Candidate Resource

OCR Level 3 NVQ
in
Health and Social Care
Candidate Resource
OCR Level 3 NVQ in Health and Social Care
CONTENTS
Qualification profile Introduction
Your qualification What are the NVQ units? What do the different sections of each unit describe? How do I achieve my NVQ? Do I have to complete all the units to achieve my NVQ? What if I have already achieved one of the units? Who will assess me? Can my colleagues confirm my competence? How will I be assessed? How much evidence do I need? What happens to my evidence? Where do I keep my evidence? My work involves confidential information, how can I use this as evidence? How do I keep track of what Ive done? Where do I keep all my records? Helpful hints What is a CAR? Can my NVQ evidence count towards Key Skills units? Can my Assessor make reasonable adjustments for my specific assessment needs? What if I cannot complete enough units to claim a full NVQ?
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Qualification specification
Qualification structure Core NVQ units of competence at level 3
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Recording documentation
Recording assessment Sample recording documents Evidence record sheet Record of achievement
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QUALIFICATION PROFILE
Title OCR Level 3 NVQ in Health and Social Care (Adults) OCR Level 3 NVQ in Health and Social Care (Children and Young People) Adults Scheme Code 05546 Children and Young People Scheme Code 05547 This qualification has been accredited onto the National Qualifications Framework (NQF) at Level 3 Level 3 100/4925/3 (Qualification Accreditation Number) People who deliver health and social care services.
OCR code
Level
QAN These qualifications are suitable for Entry requirements Qualification structures
There are no formal entry requirements for this qualification To achieve this qualification, candidates must achieve 8 units made up of 4 Core units and 4 Optional units (including the choice of the specialist unit/route). Candidates can also undertake additional units, although these are not required to complete the qualification. Like all NVQs, this qualification is competence-based. This means that it is linked to a persons ability to competently perform a range of tasks connected with their work. This qualification has been accredited to the National Qualifications Framework (NQF) and, as such, is eligible for public funding. When seeking public funding, centres will need to provide the Qualification Accreditation Number (QAN) shown above. This qualification relates to national occupational standards for Health and Social Care at Level 3. Signposting to Key Skills is provided
Revised date:
Assessment and grading
Funding
National occupational standards Key Skills Last registration date*
31 January 2008
Revised date:
31 January 2011 Last certification date* *OCR will inform centres of changes to these dates, and they are published on our website. All centre records must be updated accordingly.
INTRODUCTION
Welcome to the OCR Level 3 NVQ in Health and Social Care. This resource contains important information about your qualification along with forms and charts for you to use as you identify evidence from your work that demonstrate your competences.
NVQ
An NVQ (National Vocational Qualification) is a qualification that assesses someones competence (that is the skills, knowledge and understanding they have) principally in a work situation. NVQs are based on the national occupational standards that describe the level and breadth of performance expected of individuals whos work involves Health and Social Care practices. This NVQ is based on the national occupational standards developed by Skills for Health, Skills for Care, Care Council for Wales, Northern Ireland Social Care Council and the Scottish Social Services Council. They are the government approved bodies who set the standards for the Health and Social Care Sector. Both the structure of this NVQ and the standards (units) from which it has been designed have been approved by the Qualification and Curriculum Authority (QCA). Your awarding body for this NVQ is Oxford Cambridge and RSA Examinations Board (OCR), QCA has accredited this NVQ and the accreditation number is shown below: OCR Level 3 NVQ in Health and Social Care 100/4925/3(QCA accreditation number). This qualification has 2 specialist routes; these routes have been developed to allow candidates to demonstrate competence in specialisms that relate to the context of their work role. Registrations must be made against the appropriate specialist route scheme code: OCR Level 3 NVQ in Health and Social Care (Adults) The OCR scheme code for this qualification is 05546 OCR Level 3 NVQ in Health and Social Care (Children and Young People) The OCR scheme code for this qualification is 05547 More information about QCA is available on their website at www.qca.org.uk whilst the OCR website www.ocr.org.uk provides a range of information about this qualification, how we operate and other qualifications that may interest you.
QCA
Your Qualification
The aim of this qualification is to recognise your skills and competences in the workplace. The qualification is about the delivery of physical, emotional or enabling care to clients/service users. The candidate will usually be delivering care in support of, and under the direction of, a colleague who is accountable in the area of practice. Candidates may often be working without direct supervision or on their own, such as in a clients/service users own home. Candidates will have a degree of responsibility and autonomy, and will be required to make
OCR Level 3 NVQ in Health and Social Care 3
decisions within boundaries and limits agreed with their team. The candidate would be expected to seek support, advice or assistance if they are unclear about what to do or if unusual or untoward situations arise (such as significant deterioration in the clients/service users condition). Progression
This NVQ will allow for progression to and from OCRs existing portfolio of Health and Social Care qualifications and will complement other vocational qualifications. It is a work-oriented qualification and to achieve it you will need the opportunity to demonstrate your competence within your work role. It is open to anyone of all ages, of either gender and there are no entry barriers on grounds of race, creed or proven academic attainment or learning. You need no previous qualifications to complete this NVQ. It has also been designed to develop the skills and knowledge you need to allow progression to and from other qualifications in the National Qualifications Framework, at all levels. OCR offers a range of related qualifications in this vocational area. Visit our website at www.ocr.org.uk to see the full range.
What are the NVQ units?
To achieve this qualification, candidates must achieve 8 units made up of 4 Core units (including the choice of specialist route) and 4 Optional units. Candidates can also undertake additional units, although these are not required to complete the qualification. Core Units 31 32 33 Promote effective communication for and about individuals Promote, monitor and maintain health, safety and security in the working environment Reflect on and develop your practice
Two Qualification Routes Either Children and Young People Route 34 Or Adults Route 35 Promote choice, well-being and the protection of all individuals Promote the well-being and protection of children and young people
Optional units: Select 4 units from any of the optional groups Children and Young People Specific Optional Units 36 Contribute to the assessment of children and young peoples needs and
the development of care plans 37 Care for and protect babies 38 Support children and young people to manage their lives 39 Support children and young people to achieve their educational potential 310 Work with children and young people to prepare them for adulthood, citizenship and independence 311 Support children and young people to develop and maintain supportive relationships 312 Support the social, emotional and identity development of children and young people 313 Work with children and young people to promote their own physical and mental health needs 314 Care for a newly born baby when the mother is unable to do so 315 Work with children and young people with additional requirements to meet their personal support needs 316 Support the needs of children and young people with additional requirements 317 Prepare your family and networks to provide a home for children and young people 318 Provide a home for children and young people 319 Support families in their own home 320 Support professional advice to help parents to interact with and take care of their newly born baby(ies) 321 Support and encourage parents and guardians to care for babies during the first year of their lives 322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people 323 Contribute to child care practice in group living 324 Process information relating to children and young peoples offending behaviour 325 Contribute to protecting children and young people from danger, harm and abuse 326 Contribute to the prevention and management of challenging behaviour in children and young people 327 Model behaviour and relationships with children and young people which recognises the impact of crime on victims and communities Adult Specific Optional units 328 329 330 331 332 333 334 335 336 337 Contribute to care planning and review Contribute to planning, monitoring and reviewing the delivery of service for individuals Support individuals to access and use services and facilities Support individuals to develop and maintain social networks and relationships Support the social, emotional and identity needs of individuals Prepare your family and networks to support individuals requiring care Provide a home and family environment for individuals Contribute to the protection of individuals from harm and abuse Contribute to the prevention and management of abusive and aggressive behaviour Provide frameworks to help individuals to manage challenging behaviour
Generic Optional Units
338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 360 361 362 363 364 365 366 367 368 369 370 371 372 373 375
Carry out screening and referral assessment Carry out assessment to identify and prioritise needs Carry out comprehensive substance misuse assessment Help individuals address their substance use through an action plan Assess and act upon immediate risk of danger to substance users Support individuals to live at home Support individuals to retain, regain and develop the skills to manage their lives and environment Support individuals to manage their financial affairs (excluded combination with 346) Support individuals to manage direct payments (excluded combination with 345) Help individuals to access employment Help individuals to access learning, training and development opportunities Enable individuals to access housing and accommodation Recognise, respect and support the spiritual well-being of individuals Plan, agree and implement development activities to meet individual needs Support individuals to continue therapies Interact with individuals using telecommunications Counsel individuals about their substance use using recognised theoretical models Counsel groups of individuals about their substance use using recognised theoretical models Support individuals to deal with relationship problems Carry out extended feeding techniques to ensure individuals nutritional and fluid intake Identify the individual at risk of skin breakdown and undertake the appropriate risk assessment Move and position individuals Prepare for, and undertake physiological measurements Recognise indications of substance misuse and refer individuals to specialists Test for substance use Identify the physical health needs of individuals with mental health needs Raise awareness about substances, their use and effects Support individuals to represent their own needs and wishes at decision making forums (excluded combination with 367 and 368) Help individuals identify and access independent representation and advocacy (excluded combination 366 and 368) Present individuals needs and preferences (excluded combination 366 and 367) Support individuals with specific communication needs (excluded combination with 370 and 371) Support individuals to communicate using technology (excluded combination with 369) Support individuals to communicate using interpreting and translation services (excluded combination with 369) Plan and implement programmes to enable individuals to find their way around familiar environments Plan and implement programmes to enable individuals to find their way around unfamiliar environments Administer medication to individuals
376 377
Obtain venous blood samples Encourage and support individuals undergoing dialysis therapy at home
378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 3100 3101 3102 3103 3104 3105 3106 3107 3108 3109 3110
Insert and secure urethral catheters and monitor and respond to the effects of urethral catheterisation Support individuals who are substance users Supply and exchange injecting equipment for individuals Support individuals through detoxification programmes Support individuals to prepare for, adapt to and manage change (excluded combination with 383) Prepare and support individuals to move and settle into new living environments (excluded combination with 382) Support individuals through bereavement Support individuals through the process of dying Assist in the transfer of individuals between agencies and services Work in collaboration with carers in the caring role Relate to families, parents and carers Work with carers, families and key people to maintain contact with individuals Support families in maintaining relationships in their wider social structures and environments Provide services to those affected by someone elses substance use Work with families, carers and individuals during times of crisis Prepare, implement and evaluate agreed therapeutic group activities Contribute to the development and running of support groups Contribute to assessing and act upon risk of danger, harm and abuse Enable people with mental health needs to develop coping strategies Reinforce positive behavioural goals during relationships with individuals Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour Develop and sustain effective working relationships with staff in other agencies Participate in inter-disciplinary team working to support individuals Help develop community networks and partnerships Work with community networks and partnerships Contribute to raising awareness of health issues Support the development of networks to meet assessed needs and planned outcomes Contribute to the recruitment and placement of volunteers Plan, organise and monitor the work of volunteers Lead and motivate volunteers Facilitate learning through presentation and activities Facilitate group learning Support colleagues to relate to individuals
Additional Units for both routes 374 Provide first aid to an individual needing emergency assistance 3111 Promote the equality, diversity, rights and responsibilities of individuals 3112 Support individuals to identify and promote their own health and social well-being 3113 Support and enable individuals undergoing renal dialysis to contribute to their own health and well-being
3114 Promote the needs, rights, interests and responsibilities of individuals within the community 3115 Receive, analyse, process, use and store information 3116 Contribute to promoting a culture that values and respects the diversity of individuals 3117 Conduct an assessment of risks in the workplace 3118 Respond to work-related violent incidents 3119 Promote the values and principles underpinning best practice 3120 Support competence achieved in the workplace 3121 Contribute to promoting the effectiveness of the teams
What do the different sections of each unit describe?

Unit Each unit contains: A brief summary of the unit content and element titles and the values that underpin the whole unit Key words and concepts, scope Performance criteria, this details what tasks and activities the candidate must demonstrate their performance against Knowledge and understanding, what you need to know and understand Evidence requirements specifies the amount and possible type of evidence needed to show competence
How do I achieve my NVQ?

Skills knowledge Previous qualifications To achieve your NVQ you must prove that you have the skills and knowledge detailed in the NVQ units. Your assessor will judge, from your evidence, whether you have demonstrated the skills and knowledge to the necessary standard. You do not have to pass a written exam or have any previous qualifications, learning or experience to be able to take this NVQ.
Do I have to complete all the units to achieve my NVQ?

