Beruflich Dokumente
Kultur Dokumente
Edexcel Level 4
BTEC Higher Nationals in
Health and Social Care
October 2004
References to third-party material made in this specification are made in good faith. London
Qualifications does not endorse, approve or accept responsibility for the content of materials,
which may be subject to change, or any opinions expressed therein. (Material may include
textbooks, journals, magazines and other publications and websites.)
Key features 14
Professional body recognition 15
National Occupational Standards 15
Qualification Requirement 15
Higher-level skills 16
BTEC Higher National Certificate 16
BTEC Higher National Diploma 16
Endorsed titles 17
Useful publications 30
How to obtain National Occupational Standards 31
Annex A 225
Qualification codes 225
QCA codes 225
Edexcel codes 225
QCA and Edexcel codes 225
Annex B 227
Qualification Requirement 227
Annex C 233
Wider curriculum mapping 233
Annex D 235
National Occupational Standards S/NVQ Level 4 in Care 235
Annex E 237
National Occupational Standards in Management 237
Qualification titles covered by this specification
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care
(Management)
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care (Health)
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care
(Applied Social Studies)
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care
(Care Practice)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care
(Management)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care (Health)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care
(Applied Social Studies)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care
(Care Practice)
These qualifications have been accredited to the National Qualifications Framework (NQF).
The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.
These qualification titles are as they will appear on the learner’s certificate. Learners need to be
made aware of this when they are recruited by the centre and registered with Edexcel.
Providing this happens, centres are able to describe the programme of study leading to the
award of the qualification in different ways to suit the medium and the target audience.
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Edexcel qualifications in the National Qualifications Framework
NQF level
BTEC Professional Award, Certificate, Key skills level 5 NVQ level 5
Diploma
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Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Health and Social Care. Each
unit sets out the required outcomes and content and includes advice regarding appropriate
delivery and assessment strategies. The guidance contains further details of the teaching,
learning, assessment and quality assurance of these qualifications. It includes advice about
Edexcel’s policy regarding access to its qualifications, the design of programmes of study and
delivery modes.
The BTEC Higher National Certificate in Health and Social Care is a 10-unit qualification of
which five units are core.
The BTEC Higher National Certificate programme must contain a minimum of five units
designated at H2 level.
The BTEC Higher National Certificate contains a mandatory requirement for 200 hours work
experience (see Work experience section on page 27).
The BTEC Higher National Diploma in Health and Social Care is a 16-unit qualification of
which six units are core.
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
The BTEC Higher National Diploma contains a mandatory requirement for 200 hours work
experience (see Work experience section on page 27).
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care
Unit level
Unit No Core units — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
Specialist units — choose five units
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Certificate programme must contain a minimum of five units
designated at H2 level.
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care (Management)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care* H1
Specialist units A — choose two units
9 Ensuring Best Outcomes for Individuals* H2
21 Supporting Significant Life Events* H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
Specialist units B — choose one unit only
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
30 Vocational Practice in Health and Social Care H2
The Higher National Certificate must include a minimum of five units at H2 Level
* Units link closely to the NVQ for Registered Managers (Adults)
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care (Health)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
11 Public Health H2
12 Physiology for Health H1
Specialist units A — choose two units
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
Specialist units B — choose one unit
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
17 Community Development Work H2
21 Supporting Significant Life Events H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The Higher National Certificate must include a minimum of five units at H2 Level
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care (Applied Social Studies)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
Specialist units A — choose two units
6 Health and Social Care Research Project H2
15 Psychology for Health and Social Care H2
19 Contemporary Issues in Health and Social Care H2
24 Understanding Learning H2
26 Leadership and Organisations H1
Specialist units B — choose one unit
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
20 Assistive Technologies H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
25 Assessing and Developing Others H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The Higher National Certificate must contain a minimum of five units at H2 level
E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care 7
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care (Care Practice)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
Specialist units A — choose two units
16 Understanding Specific Needs H1
17 Community Development Work H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
Specialist units B — choose one unit
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
