausesoflearningdisabilities2.3Describethemedicalandsocialmodelsofdisability2.4Evaluatethepotentialimpactonthefamilyofanindividualwithalearningdisability

3.Understandthehistoricalcontextoflearningdisability

3.1Explaintypesofservicesprovidedforindividualswithlearningdisabilitiesovertime3.2Evaluatehowpastwaysofworkingmayaffectpresentservices3.3Describehowperson-centredpracticeimpactsonthelivesofindividualswithlearningdisabilitiesinrelationto:

• wheretheindividuallives• daytimeactivities


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipient

• employment• sexualrelationshipsandparenthood• theprovisionofhealthcare

4.Understandtheprinciplesandpracticeofadvocacy,empowermentandactiveparticipationinrelationtosupportingindividualswithlearningdisabilitiesandtheirfamilies

4.1Explainthemeaningoftheterm‘socialinclusion’4.2Explainthemeaningoftheterm‘advocacy’4.3Describedifferenttypesofadvocacy4.4Analysestrategiestopromoteempowermentandactiveparticipation

5.Understandhowviewsandattitudesimpactonthelivesofindividualswithlearningdisabilitiesandtheirfamilycarers

5.1Explainimpactsofviewsandattitudesofothersonindividualswithalearningdisability5.2Describestrategiestopromotepositiveattitudestowardsindividualswithlearningdisabilitiesandtheirfamily/carers5.3Explaintherolesofexternalagenciesandothersinchangingattitudes,policyandpractice

6.Understandhowtopromotecommunicationwithindividualswithlearningdisabilities

6.1Explainhowtomeetthecommunicationneedsofindividualswithlearningdisabilities6.2Explainwhyitisimportanttouselanguagethatisboth‘ageappropriate’and‘abilityappropriate’whencommunicatingwithindividualswithlearningdisabilities6.3Describewaysofcheckingwhetheranindividualhasunderstoodacommunication,andhowtoaddressanymisunderstandings


Component54: WorkwithOtherProfessionalsandAgenciestoSupportIndividualswithaPhysicalDisabilityComponentReferenceNumber:H/616/7920Level:3Credit:3GL:23024/ComponentSummaryThiscomponentisaimedatthosewhoprovidecareorsupporttoindividualswithdisabilitiesinawiderangeofsettings.Itinvolvesworkingwiththeindividualtoidentifythesupportrequiredandworkingwithprofessionalsand/orotheragencieswherethesupportsitsoutsideownrole.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthecontributionthatotherprofessionalsandagenciescanmaketosupportindividualswithphysicaldisabilities

1.1Describecircumstanceswhenitwouldbeimportanttoinvolveotherprofessionalswhensupportingindividualswithphysicaldisabilities1.2Describethevaluesandskillswhichunderpinjointworkingwithotherprofessionalsandagencies1.3Explainthedifferentreferralprocessestogainthesupportofotherprofessionals1.4Describeprovisionfromacrossspecialistagencies1.5Analysetheimpactspecialistagencieshaveonprovidingawiderrangeofservicesfortheindividual

2.Beabletoassesstheneedsofindividualswithphysicaldisabilitiesforinclusivesocialcareprovision

2.1Assesswhenanindividual’sneedsrequireinputfromotheragenciesandprofessionals2.2Givetheindividualinformationaboutprovisionoptionssothatinformedchoicescanbemade2.3Agreewiththeindividualwhattheyhopetoachievethroughreferraltoanotheragencyand/orprofessional

3.Beabletodemonstratepartnershipworking

3.1Makeareferraltootherprofessionalsand/oragenciesinlinewithagreedwaysofworking3.2Useverbalandwrittencommunicationskillsinmakingtheindividual’sneedsandwishesknown


3.3Workinpartnershipwithotheragenciesandorprofessionalstosupportthemtomeettheneedsoftheindividual3.4Evaluatetheoutcomesfortheindividualofpartnershipworking3.5Documenttheworkcarriedoutwithotherprofessionalsandoragencies

AdditionalInformationIndividual–theindividualwiththephysicaldisability.Professionals:

• physiotherapist• occupationaltherapist• nurse• GP• socialworker• dietician• speechandlanguagetherapist

Agencies-thiscaninclude:Agenciesspecifictoindividualconditionse.g.MS,spinabifida,etcwiththeaimofeducating,advocatingandlobbying.Theycanalsoincludemoregenericagencieswhichprovideservicesi.e.supportedlivinginthecommunity,personalcare,supportwithdirectpayments,advicere:benefitsetc.


Component55:ProvideSupporttoManagePainandDiscomfortComponentReferenceNumber:D/615/7838Level:2Credit:2GL:15024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtounderstandthenatureofworkingrelationships,workinwaysthatareagreedwiththeemployerandworkinpartnershipwithothers.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2and3mustbeassessedinarealworksituation.RelationshiptoOccupationalStandardsSCDHSC0216SFHCHS164

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandapproachestomanagingpainanddiscomfort

1.1Explaintheimportanceofaholisticapproachtomanagingpainanddiscomfort1.2Describedifferentapproachestoalleviatepainandminimisediscomfort1.3Outlineagreedwaysofworkingthatrelatetomanagingpainanddiscomfort

2.Beabletoassistinminimisingindividuals’painordiscomfort

2.1Describehowpainanddiscomfortmayaffectanindividual’swellbeingandcommunication2.2Encourageanindividualandtheircarerstoexpressfeelingsofdiscomfortorpain2.3Explainhowtorecognisethatanindividualisinpainwhentheyarenotabletoverballycommunicatethis2.4Explainhowtoevaluatepainlevelsusingassessmenttoolsinownareaofwork2.5Encourageanindividualandtheircarerstouseself-helpmethodsofpaincontrol2.6Assistanindividualtobepositionedsafelyandcomfortably2.7Carryoutagreedmeasurestoalleviatepainanddiscomfort

3.Beabletomonitor,recordandreportonthemanagementofindividuals’painordiscomfort

3.1Carryoutrequiredmonitoringactivitiesrelatingtomanagementofanindividual’spainordiscomfort3.2Completerecordsinlinewithagreedwaysofworking3.3Reportfindingsandconcernsasrequired


AdditionalInformationAgreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employersIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerAssessmenttoolsincludestheuseofpainscores


Component56:UnderstandtheAdministrationofMedicationtoIndividualswithDementiausingaPerson-CentredApproachComponentReferenceNumber:T/616/7601Level:3Credit:2GL:15024/ComponentSummaryThiscomponentisaboutknowledgeandunderstandingofindividualswhomayhavespecificneedsforreceivingmedicationbecauseoftheirexperienceofdementia.Learnerswilldeveloptheirknowledgeofthesemedicationrequirements.Thiscomponentdoesnotconfirmcompetence.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

AdditionalInformationAdministering,e.g.

• fittingwiththeroutinesoftheindividual• meetingthepreferencesoftheindividual(tablets/solutions)• enablingtechniques• self-administration.

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthecommonmedicationsavailableto,andappropriatefor,individualswithdementia

1.1Outlinethemostcommonmedicationsusedtotreatsymptomsofdementia1.2Describehowcommonlyusedmedicationsaffectindividualswithdementia1.3Explaintherisksandbenefitsofanti-psychoticmedicationforindividualswithdementia1.4Explaintheimportanceofrecordingandreportingsideeffects/adversereactionstomedication1.5Describehow‘asrequired’(PRN)medicationcanbeusedtosupportindividualswithdementiawhomaybeinpain

2.Understandhowtoprovideperson-centredcaretoindividualswithdementiathroughtheappropriateandeffectiveuseofmedication

2.1Describeperson-centredwaysofadministeringmedicineswhilstadheringtoadministrationinstructions2.2Explaintheimportanceofadvocatingforanindividualwithdementiawhomaybeprescribedmedication


Component57:IntroductiontoPersonalisationinSocialCareComponentReferenceNumber:A/616/7602Level:3Credit:3GL:22024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itintroducesunderstandingofhowpersonalisationaffectstheprovisionofsocialcareservices,withafocusonthesystems,skillsandsupportneededtoimplementpersonalisedprovision.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthemeaningofpersonalisationinsocialcare

1.1Definetheterm‘personalisation’asitappliesinsocialcare1.2Explainhowpersonalisationcanbenefitindividuals1.3Explaintherelationshipbetweenrights,choiceandpersonalisation1.4Identifylegislationandothernationalpolicydocumentsthatpromotepersonalisation

2.Understandsystemsthatsupportpersonalisation

2.1Listlocalandnationalsystemsthataredesignedtosupportpersonalisation2.2Describetheimpactthatpersonalisationhasontheprocessofcommissioningsocialcare2.3Explainhowdirectpaymentsandindividualbudgetssupportpersonalisation

3.Understandhowpersonalisationaffectsthewaysupportisprovided

3.1Explainhowperson-centredthinking,person-centredplanningandperson-centredapproachessupportpersonalisation3.2Describehowpersonalisationaffectsthebalanceofpowerbetweenindividualsandthoseprovidingsupport3.3Giveexamplesofhowpersonalisationmayaffectthewayanindividualissupportedfromdaytoday

4.Understandhowtoimplementpersonalisation

4.1Analysetheskills,attitudesandapproachesneededbythoseprovidingsupportorbrokeringservices,inordertoimplementpersonalisation


AdditionalInformationAnindividualissomeonerequiringcareorsupport.

4.2Identifypotentialbarrierstopersonalisation4.3Describewaystoovercomebarrierstopersonalisationindaytodaywork4.4Describetypesofsupportthatindividualsortheirfamiliesmightneedinordertomaximisethebenefitsofapersonalisedservice


Component58:SupportindividualstoMaintainPersonalHygieneComponentReferenceNumber:F/616/7603Level:2Credit:2GL:17024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportanindividualinmaintainingpersonalhygiene.Itcoversgoodpersonalhygieneroutinesandwhytheseareimportant,aswellaspotentialcontributoryfactorstopoorpersonalhygiene.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcome2mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofgoodpersonalhygiene

1.1Explainwhypersonalhygieneisimportant1.2Describetheeffectsofpoorpersonalhygieneonhealthandwellbeing

2.Beabletosupportindividualstomaintainpersonalhygiene

2.1Supportanindividualtounderstandfactorsthatcontributetogoodpersonalhygiene2.2Addresspersonalhygieneissueswiththeindividualinasensitivemannerwithoutimposingownvalues2.3Supporttheindividualtodevelopawarenessoftheeffectsofpoorhygieneonothers2.4Supportthepreferencesandneedsoftheindividualwhilemaintainingtheirindependence2.5Describehowtomaintaindignityofanindividualwhensupportingintimatepersonalhygiene2.6Identifyriskstoownhealthinsupportinganindividualwithpersonalhygieneroutines2.7Reduceriskstoownhealthwhensupportingtheindividualwithpersonalhygieneroutines2.8Identifyotherswhomaybeinvolvedinsupportingtheindividualtomaintainpersonalhygiene



3.Understandwhenpoorhygienemaybeanindicatorofotherunderlyingpersonalissues

3.1Identifyunderlyingpersonalissuesthatmaybeacauseofpoorpersonalhygiene3.2Describehowunderlyingpersonalissuesmightbeaddressed


Component59:ThePrinciplesofInfectionPreventionandControlComponentReferenceNumber:T/615/7876Level:2Credit:3GL:30024/ComponentSummaryTointroducethelearnertonationalandlocalpoliciesinrelationtoinfectioncontrol;toexplainemployerandemployeeresponsibilitiesinthisarea;tounderstandhowproceduresandriskassessmentcanhelpminimisetheriskofanoutbreakofinfection.LearnerswillalsogainanunderstandingofhowtousePPEcorrectlyandtheimportanceofgoodpersonalhygiene.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsIPC01.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandownandothersrolesandresponsibilitiesinthepreventionandcontrolofinfections

1.1Explainemployees’rolesandresponsibilitiesinrelationtothepreventionandcontrolofinfection1.2Explainemployers’responsibilitiesinrelationtothepreventionandcontrolinfection

2.Understandlegislationandpoliciesrelatingtopreventionandcontrolofinfections

2.1Outlinecurrentlegislationandregulatorybodystandardswhicharerelevanttothepreventionandcontrolofinfection2.2Identifylocalandorganisationalpoliciesrelevanttothepreventionandcontrolofinfection

3.Understandsystemsandproceduresrelatingtothepreventionandcontrolofinfections

3.1Describeproceduresandsystemsrelevanttothepreventionandcontrolofinfection3.2Explainthepotentialimpactofanoutbreakofinfectionontheindividualandtheorganisation

4.Understandtheimportanceofriskassessmentinrelationtothepreventionandcontrolofinfections

4.1Definethetermrisk4.2Outlinepotentialrisksofinfectionwithintheworkplace4.3Describetheprocessofcarryingoutariskassessment4.4Explaintheimportanceofcarryingoutariskassessment

5.UnderstandtheimportanceofusingPersonalProtectiveEquipment(PPE)inthepreventionandcontrolofinfections

5.1DemonstratecorrectuseofPPE5.2IdentifydifferenttypesofPPE5.3ExplainthereasonsforuseofPPE



5.4StatecurrentrelevantregulationsandlegislationrelatingtoPPE5.5Describeemployees’responsibilitiesregardingtheuseofPPE5.6Describeemployers’responsibilitiesregardingtheuseofPPE5.7DescribethecorrectpracticeintheapplicationandremovalofPPE5.8DescribethecorrectprocedurefordisposalofusedPPE

6.Understandtheimportanceofgoodpersonalhygieneinthepreventionandcontrolofinfections

6.1Describethekeyprinciplesofgoodpersonalhygiene6.2Demonstrategoodhandwashingtechnique6.3Identifythecorrectsequenceforhandwashing6.4Explainwhenandwhyhandwashingshouldbecarriedout6.5Describethetypesofproductsthatshouldbeusedforhandwashing6.6Describecorrectproceduresthatrelatetoskincare


Component60:AwarenessoftheMentalCapacityAct2005ComponentReferenceNumber: Y/615/8728Level:3Credit:3GL:28024/ComponentSummaryThiscomponentprovidestheknowledgeandunderstandingrequiredbyalearnertoprovidecareandtreatmenttoindividualsinaccordancewiththevaluebasethatunderpinstheMentalCapacityAct2005.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.UnderstandtheimportanceoftheMentalCapacityAct2005

1.1Explainwhylegislationisnecessarytoprotecttherightsofindividualswhomaylackthecapacitytomakedecisionsforthemselves1.2Describethefactorswhichmayleadtoanindividuallackingthecapacitytomakeaparticulardecisionforthemselves1.3 Explain how the Mental Capacity Act2005:

• empowerspeopletomakedecisionsforthemselves

• protectspeoplewholackcapacitybyplacingthemattheheartofthedecisionmakingprocess

1.4Describewhyeffectivecommunicationisimportantwhenworkingwithapersonwhomaylackcapacitytomakeaparticulardecisionforthemselves

2.UnderstandthekeyelementsoftheMentalCapacityAct2005

2.1DefinethefivestatutoryprinciplesincludedintheMentalCapacityAct20052.2DescribewhenaworkermustcomplywiththeMentalCapacityAct20052.3ExplainhowtheMentalCapacityAct2005giveslegalprotectiontoworkersprovidingcareandtreatmentforsomeonewholackscapacity2.4Explain‘capacity’asdefinedintheMentalCapacityAct20052.5Explain‘bestinterests’asdefinedintheMentalCapacityAct2005


2.6Explainwhatactionsneedstobetakentoensureaworkeractsinanindividual’s‘bestinterests’2.7Identifywhoseresponsibilityitistoassess‘capacity’and‘bestinterests’2.8Identifythetypeof‘daytoday’decisionsaworkermayfindthemselvesmakingonbehalfofapersonwholackscapacitytomakethosedecisionsthemselves2.9ExplainthecircumstanceswhenanIndependentMentalCapacityAdvocate(IMCA)shouldbeappointed2.10ExplainhowtheMentalCapacityAct2005canassistapersonto‘planahead’foratimewhentheymaynothavecapacitytomakecertaindecisions

3.Understand‘restraint’asdefinedinthes6(4)MentalCapacityAct2005

3.1Identifytherangeofactionsthatamounttorestraint3.2IdentifythefactorswhichmakerestraintlawfulundertheMentalCapacityAct20053.3Describethecircumstanceswheretherestrictionsorrestraintbeingusedamounttoapersonbeing‘deprivedoftheirliberty’3.4Describetheactionsthatarenecessarytoensurethatapersonislawfully‘deprivedoftheirliberty’3.5Explainwhyaworkershouldraisetheirconcernswiththeirsupervisor/managerwhentheythinkapersonmaybebeing‘deprivedoftheirliberty’

4.UnderstandtheimportanceofcomplyingwiththeMentalCapacityAct2005CodeofPracticewhenworkingwithindividualswholackcapacity

4.1ExplainthelegalstatusoftheMentalCapacityAct2005,CodeofPractice4.2ExplainthepurposeoftheMentalCapacityAct2005,CodeofPractice4.3ExplainhowtheMentalCapacityAct2005CodeofPracticeeffectsthedaytodayactivitiesofaworkerwhenmakingdecisionsforindividualswholackthecapacitytomakethosedecisionsforthemselves

AdditionalInformationBestinterests-whenmakingdecisionsorcarryingoutanactiononbehalfofanindividualwhoisassessedaslackingcapacitytomakethatdecision.MentalCapacityActCodeofPractice(Chapter5)Deprivedoftheirliberty-MentalCapacityActCodeofPractice(Chapter6)


Component61:ContributetotheEffectivenessofTeamsComponentReferenceNumber:J/616/7604Level:2Credit:3GL:5024/ComponentSummaryTheaimofthiscomponentistointroducecandidatestotheskillsandknowledgethatwillensurethattheycontributetotheeffectivenessofteams.Thecomponentalsoaddressestimemanagement.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0241

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofownroleandhowitcontributestotheteamperformance

1.1Describetheteam’soverallobjectivesandpurpose1.2Explainhowownroleandresponsibilitiescontributetoteamactivities,objectivesandpurposes1.3Identifyotherteammembers,theirrolesandresponsibilitieswithintheteam1.4Explaintheiractivitiesandideastoothermembersintheteam

2.Beabletoreflectonownperformance 2.1Usefeedbackorsuggestionsfromotherstoenablethemtoimproveownpracticewithintheteam2.2Proposesuggestionsorideastobenefitteammembersandimproveteamworking2.3Undertakedevelopmentandlearningtointeractwiththeteammoreeffectively

3.Beabletomanagetimeandcommitmentseffectively

3.1Fulfilowncommitmentstootherteammemberswithinagreedtimescalesandaccordingtooverallworkpriorities3.2Informappropriateteammemberswhencommitmentscannotbefulfilledwithinspecifiedtimescales

4.Beabletoestablisheffectiveworkingrelationshipswithallmembersoftheteam

4.1Behavetowardsotherteammembersinawaythatsupportstheeffectivefunctioningoftheteam4.2Resolvedifferencesofopinionandconflictswithintheteaminwayswhichrespectsotherteammembers’pointsofview


Component62:UnderstandtheRoleofCommunicationandInteractionswithIndividualswhohaveDementiaComponentReferenceNumber:L/616/7605Level:3Credit:3GL:26024/ComponentSummaryThiscomponentprovidestheunderpinningknowledgerequiredtodeveloptherapeuticrelationshipswithindividualswithdementiabasedoninteractionsandcommunication.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthatindividualswithdementiamaycommunicateindifferentways

1.1Explainhowindividualswhohavedementiamaycommunicatethroughtheirbehaviour1.2Explainhowcarersandothersmaymisinterpretcommunication1.3Explaintheimportanceofeffectivecommunicationtoanindividualwhohasdementia1.4Describehowdifferentformsofdementiamayaffectthewayanindividualcommunicates