No. To achieve this qualification, candidates must achieve 8 units made up of 4 Core units (including the choice of specialist route) and 4 Optional units. Candidates can also undertake additional units, although these are not required to complete the qualification.
What if I have already achieved one of the units?

If you have already achieved a unit (or units) from this NVQ through another awarding body, please tell your assessor and they will arrange for this to count towards your full NVQ. You will need to give your assessor your unit certificate from your previous awarding body as evidence of your prior achievement.
Prior achievement
Who will assess me?

Assessor Initial assessment Your assessor will judge the evidence of your performance, knowledge and understanding against the units of competence in order to decide whether you have demonstrated competence. They will carry out an initial assessment of your past experience, current skills knowledge and understanding and your job
The right NVQ
role/work situation to help you decide if its the right NVQ for you.
Can my colleagues confirm my competence?

Witness testimonies Yes. Statements written by colleagues or other people are called witness testimonies and they must be signed and dated by the person making the statement. You can also obtain testimonies off individuals who are considered to be experts in their field (Expert Witnesses). You will need to discuss this with your assessor during initial assessment.
Expert witness
How will I be assessed?

Assessor It is the assessors role to be sure that you have provided and shown evidence for all performance, knowledge and evidence requirements, before they can decide that you have finished a unit. In addition you may claim accreditation of prior achievement for any of the elements or units of competence, as long as the evidence fully meets the criteria and you can prove that it is all your own work. It is important also that assessors are convinced that the competence you are claiming is still current. If they have any doubts, they will assess your competence directly. When assessors are satisfied that you have met all of the requirements for a unit, they will confirm this by signing the evidence record sheet for that unit to show that the assessment process is complete. Your assessor will need to agree a number of issues with you including: Assessment planning Your evidence finding the best source of evidence to use for particular units finding the best way of assessing you confirming the best times, dates and places for your assessments to take place.
Evidence record sheet
Your assessor will record their assessment planning and regularly give you feedback. Evidence is your proof that you meet the requirements for this NVQ. Evidence could be: your practice including the record of the observation of the candidates performance your reflective account/practice journal products of your own work and contributions you have made, such as: care plans, minutes, reports, project reports, etc. case studies witness testimony service user/carer testimony answers to oral and written questions written assignments and projects previous experience and learning role play.
Performance evidence should be gathered wherever possible from naturally

occurring evidence collected in the work place. Knowledge to support performance should be based on practice evidence and reflection. Your assessor can also supply evidence (through their records of assessment for example, observations they have carried out and/or your responses to questions they have asked you).
Evidence can be anything that proves: what you can do how well you do it the level of knowledge you have in relation to what you do the level of understanding you have about what you do, how you do it, and why you do it.
Assessors report
Your assessor will provide evidence to prove your skills, knowledge and understanding, by observing you carry out your duties in the workplace and writing a report on what they have observed. After your assessor has observed you, they will ask you questions to confirm what you know and understand. This assessors report (one piece of evidence) could be enough evidence to fulfil a number of requirements of this NVQ.
How much evidence do I need?

You do not have to produce a separate piece of evidence for each performance criteria and each knowledge requirement. Try to match each piece of evidence to as many performance criteria and knowledge requirements as you can, across as many units as you can. Quality and quantity Remember the minimum requirements for the quality and quantity of evidence you must provide are listed in the section of the unit called evidence requirements.
What happens to my evidence?

The evidence you provide will be assessed (checked by your assessor against the NVQ requirements). Your assessor will want you to continue providing evidence until they are satisfied that there is enough consistent proof that you are competent. To be accepted as proof of your competence, your evidence must: come from work you have carried out in a real work situation be your own work or relate to you reflect what you can do now, not what you could do a few years ago or what you wish to do in the future.
Where do I keep my evidence?

Portfolio You may decide to keep some of your evidence in a file (a portfolio of evidence) or you may want to record what the evidence is and where it can be found. Your portfolio can be paper based or in an electronic format. For example, if you keep records of care plans on a spreadsheet you may want to print a section from this record as evidence to be stored in your portfolio. However, you may decide to make a note of what records you entered and
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Signposting
where they can be found. This is called signposting evidence. The important thing to remember about evidence is that it must be available for your assessor to assess and for other people (called internal and external verifiers) to have access to in the future.
My work involves confidential information, how can I use this as evidence?

Confidential information In some situations, the work that you are involved with may include confidential information relating to your organisations service users. It may not be appropriate to include this information in your portfolio of evidence. If the evidence contains, for example, confidential service user information, this information could be removed from the document before it is submitted as evidence. If the evidence takes the form of a document which is reporting on confidentiality sensitive details throughout, you could either: Signpost Observation report signpost the evidence within your portfolio (as long as it would be available for your assessor, internal verifier and external verifier to see) or your assessor could provide an observation report of what they have seen and how it shows that you are competent. This observation report would then form part of the evidence in your portfolio.
Legal requirements
Evidence can take many forms, for example, photographs, videos, audio tapes, CD-ROMs, floppy disks and paper-based or digitally formatted documents. Information relating to practice information must comply with legal requirements and best practice in the sector in relation to confidentiality of information.
How do I keep track of what Ive done?

Record of achievement Evidence record sheet We have designed a record of achievement form for you to keep track of your achievements. We have provided a blank form for you to use if you want to. We have also designed an evidence record sheet for you to record your evidence and where it is located. The evidence record sheet (or a suitable alternative) will allow you, your assessor and the internal and external verifiers to see what each piece of evidence refers to. The evidence record sheet (or a suitable alternative) is mandatory you must keep a record of what has been assessed and where it can be found. Your assessor may give you alternative forms to use. This is acceptable as long as they include all the information needed.
Where do I keep all my records?

You must keep your evidence record sheets (or alternatives that your assessor
CAR
may give you) together in a file. These sheets are your cumulative assessment record or CAR for short. This is a compulsory requirement of this NVQ. A copy of this record is included within this resource pack.
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Helpful Hints
When collecting evidence, the following will help you: 1 2 Start by thinking about what activities you do in your current role and match these to the units of competence specified for the NVQ. Identify evidence that you could gather naturally while carrying out your everyday work and cross reference these to as many performance criteria and knowledge requirements as possible (either within the same unit or across other units). Apply a single piece of evidence to as many units as possible. This is not only economical in terms of collecting evidence, but it also gives a more holistic, or rounded, picture of your competence. Go for quality rather than quantity. Well chosen pieces of evidence can count for much more than a vast amount of evidence which only loosely applies. Mix the types of evidence you offer. A good mixture containing some observation of practice, some products of your work, some witness reports and so on, leads to a more streamlined, better-balanced approach which is more convincing to your assessor. Choose evidence which reflects your current competence. Evidence can come from things you did in the past but your assessor must be convinced that the evidence you offer reflects your current competence. Do not treat reference materials (such as company policies and training materials) as evidence, because they do not demonstrate your competence, unless you can demonstrate that you produced them or how you have used them in your everyday work. You can also use your assessors records of your assessment as evidence. You do not have to keep all evidence in a paper portfolio. If you keep evidence somewhere else, for example, in a filing cabinet, or on a computer disk, record what the evidence is and where the evidence is located. The location of evidence needs to be clearly signposted on your evidence record sheet. The NVQ units of competence do not form part of your evidence. You will probably want to keep the units alongside your evidence for reference but we do not need you to include a copy of the units with your evidence for assessment or verification. Although not compulsory, you may find it useful to include a copy of your curriculum vitae (CV) with your evidence to show your previous qualifications and work history. Confidential and unavailable evidence. Your assessor should have access to this type of evidence to assess your competence. However, in some cases your assessors description of the evidence they have seen will be more suitable, depending on the type of evidence. Show your evidence to your assessor regularly.
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What is a CAR?
This is the cumulative (ie ongoing) assessment record that consists of evidence record sheet(s) for each unit. Your CAR belongs to you. It gives details of evidence that has been accepted as proof of your competence and where the evidence can be found. It is your record of evidence that has been assessed and accepted by your assessor. Your assessor will help you prepare your CAR. Once your assessor has decided that you have provided enough evidence to prove your competence in a unit, they will sign the unit off, and you will not need to collect any more evidence for that unit. A unit certificate can be claimed from OCR at this point. If you want to do this you should discuss it with you assessor. Can my evidence count towards Key Skills units? Key Skills The evidence you produce for your qualification may prove you have the skills required for the Key Skills units. Signposting to Key Skills and further guidance should be requested from your Centre. You may also visit the OCR website www.ocr.org.uk for further details. Can my Assessor make Reasonable Adjustments for my specific assessment needs? Access We have tried to make sure that no unnecessary access restrictions will slow down your progress. You must have the same chances as everyone else to prove your competence and collect evidence. If you need mechanical, electronic or other aids to show your competence, please talk to your assessor about this. You can use aids as long as they are generally commercially available and it is practical to use them during your normal work. We do not think that you will ever have to use our appeals procedure, but if you do, the process is described in the OCR Publication National Vocational Qualifications and Other Verified Qualifications - Centre Guidance (reference code L526) which can be downloaded from the OCR website www.ocr.org.uk. Select exams officers on the home page and follow the link to verified qualifications.
Your record
Unit certificate
Appeals
What if I cannot complete enough units to claim a full NVQ?

NVQs are very flexible and allow you to achieve recognition for what you have achieved even if you dont finish the whole qualification. To gain a full NVQ certificate you must collect enough evidence to prove you are competent in all the required units. If you cannot finish all of the units for the full qualification, you may claim a unit certificate that lists the unit or units that have been signed off by your assessor. You may do more than the necessary number of units in which case the additional units will be shown on your unit certificate. You should have the opportunity to claim unit certificates as you progress if you want to, rather than waiting until everything is completed. If you want to do this you should discuss it with your assessor. You cannot fail an NVQ, and we do not grade your results. You are either competent or not yet competent
NVQ certificate Unit certificate
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QUALIFICATION SPECIFICATION OCR LEVEL 3 NVQ IN HEALTH AND CARE