15 Psychology for Health and Social Care H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The Higher National Certificate must contain a minimum of five units at H2 level
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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care
Unit level
Unit No Core units — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
6 Health and Social Care Research Project H2
Specialist units — choose ten units
7 Social Policy H2
8 Social Context of Health and Social Care H1
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
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– Issue 1 – October 2004
Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care (Management)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
6 Health and Social Care Research Project H2
13 Managing Human Resources In Health and Social Care H2
14 Managing Financial Resources in Health and Social Care* H1
Specialist units A — choose four units
9 Ensuring Best Outcomes for Individuals * H2
21 Supporting Significant Life Events* H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
29 Project Management in Health and Social Care H2
Specialist units B — choose four units
7 Social Policy H2
8 Social Context of Health and Social Care H1
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
28 Managing Quality in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
* Units link closely to the NVQ for Registered Managers (Adults)
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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care (Health)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
6 Health and Social Care Research Project H2
11 Public Health H2
12 Physiology for Health H1
Specialist units A — choose four units
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
Specialist units B — choose four units
7 Social Policy H2
8 Social Context of Health and Social Care H1
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
17 Community Development Work H2
21 Supporting Significant Life Events H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care (Applied Social Studies)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
Specialist units A — choose four units
15 Psychology for Health and Social Care H2
17 Community Development Work H2
19 Contemporary Issues in Health and Social Care H2
24 Understanding Learning H2
26 Leadership and Organisations H1
Specialist units B — choose four units
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
16 Understanding Specific Needs H1
18 Complementary Therapies H1
20 Assistive Technologies H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
25 Assessing and Developing Others H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care (Care Practice)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
6 Health and Social Care Research Project H2
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
Specialist units A — choose four units
16 Understanding Specific Needs H1
17 Community Development Work H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
Specialist units B — choose four units
7 Social Policy H2
8 Social Context of Health and Social Care H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
15 Psychology for Health and Social Care H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
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Key features
The development of National Minimum Standards and the establishment of the National Care
Standards Council has meant that those practising personal care in health and social care
settings must have achieved a minimum standard of education. The Higher Nationals in Health
and Social Care have been developed to underpin the vocational practice requirements of the
National Minimum Standards and therefore give learners the contextual knowledge to progress
in their employment area.
The programmes also meet with government policies, such as ‘Aim Higher’, to improve access
to higher education. The Higher Nationals in Health and Social Care originate from a
vocational setting and have been designed to enable progression from a vocational route as well
as from academic study.
BTEC Higher Nationals are designed to provide specialist vocational programmes, linked to
National Occupational Standards where appropriate, with a strong work related emphasis. The
qualifications provide a thorough grounding in the key concepts and practical skills required in
the sector. BTEC Higher Nationals offer a strong emphasis on practical skills development
alongside the development of requisite knowledge and understanding in the sector. Learners are
attracted to these strong vocational programmes of study that meet individual progression needs
whether this is into employment or to further study on a degree or professional course.
A key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
BTEC Higher Nationals in Health and Social Care have been designed to:
• equip individuals with underpinning knowledge, understanding and skills for success in
employment in the health and social care sector at supervisory or management levels
• provide specialist studies relevant to individual vocations and professions in which learners
are working or in which they intend to seek employment in the health and/or social care
sector
• develop the ability of learners to contribute to the health and social care environment
through effective use and combination of the knowledge and skills gained in different parts
of the programme
• develop skills and techniques, and personal qualities and attitudes essential for successful
performance in working life and thereby enable learners to make an immediate contribution
to employment
• develop transferable skills and knowledge which will enable individuals to meet changing
circumstances, whether moving within their own area of employment, promotion to a
supervisory or management position or general changes in the provision or environment of
health and social care
• prepare individuals to progress to further professional development of higher-level skills
through to future study or career advancement
• enable study to be supported by vocational practice when this is considered desirable for
the chosen progression within the sector
• enable focused study in defined areas of the health and social care sector with specialist
designed units.
