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Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)
Specification
BTEC Specialist qualification
First teaching August 2014
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere.
Pearson is the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk
References to third party material made in this specification are made in good faith. Pearson 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.)
All information in this specification is correct at time of publication.
Authorised by Martin Stretton Prepared by Amy Weaver
ISBN 978 1 446 91073 3
All the material in this publication is copyright © Pearson Education Limited 2014
Contents
Purpose of this specification 1
1 Introducing Pearson BTEC Specialist qualifications 3
What are Pearson BTEC Specialist qualifications? 3
2 Qualification summary and key information 4
QCF qualification number and qualification title 5
Objective of the qualification 5
Apprenticeships 5
Relationship with previous qualifications 5
Progression opportunities through Pearson qualifications 5
Industry support and recognition 5
Relationship with National Occupational Standards 5
3 Qualification structure 6
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) 6
4 Assessment 8
5 Recognising prior learning and achievement 9
Recognition of Prior Learning 9
Credit transfer 9
6 Centre resource requirements 10
7 Centre recognition and approval centre recognition 11
Approvals agreement 11
8 Quality assurance of centres 12
9 Programme delivery 13
10 Access and recruitment 14
11 Access to qualifications for learners with disabilities or specific needs 15
12 Units 16
Unit title 16
Unit reference number 16
QCF level 16
Credit value 16
Guided learning hours 16
Unit aim 16
Essential resources 16
Learning outcomes 16
Assessment criteria 17
Unit amplification 17
Information for tutors 17
Unit 1: Principles of communication in adult social care settings 18
Unit 2: Principles of personal development in adult social care settings 25
Unit 3: Principles of diversity, equality and inclusion in adult social care settings 31
Unit 4: Principles of safeguarding and protection in health and social care 38
Unit 5: Principles for implementing duty of care in health, social care or children’s and young people’s settings 48
Unit 6: Understand the role of the social care worker 53
Unit 7: Understand person-centred approaches in adult social care settings 60
Unit 8: Understand health and safety in social care settings 72
Unit 9: Understand how to handle information in social care settings 94
Unit 10: Understand how to safeguard the welfare of children and young people 100
Unit 11: Understand employment responsibilities and rights in health, social care or children and young people’s settings 106
13 Further information and useful publications 116
14 Professional development and training 117
Annexe A 119
Mapping with National Occupational Standards 119
Annexe B 121
Skills for Care and Development QCF Assessment Principles 121
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
1
Purpose of this specification
The purpose of a specification as defined by Ofqual is to set out:
the qualification’s objective
any other qualification that a learner must have completed before taking the qualification
any prior knowledge, skills or understanding that the learner is required to have before taking the qualification
units that a learner must have completed before the qualification will be awarded and any optional routes
any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
3
1 Introducing Pearson BTEC Specialist qualifications
For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.
What are Pearson BTEC Specialist qualifications?
Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.
There are three sizes of Pearson BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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2 Qualification summary and key information
Qualification title Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)
QCF Qualification Number (QN) 601/0115/5
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 03/07/2013
Operational start date 01/08/2014
Approved age ranges 16-18
19+
Credit value 24
Assessment Centre-devised assessment (internal assessment) and Pearson-devised assessment (onscreen testing).
Guided learning hours 218-219
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment).
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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QCF qualification number and qualification title
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com
Objective of the qualification
The Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) is for learners who work in, or want to work in, a social care setting.
It gives learners the opportunity to:
develop knowledge related to Adult Social Care in Northern Ireland
learn about communication, equality, diversity and inclusion, personal development, the role of the social care worker, handling information, health and safety, safeguarding, duty of care and person centred approaches
achieve a nationally-recognised Level 2 qualification.
Apprenticeships
Skills for Care and Development approve the Pearson BTEC Level 3 Certificate in Induction into Adult Social Care (QCF) as a knowledge component for the Level 3 Apprenticeship in Health and Social Care.
Relationship with previous qualifications
This qualification is a replacement for the EDI Level 3 Certificate in Induction into Adult Social Care in Northern Ireland.
Progression opportunities through Pearson qualifications
Learners who have achieved the Certificate can progress to Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF).
Industry support and recognition
This qualification is supported by Skills for Care and Development, the SSC for people providing social work, social care and children’s services to people of the UK.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Health and Social Care. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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3 Qualification structure
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)
The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.
Minimum number of credits that must be achieved 24
Minimum number of credits that must be achieved at level 3 or above 17
Number of mandatory credits that must be achieved 21
Number of optional credits that must be achieved 3
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
1 R/602/2906 Principles of communication in adult social care settings
3 2 17
2 R/602/3036 Principles of personal development in adult social care settings
3 2 19
3 M/602/3044 Principles of diversity, equality and inclusion in adult social care settings
3 2 19
4 A/601/8574 Principles of safeguarding and protection in health and social care
2 3 26
5 R/601/1436 Principles for implementing duty of care in health, social care or children’s and young people’s settings
3 1 5
6 A/602/3113 Understand the role of the social care worker
2 1 9
7 R/602/3182 Understand person-centred approaches in adult social care settings
3 4 37
8 L/602/3178 Understand health and safety in social care settings
3 5 49
9 D/602/3119 Understand how to handle information in social care settings
3 1 9
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Unit Unit reference number
Optional units Level Credit Guided learning hours
10 J/601/4527 Understand how to safeguard the welfare of children and young people
2 3 25
11 R/602/2954 Understand employment responsibilities and rights in health, social care or children and young people’s settings
2 3 24
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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4 Assessment
The table below gives a summary of the assessment methods used in the qualification.
Units Assessment method
Units 1, 2, 3, 4, 5, 6, 7, 8, 9
Pearson-devised assessment: onscreen test
Units 10, 11 Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit’s learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must meet any additional requirements given in the Information for tutors section of each unit.
Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment.
To avoid over-assessment, centres are encouraged to link delivery and assessment across units.
There is more guidance about internal assessment on our website. For details please see Section 13 Further information and useful publications.
Pearson-devised assessment (external assessment)
To pass an externally assessed unit, learners must pass an onscreen test. Pearson sets and marks the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.
Further information, including details of test duration and question types is available on the webpage for this qualification.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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5 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website, www.edexcel.com.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to ensure continuing professional development for staff delivering the qualification.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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7 Centre recognition and approval centre recognition
Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs.
Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.
Centres must make sure that any legislation taught is up to date.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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10 Access and recruitment
Pearson’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Further information regarding Access Arrangements can be found in the Joint Council for Qualification (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.
These documents are available on our website, at www.edexcel.com/Policies
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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12 Units
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Assessment criteria
Assessment criteria specify the standard required by the learner to achieve each learning outcome.
Unit amplification
This section clarifies what a learner needs to know to achieve a learning outcome.
Information for tutors
This section gives tutors information on delivery and assessment. It contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Unit 1: Principles of communication in adult social care settings
Unit reference number: R/602/2906
QCF level: 3
Credit value: 2
Guided learning hours: 17
Unit 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.
Essential resources
There are no special resources needed for this unit.
Assessment Requirements
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
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munic
atio
n (
voca
bula
ry,
linguis
tic
tone,
pitch
, pac
e);
British
Sig
n L
anguag
e, M
akat
on,
Bra
ille,
the
use
of
signs,
sym
bols
, pic
ture
s, w
riting;
obje
cts
of
refe
rence
, finger
spel
ling,
com
munic
atio
n p
assp
ort
s; u
se o
f in
terp
rete
rs,
tran
slat
ors
, ad
voca
tes;
te
chnolo
gic
al a
ids,
(te
xt u
sing m
obile
phones
, in
duct
ion loops,
hea
ring
aids)
2
Under
stan
d h
ow
to
mee
t th
e co
mm
unic
atio
n
and lan
guag
e nee
ds,
wis
hes
and
pre
fere
nce
s of
an
indiv
idual
.
2.4
Exp
lain
why
it is
import
ant
to r
espond t
o a
n indiv
idual
’s
reac
tions
when
co
mm
unic
atin
g.
□
Prom
otion o
f co
mm
unic
atio
n c
ycle
; en
suring u
nder
stan
din
g;
man
agem
ent
of
emotional
sta
tes;
pre
vention o
f ag
gre
ssio
n
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
21
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
indiv
idual
s fr
om
diffe
rent
bac
kgro
unds
may
use
com
munic
atio
n m
ethods
in d
iffe
rent
way
s.
□
Cultura
l norm
s re
gar
din
g u
se o
f ges
ture
s, o
f ey
e co
nta
ct,
per
sonal
sp
ace;
diffe
rence
s in
sig
n lan
guag
e, t
he
effe
cts
of
men
tal ill
hea
lth o
n
com
munic
atio
n m
ethods,
enla
rged
per
sonal
spac
e, r
educe
d e
ye c
onta
ct
3.2
Id
entify
bar
rier
s to
effec
tive
co
mm
unic
atio
n.
□
Inap
pro
priat
e use
of
languag
e; E
nglis
h a
s an
additio
nal
lan
guag
e;
dia
lect
; use
of
jarg
on;
use
of
sect
or-
spec
ific
voca
bula
ry;
envi
ronm
enta
l,
(nois
e, p
oor
lighting,
inap
pro
priat
e ar
rangem
ents
of
seat
ing,
acoust
ics
of
the
build
ing);
sen
sory
im
pai
rmen
t; e
ffec
ts o
f al
cohol or
dru
gs;
ag
gre
ssio
n;
attitu
des
of ca
re w
ork
ers,
peo
ple
usi
ng s
ervi
ces;
anxi
ety;
m
enta
l ill
hea
lth,
phys
ical
ill
hea
lth;
lear
nin
g d
isab
ilities
; la
ck o
f co
nfiden
ce,
dis
trac
tions
3.3
Exp
lain
how
to o
verc
om
e bar
rier
s to
com
munic
atio
n.
□
Use
of
tech
nolo
gic
al a
ids,
(hea
ring a
ids,
induct
ion loops,
tel
ephone
rela
y se
rvic
es,
text
usi
ng m
obile
phones
); u
sing h
um
an a
ids,
inte
rpre
ters
, si
gner
s, t
ransl
ators
, ad
voca
tes;
use
of
age-
appro
priat
e vo
cabula
ry;
staf
f tr
ainin
g;
impro
ving e
nvi
ronm
ent;
red
uci
ng d
istr
actions
3.4
D
escr
ibe
stra
tegie
s th
at c
an
be
use
d t
o c
larify
m
isunder
stan
din
gs.
□
Chec
king u
nder
stan
din
g;
use
of
reflec
tive
lis
tenin
g,
active
lis
tenin
g;
use
of
par
aphra
sing;
repea
ting;
rephra
sing;
use
of
visu
al c
ues
3
Under
stan
d h
ow
to
ove
rcom
e bar
rier
s to
com
munic
atio
n.
3.5
Exp
lain
how
to a
cces
s ex
tra
support
or
serv
ices
to
enab
le indiv
idual
s to
co
mm
unic
ate
effe
ctiv
ely.
□
Conta
ctin
g lin
e m
anag
er;
use
of,
inte
rpre
ting s
ervi
ce,
tran
slat
ion
serv
ice,
spee
ch a
nd lan
guag
e se
rvic
es;
advo
cacy
ser
vice
s; u
se o
f th
ird
sect
or
org
anis
atio
ns,
Act
ion o
n H
earing L
oss
, N
atio
nal
Autist
ic S
oci
ety;
RN
IB N
ort
her
n I
rela
nd;
SEN
SE S
troke
Ass
oci
atio
n;
atte
ndin
g s
pec
ific
tr
ainin
g
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
22
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
mea
nin
g o
f th
e te
rm “
confiden
tial
ity”
. □
N
ot
shar
ing p
erso
nal
info
rmat
ion,
sensi
tive
info
rmat
ion w
ithout
per
mis
sion
4.2
D
escr
ibe
way
s to
mai
nta
in
confiden
tial
ity
in d
ay t
o d
ay
com
munic
atio
n.
□
Pap
er-b
ased
— u
se o
f se
cure
sto
rage
faci
litie
s, lock
ed c
abin
ets,
sh
reddin
g p
aper
s no longer
req
uired
, dis
posi
ng o
f se
nsi
tive
was
te
secu
rely
; Ele
ctro
nic
— u
se o
f se
cure
pas
sword
s, n
ot
leav
ing c
om
pute
r sc
reen
s unat
tended
; ve
rbal
confiden
tial
ity
— n
ot
repea
ting info
rmat
ion
without
per
mis
sion;
adher
ence
to t
he
confiden
tial
ity
polic
ies
and
pro
cedure
s of
the
sett
ing;
adher
ence
to t
he
princi
ple
s of
the
Dat
a Pr
ote
ctio
n A
ct 1
998
4.3
D
escr
ibe
the
pote
ntial
te
nsi
on b
etw
een m
ainta
inin
g
an indiv
idual
’s c
onfiden
tial
ity
and d
iscl
osi
ng c
once
rns
to
agre
ed o
ther
s.
□
Bal
anci
ng indiv
idual
rig
hts
with p
rofe
ssio
nal
res
ponsi
bili
ties
when
an
indiv
idual
is
at r
isk
from
har
m fro
m o
ther
s, f
rom
them
selv
es;
when
m
alpra
ctic
e is
susp
ecte
d;
in c
ases
of m
alpra
ctic
e; in c
ases
of
abuse
; in
ca
ses
of
alle
ged
abuse
, su
spec
ted a
buse
; bre
achin
g o
f tr
ust
bet
wee
n
peo
ple
who u
se s
ervi
ces
and p
rofe
ssio
nal
s; r
educt
ion o
f ra
pport
; neg
ativ
e ef
fect
s on r
elat
ionsh
ips
4
Under
stan
d
princi
ple
s an
d
pra
ctic
es r
elat
ing
to c
onfiden
tial
ity.
4.4
Exp
lain
how
and w
hen
to
seek
advi
ce a
bout
confiden
tial
ity.
□
How
: by
consu
ltin
g t
he
line
man
ager
and t
he
‘nam
ed p
erso
n’ w
ithin
a
sett
ing’, b
y co
nsu
ltin
g t
he
confiden
tial
ity
polic
ies
and p
roce
dure
s of
a se
ttin
g
□
When
: to
rem
ain w
ithin
the
boundar
ies
of
ow
n r
ole
, w
hen
unce
rtai
n o
f boundar
ies,
to g
ain c
onse
nt
for
pro
cedure
s, c
are,
tre
atm
ent;
when
as
ked t
o r
evea
l per
sonal
, se
nsi
tive
info
rmat
ion
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
23
Information for tutors
Delivery
This unit should be delivered by a tutor who is well qualified and experienced in the delivery of effective communication. Learners will require some taught input, particularly with regard to the various methods of communication which learners may not be familiar with. However, input from guest speakers and opportunities to practise communication skills within the classroom will provide learners with valuable understanding and enable them to reflect upon the effectiveness of their own skills.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand why effective communication is important in adult social care settings
Class plenary on reasons for communication; taught session on how communication affects relationships in adult social care work. Class discussion.
Demonstration and practice of communication skills; simulation activity and group debriefing.
Learning outcome 2: Understand how to meet the communication and language needs, wishes and preferences of an individual
Taught session on preferred method of communication; use of training DVD on communication in adult social care settings. Learners to complete accompanying handout.
Guest speaker from either a local branch of the British Deaf Society, the Makaton Charity or an individual who works with people who have English as an additional language. Question and answer session.
Taught session on use of communication passports, human and technological aids to communication. Use of video clip of Stephen Hawking using technology to speak.
Taught session on Argyle’s stages of communication and contexts of communication. Groups working in pairs and larger groups practising effective communication.
Class discussion with tutor input on the importance of responding to individuals’ reactions when communicating.
Taught session on communication styles. Learners taking notes.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
24
Topic and suggested assignments/activities
Learning outcome 3: Understand how to overcome barriers to communication
Taught session on the influences of an individual’s background on communication. Class discussion.
Taught session on barriers to effective communication. Groups working with case studies to identify barriers and give feedback.
Guest speaker on reducing barriers to communication. Question and answer session.
Taught session on clarifying misunderstandings; learners practising listening skills and techniques. Class plenary.
Internet research session on accessing support. Groups discuss findings with tutor.
Learning outcome 4: Understand principles and practices relating to confidentiality
Taught session on personal and sensitive information; the role of the Freedom of Information Commissioner.
Taught session on maintaining confidentiality, policies and procedures for storing and sharing of information. Class discussion.
Taught session on tensions concerning confidentiality. Class discussion.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Textbook
Moss B – Communication Skills for Health and Social Care (Sage Publications Limited, 2007) ISBN 9781412922852
Websites
www.britishsignlanguage.com British Sign Language
www.disabilitynow.org.uk Disability Now
www.makaton.org The Makaton Charity – for people with learning or communication difficulties
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
25
Unit 2: Principles of personal development in adult social care settings
Unit reference number: R/602/3036
QCF level: 3
Credit value: 2
Guided learning hours: 19
Unit aim
The unit develops 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, or new to, working in social care settings with adults.
Essential resources
There are no special resources needed for this unit.
Assessment Requirements
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
26
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
ref
lect
ive
pra
ctic
e is
□
The
active
pro
cess
of
looki
ng b
ack
at o
ne’
s ow
n p
erfo
rman
ce;
reflec
tion
on inci
den
ts a
nd s
ituat
ions
that
hav
e occ
urr
ed in t
he
sett
ing,
reas
ons
for
them
, ef
fect
s of
them
, co
nse
quen
ces
of
them
.
1.2
Exp
lain
the
import
ance
of
reflec
tive
pra
ctic
e in
co
ntinuousl
y im
pro
ving t
he
qual
ity
of
serv
ice
pro
vided
□
By
enab
ling t
he
iden
tifica
tion o
f ar
eas
of
poor
serv
ice
del
iver
y; b
y en
ablin
g t
he
iden
tifica
tion o
f ar
eas
of
good p
ract
ice
in o
rder
to b
uild
on
thes
e to
enab
le t
he
updat
ing o
f pra
ctic
e in
lin
e w
ith c
urr
ent
guid
elin
es,
legis
lation,
regula
tions
wher
e dis
par
itie
s ar
e per
ceiv
ed;
to r
espond t
o
feed
bac
k fr
om
use
rs o
f se
rvic
es.
1.3
Exp
lain
how
sta
ndar
ds
info
rm r
efle
ctiv
e pra
ctic
e in
ad
ult s
oci
al c
are
□
Pro
vidin
g a
mea
sure
for
ow
n p
erfo
rman
ce;
pro
vidin
g p
urp
ose
for
reflec
tive
pra
ctic
e; e
nsu
ring s
tandar
dis
ed p
erfo
rman
ce;
iden
tify
ing
action p
oin
ts f
or
appra
isal
and p
erfo
rman
ce r
evie
w w
her
e per
form
ance
m
ay n
ot
mee
t cu
rren
t st
andar
ds;
ensu
ring c
om
plia
nce
with c
urr
ent
legis
lation,
regula
tions,
codes
of
pra
ctic
e.
1
Under
stan
d h
ow
to
reflec
t on p
ract
ice
in a
dult s
oci
al c
are
1.4
D
escr
ibe
how
ow
n v
alues
, bel
ief
syst
ems
and
exper
ience
s m
ay a
ffec
t w
ork
ing p
ract
ice
□
Appro
ach s
how
n t
ow
ards
peo
ple
who u
se t
he
serv
ice;
rel
uct
ance
to
per
form
par
ticu
lar
task
s; r
espec
t fo
r co
lleag
ues
and m
anag
ers;
att
itude
tow
ards
tim
ekee
pin
g a
nd p
unct
ual
ity.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
peo
ple
may
re
act
and r
espond t
o
rece
ivin
g c
onst
ruct
ive
feed
bac
k
□
Applic
atio
n o
f fe
edbac
k to
curr
ent
per
form
ance
; se
ekin
g t
rain
ing;
dis
cuss
ion o
f re
leva
nt
issu
es w
ith s
uper
viso
r, t
uto
r; m
akin
g a
dditio
ns
and c
han
ges
to p
erso
nal
dev
elopm
ent
pla
n.
2.2
Exp
lain
the
import
ance
of
seek
ing f
eedbac
k to
im
pro
ve
pra
ctic
e an
d info
rm
dev
elopm
ent
□
Obta
in r
ealis
tic
view
of
ow
n p
erfo
rman
ce;
to iden
tify
are
as o
f good
pra
ctic
e; t
o info
rm p
erso
nal
dev
elop
men
t pla
ns;
to iden
tify
are
as f
or
dev
elopm
ent
in o
rder
to im
pro
ve p
ract
ice;
to iden
tify
tra
inin
g n
eeds;
to
lear
n f
rom
exp
erie
nce
s.
2
Under
stan
d t
he
import
ance
of
feed
bac
k in
im
pro
ving o
wn
pra
ctic
e
2.3
Exp
lain
the
import
ance
of
usi
ng f
eedbac
k in
im
pro
ving
ow
n p
ract
ice
□
To im
pro
ve o
wn p
erfo
rman
ce in lin
e w
ith s
etting o
rgan
isat
ional
and
nat
ional
req
uirem
ents
for
the
del
iver
y of
care
and s
upport
; to
dev
ise
appro
priat
e ac
tion p
lans;
to e
nab
le p
erso
nal
pro
gre
ssio
n;
to e
nab
le
pro
fess
ional
pro
gre
ssio
n;
to iden
tify
req
uired
chan
ges
in v
alues
, at
titu
des
, w
ork
pra
ctic
es;
to m
eet
occu
pat
ional
sta
ndar
ds;
to m
eet
legal
re
quirem
ents
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
com
ponen
ts o
f a
per
sonal
dev
elopm
ent
pla
n □
Pe
rsonal
goal
s, p
rofe
ssio
nal
goal
s, t
arget
s; a
ctio
n p
lan w
ith t
imef
ram
e.
3.2
Id
entify
sourc
es o
f su
pport
fo
r pla
nnin
g a
nd r
evie
win
g
ow
n d
evel
opm
ent
□
Line
man
ager
, m
ento
r, t
uto
r, t
rain
ing p
rovi
der
s; s
ecto
r-sp
ecific
open
day
s; a
cces
sing s
pec
ialis
t in
form
atio
n t
hro
ugh e
xter
nal
org
anis
atio
ns;
pro
fess
ional
mag
azin
es;
onlin
e pro
fess
ional
journ
als;
onlin
e pro
fess
ional
dis
cuss
ions.
3.3
Exp
lain
the
role
of
oth
ers
in
the
dev
elopm
ent
of
a per
sonal
dev
elopm
ent
pla
n
in iden
tify
ing:
st
rength
s
ar
eas
for
dev
elopm
ent
□
Pro
visi
on o
f co
nst
ruct
ive
feed
bac
k; s
upport
in iden
tify
ing s
tren
gth
s an
d
wea
knes
ses;
obse
rvat
ion o
f per
form
ance
; par
tici
pat
ion in p
rofe
ssio
nal
dis
cuss
ion t
o s
uppor
t re
flec
tion.
3
Under
stan
d h
ow
a
per
sonal
dev
elopm
ent
pla
n
can c
ontr
ibute
to
ow
n lea
rnin
g a
nd
dev
elopm
ent
3.4
Exp
lain
the
ben
efits
of
usi
ng
a per
sonal
dev
elopm
ent
pla
n
to iden
tify
ongoin
g
impro
vem
ents
in k
now
ledge
and u
nder
stan
din
g
□
Tar
get
ing a
reas
for
dev
elopm
ent;
pro
duct
ion o
f SM
ART t
arget
s fo
r pro
gre
ssio
n;
iden
tifica
tion o
f so
urc
es o
f su
pport
; in
volv
emen
t of
rele
vant
indiv
idual
s; iden
tifica
tion o
f tr
ainin
g n
eeds;
ach
ieve
men
t of
per
sonal
and p
rofe
ssio
nal
goal
s an
d t
arget
s; iden
tify
ing g
aps
in c
urr
ent
know
ledge,
ski
lls a
nd e
xper
ience
.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
29
Information for tutors
Delivery
This unit should be delivered by an experienced and well-qualified tutor who understands the benefits of reflective practice in adult social care. Learners might initially find the process challenging, so a sensitive approach is required, particularly with regard to the reflection on the effects of personal beliefs and values on work in the setting. Learners should begin to record reflections in a journal, log or diary which may be shared with the tutor but would not be discussed in class sessions without the agreement of the learner. One-to-one sessions to discuss progress will be appropriate throughout the duration of the unit.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand how to reflect on practice in adult social care
Taught session on the importance of reflective practice and reasons for this. Class discussion on issues that may affect the ability to reflect.
Taught session on reflecting on practice and introducing reflective tools; individual activity reflecting on a recent experience.
Guest speaker on how standards inform reflective practice. Question and answer session; learners could prepare questions prior to the session.
Taught session followed by class plenary on the effects of own beliefs and values on work and challenging perceptions of ourselves.
Learning outcome 2: Understand the importance of feedback in improving own practice
Taught session on evaluating own knowledge and the benefits of feedback. Learners working individually to evaluate own knowledge. Brief one-to-one discussions with tutor.