2.Understandtheimportanceofpositiveinteractionswithindividualswhohavedementia

2.1Giveexamplesofpositiveinteractionswithindividualswhohavedementia2.2Explainhowpositiveinteractionswithindividualswhohavedementiacancontributetotheirwellbeing2.3Explaintheimportanceofinvolvingindividualswhohavedementiainarangeofactivities2.4Comparearealityorientationapproachtointeractionswithavalidationapproach

3.Understandthefactorswhichcanaffectinteractionsandcommunicationofindividualswhohavedementia

3.1Listthephysicalandmentalhealthneedsthatmayneedtobeconsideredwhencommunicatingwithanindividualwhohasdementia3.2Describehowthesensoryimpairmentofanindividualwhohasdementiamayaffecttheircommunicationskills



3.3Describehowtheenvironmentmightaffectanindividualwhohasdementia3.4Describehowthebehaviourofcarersorothersmightaffectanindividualwhohasdementia3.5Explainhowtheuseoflanguagecanhinderpositiveinteractionsandcommunication


Component63:ProvideSupporttoMaintainandDevelopSkillsforEverydayLifeComponentReferenceNumber: R/615/8730Level:3Credit:4GL:28024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Thecomponentprovidesthelearnerwiththeknowledgeandskillsrequiredtoworkwithindividualstoretain,regainanddevelopskillsforeverydaylife.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3and4mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsSCDHSC0344

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthecontextofsupportingskillsforeverydaylife

1.1Comparemethodsfordevelopingandmaintainingskillsforeverydaylife1.2Analysereasonswhyindividualsmayneedsupporttomaintain,regainordevelopskillsforeverydaylife1.3Explainhowmaintaining,regainingordevelopingskillsforeverydaylifecanbenefitindividuals

2.Beabletosupportindividualstoplanformaintaininganddevelopingskillsforeverydaylife

2.1Workwithanindividualandotherstoidentifyskillsforeverydaylifethatneedtobesupported2.2Agreeaplanwiththeindividualfordevelopingormaintainingtheskillsidentified2.3Analysepossiblesourcesofconflictthatmayarisewhenplanning2.4Evaluatewaystoresolveanypossiblesourcesofconflict2.5Supporttheindividualtounderstandtheplanandanyprocesses,proceduresorequipmentneededtoimplementormonitorit

3.Beabletosupportindividualstoretain,regainordevelopskillsforeverydaylife

3.1Provideagreedsupporttodevelopormaintainskills,inawaythatpromotesactiveparticipation3.2Givepositiveandconstructivefeedbacktotheindividualduringactivitiestodevelopormaintaintheirskills


3.3Describeactionstotakeifanindividualbecomesdistressedorunabletocontinue

4.Beabletoevaluatesupportfordevelopingormaintainingskillsforeverydaylife

4.1Workwithanindividualandotherstoagreecriteriaandprocessesforevaluatingsupport4.2Carryoutagreedroletoevaluateprogresstowardsgoalsandtheeffectivenessofmethodsused4.3Agreerevisionstotheplan4.4Recordandreportinlinewithagreedwaysofworking



Activeparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipientAgreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employers


Component64:FacilitateLearningandDevelopmentActivitiestoMeetIndividualNeedsandPreferencesComponentReferenceNumber: Y/615/8731Level:3Credit:5GL:35024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportindividualstoplan,takepartinandevaluatelearningordevelopmentactivities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4,5and6mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsHSC0351

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheroleoflearninganddevelopmentactivitiesinmeetingindividualneeds

1.1Describethebenefitstoindividualsofengaginginlearninganddevelopmentactivities1.2Analysethepurposeofarangeoflearningordevelopmentactivitiesinwhichindividualsmayparticipate1.3Explainhowindividualneedsandpreferencesmayinfluencehowlearninganddevelopmentactivitiesareaccessedordelivered

2.Beabletoidentifylearninganddevelopmentactivitiestomeetindividualneedsandpreferences

2.1Supporttheindividualtocommunicatetheirgoals,needsandpreferencesaboutlearningordevelopmentactivities2.2Providetheindividualandotherswithinformationonpossiblelearningordevelopmentactivities2.3Assesswhetheratailormadeactivitymaybemorebeneficialtoanindividualthanotherlearningordevelopmentopportunities2.4Workwiththeindividualandotherstoagreelearningordevelopmentactivitiesthatwillsuittheindividual

3.Beabletoplanlearninganddevelopmentactivitieswithindividuals

3.1Describefactorsthatmayaffectthewayaprogrammeoflearningordevelopmentactivitiesisimplementedandsupported3.2Establishwiththeindividualandothersaplanforimplementingtheprogrammeofactivities


3.3Assessrisksinlinewithagreedwaysofworking

4.Beabletoprepareforlearninganddevelopmentactivities

4.1Obtainorprepareresourcesorequipmentneededfortheactivity4.2Describehowresourcesorequipmentmightbeadaptedtomeettheneedsofanindividual4.3Supporttheindividualtoprepareforanactivitysoastominimiserisksandmaximisetheirparticipation4.4Preparetheenvironmentsothattheactivitycanbecarriedoutsafelyandeffectively

5.Beabletofacilitatelearninganddevelopmentactivitieswithindividuals

5.1Carryoutagreedroleinfacilitatingtheactivity5.2Supporttheindividualtoengagewiththeactivityinawaythatpromotesactiveparticipation5.3Encouragetheindividualtogivefeedbackabouthowtheactivityisimplementedandthesupportprovided5.4Makeadjustmentsinresponsetofeedback

6.Beabletoevaluateandreviewlearninganddevelopmentactivities

6.1Agreewiththeindividualandotherstheprocessandcriteriaforevaluationoftheactivityandthesupportprovided6.2Collateandpresentinformationforevaluationasagreed6.3Useagreedcriteriatoevaluatetheactivitywiththeindividualandothers6.4Makerecommendationsforanychangesintheactivity,itsimplementationorthesupportprovided6.5Explaintheimportanceofrecognisingprogressachievedthroughalearningordevelopmentactivity6.6Recordtheoutcomeoftheevaluationinlinewithorganisationalrequirements6.7Explainhowtoreferanyconcernstoanappropriateperson

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerLearninganddevelopmentactivitiesmayinclude:

• intellectualpursuits• activitiestopromotefitnessormobility• activitiesrelatingtoskillsdevelopment• activitiestopromoteparticipationandinteraction


Preferencesmaybebasedon:• beliefs• values• culture

Othersmayinclude:• Teammembers• Othercolleagues• Thosewhouseorcommissiontheirownhealthorsocialcareservices• Families,carersandadvocates

Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employersActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipient


Component65:EnableIndividualstoDevelopStrategiestoManagetheirBehaviourComponentReferenceNumber: D/615/8732Level:3Credit:8GL:41024/ComponentSummaryThiscomponentisaimedathealthandsocialcareworkersinawiderangeofsettings.Itappliestothosewithresponsibilityforsupportingindividualstochangetheirbehaviouralresponsesthroughthedevelopmentofappropriatestrategies.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes3,4and5mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandlegislation,policiesandpracticeinrelationtosupportingindividualstomanagetheirbehaviour

1.1Describetherelationshipbetweenlegislation,policyandpracticeinrelationtosupportingindividualstomanagetheirbehaviour1.2Describethemethodsandapproachesavailabletohelpanindividualmanagetheirbehaviour

2.Understandthefactorsthatinfluencebehaviour

2.1Explainhowfactorsrelatingtotheindividualcanaffectbehaviour2.2Describethepotentialeffectsoftheenvironmentandthebehaviourofothersonindividuals

3.Beabletoworkwithindividualstorecognisetheimpactoftheirbehaviouronothers

3.1Describewhyitisimportanttoestablishaprofessionalrelationship3.2Supporttheindividualandotherstorecognisetheirbehaviouralresponsestodifferentsituations3.3Encouragetheindividualtoconsidertheimpactoftheirbehaviour

4.Beabletosupportindividualstodevelopstrategiesformanagingbehaviouralresponses

4.1Workwithanindividualtoidentifyandagreethefactorswhichwillmotivatethemtomanagetheirbehaviour4.2Explaintoanindividualthepositiveoutcomesofmanagingbehaviours4.3Supportanindividualtoidentifysituationsandcircumstanceswhichtriggerspecificbehaviouralresponses4.4Explorewiththeindividualwaysofcopingwithsituationsandcircumstances


whichtriggerbehaviourtheywishtomanage4.5Workwiththeindividualtoidentifyandagreestrategies4.6Supportanindividualtodevelopandpractisetheagreedstrategies4.7Recordtheindividual’sagreementandmotivationtomanagetheirbehaviour4.8Listanypotentialbarrierstoprogressandwaysinwhichthesebarrierscanbeovercome4.9Describeadviceandsupportavailable

5.Beabletoevaluateandreviewstrategiesformanagingbehaviouralresponses

5.1Conductregularreviewsofstrategiesformanagingbehaviouralresponses5.2Assisttheindividualandotherstoevaluatetheeffectivenessofstrategiesformanagingbehaviouralresponses5.3Usethepositiveoutcomesidentifiedthroughthereviewprocesstomotivatetheindividual5.4Giveconstructivefeedbackonprogress5.5Encourageindividualstofindwaysinwhichtosustainthemanagementoftheirbehaviour5.6Recordandreportontheevaluationandreviewprocess5.7Agreeactionstobetaken




Component66:SupportPositiveRiskTakingforIndividualsComponentReferenceNumber:H/615/8733Level:3Credit:4GL:32024/ComponentSummaryThiscomponentisaimedatpeoplewhoareworkingwithindividualswheretheyarepromotingpositiverisk-taking.AlthoughthiscomponentsitsintheMentalHealthsuite,itisappropriateforothercaresettingsasrisk-takingispartofeverydaylife.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4and5mustbeassessedintheworkplace.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofrisk-takingineverydaylife

1.1Explainwaysinwhichriskisanimportantpartofeverydaylife1.2 Explain why individuals may have beendiscouragedorpreventedfromtakingrisks1.3Describethelinksbetweenrisk-takingandresponsibility,empowermentandsocialinclusion

2.Understandtheimportanceofapositive,person-centredapproachtorisk-assessment

2.1Explaintheprocessofdevelopingapositive,person-centredapproachtorisk-assessment2.2Explainhowtoapplytheprinciplesandmethodsofaperson-centredapproachtoeachofthedifferentstagesofrisk-assessment2.3Explainhowaservice-focusedapproachtorisk-assessmentwoulddifferfromaperson-centredapproach2.4Identifytheconsequencesforindividualsofaservice-focusedapproachtoriskassessment

3.Understandtheframeworkwhichunderpinsanindividual’srighttomakedecisionsandtakerisks

3.1Explainhowlegislation,nationalandlocalpoliciesandguidanceprovideaframeworkfordecision-makingwhichcansupportindividualstohavecontrolovertheirownlive3.2Describehowahumanrightsbasedapproachsupportsanindividualtomakedecisionsandtakerisks


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Aperson-centredapproachinvolveslistening,thinkingtogether,coaching,sharingideas,andseekingfeedbackfromtheindividualRelevantothersmayinclude:

• Parent/s• Carer• Thosewithparentalresponsibility

4.Beabletosupportindividualstomakedecisionsaboutrisks

4.1Supportindividualstorecognisepotentialriskindifferentareasoftheirlives4.2Supportindividualstobalancechoiceswiththeirownandothers’health,safetyandwellbeing4.3Describehowownvalues,beliefsystemsandexperiencesmayaffectworkingpracticewhensupportinganindividualtotakerisks4.4Recordalldiscussionsanddecisionsmadewhensupportingtheindividualtotakerisks

5.Beabletosupportindividualstotakerisks 5.1Completearisk-assessmentwithanindividualfollowingagreedwaysofworking5.2Communicatethecontentoftherisk-assessmenttorelevantothers5.3Supporttheindividualtotaketheriskforwhichtheassessmenthasbeencompleted5.4Reviewandrevisetherisk-assessmentwiththeindividual5.5Evaluatewiththeindividualhowtakingtheidentifiedriskhascontributedtothatindividual’s

6.Understanddutyofcareinrelationtosupportingpositiverisk-taking

6.1Explainhowtheprincipleofdutyofcarecanbemaintainedwhilesupportingindividualstotakerisks6.2Describewhatactiontotakeifanindividualdecidestotakeanunplannedriskthatplaceshim/herorrelevantothersinimmediateorimminentdanger


Component67:PurposeandPrinciplesofIndependentAdvocacyComponentReferenceNumber:Y/616/7607Level:3Credit:4GL:25024/ComponentSummaryThiscomponentaimstoprovidelearnerswithanunderstandingofwhatIndependentAdvocacyisandhowtousethevaluesandprincipleswhichunderpingoodpractice.Thecomponentfocusesonthedifferentmodelsofadvocacy,theirhistoryandwhytheyexist.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciplesThenatureofthiscomponentmeansthatmostoftheevidencemustcomefromrealworkactivities.Simulationcanbeusedonlyinexceptionalcircumstances,forexample

• Whereperformanceiscriticalorhighrisk,happensinfrequentlyorhappensfrequentlybutthepresenceofanassessor/observerwouldpreventtheIndependentAdvocacyrelationshipdeveloping.

RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.UnderstandIndependentAdvocacy 1.1DefineIndependentAdvocacy

1.2ExplainthelimitstoAdvocacyandboundariestotheservice1.3IdentifythedifferentstepswithintheAdvocacyprocess1.4ExplainwhenIndependentAdvocacycanandcannothelp1.5IdentifyarangeofservicesIndependentAdvocatescommonlysignpostto1.6ExplainthedifferencebetweenAdvocacyprovidedbyIndependentAdvocatesandotherpeople

2.UnderstandtheprinciplesandvaluesunderpinningIndependentAdvocacy

2.1ExplainthekeyprinciplesunderpinningIndependentAdvocacy2.2Explainwhythekeyprinciplesareimportant

3.UnderstandthedevelopmentofAdvocacy 3.1ExplainthepurposeofIndependentAdvocacy3.2IdentifykeymilestonesinthehistoryofAdvocacy3.3ExplainthewiderpolicycontextofAdvocacy

4.UnderstandthedifferenttypesofAdvocacysupportandtheirpurpose

4.1ExplainthepurposeofdifferentAdvocacymodels



4.2IdentifythecommonalitiesanddifferencesinarangeofAdvocacymodels

5.UnderstandtherolesandresponsibilitiesofanIndependentAdvocate

5.1ExplainrolesandresponsibilitieswithinIndependentAdvocacy5.2DescribethelimitsandboundariesofanIndependentAdvocate5.3Describetheskills,attitudesandpersonalattributesofagoodAdvocate5.4Identifywhenandwhotoseekadvicefromwhenfacedwithdilemmas

6.UnderstandAdvocacystandards 6.1DescribearangeofstandardswhichapplytoIndependentAdvocacy6.2ExplainhowstandardscanimpactontheAdvocacyroleandservice


Component68:SupporttheSpiritualWellbeingofIndividualsComponentReferenceNumber: L/615/8743Level:3Credit:3GL:26024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtosupportthespiritualwellbeingofindividuals.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheimportanceofspiritualwellbeingforindividuals

1.1Outlinedifferentwaysinwhichspiritualwellbeingcanbedefined1.2Definethedifferencebetweenspiritualityandreligion1.3Describedifferentaspectsofspiritualwellbeing1.4Explainhowspiritualwellbeingisanindividualexperience1.5Explainhowspiritualwellbeingdefinesanindividual’sidentity1.6Outlinethelinksbetweenspirituality,faithandreligion1.7Explainhowanindividual’scurrentexplorationofspiritualwellbeingmaybeaffectedbytheirpreviousexperienceofspirituality,faithorreligion

2.Beabletoidentifythespiritualneedsofanindividualandothers

2.1Supporttheindividualandotherstoidentifytheirspiritualneedsandhowandbywhomthesecanbeaddressed2.2Identifyhowanindividual’semphasisonspiritualwellbeingmayvaryatdifferentstagesoftheirlifeexperience2.3Takeactiontoensurethattheindividual’sspiritualwellbeingisrecognisedappropriatelyintheircareplan

3.Understandtheimpactofvaluesandbeliefsonownandanindividual'sspiritualwellbeing

3.1Analysehowownvaluesandbeliefsmayimpactonotherswhencommunicatingabouttheindividual’sspiritualwellbeing3.2Identifyhowthevaluesandbeliefsofothersmayimpactontheindividual


3.3Identifytheeffectsonownvaluesandbeliefswhenmeetingthespiritualneedsofindividualsandothers

4.Beabletosupportindividuals'spiritualwellbeing

4.1Accessresourcesandinformationtosupporttheindividual’sspiritualwellbeing4.2Contributetothecreationofanenvironmentthatenablesindividualstoexpressaspectsoftheirspiritualwellbeing4.3Supporttheindividualtotakeopportunitiestoexploreandexpressthemselvesinwaysthatsupporttheirspiritualwellbeing4.4Supporttheindividualtoparticipateintheirchosenactivitiestosupporttheirspiritualwellbeing4.5Accessanyadditionalexpertiserequiredtomeettheindividual’sspiritualneeds4.6Outlinethebenefitsofworkinginpartnershipwithfaithandnon-religiouscommunitiestosupportthespiritualneedsandpreferencesoftheindividual

AdditionalInformationSpiritualwellbeingcanbedefinedas:

• somethingeveryonecanexperience• helpstofindmeaningandpurposeinthethingsindividualsvalue• canbringhopeandhealingintimesofsufferingandloss• encouragesindividualstoseekthebestrelationshipwiththemselves,othersandwhatlies

beyondIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerOthersmayinclude:



Component69:ManagingSymptomsinEndofLifeCareComponentReferenceNumber: R/615/8744Level:3Credit:4GL:30024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtomanagesymptomsinendoflifecare.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheeffectsofsymptomsinrelationtoendoflifecare

1.1Identifyarangeofconditionswhereyoumightprovideendoflifecare1.2Identifycommonsymptomsassociatedwithendoflifecare1.3Explainhowsymptomscancauseanindividualdistressanddiscomfort1.4Evaluatethesignificanceoftheindividual'sownperceptionoftheirsymptoms

2.Understandhowtomanagesymptomsinendoflifecare

2.1Identifysignsthatmayindicatethatanindividualisexperiencingpain,distressordiscomfortfromsymptoms2.2Describefactorsthatcaninfluenceanindividual'sperceptionoftheirsymptoms2.3Describetherangeofassessmenttoolsformonitoringsymptomsincludingthoseforindividualswithcognitiveimpairmentinownworksetting2.4Explainhowtoprovidereliefusingarangeofmethodsfromsymptomsinendoflifecare

3.Beabletomanagesymptomsinendoflifecare

3.1Demonstratetherangeofmethodsthatcanprovidesymptomreliefinownworksetting3.2Describeownroleinsupportingtherapeuticoptionsusedinsymptomrelief3.3Recognisesymptomsthatidentifythelastfewdaysoflifemaybeapproaching3.4Respondtoanindividual'sneedsandpreferencesinmanagingtheirsymptoms


3.5Activelyprovidesupport,comfortandwellbeinginendoflifecare3.6Recognisewhentoseekadvicefromrelevantothersifthelevelofsupportrequiredbytheindividualisbeyondownscopeofpractice

4.Beabletointegratesymptommanagementinthecaremanagementprocess

4.1Explainhowpainandsymptommanagementisanimportantpartofthecareplanningprocess4.2Regularlymonitorsymptomsassociatedwithendoflifecare4.3Recordandreportchangesinsymptomsaccordingtopoliciesandproceduresinownworksetting4.4Supporttheimplementationofchangesinthecareplan

AdditionalInformationSymptomscaninclude:

• Physicale.g.o Paino Breathlessness/dyspnoeao Coughingo Itchingo Haemoptysiso Terminalrespiratorysecretionso Nausea

