Level 3 Health and Social Care

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

3 Be able to follow the 3.1 Describe why it is important to follow the agreed
agreed care plan care plan

3.2 Ensure the agreed care plan has been checked prior
to undertaking the pressure area care

3.3 Identify any concerns with the agreed care plan
prior to undertaking the pressure area care

3.4 Describe actions to take where any concerns with
the agreed care plan are noted

3.5 Identify the pressure area risk assessment tools
which are used in own work area

3.6 Explain why it is important to use risk assessment
tools

4 Understand the use of 4.1 Identify a range of aids or equipment used to

materials, equipment and relieve pressure

resources available when 4.2 Describe safe use of aids and equipment.
undertaking pressure area
care 4.3 Identify where up-to-date information and support
can be obtained about:

– materials

– equipment

– resources

5 Be able to prepare to 5.1 Prepare equipment and environment in accordance

undertake pressure area with health and safety guidelines

care 5.2 Obtain valid consent for the pressure area care

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Learning outcomes Assessment criteria Evidence Portfolio Date

6 Be able to undertake 6.1 Carry out pressure area care procedure in a way type reference
pressure area care that:
– respects the individual’s dignity and privacy
– maintains safety
– ensures the individual’s comfort
– promotes active participation
– promotes partnership working

6.2 Apply standard precautions for infection prevention
and control

6.3 Carry out the pressure area care procedure without
obstruction from bedding and clothing

6.4 Move an individual using approved techniques and
in accordance with the agreed care plan

6.5 Use pressure relieving aids in accordance with the
care plan and any safety instructions

6.6 Communicate effectively with the individual
throughout the intervention

6.7 Complete all records and documentation accurately
and legibly

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 56: Move and Position Individuals in
Accordance with their Plan of
Unit code: Care
Unit reference number:
QCF level: HSC 2028
Credit value:
Guided learning hours: J/601/8027

2

4

26

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 move and
position individuals as part of their plan of care according to their specific
needs.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 3, 4 and 5 must be assessed in a real work
environment.

Additional information

Agreed ways of working will include policies and procedures and
guidelines where these exist.
Valid consent must be in line with agreed UK country definition.
Active participation is a way of working that recognises an individual’s
right to participate in the activities and relationships of everyday life as
independently as possible; the individual is regarded as an active partner in
their own care or support, rather than a passive recipient.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

1 Understand anatomy and 1.1 Outline the anatomy and physiology of the human type reference
physiology in relation to body in relation to the importance of correct
moving and positioning moving and positioning of individuals
individuals
1.2 Describe the impact of specific conditions on the
2 Understand current correct movement and positioning of an individual
legislation and agreed
ways of working when 2.1 Describe how current legislation and agreed ways
moving and positioning of working affect working practices related to
individuals moving and positioning individuals

2.2 Describe what health and safety factors need to be
taken into account when moving and positioning
individuals and any equipment used to do this

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date
3 Be able to minimise risk
3.1 Access up-to-date copies of risk assessment type reference
before moving and documentation
positioning individuals
3.2 Carry out preparatory checks using:
4 Be able to prepare – the individual’s care plan
individuals before moving – the moving and handling risk assessment
and positioning
3.3 Identify any immediate risks to the individual
3.4 Describe actions to take in relation to identified

risks
3.5 Describe what action should be taken if the

individual’s wishes conflict with their plan of care in
relation to health and safety and their risk
assessment
3.6 Prepare the immediate environment ensuring:
– adequate space for the move in agreement with

all concerned
– that potential hazards are removed
3.7 Apply standard precautions for infection prevention
and control

4.1 Demonstrate effective communication with the
individual to ensure that they:
– understand the details and reasons for the
action/activity being undertaken
– agree the level of support required