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Professional body recognition
The BTEC Higher Nationals in Health and Social Care have been developed with career
progression and recognition by professional bodies in mind. It is essential that learners gain the
maximum benefit from their programme of study.
The professional bodies for the professions allied to health recognise only specifically tailored
qualifications. However, a new role of Assistant Practitioner within the health service and the
Advanced Practitioner role within social care, is evolving, for whom Higher Nationals in Health
and Social Care qualifications are most appropriate. Edexcel will continue to seek recognition
for learners who hold these qualifications.
Further details of professional body recognition and exemptions for BTEC Higher Nationals are
given in the publication BTEC Professional Recognition which is available on Edexcel’s
website (www.edexcel.org.uk).
BTEC Higher Nationals in Health and Social Care are designed to relate to the National
Occupational Standards in the care sector at level 4. These, in turn, form the basis of the care
sector National Vocational Qualifications (S/NVQs). Currently the Higher Nationals in Health
and Social care have been mapped to the existing standards. However, the qualification design
has been designed to underpin emergent themes in the new National Occupational Standards at
level 4 and the qualification will be mapped to the new standards when these are complete.
Some Higher National units are also designed to relate to the National Occupational Standards
in Management. BTEC Higher Nationals do not purport to deliver occupational competence in
the sector, which should be demonstrated in a work context. However, the qualifications seek to
provide underpinning knowledge for the National Occupational Standards, as well as
developing practical skills in preparation for work and possible achievement of S/NVQs in due
course.
Links to the Level 4 National Occupational Standards in Care are indicated in each unit and
mapped in Annex D.
Some units cover some of the underpinning knowledge of the National Occupational Standards
in Management. Units are mapped in Annex E and indicated in the Links section of each unit.
Qualification Requirement
Edexcel has published Qualification Requirements as part of the revision of BTEC Higher
Nationals. Qualification Requirements set out the aims and rationale of the qualifications and
provide the framework of curriculum content. They also identify the higher-level skills
associated with the qualifications and any recognition by relevant professional bodies. The
Qualification Requirement for BTEC Higher Nationals Health and Social Care is given in
Annex B.
Edexcel standard specifications titles are developed from the Qualification Requirements.
Licensed centres comply with Qualification Requirements when developing BTEC Higher
Nationals under these standard titles.
Qualification Requirements provide consistent standards within the same vocational area and
clearly identify the skills and knowledge that can be expected of any holder of an identical
BTEC Higher National. This will allow higher education institutions, employers and
professional bodies to confidently provide progression opportunities to successful learners.
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Higher-level skills
Learners studying for BTEC Higher Nationals in Health and Social Care will be expected to
develop the following skills during the programme of study:
• analysing, synthesising and summarising information critically
• the ability to read and use appropriate literature with a full and critical understanding
• the ability to think independently and solve problems
• applying subject knowledge and understanding to address familiar and unfamiliar problems
• recognising the moral and ethical issues of health and social care practice and research;
appreciating the need for ethical standards and professional codes of conduct
• developing an appreciation of the interdisciplinary nature of health and social care service
provision
• the capacity to give a clear and accurate account of a subject, assemble arguments in a
mature way and engage in debate and dialogue both with specialists and non-specialists.
The 10-unit BTEC Higher National Certificate in Health and Social Care provides a specialist
work-related programme of study that covers the key knowledge, understanding and practical
skills required in the health and social care sector and also offers particular specialist emphasis
through the choice of specialist units.
BTEC Higher National Certificates provide nationally recognised qualifications offering career
progression and professional development for those already in employment and opportunities to
progress into higher education. The qualifications are mode free but they are primarily
undertaken by part-time learners studying over two years. There is the opportunity for course
providers to structure an intensive programme of study in a shorter period of time.
This specification provides centres with a framework to develop engaging programmes for
higher-education learners who are clear about the area of employment that they wish to enter.
