Suite 416Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Handbook

Level 1 Certificate in Introduction to Health, Social Care and Children

and Young People’s settings (QCF)

HSCC1

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The sector skills council for care 3.1 Skills for Care and Development 4 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments 4 3.3 Employer direct model 5 3.4 Continuous professional development 5 Section 4 – Summary of assessment methods 4.1 Assessment principles 5 4.2 Characteristics of assessment guidance 6 4.3 Simulation and witness testimony 6 4.4 Recognition of prior learning (RPL) 6 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 7 5.2 QCF units 7 5.3 QCF terminology 8 5.4 Availability of qualifications 8 5.5 Qualification aim and design 8 Section 6 – Qualification structure 6.1 Number of credits required for each qualification 8 6.2 The rules of combination 8 6.3 List of available units and their credit value 8 6.4 Learner entry requirements 10 6.5 Progression opportunities 10 Section 7 – The unit of learning 7.1 Structure of the unit 10 7.2 Group M - mandatory units 11 7.3 Group O - optional units 34

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1.0 Introduction

Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff – reliably qualified to recognised industry standards. The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use.

All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found in the Skillsfirst centre guide on our website.

2.0 Skillsfirst Awards 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skillsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility, and also appeals procedures. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements.

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We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals

Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier.

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2.5 Malpractice and maladministration

Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The sector skills council for care and development 3.1 Skills for Care and Development The Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF) is based on the units developed by Skills for Care and Development who are the sector skills council for people working in early years, children and young people’s services, and those working in social work and social care for children and adults in the UK. Their contact details are: 2nd Floor City Exchange 11 Albion Street Leeds LS1 5ES Phone: 01133907666 Email sscinfo@skillsforcareanddevelopment.org.uk This handbook provides details from Skills for Care and Development assessment strategy, which centres will need to apply in order to assess and quality assure the Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF) and includes the:

occupational expertise of those who assess performance, and moderate and verify assessments

continuous professional development

summary of assessment methods The complete assessment strategy is available for view and to download from the Skills for Care and Development website www.skillsforcareanddevelopment.org.uk 3.2 Occupational expertise of those who assess performance, and moderate and verify assessments Deliverers, assessors and internal verifiers (IVs) are appointed by the recognised centre and approved by Skillsfirst through the external verifier (EV). Deliverers, assessors and internal verifiers Staff delivering these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should:

be technically competent in the areas for which they are delivering training and/or have experience of providing training. This knowledge must be at least to the same level as the training being delivered

have recent relevant experience in the specific area they will be assessing

have credible experience of providing training

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While the assessor/verifier (A/V) and the assessor/internal quality assurance (TAQA) units are valued as qualifications for centre staff, they are not currently a requirement for the qualifications. Centre staff should have verifiable relevant experience and current knowledge of the occupational working area at, or above, the level they are assessing or verifying. This experience and knowledge must be of sufficient depth to be effective and reliable when judging learner competence or verifying assessment processes and decisions. This could be verified by:

curriculum vitae and references

possession of a relevant qualification

corporate membership of a relevant professional institution Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but must never internally verify their own assessments. 3.3 Employer direct model Where employers opt for an ‘employer direct’ model, the qualification requirements for assessors and internal verifiers may be waived. The employer direct’ model is where colleagues, supervisors and/or managers in the workplace are involved in the assessment process. Under this model, the employer, with the agreement of Skillsfirst, Skills for Care and Development and the approval of the qualification regulators, may choose between:

achieving the appropriate approved qualifications for assessment/verification or

demonstrating that their (the employer’s) training and development activity undertaken to prepare, validate and review these assessment roles, maps 100% to the National Occupational Standards which these qualifications are based on. The mapping process must be agreed by Skillsfirst as providing the equivalent level of rigour and robustness as achievement of the approved assessment/verification qualification

Each application to use the employer direct model will be considered on an individual organisation and qualification basis and agreed by the qualification regulators, including the sector skills council. Prospective organisations must be able to confirm that their in-house practices conform to the requirements of the standards in association with Skillsfirst. 3.4 Continuous professional development Centres are responsible for ensuring that assessors and IVs plan and maintain their CPD. Centres are expected to support their assessors and IVs in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification, and that it takes account of any national or legislative developments. Centres may have generic criteria and personnel specifications in addition to the above. 4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Assessment principles Units will be achieved through the acquisition of evidence by the learner and submission to their assessor. Units may be assessed through a number of different sources and forms, which must meet the requirements of assessment criteria.

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Assessment should normally be at the learner’s workplace, but where the opportunity to assess across the range of standards is unavailable other comparable working environments may be used, following agreement from the external verifier.

A holistic approach towards the collection of evidence should be encouraged, assessing activities generated by the whole work experience rather than focusing on specific tasks. e.g. If the learner communicates with a customer whilst engaged in cleaning activities these can be assessed against both cleaning and customer service elements.

Assessors can only assess in their acknowledged area of occupational competence.

Assessors and internal verifiers will be registered with their recognised centre and be accountable to the organisation for their assessment practice.

Health and safety of customers/clients and employees must be maintained throughout the assessment process and if any person carrying out assessment or verification activities does not feel that there is due regard to health and safety then that person should refuse to continue with the activity(ies) until satisfied that due regard to health and safety is being taken.