• Psychologicale.g.Agitation,anxiety,depressionIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerMethodsmayinclude:

• Comfortmeasureswhichcanincludephysicalandpsychological• Pharmacologicalandnon-pharmacologicalmethods



Othersmayinclude:

• Teammembers• Othercolleagues


Component70:RecogniseIndicationsofSubstanceMisuseandReferIndividualstoSpecialistsComponentReferenceNumber: Y/615/8745Level:3Credit:4GL:24024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeskills,knowledgeandunderstandingtorecogniseindicatorsorsubstancemisuseandrefertoappropriateserviceslocallyandnationallybasedontheindividual’sneeds.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2and4mustbeassessedintheworkplaceRelationshiptoOccupationalStandardsAA1

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Knowtheregulationsandlegislationthatappliestothemisuseuseofsubstancesinlinewithorganisationalprocedures

1.1Outlinetheregulationandlegislationthatappliestothemisuseofsubstances1.2Identifytheorganisation'spoliciesandproceduresthatrelatetosubstancemisuse

2.Understandtheindicationsofsubstancemisuse

2.1Describetheoriesrelevanttosubstancemisuse2.2Identifytherangeofsubstanceswhichmaybemisused2.3Explaintheeffectsoftherangeofsubstancesthatmaybemisused2.4Identifyindicationsofsubstancemisuse2.5Identifyfactorswhichproducesimilarindicationsthataremisinterpretedasbeingcausedbysubstancemisuse2.6Explainhowtoobtainspecialistassistancewhenrequired2.7Describehowtokeepthefollowinguptodate:

• personalknowledgeaboutsubstances

• indicationsofsubstancemisuse3.Beabletoassessandmonitorriskinaccordancewithorganisationalprocedures

3.1Assesstherisktotheindividualandtootherswhichmayresultfromsubstancemisuse3.2Reviewtheassessmentofrisk3.3Explainwhythereviewofriskassessmentisimportant


3.4Describepositiveinterventionsthatcanbeusedwithindividualsinlinewithriskassessment3.5Applytheriskassessmentappropriatetothelevelofrisk

4.Understandhowtohandleinformationandmaintainrecordsinlinewithorganisationalprocedures

4.1Explaintheimportanceoffollowingorganisationalrequirementswhenhandlinginformationandmaintainingrecords4.2Explainownapproachtohandlinginformationandrecordsinrelationtothe:

• Rightsofindividuals• Principlesofconfidentiality

5.Beabletoreferindividualstoappropriateservicesinlinewithorganisationalrequirements

5.1Identifytherangeofservicesinrelationtosubstancemisusewhichisavailablelocallyandnationally5.2Referindividualstoservicesinlinewithorganisationalrequirements5.3Provideserviceswithinformationaboutthereferralinlinewithorganisationalrequirements

AdditionalInformationSubstancesmayincludeillegaldrugs,prescriptiondrugs,overthecounterdrugs,alcohol,solvents,novelpsychoactivecompounds


Component71: PrinciplesofSelf-DirectedSupportComponentReferenceNumber:M/616/7922Level:3Credit:3GL:26024/ComponentSummaryThiscomponentprovidestheknowledgeandunderstandingrequiredtosupportanindividualtodirecttheirownsupport.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandself-directedsupport 1.1Explainhowlegislation,policyor

guidanceunderpinself-directedsupport1.2Explaintheprinciplesunderpinningself-directedsupportandhowthisdiffersfromtraditionalsupport1.3Explainthebenefitsofanindividualhavingself-directedsupport1.4Outlinethepossiblebarrierstoself-directedsupport1.5Explainthefollowingterms:

• indicativeallocation• supportedselfassessment• supportplan• outcomefocusedreview

2.Understandhowtosupportanindividualtodirecttheirownsupportanddeveloptheirsupportplan

2.1Explainhowtouseperson-centredthinkingtoenableindividualstothinkaboutwhatisimportanttothem,andhowtheywanttobesupported2.2Explainhowperson-centredplanningcanbeusedtoinformasupportplan2.3Describedifferentwaysthatindividualscandevelopasupportplan2.4Explaintherolesofotherswhocanassistindividualsindevelopingtheirsupportplan2.5Describewhatmightbeincludedinthecostingsforasupportplan2.6Explainhowindividualscandirecttheirownsupportiftheydonothaveapersonalbudget2.7Describearangeofperson-centredthinkingtoolsthatcanbeusedtohelp


individualsthinkaboutdifferentwaystheycanspendtheirpersonalbudget

3.Understandthedifferentwaysthatpeoplecanusetheirpersonalbudget

3.1Explainthedifferentwaysthatindividualscanusetheirpersonalbudgettobuysupport3.2Researchwaysthatindividualscanspendtheirpersonalbudgetotherthanbuyingsocialcareservices3.3Explainwhatrestrictionsmaybeimposedonpersonalbudgets3.4Describethecriteriathatareusedtosignoffasupportplan3.5Describeaperson-centredapproachtoriskthatensuresthatindividualshavewhatisimportanttothemwhilststayinghealthyandsafe

4.Understandtheoutcomefocusedreviewprocess

4.1Explaintheprocessofanoutcomefocusedreview4.2Explainhowtoenablesomeonetopreparefortheiroutcomefocusedreview

AdditionalInformationLegislation,policyorguidance–referstoanycurrentlegislationorguidancearoundthisarea.Self-directedsupport–putsthepersoninneedofsupportincontrolofthatsupport.Anindividualissomeonerequiringcareorsupport.Person-centredthinkingisarangeofpracticaltoolsthatformthebasisofperson-centredplanning.Theyhelpfocusontheindividual,theirgiftsandskills,whatisimportanttothem,andwhatmakesreallygoodsupportforthem.Othersmayinclude

• families,friendsorcarers• socialworkers• brokers• peersupport• voluntaryuser-ledorganisations• independentsupportbrokerage


Component72:PrinciplesofSupportingYoungPeoplewithaDisabilitytomaketheTransitionintoAdulthoodComponentReferenceNumber:T/616/7923Level:3Credit:3GL:30024/ComponentSummaryThiscomponentprovidesknowledgeandunderstandingonhowtoenableyoungpeoplewithadisabilitytomovefromchildhoodintoadulthood.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthestepsandstagesofmovingfromchildhoodintoadulthood

1.1Identifytherangeofphysical,socialandemotionalchangeswhichoccurforyoungpeopleastheymoveintoadulthood1.2Explainthechangesfacedbyyoungpeopleastheymovefromchildhoodintoadulthoodinrelationtotheir:

• freedoms• rights• responsibilities

1.3Explainhowculturemayimpactontheprocessofmovingfromchildhoodintoadulthood

2.Understandhowhavingadisabilitymayaffecttheprocessofmovingfromchildhoodintoadulthood

2.1Explainthepotentialeffectsofthetransitionprocessonyoungpeoplewithdisabilitiesandtheirfamilies2.2Identifychallengesyoungpeoplewithadisabilitymighthaveunderstandingandcopingwithchange2.3Outlinethemethodsthatcanbeusedtosupportayoungpersonwithadisabilitytocopewithchanges2.4Explainhowlegislationandlocalandnationalpracticeguidelinesaffecttheplanningofthetransitionforayoungpersonwithadisabilityfromchildhoodintoadulthood2.5Describethelegislationthataffectstherightofayoungpersonwithadisabilitytomakedecisionsabouttheirlife


3.Understandtheoptionsforsupportingayoungpersonwhohasadisabilitytomakethetransitionintoadulthood

3.1Explainhowayoungpersonwithadisabilityhasequalopportunitiestomakelifechoicesasayoungpersonwithoutadisability3.2Explainhowtosupportayoungpersonwithadisabilitytoexploretheoptionsavailabletothem,inrelationtoemploymentorcontinuededucationanddevelopment3.3Explainhowpersonalbudgetscanbeusedwithyoungpeopleintransition

4.Understandhowtosupportayoungpersonwithadisabilitythroughasuccessfultransition

4.1Explainthefactorstoconsider,andtypesofsupportthatayoungpersonwithadisabilitymayneedbefore,during,andafterthetransitionprocess4.2Explainhowperson-centredtransitionreviewsandperson-centredthinkingcanbeusedaspartoftheplanningprocess4.3Explainthedifferenceinapproachestoplanningbetweenchildren’sandadults’supportservices4.4Describehowtoinvolvefamiliesinthetransitionprocess4.5Explaintheroleofkeyagenciesandprofessionalslikelytobeinvolvedinthetransitionprocess4.6Outlinepossibleareasoftensionandconflictthatmayariseduringthetransitionintoadulthood4.7Comparedifferentmethodsofsupportthatcanbeusedwithyoungpeoplewithdisabilitieswhohavevaryingabilities

5.Understandtheimportanceofsupportingayoungpersonandtheirfamilytoreflectonthetransition

5.1Explainwhyitisimportanttoreflectonthetransitionwiththeyoungpersonandtheirfamily5.2Explaintheimportanceofrecordingtheprocessoftransition

AdditionalInformationFamiliesmayalsoincludeotherssignificanttotheyoungpersonsuchasguardians,carers,friends,partnersetc.Legislationandlocalandnationalpracticeguidelines-currentandup-to-datelegislationandlocalandnationalpracticeguidelinesaroundsupportingayoungpersonwithadisabilitytomovefromchildhoodintoadulthood.Keyagenciesandprofessionals–mayincludeagenciesofferingsupportwithpersonalbudgets,careersadvice,housing,advocates,education,benefits,occupationaltherapistsCitizensAdviceetc.


Component73: SupporttheDevelopmentofCommunityPartnershipsComponentReferenceNumber:A/616/7924Level:4Credit:5GL:33024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportthedevelopmentofcommunitypartnerships.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4,5and6mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheroleofcommunitypartnerships

1.1Explaintheconceptofcommunitypartnerships1.2Describetherangeofagencies,networks,organisationsandindividualswhomaybeinvolvedincommunitypartnerships1.3Analysethebenefitsofcommunitypartnerships

2.Beabletoidentifywherecommunitypartnershipscouldinformandsupportpractice

2.1Workwithotherstoidentifyneedsthatcouldbemetthroughcommunitypartnerships2.2Gatheranddisseminateinformationaboutexistingcommunitypartnershipsthatmaymeetidentifiedneeds2.3Contributetoevaluatinginformationaboutexistingcommunitypartnershipsandidentifyinggaps

3.Beabletobringpeopletogethertosetupcommunitypartnerships

3.1Identifyindividuals,agencies,organisationsandnetworkswhomightwishtobeinvolvedinapartnershiptofillagapinprovision3.2Disseminateinformationabouttheproposedpartnershiptothoseidentified3.3Inviteparticipationintheproposedpartnership

4.Beabletosupportthesettingupofcommunitypartnerships

4.1Gatherinformationaboutgoodpracticefrompartnershipswithsimilarpurposes4.2Gatherinformationonpotentialcostsandsourcesoffundingforthepartnership4.3Provideinformationgatheredtopotentialmembersofthepartnership


4.4Workwithotherstoagree:• membershipofthepartnership• aimsandobjectives• rolesandresponsibilities• activitiesandpractices

5.Beabletocontributetotherunningofcommunitypartnerships

5.1Carryoutownresponsibilitiestosupportthepurposeofthepartnership5.2Describewaystosupportthepartnershipwhenamemberdisengages

6.Beabletocontributetothereviewofcommunitypartnerships

6.1Supportmembersofthepartnershiptoagreeprocesses,participantsandcriteriaforevaluatingitseffectivenessinmeetingobjectives6.2Contributetoevaluatingthepartnership6.3Contributetoagreeingchangestothepartnership’spractice


• individuals• familiesandfriendsofindividuals• colleagueswithintheorganisation• colleaguesoutsidetheorganisation

Rolesandresponsibilitiesmayinclude:

• contributionofresources• commitmentoftime• allocationoftasks


Component74: PreparetoSupportIndividualsWithinaSharedLivesArrangementComponentReferenceNumber:Y/616/7929Level:3Credit:4GL:31024/ComponentSummaryThiscomponentprovidestheknowledgeandskillsrequiredforthosepreparingtosupportanindividualwithinashared-livesarrangement.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3and4mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowsharedlivesarrangementscanbenefitindividuals

1.1Describethepotentialbenefitstoindividualsofbeingsupportedthroughasharedlivesarrangement1.2Explainhowasharedlivesarrangementcanpromoteperson-centredsupportthatenablesindividualstotakeresponsibilityfordecisionsabouttheirlivesandactions

2.Beabletocarryoutananalysisofowndevelopmentneedsbeforesupportinganindividualinasharedlivesarrangement

2.1Evaluateownknowledge,understandingandskillsinrelationtosupportinganindividualinasharedlivesarrangement2.2Investigatewaystofillgapsinownknowledge,understandingandskills

3.Beabletoaccessandshareinformationrelevanttotheprovisionofasharedlivesarrangementforindividuals

3.1Accessinformationandguidanceabouttherights,dutiesandresponsibilitiesofthoseinvolvedinprovidingasharedlivesarrangement3.2Sharewithkeypeopleinformationandguidanceabouttherights,dutiesandresponsibilitiesofthoseinvolvedinprovidingasharedlivesarrangement3.3Establishwiththepeopleorganisingtheprovisionofasharedlivesarrangement,theinformationandsupportrequiredbykeypeopleandself

4.Beabletoaddressthepotentialimpactonkeypeopleofprovidingasharedlivesarrangement

4.1Establishwithkeypeoplethepotentialeffectsontheirlivesofprovidingasharedlivesarrangementforanindividual4.2Resolveandissuesandconcernskeypeoplemayhaveinrelationtoprovidingasharedlivesarrangementforanindividual


4.3Agreeanychangesrequiredinordertoprovideasharedlivesarrangementforindividuals4.4Identifywithkeypeoplestrategiesfordealingwithanypotentialareasofconflict

AdditionalInformationShared-livesarrangementsmayinclude:

• long-termaccommodationsupport• shortbreaks• day-timesupport• kinshipsupport• adultplacement(Wales)

Keypeoplemayinclude:

• thosewhosharethelearner’shome• membersoflearner’sextendedfamily• learner’ssocialnetworks• otherswhomaybeinvolvedinthesharedlivesarrangement


Component75:DeliverTrainingthroughDemonstrationandInstructionComponentReferenceNumber: A/615/8754Level:3Credit:3GL:21024/ComponentSummaryThiscomponentprovideslearnerswiththeknowledgeandskilltotrainothersusingdemonstrationandinstructionasateachingstrategy.Itisparticularlysuitableforthetrainingofotherswheretheremaybearequirementforlearnerstodeveloppracticalskillsandtechniquesinvolvingthehand-eyeco-ordinationandmanualdexterityforthemanipulation/handlingofclients,objects,toolsorequipment.Thiscomponentcoversthetrainingofindividualsorgroupsoflearners.Thiscomponentcoversthetrainingofsingleormultipletaskedpracticalactivities.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCurrentlythereisnospecificNOSforthedeliveryoftrainingthroughdemonstrationandinstruction.ThiscomponentisindicativeofLLUKNOS:

• LearningDeliverystandards1and9• LearningandDevelopmentstandards3,4and5

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:

1.Understandhowtodelivertrainingthroughdemonstrationandinstruction

1.1Identifykeycurrentnationalguidelines,policiesorprotocolsrelevanttothesubjectareainwhichthetrainingistobedelivered1.2Describetheresourcesrequiredtodeliverthetraining1.3Describewhatconstitutesanappropriateenvironmentforthedeliveryofthetraining1.4Explainhowtoovercomebarriersthatindividualsmayencounterwhilstundertakingtraining1.5Evaluatetheuseofdemonstrationandinstructionasateachingstrategy1.6Explaintheskillsrequiredfortheeffectivedeliveryofdemonstrationandinstructionasateachingmethod

2.Beabletodelivertrainingbydemonstrationandinstruction

2.1Explainthelearningaimsandobjectivesofthetrainingsessiontoindividuals2.2Deliverthetrainingprogrammetoindividualsthroughdemonstrationandinstruction2.3Maintaincommunicationwithindividualsduringdemonstrationandinstruction


2.4Checkindividuals’understandingatregularintervals2.5Encourageindividualstoaskquestionsandseekclarificationduringtraining2.6Provideindividualswithopportunitiesandsupporttodemonstratethelearningachievedthroughthetraining2.7Respondtotheindividuals’needsduringthetraining2.8Provideconstructivefeedbacktoindividualsontheirprogress

3.Beabletoreviewlearningandtraining 3.1Gatherfeedbackfromindividualsontheeffectivenessofthetraining3.2Assesswhetherthetrainingprogrammedeliverstherequiredlearningoutcomes3.3Reviewtheeffectivenessofthetrainingprogramme3.4Identifywaystoimproveoradaptthetraining

AdditionalInformationResourcesreferstoanyphysicalresourcethatsupportsdemonstrationandinstructionledtraining.Thismayincludetechnicalequipment,peopleorsimulationdevices,handouts,workbooksorInformationTechnologybasedaides.Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner


Component76:SupportIndividualsDuringEmergencySituationsComponentReferenceNumber: F/615/8755Level:3Credit:3GL:27024/ComponentSummaryThiscomponentisaboutprovidingsupportforindividualswhorequireemergencyhealthcareinterventions.Thesupportprovidedduringtheperiodoftheinterventionincludes,arrangingchildmindingorcarefordependentfamilymembers,organisingthesafecustodyoftheindividuals’possessionandprovidingcomfortandreassurancetoindividuals.

AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsGEN60

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,protocolsandproceduresrelatedtosupportingindividualsduringemergencysituations

1.1Outlinethecurrentlegislation,nationalguidelines,policiesandprotocolsrelatedtosupportingindividualsduringemergencysituations1.2Describetheprocedurestobefollowedwhenidentifying,accessingandarrangingsupportforanindividualinanemergencysituation1.3Explaintherolesandresponsibilitiesofselfandotherswhenprovidingpersonalandemotionalsupporttoindividualsduringemergencysituations

2.Understandhowbeinginvolvedinanemergencysituationcanimpactonindividuals’healthandwellbeing,andhowthenegativeeffectscanbereduced

2.1Explainthefactorswhichmaycausedistresstoindividualsinvolvedinemergencysituationsandhowtheycanbeminimised2.2Explaintheneedtomonitoranindividual’semotionalandpsychologicalwellbeingfollowinganemergencysituation2.3Describehowindividualscanbeencouragedtosupporttheirownhealthandwellbeingfollowinganemergencysituation

3.Beabletopreparetoprovidesupporttoindividualsduringemergencysituations

3.1Describethetypesofsupportwhichmayberequiredinanemergencysituation3.2Describethenatureofthesupportrequiredbytheindividual3.3Assesswhethertheindividualhasanysignificantotherswhomaybeabletoprovideadditionalsupport


3.4Confirmtheindividual’sidentityandgainvalidconsentbeforeinitiatingsupport3.5Communicatewiththeindividualatapaceandlevelappropriatetotheirunderstanding3.6Explainyourroleinrelationtotheprovisionofsupportandthefunctionoftheorganisationyourepresent

4.Beabletoprovidesupporttoindividualsduringemergencysituations

4.1Provideandorganisephysicalsupport,andpracticalhelpfortheindividual4.2Ensurethatanindividual’sprivacyanddignityismaintainedatalltimes4.3Providecomfortandreassurancetotheindividual,keepingtheminformedatalltimes4.4Monitortheindividual’semotionalandpsychologicalwellbeingandinformtheemergencyassistanceteamoftheiremotionalandpsychologicalstatus4.5Seeksupervisionandassistanceforsituationsbeyondagreedcompetenceandauthority

AdditionalInformationIndividualsinclude:

• Achild• Ayoungperson• Anadult

Supportmayinclude:• Comfortandreassurance• Immediatephysicalsupport• Immediatepracticalhelp

Significantothersmayinclude:

• Familymembers• Related/non-relatedcarers• Closefriendsorcolleagues• Otherswitharesponsibilityfortheindividualsuchasthoseactinginlocoparentisor

powerofattorneyValidconsentmustbeinlinewithagreedUKcountrydefinition.Bestinterestprinciplesmustbeappliedinthecaseofanunconsciousindividual.


