Level 3 Health and Social Care

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

1 Understand how to 1.1 Explain the importance of ‘getting to know’ the type reference
establish the needs, individual
background, experiences,
wishes, preferences and 1.2 Identify sources of information that can inform the
choices of an individual process

2 Be able to identify how an 1.3 Explain the importance of supporting an individual
individual’s needs can be to communicate their own background,
met through a shared- experiences, wishes and preferences
lives arrangement
2.1 Work with the individual and others to assess how
3 Know how to address identified requirements can be met within the
potential power shared lives arrangement
imbalances in a shared-
lives arrangement 2.2 Work with the individual and others to identify
factors that may affect the individual’s integration
into the home environment

3.1 Explain how sharing own home may create a sense
of power imbalance between an individual, self and
key people

3.2 Identify ways that potential power imbalances may
be addressed to promote full membership of the
household

3.3 Identify strategies that could be used to address
conflicts and disagreements

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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 assist 4.1 Provide a welcoming and supportive environment

individuals to adjust to the for an individual with the help of key people

home environment 4.2 Provide opportunities for the individual to meet and

get to know key people

4.3 Support the individual to settle into the home
environment

4.4 Support the individual to communicate their
thoughts and feelings about sharing the home
environment

4.5 Describe actions to take if an individual is
distressed

4.6 Provide opportunities for the individual’s continued
personal and social development

5 Be able to support key 5.1 Establish with key people any adjustments that

people to adjust to a might need to be made to support an individual

shared-lives arrangement within the home

5.2 Establish strategies to deal with any conflict and
disagreements that may arise

5.3 Work with the individual and key people to agree
‘house rules’ in order to minimise potential
difficulties

5.5 Describe ways to balance the needs of key people
and the individual

5.6 Support key people to participate in the shared-
lives arrangement

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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 Assessment criteria Evidence Portfolio Date

6 Be able to contribute to type reference
on-going review of the
shared lives arrangement 6.1 Provide regular feedback on the shared-lives
arrangement in line with agreed ways of working

6.2 Work with the individual, key people and those
organising the shared lives arrangement to review
its effectiveness

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 67: Support Individuals in their
Relationships
Unit code:
Unit reference number: HSC 3019
QCF level:
Credit value: R/601/8578
Guided learning hours:
3

4

27

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 provide support for
individuals to establish and maintain relationships and social networks.

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 in ways that do not intrude on the privacy of the individual.

Additional Information

Relationships may include:
• family relationships
• friendships
• social networks
An individual is someone requiring care or support.
Information may include:
• feedback from the individual and others
• observations
• records.
Others may include:
• family
• friends
• advocates
• others who are important to the individual’s wellbeing.
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

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

1 Understand factors 1.1 Analyse reasons why individuals may find it difficult type reference
affecting the capacity of to establish or maintain relationships
individuals to develop
and/or maintain 1.2 Describe types of legal restriction or requirement
relationships that may affect individuals’ relationships

2 Be able to support 1.3 Explain how an individual’s capacity to establish or
individuals to identify maintain relationships may be affected by the way
beneficial relationships support is provided

3 Be able to support 1.4 Explain the importance of ensuring privacy and
individuals to develop new confidentiality when providing support for
relationships relationships

2.1 Support an individual to understand the likely
benefits of positive relationships

2.2 Support the individual to recognise when a
relationship may be detrimental or harmful

2.3 Work with the individual to identify specific
relationships that are likely to be beneficial to them

3.1 Describe types of support and information an
individual may need in order to extend their social
network

3.3 Establish with an individual the type and level of
support needed to develop a new relationship

3.4 Provide agreed support and information to develop
the relationship

3.5 Encourage continued participation in actions and
activities to develop the relationship

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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 support type reference
individuals to maintain
existing relationships 4.1 Describe types of support an individual may need in
order to maintain an existing relationship with
5 Be able to work with family or friends
individuals to review the
support provided for 4.2 Establish with an individual the type and level of
relationships support needed to maintain the relationship

4.3 Provide agreed support to maintain the relationship

5.1 Establish with the individual the criteria for
evaluating how effective support for a relationship
has been

5.2 Collate information about the relationship and the
support provided

5.3 Work with the individual and others to review and
revise the support provided

5.4 Report and record 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 68: Facilitate Person-centred
Assessment, Planning,
Unit code: Implementation and Review
Unit reference number:
QCF level: HSC 3020
Credit value:
Guided learning hours: H/601/8049

3

6

45

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 facilitate person-
centred assessment, planning, implementation and review.

