Level 2 Diploma in Health and Social Care (QCF)

Level 2 Diploma in Health and Social Care (QCF) This Level 2 Diploma is to guide and assess the development of knowledge and skills relating to the health and social care workforce. This qualification confirms competence in these areas for roles such as: Care assistants/support workers/key workers in residential settings Healthcare assistants / support workers in community and primary care environments Healthcare assistants / support workers in acute health environments Care assistants/support workers/key workers in domiciliary services Qualification Facts QAN: 501/202/6 Type: Level: 2 QCF Credit Value: 46 GLH: 19-96 Product Code: Offered in an apprenticeship framework L2DHSCAE Yes

Contents Section 1 - Centre Requirements 1.1 Introduction - About Mercurius Politicus (Awards and Qualifications) 1 1.2 Data Protection 1 1. Complaints 1 1.4 Enquiries 1 Section 2 - Qualification Information 2.1 Qualification Outline 2 2.2 Qualification Accreditation Number (QAN) 2 2. Qualification Credits 2 2.4 Qualification Level 2 2.5 Guided Learning Hours 2 2.6 Rules of Combination 2.7 Age Ranges 2.8 Units 2.9 Unit Specifications 11 Unit 1 Principles of safeguarding and protection in health and social care 11 Unit 2 The role of the health and social care worker 1 Unit Implement person centred approaches in health and social care 14 Unit 4 Contribute to health and safety in health and social care 16 Unit 5 Handle information in health and social care settings 18 Unit 6 Introduction to communication in health, social care or children s and young people s settings 19 Unit 7 Introduction to personal development in health, social care or children's and young people s settings 20 Unit 8 Introduction to equality and inclusion in health, social care or children s and young people s settings 21 Unit 9 Introduction to duty of care in health, social care or children s and young people s settings 22 2.10 Unique Learner Number 2 2.11 Functional skills 2 2.12 Physical requirements 2 2.1 Language 2 2.14 Learners with proven special consideration 2 2.15 Guidance notes on delivery (Blended Learning) 2 2.16 Grading 24

2.17 Determining and reporting of results 24 2.18 Opportunity for progression 24 2.19 Pre-course procedures 24 2.20 Interview procedures 25 2.21 Initial assessment 25 2.22 Learner support 25 2.2 Individual Learning Plans 25 2.24 Mentor Support 26 2.25 Subject Specialist Support 26 2.26 Learning Resources 26 2.27 Tutorial Support 26 Section Centre Management Information System.1 Registration and Certification - Introduction to Parnassus 27.2 Learner registration 27. Certification 27.4 Replacement Certificates 28.5 Unit Certification 28 Section 4 Assessment Overview 4.1 Planning for evidence 29 4.2 Assessing the evidence 29 4. Assessment methods 29 Observation Work Products Simulation Questioning Personal and Witness Accounts Assignments and Projects Recognition of Prior Achievement (RPL) Expert Witness Statements 4.4 Evidence (VAS) 1 4.5 SSC Assessment Strategy 1 Section 5 Centre Staff 5.1 Centre Staffing 2 5.2 Criteria for Assessors 2 5. Criteria for Verifiers 2

5.4 Criteria for Expert Witnesses 5.5 Criteria for Standards Verifiers 5.6 Centre Internal Quality Assurance 5.7 Facilities/Resources/Safety Considerations 5.8 Monitoring the skills of Trainers 4 5.9 Centre Complaints procedure 4 5.10 Syllabus 4 5.11 Lesson plans 4 5.12 Training Equipment 4 5.1 Training Venue 4 5.14 Preparation and Planning 4 5.15 Effective delivery 5 Is there an effective introduction to each topic? Is the lesson plan followed? Is the overall timetable followed? Is the training producing a good level of interaction? Does the trainer ensure that every learner achieves the stated outcomes? Section 6 - Appendix 6.1 Glossary 6 6.2 Definitions 9

Section One 1.1 Introduction Welcome to the MERCURIUS POLITICUS Approved Centre Guidance Pack for the FAQ Level 2 Diploma in Health and Social Care (QCF). The aim of this pack is to provide our centres with guidance to assist in the administration, delivery and assessment of this qualification. It is recommended that you study this pack in detail and become fully conversant with the procedures and accompanying documents. This guidance pack is a live document and, as such, will be updated when required. Centres will be informed via email when changes are made. It is the responsibility of the approved centre to ensure the most up to date version of the guidance pack is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. 1.2 Data protection MERCURIUS POLITICUS adheres to the Data Protection Act and handles all data in accordance with the required procedures of the Act. 1. Complaints MERCURIUS POLITICUS aims to constantly monitor the levels of service provided and report on performance indicators on a regular basis. We will endeavour to be open about the levels of service we aim to offer all our customers. There may be times, however, when our centres do not feel we have met these needs. In these cases, centres may complain in writing to MERCURIUS POLITICUS Centre Support. MERCURIUS POLITICUS will attempt to resolve all complaints within the published timescales, and will record and review all complaints as part of our customer service commitment. 1.4 Enquiries Any enquires relating to this qualification should be addressed to: Mercurius Politicus

