Qualification Number |
600/6538/2
|
Title |
IQ Level 2 Diploma in Health and Social Care (Adults) for England (QCF)
|
Category |
National
|
Sector |
Health & Care
|
Operational Start Date |
08/11/2012
|
Operational End Date |
31/12/2017
|
Total Units |
113 |
Min Credit |
46 |
Min Guided Learning Hours |
319 |
Max Guided Learning Hours |
396 |
Min Age From |
16 |
Min Age To |
100 |
Registration Fee : £51.00 (excluding VAT)
This is the administrative fee that IQ charges centres to register a learner on this qualification, and NOT a training fee. All fees include registration, certification and postage (international delivery rates may apply).
Moderation Fee : £
Introduction
This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ’s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website.
Qualification Purpose
<p>For the Purpose Statement, <a class="internal-link" href=http://www.industryqualifications.org.uk/centre-portal/statements-of-purpose/v3-purpose-statement-level-2-diploma-in-health-and-social-care target="_self" title="">click here</a></p>
About this Qualification
The IQ Level 2 Diploma in Health and Social Care (Adults) for England (QCF) is a qualification for individuals who work in a health and social care setting. It is applicable to a variety of job roles, including but not limited to residential settings, primary care environments, day services, personal assistance and domiciliary services. As this is a competence-based qualification, it is necessary for learners to already have access to either paid or voluntary work. It provides learners with formal recognition of their competence. By way of the mandatory units, all learners will cover the fundamentals of communication, personal development, equality and inclusion, duty of care, safeguarding, health and safety, handling information, person centred approaches and the role of the health and social care worker. The wide-ranging optional units provide learners with the flexibility to choose those areas relevant to their particular setting. Learners can claim endorsed pathways in either Dementia or Adults with Learning Disabilities depending upon their choice of units; those who do not wish to specialise in either of these areas will achieve the Generic Health and Social Care pathway. A table displaying the requirements of each of these three pathways is available on page 19. Objectives of the qualification include: preparing learners to progress to a qualification in the same subject area but at a higher level, meeting relevant programmes of learning, preparing learners for employment and supporting a role in the workplace. The qualification forms the competence component of the Intermediate Apprenticeship in Health and Social Care. Progression Learners can progress to the IQ Level 3 Diploma in Health and Social Care (Adults) for England (QCF) using credits already achieved, as there is an overlap of units.
Take this Qualification
If you are interested in taking this qualification and would like to find your nearest IQ centre, please give us a call on 01952 457 452 and a member of our team will be happy to help.
Structure
To achieve this qualification, learners must achieve a minimum of 46 credits by taking one of the following 3 pathways:
1) Generic Qualification Pathway or
2) Dementia Pathway or
3) Learning Disability Pathway
For the Generic Qualification Pathway, learners must achieve a minimum of 46 credits: All 24 credits from the Common Mandatory Group. A minimum of 2 credits and a maximum of 7 credits must come from the Generic Optional Knowledge Units. A minimum of 15 credits must come from the Generic Optional Competence Units.
For the Dementia Pathway, learners must achieve a minimum of 46 credits: All 24 credits from the Common Mandatory Group. 2 credits must come from the Dementia Mandatory Knowledge Unit, a minimum of 3 credits and a maximum of 5 credits must come from the Dementia Optional Knowledge Units, 3 credits must come from the Dementia Mandatory Competence Units and a minimum of 3 credits and a maximum of 12 credits must come from the Dementia Optional Competence Units.
For the Learning Disability Pathway, learners must achieve a minimum of 46 credits: All 24 credits from the Common Mandatory Group. 4 credits must come from the Learning Disability Mandatory Knowledge Unit, a maximum of 3 credits may come from the Learning Disability Optional Knowledge Units, 3 credits must come from the Learning Disability Mandatory Competence Units and a minimum of 12 credits must come from the Learning Disability Optional Competence Units.