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

The individual is the person requiring care or support. An advocate may
act on behalf of an individual.
A care plan may also be known by other names, such as a support plan,
individual plan or care delivery plan. It is the document where day-to-day
requirements and preferences for care and support are detailed.
Others may include:
• carers
• friends and relatives
• professionals
• others who are important to the individual’s wellbeing.
Factors may include:
• feasibility of aspirations
• beliefs, values and preferences of the individual
• risks associated with achieving outcomes
• availability of services and other support options.

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

Options and resources should consider:
• informal support
• formal support
• care or support services
• community facilities
• financial resources
• individual’s personal networks.
Revisions may include:
• closing the plan if all objectives have been met
• reducing the level of support to reflect increased independence
• increasing the level of support to address unmet needs
• changing the type of support
• changing the method of delivering support.

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 the principles type reference
of person-centred
assessment and care 1.1 Explain the importance of a holistic approach to
planning assessment and planning of care or support

2 Be able to facilitate 1.2 Describe ways of supporting the individual to lead
person-centred the assessment and planning process
assessment
1.3 Describe ways the assessment and planning
process or documentation can be adapted to
maximise an individual’s ownership and control of it

2.1 Establish with the individual a partnership approach
to the assessment process

2.2 Establish with the individual how the process should
be carried out and who else should be involved in
the process

2.3 Agree with the individual and others the intended
outcomes of the assessment process and care plan

2.4 Ensure that assessment takes account of the
individual’s strengths and aspirations as well as
needs

2.5 Work with the individual and others to identify
support requirements and preferences

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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 contribute to 3.1 Take account of factors that may influence the type type reference
the planning of care or and level of care or support to be provided
support
3.2 Work with the individual and others to explore
4 Be able to support the options and resources for delivery of the plan
implementation of care
plans 3.3 Contribute to agreement on how component parts
of a plan will be delivered and by whom
5 Be able to monitor care
plans 3.4 Record the plan in a suitable format

4.1 Carry out assigned aspects of a care plan
4.2 Support others to carry out aspects of a care plan

for which they are responsible
4.3 Adjust the plan in response to changing needs or

circumstances

5.1 Agree methods for monitoring the way a care plan
is delivered

5.2 Collate monitoring information from agreed sources
5.3 Record changes that affect the delivery of the care

plan

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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 facilitate a type reference
review of care plans and
their implementation 6.1 Seek agreement with the individual and others
about:

– who should be involved in the review process

– criteria to judge effectiveness of the care plan

6.2 Seek feedback from the individual and others about
how the plan is working

6.3 Use feedback and monitoring/other information to
evaluate whether the plan has achieved its
objectives

6.4 Work with the individual and others to agree any
revisions to the plan

6.5 Document the review process and revisions as
required

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 69: Support Individuals to Live at
Home
Unit code:
Unit reference number: HSC 3022
QCF level: Y/601/7903
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
live at home.

Assessment requirements

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

Additional information

An individual is someone requiring care or support.
Others may include:
• family
• friends
• advocates
• others who are important to the individual’s wellbeing.
Needs may include:
• personal
• physical
• financial
• social
• environmental
• safety.
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.

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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

Circumstances may include:
• health
• social situation
• financial circumstances
• legal status.

