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Vocational Qualifications

EDI Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England)

Learner Pack Effective from: 01 March 2011 Accreditation number: 600/1022/8

QCFS0082B

Contents

Introduction 1 What is the QCF? 3 Assessment 5 Sample Questions 7 Claims to Competence 11 Qualification Summary 19 Rules of Combination 21 Mandatory Units: CU2941 Use and Develop Systems that Promote Communication 31 CU2942 Promote Professional Development 33 CU2943 Champion Equality, Diversity and Inclusion 35 CU2939 Develop Health and Safety and Risk Management Policies, Procedures and 37 Practices in Health and Social Care or Children and Young People’s Settings CU2940 Work in Partnership in Health and Social Care or Children and Young People’s 39 Settings

1

Introduction

About EDI EDI is one of the largest awarders of accredited vocational qualifications in the UK and has been involved in providing qualifications for employment for over 100 years. We work with over 1400 centres and we award over 140,000 vocational qualification certificates every year. Our vocational qualifications are developed in collaboration with industry and are used by students and employers as a benchmark for practical skills and quality. They include QCF Qualifications, National Vocational Qualifications (NVQs), Scottish Vocational Qualifications (SVQs), Vocationally Related Qualifications (VRQs), Technical Certificates, apprenticeships and Skills for Life qualifications. EDI qualifications are accredited on the Qualifications and Credit Framework and are eligible for government funding. EDI offers unrivalled centre support, through online administration, resources and customer care. In addition, EDI provides a wide range of services for training providers, colleges, employers and schools including customised assessments, bespoke training programmes, innovative interactive online assessments mapped to the national curriculum, an electronic portfolio system, access to high volume printing and broadband facilities. For more details, please visit the EDI website: www.ediplc.com.

EDI equal opportunities policy EDI operates an equal opportunities policy, further details of which can be found on our website www.ediplc.com.

Appeals procedure EDI has a published appeals policy to allow centres and learners a mechanism through which assessment or procedural decisions can be challenged. This is available on the EDI website.

http://www.ediplc.com/


3

What is the QCF?

The Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. Every unit on the framework will have a credit value, which is based on the notional learning hours for that specific unit. The

QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate credit at their own pace and use it to claim for a qualification when they are ready.

Qualifications within the QCF There are three sizes of qualifications in the QCF: Awards (1-12 credits)

Certificates (13-36 credits)

Diplomas (37 credits or above) Each qualification title will contain the level of qualification (e.g. Level 2), the size (award/certificate/diploma) and details indicating the content of qualification. For example:

EDI Level 2 NVQ Certificate in Customer Service

EDI Level 2 Certificate in Principles of Business and Administration

What is credit? Every unit and qualification on the QCF has been given a credit value, which denotes the number of credits that will be awarded to each candidate who successfully completes the unit or qualification. 1 credit represents 10 notional learning hours

Notional learning hours represent the amount of time a learner is expected to take, on average, to complete the learning outcomes of the unit to the standard required within the assessment criteria. It is important to note that notional learning hours are not the same as guided learning

hours (GLH). GLH represents the hours during which a tutor or trainer is present and contributing to the learning process. Notional learning hours represent the hours which are needed to successfully cover all the learning required to achieve the unit, either guided or independently.

Rules of combination Every qualification on the QCF is structured through rules of combination. Rules of combination are important because they define the number of credits which need to be achieved and where these credits must come from in order for a learner to achieve the qualification. Rules of combination also state what the potential is for learners to transfer credits between qualifications and awarding bodies.

4

Unique Learner Number and Personal Learning Record You will be provided with a Unique Learner Number (ULN), a ten digit number that will enable all units and qualifications that you achieve to be logged online within your Personal Learner Record (PLR). Once you have been allocated your ULN, this number will be used to log all

your future learning achievements. You will have access to your PLR and you will also be able to give training providers and/or employers access to your PLR to enable them to view your records as evidence

5

Assessment

This qualification is designed to be assessed in the learner’s workplace as they undertake their normal work role. The evidence must at all times reflect the policies and procedures of the workplace as informed by current legislation, the relevant service standards and the codes of practice for the sector. To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms and assessors should identify an appropriate assessment method which reflects the assessment principles. Competence based units (CU units only) The majority of assessment for this competence-based qualification will take place in the workplace under real work conditions, using observations by a qualified assessor and/or testimony from an expert witness, work products etc. All the identified assessment criteria must be evidenced and a holistic approach to assessment is encouraged. The prime source of evidence for competency based learning outcomes within this qualification is on-going assessor observation. Where assessor observation would be difficult because of intrusion into areas of privacy and/or because activities occur rarely, expert witnesses may provide testimony for the occupationally specific units.

