Assignment 207 Understand person centred approaches in adult social care settings Assignment composition Assignment overview In this assignment you will demonstrate your knowledge of person-centred care. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. Tasks There are three tasks to this assignment. A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit.
Assignment brief – QCF BTECAssignment front sheetPlease ensure that all assignments are written to merit criteria in order that learners can achieve aspirational high grades | Qualification | Unit number and title | Level 3 Extended Diploma Health and Social Care | Unit 2 – Equality, Diversity and Rights in health and social care | Learner name | Assessor name | | Nusheen Rafiq | Date issued | Hand in deadline | Submitted on | | | | | | Assignment title | Concepts and discriminatory and anti-discriminatory practices. | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Explain the concepts of equality, diversity and rights in relation to health and social care | | 1 | | Powerpoint | P2 | Describe discriminatory practice in health and social care | | 1 | | | P3 | Describe the potential effects of discriminatory practice on those who use health or social care services | | 1 | | | M1 | Assess the effects on those using the service of three different discriminatory practices in health and social care settings.
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 and 3 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 55 Unit 4222-307 Promote good practice in handling information in health and social care settings (HSC 038) Assessment Criteria Outcome 1 The learner can: 1. identify legislation and codes of practice that relate to handling information in health and social care 2. summarise the main points of legal requirements and codes of practice for handling information in health and social care. Understand requirements for handling information in health and social care settings Outcome 2 The learner can: 1. describe features of manual and electronic information storage systems that help ensure
Unit 206 Understand the role of the social care worker Level: 2 Credit value: 1 NDAQ number: A/602/3113 Unit aim This unit is aimed at those who are interested in, or new to working in social care setting. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand working relationships in social care settings.
Unit 31: Understand how to Manage a Team Unit code: LM1a Unit reference number: D/602/3170 QCF level: 4 Credit value: 3 Guided learning hours: 20 Unit summary The purpose of this unit is to assess the learner’s knowledge and understanding necessary to support and enable team development. Forbidden combination This unit must not be taken with Unit 10: Lead and Mange a Team within a Health and Social Care or Children and Young People’s Setting (LM1c, H/602/3171) Assessment requirements This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Additional information Models may include: team development activities induction into a new team. Approaches may include groups such as quality circles. Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion.
Unit 218 Research information Level: 2 Credit value: 4 NDAQ number: Y/601/2488 Unit aim This unit is about organising suitable data that has been researched using different sources of information. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand procedures for researching information 2 Be able to research information for others Guided learning hours It is recommended that 17 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD323. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration.
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. Candidate signature | Date | I confirm that the candidate has achieved all the requirements of this unit with the evidence listed and the assessment was conducted under the specified conditions and context, and is valid, authentic, reliable, current and sufficient.
EDI Qualification Level 3 Preparing to Work in Health and Social Care Workbook CT304 Principles of communication in adult social care settings Centre Number: HSTA22 Tel: 01727 733999 CT304: Principles of communication in adult social care settings Level: 3 Credit Value: 2 Learner Name | | Learner Registration Number | | Assessor / Tutor Name | | Centre Name / Number | | Unit Sign Off Learner | Learner Signature: Date: I confirm the information within this workbook is my own work. | Unit Sign Off Assessor / Tutor | Assessor / Tutor Signature: Date:I confirm that the evidence within this workbook has been assessed against the assessment criteria for this unit and had judged for validity, authenticity, currency, reliability and sufficiency. | Unit Purpose and Aim The unit develops knowledge of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to working in social care settings with adults. Learning Outcomes The learner will: 1.
Codes of Practice: The special Educational Needs Code of Practice 2001 This outlines government guidelines for policy, procedures and responsibility for children with SENs. It also states levels of support depending on children’s individual needs. Code of Practice on the duty to promote racial equality 2001 A statuary code that helps public authorities to meet their duty set out by the Race Relations Act 2000. Schools are required to have written Race Equality policy which must include how the school promotes racial equality. Removing barriers to achievement 2004 Provides framework for schools to remove barriers and raise achievement of children with SENs and disabilities.
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people I deal with also understand these codes of practice. Other responsibilities are the Data Protection 1998, Safeguard Vulnerable Groups Act 2006, Every Child Matters and The Copyright Act.