Section Two 2.1 Qualification Outline The purpose of this FAQ Level 2 Diploma in Health and Social Care (QCF) is to guide and assess the development of knowledge and skills relating to the health and social care workforce. This qualification confirms competence in these areas for roles such as: Care assistants/support workers/key workers in residential settings Healthcare assistants / support workers in community and primary care environments Healthcare assistants / support workers in acute health environments Care assistants/support workers/key workers in domiciliary services Care assistants/support workers/key workers in day services Support workers in supported living projects Community-based care assistants/ support workers/key workers, including those working in specialist areas e.g. dementia, learning disabilities Personal assistants employed directly by the individual they support or their families Emerging new types of workers & multidisciplinary health roles crossing traditional service barriers and delivery models This qualification has been accredited within the Qualifications and Credit Framework (QCF) and may be eligible for public funding as determined by the Department for Education (DfE) under Sections 96 and 97 of the Learning and Skills Act 2000. The qualification title listed above features in the funding lists published annually by the DfE and the regularly updated website. It will also appear on the Learning Aims Reference Service (LARS) Lite, where relevant. You should use the QCF Qualification Accreditation Number (QAN), when you wish to seek public funding for your learners. Each unit within a qualification will also have a unique QCF reference number (Unit Reference Number), which is listed in this specification. The QCF qualification title and unit reference numbers will appear on the learners final certification document. Learners need to be made aware of this when they are recruited by the centre and registered with MERCURIUS POLITICUS. 2.2 Qualification Accreditation Number (QAN) FAQ Level 2 Diploma in Health and Social Care (QCF): 501/202/6 2. Credits Minimum credits required to achieve the qualification: 46 Credits 2.4 Qualification Level This qualification has been listed on the Qualifications Credit Framework (QCF) at: Level 2 2.5 Guided learning hours Each of the units in these qualifications is allocated a number of guided learning hours (GLH) which indicates the approximate number of hours for teacher supervised or directed study time and assessment. Information on unit GLH for this qualification is given in each unit. The guided learning hours (GLH) for this qualification are: 19-96

2.6 Rules of Combination (RoC) The FAQ Level 2 Diploma in Health and Social Care (QCF) consists of 24 credits from 9 mandatory units in group A, between 2 7 credits from optional units in Group B1,and at least 15 credits from optional units in Group B2. By achieving specified units within groups C and D, learners can claim endorsed pathways: (Dementia) or (Adults with learning disabilities) 2.7 Age ranges Pre 16: No 16-18: Yes 18+: No 19+: Yes 2.8 Units Group M - Mandatory URN Unit Name Credit Value A/601/8574 Principles of safeguarding and protection in health and social care J/601/8576 The role of the health and social care worker 2 A/601/8140 R/601/8922 Implement person centred approaches in health and social care Contribute to health and safety in health and social care J/601/8142 Handle information in health and social care settings 1 F/601/5465 L/601/5470 R/601/5471 H/601/5474 Introduction to communication in health, social care or children s and young people s settings Introduction to personal development in health, social care or children's and young people s settings Introduction to equality and inclusion in health, social care or children s and young people s settings Introduction to duty of care in health, social care or children s and young people s settings 5 4 2 1 Group B1 URN Unit Name Credit Value H/601/570 Principles of supporting an individual to maintain personal hygiene M/502/146 Purpose and principles of Independent Advocacy 4 J/602/010 Understand mental health problems J/601/2874 Dementia Awareness 2 H/601/2879 A/601/2886 The person centred approach to the care and support of individuals with dementia Understand equality, diversity and inclusion in dementia care 1 2 2

Group B1 URN Unit Name Credit Value K/601/9199 L/601/59 Y/601/544 T/601/9416 Understand the administration of medication to individuals with dementia using a person centred approach Understand the role of communication and interactions with individuals who have dementia Understand the diversity of individuals with dementia and the importance of inclusion Understand the factors that can influence communication and interaction with individuals who have dementia K/601/949 Introduction to personalisation in social care L/501/677 The principles of Infection Prevention and Control H/501/710 Causes and Spread of Infection 2 R/501/678 Cleaning, Decontamination and Waste Management 2 K/601/515 T/601/8654 M/601/516 M/601/7227 Understand the context of supporting individuals with learning disabilities Principles of supporting individuals with a learning disability to access healthcare Introductory awareness of Autistic Spectrum Conditions Principles of supporting young people with a disability to make the transition into adulthood M/601/7048 Principles of self-directed support K/601/6285 A/601/6274 Principles of positive risk taking for individuals with disabilities Principles of supporting individuals with a learning disability regarding sexuality and sexual health L/601/6117 Understand Physical Disability 2 J/601/5824 Understand the impact of Acquired Brain Injury on individuals F/601/442 Introductory awareness of sensory loss 2 Y/601/446 Introductory awareness of models of disability 2 D/50/189 Diabetes Awareness 6 J/50/1849 Understand the risks associated with diabetes emergencies M/50/1862 Prevention and early detection of type 2 diabetes 2 F/50/602 Basic awareness of diabetes 2 2 2 4 2 2

