Level 3 Health and Social Care

Learning outcomes Assessment criteria Evidence Portfolio Date
3 Understand the different
3.1 Explain the different ways that individuals can use type reference
ways that individuals can their personal budget to buy support
use their personal budget
3.2 Research innovative ways that individuals can
4 Be able to support spend their personal budget other than buying
individuals to direct their social care services
support
3.3 Explain what restrictions may be imposed on
personal budgets

3.4 Describe the criteria that are used to sign off a
support plan

3.5 Describe a person-centred approach to risk that
ensures that individuals have what is important to
them whilst staying healthy and safe

4.1 Support an individual to express what is important
to them in how they want to be supported in the
future

4.2 Use person-centred thinking tools to support an
individual to have maximum choice and control in
their life

4.3 Use person-centred thinking tools to support an
individual to develop their support plan

4.4 Support an individual to identify any others who
could work with them to develop their support plan

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

Learning outcomes Assessment criteria Evidence Portfolio Date
5 Be able to support
5.1 Support an individual to understand the different type reference
individuals to use their ways they could develop their support plan
personal budget in
different ways 5.2 Support an individual to understand what
restrictions may be imposed on their personal
6 Be able to support budget
individuals with an
outcome-focused review 5.3 Support an individual to think about different
options for spending their personal budget

5.4 Demonstrate a person-centred approach to
balancing risk with individuals when making
decisions about their personal budget

6.1 Explain the process of an outcome-focused review
6.2 Support an individual to prepare for an outcome-

focused review
6.3 Support an individual to be at the centre of the

review process

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 104: Work with Other Professionals
and Agencies to Support
Unit code: Individuals with Physical
Unit reference number: Disabilities
QCF level:
Credit value: PD OP 3.2
Guided learning hours:
K/601/6190
3

3

23

Unit summary

This unit is aimed at those who provide care or support to individuals with
disabilities in a wide range of settings. It involves working with the
individual to identify the support required and working with professionals
and/or other agencies where the support sits outside own role.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development’s QCF Assessment Principles.

Additional information

Individual – the individual with the physical disability.
Quality of life - access to a range of activities and opportunities which
enable the individual to value themselves and feel valued by others.
Professionals
• physiotherapist
• occupational therapist
• nurse
• GP
• social worker
• dietician
• speech and language therapist.

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

Agencies - this can include:
Agencies specific to individual conditions eg MS, spina bifida, etc with the
aim of educating, advocating and lobbying.
They can also include more generic agencies which provide services i.e.
supported living in the community, personal care, support with direct
payments, advice re: benefits etc.

Assessment methodology

This unit is assessed in the workplace. 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 the 1.1 Describe circumstances when it would be important

contribution that other to involve other professionals

professionals and agencies 1.2 Explain the different referral processes to gain the
can make to support support of other professionals
individuals with physical 1.3
disabilities 1.4 Describe provision from across specialist agencies

Analyse the impact specialist agencies have on

providing a wider menu of services for the

individual

1.5 Describe the values and skills which underpin joint
working with other professionals and agencies

2 Be able to assess the 2.1 Assess when an individual’s needs require input

needs of individuals with from other agencies and professionals

physical disabilities for 2.2 Give the individual information about provision
inclusive social care options so that informed choices can be made
provision
2.3 Agree with the individual what they hope to achieve

through referral to another agency and/or

professional

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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 demonstrate type reference
partnership working
3.1 Make a referral to other professionals and/or
agencies in the agreed way

3.2 Use verbal and written communication skills in
making the individual’s needs and wishes known

3.3 Work in partnership with other agencies and or
professionals to support the individual to meet their
needs

3.4 Evaluate the outcomes for the individual of
partnership working

3.5 Document the work carried out with other
professionals and or agencies

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 105: Support Families who are
affected by Acquired Brain Injury
Unit code:
Unit reference number: PDOP 3.4
QCF level: M/601/5817
Credit value: 3
Guided learning hours: 3
30

Unit summary

This unit is aimed at those whose role involves supporting families of people
with an acquired brain injury. It covers the impact on the family/carers
including putting them at the centre of the intervention, recognising the
emotional impact of acquired brain injury on a variety of relationships. It
also addresses the ability to access support from other professionals and
agencies where appropriate.