Knowledge units (CU/CT units) For knowledge only units learners may choose to undertake the unit in one of two ways: externally set and marked multiple choice tests OR by a portfolio of evidence Further details of the length and duration of the tests are given in the table below:

Unit Title Credit value

Questions Time

allowed

CT242 Understand the Process and Experience of Dementia

3 15 30

CT277 Understand Physical Disability 3 20 40

CT278 Understand the Impact of Acquired Brain Injury on Individuals

3 20 40

CT279 Understand Sensory Loss 3 15 30

CT273 Principles of Supporting Individuals with a Learning Disability Regarding Sexuality and Sexual Health

3 15 30

CT233 Understand the Needs of Children and Young People who are Vulnerable and Experiencing Poverty and Disadvantage

5 20 40

7

Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England)

Sample Questions The following shows the instructions as they will appear to candidates on an actual paper. Items you need

This examination paper

An answer sheet

An HB pencil

An eraser

Instructions

Do not open this paper until you are told to do so by the supervisor.

Make sure your personal details are entered correctly on the candidate answer sheet.

You may not use a dictionary.

Read each question carefully and choose the correct answer – A, B, C or D.

Enter your answers on the candidate answer sheet using an HB pencil.

Make sure you only mark one answer for each question and that you completely fill the circle.

If you make a mistake, make sure you erase it completely.

Only complete as many answers as there are questions.

At the end of the examination hand the question paper, your answer sheet and all notes to the supervisor.

8

1 Mediation is the process during which

A a person meets to discuss and plan care needs

B a person deals with the spoken word or signed language

C a person sees a client in a private and confidential setting to explore a difficulty the client is having

D a neutral third person works towards finding a mutually acceptable agreement in situations where there is disagreement

2 When reviewing a risk assessment for a person with a disability the person should

A ask a carer’s view

B always be involved

C carry out the whole process

D be given a copy of the risk assessment 3 Schizophrenia is a

A mood disorder

B eating disorder

C psychotic disorder

D cognitive disorder 4 One of the features of the ‘triad of impairments’ is

A limited physical agility

B a weakness in numeracy

C limited organisational skills

D impairment of social relationships 5 The White Paper ‘our health, our care, our say’ requires authorities to adopt a new strategic

commissioning role and to plan for the needs of the whole community; this includes

A under 5s

B practitioners

C part time carers

D people who fund their own care

9

LEVEL 5 DIPLOMA IN LEADERSHIP FOR HEALTH AND SOCIAL CARE AND CHILDREN AND YOUNG PEOPLE’S SERVICES (ENGLAND) SAMPLE QUESTIONS – MARK SCHEME

__________________________________________________________________________

Question Key Assessment criteria

1 D 2 B 3 C 4 D 5 D

11

Claims to Competence

In order to claim units and/or the qualification, the learner will need to complete a Claim to Competence. This is split into two sections: the evidence matrix and learner statement and summative assessor statement.

The evidence matrix The evidence matrix is designed to help with evidence collection. It is a mapping activity to ensure that learners have covered the “Learning outcomes” and “Assessment criteria” contained in each unit and is intended to help keep the volume of evidence to a minimum. It is expected that a selection of various types of evidence will be used as appropriate; columns in the matrix enable learners or assessors to enter the evidence type, e.g. Report, Log, Written Statement, and also the assessment method, e.g. Obs (= Observation), as shown in the Assessment method key. By inserting portfolio reference numbers in the boxes provided, learners will enable the Assessor, Internal Quality Assurer and Quality Advisor to quickly locate the evidence which learners are submitting to demonstrate their competence. Examples of types of evidence learners could provide to prove competence: Record of observation of performance in the workplace Professional discussion Product evidence (e.g. implementation plans, correspondence, work records) Testimony from senior colleagues/clients Personal report of actions and circumstances Recognition of Prior Learning/Achievement (RPL/A) Records of questioning Case histories Others An example of the evidence matrix follows.

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EVIDENCE MATRIX

Learner name: Registration

number:

Qualification title: Unit title

Portfolio ref

Evidence description

Ass meth

Learning outcome Learning outcome

Assessment criteria (e.g. 1.1)

The above evidence has been assessed against the standards for this element and has been judged for validity, authenticity, currency, reliability and sufficiency.