Group B2 URN Unit Name Credit Value Y/501/0598 F/601/68 Y/601/9277 H/601/9282 T/601/9187 A/601/9191 Y/601/469 F/601/4686 A/601/944 Administer medication to individuals, and monitor the effects Understand and implement a person centred approach to the care and support of individuals with dementia Equality, diversity and inclusion in dementia care practice Approaches to enable rights and choices for individuals with dementia whilst minimising risks Understand and meet the nutritional requirements of individuals with dementia Enable rights and choices of individuals with dementia whilst minimising risks Understand and enable interaction and communication with individuals who have dementia Equality, diversity and inclusion in dementia care practice Understand and enable interaction and communication with individuals with dementia H/601/9024 Provide support for mobility 2 M/601/9026 D/601/8017 Y/601/862 Contribute to monitoring the health of individuals affected by health conditions Support individuals to carry out their own health care procedures Support participation in learning and development activities T/601/867 Support independence in the tasks of daily living 5 A/601/8025 Provide support for journeys 2 F/601/8026 Provide support for leisure activities A/601/7926 Support individuals to access and use information about services and facilities L/601/814 Support individuals who are distressed R/601/8015 Support care plan activities 2 M/601/8054 Support individuals to eat and drink 2 F/601/8060 Support individuals to meet personal care needs 2 J/601/8058 Support individuals to manage continence R/601/806 Provide agreed support for foot care R/601/7902 Gain access to the homes of individuals, deal with emergencies and ensure security on departure R/601/8256 Contribute to the care of a deceased person L/601/9471 Contribute to supporting group care activities T/601/8721 Undertake agreed pressure area care 4 5 4 4 4 2 2 2

Group B2 URN Unit Name Credit Value L/601/8725 Support individuals undergoing healthcare activities T/601/8850 Obtain and test capillary blood samples 4 J/601/885 Obtain and test specimens from individuals 2 J/601/8027 T/601/9450 Move and position individuals in accordance with their plan of care Meet food safety requirements when providing food and drink for individuals Y/601/9490 Provide support for sleep 2 A/601/9546 Contribute to support of positive risk-taking for individuals R/601/8578 Support individuals in their relationships 4 H/601/8049 Facilitate person centred assessment, planning, implementation and review Y/601/790 Support individuals to live at home 4 T/601/8282 Support Individuals With Specific Communication Needs A/601/7909 Support individuals who are bereaved 4 H/601/8147 Work in partnership with families to support individuals 4 F/601/764 Promote positive behaviour 6 F/601/4056 Support use of medication in social care settings 5 T/601/9495 Support individuals at the end of life 7 R/601/8824 Prepare environments and resources for use during healthcare activities D/601/902 Provide support for therapy sessions 14 K/601/9025 Provide support to manage pain and discomfort 2 A/601/8980 Prepare for and carry out extended feeding techniques D/504/6101 First Aid Essentials 1 L/601/6442 Support person-centred thinking and planning 5 K/601/996 Support individuals to maintain personal hygiene 2 J/602/006 F/602/0049 Contribute to supporting individuals with a learning disability to access healthcare Support young people with a disability to make the transition into adulthood K/601/7047 Support parents with disabilities 6 Y/601/752 Provide active support J/602/005 Support individuals with self-directed support 5 Y/601/6170 Work with other professionals and agencies to support individuals with a physical disability 4 2 6 5 4 5

