Higher Apprenticeship in Health (Assistant Practitioner) (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr03110 Issue date: 30 September 2014 Issued by Skills for Health
Higher Apprenticeship in Health (Assistant Practitioner) (England)
Framework summary Higher Apprenticeship in Health (Assistant Practitioner) Higher Level Apprenticeship in Health (Assistant Practitioner) This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 5 include: Pathway 1: Higher Level Apprenticeship in Health (Assistant Practitioner) Competence qualifications available to this pathway: N/A Knowledge qualifications available to this pathway: N/A Combined qualifications available to this pathway: B1 - Foundation Science Degree in Health and Social Care Practice B2 - Foundation Science Degree in Care Management in the Community B3 - Foundation Science Degree in Healthcare Practice B4 - Level 5 Diploma For Assistant Practitioners in Healthcare (QCF) B5 - Foundation Science Degree in Health and Social Care B6 - Foundation Science Degree in Healthcare Practice B7 - Foundation Degree Science in Professional Development (Health & Social Care) B8 - Foundation Science Degree in Health and Social Care B9 - Foundation Science Degree in Health and Social Care Practice B10 - Foundation Degree (Science) Health Studies This pathway also contains information on: Employee rights and responsibilities Functional skills
Framework information Information on the Issuing Authority for this framework: Skills for Health The Apprenticeship sector for occupations in health care. Issue number: 9 Framework ID: FR03110 This framework includes: Level 5 Date this framework is to be reviewed by: 31/12/2017 This framework is for use in: England Short description This Apprenticeship Framework provides the skills and knowledge required to become competent as an Assistant Practitioner in a health setting. Apprentices on this framework are employed and will work alongside Health Professionals (eg doctors, nurses, physiotherapists, radiographers, podiatrists, speech and language therapists, occupational therapists) to provide patient care in a range of settings including clinics, people s homes or hospitals. Apprentices gain the new skills and learning they need to carry out these job roles as well as preparing them for future employment as Assistant Practitioners and career progression within the health sector. This work-based programme was designed and developed with employers.
Contact information Proposer of this framework The proposer of this framework is Skills for Health. Where the proposal for the Apprenticeship framework comes from a third party/ies they are provided with information on the requirements for SASE compliance and additional guidance on the development of Apprenticeship frameworks in the Health sector. This guidance is also available by contacting qualifications@skillsforhealth.org.uk. Skills for Health worked with stakeholders to ensure the framework is underpinned by National Occupational Standards and to develop the Core Competence and Knowledge Framework for the Assistant Practitioner Apprenticeship Framework and new Level 5 QCF qualification. Foundation Degrees included in the framework have been developed locally with employers and meet the outcomes of the Core Competence and Knowledge Framework. This framework meets both employer and SASE requirements. Employers and other stakeholders involved came from the NHS, Independent sector, Departments of Health, Awarding Organisations, Higher Education Institutions and Professional Bodies. Developer of this framework Name: Organisation: Organisation type: Job title: Lucy Blinko Skills for Health Sector Skills Council Technical Consultant Phone: 0117 922 1155 Email: Postal address: Website: qualifications@skillsforhealth.org.uk Skills for Health Goldsmiths House Broad Plain Bristol www.skillsforhealth.org.uk Issuing Authority's contact details Issued by: Skills for Health Issuer contact name: Anne Clarke Issuer phone: 0117 922 1155
Issuer email: qualifications@skillsforhealth.org.uk
Revising a framework Contact details Who is making this revision: Your organisation: Your email address: Chrissie Cole Skills for Health qualifications@skillsforhealth.org.uk Why this framework is being revised To add an additional combined qualification offered by a new HEI - (change made adheres to the acceptable "compelling reasons" as listed in the 'Changes to SASE Frameworks Notification dated 05/08/14) Summary of changes made to this framework A new Foundation Degree (Science) Health Studies offered by City College Norwich has been added Qualifications removed (no information) Qualifications added Foundation Degree (Science) Health Studies - City College Norwich Qualifications that have been extended (no information)