4.2 Obtain valid consent for the planned activity

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

5 Be able to move and 5.1 Follow the care plan to ensure that the individual is
position an individual positioned

– using the agreed technique

– in a way that will avoid causing undue pain or
discomfort

5.2 Demonstrate effective communication with any
others involved in the manoeuvre

5.3 Describe the aids and equipment that may be used
for moving and positioning

5.4 Use equipment to maintain the individual in the
appropriate position

5.5 Encourage the individual’s active participation in
the manoeuvre

5.6 Monitor the individual throughout the activity so
that the procedure can be stopped if there is any
adverse reaction

5.7 Demonstrate how to report and record the activity
noting when the next positioning manoeuvre is due

6 Know when to seek advice 6.1 Describe when advice and/or assistance should be

from and/or involve others sought to move or handle an individual safely

when moving and 6.2 Describe what sources of information are available
positioning an individual about moving and positioning individuals

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 57: Contribute to Raising Awareness
of Health Issues
Unit code:
Unit reference number: HSC 3001
QCF level:
Credit value: T/601/9027
Guided learning hours: 3

4

26

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 work as part of a team
to raise awareness of health issues.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work
environment.

Additional information

Health issues may include:
• specific health needs
• actions or behaviours that may put health or development at risk.

Others may include:
• co-workers, line manager and other professionals
• carers, friends and relatives of individuals
• others who are important to the well-being of individuals.

An individual is someone requiring care or support.
• cost-effectiveness.

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

The plan may include:
• aims, objectives, outcomes and target audience
• media and communication formats
• best options to meet aims
• how to implement activities
• how to monitor activities
• roles and responsibilities.

Activities may include:
• consultations
• interviews
• questionnaires
• presentations
• displays/posters
• discussion groups
• self-analysis checklists.

Information may include information about:
• processes
• outcomes
• impact on target audience

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand factors 1.1 Analyse reasons why it may be necessary to raise
affecting awareness- awareness of health issues
raising activities about
health issues 1.2 Compare the roles of agencies and others who may
be involved in raising awareness of health issues

1.3 Describe factors to consider when planning
awareness-raising activities

2 Be able to recognise the 2.1 Access information and support about health issues

need for raising and approaches to raising awareness

awareness of health issues 2.2 Identify with others any health issues affecting

individuals about which awareness needs to be

raised

2.3 Review with others the demand for and interest in
raising awareness of a particular health issue

3 Be able to assist in 3.1 Contribute to agreeing roles and responsibilities

planning activities to raise within a team planning awareness-raising activities

awareness of health issues 3.2 Work with the team to plan a set of activities to

raise awareness about a health issue

4 Be able to contribute to 4.1 Carry out agreed role to implement activities

implementing activities for 4.2 Demonstrate communication that promotes
raising awareness of 4.3 effective teamwork while the plan is implemented
health issues
Encourage individuals and others to give feedback

about awareness-raising activities

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date

5 Be able to review the type reference
effectiveness of activities
to raise awareness of 5.1 Work with others to agree processes and criteria for
health issues reviewing the programme of activities

5.2 Collate and present information about the activities

5.3 Work with others to review the effectiveness of the
programme

5.4 Make recommendations for changes to awareness-
raising activities

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 58: Provide Support to Continue
Recommended Therapies
Unit code:
Unit reference number: HSC 3002
QCF level: A/601/9028
Credit value: 3
Guided learning hours: 3
20

Unit summary

This unit is aimed at those working in a wide range of settings. The unit
provides the learner with the knowledge and skills needed to support
individuals to continue recommended therapies. It covers encouraging and
supporting individuals to continue recommended therapies, carrying out
observations and reviewing the therapy.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work situation.

Additional information

Therapies may include:
• occupational therapy
• physiotherapy
• hydrotherapy
• aromatherapy.
An individual is someone requiring care or support.
Information may include:
• intended outcomes of the therapy
• activities needed to continue the therapy
• learner’s role and responsibilities
• how to set up the environment and use equipment and materials
• most effective ways of supporting an individual.