Common Mandatory Group | Minimum Units: | 9 |
---|
| Minimum Credits: | 24 |
| Unit | Level | Credit | GLH |
---|
| R/601/8922 | Contribute to health and safety in health and social care | 2 | 4 | 33 |
| J/601/8142 | Handle information in health and social care settings | 2 | 1 | 10 |
| A/601/8140 | Implement person centred approaches in health and social care | 2 | 5 | 33 |
| F/601/5465 | Introduction to communication in health, social care or children’s and young people’s settings | 2 | 3 | 23 |
| H/601/5474 | Introduction to duty of care in health, social care or children’s and young people’s settings | 2 | 1 | 9 |
| R/601/5471 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 2 | 20 |
| L/601/5470 | Introduction to personal development in health, social care or children's and young people’s settings | 2 | 3 | 23 |
| A/601/8574 | Principles of safeguarding and protection in health and social care | 2 | 3 | 26 |
| J/601/8576 | The role of the health and social care worker | 2 | 2 | 14 |
|
Generic Optional Knowledge Groups | Minimum Units: | 1 |
---|
| Minimum Credits: | 2 |
| Unit | Level | Credit | GLH |
---|
| H/501/7103 | Causes and Spread of Infection | 2 | 2 | 20 |
| R/501/6738 | Cleaning, Decontamination and Waste Management | 2 | 2 | 20 |
| J/601/2874 | Dementia Awareness | 2 | 2 | 17 |
| F/503/8704 | End of life and dementia care | 3 | 2 | 20 |
| K/601/9493 | Introduction to personalisation in social care | 3 | 3 | 22 |
| M/601/5316 | Introductory awareness of Autistic Spectrum Conditions | 2 | 2 | 17 |
| Y/601/3446 | Introductory awareness of models of disability | 2 | 2 | 15 |
| F/601/3442 | Introductory awareness of sensory loss | 2 | 2 | 16 |
| K/601/6285 | Principles of positive risk taking for individuals with disabilities | 2 | 2 | 20 |
| M/601/7048 | Principles of self-directed support | 3 | 3 | 26 |
| H/601/5703 | Principles of supporting an individual to maintain personal hygiene | 2 | 1 | 10 |
| A/601/6274 | Principles of supporting individuals with a learning disability regarding sexuality and sexual health | 3 | 3 | 21 |
| T/601/8654 | Principles of supporting individuals with a learning disability to access healthcare | 2 | 3 | 23 |
| M/601/7227 | Principles of supporting young people with a disability to make the transition into adulthood | 3 | 3 | 30 |
| M/502/3146 | Purpose and principles of Independent Advocacy | 3 | 4 | 25 |
| F/503/7150 | Stroke Awareness | 2 | 3 | 28 |
| H/601/2879 | The person centred approach to the care and support of individuals with dementia | 2 | 2 | 17 |
| L/501/6737 | The principles of Infection Prevention and Control | 2 | 3 | 30 |
| L/601/6117 | Understand Physical Disability | 2 | 2 | 19 |
| A/601/2886 | Understand equality, diversity and inclusion in dementia care | 2 | 2 | 20 |
| J/503/8137 | Understand how to support individuals during the last days of life | 3 | 3 | 28 |
| K/504/2195 | Understand how to support individuals to be part of a community | 2 | 3 | 16 |
| A/503/8085 | Understand how to work in end of life care | 2 | 3 | 28 |
| J/602/0103 | Understand mental health problems | 3 | 3 | 14 |
| F/602/0097 | Understand mental well-being and mental health promotion | 3 | 3 | 14 |
| K/602/4645 | Understand the Benefits of Engaging in Activities in Social Care | 2 | 2 | 16 |
| T/502/7599 | Understand the Effects of Ageing in Activity Provision | 3 | 2 | 17 |
| K/601/9199 | Understand the administration of medication to individuals with dementia using a person centred approach | 3 | 2 | 15 |
| K/601/5315 | Understand the context of supporting individuals with learning disabilities | 2 | 4 | 35 |
| Y/601/3544 | Understand the diversity of individuals with dementia and the importance of inclusion | 3 | 3 | 23 |
| T/601/9416 | Understand the factors that can influence communication and interaction with individuals who have dementia | 2 | 2 | 18 |
| J/601/5824 | Understand the impact of Acquired Brain Injury on individuals | 2 | 3 | 25 |
| L/601/3539 | Understand the role of communication and interactions with individuals who have dementia | 3 | 3 | 26 |
| K/502/7583 | Understanding and Enabling Assisting and Moving Individuals | 2 | 4 | 28 |
|
Generic Optional Competence Units | Minimum Units: | 3 |
---|
| Minimum Credits: | 15 |
| Unit | Level | Credit | GLH |
---|
| Y/501/0598 | Administer medication to individuals, and monitor the effects | 3 | 5 | 30 |
| H/601/9282 | Approaches to enable rights and choices for individuals with dementia whilst minimising risks | 2 | 3 | 25 |
| M/601/9026 | Contribute to monitoring the health of individuals affected by health conditions | 2 | 2 | 18 |
| A/601/9546 | Contribute to support of positive risk-taking for individuals | 2 | 3 | 27 |