Purpose of this framework Summary of the purpose of the framework Definition: An Apprenticeship is a job with an accompanying skills development programme designed by employers in the sector. It allows the apprentice to gain technical knowledge and real practical experience required for their immediate job and future career. These are acquired through a mix of learning in the workplace, formal off the job training and the opportunity to practice and embed new skills in a real work context. On completion of the Apprenticeship, an apprentice will be able to undertake the full range of duties, in the range of circumstances appropriate to the job, confidently and competently to the standard set by the health sector. About the health sector: The health sector comprises those working in the NHS (public sector) as well as voluntary and private healthcare providers and employs over 2 million people. The range of roles within the sector is very varied and the NHS careers site lists in the region of 300 different jobs. Individuals are likely to stay within the health sector for the majority of their working lives although they are also likely to change between different job roles and different employers as their career progresses. Whilst all roles in the health sector are open to both male and female applicants, a large proportion of the health sector workforce is female. This is due in part to the flexible terms and conditions many employers offer but also varies from role to role. As a whole the workforce within the health sector tends to reflect the population within the local community it serves. As the UK population as a whole becomes older and lives longer so does the healthcare workforce. Widening participation policies apply and health sector employers recruit accordingly and may use their schemes as a means to address some of these issues. There is a range of challenges for the health sector as a whole: an ageing population creates higher demand for services and ongoing care; patients have a greater choice of which services and treatments they access; and the current economic climate means that budgets are tight. Apprenticeships are one of the many ways in which employers within the health sector are seeking to address some of these increasing pressures. A qualified and competent support workforce is vital to the patient experience and to the smooth running of services. About this framework: This framework supports the broad vision of the sector to develop an increasingly skilled, flexible and effective workforce whilst maintaining high quality and safe care for patients and
addresses specific outcomes of the Skills for Health Sector Skills Assessment 2011. www.skillsforhealth.org.uk/about-us/resource-library/doc_download/328-sfh-summary -sector-skills-assessment-2011.html Skills for Health is committed to engaging with employers, professional bodies and other stakeholders in the development of Apprenticeship frameworks. Engagement and consultation is through meetings including face to face and teleconferences and e-consultation. Consultation ensured that employer views are reflected on the minimum duration of the Higher Apprenticeship in this framework. Functional Skills, ERR and PLTS are not requirements of Higher Apprenticeship Frameworks in England. However during the development of this framework health sector employers felt that these are important elements of the broader development of Assistant Practitioners and bring added to the programme of learning. These additional elements have therefore been included within the Additional Employer Requirements section of this document but evidence of attainment is not required for Apprenticeship certification. Apprentices will learn new skills and knowledge whilst carrying out real work as part of the healthcare team. Each apprentice is employed under terms and conditions laid out in an Apprenticeship Agreement between employer and apprentice (applicable to all s that commence after 6 April 2012) and are paid at least the applicable rate under the Apprenticeship National Minimum Wage. About the role The Assistant Practitioner role is at Level 4 of the health sector Career Framework. An Assistant Practitioner is defined as a worker who competently delivers healthcare to and for people. They have a required level of knowledge and skill beyond that of the traditional healthcare assistant or support worker. The Assistant Practitioner would be able to deliver elements of healthcare and undertake clinical work in domains that have previously only been within the remit of registered professionals. The Assistant Practitioner may transcend professional boundaries. They are accountable to themselves, their employer and, more importantly, the people they serve. Assistant Practitioners were first introduced in the early 2000 s and reasons cited for the introduction of the role have been to address workforce skill mix, the Quality, Lean and Productivity agendas and demands from the public for more flexible and accessible services. By 2009 there were estimated to be 1000 Assistant Practitioners employed in the health sector. Since then more employers have introduced the role. A useful source of information on the role, how it has evolved and future considerations can be found in http://www.skillsforhealt h.org.uk/about-us/resource-library/doc_download/1761-skills-for-health-assistant-prac titioners-expert-paper.html In principle the tasks that are delegated to Assistant Practitioners are those that can be performed safely with training and under protocol and supervision. These tasks build on those