(Qualification Accreditation Number 100/4925/3) To achieve this qualification, candidates must achieve 8 units made up of 4 Core units and 4 Optional units (including the choice of the specialist unit/route) Candidates can also undertake additional units, although these are not required to complete the qualification. Core Units 31 Promote effective communication for and about individuals (QCA Unit Number T/102/8713) 31a Identify ways to communicate effectively 31b Communicate effectively on difficult, complex and sensitive issues 31c Support individuals to communicate 31d Update and maintain records and reports 32 Promote, monitor and maintain health, safety and security in the working environment (QCA Unit Number A/102/8714) 32a Monitor and maintain the safety and security of the working environment 32b Promote health and safety in the working environment 32c Minimise risks arising from emergencies 33 Reflect on and develop your practice (QCA Unit Number F/102/8715) 33a Reflect on your practice 33b Take action to enhance your practice And either Children and Young People Route 34 Promote the well-being and protection of children and young people (QCA Unit Number J/102/8716) 34a Work with children and young people in ways that promote their rights and responsibilities 34b Support children and young people to express their views and preferences about their health and well-being 34c Contribute to the protection of children and young people Or Adult Route 35 Promote choice, well-being and the protection of all individuals (QCA Unit Number L/102/8717) 35a Develop supportive relationships that promote choice and independence 35b Respect the diversity and difference of individuals and key people 35c Contribute to the protection of all individuals
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Children and Young People Specific Optional Units 36 Contribute to the assessment of children and young peoples needs and the development of care plans (QCA Unit Number R/102/8718) 36a Contribute to the assessment of children and young peoples needs, wishes and preferences 36b Support the development and implementation of care plans 36c Contribute to reviewing care plans for children and young people 37 Care for and protect babies (QCA Unit Number Y/102/8719) 37a Care for, the physical and nutritional needs of babies 37b Provide a safe and secure environment in which babies can grow and develop 37c Stimulate babies to assist their social, emotional, intellectual and language development 37d Assist in the evaluation of the babies growth and development 38 Support children and young people to manage their lives (QCA Unit Number L/102/8720) 38a Work with, and provide advice for, children and young people about their clothes, appearance, environment and pocket money 38b Support children and young people to identify and develop their talents, interests and abilities 38c Support children and young people to participate in recreational activities 39 Support children and young people to achieve their educational potential (QCA Unit Number R/102/8721) 39a Support children and young people to identify and develop their educational aspirations 39b Help children and young people to identify, plan and access educational opportunities and activities 39c Encourage and support children and young people to carry out educational activities 310 Work with children and young people to prepare them for adulthood, citizenship and independence (QCA Unit Number Y/102/8722) 310a Support children and young people to access support, advice and information about adulthood, citizenship and independence 310b Identify, with children and young people, the skills and abilities to become adults and effective citizens 310c Prepare children and young people to move on and become independent 311 Support children and young people to develop and maintain supportive relationships (QCA Unit Number D/102/8723) 311a Support children and young people to identify their own contact and relationship needs 311b Work with children and young people to maintain appropriate contact and relationships 311c Support children and young people to develop appropriate and supportive relationships 312 Support the social, emotional and identity development of children and young people (QCA Unit Number H/102/8724) 312a Identify, and help children and young people to assess their social, emotional and identity needs 312b Support children and young people to develop a positive self image, enhance their self esteem and improve self reliance 312c Observe, assess and take action to promote children and young peoples social, emotional and identity development
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Work with children and young people to promote their own physical and mental health needs (QCA Unit Number K/102/8725) 313a Work with children and young people to identify factors that will enable them to grow and develop healthily 313b Contribute to providing health care to meet children and young peoples physical and mental health care needs 313c Respond appropriately to the physical and health care needs of children and young people 314 Care for a newly born baby when the mother is unable to do so (QCA Unit Number M/102/8726) 314a Feed babies 314b Clothe babies and keep them clean 314c Ensure babies are safe, secure and free from danger, harm and abuse 315 Work with children and young people with additional requirements to meet their personal support needs (QCA Unit Number T/102/8727) 315a Support children and young people with additional requirements to identify and develop plans to meet their personal support needs 315b Support children and young people to address their personal support needs 315c Contribute to evaluating the effectiveness of activities to meet children and young peoples personal support needs 316 Support the needs of children and young people with additional requirements (QCA Unit Number A/102/8728) 316a Contribute to the assessment of children and young peoples specific developmental levels and support needs 316b Support the implementation of programmes and support activities to meet the needs of children and young people with additional needs 316c Contribute to evaluating children and young peoples participation in programmes and support activities 317 Prepare your family and networks to provide a home for children and young people (QCA Unit Number F/102/8729) 317a Access, obtain and share information with your family and networks about providing a home for children and young people 317b Evaluate your own home situation and the care you are able to offer to children and young people 317c Identify and acquire the skills and knowledge to provide a home for children and young people 318 Provide a home for children and young people (QCA Unit Number T/102/8730) 318a Identify the needs, background and experiences of the children and young people for whom you are providing a home 318b Help children and young people to adjust to, and ensure they are safe and protected in your home 318c Support own family and other key people to accept, support and adjust to family life with the children and young people 319 Support families in their own home (QCA Unit Number A/102/8731) 319a Prepare to visit families in their own home 319b Liaise with families and others to identify and support the families needs
319c 320
Support individuals and the family to function more effectively as a family unit Support professional advice to help parents to interact with and take care of their newly born baby(ies) (QCA Unit Number F/102/8732) 320a Support parents and reinforce actions and advice that keep babies safe, secure and free from danger, harm and abuse 320b Support parents and reinforce actions and advice for feeding and keeping babies clean 320c Support parents and reinforce actions and advice to help them bond with, relate to and understand the needs of their babies 321 Support and encourage parents and guardians to care for babies during the first year of their lives (QCA Unit Number J/102/8733) 321a Support and encourage parents and guardians to feed, clothe and keep babies clean, safe, secure and free from danger, harm and abuse 321b Support and encourage parents and guardians to look after the health needs of their babies 321c Support and encourage parents and guardians to bond with, relate to, interact with and provide a stimulating environment for babies 322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people (QCA Unit Number J/101/7473) 322a Plan and prepare agreed group activities to address the offending behaviour of children and young people 322b Prepare and support children and young people through group activities 322c Evaluate agreed group activities with other members of the team 323 Contribute to child care practice in group living (QCA Unit Number L/102/8734) 323a Contribute to planning, implementing and reviewing daily living programmes for children and young people 323b Work with groups to promote individual growth and development 323c Contribute to promoting group care as a positive experience 324 Process information relating to children and young peoples offending behaviour (QCA Unit Number J/101/7389) 324a Receive and evaluate information relating to children and young peoples offending behaviour 324b Obtain and verify information from children and young people about their offending behaviour 324c Obtain and verify information from others about children and young peoples offending behaviour 324d Record information relating to children and young peoples offending behaviour 325 Contribute to protecting children and young people from danger, harm and abuse (QCA Unit Number R/102/8735) 325a Respond to your own and other peoples suspicion of danger, harm and abuse 325b Respond to disclosure of danger, harm and abuse 325c Support children and young people who have been abused 326 Contribute to the prevention and management of challenging behaviour in children and young people (QCA Unit Number Y/102/8736) 326a Work with children and young people to identify goals and boundaries for acceptable behaviour 326b Support children and young people to manage challenging behaviour
326c
Enable children and young people to recognise and understand their behaviour and its consequences 327 Model behaviour and relationships with children and young people which recognises the impact of crime on victims and communities (QCA Unit Number K/101/7465) 327a Develop relationships with children and young people that reinforce positive behaviour and recognise the impact of crime and anti-social behaviour 327b Establish and maintain effective relationships with children and young people that reinforce positive behaviour Adult Specific Optional Units 328 Contribute to care planning and review (QCA Unit Number D/102/8737) 328a Contribute to assessing the needs and preferences of individuals 328b Support the development and implementation of care plans 328c Contribute to reviewing care plans 329 Contribute to planning, monitoring and reviewing the delivery of service for individuals (QCA Unit Number H/102/8738) 329a Contribute to planning the delivery of service for individuals 329b Contribute to monitoring the delivery of service for individuals 329c Contribute to reviewing the delivery of service for individuals 330 Support individuals to access and use services and facilities (QCA Unit Number K/102/8739) 330a Support individuals to identify services and facilities they need 330b Enable individuals to select, access and use services and facilities 330c Enable individuals to evaluate services and facilities used 331 Support individuals to develop and maintain social networks and relationships (QCA Unit Number D/102/8740) 331a Support individuals to identify their needs for, and from, contacts, social networks and relationships 331b Support individuals to maintain supportive relationships 331c Support individuals to develop new social networks and relationships 332 Support the social, emotional and identity needs of individuals (QCA Unit Number H/102/8741) 332a Work with individuals to identify their social, emotional and identity needs 332b Support individuals to develop and maintain self-esteem and a positive self-image 332c Support individuals to address changing social, emotional and developmental needs 333 Prepare your family and networks to support individuals requiring care (QCA Unit Number K/102/8742) 333a Access, obtain and share information with your family and networks about providing a home for individuals 333b Evaluate your own home situation and the care you are able to offer to individuals 333c Identify and acquire the skills and knowledge to provide a home for individuals 334 Provide a home and family environment for individuals (QCA Unit Number M/102/8743) 334a Identify the needs, background and experiences of the individuals for whom you are providing a home 334b Help individuals to adjust to, and ensure they are safe and protected in your home
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334c
Support own family and other key people to accept, support and adjust to family life with the individuals
335 Contribute to the protection of individuals from harm and abuse (QCA Unit Number T/102/8744) 335a Recognise and report on factors that may cause danger, harm and abuse 335b Contribute to minimising the effects of dangerous, harmful and abusive behaviour and practices 335c Respond to and report on suspicions of harm and abuse 336 Contribute to the prevention and management of abusive and aggressive behaviour (QCA Unit Number L/101/5496) 336a Contribute to preventing abusive and aggressive behaviour 336b Deal with incidents of abusive and aggressive behaviour 336c Contribute to reviewing incidents of abusive and aggressive behaviour 337 Provide frameworks to help individuals to manage challenging behaviour (QCA Unit Number A/102/8745) 337a Support individuals to identify the reasons and causes for, and the consequences of, their behaviour 337b Work with individuals to agree ways to manage their behaviour 337c Support individuals to evaluate actions to manage behaviour Generic Optional Units 338 Carry out screening and referral assessment (QCA Unit Number F/102/8746) 338a Identify substance misuse and related or co-existent problems 338b Refer individuals to substance misuse and/or other services 339 Carry out assessment to identify and prioritise needs (QCA Unit Number J/102/8747) 339a Assess the individuals substance misuse problem and their understanding of services available 339b Assess the need for referral to substance misuse services or to a comprehensive substance misuse assessment 339c Make referral to a substance misuse service or comprehensive substance misuse assessment 340 Carry out comprehensive substance misuse assessment (QCA Unit Number L/102/8748) 340a Prepare for a comprehensive substance misuse assessment 340b Assess possible risks and the individuals understanding of services available 340c Assess the individuals substance misuse and related problems 341 Help individuals address their substance use through an action plan (QCA Unit Number R/102/8749) 341a Develop an action plan with individuals 341b Review the action plan and conclude the counselling process 342 Assess and act upon immediate risk of danger to substance users (QCA Unit Number J/102/8750) 342a Assess the immediate risk of danger to the individual 342b Act upon the immediate risk of danger to the individual 342c Support the individual after the immediate risk of danger has passed
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343 Support individuals to live at home (QCA Unit Number L/102/8751) 343a Support individuals to identify their personal, physical and safety needs to enable them to live at home 343b Work with individuals to identify and access additional support and resources 343c Support individuals to review their needs and identify changes necessary to enable them to live at home 344 Support individuals to retain, regain and develop the skills to manage their lives and environment (QCA Unit Number R/102/8752) 344a Support individuals to identify the skills they need to manage their lives and environment 344b Support individuals to retain, regain and develop the identified skills 344c Support individuals to evaluate the use of the skills in managing their lives and environment 345 Support individuals to manage their financial affairs (excluded combination with 346) (QCA Unit Number Y/102/8753) 345a Work with individuals to access information and advice about their financial affairs 345b Support individuals to manage and monitor their financial affairs 346 Support individuals to manage direct payments (excluded combination with 345) (QCA Unit Number D/102/8754) 346a Work with individuals to access information and advice about direct payments 346b Help individuals to manage and monitor their use of direct payments 347 Help individuals to access employment (QCA Unit Number H/102/8755) 347a Work with individuals to identify their needs and preferences about employment 347b Help individuals to identify and seek employment opportunities 347c Support individuals to prepare for employment interviews and work 348 Help individuals to access learning, training and development opportunities (QCA Unit Number K/102/8756) 348a Work with individuals to identify their needs and preferences about opportunities for them to learn and develop 348b Support individuals to prepare for and undertake learning, training and development opportunities 348c Support individuals to prepare for employment interviews and work 349 Enable individuals to access housing and accommodation (QCA Unit Number M/102/8757) 349a Support individuals to identify and access housing and accommodation services 349b Support housing and accommodation services to meet the needs of individuals 350 Recognise, respect and support the spiritual well-being of individuals (QCA Unit Number T/102/8758) 350a Identify opportunities to support individuals spiritual well-being 350b Provide opportunities that facilitate and support spiritual well-being 350c Evaluate and report on work that relates to spiritual well-being 351 Plan, agree and implement development activities to meet individual needs (QCA Unit Number A/102/8759) 351a Identify and agree development activities to meet individual needs 351b Plan and implement development activities with individuals and others 351c Evaluate and review the effectiveness of the development activities