| L/601/9471 | Contribute to supporting group care activities | 2 | 3 | 23 |
| H/601/3451 | Contribute to supporting individuals in the use of assistive technology | 2 | 3 | 19 |
| J/602/0036 | Contribute to supporting individuals with a learning disability to access healthcare | 2 | 3 | 17 |
| R/601/8256 | Contribute to the care of a deceased person | 2 | 3 | 24 |
| A/601/4895 | Contribute to the support of individuals with multiple conditions and/or disabilities | 2 | 3 | 25 |
| K/504/2200 | Contribute to the support of infection prevention and control in social care | 2 | 3 | 21 |
| A/601/9191 | Enable rights and choices of individuals with dementia whilst minimising risks | 3 | 4 | 26 |
| F/601/4686 | Equality, diversity and inclusion in dementia care practice | 3 | 4 | 31 |
| Y/601/9277 | Equality, diversity and inclusion in dementia care practice | 2 | 3 | 24 |
| H/601/8049 | Facilitate person centred assessment, planning, implementation and review | 3 | 6 | 45 |
| D/504/6101 | First Aid Essentials | 2 | 1 | 10 |
| R/601/7902 | Gain access to the homes of individuals, deal with emergencies and ensure security on departure | 2 | 2 | 14 |
| Y/503/8644 | Managing symptoms in end of life care | 3 | 3 | 22 |
| T/601/9450 | Meet food safety requirements when providing food and drink for individuals | 2 | 2 | 15 |
| J/601/8027 | Move and position individuals in accordance with their plan of care | 2 | 4 | 26 |
| T/601/8850 | Obtain and test capillary blood samples | 3 | 4 | 30 |
| J/601/8853 | Obtain and test specimens from individuals | 2 | 2 | 12 |
| R/601/8824 | Prepare environments and resources for use during healthcare activities | 2 | 3 | 20 |
| A/601/8980 | Prepare for and carry out extended feeding techniques | 3 | 4 | 27 |
| F/601/3764 | Promote positive behaviour | 3 | 6 | 44 |
| Y/601/7352 | Provide active support | 2 | 3 | 27 |
| R/601/8063 | Provide agreed support for foot care | 2 | 3 | 23 |
| A/601/8025 | Provide support for journeys | 2 | 2 | 17 |
| F/601/8026 | Provide support for leisure activities | 2 | 3 | 20 |
| H/601/9024 | Provide support for mobility | 2 | 2 | 14 |
| Y/601/9490 | Provide support for sleep | 2 | 2 | 13 |
| D/601/9023 | Provide support for therapy sessions | 2 | 2 | 14 |
| K/601/9025 | Provide support to manage pain and discomfort | 2 | 2 | 15 |
| T/601/8282 | Support Individuals With Specific Communication Needs | 3 | 5 | 35 |
| R/601/8015 | Support care plan activities | 2 | 2 | 13 |
| K/601/3449 | Support effective communication with individuals with a sensory loss | 2 | 3 | 23 |
| T/601/5804 | Support families of individuals with Acquired Brain Injury | 2 | 3 | 24 |
| T/601/8637 | Support independence in the tasks of daily living | 2 | 5 | 33 |
| T/601/9495 | Support individuals at the end of life | 3 | 7 | 53 |
| F/503/8685 | Support individuals during the last days of life | 4 | 5 | 33 |
| R/601/8578 | Support individuals in their relationships | 3 | 4 | 27 |
| A/601/7926 | Support individuals to access and use information about services and facilities | 2 | 3 | 20 |
| D/601/8017 | Support individuals to carry out their own health care procedures | 2 | 2 | 15 |
| M/601/8054 | Support individuals to eat and drink | 2 | 2 | 15 |
| Y/601/7903 | Support individuals to live at home | 3 | 4 | 25 |
| K/601/9963 | Support individuals to maintain personal hygiene | 2 | 2 | 17 |
| J/601/8058 | Support individuals to manage continence | 2 | 3 | 19 |
| F/601/8060 | Support individuals to meet personal care needs | 2 | 2 | 16 |
| F/601/5160 | Support individuals to negotiate environments | 2 | 4 | 32 |
| L/601/8725 | Support individuals undergoing healthcare activities | 2 | 3 | 22 |
| A/601/7909 | Support individuals who are bereaved | 3 | 4 | 30 |
| L/601/8143 | Support individuals who are distressed | 2 | 3 | 21 |
| J/602/0053 | Support individuals with self-directed support | 3 | 5 | 35 |
| K/601/7047 | Support parents with disabilities | 3 | 6 | 43 |
| Y/601/8632 | Support participation in learning and development activities | 2 | 3 | 23 |
| L/601/6442 | Support person-centred thinking and planning | 2 | 5 | 34 |
| M/503/8133 | Support the spiritual wellbeing of individuals | 3 | 3 | 26 |
| F/601/4056 | Support use of medication in social care settings | 3 | 5 | 40 |
| F/602/0049 | Support young people with a disability to make the transition into adulthood | 3 | 5 | 40 |
| D/503/8645 | Supporting individuals with loss and grief before death | 3 | 2 | 15 |
| A/503/8135 | Understand Advance Care Planning | 3 | 3 | 25 |
| Y/601/4693 | Understand and enable interaction and communication with individuals who have dementia | 3 | 4 | 30 |
| A/601/9434 | Understand and enable interaction and communication with individuals with dementia | 2 | 3 | 19 |