Learner signature: Date: Assessment method key:

Assessor signature Date:

Obs =

P =

Q =

Sim =

Observation

Product evidence

Questioning

Simulation/assignment

Wt =

A =

Ot =

Witness testimony

APA/APL

Other Internal Quality Assurer sig:

Date:

(if sampled)

15

Learner statement and assessor summative statement The second section of the Claim to Competence gives learners an opportunity to summarise details of the work they have carried out, paying particular attention to how they have covered the assessment criteria. Each time a learner completes a unit and has signed off the evidence matrix, the assessor will be required to complete the details on the Claim to Competence form, i.e. the unit number and the date of the summative assessment. Both learner and assessor are required to enter their initials. If the internal verifier has sampled that unit, he or she will also be required to enter the date and his or her initials. Once the learner has completed some or all of the units and decides that it is time to claim these, the learner will need to write a statement showing how he or she achieved the unit/s. This statement should show: how the learner completed the units/award and what he or she has learnt from the

experience

how long the learner has been in his or her current role and working towards this qualification

the assessment methods used to show competence

how this has affected the way the learner approaches his or her job The assessor is also required to write a statement. This should provide support for the learner’s statement and any supplementary information about how the learner achieved the unit/s drawing on the learner’s particular circumstances. A claim should only be submitted when there is sufficient evidence to fulfil all of the above. It is understood, however, that learners may not always have evidence to cover the full range of situations that are indicated. Nonetheless, the Claim to Competence cannot be agreed and signed by the assessor until the assessor is sure that the learner could operate across a range of different situations. As such, where visible evidence is not present, the assessor will need to interview the learner to cover these aspects. Overall, it is recommended that the portfolio is as complete as possible in order to fully demonstrate and support the Claim to Competence and in order to clarify this claim to the assessor as effectively as possible. A completed Claim to Competence form (completed by both learner and assessor) and blank Claim to Competence form follow. This is for guidance only to give an indication of the kind of things that should be mentioned.

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Learner Statement and Assessor Summative Statement


number:

Qualification title: Number of units completed for this claim (write in words)

Full award: Yes/No

Unit no Summative assessment date

Learner initials

Assessor initials

Internal Verifier date

IV initials

Unit no

Summative assessment date

Learner initials

Assessor initials


IV initials

LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED Completing these 3 units has been very enjoyable and I have realised whilst doing them that I have learnt a great deal about the way I work and also about my employment rights and responsibilities. I have gathered evidence from my job role within The Office, my workplace and have used specific work situations that clearly show how I am able to interact and work within my team and also how I take responsibility for ensuring that I work within the requirements of my organisation. I am always keen to keep up to date with new changes within work and also I like to learn new tasks and take on new challenges. Within my evidence, I have shown that I am sensitive and able to work with a diverse work force and also that I take note of colleagues’ needs and beliefs. I am fully aware of my employment rights and responsibilities and have even guided colleagues to websites I used for research for their own learning. I am an H&S rep in the office and so completing this unit was not a problem for me. I used copies of risk assessments that I had carried out and also my assessor carried out a discussion with me around this unit. Across all of the units, my assessor has observed me and has questioned me to back up the observations. I realise now just how much I do at work and how completing these 3 units has made me strive to achieve even higher standards within my work.

I confirm the evidence I have submitted to claim competence is authentic.

Learner signature:

Date:

ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED A.N. Candidate has used a wide selection of work situations to show exactly how he works within his business environment, carried out his responsibilities at work and also how he ensures his own actions reduces risks to health and safety. A.N. has carried out research prior to being assessed in terms of employment rights and responsibilities, which was an area where he highlighted more knowledge was needed. This has helped him in his work as he is now more aware of what he is legally able to do and he is now acting as a mentor to other colleagues in this area. A.N. is the office H&S rep, so collecting evidence for this unit was not a problem and the evidence clearly demonstrates A.N’s competence at ensuring all of his colleagues and his safety. Throughout the period of assessment within the units completed, A.N. has shown his knowledge and competence and this is shown within assessor observation, discussions and witness testimony that accompanies his work product evidence and personal statements. I am satisfied that evidence used clearly demonstrates the requirements for these 3 units fully, well done A.N.

I confirm the evidence I have assessed is authentic.

Assessor signature:

Date:

Internal Verifier signature:

Date:

SAMPLE ONLY

17

Learner Statement and Assessor Summative Statement


number:

Qualification title: Number of units completed for this claim (write in words)

Full award: Yes/No

Unit no Summative assessment date

Learner initials

Assessor initials


IV initials

Unit no

Summative assessment date

Learner initials

Assessor initials


IV initials

LEARNER STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED I confirm the evidence I have submitted to claim competence is authentic

Learner signature:

Date:

ASSESSOR SUMMATIVE STATEMENT FOR THE UNITS/AWARD TO BE CLAIMED I confirm the evidence I have assessed is authentic

Assessor signature:

Date:

Internal Verifier signature:

Date:

19

Qualification Summary

Aims This qualification is to guide and assess development of knowledge, understanding and skills in management and advanced practice within health and social care and children and young people’s services. This qualification confirms competence in these areas and serves as the required qualification for registration and regulatory requirements in the sector where appropriate.