Component77:Cleaning,DecontaminationandWasteManagementComponentReferenceNumber:Y/615/7904Level:2Credit:2GL:20024/ComponentSummaryThiscomponentaimstoexplaintothelearnerthecorrectwayofmaintainingacleanenvironmentinaccordancewithnationalpolicies;tounderstandtheprocedurestofollowtodecontaminateanareafrominfection;andtoexplaingoodpracticewhendealingwithwastematerials.Thiscomponentdoesnotcoverthedecontaminationofsurgicalinstruments.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsIPC3.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtomaintainacleanenvironment

1.1Statethegeneralprinciplesforenvironmentalcleaning1.2Explainthepurposeofcleaningschedules1.3Describehowthecorrectmanagementoftheenvironmentminimisesthespreadofinfection1.4Explainthereasonforthenationalpolicyforcolourcodingofcleaningequipment

2.Understandtheprinciplesandstepsofthedecontaminationprocess

2.1Describethethreestepsofthedecontaminationprocess2.2Describehowandwhencleaningagentsareused2.3Describehowandwhendisinfectingagentsareused2.4Explaintheroleofpersonalprotectiveequipment(PPE)duringthedecontaminationprocess2.5Explaintheconceptofriskindealingwithspecifictypesofcontamination2.6Explainhowthelevelofriskdeterminesthetypeofagentthatmaybeusedtodecontaminate2.7Describehowequipmentshouldbecleanedandstored

3.Understandtheimportanceofgoodwastemanagementpractice

3.1Identifythedifferentcategoriesofwasteandtheassociatedrisks



3.2Explainhowtodisposeofthedifferenttypesofwastesafelyandwithoutrisktoothers3.3Explainhowwasteshouldbestoredpriortocollection3.4Identifythelegalresponsibilitiesinrelationtowastemanagement3.5Statehowtoreducetheriskofsharpsinjury


Component78:EnableIndividualswithMentalHealthProblemstoDevelopAlternativeCopingStrategiesComponentReferenceNumber: J/615/8756Level:4Credit:4GL:16024/ComponentSummaryThiscomponentaimstoprovidelearnerswiththeknowledge,skillsandunderstandingtobeabletoworkwithindividualswithmentalhealthproblemstochangebehaviourwhichhasanegativeimpactonthemselvesorothers.Thefocusisonhelpingtheindividualrecognisetheimpactoftheirbehaviouranddevelopalternativecopingstrategies.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthelegal,serviceandsocialcontextofworkwithindividualsinrelationtotheirbehaviour

1.1Explainhowthepracticeofworkingwithindividuals in relation to their behaviour isaffectedby:

• thepurposeoftheserviceprovider• theprioritiesoftheserviceprovider• legislation

1.2Explainhowculture,genderandbeliefscanaffectviewsofacceptableandnon-acceptablebehaviour1.3Describethepersonal,interpersonalandsocialfactorsthatmayinfluenceortriggerbehaviourthatisseenasnon-acceptable1.4Describethesourcesofsupportavailable1.5Identifytherangeofsourcesofinformationaboutanindividual1.6Explainhowtoassessandmanageriskstoownandothers’safety1.7Explaintheethicalandmoralissuesthatarisewhendealingwithbehavioursthatcouldharmtheindividualorothers

2.Beabletogatheranduserelevantinformationtoexplorebehaviouralresponses

2.1Reviewinformationfromarangeofsourcesabouttheindividual’sbackground,circumstances,behaviourandneeds2.2Usestrategiestoestablishapositiveworkingrelationshipwiththeindividual2.3Reviewinformationtoconfirmwhetheritprovidesanaccuratebasisonwhichtoexplorebehaviouralresponses


2.4Supporttheindividualtoidentifypatternsofbehaviourthathaveanegativeimpactonthemselvesandothers2.5Supporttheindividualtorecognisetheimpactoftheirbehaviouronthemselvesandothers2.6Supporttheindividualtorecognisetriggersthatmayleadtopatternsofbehaviourthathaveanegativeimpactonthemselvesandothers2.7Supporttheindividualtoidentifywaysinwhichtheycouldchangetheirbehaviouralresponseandwhatbenefitsthismaybringtothemselvesandothers2.8Recogniselimitationsofownroleandthepointatwhichyouneedtoseekfurthersupport

3.Beabletoworkwithanindividualtoplanastrategyforchangingpatternsofbehaviourthathaveanegativeimpact

3.1Supporttheindividualtoidentifypatternsofbehaviourthattheyarewillingtochange3.2Produceaplaninpartnershipwiththeindividual3.3Producearecordofwhathasbeenagreedwiththeindividual

4.Beabletoworkwithanindividualandsignificantotherstoreviewastrategyforchangingpatternsofbehaviourthathaveanegativeimpact

4.1Conductreviewsaccordingtotheindividual’sneedsandthenatureofthebehaviour4.2Supporttheindividualandsignificantotherstoevaluatetheeffectivenessofthestrategy4.3Producearecordofthereview4.4Communicatetheresultsofthereviewtoallthosewhohavearightandneedtoreceivethem

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Strategiesforchangingpatternsofbehaviourcouldinclude:

• CognitiveBehaviouralTherapy(CBT)• MotivationalInterviewing• E-healthinterventions• Neuro-linguisticprogramming(NLP)• DialecticBehaviouralTherapy(DBT)• Psychodynamictherapy• Familytherapyorfamilysystemstherapy

Othersmayinclude:

• Teammembers


• Othercolleagues• Thosewhouseorcommissiontheirownhealthorsocialcareservices• Families,carersandadvocates


Component79:DevelopandSustainEffectiveWorkingRelationshipswithStaffinOtherAgenciesComponentReferenceNumber:R/616/7931Level:3Credit:4GL:24024/ComponentSummaryThis component is about sustaining and developing working relationships with staff in other organisations. Effective working is a key feature of, and increasing importance in justice, social care and health organisations. Workers are not expected to set up effective working agreements from scratch, but are expected to contribute to optimising the value of them. AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Anyskills-basedelementwithinthecomponentmustbeassessedintheworkplaceorbyusingworkplaceevidence.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthecontextofworkinginpartnership

1.1Identifythenature,rolesandfunctions,policiesandproceduresofprincipalagencies1.2Identifystructures,function,andmethodsofcommunicationanddecisionmaking1.3Identifytherolesandresponsibilitiesofkeypeoplewhoworkintheseagencieswhoareinvolvedinjointworkingarrangements1.4Identifytheeffectagencystructureandculturemayhaveuponthepolicyandpracticeofjointworking1.5Identifytheeffectagencycultureandstructuremayhaveuponpolicyandpracticeofworkinginpartnership1.6Explaintheprinciplesandbenefitsofworkinginpartnership

2.Beabletodevelopeffectiveworkingrelationshipswithstaffinotheragencies

2.1Applyprinciplesofequality,diversityandanti-discriminatorypracticeinworkingrelationshipswithstaffinotheragencies2.2Developclearactionplanswhichclarifyrolesandresponsibilitiesoftherespectivepartiesinvolvedinthejointwork2.3Reachagreementsaboutarrangementsfordecisionmaking


2.4Confirmarrangementsforjointworkwhichare

• appropriatetothenatureandpurposeofthework

• likelytobeeffectiveinestablishingandmaintainingrelationships

• respectconfidentialitywhilebalancingrisksofsharingornotsharinginformation

2.5Identifyeffectivemethodstomonitorandreviewtheprogressofjointwork2.6Obtainadviceandsupportpromptlywhenteamdiscussionandsupervisionareappropriate2.7Completerecordsaccuratelyandclearlyandstorethemaccordingtoagencyrequirements2.8Communicateinformationtopeoplewhoareauthorisedtohaveit

3.Beabletosustaineffectiveworkingrelationships

3.1Identifythebenefitsandadvantagesofjointworking3.2Explaintheimportanceofdefendingtheviewsofyouragencyanditspolicies3.3Identifyfactorswhichmighthinderjointworking3.4Identifystrategiestosupporteffectivejointworkingwithotheragencies3.5Implementstrategieswhichsupporteffectiveworkingrelationshipswithotheragencies3.6Explainwaysofidentifyingandresolvingconflictwithinandbetweenagenciesandbetweenindividuals3.7Demonstratemethodsofassessingtheeffectivenessofjointworkingrelationships3.8Contributetoregularreviewsofeffectivenessandefficiencyofjointworkingarrangementsandidentifywaysinwhichthearrangementscouldbeimproved



Component80:CarefortheElderlyComponentReferenceNumber: Y/615/9037Level:2Credit:2GL:10024/ComponentSummaryTheaimofthiscomponentistodevelopknowledgeandunderstandingoftheneedsoftheelderlyandhowtocareforthem.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheageingprocess 1.1Describe changesoccurringwith age, to

include:• physical• psychological• emotional• social

1.2Outlinetheneedsoftheelderlyinrelationtotheageingprocess

2.Beabletoadaptcommunicationtechniqueswhencaringforelderlypatients

2.1Outlinewaystominimisebarrierstocommunication2.2Demonstratecommunicationtechniquesadaptedforelderlypatients

3.Understandhowtocareforelderlypatients 3.1Describeconditionsaffectingtheelderly,toinclude:

• dementia• Parkinson’sdisease• stroke/TIA• arthritis• osteoporosis

3.2Describehowtoadaptcareplansforelderlypatients



Component81: EnableIndividualstoNegotiateFamiliarandUnfamiliarEnvironmentsComponentReferenceNumber:D/616/7933Level:3Credit:5GL:34024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledge,understandingandskillsrequiredtosupportindividualstonegotiatefamiliarandunfamiliarenvironments.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,and4mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthefactorsthatmayimpactonanindividualbeingabletonegotiatetheirenvironment

1.1Analysehowarangeofconditionsand/ordisabilitiesmayimpactonindividualsbeingabletonegotiatetheirenvironment1.2Describepotentialenvironmentalbarrierswhichimpactonindividualsnegotiatingtheirenvironment1.3Establishhowenvironmentalbarrierstocanbeaddressed

2.Beabletopreparetosupportanindividualtonegotiateanenvironment

2.1Explainthescopeofownroleinsupportinganindividualtonegotiateanenvironment2.2Establishtheresourcesthatareavailabletosupportanindividualtonegotiateanenvironment2.3Assesstherisksassociatedwithanindividualnegotiatingfamiliarandunfamiliarenvironments2.4Agreewiththeindividualactivitieswhichrequirenegotiatinganenvironment2.5Workwithotherstodevelopaplantosupportanindividualtonegotiateanenvironment

3.Beabletosupporttheindividualtonegotiateanenvironment

3.1Supportanindividualtonegotiateanenvironmentfollowingagreedplan3.2Provideinformationtotheindividualtosupporttheminnegotiatingunfamiliarenvironments4.1Observeandrecordanindividual’sabilitytonegotiateanenvironment


4.Beabletoevaluateandrevisethesupportprovidedtoanindividualtonegotiateanenvironment

4.2Evaluatethesuccessofnegotiatinganenvironmentwithanindividualand/orothers4.3Useobservationsandfeedbackfromtheindividualand/orotherstoreviewandrevisetheagreedplan4.4Agreetherevisedplanwiththeindividualand/orothers4.5Evaluateowncontributiontosupportinganindividualtonegotiateanenvironment

AdditionalInformationConditionsand/ordisabilitiescouldincludefactorsrelatingto:

• sensoryloss• physicalhealth• mentalhealth• physicaldisability• learningdifficulty/disability• emotionalhealth

Resourcescouldinclude:

• otherprofessionals• assistivetechnology/aids

Otherscouldinclude:


Theplanwillinclude:

• riskassessmentandcouldinclude:

• environmentalhazards• agreedmethodsofcommunication• levelofsupportrequired• assistivetechnology/aids• otherresources


Component82:GainAccesstotheHomesofIndividuals,DealwithEmergenciesandEnsureSecurityonDepartureComponentReferenceNumber:H/616/7609Level:2Credit:2GL:14024/ComponentSummaryThiscomponentisaimedatthosewhosupportindividualstoliveintheirownhome.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtogainaccesstoanindividual’shome,dealwithemergenciesandensuresecurityondeparture.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.AlllearningoutcomesmustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Beabletoidentifyagreedwaystogainentrytoandleaveindividuals'homes

1.1Accessinformationaboutgeneralrequirementsforenteringandleavingindividuals’homes1.2Identifyspecialrequirementsandindividualpreferencesforenteringandleavinganindividual’shome

2.Beabletogainentrytoindividuals’homes 2.1Informtheindividualandothersaboutaplannedvisit2.2Identifyselfonarrivalbyagreedmeans2.3Gainentrytotheindividual’shomeinagreedways

3.Beabletotakeappropriateactionwhenunabletogainentrytoindividuals'homes

3.1Identifypossiblereasonsforbeingunabletogainentry,usingagreedwaysofworking3.2Agreewithotherswhatstepstotakeifentrycannotbegainedafterfurtherefforts3.3Recordandreportonactionstakenwhenunabletoaccessanindividual’shome3.4Explainwhyitisimportanttorecordandreportondifficultieswithaccess

4.Beabletodealwithemergenciesencounteredaftergainingentry

4.1Describeemergenciesthatmaybeencounteredwhengainingentrytoanindividual’shome4.2Dealwithanemergencyencounteredaftergainingentry,usingagreedwaysofworking


AdditionalInformationAnindividualissomeonerequiringcareorsupportGeneralandspecificrequirementsmayinclude

• how,whenandwhotonotifyofvisit• meansofidentificationonarrival• useofentrysystems• waysofensuringsecurityondeparture

Othersarethosewhoshareresponsibilityfortheworkerprovidingcareorsupportintheindividual’shome.Reasonsforbeingunabletoaccesshomesmayinclude

• individualnotawareofvisit• individuallikelytobeout• individualunwillingtoallowaccess• individualunabletoallowaccessbecauseofaccidentorillness• powerfailureofsecuritysystems• incorrectinformationsuppliedtoworker• keyslostorstolen• securityorotherrisktoindividualorworker

Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist.Emergenciesincludeanysituationpresentingimmediatedangertotheindividualorothers.

4.3Recordandreportonanemergencyencounteredaftergainingentry,andhowtheemergencyhasbeenaddressed

5.Beabletoensuresecuritywhenleavingindividuals’homes

5.1Implementgeneralandspecificrequirementsaboutleavinganindividual’shome5.2Checkthatanindividual’shomeissecurewhenleavingthepremises

6.Beabletoreviewproceduresforenteringandleavingindividuals'homes

6.1Supporttheindividualtogivefeedbackonarrangementsforenteringandleavingtheirhome6.2Supporttheindividualtounderstandanydifficultiesencounteredinaccessingandleavingtheirhome,andrisksthatmayarise6.3Contributetoagreementwiththeindividualandothersonwaystoovercomedifficultiesandimprovearrangements6.4Carryoutagreedchangesinarrangementsforenteringandleavingtheindividual’shome


Component83: SupportIndividualsintheirRelationshipsComponentReferenceNumber:K/616/7935Level:3Credit:4GL:27024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtoprovidesupportforindividualstoestablishandmaintainrelationshipsandsocialnetworks.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4and5mustbeassessedinarealworkenvironmentinwaysthatdonotintrudeontheprivacyoftheindividual.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandfactorsaffectingthecapacityofindividualstodevelopand/ormaintainrelationships

1.1Describetypesoflegalrestrictionorrequirementsthatmayaffectindividuals'relationships1.2Analysereasonswhyindividualsmayfinditdifficulttoestablishormaintainrelationships1.3Explainhowanindividual’scapacitytoestablishormaintainrelationshipsmaybeaffectedbythewaysupportisprovided1.4Explaintheimportanceofensuringprivacyandconfidentialitywhenprovidingsupportforrelationships

2.Beabletosupportindividualstoidentifybeneficialrelationships

2.1Supportanindividualtounderstandthebenefitsofpositiverelationships2.2Supportanindividualtorecognisewhenarelationshipmaybedetrimentalorharmful2.3Workwithanindividualtoidentifyrelationshipsthatarelikelytobebeneficialtothem

3.Beabletosupportindividualstodevelopnewrelationships

3.1Describetypesofsupportandinformationanindividualmayneedinordertoextendtheirsocialnetwork3.2Establishwithanindividualthetypeandlevelofsupportneededtodevelopanewrelationship3.3Provideagreedsupportandinformationtotheindividualtohelpthemtodevelopanewrelationship


3.4Encouragecontinuedparticipationinactionsandactivitiestodeveloptherelationship

4.Beabletosupportindividualstomaintainexistingrelationships

4.1Describetypesofsupportanindividualmayneedinordertomaintainanexistingrelationshipwithfamilyorfriends4.2Establishwithanindividualthetypeandlevelofsupportneededtomaintainandexistingrelationship4.3Provideagreedsupporttomaintainanexistingrelationship

5.Beabletoworkwithindividualstoreviewthesupportprovidedforrelationships

5.1Establishwiththeindividualthecriteriaforevaluatingtheeffectivenessofthesupport5.2Workwiththeindividualtocollateinformationabouttherelationshipandthesupportprovided5.3Workwiththeindividualandotherstoreviewandrevisethesupportprovided,inlinewithagreedwaysofworking

AdditionalInformationRelationshipsmayinclude:

• familyrelationships• friendships• socialnetworks

AnindividualissomeonerequiringcareorsupportInformationmayinclude:

• feedbackfromtheindividualandothers• observations• records

Othersmayinclude:

• family• friends• advocates• otherswhoareimportanttotheindividual’swellbeing

Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist


Component84:UndertakePhysiologicalMeasurementsComponentReferenceNumber:K/615/7910Level:3Credit:3GL:23024/ComponentSummaryThiscomponentisaimedathealthandsocialcarestaffinvolvedinthetakingandrecordingofphysiologicalmeasurementsaspartoftheindividual’scareplan.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes3,4and5mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsCHS19.2012

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandrelevantlegislation,policyandgoodpracticeforundertakingphysiologicalmeasurements

1.1Describecurrentlegislation,nationalguidelines,organisationalpoliciesandprotocolsaffectingworkpractice

2.Understandthephysiologicalstatesthatcanbemeasured

2.1Explaintheprinciplesofbloodpressuretoinclude:

• bloodpressuremaintenance• differentiationbetweensystolicand

diastolicbloodpressure• normallimitsofbloodpressure• conditionsofhighorlowblood

pressure

2.2Explaintheprinciplesofbodytemperaturetoinclude:

• bodytemperaturemaintenance• normalbodytemperature• pyrexia,hyper-pyrexiaand

hypothermia

2.3Explaintheprinciplesofrespiratoryratestoinclude:

• normalrespiratoryrates• factorsaffectingrespiratoryratesin

illandwellindividuals

2.4Explaintheprinciplesofpulseratestoinclude:

• normalpulserateslimits• factorsaffectingpulserates–raising

orlowering


• pulsesitesonthebody• therequirementforpulseoximetry

measurements• analysisandimplicationofpulse

oximetryfindings2.5ExplaintheprinciplesofBodyMassIndex(BMI)inrelationtoweight/dietarycontrol2.6Explainthemajorfactorsthatinfluencechangesinphysiologicalmeasurements2.7Explaintheimportanceofundertakingphysiologicalmeasurements2.8Explainhowphysiologicalmeasurementsmayneedtobeadaptedfortheindividual