Learning outcome 3: Understand how a personal development plan can contribute to own learning and development
Taught session on recording progress in relation to development; using the reflective process and writing a journal. Class discussion.
Individual work on identifying sources of support; tutor input, discussing with class and providing additional information.
One-to-one reviews to decide on methods to use for reflection and people to work with to achieve personal and professional goals. Discussion of pertinent issues.
Review of unit.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
30
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Textbook
Thompson N and Thompson S The Critically Reflective Practitioner (Palgrave Macmillan, 2008) ISBN 9780230573185
Magazines
Care Magazine-Skills for Care
Quality and Compliance
Social Work Today
Websites
www.communitycare.co.uk Community Care online magazine
www.delni.gov.uk Department for Employment and Learning
www.niscc.info Northern Ireland Social Care Council
www.scie.org.uk Social Care Institute for Excellence
www.skillsforhealth.org.uk Sector Skills Council for Health
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
31
Unit 3: Principles of diversity, equality and inclusion in adult social care settings
Unit reference number: M/602/3044
QCF level: 3
Credit value: 2
Guided learning hours: 19
Unit aim
This unit develops concepts of inclusion, which are fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to working in social care settings with adults.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
Unit must be assessed in line with the Skills for Care and Development QCF assessment principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
32
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
is
mea
nt
by:
D
iver
sity
Equal
ity
In
clusi
on
D
iscr
imin
atio
n
□
Div
ersi
ty:
diffe
rence
s bet
wee
n indiv
idual
s an
d g
roups,
culture
, nat
ional
ity,
abili
ty,
ethnic
origin
, gen
der
, ag
e, r
elig
ion,
bel
iefs
, se
xual
orien
tation,
soci
o-e
conom
ic s
tatu
s.
□
Equal
ity:
pro
motion o
f in
div
idual
rig
hts
; giv
ing c
hoic
e an
d o
pport
unity;
re
spec
t; s
ervi
ces
in r
esponse
to indiv
idual
nee
d.
□
Incl
usi
on:
indiv
idual
s at
the
centr
e of
pla
nnin
g a
nd s
upport
; va
luin
g
div
ersi
ty;
pro
moting f
ull
par
tici
pat
ion in a
ctiv
itie
s, e
nvi
ronm
ents
.
□
Dis
crim
inat
ion:
direc
t dis
crim
inat
ion –
tre
atin
g a
n indiv
idual
or
gro
up
less
fav
oura
bly
than
anoth
er;
indirec
t dis
crim
inat
ion –
pro
vidin
g s
ervi
ces
in w
ays
whic
h m
ean t
hat
som
e in
div
idual
s ar
e not
enab
led t
o f
ully
par
tici
pat
e or
gai
n a
cces
s.
1.2
D
escr
ibe
the
pote
ntial
ef
fect
s of
dis
crim
inat
ion
□
Loss
of
self-e
stee
m;
low
sel
f-im
age;
red
uce
d o
vera
ll hea
lth a
nd
wel
lbei
ng;
inad
equat
e ca
re a
nd s
upport
; in
div
idual
’s lik
es,
dis
likes
not
consi
der
ed;
indiv
idual
’s n
eeds
unm
et;
lack
of
trust
bet
wee
n indiv
idual
s an
d c
are
work
ers;
leg
al c
onse
quen
ces
of
bre
akin
g r
elev
ant
legis
lation
and c
odes
of
pra
ctic
e.
1
Under
stan
d t
he
import
ance
of
div
ersi
ty,
equal
ity
and incl
usi
on
1.3
Exp
lain
the
import
ance
of
incl
usi
ve p
ract
ice
in
pro
moting e
qual
ity
and
support
ing d
iver
sity
□
Chal
lenges
dis
crim
inat
ion;
pro
mote
s rights
; em
pow
erin
g;
rem
ove
s bar
rier
s to
phys
ical
acc
ess;
effec
tive
com
munic
atio
n;
impro
ves
par
tici
pat
ion;
pro
mote
s dig
nity;
pla
ces
indiv
idual
s at
the
centr
e of
pla
nnin
g a
nd d
eliv
ery
of
serv
ices
; m
eets
leg
al r
equirem
ents
; pro
mote
s to
lera
nce
; pro
mote
s under
stan
din
g o
f diffe
rence
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
key
legis
lation a
nd
codes
of
pra
ctic
e re
lating t
o
div
ersi
ty,
equal
ity,
incl
usi
on
and d
iscr
imin
atio
n in a
dult
soci
al c
are
sett
ings
□
Key
leg
isla
tion:
Hea
lth a
nd S
oci
al C
are
(Ref
orm
) Act
(N
I) 2
009;
Saf
eguar
din
g V
uln
erab
le G
roups
(Nort
her
n I
rela
nd)
Ord
er 2
007;
Dis
abili
ty D
iscr
imin
atio
n A
ct 1
995 (
as a
men
ded
); D
isab
ility
D
iscr
imin
atio
n (
Nort
her
n I
rela
nd)
Ord
er 2
006;
The
Dep
riva
tion o
f Li
ber
ty S
afeg
uar
ds;
The
Equal
ity
Act
(Sex
ual
Orien
tation)
Reg
ula
tions
(Nort
her
n I
rela
nd)
2006;
Nort
her
n I
rela
nd S
oci
al C
are
Counci
l Codes
of
Prac
tice
2.2
Exp
lain
the
poss
ible
co
nse
quen
ces
of
not
active
ly
com
ply
ing w
ith leg
isla
tion
and c
odes
of
pra
ctic
e re
lating t
o d
iver
sity
, eq
ual
ity,
incl
usi
on a
nd
dis
crim
inat
ion in a
dult s
oci
al
care
set
tings
□
Dis
ciplin
ary
pro
ceed
ings;
com
pla
ints
fro
m p
eople
who u
se
serv
ices
, fa
mili
es;
legal
act
ion b
y peo
ple
who u
se s
ervi
ces;
loss
of
emplo
ymen
t.
2.3
D
escr
ibe
how
ow
n b
elie
fs,
culture
, va
lues
and
pre
fere
nce
s m
ay a
ffec
t w
ork
ing p
ract
ice
□
Appro
ach s
how
n t
ow
ards
peo
ple
who u
se t
he
serv
ice;
rel
uct
ance
to
per
form
par
ticu
lar
task
s; r
espec
t sh
ow
n f
or
colle
agues
and
man
ager
s; a
ttitude
to t
imek
eepin
g,
punct
ual
ity;
under
stan
din
g
and a
dap
ting o
wn b
elie
fs a
nd a
ttitudes
to c
are
sett
ing.
2
Under
stan
d h
ow
to
work
in a
n
incl
usi
ve w
ay
2.4
D
escr
ibe
way
s to
ensu
re
that
ow
n inte
ract
ions
with
indiv
idual
s re
spec
t th
eir
bel
iefs
, cu
lture
, va
lues
and
pre
fere
nce
s
□
Hav
ing a
n u
nder
stan
din
g o
f cu
ltura
l diffe
rence
s, incl
udin
g b
elie
fs,
culture
and p
refe
rence
s in
ord
er t
o im
pro
ve inte
ract
ions
with
colle
agues
, use
rs o
f th
e se
rvic
e an
d o
ther
adults
within
the
sett
ing;
use
of
incl
usi
ve lan
guag
e; u
se o
f in
div
idual
s’ p
refe
rred
nam
es a
nd t
itle
s; s
how
ing r
espec
t fo
r per
sonal
spac
e; s
pea
king
direc
tly
to indiv
idual
s ra
ther
than
car
ers,
fam
ily;
use
of
age-
appro
priat
e la
nguag
e; a
void
ance
of
jarg
on,
slan
g;
avoid
ance
of
ges
ture
s, b
ody
languag
e w
hic
h is
cultura
lly o
ffen
sive
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.5
Com
par
e in
clusi
ve p
ract
ice
with p
ract
ice
whic
h e
xclu
des
an
indiv
idual
□
Adap
ting r
esourc
es,
faci
litie
s an
d c
are
del
iver
y to
mee
t th
e nee
ds
of
indiv
idual
s, v
ersu
s pro
vidin
g t
he
sam
e re
sourc
es,
faci
litie
s an
d c
are
for
all;
usi
ng a
n indiv
idual
’s p
refe
rred
met
hod o
f co
mm
unic
atio
n w
hen
in
tera
ctin
g v
ersu
s ex
pec
ting t
he
indiv
idual
to u
se y
our
ow
n m
ethod;
spea
king d
irec
tly
to a
n indiv
idual
ver
sus
spea
king o
ver
thei
r hea
d t
o
fam
ily o
r ca
rers
; in
volv
ing e
ach indiv
idual
in d
ecis
ions
conce
rnin
g t
hei
r ow
n c
are
vers
us
pla
nnin
g c
are
without
consu
ltin
g t
he
indiv
idual
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
how
to c
hal
lenge
dis
crim
inat
ion in a
way
that
pro
mote
s ch
ange
□
Direc
t ch
alle
nge
of
inci
den
ts;
repor
ting o
f in
ciden
ts t
o lin
e m
anag
er,
iden
tify
ing a
nd c
hal
lengin
g d
iscr
imin
atory
beh
avio
ur;
iden
tify
ing
ster
eoty
pes
in a
ttitudes
or
writt
en m
ater
ials
; under
stan
din
g a
nd
adap
ting o
wn b
elie
fs a
nd a
ttitudes
; kn
ow
how
to r
eport
conce
rns;
re
view
and d
evel
op p
olic
y an
d p
roce
dure
s; m
akin
g e
qual
ity,
div
ersi
ty
and r
ights
tra
inin
g a
vaila
ble
to a
ll st
aff
and v
olu
nte
ers
within
a s
etting;
model
ling o
f in
clusi
ve b
ehav
iour;
use
of
incl
usi
ve lan
guag
e in
res
ponse
to
mis
use
of
term
s, u
se o
f in
corr
ect
term
s.
3.2
Exp
lain
how
to r
aise
aw
aren
ess
of
div
ersi
ty,
equal
ity
and incl
usi
on
□
Dis
pla
y in
form
atio
n f
or
indiv
idual
s to
acc
ess;
cel
ebra
te f
estiva
ls,
spec
ial
occ
asio
ns;
inco
rpora
te s
pec
ific
req
uirem
ents
into
dai
ly r
outines
; pro
vide
adap
ted e
quip
men
t as
sta
ndar
d;
pro
vide
adap
ted e
nvi
ronm
ents
as
stan
dar
d;
use
of
incl
usi
ve lan
guag
e; e
nco
ura
ge
indiv
idual
s to
contr
ibute
id
eas,
par
tici
pat
e in
pla
nnin
g;
invi
te c
om
munity
repre
senta
tive
s to
par
tici
pat
e in
spec
ial occ
asio
ns
within
the
sett
ing.
3
Under
stan
d h
ow
to
rais
e aw
aren
ess
of
div
ersi
ty,
equal
ity
and incl
usi
on
3.3
Exp
lain
how
to s
upport
oth
ers
to p
rom
ote
div
ersi
ty,
equal
ity
and incl
usi
on
□
Under
stan
d a
nd s
har
e in
form
atio
n a
bout
the
nee
ds
of
indiv
idual
s;
dem
onst
rate
way
s to
val
ue
diffe
rence
s an
d r
ecognis
e si
mila
rities
bet
wee
n indiv
idual
s; h
ighlig
ht
the
ben
efits
of
div
ersi
ty,
cultura
l en
rich
men
t, t
he
arts
, fo
od,
soci
al c
ohes
ion;
model
the
use
of
appro
priat
e la
nguag
e; t
ake
par
t in
sta
ff t
rain
ing a
ctiv
itie
s; f
ollo
w
pro
cedure
s of
the
sett
ing;
dem
onst
rate
fai
r pra
ctic
e in
inte
ract
ions;
ac
know
ledge
rights
of
oth
ers;
pro
vide
info
rmat
ion o
n d
isci
plin
ary
and
com
pla
ints
pro
cedure
s.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
36
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor with a full understanding of the issues involved in inclusive practice.
Taught input will be required, but learners will benefit from opportunities for discussion where they can express their views in a safe environment. Personal challenge should be encouraged with regard to personal values and beliefs, but a sensitive approach will be required in order to enable progress rather than damage learner self-esteem.
Learners will benefit from hearing guest speakers from statutory and voluntary sectors who have the experience of promoting inclusive practice in social care. Training DVDs are also of benefit.
Outline learning plan
The outline learning plan has been included in this unit as guidance. It demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand the importance of diversity, equality and inclusion
Taught session on definition of terms. Class discussion of applications to social care; use of training DVD.
Guest speaker on the effects of discrimination in a care setting. Question and answer session.
Taught session on promoting equality policies and procedures in work settings. Groups to work on case studies to apply learning and feed back to the class.
Taught session on supporting diversity, valuing diversity and celebrating differences. Class discussion on practical applications in social care.
Learning outcome 2: Understand how to work in an inclusive way
Taught session on key legislation. Learners to take notes.
Taught session on key policies and codes of practice. Learners to take notes.
Guest speaker on the potential consequences of not actively complying with legislation in the workplace.
Taught session on inclusive interactions with users of services, colleagues and others. Class discussion.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
37
Topic and suggested assignments/activities and/assessment
Learning outcome 3: Understand how to raise awareness of diversity, equality and inclusion
Taught session on use of inclusive practice in adult social care. Learners to take notes.
Taught session on supporting others to promote equality and rights. Learners to buzz ideas and present to class in groups. Class discussion.
Taught session on challenging discrimination in adult social care. Learners to work in groups and buzz ideas of application of learning to the adult social care workplace. Groups to feed back to class.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Books
Conway N and Donahue S – Core Themes for Care Assistants (Radcliffe Publishing, 2003) ISBN 9781857758016
Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978
Thompson N – Promoting Equality, Valuing Diversity: A Learning and Development Manual (Russell House Publishing, 2009) ISBN 9781905541492
Websites
www.dementiarights.org The rights of individuals with dementia
www.equalityhumanrights.com Equality and Human Rights Commission
www.gscc.org.uk The General Social Care Council
www.niscc.info Northern Ireland Social Care Council
www.skillsforcareanddevelopment.org.uk Sector Skills Council for Care and Development
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
38
Unit 4: Principles of safeguarding and protection in health and social care
Unit reference number: A/601/8574
QCF level: 2
Credit value: 3
Guided learning hours: 26
Unit aim
This unit is aimed at those working in a wide range of settings. It introduces the important area of safeguarding individuals from abuse.
The unit looks at different types of abuse and the signs and symptoms that might indicate abuse is occurring. Learners will consider when individuals might be particularly vulnerable to abuse and what learner they must do if abuse is suspected or alleged.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
39
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Know
how
to
reco
gnis
e si
gns
of
abuse
1.1
D
efin
e th
e fo
llow
ing t
ypes
of
abuse
:
Ph
ysic
al a
buse
Sex
ual
abuse
Em
otional
/psy
cholo
gic
al
abuse
Fi
nan
cial
abuse
In
stitutional
abuse
Sel
f-neg
lect
N
egle
ct b
y oth
ers
□
Typ
es o
f phys
ical
abuse
: hitting,
shak
ing,
bitin
g,
thro
win
g,
burn
ing o
r sc
aldin
g,
suff
oca
ting,
forc
e-fe
edin
g,
causi
ng p
hys
ical
har
m t
o a
n
indiv
idual
.
□
Typ
es o
f se
xual
abuse
: fo
rcin
g a
n indiv
idual
to t
ake
par
t in
unw
ante
d
sexu
al a
ctiv
itie
s by
usi
ng t
hre
ats
and c
oer
cion.
□
Typ
es o
f em
otional
/psy
cholo
gic
al a
buse
: bully
ing,
invo
king t
hre
ats
and
fear
; dev
aluin
g indiv
idual
sel
f-es
teem
; ve
rbal
abuse
and s
wea
ring;
imposi
ng inap
pro
priat
e ex
pec
tations;
conve
ying f
eelin
gs
of
wort
hle
ssnes
s.
□
Typ
es o
f finan
cial
abuse
: th
eft
of
money
and p
roper
ty;
forg
ing
signat
ure
s; f
orc
ing s
om
eone
to s
ign d
ocu
men
ts f
or
finan
cial
gai
n;
confiden
ce c
rim
es;
usi
ng p
roper
ty w
ithout
per
mis
sion;
den
ying
indiv
idual
s ac
cess
to t
hei
r ow
n f
inan
ces,
par
ticu
larly
with t
he
elder
ly a
nd
indiv
idual
s w
ith lea
rnin
g d
ifficu
ltie
s.
□
Typ
es o
f in
stitutional
abuse
: m
isuse
of
auth
ority
; in
form
atio
n a
nd p
ow
er
ove
r vu
lner
able
indiv
idual
s by
care
work
ers;
fai
lure
to m
ainta
in
pro
fess
ional
boundar
ies;
inap
pro
priat
e use
of
med
icat
ion;
phys
ical
re
stra
int;
ver
bal
abuse
; dis
crim
inat
ion;
hum
iliat
ion;
bully
ing;
den
ying
priva
cy;
neg
lect
.
□
Typ
es o
f se
lf-n
egle
ct:
indiv
idual
s en
gag
ing in n
egle
ctfu
l an
d s
elf-
har
min
g b
ehav
iours
, in
cludin
g r
efusi
ng t
o e
at a
nd d
rink,
neg
lect
ing
per
sonal
hyg
iene,
cau
sing a
ctual
bodily
har
m t
o s
elf,
incl
udin
g c
utt
ing;
inap
pro
priat
e cl
oth
ing,
unsa
nitar
y housi
ng,
lack
of
med
ical
aid
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Typ
es o
f neg
lect
by
oth
ers:
not
caring f
or
the
bas
ic n
eeds
of
oth
ers,
in
cludin
g n
egle
ctfu
l pra
ctic
e in
fee
din
g a
nd n
ot
mee
ting indiv
idual
per
sonal
nee
ds.
1.2
Id
entify
the
signs
and/o
r sy
mpto
ms
asso
ciat
ed w
ith
each
typ
e of
abuse
□
Sig
ns
and s
ympto
ms
of
phys
ical
abuse
: bru
ises
, bla
ck e
yes,
wel
ts,
cuts
, bro
ken b
ones
, open
wounds,
punct
ure
mar
ks,
untr
eate
d inju
ries
, bro
ken
eyeg
lass
es/f
ram
es;
sudden
chan
ge
in b
ehav
iour;
ove
rdose
and u
nder
dose
of
med
icat
ion;
indiv
idual
s re
port
bei
ng h
it,
slap
ped
, ki
cked
, m
istr
eate
d;
care
giv
er's
ref
usa
l to
allo
w v
isitors
to s
ee a
vuln
erab
le a
dult
alone.
□
Sig
ns
and s
ympto
ms
of
sexu
al a
buse
: dis
turb
ed b
ehav
iour,
incl
udin
g
self-h
arm
, in
appro
priat
e se
xual
ised
beh
avio
ur;
rep
eate
d u
rinar
y in
fect
ions;
dep
ress
ion;
loss
of
self-e
stee
m;
impai
red a
bili
ty t
o f
orm
re
lationsh
ips.
□
Sig
ns
and s
ympto
ms
of
emotional
/psy
cholo
gic
al a
buse
: bei
ng u
pse
t;
agitat
ed;
withdra
wn;
non-c
om
munic
ativ
e; lac
k of
self-
este
em a
nd s
elf-
confiden
ce;
ner
vousn
ess
around c
erta
in p
eople
.
□
Sig
ns
and s
ympto
ms
of
finan
cial
abuse
: lo
ss o
f tr
ust
; in
secu
rity
; fe
arfu
l;
withdra
wn;
confo
rmin
g o
r su
bm
issi
ve b
ehav
iour;
dis
appea
rance
of
poss
essi
ons;
unab
le t
o p
ay b
ills;
not
enough f
ood in t
he
house
.
□
Sig
ns
and s
ympto
ms
of
inst
itutional
abuse
: lo
ss o
f se
lf-e
stee
m a
nd
confiden
ce;
subm
issi
ve b
ehav
iour;
loss
of
contr
ol.
□
Sig
ns
and s
ympto
ms
of
self-n
egle
ct o
r neg
lect
by
oth
ers:
unusu
al
wei
ght
loss
; deh
ydra
tion;
signs
of ac
tual
sel
f-har
m,
incl
udin
g c
uts
, w
ithdra
wn o
r su
bm
issi
ve b
ehav
iour;
unsa
fe liv
ing c
onditio
ns;
dirty
cl
oth
es;
unsu
itab
le c
loth
es;
unw
ashed
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
D
escr
ibe
fact
ors
that
may
co
ntr
ibute
to a
n indiv
idual
bei
ng m
ore
vuln
erab
le t
o
abuse
□
Old
age;
phys
ical
abili
ty,
(fra
ilnes
s, p
hys
ical
dis
abili
ty,
senso
ry
impai
rmen
t);
cognitiv
e ab
ility
, (m
aturity
, le
vel of
educa
tion a
nd
inte
llect
ual
under
stan
din
g,
lear
nin
g d
ifficu
ltie
s, m
emory
iss
ues
, difficu
ltie
s w
ith p
roble
m s
olv
ing a
nd d
ecis
ion m
akin
g);
em
otional
re
silie
nce
, (m
enta
l-hea
lth d
ifficu
ltie
s, d
epre
ssio
n);
str
ess,
(unex
pec
ted
life
chan
ges
, ber
eave
men
t, d
ivorc
e, illn
ess
or
inju
ry);
pre
judic
e,
dis
crim
inat
ion,
soci
o-e
conom
ic f
acto
rs.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
the
actions
to t
ake
if
ther
e ar
e su
spic
ions
that
an
indiv
idual
is
bei
ng a
buse
d
□
Import
ance
of
follo
win
g r
elev
ant
legis
lative
req
uirem
ents
, polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of
work
ing;
findin
g o
ut
bas
ic info
rmat
ion,
incl
udin
g w
ho t
he
alle
ged
vic
tim
is,
who t
he
alle
ged
abuse
r is
and
cate
gories
of
abuse
that
could
be
hap
pen
ing;
report
ing s
usp
icio
ns
and
alle
gat
ions
to a
n a
ppro
priat
e/nam
ed p
erso
n;
import
ance
of
trea
ting a
ll al
legat
ions
and s
usp
icio
ns
seriousl
y; h
avin
g k
now
ledge
of
lines
of
com
munic
atio
n a
nd r
eport
ing.
2.2
Exp
lain
the
actions
to t
ake
if
an indiv
idual
alle
ges
that
th
ey a
re b
eing a
buse
d
□
Under
stan
din
g b
oundar
ies
of
ow
n r
ole
and r
esponsi
bili
ties
; re
port
ing
susp
icio
ns
and a
llegat
ions
to a
ppro
priat
e/nam
ed p
erso
n;
import
ance
of
clea
r ve
rbal
and a
ccura
te w
ritt
en r
eport
s; im
por
tance
of
not
aski
ng
lead
ing q
ues
tions
with indiv
idual
s co
nce
rned
; im
por
tance
of
resp
ectf
ul
liste
nin
g;
confiden
tial
ity
and a
gre
ed p
roce
dure
s fo
r sh
arin
g info
rmat
ion
on d
iscl
osu
re;
import
ance
of
actu
al e
viden
ce a
nd a
void
ing h
ears
ay.
2
Know
how
to
resp
ond t
o
susp
ecte
d o
r al
leged
abuse
2.3
Id
entify
way
s to
ensu
re t
hat
ev
iden
ce o
f ab
use
is
pre
serv
ed
□
Use
of
writt
en r
eport
s, incl
udin
g d
etai
ls o
f al
leged
/susp
ecte
d a
buse
, si
gned
, dat
ed a
nd w
itnes
sed;
use
of
signed
and d
ated
witnes
s st
atem
ents
; photo
gra
phic
evi
den
ce o
f phys
ical
inju
ries
; ag
reed
pro
cedure
s fo
r usi
ng e
lect
ronic
rec
ords;
confiden
tial
sys
tem
s fo
r m
anual
re
cord
s; im
port
ance
of
tim
esca
les
to e
nsu
re r
elia
bili
ty a
nd v
alid
ity
of
evid
ence
; se
cure
sto
rage
of
evid
ence
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Id
entify
nat
ional
polic
ies
and
loca
l sy
stem
s th
at r
elat
e to
sa
feguar
din
g a
nd p
rote
ctio
n
from
abuse
□
Rel
evan
t up-t
o-d
ate
gove
rnm
ent
polic
ies;
‘N
o S
ecre
ts:
guid
ance
on
dev
elopin
g a
nd im
ple
men
ting m
ulti-
agen
cy p
olic
ies
and p
roce
dure
s to
pro
tect
vuln
erab
le a
dults
from
abuse
, (2
000)’
, nat
ional
fra
mew
ork
and
codes
of
pra
ctic
e fo
r hea
lth a
nd s
oci
al c
are;
‘lo
cal sy
stem
s, t
he
scope
of
resp
onsi
bili
ty o
f lo
cal ad
ult s
afeg
uar
din
g p
artn
ersh
ips;
pro
tect
ion
com
mitte
es;
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
Min
imum
Sta
ndar
ds.