4.2 Characteristics of assessment guidance

The learner may produce evidence from a range of examples (as outlined above) which should be recorded in some form. A record of evidence will confirm to the assessor their confidence in the learner’s breadth and depth of knowledge and understanding in being able to competently meet the functional requirements of a health and social care QCF unit. The assessor will need to be assured that the learner can:

consistently perform the job or tasks to the required level of competence

meet all the learning outcomes of a unit

pass all the assessment criteria of a unit An assessor may request additional evidence if they are not satisfied with the evidence presented by the learner. If this occurs, it may need to be agreed in partnership with the learner, the assessor and, perhaps, their employer. 4.3 Simulation and witness testimony There might be occasions when simulation and witness testimony is warranted Simulation When simulation is used, those who assess the learner should be confident that the simulation replicates the workplace to such an extent that learner’s will be able to fully transfer their occupational competence to the workplace and real situations. Witness testimony Expert witnesses may observe learners practice and provide testimony for competence based units which will have parity with assessor observation for all competence based units across the qualification. If an assessor is unable to observe their learner she/he will identify an expert witness in the workplace, who will provide testimony of the learner’s work based performance. 4.4 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that:

it covers relevant or appropriate experience for previous activities, as well as accredited learning and qualifications

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it is incorporated into the assessment planning, with details of how this will take place

mapping of prior learning to the national occupational standards to identify gaps is documented and auditable

assessment methods or processes for recognising prior experience and learning, are documented and made available to the external verifier

the audit trail covers the whole process and methodology of RPL

the authenticity and currency of presented evidence is established by the assessor

where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification

In considering the appropriateness of any single piece of evidence, the following should be considered:

Content – the degree to which the content of any previous accredited learning meets the requirements of the national occupational standards against which it is being presented as evidence.

Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

Relevance of context – the degree to which the context of the learning gained and assessed, relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners

describe achievements (credits) to employers, providers and learners in a way that is easy to understand

allow learners to accumulate credit, by recognising smaller steps of learning at their own pace

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life

5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used.

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5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved. 5.5 Qualification aim and design

The Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF) provides an introduction to the skills, qualities and knowledge that may be required for employment in Health, Social Care and Children’s and Young People’s Settings. The qualification gives learners an understanding of a range of common areas within the sector, such as service provision, equality and inclusion, principles and values, protection and safeguarding, communication and person-centred support. Learners then can choose from a range of units which are specific to Health, Social Care and Children’s and Young People’s Settings and reflect their potential job role. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual. No. Level Qualification title Number of credits

HSCC1 1 Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF)

Minimum of 25

6.2 Rules of Combination To achieve this qualification, learners must achieve 25 credits. A learner must complete all 20 credits in Group M and a minimum of 5 credits from Group O 6.3 Available unit and its credit value Mandatory units - Group M

Unit ref. number

Skillsfirst unit no.

Unit title Credit value

A/602/6187 IHS1 Understand the range of service provision and roles within health and social care adults and children and young people, early years and childcare

3

J/602/6189 IHS2 Understand the principles and values in health and social care adults and children and young people, early years and childcare

3

R/502/9716 IHS3 Introductory awareness of equality and inclusion in health, social care and children’s and young people’s settings

3

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R/602/6194 IHS4 Awareness of protection and safeguarding in health and social care adults and children and young people, early years and childcare

3

Y/502/9717 IHS5 Introductory awareness of health and safety in health, social care and children’s and young people’s settings

4

T/602/6205 IHS6 Introduction to communication in health and social care adults and children and young people, early years and childcare

2

D/502/9718 IHS7 Introductory awareness of person-centred support in health, social care and children’s and young people’s settings

2

Optional units - Group O

Unit ref. number

Skillsfirst unit no.

Unit title Credit value

A/601/3407 IHS8 Human growth and development

2

M/602/5022 IHS9 Introduction to disability awareness

1

F/602/6207 IHS10 Introduction to children and young people's development

3

K/602/6301 IHS11 Understand the importance of engagement in leisure and social activities in health and social care

3

H/602/6314 IHS12 Introduction to the physical care of babies and young children

3

K/602/6315 IHS13 Introduction to the development of children and young people through play

2

H/602/6328 IHS14 Encourage children and young people to eat healthily

2

T/602/6303 IHS15 Introduction to a healthy lifestyle

3

Y/602/6309 IHS16 Introduction to Autistic Spectrum Condition

3

L/602/6310 IHS17 Introduction to learning disability

3

R/602/6311 IHS18 Introduction to physical disability

3

L/602/6372 IHS19 Introduction to sensory loss

3

Y/602/6374 IHS20 Introduction to mental health

3

D/602/6375 IHS21 Introduction to dementia

3

H/502/9719 IHS22 Introductory awareness of working with others in health, social care and children’s and young people’s settings

2

Y/502/9720 IHS23 Introductory awareness of the importance of healthy eating and drinking for adults

3

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6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions Learners undertaking this qualification must be 16 and over. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities The Level 1 Certificate in Introduction to Health, Social Care and Children’s and Young People’s Settings (QCF) provides pathways into the sector for anyone considering a career in health and/or social care. It will not confirm competence in a job role, but will provide an opportunity for learners to develop their knowledge about the wider health and social care sector before they decide to seek employment in the sector. It also enables the learner to gain information to make decisions about career progression. It allows for progression to the Level 2 Certificate in Preparing to Work in Adult Social Care and the Level 2 Diploma in Health and Social Care. The knowledge gained will provide valuable learning should a learner choose to progress onto an Apprenticeship in a related area.