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Active participation

is a way of working that recognises an individual’s right to participate in the
activities and relationships of everyday life as independently as possible;
the individual is regarded as an active partner in their own care or support,
rather than a passive recipient.
Ways to address difficulties may include:
• making adjustments to the level or type of support provided
• stopping therapy activities if individual is in pain or distress
• seeking additional support from therapists and others when problems

and difficulties are beyond own competence.
Others may include:
• family
• friends
• advocates
• specialist therapists
• others who are important to the individual’s wellbeing.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand the 1.1 Analyse the potential benefits of recommended

importance of supporting therapies to an individual’s health and wellbeing

individuals to continue 1.2 Describe barriers that may prevent individuals from
recommended therapies continuing recommended therapies, and the

possible consequences of discontinuation

2 Be able to encourage 2.1 Establish agreement on an individual’s needs and

individuals to complete preferences about continuing a recommended

activities recommended by therapy

therapists 2.2 Provide opportunities for an individual to access

information about the benefits of continuing the

recommended therapy

2.3 Describe how to overcome an individual’s fears or
concerns about continuing the recommended
therapy

3 Be able to provide support 3.1 Clarify with the therapist the information needed

to continue recommended before providing support for the therapy

therapy 3.2 Promote active participation during therapy

3.3 Address difficulties encountered during therapy

3.4 Provide constructive feedback and encouragement
to the individual during therapy

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

4 Be able to observe, record 4.1 Establish with the individual and others what

and report on observations need to be made during therapy

observations during sessions

recommended therapy 4.2 Carry out agreed observations

4.3 Record agreed observations as required

4.4 Report on the findings of observations to individuals
and others

5 Be able to contribute to 5.1 Work with others to establish processes and criteria

evaluation and review of for evaluating the effectiveness of the therapy and

recommended therapies the support provided

5.2 Carry out agreed role to support the evaluation,
using observations and feedback from the
individual and others

5.3 Agree changes to therapy sessions or the support
provided

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 59: Provide Support to Maintain and
Develop Skills for Everyday Life
Unit code:
Unit reference number: HSC 3003
QCF level: L/601/8028
Credit value: 3
Guided learning hours: 4
28

Unit summary

This unit is aimed at those working in a wide range of settings. The unit
provides the learner with the knowledge and skills required to work with
individuals to retain, regain and develop skills for everyday life.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work
environment.

Additional information

An individual is someone requiring care or support.
Others may include
• family
• advocates
• team members
• line manager
• specialists
• others who are important to the individual’s wellbeing.
The plan may include:
• goals (short, medium and long term)
• the type and level of support needed to achieve goals
• roles and responsibilities
• ways to address any associated risks
• ways to monitor the plan.

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Active participation is a way of working that recognises an individual’s
right to participate in the activities and relationships of everyday life as
independently as possible; the individual is regarded as an active partner in
their own care or support, rather than a passive recipient.
Agreed ways of working will include policies and procedures where these
exist.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand the context of 1.1 Compare methods for developing and maintaining

supporting skills for skills for everyday life

everyday life 1.2 Analyse reasons why individuals may need support

to maintain, regain or develop skills for everyday

life

1.3 Explain how maintaining, regaining or developing
skills can benefit individuals

2 Be able to support 2.1 Work with an individual and others to identify skills
individuals to plan for for everyday life that need to be supported
maintaining and
developing skills for 2.2 Agree with the individual a plan for developing or
everyday life maintaining the skills identified

2.3 Analyse possible sources of conflict that may arise
when planning and ways to resolve them

2.4 Support the individual to understand the plan and
any processes, procedures or equipment needed to
implement or monitor it

3 Be able to support 3.1 Provide agreed support to develop or maintain

individuals to retain, skills, in a way that promotes active participation

regain or develop skills for 3.2 Give positive and constructive feedback to the
everyday life
individual during activities to develop or maintain

their skills

3.3 Describe actions to take if an individual becomes
distressed or unable to continue

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date

4 Be able to evaluate 4.1 Work with an individual and others to agree criteria type reference
support for developing or and processes for evaluating support
maintaining skills for
everyday life 4.2 Carry out agreed role to evaluate progress towards
goals and the effectiveness of methods used

4.3 Agree revisions to the plan
4.4 Record and report in line with agreed ways of

working

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 60: Facilitate Learning and
Development Activities to Meet
Unit code: Individual Needs and Preferences
Unit reference number:
QCF level: HSC 3004
Credit value:
Guided learning hours: L/601/8644
3

5

35

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 support individuals to
plan, take part in and evaluate learning or development activities.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work
environment.