3.Beabletopreparetotakephysiologicalmeasurements

3.1Explaintotheindividualwhatmeasurementswillbeundertakenandwhythesearedone3.2Reassuretheindividualduringphysiologicalmeasurementsprocess3.3Answerquestionsanddealwithconcernsduringphysiologicalmeasurementsprocess3.4Explainthehelpindividualsmayneedbeforetakingtheirphysiologicalmeasurements3.5Explainwhyitmaybenecessarytoadjustanindividual’sclothingbeforeundertakingphysiologicalmeasurements3.6Ensureallmaterialsandequipmenttobeusedareappropriatelyprepared3.7Confirmtheindividual’sidentityandobtainvalidconsent

4.Beabletoundertakephysiologicalmeasurements

4.1Applystandardprecautionsforinfectionpreventionandcontrol4.2Applyhealthandsafetymeasuresrelevanttotheprocedureandenvironment4.3Selectanduseappropriateequipmentattheprescribedtimeandintheprescribedsequencetoobtainanaccuratemeasurement4.4Monitortheconditionoftheindividualthroughoutthemeasurement4.5Respondtoanysignificantchangesintheindividual’scondition4.6Followtheagreedprocesswhenunabletoobtainorreadaphysiologicalmeasurement4.7Identifyanyissuesoutsideownresponsibilityandreferthesetoothercolleagues


AdditionalInformationPhysiologicalmeasurementsmayneedtobeadaptedfortheindividualdependingontheir:

• size• age• stageofdevelopment

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinition

5.Beabletorecordandreportresultsofphysiologicalmeasurements

5.1Explainthenecessityforrecordingphysiologicalmeasurements5.2Explainafewcommonconditionswhichrequirerecordingofphysiologicalmeasurements5.3Demonstratethecorrectprocessforreportingmeasurementsthatfalloutsidethenormallevels5.4Recordphysiologicalmeasurementstakenaccuratelyusingthecorrectdocumentation


Component85:PrepareEnvironmentsandResourcesforUseDuringHealthcareComponentReferenceNumber:M/616/7936Level:2Credit:3GL:20024/ComponentSummaryThiscomponentisaimedathealthandsocial-carestaffwhoprepareforindividual’shealthcareintervention,treatmentortherapyandensurethattheenvironmentiscleaned,clearedandleftreadyforthenextintendeduse.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2and3mustbeassessedinarealworkenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowtoprepareandmanageenvironmentsandresourcesforuseduringhealthcareactivities

1.1Explainhowtheenvironmentisprepared,maintainedandcleanedtoensureitisreadyforthehealthcareactivity1.2Describetherolesandresponsibilitiesofteammembersinthepreparationandmanagementoftheenvironmentandresources1.3Explainhowtoinvestigate,makethenecessaryadjustmentsandreportproblemswiththeenvironment1.4Describetheimpactofenvironmentalchangesonresources

2.Beabletoprepareenvironments,medicalequipment,devicesandresourcesforuseduringhealthcareactivities

2.1Applyhealthandsafetymeasuresrelevanttothehealthcareactivityandenvironment2.2Applystandardprecautionsforinfectionpreventionandcontrol2.3Ensureconditionswithintheimmediateenvironmentaresetatlevelswhichmaintainindividualcomfort2.4Ensurethatallessentialresourcesareavailableinadvanceofplannedhealthcareactivities2.5Ensureallmedicalequipment,devicesandresourcesareinasuitable,safeconditionfortheactivitytobecarriedout2.6Reportanyproblemswithmedicalequipment,devicesandresourcesasrequired


2.7Selectandpreparetherelevantequipmentandmedicaldeviceswithintheagreedparameterspriortouse2.8Prepareresourcesfortheactivityinlinewithclinicalgovernance

3.Beabletoensurethatenvironmentsandresourcesarereadyfortheirnextintendeduse

3.1Describetheimportanceofensuringthatenvironmentsarereadyfortheirnextuse3.2Outlinethefactorsthatinfluencethereadinessofenvironmentsforuseinhealthcareactivities3.3Cleanandmakesafere-useableitemspriortostorageinaccordancewithagreedpolicies3.4Disposeofused,damagedoroutofdateitemssafely3.5Returnun-opened,unusedandsurplusresourcestothecorrectlocationforstorage3.6Monitortheavailablelevelsofconsumablematerialsusedinhealthcareactivities3.7Replenishconsumablematerialsusedinhealthcareactivitiesinaccordancewithprotocols3.8Ensureallinformationisaccuratelyrecordedasspecifiedinlocalpolicies

AdditionalInformationEnvironmentalchanges–includestorageanduse


Component86:EndofLifeandDementiaCareComponentReferenceNumber:T/616/7937Level:3Credit:2GL:10024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwiththeknowledgeandunderstandingrequiredtounderstandconsiderationsforindividualswithdementiaatendoflife.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandconsiderationsforindividualswithdementiaatendoflife

1.1Outlinethereasonswhydementiacanberegardedasaterminalillness1.2Identifytheindicatorsthatanindividualwithdementiaisapproachingtheterminalphaseoftheirillness1.3Comparethedifferencesintheendoflifeexperienceofanindividualwithdementiatothatofanindividualwithoutdementia1.4Explainwhyitisimportantthatendoflifecareforanindividualwithdementiamustbeperson-centred1.5Explainwhyindividualswithdementianeedtobesupportedtomakeadvancecareplansasearlyaspossible

2.Understandhowtosupportindividualswithdementiaaffectedbysymptomsatendoflife

2.1Explainthesymptomswhichmaybeexperiencedbyindividualswithdementiaattheendoflife2.2Explainwhysymptomsinindividualswithdementiaareoftenpoorlyrecognisedandundertreated2.3Describewaystoassesswhetheranindividualwithdementiaisinpainordistress2.4Describewaystosupportindividualswithdementiatomanagetheirsymptomsatendoflifeusing

• Medication• Nonmedicationtechniques


3.Understandhowtosupportcarersofindividualswithdementiaatendoflife

3.1Explainwhytheindividual’scarersmayexperienceguiltandstressattheendoflifeofanindividualwithdementia3.2Describewaysofsupportingtheindividual’scarerstounderstandhowtheendoflifeprocessmaydifferforindividualswithdementia3.3Describehowotherscaringforindividualswithdementiamayexperiencelossandgrief3.4Describewaysofsupportingtheindividual’scarerswhendifficultdecisionsneedtobemadeforindividualswithdementiaatendoflife3.5Giveexamplesofhowtosupporttheindividual’scarersandotherstosupportanindividualwithdementiainthefinalstagesoftheirlife

AdditionalInformationPerson-centredincludingspiritualwellbeingSymptomsmayinclude:

• Physicale.g.Pain,nausea,constipation,dysphagia,nutrition,hydration• Psychosociale.g.Distress,restlessness,agitation• Behaviourthatchallenges• Emotionalpain

Othersmayinclude:


Supportmayinclude:

• self-carestrategies• supportgroups• formalsupport• informalsupport• supervision• appraisal• withintheorganisation• beyondtheorganisation


Component87:UnderstandhowtoSupportIndividualswithAutisticSpectrumConditionsComponentReferenceNumber:A/616/7938Level:3Credit:3GL:28024/ComponentSummaryThiscomponentprovidesarangeofknowledgeandunderstandingaboutautisticspectrumconditionsandexplorestheoriesandconceptsaboutautism.Itenableslearnerstoreflectontheimpactoftheseconditionsonthelivesofindividualsandthoseclosetothem,andtolearnaboutgoodpracticeinareassuchascommunicationandsupport.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthelegalandpolicyframeworkthatunderpinsgoodpracticeinthesupportofindividualswithautisticspectrumconditions

1.1Identifywhatlegislationandnationalandlocalpolicyandguidanceexists1.2Explainwhatindividualsorsituationsthelegislation,nationalandlocalpolicyandguidanceappliesto1.3Explainhowthewaysinwhichlegislationandnationalandlocalpolicyandguidanceapplytoindividualsontheautisticspectrummaydifferaccordingtotheirparticularneeds

2.Understandthemaincharacteristicsofautisticspectrumconditions

2.1Explaintheimportanceofrecognisingthateachpersonontheautisticspectrumhastheirownindividualabilities,needs,strengths,giftsandinterests2.2Analysethemaindiagnosticfeaturesofautisticspectrumconditions,commonlyknownasthe“triadofimpairments”2.3Explainthemeaningoftheterm‘spectrum’inrelationtoautism2.4Describethesensoryandperceptualdifficultiescommonlyexperiencedbyindividualswithanautisticspectrumcondition2.5Describeotherconditionsthatmaybeassociatedwiththeautisticspectrum

3.Understandhowautisticspectrumconditionscanimpactonthelivesofindividualsandthosearoundthem

3.1Describewaysinwhichautismcanimpactontheeverydaylivesoftheindividualandothersclosetothem


3.2Explainhowautisticspectrumconditionscanimpactonindividualsdifferentlyaccordingtofactorssuchastheirgender,ethnicityandsocial,culturalandreligiousenvironment3.3Explainhowstereotypedviews,discriminationandalackofunderstandingofautisticspectrumconditionscancompoundthedifficultiesalreadyexperiencedbyindividualsandtheirfamilies3.4Describewaysofhelpinganindividualandothersclosetothemtounderstandtheirautisticspectrumcondition

4.Understanddifferenttheoriesandconceptsaboutautism

4.1Explaintheoriesaboutautismrelatedto• brainfunctionandgenetics• psychology

4.2Explainwhytherearealternativechoicesofterminologyusedtodescribetheautismspectrum4.3Describethestrengthsandlimitationsofdifferenttypesofterminology4.4Outlinecontroversiesconcerningthesearchforcuresandinterventionsforautisticspectrumconditionsandforpre-nataldiagnosis4.5Explaintheimportanceoftakingintoaccountindividualviewsofwhatisimportantinlife,andhowthismightbeespeciallyimportantwhensupportingindividualsontheautisticspectrum

5.Understandhowtoachieveeffectivecommunicationwithindividualswithanautisticspectrumcondition

5.1Explainhowandwhy“challengingbehaviour”canbeawayofexpressingemotionswheretherearecommunicationdifferences5.2Describemethodsandsystemsusedtodevelopandsupportanindividual’scommunication5.3Explainhowtomaximisetheeffectivenessofcommunicationbymakingadaptationstoownverbalandnon-verbalcommunicationstyle

6.Understandhowtosupportindividualswithanautisticspectrumcondition

6.1Explainwhyitisimportanttoestablishaperson-centredplancateringtoanindividual’sspecificpreferencesandneeds6.2Explainwhyconsultationwithfamilies/parents/carersisimportantinperson-centredplanningandsupport6.3Describedifferenttechniquesandapproachestosupportindividualswithanautisticspectrumconditiontolearnanddevelopnewskills


6.4Explainhowtoreducesensoryoverload,orincreasesensorystimulation,bymakingadaptationstothephysicalandsensoryenvironment6.5Explainwaysofhelpinganindividualwithanautisticspectrumcondition,toprotectthemselvesfromharm6.6Explainhowneedschangeforindividualsandtheirfamiliesatdifferentstagesoftheirlives6.7Describetherolethatadvocacycanplayinthesupportofindividualswithanautisticspectrumcondition

AdditionalInformationTheterminologychosentodescribetheautisticspectruminthiscomponentisAutisticSpectrumCondition(ASC),oneofseveraldifferentusagesinthisfield.Indiagnosisandotherclinicalandresearchsettings,themoreusualtermisAutismSpectrumDisorder(ASD).Otherusages,suchas‘autism’asanumbrellatermforthespectrum,arealsofrequentlyusedinformallyandbyorganisationssuchastheNationalAutisticSociety.ASChasbeenchosenheresinceitformsamoreneutralandlessmedicalphrasethanASDinthiscontext.Anindividualissomeonerequiringcareorsupport.Spectrum–toincludesubconditionsandindividualvariationsOthers–parents/carers,siblings,partnerHarmmayinclude:beingtakenadvantageofbecauseoflackofsocialunderstanding;violatingthelawwithoutrealisingtheyareisdoingsomethingharmful;abuse;extremeanxietyetc.


Component88:SupportIndividualstoPrepareforandSettleintoNewHomeEnvironmentsComponentReferenceNumber: D/615/8777Level:3Credit:3GL:23024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportindividualstoprepareforandsettleintonewhomeenvironments.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsSCDHSC0343

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandfactorsaffectingamovetoanewhomeenvironment

1.1Identifyreasonswhyindividualsmaymovetoanewhomeenvironment1.2Explaintheeffectsthatmovingmayhaveonanindividualandtheirpersonalrelationships1.3Analysestrategiesthatcanhelpamovetogosmoothly

2.Beabletosupportindividualstopreparetomoveintonewhomeenvironments

2.1Accessinformationandadvicetosupportanindividualtomoveandsettleintoanewhomeenvironment2.2Provideanindividualandotherswithinformationabouttheproposednewhomeenvironment2.3Workwiththeindividualandotherstoplanforthemove2.4Supporttheindividualtoexpresstheirfeelingsaboutthemoveandanyconcernstheymayhave2.5Usestrategiestoaddressconcerns

3.Beabletosupportindividualstosettleintonewhomeenvironments

3.1Supporttheindividualtofamiliarisethemselveswiththenewenvironmentandlivingarrangements3.2Supporttheindividualtoexploreopportunitiesto:

• maintainexistingsocialnetworksand/or

• createnewsocialnetworks3.3Supporttheindividualtoadjusttolivingwithnewpeopleortolivingalone


3.4Workwiththeindividualandotherstoidentifyandagreeanychangesthatwillhelptheindividualtofeelmorecomfortableinthenewhomeenvironment

4.Beabletosupportindividualstoreviewtheimpactofnewhomeenvironments

4.1Workwiththeindividualandotherstoagreeaprocesstoreviewthemove4.2Workwiththeindividualtoreviewpositiveandnegativeeffectsofthemove4.3Workwiththeindividualandotherstoplanhowtomaintainbenefitsofthemoveandaddressanydifficulties4.4Agreeanyadditionalresources,facilitiesandsupportrequired4.5Recordandreportontheoutcomesofthemove,inlinewithagreedwaysofworking

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Agreedwaysofworkingwillincludepoliciesandprocedureswheretheseexist;theymaybelessformallydocumentedwithmicro-employers.


Component89:SupportIndividualswithSpecificCommunicationNeedsComponentReferenceNumber:H/615/8778Level:3Credit:5GL:35024/ComponentSummaryThiscomponentisforthosewhosupportindividualswithspecificcommunicationneeds.Itprovidesthelearnerwiththeknowledgeandskillsthataddresspersonalinteractionandtheuseofspecialmethodsandaidstopromotecommunication.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4and6mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0369

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandanindividual’sspecificcommunicationneeds

1.1Explaintheimportanceofmeetinganindividual’scommunicationneeds1.2Explainhowandwhentoaccessinformationandsupportinrelationtocommunicationneeds1.3Explainhowownroleandpracticecanimpactoncommunicationwithanindividualwhohasspecificcommunicationneeds1.4Identifyarangeofcommunicationmethodsandaidstosupportindividualstocommunicate1.5Analysefeaturesoftheenvironmentthatimpactoncommunication1.6Explainreasonswhyanindividualmayuseaformofcommunicationthatisnotbasedonaformallanguagesystem1.7Describethepotentialeffectsonanindividualofhavingunmetcommunicationneeds

2.Understandhowtosupporttheuseofcommunicationtechnologyandaids

2.1Identifyspecialistservicesrelatingtocommunicationtechnologyandaids2.2Describetypesofsupportthatanindividualmayneedinordertousecommunicationtechnologyandaids2.3Explaintheimportanceofensuringthatcommunicationequipmentiscorrectlysetupandworkingproperly


AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerCommunicationneedsmayinclude:differentlanguage,hearingloss(bothminorandmajor),learningdifficulties,findspeechdifficultExamplesofcommunicationtechniques–signlanguage,speedofverbalcommunication,volumeofverbalcommunication,bodylanguage,writteninsteadofverbal,listening

3.Beabletocontributetoidentifyingandaddressingspecificcommunicationneedsofindividuals

3.1Workinpartnershipwiththeindividualandotherstoidentifytheindividual’scommunicationneeds3.2Contributetoidentifyingcommunicationmethodsoraidstomeettheindividual’scommunicationneeds

4.Beabletointeractwithindividualsusingtheirpreferredcommunicationmethod

4.1Preparetheenvironmenttofacilitatecommunication4.2Useagreedmethodsofcommunicationtointeractwiththeindividual4.3Monitortheindividual’sresponsesduringandaftertheinteraction4.4Adaptownpracticetoimprovecommunicationwiththeindividual

5.Beabletopromotecommunicationbetweenindividualsandothers

5.1Supporttheindividualtodevelopcommunicationmethods5.2Provideopportunitiesfortheindividualtocommunicatewithothers5.3Supportotherstobeunderstoodbytheindividual5.4Supportotherstounderstandtheindividual

6.Beabletoreviewanindividual’scommunicationneedsandthesupportprovided

6.1Collateinformationinrelationtoanindividual’scommunicationandthesupportprovided6.2Contributetoevaluatingtheeffectivenessofagreedmethodsofcommunicationandsupportprovided6.3Workwithotherstosupportthecontinueddevelopmentofcommunication


Component90:UndertakeAgreedPressureAreaCareComponentReferenceNumber:T/615/7912Level:2Credit:4GL:30024/ComponentSummaryThiscomponentcoversprovidingcaretomaintainhealthyskinandpreventskinbreakdown,byundertakingpressureareacareinaccordancewithanindividual’scareplanandriskassessment.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes3,5and6mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsCHS5

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheanatomyandphysiologyoftheskininrelationtopressureareacare

1.1Describetheanatomyandphysiologyoftheskininrelationtoskinbreakdownandthedevelopmentofpressuresores1.2Identifypressuresitesofthebody1.3Identifyfactorswhichmightputanindividualatriskofskinbreakdownandpressuresores1.4Describehowincorrecthandlingandmovingtechniquescandamagetheskin1.5Identifyarangeofinterventionsthatcanreducetheriskofskinbreakdownandpressuresores1.6Describechangestoanindividual’sskinconditionthatshouldbereported

2.Understandgoodpracticeinrelationtoownrolewhenundertakingpressureareacare

2.1Identifylegislationandnationalguidelinesaffectingpressureareacare2.2Describeagreedwaysofworkingrelatingtopressureareacare2.3Describewhyteamworkingisimportantinrelationtoprovidingpressureareacare

3.Beabletofollowtheagreedcareplan 3.1Describewhyitisimportanttofollowtheagreedcareplan3.2Ensuretheagreedcareplanhasbeencheckedpriortoundertakingthepressureareacare3.3Identifyanyconcernswiththeagreedcareplanpriortoundertakingthepressureareacare



3.4Describeactionstotakewhereanyconcernswiththeagreedcareplanarenoted3.5Identifythepressureareariskassessmenttoolswhichareusedinownworkarea3.6Explainwhyitisimportanttouseriskassessmenttools

4.Understandtheuseofmaterials,equipmentandresourcesareavailablewhenundertakingpressureareacare

4.1Identifyarangeofaidsorequipmentusedtorelievepressure4.2Describesafeuseofaidsandequipment4.3Identifywhereup-to-dateinformationandsupportcanbeobtainedabout:

• materials• equipment• resources

5.Beabletopreparetoundertakepressureareacare

5.1Prepareequipmentandenvironmentinaccordancewithhealthandsafetyguidelines5.2Obtainvalidconsentforthepressureareacare

6.Beabletoundertakepressureareacare 6.1Carryoutpressureareacareprocedureinawaythat:

• respectstheindividual’sdignityandprivacy

• maintainssafety• ensurestheindividual’scomfort• promotesactiveparticipation• promotespartnershipworking

6.2Applystandardprecautionsforinfectionpreventionandcontrol6.3Carryoutthepressureareacareprocedurewithoutobstructionfrombeddingandclothing6.4Moveanindividualusingapprovedtechniquesandinaccordancewiththeagreedcareplan6.5Usepressurerelievingaidsinaccordancewiththecareplanandanysafetyinstructions6.6Communicateeffectivelywiththeindividualthroughouttheintervention6.7Completeallrecordsanddocumentationaccuratelyandlegibly