Units The mandatory units for this qualification are available within the Learner Pack. All of the optional units are available on the CD that accompanies the pack.

Credit The Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) has a credit value of 80.

Learners with particular requirements We recognise that some learners will have particular requirements. EDI’s policy for learners with particular requirements is stated in the Guidance notes for centres on reasonable adjustments for learners with particular assessment requirements, which is available via www.ediplc.com or by contacting Customer Support.

Previous learning requirements There are no formal entry requirements for this qualification.

Progression This qualification replaces the current Level 4 NVQ in Leadership and Management for Care Services and the Level 4 NVQ in Health and Social Care, which are accepted as entry requirements to a number of HEI programmes. This qualification will be the accepted qualification for registration and regulation where appropriate and can demonstrate continuing professional development.


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Guided learning hours We recommend that 435-629 guided learning hours provide a suitable course length for an

‘average’ learner at this level. Guided learning hours include direct contact hours, as well as other time when learners are completing work that has been agreed with teachers or training providers. It is the responsibility of the centre to decide the appropriate course duration, based on their learners’ ability and level of existing knowledge. It is possible, therefore, that the number of guided learning hours can vary significantly from one training provider to another according to learners' needs.

.

21

Rules of Combination

Learners must gain a minimum of 80 credits to achieve the Level 5 Diploma in Leadership for

Health and Social Care and Children and Young People’s Services (England) (QCF). To do this they must achieve 20 credits from mandatory Group A.

Learners must select a pathway Learners selecting Children and Young People’s Residential Management pathway must

achieve: All 44 credits from group B.

A minimum of 12 credits from group H.

The remaining credits can be gained from groups H, I or J, with a maximum of 6

credits from group I.

Learners selecting Children and Young People’s Management pathway must achieve:

38 credits from group C.




Learners selecting Children and Young People’s Advanced Practice pathway must achieve:

All 26 credits from group D.

Remaining credits can be gained from groups H, I or J, with a maximum of 6 credits

from group I.

Learners selecting Adult Residential Management pathway must achieve:

All 32 credits from group E.




Learners selecting Adult Management pathway must achieve:

All 33 credits from group F.




Learners selecting Adult Advanced Practice must achieve:

All 21 credits from group G

Remaining credits can be gained from groups H, I or J, with a maximum of 6 credits

from group I.

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Group A: Shared Core and Mandatory units

Unit code Unit title Level Credit GLH Method of

Assessment

CU2941 Use and Develop Systems that Promote Communication

5 3 24 Portfolio

CU2942 Promote Professional Development 4 4 33 Portfolio

CU2943 Champion Equality, Diversity and Inclusion 5 4 34 Portfolio

CU2939

Develop Health and Safety and Risk Management Policies, Procedures and Practices in Health and Social Care or Children and Young People’s Settings

5 5 33 Portfolio

CU2940 Work in Partnership in Health and Social Care or Children and Young People’s Settings

4 4 26 Portfolio

Children and Young People’s Pathway Group B: Children and Young People’s Residential Management


Assessment

CU2936 Understand Children and Young Person’s Development

5 6 30 Portfolio

CU2937 Lead Practice that Supports Positive Outcomes for Child and Young Person Development

5 6 36 Portfolio

CU2938 Develop and Implement Policies and Procedures to Support the Safeguarding of Children and Young People

5 6 26 Portfolio

CU3066 Lead and Manage Group Living for Children

5 6 43 Portfolio

CU2944 Lead and Manage a Team Within a Health and Social Care or Children and Young People’s Setting

6 7 46 Portfolio

CU2945 Develop Professional Supervision Practice in Health and Social Care or Children and Young People’s Work Settings

5 5 39 Portfolio

CU3067 Lead Practice in Promoting the Well Being and Resilience of Children and Young People

5 8 53 Portfolio

23

Group C: Children and Young People’s Management


Assessment


5 6 30 Portfolio


5 6 36 Portfolio


5 6 26 Portfolio


6 7 46 Portfolio


5 5 39 Portfolio

CU3067 Lead Practice in Promoting the Well Being and Resilience of Children and Young People