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7.0 The unit of learning 7.1 Structure of the unit

The units in these qualifications are written in a standard format and comprise the following:

Skillsfirst reference number

unit title

level

credit value

unit aim

guided learning hours (GLH)

relationship to NOS, other qualifications and frameworks

evidence requirements

assessment guidance

learning outcomes

assessment criteria

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7.2 Mandatory units – Group M

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IHS1

Understand the range of service provision and roles within health and social care adults and children and young people, early years

and childcare

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IHS1 Understand the range of service provision and roles within health and social care adults and children and young people, early years and childcare

Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of the range of services and roles within health and social care (adults and children and young people), early years and childcare.

Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know the range of service provision available in health and social care (adults and children

and young people), early years and childcare. 2. Know the range and scope of roles within the health and social care (adults and children and

young people), early years and childcare. Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro MU 1.1

Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Different types of service could include:

community based services for adults

community based services for children and young people

domiciliary services for adults

domiciliary services for children and young people

day services for adults

residential services for adults

residential services for children and young people

early years

Children’s Care Learning and Development

telecare

extra care

supported housing

supported employment

self-directed support

acute hospital services

community hospitals

general practitioner services

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pharmacy in hospitals and community

substance misuse services

complementary healthcare Independent means:

voluntary, not for profit or third sector

private provision Informal care could include that provided by:

friends

family

neighbours

community groups

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IHS1 Understand the range of service provision and roles within health and social care adults and children and young people, early years and childcare

Learning outcomes and assessment criteria

Outcome 1 Know the range of service provision available in health and social care (adults

and children and young people), early years and childcare. The learner can: 1 identify the range of service provision for health and social care (adults and children and young

people), early years and childcare in own local area 2 outline the purpose of provision offered by different types of service 3 give examples of who would access different types of service provision 4 outline the difference between statutory, and independent service provision 5 outline how informal care contributes to service provision Outcome 2 Know the range and scope of roles within the health and social care (adults

and children and young people), early years and childcare. The learner can: 1 identify the range of job roles within different types of service 2 identify the knowledge and skills required to work in a job role in the sector 3 outline a range of progression routes for a worker within the sector

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IHS2

Understand the principles and values in health and social care adults

and children and young people, early years and childcare

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IHS2 Understand the principles and values in health and social care adults and children and young people, early years and childcare

Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of the principles and values in health and social care (adults and children and young people), early years and childcare.

Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know the principles and values that underpin work in health and social care (adults and

children and young people), early years and childcare 2. Know ways to respect and value those who access services in health and social care (adults

and children and young people), early years and childcare Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro MU 1.2 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance

Human Rights Act

UN Convention on the Rights of the Child

Social Care Code of Practice

NHS Wales Code of Conduct for SCHW (draft)

Code of Practice for NHS Wales Employers (draft)

Health Professional & Regulatory Body Codes of Practice e.g. Nursing and Midwifery Council

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IHS2 Understand the principles and values in health and social care adults and children and young people, early years and childcare

Learning outcomes and assessment criteria

Outcome 1 Know the principles and values that underpin work in health and social care

(adults and children and young people), early years and childcare The learner can: 1 identify the principles and values that underpin work in health and social care (adults and

children and young people), early years and childcare 2 identify guidance and standards that underpin the principles and values Outcome 2 Know ways to respect and value those who access services in health and

social care (adults and children and young people), early years and childcare The learner can: 1 describe why those who access services should be valued as individuals 2 give examples of ways to value adults who access services 3 give examples of ways to value children and young people who access services 4 outline what is meant by person centred practice or child centred practice 5 define confidentiality in the context of the sectors 6 identify how confidentiality promotes respect for and values individuals

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IHS3

Introductory awareness of equality and inclusion in health, social care

and children’s and young people’s settings

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IHS3 Introductory awareness of equality and inclusion in health, social care and children’s and young people’s settings

Level: 1 Credit value: 3 Unit aim The aim of this unit is to develop the learner’s awareness and knowledge of equality and inclusion in health, social care and children’s and young people’s settings.

Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of equality and inclusion within health, social care and children’s and

young people’s settings 2. Know the effects of discriminatory attitudes and behaviours on individuals 3. Know the factors that affect equality and inclusion of individuals Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit PWCS 03 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Social barriers may include emotional and psychological barriers to inclusion

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IHS3 Introductory awareness of equality and inclusion in health, social care and children’s and young people’s settings

Learning outcomes and assessment criteria

Outcome 1 Know the importance of equality and inclusion within health, social care and

children’s and young people’s settings The learner can: 1 define the terms equality and inclusion 2 outline how equality and inclusion form the basis for the principles and values of health, social

care and children’s and young people’s settings Outcome 2 Know the effects of discriminatory attitudes and behaviours on individuals The learner can: 1 identify discriminatory attitudes 2 give examples of how discriminatory attitudes can affect individuals 3 identify discriminatory behaviours 4 give examples of how discriminatory behaviours can affect individuals Outcome 3 Know the factors that affect equality and inclusion of individuals The learner can: 1 identify social and physical barriers that may prevent equality and inclusion 2 outline how barriers to equality and inclusion may be overcome 3 outline behaviours that may promote equality and inclusion

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IHS4

Awareness of protection and safeguarding in health and social care adults and children

and young people, early years and childcare

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IHS4 Awareness of protection and safeguarding in health and social care adults and children and young people, early years and childcare

Level: 1 Credit value: 3 Unit aim

The purpose of this unit is to assess the learner’s knowledge and understanding of protection and safeguarding in health and social care (adults and children and young people), early years and child care. Learning outcomes There are one learning outcomes to this unit. The learner will: 1. Understand protection and safeguarding in health and social care (adults and children and

young people), early years and childcare Guided learning hours It is recommended that 24 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro MU 1.4 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Sources of support and information relates to the person disclosing and the person receiving and reporting.

