Level 2 Diploma in Health and Social Care Practice (QCF)

Transcription

1 Skillsfirst Awards Handbook Level 2 Diploma in Health and Social Care Practice (QCF) HSCP2 Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD

2 Contents Section 1 Introduction 2 Section 2 Skillsfirst Awards Limited 2.1 Data protection Equality and accessibility Enquiries and information sources Complaints and appeals Malpractice and maladministration 4 Section 3 The sector skills council for Care and Development 3.1 Skills for Care and Development Occupation competence of those involved in assessment and verification Continuous Professional Development 6 Section 4 Summary of assessment methods Page 4.1 Recognition of prior learning (RPL) Simulation and witness testimony Assessment through performance in the workplace 7 Section 5 Qualification information 5.1 What is the qualification and credit framework (QCF) QCF units QCF terminology Availability of qualifications Qualification aim and design 8 Section 6 Qualification structure 6.1 Number of credits required for each qualification The rules of combination List of available units and their credit value Learner entry requirements Progression opportunities 10 Section 7 The units of learning 7.1 Structure of the units Group M - mandatory units Group O - optional units 25 1

3 1.0 Introduction Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff reliably qualified to recognised industry standards. The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 2 Diploma in Health and Social Care Practice (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use. All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found in the Skillsfirst centre guide on our website. 2.0 Skillsfirst Awards 2.1 Data protection Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. 2

4 Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: customerservices@skillsfirst.co.uk Tel: Fax: In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints Skillsfirst Awards will endeavour at all times to satisfy our customer s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. 3

5 Appeals Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website The sector skills council for care and development 3.1 Skills for Care and Development The Level 2 Diploma in Health and Social Care Practice (QCF) is based on the units developed by Skills for Care and Development who are the sector skills council for people working in early years, children and young people s services, and those working in social work and social care for children and adults in the UK. Their contact details are: 2nd Floor City Exchange 11 Albion Street Leeds LS1 5ES Phone: sscinfo@skillsforcareanddevelopment.org.uk This handbook provides details from Skills for Care and Development assessment strategy, which centres will need to apply in order to assess and quality assure the Level 2 Diploma in Health and Social Care Practice (QCF) and includes the: occupational expertise of those who assess performance, and moderate and verify assessments continuous professional development summary of assessment methods The complete assessment strategy is available for view and to download from the Skills for Care and Development website 4

6 3.2 Occupation competence of those involved in assessment and verification Deliverers, assessors and internal verifiers (IVs) are appointed by the recognised centre and approved by Skillsfirst through the external verifier (EV). Staff delivering these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should: be technically competent in the areas for which they are delivering training and/or have experience of providing training. This knowledge must be at least to the same level as the training being delivered have recent relevant experience in the specific area they will be assessing have credible experience of providing training. While the assessor/verifier (A/V) and the assessor/internal quality assurance (TAQA) units are valued as qualifications for centre staff, they are not currently a requirement for the qualifications. Centre staff should have verifiable relevant experience and current knowledge of the occupational working area at, or above, the level they are assessing or verifying. This experience and knowledge must be of sufficient depth to be effective and reliable when judging learner competence or verifying assessment processes and decisions. This could be verified by: curriculum vitae and references possession of a relevant qualification corporate membership of a relevant professional institution Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but must never internally verify their own assessments. Expert witness Expert witnesses may observe learners practice and provide testimony for competence based units which will have parity with assessor observation for all competence based units across the qualification. If an assessor is unable to observe their learner she/he will identify an expert witness in the workplace, who will provide testimony of the learner s work based performance. Employer direct model The SFC feels that the employer direct model of in-house assessment will encourage more employers to offer the Level 2 Diploma in Health and Social Care (QCF), particularly when they often have highly trained and experienced assessors, managers and trainers already in situ who meet or exceed the requirements of the recognised assessor and quality assurance qualifications. Wherever possible, the SFC works with employers to encourage assessment to be carried out by colleagues, supervisors and/or managers in a workplace environment. However, many employers see gaining the assessor and quality assurance qualifications as an obstacle and unnecessary given the experience and quality of their own internal assessors and trainers. The employer direct model has been developed to meet the needs of specific employers based on their knowledge of the clinical healthcare support NOS and qualifications and their history of internal assessor/internal verifier expertise. 5