5 8 53 Portfolio

Group D: Children and Young People’s Advanced Practice


Assessment


5 6 30 Portfolio


5 6 36 Portfolio


5 6 26 Portfolio

CU3067 Lead Practice in Promoting The Well Being and Resilience of Children and Young People

5 8 53 Portfolio

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Adult Pathway Group E: Adults’ Residential Management


Assessment

CU3084 Manage Health and Social Care Practice to Ensure Positive Outcomes for Individuals

5 5 35 Portfolio

CU3085 Safeguarding and Protection of Vulnerable Adults

5 5 37 Portfolio

CU3086 Lead and Manage Group Living for Adults 5 5 39 Portfolio

CU3119 Understand Safeguarding of Children and Young People (for those working in the Adult Sector)

3 1 10 Portfolio

CU3087 Lead Person Centred Practice 5 4 29 Portfolio


6 7 46 Portfolio


5 5 39 Portfolio

Group F: Adults’ Management


Assessment


5 5 35 Portfolio


5 5 37 Portfolio


3 1 10 Portfolio



6 7 46 Portfolio


5 5 39 Portfolio

CU3088 Assess the Individual in a Health and Social Care Setting

5 6 41 Portfolio

25

Group G: Adults’ Advanced Practice


Assessment


5 5 35 Portfolio


5 5 37 Portfolio


3 1 10 Portfolio


CU3088 Assess the Individual in a Health and Social Care Setting

5 6 41 Portfolio

Group H: Optional Management units


Assessment

CU2946 Develop Procedures and Practice to Respond to Concerns and Complaints

5 6 40 Portfolio

CU2947 Recruitment and Selection within Health and Social Care or Children and Young People’s Settings

4 3 26 Portfolio

CU2948 Facilitate the Development of Effective Group Practice in Health and Social Care or Children and Young People’s Settings

5 6 42 Portfolio

CU2949 Facilitate Coaching and Mentoring in Health and Social Care or Children and Young People’s Settings

5 6 43 Portfolio

CU2950 Manage Induction in Health and Social Care or Children and Young People's Settings

4 3 21 Portfolio

CU2951 Facilitate Change in Health and Social Care or Children and Young People’s Setting

5 6 42 Portfolio

CU2952 Manage an Inter-Professional Team in a Health and Social Care or Children and Young People's Setting

6 7 48 Portfolio

CU2953 Manage Finance Within Own Area of Responsibility in Health and Social Care or Children and Young People's Setting

4 4 31 Portfolio

26

CU2954 Manage Quality in Health and Social Care or Children and Young Peoples Setting

5 5 36 Portfolio

CU1045 Develop and Evaluate Operational Plans for Own Area of Responsibility

5 6 25 Portfolio

CU765 Manage Physical Resources 4 3 25 Portfolio

Group I: Optional Knowledge Units


Assessment

CU3120 Understand Partnership Working 4 1 7 Portfolio

CU3117 Understand how to Manage a Team 4 3 20 Portfolio

CU3118 Understanding Professional Supervision Practice

4 3 22 Portfolio

CU242P/CT242

Understand the Process and Experience of Dementia

3 3 22 Portfolio/EDI set multiple choice test

CU277P/CT277

Understand Physical Disability 3 3 22 Portfolio/EDI set multiple choice test

CU278P/CT278

Understand the Impact of Acquired Brain Injury on Individuals


CU279P/CT279

Understand Sensory Loss 3 3 21 Portfolio/EDI set multiple choice test

CU273P/CT273

Principles of Supporting Individuals with a Learning Disability Regarding Sexuality and Sexual Health


CU4130 Understand Advance Care Planning 3 3 25 Portfolio

CU4388 Diabetes Awareness 3 6 46 Portfolio

CU4131 Understand how to Support Individuals during the Last Days of Life

3 3 28 Portfolio

CU4177 End of Life and Dementia Care 3 2 20 Portfolio

27

Group J: Optional Units


Assessment

CU3068 Manage Domiciliary Services 5 6 39 Portfolio

CU3069 Lead the Management of Transitions 5 4 29 Portfolio

CU3070 Lead Positive Behavioural Support 7 10 75 Portfolio

CU2960 Develop Provision for Family Support 5 5 33 Portfolio

CU2962 Lead Support for Disabled Children and Young People and their Carers

6 8 57 Portfolio

CU2963 Undertake a Research Project within Services for Health and Social Care or Children and Young People

5 10 80 Portfolio

CU3071 Lead Active Support 5 5 35 Portfolio

CU3072 Active support: Lead Interactive Training 5 4 30 Portfolio

CU3073 Promote Access to Healthcare for Individuals with Learning Disabilities

5 6 44 Portfolio

CU3074 Promote Good Practice in the Support of Individuals with Autistic Spectrum Conditions