| F/601/3683 | Understand and implement a person centred approach to the care and support of individuals with dementia | 2 | 3 | 21 |
| T/601/9187 | Understand and meet the nutritional requirements of individuals with dementia | 3 | 3 | 26 |
| Y/503/8689 | Understand how to provide support when working in end of life care | 3 | 4 | 33 |
| D/504/2243 | Understand the factors affecting older people | 3 | 2 | 17 |
| T/601/8721 | Undertake agreed pressure area care | 2 | 4 | 30 |
| H/601/8147 | Work in partnership with families to support individuals | 3 | 4 | 27 |
| Y/601/6170 | Work with other professionals and agencies to support individuals with a physical disability | 2 | 3 | 21 |
| D/504/2193 | Working as part of a team in health and social care or children and young people’s settings | 2 | 2 | 17 |
|
Common Mandatory Group | Minimum Units: | 9 |
---|
| Minimum Credits: | 24 |
| Unit | Level | Credit | GLH |
---|
| R/601/8922 | Contribute to health and safety in health and social care | 2 | 4 | 33 |
| J/601/8142 | Handle information in health and social care settings | 2 | 1 | 10 |
| A/601/8140 | Implement person centred approaches in health and social care | 2 | 5 | 33 |
| F/601/5465 | Introduction to communication in health, social care or children’s and young people’s settings | 2 | 3 | 23 |
| H/601/5474 | Introduction to duty of care in health, social care or children’s and young people’s settings | 2 | 1 | 9 |
| R/601/5471 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 2 | 20 |
| L/601/5470 | Introduction to personal development in health, social care or children's and young people’s settings | 2 | 3 | 23 |
| A/601/8574 | Principles of safeguarding and protection in health and social care | 2 | 3 | 26 |
| J/601/8576 | The role of the health and social care worker | 2 | 2 | 14 |
|
Dementia Mandatory Knowledge Unit | Minimum Units: | 1 |
---|
| Minimum Credits: | 2 |
| Unit | Level | Credit | GLH |
---|
| J/601/2874 | Dementia Awareness | 2 | 2 | 17 |
|
Dementia Optional Knowledge Units | Minimum Units: | 1 |
---|
| Minimum Credits: | 3 |
| Unit | Level | Credit | GLH |
---|
| H/501/7103 | Causes and Spread of Infection | 2 | 2 | 20 |
| R/501/6738 | Cleaning, Decontamination and Waste Management | 2 | 2 | 20 |
| F/503/8704 | End of life and dementia care | 3 | 2 | 20 |
| K/601/9493 | Introduction to personalisation in social care | 3 | 3 | 22 |
| M/601/5316 | Introductory awareness of Autistic Spectrum Conditions | 2 | 2 | 17 |
| Y/601/3446 | Introductory awareness of models of disability | 2 | 2 | 15 |
| F/601/3442 | Introductory awareness of sensory loss | 2 | 2 | 16 |
| K/601/6285 | Principles of positive risk taking for individuals with disabilities | 2 | 2 | 20 |
| M/601/7048 | Principles of self-directed support | 3 | 3 | 26 |
| H/601/5703 | Principles of supporting an individual to maintain personal hygiene | 2 | 1 | 10 |
| A/601/6274 | Principles of supporting individuals with a learning disability regarding sexuality and sexual health | 3 | 3 | 21 |
| T/601/8654 | Principles of supporting individuals with a learning disability to access healthcare | 2 | 3 | 23 |
| M/601/7227 | Principles of supporting young people with a disability to make the transition into adulthood | 3 | 3 | 30 |
| M/502/3146 | Purpose and principles of Independent Advocacy | 3 | 4 | 25 |
| F/503/7150 | Stroke Awareness | 2 | 3 | 28 |
| H/601/2879 | The person centred approach to the care and support of individuals with dementia | 2 | 2 | 17 |
| L/501/6737 | The principles of Infection Prevention and Control | 2 | 3 | 30 |
| L/601/6117 | Understand Physical Disability | 2 | 2 | 19 |
| A/601/2886 | Understand equality, diversity and inclusion in dementia care | 2 | 2 | 20 |
| J/503/8137 | Understand how to support individuals during the last days of life | 3 | 3 | 28 |
| K/504/2195 | Understand how to support individuals to be part of a community | 2 | 3 | 16 |
| A/503/8085 | Understand how to work in end of life care | 2 | 3 | 28 |
| J/602/0103 | Understand mental health problems | 3 | 3 | 14 |
| F/602/0097 | Understand mental well-being and mental health promotion | 3 | 3 | 14 |
| K/602/4645 | Understand the Benefits of Engaging in Activities in Social Care | 2 | 2 | 16 |
| T/502/7599 | Understand the Effects of Ageing in Activity Provision | 3 | 2 | 17 |
| K/601/9199 | Understand the administration of medication to individuals with dementia using a person centred approach | 3 | 2 | 15 |
| K/601/5315 | Understand the context of supporting individuals with learning disabilities | 2 | 4 | 35 |
| Y/601/3544 | Understand the diversity of individuals with dementia and the importance of inclusion | 3 | 3 | 23 |