Learners studying the BTEC Higher National Certificate should be able to progress to the
Higher National Diploma or to the first year of undergraduate study in health and social care or
directly into employment in an associated profession.
The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than
the BTEC Higher National Certificate. Higher National Diplomas are mode free but are
followed predominately by full-time learners. They allow progression into or within
employment in the health and social care sector, either directly on achieving the award or
following further study to degree level.
The BTEC Higher National Diploma in Health and Social Care provides opportunities for
learners to apply their knowledge and practical skills in the workplace. Full-time learners have
the opportunity to do this through formal work placements or their part-time employment
experience.
The qualification prepares learners for employment in the health and social care sector and will
be suitable for learners who have already decided that they wish to enter this area of work.
Some adult learners may wish to make the commitment required by this qualification in order
to enter a specialist area of employment in health and social care or progress into higher
education. Other learners may want to extend the specialism that they followed on the BTEC
Higher National Certificate programme.
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Learners studying on the BTEC Higher National Diploma should be able to progress to the
second or third year of an undergraduate degree or direct into employment in an associated
profession.
Endorsed titles
BTEC Higher Nationals in Health and Social Care titles reflect the focus of current government
policy for the sector. The thirty units within the programme encompass a broad spectrum of
topics relevant to the sector. The endorsed titles provide greater definition to the qualification
for the benefit of learners and potential progression from the HNC/D to employment,
professional training or related academic study. Each title requires study of a combination of
selected units to facilitate a specific progression pathway.
An unendorsed title is also available which has no prescribed specialist units and may be
appropriate for those working in areas of the sector where particular choices of unit
combinations not detailed below may be appropriate.
Management is appropriate for those working towards Registered Manager (Adults) status or
those who have more general management responsibilities in their work in the health and social
care sector.
Health provides the underpinning knowledge relevant for those working in the health sector or
progressing towards professional training in professions allied to medicine or nursing.
Applied Social Studies is appropriate for those aiming for academic study or social work
training.
Care Practice focuses on the acquisition of knowledge and understanding for those aiming to
progress in employment in health and social care sector.
Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher
National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.
The assessment of BTEC Higher National qualifications is criterion-referenced and centres are
required to assess learners’ evidence against published learning outcomes and assessment
criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a
pass grade for the unit learners must meet the assessment criteria set out in the specifications.
This gives transparency to the assessment process and provides for the establishment of
national standards for each qualification.
The units in BTEC Higher National qualifications all have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, assessors and
those responsible for monitoring national standards.
Unit format
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At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass it. Learners must
achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
• Delivery — offers guidance about possible approaches to delivery. The guidance is based
on the more usual delivery modes and is not intended to rule out alternative approaches.
• Assessment — provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
• Links — sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
• Resources — identifies the specialist resources likely to be needed to allow learners to
generate the evidence required by each unit. The centre will be asked to ensure that this
resource requirement is in place when it seeks approval from Edexcel to offer the
qualification.
• Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,
publications and websites that may support the delivery of the unit.
The purpose of assessment is to ensure that effective learning of the content of each unit has
taken place. Evidence of this learning, or the application of the learning etc, is required for each
unit. The assessment of the evidence relates directly to the assessment criteria for each unit,
supported by the generic grade descriptors.
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The process of assessment can aid effective learning by seeking and interpreting evidence to
decide the stage that learners have reached in their learning, what further learning needs to take
place and how best to do this. Therefore, the process of assessment should be part of the
effective planning of teaching and learning by providing opportunities for both the learner and
assessor to obtain information about progress towards learning goals. The assessor and learner
must be actively engaged in promoting a common understanding of the assessment criteria and
the grade descriptors (what it is they are trying to achieve and how well they achieve it) for
further learning to take place. Therefore, learners need constructive feedback and guidance
about how to improve, capitalising on strengths, with clear and constructive comments about
weaknesses and how these might be addressed.