3.2
Exp
lain
the
role
s of
diffe
rent
agen
cies
in s
afeg
uar
din
g
and p
rote
ctin
g indiv
idual
s fr
om
abuse
□
Import
ance
of
multi-
agen
cy a
nd inte
r-ag
ency
work
ing;
soci
al s
ervi
ces;
hea
lth s
ervi
ces;
volu
nta
ry s
ervi
ces;
the
polic
e; r
esponsi
bili
ties
for
allo
cating a
nam
ed p
erso
n u
sual
ly f
rom
sta
tuto
ry a
gen
cies
in h
ealth o
r so
cial
car
e; r
esponsi
bili
ties
for
ove
rsee
ing t
he
safe
guar
din
g a
sses
smen
t an
d its
outc
om
e; D
iscl
osu
re a
nd B
arring S
ervi
ce;
Acc
ess
NI
Chec
ks.
3.3
Id
entify
rep
ort
s in
to s
erio
us
failu
res
to p
rote
ct indiv
idual
s fr
om
abuse
□
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
(RQ
IA)
report
s; R
QIA
In
dep
enden
t Rev
iew
of Saf
eguar
din
g A
rran
gem
ents
for
Ral
phs
Clo
se
Res
iden
tial
Car
e H
om
e; R
QIA
’s R
egula
tion o
f In
dep
enden
t H
ealth C
are
Ser
vice
s; R
QIA
Ove
rvie
w o
f Saf
eguar
din
g A
rran
gem
ents
for
Child
ren
and V
uln
erab
le A
dults
in M
enta
l H
ealth a
nd L
earn
ing D
isab
ility
Hosp
ital
s,
Febru
ary
2013 (
updat
ed 1
4 F
ebru
ary
2013).
3
Under
stan
d t
he
nat
ional
and loca
l co
nte
xt o
f sa
feguar
din
g a
nd
pro
tect
ion f
rom
ab
use
3.4
Id
entify
sourc
es o
f in
form
atio
n a
nd a
dvi
ce
about
ow
n r
ole
in
safe
guar
din
g a
nd p
rote
ctin
g
indiv
idual
s fr
om
abuse
□
Polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of
work
ing w
ithin
the
work
pla
ce
sett
ing;
curr
ent
and r
elev
ant
sourc
es o
f in
form
atio
n f
rom
web
site
s,
leaf
lets
, org
anis
atio
ns,
loca
l an
d v
olu
nta
ry g
roups;
gove
rnm
ent
dep
artm
ents
; vo
lunta
ry o
rgan
isat
ions;
public
atio
ns;
info
rmat
ion f
rom
th
e D
iscl
osu
re a
nd B
arring S
ervi
ce;
Soc
ial Car
e In
stitute
for
Exc
elle
nce
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
44
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
how
the
likel
ihood o
f ab
use
may
be
reduce
d b
y:
W
ork
ing w
ith p
erso
n
centr
ed v
alues
Enco
ura
gin
g a
ctiv
e par
tici
pat
ion
Pr
om
oting c
hoic
e an
d
rights
□
Work
ing w
ith p
erso
n-c
entr
ed v
alues
: dec
reas
ing t
he
likel
ihood o
f ab
use
by
work
ing in a
per
son-c
entr
ed w
ay;
imple
men
ting t
he
key
valu
es o
f priva
cy,
dig
nity,
indep
enden
ce,
choic
e, r
ights
and f
ulfilm
ent;
dec
reas
ing
vuln
erab
ility
by
incr
easi
ng c
onfiden
ce;
pro
moting e
mpow
erm
ent,
in
dep
enden
ce a
nd a
uto
nom
y; invo
lvin
g indiv
idual
s in
mak
ing t
hei
r ow
n
dec
isio
ns
and c
hoic
es;
resp
ectf
ul co
mm
unic
atio
n;
active
lis
tenin
g;
mai
n
princi
ple
s th
at a
ll ad
ults
hav
e th
e right
to liv
e th
eir
lives
fre
e fr
om
vi
ole
nce
, fe
ar a
nd a
buse
, th
e right
to b
e pro
tect
ed f
rom
har
m a
nd
explo
itat
ion,
the
right
to indep
enden
ce a
nd t
he
right
to just
ice.
□
Enco
ura
gin
g a
ctiv
e par
tici
pat
ion:
dec
reas
ing t
he
likel
ihood o
f ab
use
by
enco
ura
gin
g a
ctiv
e par
tici
pat
ion;
dec
reas
ing v
uln
erab
ility
by
impro
ving
self-c
onfiden
ce a
nd s
elf-
este
em;
enco
ura
gin
g invo
lvem
ent
and s
elf-
awar
enes
s.
□
Prom
oting c
hoic
es a
nd r
ights
: dec
reas
ing t
he
likel
ihood o
f ab
use
th
rough p
rom
oting indiv
idual
choic
es a
nd d
ecis
ion m
akin
g;
dec
reas
ing
vuln
erab
ility
by
pro
moting e
mpow
erm
ent
and indep
enden
ce;
import
ance
of
info
rmed
conse
nt.
4
Under
stan
d w
ays
to r
educe
the
likel
ihood o
f ab
use
4.2
Exp
lain
the
import
ance
of
an
acce
ssib
le c
om
pla
ints
pro
cedure
for
reduci
ng t
he
likel
ihood o
f ab
use
□
To e
nsu
re a
n a
cces
sible
com
pla
ints
pro
cedure
for
reduci
ng t
he
likel
ihood
of
abuse
; tr
ansp
aren
t polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of
work
ing;
import
ance
of
acco
unta
bili
ty;
clea
r sy
stem
s fo
r re
port
ing a
nd r
ecord
ing
com
pla
ints
; ro
bust
pro
cedure
s fo
r fo
llow
ing u
p o
n a
ny
com
pla
ints
; le
gal
re
quirem
ent
to h
ave
a co
mpla
ints
pro
cedure
in p
lace
; w
ays
of
ensu
ring
the
pro
cedure
is
acce
ssib
le (
by
publis
hed
polic
y, h
igh v
isib
ility
, w
ides
pre
ad d
istr
ibution).
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
45
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
D
escr
ibe
unsa
fe p
ract
ices
th
at m
ay a
ffec
t th
e w
ell-
bei
ng o
f in
div
idual
s.
□
Neg
lect
in d
uty
of
per
sonal
car
e in
rel
atio
n t
o inap
pro
priat
e fe
edin
g,
was
hin
g,
bat
hin
g,
dre
ssin
g,
toile
ting;
inap
pro
priat
e phys
ical
conta
ct in
rela
tion t
o m
ovi
ng a
nd h
andlin
g;
unsa
fe a
dm
inis
trat
ion o
f m
edic
atio
n;
unre
liable
sys
tem
s fo
r dea
ling w
ith indiv
idual
s’ m
oney
or
per
sonal
pro
per
ty;
failu
re t
o m
ainta
in p
rofe
ssio
nal
boundar
ies;
fai
lure
to e
nsu
re
super
visi
on;
inap
pro
priat
e co
mm
unic
atio
n o
r sh
arin
g o
f in
form
atio
n;
failu
re t
o u
pdat
e kn
ow
ledge
on s
afeg
uar
din
g iss
ues
; unsa
fe r
ecru
itm
ent
pra
ctic
es.
5.2
Exp
lain
the
actions
to t
ake
if
unsa
fe p
ract
ices
hav
e bee
n
iden
tified
□
Rep
ort
ing u
nsa
fe p
ract
ices
that
hav
e bee
n iden
tified
; re
port
ing c
once
rns
to a
man
ager
or
super
viso
r im
med
iate
ly,
verb
ally
and in w
riting;
polic
ies
on ‘w
his
tleb
low
ing’.
5
Know
how
to
reco
gnis
e an
d
report
unsa
fe
pra
ctic
es
5.3
D
escr
ibe
the
action t
o t
ake
if
susp
ecte
d a
buse
or
unsa
fe
pra
ctic
es h
ave
bee
n
report
ed b
ut
noth
ing h
as
bee
n d
one
in r
esponse
□
Work
ers
hav
e th
e right
to r
eport
conce
rns
direc
tly
to s
oci
al s
ervi
ces,
the
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
or
the
polic
e; a
nyo
ne
can r
eport
a s
usp
icio
n o
r al
legat
ion o
f ab
use
; w
ork
ers
can b
e dis
ciplin
ed,
susp
ended
or
dis
mis
sed f
or
not
repor
ting a
buse
and n
ot
follo
win
g t
he
corr
ect
pro
cedure
s; im
port
ance
of
rais
ing g
enuin
e co
nce
rns
and a
ctin
g
on t
hem
; re
assu
rance
of
pro
tect
ion f
rom
poss
ible
rep
risa
ls a
nd
vict
imis
atio
n f
ollo
win
g r
eport
ing.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
46
Information for tutors
Delivery
Learners will require some taught input with regard to unfamiliar topics and sensitivity will be required when delivering the unit. Learners may find some content distressing and will benefit from discussion to enable a full consideration of the issues.
The unit content includes references to high-profile cases, this content could be delivered in the context of class discussion rather than through active teaching. Learners will benefit from input from guest speakers, who have expertise in dealing with the subject, from statutory and voluntary organisations.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Know how to recognise signs of abuse
Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion.
Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion (second session in the topic).
Taught session on factors that contribute to vulnerability; buzz groups working with case studies to identify issues. Feedback from groups.
Guest speaker on supporting vulnerable individuals. Question and answer session
Discussion of serious incidents, tutor-led with reference to case studies.
Learning outcome 2: Know how to respond to suspected or alleged abuse
Taught session on actions to take regarding suspicions or allegations of abuse. Class discussion.
Taught session on preserving evidence. Class working in groups with case studies and giving feedback.
Learning outcome 3: Understand the national and local context of safeguarding and protection from abuse
Guest speaker on national policies and local systems. Question and answer session.
Taught session on the role of different agencies. Learners working with case studies to demonstrate understanding, and give feedback to the class.
Class consideration of serious cases; discussion about possible solutions.
Taught session on sources of information and advice about own role. Class discussion.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
47
Topic and suggested assignments/activities
Learning outcome 4: Understand ways to reduce the likelihood of abuse
Taught session on working with person-centred values. Class discussion.
Taught session on encouraging active participation. Class discussion.
Guest speaker on promoting choices and rights. Question and answer session.
Taught session on accessible complaints procedures; groups working with case studies to match procedures. Groups give feedback.
Learning outcome 5: Know how to recognise and report unsafe practices
Taught session on unsafe practices/actions to take (session 1).
Taught session on unsafe practices/actions to take (session 2).
Taught session on actions to take if unsafe practices or suspected or alleged abuse has been reported but no action has been taken.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Books
Hart D – Safeguarding Vulnerable Adults (Russell House Publishing Ltd, 2009) ISBN 9781905541379
Morris C – Knowledge Set for Safeguarding Vulnerable People (Heinemann, 2008) ISBN 9780435402372
Websites
www.elderabuse.org.uk Action on Elder Abuse
www.nidirect.go.vuk Access NI
www.nidirect.gov.uk/accessni Access NI: criminal record checks
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
48
Unit 5: Principles for implementing duty of care in health, social care or children’s and young people’s settings
Unit reference number: R/601/1436
QCF level: 3
Credit value: 1
Guided learning hours: 5
Unit aim
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. Learners will consider how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
49
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
what
it
mea
ns
to
hav
e a
duty
of
care
in o
wn
work
role
□
Acc
ounta
bili
ty;
exer
cisi
ng a
uth
ority
; m
anag
ing r
isk;
work
ing s
afel
y;
safe
guar
din
g v
uln
erab
le a
dults;
mon
itoring b
ehav
iour
and c
onduct
; m
ainta
inin
g c
onfiden
tial
ity;
sto
ring p
erso
nal
info
rmat
ion a
ppro
priat
ely;
re
port
ing c
once
rns
and a
llegat
ions;
mak
ing p
rofe
ssio
nal
judgem
ents
; m
ainta
inin
g p
rofe
ssio
nal
boundar
ies;
avo
idin
g f
avouritism
; m
ainta
inin
g
hig
h s
tandar
ds
of
conduct
outs
ide
the
pro
fess
ional
role
.
1
Under
stan
d h
ow
duty
of
care
co
ntr
ibute
s to
saf
e pra
ctic
e
1.2
Exp
lain
how
duty
of
care
co
ntr
ibute
s to
the
safe
guar
din
g o
r pro
tect
ion
of
indiv
idual
s
□
Saf
eguar
din
g v
uln
erab
le a
dults
by
pro
vidin
g p
rote
ctio
n f
rom
sex
ual
, phys
ical
or
emotional
har
m;
pre
serv
ing r
espec
t an
d d
ignity;
en
gen
der
ing t
rust
; pro
tect
ing v
uln
erab
le a
dults
by
pro
vidin
g a
saf
e en
viro
nm
ent;
saf
e use
of
reso
urc
es a
nd e
quip
men
t; p
reve
ntion f
rom
in
tim
idat
ion o
r hum
iliat
ion;
pro
tect
ing s
elf
by
ensu
ring a
gai
nst
ris
k of
alle
gat
ion o
f m
isco
nduct
or
abuse
, av
oid
ing r
isk
of
accu
sations
of
mal
pra
ctic
e.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
pote
ntial
conflic
ts
or
dile
mm
as t
hat
may
arise
bet
wee
n t
he
duty
of
care
an
d a
n indiv
idual
’s r
ights
□
Bal
ance
bet
wee
n h
ealth a
nd s
afet
y an
d a
n indiv
idual
’s h
um
an r
ights
and
free
dom
s; c
once
pt
of
‘men
tal ca
pac
ity’
; rights
of
the
adult t
o m
ake
dec
isio
ns
about
ow
n c
are;
ten
sions
bet
wee
n indiv
idual
choic
e an
d
keep
ing s
afe
from
har
m;
conflic
t bet
wee
n c
onfiden
tial
ity
and n
eed t
o
shar
e in
form
atio
n in t
he
inte
rest
of
the
indiv
idual
or
public
saf
ety.
2.2
D
escr
ibe
how
to m
anag
e risk
s as
soci
ated
with
conflic
ts o
r dile
mm
as
bet
wee
n a
n indiv
idual
’s
rights
and t
he
duty
of
care
□
Imple
men
t polic
ies
and c
odes
of
pra
ctic
e; a
ct in indiv
idual
’s b
est
inte
rest
s; incl
ude
risk
ass
essm
ent
in a
ll ca
re p
lannin
g t
o d
eter
min
e ac
cepta
ble
and u
nac
cepta
ble
ris
ks;
fost
er c
ulture
of
open
nes
s an
d
support
; be
consi
sten
t, m
ainta
in p
rofe
ssio
nal
boundar
ies;
follo
w
org
anis
atio
nal
and s
etting s
yste
ms
for
rais
ing c
once
rns.
2
Know
how
to
addre
ss c
onflic
ts
or
dile
mm
as t
hat
m
ay a
rise
bet
wee
n
an indiv
idual
’s
rights
and t
he
duty
of
care
2.3
Exp
lain
wher
e to
get
ad
ditio
nal
support
and
advi
ce a
bout
conflic
ts a
nd
dile
mm
as
□
Line
man
ager
, Adult S
oci
al C
are
pro
fess
ional
s, p
rofe
ssio
nal
bodie
s,
char
itie
s, (
Age
NI,
Alz
hei
mer
’s S
oci
ety
NI,
Nat
ional
Autist
ic S
oci
ety
Nort
her
n I
rela
nd,
Men
cap N
ort
her
n I
rela
nd)
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
; pro
fess
ional
bodie
s; S
ecto
r Ski
lls C
ounci
ls,
Ski
lls f
or
Car
e an
d D
evel
opm
ent;
Ski
lls f
or
Hea
lth N
I; N
ort
her
n I
rela
nd
Soci
al C
are
Counci
l; M
indW
ise
NI.
3.1
D
escr
ibe
how
to r
espond t
o
com
pla
ints
□
Fo
llow
the
polic
ies
and p
roce
dure
s of
serv
ice/
sett
ing;
liste
n c
aref
ully
to
what
is
said
; re
cognis
e ad
ult’s
fee
lings;
cla
rify
pro
ble
m;
giv
e ad
vice
on
pro
cedure
s fo
r co
mpla
inin
g;
focu
s on t
he
pro
ble
m n
ot
per
sonal
itie
s;
know
when
and h
ow
to p
ass
on c
om
pla
ints
to lin
e m
anag
er/c
om
pla
ints
m
anag
er;
reflec
t, a
nd if
nec
essa
ry c
han
ge,
ow
n p
ract
ice/
under
go
trai
nin
g.
3
Know
how
to
resp
ond t
o
com
pla
ints
3.2
Exp
lain
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s fo
r han
dlin
g c
om
pla
ints
□
Ack
now
ledgem
ent
of
com
pla
int;
rec
ord
com
pla
int
in lin
e w
ith a
gre
ed
polic
ies
and p
roce
dure
s w
ithin
the
sett
ing;
info
rm lin
e m
anag
er;
line
man
ager
to s
pea
k w
ith c
om
pla
inan
t; c
om
pla
int
is r
esolv
ed,
issu
e is
re
ferr
ed t
o s
enio
r m
anag
emen
t.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
51
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has a full understanding of the issues involved.
The use of scenarios will allow learners to place the information in a realistic context, particularly those who are not yet working in the relevant sectors. Input from appropriate professionals will enhance learner experience.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand how duty of care contributes to safe practice
Taught session on explanation of the duty of care in the work role. Class discussion.
Guest speaker on ways in which a duty of care can contribute to the safeguarding and protection of individuals. Question and answer session.
Taught session on protecting self. Class plenary on relevant issues.
Learning outcome 2: Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care
Taught session on potential conflicts or dilemmas and individual rights. Class discussion based on case studies given out the previous week. This will enable learners to come to class with points to contribute.
Taught session on managing risks with individuals. Class discussion.
Class discussion on using support and advice to manage conflicts and dilemmas. Learners to make notes of each other’s pertinent points. Tutor to coordinate.
Learning outcome 3: Know how to respond to complaints
Taught session on responding to complaints, procedures and protocols. Learners to take notes.
Taught session on the main points of procedures for handling complaints. Learners to take notes.
Review of unit.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
52
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated unit amplification.
Suggested resources
Books
Carter P – Lippincott’s Textbook for Nursing Assistants: A Humanistic Approach to Caregiving Second Edition (Wolters, Kluwer, 2008) ISBN 9780781766852
Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978
Websites
www.dementiarights.org Dementia Rights
www.elderabuse.org.uk Action on Elder Abuse
www.niscc.info Northern Ireland Social Care Council
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
53
Unit 6: Understand the role of the social care worker
Unit reference number: A/602/3113
QCF level: 2
Credit value: 1
Guided learning hours: 9
Unit aim
This unit is aimed at those who are interested in, or new to working in, social care settings. It gives learners the knowledge they need to be able to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
54
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
how
a w
ork
ing
rela
tionsh
ip is
diffe
rent
from
a
per
sonal
rel
atio
nsh
ip
□
Work
ing r
elat
ionsh
ips:
a r
elat
ionsh
ip w
ith a
work
colle
ague;
the
nat
ure
of
a pro
fess
ional
rel
atio
nsh
ip;
conce
pt
of
team
work
ing;
work
ing w
ithin
ag
reed
guid
elin
es;
work
ing t
ow
ards
com
mon g
oal
s w
ith a
shar
ed
purp
ose
; a
busi
nes
s re
lationsh
ip.
□
Per
sonal
rel
atio
nsh
ips:
a r
elat
ionsh
ip w
ith a
frien
d,
fam
ily m
ember
or
within
a s
oci
al g
roup;
inte
rper
sonal
rel
atio
nsh
ip;
rom
antic
rela
tionsh
ip
bas
ed o
n love
, lik
ing,
fam
ily b
ond o
r so
cial
com
mitm
ent.
1
Under
stan
d
work
ing
rela
tionsh
ips
in
soci
al c
are
sett
ings
1.2
D
escr
ibe
diffe
rent
work
ing
rela
tionsh
ips
in s
oci
al c
are
sett
ings
□
Rel
atio
nsh
ips
bet
wee
n c
o-w
ork
ers;
bet
wee
n w
ork
er a
nd m
anag
er;
rela
tionsh
ips
within
tea
ms;
bet
wee
n d
iffe
rent
hea
lth a
nd s
oci
al c
are
work
ers;
rel
atio
nsh
ips
bet
wee
n d
iffe
rent
pro
fess
ional
s; p
rofe
ssio
nal
re
lationsh
ips
with o
ther
s, incl
udin
g u
sers
of
the
serv
ice
and t
hei
r fa
mili
es.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
why
it is
import
ant
to a
dher
e to
the
agre
ed
scope
of
the
job r
ole
□
Fulfill
ing d
efin
ed r
ole
s an
d r
esponsi
bili
ties
within
job d
escr
iption a
s par
t of
a co
ntr
act
of
emplo
ymen
t; m
eeting leg
al r
esponsi
bili
ties
; pro
fess
ional
co
mm
itm
ent;
mee
ting r
equirem
ents
of th
e jo
b;
apply
ing p
rofe
ssio
nal
boundar
ies
and w
ork
ing w
ithin
pro
fess
ional
lim
itat
ions;
acc
ounta
bili
ty;
to m
eet
required
per
form
ance
within
the
job.
2.2
O
utlin
e w
hat
is
mea
nt
by
agre
ed w
ays
of
work
ing
□
Know
ledge
of
rele
vant
curr
ent
legis
lation,
acce
ss t
o f
ull
and u
p-t
o-d
ate
polic
ies
and p
roce
dure
s th
at r
elat
e to
the
resp
onsi
bili
ties
of
the
spec
ific
jo
b r
ole
; hea
lth a
nd s
afet
y, s
afeg
uar
din
g,
equal
opport
unitie
s an
d
incl
usi
ve w
ork
ing;
infe
ctio
n c
ontr
ol, a
nti-d
iscr
imin
atory
pra
ctic
e, s
afet
y an
d s
ecurity
, dea
ling w
ith e
mer
gen
cy s
ituat
ions,
movi
ng a
nd h
andlin
g.
2
Under
stan
d t
he
import
ance
of
work
ing in w
ays
that
are
agre
ed
with t
he
emplo
yer
2.3
Exp
lain
the
import
ance
of
full
and u
p-t
o-d
ate
det
ails
of
agre
ed w
ays
of
work
ing
□
To e
nsu
re leg
isla
tion is
bei
ng c
om
plie
d w
ith;
to e
nsu
re o
rgan
isat
ional
polic
ies
and p
roce
dure
s ar
e bei
ng f
ollo
wed
; to
ensu
re t
hat
curr
ent
hea
lth a
nd s
afet
y pro
cedure
s ar
e bei
ng f
ollo
wed
; hav
e re
leva
nt
info
rmat
ion o
n s
ervi
ce u
sers
; w
ork
as
a te
am;
offer
a p
erso
nal
ised
se
rvic
e; e
ffec
tive
multi-
dis
ciplin
ary
work
ing;
to e
nsu
re a
gre
ed w
ays
of
work
ing a
re f
ollo
wed
to p
reve
nt
spre
ad o
f dis
ease
, m
ainta
in infe
ctio
n
contr
ol, m
ainta
in h
ealth a
nd s
afet
y; d
eal ef
fect
ivel
y w
ith e
mer
gen
cies
; m
ainta
in d
uty
of
care
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
why
it is
import
ant
to w
ork
in p
artn
ersh
ip w
ith
oth
ers
□
Form
pro
fess
ional
rel
atio
nsh
ips
with t
eam
mem
ber
s, c
olle
agues
, oth
er
pro
fess
ional
s, indiv
idual
s an
d t
hei
r fa
mili
es;
effe
ctiv
e co
mm
unic
atio
n;
effe
ctiv
e w
ays
of
shar
ing a
ccura
te info
rmat
ion;
conce
pt
of
pow
er
shar
ing a
nd e
mpow
erm
ent;
nat
ure
of
pro
fess
ional
res
pec
t;
under
stan
din
g d
iffe
rent
role
s an
d r
esponsi
bili
ties
; m
eet
diffe
rent
pro
fess
ional
exp
ecta
tions;
multi-
agen
cy a
nd inte
gra
ted w
ork
ing.
3.2
Id
entify
way
s of
work
ing
that
can
hel
p im
pro
ve
par
tner
ship
work
ing
□
Impro
ving p
artn
ersh
ip w
ork
ing t
hro
ugh e
ffec
tive
com
munic
atio
n a
nd
info
rmat
ion s
har
ing;
colla
bora
tion a
nd t
eam
work
ing;
multi-
agen
cy t
eam
m
eetings
and c
onfe
rence
s; m
ain p
rinci
ple
s of
‘No s
ecre
ts:
guid
ance
on
dev
elopin
g a
nd im
ple
men
ting m
ulti-
agen
cy p
olic
ies
and p
roce
dure
s to
pro
tect
vuln
erab
le a
dults
from
abuse
‘ (2
000),
Saf
eguar
din
g A
dults,
the
Role
of
Hea
lth S
ervi
ces
(2011);
incl
udin
g s
ubse
quen
t am
endm
ents
.
