Explain why it is important to assume that someone has capacity unless there is evidence that they do not. The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. Adult Education Health and Social Care. Level 3 BTEC Health and Social Care UNIT 1 - EXAM - practice questions & answers. This could include: Lighting, Noise, Temperature, Unpleasant odours, 5.3b Report any concerns they have to the relevant person. This/These qualification/s has/have not been subject to the same reforms as Applied General and Tech Level qualifications (which are specifically designed for 16-19 year old students), however the ESFA has implemented a new set of business rules for the approval of qualifications for funding, based on the 2013 Review of Adult Vocational Qualifications in England. Some of these qualifications are occupational, and may not be designed specifically for progression to HE. These qualifications are designed for post-16 students and fall under the oversight of the Department of Business, Energy and Industrial Strategy (BEIS) and the Education and Skills Funding Agency (ESFA). These qualifications may have been taken as part of a wider study programme or an apprenticeship. Also available in bundle from $21.42. 9.4a. No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. 1.0 / 5. The City & Guilds Health and Social Care portfolios, offer a comprehensive suite of qualifications from Level 1 through to Level 5, designed to support the development of learners who are working or who wish to pursue a career in the Health and/or Social Care sectors across England, Wales and Northern Ireland. A levels or other vocational qualifications. You may also be able to select a maximum of two level 2 optional units for your level 3 diploma. Portfolio of evidence, one extended assessment. Hoehn. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. by Juday. BTEC National Level 3 Health and Social Care E. Rasheed, A. Hetherington. Constant internal environment means that the … Three mandatory units (externally set, internally assessed) contribute 100% of the overall grade. Top Health And Social Care Unit 1 Level 3 Flashcards Ranked by Quality. Study Health And Social Care Unit 1 Level 3 using smart web & mobile flashcards created by top students, teachers, and professors. Information Profile list, 2013 Review of Adult Vocational Qualifications. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. Nine mandatory units (externally set, internally assessed) contribute 78% towards the overall grade. Applicants holding these qualifications may be school or college leavers, however, some may be more mature students who are likely to have other relevant experience alongside these qualifications. Most students start their studies in September and complete the qualification within 2 years (or 1 year if the certificate has already been successfully completed). Home and work environment Gameshow quiz. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. Students may combine these qualifications with other qualifications e.g. by Be122565. The aim of these qualifications is to enable students to access higher education or assist with progression into the workplace. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. The information contained on this website is a study guide only. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. This qualification confirms competence in these areas for roles such as: Senior Care Support Workers in Residential Settings Vocational qualifications must comply with the regulator’s general rules, as is the case with all regulated qualifications. These qualifications have been designed, written and reviewed by a team of subject matter experts, employers and higher education institutions. Level 3 Diploma in Health & Social Care (Adults) for England UCAS tariff These are the recognised qualifications for care workers and senior care workers in health and social care. BTEC Level 3 National in Health and Social Care First teaching September 2016 Sample Marked Learner Work External Assessment ... we have been developing support materials to help you better understand the application of Nationals BTEC Level 3 qualification. You may also be restricted on which optional units you may choose based on the knowledge and resources of your training provider – for example, if your assessor has not been trained in dementia care, they may not be able to assess it. In March 2014 the government published a Reform Plan for Vocational Education. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). Equality, diversity and rights in health and social care Unit 02 - 60 GLH, assessment method E - PDF 762KB; Health, safety and security in health and social care Unit 03 - 60 GLH, assessment method E - PDF 3MB; Anatomy and physiology for health and social care Unit 04 - 90 GLH, assessment method E - … This could include: Senior member of staff, Carer, Family member, 5.7a Demonstrate that their actions promote person centred values including: individuality, independence, privacy, partnership, choice, dignity, respect, rights, 6.1a Describe the different ways that people communicate, 6.1b Describe how communication affects relationships at work, 6.1c Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them, 6.2a Describe how to establish an individual’s communication and language needs, wishes and preferences, 6.2b List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences, 6.3a List barriers to effective communication, 6.3b Describe ways to reduce barriers to effective communication, 6.3c Describe how to