Assessment instruments are constructed by centres. Assessment instruments should collectively
ensure coverage of all assessment criteria within each unit and should provide opportunities for
the evidencing of all the grade descriptors. It is advised that assessment criteria and
contextualised grade descriptors are clearly indicated on each assessment instrument to provide
a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and
to assist with internal standardisation processes. Tasks/activities should enable learners to
produce evidence that relates directly to the assessment criteria and grade descriptors.
When centres are designing assessment instruments, they need to ensure that the instruments
are valid, reliable and fit for purpose, building on the application of the assessment criteria.
Centres are encouraged to place emphasis on practical application of the assessment criteria,
providing a realistic scenario for learners to adopt, making maximum use of work-related
practical experience and reflecting typical practice in the sector concerned. The creation of
assessment instruments that are fit for purpose is vital to achievement and their importance
cannot be over-emphasised.
The assessment of BTEC Higher National qualifications will be at unit level and there will be
no overall grade for either the Certificate or the Diploma. This means that learners are able to
access the qualification through a unitised approach.
Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
The generic merit and distinction grade descriptors listed on pages 21–22 are for grading the
total evidence produced for each unit and describe the learner’s performance over and above
that for a pass grade.
The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential
or holistic mode, to reflect the nature of the sector concerned.
Each of the generic merit and distinction grade descriptors can be amplified by use of
indicative characteristics. These give a guide to the expected learner performance, and
support the generic grade descriptors. The indicative characteristics should reflect the nature of
a unit and the context of the sector programme.
The indicative characteristics shown in the table for each of the generic grade descriptors are
not exhaustive. Consequently, centres should select from the list or may construct other
appropriate indicative characteristics for their sector programme which may be drawn from the
appropriate higher-level skills. It is important to note that each assessment activity does not
need to incorporate all the merit and/or distinction grade descriptors.
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Contextualising the generic grade descriptors
The generic merit and distinction grade descriptors need to be viewed as a qualitative extension
of the assessment criteria for pass within each individual unit. The relevant generic grade
descriptors must be identified and specified within an assignment and the relevant indicative
characteristics should be used to place the required evidence in context.
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Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
pass for each unit.
Merit grade
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Distinction grade
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Accreditation of Prior Learning (APL)
The quality assurance system for BTEC Higher National qualifications, as higher-level
vocational qualifications at Level 4 on the NQF, will comprise three main components.
• approval process — a control measure to confirm that individual centres (and programme
teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of
study.
• monitoring of centres — a method of monitoring centres’ internal quality systems to
ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of
those requirements to accommodate new qualifications.
• independent assessment — a measure that provides independence within the assessment
process, so that the certificated outcomes for each learner are not reliant on determinations
by individuals or groups with a vested interest in the outcome. This measure should be
consistent and reliable over time, and should not create unnecessary barriers.
Approval to offer BTEC Higher National qualifications will vary depending on the status of the
centre. Centres that have a recent history of delivering BTEC Higher National qualifications
and have an acceptable quality profile in relation to their delivery will be able to gain approval
through an accelerated process. Centres that are new to the delivery of BTEC Higher National
qualifications will be required to submit evidence to demonstrate that they:
• have the human and physical resources required for effective delivery and assessment
• understand the implications for independent assessment and agree to abide by these
• have a robust internal assessment system supported by ‘fit for purpose’ assessment
documentation
• have a system to internally verify assessment decisions to ensure standardised assessment
decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive,
etc).
We communicate all approvals in writing to the head of centre in the form of a qualification
approval letter. The approval letter will also contain a programme definition for each
qualification approved. The programme definition clearly states to the centre all units that
comprise the qualification for which the centre is approved.
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Monitoring centres’ internal quality systems
Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all
programme areas. This should include the consistent application of policies affecting learner
registrations and appeals, together with the effectiveness of internal examination and
standardisation processes.
Centres may opt for a review of their provision under the quality verifier/quality reviewer
arrangements, which already apply to all further education centres. Alternatively, centres may
present evidence of their operation within a recognised code of practice, such as that of the
Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm
independently that these arrangements are operating to our satisfaction.