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 principles
1.1 Describe how being supported to live at home can type reference
of supporting individuals benefit an individual
to live at home
1.2 Compare the roles of people and agencies who may
2 Be able to contribute to be needed to support an individual to live at home
planning support for living
at home 1.3 Explain the importance of providing information
about benefits, allowances and financial planning
which could support individuals to live at home

1.4 Explain how risk management contributes to
supporting individuals to live at home

2.1 Identify with an individual the strengths, skills and
existing networks they have that could support
them to live at home

2.2 Identify with an individual their needs that may
require additional support and their preferences for
how the needs may be met

2.3 Agree with the individual and others the risks that
need to be managed in living at home and ways to
address them

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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

3 Be able to work with 3.1 Support the individual and others to access and type reference
individuals to secure understand information about resources, services
additional services and and facilities available to support the individual to
facilities to enable them to live at home
live at home
3.2 Work with the individual and others to select
4 Be able to work in resources, facilities and services that will meet the
partnership to introduce individual’s needs and minimise risks
additional services for
individuals living at home 3.3 Contribute to completing paperwork to apply for
required resources, facilities and services, in a way
5 Be able to contribute to that promotes active participation
reviewing support for
living at home 3.4 Obtain permission to provide additional information
about the individual in order to secure resources,
services and facilities

4.1 Agree roles and responsibilities for introducing
additional support for an individual to live at home

4.2 Introduce the individual to new resources, services,
facilities or support groups

4.3 Record and report on the outcomes of additional
support measures in required ways

5.1 Work with the individual and others to agree
methods and timescales for ongoing review

5.2 Identify any changes in an individual’s
circumstances that may indicate a need to adjust
the type or level of support

5.3 Work with the individual and others to agree
revisions to the support provided

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

Unit 70: Support Individuals to Manage
their Finances
Unit code:
Unit reference number: HSC 3023
QCF level: D/601/7904
Credit value: 3
Guided learning hours: 3
20

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
manage and review their financial affairs, in accordance with their needs
and preferences.

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

Methods and services for managing personal finances may include
those for:
• budgeting
• tracking income and expenditure
• making payments
• keeping money safely
• managing debts
• keeping financial records.
Agreed ways of working will include policies and procedures where these
exist and will indicate where others need to be involved.
An individual is someone requiring care or support.
Others may include:
• family
• friends
• advocates
• professionals
• 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

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 Know how to access 1.1 Identify sources of information and advice about
information and advice methods and services for managing personal
about financial affairs finances

1.2 Identify sources of information and advice about
benefits and allowances

1.3 Describe the role of others who may be involved in
supporting individuals to manage their own
finances

1.4 Describe how and when to access specialist
expertise about managing financial affairs

1.5 Explain how to access advice on safeguarding
against financial abuse

2 Be able to provide support 2.1 Identify legislation, codes of practice and agreed

for individuals to manage ways of working that apply when providing support

their finances to manage financial affairs

2.2 Work with the individual to identify the skills they
have for managing their own finances

2.3 Identify an individual’s preferred methods and
services for managing their finances

2.4 Provide support for managing finances in a way
that promotes active participation and safeguards
the individual

2.5 Contribute to records and reports about finances in
line with agreed ways of working

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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

3 Be able to contribute to 3.1 Provide support for an individual to check the type reference
applying for financial benefits and allowances to which they are entitled
assistance
3.2 Contribute to completing forms and paperwork to
4 Be able to contribute to apply for benefits or entitlements in a way that
reviewing support for promotes active participation
managing finances
4.1 Agree with the individual the process and criteria
for measuring the effectiveness of methods,
services and support for managing finances

4.2 Work with the individual to evaluate methods,
services and support for managing finances

4.3 Agree with the individual any changes to methods,
services and support for managing finances

4.4 Provide feedback to an organisation or agency
about the effectiveness of financial information or
support

4.5 Explain the importance of providing feedback to
organisations or agencies about any shortfalls in
their financial services or support

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 71: Support Individuals to Access and
Manage Direct Payments
Unit code:
Unit reference number: HSC 3024
QCF level: H/601/7905
Credit value: 4
Guided learning hours: 6
40

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
manage direct payments.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4, 6 and 7 must be assessed in a real work
environment

Additional information

An individual is someone requiring care or support.
Others may include
• family
• friends
• advocates
• professionals
• others who are important to the individual’s wellbeing.
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) 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 and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand the role of 1.1 Explain the purpose of direct payments
direct payments
1.2 Explain how direct payments relate to legislation
and policies for providing care and support