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352 Support individuals to continue therapies (QCA Unit Number M/102/8760) 352a Identify the support and skills you need to enable individuals to continue therapies 352b Encourage individuals to complete activities identified by therapist 352c Observe and evaluate effects of therapies on individuals 353 Interact with individuals using telecommunications (QCA Unit Number T/102/8761) 353a Establish interactions with individuals using telecommunications 353b Sustain interactions with individuals using telecommunications 353c End interactions with individuals using telecommunications 354 Counsel individuals about their substance use using recognised theoretical models (QCA Unit Number J/102/8764) 354a Establish and manage the counselling relationship 354b Enable individuals to identify and explore concerns 354c Review options and assist individuals to decide on a course of action 355 Counsel groups of individuals about their substance use using recognised theoretical models (QCA Unit Number L/102/8765) 355a Plan and prepare therapeutic group activities 355b Prepare and support individuals through therapeutic group activities 355c Evaluate agreed therapeutic group activities 356 Support individuals to deal with relationship problems (QCA Unit Number R/102/8766) 356a Support individuals to assess relationship problems 356b Support individuals to overcome relationship problems 356c Work with individuals to evaluate relationship issues, problems and support 357 Carry out extended feeding techniques to ensure individuals nutritional and fluid intake (QCA Unit Number Y/102/8767) 357a Prepare equipment and individuals for extended feeding 357b Carry out and report on extended feeding 358 Identify the individual at risk of skin breakdown and undertake the appropriate risk assessment (QCA Unit Number D/102/8768) 358a Identify individuals at risk of skin breakdown 358b Prepare for and carry out risk assessment 358c Report on, review and update the risk assessment 360 Move and position individuals (QCA Unit Number H/102/8769) 360a Prepare the equipment, the environment and the individual for moving and positioning 360b Move and position the individual 361 Prepare for, and undertake physiological measurements (QCA Unit Number Y/102/8770) 361a Prepare the environments and resources for use when taking physiological measurements 361b Undertake physiological measurements
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362 Recognise indications of substance misuse and refer individuals to specialists (QCA Unit Number D/102/8771) 362a Recognise indications of substance misuse 362b Refer individuals with indications of substance misuse to specialists 363 Test for substance use (QCA Unit Number H/102/8772) 363a Prepare to test for substance use 363b Take samples for testing 363c Communicate and record the results of testing 364 Identify the physical health needs of individuals with mental health needs (QCA Unit Number K/102/8773) 364a Determine the physical health needs of people with mental health needs 364b Agree courses of action with individuals to promote their physical health 365 Raise awareness about substances, their use and effects (QCA Unit Number M/102/8774) 365a Identify individuals knowledge and values about substances, their use and effects 365b Increase individuals knowledge and understanding of substances, their use and effects 366 Support individuals to represent their own needs and wishes at decision making forums (excluded combination with 367 and 368) (QCA Unit Number T/102/8775) 366a Support individuals to identify and access information to enable them to represent their own needs and wishes 366b Support individuals to plan, prepare and present their needs and wishes 366c Support individuals to review their experiences and the outcomes 367 Help individuals identify and access independent representation and advocacy (excluded combination with 366 and 368) (QCA Unit Number A/102/8776) 367a Support individuals to identify their representational needs 367b Support individuals to identify and access independent representation and advocacy 367c Support individuals to evaluate the independent representation and advocacy 368 Present individuals needs and preferences (excluded combination with 366 and 367) (QCA Unit Number F/102/8777) 368a Identify, with individuals, the needs and preferences they want you to present 368b Act with and on behalf of individuals, according to their needs and wishes 368c Support individuals to review the effectiveness of the representation 369 Support individuals with specific communication needs (excluded combination with 370 and 371) (QCA Unit Number J/102/8778) 369a Identify specific communication needs and methods 369b Support individuals, key people and others to communicate 369c Observe and evaluate individual communications needs 370 Support individuals to communicate using technology (excluded combination with 369) (QCA Unit Number L/102/8779) 370a Identify technological communication needs 370b Support individuals to communicate with others using technology 370c Help other people to interact with the individual using the technology
370d
Observe and evaluate the use of the technology
371
Support individuals to communicate using interpreting and translation services (excluded combination with 369) (QCA Unit Number F/102/8780) 371a Arrange interpreting and translation services for individuals 371b Communicate with others through interpreters 371c Support those involved to evaluate the quality of the outcomes and the effectiveness of the service Plan and implement programmes to enable individuals to find their way around familiar environments (QCA Unit Number J/102/8781) 372a Assess the individuals ability to find their way around familiar environments 372b Develop and implement programmes to support individuals to find their way around familiar environments 372c Evaluate the effectiveness of programmes to meet planned outcomes 373 Plan and implement programmes to enable individuals to find their way around unfamiliar environments (QCA Unit Number L/102/8782) 373a Assess the individuals ability to find their way around unfamiliar and different environments 373b Develop and implement programmes to support individuals to find their way around unfamiliar and different environments 373c Evaluate the effectiveness of programmes to meet planned outcomes 375 Administer medication to individuals (QCA Unit Number R/102/8783) 375a Prepare to administer medication to individuals 375b Administer, report on and monitor individuals medication 376 Obtain venous blood samples (QCA Unit Number Y/102/8784) 376a Obtain venous blood from individuals 376b Label and prepare blood for transportation 377 Encourage and support individuals undergoing dialysis therapy at home (QCA Unit Number D/102/8785) 377a Support renal dialysis individuals and key people to prepare for renal dialysis 377b Enable renal dialysis individuals and key people to carry out dialysis procedures at home 378 Insert and secure urethral catheters and monitor and respond to the effects of urethral catheterisation (QCA Unit Number H/102/8786) 378a Insert and secure urethral catheters 378b Monitor and record on urethral catheterisation of individuals 379 Support individuals who are substance users (QCA Unit Number U1054594) 379a Enable individuals to adopt safe practices associated with substance use 379b Support individuals when they have used substances 379c Support individuals in reducing substance use 372
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380 Supply and exchange injecting equipment for individuals (QCA Unit Number K/102/8787) 380a Conduct initial assessment and provide advice 380b Supply and exchange injecting equipment 381 Support individuals through detoxification programmes (QCA Unit Number M/102/8788) 381a Induct individuals to detoxification programmes 381b Develop and review detoxification treatment and care plans 381c Manage closure of individuals detoxification programmes 382 Support individuals to prepare for, adapt to and manage change (excluded combination with 383) (QCA Unit Number T/102/8789) 382a Support individuals to prepare for change 382b Support individuals and key people to cope with and manage change 382c Support individuals to review the methods they have used to manage change 383 Prepare and support individuals to move and settle into new living environments (excluded combination with 382) (QCA Unit Number K/102/8790) 383a Support individuals to prepare to move into new living environments 383b Support individuals to settle into their new living environment 383c Support individuals to review the impact of the new environment on their well-being 384 Support individuals through bereavement (QCA Unit Number M/102/8791) 384a Prepare individuals to cope with bereavement 384b Support individuals through their bereavement 384c Support individuals to manage changes due to bereavement 385 Support individuals through the process of dying (QCA Unit Number T/102/8792) 385a Support individuals to prepare for death 385b Support individuals through the process of dying 386 Assist in the transfer of individuals between agencies and services (QCA Unit Number U1050862) 386a Support individuals as they prepare for transfer 386b Make agency preparations for individuals transfer 386c Supervise individuals during transfer 387 Work in collaboration with carers in the caring role (QCA Unit Number A/102/8793) 387a Work with carers to identify their needs and preferences 387b Work with carers to access resources, services, facilities and support groups 387c Work with carers to review how well the services and facilities meet their needs 388 Relate to families, parents and carers (QCA Unit Number F/102/8794) 388a Develop relationships with families, parents and carers 388b Exchange information with families, parents and carers 388c Share the care and support of individuals and children and young people
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389 Work with carers, families and key people to maintain contact with individuals (QCA Unit Number J/102/8795) 389a Work with carers, families and key people to identify key relationships to be maintained and developed 389b Work with carers, families and key people to support individuals 389c Observe and support carers, families and key people when in contact with the individual 390 Support families in maintaining relationships in their wider social structures and environments (QCA Unit Number L/102/8796) 390a Support families in using services within the community 390b Support families in maintaining relationships with social contacts 391 Provide services to those affected by someone elses substance use (QCA Unit Number R/102/8797) 391a Enable those affected by someone elses substance use to explore and select options 391b Support those affected by someone elses substance use to put selected options into practice 391c Empower those affected by someone elses substance use to review the effectiveness of selected options 392 Work with families, carers and individuals during times of crisis (QCA Unit Number Y/102/8798) 392a Identify and agree risk management strategies with individuals, families and carers 392b Assess the urgency of requests for action 392c Agree and implement actions to meet immediate needs 392d Review outcomes with the individuals, families and carers 393 Prepare, implement and evaluate agreed therapeutic group activities (QCA Unit Number D/102/8799) 393a Plan and prepare agreed therapeutic group activities 393b Prepare and support people through therapeutic group activities 393c Contribute to the evaluation of agreed therapeutic group activities 394 Contribute to the development and running of support groups (QCA Unit Number J/102/8800) 394a Contribute to identifying and forming groups to support individual needs 394b Support individuals and groups to develop their own networks 394c Contribute to the running and evaluation of support groups 395 Contribute to assessing and act upon risk of danger, harm and abuse (QCA Unit Number L/102/8801) 395a Contribute to assessing the risk of danger, harm and abuse 395b Contribute to minimising the effects of immediate danger, harm and abuse 395c Support individuals to review situations and actions after the immediate risk has passed 396 Enable people with mental health needs to develop coping strategies (QCA Unit Number R/102/8802) 396a Support people with mental health needs to recognise the impact of their behaviour on others 396b Work with people to develop alternative coping strategies 396c Work with people to review the effectiveness of their coping strategies 397 Reinforce positive behavioural goals during relationships with individuals (QCA Unit Number U1054567) 397a Establish working relationships with individuals which reinforce positive behavioural goals
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397b
Develop and sustain working relationships with individuals which reinforce positive behavioural goals
398
Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour (QCA Unit Number Y/102/8803) 398a Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour 398b Provide support during therapeutic programmes 398c Contribute to evaluating the effectiveness of the therapeutic programmes on their behaviour 399 Develop and sustain effective working relationships with staff in other agencies (QCA Unit Number R/101/5497) 399a Develop effective working relationships with staff in other agencies 399b Sustain effective working relationships with staff in other agencies 3100 Participate in inter-disciplinary team working to support individuals (QCA Unit Number D/102/8804) 3100a Participate in inter-disciplinary team working to support individuals and others to assess individuals needs 3100b Participate in inter-disciplinary team working to support individuals and others to plan and implement individualised care packages 3100c Participate in inter-disciplinary team working to support individuals and others to evaluate individualised care packages 3101 Help develop community networks and partnerships (QCA Unit Number H/102/8805) 3101a Identify areas where community networks and partnerships could inform and support practice 3101b Bring together relevant people and organisations to be involved in community networks and partnerships 3101c Contribute to running and evaluating community networks and partnerships 3102 Work with community networks and partnerships (QCA Unit Number K/102/8806) 3102a Identify the potential for being involved in community networks 3102b Participate effectively as a member of community networks 3102c Provide information to inform practice 3103 Contribute to raising awareness of health issues (QCA Unit Number M/102/8807) 3103a Work with others to identify health issues which affect individuals 3103b Assist in the planning and implementing activities to raise awareness of health issues 3103c Evaluate, with others, the effectiveness and impact of the awareness raising 3104 Support the development of networks to meet assessed needs and planned outcomes (QCA Unit Number T/102/8808) 3104a Examine with individuals, families, carers, groups, communities and others support networks which can be accessed and developed
3104b 3104c
Work with individuals, families, carers, groups, communities and others to initiate and sustain support networks Contribute to the development and evaluation of support networks
3105 Contribute to the recruitment and placement of volunteers (QCA Unit Number A/102/8809) 3105a Help to identify the need for volunteers 3105b Discuss volunteer roles with volunteers and help to assess their suitability 3106 Plan, organise and monitor the work of volunteers (QCA Unit Number M/102/8810) 3106a Plan work to meet requirements 3106b Organise volunteers and other resources 3106c Monitor work and make sure requirements have been met 3107 Lead and motivate volunteers (QCA Unit Number T/102/8811) 3107a Brief volunteers on work requirements and responsibilities 3107b Help volunteers to solve problems during volunteering activities 3107c Debrief and give feedback to volunteers on their work 3108 Facilitate learning through presentation and activities (QCA Unit Number A/102/8812) 3108a Make effective presentations 3108b Produce follow-up activities after presentations 3109 Facilitate group learning (QCA Unit Number U1019492) 3109a Manage group dynamics 3109b Facilitate collaborative learning 3110 Support colleagues to relate to individuals (QCA Unit Number F/102/8813) 3110a Assess relationship needs and issues 3110b Develop and monitor relationships 3110c Evaluate and report on progress and outcomes Additional Units for both routes 374 Provide first aid to an individual needing emergency assistance (QCA Unit Number J/102/8814) 374a Prepare to provide first aid to individuals 374b Provide first aid to individuals 3111 Promote the equality, diversity, rights and responsibilities of individuals (QCA Unit Number L/102/8815) 3111a Promote the rights and interests of individuals 3111b Promote the equal treatment of individuals 3111c Promote the individuals confidence in you and your organisation 3112 Support individuals to identify and promote their own health and social well-being (QCA Unit Number Y/102/8817) 3112a Support individuals to identify aspects of their lives and environment that can affect their health and social well-being 3112b Support individuals to select positive options to promote their own health and social wellbeing 3112c Support individuals to review their selected options
3113
Support and enable individuals undergoing renal dialysis to contribute to their own health and well-being (QCA Unit Number D/102/8818) 3113a Support and enable individuals undergoing dialysis and their carers to obtain and maintain dialysis equipment and materials 3113b Support and enable individuals undergoing dialysis and their carers to carry out dialysis procedures at home 3114 Promote the needs, rights, interests and responsibilities of individuals within the community (QCA Unit Number H/102/8819) 3114a Work with individuals to identify their needs, rights, interests and responsibilities within the community 3114b Promote the individuals needs and rights within the community 3114c Support individuals to balance and represent their needs, rights, interests and responsibilities within the community 3115 Receive, analyse, process, use and store information (QCA Unit Number Y/102/8820) 3115a Analyse, prioritise and process information 3115b Access and use information to make decisions 3115c Record, store and share information 3116 Contribute to promoting a culture that values and respects the diversity of individuals (QCA Unit Number D/102/8821) 3116a Contribute to identifying methods and processes that ensure each individual is valued and respected 3116b Contribute to implementing methods and processes that encourage individuals to value and respect each other 3116c Identify and use the life experiences of individuals as a resource to promote a culture that values and respects everyone 3117 Conduct an assessment of risks in the workplace (QCA Unit Number U1051774) 3117a Identify hazards in the workplace 3117b Assess the level of risk and recommend action 3117c Review your workplace assessment of risks 3118 Respond to work-related violent incidents (QCA Unit Number H/102/8822) 3118a Resolve a violent situation 3118b Follow procedures for evaluating violent incidents 3119 Promote the values and principles underpinning best practice (QCA Unit Number K/102/8823) 3119a Review and update your knowledge of the values, policy and procedural frameworks underpinning best practice 3119b Work within the principles and values underpinning best practice 3119c Challenge poor practice and be open to challenge by others 3120 Support competence achieved in the workplace (QCA Unit Number A/101/4361) 3120a Assess performance in the workplace against agreed standards 3120b Give staff members support in the workplace and feedback on their performance
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3121 Contribute to promoting the effectiveness of teams (QCA Unit Number M/102/8824) 3121a Contribute to developing effective team practice 3121b Support team members to contribute to and fully participate in the team activities 3121c Work within the team to promote its effectiveness A unit is normally the smallest part of the NVQ that a candidate can be certificated.
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QUALIFICATION SPECIFICATION CORE NVQ UNITS OF COMPTENCE