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• the assessment process
• assessment meetings
• physical resources
• comments of learners
• meetings with staff
• external examiner practice
• issues arising from previous reports
• details of sampling
• general points, areas of good practice and major issues
• action points.
The external examiner report provides the mechanism by which the external examiner
independently verifies learner ability, endorses the validity of the assessment process and
releases certification for a cohort.
The report is a confidential document between Edexcel, the appointed external examiner, and
the centre to use for internal/external quality assurance processes. It provides the centre with
feedback on the external examining process and on the judgements that determine the external
examiner’s decisions on endorsement, or otherwise, of learner outcomes.
The qualifications consist of core units (which are mandatory) and specialist units. These
specialist units will be mostly optional and are designed to provide a specific focus to the
qualification. Required combinations of specialist units are clearly set out in relation to each
qualification in the defined qualification structures provided in this document.
In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The
definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It
includes an estimate of time that might be allocated to direct teaching, instruction and
assessment, together with other structured learning time such as directed assignments or
supported individual study. It excludes learner-initiated private study. Centres are advised to
consider this definition when planning the programme of study associated with this
specification.
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning
or a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are
provided on our website.
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Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on learners’ work environments should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
• liaising with employers to ensure that the course is relevant to the specific needs of the
learners
• accessing and using non-confidential data and documents from learners’ workplaces
• including sponsoring employers in the delivery of the programme and, where appropriate,
in the assessment
• linking with company-based/workplace training programmes
• making full use of the variety of experiences of work and life that learners bring to the
programme.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard.
Staff delivering programmes and conducting the assessments should be fully familiar with
current practice and standards in the sector concerned. Centres will need to meet any specialist
resource requirements when they seek approval from Edexcel.
Please refer to the resource section in individual units for specialist resource requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learner’s experience.
Centres should note the qualifications set out in these specifications have been developed in
consultation with centres, employers and representatives from industry to be consistent with the
National Occupational Standards in Care. National Occupational Standards in Management,
Registered Managers (Adults), Community Development Work and Mental Health are referred
to in the links sections of specific units.
The endorsements are designed to meet the skill needs of the sector and the specialist units
allow coverage of the full range of employment. Centres should make maximum use of the
choice available to them within the specialist units in these specifications to meet the needs of
their learners, as well as the local skills and training needs identified by organisations such as
Regional Development Agencies and Local Learning and Skills Councils.
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Centres may not always be able to meet local needs using the units in this specification. In this
situation, centres may seek approval from Edexcel to make use of units from other standard
NQF BTEC Higher National specifications. Centres will need to justify the need for importing
units from other specifications and Edexcel will ensure that the vocational focus of the
qualification has not been diluted.
There may be exceptional circumstances where even the flexibility of importing units from
other specifications does not meet a particular local need. In this case, centres can seek
permission from Edexcel to develop a unit with us to meet this need. The cases where this will
be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is
not reduced and that there is a minimum of overlap and duplication of content of existing units.
Centres will need strong evidence of the local need and the reasons why the existing standard
units are inappropriate. Edexcel will need to validate these units.
The flexibility to import standard units from other BTEC Higher National specifications and/or
to develop unique locally-devised specialist units is limited to a maximum of four units in a
BTEC Higher National Diploma qualification and a maximum of two units only in any
BTEC Higher National Certificate qualification. The use of these units cannot be at the
expense of the core units in any qualification.
Work experience
Experience of working within a care organisation is essential for achievement of all or some
assessment criteria in many of the units within the Higher Nationals in Health and Social Care.
In addition, many of the concepts and principles, as well as specialist knowledge, which
underpin work in this sector can only be fully understood through direct observation and
involvement with service users, professionals and others within health and social care
situations.