Additional Information

Learning and development activities may include:
• intellectual pursuits
• activities to promote fitness or mobility
• activities relating to skills development
• activities to promote participation and interaction.
An individual is someone requiring care or support.
Others may include:
• family members
• advocates
• line manager
• specialists
• others who are important to the individual’s wellbeing.

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

A plan for a learning or development activity may include:
• the purpose of the activity
• how the activity will be implemented
• timescales for implementation
• the roles and responsibilities of those involved
• the level and type of support required
• resources or equipment needed
• ways to minimise risks.
Agreed ways of working will include polices and procedures where these
exist.
Active participation is a way of working that recognises an individual’s
right to participate in the activities and relationships of everyday life as
independently as possible; the individual is regarded as an active partner in
their own care or support, rather than a passive recipient.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand the role of 1.1 Describe the benefits to individuals of engaging in

learning and development learning or development activities

activities in meeting 1.2 Analyse the purpose of a range of learning or
individual needs development activities in which individuals may

participate

1.3 Explain how individual needs and preferences may
influence how learning and development activities
are accessed or delivered

2 Be able to identify 2.1 Support the individual to communicate their goals,

learning and development needs and preferences about learning or

activities to meet development activities

individual needs and 2.2 Provide the individual and others with information
preferences on possible learning or development activities

2.3 Assess whether a tailor-made activity may be more
beneficial to an individual than other learning or
development opportunities

2.4 Work with the individual and others to agree
learning or development activities that will suit the
individual

3 Be able to plan learning 3.1 Describe factors that may affect the way a

and development activities programme of learning or development activities is

with individuals implemented and supported

3.2 Establish with the individual and others a plan for
implementing the programme of activities

3.3 Assess risks in line with agreed ways of working

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date
4 Be able to prepare for
type reference
learning and development
activities 4.1 Obtain or prepare resources or equipment needed
for the activity
5 Be able to facilitate
learning and development 4.2 Describe how resources or equipment might be
activities with individuals adapted to meet the needs of an individual

4.3 Support the individual to prepare for an activity so
as to minimise risks and maximise their
participation

4.4 Prepare the environment so that the activity can be
carried out safely and effectively

5.1 Carry out agreed role in facilitating the activity

5.2 Support the individual to engage with the activity in
a way that promotes active participation

5.3 Encourage the individual to give feedback about
how the activity is implemented and the support
provided

5.4 Make adjustments in response to feedback

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes Assessment criteria Evidence Portfolio Date

6 Be able to evaluate and 6.1 Agree with the individual and others the process type reference
review learning and and criteria for evaluation of the activity and the
development activities support provided

6.2 Collate and present information for evaluation as
agreed

6.3 Use agreed criteria to evaluate the activity with the
individual and others

6.4 Make recommendations for any changes in the
activity, its implementation or the support provided

6.5 Explain the importance of recognising progress
achieved through a learning or development
activity

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 61: Support the Development of
Community Partnerships
Unit code:
Unit reference number: HSC 3007
QCF level:
Credit value: M/601/9494
Guided learning hours: 4

5

33

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 support the
development of community partnerships.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work
environment.

Additional information

Others may include:
• individuals
• families and friends of individuals
• colleagues within the organisation
• colleagues outside the organisation.
Roles and responsibilities may include:
• contribution of resources
• commitment of time
• allocation of tasks.
Operating effectively will include:
• working inclusively
• respecting and valuing all members
• supporting members to participate
• abiding by agreements
• resolving conflicts.