5 7 53 Portfolio

CU2710 Support Families who are Affected by Acquired Brain Injury

3 3 30 Portfolio

CU2711 Support Families who have a Child with a Disability

3 3 23 Portfolio

CU2686 Support the Development of Community Partnerships

4 5 33 Portfolio

CU2693 Support Individuals to Access Housing and Accommodation Services

3 4 24 Portfolio

CU1677 Support Individuals at the End of Life 3 7 53 Portfolio

CU2703 Work with Families, Carers and Individuals During Times of Crisis

4 5 35 Portfolio

CU2706 Implement the Positive Behavioural Support Model

4 8 61 Portfolio

CU2716 Support individuals to Access Education, Training or Employment

4 4 31 Portfolio

CU3075 Promote Awareness of Sensory Loss 5 3 19 Portfolio

CU2965 Support the Use of Assistive Technology 5 4 31 Portfolio

28


Assessment

CU2966 Explore Models of Disability 5 5 32 Portfolio

CU3076 Support Individuals with Sensory Loss with Communication

5 5 37 Portfolio

CU3077 Support Individuals with Multiple Conditions and/or Disabilities

5 5 34 Portfolio

CU1537 Support Children’s Speech, Language and Communication

3 4 30 Portfolio

CU233P/CT233

Understand the Needs of Children and Young People who are Vulnerable and Experiencing Poverty and Disadvantage


CU1671 Providing Independent Mental Capacity Advocacy

4 12 35 Portfolio

CU3078 Independent Mental Health Advocacy 4 7 35 Portfolio

CU3079 Providing Independent Advocacy Management

4 11 35 Portfolio

CU3080 Providing Independent Advocacy to Adults 4 5 35 Portfolio

CU3081 Independent Advocacy with Children and Young People

4 7 35 Portfolio

CU3082 Providing Independent Mental Capacity Advocacy – Deprivation of Liberty Safeguards

4 5 35 Portfolio

CU2671 Recognise Indications of Substance Misuse and Refer Individuals to Specialists

3 4 24 Portfolio

CU2673 Identify and Act Upon Immediate Risk of Danger to Substance Misusers

3 4 24 Portfolio

CU4358 Professional Practice in Health and Social Care for Adults or Children and Young People

5 6 43 Portfolio

CU4352 Develop, Maintain and Use Records and Reports

4 3 23 Portfolio

CU4346 Support Individuals to Stay Safe from Harm or Abuse

3 4 27 Portfolio

CU4347 Provide Support to Children or Young People who have Experienced Harm or Abuse

4 6 45 Portfolio

29


Assessment

CU4359 Provide Support to Adults Who Have Experienced Harm or Abuse

4 5 39 Portfolio

CU4384 Lead and Manage Practice in Dementia Care

5 6 41 Portfolio

CU4360 Lead and Manage Infection Prevention and Control Within the Work Setting

5 6 38 Portfolio

CU4361 Lead Practice which Supports Individuals to Take Positive Risks

5 4 30 Portfolio

CU4362 Assess the Needs of Carers and Families 3 4 28 Portfolio

CU4353 Lead Practice in Assessing and Planning for the Needs of Families and Carers

5 3 22 Portfolio

CU4354 Understand Professional Management and Leadership in Health and Social Care or Children and Young People's Settings

5 6 50 Portfolio

CU4355 Appraise Staff Performance 5 5 32 Portfolio

CU4363 Support People Who Are Providing Homes to Individuals

4 6 40 Portfolio

CU4356 Manage Disciplinary Processes in Health and Social Care or Children and Young People's Settings

5 6 40 Portfolio

CU4357 Manage Business Redesign in Health and Social Care or Children or Young People's Services

5 5 30 Portfolio

CU4364 Provide Information About Health and Social Care or Children and Young People's Services

3 3 20 Portfolio

CU4365 Understand the Factors Affecting Older People

3 2 17 Portfolio

CU4132 Support the Spiritual Wellbeing of Individuals

3 3 26 Portfolio

CU4133 Support Individuals during the Last Days of Life

4 5 33 Portfolio

CU4128 Lead and Manage End of Life Care Services

5 7 45 Portfolio

CU4129 Lead a Service that Supports Individuals through Significant Life Events

5 4 31 Portfolio

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Assessment methods Units CU233P/CT233, CU242P/CT242, CU273P/CT273, CU277P/CT277, CU278P/CT278 and CU279P/CT279 are assessed through a portfolio of evidence OR EDI set and marked multiple choice tests. The remaining units are assessed through a portfolio of evidence.

