Health and Social Care (England) IMPORTANT NOTIFICATION FOR ALL APPRENTICESHIP STARTS FROM 6 APRIL 2015 Modifications to SASE came into effect on 6th April 2015. These changes ONLY relate to the Transferable Skills requirements of a framework and they ONLY apply to new Apprenticeship starts on, or after, 6th April 2015. Apprenticeships starts before this date must continue to meet the 2013 SASE requirements for Transferable Skills. For more details of the changes and how they will affect new Apprenticeship starts, please read the following preface page to the framework document. NB: Please check the "Revising a Framework" section for information on any additional changes that may have been made to this framework. 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=fr03622 Issue date: 30 September 2015 Issued by Skills for Care & Development
Modifications to SASE came into effect on 6th April 2015. The changes ONLY relate to the Transferable Skills requirements of a framework and they ONLY apply to new Apprenticeship starts on, or after, 6th April 2015. Apprenticeships started before this date must continue to meet the 2013 SASE requirements for Transferable Skills. The modifications removed the 5 year rule, meaning that acceptable qualifications, achieved before September 2012, are now in scope. This includes igcses, A and AS Levels, O Levels and Key Skills. However, there are still minimum grade/level requirements that need to be achieved, depending on the level of Apprenticeship being undertaken. There have also been some changes to the minimum grade/level requirements which, in summary are: Intermediate Apprenticeship: GCSE/iGCSE/A and AS Levels - minimum acceptable grade is now E, irrespective of achievement date (for ALL acceptable GCSEs/iGCSEs/A/AS Levels) Key Skills - minimum acceptable is Level 1, irrespective of achievement date O Levels minimum acceptable grade is C, irrespective of achievement date Advanced Apprenticeship: GCSE/iGCSE - minimum acceptable grade is now C, irrespective of achievement date (for ALL acceptable GCSEs/iGCSEs) A/AS Level - minimum acceptable is grade E, irrespective of achievement date Key Skills - minimum acceptable is Level 2, irrespective of achievement date O Levels - minimum acceptable grade is C, irrespective of achievement date Higher Apprenticeship: There remains no mandatory requirement for Transferable Skills qualifications to be achieved. Please note that some frameworks may have grade/level requirements that are above the SASE minimum requirements. Please check the framework to ascertain where this is the case and/or check directly with the specific Issuing Authority responsible for the framework. The updated version of SASE, and guidance documents, can be accessed here: http://afo.sscalliance.org/sase PLEASE NOTE THAT THAT THE NEW REQUIREMENTS FOR TRANSFERABLE SKILLS, AS DETAILED ABOVE, OVERRIDE THE NOTES AND GRADES/LEVELS ASSOCIATED WITH THE TRANSFERABLE SKILLS TABLES, WITHIN THIS DOCUMENT. Until the Transferable Skills tables can be updated, any references to achieved before Sept 2012 and within 5 years of starting Apprenticeship or achieved before September 2012, otherwise at any time prior to starting Apprenticeship can now be ignored. Over the next few months, the Transferable Skills section within AFO will be amended to reflect the SASE modifications and all current frameworks will be updated and reissued to incorporate these changes. In the meantime, if you are in any doubt as to the requirements of any framework then please contact the relevant Issuing Authority.
Health and Social Care (England)
Framework summary Health and Social Care Intermediate Level Apprenticeship in Health and Social Care This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 2 include: Pathway 1: Adult social care Competence qualifications available to this pathway: C1 - Level 2 Diploma in Health and Social Care (Adults) for England (QCF) Knowledge qualifications available to this pathway: K1 - Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) Combined qualifications available to this pathway: B1 - n/a This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 2: Health Competence qualifications available to this pathway: C1 - n/a Knowledge qualifications available to this pathway: K1 - n/a Combined qualifications available to this pathway: B1 - Level 2 Diploma in Health and Social Care (Adults) for England (QCF) This pathway also contains information on: Employee rights and responsibilities Functional skills Health and Social Care Advanced Level Apprenticeship in Health and Social Care This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 3 include: Pathway 1: Adult social care Competence qualifications available to this pathway: C1 - Level 3 Diploma in Health and Social Care (Adults) for England (QCF)
Knowledge qualifications available to this pathway: K1 - Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) Combined qualifications available to this pathway: N/A This pathway also contains information on: Employee rights and responsibilities Functional skills Pathway 2: Health Competence qualifications available to this pathway: C1 - n/a Knowledge qualifications available to this pathway: K1 - n/a Combined qualifications available to this pathway: B1 - Level 3 Diploma in Health and Social Care (Adults) for England (QCF) This pathway also contains information on: Employee rights and responsibilities Functional skills
Framework information Information on the Issuing Authority for this framework: Skills for Care & Development The Apprenticeship sector for occupations in social care and the care of children and young people. Issue number: 15 Framework ID: FR03622 This framework includes: Level 2 Level 3 Date this framework is to be reviewed by: 11/01/2016 This framework is for use in: England Short description The Health and Social Care framework covers care workers, personal assistants, domiciliary care workers community, support and outreach workers, supervisors, senior care workers in adult social care and for example healthcare assistants or clinical support workers in the health sector. It's suitable for those working in the NHS, with private health care or social care providers, local authorities and voluntary organisations.