7 The SFC supports this model with several provisos. The organisation must: Liaise with an awarding organisation/body who will be offering the qualification prior to beginning the process. Prepare, validate and review the assessment/verification roles. Carry out 100% mapping of the employers training to the National Occupational Standards for the assessor and quality assurance units which the qualifications are based on. Agree the mapping process with the awarding organisation/body involved. Demonstrate an equivalent level of rigour and robustness as the achievement of the unit qualification. The awarding organisation/body must: Offer this model to employers only. Inform the SFC of employers who are using this model. Supply the SFC with statistical data including take-up, sector, size of organisation etc. when requested. Keep the SFC informed of any problems/issues incurred in the delivery of this model. 3.3 Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. 4.0 Summary of assessment methods For this qualification, learners will be required to provide evidence for each unit which may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner s job role. 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that: it covers relevant or appropriate experience for previous activities as well as accredited learning and qualifications it is incorporated into the assessment planning, with details of how this will take place mapping of prior learning to the National Occupational Standards to identify gaps is documented and auditable assessment methods or processes for recognising prior experience and learning are documented and made available to the external verifier the audit trail covers the whole process and methodology of RPL the authenticity and currency of presented evidence is established by the assessor where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification In considering the appropriateness of any single piece of evidence, the following should be considered: 6

8 Content - the degree to which the content of any previous accredited learning meets the requirements of the National Occupational Standards against which it is being presented as evidence. Performance and knowledge - the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment. Relevance of context - the degree to which the context of the learning gained and assessed relates to the current context of learner work roles. If the context was different, assessors will need to satisfy themselves of learners ability to transfer the learning gained into their current setting. Currency - how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken. Authenticity - how the ownership of the evidence is established to ensure it was generated by the learner. Centres must retain copies of learner assessment records for at least three years after certification. 4.2 Simulated activities guidelines for the Level 2 Diploma in Health and Social Care (QCF) When simulation is used, those who assess the learner should be confident that the simulation replicates the workplace to such an extent that learner s will be able to fully transfer their occupational competence to the workplace and real situations. 4.3 Assessment through performance in the workplace The Level 2 Diploma in Health and Social Care Practice (QCF) is to be assessed using evidence from the workplace i.e. observable performance, physical products of work (such as reports, plans, correspondence etc), witness testimony, discussion and questioning etc. 5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will: allow providers to design more flexible programmes, suited to the needs of a wider range of learners describe achievements (credits) to employers, providers and learners in a way that is easy to understand 7

9 allow learners to accumulate credit, by recognising smaller steps of learning at their own pace allow learners to transfer credits into an electronic learner achievement record, which they will keep for life 5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under what you must do and what you must know whereas the QCF units are all listed under the learner can. 5.4 Availability of qualifications This handbook covers the Level 2 Diploma in Health and Social Care Practice (QCF). To complete this qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 5.5 Qualification aim and design This qualification has been designed to provide the breadth of knowledge, skills and understanding needed to work in the health and social care environment. All learners will have to show that they understand communication techniques, individual rights and needs and how to maintain a safe environment, however, there are a number of optional units covering a wide range of challenging areas including creative and therapeutic activities, anatomy and physiology and the impact of diet on health. It is suitable for learners who wish to work or are currently working in a supervised role with adults in health and social care, such as healthcare assistants/support workers in community, primary care and acute health environments, as well as those in specialist areas. 6.0 Qualification structure 6.1 Number of credits required for each qualification Qual. No. Level Qualification title HSCP2 2 Level 2 Diploma in Health and Social Care Practice (QCF) Number of credits Minimum of 60 8

10 6.2 Rules of combination Learners need to complete 60 credits to achieve this qualification. This is made up of 20 credits from Group M - mandatory units, plus a minimum of 40 credits from Group O. Minimum GLH Maximum GLH List of available units and their credit value The list below gives the unit titles and the credit value of each unit. Group M - mandatory units QCF Skillsfirst Unit title Credit unit No. unit No. value H/600/6872 HSC2040 Communication in health and social care 5 K/600/6873 HSC2041 Individual rights in health and social care 5 M/600/6874 HSC2042 Individual needs in health and social care 5 T/600/6875 HSC2043 Ensuring safe environments in health and social care 5 Group O - optional units QCF unit No. Skillsfirst unit No. Unit title Credit value D/600/6885 HSC2044 Creative and therapeutic activities in health and 10 social care F/600/6877 HSC2045 Cultural diversity in health and social care 10 F/600/6880 HSC2046 Anatomy and physiology for health and social care 10 H/600/6886 HSC2047 Health and social care services 10 A/600/6876 HSC2048 Vocational experience in a health or social care 10 setting M/600/6888 HSC2049 The impact of diet on health 10 R/600/6883 HSC2050 Human lifespan development Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 9