The core units have been provided within this resource. Candidates must obtain copies of their chosen optional units from their assessor. These can also be viewed on the OCR website www.ocr.org.uk
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32
31
PROMOTE EFFECTIVE COMMUNICATION FOR AND ABOUT INDIVIDUALS
Unit overview Elements of competence

31a 31b 31c 31d Identify ways to communicate effectively Communicate effectively on difficult, complex and sensitive issues Support individuals to communicate Update and maintain records and reports
About this unit

For this unit you need to identify ways of communicating on difficult, complex and sensitive issues; support others to communicate and update and maintain records and reports.
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Communication and language needs and preferences: the individuals preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Difficult, complex and sensitive communications are likely to be: distressing; traumatic; frightening; threatening; pose a risk to and/or have serious implications for the individuals and/or key people; communications that might be difficult to understand and assimilate; communications on sensitive issues would include issues of a personal nature. Extra support can include the use of: key people; interpreters; translators; signers; specialist equipment to aid the individuals communication abilities. Key people include: family; friends; carers; others with whom the individual has a supportive relationship. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the individuals, key people in their lives and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
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Unit overview (continued) Values underpinning the whole of the unit

The values underpinning this unit have been derived from the key purpose statement 1, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of care unit 34. If you are working with adults they can be found in unit 35. To achieve this unit you must demonstrate that you have applied the principles of care outlined in either unit 34 or unit 35 in your practice and through your knowledge.
1The key purpose identified for those working in health and social care settings is to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care
34
31
Key words and concepts

This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Active support Support that encourages individuals to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence Arranging the environment, furniture etc. to enable effective communication Are the individuals needs and preferences in terms of their preferred language and ways of communicating with you, and you communicating and responding to them The actual people requiring health and care services. Where individuals use advocates and interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term individual within this standard covers the individual and their advocate or interpreter Are those people who are key to an individuals health and social well-being. These are people in the individuals life who can make a difference to their health and well-being Are other people within and outside your organisation that are necessary for you to fulfil your job role Reactions include non-verbal and verbal cues that indicate that the individual is distressed, does not understand etc The rights that individuals have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language
Arrange
Communication and language needs and preferences Individuals
Key people
Others
Reactions
Rights
Specific aids
Specific aids that will enable individuals with speaking, sight or hearing difficulties, additional needs or learning difficulties, to receive and respond
35
to information
36
31

Identify ways to communicate effectively
31a
Performance criteria
You need to show that: 1 You obtain, record and pass on information about the individuals communication and language needs and preferences You work with individuals to understand their preferred methods of communication and language and ensure that any specific aids they require are available You identify different styles and methods of communicating to meet the needs and preferences of individuals and key people You seek information and advice from key people where: you have difficulty communicating with individuals using their preferred communication methods and language the issues to be communicated are outside your expertise
You seek information on: the issues to be communicated with the individuals and key people how to deal with any potential reactions to the communication
You change your approach and seek additional help: to meet the individuals changing needs where the communication methods are inappropriate or ineffective
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31

Communicate effectively on difficult, complex and sensitive issues
31b
You need to show that: 1 You select, use and arrange the environment to facilitate effective communication and aid understanding You check that individuals have the appropriate support to communicate their views, wishes and preferences You use appropriate styles and methods of communicating to meet the needs and preferences of individuals and key people

5 6 7 8 9
You communicate in ways which: are sensitive to the individuals needs, concerns and reactions are appropriate to the content and purpose of the communication You give individuals sufficient time to understand the content of the communication You observe and respond appropriately to the individuals reactions during communications You work with individuals to help clarify any misunderstandings You support individuals to deal with the content and their reactions to the communication You take appropriate action when individuals reactions to the information may result in risk or harm to the individual, others and yourself You record and report the processes and outcomes from the communication according to confidentiality agreement and legal and organisational requirements
10
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31

Support individuals to communicate
31c
You need to show that: 1

2 3
You support individuals to: express how they want to communicate with others communicate using their preferred methods of communication and language You ensure that any specific aids are set up to enable individuals to communicate
You support others who are communicating with individuals to: understand them communicate using, or through others that are able to use, the individuals preferred methods of communication and language You encourage individuals to: engage with others and to respond appropriately express their feelings and emotions in acceptable ways overcome barriers to communication find alternative methods of communication
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31

Update and maintain records and reports
31d
You need to show that: 1 You identify legal and organisational requirements and procedures for recording and reporting on individuals You identify, record and pass on information about the individuals communication and language needs You seek permission from the appropriate people to access records You access and update records and reports on your work with the individuals accurately, comprehensively and according to legal, organisational procedures and requirements You record and report: any signs and symptoms that indicate a change in the condition and care needs of the individual and in their support requirements any decisions you have made and actions you have taken about the individuals support needs and condition any conflicts that have arisen and actions taken to resolve these You record and report any difficulties you have in accessing and updating records and reports You involve and support individuals to contribute and understand records and reports concerning them You ensure the security and access to records and reports are according to confidentiality agreements and legal and organisational procedures
3 4
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Knowledge specification for the whole of this unit

Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 Legal and organisational requirements on equality, diversity, discrimination and rights: relating to individuals and key peoples language and communication preferences on equal treatment for language and communication when completing records and reports How to provide active support to enable individuals and key people to communicate their needs, views and preferences using their preferred method and media of communication and language Methods and ways of communicating that: support equality and diversity are effective when dealing with, and challenging discrimination when communicating with, individuals and key people
Legislation and organisational policy and procedures 4 Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others when communicating on difficult, complex and sensitive issues and recording and reporting Current local, UK and European legislation and organisational requirements, procedures and practices for: accessing records and information about an individuals communication and language needs and preferences recording, reporting, confidentiality and sharing information, including data protection communicating with individuals
Theories and practice 6 7 8 Where to go and the best ways to find out about and get advice about individuals communication and language needs, wishes and preferences How and where to access information and support that can inform your knowledge and practice about communication and language skills Theories relevant to the individuals with whom you work, about: human growth and development and its affect on communication and language skills and abilities in relation to specific conditions in your area of practice that can affect communication and language of individuals and key people how communication and language differences and difficulties can affect the identity, self-esteem and self-image of the individuals with whom you work power and how it can be used and abused when communicating on difficult, sensitive and complex issues
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Knowledge specification for the whole of this unit (continued)

9 10 11 12 13 14 15 16 17 18 19 Factors that can affect the communication skills, abilities and development of the individuals with whom you are working and any resultant behaviour that might occur Methods to support individuals to communicate Specific aids to communication that may be used in your area of work How to arrange the environment and position yourself to maximise communication and interaction Conflicts and dilemmas created by difficulties in communication and language in your area of work How to work with, and resolve conflicts that you are likely to meet when communicating with individuals and key people The skills, styles and methods of communicating difficult, complex and sensitive messages and how to deal with the outcomes The environments that are most appropriate for communicating difficult, complex and sensitive messages Where, why and how to access permissions to access records and reports The difference between fact, opinion and judgement and why it is important when recording and reporting information about individuals How to, and why you need to complete records accurately, completely and in ways that can be understood by those who need to access and use the records and reports
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Evidence requirements for this unit

Prior to commencing the unit you should agree and complete an assessment plan with your assessor regarding the assessment methods to be used. You must provide your assessor with evidence for ALL the performance criteria, all knowledge requirements and relevant parts of the scope that relate to your work practice. Simulation is NOT appropriate for any of this unit.
Preferred methods to demonstrate competence for this unit are: Direct observation: your assessor must observe you in real work activities which provide a significant amount of the performance criteria for most elements in this unit. Reflective accounts: these are recordings of your real work practice which show your ability to communicate with individuals and to support them in their communications. You will also need to explain your knowledge and understanding of the ways which human developmental stages influence communication. Work products: for this unit, products may include records and reports related to communicating with individuals and other key people. Questioning: may provide evidence of knowledge, legislation, policy and procedures. Witness testimony: can be used to confirm your ability in specialist areas of communication. Where specific skills are required, for example, specific communication aids or signing, witness testimony could be provided by other professionals, individuals receiving care, work colleagues and/or line manager.
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PROMOTE, MONITOR AND MAINTAIN HEALTH, SAFETY AND SECURITY IN THE WORKING ENVIRONMENT

32a 32b 32c Monitor and maintain the safety and security of the working environment Promote health and safety in the working environment Minimise risks arising from emergencies
About this unit