Group B2 URN Unit Name Credit Value T/601/5804 K/601/449 A/601/4895 H/601/451 Support families of individuals with Acquired Brain Injury Support effective communication with individuals with a sensory loss Contribute to the support of individuals with multiple conditions and/or disabilities Contribute to supporting individuals in the use of assistive technology F/601/5160 Support individuals to negotiate environments 4 Pathway Adults with Learning Disabilities D1 - Learning Disabilities mandatory knowledge units URN Unit Name Credit Value K/601/515 Understand the context of supporting individuals with learning disabilities 4 D2 - Learning Disabilities Optional Knowledge Units URN Unit Name Credit Value H/601/570 Principles of supporting an individual to maintain personal hygiene M/502/146 Purpose and principles of Independent Advocacy 4 F/602/0097 Understand mental well-being and mental health promotion J/602/010 Understand mental health problems J/601/2874 Dementia Awareness 2 H/601/2879 A/601/2886 K/601/9199 L/601/59 Y/601/544 T/601/9416 The person centred approach to the care and support of individuals with dementia Understand equality, diversity and inclusion in dementia care Understand the administration of medication to individuals with dementia using a person centred approach Understand the role of communication and interactions with individuals who have dementia Understand the diversity of individuals with dementia and the importance of inclusion Understand the factors that can influence communication and interaction with individuals who have dementia K/601/949 Introduction to personalisation in social care L/501/677 The principles of Infection Prevention and Control 1 2 2 2 2

D2 - Learning Disabilities Optional Knowledge Units URN Unit Name Credit Value H/501/710 Causes and Spread of Infection 2 R/501/678 Cleaning, Decontamination and Waste Management 2 T/601/8654 M/601/516 M/601/7227 Principles of supporting individuals with a learning disability to access healthcare Introductory awareness of Autistic Spectrum Conditions Principles of supporting young people with a disability to make the transition into adulthood M/601/7048 Principles of self-directed support K/601/6285 A/601/6274 Principles of positive risk taking for individuals with disabilities Principles of supporting individuals with a learning disability regarding sexuality and sexual health L/601/6117 Understand Physical Disability 2 J/601/5824 Understand the impact of Acquired Brain Injury on individuals F/601/442 Introductory awareness of sensory loss 2 Y/601/446 Introductory awareness of models of disability 2 D/50/189 Diabetes Awareness 6 J/50/1849 Understand the risks associated with diabetes emergencies M/50/1862 Prevention and early detection of type 2 diabetes 2 F/50/602 Basic awareness of diabetes 2 D - Learning Disabilities mandatory competence units URN Unit Name Credit Value L/601/6442 Support person-centred thinking and planning 5 Y/601/752 Provide active support 2 2 D4 - Learning Disability optional competence units URN Unit Name Credit Value Y/501/0598 F/601/68 Y/601/9277 H/601/9282 Administer medication to individuals, and monitor the effects Understand and implement a person centred approach to the care and support of individuals with dementia Equality, diversity and inclusion in dementia care practice Approaches to enable rights and choices for individuals with dementia whilst minimising risks 5

D4 - Learning Disability optional competence units URN Unit Name Credit Value T/601/9187 A/601/9191 Y/601/469 F/601/4686 A/601/944 Understand and meet the nutritional requirements of individuals with dementia Enable rights and choices of individuals with dementia whilst minimising risks Understand and enable interaction and communication with individuals who have dementia Equality, diversity and inclusion in dementia care practice Understand and enable interaction and communication with individuals with dementia H/601/9024 Provide support for mobility 2 M/601/9026 D/601/8017 Y/601/862 Contribute to monitoring the health of individuals affected by health conditions Support individuals to carry out their own health care procedures Support participation in learning and development activities T/601/867 Support independence in the tasks of daily living 5 A/601/8025 Provide support for journeys 2 F/601/8026 Provide support for leisure activities A/601/7926 Support individuals to access and use information about services and facilities L/601/814 Support individuals who are distressed R/601/8015 Support care plan activities 2 M/601/8054 Support individuals to eat and drink 2 F/601/8060 Support individuals to meet personal care needs 2 J/601/8058 Support individuals to manage continence R/601/806 Provide agreed support for foot care R/601/7902 Gain access to the homes of individuals, deal with emergencies and ensure security on departure R/601/8256 Contribute to the care of a deceased person L/601/9471 Contribute to supporting group care activities T/601/8721 Undertake agreed pressure area care 4 L/601/8725 Support individuals undergoing healthcare activities T/601/8850 Obtain and test capillary blood samples 4 J/601/885 Obtain and test specimens from individuals 2 J/601/8027 T/601/9450 Move and position individuals in accordance with their plan of care Meet food safety requirements when providing food and drink for individuals Y/601/9490 Provide support for sleep 2 D4 - Learning Disability optional competence units 4 4 4 2 2 2 4 2