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IHS4 Awareness of protection and safeguarding in health and social care adults and children and young people, early years and childcare

Learning outcomes and assessment criteria

Outcome 1 Understand protection and safeguarding in health and social care (adults and

children and young people), early years and childcare The learner can: 1 define ‘protection of vulnerable adults’ 2 define ‘safeguarding children’ 3 explain the term ‘harm, abuse and neglect’ in the context of:

• protecting vulnerable adults • safeguarding children

4 give examples of the indicators of harm, abuse and neglect 5 identify what actions should be taken if there are concerns about harm, abuse and neglect 6 describe the boundaries of confidentiality and when to share information 7 explain who is responsible for protecting vulnerable adults and safeguarding children 8 identify what organisations should do to protect vulnerable adults and safeguard children 9 identify sources of support and information in relation to protection and safeguarding

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IHS5

Introductory awareness of health and safety in health, social care and children’s and

young people’s settings

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IHS5 Introductory awareness of health and safety in health, social care and children’s and young people’s settings

Level: 1 Credit value: 4 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of protection and safeguarding in health and social care (adults and children and young people), early years and child care. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. know the main responsibilities of workers and employers for health and safety in health, social

care and children’s and young people’s settings 2. understand the importance of assessing risk in relation to health and safety 3. understand the importance of key areas of health and safety in relation to health, social care

and children’s and young people’s settings 4. know what contributes to the reduction of the spread of infection in health, social care and

children's and young people’s settings Guided learning hours It is recommended that 36 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit PWCS04 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Sources of support and information relates to the person disclosing and the person receiving and reporting.

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IHS5 Introductory awareness of health and safety in health, social care and children’s and young people’s settings

Learning outcomes and assessment criteria

Outcome 1 Know the main responsibilities of workers and employers for health and safety

in health, social care and children’s and young people’s settings The learner can: 1 outline key areas of health and safety related to a work setting 2 outline employers responsibilities for health and safety 3 outline workers responsibilities for health and safety 4 give examples of health and safety training required in the work setting Outcome 2 Understand the importance of assessing risk in relation to health and safety The learner can: 1 outline what is meant by risk 2 give examples of hazards and their associated risks 3 outline the purpose of a risk assessment 4 identify occasions when a risk assessment is necessary Outcome 3 Understand the importance of key areas of health and safety in relation to

health, social care and children’s and young people’s settings The learner can: 1 outline the importance of protecting your own security and the security of others in the work

setting 2 outline the importance of safe moving and handling principles 3 identify accidents and sudden illness that may occur in a health, social care, children’s or young

people’s setting 4 identify who might deal with accidents and sudden illness in the work setting Outcome 4 Know what contributes to the reduction of the spread of infection in health,

social care and children's and young people’s settings The learner can: 1 describe how infection is spread 2 identify methods that reduce the spread of infection 3 describe the standard method of washing hands 4 identify when personal protective equipment should be used

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IHS6

Introduction to communication in health and social care adults and children and young

people, early years and childcare

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IHS6 Introduction to communication in health and social care adults and children and young people, early years and childcare

Level: 1 Credit value: 2 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of communication in health and social care (adults and children and young people), early years and childcare.

Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know different methods of communication 2. Understand how to communicate with individuals Guided learning hours It is recommended that 19 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro. MU1.6 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Range to include a minimum of five different methods. Individual: any child, young person or adult. Barriers could include:

environmental

language

physical

cultural

social

emotional

psychological

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IHS6 Introduction to communication in health and social care adults and children and young people, early years and childcare

Learning outcomes and assessment criteria

Outcome 1 Know different methods of communication The learner can: 1 identify a range of communication methods Outcome 2 Understand how to communicate with individuals The learner can: 1 outline how to identify an individual’s communication and language needs, wishes and

preferences 2 identify a range of barriers to communication 3 identify factors that promote communication and overcome barriers

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IHS7

Introductory awareness of person-centred support in health, social care

and children’s and young people’s settings

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IHS7 Introductory awareness of person-centred support in health, social care and children’s and young people’s settings

Level: 1 Credit value: 2 Unit aim The aim of this unit is to develop learner’s awareness and knowledge of person-centred support in health, social care and children’s and young people’s settings.

Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Understand what is meant by person-centred support in health, social care and children’s and

young people’s settings 2. Know the importance to individuals of person-centred support in health, social care and

children’s and young people’s settings Guided learning hours It is recommended that 18 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit PWCS05 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles.