Assessment requirements

Units need to be assessed in line with the Skills for Care and Development
QCF Assessment Principles.
Learning outcomes 4 and 5 must be assessed in a real work environment.

Additional information

The individual is the person with acquired brain injury.
Theories of loss and grief
• Elisabeth Kübler-Ross
• Warden
Personality changes, eg:
• irritability
• disinhibited behaviour
• frustration
• loss of social skills
• lack of self-awareness.

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

Relationships
• spouse/partner
• child
• parent
• sibling
• friend.
Primary carers
• spouse/partner
• child
• parent
• sibling
• friend.
Other professionals and agencies may include
• carers’ organisations
• social workers
• GPs
• supervisor
• advocate
• carers/family members
• colleagues.

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 impact on type reference
families who care for an
individual who is in a 1.1 Explain the impact on family of caring for an
minimally responsive or individual in a minimally responsive or vegetative
vegetative state state

2 Understand the long-term 1.2 Describe how theories of loss and grief provide a
effects of acquired brain framework for practice
injury on family
1.3 Describe the long-term adjustments families and
3 Understand legislation friends may need to make
that is relevant to carers
of an individual affected 2.1 Explain the emotional impact of acquired brain
by acquired brain injury injury on families

2.2 Compare the difference for families between caring
for an individual with mild to moderate brain injury
and an individual with severe brain injury

2.3 Describe the socio-economic impact on the family
of the long-term effects of acquired brain injury

2.4 Explain the impact on families of personality
changes in the individual

2.5 Describe changes that may occur in relationships as
a result of acquired brain injury

3.1 Identify legislation and policy specific to carers

3.2 Explain the key principles within legislation and
policy which are applicable to carers of an individual

3.3 Outline the obligations on social care organisations
as a result of legislation

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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 assess the 4.1 Assess with primary carers the support they require
support required by 4.2 Agree with the primary carer a plan of support
families who hold the 4.3 Identify support which can best be provided by
primary caring role
others
4.4 Report where there are unmet needs

5 Be able to work in 5.1 Explain the role of other professionals and agencies

partnership with other working with individuals with acquired brain injury

professionals and agencies 5.2 Work in partnership with other professionals and

agencies to support families

5.3 Evaluate outcomes for families of partnership
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 106: Support Families who have a
Child with a Disability
Unit code:
Unit reference number: PD OP 3.5
QCF level: D/601/5750
Credit value: 3
Guided learning hours: 3
23

Unit summary

This unit is aimed at those whose role includes supporting families who
have a child with sensory, physical or learning disabilities. It addresses
emotional needs and resource needs and it also addresses working with
other professionals and agencies.

Assessment requirements

Units need to be assessed in line with the Skills for Care and Development
QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real-work
environment.

Additional information

Diagnosis, eg a range of:
• physical disabilities
• learning disabilities
• sensory disabilities.
Interpersonal relationships within the family
Examples are:
• relationships with siblings
• relationships between siblings and parents
• relationships with grandparents.

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Other professionals and agencies:
• teachers
• educational psychologist
• educational welfare
• physiotherapist
• occupational therapist
• nurse
• GP
• social worker
• dietician
• speech and language therapist.
Support can include:
• support with personal care
• support with equipment
• advocacy
• support with benefits
• advice
• housing.

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 impact on 1.1 Describe the emotional impact that a diagnosis can

a family of having a child have on families

with a disability 1.2 Explain how the impact of having a child with a

disability can be rewarding and/or challenging

1.3 Explain the emotional experience that families may
have after diagnosis, using theories of loss

1.4 Explain how having a child with a disability may
affect interpersonal relationships within a family

1.5 Identify the changes that may need to be made to
family life, social life, work and accommodation

1.6 Explain why it is important for family members to
have opportunities to explore feelings and
experiences

2 Be able to support families 2.1 Establish with the family the support they require

who have a child with a 2.2 Work with the family to identify different ways that
disability needs can be met

2.3 Support family members to discuss feelings and
experiences related to having a child with a
disability

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Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

3 Be able to support families 3.1 Explain what informal networks and community

with a child with a resources there are for children with disabilities and

disability to use informal their families

networks and community 3.2 Give information to a family about community
resources
resources and informal networks to enable them to

make choices

3.3 Support a family to use community resources and
informal networks

4 Be able to work in 4.1 Identify support and resources that a child with a

partnership with other disability may need

professionals and agencies 4.2 Investigate the roles of other professionals and
to support families with a agencies that may provide support to families with
child with a disability a child with a disability

