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Health And Social Care (Level 2)

(NVQ/QCF) health and social care (adults) intermediate apprenticeship level 2.

Course Overview

Diploma in Health and Social Care (Adults) for England Level 2 BTEC / Technical Certificate in Preparing to Work in Adult Social Care Level 2.

These qualifications are aimed at those seeking work in health and social care with adults and those already working in organisations who wish to further develop their skills. The qualifications are designed to cater for the technical skills, knowledge and understanding required in specific job roles in the Health and Social Care Sector. 

Requirements

To complete this qualification, candidates must achieve 66 Credits from a choice of units specialising within your service sector.

Delivery

All workplace based (for individual or groups)

Assessment

Observation, discussion, personal statement, supporting documentation, portfolio of evidence (internal assessment), and practical demonstrations.

Learner support

Learning material, optional in-company workshops

Progression

Health and Social Care (Adults) at Level 3 or job roles such as Social Worker or Children ‘s services.

Qualification Structure

To achieve the Health and Social Care full Level 2 qualification, the learner must complete a
minimum of  sixty-six credits, of which forty-six credits must be selected from units at Level 2 or above; twenty-four credits must be completed from Group A Mandatory Units, a minimum of two but a maximum of seven credits from Group B optional context/specialist knowledge units and a minimum of fifteen credits from Group C optional competence units [twenty-two credits must be achieved from the optional units B and C].

Functional Skills - Math Level 1, English Level 1, ICT level 1
Employment Rights and Responsibilities (ERR) [Award in ERR in Health, Social Care and Children and Young People's Settings)
Personal Learning and Thinking Skills (PLTS) [ALL have been mapped to the qualification within the Apprenticeship]

Duration:

12 months minimum

Awarding Body:

NCFE

Fees:

Subject to eligibility
Health And Social Care (Level 2)