For this unit you are required to keep yourself, individuals and others for whom you are responsible, safe and secure within your working environment and minimise risks arising from emergencies.
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Accidents could be due to: falls; hazards in the environment; illness; disability; weaknesses; sensory and cognitive impairment; frailty. Incidents could include: intruders; chemical spillages; lost keys, purses etc., missing individuals; individuals locked out; contamination risk; aggressive and dangerous encounters; bomb scares. Key people include: family; friends; carers; others with whom the individual has a supportive relationship. Risks could include: the possibility of danger, damage and destruction to the environment and goods; the possibility of injury and harm to people. The working environment could be: within an organisations premises; in premises of another organisation; in someones home; out in the community. Working practices include: activities; procedures; use of materials or equipment; working techniques. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the individuals, key people and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
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The key purpose identified for those working in health and social care settings is to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care
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This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Accident Emergencies Hazards Incidents Unforeseen major and minor incidents where an individual is injured Immediate and threatening danger to individuals and others Something with the potential to cause harm Occurrences that require immediate attention to avoid possible danger and harm to people, goods and/or the environment The actual people requiring health and care services. Where individuals use advocates and interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term individual within this standard covers the individual and their advocate or interpreter Are those people who are key to an individuals health and social well-being. These are people in the individuals life who can make a difference to their health and well-being Are other people within and outside your organisation that are necessary for you to fulfil your job role Those people who have a right to be on the property, it excludes people who may have a court order against them and those who have no need to be on the premises The rights that individuals have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language A document that identifies actual and potential risks and specifies actions related to specific activities and functions
Individuals
Key people
Others
Right to enter
Rights
Risk assessments
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Key words and concepts (continued)

Risks The working environment The likelihood of the hazards potential being realised This will include all environments in which you work
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Monitor and maintain the safety and security of the working environment
32a
You need to show that: 1 2 You follow organisational safety and security procedures You check peoples right to enter, be in and around the premises and the environment in which you are working You take appropriate actions to deal with people who do not have a right to enter, be in and around the premises and the environment in which you are working Before starting and during work activities, you identify and minimise health, safety and security risks, seeking additional support where necessary You monitor work areas and working practices to ensure that they: are safe and free from hazards conform to legal and organisational requirements for health and safety You take account of individuals needs, wishes, preferences and choices, whilst ensuring your own and the safety of individuals, key people and others when carrying out your work activities You take appropriate action, following legal and organisational requirements, to: ensure that equipment and materials are used and stored correctly and safely deal with the spillage of hazardous and non hazardous materials dispose of waste immediately and safely You follow, and support others to understand and follow correct safety procedures You report health and safety issues to the appropriate people and complete health, safety and security records, within confidentiality agreements and according to legal and organisational requirements
8 9
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Promote health and safety in the working environment
32b
You need to show that: 1 You identify and work with others to identify, minimise and manage potential risks and hazards in the working environment and when undertaking work activities You operate within the limits of your own role and responsibilities, in relation to health and safety You use, and support others to use: safe procedures and techniques for moving and handling approved methods and procedures when carrying out potentially hazardous work activities appropriate risk assessments You identify and report, encourage and support others to identify and report any issues in the working environment, that may put yourself and others at risk You act as a role model in promoting health, safety and security You take appropriate action where there is the likelihood of an accident or injury You ensure that the appropriate people know where you are at all times You support others to complete health and safety records correctly
5 6 7 8
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Minimise risks arising from emergencies
32c
You need to show that: 1 You take appropriate and immediate action to deal with health and environmental emergencies and incidents, summoning assistance immediately when this is necessary You identify and make informed decisions about actions to take when risk factors and hazards may cause an incident or emergency You provide ongoing support and assistance within your own competence until someone who is qualified to deal with the emergency is available You make the area around the person with the emergency as private and safe as possible You follow, and help others to follow, the correct safety procedures in incidents and emergencies You offer appropriate support to others involved in the incident and emergency You record and report on incidents and emergencies accurately, completely, within confidentiality agreements, and according to organisational and legal requirements
4 5
6 7
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Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 Legal and organisational requirements on equality, diversity, discrimination and rights when working with individuals, key people and others when monitoring and promoting health and safety How to provide active support and promote individuals rights, choices and well-being whilst promoting healthy and safe working practices and minimising risks from incidents and emergencies
Legislation and organisational policy and procedures 3 Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others in relation to health, safety and dealing with incidents and emergencies Current local, UK and European legislation and organisational requirements, procedures and practices for: data protection, including recording, reporting, storage, security and sharing of information risk assessment and management the protection of yourself, individuals, key people and others from danger, harm and abuse monitoring and maintaining health, safety and security in the working environment dealing with incidents and emergencies The purpose of, and arrangements for supervision when involved in incidents and emergencies
Theory and practice 6 7 8 9 How and where to access information and support that can inform your practice on health, safety and dealing with incidents and emergencies The effects of stress and distress on yourself, individuals, key people and others Conditions and issues you are likely to face in your work with individuals and key people Methods of supporting individuals to: express their needs and preferences understand and take responsibility for promoting their own health and care assess and manage risks to their health and well-being How to work with, and resolve conflicts that you are likely to meet
10
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11 Methods of: monitoring activities and the environment to minimise risk and keep the environment free from hazards storing different equipment and materials safely and securely minimising the risk of contamination and infection How to deal and work with hazardous and non-hazardous materials, equipment and waste, in order to minimise the risks of contamination and danger to yourself, individuals, key people and others with whom you work and are responsible for procedures, techniques and the differing types of equipment to enable you to lift, move and handle people, materials and items safely How to assess risks to yourself, individuals, key people and others The type of security and health incidents and emergencies that might happen in your area of work and working environment The appropriate action to take for different security and health incidents and emergencies Your own capabilities to deal with an accident and emergency, and when and how to summon additional help How to promote health and safety to others, including the modelling of good practice
12
13 14 15 16 17
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Prior to commencing the unit you should agree and complete an assessment plan with your assessor regarding the assessment methods to be used. You must provide your assessor with evidence for ALL the performance criteria, all knowledge requirements and relevant parts of the scope that relate to your work practice. Simulation may be appropriate for part of element 3 of this unit. The evidence must, at all times, reflect the policies and procedures of the workplace as linked to current legislation and the values and principles for best practice within the Health and Social Care Sector. This will include the National Service Standards for your area of work or client group.
Preferred methods to demonstrate competence for this unit are: Direct observation: your assessor must observe you in real work activities which provide a significant amount of the performance criteria for most elements in this unit. Reflective accounts: of your real work practice, which explain your actions in the promotion and maintenance of working safely, and your knowledge of the relevant policies and legislation. Work products: will show your involvement in the preparation of formal and informal risk assessments. Identification of reports/records etc, which you have prepared and the assessor has access to, but must not be held in the portfolio for reasons of confidentiality eg accident reporting. Certificates: eg First Aid, COSSH, REHIS may provide knowledge evidence to support competence, provided some actual assessment has taken place and can be demonstrated. Questioning: may provide evidence of knowledge, legislation, policy and procedure. A record must be held in the portfolio. Witness testimony: can be confirmation of an activity you have been involved with and how you dealt with it eg a first aid emergency, security emergency. This could come from your line manager, another assessor, a member of the care team or an individual receiving care. APL/assignment/projects: you may already have completed a formally assessed qualification, some of which relates to Health and Safety, which may provide your assessor with evidence of your competence/knowledge in some aspects of this unit. Simulation: is acceptable to demonstrate knowledge of emergency procedures.
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Unit overview
REFLECT ON AND DEVELOP YOUR PRACTICE
Elements of competence
33a 33b Reflect on your practice Take action to enhance your practice
About this unit

For this unit you need to reflect on, evaluate and take action to enhance your own knowledge and practice.
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Constructive feedback could be communicated: verbally; in written form; electronically; in other forms of communication. With individuals and key people communications should use the individuals preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Development opportunities include: training; educational programmes; coaching; personal and professional support. Key people include: family; friends; carers; others with whom the individual has a supportive relationship. Supervision and support could be: formal; informal; provided from within your organisation; provided from outside your organisation. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the individuals, key people in their lives and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
Values underpinning the whole of the unit

1
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This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Constructive feedback Development opportunities Individuals Comments about your strengths or areas that need developing, they are useful for improving your practice Opportunities that enable you to develop and practice more effectively
The actual people requiring health and care services. Where individuals use advocates and interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term individual within this standard covers the individual and their advocate or interpreter Are those people who are key to an individuals health and social well-being. These are people in the individuals life who can make a difference to their health and well-being Are other people within and outside your organisation that are necessary for you to fulfil your job role Knowledge and practice of any type that will enable you to develop within your job role both as a person and as a practitioner
Key people
Others
Personal and professional development Practice
Practice covers every aspect of the work you do including your skills, knowledge, attitudes and behaviour. It also involves experiences and personal beliefs that might affect your practice This is the process of thinking about every aspect of your practice including identifying where and how it could be improved The rights that individuals and key people have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language
Reflect
Rights
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33a

Reflect on your own practice
You need to show that: 1 You analyse and reflect on what is required for competent, effective and safe practice, and provide active support for individuals and key people You continually monitor, evaluate and reflect on: your knowledge and skills your attitudes and behaviour any experiences and personal beliefs that might affect your work how well you practice and what could be improved the processes and outcomes from your work You seek constructive feedback to enable you to develop your practice, from: individuals key people others with whom you work or have contact within your work your supervisors You identify any actions you need to take to develop and enhance your practice
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33b

Take action to enhance your practice
You need to show that: 1 You identify the supervision and support systems available to you within and outside your organisation You seek and use appropriate supervision and support to reflect on and identify ways to enhance your practice You prioritise aspects of your practice that need to be enhanced You take action, with supervision and support, to access development opportunities that will enhance your knowledge and practice You review: how well the development opportunities meet your practice needs in what ways your practice has been improved by the development opportunities You use supervision and support to continually assess the implications from any development opportunity on your continuing personal and professional development needs You keep up-to-date records of your personal and professional development, within confidentiality agreements and according to legal and organisational requirements
3 4
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Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 2 Legal and organisational requirements on equality, diversity, discrimination and rights when working with individuals and others to improve your knowledge and practice Dilemmas and conflicts that you may face in your practice
Legislation and organisational policy and procedures 3 Codes of practice and conduct, and standards and guidance relevant to your own role and the roles, responsibilities, accountability and duties of others about personal and professional development Current local, UK and European legislation, and organisational requirements, procedures and practices for accessing training and undertaking personal and professional development activities The purpose of, and arrangements for, your supervision and appraisal
Theory and practice 6 How and where to access information and support on knowledge and best practice relevant to your area of work, the individuals and key people with whom you work and the skills and knowledge you need to practice effectively Principles underpinning personal and professional development and reflective practice How to work in partnership with individuals, key people and others to enable you to develop and enhance your knowledge and practice Development opportunities that can enhance your practice Lessons learned from inquiries into serious failure of health and social care practice, and from successful interventions Approaches to learning that will allow you to transfer your knowledge and skills to new and unfamiliar contexts
7 8 9 10 11
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Prior to commencing the unit you should agree and complete an assessment plan with your assessor regarding the assessment methods to be used. You must provide your assessor with evidence for ALL the performance criteria, all knowledge requirements and relevant parts of the scope that relate to your work practice. Simulation is NOT appropriate for any of this unit.
Preferred methods to demonstrate competence for this unit are: Direct observation: your assessor must observe you in real work activities. These should take place over time and show how your practice has developed. Reflective accounts: you may look at your recordings of your real work practice that have been prepared for the other units in this award and identify which parts you could also use here. You may also write a reflective account which looks back over time and identifies the areas in which you believe your practice has improved and developed eg attending in-service courses and how you then put this new knowledge/skill into practice. Work products: for this unit, products may include records of supervision sessions, annual appraisal and/or educational/training assignments. Questioning: your assessor may use questioning to supplement and clarify your knowledge of legislation, organisational policy and procedures, values and relevant current issues in Health and Social Care. Personal development plan: during the evidence gathering for your portfolio, and to complete this unit, you will need to prepare a personal development plan, in conjunction with your line manager, in which you identify your future learning needs and aspirations. This will be reviewed and modified throughout your award and as part of your continuous professional development. Reflective discussion: will help you to identify your learning and your professional development. This could be with your line manager, a mentor or a college tutor, and can be recorded by the assessor or the candidate. Witness testimony: can be used to confirm your learning/development in specialist areas. Where specific skills are acquired, for example, specialist techniques, witness testimony could be provided by other professionals, individuals receiving care, work colleagues and/or line manager.
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PROMOTE THE WELL-BEING AND PROTECTION OF CHILDREN AND YOUNG PEOPLE