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IHS7 Introductory awareness of person-centred support in health, social care and

children’s and young people’s settings Learning outcomes and assessment criteria

Outcome 1 Understand what is meant by person-centred support in health, social care and

children’s and young people’s settings The learner can: 1 define person-centred support 2 outline the importance of finding out an individual’s history, needs, wishes, likes and dislikes 3 give examples of how to provide person-centred support when supporting individuals in day-to-

day activities Outcome 2 Know the importance to individuals of person-centred support in health, social

care and children’s and young people’s settings The learner can: 1 outline the benefits to an individual of person-centred support 2 give examples of how individuals can be in control of their care needs 3 outline how assessing risk can assist person-centred support

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7.3 Optional units – Group O

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IHS8

Human growth and development

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IHS8 Human growth and development Level: 1 Credit value: 2 Unit aim This unit introduces the main stages and patterns of growth across the human lifespan. Learners will explore factors and events in individuals’ lives which may affect their growth and development. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know about human growth and development 2. Know factors which affect human growth and development Guided learning hours It is recommended that 18 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the Health and Social Care NOS Level 2 CCLD NOS 203 Support Children’s Development Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance National Service Frameworks: Children, Older people Common Core of Skills and Knowledge for the Children’s Workforce – Child and Young Person Development ECM – Be healthy

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IHS8 Human growth and development Learning outcomes and assessment criteria

Outcome 1 Know about human growth and development The learner can: 1 identify the main stages of growth and development across the human lifespan 2 outline what is meant by physical, intellectual, emotional and social development Outcome 2 Know factors which affect human growth and development The learner can: 1 identify factors which may affect physical growth and development 2 outline circumstances or life events which may affect an individual’s emotional and social

wellbeing 3 outline the effects of ageing in the later stages of life

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IHS9

Introduction to disability awareness

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IHS9 Introduction to disability awareness Level: 1 Credit value: 1 Unit aim This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and understanding of the social and medical models of disability and how these may be implemented. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know the difference between the terms disability and impairment 2. Know how key legislation protects people who have a disability 3. Understand attitudes and barriers faced by people who have a disability 4. Understand the social model of disability and how it is put into practice Guided learning hours It is recommended that 8 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the Health and Social Care NOS CT260 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Disability may include:

medical conditions, labels and definitions

something that is defined by society and individuals

the fact that disability means different things to different people

the fact that disability is difficult to define and any definition needs careful consideration

the fact that disability is about what you can or cannot do

the fact that disability can be physical, mental or sensory

the fact that disability has social and individual elements

the fact that disability is also about the attitudes and barriers faced by people who are impaired

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Conditions could include:

Physical conditions, for example as the result of an accident, or chronic conditions such as arthritis, asthma and heart disease

Cognitive conditions, for example Alzheimer’s disease

Sensory conditions, for example visual impairment

Emotional conditions, for example phobias, depression and anxiety

Developmental conditions, for example cerebral palsy and Down’s syndrome

Progressive conditions, for example cancer, HIV and multiple sclerosis Impairment may include:

mental aspects

physical aspects

sensory aspect Key legislation may include:

The Disability Discrimination Act 2005

The Equality Act 2006 (changes in relation to this legislation are due to come into force in October 2010. The Act will then become the Equality Act 2010)

The Human Rights Act 1998

The Mental Capacity Act 2005

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IHS9 Introduction to disability awareness Learning outcomes and assessment criteria

Outcome 1 Know the difference between the terms disability and impairment The learner can: 1 identify what disability means 2 outline conditions which cause disability 3 identify what impairment means Outcome 2 Know how key legislation protects people who have a disability The learner can: 1 list current disability related legislation 2 outline the rights of disabled people in line with current disability related legislation Outcome 3 Understand attitudes and barriers faced by people who have a disability The learner can: 1 outline the types of difficulties faced by disabled people including: • social and financial issues • negative attitudes • physical barriers • institutional barriers Outcome 4 Understand the social model of disability and how it is put into practice The learner can: 1 identify what is meant by the ‘social model’ of disability 2 explain key differences between the ‘medical model’ of disability and the ‘social model’ of

disability 3 outline the reasons why the social model focuses on ‘disability’ and not ‘impairment’ 4 outline the type of ‘language’ used when applying the social model 5 explain how the social model of disability can be used in practice

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IHS10

Introduction to children and young people's development

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IHS10 Introduction to children and young people's development Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of children and young people’s development Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the main stages of children and young people’s development 2. Know the factors that affect children and young people’s development 3. Know how to support children and young people’s development Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro MU 1.7 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Background could include:

personal history

culture and religion

language preference

family relationships Different ways to include a minimum of two examples for each area

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IHS10 Introduction to children and young people's development Learning outcomes and assessment criteria

Outcome 1 Know the main stages of children and young people’s development The learner can: 1 outline the expected pattern of development for children and young people from birth to 19

years to include:

• physical development • communication • intellectual development • social, emotional and behavioural development

Outcome 2 Know the factors that affect children and young people’s development The learner can: 1 identify the factors that affect children and young people’s development to include:

• background • health • environment

Outcome 3 Know how to support children and young people’s development The learner can: 1 outline different ways to support children and young people’s development to include:

• physical development • communication • intellectual development • social, emotional and behavioural development

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IHS11

Understand the importance of engagement in leisure and social activities in

health and social care

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IHS11 Understand the importance of engagement in leisure and social activities in health and social care

Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of leisure and social activities in health and social care Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand why leisure and social activities are important for an individual’s well-being and

relationships 2. Know a range of leisure and social activities 3. Understand how a person centred approach supports individuals in leisure or social activities Guided learning hours It is recommended that 29 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.1

Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Individual: any child, young person or adult. Well-being:

emotional

psychological

physical Person-centred approach: This is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes, preferences and safety. Support relationships could include:

developing new relationships

maintaining existing relationships

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IHS11 Understand the importance of engagement in leisure and social activities in health and social care