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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for England (QCF) Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date
1 Understand the role of
1.1 Explain the concept of community partnerships type reference
community partnerships 1.2 Analyse the benefits of community partnerships
1.3 Describe the range of agencies, networks,
2 Be able to identify where
community partnerships organisations and individuals who may be involved
could inform and support in community partnerships
practice
2.1 Work with others to identify needs that could be
3 Be able to bring people met through community partnerships
together to set up
community partnerships 2.2 Gather and disseminate information about existing
community partnerships that may meet identified
needs

2.3 Contribute to evaluating information about existing
community partnerships and identifying gaps

2.4 Work with others to determine how a community
partnership could fill a gap in provision

3.1 Identify individuals, agencies, organisations and
networks who might wish to be involved in a
partnership to fill a gap in provision

3.2 Disseminate information about the proposed
partnership to those identified

3.3 Invite participation in the proposed partnership

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Learning outcomes Assessment criteria Evidence Portfolio Date
4 Be able to support the
4.1 Gather information about good practice from type reference
setting up of community partnerships with similar purposes
partnerships
4.2 Gather information on potential costs and sources
5 Be able to contribute to of funding for the partnership
the running of community
partnerships 4.3 Provide information gathered to potential members
of the partnership
6 Be able to contribute to
the review of community 4.4 Work with others to agree:
partnerships – membership of the partnership
– aims and objectives
– roles and responsibilities
– activities and practices

5.1 Carry out own responsibilities to support the
purpose of the partnership

5.2 Support the community partnership to operate
effectively

5.3 Describe ways to support the partnership when a
member disengages

6.1 Support members of the partnership to monitor its
activities

6.2 Support members of the partnership to agree
processes, participants and criteria for evaluating
its effectiveness in meeting objectives

6.3 Contribute to evaluating the partnership
6.4 Contribute to agreeing changes to the partnership’s

practice

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Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 62: Implement Therapeutic Group
Activities
Unit code:
Unit reference number: 3008
QCF level:
Credit value: D/601/9491
Guided learning hours:
3

4

25

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 plan, prepare and
implement therapeutic group activities in collaboration and agreement with
individuals and others.

Assessment requirements

This unit must be assessed in line with Skills for Care and Development’s
QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work
environment, in ways that do not intrude on the privacy of individuals.

Additional information

Therapeutic group activities may include:
• reminiscence therapy
• relaxation and anxiety management
• remedial games
• health-related group activities
• art or music therapy.
Individuals are those requiring care or support.
Others may include:
• carers and family members
• line manager
• therapists or other specialists who may recommend therapeutic group

activities.

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Risks may include those associated with:
• the health, safety and wellbeing of those in the group
• unintentional exclusion of some group members
• others involved with the group’s activities
• the environment
• equipment and resources used.
Active participation is a way of working that recognises an individual’s
right to participate in the activities and relationships of everyday life as
independently as possible; the individual is regarded as an active partner in
their own care or support, rather than a passive recipient.
Agreed ways of working will include policies and procedures where these
exist.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date
1 Understand the principles
1.1 Explain how participating in therapeutic group type reference
of therapeutic group activities can benefit an individual’s identity, self-
activities esteem and wellbeing

2 Be able to plan and 1.2 Analyse reasons why a group activity rather than
prepare for therapeutic one-to-one work may be recommended in
group activities particular circumstances

1.3 Compare key points of theories about group
dynamics

2.1 Work with individuals and others to agree:
– the nature and purpose of a therapeutic group
– specific activities to fit the purpose of the group

2.2 Address any risks that may be associated with the
planned activities

2.3 Prepare the environment for a therapeutic group
activity

2.4 Prepare equipment or resources needed for the
activity

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Learning outcomes Assessment criteria Evidence Portfolio Date

3 Be able to support type reference
individuals during
therapeutic group 3.1 Support group members to understand the purpose
activities and proposed activity of the group

4 Be able to contribute to 3.2 Support group members during the activity in ways
the evaluation of that encourage effective communication, active
therapeutic group participation and cooperation
activities
3.3 Give direction, praise, reassurance and constructive
feedback during the activity