URN Unit Name Credit Value A/601/9546 Contribute to support of positive risk-taking for individuals R/601/8578 Support individuals in their relationships 4 H/601/8049 Facilitate person centred assessment, planning, implementation and review Y/601/790 Support individuals to live at home 4 T/601/8282 Support Individuals With Specific Communication Needs A/601/7909 Support individuals who are bereaved 4 H/601/8147 Work in partnership with families to support individuals 4 F/601/764 Promote positive behaviour 6 F/601/4056 Support use of medication in social care settings 5 T/601/9495 Support individuals at the end of life 7 R/601/8824 Prepare environments and resources for use during healthcare activities D/601/902 Provide support for therapy sessions 2 K/601/9025 Provide support to manage pain and discomfort 2 A/601/8980 Prepare for and carry out extended feeding techniques D/504/6101 First Aid Essentials 1 L/601/6442 Support person-centred thinking and planning 5 K/601/996 Support individuals to maintain personal hygiene 2 J/602/006 F/602/0049 Contribute to supporting individuals with a learning disability to access healthcare Support young people with a disability to make the transition into adulthood K/601/7047 Support parents with disabilities 6 Y/601/752 Provide active support J/602/005 Support individuals with self-directed support 5 Y/601/6170 T/601/5804 K/601/449 A/601/4895 H/601/451 Work with other professionals and agencies to support individuals with a physical disability Support families of individuals with Acquired Brain Injury Support effective communication with individuals with a sensory loss Contribute to the support of individuals with multiple conditions and/or disabilities Contribute to supporting individuals in the use of assistive technology F/601/5160 Support individuals to negotiate environments 4 6 5 4 5

2.9 Unit Specifications Unit 1: Principles of safeguarding and protection in health and social care Unit Reference Number: A/601/8574 Level: 2 Credit: Unit Summary This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Relationship to Occupational Standards This unit is linked to the national occupational standard HSC 24, HSC 240 Learning Outcome - The learner will: 1 Know how to recognise signs of abuse. Assessment Criterion - The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect 2 Know how to respond to suspected or alleged abuse. Neglect by others 1.2 Identify the signs and/or symptoms associated with each type of abuse. 1. Describe factors that may contribute to an individual being more vulnerable to abuse. 2.1 Explain the actions to take if there are suspicions that an individual is being abused. 2.2 Explain the actions to take if an individual alleges that they are being abused. 2. Identify ways to ensure that evidence of abuse is preserved..1 Identify national policies and local systems that relate to safeguarding and protection from abuse.

Understand the national and local context of safeguarding and protection from abuse. 4 Understand ways to reduce the likelihood of abuse..2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse.. Identify reports into serious failures to protect individuals from abuse..4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse. 4.1 Explain how the likelihood of abuse may be reduced by: working with person centred values encouraging active participation 5 Know how to recognise and report unsafe practices. promoting choice and rights 4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse. 5.1 Describe unsafe practices that may affect the well-being of individuals. 5.2 Explain the actions to take if unsafe practices have been identified. 5. Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.

Unit 2: The role of the health and social care worker Unit Reference Number: J/601/8576 Level: 2 Credit: 2 Unit Summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others. Assessment Guidance This unit must be assessed in accordance with the Skills for Care and Development QCF Assessment principles. Learning Outcomes 2 and must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standard HSC 2, HSC 227. Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand working relationships in health 1.1 Explain how a working relationship is different from a and social care. personal relationship. 1.2 Describe different working relationships in health and social care settings. 2 Be able to work in ways that are agreed 2.1 Describe why it is important to adhere to the agreed with the employer. scope of the job role. 2.2 Access full and up-to-date details of agreed ways of working. 2. Implement agreed ways of working. Be able to work in partnership with others..1 Explain why it is important to work in partnership with others..2 Demonstrate ways of working that can help improve partnership working.. Identify skills and approaches needed for resolving conflicts..4 Demonstrate how and when to access support and advice about: partnership working resolving conflicts

Unit : Implement person centred approaches in health and social care Unit Reference Number: A/601/8140 Level: 2 Credit: 5 Unit Summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement person centred approaches. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development s QCF Assessment Principles. Learning outcomes 2,, 4, 5 and 6 must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standard HSC 24, HSC 26, HSC 24 Learning Outcome - The learner will: 1 Understand person centred approaches for care and support 2 Be able to work in a personcentred way. Be able to establish consent when providing care or support 4 Be able to encourage active participation 5 Be able to support the individual s right to make choices Assessment Criterion - The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person centred values 1. Explain why risk-taking can be part of a person centred approach 1.4 Explain how using an individual s care plan contributes to working in a person centred way 2.1 Find out the history, preferences, wishes and needs of the individual 2.2 Apply person centred values in day to day work taking into account the history, preferences, wishes and needs of the individual.1 Explain the importance of establishing consent when providing care or support.2 Establish consent for an activity or action. Explain what steps to take if consent cannot be readily established 4.1 Describe how active participation benefits an individual 4.2 Identify possible barriers to active participation 4. Demonstrate ways to reduce the barriers and encourage active participation 5.1 Support an individual to make informed choices 5.2 Use agreed risk assessment processes to support the right to make choices 5. Explain why a worker s personal views should not influence an individual s choices 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others

