Assessment This unit will be assessed by: • candidate portfolio of evidence. This unit must be assessed in accordance with Skills for Care and Development QCF Assessment Principles. 360 Level 3 Diploma for the Children & Young People’s Workforce (4227-03/04/05) (England) Unit 635 Outcome 1 Support individuals with autistic spectrum conditions Understand legislative frameworks that relate to individuals with autistic spectrum conditions The learner can: • outline the legislative frameworks that relate to an individual with autistic spectrum condition • analyse how legislative frameworks underpin the development of services for individuals with autistic spectrum condition. Additional Guidance Legislative frameworks need to include policy drivers and strategies within own home nation An individual is someone requiring care
Unit DEM 202 The person centred approach to the care and support of the individual with dementia Assessment Criteria Outcome 1 Understand approaches that enable individuals with dementia to experience well-being The learner can: 1. describe what is meant by a person centred approach 2. outline the benefits of working with an individual with dementia in a person centred manner. Outcome 2 Understand the role of carers in the care and support of individuals with dementia The learner can: 1. describe the role that carers can have in the care and support of Individuals with dementia 2. explain the value of developing a professional working relationship with carers. Outcome 3 Understand the roles of others in the
Promote Good Practice in Handling Information in Health and Social Care Settings. WORK BOOK-Unit 1(SHC 31) Unit 1 (SHC 31)- Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit aim: This unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Credit value-3 Level 3 This workbook covers the following elements: Learning outcomes: There are four learning outcomes to this unit1. Understand why effective communication is important in the work setting 2.
OUTCOME 1 UNDERSTAND THE LEGISLATION AND POLICIES THAT SUPPORT THE HUMAN RIGHTS AND INCLUSION OF INDIVIDUALS WITH LEARNING DISABILITIES. 1.1 IDENTIFY LEGISLATION AND POLICIES THAT ARE DESIGNED TO PROMOTE THE HUMAN RIGHTS, INCLUSION, EQUAL LIFE CHANCES AND CITIZENSHIP OF INDIVIDUALS WITH LEARNING DISABILITIES. There are four main acts in this country that cover individuals with disabilities. • Human Rights Act 1998 • Equality Act 2010 • Disability Discrimination Act 2005 • Mental Capacity Act 2005 Plus: • United Nations Convention on the Rights of Persons with Disabilities 1.2 EXPLAIN HOW THIS LEGISLATION AND POLICIES INFLUENCE THE DAY TO DAY EXPERIENCES OF INDIVIDUALS WITH LEARNING DISABILITIES AND THEIR FAMILY • Human Rights Act - the Equality and Human Rights Commission works to make sure that people are treated fairly and equally. They work to stop discrimination against disabled people, men and women and people from different races and cultures.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Principles for implementing duty of care in health, social care or children’s and young people’s settings Principles for implementing duty of care in health, social care or children’s and young people’s settings Assignment 304 Assignment 304 Assignment composition Assignment overview In this assignment you will consider how your duty of care can conflict with the rights of an individual and what you can do to manage any resultant risk. You will demonstrate an understanding of the complaint procedures and how best to respond to complaints. Tasks There are three tasks to this assignment. A Supervision notes B Reflective account C Guidance notes This is a summary of the evidence required for the unit. Task | | Evidence | | Learning outcomes covered | A | | Supervision notes | | 1.1, 1.2 | B | | Reflective account | | 2.1, 2.2, 2.3 | C | | Guidance notes | | 3.1, 3.2 | Principles for implementing duty of care in health, social care or children’s and young people’s settings Principles for implementing duty of care in health, social care or children’s and young people’s settings Assignment 304 Assignment 304 Assignment mark sheet Candidate name | | Candidate number | Centre name | | Centre number | Task | Evidence | Results | A | Supervision notes | Passed Y/N | B | Reflective account | Passed Y/N | C | Guidance notes | Passed Y/N | I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification.
Details of the relationship between the unit and relevant national standards This unit is linked to CHS19. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment 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. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 297 Unit 4222-335 Undertake physiological measurements (HSC 3052) Assessment Criteria Outcome 1 Understand relevant legislation, policy and good practice for undertaking physiological measurements The learner can: 1. describe current legislation, national guidelines, organisational policies and protocols affecting work practice.
4 Assignment 054 Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings Assignment overview Introduction The assignment for Unit 054 asks you to demonstrate your knowledge and understanding of the principles for duty of care in health, social care or children and young people’s settings. The assignment is designed to ensure that by completing all the tasks, you will meet the Learning Outcomes and assessment criteria for Unit 054, Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings. Tasks There are three tasks to this assignment. A Short answer questions B Complete table C Short answer questions Assignment coverage |Task |Task name |Learning outcomes covered | |A |Short answer questions |1. Understand how duty of care contributes to safe practice | |B |Complete table |2.
H/SC Adults Intermediate NVQ Dementia Pathway CU1682 Understand and Enable Interaction and Communication with individuals who have Dementia Contents Understand the factors that can affect interactions and communication of individuals with dementia 4 1.1 Explain how different forms of dementia may affect the way an individual communicates. 4 1.2 Explain how physical and mental health factors may need to be considered when communicating with an individual who has dementia. 4 1.3 Describe how to support different communication abilities and needs of an individual with dementia who has a sensory impairment. 4 1.4 Describe the impact the behaviours of carers and others may have on an individual with dementia. 5 Be able to communicate with an individual with dementia using a range of verbal and non-verbal techniques 6 2.1 Demonstrate how to use different communication techniques with an individual who has dementia 6 2.2 Show how observation of behaviour is an effective tool in interpreting the needs of an individual with dementia 6 2.3 Analyse ways of responding to the behaviour of an individual with dementia, taking account of the abilities and needs of the individual, cares and others.
Tracie Shaw/Pulse Community Healthcare. Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care Unit 11: Principles of Personal Development in Adult Social Care Settings 1. Understand how to reflect on practice in adult social care. 1.1 Explain what reflective practice is: What you did - How you did it - Why you did it - How you felt - What went well - What you would do differently. The Oxford dictionary defines the meaning of reflect as “to think carefully and deeply about something” .