Contact information Proposer of this framework Skills for Care (SfC), partners in the sector skills council Skills for Care and Development, and Skills for Health are joint owners of this framework. Skills for Care has the responsibility for managing the framework on behalf of the partners. The framework has two pathways at Intermediate and Advanced Level. Pathway 1 Adult Social Care is maintained and certificated by Skills for Care (on behalf of Skills for Care and Development) Pathway 2 Health is maintained and certificated by Skills for Health Both Skills for Care and Skills for Health work closely with employers from the Adult Social Care and Health services, and consult with them to ensure content is relevant to the sectors and to determine the desirable level of skills for Apprentices to achieve. Adult Social Care Pathway The role of Skills for Care is to ensure that people who work in adult social care, and those that employ them, have the skills and qualifications to deliver high quality care and support. We work closely with thousands of social care employers, people who use services, carers and other key stakeholders to develop tools and resources that build and enhance the skills of employees. An Apprenticeship Steering group with membership representing employers as well as supply side partners meets regularly to review and inform the framework. Health pathway Employers in the NHS, Independent and Voluntary health sector have endorsed the programme as it gives the broad base training in the skills for the occupational area through the completion of qualifications which are based on National Occupational Standards. This programme leads to increased productivity, retention and a qualified workforce which supports the employer to deliver high quality healthcare. Job role and outline can be viewed later in this document. Developer of this framework Name: Organisation: Rob Newby Skills for Care
Organisation type: Job title: Sector Skills Council Programme Head - Standards Learning Qualifications & Apprenticeship Phone: 0113 245 1716 Email: Postal address: Website: slqa@skillsforcare.org.uk Skills for Care West Gate 6 Grace Street Leeds LS1 2RP www.skillsforcare.org.uk Issuing Authority's contact details Issued by: Skills for Care & Development Issuer contact name: Linda Currin Issuer phone: 0113 241 1200 Issuer email: sscinfo@skillsforcareanddevelopment.org.uk
Revising a framework Contact details Who is making this revision: Your organisation: Your email address: Tracey Nicholson Skills for Care slqa@skillsforcare.org.uk Why this framework is being revised To add new versions of existing qualifications. Summary of changes made to this framework New versions of existing qualifications have been added to all pathways. Qualifications removed n/a Qualifications added Qualifications added to all pathways BIIAB Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings (QCF) (601/6473/6) NOCN Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings (QCF) (601/7481/X) Qualifications that have been extended N/A
Purpose of this framework Summary of the purpose of the framework 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, along with functional and personal skills, 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. This broader mix differentiates the Apprenticeship experience from training delivered to meet narrowly focused job needs. On completion of the Apprenticeship the apprentice must 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 industry. This is the sole framework for people employed in delivering adult social care in England. This framework is also suitable for some workers in the health sector. This framework covers the health and social care sectors which include: The National Health Service Private providers Local authorities Voluntary organisations Adult social care sector Social care is the term given to a wide range of care and support for people with assessed need. Social care services are administered through local authorities working with voluntary, private and independent social care organisations. Councils may also provide services themselves or commission others to do so. In social care this framework provides a suitable way to meet the development and qualification needs of a variety of roles and job titles, including care workers, community, support and outreach workers, personal assistance, domiciliary care workers, supervisors and senior care workers. The framework is inclusive of emerging roles in adult social care. As well as being suitable for existing staff, this framework gives apprentices extensive opportunities to gain employment in the social care sector as well as in some health care roles. There were 1.75 million paid jobs in adult social care in England in 2009, of these 1.61 million are directly employed at a place of work and 140,000 are employed by agency, bank and pool workers, volunteers, students and others including self employed. The majority of these roles