Learning Outcome - The learner will: 6 Be able to promote individuals well-being Assessment Criterion - The learner can: 6.1 Explain how individual identity and self-esteem are linked with well-being 6.2 Describe attitudes and approaches that are likely to promote an individual s well-being 6. Support an individual in a way that promotes a sense of identity and self esteem 6.4 Demonstrate ways to contribute to an environment that promotes well-being

Unit 4: Contribute to health and safety in health and social care Unit Reference Number: R/601/8922 Level: 2 Credit: 4 Unit Summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to carry out their work safely. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4, 5, and 8 must be assessed in a real work environment Relationship to Occupational Standards This unit is linked to the national occupational standard HSC 22, HSC 221, HSC 22 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand own responsibilities, and the 1.1 Identify legislation relating to general health and safety in a responsibilities of others, relating to health health or social care work setting and safety in the work setting 1.2 Describe the main points of the health and safety policies and procedures agreed with the employer 1. Outline the main health and safety responsibilities of: self the employer or manager others in the work setting 1.4 Identify tasks relating to health and safety that should not be carried out without special training 1.5 Explain how to access additional support and information relating to health and safety 2 Understand the use of risk assessments in 2.1 Explain why it is important to assess health and safety relation to health and safety hazards posed by the work setting or by particular activities 2.2 Explain how and when to report potential health and safety risks that have been identified 2. Explain how risk assessment can help address dilemmas between rights and health and safety concerns Understand procedures for responding to.1 Describe different types of accidents and sudden illness that accidents and sudden illness may occur in own work setting.2 Outline the procedures to be followed if an accident or sudden illness should occur 4 Be able to reduce the spread of infection 4.1 Demonstrate the recommended method for hand washing 4.2 Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at work 5 Be able to move and handle equipment and other objects safely 6 Know how to handle hazardous substances and materials 5.1 Identify legislation that relates to moving and handling 5.2 Explain principles for moving and handling equipment and other objects safely 5. Move and handle equipment or other objects safely 6.1 Identify hazardous substances and materials that may be found in the work setting 6.2 Describe safe practices for:

7 Understand how to promote fire safety in the work setting 8 Be able to implement security measures in the work setting storing hazardous substances using hazardous substances disposing of hazardous substances and materials 7.1 Describe practices that prevent fires from: starting spreading 7.2 Outline emergency procedures to be followed in the event of a fire in the work setting 7. Explain the importance of maintaining clear evacuation routes at all times 8.1 Use agreed ways of working for checking the identity of anyone requesting access to: premises information 8.2 Implement measures to protect own security and the security of others in the work setting 8. Explain the importance of ensuring that others are aware of own whereabouts 9 Know how to manage own stress 9.1 Identify common signs and indicators of stress 9.2 Identify circumstances that tend to trigger own stress 9. Describe ways to manage own stress

Unit 5: Handle information in health and social care settings Unit Reference Number: J/601/8142 Level: 2 Credit: 1 Unit Summary This unit is aimed at those who work in health and social care settings. It provides the learner with the knowledge and skills required for good practice in recording, storing and sharing information. Assessment Guidance This unit must be assessed in line with Skills for Care and Development s QCF Assessment Principles. Learning outcome must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standard HSC 21 Learning Outcome - The learner will: 1 Understand the need for secure handling of information in health and social care settings 2 Know how to access support for handling information Be able to handle information in accordance with agreed ways of working Assessment Criterion - The learner can: 1.1 Identify the legislation that relates to the recording, storage and sharing of information in health and social care 1.2 Explain why it is important to have secure systems for recording and storing information in a health and social care setting 2.1 Describe how to access guidance, information and advice about handling information 2.2 Explain what actions to take when there are concerns over the recording, storing or sharing of information.1 Keep records that are up to date, complete, accurate and legible.2 Follow agreed ways of working for: recording information storing information sharing information

Unit 6: Introduction to communication in health, social care or children s and young people s settings Unit Reference Number: F/601/5465 Level: 2 Credit: Unit Summary This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication with a range of people in such settings, and ways to reduce barriers to communication. It also addresses the issue of confidentiality. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, and 4 must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standards CCLD 201, GEN 22 and HSC21. Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand why communication is important 1.1 Identify different reasons why people communicate in the work setting 1.2 Explain how effective communication affects all aspects of own work 1. Explain why it is important to observe an individual s reactions when communicating with them 2 Be able to meet the communication and 2.1 Find out an individual s communication and language needs, wishes and preferences of language needs, wishes and preferences individuals 2.2 Demonstrate communication methods that meet an individual s communication needs, wishes and preferences 2. Show how and when to seek advice about communication Be able to reduce barriers to communication.1 Identify barriers to communication.2 Demonstrate how to reduce barriers to communication in different ways. Demonstrate ways to check that communication has been understood.4 Identify sources of information and support or services to enable more effective communication 4 Be able to apply principles and practices relating to confidentiality at work 4.1 Explain the term confidentiality 4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working 4. Describe situations where information normally considered to be confidential might need to be passed on 4.4 Explain how and when to seek advice about confidentiality