Component91:ContributetoRaisingAwarenessofHealthIssuesComponentReferenceNumber:F/616/7939Level:3Credit:4GL:26024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtoworkaspartofateamtoraiseawarenessofhealthissues.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4and5mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandfactorsaffectingactivitieswhichraiseawarenessabouthealthissues

1.1Analysereasonswhyitmaybenecessarytoraiseawarenessofhealthissues1.2Comparetherolesofagenciesandotherswhomaybeinvolvedinraisingawarenessofhealthissues1.3Describefactorstoconsiderwhenplanningawareness-raisingactivities

2.Beabletorecognisetheneedforraisingawarenessofhealthissues

2.1Accessinformationandsupportabouthealthissuesandapproachestoraisingawareness2.2Reviewwithothersthedemandforandinterestinraisingawarenessofaparticularhealthissue

3.Beabletoassistinplanningactivitiestoraiseawarenessofhealthissues

3.1Agreerolesandresponsibilitieswithinateam,foractivitiesraisingawareness3.2Planasetofactivitieswithinateamforanactivitytoraiseawarenessaboutahealthissue

4.Beabletocontributetoimplementingactivitiesforraisingawarenessofhealthissues

4.1Carryoutagreedroletoimplementactivities4.2Demonstratecommunicationthatpromoteseffectiveteamworkwhiletheplanisimplemented4.3Encourageindividualstogivefeedbackaboutawareness-raisingactivities

5.Beabletoreviewtheeffectivenessofactivitiestoraiseawarenessofhealthissues

5.1Agreeprocessesandcriteriaforreviewingtheprogrammeofactivities5.2Collateandpresentinformationabouttheactivities5.3Reviewtheeffectivenessoftheactivities


5.4Makerecommendationsforchangestoactivities

AdditionalInformationHealthissuesmayinclude:

• specifichealthneeds• actionsorbehavioursthatmayputhealthordevelopmentatrisk

Othersmayinclude:

• co-workers,linemanagerandotherprofessionals• carers,friendsandrelativesofindividuals• otherswhoareimportanttothewellbeingofindividuals

Activitiesmayinclude:

• consultations• interviews• questionnaires• presentations• displays/posters• discussiongroups• self-analysischecklists

Theplanmayinclude:

• aims,objectives,outcomesandtargetaudience• mediaandcommunicationformats• bestoptionstomeetaims• howtoimplementactivities• howtomonitoractivities• rolesandresponsibilities

AnindividualissomeonerequiringcareorsupportInformationmayincludeinformationabout:

• processes• outcomes• impactontargetaudience


Component92:UnderstandandMeettheNutritionalRequirementsofIndividualswithDementiaComponentReferenceNumber:D/616/7611Level:3Credit:3GL:26024/ComponentSummaryThiscomponentisaboutunderstandingthatindividualsmayhavespecificnutritionalneedsbecauseoftheirexperienceofdementia.Learnerswilldeveloptheirknowledgeandskillsinmeetingthesenutritionalrequirementsandbeabletoprovideevidenceoftheircompetencetoenableindividualswithdementiatoeatanddrinkwell.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcome3needstobeassessedintheworkplaceenvironmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthenutritionalneedsthatareuniquetoindividualswhohavedementia

1.1Describehowcognitive,functionalandemotionalchangesassociatedwithdementiacanaffecteating,drinkingandnutrition1.2Explainhowpoornutritioncancontributetoanindividual’sexperienceofdementia1.3Outlinehowotherhealthandemotionalconditionsmayaffectthenutritionalneedsofanindividualwhohasdementia1.4Explaintheimportanceofrecognisingandmeetinganindividual’spersonalandculturalpreferencesforfoodanddrink1.5Explainwhyitisimportanttoincludeavarietyoffoodanddrinkinthedietofanindividualwhohasdementia

2.Understandtheeffectthatmealtimeenvironmentscanhaveonanindividualwhohasdementia

2.1Describehowmealtimeculturesandenvironmentscanbeabarriertomeetingthenutritionalneedsofanindividualwhohasdementia2.2Describehowmealtimeenvironmentsandfoodpresentationcanbedesignedtohelpanindividualtoeatanddrink2.3Describehowaperson-centredapproachcansupportanindividual,withdementiaatdifferentlevelsofability,toeatanddrink


AdditionalInformationAnindividualissomeonerequiringcareorsupportPerson-centredapproachThisisawayofworkingwhichaimstoputthepersonatthecentreofthecaresituation,takingintoaccounttheirindividuality,wishesandpreferences.Mealtimes

• mealplanning• foodshopping• foodpreparation• pre-andpost-mealactivities• dining• snacking

Wellbeing

• appropriateweightgain/loss• improvedsleeppatterns• reducedconfusion• improvedphysicalhealth• improvedemotionalstate• reducedinfections

3.Beabletosupportanindividualwhohasdementiatoenjoygoodnutrition

3.1Explainhowtheknowledgeofthelifehistoryofanindividualwithdementiahasbeenusedtoprovideadietthatmeetshis/herpreferences3.2Planmealtimesforanindividualwithdementiatosupporthis/herabilitytoeatanddrink3.3Explainhowthespecificeatinganddrinkingabilitiesandneedsofanindividualwithdementiahavebeenaddressed3.4Explainhowaperson-centredapproachtomeetingnutritionalrequirementshasimprovedthewellbeingofanindividualwithdementia


Component93:SupportIndividualsattheEndofLifeComponentReferenceNumber:D/615/8780Level:3Credit:6GL:50024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtosupportendoflifecare.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4,6,7and8mustbeassessedinarealworkenvironmentinwaysthatdonotintrudeonthecareofanindividualattheendoflife.RelationshiptoOccupationalStandardsSCDHSC0385

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheaimsandprinciplesofendoflifecare

1.1Explaintheaimsandprinciplesofendoflifecare1.2Analysetheimpactofnationalandlocaldriversoncurrentapproachestoendoflifecare1.3Describeconflictsandlegalorethicalissuesthatmayariseinrelationtodeath,dyingorendoflifecare1.4Identifythekeypeopleandserviceswhomaybeinvolvedindeliveryofendoflifecare1.5Explaintheconceptofholisticcareattheendoflife1.6Describethetriggersthatsuggestindividualsarenearingtheendoflife

2.Understandfactorsaffectingendoflifecare 2.1Outlinekeypointsoftheoriesabouttheemotionalandpsychologicalprocessesthatindividualsandkeypeoplemayexperiencewiththeapproachofdeath2.2Explainhowthebeliefs,religionandcultureofindividualsandkeypeopleinfluenceendoflifecare2.3Explainwhysupportforanindividual’shealthandwellbeingmaynotalwaysrelatetotheirterminalcondition

3.Understandadvancecareplanninginrelationtoendoflifecare

3.1Describethebenefitstoanindividualofhavingasmuchcontrolaspossibleovertheirendoflifecare


3.2Explainthepurposeofadvancecareplanninginrelationtoendoflifecare3.3Explainwhy,withtheirconsent,itisimportanttopassoninformationabouttheindividual'swishes,needs,andpreferencesfortheirendoflifecare3.4Outlineethicalandlegalissuesthatmayariseinrelationtoadvancecareplanningoutsideofownjobrole

4.Beabletoprovidesupporttoindividualsandkeypeopleduringendoflifecare

4.1Supporttheindividualandkeypeopletoexploretheirthoughtsandfeelingsaboutdeathanddying4.2Providesupportfortheindividualandkeypeoplethatrespectstheirbeliefs,religionandculture4.3Demonstratewaystohelptheindividualfeelrespectedandvaluedthroughouttheendoflifeperiod4.4Provideinformationtotheindividualand/orkeypeopleabouttheindividual’sillnessandthesupportavailable4.5Giveexamplesofhowanindividual’swellbeingcanbeenhancedby:

• environmentalfactors• non-medicalinterventions• useofequipmentandaids• alternative/complementary

therapies4.6Contributetopartnershipworkingwithkeypeopletosupporttheindividual’swellbeing

5.Understandtheroleoforganisationsandsupportservicesavailabletoindividualsandkeypeopleinrelationtoendoflifecare

5.1Explainwhysupportforspiritualneedsmaybeespeciallyimportantattheendoflife5.2Describearangeofsourcesofsupporttoaddresstheneedsofindividualsandkeypeopleattheendoflife

6.Beabletosupportindividualsthroughtheprocessofdying

6.1Carryoutownroleinanindividual’scare6.2Contributetoaddressinganydistressexperiencedbytheindividualpromptlyandinagreedways6.3Adaptsupporttoreflecttheindividual’schangingneedsorresponses

7.Beabletotakeactionfollowingthedeathofindividuals

7.1Explainwhyitisimportanttoknowaboutanindividual’swishesfortheirafter-deathcare7.2Carryoutactionsimmediatelyfollowingadeaththatrespecttheindividual’swishesandfollowagreedwaysofworking7.3Describewaystosupportkeypeopleimmediatelyfollowinganindividual’sdeath


AdditionalInformationKeypeoplemayinclude:

• familymembers• friends• otherswhoareimportanttothewellbeingoftheindividual

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerWellbeingmayincludeaspectsthatare:

• social• emotional• cultural• spiritual• intellectual• economic• physical• mental

8.Beabletomanageownfeelingsinrelationtothedyingordeathofindividuals

8.1Identifywaystomanageownfeelingsinrelationtoanindividual’sdyingordeath8.2Utilisesupportsystemstodealwithownfeelingsinrelationtoanindividual’sdyingordeath


Component94:ImplementthePositiveBehaviouralSupportModelComponentReferenceNumber:T/616/7940Level:4Credit:8GL:61024/ComponentSummaryThis component is aimed at those working with individuals who have complex needs/continuing healthcare/severe challenging behaviour. It provides the learner with knowledge, understanding and skills required to implement the Positive Behavioural Support model.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes4,5,6,7,8,9and10mustbeassessedinarealworkenvironment.Simulationwillbeacceptedtoassessassessmentcriteria6.2,8.5and9.5ifrealworkassessmentisnotpossible.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.UnderstandthecontextofthePositiveBehaviouralSupportmodel

1.1SummarisecurrentlegislationandpolicyguidancerelatingtoPositiveBehaviouralSupport1.2ExplainhowPositiveBehaviouralSupporthasbeeninfluencedby:

• AppliedBehaviourAnalysis(ABA)• SocialRoleValorisation(SRV)

2.Understandtheterm‘challengingbehaviour’

2.1Definetheterm‘challengingbehaviour’2.2Explainthereasonswhythetermchallengingbehaviourcameintouse2.3Analysekeyfactorsthatleadtoabehaviourbeingdefinedaschallenging

3.UnderstandthecontextinwhichchallengingbehaviouroccursAnalysekeyfactorsthatleadtoabehaviourbeingdefinedaschallenging

3.1Summarisekeyenvironmentalriskfactorsforchallengingbehaviours3.2Explainhowslowandfasttriggerscontributetochallengingbehaviour3.3Analysetheroleofreinforcementinmaintainingbehaviour3.4Explainthetimeintensitymodel

4.Beabletocontributetothefunctionalanalysisinrelationtoanindividual'schallengingbehaviour

4.1Describethekeycomponentsoffunctionalanalysis4.2Evaluatetheimportanceoffunctionalanalysisineffectivepersoncentredbehaviouralinterventionforindividuals4.3Explainthekeymethodsofanalysingbehaviour


4.4Completeaccuraterecordsofbehaviourusingastructuredmethod4.5Identifyenvironmentalriskfactorsforanindividual’schallengingbehaviour4.6Identifypossibleslowandfasttriggersforanindividual’schallengingbehaviour4.7Identifyfactorsthatmaycontributetoreinforcementofanindividual’schallengingbehaviour

5.UnderstandthekeycharacteristicsofPositiveBehaviouralSupport

5.1DescribethekeycharacteristicsofPositiveBehaviouralSupport5.2ExplaintherolewithinPositiveBehaviouralSupportof:

• primarypreventionstrategies• secondarypreventionstrategies• nonaversivereactivestrategies

5.3ExplaintheimportanceofsocialvalidityinthePositiveBehaviouralSupportmodel

6.Beabletoimplementprimarypreventionstrategies

6.1Summarisethekeyprimarypreventionstrategies6.2Explaintheimportanceofeffectivecommunicationandpositiveinteractioninprimarypreventionforindividuals6.3Implementanagreedprimarypreventionstrategyrespectingtheindividual’sdignity,rightsandchoice6.4Interactpositivelywithanindividualbyprovidingthelevelofhelpandreinforcementthatenablesthemtoparticipateinanactivity6.5Useeffectivecommunicationwithanindividualwhichpromotespositivebehaviour6.6Evaluatethesocialvalidityofanagreedprimarypreventionstrategyforanindividual

7.Beabletouseaperson-centredapproachtodevelopplansthatpromoteparticipation

7.1ExplainhowActiveSupportcanhelppreventchallengingbehaviourbyimprovinganindividual’squalityoflife7.2Analysetheroleofstructureanddailyplanninginprimaryprevention7.3Reviewanindividual’sroutineanddailyactivitiestoidentifyopportunitiesforincreasingparticipationandchoice7.4Developaparticipationplanwithanindividualthatcontributestothereductionofchallengingbehaviour7.5Workwithanindividualtoidentifyskillsthatcouldbedevelopedtoenablegreaterparticipationinday-to-dayactivities

8.Beabletoimplementsecondarypreventionstrategies

8.1Summarisekeysecondarypreventionstrategies


8.2Explainwhensecondarypreventionstrategiesshouldbeusedwithindividuals8.3Identifyearlywarningsignsofbehaviouralagitationinanindividual8.4Identifypossiblesecondarypreventionstrategiesthatmaybeusedwithanindividual8.5Implementanagreedsecondarypreventionstrategyrespectingtheindividual’sdignity,rightsandpreferences

9.Beabletoimplementnonaversivereactivestrategies

9.1Explainwhenreactivestrategiesshouldbeusedwithindividuals9.2Describethekeycharacteristicsandtypesofreactivestrategies9.3Assesstherisksintheuseofreactivestrategies9.4Identifypossiblereactivestrategiesthatmaybeusedforanindividual9.5Implementanagreednonaversivereactivestrategyrespectingtheindividual’sdignity,rightsandpreferences9.6Identifythedifferenttypesofpost-incidentsupport9.7Establishanindividual’spreferredpost–incidentsupport

10.BeabletounderstandandimplementPositiveBehaviouralSupportPlansforindividuals

10.1ExplainthepurposeofPositiveBehaviourSupportPlans10.2ExplaintheimportanceofBehaviourSupportPlans10.3IdentifythekeycomponentsofaPositiveBehaviourSupportPlan10.4Implementagreedproceduresinanindividual’sPositiveBehaviouralSupportPlan10.5Contributetothereviewofanindividual’sPositiveBehaviouralSupportPlan

AdditionalInformationPositiveBehaviouralSupportAnapproachtosupportingindividualswhochallengethatcombinesthetechnologyofAppliedBehaviourAnalysiswiththevaluesbaseofSocialRoleValorisationandtheindividualisedfocusofPerson-CentredPlanning.AppliedBehaviourAnalysis(ABA)Ascientificprocessofexaminingwhatcausesandmaintainsbehaviour,inordertobringaboutpositivechange.SocialRoleValorisation(SRV)Promotesvaluedsocialrolesforindividualswhoaresociallydisadvantaged,tohelpthemgetsomeofthegoodthingsinlife.


Challengingbehaviourmayincludebehavioursthatare:

• repetitive/obsessive• withdrawn• aggressive• self-injurious• disruptive• anti-socialorillegal• verballyabusive

Factorsthatleadtobehaviourbeingdefinedaschallengingmayinclude:

• culture• competenceandcapacityofsettings• socialnorms• frequency,intensityanddurationofthebehaviour• abilitytocommunicateeffectively

Environmentalriskfactorswillincludefeaturesthatarephysicalorsocial,suchas:

• uncomfortablelevelsofstimulation(e.g.toobusy,boring)• institutional-stylesetting(e.g.blocktreatment,rigidroutines)• poorserviceorganisation(e.g.inexperiencedcarers)• inappropriatesocialenvironment(e.g.overlyrestrictive,limitedchoice)• environmentalpollutants(e.g.temperature,noiselevels)

Triggersarefactorsthatmakechallengingbehavioursmorelikelytooccur.Theyinclude:

• Slowtriggers,whichareaspectsofaperson’senvironmentordailyroutinesthatdonotnecessarilyhappenimmediatelybeforethechallengingbehaviours,butstillaffectwhetherthesebehavioursareperformed

• Fasttriggers,whicharespecificeventsthatoccurimmediatelypriortothebehaviour.Theirimpactuponbehaviourisrapidorimmediate

Reinforcementstrengthensbehaviourandisoftwotypes–positiveandnegative.Positivereinforcementworksbecauseindividualsgainaccesstothingsoreventsthattheylikeorwant,whilenegativereinforcementworksbecauseindividualsgetridofthingsthattheydon’tlike.TimeintensitymodelThestagesofincreasingagitationtocrisispointandbackagain.Thishelpstounderstandtheemotionalandphysiologicalchangesexperiencedduringasevereepisodeofchallengingbehaviour.FunctionalanalysisTheprocessforidentifyingoranalysingthefunctionorpurposeofsomeone’sbehaviour,usingarangeofstructuredmeasures.StructuredmethodsMeasuresformonitoringandrecordingbehaviour;mayinclude:

• ABCcharts• scatterplots• incidentforms• behaviour-monitoringforms• directobservation


PrimarypreventionProactivestrategiesthatinvolvechangingaspectsofaperson’sliving,workingandrecreationalenvironmentssothatthepossibilityofchallengingbehaviouroccurringisreduced.SecondarypreventionStrategiesthatapplywhenaperson’schallengingbehaviourbeginstoescalate,inordertopreventamajorincident.Non-aversivereactivestrategiesarewaysofrespondingsafelyandefficientlytochallengingbehavioursthathavenotbeenprevented.Theycanincludephysicalinterventionsthatdonotcausepainanddominimisediscomfort,andcomplywiththeBritishInstituteofLearningDisabilities(BILD)codeofpracticefortheuseofphysicalinterventions.Positiveinteractionconcernstheperformanceofthosesupportinganindividual.Itconsistsofprovidingdifferentlevelsofhelp,breakingactivitiesintomanageablesteps;andpositivereinforcementtopromoteparticipation.Socialvalidityreferstointerventionsthatareethical.Thatis,theyaddresssociallysignificantproblems,haveclearbenefitsfortheindividual,areacceptabletotheindividualandothers,andusetheleastrestrictiveorintrusiveapproach.ActivesupportAperson-centredmodelofhowtointeractwithindividualscombinedwithdailyplanningsystemsthatpromoteparticipationandenhancequalityoflife.Post-incidentsupportmayinclude:

• emotionalsupport• timeawayfromthesetting• firstaid• quiettime• space• temporaryredeployment• additionaltraining• personalreflection• counselling• opportunitytoexpressfeelings

PositiveBehaviourSupportPlanAdocumentcontainingthekeyinformationthatthosewhosupportindividualswithchallengingbehaviourmusthave,inordertoprovideconsistentsupportonadailybasis.


