Hide Show resource information. 9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken. The wide range of optional units enables the student to pursue an interest in specialist subject areas. Marieb, K.N. BTEC Level 3 National in Health and Social Care First teaching September 2016 Sample Marked Learner Work External Assessment ... we have been developing support materials to help you better understand the application of Nationals BTEC Level 3 qualification. How to address and manage dilemmas between duty of care and an individual's rights, How To Manage Comments and Complaints Effectively, How to deal with incidents, errors and near-misses in care settings, How to deal with confrontation and difficult situations, 4.1a Explain what is meant by: diversity, equality, inclusion, discrimination, 4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 4.2a Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role, 4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences, 4.2c Describe how to challenge discrimination in a way that encourages positive change, 4.3a Identify a range of sources of information, advice and support about diversity, equality and inclusion, 4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion, 4.3c Explain who to ask for advice and support about equality and inclusion, 5.1a Describe how to put person-centred values into practice in their day-to-day work, 5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals, 5.1c Identify ways to promote dignity in their day-to-day work, 5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual, 5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan, 5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care, 5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. Describe what adjustments might need to be made to the way care is provided if someone has 1. Start studying Health and Social Care Level 3 (Unit 1). 9.4a. Learning Disabilities. Learn vocabulary, terms, and more with flashcards, games, and other study tools. These qualifications form of a nested suite which share units and assessments: Three mandatory units (graded A* – D, externally set, marked by the Centre). Nine ‘core mandatory’ units; one Extended Assessment covering the ‘core mandatory’ units; five ‘diploma mandatory’ units; one Extended Assessment covering the ‘diploma mandatory’ units; 3 optional units from ‘optional’ group 1 and 1 optional unit from ‘optional’ group 2; placement in a Real Work Environment: 175 hours. This could include: Lighting, Noise, Temperature, Unpleasant odours, 5.3b Report any concerns they have to the relevant person. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive, 9.2b. The two extended assessments (externally set, externally marked) contribute 33% towards the overall grade. These qualifications may have been taken as part of a wider study programme or an apprenticeship. Students may combine these qualifications with other qualifications e.g. Equality, diversity and rights in health and social care Unit 02 - 60 GLH, assessment method E - PDF 762KB; Health, safety and security in health and social care Unit 03 - 60 GLH, assessment method E - PDF 3MB; Anatomy and physiology for health and social care Unit 04 - 90 GLH, assessment method E - … Level 3 BTEC Health and Social Care UNIT 1 - EXAM - practice questions & answers. Essay - Health and social care level 3 - unit 11 - p6, m3, d2 Show more . This could include: Senior member of staff, Carer, Family member, 5.4a Raise any concerns directly with the individual concerned, 5.4b Raise any concern with their supervisor/ manager, 5.4c Raise any concerns via other channels or systems e.g. The City & Guilds Health and Social Care portfolios, offer a comprehensive suite of qualifications from Level 1 through to Level 5, designed to support the development of learners who are working or who wish to pursue a career in the Health and/or Social Care sectors across England, Wales and Northern Ireland. Upon achievement of this qualification, the student will be able to progress to the Level 3 Certificate and Extended Diploma in Health and Social Care. Working in Health and social care. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. This qualification is ideal for if students have already completed the Level 3 Award in Health and Social Care, as they will already have achieved three of the mandatory units for the Certificate. 5.5b Recognise the signs that an individual is in pain or discomfort. relevant to individuals and employers and affordable for all sizes of business and for individuals, rigorous and based on a robust future-looking occupational standard designed and assessed by the sector. Human Anatomy & Physiology E.N. As well as extending their creative and intellectual abilities, e.g. Contribution of assessment components to overall grade. Looking into the importance of risk assessments in the setting at a leisure centre. This means that evidence provided for the portfolio will also demonstrate the development and use of higher level learning skills. Human Anatomy & Physiology E.N. Health and social care unit 1 level 3 Flashcard Maker: Rahima Aktar. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care, 9.3a. Most students complete this qualification within three months. This could include: Verbal reporting from the individual, Non-verbal communication, Changes in behaviour, 5.5c Take appropriate action where there is pain or discomfort. Start studying Health and Social Care Level 3 Cambridge Technicals - Unit 2. Marieb, K.N. ... of the unit specification-Physical Development over the Life Stages. Constant internal environment means that the … (P1) Operant conditioning is a type of behavior modification which can be used to either decrease or increase the likelihoods of a certain aspect of a behavior will occur. communication, innovation and critical evaluation. This is because there are no specific qualification criteria for vocational qualifications, as there currently are for GCSEs, AS and A levels. 