are at operational level, for which this Intermediate and Advanced level framework is suitable, working with adult service groups: older people, people with learning disabilities, sensory and physical impairment service users and those that require extra care support. People who use services are supported in a variety of settings including their own homes, supported accommodation, day care provision and residential accommodation. The sector is steadily expected to grow in size of employees, needing a minimum of 2 million workers by 2025, giving potential apprentices great potential for a career in a growing sector. Health sector In the health sector, this framework is suitable for healthcare assistants or clinical support workers. 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 it addresses specific outcomes of the Skills for Health Sector Skills Assessment 2011. The health sector comprises of over 2 million people who are working in the NHS (public sector) as well as with voluntary and private healthcare providers and employers. 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. 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. Clinical healthcare support workers tend to have delegated responsibility for a range of tasks which enables the Health Professionals (e.g. nurses, doctors, allied health professionals) to fulfil their own roles more effectively. Aims and objectives of this framework (England) There were around 18,000 starts in 2009-10 on the Health and Social Care Apprenticeship framework. In 2011-12 this figure rose to over 62,000, demonstrating an increased demand from primarily social care employers. Staff working in the health or social care sectors can move between the sectors, by using the appropriate award for continuing professional development and by obtaining a qualification or units relevant to the new role. Career progression within the health & social care sectors will not always be vertical, it may also be horizontal. New ways of working and new roles are constantly evolving to meet the health and social care needs of the population. These new roles provide staff with opportunities to develop new competencies often described as
expanded roles. Adult Social Care Sector The framework contributes towards developing a social care sector with a skilled, flexible and effective workforce whilst maintaining high quality and safe care for those who use services. Through completion of this learners will gain broad-based training in the chosen occupational area with a good knowledge base of the sector as a whole, work experience that leads to competency in the work place and transferable skills. Adult social care employers are increasingly looking to s, and in particular this framework, as a way to effectively train their workforce and new staff. The framework is a key route for younger people into the sector and an ideal way of recruiting younger entrants to our workforce. Apprentices aged 16 and 17 may carry out personal care provided the person receiving care gives consent, they have been suitably trained and are deemed competent by their manager. This is a statement supported by the CQC (Care Quality Commission) and a copy of it can be found on the Skills for Care website: The sector welcomes the contribution to training and development represented by the apprentices who make up a significant section of the workforce. Employers have endorsed the programme as it gives the broad-based training in the knowledge and skills required for the occupational area through the completion of qualifications which are linked to National Occupational Standards. Apprenticeships lead to better productivity, retention and a qualified workforce which aids the employers in their delivery of services. The framework contributes towards addressing the skills gaps identified in State of the Adult Social Care Workforce 2010. http://www.skillsforcare.org.uk/nmsruntime/saveasdialog.aspx?lid=4458&sid=237 In social care 27 roles have been identified to undertake the variety of tasks needed to meet the requirements, needs and choices of people who use social care services. The Health and Social Care Act 2008 sets the regulatory framework for staff working in social care and provides the base for minimum qualification requirements. Health Sector This framework contributes 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-based training in the chosen occupational area work experience that leads to competency in the work place transferable skills Employers have endorsed the programme as it gives the broad-based training in the skills for the occupational area 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. The framework contributes toward addressing the skills gaps identified in the 2011 Skills for Health UK Sector Skills Assessment: www.skillsforhealth.org.uk/about-us/res ource-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. Learners receive a minimum guaranteed amount of on and off-the-job training and will acquire transferable skills to support further progression. The framework specifically supports the need to develop the skills and knowledge of workers at career framework levels 1 4 and provides career progression routes. In the health sector the area of greatest expansion is in assistant practitioners. In some cases staff will be recruited directly into the role and undertake work based learning to achieve the competence required, in other cases staff may progress to assistant practitioner from support worker roles.