34a 34b 34c Work with children and young people in ways that promote their rights and responsibilities Support children and young people to express their views and preferences about their health and well-being Contribute to the protection of children and young people
About this unit

For this unit you will be expected to promote the life chances and well-being of children and young people.
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Actions that could adversely affect the use of evidence in future investigations could include: asking inappropriate and/or leading questions; not following organisational and legal procedures; putting undue pressure on individuals. Preferred communication methods and language could include: the child/young persons preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Harm and abuse within this unit will cover: neglect; physical, emotional and sexual abuse; bullying; self-harm; reckless behaviour. Information could include: any plans; care needs assessments; records and reports. Risks could include the possibility of: danger, damage and destruction to the environment and goods; injury and harm to people; self-harm and abuse. Statements that could adversely affect the use of evidence in future investigations: changing information; removing information; adding to information. Your knowledge and understanding for this unit will relate to: legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the needs of children and young people, parents, families, carers and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
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The values underpinning this unit have been derived from the key purpose statement 1, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. They are embedded in this unit and should be applied in your practice and through your knowledge demonstrated in any other standard you are working towards.
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This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Abuse Abuse is causing physical, emotional and/or sexual harm to an individual and/or failing/neglecting to protect them from harm Support that encourages children and young people to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence Any person who cares for the physical, social and emotional well-being of the children and young people Children and young people from birth to 18 years of age who require health and care services; also where the children and young people are still eligible through legislation or policy to receive children/young peoples services, until they reach 21. Where children and young people use advocates/interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term child/young person within this standard may cover the children and young people and their advocate/interpreter The possibility of harm and abuse happening Treating everyone equally Manipulative behaviour that is abusive and focuses on the vulnerabilities of children and young people Include the people who are legally related to children and young people and those who through relationships have become an accepted part of their family The effects of a child/young person being physically or mentally injured or abused Allows everyone to be included in anything being undertaken and does not discriminate in any way Covers the physical, social, emotional and intellectual level of children and young people
Active support
Carer
Children and young people
Danger Equity Exploitative behaviour Families
Harm
Inclusion
Level of development and understanding Life chances
Aspects of children and young peoples lives that can inhibit or promote the chance they have to maximise and realise their full potential
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Key words and concepts (continued)

Others Are other people within and outside your organisation who are necessary for you to fulfil your job role The people with legal parental responsibility To keep yourself safe from any type of danger, abuse, harm, neglect or exploitation The sounds made by children prior to them being able to speak using words The rights that children and young people have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language The likelihood of danger, harm and/or abuse arising from anything or anyone Physical, behavioural and emotional indicators which may signify possible harm and abuse State of wholeness, when every aspect of life is in balance and the child/young person feels confident, creative, fulfilled and integrated, both inwardly and in relation to other people. It is a process of growth and development that gives to the individual meaning, purpose, direction and value in daily life
Parents Personal safety
Pre-speech
Rights
Risks
Signs and symptoms of harm and abuse Spiritual well-being
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Work with children and young people in ways that promote their rights and responsibilities
34a
You need to show that: 1 You use children and young peoples preferred communication methods and language, taking into account their age, abilities and level of development and understanding You treat and value each child/young person as an individual You respect the dignity and privacy of children and young people You respect the children and young peoples diversity, culture and values You work in ways that do not discriminate but promote equity and inclusion You work with children and young people in ways which demonstrate to them that you: recognise and value their beliefs, preferences and experiences put their views and preferences at the centre of everything you do recognise the impact that losses, experiences and life events have had on their lives and development recognise their right to complain and be supported in doing so You provide active support to enable children and young people to: maximise their participation and independence take age appropriate responsibility You identify and take appropriate action when behaviours and practice of others discriminate against children and young people You ensure that children and young people have the appropriate information about how to complain and the support they can receive for this You seek extra support and advice when you are having difficulty supporting the equality, diversity, rights and responsibilities of children and young people
2 3 4 5 6
10
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Support children and young people to express their views and preferences about their health and well-being
34b
You need to show that: 1 You provide active support to enable children and young people to communicate their needs, views, preferences and aspirations about: their emotional, social and physical well-being their cultural and spiritual well-being their education, talents and interests their relationships with parents, families, carers, friends and others what they want to achieve in the immediate, short and longer term You support children and young people to understand any risks associated with the needs, views, preferences, aspirations and expectations they have communicated You observe actions and behaviour and take account of pre-speech and non-verbal behavioural cues when working with children who are unable to express their needs, views, wishes, aspirations and preferences because of their age and/or level of development and understanding You work with children and young people to: promote their self-esteem, sense of security and belonging raise their expectations and aspirations realistically You support children and young people to be involved in decisions and have as much control over their lives as possible, taking account of their age, needs, safety and any restrictions placed upon them You support parents, families and carers to understand the needs, views, preferences, aspirations and expectations of children and young people taking account of any restrictions placed upon them You contribute to inter-agency and partnership working to identify and promote the well-being and life chances of children and young people
67
34

Contribute to the protection of children and young people
34c
You need to show that: 1 2 You promote children and young peoples awareness of personal safety You ensure that your own practice: provides the necessary protection for children and young people challenges and takes appropriate action to recognise dangerous, abusive, discriminatory and exploitative behaviour You are aware of and take action to minimise risks and harm that children and young people can experience from visual, written and electronic forms of communication and media You contribute to setting and maintaining safe, consistent and understandable boundaries for children and young people in relation to acceptable behaviour You work with those within and outside your organisation to support parents, families and carers to identify and understand any factors that may present a risk of harm and abuse to children and young people You take appropriate action where children and young people: are likely to become, or are involved in offending and offensive behaviour may be subjected to the offending and offensive behaviour of others You respond positively and appropriately to incidents of bullying, self harm and reckless behaviour You develop trusting relationships in which children and young people are able to express their fears, anxieties, feelings and concerns without worry of ridicule, rejection or retribution You recognise signs and symptoms of danger, harm and abuse and use your organisations systems and procedures to report these You respond, communicate and record promptly to relevant people within and outside your organisation, your concerns about signs and symptoms of abuse, avoiding actions that could adversely affect the use of evidence in future investigations and court proceedings You use supervision to: communicate what happened and your actions the support you need to enable you to cope with your thoughts and feelings about the suspected harm and abuse You complete accurate, timed and dated records and reports on suspicions of danger, harm and abuse: within confidentiality agreements according to legal and organisational requirements that avoid statements that could adversely affect the use of evidence avoiding actions that could adversely affect the use of evidence in future investigations and court proceedings
3 4 5
7 8 9 10
11
12
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Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality, sharing of information and the rights of children and young people nationally, and through the UN convention on the Rights of the Child How to provide active support and place children and young peoples preferences and best interest at the centre of everything you do How to ensure that you protect the rights and the interests of children and young people taking account of any limitations on the childs/young persons rights and those of parents How to work in partnership with children and young people, parents, families, carers and those within and outside your organisation to enable the children and young peoples needs, wishes and preferences to be met Dilemmas between: the children and young peoples views, preferences, aspirations and expectations, and your role and responsibilities for their care and protection. your own values and those of the children and young people, their parents, families, carers and key people your own professional values and those of others within and outside your organisation Methods that are effective: in promoting equality and diversity when dealing with and challenging discrimination
2 3 4
Legislation and organisational policy and procedures 7 Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others for valuing and respecting children and young people, parents, families and carers, taking account of their views and preferences and protecting them from danger, harm and abuse Current local, UK and European legislation and organisational requirements, procedures and practices for: data protection, including recording, reporting, storage, security and sharing of information health and safety risk assessment and management dealing with comments and complaints promoting the well-being and protection of children and young people
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9 Legal, statutory requirements policies and procedures relating to: the promotion and safeguarding of children and young people promoting secure and permanent relationships for children and young people parental rights and responsibilities working in integrated ways to promote children and young peoples well-being working with parents, families and carers to promote the well-being and life chances of children and young people the rights of children and young people nationally and through the UN convention on the rights of the child Frameworks and guidance on: assessment education health Practice and service standards relevant to your work setting and relating to valuing and respecting children and young people, their parents, families and carers, taking account of their views and preferences and protecting them from danger, harm and abuse How to access records and information on the needs, views, wishes and preferences of children and young people, parents, families and carers The purpose of, and arrangements for, your supervision and appraisal Theory and practice 14 How and where to access information and support that can inform your practice relating to valuing and respecting children and young people, taking account of their views and preferences and protecting them from danger, harm and abuse Government reports, inquiries and research reports into serious failures to protect children and young people Theories relevant to the children and young people with whom you work, about: human growth and development identity and self-esteem loss and change power and how it can be used and abused the effects of stress and distress working with children and young people with additional needs Role of relationships and support networks in promoting the well-being of the children and young people with whom you work Factors that affect the health, well-being, behaviour, skills, abilities and development of children and young people and parents, families and carers Methods of: effective communication and engagement with children and young people, their parents, families and carers involving children and young people in assessing, planning, implementing, reviewing their health and care services and plans, taking into account their needs, views, aspirations and expectations, in ways that are appropriate to the age of the child and young person and their development level and understanding working with children and young people who have been abused, bullied, persecuted, who are at risk of harm (including self-harm) or danger and of becoming involved in offending behaviour
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10
11
12 13
15 16
17 18 19
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20 21 22 23 24 25 26 27 Factors that cause risks and those that ensure safe and effective care for children and young people The importance of stable family, adult and peer relationships The impact of disruption, including placement disruption Type of support for disabled children, young people and parents Signs and symptoms of danger, harm and abuse Correct actions to take when you suspect danger, harm or abuse has been disclosed The types of evidence that are valid in investigations and court; actions that could contaminate the use of evidence and how to avoid these Recording and reporting requirements for different purposes and audiences, emphasising the importance of accuracy and timed and dated records
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Evidence requirements
Prior to commencing the unit you should agree and complete an assessment plan with your assessor regarding the assessment methods to be used. You must provide your assessor with evidence for ALL the performance criteria, all knowledge requirements and relevant parts of the scope that relate to your work practice. All the evidence should relate to real work activities for ALL elements of this unit. The evidence must at all times, reflect the policies and procedures of the work as linked to current legislation and the values and principles for best practice within the Health and Social Care Sector. This will include the National Service Standards for your area of work or client group. Simulation is NOT permitted for this unit.
Preferred methods to demonstrate competence for this unit are: Direct observation: your assessor must observe you in a real work situation which provide a significant amount of the performance criteria for most elements in this unit. Work products: identification of individual records and reports relating to clients, which you have prepared and the assessor has access to, but are generally confidential and should not be in the portfolio. Reflective account or professional discussion on how you have supported parents, families and carers. Witness testimony from people such as your link worker, social worker, parents and carers and/or colleagues. Diary evidence of day to day practice. Case studies/assignments in relation to child protection.
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PROMOTE CHOICE, WELL-BEING AND THE PROTECTION OF ALL INDIVIDUALS

35a 35b 35c Develop supportive relationships that promote choice and independence Respect the diversity and difference of individuals and key people Contribute to the protection of all individuals
About this unit