that would be undertaken by Healthcare Support Workers at Career Framework Level 3. Assistant Practitioners will have a greater depth of knowledge, breadth of skills and will in many instances have a greater degree of autonomy than Healthcare Support Workers. Assistant Practitioner roles are locally designed to work to both single health professions such as nursing, physiotherapy or speech and language therapy or they can be hybrid roles where the Assistant Practitioner will have competence to work across professional boundaries. Assistant Practitioner roles have been developed in a wide range of areas such as: Long Term Conditions, Staying Healthy, End of Life Care, Maternity and Newborn, Acute Care, Planned Care, Mental Health, Children and Families. The precise activities to be carried out by the Apprentice will be outlined in their Apprenticeship Agreement and Job Description. These are responsible and rewarding support roles with a direct impact on patients lives. They also offer an ideal progression route to a range of Higher Education professional education programmes such as a Degree in Nursing or Midwifery which would lead to registration with the Nursing and Midwifery Council or an approved programme leading to registration with the Health and Care Professions Council e.g. as a Physiotherapist, Speech and Language Therapists etc. Transferable Skills are not a mandatory requirement for Higher Apprenticeships. Aims and objectives of this framework (England) The framework will contribute towards developing a health sector with a skilled, flexible and effective workforce whilst maintaining high quality and safe care for patients. Through completion of this learners will gain: Broad base training in the chosen clinical or service area Work experience that leads to competency in the work place Transferable Skills Employers have endorsed the programme as it gives the broad base training in the core competence and knowledge that are transferable between employers or clinical settings through the completion of qualifications which are based on National Occupational Standards. This programme leads to better productivity, retention and a qualified workforce which aids the employer. Job role and outline can be viewed later in this document (see section Jobs ). The framework contributes toward addressing the skills gaps identified in the Skills for Health Sector Skills Assessment 2011. http://www.skillsforhealth.org.uk/about-us/resource-library/doc_download
/328-sfh-summary-sector-skills-assessment-2011.html The programme ensures that learners are supported in the application of their learning directly into the workplace. The framework offers both a QCF Level 5 and Foundation Degrees as combined qualifications to meet the competence and knowledge components of the framework. The QCF qualification has been designed to specifically meet the requirements of the Core Competence and Knowledge Framework for the Assistant Practitioner Apprenticeship which has been developed by Skills for Health in partnership with employers and education providers. The Higher Education Institutions have given a written declaration that the Foundation Degrees included in the framework meet the requirements of the Core Competence and Knowledge Framework for the Assistant Practitioner Apprenticeship and the additional requirements set out in the Specification for Apprenticeship Standards England for Foundation Degrees used in Level 5 Higher Apprenticeship frameworks. The achievement of role specific technical competence is not required as part of the framework itself and can either be taught and assessed as continuing development once the Apprenticeship has been completed or undertaken concurrently. The technical competences required for the role are determined locally by the employer to meet local service need. A significant number of the role specific technical skills required may have been achieved through learning and development undertaken prior to starting the Higher Level Apprenticeship e.g. QCF Level 3 Diploma in Clinical Healthcare Support or QCF Level 3 Diploma in Allied Health Profession Support but the depth and breadth of the knowledge required to underpin the technical skill is now greater or there is a change in the accountability of the individual in the Assistant Practitioner role. Learners should only undertake this Higher Apprenticeship framework where there would be significant new skills and knowledge attained by completing the programme. In determining the role specific technical competences required a detailed assessment/ training needs analysis of the role/ individual should be undertaken using for example a competence profile, Transferable Role Template or job description in order to identify the required competence to undertake the role effectively. The Core Competence and Knowledge Framework for the Assistant Practitioner Apprenticeship is available under Related Resources at www.skillsforhealth.org.uk/getting-the-right-qualificati ons/-frameworks/ The framework specifically supports the need to develop the skills and knowledge of workers at Career Framework level 4 and provides career progression routes.