check whether they (the HCSW/ASCW) have been understood, 6.3d Describe where to find information and support or services, to help them communicate more effectively, 6.4a Describe what confidentiality means in relation to their role, 6.4b List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication, 6.4c Describe situations where information, normally considered to be confidential, might need to be passed on, 6.4d Describe who they should ask for advice and support about confidentiality, 7.1a Describe what is meant by privacy and dignity, 7.1b List situations where an individual’s privacy and dignity could be compromised, 7.1c Describe how to maintain privacy and dignity in the work setting. NCFE CACHE Level 3 Award in Health and Social Care, NCFE CACHE Level 3 Certificate in Health and Social Care, NCFE CACHE Level 3 Extended Diploma in Health and Social Care. 3.2 Support others to understand and contribute to records. These rules recognise that adults may have different needs, aspirations and ambitions to younger people and include that qualifications should be: The regulation of vocational qualifications is the responsibility of the respective regulators in each UK country – Ofqual (England), CCEA Regulation (Northern Ireland), SQA (Scotland), and Qualifications Wales (Wales). relevant to individuals and employers and affordable for all sizes of business and for individuals, rigorous and based on a robust future-looking occupational standard designed and assessed by the sector. 2.1 Describe features of manual and electronic information storage systems that help ensure security. For those who wish to study at a higher level, the qualifications will enable them to develop higher level learning skills such as independent working, research, self-reflection and collaborative learning. 36 Cards – 6 Decks – 11 Learners Sample Decks: Learning Outcome 1, The Human Rights, The Values of care in Health and Social Care Services Show Class Health and Social Unit 2. There are a number of key considerations for HEPs when reviewing vocational qualifications that are not listed on the DfE 16 – 19 performance tables for England: These qualifications have been developed in partnership with employers, universities and other subject experts to ensure that the content is current and relevant. For detailed unit and content information, please view the qualification specifications on the CACHE website. 9.5a List the main requirements of legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with mental health conditions, dementia or learning disabilities, 9.5b Explain how the legislation and policies listed may affect the day to day experiences of individuals with mental health needs, dementia or learning disabilities and their families, 9.6a Explain what is meant by the term “capacity”, 9.6b. This qualification demonstrates your occupational competence and is suitable for those currently working in the sector such as those in a senior care worker role. Marieb, K.N. List how someone may feel if they have: 1. This means that evidence provided for the portfolio will also demonstrate the development and use of higher level learning skills. Unit 376: Sex & Sexuality (Learning Disability), Use and develop systems that promote communication, Develop health and safety and risk management policies procedures and practices in health and social care or children and young people’s settings, Work in partnership in health and social care or children and young people’s settings, Lead and manage a team within a health and social care or children and young people's setting, Develop professional supervision practice in health and social care or children and young people's settings, Manage health and social care practice to ensure positive outcomes for individuals, Safeguarding and protection of vulnerable adults, Understand safeguarding of children and young people (for those working in the adult sector), Assess the individual in a health and social care setting, Undertake a research project within services for health and social care or children and young people, Implement Person-Centred Approaches in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Lead and manage a team within a health and social care or children and young people’s setting, Develop professional supervision practice in health and social care or children and young people’s settings, Kindle Unlimited Books for Health & Social Care, Understand mental well-being and mental health promotion, The principles of Infection Prevention and Control, Support individuals who are substance users, Awareness of the Mental Capacity Act 2005, Understand how to provide support when working in end of life care, Understand how to support individuals during the last days of life, Understand the process and experience of dementia, 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 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, Purpose and principles of Independent Advocacy, Maintaining the Independent Advocacy relationship, Responding to the advocacy needs of different groups of people, Introduction to personalisation in social care, Facilitate person centred assessment, planning, implementation and review, Support person-centred thinking and planning, Cleaning, Decontamination and Waste Management, Principles of supporting an individual to maintain personal hygiene, Support individuals to maintain personal hygiene, Understand the context of supporting individuals with learning disabilities, Understand positive risk taking for individuals with disabilities, Principles