| T/601/9416 | Understand the factors that can influence communication and interaction with individuals who have dementia | 2 | 2 | 18 |
| J/601/5824 | Understand the impact of Acquired Brain Injury on individuals | 2 | 3 | 25 |
| L/601/3539 | Understand the role of communication and interactions with individuals who have dementia | 3 | 3 | 26 |
| K/502/7583 | Understanding and Enabling Assisting and Moving Individuals | 2 | 4 | 28 |
|
Dementia Mandatory Competence Units | Minimum Units: | 1 |
---|
| Minimum Credits: | 3 |
| Unit | Level | Credit | GLH |
---|
| H/601/9282 | Approaches to enable rights and choices for individuals with dementia whilst minimising risks | 2 | 3 | 25 |
| Y/601/9277 | Equality, diversity and inclusion in dementia care practice | 2 | 3 | 24 |
| A/601/9434 | Understand and enable interaction and communication with individuals with dementia | 2 | 3 | 19 |
| F/601/3683 | Understand and implement a person centred approach to the care and support of individuals with dementia | 2 | 3 | 21 |
|
Dementia Optional Competence Units | Minimum Units: | 1 |
---|
| Minimum Credits: | 3 |
| Unit | Level | Credit | GLH |
---|
| Y/501/0598 | Administer medication to individuals, and monitor the effects | 3 | 5 | 30 |
| M/601/9026 | Contribute to monitoring the health of individuals affected by health conditions | 2 | 2 | 18 |
| A/601/9546 | Contribute to support of positive risk-taking for individuals | 2 | 3 | 27 |
| L/601/9471 | Contribute to supporting group care activities | 2 | 3 | 23 |
| H/601/3451 | Contribute to supporting individuals in the use of assistive technology | 2 | 3 | 19 |
| J/602/0036 | Contribute to supporting individuals with a learning disability to access healthcare | 2 | 3 | 17 |
| R/601/8256 | Contribute to the care of a deceased person | 2 | 3 | 24 |
| A/601/4895 | Contribute to the support of individuals with multiple conditions and/or disabilities | 2 | 3 | 25 |
| K/504/2200 | Contribute to the support of infection prevention and control in social care | 2 | 3 | 21 |
| A/601/9191 | Enable rights and choices of individuals with dementia whilst minimising risks | 3 | 4 | 26 |
| F/601/4686 | Equality, diversity and inclusion in dementia care practice | 3 | 4 | 31 |
| H/601/8049 | Facilitate person centred assessment, planning, implementation and review | 3 | 6 | 45 |
| D/504/6101 | First Aid Essentials | 2 | 1 | 10 |
| R/601/7902 | Gain access to the homes of individuals, deal with emergencies and ensure security on departure | 2 | 2 | 14 |
| Y/503/8644 | Managing symptoms in end of life care | 3 | 3 | 22 |
| T/601/9450 | Meet food safety requirements when providing food and drink for individuals | 2 | 2 | 15 |
| J/601/8027 | Move and position individuals in accordance with their plan of care | 2 | 4 | 26 |
| T/601/8850 | Obtain and test capillary blood samples | 3 | 4 | 30 |
| J/601/8853 | Obtain and test specimens from individuals | 2 | 2 | 12 |
| R/601/8824 | Prepare environments and resources for use during healthcare activities | 2 | 3 | 20 |
| A/601/8980 | Prepare for and carry out extended feeding techniques | 3 | 4 | 27 |
| F/601/3764 | Promote positive behaviour | 3 | 6 | 44 |
| Y/601/7352 | Provide active support | 2 | 3 | 27 |
| R/601/8063 | Provide agreed support for foot care | 2 | 3 | 23 |
| A/601/8025 | Provide support for journeys | 2 | 2 | 17 |
| F/601/8026 | Provide support for leisure activities | 2 | 3 | 20 |
| H/601/9024 | Provide support for mobility | 2 | 2 | 14 |
| Y/601/9490 | Provide support for sleep | 2 | 2 | 13 |
| D/601/9023 | Provide support for therapy sessions | 2 | 2 | 14 |
| K/601/9025 | Provide support to manage pain and discomfort | 2 | 2 | 15 |
| T/601/8282 | Support Individuals With Specific Communication Needs | 3 | 5 | 35 |
| R/601/8015 | Support care plan activities | 2 | 2 | 13 |
| K/601/3449 | Support effective communication with individuals with a sensory loss | 2 | 3 | 23 |
| T/601/5804 | Support families of individuals with Acquired Brain Injury | 2 | 3 | 24 |
| T/601/8637 | Support independence in the tasks of daily living | 2 | 5 | 33 |
| T/601/9495 | Support individuals at the end of life | 3 | 7 | 53 |
| F/503/8685 | Support individuals during the last days of life | 4 | 5 | 33 |
| R/601/8578 | Support individuals in their relationships | 3 | 4 | 27 |
| A/601/7926 | Support individuals to access and use information about services and facilities | 2 | 3 | 20 |
| D/601/8017 | Support individuals to carry out their own health care procedures | 2 | 2 | 15 |
| M/601/8054 | Support individuals to eat and drink | 2 | 2 | 15 |
| Y/601/7903 | Support individuals to live at home | 3 | 4 | 25 |
| K/601/9963 | Support individuals to maintain personal hygiene | 2 | 2 | 17 |