Barred Combinations The following barred combination apply:

CU3070 with CU2706

CU2706 with CU3070

CU3082 with CU1671, CU3078, CU3079, CU3080, and CU3081





CU4131 with CU4133

CU242P with CT242

CU277P with CT277

CU278P with CT278

CU279P with CT279

CU273P with CT273

CU233P with CT233

31

CU2941 Use and Develop Systems that Promote Communication

Level 5 Credit value 3

GLH 24

Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to develop communication systems for meeting individual outcomes and promoting partnership working. The unit explores the challenges and barriers to communication and the importance of effective management of information.

Additional Assessment Requirements This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 1, 2, 3 and 4 must be assessed in the work setting.

1 Be able to address the range of

communication requirements in own role

1.1 Review the range of groups and

individuals whose communication needs must be addressed in own job role

1.2 Explain how to support effective

communication within own job role 1.3 Analyse the barriers and challenges to

communication within own job role 1.4 Implement a strategy to overcome

communication barriers 1.5 Use different means of communication to

meet different needs

2 Be able to improve communication

systems and practices that support positive outcomes for individuals

2.1 Monitor the effectiveness of

communication systems and practices 2.2 Evaluate the effectiveness of existing

communication systems and practices

Learning outcomes Assessment criteria

The learner will: The learner can:

32

2.3 Propose improvements to communication systems and practices to address any shortcomings

2.4 Lead the implementation of revised

communication systems and practices

3 Be able to improve communication

systems to support partnership working

3.1 Use communication systems to promote

partnership working 3.2 Compare the effectiveness of different

communications systems for partnership working

3.3 Propose improvements to

communication systems for partnership working

4 Be able to use systems for effective

information management

4.1 Explain legal and ethical tensions

between maintaining confidentiality and sharing information

4.2 Analyse the essential features of

information sharing agreements within and between organisations

4.3 Demonstrate use of information

management systems that meet legal and ethical requirements

33

CU2942 Promote Professional Development

Level 4

Credit value 4

GLH 33

Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.

Additional Assessment Requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

Learning outcomes 2, 3 and 4 must be assessed in the work setting.



1 Understand principles of professional

development

1.1 Explain the importance of continually

improving knowledge and practice 1.2 Analyse potential barriers to professional

development 1.3 Compare the use of different sources

and systems of support for professional development

1.4 Explain factors to consider when

selecting opportunities and activities for keeping knowledge and practice up to date

34

2 Be able to prioritise goals and targets for

own professional development

2.1 Evaluate own knowledge and

performance against standards and benchmarks

2.2 Prioritise development goals and targets

to meet expected standards

3 Be able to prepare a professional

development plan

3.1 Select learning opportunities to meet

development objectives and reflect personal learning style

3.2 Produce a plan for own professional

development, using an appropriate source of support

3.3 Establish a process to evaluate the

effectiveness of the plan

4 Be able to improve performance through

reflective practice

4.1 Compare models of reflective practice 4.2 Explain the importance of reflective

practice to improve performance 4.3 Use reflective practice and feedback

from others to improve performance 4.4 Evaluate how practice has been

improved through: reflection on best practice reflection on failures and mistakes

35

CU2943 Champion Equality, Diversity and Inclusion

Level 5

Credit value 4

GLH 34

Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to enable a whole systems approach to equality, diversity and inclusion. The unit explores models of practice and requires demonstration of skills and understanding of systems and processes.

Additional Assessment Requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF

Assessment Principles.

Learning outcomes 2 and 4 must be assessed in the work setting.

1 Understand diversity, equality and

inclusion in own area of responsibility

1.1 Explain models of practice that underpin

equality, diversity and inclusion in own area of responsibility

1.2 Analyse the potential effects of barriers

to equality and inclusion in own area of responsibility

1.3 Analyse the impact of legislation and

policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility

2 Be able to champion diversity, equality

and inclusion

2.1 Promote equality, diversity and inclusion

in policy and practice 2.2 Challenge discrimination and exclusion

in policy and practice 2.3 Provide others with information about:

the effects of discrimination the impact of inclusion the value of diversity

2.4 Support others to challenge discrimination and exclusion



36

3 Understand how to develop systems and

processes that promote diversity, equality and inclusion

3.1 Analyse how systems and processes

can promote equality and inclusion or reinforce discrimination and exclusion

3.2 Evaluate the effectiveness of systems

and processes in promoting equality, diversity and inclusion in own area of responsibility