of supporting individuals with a learning disability regarding sexuality and sexual health, Understand how to support individuals with autistic spectrum conditions, Understand the impact of Acquired Brain Injury on individuals, Support individuals with autistic spectrum conditions, Work with other professionals and agencies to support individuals with physical disability, Support individuals with a learning disability to access healthcare, Promote effective communication with individuals with sensory loss, Support individuals with multiple conditions and/or disabilities, Support the assessment of individuals with sensory loss, Support the promotion of awareness of sensory loss, Recognise indications of substance misuse and refer individuals to specialists, Identify and act upon immediate risk of danger to substance misusers, Increase awareness about drugs, alcohol or other substances with individuals and groups, Carry out initial assessments to identify and prioritise the needs of substance misusers, Carry out comprehensive substance misuse assessment, Help individuals address their substance use through an action plan, Understanding and Enabling Assisting and Moving Individuals, Move and position individuals in accordance with their plan of care, Develop and sustain effective working relationships with staff in other agencies, Support the development of community partnerships, Provide support to manage pain and discomfort, Gain access to the homes of individuals, deal with emergencies and ensure security on departure, Provide support to maintain and develop skills for everyday life, Facilitate learning and development activities to meet individual needs and preferences, Support individuals to develop and run support groups, Prepare to support individuals within a shared lives arrangement, Support individuals to access and use services and facilities, Provide support for individuals within a shared lives arrangement, Support individuals in their relationships, Support individuals to manage their finances, Support individuals to access and manage direct payments, Support individuals with specific communication needs, Support individuals during a period of change, Support individuals to prepare for and settle in to new home environments, 4 Enable individuals to develop strategies to manage their behaviour, Support individuals to stay safe from harm or abuse, Support positive risk taking for individuals, Support individuals to access education, training or employment, Enable individuals to negotiate environments, Support families in maintaining relationships in their wider social structures, Administer medication to individuals, and monitor the effects, Support use of medication in social care settings, Contribute to raising awareness of health issues, Prepare environments and resources for use during healthcare activities, Prepare for and carry out extended feeding techniques, Undertake tissue viability risk assessments, Undertake urethral catheterisation processes, Promote nutrition and hydration in health and social care settings, Implement the positive behavioural support model, Contribute to effective team working in health and social care or children and young people’s settings, Understanding professional supervision practice. This could include: Senior member of staff, Carer, Family member, 7.5a Describe the importance of how valuing people contributes to active participation, 7.5b Explain how to enable individuals to make informed choices about their lives, 7.5c List other ways they can support active participation, 7.5d Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community, 7.6a Demonstrate that they can support the active participation of individuals in their care, 7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care, 7.6c Report any concerns to the relevant person. qualifications. Health and Social Care Level 3, Unit 5, Task 3. Fourteen mandatory units and four optional units (externally set, internally assessed) contribute 67% towards the overall grade. Prep for a quiz or learn for fun! Nine ‘core mandatory’ units (graded A* – D; externally set, marked by the Centre); one Extended Assessment covering the ‘core mandatory’ units (externally set, externally marked); Placement in a Real Work Environment: 75 hours. 10.1a Explain the term safeguarding adults, 10.1b Explain their own role and responsibilities in safeguarding individuals, 10.1e Explain why an individual may be vulnerable to harm or abuse, 10.1f Describe what constitutes restrictive practices, 10.1g List the possible indicators of abuse, 10.1h Describe the nature and scope of harm to and abuse of adults at risk, 10.1i List a range of factors which have featured in adult abuse and neglect, 10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services, 10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse, 10.2a Describe how care environments can promote or undermine people's dignity and rights, 10.2b Explain the importance of individualised, person centred care, 10.2c Explain how to apply the basic principles of helping people to keep themselves safe, 10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures, 10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention, 10.2f Explain how a clear complaints procedure reduces the likelihood of abuse, 10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures, 10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults, 10.4b Explain the importance of sharing information with the relevant agencies, 10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies. Explain why it is important to understand that the causes and support needs are different for people with mental health conditions, dementia and learning disabilities. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. (P1) Operant conditioning is a type of behavior modification which can be used to either decrease or increase the likelihoods of a certain aspect of a behavior will occur. For the qualifications which have an external assessment component, there is a maximum of one further opportunity after the first submission for students to submit the External Assessment in order to achieve a pass grade or to improve a grade. This QIP covers vocational qualifications which are not listed on the Department for Education (DfE) 16 – 19 performance tables for England. Health and Social Unit 2 … For example if you work in a nursing home, you may choose optional units related to supporting elderly people or dementia. These are listed in the Tariff qualifications list on the Adviser Tariff page. Health and social care unit 1 level 3. Unit 45: Independent Learning in Health and Social Care Unit code: D/600/9026 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to work independently and contribute effectively in a learning environment. This is a 60 mark paper taken from the Pearson Workbook. Hoehn. Units offered include public health, sociological and psychological perspectives, caring for children and young people, and safeguarding adults and promoting independence. Looking into the importance of risk assessments in the setting at a leisure centre. Describe what adjustments might need to be made to the way care is provided if someone has 1. You should use this information to answer questions IN YOUR OWN WORDS. This is because there are no specific qualification criteria for vocational qualifications, as there currently are for GCSEs, AS and A levels. Describe how to report concerns associated with any unmet needs which may arise from mental health conditions, dementia or learning disability through agreed ways of working. Examiners' report - Moderated units PDF 137KB; Combined feedback - Principles of working in health, social care, and childcare Unit 01 - Combined feedback on the June 2018 on-screen test PDF 2MB; Combined feedback - Health and safety in practice Unit 02 - Combined feedback on the January 2018 on-screen test (including selected exemplar candidate answers) PDF 5MB Dementia 3. Upon achievement of this qualification, the student will be able to progress to the Level 3 Certificate and Extended Diploma in Health and Social Care. I have typed them and created a clearer mark scheme with indicative content / model answers For example if you work in a nursing home, you may choose optional units related to supporting elderly people or dementia. An introduction to the health and social education. 9.2a. Mandatory content (100%). Mental health conditions such as: Psychosis, Depression and Anxiety 2. Essay - Health and social care level 3 - unit 11 - p6, m3, d2 Show more . Human Anatomy & Physiology E.N. Human Anatomy & Physiology E.N. 5.5b Recognise the signs that an individual is in pain or discomfort. Hide Show resource information. This qualification is ideal for if students have already completed the Level 3 Award in Health and Social Care, as they will already have achieved three of the mandatory units for the Certificate. Most students start their studies in September complete towards the end of the following academic year. These qualifications were launched in September 2015. Explain why early detection of mental health needs, dementia or learning disability is important. This could include: Re-positioning, Reporting to a more senior member of staff, Giving prescribed pain relief medication, Ensure equipment or medical devices are working properly or in the correct position e.g. Results are made available to CACHE centres throughout the year. 2.3 Maintain records that are up-to-date, complete, accurate and legible. recognised as worthy of investment, giving a clear signal of the economically valuable skills, knowledge and understanding required in an occupation now and in the future. The two extended assessments (externally set, externally marked) contribute 33% towards the overall grade. Health and Social Care level 3. It also provides direct progression to the Level 3 Extended Diploma in Health and Social Care. Results are confirmed, and certificates issued upon completion. BTEC National Level 3 Health and Social Care E. Rasheed, A. Hetherington. It has been know previously as: NVQ Level 3 in Health and Social Care; Level 3 Diploma in Health and Social Care (QCF) It is designed to confirm the occupational competency of care workers that have a lead role in their organisation. The Award may also be suitable if the student has previous experience of working in the sector but would like to refresh their knowledge. the functions of national and local health and social care provision, the roles and responsibilities of the health and social care practitioner when empowering individuals, how outcomes of serious case reviews inform practice in the health and social care sector, how to obtain and record physiological measurements, how to reflect on and plan for personal and professional development within the health and social care sector. your UCAS Tariff points, Qualification Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified. 2.2 Demonstrate practices that ensure security when storing and accessing information. 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