Unit 7: Introduction to personal development in health, social care or children's and young people s settings Unit Reference Number: L/601/5470 Level: 2 Credit: Unit Summary This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, and 4 must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standard CCLD 204, GEN 12 GEN 1, HSC 2 Learning Outcome - The learner will: 1 Understand what is required for competence in own work role 2 Be able to reflect on own work activities Be able to agree a personal development plan 4 Be able to develop own knowledge, skills and understanding Assessment Criterion - The learner can: 1.1 Describe the duties and responsibilities of own role 1.2 Identify standards that influence the way the role is carried out 1. Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice 2.2 Assess how well own knowledge, skills and understanding meet standards 2. Demonstrate the ability to reflect on work activities.1 Identify sources of support for own learning and development.2 Describe the process for agreeing a personal development plan and who should be involved. Contribute to drawing up own personal development plan 4.1 Show how a learning activity has improved own knowledge, skills and understanding 4.2 Show how reflecting on a situation has improved own knowledge, skills and understanding 4. Show how feedback from others has developed own knowledge, skills and understanding 4.4 Show how to record progress in relation to personal development

Unit 8: Introduction to equality and inclusion in health, social care or children s and young people s settings Unit Reference Number: R/601/5471 Level: 2 Credit: 2 Unit Summary This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Relationship to Occupational Standards This unit is linked to the national occupational standard CCLD 20, GEN 12, GCU 5, HSC 24, HSC 24 Learning Outcome - The learner will: 1 Understand the importance of equality and inclusion Assessment Criterion - The learner can: 1.1 Explain what is meant by: diversity equality inclusion discrimination 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting 1. Explain how practices that support equality and inclusion reduce the likelihood of discrimination 2 Be able to work in an inclusive way 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role 2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences 2. Describe how to challenge discrimination in a way that encourages change Know how to access information, advice and support about diversity, equality and inclusion.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion.2 Describe how and when to access information, advice and support about diversity, equality and inclusion

Unit 9: Introduction to duty of care in health, social care or children s and young people s settings Unit Reference Number: H/601/5474 Level: 1 Credit: 2 Unit Summary This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. Assessment Guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment principles. Relationship to Occupational Standards This unit is linked to the national occupational standard CCLD 20 HSC 24 GCU 2 Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the implications of duty of care 1.1 Define the term duty of care 1.2 Describe how the duty of care affects own work role 2 Understand support available for addressing 2.1 Describe dilemmas that may arise between the dilemmas that may arise about duty of care duty of care and an individual s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Know how to respond to complaints.1 Describe how to respond to complaints.2 Identify the main points of agreed procedures for handling complaints

2.10 Unique Learner Number It is an OFQUAL requirement that Awarding Bodies must capture the Unique Learner Number (ULN) for all learners who have claimed. Where a learner has a ULN, you should enter their number in the ULN field of the entry form. For learners who do not have a ULN, a claim will still be accepted if you leave this field blank but MERCURIUS POLITICUS will not be able to send these achievements to the Personal Learning Record (PLR) 2.11 What level of Functional Skills will be required? There is no specific entry requirement. Learners will need to have Minimum Core Skills in literacy, numeracy & IT skills in order to successfully complete as they will need to achieve the minimum core requirement of personal skills in these areas. Initial assessment of minimum core of personal skills in English, Mathematics and ICT must be carried out for all learners commencing the qualification and any associated needs should be recorded in appropriate learning plans. 2.12 What physical requirements will the programme demand of the learner, such as, is this programme suitable for visually impaired learners? Learners are not restricted on the basis of physical capacities. Learners should be guided on the requirements of employment in the sector, and on whether the qualification will contribute to the achievement of their career goals. Learners must be able to meet the required assessment criteria for this qualification. 2.1 Language MERCURIUS POLITICUS qualifications and assessment materials will be provided through the medium of English. The language used within this qualification is subject to scrutiny to ensure that it is plain, clear, free from bias and appropriate to the level. Further information on language requirements can be found in the document Position statement on Welsh and Irish on the MERCURIUS POLITICUS website. 2.14 Learners with proven Special Consideration The MERCURIUS POLITICUS procedures can be found in the Guidance on Reasonable Adjustments and Special Consideration document which is available for download from the MERCURIUS POLITICUS website. 2.15 Guidance notes on delivery There are detailed requirements for the delivery and assessment of these qualifications specified in this document. Therefore delivery and assessment must be undertaken in line with this guidance, regardless of the mode of delivery chosen. The programme may be applied flexibly, in accordance with learners needs and local circumstances. Facilitators/assessors are encouraged to repeat sessions that learners have not fully grasped or introduce additional sessions to ensure understanding and competence. It is recommended that where possible the theoretical sessions are interspersed with practical aspects.