1.3 Identify the range of services for which direct
payments may be used

2 Be able to support 2.1 Identify sources of information and advice about
individuals to decide using direct payments
whether to use direct
payments 2.2 Provide information and advice about direct
payments in a way that is accessible to an
individual and others

2.3 Access specialist guidance about using direct
payments

2.4 Work with the individual and others to decide:

– whether a direct payment would be beneficial in
meeting the individual’s needs

– the level and type of support needed to manage
the direct payment

3 Be able to provide support 3.1 Provide accessible information about services that

to select services to be are likely to meet the individual’s needs

purchased with direct 3.2 Work with the individual and others to select
payments support that meets their needs within resources

available

3.3 Support the individual to check and understand
documents produced by service providers selected

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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 Assessment criteria Evidence Portfolio Date

type reference

4 Be able to provide support 4.1 Contribute to completing paperwork to apply for

for completing paperwork direct payments, in a way that promotes active

associated with direct participation

payments 4.2 Support the individual to make payments for

services purchased, in a way that promotes active

participation

4.3 Contribute to submitting claims and monitoring
documents for direct payments, in a way that
promotes active participation

5 Understand how to 5.1 Explain how dilemmas may arise between duty of
address difficulties, care and an individual’s rights in the context of
dilemmas and conflicts direct payments
relating to direct
payments 5.2 Identify practical difficulties and conflicts that may
arise in relation to direct payments

5.3 Describe strategies to resolve or minimise such
difficulties, dilemmas and conflicts

6 Be able to contribute to 6.1 Agree with the individual how the support they

reviewing the support purchase will be evaluated

provided through direct 6.2 Work with the individual and others to evaluate the
payments support they have purchased

6.3 Agree any changes needed to the support
purchased

6.4 Provide feedback to organisations about the
support purchased

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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

7 Be able to contribute to type reference
reviewing the
management of direct 7.1 Work with the individual and others to review the
payments management of the direct payment

7.2 Agree any changes to the type and level of support
needed for managing a direct payment

7.3 Provide feedback to people and organisations about
the management of the individual’s direct payment

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 72: Support Individuals to Access
Housing and Accommodation
Unit code: Services
Unit reference number:
QCF level: HSC 3027
Credit value:
Guided learning hours: K/601/7906

3

4

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
access housing and accommodation services.

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

An individual is someone requiring care or support.
A plan may include:
• realistic and achievable goals
• actions the individual will take
• the level and type of support required
• roles and responsibilities
• timescales
• how and when progress towards goals will be reviewed.
Others may include:
• carers
• friends and relatives
• professionals
• others who are important to the individual’s wellbeing.
Agreed ways of working will include policies and procedures where these
exist.

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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 support type reference
available to access
housing and 1.1 Identify sources of funding and benefits that are
accommodation services available for housing and accommodation services

2 Be able to work with 1.2 Analyse the range of housing and accommodation
individuals to identify services available
housing and
accommodation services 1.3 Explain how and where to access specialist
that meet their needs information and advice about housing and
accommodation services
3 Be able to work with
individuals to plan to 2.1 Work with an individual to identify their
access housing and accommodation requirements
accommodation services
2.2 Work with the individual to understand the range of
accommodation services that could meet their
needs

2.3 Support the individual to understand requirements
that may be made by housing and accommodation
services

3.1 Work with the individual and others to agree a plan
for accessing housing and accommodation services

3.2 Establish with an individual which housing and
accommodation services will be approached

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Learning outcomes Assessment criteria Evidence Portfolio Date

4 Be able to work with type reference
individuals to access
housing and 4.1 Support the individual to prepare to attend
accommodation services meetings with housing and accommodation services

5 Be able to work with 4.2 Work with the individual to provide accurate and
housing and complete information to express their requirements
accommodation services and preferences
to meet the needs of
individuals 4.3 Support the individual to understand the outcome
of decisions made by a housing or accommodation
6 Be able to contribute to service
the review of housing and
accommodation services 4.4 Describe ways to challenge discrimination in
for individuals accessing housing and accommodation services