Entry conditions for this framework Formal Entry Criteria There are no formal entry conditions for this framework. Potential apprentices should however be willing to undergo a DBS (Disclosure and Barring Service formerly known as CRB - Criminal Records Bureau) check. Employers in social care and in the health sector carry out DBS checks, as this is a requirement for those working in the sectors, and certain offences may disqualify potential apprentices from employment in these sectors and thus automatically preclude them from completing the framework. Potential apprentices should therefore discuss any relevant matters with their employer prior to enrolment. What to consider at entry Whilst there are no formal criteria, people who successfully complete s and continue to work in the sector most often exhibit empathy, care and interest in others and want to work in the health or social care sector. Whilst it is practical to upskill staff, successful apprentices tend to come with the values and attitudes compatible with the roles they will be working in. Potential apprentices should have a suitable level of physical fitness and ability to perform some aspects of the job roles. These may, for example, involve assisting in moving and handling of people. Examples of desirable skills and attributes in potential apprentices could include: motivation to succeed within the sector/s good interpersonal skills, effective verbal and non-verbal communication skills respect for people who use the services as individuals a suitable level of physical fitness may be necessary in order to perform some aspects of the job roles, for example, assisting and moving people who use the services. willingness to undertake training and learning programmes and apply that learning in the workplace the ability to demonstrate that they have the potential to complete the Diploma in Health and Social Care and other qualifications that are part of the Apprenticeship framework willingness and ability to work both long shifts and irregular shift patterns as across the health and social care sectors provision of care has to be available twenty four hours a day willingness to undertake personal care which includes assistance with dressing, feeding, washing and toileting, as well as advice, encouragement and emotional and psychological support an ability to work in small informal teams, demonstrating their listening skills and contributing towards decision making and practice as well as working in more formal
teams following procedures a positive non-judgemental and open-minded attitude and value-system a standard of literacy and numeracy in keeping with the demands of the job willingness to undergo a DBS check which is mandatory for all those working directly with patients or service users in the health and social care sectors a driving licence may be considered necessary by some employers Benefits of Previous Experience and Related Courses Potential apprentices who have already achieved a Young Apprenticeship, the 14-19 Society, Health and Development Diploma or other health and social care knowledge qualifications will benefit from these qualifications and their prior learning. Some may have, for example, achieved Functional Skills. People already working in care or health roles for which this framework has been designed are likely to achieve the more quickly than those new to the sector. Personal Care and Apprentices Aged Under 18 Apprentices aged 16 and 17 may carry out personal care provided the person receiving care gives consent, they have been suitably trained and are deemed competent by their manager. This is a statement supported by the CQC (Care Quality Commission) and a copy of it can be found on the Skills for Care website: http://www.skillsforcare.org.uk/news/latest_news/_week_2011.aspx Initial Assessment Initial Assessment will be used to identify prior learning and experience to tailor the Apprenticeship's Individual Learning Plan. Initial assessment is not for screening out applicants. Where there is accreditation of prior learning for competence, knowledge or Functional Skills, the Apprenticeship programme must be tailored to allow the Apprentice to undertake new learning, including learning at a higher level and develop new skills.
... level 2 Level 2 Title for this framework at level 2 Intermediate Level Apprenticeship in Health and Social Care Pathways for this framework at level 2 Pathway 1: Adult social care Pathway 2: Health
... level 2... Pathway 1 Level 2, Pathway 1: Adult social care Description of this pathway Adult social care general pathway Total minimum credit value for this pathway is: 79 46 for competence 20 for knowledge 10 for Functional Skills Maths and English 3 for ERR Total 79 Entry requirements for this pathway in addition to the framework entry requirements There are no entry requirements additional to the general framework entry requirements.