4.3 Provide information to a family about professionals
and agencies that may provide support

4.4 Identify when referrals should be made to other
professionals and/or agencies

4.5 Demonstrate partnership working with other
professionals and agencies to provide support to
families with a child with a disability

4.6 Review the outcomes for the family of partnership
working

4.7 Identify and report any additional support required
by the family

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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 107: Promote Effective
Communication with Individuals
Unit code: with Sensory Loss
Unit reference number:
QCF level: SS OP 3.2
Credit value:
Guided learning hours: K/601/3483

3

4

30

Unit summary

The purpose of this unit is to provide the learner with knowledge and skills
required to support effective communication with individuals with sensory
loss.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and
Development’s QCF Assessment Principles.
Learning outcomes 3 and 4 must be assessed in a real work environment.
Sensory loss could include:
• sight loss
• hearing loss
• deafblindness.

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 type reference
importance of effective
two-way communication 1.1 Identify the features of two-way communication

2 Understand different 1.2 Explain why two-way communication is important
methods that can support for individuals with sensory loss
communication with
individuals with sensory 1.3 Explain how own role can impact on the dynamics
loss of two-way communication with individuals with
sensory loss
3 Be able to support the
individual with 2.1 Research the different methods that are used to
communication support communication with individuals with
sensory loss

2.2 Identify the characteristics of communication that is
not based on formal language systems

3.1 Agree with an individual and/or others preferred
methods of communication

3.2 Prepare the environment to facilitate effective
communication

3.3 Use agreed methods of communication with an
individual

3.4 Check the effectiveness of communication with the
individual throughout the interaction

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

Learning outcomes Assessment criteria Evidence Portfolio Date

4 Evaluate the effectiveness 4.1 Evaluate the effectiveness of the use of agreed type reference
of methods of methods of communication with an individual
communication used to and/or others
support an individual with
sensory loss 4.2 Contribute to the identification of further support
needs of individuals with sensory loss to support
the continued development of communication skills

4.3 Make suggestions to improve the use of agreed
methods of communication to individuals and/or
others

4.4 Reflect on own practice on the use of agreed
methods of communication

4.5 Adapt own practice to meet the needs of the
individual

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 108: Support Individuals with Multiple
Conditions and/or Disabilities
Unit code:
Unit reference number: SS OP 3.3
QCF level: A/601/5190
Credit value: 3
Guided learning hours: 4
31

Unit summary

The purpose of this unit is to provide the learner with knowledge,
understanding and skills required to support individuals with multiple
conditions and/or disabilities.

Assessment requirements

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

Additional information

Multiple conditions and/or disabilities could include a combination of
factors relating to:
• sensory loss
• physical health
• mental health
• physical disability
• learning difficulty/disability
• emotional health.
Wellbeing, eg
• emotional
• psychological
• physical.
Activities could include:
• education
• employment
• leisure activities
• social activities
• household or domestic tasks.

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

Informal networks could include:
• family
• friends
• neighbours
• special interest groups.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.

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 the impact of 1.1 Describe possible multiple conditions and/or

multiple conditions and/or disabilities that individuals may have

disabilities on individuals 1.2 Explain how multiple conditions and/or disabilities

may have an additional impact on the individual’s

wellbeing and quality of life

1.3 Explain how multiple conditions and/or disabilities
may impact on individual’s opportunity to
participate in a range of activities

2 Understand own role in 2.1 Describe own role in supporting the wellbeing of

supporting individuals with individuals with multiple conditions and/or

multiple conditions and/or disabilities

disabilities 2.2 Explain the steps to take when actions may be

outside of the scope of own role and responsibilities

3 Understand the support 3.1 Research the roles of professionals who may

available for individuals provide support to individuals with multiple

with multiple conditions conditions and/or disabilities in own local area

and/or disabilities 3.2 Explain the range of equipment that is available to

support the additional needs of individuals with

multiple conditions and/or disabilities

3.3 Explain the range of resources that is available to
support the additional needs of individuals with
multiple conditions and/or disabilities