Component95:AdministerMedicationtoIndividualsandMonitortheEffectsComponentReferenceNumber: D/615/8813Level:3Credit:5GL:30024/ComponentSummaryThiscomponentisforthosewhopreparefor,administerandmonitortheeffectsofmedicationonindividuals.Thecomponentappliestoallmedicationusedforandbyindividuals,bothprescribedandnon-prescribed.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS3

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandlegislation,policyandproceduresrelevanttoadministrationofmedication

1.1Identifycurrentlegislation,guidelines,policiesandprotocolsrelevanttotheadministrationofmedication

2.Knowaboutcommontypesofmedicationandtheiruse

2.1Describecommontypesofmedicationincludingtheireffectsandpotentialsideeffects2.2Identifymedicationwhichdemandsspecificphysiologicalmeasurements2.3Describethecommonadversereactionstomedication,howeachcanberecognisedandtheappropriateaction(s)required2.4Explainthedifferentroutesofmedicineadministration

3.Understandproceduresandtechniquesfortheadministrationofmedication

3.1Explainthetypes,purposeandfunctionofmaterialsandequipmentneededfortheadministrationofmedicationviathedifferentroutes3.2Identifytherequiredinformationfromprescriptions/medicationadministrationcharts

4.Preparefortheadministrationofmedication

4.1Applystandardprecautionsforinfectioncontrol4.2Explainwaystoensuretheappropriatetimingofmedication4.3Obtaintheindividual’sconsentandofferinformation,supportandreassurancethroughout,inamannerwhichencouragestheirco-operationandwhichisappropriatetotheirneedsandconcerns


4.4Select,checkandpreparecorrectlythemedicationaccordingtothemedicationadministrationrecordormedicationinformationleaflet

5.Administerandmonitormedication 5.1Selecttheroutefortheadministrationofmedication,accordingtotheindividual’smedicationadministrationrecordandthedrugtobeadministered,andpreparethesiteifnecessary5.2Safelyadministerthemedication:

• inlinewithlegislationandlocalpolicies

• inawaywhichminimisespain,discomfortandtraumatotheindividual

5.3Describehowtoreportanyimmediateproblemswiththeadministration5.4Monitortheindividual’sconditionthroughout,recogniseanyadverseeffectsandtaketheappropriateactionwithoutdelay5.5Explainwhyitmaybenecessarytoconfirmthattheindividualactuallytakesthemedicationanddoesnotpassthemedicationtoothers5.6Maintainthesecurityofmedicationandrelatedrecordsthroughouttheprocess5.7Returnmedicationandrelatedrecordstothecorrectplaceforstorage5.8Describehowtodisposeofoutofdateandpart-usedmedicationsinaccordancewithlegalandorganisationalrequirements



Component96:UnderstandtheDiversityofIndividualswithDementiaandtheImportanceofInclusionComponentReferenceNumber:M/616/7614Level:3Credit:3GL:23024/ComponentSummaryThiscomponentisaimedatthosewhoprovidecareorsupporttoindividualswithdementiainawiderangeofsettings.Thecomponentcoverstheconceptsofequality,diversityandinclusionthatarefundamentaltoperson-centredcarepractice.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheconceptofdiversityanditsrelevancetoworkingwithindividualswhohavedementia

1.1Explainwhatismeantbytheterms• diversity• anti-discriminatorypractice• anti-oppressivepractice

1.2Explainwhyitisimportanttorecogniseandrespectanindividual’sheritage1.3Explainwhyanindividualwithdementiamaybesubjectedtodiscriminationandoppression1.4Describehowdiscriminationandoppressivepracticecanbechallenged

2.Understandthateachindividual’sexperienceofdementiaisunique

2.1Explainwhyitisimportanttoidentifyanindividual’sspecificanduniqueneeds2.2Analysetheexperienceforanindividualwhohasacquireddementiaasanolderpersoncomparedtotheexperienceofanindividualwhohasacquireddementiaasayoungerperson2.3Describehowtheexperienceofanindividual’sdementiamayimpactcarers2.4Describehowtheexperienceofdementiamaybedifferentforindividuals

• whohavealearningdisability• whoarefromdifferentethnic

backgrounds• attheendoflife

3.Understandtheimportanceofworkinginaperson-centredwayandhowthislinkstoinclusion

3.1ExplainhowcurrentlegislationandGovernmentpolicysupportsperson-centredworking


AdditionalInformationAnindividualissomeonerequiringcareorsupportHeritagethisreferstoanindividual’sculture,historyandpersonalexperiences,andisuniquetothemOthersmaybe

• careworker• colleagues• managers• socialworker• occupationaltherapist• generalpractitioner• speechandlanguagetherapist• physiotherapist• pharmacist• nurse• specialistnurse• psychologist• psychiatrist• independentmentalcapacityadvocate• independentmentalhealthadvocate• advocate• dementiacareadviser• supportgroups

3.2Explainhowperson-centredworkingcanensurethatanindividual’sspecificanduniqueneedsaremet3.3Describewaysofhelpinganindividual’scarersorothersunderstandtheprinciplesofperson-centredcare3.4Identifywaysofhelpinganindividualwithdementiamaintaintheiridentity


Component97:UnderstandandEnableInteractionandCommunicationwithIndividualswhohaveDementiaComponentReferenceNumber:T/616/7615Level:3Credit:4GL:30024/ComponentSummaryThiscomponentprovidestheopportunityforthelearnertodevelopandimplementthequalitiesofaneffectiverelationshipwithindividualswithdementia.Thisisbasedontheuseofpositiveinteractionsandcommunicationskills.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthefactorsthatcanaffectinteractionsandcommunicationofindividualswithdementia

1.1Explainhowdifferentformsofdementiamayaffectthewayanindividualcommunicates1.2Explainhowphysicalandmentalhealthfactorsmayneedtobeconsideredwhencommunicatingwithanindividualwhohasdementia1.3Describehowtosupportanindividualwithdementiawhohasasensoryimpairment1.4Describetheimpactthebehavioursofcarersandothersmayhaveonanindividualwhohasdementia

2.Beabletocommunicatewithanindividualwithdementiausingarangeofverbalandnon-verbaltechniques

2.1Usedifferentcommunicationtechniqueswithanindividualwhohasdementia2.2Explainhowobservationofbehaviourisaneffectivetoolininterpretingtheneedsofanindividualwhohasdementia2.3Analysewaysofrespondingtothebehaviourofanindividualwithdementia,takingaccountoftheabilitiesandneedsoftheindividual,carersandothers

3.Understandhowtocommunicatepositivelywithanindividualwhohasdementiabyvaluingtheirindividuality

3.1Explainhowthecommunicationstyle,abilitiesandneedsofanindividualwithdementiacanbeusedtodeveloptheircareplan3.2Describehowtheindividual’spreferredmethod/sofinteractingcanbeusedtoreinforcetheiridentityanduniqueness


AdditionalInformationCarers,e.g.

• partner• family• friends• neighbours

Otherse.g.

• careworker• colleague• manager• socialworker• occupationaltherapist• GP• speechandlanguagetherapist• physiotherapist• pharmacist• nurse• psychologist• admiralnurses• independentmentalcapacityadvocate• communitypsychiatricnurse• dementiacareadvisers• advocate• supportgroups

RealityorientationThisapproachtriestoplacetheindividualinthehereandnow,remindingthemoftheday,place,timeandsituationtheyareinValidationapproachUsingnon-judgementalacceptanceandempathytoshowtheindividualthattheirexpressedfeelingsarevalid.Focusingonthefeelingsratherthanthecontentofspeech

4.Beabletousepositiveinteractionapproacheswithindividualswithdementia

4.1Explainthedifferencebetweenarealityorientationapproachtointeractionsandavalidationapproach4.2Interactpositivelywithanindividualwhohasdementia4.3Useaspectsofthephysicalenvironmenttosupportpositiveinteractionswithanindividualwhohasdementia4.4Useaspectsofthesocialenvironmenttosupportpositiveinteractionswithanindividualwhohasdementia4.5Explainhowreminiscencetechniquescanbeusedtofacilitateapositiveinteractionwithindividualswhohavedementia


Socialenvironmentcanprovideinteractionswhichcreatestimulationandenjoyment,e.g.• opportunitiestomeetwithfamilyandfriends• abletotalkaboutearlylife,pastcareer,goodmemories• engagementwithfamiliaractivitiesi.e.attendanceatchurch,clubs,playinggolf,favourite

walks• engagementwithactivitiese.g.reminiscence,listeningtofavouritemusic• continuingsocialroutines,e.g.goingtothehairdresser’s,outforcoffeeetc


Component98:UnderstandtheImpactofAcquiredBrainInjuryonIndividualsComponentReferenceNumber:A/616/7941Level:3Credit:3GL:28024/ComponentSummaryTheaimofthiscomponentistoacquireknowledgetosupportpeoplewhohaveanacquiredbraininjury.Itcoversboththeimpactontheindividualwhohastheacquiredbraininjuryandtheircarers.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.UnderstandAcquiredBrainInjury 1.1Definetheterm‘AcquiredBrainInjury’

1.2DescribepossiblecausesofAcquiredBrainInjury1.3ExplainthedifferencebetweenaTraumaticBrainInjuryandotherformsofAcquiredBrainInjury1.4Describebraininjuriesthatare

• mild• moderate• severe

2.UnderstandtheimpactonindividualsofAcquiredBrainInjury

2.1DiscussinitialeffectsofAcquiredBrainInjuryontheindividual2.2Explainthelong-termeffectsofAcquiredBrainInjurytoinclude

• physical• functional• cognitive• behaviouraleffects

2.3ExplaintheconceptsoflossinrelationtoAcquiredBrainInjuryforindividualsandcarers

3.UnderstandthespecialistcommunicationneedsofanindividualwithAcquiredBrainInjury

3.1Definetheterms:• dysphasia• dysarthria

3.2Explaintheeffectsofdysphasiaanddysarthriaoncommunication3.3Comparethedifferenttechniquesrequiredtosupportanindividualwithdysphasiaanddysarthria


3.4Evaluatedifferentinterventionstrategiesandassistivetoolsthatsupportcommunication

4.Understandtheimpactthatpersonalitychangescanhaveonanindividualandthoseprovidingsupport

4.1Explaintheimpactofpersonalitychangesontheindividual4.2Explaintheimpactofpersonalitychangesonthosecaringfortheindividual4.3Explainhowlackofselfawareness/insightmayaffecttheindividual4.4Explaintheskillsneededtosupporttheindividualandfamily/carerstocometotermswithpersonalitychanges

5.Understandtheimpactofchallengingbehaviour

5.1Explainbehaviourswhichareconsideredchallenging5.2Analysetheimportanceofownattitudes,valuesandskillswhensupportinganindividualtomanagetheirbehaviour5.3Explainmeasuresthatshouldbetakentomanagetheriskfromchallengingbehaviour5.4Explaintheprocessforreportingandreferringchallengingbehaviour

AdditionalInformationTheindividualisthepersonrequiringsupport.Anadvocatemayneedtoactonbehalfofanindividual.Functional–relatestotheindividual’sabilitytocarryoutday-to-daytasks,i.e.dressing,washing,cooking.Itdoesnotsolelymeanthephysicalabilitybutalsocanmeanconcentration,motivationfordoingtasks.Conceptsofloss–considerstagesofgriefasoutlinedbyElizabethKublarRossandWardenPersonalitychanges:

• irritability• disinhibitedbehaviour• frustration• lossofsocialskills• lackofself-awareness

Self-Awareness–abilitytounderstandtheimpactofbehaviouronothersCarers:

• spouse/partner• child• parent• sibling• friend

Measures–actionsrequiredtomanageriske.g.:

• policies


• supervision• supportfromcolleagues• makearisk-assessment• risk-managementplan

Challengingbehaviour:

• physicalattack• threateninglanguage• sexualdisinhibition


Component99:ProvideActiveSupportComponentReferenceNumber:A/616/7616Level:2Credit:3GL:27024/ComponentSummaryThepurposeofthiscomponentistoprovidethelearnerwithknowledge,understandingandskillstoprovidingactivesupporttoincreaseanindividual’sparticipationintasksandactivities.Itisaimedatthosewhoseroleincludesprovidingdirectsupportandassistancetoindividuals.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples. Learning outcomes 2, 3 and 4 must be assessed in a real-work environmentRelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandhowactivesupporttranslatesvaluesintoperson-centredpracticalactionwithanindividual

1.1Explainhowthekeycharacteristicsofactivesupportdifferfromthehotelmodel1.2Definetheterms:

• promotingindependence• informedchoice• valuedlife

1.3Explainhowuseofactivesupportcanpromoteindependence,informedchoiceandavaluedlife

2.Beabletointeractpositivelywithindividualstopromoteparticipation

2.1Explaintheelementsinpositiveinteractionthatpromoteanindividual’sparticipationinactivity2.2Breakaroutinetaskintomanageablestepsforanindividual2.3Providedifferentlevelsofhelptosupportanindividualtoparticipateinataskoractivity2.4Positivelyreinforceanindividual’sparticipationinanactivity

3.Beabletoimplementperson-centreddailyplanstopromoteparticipation

3.1Provideopportunitiesforanindividualtoparticipateinactivitythroughouttheday3.2Useastructuredperson-centredapproachtoensurethatavaluedrangeofactivitiesforanindividualisavailable3.3Useastructuredformattoplansupportforanindividualtoparticipateinactivities

4.Beabletomaintainperson-centredrecordsofparticipation

4.1Recordanindividual’sparticipationinactivities



4.2Describechangesinanindividual’sparticipationovertime4.3Reporttheextenttowhichanindividual’sparticipationrepresentsthebalanceofactivityassociatedwithavaluedlifestyle


Component100:SupportIndividualstoLiveatHomeComponentReferenceNumber:K/615/8815Level:3Credit:4GL:29024/ComponentSummaryThiscomponentisaimedatthoseworkinginawiderangeofsettings.Itprovidesthelearnerwiththeknowledgeandskillsrequiredtounderstandthenatureofworkingrelationships,workinwaysthatareagreedwiththeemployerandworkinpartnershipwithothers.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningobjectives2,3,4and5mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsSCDHSC0343Supportindividualstoliveathome

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheprinciplesofsupportingindividualstoliveathome

1.1Describehowbeingsupportedtoliveathomecanbenefitanindividual1.2Comparetherolesofpeopleandagencieswhomaybeneededtosupportanindividualtoliveathome1.3Explaintheimportanceofprovidinginformationaboutbenefits,allowancesandfinancialplanningwhichcouldsupportindividualstoliveathome1.4Explainhowriskmanagementcontributestosupportingindividualstoliveathome

2.Beabletocontributetoplanningsupportforlivingathome

2.1Identifywithanindividualthestrengths,skillsandexistingnetworkstheyhavethatcouldsupportthemtoliveathome2.2Identifywithanindividualtheirneedsthatmayrequireadditionalsupportandtheirpreferencesforhowtheneedsmaybemet2.3Agreewiththeindividualandotherstherisksthatneedtobemanagedinlivingathomeandwaystoaddressthem

3.Beabletoworkwithindividualstosecureadditionalservicesandfacilitiestoenablethemtoliveathome

3.1Supporttheindividualandotherstoaccessandunderstandinformationaboutresources,servicesandfacilitiesavailabletosupporttheindividualtoliveathome3.2Workwiththeindividualandotherstoselectresources,facilitiesandservicesthat


AdditionalInformationNeedsmayinclude:

• personal• physical• financial• social• environmental• safety

Othersmayinclude:

• family• friends• advocates• otherswhoareimportanttotheindividualperson’swellbeing

willmeettheindividual’sneedsandminimiserisks3.3Contributetocompletingpaperworktoapplyforrequiredresources,facilitiesandservices,inawaythatpromotesactiveparticipation3.4Obtainpermissiontoprovideadditionalinformationabouttheindividualinordertosecureresources,servicesandfacilities

4.Beabletoworkinpartnershiptointroduceadditionalservicesforindividualslivingathome

4.1Agreerolesandresponsibilitiesforintroducingadditionalsupportforanindividualtoliveathome4.2Introducetheindividualtonewresources,services,facilitiesorsupportgroups4.3Recordandreportontheoutcomesofadditionalsupportmeasuresinrequiredways

5.Beabletocontributetoreviewingsupportforlivingathome

5.1Workwiththeindividualandotherstoagreemethodsandtimescalesforon-goingreview5.2Identifyanychangesinanindividual’scircumstancesthatmayindicateaneedtoadjustthetypeorlevelofsupport5.3Workwiththeindividualandotherstoagreerevisionstothesupportprovided


Component101:InteractwithandSupportIndividualsUsingTelecommunicationsComponentReferenceNumber: J/615/9065Level:3Credit:5GL:36024/ComponentSummaryThiscomponentisaimedatthosewhointeractwithindividualsusingtelecommunications.Thisinvolvesestablishinginteractions,sustaininginteractionsandendinginteractionswithindividualsusingtelecommunications.Theemphasisisonsupportiveinteractionsratherthanprovidingageneraladviceservice.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2,3,4and5areassessedintheworkplace.RelationshiptoOccupationalStandardsGEN21

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandthelegalandlocalrequirementsrelatingtotheuseoftelecommunicationswhensupportingindividuals

1.1Describethelegalandlocalrequirementsandpoliciesrelevanttothefunctionsbeingcarriedout1.2Explaintherightsoftheindividualbeingsupportedusingtelecommunications

2.Beabletousetelecommunicationtechnology

2.1Usedifferenttypesoftelecommunicationtechnology2.2Explainhowinteractionsmaydifferdependingonthetypeoftelecommunicationtechnologyused2.3Respondtoindividualsaccordingtoorganisationalpolicies2.4Recorddetailsofinteractionsintheappropriatesystem

3.Beabletoengagewithindividualsusingtelecommunications

3.1Engagewiththeindividualwithoutfacetofaceinteractionincluding:

• providingopportunitiestosustaintheinteraction

• providingreassuranceofcontinuedinterest

• encouragingindividualstosharetheirconcerns

• respondingtotheindividual’simmediaterequirementsateachstageduringtheinteraction

• recognisingwhereanonymitymayencouragethemtorespond


3.2Provideinformationabouttheserviceandconfirmitsappropriatenesstotheindividual3.3Identifythesignificanceofthecircumstancestheindividualisin3.4Encouragecallerstoprovideadditionalinformationabouttheirsituationorrequirements3.5Maintaintheconfidentialityoftheindividual,self,andcolleaguesaccordingtotheproceduresoftheservice3.6Complywithlegalandorganisationalrequirementsandpoliciesrelevanttothefunctionsbeingcarriedout

4.Beabletoidentifyandevaluateanyrisksordangersforindividualsduringtheinteraction

4.1Identifythetypesofrisksordangersdifferentindividualsmightface4.2Evaluatetheimplicationsofanyriskordangersfacinganindividual,including:

• thecircumstancesinwhichtheinteractionisbeingmade

• thetypesofproblemswhichcouldoccur

• thesignificanceofanysignsofincreasedstressduringinteractions

• whetherthereareanyconstraintsonindividuals

• theappropriateactiontodealwithanyrisks,dangersorproblems

5.Beabletoterminatetheinteraction 5.1Demonstratehowtoendinteractionsincluding:

• identifyingwhentoclosetheinteraction

• providingclearinformationtotheindividualonthereasonsforendingtheinteraction

• operatingtotheguidelinesandproceduresoftheorganisation

• explainingwhatfurtheractionmaybetaken

5.2Identifysituationswhereitwouldbedangerousordisadvantageoustotheinterestoftheindividualtoterminatetheinteraction5.3Recordandchecktheindividual’sdemographicdetails5.4Identifywhyrecordingandcheckingdetailsmightberequiredbeforeending/transferringthecall


Component102:UndertakeTissueViabilityRiskAssessmentsComponentReferenceNumber: M/615/8816Level:3Credit:3GL:16024/ComponentSummaryTheaimofthiscomponentistoequiplearnerswiththeknowledgeandskillsrequiredtoensurethatindividualsmaintainskinintegrityasfarasispracticablypossible.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.Learningoutcomes2and3mustbeassessedinarealworkenvironment.RelationshiptoOccupationalStandardsCHS4

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandtheneedfortissueviabilityriskassessment

1.1Describetheanatomyandphysiologyofhealthyskin1.2Describethechangesthatoccurwhendamagecausedbypressuredevelops1.3Explainwhenaninitialtissueviabilityriskassessmentmayberequired1.4Describewhattolookforwhenassessingtheconditionoftheskin1.5Describepre-disposingfactorswhichmayexacerbateriskofimpairedtissueviabilityandskinbreakdown1.6Describeexternalfactors,includingshearingforces,whichmayexacerbateriskofimpairedtissueviabilityandskinbreakdown

2.Beabletoundertaketissueviabilityriskassessment

2.1Identifyindividualswhomaybeatriskofimpairedtissueviabilityandskinbreakdown2.2Applystandardprecautionsforinfectionpreventionandcontrol2.3Inspectthegeneralconditionofanindividual’sskin2.4Identifythesiteswherepressuredamagemightoccurusingappropriateassessmenttools2.5Completeatissueviabilityriskassessmentwithinanappropriatetimescale,asdeterminedbyorganisationalpolicy2.6Usesafehandlingtechniqueswhenassistingtheindividualtomoveduringtheassessment


2.7Encouragetheactiveparticipationoftheindividualandotherswhereapplicable

3.Beabletorecordandreportontissueviabilityriskassessment

3.1Completetissueviabilityriskassessmentdocumentation3.2Sharefindingswithappropriatestaffandtheindividual3.3Notifyappropriatestaffofanyimmediateconcernsinlinewithlocalpoliciesandguidance

4.Understandwhentheriskassessmentshouldbereviewed

4.1Explainwhythetissueviabilityriskassessmentshouldberegularlyreviewedandrepeated4.2Explainwhenthetissueviabilityassessmenttool,orthecurrentreviewcyclemaynolongerbeappropriate

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerActiveparticipationisawayofworkingthatrecognisesanindividual’srighttoparticipateintheactivitiesandrelationshipsofeverydaylifeasindependentlyaspossible;theindividualisregardedasanactivepartnerintheirowncareorsupport,ratherthanapassiverecipientOthersmayinclude:



Component103:ProvideSupportforIndividualswithCommunicationandInteractionDifficultiesComponentReferenceNumber: T/615/8851Level:3Credit:5GL:39024/ComponentSummaryThiscomponentrequiresthelearnertohaveanunderstandingofdifferentcommunicationmethods,normalandimpairedcommunicationandfactorsininteractingwithindividualswithcommunicationandinteractiondifficulties.Thisenablesthelearnertosupportlearningtasksandactivitiesinworkpractice.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsGEN85

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticerelatedtosupportingindividualswithcommunicationandinteractiondifficulties

1.1Summarisethecurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticeguidelineswhichinformownrole

2.Understandrolesandresponsibilitiesofthosesupportingindividualswithcommunicationandinteractiondifficulties

2.1Describetherolesandresponsibilitiesofrelevantotherswithinownworkenvironment2.2Describetherolesandresponsibilitiesofothersexternaltoownworkenvironment

3.Understandnormalandimpairedcommunication

3.1Explainthedifferencesbetweennormalcommunicationandthatofindividualswithcommunicationdisorders3.2Identifytheroleofcommunicationindevelopingself-esteemandexpression3.3Describehowemotionalandphysicalfactorscanaffectcommunicationandhowthesemaybeminimisedorovercome3.4Explaintherelationshipbetweendifferentcommunicationimpairmentsrelevanttoownrole3.5Describethecommunicationimpairmentsanddisordersencounteredinownroleandtheeffectsthesehaveon:

• socialinteraction• learning• physicalhealth• mentalhealth• environment


4.Understandmethodsofinteractingwithindividualswithcommunicationdifficulties

4.1Explainhowtoadaptvocabularytomeettheneedsofindividualswithcommunicationdifficulties4.2Describevisualandauditoryteachingapproaches4.3Explaintheimportanceofrecognisinghowdifferentcultures,upbringingandhomecircumstancescanaffectcommunication4.4Explaintheuseofeducational/behavioursupportplans

5.Beabletosupportindividualswithcommunicationandinteractiondifficultiestocarryoutlearningtasksandactivities

5.1Describethelanguageandcommunicationneedsofanindividualencounteredinownworkrole5.2Obtaininformationabouttheindividual’scompetenceincommunicationandthetherapist’splannedlearningtasksandactivities5.3Organisetheenvironmentandequipmenttofacilitateparticipationinplannedlearningtasksandactivities5.4Usemodesofcommunicationtoencourageandassisttheindividualtoparticipateinlearningtasksandactivities5.5Assisttheindividualtouseaugmentedandalternativemeansofcommunication

6.Beabletosupportindividualswithcommunicationandinteractiondifficultiestocommunicatewithothers

6.1Encouragetheindividualtoconversewithrelevantothers6.2Provideopportunitiesfortheindividualtoinitiate,respondandmaintaincommunicationandrelationshipswithrelevantothers6.3Encourageandsupportrelevantotherstorespondtotheindividualwithcommunicationandinteractiondifficulties6.4Promotetheindividual’sautonomywithregardtoexpressiveandreceptivelanguage6.5Provideconstructivefeedbacktotheindividualontheirparticipationandprogress6.6Providefeedbacktothetherapistonsignificantaspectsoftheindividual’sparticipationlevelsandprogress

AdditionalInformationRelevantotherscouldincludefriends,relatives,peers,advocates,othertherapists,carersIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerLearningtasksandactivitiesmayinclude:

• physical


• creative• cognitive

Augmentedandalternativemeansofcommunicationincludesthesupplementaryoralternativewaysinwhichindividualscommunicatesuchasgestures,signsandsymbolsandvoiceoutputcommunicationaids.


Component104:AssistinImplementingTreatmentProgrammesforIndividualswithSeverelyReducedMovement/MobilityComponentReferenceNumber: D/615/8861Level:3Credit:5GL:29024/ComponentSummaryThiscomponentdevelopsthelearner’sabilitytoassistthepractitionertoimplementtreatmentprogrammes.Knowledgeoftherationalefortheprogrammesandassociatedanatomyandphysiologyisrequired.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsCHS136

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticewhichinformownroleinassistingintreatmentprogrammesforindividualswithseverelyreducedmovement/mobility

1.1Summarisethecurrentlegislation,nationalguidelines,policies,protocolsandgoodpracticeguidelineswhichinformownrole

2.Understandanatomicalandphysiologicalissuesrelatedtoprovidingtreatmentprogrammesforindividualswithseverelyreducedmovement/mobility

2.1Describethenormalrangeofmovementsofthemajorjointsandwhatcancauserestrictionsformovementinindividuals2.2Describethephysiologicalbenefitsofmovement2.3Describetheaspectsoftheanatomyandphysiologyoftheskinandlungswhichinformtreatmentprogrammesforindividualswithseverelyreducedmovement/mobility2.4Describethebasicreactiontopainwithinthebody2.5Explaintheprinciplesof24-hourposturemanagementandpressureareacare

3.Understandtreatmentprogrammesforindividualswithseverelyreducedmovement/mobility

3.1Describethetypesandpurposeoftreatmentprogrammesusedfordifferentconditions3.2Identifythefunctionsofequipmentandmaterialsusedindifferenttreatmentprogrammes3.3Identifythepotentialdangersassociatedwith:


• treatmentprogrammesforindividualswithseverelyreducedmovement/mobility

• theequipmentandthematerialsused

3.4Identifypotentialadversereactionstodifferenttreatmentprogrammes3.5Explaintheactionstobetakenwhenadversereactionsoccurandthepotentialconsequencesofnottakingaction3.6Explaintherationaleforandimportanceofmonitoringanindividual’scondition

4.Beabletoimplementtreatmentprogrammesforindividualswithseverelyreducedmovement/mobility

4.1Positiontheindividualappropriatelyforthetreatmentprogramme4.2Obtainvalidconsent4.3Carryoutactivitiesspecifiedintheindividual’streatmentplanwithinscopeofownrole4.4Monitortheindividual’sconditionduringandaftertreatment4.5Provideverbalandphysicalsupportandencouragementduringandaftertreatment4.6Givefeedbacktothepractitionerontheprogressofthetreatmentprogrammeinlinewithlocalpolicyorprotocol4.7Explaintheimportanceofseekingadviceandassistanceonproblemsbeyondownscopeofcompetence4.8Makerecordsofthetreatmentinlinewithnational/localpolicyandprotocol

AdditionalInformationIndividualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearnerValidconsentmustbeinlinewithagreedUKcountrydefinition.


Component105:UnderstandLongTermConditionsandFrailtyComponentReferenceNumber: F/615/8982Level:3Credit:3GL:20024/ComponentSummaryThiscomponentcoverstheknowledgerequiredtounderstandhowfrailtyandlongtermconditionscanaffectindividualsacrossthelifespan.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsN/A

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandfrailtyandtheimpactofthisonindividuals

1.1Explainwhatfrailtymeans1.2Describehowtoassessfrailtyinindividuals1.3Explainhowfrailtyimpactsacrossthelifespanofanindividual1.4Explainthefactorswhichhaveanimpactonanindividual’sfrailty1.5Explaintheeffectsfrailtymayhaveonindividuals

2.Understandlongtermconditions 2.1Explainlongtermconditionswithinownareaofworkandhowtheycanbe:

• prevented• managed

2.2Explainthefactorsthatcontributetoanindividual’sriskofdevelopingalongtermcondition2.3Explainwhatco-morbidityis2.4Describehowco-morbiditycanimpactonanindividual’squalityoflife2.5Describehowalongtermconditionrelatestoendoflifecare2.6Explainthepsychologicalimpactonindividualslivingwithalongtermcondition2.7Explainhowadvancecareplanningcanbeusefulforindividualsandwhatneedstobeconsideredpriortodiscussion

3.Knowhowtosupportindividualswithfrailtyorlongtermconditions

3.1Explaintheimportanceofinvolvingtheindividualandothersindecisionsaboutthecaretheyreceiveinrelationtotheirfrailtyorlongtermcondition


3.2Describethesourcesofsupportavailableforindividualsandothersinrelationtomanagingtheirfrailtyorlongtermcondition3.3Explainhowtorecogniseareversibleconditioninanindividualandtheactionstotake3.4Explainhowtorecogniseifanindividualisenteringtheterminalphaseoftheirconditionandtheactionstotake3.5Explainwaystosupportfrailindividualsacrosstheirlifespan

AdditionalInformationFactorsmayinclude:

• Complexneeds• Age• Mentalhealthorcognition• Physicalorsensoryimpairment• Behaviour• Disability• Illhealth• Poly-pharmacy

Individualreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner

Effectsinclude:• Physical• Psychological• Social• Emotional

Sourcesofsupportinclude:• Communityandvoluntarygroups• Self-helpgroupsupport• Benefits• Personalhealthbudget• Expertpatients• Specialisedequipment

Reversibleconditioncaninclude:• Infectione.g.Chest,urinarytract• Anaemia• Fluidoverload


Component106:AssistintheAdministrationofOxygenComponentReferenceNumber: M/615/9030Level:3Credit:5GL:40024/ComponentSummaryThiscomponentprovidestheknowledge,understandingandskillstoassistintheadministrationofoxygen.AssessmentGuidanceThiscomponentmustbeassessedinlinewiththeSkillsforCareandDevelopmentAssessmentPrinciples.RelationshiptoOccupationalStandardsPartialCHS78andGEN8

LearningOutcome-Thelearnerwill: AssessmentCriterion-Thelearnercan:1.Understandcurrentorganisationalpoliciesandproceduresrelatingtotheuseofoxygen

1.1Explaincurrentorganisationalpoliciesinrelationtotheadministrationofoxygen1.2Explainriskmanagementinrelationtooxygenadministration1.3Identifywheremanufacturers’informationcanbeaccessed1.4Describetheprocedureforreportingandreplacingfaultyequipment1.5Describeownroleandresponsibilitiesduringoxygenadministration

2.Understandrespiratoryconditionsthatmayrequiretheuseofoxygen

2.1Describerespiratoryconditionsthatmayrequiretheuseofoxygen

3.Understandtheadverseeffectsofoxygenandhowtheycanbeminimisedorprevented

3.1Describetheadverseeffectsofoxygen3.2Describehowtheadverseeffectsofoxygencanbeminimisedorprevented

4.Understandresourcesandequipmentusedwhenadministeringcareinresponsetorespiratoryconditions

4.1Describethedifferencebetweenportableoxygencontainersandstaticoxygen4.2Describetheequipmentrequiredforadministeringportable/homeadministeredoxygen4.3Describeoxygengaugesandtheiruses4.4Describethedifferencesbetweenface,nasalandmouthpieceappliedoxygen4.5Explainhowface,nasalandmouthpieceappliedoxygenareuseddependentuponcareneed4.6Identifywhenasaturationmonitorwouldbeusedanddescribeitsfunctions4.7Explainportableliquidoxygenusesandflowrates


5.Beabletomonitorandrecordsaturationlevels

5.1Monitorsaturationlevels5.2Recordsaturationlevelsinlinewithorganisationalrequirements

6.Beabletoassistinthepreparationandadministrationofoxygenforindividuals

6.1Applystandardprecautionsforinfectionpreventionandcontrol6.2Communicatewiththeindividualand/orrelevantothersinawaywhichrespectstheirneedsandwishes6.3Obtainvalidconsentfromtheindividualorrelevantothers6.4Prepareresourcesandequipmentpriortoassistingintheadministrationofoxygen6.5Assistintheadministrationofoxygen6.6Disposeofwasteinlinewithlocalpolicyandprocedures6.7Maintainrecordsinlinewithorganisationalrequirements

AdditionalInformationRespiratoryconditionsmayinclude:

• bronchiolitis• asthma• cardiacconditions• cysticfibrosis

Individualsreferstosomeonerequiringcareorsupport;itwillusuallymeanthepersonorpeoplesupportedbythelearner.Individualsmaybeneonates,infants,children,youngpeopleoradults.Relevantothersmayinclude:

• Parent/s• Carer• Thosewithparentalresponsibility

ValidconsentmustbeinlinewithagreedUKcountrydefinition


SectionFour

CentreInformation

4.1CentreOperationsManual

Informationregardingcentresupport,learnerregistration,certification,reasonableadjustmentsandspecialconsideration,complaintsandappealscanbefoundintheCentreOperationsManual.

4.2InitialAssessmentandCentreLearnerSupport

Itisimportantthatcentrescarryoutaninitialassessmenttoidentifywhatknowledgeanddegreeofskillsthelearneralreadyhas,andtoidentifyifanysupportorreasonableadjustmentswillberequiredtoenablethemtobeassessedfairly.ThisshouldincludeanassessmentofminimumcorepersonalskillsinEnglish,MathematicsandICT.

Thisshouldberecordedsothatcentrescanidentifyanyassociatedneedsandrecordthisinappropriateplans.Thiswillhelpinplanningthelearningprogramme.Itisimportantattheinitialassessmentstagetoensurethatlearnerscommenceaprogrammeattheappropriatelevel.

Centresshouldassesseachlearner’spotentialandmakeaprofessionaljudgementabouthis/herabilitytosuccessfullycompletetheprogrammeofstudyandachievethequalification.

Thisassessmentwillneedtotakeaccountof:

• thesupportavailabletothelearnerwithinthecentreduringhis/herprogrammeofstudy• anyspecificsupportthatmightbenecessarytoallowthelearnertoaccesstheassessment

forthequalification• diagnosesoftherequirementsofthelearner,makinguseofspecialistadvicefromexternal

sources,asappropriate

Centresshouldidentifyanylearnerrequirementsandhowtheymayaffectsuccessfulcompletionoftheparticularprogramme.Programmeteamsshouldrefercloselytothequalificationspecificationswhendiscussingpossibleoptionsforlearners.Theyshouldadviselearnersontheappropriatenessofthequalificationtothelearnerandidentifymoresuitablequalificationsifnecessary.

Itisourintentionthatthereshouldbenodiscriminationonthegroundsofaprotectedcharacteristic.FutureQualsandapprovedcentreshavearesponsibilitytoensurethattheprocessofassessmentisrobustandfairandallowsalearnertoshowwhattheyknowandcandowithoutcompromisingtheassessmentcriteria.

DetailsonhowtomakeadjustmentsforlearnerstoensurefairaccesstoassessmentissetoutintheFutureQualsReasonableAdjustmentandSpecialConsiderationsPolicy.


4.3IdentificationRequirementsandLearnerAuthenticityIdentificationRequirementsItisacentre’sresponsibilitytoconfirmtheidentityofalearneraspartofitsregistrationprocess.Acentremaydothisbyrequestingsufficientpersonaldataandauniquelearnernumber(ULN)toensurethelearnercanbeclearlyanduniquelyidentified.TheuseofaULNisnowamandatoryrequirementforpubliclyfundededucationandwhensubmittingIndividualisedLearnerRecord(ILR)returns.Centresmusthavesystemsinplacetoensurethatanindividualcompletinganassessmentisthepersonhe/sheisclaimingtobe.Therefore,centresarerequiredtoensurethateachlearner’sidentificationischeckedandthatthetypeofidentificationprovidedbyeachlearnerisrecordedbeforeassessmentsareundertaken.FutureQualsExternalQualityAssurerswillcheckthisrecordduringqualityassurancemonitoringactivities.Thefollowingwouldbepermittedproofofalearner’sIdentity:

• avalidpassport(anynationality)• asignedUKphotocarddrivinglicence• validwarrantcardissuedbyHMForcesorthePolice• otherphotographicIDcard,e.g.employeeIDcard(mustbecurrentemployer),studentID

card,travelcard• UKbiometricresidencepermit

Ifanassessmentistakingplaceinalearner’splaceofworkandalearnerisunabletosupplyanyoftheabove,authenticationofalearner’sidentitybyathird-partyrepresentative,forexamplehis/herlinemanageroramemberofhis/herworkplaceHumanResourcesTeamcanbeaccepted.LearnerAuthenticityItisaregulatoryrequirementthateveryassessmentsubmissionisauthenticatedastheworkofthenamedlearnerwhethersubmittedtoacentreortoFutureQuals.Therefore,theFutureQualsEvidenceLogbookrequiresthatadeclarationofauthenticityissignedbyalearnerforeachassessmentsubmitted.Bysigningthedeclaration,alearnerisacknowledgingthatifthestatementisuntrue,anassessmentbreachhasbeencommitted.Ifacentreuseselectronicsystemsore-portfolios,analternateformofformaldeclarationofauthenticitymustbecompletedwitheachassessmentthatissubmitted.IfacentreusesitsownversionoftheFutureQualsEvidenceLogbookitmustensurethattheversionusedcapturesthesameinformationi.e.theassessmentmethod,evidencereference,theassessor’sdecision(includingthesignatureanddatetoevidencecompletionassessment)andthelearner’sdeclarationofauthenticity.


Anysubmissionthatdoesnotcarryaformaldeclarationofauthenticitywillnotbeexternallyqualityassured.Ifanalternateformaldeclarationofauthenticityiscompletedbyalearneritmust,asaminimum,includethestatement:

Statementofconfirmationofauthenticity

Ideclarethattheworkpresentedforthiscomponentisentirelymyownwork.

Thelearnermustsignanddatethedeclaration.

4.4LegalConsiderations

Learnersandcentresshouldbeawareofregulationsaffectingthosewhodealwithchildren,youngpeopleandvulnerableadultsinthecountrythequalificationisdeliveredin.

ThePreventDutyGuidanceavailablefromtheHomeOffice,makescleartheimportantroleoffurthereducationleadersinstoppingextremistsseekingtoradicaliselearnersoncampusesandinsupportinglearnersatriskofextremistinfluences.

OfstedhasresponsibilityformonitoringthePreventDutyinpubliclyfundedfurthereducationandskillsproviders.

www.futurequals.com

Future (Awards and Qualifications) Ltd EMP House, Telford Way, Coalville, Leicestershire, LE67 3HE

Telephone: 01530 836662Email: [email protected]

Qualification Specification - FutureQuals

Documents

Transcript of Qualification Specification - FutureQuals