Work experience hours have been built into specific units within the programme as follows:
Unit 4: Continuing Development A 200 hours (core unit)
Unit 23: Continuing Development B 200 hours (specialist unit)
Unit 30: Vocational Practice in Health and Social Care 400 hours (specialist unit)
The minimum amount of work experience recommended for achievement of any of the awards
within the Higher National in Health and Social Care titles is 200 hours. The maximum amount
of work experience specified is 800 hours if a learner completes Units 4, 23 and 30. Work
experience may be gained through employment or voluntary commitments in settings where the
principles of health and social care practice apply. The work experience should provide the
opportunity for learners to demonstrate the skills and understanding expected of a care worker,
and for these to be observed in the workplace by expert witnesses as needed to meet the
assessment evidence requirements for units within the programme.
Centres are advised to ensure that learners have access to appropriate and sufficient work
experience to meet the requirements of their chosen programme and that there is support from
the employer for any work related assessment activity required. For learners taking Unit 30,
where assessment of competencies against National Occupational Standards is essential, centres
should ensure that assessment conforms to the requirements of the appropriate assessment
guidelines (eg Joint Awarding Body Guidelines, S/NVQ Code of Practice).
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More information about learning and assessment expected from work experience is
incorporated into the unit specifications.
National Minimum Standards from the National Care Standards Commission established by the
Care Standards Act 2000 dictate that those working in a personal caring role should be aged 18
or above. The BTEC Higher Nationals in Health and Social care are designed to encourage
learners to work towards the practical competencies required to meet the National Minimum
Standards required for their job role. It is therefore inappropriate for learners taking the
qualification not to have reached the age of 18.
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Learners with particular requirements
Edexcel recognises that some learners, when studying vocationally-related qualifications, will
have coped with the learning demands of a course but may find the standard arrangements for
the assessment of their attainment presents an unfair barrier. This would apply to learners with
known and long-standing learning problems and to learners who are affected at, or near to, the
time of a time-constrained assessment.
Edexcel will seek to approve alternative arrangements that:
• meet the needs of learners with particular requirements
• do not confer advantage over other learners
• are commensurate with the proper outcomes from the qualification.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally
Related Qualification: Regulations and Guidance relating to Learners with Special
Requirements (Edexcel, 2002).
The study of the BTEC Higher Nationals in Health and Social Care provides opportunities for
learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and
an awareness of environmental issues, health and safety considerations, and European
developments. These wider curriculum opportunities are indicated in the units as appropriate.
Mapping of wider curriculum opportunities issues is provided in Annex C.
Environmental issues
Learners are led to appreciate the importance of environmental issues as they engage in health
and social care study, as well as through experience of the health and social care industry.
Specific issues may be covered in Unit 8: The Social Context of Health and Social Care,
Unit 11: Public Health and Unit 14: Managing Financial Resources in Health and Social Care.
European developments
Much of the content of the BTEC Higher Nationals in Health and Social Care can be applied
throughout Europe owing to its generic nature, even though the context of delivery is within the
UK. Specifically these issues may be encountered in Unit 7: Social Policy and Unit 8: Social
Context of Health and Social Care.
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Health and safety issues
BTEC Higher Nationals in Health and Social Care are practically based and so health and
safety issues are encountered throughout. Learners will develop awareness of the safety of
others as well as themselves in all practical activities. Learners will also explore health and
safety issues across the health and social care sector, particularly in Unit 3: Ensuring Health
and Safety.
Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Health and
Social Care. Their significance should be emphasised throughout.
Legislation issues
Legislation is referred to throughout the units. The qualification has been designed to reflect the
changing provision of legislation in the UK. It is accepted that a ‘national perspective’ will
depend on the location of the learner and this may be in for example England, Wales or
Northern Ireland.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone: 01623 467 467
Fax: 01623 450 481
Email: publications@linneydirect.com
Related publications include:
• the current Edexcel publications catalogue and update catalogue
• Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
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How to obtain National Occupational Standards
Edexcel supports UK and international customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
• planning for the delivery of a new programme
• planning for assessment and grading
• developing effective assignments
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• building your team and teamwork skills
• developing student-centred learning and teaching approaches
• building key skills into your programme
• building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training Team on
telephone number 0870 240 9800 to discuss your training needs.