3
Under
stan
d t
he
import
ance
of
work
ing in
par
tner
ship
with
oth
ers
3.3
Id
entify
ski
lls a
nd
appro
aches
nee
ded
for
reso
lvin
g c
onflic
ts
□
Man
agin
g s
tres
sful si
tuat
ions
– r
emai
nin
g c
alm
, bei
ng a
war
e of
both
ve
rbal
- an
d n
on-v
erbal
com
munic
atio
n,
contr
olli
ng e
motions
and
beh
avio
ur
to a
void
thre
aten
ing o
ther
s, p
ayin
g a
tten
tion t
o t
he
feel
ings
bei
ng e
xpre
ssed
, as
wel
l as
the
spoke
n w
ord
s of
oth
ers;
bei
ng a
war
e of
and r
espec
tful of
diffe
rence
s; d
evel
opin
g a
rea
din
ess
to f
org
ive
and
forg
et;
hav
ing t
he
abili
ty t
o s
eek
com
pro
mis
e; s
eeki
ng r
esolu
tion;
bei
ng
spec
ific
with c
om
munic
atio
n;
tryi
ng n
ot
to e
xagger
ate
or
ove
r-gen
eral
ise;
avo
idin
g a
ccusa
tions;
im
port
ance
of
active
lis
tenin
g.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Exp
lain
how
and w
hen
to
acce
ss s
upport
and a
dvi
ce
about:
p
artn
ersh
ip w
ork
ing
r
esolv
ing c
onflic
ts
□
Acc
ess
support
and a
dvi
ce a
bout
par
tner
ship
work
ing:
know
ing h
ow
and
when
to a
cces
s su
pport
and a
dvi
ce a
bout
par
tner
ship
work
ing in r
elat
ion
to s
har
ing info
rmat
ion,
issu
es a
bout
confiden
tial
ity,
confu
sion a
bout
role
s an
d r
esponsi
bili
ties
, pro
fess
ional
lim
itat
ions
or
expec
tations,
under
stan
din
g p
rofe
ssio
nal
boundar
ies.
□
Know
ing h
ow
to a
cces
s su
pport
and a
dvi
ce f
or
reso
lvin
g c
onflic
ts:
thro
ugh m
anag
er o
r su
per
viso
r, p
rofe
ssio
nal
org
anis
atio
n,
indep
enden
t ad
viso
ry o
rgan
isat
ions;
for
reso
lvin
g c
onflic
ts;
emplo
ymen
t co
unse
lling,
indep
enden
t ad
viso
ry o
rgan
isat
ions,
tra
de
unio
ns;
arb
itra
tion a
nd
med
iation a
gen
cies
thro
ugh m
ento
ring s
upport
, em
plo
ymen
t co
unse
lling.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
58
Information for tutors
Delivery
The unit should be delivered by a suitably qualified and experienced tutor who has an understanding of partnership working within the sector and resolving conflicts between working partners.
Learners will require some taught input but opportunities for role play, simulated activities and discussion will enhance learning and give learners opportunities to examine issues in detail.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand working relationships in social care settings
Taught session on differences between working and personal relationships. Class discussion.
Taught session on different working relationships in health and social care. Class discussion.
Learning outcome 2: Understand the importance of working in ways that are agreed with the employer
Taught session on adhering to the scope of the job role; groups discussing various job role descriptions and feeding back conclusions.
Taught session on agreed ways of working with learners making notes.
Taught session on implementing ways of working. Class discussion.
Learning outcome 3: Understand the importance of working in partnership with others
Taught session on partnership working. Class discussion, (session 1).
Taught session on partnership working. Class discussion, (session 2).
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
59
Topic and suggested assignments/activities and/assessment
Taught session on conflicts that may arise. Class discussion.
Taught session on resolving conflicts; learners working with case studies to demonstrate understanding and giving feedback.
Simulated activities/role play to apply the skills and approaches learned previously. Class plenary.
Guest speaker on accessing support and advice. Question and answer session.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Book
Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978
Websites
www.niscc.info Northern Ireland Social Care Council
www.puttingpeoplefirst.org.uk Putting People First
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
60
Unit 7: Understand person-centred approaches in adult social care settings
Unit reference number: R/602/3182
QCF level: 3
Credit value: 4
Guided learning hours: 37
Unit aim
This unit is aimed at those who are interested in, or those who are new to working in, social care settings with adults. The unit develops understanding of person- centred support as a fundamental principle of adult social care.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
61
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
per
son-c
entr
ed
appro
aches
□
Ensu
ring indiv
idual
s ar
e at
the
centr
e of
pla
nnin
g a
nd s
upport
; re
spec
ting indiv
idual
ity,
rig
hts
, ch
oic
es,
priva
cy,
dig
nity,
indep
enden
ce;
work
ing in p
artn
ersh
ip w
ith indiv
idual
s.
1.2
Exp
lain
why
per
son-c
entr
ed
valu
es m
ust
influen
ce a
ll as
pec
ts o
f so
cial
car
e w
ork
□
Impro
ved life
exper
ience
s; u
phold
indiv
idual
rig
hts
; em
pow
erin
g
indiv
idual
s to
mai
nta
in indep
enden
ce;
choic
e an
d incl
usi
on;
enab
ling
indiv
idual
s to
mak
e ch
oic
es,
dec
isio
ns;
to m
ainta
in d
ignity;
res
pec
t of
div
ersi
ty,
culture
, va
lues
; m
ainta
in r
ight
to p
riva
cy,
confiden
tial
ity;
aw
aren
ess
of
indiv
idual
vuln
erab
ility
.
1
Under
stan
d
per
son-c
entr
ed
appro
aches
in
adult s
oci
al c
are
1.3
Exp
lain
how
per
son-c
entr
ed
valu
es s
hould
influen
ce a
ll as
pec
ts o
f so
cial
car
e w
ork
□
Apply
ing p
erso
n-c
entr
ed p
lannin
g (
PCP)
; usi
ng p
erso
n-c
entr
ed t
hin
king
skill
s, e
ssen
tial
lifes
tyle
pla
nnin
g a
nd p
erso
n-c
entr
ed r
evie
ws;
apply
ing
Car
l Roger
s’ t
heo
retica
l bac
kgro
und t
o p
erso
n-c
entr
ed c
ounse
lling;
mai
nta
inin
g t
he
four
key
princi
ple
s of
valu
ing p
eople
, rights
, in
dep
enden
ce,
choic
e an
d incl
usi
on;
reflec
t on a
nd im
pro
ve t
he
uniq
ue
circ
um
stan
ces
of
indiv
idual
s; u
phold
hea
lth a
nd s
afet
y, m
ainta
in
indiv
idual
ity;
ensu
re indiv
idual
s ar
e at
the
centr
e of
pla
nnin
g a
nd
support
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
fin
din
g o
ut
the
his
tory
, pre
fere
nce
s, w
ishes
an
d n
eeds
of
an indiv
idual
co
ntr
ibute
s to
thei
r ca
re
pla
n
□
Puts
the
indiv
idual
at
the
centr
e of
pla
nnin
g t
hei
r su
pport
; en
able
s th
e im
ple
men
tation o
f in
div
idual
pre
fere
nce
s an
d r
equirem
ents
for
care
and
support
; hel
ps
to d
evis
e an
appro
priat
e ca
re p
lan,
support
pla
n,
indiv
idual
pla
n;
enab
les
neg
otiat
ion a
nd c
onsu
ltat
ion t
o e
mpow
er
indiv
idual
s to
mak
e dec
isio
ns
and c
hoic
es in r
elat
ion t
o c
are
and
support
; im
port
ance
of
usi
ng c
are
pla
ns
in c
onju
nct
ion w
ith t
he
indiv
idual
to d
ocu
men
t th
eir
nee
ds.
2.2
D
escr
ibe
way
s to
put
per
son-c
entr
ed v
alues
into
pra
ctic
e in
a c
om
ple
x or
sensi
tive
situat
ion
□
Work
ing w
ith a
n indiv
idual
to s
upport
them
in m
akin
g t
hei
r ch
oic
es,
taki
ng r
isks
, to
support
mee
ting o
f in
div
idual
nee
ds,
to a
chie
ve t
hei
r as
pirat
ions,
dev
elop t
hei
r sk
ills;
com
munic
ate
with indiv
idual
s, s
how
re
spec
t, e
nsu
re c
onfiden
tial
ity,
off
er c
ounse
lling,
reco
gnis
e fe
elin
gs,
sh
ow
sen
sitivi
ty t
o c
onfiden
tial
ity,
lis
tenin
g s
kills
, sh
ow
em
pat
hy
within
dis
tres
sing o
r tr
aum
atic
situat
ions;
han
dle
thre
aten
ing o
r fr
ighte
nin
g
beh
avio
ur;
under
stan
d c
ognitiv
e an
d c
om
munic
atio
n n
eeds.
2.3
Eva
luat
e th
e use
of
care
pla
ns
in a
pply
ing p
erso
n-
centr
ed v
alues
□
Car
e pla
ns
should
spec
ify
the
indiv
idual
’s c
are
nee
ds
and p
refe
rence
s;
take
a h
olis
tic
appro
ach t
o m
eeting t
he
nee
ds
and p
refe
rence
s of
indiv
idual
s; e
nsu
re r
elev
ance
of
trea
tmen
t an
d indiv
idual
ised
pro
visi
on;
enab
le r
espec
t fo
r div
ersi
ty,
culture
and r
elig
ion;
invo
lve
fam
ilies
, fr
iends,
oth
er p
eople
, if a
ppro
priat
e, w
ho a
re im
port
ant
to t
he
indiv
idual
; w
ork
ing t
ow
ards
per
son-c
entr
ed o
utc
om
es;
ensu
re n
eeds
are
met
, sa
tisf
action w
ith indiv
idual
ised
pro
visi
on,
invo
lvem
ent
with c
are,
fe
elin
g o
f w
ellb
eing.
2
Under
stan
d h
ow
to
imple
men
t a
per
son-c
entr
ed
appro
ach in a
n
adult s
oci
al c
are
sett
ing
2.4
Exp
lain
the
import
ance
of
monitoring a
n indiv
idual
’s
chan
gin
g n
eeds
or
pre
fere
nce
s
□
To h
ave
the
abili
ty t
o a
dap
t ac
tions
and a
ppro
aches
in r
esponse
to a
n
indiv
idual
’s c
han
gin
g n
eeds
or
pre
fere
nce
s, c
han
ges
in p
hys
ical
co
nditio
n,
circ
um
stan
ces,
chan
ges
in t
reat
men
t nee
ds
and in r
esponse
to
indiv
idual
choic
es;
ensu
re t
reat
men
t an
d c
are
is a
ppro
priat
e an
d
mee
t nee
ds.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
fact
ors
that
in
fluen
ce t
he
capac
ity
of
an
indiv
idual
to e
xpre
ss
conse
nt
□
Eff
ects
of
men
tal ill
hea
lth incl
udin
g d
epre
ssio
n,
confu
sed t
hought
pro
cess
es,
loss
of
men
tal ca
pac
ity;
eff
ects
of
phys
ical
illn
ess
incl
udin
g
unco
nsc
ious
stat
e, c
onfu
sion;
lear
nin
g d
isab
ility
incl
udin
g m
enta
l ag
e,
leve
l of
men
tal ca
pac
ity;
lan
guag
e bar
rier
s in
cludin
g E
nglis
h a
s a
seco
nd
languag
e, h
earing im
pai
rmen
t, v
isual
im
pai
rmen
t; p
revi
ous
exper
ience
of
serv
ices
by
indiv
idual
s.
3.2
Exp
lain
how
to e
stab
lish
conse
nt
for
an a
ctiv
ity
or
action
□
The
pro
cess
of
esta
blis
hin
g info
rmed
agre
emen
t to
an a
ctio
n a
nd
dec
isio
n w
ith indiv
idual
s; e
nsu
re indiv
idual
s hav
e ac
cess
to t
he
appro
priat
e in
form
atio
n;
use
of
com
munic
atio
n s
kills
, (v
erbal
, non-
verb
al a
nd w
ritt
en);
use
of
active
lis
tenin
g;
import
ance
of
consu
ltat
ion
and incl
usi
ve c
om
munic
atio
n;
resp
ect
indiv
idual
’s c
hoic
es;
liste
n a
nd
resp
ond t
o indiv
idual
s’ q
ues
tions
and c
once
rns;
res
pond a
ppro
priat
ely
to
any
ques
tions
and c
once
rns;
work
to r
esolv
e co
nflic
ts.
3
Under
stan
d t
he
import
ance
of
esta
blis
hin
g
conse
nt
when
pro
vidin
g c
are
or
support
3.3
Exp
lain
what
ste
ps
to t
ake
if
conse
nt
cannot
be
read
ily
esta
blis
hed
□
Act
in t
he
bes
t in
tere
sts
of
the
indiv
idual
; w
ork
to r
esolv
e co
nflic
ts;
abid
e by
rele
vant
legis
lation;
seek
ext
ra s
upport
and a
dvi
ce w
her
e nec
essa
ry;
use
of
an a
dvo
cate
, co
nta
ct t
he
per
son w
ho is
legal
ly
resp
onsi
ble
; re
cord
info
rmat
ion.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Exp
lain
the
princi
ple
s of
active
par
tici
pat
ion
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
the
activi
ties
and r
elat
ionsh
ips
of
ever
yday
life
as indep
enden
tly
as p
oss
ible
; th
e im
port
ance
of
the
indiv
idual
as
an a
ctiv
e par
tner
in t
hei
r ow
n c
are
or
support
rat
her
than
a
pas
sive
rec
ipie
nt;
em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
thei
r ow
n
care
.
4.2
Exp
lain
how
the
holis
tic
nee
ds
of
an indiv
idual
can
be
addre
ssed
by
active
par
tici
pat
ion
□
Em
pow
erin
g indiv
idual
s to
par
tici
pat
e in
thei
r ow
n c
are,
phys
ical
, em
otional
, sp
iritual
; bei
ng c
reat
ive
about
how
outc
om
es c
an b
e ac
hie
ved;
theo
ries
of
motiva
tion a
nd c
han
gin
g b
ehav
iour;
usi
ng
ince
ntive
s.
4.3
Exp
lain
how
to w
ork
with a
n
indiv
idual
and o
ther
s to
ag
ree
how
act
ive
par
tici
pat
ion w
ill b
e im
ple
men
ted
□
Ensu
re t
he
indiv
idual
is
at t
he
centr
e of
thei
r ow
n c
are
and s
upport
ra
ther
than
a p
assi
ve r
ecip
ient;
pro
moting a
ctiv
e par
tici
pat
ion;
liste
nin
g
to t
he
indiv
idual
, ad
dre
ssin
g t
hei
r co
nce
rns,
the
ben
efits
for
indiv
idual
s of
active
par
tici
pat
ion,
(phys
ical
ben
efits,
incr
ease
d indep
enden
ce,
auto
nom
y an
d w
ellb
eing);
addre
ssin
g p
oss
ible
bar
rier
s to
act
ive
par
tici
pat
ion,
(lea
rnin
g d
ifficu
ltie
s, p
hys
ical
dis
abili
ty o
r la
nguag
e bar
rier
s);
imple
men
ting w
ays
to r
educe
bar
rier
s to
act
ive
par
tici
pat
ion,
(use
of
phys
ical
, co
mm
unic
atio
n a
nd v
isual
aid
s).
4
Under
stan
d h
ow
to
imple
men
t an
d
pro
mote
act
ive
par
tici
pat
ion
4.4
Exp
lain
how
to p
rom
ote
the
under
stan
din
g a
nd u
se o
f ac
tive
par
tici
pat
ion
□
Engag
ing t
he
indiv
idual
; ef
fect
ive
com
munic
atio
n;
liste
nin
g s
kills
; co
nsu
ltat
ion w
ith indiv
idual
s; invo
lvin
g f
amily
and f
rien
ds;
acc
essi
ng
com
munity
faci
litie
s an
d r
esourc
es;
incr
easi
ng s
taff
aw
aren
ess
and
trai
nin
g;
regula
r re
view
s.
5
Under
stan
d h
ow
to
support
an
indiv
idual
’s r
ight
to
mak
e ch
oic
es
5.1
D
escr
ibe
diffe
rent
appro
aches
to s
upport
an
indiv
idual
to m
ake
info
rmed
ch
oic
es
□
By
dev
elopin
g r
espec
tful re
lationsh
ips;
the
import
ance
of
non-
judgem
enta
l co
mm
unic
atio
n a
nd incl
usi
ve info
rmat
ion;
empow
erin
g
indiv
idual
s to
mak
e in
form
ed c
hoic
es;
by
resp
ecting a
n indiv
idual
’s
choic
es;
the
use
of
agre
ed r
isk
asse
ssm
ent
pro
cess
es t
o s
upport
in
div
idual
s in
mak
ing c
hoic
es;
hea
lth a
nd lifes
tyle
choic
es;
dec
isio
ns
about
trea
tmen
t or
care
; aw
aren
ess
of ac
tual
or
likel
y dan
ger
or
har
m
aris
ing f
rom
choic
es m
ade
thro
ugh a
war
enes
s of
rele
vant
legis
lation a
nd
agre
ed w
ays
of
work
ing t
hat
influen
ce indiv
idual
rig
hts
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.2
D
escr
ibe
how
to s
upport
an
indiv
idual
to q
ues
tion o
r ch
alle
nge
dec
isio
ns
conce
rnin
g t
hem
that
are
m
ade
by
oth
ers
□
Enco
ura
ge
ques
tions,
usi
ng o
wn r
ole
and a
uth
ority
to s
upport
the
indiv
idual
’s r
ight
to m
ake
choic
es;
awar
enes
s of
polic
ies
and
pro
cedure
s, r
elev
ant
legis
lation a
nd a
gre
ed w
ays
of
work
ing;
com
pla
ints
pro
cedure
s; a
war
enes
s of
rights
; be
pre
par
ed t
o lis
ten;
advo
cacy
; re
ques
t se
cond o
pin
ions.
5.3
Exp
lain
the
conse
quen
ces
of
allo
win
g t
he
per
sonal
vie
ws
of
oth
ers
to influen
ce a
n
indiv
idual
’s c
hoic
es
□
Can
be
dis
crim
inat
ory
; m
ay b
e bas
ed o
n f
alse
or
inac
cura
te
info
rmat
ion;
may
not
be
in t
he
bes
t in
tere
st o
f th
e in
div
idual
; pre
vents
em
pow
erm
ent;
bre
ach o
f rights
; la
ck o
f or
rest
rict
ion o
f ch
oic
e, lea
ds
to lac
k of
self-e
stee
m,
impac
t on s
elf-
confiden
ce.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
66
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
the
links
bet
wee
n
iden
tity
, se
lf im
age
and s
elf
este
em
□
Sel
f-id
entity
: th
e re
cognitio
n o
f one’
s pote
ntial
and q
ual
itie
s as
an
indiv
idual
.
□
Sel
f-im
age:
how
peo
ple
see
them
selv
es.
□
Sel
f-es
teem
: how
peo
ple
val
ue
them
selv
es.
□
Influen
ces
that
hel
p t
o d
eter
min
e se
lf-i
den
tity
: gen
der
, ra
ce,
languag
e/ac
cent,
val
ues
and b
elie
fs,
relig
ion,
sexu
al o
rien
tation.
□
Influen
ces
on s
elf-
imag
e: g
ender
, ra
ce,
envi
ronm
ent,
fam
ily,
frie
nds,
cu
lture
, va
lues
, se
xual
ity,
typ
es o
f ab
ility
.
□
Links
: how
influen
ces
on s
elf-
imag
e an
d a
per
son’s
sel
f es
teem
im
pac
t on t
hei
r se
lf-i
den
tity
; sp
iritual
, ef
fect
s of
relig
ion –
fee
lings
of
self-
wort
h/f
eelin
gs
of
unw
ort
hin
ess,
bei
ng p
reve
nte
d f
rom
pra
ctis
ing a
nd
expre
ssin
g b
elie
fs;
emotional
and m
enta
l hea
lth/i
ll-hea
lth,
per
sonal
ci
rcum
stan
ces
whic
h h
ave
affe
cted
em
otional
hea
lth incl
udin
g m
ajor
life
even
ts;
sexu
al e
ffec
ts o
f dis
crim
inat
ion d
ue
to s
exual
ity,
rea
ctio
ns
of
fam
ily t
o s
exual
ity;
cultura
l, e
ffec
ts o
f not
bei
ng p
rovi
ded
with c
ultura
lly
appro
priat
e ca
re a
nd s
upport
, la
ck o
f re
cognitio
n b
y oth
ers
of
spec
ific
cu
ltura
l nee
ds,
fee
lings
of
rest
rict
ion d
ue
to c
ultura
l norm
s; s
oci
al,
effe
cts
of
maj
or
life
even
ts o
n s
oci
al iden
tity
, pee
r pre
ssure
to c
onfo
rm;
polit
ical
, ef
fect
s of
polit
ical
clim
ate
on a
cces
s to
car
e an
d s
upport
; phys
ical
, ap
pea
rance
; m
obili
ty d
epen
den
ce a
nd indep
enden
ce.
6.2
Exp
lain
fac
tors
that
co
ntr
ibute
to t
he
wel
l-bei
ng
of
an indiv
idual
.
□
Bei
ng t
reat
ed a
s an
indiv
idual
, bei
ng lis
tened
to,
show
n r
espec
t; t
he
import
ance
of
priva
cy,
mai
nta
inin
g d
ignity;
res
pec
ting t
he
spiritual
, re
ligio
us
and c
ultura
l bel
iefs
of
indiv
idual
s.
6
Under
stan
d h
ow
to
an p
rom
ote
in
div
idual
’s w
ell-
bei
ng.
6.3
Exp
lain
the
import
ance
of
support
ing a
n indiv
idual
in a
w
ay t
hat
pro
mote
s th
eir
sense
of
iden
tity
, se
lf im
age
and s
elf
este
em
□
Uphold
indiv
idual
rig
hts
to b
e fu
lly invo
lved
in t
hei
r ow
n c
are;
work
ing in
par
tner
ship
to s
et r
ealis
tic
and a
chie
vable
goal
s; e
mpow
erin
g indiv
idual
s to
dev
elop c
onfiden
ce a
nd f
eel good a
bout
them
selv
es;
acce
pta
nce
of
self,
acce
pta
nce
of
oth
ers,
posi
tive
sel
f-im
age
pro
moting c
onfiden
ce a
nd
empow
erm
ent.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
67
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
D
escr
ibe
way
s to
contr
ibute
to
an e
nvi
ronm
ent
that
pro
mote
s w
ell-
bei
ng.
□
Soci
al e
nvi
ronm
ent
to p
rom
ote
the
wel
lbei
ng o
f in
div
idual
s (a
ttitudes
an
d a
ctiv
itie
s);
surr
oundin
gs,
ow
n p
oss
essi
ons,
per
sonal
spac
e,
fost
erin
g p
osi
tive
rel
atio
nsh
ips;
enco
ura
gin
g o
pen
com
munic
atio
n;
support
ing a
gre
ed w
ays
of
work
ing t
hat
contr
ibute
to t
he
wel
lbei
ng o
f in
div
idual
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
68
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Com
par
e diffe
rent
use
s of
risk
ass
essm
ent
in a
dult
soci
al c
are
sett
ings
□
Apply
ing p
erso
n-c
entr
ed a
ppro
ach in c
om
munic
atin
g a
nd a
sses
sing a
ll pote
ntial
ris
k in
form
atio
n;
empow
erin
g indiv
idual
s to
mak
e in
form
ed
dec
isio
ns
in r
elat
ion t
o p
erce
ived
ris
ks a
nd c
onse
quen
ces;
incl
udin
g
indiv
idual
s as
act
ive
par
tici
pan
ts in d
ecis
ion m
akin
g;
calc
ula
ting a
nd
asse
ssin
g r
isk
of
the
indiv
idual
, th
e en
viro
nm
ent,
and o
ther
ser
vice
use
rs;
det
erm
inin
g r
isk
fact
ors
; in
div
idual
ris
k, (
smoki
ng,
drinki
ng,
obes
ity)
; hea
lth a
nd s
afet
y, (
risk
of
fire
, fa
lls,
hyg
iene
risk
, th
reat
of
infe
ctio
n);
ass
essi
ng a
nd c
onsi
der
ing t
he
ben
efits
and d
raw
bac
ks t
o t
he
indiv
idual
and o
ther
ser
vice
use
rs.
7.2
Exp
lain
how
ris
k as
sess
men
t re
late
s to
rig
hts
and
resp
onsi
bili
ties
□
Uphold
an indiv
idual
’s r
ight
to b
e fu
lly invo
lved
in t
hei
r ow
n d
ecis
ions
about
thei
r ca
re a
nd s
upport
; re
spec
t th
e in
div
idual
’s c
hoic
e; m
ainta
in
indep
enden
ce;
mai
nta
in d
ignity
and r
espec
t.