| J/601/8058 | Support individuals to manage continence | 2 | 3 | 19 |
| F/601/8060 | Support individuals to meet personal care needs | 2 | 2 | 16 |
| F/601/5160 | Support individuals to negotiate environments | 2 | 4 | 32 |
| L/601/8725 | Support individuals undergoing healthcare activities | 2 | 3 | 22 |
| A/601/7909 | Support individuals who are bereaved | 3 | 4 | 30 |
| L/601/8143 | Support individuals who are distressed | 2 | 3 | 21 |
| J/602/0053 | Support individuals with self-directed support | 3 | 5 | 35 |
| K/601/7047 | Support parents with disabilities | 3 | 6 | 43 |
| Y/601/8632 | Support participation in learning and development activities | 2 | 3 | 23 |
| L/601/6442 | Support person-centred thinking and planning | 2 | 5 | 34 |
| M/503/8133 | Support the spiritual wellbeing of individuals | 3 | 3 | 26 |
| F/601/4056 | Support use of medication in social care settings | 3 | 5 | 40 |
| F/602/0049 | Support young people with a disability to make the transition into adulthood | 3 | 5 | 40 |
| D/503/8645 | Supporting individuals with loss and grief before death | 3 | 2 | 15 |
| A/503/8135 | Understand Advance Care Planning | 3 | 3 | 25 |
| Y/601/4693 | Understand and enable interaction and communication with individuals who have dementia | 3 | 4 | 30 |
| T/601/9187 | Understand and meet the nutritional requirements of individuals with dementia | 3 | 3 | 26 |
| Y/503/8689 | Understand how to provide support when working in end of life care | 3 | 4 | 33 |
| D/504/2243 | Understand the factors affecting older people | 3 | 2 | 17 |
| T/601/8721 | Undertake agreed pressure area care | 2 | 4 | 30 |
| H/601/8147 | Work in partnership with families to support individuals | 3 | 4 | 27 |
| Y/601/6170 | Work with other professionals and agencies to support individuals with a physical disability | 2 | 3 | 21 |
| D/504/2193 | Working as part of a team in health and social care or children and young people’s settings | 2 | 2 | 17 |
|
Common Mandatory Group | Minimum Units: | 9 |
---|
| Minimum Credits: | 24 |
| Unit | Level | Credit | GLH |
---|
| R/601/8922 | Contribute to health and safety in health and social care | 2 | 4 | 33 |
| J/601/8142 | Handle information in health and social care settings | 2 | 1 | 10 |
| A/601/8140 | Implement person centred approaches in health and social care | 2 | 5 | 33 |
| F/601/5465 | Introduction to communication in health, social care or children’s and young people’s settings | 2 | 3 | 23 |
| H/601/5474 | Introduction to duty of care in health, social care or children’s and young people’s settings | 2 | 1 | 9 |
| R/601/5471 | Introduction to equality and inclusion in health, social care or children’s and young people’s settings | 2 | 2 | 20 |
| L/601/5470 | Introduction to personal development in health, social care or children's and young people’s settings | 2 | 3 | 23 |
| A/601/8574 | Principles of safeguarding and protection in health and social care | 2 | 3 | 26 |
| J/601/8576 | The role of the health and social care worker | 2 | 2 | 14 |
|
Learning Disability Mandatory Knowledge Unit | Minimum Units: | 1 |
---|
| Minimum Credits: | 4 |
| Unit | Level | Credit | GLH |
---|
| K/601/5315 | Understand the context of supporting individuals with learning disabilities | 2 | 4 | 35 |
|
Learning Disability Optional Knowledge Units | Minimum Units: | 0 |
---|
| Minimum Credits: | 0 |
| Unit | Level | Credit | GLH |
---|
| H/501/7103 | Causes and Spread of Infection | 2 | 2 | 20 |
| R/501/6738 | Cleaning, Decontamination and Waste Management | 2 | 2 | 20 |
| J/601/2874 | Dementia Awareness | 2 | 2 | 17 |
| F/503/8704 | End of life and dementia care | 3 | 2 | 20 |
| K/601/9493 | Introduction to personalisation in social care | 3 | 3 | 22 |
| M/601/5316 | Introductory awareness of Autistic Spectrum Conditions | 2 | 2 | 17 |
| Y/601/3446 | Introductory awareness of models of disability | 2 | 2 | 15 |
| F/601/3442 | Introductory awareness of sensory loss | 2 | 2 | 16 |
| K/601/6285 | Principles of positive risk taking for individuals with disabilities | 2 | 2 | 20 |
| M/601/7048 | Principles of self-directed support | 3 | 3 | 26 |
| H/601/5703 | Principles of supporting an individual to maintain personal hygiene | 2 | 1 | 10 |
| A/601/6274 | Principles of supporting individuals with a learning disability regarding sexuality and sexual health | 3 | 3 | 21 |
| T/601/8654 | Principles of supporting individuals with a learning disability to access healthcare | 2 | 3 | 23 |
| M/601/7227 | Principles of supporting young people with a disability to make the transition into adulthood | 3 | 3 | 30 |
| M/502/3146 | Purpose and principles of Independent Advocacy | 3 | 4 | 25 |