11 Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities As well as progression to further qualifications, learners may also progress to employment in a wide range of administrative roles as this qualification provides evidence of achievement of a range of practical skills, understanding and knowledge in the health and social care environment. This qualification also provides progression to the following qualifications: Skillsfirst Level 2 Diploma in Health and Social Care (Adults) for England (QCF) Skillsfirst Level 3 Diploma in Health and Social Care (Adults) for England (QCF) 10

12 7.0 The units of learning 7.1 Structure of the units The units in these qualifications are written in a standard format and comprise the following: Skillsfirst reference number unit title level credit value unit aim guided learning hours (GLH) relationship to NOS, other qualifications and frameworks assessment and evidence requirements learning outcomes assessment criteria 11

13 7.2 Group M - mandatory units 12

14 HSC2040 Communication in health and social care 13

15 HSC2040 Communication in health and social care Level: 2 Credit value: 5 Unit aim This aim of this unit is to enable learners to gain the knowledge, understanding and practical skills they need to be able to communicate effectively within a health and social care environment. Throughout this unit they will investigate and learn about different forms of communication, including communicating effectively whilst understanding any barriers to communication they may encounter. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know different forms of communication 2. Understand barriers to effective communication 3. Be able to communicate effectively Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards HSC0031 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 14

16 HSC2040 Communication in health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know different forms of communication 1 identify different forms of communication Outcome 2 Understand barriers to effective communication 1 explain barriers to effective communication within a health and social care environment Outcome 3 Be able to communicate effectively 1 take part in an effective one-to-one interaction 2 take part in an effective group interaction 15

17 HSC2041 Individual rights in health and social care 16

18 HSC2041 Individual Rights in Health and Social Care Level: 2 Credit value: 5 Unit aim The aim of this unit is to enable learners to gain a knowledge and understanding of the issues that need to be considered when working in health and social care environments within a multicultural society. Learners will investigate the many factors that contribute to a diverse and equal society and the principles and values which underpin the support given to individuals. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know factors that contribute to a diverse and equal society 2. Understand principles and values which underpin the support given to individuals Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards HSC0452 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 17

19 HSC2041 Individual Rights in Health and Social Care Learning Outcomes and Assessment Criteria Outcome 1 Know factors that contribute to a diverse and equal society 1 identify factors that contribute to the equality of individuals in society 2 explain the individual rights of people who use services Outcome 2 Understand principles and values which underpin the support given to individuals 1 explain the principles and values which underpin the support for individuals who use services 18

20 HSC2042 Individual needs in health and social care 19

21 HSC2042 Individual needs in health and social care Level: 2 Credit value: 5 Unit aim The aim of this unit is to enable learners to gain the knowledge, understanding and skills related to meeting individual needs. They will explore the impact of these needs on health and wellbeing and how they may be used to improve the health and wellbeing of an individual. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know everyday needs of individuals 2. Understand factors that influence the health and needs of individuals 3. Be able to plan to meet the health and wellbeing needs of an individual Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards GEN15 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 20

22 HSC2042 Individual needs in health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know everyday needs of individuals 1 outline the everyday needs of individuals Outcome 2 Understand factors that influence the health and needs of individuals 1 explain factors which affect the everyday needs of individuals Outcome 3 Be able to plan to meet the health and wellbeing needs of an individual 1 carry out an assessment of the health and wellbeing of an individual 2 produce a plan for improving the health and wellbeing of an individual 21

23 HSC2043 Ensuring safe environments in health and social care 22

24 HSC2043 Ensuring safe environments in health and social care Level: 2 Credit value: 5 Unit aim The aim of this unit is to enable learners to explore the knowledge and skills related to health and safety issues, including legislation in health and social care environments. This will also include risk assessment and the actions that are necessary to minimise potential hazards and risks in the workplace. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know potential hazards in health and social care environments 2. Know main principles of health and safety legislation applied to health and social care environments 3. Understand risk assessment processes related to health or social care Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards HSC0022 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 23

25 HSC2043 Ensuring safe environments in health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know potential hazards in health and social care environments 1 identify potential hazards that might arise in health and social care environments Outcome 2 Know main principles of health and safety legislation applied to health and social care environments 1 outline the main features of current health and safety legislation as applied in health and social care Outcome 3 Understand risk assessment processes related to health or social care 1 explain risk assessment processes in the context of everyday activities in health or social care 24