3.4 Explain the importance of informal networks in
providing support to individuals with multiple
conditions and/or disabilities

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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 assist 4.1 Support an individual to identify needs and type reference
individuals with multiple preferences
conditions and/or
disabilities 4.2 Identify any resources or specialist equipment that
may be required to support an individual to engage
5 Be able to evaluate the in activities
support provided to an
individual to engage in 4.3 Support an individual to engage in activities that
activities meet their needs and preferences

5.1 Review with the individual and/or others, how well
the activities have met the identified needs and
preferences

5.2 Reflect on own support to an individual to engage
in activities

5.3 Explain where additional advice, guidance or
support can be accessed to improve own practice

5.4 Adapt own practice to support the needs of the
individual

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 109: Support Individuals in the Use of
Assistive Technology
Unit code:
Unit reference number: SS OP 3.4
QCF level:
Credit value: J/601/3541
Guided learning hours: 4

4

32

Unit summary

The purpose of this unit is to provide the learner with the knowledge,
understanding and skills required to support the use of assistive technology.

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
Wellbeing, eg
• emotional
• psychological
• physical.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.

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 range, 1.1 Research the range and purpose of assistive

purpose and effectiveness technology that is available to support individuals in

of assistive technology own area of work

available to support 1.2 Investigate the effectiveness of the most commonly
individuals used assistive technology in own area of work

1.3 Explain how assistive technology can have a
positive impact on the wellbeing and quality of life
of individuals

2 Be able to support the 2.1 Explain own role and the roles of others in the
selection of assistive provision of assistive technology for individuals
technology with
individuals 2.2 Support an individual to access specialist
information and support about assistive technology

2.3 Support an individual to express needs, preferences
and desired outcomes in relation to the use of
assistive technology

2.4 Support an individual to select assistive technology
to meet their needs and preferences

3 Be able to support the use 3.1 Prepare the environment to support the use of

of assistive technology assistive technology with an individual

aids with an individual 3.2 Support the use of assistive technology following

instructions or guidelines within boundaries of own

role

3.3 Record the use of assistive technology following
procedures or agreed ways of working

3.4 Explain when and to whom referrals for
maintenance or repair would be made

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Learning outcomes Assessment criteria Evidence Portfolio Date

type reference

4 Be able to evaluate the 4.1 Review the effectiveness of assistive technology

effectiveness of the use of against identified outcomes with individuals and/or

assistive technology to others

meet identified outcomes 4.2 Provide feedback to others on the use of assistive

technology

4.3 Revise plans to use assistive technology to achieve
identified outcomes with individuals and/or others

4.4 Evaluate own practice in using assistive technology
to meet identified outcomes

4.4 Adapt own practice to support the needs of the
individual

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 110: Support the Assessment of
Individuals with Sensory Loss
Unit code:
Unit reference number: SS OP 3.5
QCF level:
Credit value: R/601/3543
Guided learning hours:
3

3

22

Unit summary

The purpose of this unit is to provide the learner with the knowledge,
understanding and skills required to support assessment of individuals with
sensory loss.

Assessment requirements

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

Additional information

Sensory loss could include:
• sight loss
• hearing loss
• deafblindness.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.
Wellbeing, eg
• emotional
• psychological
• physical.
Formal and informal methods could include:
• observation
• communication
• feedback from individuals
• feedback from families/carers/friends
• deterioration in the environment.

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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

type reference

1 Understand the range and 1.1 Identify the different types of assessment available

purpose of assessment to individuals with sensory loss

available to individuals 1.2 Outline the purpose of the different types of
with sensory loss assessment available to individuals with sensory

loss

1.3 Discuss the importance of holistic assessment for
individuals with sensory loss

1.4 Explain the term ‘eligibility criteria’ in relation to
the assessment of individuals with sensory loss

2 Understand own role and 2.1 Describe the scope of own role and responsibilities

role of others in relation to in supporting the assessment of individuals with

the assessment of sensory loss

individuals with sensory 2.2 Identify the range and roles of others involved in
loss the assessment of individuals with sensory loss

2.3 Explain the responsibility of self and others in
involving individuals with sensory loss with their
assessment

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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 support the
type reference
assessment of individuals
with sensory loss 3.1 Support the active participation of the individual in
shaping the assessment process
4 Be able to recognise the
impact of assessment on 3.2 Explain the importance of using both formal and
the service delivery and informal methods to gather information for
an individual’s wellbeing assessments
and quality of life
3.3 Agree areas of assessment that will require own
input with others