... level 2... Pathway 1 Job title(s) Care Assistant or Worker Personal Assistant Relief Team Worker Night Care Assistant Support Worker - Supported Living Key Workers in Residential Settings Key Workers in Domiciliary Services Key Workers in Day Services Home Care Support Worker Substance Misuse Worker Mental Health Support Worker Job role(s) Care workers/assistants are the front line staff in all care settings. They work with all types of people who are receiving direct care. Their duties vary depending on the needs of the individuals. Personal assistants work with people who use services, most frequently at the individual's request at specific times. Their duties vary depending on the needs of the individual but frequently include support at the individual's place of residence or outdoors. A front line role in the delivery of care provision in a formal care setting. They work with all types of individuals receiving direct care. Their duties vary depending on the needs of the people who use services. Working with all types of individuals receiving direct care during the night shift, working to care plans set by senior care workers. Their duties vary depending on the needs of the people who use services. The role involves working in a service that works to promote independence, individuality and the rights and choices of the residents within a residential setting. They are responsible for working to person centred plans, organising social activities and prompting medication. A care worker in a residential setting responsible for an individual's care, their care plan delivery, provision of care and overall assessment and monitoring of needs. A care worker in a community or a home setting responsible for an individual's care, their care plan delivery, provision of care and overall assessment and monitoring of needs. A care worker in a day services setting responsible for an individual's care, their care plan delivery, provision of care and overall assessment and monitoring of needs. Support people to cope with aspects of everyday living (apart from education, employment and welfare rights), develop socially and personally and live as independently as possible. Their work is predominantly support and enabling, rather than primarily personal care. Substance misuse specialists work in a variety of roles, supporting adults with drug and alcohol dependency problems. Duties include organising drug and alcohol tests, need and health assessments or referrals to drug treatment programmes or rehabilitation centres. Working directly with people in residential care settings, which specialise in mental health, on a one-to-one basis to promote recovery, work towards independent living and promote social inclusion.
... level 2... Pathway 1 Mental Health Outreach Worker Re-enablement Worker Working directly with people in community care settings, which specialise in mental health, on a one-to-one basis to promote recovery, work to maintain independent living and promote social inclusion. Working with people discharged from long-term hospital stays, promoting independence and skill refreshment in order to reduce the need for/likelihood of long term full domiciliary care
... level 2... Pathway 1 Qualifications
... level 2... Pathway 1 Competence qualifications available to this pathway (cont.) Competence qualifications available to this pathway C1 - Level 2 Diploma in Health and Social Care (Adults) for England (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 501/1601/0 ASCENTIS 46 319-396 N/A C1b 501/1264/8 CACHE 46 319-396 N/A C1c 501/1306/9 City & Guilds 46 319-396 N/A C1d 501/1699/X Pearson Edexcel 46 319-396 N/A C1e 501/2302/6 FAQ 46 319-396 N/A C1f 501/2318/X NCFE 46 319-396 N/A C1g 501/1244/2 OCR 46 319-396 N/A C1h 600/0366/2 Skillsfirst 46 319-396 N/A C1i 600/1279/1 SQA 46 319-396 N/A C1j 600/1907/4 LAO 46 319-396 N/A C1k 600/4122/5 HABC 46 319-396 N/A C1l 600/6786/X icq 46 321-376 N/A
... level 2... Pathway 1 C1m 600/6538/2 IQ 46 319-396 N/A C1n 600/8928/3 apt awards 46 319-396 N/A C1o 601/3750/2 TQUK 46 319-396 N/A C1p 601/6300/8 NOCN 46 319-396 N/A C1q 601/6724/5 Gateway Qualifications 46 318-396 N/A C1r 601/6887/0 BIIAB 46 319-396 N/A
... level 2... Pathway 1 Knowledge qualifications available to this pathway K1 - Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 501/1586/8 Pearson BTEC 20 179 N/A K1b 501/1673/3 OCR 20 179 N/A K1c 600/0182/3 Ascentis 20 179 N/A K1d 600/0047/8 CACHE 20 179 N/A K1e 600/0077/6 City & Guilds 20 179 N/A K1f 600/0585/3 Skillsfirst 20 179 N/A K1g 600/0688/2 NCFE 20 179 N/A K1h 600/0822/2 FAQ 20 179 N/A K1i 600/1670/x LAO 20 179 N/A K1j 600/3120/7 AIM 20 179 N/A K1k 600/3825/1 HABC 20 179 N/A K1l 600/4668/5 Laser 20 179 N/A K1m 600/3164/5 NOCN 20 179 N/A K1n 600/6783/4 icq 20 179 N/A K1o 600/6427/4 IQ 20 179 N/A K1p 600/5277/6 Open Awards 20 179 N/A K1q 600/9300/6 OCNWMR 20 179 N/A K1r 600/9396/1 OCNYHR 20 179 N/A
... level 2... Pathway 1 K1s 601/4040/9 TQUK 20 179 N/A K1t 601/6725/7 Gateway Qualifications 20 179 N/A K1u 601/6495/5 BIIAB 20 179 N/A
... level 2... Pathway 1 Combined qualifications available to this pathway B1 - n/a No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a n/a n/a n/a n/a N/A Relationship between competence and knowledge qualifications The Level 2 Certificate in Preparing to Work in Adult Social Care (K1) relates to the Level 2 Diploma in Health and Social Care (Adults) for England (C1) for each of the job roles applicable to this pathway. C1 qualifications measure occupational competence and K1 provides the underpinning knowledge and understanding within an framework.