26 7.3 Group O optional units 25

27 HSC2044 Creative and therapeutic activities in health and social care 26

28 HSC2044 Creative and therapeutic activities in health and social care Level: 2 Credit value: 10 Unit aim This aim of this unit is to enable learners to develop the knowledge, understanding and essential skills so they can plan and carry out creative and therapeutic activities in a health or social care environment. Learners will investigate legislation and regulations relevant to the implementation of creative and therapeutic activities whilst understanding the role of the professional in supporting individuals who undertake these. Learners will also have the opportunity to plan and implement creative and therapeutic activities. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know different creative and therapeutic activities and their benefits 2. Know legislation and regulations relevant to the implementation of creative and therapeutic activities 3. Understand the role of professionals supporting individuals who undertake creative and therapeutic activities 4. Be able to implement appropriate creative and therapeutic activities Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards HSC0393 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 27

29 HSC2044 Creative and therapeutic activities in health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know different creative and therapeutic activities and their benefits 1 identify creative and therapeutic activities for people using health and social care services 2 identify the benefits of creative and therapeutic activities for individuals using health and social care services Outcome 2 Know legislation and regulations relevant to the implementation of creative and therapeutic activities 1 identify legislation, guidelines and policies relevant to the implementation of creative and therapeutic activities Outcome 3 Understand the role of professionals supporting individuals who undertake creative and therapeutic activities 1 explain the role of the professional when planning creative and therapeutic activities in a health and social care environment Outcome 4 Be able to implement appropriate creative and therapeutic activities 1 plan a creative or therapeutic activity for an individual using health or social care services 28

30 HSC2045 Cultural diversity in health and social care 29

31 HSC2045 Cultural diversity in health and social care Level: 2 Credit value: 10 Unit aim The aim of this unit is to introduce learners to the knowledge and understanding relating to cultural diversity in health and social care and to also develop their understanding of its value when used to help promote equality of opportunity for service users. In today s modern multicultural society it is important that diversity is recognised, understood and respected by those working in the health and social care sectors. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know diversity of individuals in society 2. Understand beliefs and practices in different religious or secular groups 3. Understand factors that influence the equality of opportunity for individuals in society 4. Know the role of legislation, codes of practice and charters in promoting diversity Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards HSC0452 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 30

32 HSC2045 Cultural diversity in health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know diversity of individuals in society 1 identify social, cultural and political factors that create diversity within society Outcome 2 Understand beliefs and practices in different religious or secular groups 1 explain the beliefs and practices of individuals from two contrasting religious or secular groups Outcome 3 Understand factors that influence the equality of opportunity for individuals in society 1 explain factors that may influence the equality of opportunity for individuals Outcome 4 Know the role of legislation, codes of practice and charters in promoting diversity 1 outline one piece of relevant legislation and one code of practice or charter for a chosen health or social care environment that aims to promote diversity 31

33 HSC2046 Anatomy and physiology for health and social care 32

34 HSC2046 Anatomy and physiology for health and social care Level: 2 Credit value: 10 Unit aim The aim of this unit is to introduce learners to the main structures of the body and to explore two body systems in more detail. Learners will practise taking routine measurements and observations of the two systems and explore the effects of a common disorder of each system. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Know the organisation of the human body 2. Understand the structure, function and interrelationship of major body systems 3. Be able to carry out routine measurements and observations of body systems 4. Know the effects of malfunctions on body systems 5. Know routine care given to individuals with body malfunctions Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is not clearly linked to the relevant national occupational standards Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 33

35 HSC2046 Anatomy and physiology for health and social care Learning Outcomes and Assessment Criteria Outcome 1 Know the organisation of the human body 1 identify the organisation of the human body and the position of the main body organs Outcome 2 Understand the structure, function and interrelationship of major body systems 1 illustrate the structure and function of two major body systems and how they interrelate Outcome 3 Be able to carry out routine measurements and observations of body systems 1 carry out routine measurements and observations used to monitor the two body systems Outcome 4 Know the effects of malfunctions on body systems 1 outline a common malfunction in each of the two body systems 2 identify potential risk factors for each of the two malfunctions Outcome 5 Know routine care given to individuals with body malfunctions 1 identify the routine care given for each malfunction 34

36 HSC2047 Health and social care services 35

37 HSC2047 Health and social care services Level: 2 Credit value: 10 Unit aim The aim of this unit is to enable learners to gain knowledge and understanding of how health and social care services are provided and develop an insight into government policies which underpin service delivery. Learners will also explore the requirements of job roles in the sector. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Know key elements of health and social care services 2. Know barriers to accessing health and social care services 3. Understand principles of partnership in health and social care 4. Understand requirements for job roles in health and social care Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is not clearly linked to the relevant national occupational standards Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 36