3.4 Contribute to the assessment within boundaries of
own role

3.5 Observe and record agreed areas for assessment in
line with work-setting procedures or agreed ways of
working

3.6 Provide records to others to support an assessment
of an individual with sensory loss adhering to
confidentiality agreements and data protection

4.1 Discuss with an individual how the outcomes of an
assessment have impacted on their wellbeing and
quality of life

4.2 Evaluate how an assessment has had an impact on
own practice and service delivery

4.3 Reflect how own practice has been adapted
following assessment of an individual with sensory
loss

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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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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 111: Support the Promotion of
Awareness of Sensory Loss
Unit code:
Unit reference number: SS OP 3.6
QCF level:
Credit value: D/601/3545
Guided learning hours:
3

3

23

Unit summary

The purpose of this unit is to provide the learner with the knowledge,
understanding and skills required to promote awareness of sensory loss.
This unit would be useful for those who undertake specialist roles.

Assessment requirements

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

Additional information

Sensory loss could include:
• sight loss
• hearing loss
• deafblindness.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.

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 1.1 Explain why it is important to promote awareness

importance of promoting of sensory loss for:

awareness of sensory loss – individuals

– service provision

– societal perceptions and attitudes

2 Understand the role 2.1 Outline own role in promoting awareness of sensory

played by self and others loss

in promoting awareness of 2.2 Outline the roles of others who may play a part in
sensory loss
promoting the awareness of sensory loss

2.3 Establish the role that individuals play in promoting
awareness of sensory loss

3 Be able to provide 3.1 Support the range of information and resources

information that promotes available in relation to sensory loss

awareness of sensory loss 3.2 Research evidence-based best practice in relation

to sensory loss

3.3 Provide others with information on evidence-based
best practice relevant to own service area

4 Be able to use information 4.1 Use information, resources or evidence-based best

to promote awareness of practice to improve support provided to individuals

sensory loss with sensory loss by self and others

4.2 Establish the extent of changes that result from
providing information and intelligence about
evidence-based practice resources

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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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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 112: Support Individuals to Access
Education, Training or
Unit code: Employment
Unit reference number:
QCF level: SS OP 3.7
Credit value:
Guided learning hours: H/601/3546
4

4

31

Unit summary

The purpose of this unit is to provide the learner with the knowledge,
understanding and skills required to support individuals to access education,
training or employment.

Assessment requirements

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

Additional information

Wellbeing, eg:
• emotional
• psychological
• physical.
Others could include:
• other professionals
• specialist employment agencies
• careers services
• job coach
• learning providers
• employers
• carers/family members
• advocates
• colleagues.

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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 value of 1.1 Explain why engagement in education, training or type reference
engagement in training, employment opportunities can have a positive
education or employment impact on the wellbeing and quality of life of
for individuals individuals

2 Understand how 2.1 Outline the legislation, guidance and codes of
legislation, guidance and practice that support an individual to access
codes of practice support training, education or employment
an individual to access
training, education or 2.2 Explain how the duty to make reasonable
employment adjustments by learning providers or employers
impacts on support for individuals to access
3 Understand the support training, education or employment
available to individuals
accessing education, 2.3 Identify the assistance that is available to learning
training or employment providers or employers to support individuals to
access education, training or employment
opportunities

3.1 Identify the range of agencies that provide support
to individuals accessing education, training or
employment

3.2 Clarify the support provided by the various
agencies

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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 support an 4.1 Work with individuals to identify the education,

individual to identify and training or employment opportunities taking

access education, training account of their:

or employment that meet – aspirations
needs and preferences – skills and abilities

– interests

– experience

– qualifications

– support needs

– preferred career pathway

– personal circumstances

– language/communication needs

4.2 Work with the individual and/or others to source
accessible information on education, training or
employment opportunities

4.3 Support the individual to select preferred
education, training or employment

4.4 Support the individual to complete applications to
access education, training or employment

4.5 Support the individual to prepare for interview or
selection for education, training or employment

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

Learning outcomes Assessment criteria Evidence Portfolio Date

5 Be able to support 5.1 Outline own role and role of others in providing type reference
individuals to undertake support to an individual to undertake education,
education, training or training or employment
employment
5.2 Work with the individual and/or others to identify
6 Be able to evaluate assistive technology, resources and support that
engagement in education, may be needed to undertake education, training or
training or employment employment