... level 2... 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 values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** 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.
... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** 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) The requirements of the Transferable Skills regarding ICT, at Intermediate and/or Advanced level, is significantly higher/broader than the skills required and/or practiced by the majority of staff operating at level 2 and 3 across the roles identified within this framework. ICT is infrequently used in job roles which fall under the Intermediate level Apprenticeship. Sector consultation has taken place to establish the rationale for this decision. This consultation focused first on employers and an expert steering group and a secondary consultation was carried out with the provider/supply side. We have included guidance to encourage ICT to be provided as an optional qualification where via IAG it is identified as appropriate to a work setting and/or role.
... level 2... Pathway 1 Progression routes into and from this pathway Skills for Care have developed a career pathways information tool which shows progression options at every occupational level, including Intermediate and Advanced level Apprenticeships. This can be accessed at http://careerpathways.skillsforcar e.org.uk/ and it contains examples, case studies and videos. The career pathways matrix, a part of the tool, can be accessed at http://careerpat hways.skillsforcare.org.uk/career/matrix.html Progression TO the Intermediate level Apprenticeship Apprentices will be from different age groups, with differing backgrounds and experience. As there are no formal entry criteria, apprentices do not have to enter from previous qualification routes. As a guide, applicants may enter via a range of routes including from: school or college work work experience the sector route-way or other entry to employment programmes unemployment training and/or experience which may include a portfolio showing what they have done Health and Social Care NVQ only competence qualification Society, Health and Development 14-19 Diploma a Young Apprenticeship foundation learning at level 1 Key Skills or Functional Skills level 1 or 2 knowledge qualifications relevant to health and social care other level 1 and level 2 qualifications Progression FROM the Intermediate level Apprenticeship Learners may progress from this pathway onto further qualifications specific to their work context. A wide range of qualifications are available for use within the social care sector. These may include further frameworks (e.g. Advanced level Apprenticeship in Health and Social Care), QCF qualifications or other work-related education and training to support Continuing Professional Development. Apprentices can also move to other parts of the sector, for example an apprentice specialising in learning disabilities can take a dementia qualification if their job role changes or if they wish to follow career ambitions in another part of the sector. Progression to professional qualification in Social Care: http://careerpathways.sk
... level 2... Pathway 1 illsforcare.org.uk/index.html Social worker http://www.skil lsforcare.org.uk/socialwork/introductionsw.aspx Social care worker http://care erpathways.skillsforcare.org.uk/what_is/what_types.html Personal assistants working at level 3 with increased responsibilities, autonomy and expertise Care workers; at level 3 care workers are likely to have supervisory responsibilities Support workers; at level 3 support workers are likely to have supervisory responsibilities Outreach workers Care manager trainees Progression to other specific job roles: Assistant practitioner Care manager Officers in charge/registered manager Day services manager Apprentices on the social care pathway can move to the health sector. Further detailed information and advice on careers within the health sector can be found at http://www.nhscareers.nhs.uk/index.sh tml
... level 2... Pathway 1 Employee rights and responsibilities ERR is assessed through the Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings component. Below is a list of qualification numbers and awarding organisations currently accredited for this component. All of the Awards hold a value of 3 credits and the guided learning hours are 24. This list may not be complete. We accept all ERR qualifications which are Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings and are valid, showing on OFQUAL's Register of Regulated Qualifications. 600/1447/7 Ascentis 600/0046/6 CACHE 501/1723/3 City & Guilds 501/1589/3 Pearson BTEC 600/0061/2 NCFE 501/1444/X OCR 600/0342/X FAQ 600/1391/6 Skillsfirst 600/3828/7 HABC 600/5135/8 AIM 600/5593/5 LAO 600/6575/8 icq 600/6470/5 IQ 601/4052/5 TQUK 601/6473/6 BIIAB 601/6853/5 Gateway Qualifications 601/7481/X NOCN Note for training providers claiming SFA funding: ERR is not currently identified on the Learning Aims Database as a separate learning aim - its cost is funded within the other components of the framework.