Entry conditions for this framework There are no specific qualifications required for entry to this framework. However, Higher Education Institutions and training providers may have entry requirements for studying the combined qualifications listed in the framework. Potential Apprentices will need to be able to evidence that they are able to meet the academic requirements for the programme of study. Apprentices should: Show enthusiasm for working in the health sector Be caring and compassionate Have literacy, numeracy and communication skills on which the will build Have a suitable level of physical fitness to perform some aspects of the job roles (eg assisting in moving and handling of people) Be flexible as there may be a requirement to work shifts It is an offence for employers to knowingly employ people who are barred from undertaking healthcare activities. Employers can contact the Disclosure and Barring Service to ensure that they are not doing so by asking for an enhanced disclosure and barred list check. Apprentices on this framework will be subject to these checks. Individual health sector employers may have additional employment entry requirements e.g. a current driving licence would also be an advantage (and may be necessary for some roles). Initial Assessment Training providers and employers will use initial assessment to identify prior learning and experience so that they can tailor the Apprentices s Individual Learning Plan only. This initial assessment will not be used to screen out applicants. Employers will use a separate interview or application process to assess an individual s suitability for employment with the health sector. Recruitment to this Apprenticeship will focus on the ability of the applicant to demonstrate the right s for the role including commitment, compassion and care, as well as the ability to meet the study requirements of the framework itself. This may include situational judgment testing. As soon as they join the Higher Level Apprenticeship all apprentices must be entered into Apprenticeship Certification England. Where the Apprentice is a new entrant to the sector the Induction programme must meet the outcomes of the National Minimum Training Standards for Healthcare Support Workers http://www.skillsforhealth.org.uk/about-us/news/code-of-conduct-and-national-minimumtraining-standards-for-healthcare-support-workers/ Training of statutory and mandatory skills and knowledge for Apprentices must be delivered in
line with the Core Skills Training Framework http://www.skillsforhealth.org.uk/developing-your-o rganisations-talent/uk-wide-core-skills-training--framework/ Employers may also require the Apprentice to sign up to the Code of Conduct for Healthcare Support Workers (See individual pathways for entry conditions at each level)
... level 5 Level 5 Title for this framework at level 5 Higher Level Apprenticeship in Health (Assistant Practitioner) Pathways for this framework at level 5 Pathway 1: Higher Level Apprenticeship in Health (Assistant Practitioner)
... level 5... Pathway 1 Level 5, Pathway 1: Higher Level Apprenticeship in Health (Assistant Practitioner) Description of this pathway Health (Assistant Practitioner). Total 120 credits. Combined qualification 120 credits Entry requirements for this pathway in addition to the framework entry requirements Applicants to this Apprenticeship will be from different age groups, with differing backgrounds and experience. Whilst direct entry to the framework is possible it is very likely that applicants will have undertaken an Advanced Apprenticeship in a healthcare occupation or have comparable experience and/or qualifications. As a guide, applicants may enter via a range of routes including from: previous work in health college training and/or experience which may include a portfolio showing what they have done Applicants may have already achieved a range of qualifications eg: Key Skills, Functional Skills or equivalent GCSEs Advanced Level Apprenticeship A standalone Level 3 Diploma in a healthcare field e.g. Level 3 Diploma in Clinical Healthcare Support, Level 3 Diploma in Maternity and Paediatric Support GCE A Levels usually including a science Welsh Baccalaureate (at this time there is no credit transfer) Welsh Baccalaureate with Principal Learning (at this time there is no credit transfer) Other level 3 qualifications e.g. Level 3 BTEC National Diploma in Health and Social Care Apprentices who wish to accredit any prior learning must select options within the framework which will equip them with new skills and learning.
... level 5... Pathway 1 Personal Attributes Employers look for health sector apprentices who are: Caring Compassionate Committed Conscientious Discreet Respectful Personable They also expect them to: Communicate effectively with service users and work colleagues Be able to work in a team Carry out their duties meticulously
... level 5... Pathway 1 Job title(s) Assistant Practitioner Job role(s) Assistant Practitioners work in a range of healthcare settings. They assess, treat and care for patients in specific circumstances. They carry out delegated tasks from Health Professional and are also accountable for certain tasks themselves. Sometimes they work independently.