6.1 Review with the individual and/or others how well
the education, training or employment opportunity
has met expectations and identified outcomes

6.2 Review with the individual and/or others the
continued support required to undertake education,
training or employment

6.3 Agree with the individual and/or others
adjustments to be made to education, training or
employment arrangements to meet individual
needs and preferences

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 113: Enable Individuals to Negotiate
Environments
Unit code:
Unit reference number: SS OP 3.8
QCF level:
Credit value: R/601/5180
Guided learning hours:
3

5

34

Unit summary

The purpose of this unit is to provide the learner with the knowledge,
understanding and skills required to support individuals to negotiate familiar
and unfamiliar environments.

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

Conditions and/or disabilities could include factors relating to:
• sensory loss
• physical health
• mental health
• physical disability
• learning difficulty/disability
• emotional health.
Resources could include:
• other professionals
• assistive technology/aids.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.

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

The plan will include:
• risk assessment
and could include:
• environmental hazards
• agreed methods of communication
• level of support required
• assistive technology/aids
• other resources.

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 factors 1.1 Analyse how a range of conditions and/or type reference
that may impact on an disabilities may impact on individuals being able to
individual being able to negotiate environments
negotiate their
environments 1.2 Describe potential environmental barriers to
individuals negotiating environments
2 Be able to prepare to
support an individual to 1.3 Establish how environmental barriers to individuals
negotiate an environment negotiating environments can be addressed

3 Be able to support the 2.1 Explain the scope of own role in supporting an
individual to negotiate an individual to negotiate an environment
environment
2.2 Establish the resources that are available to
support an individual to negotiate an environment

2.3 Assess the risks associated with an individual
negotiating familiar and unfamiliar environments

2.4 Work with others to develop a plan to support an
individual to negotiate an environment

3.1 Agree with the individual activities which require
negotiating an environment

3.2 Support an individual to negotiate an environment
following agreed plan

3.3 Provide information to the individual when
negotiating unfamiliar environment

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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 and type reference
revise the support
provided to an individual 4.1 Observe and record an individual’s ability to
to negotiate an negotiate an environment
environment
4.2 Evaluate the success of negotiating an environment
with an individual and/or others

4.3 Use records of observations and feedback from the
individual and/or others to review the plan to
negotiate an environment

4.4 Agree a revised plan with the individual and/or
others

4.5 Evaluate own contribution to supporting an
individual to negotiate an environment

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

Further information

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Calls may be recorded for training purposes.

Useful publications

Related information and publications include:
• Centre Handbook for Edexcel QCF NVQs and Competence-based

Qualifications published annually
• functional skills publications – specifications, tutor support materials and

question papers
• Regulatory Arrangements for the Qualification and Credit Framework

(published by Ofqual, August 2008)
• the current Edexcel publications catalogue and update catalogue.
Edexcel publications concerning the Quality Assurance System and the
internal and standards verification of vocationally related programmes can
be found on the Edexcel website.
NB: Some of our publications are priced. There is also a charge for postage
and packing. Please check the cost when you order.

How to obtain National Occupational Standards

To obtain the National Occupational Standards for Health and Social Care,
go to www.ukstandards.org.uk.

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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

Professional development and training

Edexcel supports UK and international customers with training related to
NVQ and BTEC qualifications. This support is available through a choice of
training options offered in our published training directory or through
customised training at your centre.
The support we offer focuses on a range of issues including:
• planning for the delivery of a new programme
• planning for assessment and grading
• developing effective assignments
• building your team and teamwork skills
• developing student-centred learning and teaching approaches
• building functional skills into your programme
• building effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website
(www.edexcel.com/training). You can request customised training through
the website or by contacting one of our advisers in the Training from
Edexcel team via Customer Services to discuss your training needs.
The training we provide:
• is active
• is designed to be supportive and thought provoking
• builds on best practice
• may be suitable for those seeking evidence for their continuing

professional development.

642 N025514 – Specification – Edexcel Level 3 Diploma in Health and Social Care (Adults)
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