... level 2... Pathway 2 Level 2, Pathway 2: Health Description of this pathway This pathway is suitable for example for those working as healthcare assistants or healthcare support workers in the health sector. Total minimum credit value for this pathway: 59 46 for competence 10 for Functional Skills Maths and English 3 for ERR Total 59 The Diploma qualification meets the required minimum of 10 competence and 10 knowledge credits. From August 2012 the minimum duration for apprentices on the Intermediate Apprenticeship is 12 months. Entry requirements for this pathway in addition to the framework entry requirements Personal Attributes Workers in the health sector must always treat people with dignity and respect. They must be honest, diligent and have empathy for those they work. Because of this employers recruit for values as well as for the skills and knowledge that apprentices bring. They will check that personal values reflect the values of the sector as a whole. They employ apprentices who are: Adaptable Caring Compassionate Conscientious Discreet
... level 2... Pathway 2 Respectful Personable Have the courage to do the right thing They also expect them to be: able to work and communicate as part of a team committed to carry out their duties meticulously Learners may have already completed the National Minimum Training Standards for Healthcare Support Workers and Adult Social Care Workers in England. Apprentices who have not already achieved this will meet the requirements of the National Minimum Training Standards and the Core Competences by completing the mandatory units in the combined qualification of this Apprenticeship. See www.skillsforhealth.org.uk/workforce-transformation/ code-of-conduct-and-national-minimum-training-stan/ Apprentices who wish to accredit any prior learning must select options within the framework which will equip them with new skills and learning.
... level 2... Pathway 2 Job title(s) Healthcare Support Worker OR Healthcare Assistant Job role(s) These roles provide vital assistance to healthcare professionals that diagnose, treat and care for patients. Many are involved in looking after the well-being and comfort of patients. They work in a variety of settings, depending upon their role, including clinics, peoples' homes and hospitals.
... level 2... Pathway 2 Qualifications Competence qualifications available to this pathway C1 - n/a No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a n/a n/a n/a n/a N/A Knowledge qualifications available to this pathway K1 - n/a No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a n/a n/a n/a n/a N/A
... level 2... Pathway 2
... level 2... Pathway 2 Combined qualifications available to this pathway B1 - Level 2 Diploma in Health and Social Care (Adults) for England (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 501/1601/0 ASCENTIS 46 319-396 N/A B1b 501/1264/8 CACHE 46 319-396 N/A B1c 501/1306/9 City & Guilds 46 319-396 N/A B1d 501/1699/X Pearson Edexcel 46 319-396 N/A B1e 501/2302/6 FAQ 46 319-396 N/A B1f 501/2318/X NCFE 46 319-396 N/A B1g 501/1244/2 OCR 46 319-396 N/A B1h 600/0366/2 Skillsfirst 46 319-396 N/A B1i 600/1279/1 SQA 46 319-396 N/A B1j 600/1907/4 LAO 46 319-396 N/A B1k 600/4122/5 HABC 46 319-396 N/A B1l 600/6786/X icq 46 321-376 N/A B1m 600/6538/2 IQ 46 319-396 N/A
... level 2... Pathway 2 B1n 600/8928/3 apt awards 46 319-396 N/A B1o 601/3750/2 TQUK 46 319-396 N/A B1p 601/6300/8 NOCN 46 319-396 N/A B1q 601/6724/5 Gateway Qualifications 46 318-396 N/A B1r 601/6887/0 BIIAB 46 319-396 N/A Relationship between competence and knowledge qualifications Additional Mandatory Units To be eligible for certification for this, Apprentices must select and achieve the following optional units from the Diploma qualification: Level 2 Dementia Awareness (unit number J/601/2874) Level 3 Understand Mental Health Problems (unit number J/602/0103) Evidence of achievement of the above units e.g. Awarding Organisation certificate that lists units achieved, must be submitted when claiming the Apprenticeship Certificate. Failure to provide certification evidence of the learner completing these units will mean that the cannot be certificated. Knowledge and Competence Credit Assignment in Mandatory Units: Level 2 Diploma in HSC For Apprentices undertaking this framework working in health sector roles the minimum requirement of 10 credits of assessed knowledge is met in this framework through the achievement of the mandatory and option units required to meet the credit threshold. The learner may achieve in excess of the minimum requirement in undertaking the full qualification. The list below sets out how the credit has been assigned across mandatory units of the qualification and the additional mandatory units of the framework. Unit Title and RITS number: Introduction to personal development in health, social care or children s and young people s settings L/601/5470