5.1 Provide housing and accommodation services with
information about own role and responsibilities

5.2 Demonstrate continued contact with housing and
accommodation staff to ensure individual needs are
being met

6.1 Work with the individual and others to:

– monitor the effectiveness and consistency of the
service in meeting the individual’s needs and
preferences

– identify any additional support needed

6.2 Consult with others about any problems and
proposed solutions

6.3 Record and report on the review in line with agreed
ways of working

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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 73: Support Individuals to Deal with
Personal Relationship Problems
Unit code:
Unit reference number: HSC 3028
QCF level:
Credit value: R/601/8581
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 provide support for
individuals to manage relationship problems.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development’s QCF Assessment Principles.
Learning outcomes 1, 2 and 5 must be assessed in a real-work environment
but in ways that do not intrude on the individual’s privacy.

Additional information

An individual is someone requiring care or support
Others may include:
• family
• advocates
• professionals
• others important to the individual’s wellbeing.
Relationship problems may relate to:
• conflict
• tension
• risk of harm
• legal restrictions or requirements.
Agreed support may include:
• supporting the individual to devise strategies to overcome difficulties

themselves
• making facilities available for contact meetings with the other person
• encouraging the individual to keep appropriate contact with the person

between meetings
• providing support to manage fears, anxieties, conflicts and tensions.

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Information may include:
• observations
• records
• feedback from the individual and others.

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 Be able to support 1.1 Describe problems that may arise within type reference
individuals to assess relationships and the potential effects on an
relationship problems individual’s wellbeing

2 Be able to support 1.2 Work with an individual and others to identify
individuals to overcome possible problems in a relationship
relationship problems
1.3 Work with the individual and others to analyse the
3 Know how and when to causes of a relationship problem
access specialist support
about relationship 2.1 Establish with the individual and others the level
problems and type of support needed to overcome problems
in a relationship the individual wishes to maintain

2.2 Agree with the individual and others the best way
to maintain the relationship while managing risks

2.3 Carry out agreed support for overcoming a
relationship problem

3.1 Describe circumstances that would require
additional or specialist advice when supporting an
individual to manage a difficult relationship

3.2 Identify specialist information and support for a
range of relationship problems

3.3 Describe how to access specialist information or
support to help address relationship problems

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Learning outcomes Assessment criteria Evidence Portfolio Date

4 Know how to support 4.1 Describe types of support individuals may need in type reference
individuals to end order to end an unhelpful relationship
unhelpful relationships
4.2 Explain how to establish with an individual the type
5 Be able to evaluate the and level of support needed to end a relationship
support provided for
relationship problems 4.3 Describe ways to support an individual to cope with
any distress when a relationship ends

5.1 Establish with the individual and others the criteria
for evaluating the effectiveness of support for a
relationship problem

5.2 Collate information about the relationship and the
support provided

5.3 Work with the individual to evaluate the
effectiveness of the support provided to address
the relationship problem

5.4 Work with the individual and others to revise the
support provided

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

(if sampled)

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Unit 74: Support Individuals with Specific
Communication Needs
Unit code:
Unit reference number: HSC 3029
QCF level: T/601/8282
Credit value: 3
Guided learning hours: 5
35

Unit summary

This unit is for those who support individuals with specific communication
needs. It provides the learner with the knowledge and skills that address
personal interaction and the use of special methods and aids to promote
communication.

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 6 must be assessed in a real work
environment.

Additional information

An individual is someone with specific communication needs who requires
care or support.
Aids may include:

• technological aids
• human aids.
Others may include:
• family
• advocates
• specialist communication professionals
• others who are important to the individual’s wellbeing.
Information may include:
• observations
• records
• feedback from the individual and others.