... level 5... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A
... level 5... Pathway 1 Combined qualifications available to this pathway B1 - Foundation Science Degree in Health and Social Care Practice No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B1a n/a University of the West of England, Bristol 240 n/a n/a B2 - Foundation Science Degree in Care Management in the Community No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B2a n/a University of the West of England, Bristol 240 n/a n/a B3 - Foundation Science Degree in Healthcare Practice No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B3a n/a University of Plymouth 240 n/a n/a
... level 5... Pathway 1 Combined qualifications available to this pathway (cont.) B4 - Level 5 Diploma For Assistant Practitioners in Healthcare (QCF) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B4a 600/8667/1 City and Guilds 120 817-821 n/a B5 - Foundation Science Degree in Health and Social Care No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B5a n/a Oxford Brookes University 240 n/a n/a B6 - Foundation Science Degree in Healthcare Practice No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B6a n/a The Open University 240 n/a n/a B7 - Foundation Degree Science in Professional Development (Health & Social Care) No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B7a n/a The University of Derby 240 n/a n/a
... level 5... Pathway 1 Combined qualifications available to this pathway (cont.) B8 - Foundation Science Degree in Health and Social Care No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B8a n/a Southampton Solent University 240 n/a n/a B9 - Foundation Science Degree in Health and Social Care Practice No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B9a n/a Teesside University 240 n/a n/a B10 - Foundation Degree (Science) Health Studies No. Ref no. Awarding organisation Credit Guided learning hours UCAS points B10a N/A City College Norwich 240 N/A N/a Relationship between competence and knowledge qualifications Apprentices may undertake any one of the qualifications listed above. All the qualifications meet the requirements of the Specification for Apprenticeship Standards England (SASE) and the additional requirements outlined as agreed by employers. This means that: All qualifications included in the framework are at Level 5 and combine competence and technical knowledge elements. The competence element is at least 50% and at least 50% is delivered through on-the-job training. All qualifications included in the framework are informed and underpinned by the relevant National Occupational Standards. All qualifications meet the requirements of the Core Competence and Knowledge Framework for the Assistant Practitioner Higher Level Framework (which can be found
... level 5... Pathway 1 under Related Resources at http://www.skillsforhealth.org.uk/getting-the-right-qualifications/ap prenticeship-frameworks/)
... level 5... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit s. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit Functional Skills qualification in English n/a n/a GCSE qualification in English (with enhanced functional content) n/a n/a * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Mathematics Minimum level or grade Credit Functional Skills qualification in Mathematics n/a n/a GCSE qualification (with enhanced functional content) in Mathematics n/a n/a * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Please note the paragraph "Apprentices must complete...cannot be awarded" does not apply to this framework. (This is a pre-populated section that we are unable to amend). Transferable Skills are not a mandatory requirement for Higher Apprenticeships and therefore not required for certification. Please see 'Additional Employer Requirements' for further information regarding English, Maths and ICT.