Learning outcomes and assessment criteria

Outcome 1 Understand why leisure and social activities are important for an individual’s

well-being and relationships The learner can: 1 outline why leisure and social activities are important for an individual’s well being 2 outline how leisure and social activities support relationships Outcome 2 Know a range of leisure and social activities The learner can: 1 Identify a range of leisure and social activities that take place within:

a local community

a person’s own home

a residential or group living home

day care provision Outcome 3 Understand how a person centred approach supports individuals in leisure or

social activities The learner can: 1 describe how to find out about the interests and preferences of individuals 2 outline the benefits for individuals of a person centred approach when taking part in leisure or

social activities 3 describe different types of support that individuals may need to take part in leisure and social

activities within:

the community

their own home

a residential home or group living arrangement 4 give examples of how to promote independence through leisure and social activities

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IHS12

Introduction to the physical care of babies and young children

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IHS12 Introduction to the physical care of babies and young children Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of the physical care of babies and young children Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know the physical care needs of babies and young children 2. Know how to support physical care routines for babies and young children 3. Know how to support safe and protective environments for babies and young children 4. Know the nutritional needs of babies and young children Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit Intro OP1.11

Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Babies and young children: birth to 3 years. Safe and hygienic environment should include:

hand washing

PPE

disposal of hazardous waste

clean equipment

physical environment and hazards

care of sterile equipment

safe storage of food and drink

safeguarding procedures Well-being:

emotional

psychological

physical

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Nutritional needs of babies should include reference to the Baby Friendly Initiative. Nutritional allergies can include:

milk (casein protein)

lactose

wheat / gluten

peanuts

eggs

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IHS12 Introduction to the physical care of babies and young children Learning outcomes and assessment criteria

Outcome 1 Know the physical care needs of babies and young children The learner can: 1 identify care needs for babies and young children’s

skin

hair

teeth

nappy area Outcome 2 Know how to support physical care routines for babies and young children The learner can: 1 outline how to treat babies or young children with respect and sensitivity during physical care

routines 2 list ways of engaging with babies or young children during physical care routines that make the

experience enjoyable 3 outline the principles of toilet training Outcome 3 Know how to support safe and protective environments for babies and young

children

The learner can: 1 describe how to provide a safe and hygienic environment for babies and young children 2 outline how to safely supervise babies or young children whilst allowing them to explore and

develop their skills 3 identify what to do if concerned about the well-being of babies and young children Outcome 4 Know the nutritional needs of babies and young children

The learner can: 1 outline the nutritional needs of babies 2 outline the nutritional needs of young children 3 give examples of healthy balanced meals for young children 4 list nutritional allergies that may be experienced by babies and young children

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IHS13

Introduction to the development of children and young people through play

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IHS13 Introduction to the development of children and young people through play Level: 1 Credit value: 2 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of the development of children and young people through play. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know the importance of play for children and young people’s development and well being 2. Know factors that promote inclusive and stimulating play environments Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.12 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Play could include:

creative play

physical play

imaginative/pretend play

environmental play Well-being to include:

emotional

psychological

physical

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IHS13 Introduction to the development of children and young people through play Learning outcomes and assessment criteria

Outcome 1 Know the importance of play for children and young people’s development and

well being The learner can: 1 identify how play supports children and young people’s development and well-being 2 outline the difference between adult directed play and child initiated play Outcome 2 Know factors that promote inclusive and stimulating play environments The learner can: 1 outline what is meant by inclusive and stimulating play 2 describe an environment that supports inclusive and stimulating play 3 identify a range of activities that promote inclusive and stimulating play

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IHS14

Encourage children and young people to eat healthily

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IHS14 Encourage children and young people to eat healthily Level: 1 Credit value: 2 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of encouraging children and young people to eat healthily Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know about healthy eating for children and young people 2. Know about activities to encourage children and young people to eat healthily Guided learning hours It is recommended that 16 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.14

Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Factors could include:

marketing and advertising

peer pressure

availability and cost

presentation

family circumstances

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IHS14 Encourage children and young people to eat healthily Learning outcomes and assessment criteria

Outcome 1 Know about healthy eating for children and young people The learner can: 1 identify healthy eating principles for children and young people 2 identify factors that influence food choice Outcome 2 Know about activities to encourage children and young people to eat healthily The learner can: 1 outline a range of activities that encourage children and young people to eat healthily

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IHS15

Introduction to a healthy lifestyle

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IHS15 Introduction to a healthy lifestyle Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of developing and maintaining a healthy lifestyle. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Know what contributes to a healthy lifestyle 2. Know how activities contribute to a healthy lifestyle 3. Know what contributes to an unhealthy lifestyle 4. Know how to develop a personal healthy lifestyle plan Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit Intro OP1.2 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Factors could include:

diet and nutrition

exercise

environmental

work-life balance

safe sex

social activities

recreational activities Benefits could include:

physiological benefits to exercise

emotional and psychological benefits

heart health

anti-aging

a healthy weight

increased energy

improvements in daily living

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Well-being can be:

emotional

psychological

physical Selected activities this should be:

minimum of three activities Choices that hinder a healthy lifestyle could include:

poor diet and nutrition

smoking

substance misuse

alcohol misuse

inactivity

anti-social behaviour

truancy

unsafe sex

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IHS15 Introduction to a healthy lifestyle Learning outcomes and assessment criteria