| F/503/7150 | Stroke Awareness | 2 | 3 | 28 |
| H/601/2879 | The person centred approach to the care and support of individuals with dementia | 2 | 2 | 17 |
| L/501/6737 | The principles of Infection Prevention and Control | 2 | 3 | 30 |
| L/601/6117 | Understand Physical Disability | 2 | 2 | 19 |
| A/601/2886 | Understand equality, diversity and inclusion in dementia care | 2 | 2 | 20 |
| J/503/8137 | Understand how to support individuals during the last days of life | 3 | 3 | 28 |
| K/504/2195 | Understand how to support individuals to be part of a community | 2 | 3 | 16 |
| A/503/8085 | Understand how to work in end of life care | 2 | 3 | 28 |
| J/602/0103 | Understand mental health problems | 3 | 3 | 14 |
| F/602/0097 | Understand mental well-being and mental health promotion | 3 | 3 | 14 |
| K/602/4645 | Understand the Benefits of Engaging in Activities in Social Care | 2 | 2 | 16 |
| T/502/7599 | Understand the Effects of Ageing in Activity Provision | 3 | 2 | 17 |
| K/601/9199 | Understand the administration of medication to individuals with dementia using a person centred approach | 3 | 2 | 15 |
| Y/601/3544 | Understand the diversity of individuals with dementia and the importance of inclusion | 3 | 3 | 23 |
| T/601/9416 | Understand the factors that can influence communication and interaction with individuals who have dementia | 2 | 2 | 18 |
| J/601/5824 | Understand the impact of Acquired Brain Injury on individuals | 2 | 3 | 25 |
| L/601/3539 | Understand the role of communication and interactions with individuals who have dementia | 3 | 3 | 26 |
| K/502/7583 | Understanding and Enabling Assisting and Moving Individuals | 2 | 4 | 28 |
|
Learning Disability Mandatory Competence Units | Minimum Units: | 1 |
---|
| Minimum Credits: | 3 |
| Unit | Level | Credit | GLH |
---|
| Y/601/7352 | Provide active support | 2 | 3 | 27 |
| L/601/6442 | Support person-centred thinking and planning | 2 | 5 | 34 |
|
Learning Disability Optional Competence Units | Minimum Units: | 2 |
---|
| Minimum Credits: | 12 |
| Unit | Level | Credit | GLH |
---|
| Y/501/0598 | Administer medication to individuals, and monitor the effects | 3 | 5 | 30 |
| H/601/9282 | Approaches to enable rights and choices for individuals with dementia whilst minimising risks | 2 | 3 | 25 |
| M/601/9026 | Contribute to monitoring the health of individuals affected by health conditions | 2 | 2 | 18 |
| A/601/9546 | Contribute to support of positive risk-taking for individuals | 2 | 3 | 27 |
| L/601/9471 | Contribute to supporting group care activities | 2 | 3 | 23 |
| H/601/3451 | Contribute to supporting individuals in the use of assistive technology | 2 | 3 | 19 |
| J/602/0036 | Contribute to supporting individuals with a learning disability to access healthcare | 2 | 3 | 17 |
| R/601/8256 | Contribute to the care of a deceased person | 2 | 3 | 24 |
| A/601/4895 | Contribute to the support of individuals with multiple conditions and/or disabilities | 2 | 3 | 25 |
| K/504/2200 | Contribute to the support of infection prevention and control in social care | 2 | 3 | 21 |
| A/601/9191 | Enable rights and choices of individuals with dementia whilst minimising risks | 3 | 4 | 26 |
| F/601/4686 | Equality, diversity and inclusion in dementia care practice | 3 | 4 | 31 |
| Y/601/9277 | Equality, diversity and inclusion in dementia care practice | 2 | 3 | 24 |
| H/601/8049 | Facilitate person centred assessment, planning, implementation and review | 3 | 6 | 45 |
| D/504/6101 | First Aid Essentials | 2 | 1 | 10 |
| R/601/7902 | Gain access to the homes of individuals, deal with emergencies and ensure security on departure | 2 | 2 | 14 |
| Y/503/8644 | Managing symptoms in end of life care | 3 | 3 | 22 |
| T/601/9450 | Meet food safety requirements when providing food and drink for individuals | 2 | 2 | 15 |
| J/601/8027 | Move and position individuals in accordance with their plan of care | 2 | 4 | 26 |
| T/601/8850 | Obtain and test capillary blood samples | 3 | 4 | 30 |
| J/601/8853 | Obtain and test specimens from individuals | 2 | 2 | 12 |
| R/601/8824 | Prepare environments and resources for use during healthcare activities | 2 | 3 | 20 |
| A/601/8980 | Prepare for and carry out extended feeding techniques | 3 | 4 | 27 |
| F/601/3764 | Promote positive behaviour | 3 | 6 | 44 |
| R/601/8063 | Provide agreed support for foot care | 2 | 3 | 23 |
| A/601/8025 | Provide support for journeys | 2 | 2 | 17 |
| F/601/8026 | Provide support for leisure activities | 2 | 3 | 20 |
| H/601/9024 | Provide support for mobility | 2 | 2 | 14 |
| Y/601/9490 | Provide support for sleep | 2 | 2 | 13 |
| D/601/9023 | Provide support for therapy sessions | 2 | 2 | 14 |
| K/601/9025 | Provide support to manage pain and discomfort | 2 | 2 | 15 |