7.3
Exp
lain
how
ris
k-ta
king
rela
tes
to r
ights
and
resp
onsi
bili
ties
□
Cre
ates
aw
aren
ess
of
actu
al a
nd lik
ely
dan
ger
and h
arm
arisi
ng f
rom
ch
oic
es m
ade;
res
pec
ts h
ealth a
nd lifes
tyle
choic
es;
pro
mote
s em
pow
erm
ent,
dec
isio
n m
akin
g,
free
dom
of
choic
e, t
he
import
ance
of
acco
unta
bili
ty.
7.4
Exp
lain
why
risk
as
sess
men
ts n
eed t
o b
e re
gula
rly
revi
sed
□
To c
om
ply
with c
han
ges
in leg
isla
tion,
polic
ies
and p
roce
dure
s; c
han
ges
in
indiv
idual
nee
d a
nd p
refe
rence
; hea
lth a
nd s
afet
y re
quirem
ents
; an
ad
vers
e in
ciden
t; c
han
ge
to p
erso
nnel
, ch
ange
to r
esourc
es.
7
Under
stan
d t
he
role
of
risk
as
sess
men
t in
en
ablin
g a
per
son-
centr
ed a
ppro
ach
7.5
Exp
lain
the
import
ance
of
usi
ng a
gre
ed r
isk
asse
ssm
ent
pro
cess
es t
o
support
choic
e
□
Em
pow
erin
g indiv
idual
s to
mak
e in
form
ed c
hoic
es;
ensu
re indiv
idual
s ar
e aw
are
of
risk
and s
trat
egie
s put
into
pla
ce t
o o
verc
om
e, m
inim
ise
the
asso
ciat
ed r
isk;
rec
ord
ing info
rmat
ion a
nd g
ainin
g indiv
idual
’s
agre
emen
t.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
69
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has a thorough understanding of the main issues.
Learners will benefit from input from experienced professionals who have implemented the person-centred approach in their professional practice. Taught input will be necessary but learners will also benefit from opportunities to discuss issues of concern, particularly around risk management and its implications.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand person-centred approaches in adult social care
Taught session on person-centred values and approaches. Class discussion.
Guest speaker on implementing the approach in care practice. Question and answer session.
Taught session on care plan uses in a person-centred approach. Groups working to apply the person-centred approach to case studies and feedback. Class discussion.
Learning outcome 2: Understand how to implement a person-centred approach in an adult social care setting
Taught session on using a person-centred approach to deliver care and support. Learners to take notes and ask questions to clarify points.
Taught session on ensuring equality and independence. Class discussion.
Guest speaker on empowering individuals to use their potential. Question and answer session.
Taught session on adapting approaches to individuals changing needs. Groups working with scenarios and case studies to apply this and give feedback.
Taught session on complex or sensitive situations and person-centred approaches to support and care. Class discussion on managing situations.
Learning outcome 3: Understand the importance of establishing consent when providing care or support
Taught session on factors that affect an individual’s capacity to express consent. Class discussion.
Taught session on establishing consent for an activity or action. Class discussion.
Taught session on the steps to take if consent cannot be readily established.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
70
Topic and suggested assignments/activities
Learning outcome 4: Understand how to implement and promote active participation
Taught session on different ways of promoting active participation. Groups buzzing ideas about suitable activities for different vulnerable groups. Class discussion of activities.
Taught session on addressing holistic needs. Class discussion.
Taught session on working with others to agree on the implementation of active participation. Class to work in groups to plan active participation for individuals in case studies.
Taught session on promoting and using active participation. Preparation for the assignment.
Learning outcome 5: Understand how to support an individual’s right to make choices
Taught session on different approaches to supporting informed choices. Class discussion.
Taught session on supporting individuals to question or challenge decisions. Class discussion.
Taught session on the consequences of allowing personal views of others to influence an individual’s choices.
Learning outcome 6: Understand how to promote an individual’s wellbeing
Taught session on links between an individual’s identity, self-image and self-esteem.
Taught session on the importance of supporting an individual in ways which support their identity, self-image and self-esteem.
Taught session on creating environments that promote wellbeing.
Learning outcome 7: Understand the role of risk assessment in enabling a person-centred approach
Taught session on the different uses of risk assessments in adult care settings. Class discussion.
Taught session on the ways in which risk assessment and risk taking relate to rights and responsibilities. Class discussion.
Class plenary on why risk assessments need to be regularly revised.
Taught session on the importance of using agreed risk assessment procedures to support choice.
Review of unit.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
71
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Books
Morris C – Knowledge Set for Safeguarding Vulnerable Adults (Heinemann, 2008) ISBN 9780435402372
Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978
Magazines
Care Magazine - Skills for Care
Personalisation: a rough guide The Social Care Institute for Excellence April 2010 publication
Quality and Compliance
Social Work Today
Websites
www.communitycare.co.uk Community Care online magazine
www.cpa.org.uk Centre for Policy on Ageing
www.dhsspsni.gov.uk Department of Health, Social services and Public Safety
www.scie.org.uk Social Care Institute for Excellence
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
72
Unit 8: Understand health and safety in social care settings
Unit reference number: L/602/3178
QCF level: 3
Credit value: 5
Guided learning hours: 49
Unit aim
This unit is aimed at those who are interested in, or new to, working in a social care setting. It develops learner’s knowledge and understanding of areas of health and safety required to working in a social care setting.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
73
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Under
stan
d t
he
diffe
rent
resp
onsi
bili
ties
re
lating t
o h
ealth
and s
afet
y in
soci
al
care
set
tings
1.1
Id
entify
leg
isla
tion r
elat
ing
to h
ealth a
nd s
afet
y in
a
soci
al c
are
sett
ing
□
Rel
evan
t up-t
o-d
ate
legis
lation f
rom
the
Hea
lth a
nd S
afet
y Exe
cutive
for
Nort
her
n I
rela
nd;
The
Hea
lth a
nd S
afet
y at
Work
(N
ort
her
n I
rela
nd)
Ord
er 1
978;
Man
agem
ent
of
Hea
lth a
nd S
afet
y at
Work
Reg
ula
tions
(NI)
2000;
Man
ual
Han
dlin
g O
per
atio
ns
Reg
ula
tions
(NI)
1992;
Hea
lth a
nd
Saf
ety
(First
-Aid
) Reg
ula
tions
1982;
Rep
ort
ing o
f In
juries
, D
isea
ses
and
Dan
ger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R)
(Nort
her
n I
rela
nd)
1997,
Contr
ol of
Subst
ance
s H
azar
dous
to H
ealth R
egula
tions
(Nort
her
n
Irel
and)
2003 (
CO
SH
H (
NI)
).
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
74
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.2
Exp
lain
how
hea
lth a
nd
safe
ty p
olic
ies
and
pro
cedure
s pro
tect
those
in
soci
al c
are
sett
ings
□
Det
ails
of
agre
ed w
ays
of
work
ing a
nd a
ppro
ved c
odes
of
pra
ctic
e in
hea
lth a
nd s
oci
al c
are
sett
ings
rela
ting t
o h
ealth a
nd s
afet
y;
imple
men
ting leg
isla
tion a
t w
ork
pla
ce lev
el;
pro
vidin
g g
uid
ance
on h
ow
to
dea
l w
ith a
ccid
ents
, in
juries
and e
mer
gen
cy s
ituat
ions;
spec
ific
act
ion
to t
ake,
rep
ort
ing p
roce
dure
s an
d c
omple
ting r
elev
ant
docu
men
tation;
how
to d
eal w
ith f
irst
-aid
situat
ions;
under
stan
din
g s
pec
ific
hyg
iene
pro
cedure
s, d
ealin
g w
ith b
lood a
nd o
ther
body
fluid
s, a
dm
inis
tering
bas
ic f
irst
aid
if
trai
ned
to d
o s
o;
report
ing p
roce
dure
s an
d c
om
ple
ting
rele
vant
docu
men
tation;
polic
ies
rela
ting t
o s
pec
ific
work
ing c
onditio
ns
and t
he
work
ing e
nvi
ronm
ent;
under
stan
din
g m
ovi
ng a
nd h
andlin
g
pro
cedure
s; p
olic
ies
rela
ting t
o t
he
use
of
equip
men
t, u
nder
stan
din
g
how
to u
se m
echan
ical
or
elec
tric
al e
quip
men
t su
ch a
s m
echan
ical
hois
ts;
under
stan
din
g h
ealth c
are
pro
cedure
s; k
ey a
spec
ts o
f ad
min
iste
ring p
erso
nal
car
e, p
roce
dure
s fo
r in
div
idual
s w
ith s
pec
ialis
ed
nee
ds;
polic
ies
rela
ting t
o f
ood h
andlin
g a
nd p
repar
atio
n;
imple
men
ting
food h
ygie
ne
regula
tions;
polic
ies
rela
ting t
o infe
ctio
n c
ontr
ol an
d
dea
ling w
ith h
azar
dous
subst
ance
s; s
ituat
ions
requirin
g s
tric
t in
fect
ion
contr
ol, t
he
use
of
pro
tect
ive
cloth
ing;
under
stan
din
g p
roce
dure
s fo
r dis
posi
ng o
f cl
inic
al w
aste
; polic
ies
rela
ting t
o s
ecurity
and p
erso
nal
sa
fety
pro
cedure
s fo
r per
sonal
sec
urity
and p
olic
ies
rela
ting t
o t
he
safe
guar
din
g o
f vu
lner
able
indiv
idual
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
75
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Com
par
e th
e diffe
rence
s in
th
e m
ain h
ealth a
nd s
afet
y re
sponsi
bili
ties
of:
The
soci
al c
are
work
er
The
emplo
yer
or
man
ager
O
ther
s in
the
soci
al c
are
sett
ing
□
Res
ponsi
bili
ties
of
the
soci
al c
are
work
er:
under
stan
din
g a
nd c
om
ply
ing
with r
elev
ant
legis
lation a
nd a
gre
ed w
ays
of
work
ing;
com
ply
ing w
ith
codes
of
pra
ctic
e; r
esponsi
bili
ty t
o u
nder
take
rel
evan
t tr
ainin
g a
nd
updat
ing a
s re
quired
; th
e im
port
ance
of
cooper
atin
g w
ith o
ther
s on
hea
lth a
nd s
afet
y; a
pply
corr
ect
pro
cedure
s fo
r th
e use
of
equip
men
t pro
vided
for
indiv
idual
hea
lth a
nd s
afet
y.
□
Res
ponsi
bili
ties
of
emplo
yers
for
hea
lth a
nd s
afet
y: a
bid
e by
legis
lation;
put
in p
lace
codes
of
pra
ctic
e in
acc
ordan
ce w
ith leg
isla
tion;
ensu
re s
taff
ar
e fa
mili
ar w
ith t
he
codes
; co
mply
with H
SE g
uid
elin
es a
nd e
nsu
re t
hey
ar
e av
aila
ble
to e
mplo
yees
; pro
vide
info
rmat
ion c
once
rnin
g r
isks
to
hea
lth a
nd s
afet
y fr
om
work
ing p
ract
ices
, ch
anges
that
may
har
m a
nd
affe
ct h
ealth a
nd s
afet
y, h
ow
to w
ork
saf
ely,
what
is
done
to p
rote
ct
hea
lth a
nd s
afet
y, h
ow
to g
et f
irst
-aid
tre
atm
ent,
what
to d
o in a
n
emer
gen
cy;
pro
vide
trai
nin
g t
o d
o t
he
job s
afel
y, p
rote
ctio
n;
new
sta
ff
induct
ion,
pro
vide
hea
lth c
hec
ks w
her
e ap
pro
priat
e.
□
Res
ponsi
bili
ties
of
oth
ers:
incl
udin
g t
eam
mem
ber
s, o
ther
colle
agues
, fa
mili
es a
nd c
arer
s to
be
min
dfu
l of
hea
lth a
nd s
afet
y is
sues
in r
elat
ion
to o
bse
rvat
ion,
pra
ctic
e, r
epor
ting a
nd r
ecord
ing p
roce
dure
s;
under
stan
d t
he
adva
nta
ges
and d
isad
vanta
ges
of
oth
ers
taki
ng
resp
onsi
bili
ty f
or
hea
lth a
nd s
afet
y is
sues
; co
mply
with h
ealth a
nd
safe
ty leg
isla
tion a
nd p
olic
ies
while
on s
ite.
1.4
Id
entify
situat
ions
in w
hic
h
the
resp
onsi
bili
ty f
or
hea
lth
and s
afet
y lie
s w
ith t
he
indiv
idual
□
To t
ake
care
of
ow
n h
ealth,
safe
ty a
nd w
elfa
re;
under
stan
d t
he
adva
nta
ges
and d
isad
vanta
ges
of
under
taki
ng o
wn r
esponsi
bili
ty in
hea
lth a
nd s
afet
y is
sues
; under
stan
d t
he
nee
d t
o p
rote
ct t
he
safe
ty o
f oth
ers
thro
ugh o
wn a
ctio
ns.
1.5
Exp
lain
why
spec
ific
tas
ks
should
only
be
carr
ied o
ut
with s
pec
ial tr
ainin
g
□
Under
stan
din
g t
hat
cer
tain
tas
ks s
hould
not
be
carr
ied o
ut
without
spec
ial tr
ainin
g (
firs
t ai
d,
adm
inis
tering m
edic
atio
n,
hea
lth c
are
pro
cedure
s, f
ood h
andlin
g a
nd p
repar
atio
n).
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
76
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.6
Exp
lain
how
to a
cces
s ad
ditio
nal
support
and
info
rmat
ion r
elat
ing t
o
hea
lth a
nd s
afet
y
□
Work
-bas
ed t
rain
ing,
HSEN
I, B
ritish
Saf
ety
Counci
l, E
uro
pea
n
Com
mis
sion,
The
Dep
artm
ent
of
Hea
lth,
Soci
al S
ervi
ces
and P
ublic
Saf
ety,
the
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
, Euro
pea
n
Agen
cy f
or
Saf
ety
and H
ealth a
t W
ork
– O
ccupat
ional
Saf
ety
and H
ealth
at W
ork
(O
SH
A);
Ski
lls f
or
Car
e an
d D
evel
opm
ent.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
77
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
why
it is
import
ant
to a
sses
s hea
lth a
nd s
afet
y risk
s
□
Legal
req
uirem
ents
; duty
of
care
; pre
vention o
f in
ciden
ts a
nd a
ccid
ents
; pro
motion o
f w
ellb
eing;
rem
ova
l of haz
ards
from
the
envi
ronm
ent;
sa
feguar
din
g v
uln
erab
le indiv
idual
s; r
educt
ion o
f st
aff
sick
tim
e.
2.2
Exp
lain
the
step
s to
car
ryin
g
out
a risk
ass
essm
ent
□
The
five
ste
ps:
iden
tify
ing t
he
haz
ard,
dec
idin
g w
ho m
ay b
e har
med
and
how
, ev
aluat
ing t
he
risk
s an
d d
ecid
ing o
n p
reca
utions,
rec
ord
ing
findin
gs
and im
ple
men
ting t
hem
, re
view
ing a
sses
smen
ts a
nd u
pdat
ing if
nec
essa
ry.
2.3
Exp
lain
how
to a
ddre
ss
pote
ntial
hea
lth a
nd s
afet
y risk
s id
entified
□
Iden
tify
ing r
isks
; id
entify
ing h
azar
ds,
rem
ova
l of
haz
ards;
avo
idan
ce o
f in
juries
to s
taff
; co
ntr
ol m
ethods;
hea
lth s
urv
eilla
nce
; usi
ng s
afet
y dat
a sh
eets
; su
pply
Per
sonal
Pro
tect
ive
Equip
men
t (P
PE);
monitor.
2.4
Exp
lain
how
ris
k as
sess
men
t ca
n h
elp a
ddre
ss d
ilem
mas
bet
wee
n a
n indiv
idual
’s
rights
and h
ealth a
nd s
afet
y co
nce
rns
□
Rec
ognitio
n o
f haz
ards;
dis
pla
y risk
s to
indiv
idual
s; im
plic
atio
ns
of
a duty
of
care
; ev
iden
ce o
f unac
cepta
ble
ris
ks;
acce
pta
ble
ris
ks;
pro
vide
obje
ctiv
e ev
iden
ce;
fact
ual
info
rmat
ion t
o m
ake
reas
oned
dec
isio
ns
upon,
apply
pro
port
ional
ity
and r
easo
nin
g.
2
Under
stan
d r
isk
asse
ssm
ents
and
thei
r im
port
ance
in
rela
tion t
o h
ealth
and s
afet
y
2.5
Exp
lain
how
to p
rom
ote
hea
lth a
nd s
afet
y w
ithin
the
soci
al c
are
sett
ing
□
Iden
tifica
tion o
f haz
ards;
iden
tifica
tion o
f vu
lner
able
indiv
idual
s;
pre
venting a
nd r
educi
ng inci
den
ts a
nd a
ccid
ents
; re
leva
nt
and u
p-t
o-
dat
e tr
ainin
g;
use
of
hea
lth a
nd s
afet
y notice
s; c
lear
info
rmat
ion a
nd
inst
ruct
ions;
follo
w H
SE g
uid
elin
es a
nd r
equirem
ents
; lin
e of
resp
onsi
bili
ty f
low
char
ts;
nam
ed p
erso
ns.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
78
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
diffe
rent
types
of
acci
den
ts a
nd s
udden
illn
ess
that
may
occ
ur
in a
soci
al
care
set
ting
□
Acc
iden
ts;
slip
s an
d t
rips,
fal
ls,
nee
dle
-stick
inju
ries
, burn
s an
d s
cald
s;
inju
ries
fro
m o
per
atin
g m
achin
ery
or
spec
ialis
ed e
quip
men
t,
elec
trocu
tion,
acci
den
tal pois
onin
g;
sudden
illn
ess,
hea
rt a
ttac
k, d
iabet
ic
com
a, e
pile
ptic
seiz
ure
.
3.2
Exp
lain
pro
cedure
s to
be
follo
wed
if
an a
ccid
ent
or
sudden
illn
ess
should
occ
ur
□
Under
stan
din
g t
he
import
ance
of
pro
cedure
s to
be
follo
wed
if
an
acci
den
t or
sudden
illn
ess
should
occ
ur;
know
ing h
ow
to e
nsu
re a
nd
mai
nta
in s
afet
y fo
r in
div
idual
s co
nce
rned
and o
ther
s, c
lear
ing a
rea;
re
mai
nin
g c
alm
; kn
ow
ing h
ow
to s
end f
or
hel
p;
know
ing h
ow
to a
sses
s in
div
idual
s fo
r in
juries
; under
stan
din
g w
hen
to a
dm
inis
ter
bas
ic f
irst
aid
if n
eces
sary
and if
trai
ned
to d
o s
o;
under
stan
din
g t
he
import
ance
of
stay
ing w
ith t
he
inju
red/s
ick
indiv
idual
until hel
p a
rriv
es;
know
ing h
ow
to
obse
rve
and n
ote
any
chan
ges
in a
n indiv
idual
’s c
onditio
n;
under
stan
din
g h
ow
to p
rovi
de
a fu
ll ve
rbal
rep
ort
to r
elev
ant
med
ical
st
aff
or
oth
ers;
under
stan
din
g h
ow
to
com
ple
te a
full
writt
en r
eport
and
rele
vant
docu
men
tation,
(acc
iden
t re
port
, in
ciden
t re
port
);
under
stan
din
g t
he
polic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of
work
ing f
or
the
work
set
ting.
3.3
Exp
lain
why
it is
import
ant
for
emer
gen
cy f
irst
aid
tas
ks
only
to b
e ca
rrie
d o
ut
by
qual
ifie
d f
irst
aid
ers
□
Ensu
re c
orr
ect
pro
cedure
s ar
e fo
llow
ed for
safe
ty o
f pat
ient;
pre
vention
of
risk
of
furt
her
har
m;
less
en f
urt
her
inju
ries
by
inco
rrec
t m
ove
men
t;
has
know
ledge
of
equip
men
t.
3
Under
stan
d
pro
cedure
s fo
r re
spondin
g t
o
acci
den
ts a
nd
sudden
illn
ess
3.4
Exp
lain
the
conse
quen
ces
of
faili
ng t
o f
ollo
w e
mer
gen
cy
firs
t ai
d p
roce
dure
s
□
Furt
her
inju
ry;
poss
ible
dea
th;
litig
atio
n;
failu
re o
f duty
of
care
; in
vest
igat
ions
regar
din
g s
afet
y of
work
pla
ce p
ract
ices
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
79
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
D
escr
ibe
the
route
s by
whic
h a
n infe
ctio
n c
an g
et
into
the
body
□
Under
stan
d h
ow
infe
ctio
n c
an b
e sp
read
– a
irborn
e, d
irec
t co
nta
ct,
indirec
t co
nta
ct;
under
stan
d m
easu
res
whic
h c
an m
inim
ise
the
spre
ad o
f in
fect
ion.
4
Under
stan
d h
ow
to
reduce
the
spre
ad
of
infe
ctio
n
4.2
Exp
lain
the
follo
win
g
pre
vention m
ethods:
H
and w
ashin
g
O
wn p
erso
nal
hyg
iene
Enco
ura
gin
g t
he
indiv
idual
’s p
erso
nal
hyg
iene
□
Rec
om
men
ded
met
hod f
or
han
dw
ashin
g f
ollo
win
g t
he
World H
ealth
Org
anis
atio
n (
WH
O)
Guid
elin
es o
n H
and H
ygie
ne
in H
ealth C
are
reco
mm
ended
pro
cedure
:
Han
d h
ygie
ne
tech
niq
ue
with s
oap
and w
ater
:
0 –
Wet
han
ds
with w
ater
1 –
Apply
enough s
oap
to c
ove
r al
l han
d s
urf
aces
2 –
Rub h
ands
pal
m t
o p
alm
3 –
Rig
ht
pal
m o
ver
left
dors
um
with inte
rlac
ed f
inger
s an
d v
ice
vers
a
4 –
Pal
m t
o p
alm
with f
inger
s in
terlac
ed
5 –
Bac
ks o
f finger
s to
opposi
ng p
alm
s w
ith f
inger
s in
terlock
ed
6 –
Rota
tional
rubbin
g o
f le
ft t
hum
b c
lasp
ed in r
ight
pal
m a
nd v
ice
vers
a
7 –
Rota
tional
rubbin
g,
bac
kwar
ds
and forw
ards
with c
lasp
ed f
inger
s of
right
han
d in lef
t pal
m a
nd v
ice
vers
a
8 –
Rin
se h
ands
with w
ater
9 –
Dry
han
ds
thoro
ughly
with a
sin
gle
use
tow
el
10 –
Use
tow
el t
o t
urn
off t
ap
11 –
Your
han
ds
are
now
saf
e.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
Han
d h
ygie
ne
tech
niq
ue
with a
lcohol-
bas
ed f
orm
ula
tion:
1 –
Apply
a p
alm
ful of
the
pro
duct
in a
cupped
han
d,
cove
ring a
ll su
rfac
es
2 –
Rub h
ands
pal
m t
o p
alm
3 –
Rig
ht
pal
m o
ver
left
dors
um
with inte
rlac
ed f
inger
s an
d v
ice
vers
a
4 –
Pal
m t
o p
alm
with f
inger
s in
terlac
ed
5 –
Bac
ks o
f finger
s to
opposi
ng p
alm
s w
ith f
inger
s in
terlock
ed
6 –
Rota
tional
rubbin
g o
f le
ft t
hum
b c
lasp
ed in r
ight
pal
m a
nd v
ice
vers
a
7 –
Rota
tional
rubbin
g,
bac
kwar
ds
and forw
ards
with c
lasp
ed f
inger
s of
right
han
d in lef
t pal
m a
nd v
ice
vers
a
8 –
Once
dry
, yo
ur
han
ds
are
safe
.
□
Ow
n h
ealth a
nd h
ygie
ne:
im
port
ance
of
bas
ic p
erso
nal
hyg
iene
mea
sure
s in
red
uci
ng t
he
spre
ad o
f in
fect
ion;
han
dw
ashin
g a
fter
usi
ng
the
toile
t or
bef
ore
pre
par
ing f
ood,
cove
ring t
he
mouth
when
snee
zing
or
coughin
g,
usi
ng d
isposa
ble
tis
sues
; co
vering a
ny
cuts
or
abra
sions
with p
last
ers
or
suitab
le d
ress
ings;
im
port
ance
of
stay
ing a
way
fro
m
work
when
aff
ecte
d b
y ill
nes
s or
infe
ctio
n;
get
ting p
rom
pt
trea
tmen
t fo
r ill
nes
s or
infe
ctio
ns.
□
Enco
ura
gin
g indiv
idual
per
sonal
hyg
iene:
pro
moting b
asic
hyg
iene
mea
sure
s in
red
uci
ng t
he
spre
ad o
f in
fect
ion;
the
import
ance
of
com
munic
atin
g t
hes
e to
red
uce
the
spre
ad o
f in
fect
ion;
ensu
ring c
orr
ect
faci
litie
s an
d e
quip
men
t ar
e pro
vided
; en
coura
gin
g u
se o
f co
rrec
t pro
tect
ive
aids,
equip
men
t.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Eva
luat
e diffe
rent
types
of
per
sonal
pro
tect
ive
equip
men
t an
d h
ow
they
ca
n p
reve
nt
the
spre
ad o
f in
fect
ion
□
Be
clea
r ab
out
use
and p
urp
ose
of
equip
men
t; c
om
par
e ef
fect
iven
ess,
m
eans
of
dis
posa
l, a
vaila
bili
ty,
cost
s.