... level 5... Pathway 1 Progression routes into and from this pathway PROGRESSION INTO THIS PATHWAY See Entry Requirements. Some apprentices may have already undertaken an Advanced Apprenticeship (eg Clinical Healthcare Support, Healthcare Support Services, Allied Health Profession Support, Perioperative Care Support, Pathology Support, Optical Retail Support, Pharmacy Support, Dental Nursing, Maternity and Paediatric Support, Blood Donor Support, Health and Social Care). PROGRESSION FROM THIS PATHWAY On completion of this pathway, learners may progress onto further qualifications specific to their work context. A wide range of qualifications are available for use within the health sector. These may include further QCF qualifications, a range of higher education qualifications or other work-related education and training to support Continuing Professional Development. Progression should not just be seen as vertical. In some instances progressing into another role at the same level may be just as rewarding as it offers the opportunity to develop new skills and knowledge. Most Assistant Practitioner apprentices will complete their s and continue to work as Assistant Practitioners with delegated responsibility for a range of tasks. Roles may include: Long Term Conditions, Staying Healthy, End of Life Care, Maternity and Newborn, Acute Care, Planned Care, Mental Health, Children and Families. They may work independently and they may supervise other team members. In some instances Assistant Practitioners will have responsibility for line managing a small team of Healthcare Support Workers. To become a qualified Health Professional (eg Nurse, Physiotherapist, Occupational Therapist, Dietitian, Speech and Language Therapist, etc) apprentices would have to progress from their to undertake a specific qualification, often a 3-year university Degree, which, on completion, would enable them to enter the register held by the relevant professional regulator i.e. the Nursing and Midwifery Council or the Health and Care Professions Council. To do this, individuals would have to meet the specific entry requirements as outlined by their chosen Higher Education Provider. Higher Apprentices who have achieved their qualifications may be given advanced standing into a 3-year programme, in some instances only completing the final 2 years. Advanced standing into a health professional Degree programme will depend on the qualification undertaken as part of the Apprenticeship. Apprentices who wish to progress into a health professional Degree on completion of the Higher Apprenticeship are
... level 5... Pathway 1 strongly advised to check with the Higher Education Institution the progression routes open to them and any advanced standing that would apply. Further detailed information and advice on careers within the health sector can be found at www.nhscareers.nhs.uk/index.shtml UCAS points for this pathway: (no information)
... level 5... Pathway 1 Employee rights and responsibilities n/a (see 'Additional Employer Requirements')
The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met There should be open recruitment to frameworks which is available to all who meet the stated selection criteria for the programme they are applying to. Skills for Health expects all partners involved in the delivery of the to comply with the Equality Act 2010 to ensure that applicants are not discriminated against, in terms of entry to and progression within the health sector, using the 9 protected characteristics of: 1. Age 2. Disability 3. Gender reassignment 4. Marriage and civil partnership 5. Pregnancy and maternity 6. Race 7. Religion or Belief 8. Gender 9. Sexual orientation See more at: www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/ Skills for Health expect equality, diversity and inclusion to underpin recruitment and employment of all Apprentices in the NHS and through contractual relationships with non-nhs organisations - whether they are directly employed or employed by a third party and undertake placements in NHS setting. This can be achieved through the use of the Equality Delivery System for the NHS for NHS organisations, or similar equality delivery systems in place with non NHS employers or education providers. The use of such systems ensure that processes for recruitment and uptake are compliant with legal requirements, are fair, inclusive and transparent; that levels of pay are fairly determined; learners are free from abuse, harassment, bullying and violence, and are supported to remain healthy. Above all, Skills for Health will strive to embed equality within its internal organisational processes. There is a gender imbalance within the health sector, which is a predominantly female workforce. All jobs are open to both males and females and are advertised accordingly. Male role models are positively promoted through marketing materials, photos and case studies. However, a perception that certain job roles are for women remains and this may prevent some males from applying to work in these job roles. Local programmes may be designed by employers to encourage a higher number of male applicants into these roles and into the workforce as a whole. Skills for Health is not aware of any other imbalance in the take up of this particular framework
eg by ethnic groups. For all health s local recruitment is encouraged to reflect the local community. It is recommended that employers/providers conduct an exit interview if the apprentice leaves the programme before completion. During the learner s exit interview, it is recommended that information on learners leaving the programme before completion is identified and used to support the learner and develop the provision where necessary. Skills for Health will monitor take up and achievement of all Apprenticeships and take steps to address any barriers to take up and achievement as part of our Sector Qualifications Strategy.
On and off the job guided learning (England) Total GLH for each pathway Specified GLH is not a requirement of Higher Level Apprenticeships. Minimum off-the-job guided learning hours Specified GLH is not a requirement of Higher Level Apprenticeships. How this requirement will be met Specified GLH is not a requirement of Higher Level Apprenticeships. Minimum on-the-job guided learning hours Specified GLH is not a requirement of Higher Level Apprenticeships. How this requirement will be met Specified GLH is not a requirement of Higher Level Apprenticeships.
Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills n/a Creative thinking n/a Independent enquiry n/a Reflective learning n/a Team working n/a Self management n/a Effective participation n/a
Additional employer requirements Functional Skills, Employee Rights and Responsibilities and Personal Learning and Thinking Skills do not form part of the formal requirement for certification for higher s. However health sector employers have strongly suggested that they should be a component of a broader programme delivered to learners completing the Higher Apprenticeship in Health (Assistant Practitioner). They are therefore listed as an 'Additional Employer Requirement'. 1. Functional Skills Functional Skills in English, Maths and ICT at Level 2 2. Employee Rights and Responsibilities - ERR This will ensure that whether the Apprentice is an existing employee on a progression route or a new entrant to the sector they will cover the requirements of ERR and understand their role and position within the health sector. Apprentices must complete one of the following qualifications: CACHE Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/7216/7) City & Guilds Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/1854/9) FAQ Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 601/0957/9) NCFE Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/2566/9) Pearson BTEC Level 3 Extended Award in Workskills for Effective Learning and Employment (QCF) (qualification number 501/1792/0) Pearson EDI Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/0999/8) Skillsfirst Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/6220/4) Pearson BTEC Level 3 Award in Personal Learning Skills in Health (QCF) (qualification number 600/9666/4) These qualifications are nationally recognised and were developed specifically to deliver the
ERR and PLTS requirements of s. To meet the ERR requirements, learners must select and complete the unit Understand employment responsibilities and rights in health, social care or children and young people s settings (unit number R/602/2954) from the range of units included within the qualification. This qualification may form part of the induction programme offered by employers. 3. Personal Learning and Thinking Skills (England) - PLTS Overview: Apprentices must complete one of the following qualifications: Edexcel BTEC Level 3 Extended Award in Workskills for Effective Learning and Employment (qualification number 501/1792/0) EDI Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/0999/8) City & Guilds Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/1854/9) NCFE Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/2566/9) Skillsfirst Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/6220/4) CACHE Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/7216/7) Pearson BTEC Level 3 Award in Employment and Personal Learning Skills in Health (QCF) (qualification number 600/9666/4) These qualifications are nationally recognised and were developed specifically to deliver the ERR and PLTS requirements of s. Other Awarding Organisations may offer suitable alternative qualifications in future and the framework document will be updated when these are available. 3a. Creative Thinking From the range of units included within the qualification, learners must select and complete the unit Using research skills to solve problems (unit number R/602/4560) which will demonstrate their Creative Thinking skills. The outcomes of the Creative Thinking PLTS are that the apprentice will:
think creatively by generating and exploring ideas, making original connections try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of 3b. Independent Enquiry From the range of units included within the qualification, learners must select and complete the unit Using research skills to solve problems (unit number R/602/4560) which will demonstrate their Independent Enquiry skills. The outcomes of the Independent Enquiry PLTS are that the apprentice will: process and evaluate information in their investigations, planning what to do and how to go about it take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes 3c. Reflective Learning From the range of units included within the qualification, learners must select and complete the unit Manage own learning' (unit number R/602/4557) which will demonstrate their Reflective Learning skills. The outcomes of the Reflective Learning PLTS are that the apprentice will: evaluate their strengths and limitations, setting themselves realistic goals with criteria for success monitor their own performance and progress, inviting feedback from others and making changes to further their learning 3d. Team Working From the range of units included within the qualification, learners must select and complete the unit Participating through team leading (unit number D/602/4559) which will demonstrate their Team Working skills. The outcomes of the Team Working PLTS are that the apprentice will: work confidently with others, adapting to different contexts and taking responsibility for their own part listen to and take account of different views form collaborative relationships, resolving issues to reach agreed outcomes 3e. Self Management From the range of units included within the qualification, learners must select and complete the unit Manage own Learning' (unit number R/602/4557) which will demonstrate their Self Management skills.
The outcomes of the Self Management PLTS are that the apprentice will: organise themself, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities 3f. Effective Participation From the range of units included within the qualification, learners must select and complete the unit Participating in team leading' (unit number D/602/4559) which will demonstrate their Effective Participation skills. The outcomes of the Effective Participation PLTS are that the apprentice will: actively engage with issues that affect them and those around them play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves Further information about working in the health sector can be found at www.nhscareers.nhs.uk
For more information visit www.afo.sscalliance.org