| T/601/8282 | Support Individuals With Specific Communication Needs | 3 | 5 | 35 |
| R/601/8015 | Support care plan activities | 2 | 2 | 13 |
| K/601/3449 | Support effective communication with individuals with a sensory loss | 2 | 3 | 23 |
| T/601/5804 | Support families of individuals with Acquired Brain Injury | 2 | 3 | 24 |
| T/601/8637 | Support independence in the tasks of daily living | 2 | 5 | 33 |
| T/601/9495 | Support individuals at the end of life | 3 | 7 | 53 |
| F/503/8685 | Support individuals during the last days of life | 4 | 5 | 33 |
| R/601/8578 | Support individuals in their relationships | 3 | 4 | 27 |
| A/601/7926 | Support individuals to access and use information about services and facilities | 2 | 3 | 20 |
| D/601/8017 | Support individuals to carry out their own health care procedures | 2 | 2 | 15 |
| M/601/8054 | Support individuals to eat and drink | 2 | 2 | 15 |
| Y/601/7903 | Support individuals to live at home | 3 | 4 | 25 |
| K/601/9963 | Support individuals to maintain personal hygiene | 2 | 2 | 17 |
| J/601/8058 | Support individuals to manage continence | 2 | 3 | 19 |
| F/601/8060 | Support individuals to meet personal care needs | 2 | 2 | 16 |
| F/601/5160 | Support individuals to negotiate environments | 2 | 4 | 32 |
| L/601/8725 | Support individuals undergoing healthcare activities | 2 | 3 | 22 |
| A/601/7909 | Support individuals who are bereaved | 3 | 4 | 30 |
| L/601/8143 | Support individuals who are distressed | 2 | 3 | 21 |
| J/602/0053 | Support individuals with self-directed support | 3 | 5 | 35 |
| K/601/7047 | Support parents with disabilities | 3 | 6 | 43 |
| Y/601/8632 | Support participation in learning and development activities | 2 | 3 | 23 |
| M/503/8133 | Support the spiritual wellbeing of individuals | 3 | 3 | 26 |
| F/601/4056 | Support use of medication in social care settings | 3 | 5 | 40 |
| F/602/0049 | Support young people with a disability to make the transition into adulthood | 3 | 5 | 40 |
| D/503/8645 | Supporting individuals with loss and grief before death | 3 | 2 | 15 |
| A/503/8135 | Understand Advance Care Planning | 3 | 3 | 25 |
| Y/601/4693 | Understand and enable interaction and communication with individuals who have dementia | 3 | 4 | 30 |
| A/601/9434 | Understand and enable interaction and communication with individuals with dementia | 2 | 3 | 19 |
| F/601/3683 | Understand and implement a person centred approach to the care and support of individuals with dementia | 2 | 3 | 21 |
| T/601/9187 | Understand and meet the nutritional requirements of individuals with dementia | 3 | 3 | 26 |
| Y/503/8689 | Understand how to provide support when working in end of life care | 3 | 4 | 33 |
| D/504/2243 | Understand the factors affecting older people | 3 | 2 | 17 |
| T/601/8721 | Undertake agreed pressure area care | 2 | 4 | 30 |
| H/601/8147 | Work in partnership with families to support individuals | 3 | 4 | 27 |
| Y/601/6170 | Work with other professionals and agencies to support individuals with a physical disability | 2 | 3 | 21 |
| D/504/2193 | Working as part of a team in health and social care or children and young people’s settings | 2 | 2 | 17 |
Assessment
All units in this qualification are assessed by portfolio. Evidence for competence-based learning outcomes in this qualification must come from the learners consistent performance in the workplace and must meet the requirements of the Skills for Care and Development QCF Assessment Principles (Appendix A located at the end of this document). Further guidance for each unit can be found in the assessment guidance relevant to each unit. All Assessment Criterion of the selected units must be met in order to achieve this qualification. Knowledge based learning outcomes in this qualification must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: • Question and answer test • Multiple choice questions • Question and answer verbal (ensure records are kept) • Essay • Other This qualification is not graded, successful learners achieve a pass. An Achievement Record for this qualification which includes the forms necessary to map and claim knowledge and competence is available to download from the IQ website.
Learner Entry Requirements
There are no formal entry requirements. However, learners should be able to work at level 1 or above and be proficient in the use of English Language.
Tutor Requirements
All trainers/assessors and internal verifiers delivering this qualification must meet the requirements as per the assessment strategy Skills for Care and Development QCF Assessment Principles, located in Appendix A at the end of this document.
Centre Requirements
Downloadable Resources