4.4
Exp
lain
ow
n r
ole
in
support
ing o
ther
s to
follo
w
pra
ctic
es t
hat
red
uce
the
spre
ad o
f in
fect
ion
□
Enco
ura
gin
g a
nd e
nsu
ring t
hat
oth
ers
are
fam
iliar
with p
olic
ies,
pro
cedure
s an
d a
gre
ed w
ays
of
work
ing in o
rder
to r
educe
the
spre
ad o
f in
fect
ion;
the
import
ance
of
risk
ass
essm
ents
; im
port
ance
of
regula
r st
aff
trai
nin
g a
nd u
pdat
ing;
ensu
ring f
acili
ties
and e
quip
men
t ar
e pro
vided
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
D
escr
ibe
the
mai
n p
oin
ts o
f le
gis
lation t
hat
rel
ates
to
movi
ng a
nd h
andlin
g
□
Hea
lth a
nd S
afet
y at
Work
(N
I) O
rder
1978;
The
Man
ual
Han
dlin
g
Oper
atio
ns
Reg
ula
tions
(NI)
1992;
The
Man
agem
ent
of
Hea
lth a
nd
Saf
ety
at W
ork
Reg
ula
tions
(Nort
her
n I
rela
nd)
2000;
HSEN
I m
anual
han
dlin
g a
sses
smen
t ch
arts
; in
cludin
g s
ubse
quen
t am
endm
ents
to
legis
lation.
5.2
Exp
lain
how
follo
win
g
princi
ple
s fo
r sa
fe m
ovi
ng
and h
andlin
g p
rote
cts
those
in
the
soci
al c
are
sett
ing
from
inju
ry o
r har
m
□
The
import
ance
of
follo
win
g a
ppro
priat
e sy
stem
s an
d a
gre
ed w
ays
of
work
ing;
pre
vention o
f har
m a
nd inju
ry,
pre
vent
litig
atio
n,
incr
ease
co
nfiden
ce o
f se
rvic
e use
r, r
ight
of
safe
ty;
the
key
princi
ple
s of
avoid
ing
the
nee
d f
or
haz
ardous
man
ual
han
dlin
g;
asse
ssin
g t
he
risk
of
inju
ry
from
any
haz
ardous
man
ual
han
dlin
g;
reduci
ng t
he
risk
of
inju
ry f
rom
haz
ardous
man
ual
han
dlin
g;
the
impor
tance
of
asse
ssm
ent;
know
ing
the
task
, in
form
atio
n o
n t
he
wei
ght
and c
entr
e of
gra
vity
, w
ork
ing
envi
ronm
ent
and indiv
idual
cap
abili
ty;
reduci
ng t
he
risk
of
inju
ry;
the
import
ance
of
corr
ect
post
ure
and t
echniq
ue;
work
ing in t
eam
s; t
he
import
ance
of
a co
ord
inat
ed a
ppro
ach a
nd g
ood c
om
munic
atio
n;
usi
ng
mec
han
ical
aid
s w
her
e nec
essa
ry;
chan
gin
g t
he
task
or
appro
ach w
her
e nec
essa
ry.
5.3
Exp
lain
situat
ions
that
may
re
quire
additio
nal
support
s nec
essa
ry f
or
safe
r m
ovi
ng
and h
andlin
g
□
Situat
ions
requirin
g a
dditio
nal
support
s; f
ragile
art
icle
s, e
xtre
mel
y hea
vy load
s, h
azar
dous
subst
ance
s.
5
Under
stan
d h
ow
to
move
and h
andle
eq
uip
men
t an
d
oth
er o
bje
cts
safe
ly
5.4
Exp
lain
why
it is
import
ant
for
movi
ng a
nd h
andlin
g
task
s to
be
carr
ied o
ut
follo
win
g s
pec
ialis
t tr
ainin
g
□
Tra
ined
han
dle
rs k
now
how
to m
ake
appro
priat
e risk
ass
essm
ents
; m
ake
pro
per
use
of
equip
men
t pro
vided
for
safe
pra
ctic
e; t
akin
g c
are
to
ensu
re t
hat
act
ivitie
s do n
ot
put
oth
ers
at r
isk;
follo
w r
eport
ing
pro
cedure
s; r
educe
ris
k, c
om
ply
with leg
isla
tion,
polic
ies
and
pro
cedure
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Exp
lain
why
it is
import
ant
to h
ave
spec
ialis
t tr
ainin
g
bef
ore
ass
isting a
nd m
ovi
ng
an indiv
idual
□
Under
stan
din
g p
ote
ntial
ris
ks a
nd h
azar
ds;
know
ledge
of
corr
ect
pro
cedure
s; n
eed t
o f
ully
engag
e; p
urp
ose
s of
care
pla
n;
mee
t le
gal
re
quirem
ents
; duty
of
care
; re
asons
for
full
engag
emen
t; f
ull
cooper
atio
n,
emotional
support
; re
port
ing a
nd r
ecord
ing inci
den
ts;
valid
co
nse
nt.
6.2
Exp
lain
the
pote
ntial
co
nse
quen
ces
of
assi
stin
g
and m
ovi
ng a
n indiv
idual
w
ithout
spec
ialis
t tr
ainin
g
□
Ris
ks t
o indiv
idual
; pote
ntial
litig
atio
n f
or
pote
ntial
inju
ry/d
eath
and
non-c
om
plia
nce
with leg
isla
tion;
risk
s to
wel
lbei
ng o
f th
e in
div
idual
; use
of
inap
pro
priat
e pro
cedure
s.
6
Under
stan
d t
he
princi
ple
s of
assi
stin
g a
nd
movi
ng a
n
indiv
idual
6.3
Exp
lain
the
conse
quen
ces
of
not
follo
win
g a
n indiv
idual
’s
care
pla
n o
r fu
lly e
ngag
ing
with t
hem
when
ass
isting
and m
ovi
ng
□
Red
uct
ion o
f se
lf-e
stee
m;
risk
of
har
m t
o t
he
indiv
idual
; le
gal
im
plic
atio
ns;
neg
ligen
ce;
effe
cts
on d
uty
of
care
; ef
fect
s on
rela
tionsh
ips.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
D
escr
ibe
types
of
haz
ardous
subst
ance
s th
at m
ay b
e fo
und in t
he
soci
al c
are
sett
ing
□
Contr
ol of
Subst
ance
s H
azar
dous
to H
ealth R
egula
tions
(Nort
her
n
Irel
and)
2003,
incl
udin
g s
ubst
ance
s th
at a
re c
orr
osi
ve,
irrita
nt,
toxi
c,
hig
hly
fla
mm
able
, dan
ger
ous
to t
he
envi
ronm
ent,
clin
ical
was
te;
ger
ms
that
cau
se d
isea
ses;
mat
eria
ls t
hat
are
har
mfu
l; p
ote
ntial
ly infe
ctio
us;
body
fluid
s.
7.2
Exp
lain
saf
e pra
ctic
es f
or:
Sto
ring h
azar
dous
subst
ance
s
U
sing h
azar
dous
subst
ance
s
D
isposi
ng o
f haz
ardous
subst
ance
s
□
Saf
e pra
ctic
es f
or
haz
ardous
subst
ance
s: u
nder
stan
d t
he
import
ance
of
trai
nin
g.
□
Sto
rage:
under
stan
din
g o
f CO
SH
H r
egula
tions;
saf
e st
ora
ge
of
haz
ardous
subst
ance
s an
d m
ater
ials
, st
ore
d o
ut
of
reac
h;
store
m
ater
ials
in c
onta
iner
s as
rec
om
men
ded
by
the
man
ufa
cture
r;
import
ance
of
clea
r la
bel
ling;
conta
iner
s se
cure
ly s
eale
d;
storing
inco
mpat
ible
subst
ance
s se
par
atel
y.
□
Usa
ge:
under
stan
d a
nd b
e ab
le t
o follo
w a
gre
ed w
ays
of
work
ing,
polic
ies
and p
roce
dure
s fo
r usi
ng h
azar
dous
mat
eria
ls;
avoid
exp
osu
re
to h
azar
dous
subst
ance
s, (
inhal
ing,
conta
ct w
ith t
he
skin
or
eyes
, sw
allo
win
g o
r sk
in p
unct
ure
); u
nder
stan
d a
nd b
e ab
le t
o u
se c
ontr
ol
mea
sure
s; u
niv
ersa
l pre
cautions
for
dea
ling w
ith b
lood a
nd o
ther
body
fluid
s; k
now
how
and w
hen
to u
se p
rote
ctiv
e cl
oth
ing w
her
e nec
essa
ry;
com
ple
ting a
ppro
priat
e re
cord
s an
d d
ocu
men
tation.
□
Dis
posa
l: u
nder
stan
d a
nd b
e ab
le t
o follo
w,
polic
ies
and p
roce
dure
s fo
r dis
posa
l of
haz
ardous
mat
eria
ls;
under
stan
d t
he
import
ance
of
pro
tect
ing o
ther
s; u
nder
stan
d t
he
import
ance
of
pro
tect
ing t
he
envi
ronm
ent;
be
able
to m
inim
ise
the
spre
ad o
f in
fect
ion.
7
Under
stan
d h
ow
to
han
dle
haz
ardous
subst
ance
s
7.3
Exp
lain
the
dan
ger
s as
soci
ated
with n
ot
follo
win
g
thes
e sa
fe p
ract
ices
□
Non-c
om
plia
nce
with t
he
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
(R
QIA
) Reg
istr
atio
n r
egula
tions;
putt
ing indiv
idual
s at
ris
k, h
arm
to
staf
f, s
ervi
ce u
sers
, risk
of
inju
ry,
dea
th,
risk
of
fire
, risk
of
toxi
c fu
mes
, sp
read
of
infe
ctio
n,
pois
onin
g.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8
Under
stan
d h
ow
to
pro
mote
en
viro
nm
enta
l sa
fety
pro
cedure
s in
the
soci
al c
are
sett
ing
8.1
Exp
lain
pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing t
o p
reve
nt:
Fi
re
G
as lea
k
Fl
oods
In
trudin
g
Sec
urity
bre
ach
□
Fire
pre
vention:
ded
icat
ed s
taff
with s
pec
ific
duties
; use
of
fire
guar
ds;
use
of
smoke
ala
rms;
use
of
flam
e-re
tard
ant
mat
eria
ls f
or
furn
iture
; ki
tchen
saf
ety
pro
cedure
s fo
llow
ed;
fire
doors
kep
t sh
ut;
reg
ula
r te
stin
g
of
alar
ms;
fireb
reak
gla
ss is
in p
lace
; al
l ro
ute
s ar
e unobst
ruct
ed;
liais
e w
ith F
ire
Saf
ety
Off
icer
.
□
Gas
lea
k pre
vention:
turn
ing o
ff g
as a
pplia
nce
s w
hen
not
in u
se;
regula
r m
ainte
nan
ce o
f sy
stem
s an
d b
oile
rs;
report
ing o
f su
spic
ious
odours
; en
sure
gas
det
ecto
rs a
re w
ork
ing;
keep
com
bust
ible
mat
eria
ls a
way
fr
om
gas
applia
nce
s.
□
Flood p
reve
ntion:
turn
ing o
ff t
aps
bef
ore
lea
ving t
he
bat
hro
om
, an
d
kitc
hen
; re
gula
r m
ainte
nan
ce o
f ap
plia
nce
s, d
rain
s, m
ainte
nan
ce o
f build
ings;
loca
tion o
f m
ain w
ater
supply
; pre
par
atio
n if
susc
eptible
to
floodin
g,
use
of
sand b
ags.
□
Intr
uder
pre
vention:
use
of
secu
rity
codes
to e
nte
r build
ings;
use
of
iden
tifica
tion b
adges
; use
of
signin
g in a
nd o
ut
books
; ch
ecki
ng
inhab
itan
ts a
nd r
esid
ents
; sa
fety
lock
s on d
oors
and w
indow
s; s
ecurity
per
sonnel
on s
ite;
mai
nte
nan
ce o
f al
arm
s, C
CTV.
□
Sec
urity
bre
ach p
reve
ntion:
pre
sence
of
secu
rity
per
sonnel
; re
gula
r ch
ecki
ng o
f occ
upan
ts o
f a
faci
lity;
use
of
staf
f id
entifica
tion;
use
of
secu
rity
codes
to e
nte
r fa
cilit
ies,
CCTV.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.2
Exp
lain
pro
cedure
s to
be
follo
wed
in t
he
soci
al c
are
sett
ing in t
he
even
t of:
Fi
re
G
as lea
k
Fl
oods
In
trudin
g
Sec
urity
bre
ach
□
In t
he
even
t of
fire
: kn
ow
ledge
of fire
pro
cedure
s; a
ppro
priat
e use
of
fire
exi
t, e
xtin
guis
her
s an
d f
ire
bla
nke
ts;
calli
ng f
or
emer
gen
cy h
elp;
evac
uat
ion o
f in
div
idual
s.
□
In t
he
even
t of
a gas
lea
k: s
afe
evac
uat
ion o
f th
e build
ing;
conta
ctin
g
emer
gen
cy s
ervi
ces;
not
retu
rnin
g t
o t
he
build
ing u
ntil it is
safe
to d
o
so.
□
In t
he
even
t of
a flood:
turn
ing o
ff m
ain w
ater
supply
; tu
rn o
ff e
lect
rici
ty
and g
as,
safe
eva
cuat
ion o
f th
e build
ing,
conta
ctin
g e
mer
gen
cy
serv
ices
; use
of
war
nin
g n
otice
s to
pre
vent
acci
den
ts,
follo
w p
roce
dure
s.
□
In t
he
even
t of
intr
usi
on:
ensu
ring t
he
safe
ty o
f re
siden
ts/u
sers
of
the
serv
ice;
ensu
ring s
afet
y of
staf
f; r
oom
chec
ks;
conta
ctin
g e
mer
gen
cy
serv
ices
; ch
ecki
ng iden
tifica
tion o
f al
l pre
sent.
□
In t
he
even
t of
a se
curity
bre
ach:
asce
rtai
nin
g t
he
nat
ure
of
the
bre
ach
conta
ctin
g s
ecurity
per
sonnel
; ch
ecki
ng s
afet
y of
indiv
idual
s; s
afet
y of
staf
f; r
outinel
y ch
angin
g s
ecurity
codes
to e
nte
r fa
cilit
ies,
conta
ctin
g
emer
gen
cy s
ervi
ces
if r
equired
.
8.3
Exp
lain
how
you w
ould
en
coura
ge
oth
ers
to a
dher
e to
envi
ronm
enta
l sa
fety
pro
cedure
s
□
Enco
ura
ge
oth
ers
to a
dher
e to
pro
cedure
s th
rough t
rain
ing;
info
rmat
ion
leaf
lets
on leg
isla
tion a
nd p
ote
ntial
pen
alties
; pro
vide
equip
men
t to
co
mply
; ea
sily
vis
ible
wal
l post
ers.
8.4
Exp
lain
the
import
ance
of
hav
ing a
n e
mer
gen
cy p
lan in
pla
ce t
o d
eal w
ith
unfo
rese
en inci
den
ts
□
The
import
ance
of
hav
ing a
pla
n in p
lace
– it
mee
ts s
pec
ific
nee
ds,
pro
vides
str
ateg
ies,
has
rep
ort
ing m
easu
res;
est
ablis
hes
auth
ority
, pro
vides
em
ergen
cy e
vacu
atio
n r
oute
s, e
nab
les
trai
nin
g,
enab
les
coord
inat
ion w
ith o
ther
agen
cies
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
9.1
D
escr
ibe
com
mon s
igns
and
indic
ators
of
stre
ss
□
Phys
ical
sig
ns
and s
ympto
ms
(nau
sea,
diz
zines
s, c
hes
t pai
n);
em
otional
si
gns
and s
ympto
ms
(irr
itab
ility
or
short
tem
per
, in
abili
ty t
o r
elax
, gen
eral
unhap
pin
ess)
; co
gnitiv
e si
gns
and s
ympto
ms,
(in
abili
ty t
o
conce
ntr
ate)
; beh
avio
ura
l si
gns
and s
ympto
ms,
(ea
ting m
ore
or
less
, sl
eepin
g t
oo m
uch
or
too little,
usi
ng a
lcohol, c
igar
ette
s, o
r dru
gs
to
rela
x).
9.2
D
escr
ibe
fact
ors
that
ten
d t
o
trig
ger
ow
n s
tres
s □
W
ork
fac
tors
, (c
han
ges
in r
outine,
dea
ling w
ith d
ifficu
lt s
ituat
ions,
pre
ssure
to m
eet
targ
ets,
per
sonal
fac
tors
); f
inan
cial
pro
ble
ms;
re
lationsh
ip a
nd f
amily
pro
ble
ms;
maj
or
life
chan
ges
; ber
eave
men
t,
inju
ry o
r ill
nes
s.
9
Under
stan
d h
ow
to
man
age
stre
ss
9.3
Eva
luat
e st
rate
gie
s fo
r m
anag
ing s
tres
s □
Eva
luat
e th
e use
fuln
ess
of
stra
tegie
s fo
r m
anag
ing s
tres
s; t
heo
ries
on
copin
g s
trat
egie
s – inte
rnal
ly o
r ex
tern
ally
focu
sed,
emotional
or
solu
tion-f
ocu
sed;
atte
ndin
g s
tres
s tr
ainin
g p
rogra
mm
es;
rela
xation
tech
niq
ues
, (m
assa
ge,
yoga,
aro
mat
her
apy,
lis
tenin
g t
o m
usi
c);
alte
rnat
ive
ther
apie
s; p
hys
ical
act
ivity
and e
xerc
ise;
soc
ial st
rate
gie
s;
logic
al s
trat
egie
s; c
reat
ive
stra
tegie
s; f
aith
str
ateg
ies;
the
import
ance
of
emotional
wel
lbei
ng a
nd r
esili
ence
; under
stan
din
g a
nd r
ecognis
ing
indiv
idual
str
esso
rs a
nd t
akin
g t
ime
out;
com
par
ing a
nd c
ontr
ast
diffe
rent
stra
tegie
s an
d t
hei
r ef
fect
iven
ess.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
88
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
10.1
D
escr
ibe
the
mai
n p
oin
ts o
f ag
reed
pro
cedure
s ab
out
han
dlin
g m
edic
atio
n
□
The
Res
iden
tial
Car
e H
om
es R
egula
tions
(Nort
her
n I
rela
nd)
2005;
The
Nurs
ing H
om
es R
egula
tions
(Nort
her
n I
rela
nd)
2005;
Man
agin
g
Med
icin
es in C
are
Hom
es N
ICE g
ood p
ract
ice
guid
ance
; H
andlin
g
Med
icin
es in S
oci
al C
are
Set
tings
Guid
ance
2007;
Roya
l Ph
arm
aceu
tica
l Soci
ety
of
Gre
at B
rita
in m
ain p
oin
ts f
or
han
dlin
g m
edic
atio
n;
contr
olle
d
dru
gs;
adm
inis
trat
ion o
f m
edic
atio
n;
reco
rd k
eepin
g;
stora
ge;
sel
f-ad
min
istr
atio
n;
staf
f tr
ainin
g;
tran
sfer
of
med
icat
ion.
10.2
Exp
lain
why
med
icat
ion
must
only
be
han
dle
d
follo
win
g s
pec
ialis
t tr
ainin
g
□
Ensu
ring t
he
corr
ect
med
icat
ion;
corr
ect
dose
; co
rrec
t per
son;
corr
ect
tim
e; c
orr
ect
route
or
met
hod;
adm
inis
trat
ion b
y tr
ained
sta
ff;
staf
f ar
e aw
are
of
dosa
ge
and p
ote
ntial
sid
e ef
fect
s; p
atie
nt
confiden
ce;
med
icin
es a
re s
tore
d s
afel
y.
10
Under
stan
d
pro
cedure
s re
gar
din
g
han
dlin
g
med
icat
ion
10.3
Exp
lain
the
conse
quen
ces
of
han
dlin
g m
edic
atio
n w
ithout
spec
ialis
t tr
ainin
g
□
Ris
k of
adm
inis
tering inco
rrec
t m
edic
ine
and d
osa
ge;
lac
k of
reco
rd
keep
ing;
pote
ntial
ove
rdose
; fu
rther
illn
ess
and p
oss
ible
dea
th;
lack
of
pat
ient
safe
ty a
nd c
onfiden
ce;
litig
atio
n;
non-c
om
plia
nce
with
Reg
ula
tion a
nd Q
ual
ity
Impro
vem
ent
Auth
ority
(RQ
IA)
min
imum
st
andar
ds.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
11.1
D
escr
ibe
the
mai
n p
oin
ts o
f fo
od s
afet
y st
andar
ds
in a
so
cial
car
e se
ttin
g
□
Food S
tandar
ds
Act
1999;
Food S
afet
y (N
ort
her
n I
rela
nd)
Ord
er 1
991;
Food H
ygie
ne
Reg
ula
tions
(Nort
her
n I
rela
nd)
2006;F
ood S
afet
y (T
emper
ature
Contr
ol)
1995;
the
Gen
eral
Food R
egula
tions
(Nort
her
n
Irel
and)
2004;
Foods
Sta
ndar
ds
Agen
cy in N
ort
her
n I
rela
nd
public
atio
ns,
polic
ies,
advi
ce a
nd u
pdat
es,
incl
udin
g s
ubse
quen
t am
endm
ents
to leg
isla
tion.
11.2
Exp
lain
how
to:
Sto
re f
ood
M
axim
ize
hyg
iene
when
han
dlin
g f
ood
D
ispose
of
food
□
Sto
ring:
use
of
cove
red c
onta
iner
s; c
orr
ect
tem
per
ature
; co
olin
g h
ot
food b
efore
ref
riger
atio
n;
avoid
ance
of
storing r
aw a
nd c
ooke
d m
eats
to
get
her
; ch
ecki
ng e
xpiry
dat
es;
separ
atio
n o
f m
eat,
poultry
and f
ish;
mai
nte
nan
ce o
f re
frig
erat
ors
, ch
ecki
ng r
ubber
sea
ls;
def
rost
ing
regula
rly;
not
ove
rload
ing;
chec
king t
emper
ature
of
refr
iger
ators
re
gula
rly.
□
Max
imis
e hyg
iene:
use
of per
sonal
pro
tect
ive
equip
men
t (P
PE),
glo
ves,
ap
rons,
cove
ring h
air,
cove
ring c
uts
, use
of
blu
e pla
ster
s; a
ccura
te
was
hin
g o
f han
ds;
dis
infe
ctio
n o
f su
rfac
es;
use
of
separ
ate
choppin
g
boar
ds
and u
tensi
ls f
or
diffe
rent
types
of
food;
was
hin
g c
hoppin
g b
oar
ds
with h
ot
soap
y w
ater
bet
wee
n u
ses;
ste
rilis
atio
n o
f co
oki
ng a
nd
pre
par
atory
equip
men
t; n
ot
allo
win
g p
ets
to s
it o
n s
urf
aces
wher
e fo
od
is p
repar
ed.
□
Dis
posa
l of
food:
use
of
close
d c
onta
iner
s; u
se o
f cl
ose
d b
ags;
cle
anin
g
spill
ages
; re
gula
r em
pty
ing o
f w
aste
and r
ubbis
h b
ins;
reg
ula
r cl
eanin
g
of
bin
s; s
epar
atio
n o
f fo
od f
rom
oth
er w
aste
.
11
Under
stan
d h
ow
to
han
dle
and
store
food s
afel
y
11.3
Exp
lain
the
pote
ntial
co
nse
quen
ces
of
not
follo
win
g f
ood s
afet
y st
andar
ds.
□
Legal
act
ion f
or
failu
re t
o c
om
ply
with leg
isla
tion a
nd indiv
idual
cas
es
rela
ting t
o h
arm
; putt
ing indiv
idual
s at
ris
k, f
ood p
ois
onin
g lea
din
g t
o
illnes
s an
d p
oss
ible
dea
th.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
90
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor.
Learners will benefit from input from professionals who have knowledge of the various areas of health and safety, for example environmental safety, infection prevention and control, food safety. Where possible, practical demonstrations, such as handwashing and similar procedures, should be included in class sessions.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand the different responsibilities relating to health and safety in social care settings
Taught session on key legislation. Learners to take notes.
Taught session on policies and procedures. Learners to take notes.
Taught session on own responsibilities for health and safety. Class discussion.
Guest speaker on the responsibilities of employers and others for health and safety.
Learning outcome 2: Understand risk assessments and their importance in relation to health and safety
Groupwork; learners identifying risks and hazards in a health and safety environment. Plenary. Taught session on risk assessments, the purpose and importance.
Taught session on risk assessments; the five steps. Learners using scenarios to implement the five steps. Groups give feedback to the class.
Taught session on addressing health and safety risks in social care settings.