... level 2... Pathway 2 Credit Assigned to Knowledge: 2 Credit Assigned to Skills: 1 Total Unit Credit: 3 Unit Title and RITS number: Introduction to communication in health, social care or children s and young people s settings F/601/5465 Credit Assigned to Knowledge: 1 Credit Assigned to Skills: 2 Total Unit Credit: 3 Unit Title and RITS number: Introduction to duty of care in health, social care or children's and young people's settings H/601/5474 Credit Assigned to Knowledge: 1 Credit Assigned to Skills: 0 Total Unit Credit: 1 Unit Title and RITS number: Introduction to equality and inclusion in health, social care or children s and young people s settings R/601/5471 Credit Assigned to Knowledge: 1 Credit Assigned to Skills: 1 Total Unit Credit: 2 Unit Title and RITS number: Contribute to health and safety in health and social care R/601/8922 Credit Assigned to Knowledge: 2 Credit Assigned to Skills: 2 Total Unit Credit: 4 Unit Title and RITS number: The role of the health and social care worker J/601/8576 Credit Assigned to Knowledge: 1 Credit Assigned to Skills: 1 Total Unit Credit: 2 Unit Title and RITS number: Implement person centred approaches in health and social care A/601/8140 Credit Assigned to Knowledge: 3 Credit Assigned to Skills: 2 Total Unit Credit: 5 Unit Title and RITS number: Principles of safeguarding and protection in health and social care A/601/8574 Credit Assigned to Knowledge: 3 Credit Assigned to Skills: 0 Total Unit Credit: 3
... level 2... Pathway 2 Unit Title and RITS number: Handle information in health and social care settings J/601/8142 Credit Assigned to Knowledge: 1 Credit Assigned to Skills: 0 Total Unit Credit: 1 Framework additional mandatory units: Unit Title and RITS number: Dementia Awareness J/601/2874 Credit assigned to knowledge: 2 Credit assigned to skills: 0 Total unit credit: 2 Unit Title and RITS number: Understand Mental Health Problems J/602/0103 Credit assigned to knowledge: 3 Credit assigned to skills: 0 Total unit credit: 3 There are thus 20 credits assigned to knowledge, 9 credits assigned to skills and 29 credits in total.
... level 2... Pathway 2 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 values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** 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.
... level 2... Pathway 2 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** 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) Basic ICT is a life skill that all apprentices should have to work in the modern world. However Functional Skills in ICT does not provide the job specific ICT skills that healthcare employers are seeking. Apprentices should be encouraged to use ICT skills as appropriate during their. Employers are already expected to deliver basic skills in line with their usual practice for other support staff. Apprentices will need to learn tasks such as opening and closing documents, using email and the internet and inputting and retrieving data from electronic clinical records depending on their role. In the health sector apprentices will very often need to be taught how to use specific local systems in order to do their jobs rather than the more general ICT skills taught in a Functional Skills qualification. These skills will be vital to the apprentice as they continue in their career. Apprentices who are able and willing to achieve a Functional Skills qualification independently or who have the ability to achieve the next level should be encouraged to do so.
... level 2... Pathway 2 Progression routes into and from this pathway Progression TO the Intermediate level Apprenticeship Apprentices will be from different age groups, with differing backgrounds and experience. As there are no formal entry criteria, apprentices do not have to enter from previous qualification routes. As a guide, applicants may enter via a range of routes including from: school or college work work experience the sector route-way or other entry to employment programmes unemployment training and/or experience which may include a portfolio showing what they have done Health and Social Care NVQ only competence qualification Society, Health and Development 14-19 Diploma a Young Apprenticeship foundation learning at level 1 Key Skills or Functional Skills GCSEs level 1 or 2 knowledge qualifications relevant to health and social care other level 1 and level 2 qualifications Progression FROM the Intermediate level Apprenticeship Learners may progress from this pathway 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 frameworks e.g. Advanced Apprenticeship in Health (Clinical Healthcare Support), QCF 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. Many clinical healthcare support apprentices complete their s and continue to work as clinical healthcare support workers or healthcare assistants with delegated duties assigned to them by the Health Professionals they work alongside. Apprentices who wish to progress into Higher Education are encouraged to complete GCSEs in English and Maths instead of Functional Skills. GCSE qualifications are widely recognised across