Outcome 1 Know what contributes to a healthy lifestyle The learner can: 1 outline factors that contribute to a healthy lifestyle 2 outline benefits of living a healthy lifestyle Outcome 2 Know how activities contribute to a healthy lifestyle The learner can: 1 list activities in the local area that support a healthy lifestyle 2 select activities that support a healthy lifestyle 3 identify the benefits of selected activities on personal well-being as a result of taking part in

activities Outcome 3 Know what contributes to an unhealthy lifestyle The learner can: 1 list activities and choices that hinder a healthy lifestyle 2 outline how these activities and choices can have a negative effect on personal well-being Outcome 4 Know how to develop a personal healthy lifestyle plan

The learner can: 1 identify positive and negative aspects of own lifestyle 2 produce an action plan to improve own health and well-being

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IHS16

Introduction to Autistic Spectrum Condition

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IHS16 Introduction to Autistic Spectrum Condition Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of Autistic Spectrum Condition. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with an

autistic spectrum condition 2. Understand the concept of Autistic Spectrum Condition 3. Understand the importance of effective communication for individuals with an autistic

spectrum condition Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.4 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Person-centred approach: This is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences. Individual: any child, young person or adult. Visual communication systems could include:

Picture Exchange Communication System (PECS, Frost and Bondy, 1994)

sign language

interactive communication boards

communication cue cards

conversation books or

voice output communication aids

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IHS16 Introduction to Autistic Spectrum Condition Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with an autistic spectrum condition The learner can: 1 outline why it is important to recognise and value an individual with an autistic spectrum

condition as a person first 2 give examples of how to use a person centred approach when working with individuals with an

autistic spectrum condition Outcome 2 Understand the concept of Autistic Spectrum Condition The learner can: 1 outline what is meant by the term ‘autistic spectrum condition’ 2 give examples of behavioural characteristics associated with autistic spectrum condition 3 outline sensory difficulties which may be experienced by individuals with an autistic spectrum

condition 4 outline the importance of preparation, planning and routines for individuals with an autistic

spectrum condition Outcome 3 Understand the importance of effective communication for individuals with an

autistic spectrum condition The learner can: 1 identify the benefits of effective communication on the lives of individuals with an autistic

spectrum condition 2 give examples of different methods of communication that can be used where individuals have

difficulty with spoken language 3 outline the use of visual communication systems for individuals with an autistic spectrum

condition

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IHS17

Introduction to learning disability

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IHS17 Introduction to learning disability Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of learning disability Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with a

learning disability 2. Know the main causes of learning disability 3. Understand the importance of effective communication for individuals with a learning disability Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit Intro OP1.5 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Person-centred approach: This is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences. Individuals: any child, young person or adult.

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IHS17 Introduction to learning disability Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with a learning disability The learner can: 1 outline why it is important to recognise and value an individual with a learning disability as a

person first 2 give examples of how to use a person centred approach when working with individuals with a

learning disability Outcome 2 Know the main causes of learning disability The learner can: 1 outline what is meant by the term ‘learning disability’ 2 give examples of causes of learning disability Outcome 3 Understand the importance of effective communication for individuals with a

learning disability The learner can: 1 identify the impact of effective communication on the lives of individuals with a learning

disability 2 outline why it is important to use language that is appropriate for age and ability when

communicating with individuals with a learning disability 3 give examples of different methods of communication that can be used where individuals have

difficulty with spoken language

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IHS18

Introduction to physical disability

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IHS18 Introduction to physical disability Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of physical disability Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with a

physical disability 2. Know the main causes of physical disability 3. Know how the challenges of living with a physical disability can be addressed Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit Intro OP1.6

Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Person-centred approach: This is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences. Individuals: any child, young person or adult. Physical disability includes:

congenital disability

progressive disability

acquired disability Factors could include:

environment

attitudes and beliefs

culture

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Day to day life:

education opportunities

housing

employment

access to leisure activities

relationships

health care

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IHS18 Introduction to physical disability Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with a physical disability The learner can: 1 outline why it is important to recognise and value an individual with a physical disability as a

person first 2 give examples of how to use a person centred approach when working with individuals with a

physical disability Outcome 2 Know the main causes of physical disability The learner can: 1 give examples of conditions that cause physical disability Outcome 3 Know how the challenges of living with a physical disability can be addressed The learner can: 1 identify factors that have a disabling effect on an individual 2 give examples of how to challenge discriminatory attitudes 3 outline the effects that having a physical disability can have on an individual’s day to day life 4 give examples of how individuals can be in control of their care needs 5 outline the importance of promoting independence for individuals with physical disability 6 give examples of ways to promote the inclusion of individuals with physical disability in society

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IHS19

Introduction to sensory loss

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IHS19 Introduction to sensory loss Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of sensory loss Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with

sensory loss 2. Know the main causes of sensory loss 3. Understand the importance of effective communication for individuals with sensory loss Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.7 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Individual: any child, young person or adult. Sensory Loss to include:

sight loss

hearing loss

deaf blindness Factors to include:

environmental

physical

social

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IHS19 Introduction to sensory loss Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with sensory loss The learner can: 1 outline why it is important to recognise and value an individual with sensory loss as a person

first 2 give examples of how to use a person centred approach when working with individuals with

sensory loss Outcome 2 Know the main causes of sensory loss The learner can: 1 outline the main causes of sensory loss Outcome 3 Understand the importance of effective communication for individuals with

sensory loss The learner can: 1 outline factors that need to be considered when communicating with individuals with:

sight loss

hearing loss

deaf blindness 2 identify the benefits of effective communication on the lives of individuals with sensory loss 3 outline how information can be made accessible to individuals with sensory loss

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IHS20

Introduction to mental health

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IHS20 Introduction to mental health Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of mental health Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with mental

health problems 2. Know the main factors that can cause mental health problems 3. Understand the importance of effective communication for individuals who have mental health

problems Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate)

There is a link to the national occupational standards Unit Intro OP1.8 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Individual: any child, young person or adult. Factors that affect mental health may include:

emotional

social

psychological

biochemical

genetic

physical Range should include a minimum of 4 examples.

