Home and work environment Gameshow quiz. This QIP covers vocational qualifications which are not listed on the Department for Education (DfE) 16 – 19 performance tables for England. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. 5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable. The Award shares three mandatory units with the Certificate. Working in Health and social care. Following its 2012 review of post-19 qualifications the ESFA removed 1,800 qualifications from public funding and a further 1,000 in 2014. Hoehn. 2.4 Support audit processes in line with own role and responsibilities. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive, 9.2b. by Be122565. Level 3 criteria require students to analyse, draw conclusions, interpret or justify, which are all examples of higher level skills. 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. 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. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Contribution of assessment components to overall grade. 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. 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. This is because there are no specific qualification criteria for vocational qualifications, as there currently are for GCSEs, AS and A levels. Hoehn. I have typed them and created a clearer mark scheme with indicative content / model answers These qualifications have been designed, written and reviewed by a team of subject matter experts, employers and higher education institutions. Initially, some class time is required in order to deliver learning outcome 1 and to prepare learners for learning The Level 3 Diploma in Adult Care (RQF) is a nationally-recognised qualification for senior care workers. 7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so, 7.2d Report any concerns they have to the relevant person. qualifications. The qualification provides learners with an introduction to the health and social care sector as well as key academic, research and communication skills to support learners in their development. External assessment (50%). by Juday. Information for students and teachers of our BTEC Nationals in Health and Social Care (2016), including key documents and the latest news. 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). The results of these qualifications are reported to UCAS through Awarding Body Linkage (ABL). Pearson BTEC Level 3 National Extended Social Care Pearson BTEC Level 3 Diploma in Health and Learn vocabulary, terms, and more with flashcards, games, and other study tools. Unit 45: Independent Learning in Health and Social Care Unit code: D/600/9026 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to work independently and contribute effectively in a learning environment. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Nine ‘core mandatory’ units (graded A* – D; externally set, marked by the Centre); one Extended Assessment covering the ‘core mandatory’ units (externally set, externally marked); Placement in a Real Work Environment: 75 hours. Study Health And Social Care Unit 1 Level 3 using smart web & mobile flashcards created by top students, teachers, and professors. This could include: Senior member of staff, Carer, Family member, 7.3a Describe ways of helping individuals to make informed choices, 7.3b Explain how risk assessment processes can be used to support the right of individuals to make their own decisions, 7.3c Explain why personal views must not influence an individual’s own choices or decision, 7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others, 7.4a Demonstrate how to support individuals to make informed choices, 7.4b Ensure any risk assessment processes are used to support the right of individuals to make their own decisions, 7.4c Ensure their own personal views do not influence an individual’s own choices or decisions, 7.4d Describe how to report any concerns they have to the relevant person. Team of subject matter experts, employers and higher education or assist progression... 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