Taught session on use of risk assessments and promoting health and safety.
Learning outcome 3: Understand procedures for responding to accidents and sudden illness
Taught session on types of accidents and sudden illness. Learners to make notes.
Taught session on procedures to follow. Groups working with scenarios to apply learning from this week and the previous week. Groups feed back to the class.
Taught session on agreed ways of working in the setting and the role of the emergency first aider. Learners to take notes.
Learning outcome 4: Understand how to reduce the spread of infection
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
91
Topic and suggested assignments/activities
Taught session on potential infection routes/ways of supporting others to follow prescribed procedures. Learners to take notes (session 1).
Taught session on ways of supporting others (session 2).
Demonstration of handwashing techniques. Class to practise and discuss.
Taught session on considering own health and hygiene. Class discussion.
Taught session/demonstration; personal and protective equipment. Learners to take notes and practise use of equipment.
Taught session on own role in controlling and preventing the spread of infection.
Learning outcome 5: Understand how to move and handle equipment and other objects safely
Taught session on key legislation and regulations. Learners to take notes.
Taught session on key principles of moving and handling. Use of training DVD to demonstrate techniques.
Taught session on use of mechanical aids to moving and handling. Internet search to find further examples of mechanical aids in current use.
Taught session on identifying and reporting potentially hazardous activities. Class discussion on reasons for hazards.
Learning outcome 6: Understand the principles of assisting and moving an individual
Taught session on potential risks and hazards, reasons for specialist training. Class discussion.
Taught session on use of the care plan to ensure continuity of care, preservation of dignity, obtaining a valid consent. Class plenary.
Class plenary on full engagement of the individual throughout the process, reasons and benefits to individual.
Tutor-led discussion of consequences of carrying out the procedure without specialist training.
Learning outcome 7: Understand how to handle hazardous substances
Taught session on hazardous substances and materials, Control of Substances Hazardous to Health Regulations (Northern Ireland) 2003. Class discussion (session 1).
Taught session on hazardous substances and materials, Control of Substances Hazardous to Health Regulations (Northern Ireland) 2003. Class discussion (session 2).
Taught session on safe practices with hazardous substances and materials. Groups working together to apply learning to scenarios and feeding back to the class.
Taught session on storing and recording. Internet research session and reporting back on findings.
Learning outcome 8: Understand how to promote environmental safety procedures in the social care setting
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
92
Topic and suggested assignments/activities
Taught session on preventing environmental emergencies in social care, Precautions to take and the emergency plan. Class discussion.
Taught session on dealing with emergencies in the social care setting and implementing the emergency plan.
Learning outcome 9: Understand how to manage stress
Taught session on common signs and symptoms of stress. Class discussion.
Tutor-led discussion on signs which indicate own stress. Accessing online stress assessment inventories.
Taught session on strategies for managing stress. Groups to evaluate strategies and feed back to the class.
Learning outcome 10: Understand procedures regarding handling medication
Taught session on guidelines for handling and administering medication in social care settings.
Taught session on obtaining valid consent and dealing with situations where this cannot be readily obtained, use of advocates and other professionals.
Taught session on preparation prior to administration; administration.
Taught session on recording, reporting and seeking advice where necessary.
Learning outcome 11: Understand how to handle and store food safely
Taught session on legislation and guidance. Class discussion.
Taught session on storing food safely. Class discussion.
Taught session on preparing food safely. Class discussion.
Taught session on disposing of food safely. Class discussion.
Review of unit.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
93
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Books
Ayling P – Knowledge Set for Infection Prevention and Control (Heinemann, 2007) ISBN 9780435402327
Railton D – Knowledge Set for Medication (Harcourt Education Ltd, 2007) ISBN 9780435402310
Websites
www.eho.int World Health Organisation
www.food.gov.uk Food Standards Agency
www.food.gov.uk/northern-ireland Food Standards Agency Northern Ireland
www.healthandsafetyworksni.gov.uk Health and Safety Works NI
www.hseni.gov.uk The Health and Safety Executive for Northern Ireland
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
94
Unit 9: Understand how to handle information in social care settings
Unit reference number: D/602/3119
QCF level: 3
Credit value: 1
Guided learning hours: 9
Unit aim
This unit is aimed at those who are interested in, or who are new to working in, social care settings. The unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
95
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
leg
isla
tion a
nd
codes
of
pra
ctic
e th
at r
elat
e to
han
dlin
g info
rmat
ion in
soci
al c
are
sett
ings
□
Rel
evan
t up-t
o-d
ate
legis
lation c
odes
of
pra
ctic
e re
lating t
o t
he
reco
rdin
g,
stora
ge
and s
har
ing o
f in
form
atio
n in s
oci
al c
are,
Hea
lth a
nd
Soci
al C
are
(Ref
orm
) Act
(N
ort
her
n I
rela
nd)
2009,
Hum
an R
ights
Act
Sec
tion 6
(Art
icle
8)
1998,
Dat
a Pr
ote
ctio
n A
ct (
Sec
tions:
1,
7,
10,
29,
35)
Dat
a Pr
ote
ctio
n P
rinci
ple
s (S
ched
ule
1)
1998,
DH
SSPS
NI
Code
of
Prac
tice
on P
rote
ctin
g t
he
Confiden
tial
ity
of
Ser
vice
Use
r In
form
atio
n
2009.
1
Under
stan
d
requirem
ents
for
han
dlin
g
info
rmat
ion in
soci
al c
are
sett
ings
1.2
Exp
lain
how
leg
al
requirem
ents
and c
odes
of
pra
ctic
e in
form
pra
ctic
e in
han
dlin
g info
rmat
ion
□
The
com
mon law
duty
of
confiden
ce,
legis
lation e
nfo
rces
duty
of
org
anis
atio
n t
o c
reat
e co
des
of
pra
ctic
e; leg
isla
tion p
rovi
des
red
ress
and
enfo
rces
nec
essa
ry s
afeg
uar
ds
and a
ppro
priat
e use
s of
per
sonal
in
form
atio
n;
issu
es r
elat
ing t
o h
um
an r
ights
, th
e duty
of
confiden
tial
ity
as p
art
of
the
duty
of
care
, ac
cura
cy,
rete
ntion;
enfo
rce
secu
re
reco
rdin
g o
f an
d d
isposa
l of
info
rmat
ion;
syst
ems
of
man
ual
rec
ord
ing,
secu
rity
of
elec
tronic
rec
ord
ing,
confiden
tial
ity
of
info
rmat
ion;
issu
es
rela
ting t
o s
ecure
sto
rage
of
info
rmat
ion;
secu
rity
of
store
d e
lect
ronic
dat
a, s
afet
y of
store
d m
anual
info
rmat
ion,
acce
ss t
o s
ecure
info
rmat
ion;
tim
e lim
its
for
storing info
rmat
ion iss
ues
rel
atin
g t
o s
har
ing info
rmat
ion;
free
dom
of
info
rmat
ion,
princi
ple
s of
confiden
tial
ity,
support
agre
ed
way
s of
inte
r-ag
ency
and m
ulti-
agen
cy/i
nte
gra
ted w
ork
ing.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
96
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
how
to m
ainta
in
reco
rds
that
are
up t
o d
ate,
co
mple
te,
accu
rate
and
legib
le
□
Under
stan
din
g t
he
feat
ure
s of
both
man
ual
and e
lect
ronic
info
rmat
ion
stora
ge
syst
ems
to e
nsu
re s
ecurity
; en
cryp
tion,
secu
re p
assw
ord
s,
elec
tronic
audit t
rails
, se
cure
d I
T n
etw
ork
s, iden
tity
chec
ks,
secu
rity
pas
ses;
nec
essi
ty t
o k
eep r
ecord
s up-t
o-d
ate;
acc
ura
cy o
f re
cord
ke
epin
g.
2.2
D
escr
ibe
pra
ctic
es t
hat
en
sure
sec
urity
when
sto
ring
and a
cces
sing info
rmat
ion
□
Follo
win
g info
rmat
ion g
ove
rnan
ce p
roce
dure
s, e
nsu
ring c
onfiden
tial
in
form
atio
n is
not
dis
close
d w
ithout
conse
nt,
pre
venting a
ccid
enta
l dis
closu
re o
f in
form
atio
n,
pra
ctic
ing s
tric
t se
curity
mea
sure
s; s
hre
ddin
g
pap
er-b
ased
info
rmat
ion;
ensu
re t
he
secu
rity
of
acce
ss t
o r
ecord
s an
d
report
s ac
cord
ing t
o leg
al a
nd o
rgan
isat
ional
pro
cedure
s; e
thic
al c
odes
or
pro
fess
ional
sta
ndar
ds;
the
import
ance
of
keep
ing leg
ible
, ac
cura
te,
com
ple
te a
nd u
p-t
o-d
ate
reco
rds.
2
Under
stan
d g
ood
pra
ctic
e in
han
dlin
g
info
rmat
ion in
soci
al c
are
sett
ings
2.3
D
escr
ibe
feat
ure
s of
man
ual
an
d e
lect
ronic
info
rmat
ion
stora
ge
syst
ems
that
hel
p
ensu
re s
ecurity
□
Man
ual
sto
rage
syst
ems:
sig
ned
and d
ated
, ke
pt
in lock
ed s
tora
ge
area
s, s
har
ed o
n a
nee
d-t
o-k
now
bas
is.
□
Ele
ctro
nic
sto
rage
syst
ems:
lev
els
of
acce
ss a
nd a
uth
orisa
tion b
uilt
into
th
e sy
stem
, re
ader
only
options,
usi
ng s
ecure
pas
sword
s, loggin
g o
ut
of
elec
tronic
dat
a sy
stem
s, t
imed
loc
k-out
scre
ens,
oper
atin
g e
ffec
tive
in
ciden
t-re
port
ing p
roce
sses
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
97
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
to s
upport
oth
ers
to u
nder
stan
d t
he
nee
d f
or
secu
re h
andlin
g o
f in
form
atio
n
□
Ensu
re t
hat
oth
ers
under
stan
d t
he
nee
d f
or
secu
re h
andlin
g o
f in
form
atio
n;
ensu
re t
hat
oth
ers
acce
ss r
elev
ant,
com
puls
ory
tra
inin
g in
info
rmat
ion g
ove
rnan
ce,
secu
re r
ecord
kee
pin
g;
pro
vide
acce
ssib
le
info
rmat
ion o
n g
uid
ance
and p
roce
dure
s on info
rmat
ion h
andlin
g,
up-t
o-
dat
e le
gis
lation;
ensu
re t
hat
oth
ers
are
fam
iliar
with p
roce
dure
s fo
r re
port
ing inci
den
ts r
elat
ing t
o a
ny
bre
ach o
f in
form
atio
n s
ecurity
; m
issi
ng,
lost
, dam
aged
or
stole
n info
rmat
ion o
r re
cord
s; t
he
import
ance
of
thoro
ugh a
nd r
elia
ble
com
munic
atio
n s
yste
ms.
3
Under
stan
d h
ow
to
support
oth
ers
to
han
dle
info
rmat
ion
3.2
Exp
lain
how
to s
upport
oth
ers
to u
nder
stan
d a
nd
contr
ibute
to r
ecord
s
□
Exp
lain
im
port
ance
of
reco
rd k
eepin
g;
com
men
ting o
n f
acts
not
opin
ions;
evi
den
ce o
f th
eir
role
in s
upport
ing t
he
care
use
r in
lin
e w
ith
the
care
pla
n;
report
ing a
ccura
te a
nd s
uff
icie
nt
info
rmat
ion t
o t
he
appro
priat
e peo
ple
; sh
arin
g r
elev
ant
info
rmat
ion r
elat
ing t
o a
ny
chan
ges
in
an indiv
idual
’s p
erso
nal
det
ails
; co
nditio
n o
r ca
re n
eeds;
pro
vide
up-
to-d
ate
trai
nin
g,
pro
vide
trai
nin
g m
anual
s fo
r re
cord
kee
pin
g.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
98
Information for tutors
Delivery
This unit should be delivered by a well-qualified and experienced tutor who has an understanding of the issues involved in handling information in social care settings.
Emphasis must be placed on accuracy and adherence to agreed practices in view of the sensitive nature of the information involved. Learners would benefit from familiarisation with social care records and other relevant documents.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Understand requirements for handling information in social care settings
Taught session on requirements for handling information. Class discussion.
Taught session on legal requirements and codes of practice. Learners working in groups applying learning to case studies and feeding back to the class.
Learning outcome 2: Understand good practice in handling information in social care settings
Taught session on good practice in maintaining records. Class examining examples of records (non-confidential).
Taught session on ensuring security when storing and accessing records. Class discussion.
Taught session on ensuring security with manual and electronic storage of information. Class discussion.
Learning outcome 3: Understand how to support others to handle information
Taught session on supporting others to understand the need for security when handling information. Class discussion.
Taught session on helping others to maintain and contribute to records.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
99
Suggested resources
Book
Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978
Websites
http://www.ico.org.uk/about_us/our_organisation/northern_ireland
https://www.igte-learning.connectingforhealth.nhs.uk/igte/
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
100
Unit 10: Understand how to safeguard the welfare of children and young people
Unit reference number: J/601/4527
QCF level: 2
Credit value: 3
Guided learning hours: 25
Unit aim
This unit provides the knowledge and understanding required for safeguarding the welfare of children and young people.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
1
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
curr
ent
legis
lation,
guid
elin
es,
polic
ies
and p
roce
dure
s fo
r sa
feguar
din
g t
he
wel
fare
of
child
ren a
nd y
oung p
eople
in
cludin
g e
-saf
ety
□
Curr
ent
legis
lation,
guid
elin
es,
polic
ies
and p
roce
dure
s fo
r sa
feguar
din
g
the
wel
fare
of
child
ren a
nd y
oung p
eople
, in
cludin
g e
-saf
ety;
leg
isla
tion
applic
able
to t
he
hom
e nat
ion:
The
Child
ren (
Nort
her
n I
rela
nd)
Ord
er
1995,t
he
Educa
tion (
Nort
her
n I
rela
nd)
Ord
er 2
006;
Child
ren A
ct 2
004;
Guid
elin
es,
e.g.
Cooper
atin
g t
o Saf
eguar
d C
hild
ren (
NI)
2003,
Saf
eguar
din
g V
uln
erab
le G
roups
(Nort
her
n I
rela
nd)
Ord
er 2
007;
Saf
eguar
din
g B
oar
d A
ct (
Nort
her
n I
rela
nd)
2011 T
anya
Byr
on r
evie
w;
guid
elin
es,
polic
ies
and p
roce
dure
s of
sett
ing:
safe
guar
din
g a
nd
pro
tect
ing,
whis
tleb
low
ing,
com
pla
ints
, in
vest
igat
ion p
roce
dure
, re
cruitm
ent,
induct
ion,
staf
f dev
elopm
ent,
per
form
ance
man
agem
ent,
dis
ciplin
ary
pro
cedure
s, r
eport
ing a
nd r
ecord
ing,
e-sa
fety
, bully
ing a
nd
cyber
-bully
ing.
1
Know
about
the
legis
lation,
guid
elin
es,
polic
ies
and p
roce
dure
s fo
r sa
feguar
din
g t
he
wel
fare
of
child
ren
and y
oung p
eople
in
cludin
g e
-saf
ety
1.2
D
escr
ibe
the
role
s of
diffe
rent
agen
cies
invo
lved
in
saf
eguar
din
g t
he
wel
fare
of
child
ren a
nd y
oung
peo
ple
in t
he
conte
xt o
f ow
n
work
set
ting
□
The
role
s of
diffe
rent
agen
cies
for
safe
guar
din
g c
hild
ren a
nd y
oung
peo
ple
: ch
ildre
n’s
soci
al s
ervi
ces;
pol
ice
child
pro
tect
ion u
nits;
hea
lth
pro
fess
ional
s, g
ener
al p
ract
itio
ner
s, d
oct
ors
in e
mer
gen
cy d
epar
tmen
ts,
hea
lth v
isitors
; org
anis
atio
ns
in h
om
e co
untr
y w
ith r
esponsi
bili
ty f
or
safe
guar
din
g:
Saf
eguar
din
g B
oar
d for
Nort
her
n I
rela
nd (
SBN
I);
The
Nat
ional
Soci
ety
for
the
Prev
ention o
f Cru
elty
to C
hild
ren N
ort
her
n
Irel
and D
ivis
ion (
NSPCC);
role
of
UK C
ounci
l fo
r Child
inte
rnet
Saf
ety
(UKCCIS
); d
esig
nat
ed s
afeg
uar
din
g o
ffic
er w
ithin
set
ting.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
how
pra
ctitio
ner
s ca
n t
ake
step
s to
pro
tect
th
emse
lves
fro
m a
llegat
ions
and c
om
pla
ints
within
thei
r ev
eryd
ay p
ract
ice
in a
work
se
ttin
g
□
Prac
titioner
s ca
n t
ake
step
s to
pro
tect
them
selv
es f
rom
alle
gat
ions
and
com
pla
ints
within
eve
ryday
pra
ctic
e by
dev
elopin
g a
ppro
priat
e pro
fess
ional
rel
atio
nsh
ips;
follo
win
g g
uid
elin
es,
polic
ies
and p
roce
dure
s of
sett
ing;
follo
win
g r
ule
s ab
out
com
fort
ing/t
ouch
ing c
hild
ren,
not
bei
ng
left
alo
ne
with a
n indiv
idual
child
or
young p
erso
n;
bei
ng s
ensi
tive
to t
he
culture
and r
elig
ion o
f in
div
idual
child
ren;
under
taki
ng t
rain
ing if
ther
e is
a
likel
ihood t
hat
phys
ical
res
trai
nt
is r
equired
with c
hild
ren;
under
taki
ng
trai
nin
g t
o c
arry
out
per
sonal
car
e; o
bse
rvin
g s
ensi
tivi
ty a
nd d
ignity
when
att
endin
g t
o a
child
’s p
erso
nal
nee
ds;
bei
ng a
lert
to a
nd r
ecord
ing
and r
eport
ing iss
ues
or
conce
rns
imm
edia
tely
; th
e right
to p
rote
ctio
n o
f th
ose
subje
ct t
o u
npro
ven a
llegat
ions.
2.2
Id
entify
way
s in
whic
h
conce
rns
about
poor
pra
ctic
e ca
n b
e re
port
ed w
hils
t en
suring t
hat
whis
tleb
low
ers
and t
hose
whose
pra
ctic
e or
beh
avio
ur
is b
eing
ques
tioned
are
pro
tect
ed
□
Way
s in
whic
h c
once
rns
about
poor
pra
ctic
e ca
n b
e re
port
ed:
under
stan
din
g t
he
princi
ple
s of
good p
ract
ice;
conce
pt
of
inst
itutional
ab
use
; fo
llow
whis
tle-
blo
win
g p
roce
dure
s; r
eport
to lin
e m
anag
er,
or
per
son w
ith s
afeg
uar
din
g r
esponsi
bili
ty,
hea
d t
each
er:
role
of
insp
ecto
rate
for
hom
e co
untr
y: D
epar
tmen
t of
Educa
tion (
Nort
her
n
Irel
and);
the
Educa
tion a
nd T
rain
ing I
nsp
ecto
rate
; right
to p
rote
ctio
n f
or
those
mak
ing t
he
alle
gat
ions/
whis
tle-
blo
wer
s.
2
Under
stan
d h
ow
to
safe
guar
d c
hild
ren,
young p
eople
and
pra
ctitio
ner
s in
a
work
set
ting
2.3
Id
entify
wher
e to
acc
ess
sourc
es o
f su
pport
wher
e co
nce
rns
hav
e not
bee
n
addre
ssed
□
Way
s to
acc
ess
sourc
es o
f su
pport
wher
e co
nce
rns
are
not
addre
ssed
: under
stan
din
g h
ow
to s
har
e in
form
atio
n a
bout
conce
rns;
lin
e m
anag
er;
report
ing d
irec
tly
to s
ervi
ces;
child
ren’s
soci
al s
ervi
ces,
Nat
ional
Soci
ety
for
the
Prev
ention o
f Cru
elty
to C
hild
ren N
ort
her
n I
rela
nd D
ivis
ion
(NSPCC).
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Id
entify
the
char
acte
rist
ics
of
diffe
rent
types
of
child
ab
use
□
The
char
acte
rist
ics
of
diffe
rent
types
of
child
abuse
: ca
tegories
of
abuse
(p
hys
ical
, se
xual
, em
otional
, neg
lect
); b
ully
ing;
cyber
-bully
ing;
signs
and s
ympto
ms;
phys
ical
sig
ns,
unex
pla
ined
inju
ries
and t
hose
in
unusu
al p
lace
s; b
ehav
ioura
l si
gns
of
abuse
: w
ithdra
wal
, poor
conce
ntr
atio
n,
atte
ntion s
eeki
ng b
ehav
iour;
sig
ns
of
self h
arm
, cu
ts a
nd
slas
hes
; hai
r pulle
d o
ut;
eat
ing d
isord
er;
burn
s; b
ruis
ing.
3.2
D
escr
ibe
actions
to t
ake
in
resp
onse
to e
viden
ce
(incl
udin
g a
llegat
ions)
or
conce
rns
that
a c
hild
or
young p
erso
n h
as b
een
abuse
d,
har
med
(in
cludin
g
self h
arm
), o
r bulli
ed,
or
may
be
at r
isk
of
har
m,
abuse
or
bully
ing
□
Act
ions
to t
ake
in r
esponse
to e
viden
ce (
incl
udin
g a
llegat
ions)
that
a
child
has
bee
n a
buse
d,
har
med
or
bulli
ed o
r is
at
risk
of
bei
ng a
buse
d,
har
med
or
bulli
ed,
role
and r
esponsi
bili
ty t
o r
eport
conce
rns;
how
to
follo
w p
roce
dure
s of
sett
ing o
r org
anis
atio
n f
or
report
ing a
nd r
ecord
ing
susp
ecte
d a
buse
, har
m o
r bully
ing;
reco
rdin
g a
nd r
eport
ing c
once
rns
to
des
ignat
ed p
erso
n;
pro
cedure
for
dis
closu
re incl
udin
g r
equirem
ent
to
take
child
or
young p
erso
n’s
alle
gat
ions
seriousl
y; n
ot
pro
mis
ing t
o k
eep
info
rmat
ion s
ecre
t.
3
Know
how
to
resp
ond t
o
evid
ence
or
conce
rns
that
a
child
or
young
per
son h
as b
een
abuse
d,
har
med
or
bulli
ed
3.3
D
escr
ibe
the
princi
ple
s an
d
boundar
ies
of
confiden
tial
ity
and w
hen
to s
har
e in
form
atio
n
□
Eig
ht
princi
ple
s of
the
Dat
a Pr
ote
ctio
n A
ct 1
998;
know
ing t
he
circ
um
stan
ces
when
info
rmat
ion m
ay b
e pas
sed o
n;
conce
pt
of
‘nee
d t
o
know
’; p
erso
nal
info
rmat
ion a
bout
child
or
young p
erso
n:
age,
hea
lth
det
ails
, sp
ecia
l ed
uca
tional
nee
ds;
pro
cedure
s of
the
sett
ing o
r org
anis
atio
ns
for
shar
ing info
rmat
ion a
bout
conce
rns;
enab
ling e
arly
id
entifica
tion a
nd a
ctio
n t
o b
e ta
ken.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
104
Information for tutors
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
Delivery
This unit should be delivered by an appropriately qualified member of staff, preferably with experience of the children and young people’s sector. Input from visiting speakers who are currently involved in this sector would enhance the learning experience.
Some taught input would be beneficial, but learners should be given opportunities for discussion and reflection in order to examine currently-held views and values relating to safeguarding within a work safe environment. The use of case studies obtained from professional journals and magazines will be of benefit and learners should be encouraged to use these resources for personal study. Tutors could utilise video clips from the internet, for example the BBC Learning Zone class clips on relevant topics. Training material, electronic and paper based, from relevant organisations will also be of use.
Outline learning plan
The outline learning plan has been included in this unit as guidance.
The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety
Tutor-led discussion on legislation, guidelines, policies and procedures and duties and responsibilities/organisational roles and practices. Learners to take notes; groups to work with case study/exemplar material to discuss what would be good practice when carrying out the roles to ensure safeguarding is effective.
Guest speaker on safeguarding in children and young people’s settings. Question and answer session; learners to take notes.
Taught session on policies and procedures, codes of practice.
Learning outcome 2: Understand how to safeguard children, young people and practitioners in a work setting
Tutor explanation of the importance of practitioners protecting themselves from allegations and how this can be carried out. Learner to work in buzz groups to generate examples of how this can be done.
Taught session on the process of whistleblowing and how whistleblowers can be protected. To include input on the reporting of poor practice and methods for it Use of examples from the media to support input.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
105
Topic and suggested assignments/activities
Taught session on where to access sources of support where concerns have not been addressed in the work setting. Use of examples from the previous session to demonstrate appropriate sources of support.
Learning outcome 3: Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied
Taught session on types of abuse, harm and bullying, to include cyber bullying.
Taught session on the actions to take regarding suspicions or allegations of abuse. Class discussion.