3.3 Propose improvements to address gaps

or shortfalls in systems and processes

4 Be able to manage the risks presented

when balancing individual rights and professional duty of care

4.1 Describe ethical dilemmas that may

arise in own area of responsibility when balancing individual rights and duty of care

4.2 Explain the principle of informed choice 4.3 Explain how issues of individual capacity

may affect informed choice 4.4 Propose a strategy to manage risks

when balancing individual rights and duty of care in own area of responsibility

37

CU2939 Develop Health and Safety and Risk Management Policies, Procedures and Practices in Health and Social Care or Children and Young People’s Settings

Level 5

Credit value 5

GLH 33

Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for Health and Safety and Risk Management, including the development of policies, procedures and practices in health and social care or children and young people’s settings.

Additional Assessment Requirements This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.

1 Understand the current legislative

framework and organisational health, safety and risk management policies, procedures and practices that are relevant to health, and social care or children and young people’s settings

1.1 Explain the legislative framework for

health, safety and risk management in the work setting

1.2 Analyse how policies, procedures and

practices in own setting meet health, safety and risk management requirements

2 Be able to implement and monitor

compliance with health, safety and risk management requirements in health and social care or children and young people’s settings

2.1 Demonstrate compliance with health,

safety and risk management procedures

2.2 Support others to comply with legislative

and organisational health, safety and risk management policies, procedures and practices relevant to their work

2.3 Explain the actions to take when health,

safety and risk management, procedures and practices are not being complied with

2.4 Complete records and reports on health,

safety and risk management issues according to legislative and organisational requirements



38

3 Be able to lead the implementation of

policies, procedures and practices to manage risk to individuals and others in health and social care or children and young people’s settings

3.1 Contribute to development of policies,

procedures and practices to identify, assess and manage risk to individuals and others

3.2 Work with individuals and others to

assess potential risks and hazards 3.3 Work with individuals and others to

manage potential risks and hazards

4 Be able to promote a culture where

needs and risks are balanced with health and safety practice in health and social care or children and young people’s settings

4.1 Work with individuals to balance the

management of risk with individual rights and the views of others

4.2 Work with individuals and others to

develop a balanced approach to risk management that takes into account the benefits for individuals of risk taking

4.3 Evaluate own practice in promoting a

balanced approach to risk management 4.4 Analyse how helping others to

understand the balance between risk and rights improves practice

5 Be able to improve health, safety and

risk management policies, procedures and practices in health and social care or children and young people’s settings

5.1 Obtain feedback on health, safety and

risk management policies, procedures and practices from individuals and others

5.2 Evaluate the health, safety and risk

management policies, procedures and practices within the work setting

5.3 Identify areas of policies, procedures and

practices that need improvement to ensure safety and protection in the work setting

5.4 Recommend changes to policies,

procedures and practices that ensure safety and protection in the work setting

39

CU2940 Work in Partnership in Health and Social Care or Children and Young People’s Settings

Level 4 Credit value 4

GLH 26

Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to implement and promote effective partnership working.

Additional Assessment Requirements This is unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in the work setting.

1 Understand partnership working

1.1 Identify the features of effective

partnership working 1.2 Explain the importance of partnership

working with colleagues other professionals others

1.3 Analyse how partnership working

delivers better outcomes 1.4 Explain how to overcome barriers

to partnership working

2 Be able to establish and maintain

working relationships with colleagues

2.1 Explain own role and

responsibilities in working with colleagues

2.2 Develop and agree common

objectives when working with colleagues

2.3 Evaluate own working relationship

with colleagues 2.4 Deal constructively with any conflict that

may arise with colleagues



40

3 Be able to establish and maintain

working relationships with other professionals

3.1 Explain own role and

responsibilities in working with other professionals

3.2 Develop procedures for effective

working relationships with other professionals

3.3 Agree common objectives when

working with other professionals within the boundaries of own role and responsibilities

3.4 Evaluate procedures for working

with other professionals 3.5 Deal constructively with any conflict

that may arise with other professionals

4 Be able to work in partnership with

others

4.1 Analyse the importance of working

in partnership with others 4.2 Develop procedures for effective

working relationships with others 4.3 Agree common objectives when

working with others within the boundaries of own role and responsibilities

4.4 Evaluate procedures for working

with others 4.5 Deal constructively with any conflict

that may arise with others

EDI

International House

Siskin Parkway East

Middlemarch Business Park

Coventry CV3 4PE

UK

Tel. +44 (0) 8707 202909

Fax. +44 (0) 2476 516505

Email. [email protected]

www.ediplc.com

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