Course Outline

Group A - Mandatory Units Group B - Optional Units Group C - Optional Units Barred combination of units
  • Introduction to communication in Health, Social Care or Children’s and Young People’s Settings;
  • Introduction to Personal Development in Health, Social Care or Children ‘s and Young People ‘s Settings;
  • Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings;
  • Introduction to Duty of Care in Health, Social Care or Children ‘s and Young People ‘s Settings;
  • Principles of Safeguarding and Protection in Health and Social Care;
  • The Role of the Health and Social Care Worker;
  • Implement Person-Centred Approaches in Health and Social Care;
  • Contribute to Health and Safety in Health and Social Care;
  • Handle Information in Health and Social Care Settings.
  •  
  • Purpose and Principles of Independent Advocacy;
  • Understand Mental Well-Being and Mental Health Promotion;
  • Understand Mental Health Problems;
  • Dementia Awareness;
  • (1*) The Person-Centered Approach to the Care and Support of Individuals with Dementia;
  • (2*)Understand the Factors that can Influence Communication and Interaction with;Individuals who have Dementia;
  • (3*)Understand Equality, Diversity and Inclusion in Dementia;
  • Understand the Administration of Medication to Individuals with Dementia using a Person-Centered Approach;
  • (4*)Understand the Role of Communication and Interactions with Individuals who have Dementia;
  • (5*)Understand the Diversity of Individuals with Dementia and the Importance of Inclusion;
  • Introduction to Personalisation in Social Care;
  • The Principles of Infection Prevention and Control;
  • Causes and Spread of Infection;
  • Cleaning, Decontamination and Waste Management;
  • Understand the Context of Supporting Individuals with Learning Disabilities;
  • (6*)Principles of Positive Risk-Taking for Individuals with Disabilities;
  • (24*) Principles of Supporting an Individual to Maintain Personal Hygiene
  • (7*) Principles of Supporting Individuals with a Learning Disability to Access Healthcare;
  • Introductory Awareness of Autistic Spectrum Conditions;
  • Principles of Supporting Individuals with a Learning Disability Regarding Sexuality and Sexual Health;
  • (8*)Principles of Supporting Young People with a Disability to Make the Transition into Adulthood;
  • (9*)Principles of Self-Directed Support;
  • Understand Physical Disability;
  • Understand the Impact of Acquired Brain Injury on Individuals;
  • Introductory Awareness of Sensory Loss;
  • Introductory Awareness of Models of Disability;
  • Understand How to Work in End of Life Care;
  • Stroke Awareness;
  • End of Life Dementia Care;
  • Understanding and Enabling Assisting and Moving Individuals;
  • Understand How to Support Individuals to be Part of a Community;
  • Understand the Benefits of Engaging in Activities in Social Care;
  • Understand the Effects of Ageing in Activity Provision.9
  •  
  • (10*) Administer Medication to Individuals and Monitor the Effects;
  • (11*)Understand and Implement a Person-Centered Approach to the Care and Support of Individuals with Dementia;
  • (12*)Equality, Diversity and Inclusion in Dementia Care Practice;
  • (13*)Understand and Enable Interaction and Communication with Individuals with Dementia;
  • (14*)Approaches to Enable Rights and Choices for Individuals with Dementia whilst Minimizing Risks;
  • Understand and Meet the Nutritional Requirements of Individuals with Dementia;
  • (15*)Enable Rights and Choices of Individuals with Dementia Whilst Minimising Risk;
  • (16*)Understand and Enable Interaction and Communication with Individuals who have Dementia;
  • (17*)Equality, Diversity and Inclusion in Dementia Care Practice;
  • Provide Support for Therapy Sessions.;
  • Provide Support for Mobility;
  • Provide Support to Manage Pain and Discomfort;
  • Contribute to Monitoring the Health of Individuals Affected by Health Conditions;
  • Support Individuals to Carry out Their Own Health Care Procedures;
  • Support Participation in Learning and Development Activities;
  • Support Independence in the Tasks of Daily Living;
  • Provide Support for Journeys;
  • Provide Support for Leisure Activities;
  • Support Individuals to Access and Use Information about Services and Facilities;
  • Support Individuals who are Distressed;
  • Support Care Plan Activities;
  • Support Individuals to Eat and Drink;
  • Support Individuals to Meet Personal Care Needs;
  • Support Individuals to Manage Continence;
  • Provide Agreed Support for Foot Care;
  • Gain Access to the Homes of Individuals, Deal with Emergencies and Ensure Security on Departure;
  • Contribute to the Care of a Deceased Person;
  • Contribute to Supporting Group Care Activities;
  • Undertake Agreed Pressure Area Care;
  • Support Individuals Undergoing Healthcare Activities;
  • Obtain and Test Capillary Blood Samples;
  • Obtain and Test Specimens from Individuals;
  • Move and Position Individuals in Accordance with their Plan of Care;
  • Meet Food Safety Requirements when Providing Food and Drink for Individuals;
  • Provide Support for Sleep;
  • (18*)Contribute to Support of Positive Risk-Taking for Individuals;
  • Support Individuals in their Relationships;
  • Facilitate Person-Centered Assessment, Planning, Implementation and Review
  • Support Individuals to Live at Home;
  • Support Individuals with Specific Communication Needs;
  • Support Individuals who are Bereaved;
  • Work in Partnership with Families to Support Individuals
  • Promote Positive Behaviour;
  • (19*)Support Use of Medication in Social Care Settings;
  • Support Individuals at the End of Life;
  • Prepare Environments and Resources for Use During Healthcare Activities;
  • Prepare for and Carry Out Extended Feeding Techniques;
  • Support Person-Centred Thinking and Planning;
  • Provide Active Support;
  • (20*)Support Individuals to Maintain Personal Hygiene;
  • (21*)Contribute to Supporting Individuals with a Learning Disability to Access Healthcare;
  • (22*)Support Young People with a Disability to Make the Transition into Adulthood;
  • Support Parents with Disabilities;
  • (23*)Support Individuals with Self-Directed Support;
  • Work with Other Professionals and Agencies to Support Individuals with a Physical Disability;
  • Support Families of Individuals with Acquired Brain Injury;
  • Support Effective Communication with Individuals with a Sensory Loss;
  • Contribute to the Support of Individuals with Multiple Conditions and/or Disabilities;
  • Contribute to Supporting Individuals in the Use of Assistive Technology;
  • Support Individuals to Negotiate Environments;
  • Understand Advance Care Planning;
  • Supporting Individuals with Loss and Grief before Death;
  • Understand the Factors Affecting Older People;
  • Support Individuals During the Last Days of Life;
  • Contribute to the Support of Infection Prevention and Control in Social Care;
  • Support the Spiritual Wellbeing of Individuals;
  • Managing Symptoms in End of Life Care;
  • Understand How to Provide Support When Working in End of Life Care;
  • Working as Part of a Team in Health and Social Care or Children and Young People’s Settings.
  • (1′) & (11’);
  • (2’) & (4 ‘) & (13 ‘) & (16’);
  • (3′) & (5’) & (12’) & (17′);
  • (6’) & (18′)
  • (7′) & (21’)
  • (8’) & (22’)
  • (9’) & (23′)
  • (10’) & (19’)
  • (14′) & (15′)
  • (20′) & (24’).

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