3.4 Support the group to bring the activity to a safe
and timely end

4.1 Encourage and support individuals to give feedback
during and after group activities

4.2 Agree processes and criteria for evaluating the
therapeutic benefits of the group and its activities

4.3 Carry out own responsibilities for supporting the
evaluation and agreeing any revisions

4.4 Record and report on outcomes and any revisions
in line with agreed ways of working

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 63: Support Individuals to Develop
and Run Support Groups
Unit code:
Unit reference number: HSC 3010
QCF level: H/601/9492
Credit value: 3
Guided learning hours: 3
24

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 support individuals to
develop and run support groups.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work
environment.

Additional information

Support to set up a group may include:
• putting individuals in touch with others who have the same interests and

purpose
• accessing resources
• providing advice and encouragement.
Support to run the group may include:
• providing advice and sharing expertise
• developing guidelines on roles and responsibilities
• developing ground rules
• giving advice on respecting and valuing all members.
Operating safely may need to take account of:
• health and safety
• the environment
• equipment and materials
• use and abuse of power
• risk of harm or abuse.

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Conflicts may include those relating to:
• rights and responsibilities
• health and safety
• managing risk
• costs
• ethical concerns
• interpersonal relationships.
Agreed ways of working will include policies and procedures where these
exist.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date
1 Understand the role of
type reference
support groups
1.1 Explain the benefits of support groups to individuals
2 Be able to support
individuals to assess the 1.2 Explain how involvement in setting up and running
need for additional a support group can affect the identity, self-esteem
support groups and self-image of individuals

3 Be able to support 1.3 Compare key points of theories about group
individuals to develop dynamics
their own support groups
2.1 Work with individuals to identify the support a
4 Be able to support group could provide for them
individuals to run support
groups 2.2 Contribute to accessing sources of information
about existing support groups

2.3 Work with individuals to evaluate existing support
groups and identify gaps in provision

3.1 Work with individuals to identify ways to develop
their own support group where there is a gap in
provision

3.2 Work with individuals to agree the nature and
purpose of the support group

3.3 Establish with individuals the level and type of
support they require to set up a group

3.4 Carry out own role as agreed to support the setting
up of the group

4.1 Establish with group members the support they
need to run the group

4.2 Support the group to operate safely

4.3 Support the group to resolve conflicts

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Learning outcomes Assessment criteria Evidence Portfolio Date

5 Be able to support 5.1 Support the group to monitor its activities and type reference
individuals to evaluate outcomes
support groups
5.2 Support the group to:
– agree processes and criteria for evaluating its
activities and outcomes
– evaluate its activities and outcomes

5.3 Report on the effectiveness of the support group in
line with agreed ways of working

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Unit 64: Prepare to Support Individuals
Within a Shared Lives
Unit code: Arrangement
Unit reference number:
QCF level: HSC 3012
Credit value:
Guided learning hours: M/601/9611

3

4

31

Unit summary

This unit provides the knowledge and skills required for those preparing to
support an individual within a shared-lives arrangement.

Assessment requirements

This unit must be addressed in accordance with Skills for Care and
Development’s QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work
environment.

Additional information

Shared-lives arrangements may include:
• long-term accommodation support
• short breaks
• day-time support
• kinship support
• adult placement (Wales).
Key people may include:
• those who share the learner’s home
• members of learner’s extended family
• learner’s social networks
• others who may be involved in the shared lives arrangement.

