Specification Edexcel qualifications Edexcel Level 2 Certificate for the Children and Young People’s Workforce (QCF) For first registration September 2010 Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide. Our specialist suite of qualifications includes NVQs, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Unit 59: Provide Support to Maintain and Develop Skills for Everyday Life Unit code: HSC 3003 Unit reference number: L/601/8028 QCF level: 3 Credit value: 4 Guided learning hours: 28 Unit summary This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills required to work with individuals to retain, regain and develop skills for everyday life. Assessment requirements Learning outcomes 2, 3 and 4 must be assessed in a real work environment. Additional information An individual is someone requiring care or support. Others may include • family • advocates • team members • line manager • specialists • others who are important to the individual’s wellbeing.
This assignment also seeks to assess the student’s ability to critically analyze organizational good practice regarding communication and will be assessing their knowledge of the application of ICT in the field of Health and Social Care (including legal frameworks). Specification of Assessment TASK 1 : Choose a client with whom you currently work with or are familiar with. Provide a brief background history of this client and: 1. Explainand discuss the possible values and cultural factors which may influence the way this client communicates. (LO2.1) This criteria is linked to criteria 1.2 of Unit 4 Personal and Professional development.
The relevance of doing the components are Functional Skills English and Functional Skills Maths, by doing English and Maths it will help me when I go on to do my Level 3 Diploma in Health and Social Care and when I go further into my career path. The relevance of Clinical mandatory units are for the assessor to watch over me in the work place so that they know that I am competent in my position, the assessor can also check to see that I know about infection control, if something is mandatory then it means that this is meant to be done. The relevance of Employments, Rights and Responsibilities are that a person have rights and they have to be upheld. Health and Safety, terms and conditions of employment, working hours, equal opportunities and the right to be paid a minimum wage, maternity/paternity pay, sick pay, holiday pay, redundancy pay Discrimination i.e. disability, gender, age.
Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law. This should cover the apprentice’s rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010 and Health & Safety legislation, together with the responsibilities and duties of employers; 2. Knows and understands the procedures and documentation in their organisation which recognises and protects their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice’s learning programme; 3. Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities.
Contents Page 3 – Section 1 - Breakdown of the Unit Page 5 – Section 2 - Assignment Briefs, Rules and Deadline Dates Page 6 - Section 3 - Grade Tracking Sheet Page 7 – Section 4 - Tutor Information Page 8 – Section 5 - Lesson Materials Page 9 - 1: What is learning and lets find more out about your abilities. Page 21 - 2: How do we improve you? Action Plans and Reflective Practice. Page 33 - 3: Health and Social Care Organisations and their careers. Page 39 – 4: Evaluation Page 41 – Section 6 - Feedback sheets.
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. 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: Assessment Criteria The learner can: 1 1.1 Identify standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
Diploma Level 2 Health & Social Care Living with Dementia Activity & Worksheet DEM 201: Dementia awareness Level 2 Unit DEM 201 Dementia awareness Credit value: 2 Unit aim The aim of the unit is to enable learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand what dementia is 2. Understand key features of the theoretical models of dementia 3.
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, 5 and 6 must be assessed in a real work environment.. Unit 4222-305 Promote person centred approaches in health and social care (HSC 036) Assessment Criteria Outcome 1 Understand the application of person centred approaches in health and social care The learner can: 1. explain how and why person-centred values must influence all aspects of health and social care work Putting a person in the centre of their own care not only allows you as the support worker to
Learning outcomes 3, 4, 5 and 6 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) 279 Unit 4222-329 Promote positive behaviour (HSC 3019) Assessment Criteria Outcome 1 The learner can: 1. explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 2. define what is meant by restrictive interventions 3. explain when restrictive interventions may and may not be used 4. explain who