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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

Learning outcomes and assessment criteria

Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

1 Understand specific 1.1 Explain the importance of meeting an individual’s

communication needs and communication needs

factors affecting them 1.2 Explain how own role and practice can impact on

communication with an individual who has specific

communication needs

1.3 Analyse features of the environment that may help
or hinder communication

1.4 Analyse reasons why an individual may use a form
of communication that is not based on a formal
language system

1.5 Identify a range of communication methods and
aids to support individuals to communicate

1.6 Describe the potential effects on an individual of
having unmet communication needs

2 Be able to contribute to 2.1 Work in partnership with the individual and others

establishing the nature of to identify the individual’s specific communication

specific communication needs

needs of individuals and 2.2 Contribute to identifying the communication
ways to address them methods or aids that will best suit the individual

2.3 Explain how and when to access information and
support about identifying and addressing specific
communication needs

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Learning outcomes Assessment criteria Evidence Portfolio Date
3 Be able to interact with
type reference
individuals using their
preferred communication 3.1 Prepare the environment to facilitate
communication
4 Be able to promote
communication between 3.2 Use agreed methods of communication to interact
individuals and others with the individual

5 Know how to support the 3.3 Monitor the individual’s responses during and after
use of communication the interaction to check the effectiveness of
technology and aids communication

3.4 Adapt own practice to improve communication with
the individual

4.1 Support the individual to develop communication
methods that will help them to understand others
and be understood by them

4.2 Provide opportunities for the individual to
communicate with others

4.3 Support others to understand and interpret the
individual’s communication

4.4 Support others to be understood by the individual
by use of agreed communication methods

5.1 Identify specialist services relating to
communication technology and aids

5.2 Describe types of support that an individual may
need in order to use communication technology and
aids

5.3 Explain the importance of ensuring that
communication equipment is correctly set up and
working properly

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Learning outcomes Assessment criteria Evidence Portfolio Date

6 Be able to review an type reference
individual’s
communication needs and 6.1 Collate information about an individual’s
the support provided to communication and the support provided
address them
6.2 Contribute to evaluating the effectiveness of agreed
methods of communication and support provided

6.3 Work with others to identify ways to support the
continued development of communication

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 75: Support Individuals During a
Period of Change
Unit code:
Unit reference number: HSC 3033
QCF level: M/601/7907
Credit value: 3
Guided learning hours: 4
29

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
during a period of change.

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

Types of change include changes that are:
• positive
• negative
• chosen
• unchosen
• temporary
• permanent.
An individual is someone requiring care or support.
Others may include:
• carers
• friends and relatives
• professionals
• others who are important to the individual’s wellbeing.
The plan to manage a change may incorporate:
• the individual’s preferences associated with the change
• existing skills or knowledge the individual has that will help them

manage the change

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

• new skills or knowledge the individual may need to develop in order to
manage the change

• resources and expertise for managing the change that exist within the
individual’s personal network

• additional resources, support or expertise needed
• ways to address risks that may arise from a change.
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 reasons for
type reference
and responses to change
1.1 Describe types of change that may occur in the
2 Be able to support course of an individual’s life
individuals to plan how to
manage or adapt to 1.2 Analyse factors that may make change a positive or
change a negative experience

1.3 Describe approaches likely to enhance an
individual’s capacity to manage change and
experience change positively

2.1 Work with individuals and others to identify recent
or imminent changes affecting them

2.2 Support the individual to assess the implications
and likely impacts of the change identified

2.3 Work with the individual and others to plan how to
adapt to or manage the change

2.4 Explain the importance of both practical support
and emotional support during a time of change

2.5 Identify and agree roles and responsibilities for
supporting a change

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Learning outcomes Assessment criteria Evidence Portfolio Date
3 Be able to support
type reference
individuals to manage or
adapt to change 3.1 Carry out agreed role and responsibilities for
supporting change, in ways that promote active
4 Be able to evaluate the participation
support provided during a
period of change 3.2 Provide information and advice to support the
individual to manage change

3.3 Support the individual to express preferences and
anxieties when going through change

3.4 Adapt support methods to take account of
preferences or anxieties

3.5 Describe how and when to seek additional expertise
and advice when supporting an individual through
change

4.1 Agree with the individual and others how the
support provided will be evaluated, and who will be
involved

4.2 Work with the individual and others to identify
positive and negative aspects of a change

4.3 Work with the individual and others to evaluate the
effectiveness of methods used to support the
change process

4.4 Record and report on the effectiveness of support
for the change process

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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

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