Delivery via Blended learning Centres may choose to deliver this qualification via blended learning. Blended learning means the combination of delivery by face-to-face methods and learner self-study. When delivering blended learning, personnel competency requirements must be met and learner support systems must be provided in line with the Centre Guidance contained in this document. Such requirements include the allocation of a mentor to actively support each learner, the usage of qualified and experienced teachers for delivery and assessment and the initial assessment of learners prior to commencement of the course. Learners should be given access to an adequately resourced centre where they will be given this support and where they can complete. It is important to note that delivery entirely via distance learning is not appropriate, due to these requirements. If you are delivering these courses via blended learning, you may be using learning and assessment materials produced by a training provider. Any training materials used for assessment purposes must either be endorsed by MERCURIUS POLITICUS beforehand or approved by the MERCURIUS POLITICUS standards verifier prior to their usage. Likewise, plans of assessment and assignment tasks must be approved to MERCURIUS POLITICUS prior to the first assessment being undertaken by the learners. This approval process will be carried out by the standards verifier either electronically (or using other forms of correspondence), or at an initial moderation visit. Materials for approval can be sent directly to the Qualifications Manager. A standard MERCURIUS POLITICUS observation form is available for use by centres and can be downloaded from the MERCURIUS POLITICUS website. 2.16 Grading Assessment is competent / not competent. There is no grading. 2.17 Determining and Reporting of Results The MERCURIUS POLITICUS procedures on registration and certification, assessment and internal quality control are available in the following document: Centre Guidance Pack Guidance for the delivery and assessment of qualifications awarded by Mercurius Politicus 2.18 Opportunities for progression Learners who achieve the Level 2 Diploma in Health and Social Care (QCF) may progress onto the Level Diploma in Health and Social Care (QCF), Alternatively QCF units may appear in other larger qualifications on the QCF, you can check this by visiting the Register of Regulated Qualifications at http://register.ofqual.gov.uk, use the URN to search for the unit and click on linked unit to the view the units of other qualifications. 2.19 Pre-course procedures MERCURIUS POLITICUS qualifications are available to anyone who is capable of reaching the required standards. They have been developed free from any barriers that restrict access or progression thereby promoting equal opportunities. There are no formal requirements for entry to these qualifications.

2.20 Interview procedure All centre staff involved in the assessment or delivery of these qualifications should understand the requirements of the qualification and match them to the needs and capabilities of individual learners before entering them as learners for one of these qualifications. 2.21 Initial Assessment It is important that centres carry out some form of initial assessment that identifies what competence and knowledge a learner already has and any proven and documented needs which should be taken into account. This will help in planning the learning programme. It is important at the initial assessment stage to ensure that learners commence a programme at the appropriate level. Initial assessment of minimum core of personal skills in English, Mathematics and ICT must be carried out for all learners commencing the qualification. This should be recorded so that centres can identify any associated needs and record this in appropriate plans. 2.22 Learner Support Support for literacy, numeracy and language Centres should assess each learner s potential and make a professional judgement about his/her ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of: The support available to the learner within the centre during his/her programme of study Any specific support that might be necessary to allow the learner to access the assessment for the qualification Diagnoses of the requirements of the learner, making use of specialist advice from external sources, as appropriate. During the recruitment process centres should identify any learner requirements and how they may affect successful completion of the particular programme. Programme teams should refer closely to the qualification specifications when discussing possible options for learners. They should advise learners on the appropriateness of the qualification to the learner and identify more suitable qualifications if necessary. Reasonable adjustments to assessment and special considerations to accommodate individual learner needs are allowed by MERCURIUS POLITICUS procedures and must be notified to MERCURIUS POLITICUS in advance of the assessment. See the MERCURIUS POLITICUS document Guidance on Reasonable adjustments and Special Consideration which can be downloaded from our website. 2.2 Individual learning plans All learners must have an individual learning plan that records their needs, prior learning and progress on the learning programme. The learning plan provides the basis for action planning to enable the learner to work towards their qualification. It should identify any learning and professional needs and a plan to address these needs. Learning plans should be negotiated and agreed with individual learners and recorded in a format that details: Learner details Existing relevant qualifications e.g. literacy and numeracy qualifications, subject specialist S q e ua c li t fi i c o at n ion T s wo Details of any evidence offered for prior learning Results of initial assessments in literacy and numeracy Details of those supporting the learner e.g. tutor, mentor, subject specialist Any additional support required by the learner