38 HSC2047 Health and social care services Learning Outcomes and Assessment Criteria Outcome 1 Know key elements of health and social care services 1 identify the key elements of health and social care services Outcome 2 Know barriers to accessing health and social care services 1 identify the main barriers to accessing health and social care Outcome 3 Understand principles of partnership in health and social care 1 explain the benefits of interagency partnerships Outcome 4 Understand requirements for job roles in health and social care 1 explain the skills required for two different job roles in health and social care 37

39 HSC2048 Vocational experience in a health or social care setting 38

40 HSC2048 Vocational experience in a health or social care setting Level: 2 Credit value: 10 Unit aim In this unit learners will prepare for and complete at least 60 hours work experience in a care role in a health or social care settings. Learners will keep a full record of their work placement experiences. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to complete the application process for a period of work experience in a health or social care setting 2. Be able to complete a period of work experience in a health or social care setting 3. Be able to demonstrate interpersonal skills in a health or social care setting 4. Be able to reflect on own performance in a health or social care setting Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is not clearly linked to the relevant national occupational standards Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 39

41 HSC2048 Vocational experience in a health or social care setting Learning Outcomes and Assessment Criteria Outcome 1 Be able to complete the application process for a period of work experience in a health or social care setting 1 complete an appropriate letter of application, with an attached CV, to a local health and social care setting 2 plan appropriately for an interview relating to work in health and social care Outcome 2 Be able to complete a period of work experience in a health or social care setting 1 carry out a period of work experience, using relevant skills, in a health or social care setting Outcome 3 Be able to demonstrate interpersonal skills in a health or social care setting 1 demonstrate appropriate interpersonal skills in a health or social care setting Outcome 4 Be able to reflect on own performance in a health or social care setting 1 complete a reflective logbook during their period of work experience in a health or social care setting 40

42 HSC2049 The impact of diet on health 41

43 HSC2049 The impact of diet on health Level: 2 Credit value: 10 Unit aim The aim of this unit is to enable learners to gain knowledge and understanding of diets and their impact on health. Learners will be able to explore the importance of a balanced diet, the effects of a good/bad diet on health, the dietary needs of individuals and food safety and hygiene. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know dietary needs of individuals at different life stages 2. Understand effects of unbalanced diets on the health of individuals 3. Know specific dietary needs of service users 4. Understand principles of food safety and hygiene Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standard CHS93 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 42

44 HSC2049 The impact of diet on health Learning Outcomes and Assessment Criteria Outcome 1 Know dietary needs of individuals at different life stages 1 identify the components of a balanced diet 2 identify different dietary needs at each life stage Outcome 2 Understand effects of unbalanced diets on the health of individuals 1 explain two medical conditions related to unbalanced diets Outcome 3 Know specific dietary needs of service users 1 identify two service users with specific dietary need Outcome 4 Understand principles of food safety and hygiene 1 outline relevant legislation relating to preparing, cooking and serving food 2 explain safe practices necessary in preparing, cooking and serving food in a health or social care setting 43

45 HSC2050 Human lifespan development 44

46 HSC2050 Human lifespan development Level: 2 Credit value: 10 Unit aim The aim of this unit is to enable learners to develop a knowledge and understanding of different aspects of human growth and development across the main stages of life. Learners will be able to explore some of the different positive and negative influences which can affect development. This will help them understand how people can use health and social care services more effectively. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know developmental changes that occur at different life stages 2. Know positive and negative influences on individuals at different life stages 3. Know factors that can influence an individual s self-concept 4. Understand different care needs of individuals at different life stages Guided learning hours It is recommended that 60 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is not clearly linked to the relevant national occupational standards Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Assessment Learners must provide a portfolio of evidence for this unit 45

47 HSC2050 Human lifespan development Learning Outcomes and Assessment Criteria Outcome 1 Know developmental changes that occur at different life stages 1 identify key aspects of physical, intellectual, emotional and social development at each of the life stages Outcome 2 Know positive and negative influences on individuals at different life stages 1 state positive and negative influences on growth and development Outcome 3 Know factors that can influence an individual s self-concept 1 state factors that influence an individual s self-concept Outcome 4 Understand different care needs of individuals at different life stages 1 explain potential differences in care needs of individuals at different life stages 46

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