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IHS20 Introduction to mental health Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with mental health problems The learner can: 1 outline why it is important to recognise and value an individual with mental health problems as a

person first 2 give examples of how to use a person centred approach when working with individuals with

mental health problems Outcome 2 Know the main factors that can cause mental health problems The learner can: 1 outline factors that affect mental health 2 give examples of a range of mental health problems Outcome 3 Understand the importance of effective communication for individuals with

mental health problems The learner can: 1 identify the benefits of effective communication on the lives of individuals with mental health

problems 2 outline why it is important to use active listening skills with individuals who have mental health

problems

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IHS21

Introduction to dementia

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IHS21 Introduction to dementia Level: 1 Credit value: 3 Unit aim The purpose of this unit is to assess the learner’s knowledge and understanding of dementia Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Know the importance of a person centred approach when working with individuals with

dementia 2. Know the main causes and effects of dementia 3. Understand the importance of effective communication for individuals with dementia Guided learning hours It is recommended that 30 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit Intro OP1.9 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Person-centred approach: This is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences. Individuals: any child, young person or adult. Causes of dementia: minimum of 3 examples

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IHS21 Introduction to dementia Learning outcomes and assessment criteria

Outcome 1 Know the importance of a person centred approach when working with

individuals with dementia The learner can: 1 outline why it is important to recognise and value an individual with dementia as a person first 2 give examples of how to use a person centred approach when working with individuals with

dementia Outcome 2 Know the main causes and effects of dementia The learner can: 1 outline what is meant by the term ‘dementia’ 2 give examples of causes of dementia 3 outline the effects of dementia on individuals, families and carers Outcome 3 Understand the importance of effective communication for individuals with

dementia The learner can: 1 identify the benefits of effective communication on the lives of individuals with dementia 2 outline how memory loss affects the use of spoken language in an individual with dementia 3 give examples of techniques that can be used to facilitate communication with an

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IHS22

Introductory awareness of working with others in health, social care

and children’s and young people’s settings

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IHS22 Introductory awareness of working with others in health, social care and children’s and young people’s settings

Level: 1 Credit value: 2 Unit aim The aim of this unit is to develop the learner’s awareness of partnership working in health, social care and children’s and young people’s settings. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Know how to work together with others 2. Understand partnership working in health, social care and children’s and young people’s

settings Guided learning hours It is recommended that 16 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) There is a link to the national occupational standards Unit PWCS06 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles. Assessment guidance Partners may include:

individual

families, unpaid carers, friends

a range of professional workers both within and external to social care such as paid care workers, GP, Dentist, Advocate, social worker etc.

communities, which may include a range of recreational, social, religious communities as appropriate

user-led groups and networks

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IHS22 Introductory awareness of working with others in health, social care and children’s and young people’s settings

Learning outcomes and assessment criteria

Outcome 1 Know how to work together with others The learner can: 1 outline why it is important to work with others 2 outline ways of working together with others 3 give examples of ways that work well when working with others 4 give examples of ways that do not work well when working with others Outcome 2 Understand partnership working in health, social care and children’s and

young people’s settings The learner can: 1 outline what partnership working means in health, social care and children’s and young

people’s settings 2 give examples of who partners might be 3 outline the benefits of partnership working in health, social care and children’s and young

people’s settings

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IHS23

Introductory awareness of the importance of healthy eating and drinking for adults

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IHS23 Introductory awareness of the importance of healthy eating and drinking for adults

Level: 1 Credit value: 3 Unit aim The aim of this unit is to develop the learner’s awareness and understanding of the importance of healthy eating and drinking for adults. Learning outcomes There are two learning outcomes to this unit. The learner will: 1. Understand the importance of healthy eating 2. Understand the importance of drinking enough to stay healthy Guided learning hours It is recommended that 24 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the national occupational standards NOS HSC 213 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development SSC Evidence requirements Learners must provide a portfolio of evidence in accordance with Skills for Care and Development's QCF assessment principles.

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IHS23 Introductory awareness of the importance of healthy eating and drinking for adults

Learning outcomes and assessment criteria

Outcome 1 Understand the importance of healthy eating The learner can: 1 outline what is meant by a balanced diet 2 give examples of the effects on health if a diet is not balanced 3 give examples of ways that food can contribute to helping an individual to stay healthy 4 outline ways to inform individuals to eat a balanced diet Outcome 2 Understand the importance of drinking enough to stay healthy The learner can: 1 state the recommended daily fluid intake to stay healthy 2 outline how drinking enough can help to stay healthy 3 identify the effects to health of not drinking enough 4 give examples of signs of not drinking enough 5 outline ways to encourage individuals to drink enough to stay healthy

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