For this unit you are expected to protect individuals whilst respecting their diversity, difference, preferences and choice.
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Actions that could adversely affect the use of evidence in future investigations could include: asking inappropriate and/or leading questions; not following organisation and legal procedures; putting undue pressure on individuals. Communicate using: the individuals preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Danger could be: imminent; in the short term; in the medium term; in the longer term. Harm and abuse within this unit will cover: neglect; physical, emotional and sexual abuse; financial abuse; bullying; self harm; reckless behaviour. Key people include: family; friends; carers; others with whom the individual has a supportive relationship. Risks could include the possibility of: danger, damage and destruction to the environment and goods; injury and harm to people; self harm; bullying; abuse; reckless behaviour. Statements that could adversely affect the use of evidence in future investigations: changing information; removing information; adding to information. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the individuals, key people and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
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The values underpinning this unit have been derived from the key purpose statement 1, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. They are embedded in this unit and should be applied in your practice and through your knowledge demonstrated in any other standard you are working towards.
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This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Abuse Active support Abuse is causing physical, emotional and/or sexual harm to an individual and/or failing/neglecting to protect them from harm Support that encourages individuals to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence The possibility of harm and abuse happening The effects of an individual being physically, emotionally or sexually injured or abused The actual people requiring health and care services. Where individuals use advocates and interpreters to enable them to express their views, wishes or feelings and to speak on their behalf, the term individual within this standard covers the individual and their advocate or interpreter Are those people who are key to an individuals health and social wellbeing. These are people in the individuals life who can make a difference to their health and well-being Are other people within and outside your organisation that are necessary for you to fulfil your job role The rights that individuals have to: be respected be treated equally and not be discriminated against be treated as an individual be treated in a dignified way privacy be protected from danger and harm be cared for in a way that meets their needs, takes account of their choices and also protects them access information about themselves communicate using their preferred methods of communication and language The likelihood of danger, harm or abuse arising from anything or anyone Physical, behavioural and emotional indicators which may signify possible danger, harm and abuse
Danger Harm Individuals
Key people
Others Rights
Risks Signs and symptoms of danger, harm and abuse
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Develop supportive relationships that promote choice and independence
35a
You need to show that: 1 You develop and maintain relationships that promote the views, preferences and independence of individuals and key people You support individuals to communicate their views and preferences regarding their current and future health and well-being needs and priorities You work with individuals to identify the care and support: they can and wish to undertake themselves that can be provided through the individuals support networks that needs to be provided by yourself and others within and outside your organisation You provide active support to meet the holistic needs and preferences of individuals You carry out the activities for which you are responsible in ways that: promote individuals rights and preferences complement and support the activities of individuals, key people and others within and outside your organisation You support the rights of individuals and key people to access information and resources to meet their needs and preferences You work to resolve conflicts, seeking additional support and advice in areas that are outside your competence to deal with You support and respond appropriately to individuals and key people making comments and complaints about their care
4 5
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Respect the diversity and difference of individuals and key people
35b
You need to show that: 1 2 You respect the dignity and privacy of individuals and key people You treat and value each person as an individual and ensure that the support you give takes account of the their needs and preferences You work with individuals and key people in ways that provide support that is consistent with individuals beliefs, culture, values and preferences You provide active support to enable individuals to participate in activities and maintain their independence You support others with whom you work, to work in ways that: recognise and respect individuals beliefs and preferences take account of individuals preferences in everything they do acknowledge and respect diversity and difference You reflect on, and challenge: your own assumptions, behaviour and ways of working the assumptions of others, their behaviour and ways of working procedures, practices and information that are discriminatory You seek advice when you are having difficulty promoting equality and diversity
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Contribute to the protection of all individuals
35c
You need to show that: 1 You use all available information to identify the risks of actual and likely danger, harm and abuse for individuals, key people and others with whom you work You ensure that: your own practice and actions are sensitive to situations, issues and behaviour that may lead to the danger, harm and abuse of individuals and key people you provide necessary protection for individuals, balancing their rights and those of key people, and taking account of any restrictions placed upon anyone you recognise and challenge dangerous, abusive, discriminatory or exploitative behaviour appropriately You recognise signs and symptoms of danger, harm and abuse and use your organisations systems and procedures to report these You develop relationships in which individuals are able to express their fears, anxieties, feelings and concerns without worry of ridicule, rejection or retribution You respond appropriately to disclosures of risk of danger, harm and abuse, avoiding actions that could adversely affect the use of evidence in future investigations and court You support individuals and key people to understand your responsibilities to: pass on information about actual and likely danger, harm and abuse protect them and others from danger, harm and abuse You use supervision and support to enable you to cope with your thoughts and feelings about any suspected and/or disclosed danger, harm and abuse You complete accurate, timed and dated records and reports, on suspicions of danger, harm and abuse: within confidentiality agreements according to legal and organisational requirements that avoid statements that could adversely affect the use of evidence in future investigations and court
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Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. Values 1 2 3 Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality and sharing of information How to provide active support and place the preferences and best interest of individuals at the centre of everything you do Dilemmas between: individuals rights and their responsibilities for their own care and protection, the rights and responsibilities of key people and your role and responsibilities for their care and protection individuals views, preferences and expectations and how these can and are being met your own values and those of the individuals and key people your own professional values and those of others within and outside your organisations How to work in partnership with individuals, key people and those within and outside your organisation to enable the individuals needs, wishes and preferences to be met Methods that are effective: in promoting equality and diversity when dealing with and challenging discrimination
4 5
Legislation and organisational policy and procedures 6 Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others for valuing and respecting individuals and key people, taking account of their views and preferences and protecting them from danger, harm and abuse Current local, UK and European legislation and organisational requirements, procedures and practices for: data protection, including recording, reporting, storage, security and sharing of information health and safety risk assessment and management dealing with comments and complaints health and safety the protection of yourself, individuals, key people and others from danger, harm and abuse working with others to provide integrated services Practice and service standards relevant to your work setting and relating to valuing and respecting individuals and key people, taking account of their views and preferences and protecting them from danger, harm and abuse How to access records and information on the needs, views and preferences of individuals and key people The purpose of, and arrangements for your supervision and appraisal
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9 10
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Theory and practice 11 How and where to access information and support that can inform your practice relating to valuing and respecting people, taking account of their views and preferences and protecting them from danger, harm and abuse Theories relevant to the individuals with whom you work, about: human growth and development identity and self-esteem loss and change power and how it can be used and abused The effects of stress and distress Role of relationships and support networks in promoting the well-being of individuals Factors that affect the health, well-being, behaviour, skills, abilities and development of individuals and key people with whom you work Methods of supporting individuals to: express their needs and preferences understand and take responsibility for promoting their own health and care identify how their care needs should be met assess and manage risks to their health and well-being Factors that may lead to danger, harm and abuse How to protect yourself, individuals, key people and others with whom you work from danger, harm and abuse Signs and symptoms of danger, harm and abuse Correct actions to take when you suspect danger, harm and abuse or where it has been disclosed The types of evidence that are valid in investigations and court, actions and statements that could contaminate the use of evidence Methods that are effective in forming, maintaining and ending relationships with individuals and key people Different ways of communicating with individuals, families, carers, groups and communities about choice, well-being and protection
12
13 14 15 16
17 18 19 20 21 22 23
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Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence. You must provide your assessor with evidence for ALL of the performance criteria, all of the knowledge and the parts of the scope that are relevant to your job role. The evidence must reflect the policies and procedures of the work place and be linked to current legislation, values and the principles of best practice within the Health and Social Care Sector. This will include the National Service Standards for your areas of work and the individuals you care for. All evidence must relate to your own work practice. It is important that you collect evidence from a number of sources these must include direct observation by a qualified assessor. Simulation is NOT allowed for any part of this unit.
The following forms of evidence are required Direct observation: your assessor must observe you in real work activities which provide a significant amount of the performance criteria for most of the elements in this unit for example ensuring that you have supported individuals to communicate their views and preferences in health and safety issues, that you treat individuals with dignity and respect and that you are able to demonstrate good working relationships. Reflective account/discussion: you should describe your actions in a particular situation and explain why you did things for example you could write or talk to your assessor about how you discussed an individuals care needs with them and ensured that their wishes were respected and how this information was passed on to other key people. Questioning: your assessor will ask you questions about your work and about the policies and procedures you have learned as part of your job, either you or your assessor will need to record the questions and your answers. Work products: product evidence will be important for this unit, where you have written a report for example for a care plan or a review meeting your assessor may be able to use this as evidence for your NVQ. Competence of performance and knowledge can also be demonstrated using a variety of evidence from the following: Witness testimony: this is a confirmation of an activity you have undertaken with an individual, it could be written by your line manager, another assessor, a member of the care team you work with or an individual you are caring for. Assignment/project: you may have been on a course for example Care Planning, Key Working, Risk Assessment or an essay from your HNC in Social Care and have completed some assessment at the end of the course, you may be able to use this as evidence of knowledge.
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RECORDING DOCUMENTATION
Recording assessment
OCR has provided a master evidence record sheet and a record of achievement in this resource. When evidence is recorded on the evidence record sheet, assessors will be advised to identify the method that has been used to assess the evidence. OCR external verifiers will look for this information when verifying the NVQ.
Recording the method of assessment

The master evidence record sheet includes a box in which you must record the method of assessment. The following list shows the individual codes you should use when filling in these record sheets: Method of assessment used Code to be inserted on evidence reference sheet O
Observation of the candidate by the assessor Examination of the evidence by the assessor: Examination of a product Examination of the witness/expert testimony Examination of a case history Examination of a personal statement Examination of written answers to questions Questioning of the candidate or witness by the assessor Questioning of the candidate Questioning of the witness Professional Discussion Simulated Activities
EP EWT ECH EPS EWQ
QC QW PD S
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Sample recording documents
SAMPLE RECORDING DOCUMENTS

The following recording documents are included in this document: evidence record sheet record of achievement.
Evidence record sheet (You need one for each unit)

This form (or a suitable alternative) is mandatory for your Cumulative Assessment Record (CAR). It is the vehicle for linking evidence to the performance criteria and knowledge and understanding. The evidence for the unit should be listed (as it is collected) down the left-hand side. The assessment method should be indicated and then the relevant performance criteria, knowledge and understanding and scope (where applicable) that you are claiming should be written in the appropriate column. The evidence record sheet, where possible, should be filled in by you with the help of your assessor if necessary.
Record of achievement
This form is designed to record your progress through the qualification. It will show, at a glance, which units the assessor considers you to have finished and met all the requirements for.
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OCR LEVEL 3 NVQ IN HEALTH AND SOCIAL CARE
Evidence Record Sheet

Unit:
I confirm that the evidence provided is a result of my own work. Signature of candidate: Date:
Evidence reference or location
Evidence title
Assessment method
Knowledge and understanding
Scope (where applicable)
Assessment method key: O = observation of candidate; EP = examination of product; EWT = examination of witness/expert testimony; ECH = examination of case history; EPS = examination of personal statement; EWA = examination of written answers to questions; QC = questioning of candidate; QW = questioning of witness; PD = professional discussion, S = simulated activities (Please photocopy this sheet for recording further evidence) I confirm that the candidate has demonstrated competence by satisfying all of the requirements for this unit. Signature of assessor: _________________________________________ Date:_____________________ Countersignature of qualified assessor (if required) and date: _____________________________________ (Page of )
IV initials (if sampled) and date:
Countersignature of qualified IV (if required) and date:
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Record of Achievement
OCR Level 3 NVQ in Health and Social Care Candidate name:
UNIT NUMBER Core Units
_____________________________________________________
ASSESSOR DATE IV SAMPLE Date
UNIT TITLE
Optional Units
Additional Units

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OCR Level 3 NVQ

Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

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Assessment and grading

National occupational standards Key Skills Last registration date*

OCR Level 3 NVQ in Health and Social Care

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OCR Level 3 NVQ in Health and Social Care

What are the NVQ units?

OCR Level 3 NVQ in Health and Social Care

Generic Optional Units

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

What do the different sections of each unit describe?

How do I achieve my NVQ?

Do I have to complete all the units to achieve my NVQ?

What if I have already achieved one of the units?

Who will assess me?

OCR Level 3 NVQ in Health and Social Care

The right NVQ

Can my colleagues confirm my competence?

How will I be assessed?

Evidence record sheet

Performance evidence should be gathered wherever possible from naturally

How much evidence do I need?

What happens to my evidence?

Where do I keep my evidence?

OCR Level 3 NVQ in Health and Social Care

My work involves confidential information, how can I use this as evidence?

How do I keep track of what Ive done?

Where do I keep all my records?

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

What if I cannot complete enough units to claim a full NVQ?

NVQ certificate Unit certificate

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OCR Level 3 NVQ in Health and Social Care

QUALIFICATION SPECIFICATION OCR LEVEL 3 NVQ IN HEALTH AND CARE

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

Observe and evaluate the use of the technology

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

OCR Level 3 NVQ in Health and Social Care

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OCR Level 3 NVQ in Health and Social Care

QUALIFICATION SPECIFICATION CORE NVQ UNITS OF COMPTENCE

OCR Level 3 NVQ in Health and Social Care

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OCR Level 3 NVQ in Health and Social Care

PROMOTE EFFECTIVE COMMUNICATION FOR AND ABOUT INDIVIDUALS

Unit overview Elements of competence

About this unit