10.1a Explain the term safeguarding adults, 10.1b Explain their own role and responsibilities in safeguarding individuals, 10.1e Explain why an individual may be vulnerable to harm or abuse, 10.1f Describe what constitutes restrictive practices, 10.1g List the possible indicators of abuse, 10.1h Describe the nature and scope of harm to and abuse of adults at risk, 10.1i List a range of factors which have featured in adult abuse and neglect, 10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services, 10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse, 10.2a Describe how care environments can promote or undermine people's dignity and rights, 10.2b Explain the importance of individualised, person centred care, 10.2c Explain how to apply the basic principles of helping people to keep themselves safe, 10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures, 10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention, 10.2f Explain how a clear complaints procedure reduces the likelihood of abuse, 10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures, 10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults, 10.4b Explain the importance of sharing information with the relevant agencies, 10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies. In depth assignment for Unit 3 Task 2. Hoehn. Top Health And Social Care Unit 1 Level 3 Flashcards Ranked by Quality. Health and Social Care 180 GLH (240 TQT) Equivalent in size to 0.5 of an A Level. Care Support Workers in Adult Residential Settings, Healthcare Assistants in Community, Primary Care and Acute Health Environments, Care Support Workers in Domiciliary Services, Supported Living or Day Services, the role of the health and social care practitioner in meeting individuals’ needs through inclusive practice, the role and responsibilities of the health and social care practitioner in relation to safeguarding individuals, the role and responsibilities of the health and social care practitioner in relation to infection prevention and control functions of national and local health and social care provision. Nine mandatory units (externally set, internally assessed) contribute 78% towards the overall grade. This could include: Senior member of staff, Carer, Family member, 8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food, 8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing, 8.1c List signs and symptoms of poor nutrition and hydration, 8.1d Explain how to promote adequate nutrition and hydration, 8.2a Ensure drinks are within reach of those that have restrictions on their movement/ mobility, 8.2b Ensure that drinks are refreshed on a regular basis, 8.2c Ensure that individuals are offered drinks in accordance with their plan of care, 8.2d Support and encourage individuals to drink in accordance with their plan of care, 8.2e Know how to report any concerns to the relevant person. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. Applicants holding these qualifications may be school or college leavers, however, some may be more mature students who are likely to have other relevant experience alongside these qualifications. Upon achievement of this qualification, the student will be able to progress to the Level 3 Extended Diploma in Health and Social Care. Adult Education Health and Social Care. The Award shares three mandatory units with the Certificate. The aim of these qualifications is to enable students to access higher education or assist with progression into the workplace. Health and Social Care Level 3 Unit 8 ...Describe the application of behaviorist perspectives in health and social care. The information contained on this website is a study guide only. Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified. A mental health condition such as: Psychosis, Depression and Anxiety 2. These rules recognise that adults may have different needs, aspirations and ambitions to younger people and include that qualifications should be: The regulation of vocational qualifications is the responsibility of the respective regulators in each UK country – Ofqual (England), CCEA Regulation (Northern Ireland), SQA (Scotland), and Qualifications Wales (Wales). 601/6108/5 - NCFE CACHE Level 3 Award in Health and Social Care (TQT 215): 601/6109/7 - NCFE CACHE Level 3 Certificate in Health and Social Care (TQT 734): 601/6110/3 - NCFE CACHE Level 3 Extended Diploma in Health and Social Care (TQT 1491: Timing of assessments/results for learners, NCFE CACHE Level 3 Health and Social Care qualifications, Calculate 9.3b. The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. There is flexibility to allow some students to progress quicker than others. wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. For the qualifications which have an external assessment component, there is a maximum of one further opportunity after the first submission for students to submit the External Assessment in order to achieve a pass grade or to improve a grade. Fourteen mandatory units and four optional units (externally set, internally assessed) contribute 67% towards the overall grade. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. 9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). Vocational qualifications are either work-related qualifications designed to enable students to gain the skills required to perform a particular job, or qualifications that may be taken as part of a wider study programme or an apprenticeship. GSHS Level 3 Health and Social Care Unit 2 Flashcard Maker: Samuel Blake. Human Anatomy & Physiology E.N. Portfolio of evidence, one extended assessment. Home and work environment Gameshow quiz. This qualification confirms competence in these areas for roles such as: Senior Care Support Workers in Residential Settings Learn vocabulary, terms, and more with flashcards, games, and other study tools. List how someone may feel if they have: 1. Health and Social Unit 2 … These qualifications are designed for post-16 students and fall under the oversight of the Department of Business, Energy and Industrial Strategy (BEIS) and the Education and Skills Funding Agency (ESFA). Below, you will find a list of the optional units for the Level 3 Diploma in Care along with their level and credit value. Dementia 3. I may earn commissions from qualifying purchases from Amazon. 1.1 Identify legislation and codes of practice that relate to handling information in care settings. What are Duty of Care and Duty of Candour how do they affect your role as a care worker? The NVQ Level 3 in Health and Social Care (QCF) course is aimed individuals working as a senior care assistant or senior support worker in any care settings or looking pursue a degree in Nursing and Social Work. BTEC Level 3 National Health and Social Care: Student Book 2 M. Billingham, H. Talman. In addition, some optional units are very similar in content, so may be barred, which means you will not be allowed to select both units. It also provides direct progression to the Level 3 Extended Diploma in Health and Social Care. 9.1b. BTEC National Level 3 Health and Social Care E. Rasheed, A. Hetherington. 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