Group work session on confidentiality and when it must and must not be maintained.
Review of unit.
Assessment
This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.
Suggested resources
Books
Dryden L – Essential Early Years (Hodder Arnold, 2005) ISBN 0340888776
Lindon J – Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice (Hodder Education, 2012) ISBN -13: 978-1444145489
Minett P – Child Care and Development (Hodder Arnold, 2005) ISBN 0340889152
Magazines
Childcare in Practice
Nursery World
Practical Pre-School
Websites
www.familysupportni.gov.uk Family Support NI
www.nspcc.org.uk/inform/ policyandpublicaffairs/
northernireland/guidance/ guidance_wda61700.html
Child protection guidance and legislation for Northern Ireland
www.niccy.org The Northern Ireland Commissioner for Children and Young People
www.safeguardingni.org The Safeguarding Board for Northern Ireland (SBNI)
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
106
Unit 11: Understand employment responsibilities and rights in health, social care or children and young people’s settings
Unit reference number: R/602/2954
QCF level: 2
Credit value: 3
Guided learning hours: 24
Unit aim
This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector.
It covers:
statutory responsibilities and rights of employees and employers
awareness of own occupational role and how it fits within the sector
agreed ways of working with employer
career pathways
issues of public concern and how they may influence changes in the sector.
Essential resources
There are no special resources needed for this unit.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Li
st t
he
aspec
ts o
f em
plo
ymen
t co
vere
d b
y la
w □
Role
s in
hea
lth,
soci
al c
are
or
child
ren a
nd y
oung p
eople
’s s
ettings,
rights
and r
esponsi
bili
ties
; cu
rren
t em
plo
ymen
t le
gis
lation;
curr
ent
anti-
dis
crim
inat
ion leg
isla
tion,
gen
der
, ra
ce,
relig
ion,
dis
abili
ty,
age;
work
ing
hours
and h
olid
ay e
ntitlem
ent;
dat
a pro
tect
ion;
safe
guar
din
g,
whis
tleb
low
ing,
continuin
g p
erso
nal
or
pro
fess
ional
dev
elopm
ent.
1.2
Li
st t
he
mai
n f
eatu
res
of
curr
ent
emplo
ymen
t le
gis
lation
□
Em
plo
ymen
t co
ntr
acts
, m
inim
um
wag
e, h
ealth a
nd s
afet
y, a
nti-
dis
crim
inat
ion r
ule
s, p
ay,
dis
mis
sal;
red
undan
cy,
unfa
ir w
ork
ing
conditio
ns,
sic
k pay
, holid
ay e
ntitlem
ents
, tr
ainin
g,
dis
ciplin
ary
pro
cedure
s.
1.3
O
utlin
e w
hy
legis
lation
rela
ting t
o e
mplo
ymen
t ex
ists
□
Em
plo
yer
rights
and r
esponsi
bili
ties
: duty
of
care
to e
mplo
yees
, sa
fe
and h
ealthy
work
pla
ce,
public
lia
bili
ty insu
rance
; ap
pro
priat
e tr
ainin
g
and d
evel
opm
ent;
adher
e to
ter
ms
of
contr
act.
1
Know
the
stat
uto
ry
resp
onsi
bili
ties
and
rights
of
emplo
yees
and
emplo
yers
within
ow
n a
rea
of
work
1.4
Id
entify
sourc
es a
nd t
ypes
of
info
rmat
ion a
nd a
dvi
ce
avai
lable
in r
elat
ion t
o
emplo
ymen
t re
sponsi
bili
ties
an
d r
ights
□
Sourc
es a
nd t
ypes
of
info
rmat
ion o
n e
mplo
ymen
t is
sues
, H
R
dep
artm
ent;
lin
e m
anag
er;
Hea
lth a
nd S
afet
y Exe
cutive
for
Nort
her
n
Irel
and,
Equal
ity
Com
mis
sion f
or
Nort
her
n I
rela
nd,
trad
e unio
n
repre
senta
tive
; pro
fess
ional
body;
Citiz
ens
Advi
ce B
ure
au;
the
Nort
her
n
Irel
and L
egal
Ser
vice
s Com
mis
sion;
web
site
s: C
itiz
ens
Advi
ce B
ure
au,
NI
Direc
t, L
abour
Rel
atio
ns
Agen
cy,
Hea
lth a
nd S
afet
y Exe
cutive
for
Nort
her
n I
rela
nd,
Equal
ity
Com
mis
sion f
or
Nort
her
n I
rela
nd;
trad
e m
agaz
ines
and journ
als.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
D
escr
ibe
the
term
s an
d
conditio
ns
of
ow
n c
ontr
act
of
emplo
ymen
t
□
Contr
act
of
emplo
ymen
t; t
erm
s an
d c
onditio
ns;
hours
; pay
rat
e; h
olid
ay
entitlem
ent;
form
at o
f co
ntr
act.
2.2
D
escr
ibe
the
info
rmat
ion
show
n o
n o
wn p
ay
stat
emen
t
□
Inte
rpre
t in
form
atio
n o
n p
aysl
ip,
gro
ss w
ages
; ded
uct
ions;
net
pay
; per
sonal
info
rmat
ion,
Nat
ional
Insu
rance
num
ber
, em
plo
yee
num
ber
.
2.3
D
escr
ibe
the
pro
cedure
s to
fo
llow
in e
vent
of
a griev
ance
□
Griev
ance
pro
cedure
, gro
unds
for
griev
ance
; in
form
al a
ppro
ach;
form
al
pro
cedure
within
the
work
pla
ce;
trad
e unio
n s
upport
; m
anag
emen
t su
pport
.
2.4
Id
entify
the
per
sonal
in
form
atio
n t
hat
must
be
kept
up t
o d
ate
with o
wn
emplo
yer
□
Typ
es o
f in
form
atio
n h
eld o
n p
erso
nnel
rec
ord
s, p
erso
nal
dat
a, n
ame,
ad
dre
ss,
tele
phone
num
ber
(s),
qual
ific
atio
ns,
Nat
ional
Insu
rance
num
ber
, ta
x co
de,
ban
k det
ails
, dis
abili
ties
, em
plo
ymen
t his
tory
, ab
sence
det
ails
, tr
ainin
g,
updat
ing info
rmat
ion h
eld o
n p
erso
nnel
re
cord
s: p
erso
nal
res
ponsi
bili
ty;
Dat
a Pr
ote
ctio
n A
ct 1
998
consi
der
atio
ns.
2
Under
stan
d a
gre
ed
way
s of
work
ing
that
pro
tect
ow
n
rela
tionsh
ip w
ith
emplo
yer
2.5
Exp
lain
agre
ed w
ays
of
work
ing w
ith e
mplo
yer
□
Way
s of
work
ing w
ith e
mplo
yer:
work
pla
ce p
roce
dure
s fo
r le
ave
entitlem
ent
(holid
ay,
mat
ernity,
pat
ernity,
com
pas
sionat
e);
pro
cedure
s to
dea
l w
ith b
ully
ing o
r dis
crim
inat
ion;
pro
cedure
s fo
r se
lf-c
ertifica
tion.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
10
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
how
ow
n r
ole
fits
within
the
del
iver
y of
the
serv
ice
pro
vided
□
Car
eer
pat
hw
ays;
pro
gre
ssio
n r
oute
s; im
port
ance
of
continuin
g
pro
fess
ional
dev
elopm
ent.
□
Sourc
es o
f in
form
atio
n:
line
man
ager
, Sec
tor
Ski
lls C
ounci
ls,
Job
Cen
tres
, re
leva
nt
web
site
s.
3.2
Exp
lain
the
effe
ct o
f ow
n
role
on s
ervi
ce p
rovi
sion
□
Role
in t
he
work
pla
ce,
job d
escr
iption,
org
anis
atio
n’s
aim
; co
ntr
ibution
of
obje
ctiv
es o
f jo
b r
ole
to o
rgan
isat
ion’s
key
aim
s; r
ole
in r
elat
ion t
o
wid
er s
ecto
r; r
elat
ionsh
ip w
ith N
atio
nal
Occ
upat
ional
Sta
ndar
ds.
□
Role
of
the
sect
or,
aim
s an
d o
bje
ctiv
es o
f th
e em
plo
ymen
t se
ctor.
□
Effec
ts o
f public
conce
rn,
intr
oduct
ion o
f le
gis
lation a
nd g
ood p
ract
ice,
risk
ass
essm
ent;
hea
lth a
nd s
afet
y le
gis
lation,
dis
abili
ties
and e
ffec
ts o
n
build
ing r
egula
tions,
saf
e w
ork
ing p
ract
ices
, ro
les
and r
esponsi
bili
ties
, tr
ainin
g,
qual
ific
atio
ns.
3.3
D
escr
ibe
how
ow
n r
ole
lin
ks
to t
he
wid
er s
ecto
r □
Eff
ect
of
role
on s
ervi
ce p
rovi
sion;
contr
ibution o
f obje
ctiv
es o
f jo
b r
ole
to
org
anis
atio
n’s
key
aim
s; r
ole
in r
elat
ion t
o w
ider
sec
tor;
rel
atio
nsh
ip
with N
atio
nal
Occ
upat
ional
Sta
ndar
ds
Rep
rese
nta
tive
bodie
s; t
rade
unio
ns;
pro
fess
ional
org
anis
atio
ns.
3
Under
stan
d h
ow
ow
n r
ole
fits
within
th
e w
ider
conte
xt
of
the
sect
or
3.4
D
escr
ibe
the
mai
n r
ole
s an
d
resp
onsi
bili
ties
of
repre
senta
tive
bodie
s th
at
influen
ce t
he
wid
er s
ecto
r
□
Mai
n r
ole
s an
d r
esponsi
bili
ties
of
repre
senta
tive
bodie
s, t
rade
unio
ns,
pro
fess
ional
bodie
s, H
ealth a
nd S
afet
y Exe
cutive
NI;
third s
ecto
r pro
visi
on.
□
Role
s an
d r
esponsi
bili
ties
, sa
feguar
din
g,
hea
lth a
nd s
afet
y, a
dvi
ce a
nd
guid
ance
, w
ork
ing p
ract
ice,
direc
tive
s, r
ights
and r
esponsi
bili
ties
.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4
Under
stan
d c
aree
r pat
hw
ays
avai
lable
w
ithin
ow
n a
nd
rela
ted s
ecto
rs
4.1
Exp
lore
diffe
rent
types
of
occ
upat
ional
opport
unitie
s □
H
ealth,
hea
lth-c
are
assi
stan
t, n
urs
e, o
ccupat
ional
ther
apis
t,
phys
ioth
erap
ist,
die
tici
an,
spee
ch a
nd lan
guag
e th
erap
ist,
spec
ialis
t sc
reen
ing p
ract
itio
ner
, sp
ecia
list
advi
ser,
hea
lth v
isitor.
□
Soci
al c
are,
support
work
er,
dom
icili
ary
care
work
er,
senio
r day
car
e w
ork
er,
fam
ily s
upport
work
er,
soci
al w
ork
ass
ista
nt,
soci
al w
ork
er,
support
work
er,
day
car
e w
ork
er.
□
Child
ren a
nd y
oung p
eople
’s s
ettings:
nurs
ery
nurs
e, r
oom
lea
der
, fa
mily
support
work
er,
soci
al w
ork
er,
spec
ial ed
uca
tional
nee
ds
coord
inat
or,
tea
cher
, hosp
ital
pla
y sp
ecia
list,
lea
rnin
g s
upport
ass
ista
nt,
yo
uth
work
er,
spee
ch a
nd lan
guag
e th
erap
ist,
port
age
work
er,
com
munity
nurs
ery
nurs
e, p
lay
work
er,
child
min
der
.
□
Role
s in
the
hea
lth s
ecto
r, s
oci
al c
are
role
s; c
hild
ren a
nd y
oung p
eople
’s
sect
or;
third-s
ecto
r ro
les;
entr
y re
quirem
ents
, le
vel of
entr
y,
exper
ience
; occ
upat
ional
opport
unitie
s; im
port
ance
of
continuin
g
pro
fess
ional
dev
elopm
ent:
effic
iency
, cu
stom
er s
atis
fact
ion,
rete
ntion o
f st
aff,
motiva
tion o
f st
aff;
induct
ion;
trai
nin
g a
nd d
evel
opm
ent:
inte
rnal
tr
ainin
g,
exte
rnal
tra
inin
g,
gai
nin
g q
ual
ific
atio
ns,
work
exp
erie
nce
, se
condm
ents
, m
onitoring,
shad
ow
ing,
obse
rvat
ions;
car
eer
pro
gre
ssio
n
(opport
unitie
s, r
equirem
ents
); n
ext
step
s.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
Id
entify
sourc
es o
f in
form
atio
n r
elat
ed t
o a
ch
ose
n c
aree
r pat
hw
ay
□
Hea
lth,
Dep
artm
ent
of
Hea
lth,
Soci
al S
ervi
ces
and P
ublic
Saf
ety,
Hea
lth
and S
oci
al C
are
in N
ort
her
n I
rela
nd,
HSC R
ecru
itm
ent.
com
.
□
Soci
al c
are,
Dep
artm
ent
of H
ealth,
Soci
al S
ervi
ces
and P
ublic
Saf
ety,
NI
Direc
t, H
ealth a
nd S
ocia
l Car
e in
Nort
her
n I
rela
nd,
HSC
Rec
ruitm
ent.
com
, N
ort
her
n I
rela
nd S
oci
al C
are
Counci
l.
□
Child
ren a
nd y
oung p
eople
’s s
ettings,
Nort
her
n I
rela
nd H
ealth a
nd
Soci
al C
are
Fost
erin
g S
ervi
ce;
Nort
her
n I
rela
nd S
oci
al C
are
Counci
l.
□
Gen
eric
sourc
es:
HR d
epar
tmen
t; lin
e m
anag
er;
NI
Jobs,
Jobce
ntr
es,
Jobce
ntr
e onlin
e, A
CAS;
trad
e unio
ns;
Citiz
ens
Advi
ce B
ure
au;
the
Nort
her
n I
rela
nd L
egal
Ser
vice
s Com
mis
sion;
Dep
artm
ent
for
Em
plo
ymen
t an
d L
earn
ing (
DEL
NI)
, N
I D
irec
t; r
epre
senta
tive
bodie
s.
4.3
Id
entify
nex
t st
eps
in o
wn
care
er p
athw
ay
□
Asp
irat
ions;
dev
elopm
ent;
role
s an
d r
esponsi
bili
ties
; se
ctor
role
s;
opport
unitie
s; p
lannin
g.
5.1
Id
entify
occ
asio
ns
wher
e th
e public
hav
e ra
ised
conce
rns
regar
din
g iss
ues
within
the
sect
or
□
Child
-pro
tect
ion iss
ues
, st
arva
tion,
abuse
(phys
ical
); s
oci
al iss
ues
, ch
ild
pove
rty;
poor
pra
ctic
e, lac
k of
com
munic
atio
n,
lack
of
coord
inat
ion
acro
ss s
ervi
ces;
hig
h-p
rofile
cas
es:
Bab
y ‘P
’, V
icto
ria
Clim
bie
, M
id-
Sta
fford
shire
Hosp
ital
enquiry,
Win
terb
ourn
e Vie
w c
are
hom
e en
quiry,
Je
rsey
child
-abuse
enquiry.
□
Eff
ect
they
hav
e had
on p
ublic
vie
w o
f th
e se
ctor;
confiden
ce,
closu
re o
f se
rvic
es,
rece
nt
chan
ges
in s
ervi
ce.
5.2
O
utlin
e diffe
rent
view
poin
ts
around a
n iss
ue
of
public
co
nce
rn r
elev
ant
to t
he
sect
or
□
Conce
rn;
view
s in
rel
atio
n t
o s
taff
pra
ctic
e; s
taff
tra
inin
g;
support
av
aila
ble
; rights
; ro
les
and r
esponsi
bili
ties
; w
ithdra
wal
fro
m s
ervi
ce.
5
Under
stan
d h
ow
is
sues
of
public
co
nce
rn m
ay a
ffec
t th
e im
age
and
del
iver
y of
serv
ices
in
the
sect
or
5.3
D
escr
ibe
how
iss
ues
of
public
conce
rn h
ave
alte
red
public
vie
ws
of
the
sect
or
□
Impac
t on p
olic
y/pra
ctic
e; t
ransp
aren
cy;
monitoring,
insp
ection;
trai
nin
g;
fundin
g;
revi
ew o
f se
rvic
e pro
visi
on.
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.4
D
escr
ibe
rece
nt
chan
ges
in
serv
ice
del
iver
y w
hic
h h
ave
affe
cted
ow
n a
rea
of
work
□
Tra
inin
g;
updat
es;
staf
fing r
atio
s; m
onitoring;
insp
ections;
rep
ort
ing;
reco
rdin
g;
recr
uitm
ent.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
113
Information for tutors
Delivery
This unit includes general topics and topics that apply specifically to the learner’s workplace. Input should be as varied as possible, making good use of internet resources and websites, group work, individual study, team activities, and more traditional tasks involving pen and paper. Learners should be encouraged to read around the subject to gain more understanding.
Visiting speakers from appropriate organisations would enliven the programme. All study should be related back to the workplace where possible.
Outline learning plan
The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.
Topic and suggested assignments/activities
Introduction to unit.
Learning outcome 1: Know the statutory responsibilities and rights of employees and employers within own area of work
Taught session on employment law. Class discussion.
Taught session on why legislation relating to employment exists. Application of learning to case studies followed by plenary.
Taught session on sources and types of information and advice available in relation to employment responsibilities and rights. Class discussion.
Guest speaker on information and advice available. Question and answer session.
Learning outcome 2: Understand agreed ways of working that protect own relationship with employer
Taught session on terms and conditions of employment contracts.
Taught session on the information shown on pay statements; learners to take notes and discuss to clarify understanding.
Taught session on the procedures to follow in event of a grievance.
Class plenary on the personal information that must be kept up to date with an employer.
Taught session on agreed ways of working with employer.
Learners working in groups to explore agreed ways of working and their impact on work roles.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Topic and suggested assignments/activities
Learning outcome 3: Understand how own role fits within the wider context of the sector
Taught session on how their own role fits within the delivery of the service provided.
Taught session on the effect of own role on service provision. Class plenary.
Taught session on how own role links to the wider sector.
Internet research on the main roles and responsibilities of representative bodies that influence the sector. Group presentations of findings.
Learning outcome 4: Understand career pathways available within own and related sectors
Taught session on different types of occupational opportunities,
Taught session on sources of information related to a chosen career pathway. Class discussion.
Internet research session; next steps in own career pathway.
Learning outcome 5: Understand how issues of public concern may affect the image and delivery of services in the sector
Taught session on occasions where the public have raised concerns regarding issues within the sector. Class discussion.
Buzz groups working on different viewpoints around an issue of public concern relevant to the sector. Groups give feedback.
Taught session on how issues of public concern have altered public views of the sector.
Taught session about recent changes in service delivery that have affected own area of work.
Review of unit.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Suggested resources
Books
Mitchell Sack S – The Employee Rights Handbook (Warner Books, 2000) ISBN 978-0446673266
Mitchell Sack S – The Employee Rights Handbook: Effective Legal Strategies to Protect Your Job from Interview to Pink Slip (Legal Strategies Inc, 2010) ISBN 978-0963630674
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Parker L – The Early Years Health and Safety Handbook (Routledge, 2011) ISBN 10: 0415675324
Rawlings A – Studying Early Years: A Guide to Work-Based Learning (Open University Press, 2008) ISBN-10: 0335219934
Journals
Child Education
Health Service Journal
Care and Health
Nursery World
Websites
www.communitycare.co.uk Community Care (Social care partner)
www.delni.gov.uk Department for Employment and Learning
www.hseni.gov.uk Health and Safety Executive Northern Ireland
www.hse.gov.uk Health and Safety Executive
www.niscc.info Northern Ireland Social Care Council
www.skillsforhealth.org.uk Sector Skills Council for Health
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Pearson Edexcel: www.edexcel.com/contactus
Pearson BTEC: www.btec.co.uk/contactus
Pearson Work Based Learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Pearson Equality Policy
Edexcel Information Manual (updated annually)
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually)
Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications
Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units
Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx
Additional resources
If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.
Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
117
14 Professional development and training
Pearson supports UK and international customers with training related to Pearson 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 learner-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Pearson UK team via Customer Services to discuss your training needs.
BTEC training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training
Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.
Your Pearson BTEC support team
Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:
Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert via the ‘contact us’ page of the website.
Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
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Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
11
9
An
nexe A
Map
pin
g w
ith
Nati
on
al O
ccu
pati
on
al S
tan
dard
s
The
grid b
elow
map
s th
e kn
ow
ledge
cove
red in t
he
Pea
rson B
TEC L
evel
3 S
pec
ialis
t qual
ific
atio
ns
in I
nduct
ion into
Adult S
oci
al C
are
in
Nort
her
n I
rela
nd (
QCF)
agai
nst
the
under
pin
nin
g k
now
ledge
of
the
Nat
ional
Occ
upat
ional
Sta
ndar
ds
in H
ealth a
nd S
oci
al C
are
and C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent.
Cen
tres
can
use
this
map
pin
g w
hen
pla
nnin
g h
olis
tic
del
iver
y an
d a
sses
smen
t ac
tivi
ties
.
KEY
#
indic
ates
par
tial
cove
rage
of
know
ledge
in t
he
NO
S u
nit
A b
lank
spac
e in
dic
ates
no c
ove
rage
of
the
know
ledge
Pears
on
BTEC
Sp
eci
ali
st u
nit
s
NO
S
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
HSC31
Prom
ote
effec
tive
com
munic
atio
n f
or
and a
bout
indiv
idual
s
#
HSC33
Ref
lect
on a
nd d
evel
op y
our
pra
ctic
e
#
HSC31
19
Prom
ote
the
valu
es a
nd p
rinci
ple
s under
pin
nin
g b
est
pra
ctic
e
#
HSC31
11
Prom
ote
the
equal
ity,
div
ersi
ty,
rights
and
resp
onsi
bili
ties
of
indiv
idual
s
#
HSC31
14
Prom
ote
the
nee
ds,
rig
hts
, in
tere
sts
and
resp
onsi
bili
ties
of
indiv
idual
s w
ithin
the
com
munity
#
HSC24
Ensu
re y
our
ow
n a
ctio
ns
support
the
care
, pro
tect
ion
and w
ell-
bei
ng o
f in
div
idual
s
#
#
HSC
240
Contr
ibute
to t
he
iden
tifica
tion o
f th
e risk
of
dan
ger
to
indiv
idual
s an
d o
ther
s
#
Pea
rson B
TEC L
evel
3 C
ertifica
te in I
nduct
ion into
Adult S
oci
al C
are
in N
ort
her
n I
rela
nd (
QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Apri
l 2014 ©
Pea
rson E
duca
tion L
imited
2014
12
0
Pears
on
BTEC
Sp
eci
ali
st u
nit
s
NO
S
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
HSC
227
Contr
ibute
to w
ork
ing in c
olla
bora
tion w
ith c
arer
s in
th
e ca
ring r
ole
#
HSC
3116
Contr
ibute
to p
rom
oting a
culture
that
val
ues
and
resp
ects
the
div
ersi
ty o
f in
div
idual
s
#
HSC
3110
Support
colle
agues
to r
elat
e to
indiv
idual
s
#
HSC32
Prom
ote
, m
onitor
and m
ainta
in h
ealth,
safe
ty a
nd
secu
rity
in t
he
work
ing e
nvi
ronm
ent
#
HSC
360
Move
and p
osi
tion indiv
idual
s
#
HSC
3115
Rec
eive
, an
alys
e, p
roce
ss,
use
and s
tore
info
rmat
ion
#
HSC
324
Pro
cess
info
rmat
ion r
elat
ing t
o c
hild
ren a
nd y
oung
peo
ple
's o
ffen
din
g b
ehav
iour
#
CCLD
202
Hel
p t
o k
eep c
hild
ren s
afe
#
Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014
121
Annexe B
Skills for Care and Development QCF Assessment Principles
1. Introduction
1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.
1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements.
1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements.
1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.
2. Assessment Principles
2.1.Assessment decisions for competence based learning outcomes (e.g. those beginning with ‘to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.
2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions.
2.3 Competence based assessment must include direct observation as the main source of evidence.
2.4 Simulation may only be utilised as an assessment method for competence based Learning Outcomes where this is specified in the assessment requirements of the unit.
2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.
2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment.
2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.
2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.
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122
3. Internal Quality Assurance
3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.
4. Definitions
4.1 Occupationally competent:
This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.
4.2 Occupationally knowledgeable:
This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.
4.3 Qualified to make assessment decisions:
This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted.
4.4 Qualified to make quality assurance decisions:
Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.
4.5 Expert witness:
An expert witness must:
have a working knowledge of the QCF units on which their expertise is based
be occupationally competent in their area of expertise.
have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.
ma240413\LT\PD\Specialist quals\9781446910733_BTEC_Splt_L3_ASCNI\9781446910733_BTEC_Splt_L3_ASCNI.doc.1-127/0
April 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121