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand how shared- 1.1 Describe the potential benefits to individuals of

lives arrangements can being supported through a shared-lives

benefit individuals arrangement

1.2 Explain how a shared-lives arrangement can
promote person-centred support that enables
individuals to take responsibility for decisions about
their lives and actions

2 Be able to access and 2.1 Establish with the people organising the provision

share information relevant of a shared lives arrangement the information and

to the provision of a support required by key people and self

shared-lives arrangement 2.2 Access information and guidance about the rights,
for individuals
duties and responsibilities of those involved in

providing a shared-lives arrangement

2.3 Share with key people information and guidance
about the rights, duties and responsibilities of those
involved in providing a shared-lives arrangement

3 Be able to address the 3.1 Establish with key people the potential effects on

potential impact on key their lives of providing a shared-lives arrangement

people of providing a for an individual

shared-lives arrangement 3.2 Establish with key people any concerns and issues

in relation to providing a shared-lives arrangement

for an individual

3.3 Agree any changes required in order to provide a
shared-lives arrangement for individuals

3.4 Identify with key people strategies for dealing with
any potential areas of conflict

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Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

4 Be able to carry out an 4.1 Evaluate own knowledge, understanding and skills

analysis of own in relation to supporting an individual in a shared-

development needs before lives arrangement

supporting an individual in 4.2 Investigate ways to fill gaps in own knowledge,
a shared lives understanding and skills
arrangement

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 65: Support Individuals to Access and
Use Services and Facilities
Unit code:
Unit reference number: HSC 3013
QCF level: F/601/7927
Credit value: 3
Guided learning hours: 4
25

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 support
individuals to select, use and review services and facilities.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work
environment.

Additional information

Services and facilities may include:
• services provided within an individual’s home
• services to enable an individual to meet their social care needs
• community facilities.
An individual is someone requiring care or support.
Information to be challenged may include information that is:
• misleading
• inaccurate
• discriminatory
• inaccessible
• excluding individuals.

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date
1 Understand factors that
1.1 Describe how accessing a range of services and type reference
influence individuals’ facilities can be beneficial to an individual’s
access to services and wellbeing
facilities
1.2 Identify barriers that individuals may encounter in
2 Be able to support accessing services and facilities
individuals to select
services and facilities 1.3 Describe ways of overcoming barriers to accessing
services and facilities
3 Be able to support
individuals to access and 1.4 Explain why it is important to support individuals to
use services and facilities challenge information about services that may
present a barrier to participation

2.1 Work with an individual to identify a range of
services and facilities likely to meet their assessed
needs

2.2 Agree with an individual their preferred options for
accessing services and facilities

2.3 Work with an individual to select services or
facilities that meet their assessed needs and
preferences

3.1 Identify with an individual the resources, support
and assistance required to access and use selected
services and facilities

3.2 Carry out agreed responsibilities to enable the
individual to access and use services and facilities

3.3 Explain how to ensure individuals’ rights and
preferences are promoted when accessing and
using services and facilities

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Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

4 Be able to support 4.1 Work with an individual to evaluate whether

individuals’ to review their services or facilities have met their assessed needs

access to and use of and preferences

services and facilities 4.2 Support an individual to provide feedback on their

experience of accessing and using services or

facilities

4.3 Work with an individual to evaluate the support
provided for accessing and using services or
facilities

4.4 Identify and agree any changes needed to improve
the experience and outcomes of accessing and
using services or facilities

Learner name: __________________________________________ Date:___________________________
Learner signature: _______________________________________ Date:___________________________
Assessor signature: ______________________________________ Date:___________________________
Internal verifier signature: ________________________________ Date:___________________________

(if sampled)

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Unit 66: Provide Support for Individuals
Within a Shared Lives
Unit code: Arrangement
Unit reference number:
QCF level: HSC 3014
Credit value:
Guided learning hours: J/601/9601

3

5

35

Unit summary

This unit provides the knowledge and skills required for those supporting an
individual within a shared lives arrangement.

Assessment requirements

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.

Additional information

Shared-lives arrangements may include:
• long-term accommodation support
• short breaks
• day-time support
• kinship support
• adult placement (Wales).
Key people may include:
• those who share the learner’s home
• members of learner’s extended family
• learner’s social networks
• others who may be involved in the shared-lives arrangement.
Agreed ways of working will include policies and procedures where these
exist.

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for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and
Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011

Assessment methodology

Learners can enter the types of evidence they are presenting for
assessment and the submission date against each assessment criterion.
Alternatively, centre documentation should be used to record this
information.

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Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011