The training we provide:
• is active — ideas are developed and applied
• is designed to be supportive and thought provoking
• builds on best practice.
Our training will also underpin many areas of the Higher Education Staff Development Agency
(HESDA)/FENTO standards for teachers and lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
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Core
units
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Unit 1: Communicating in Health and Social
Care Organisations
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit aims to develop learners’ awareness of different forms of communication used in the
health and social care context and the importance of communication in service delivery.
Learners will explore communication in interpersonal interactions and identify barriers to
communication and ways to overcome them. In addition, communication systems within
organisations will be critically examined and learners will gain an understanding of the legal
frameworks surrounding the recording of information about people. Learners will be expected
to gain competence in, and an understanding of, the use of information technology as a
communication tool in health and social care.
Learners should note that any direct investigation of communication in health and social care
placements or employment should be within the context of a job role. Due regard should be
given to confidentiality of information used to support this unit.
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Content
3 Information technology
Standard IT software: word-processing, spreadsheets, database, information retrieval
(internet, intranet if available), email
Benefits: meeting individual needs, administration of treatments, efficiency of
administrative processes, accuracy of records, communication, maintaining independence
Enhances activities of care workers and organisations: eg meeting needs of staff, business
administration, efficiency, quality of service, meeting requirement of other agencies,
accountability, audit
Legal considerations: health and safety (eg postural, visual, stress); data protection, access
to records
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Outcomes and assessment criteria
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Guidance
Delivery
A review of a range of communication skills may be a useful introduction to this unit. Learners
would benefit from role plays, use of video, as well as from observations of communication
practices in the workplace. Input by specialists eg a speech therapist, a sign language interpreter
may help understanding. Guidance from placement supervisors may be helpful for learners to
maximise opportunities for gaining understanding from placement experience. Learners should
be familiar with the requirements of the Data Protection Act and with local workplace policies
regarding records and health and safety within the workplace.
Assessment
Learners will produce written work for the unit supported by appropriate expert witness
testimony to demonstrate ability in communicating and use of software. Competence in the use
of IT and diverse written forms of communications may be supported by materials and artefacts
generated by coursework from any unit within the programme or from work activities.
Links
The necessary IT skills may be linked to achievement of a recognised qualification (eg IT Key
Skills, ECDL). Demonstration and evaluation of learners’ own use of communication skills will
be assessed as part of Unit 4: Continuing Development A.
This unit links to S/NVQ Level 4 in Care units:
• SC14: Establish, Sustain and Disengage from Relationships with Clients
• SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies.
Resources
Access to IT facilities, including the internet and tutors with necessary expertise will be
necessary to ensure sufficient competence is achieved in the use of IT software. Learners will
need to be familiar with the systems and processes of record keeping and communication within
the workplace.
Support materials
Textbooks
Argyle M — The Psychology of Interpersonal Behaviour, 5th Edition (Penguin, 1994)
ISBN: 0140172742
Dickson DA, Hargie O and Morrow NC — Communication Skills Training for Health
Professionals, 2nd Edition (Nelson Thornes, 1996) ISBN: 0412 61450 2
Egan G — The Skilled Helper: A Systematic Approach to Effective Helping (Wadsworth)
ISBN: 0534367313
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Hargie ODW — The Handbook of Interpersonal Skills, 2nd Edition (Routledge, London)
Hayes J — Interpersonal Skills at Work, 2nd Edition (Routledge Hove, 2002)
ISBN: 0415227763
Mott J and Leeming A — Information and Communication Technology (Hodder and
Stoughton, 2002) ISBN: 0340804270
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Websites
Websites that support the development of this unit include those of information and
communication technology associations and employers. Learners must use this resource with
care, justifying the use of information gathered.
The following may be useful:
www.rnib.org.uk Royal National Institute for the Blind
www.rnid.org.uk Royal National Institute for the Deaf
Journals
Community Care
Nursing Times
Other materials
Tutors may wish to consider using video material to prompt discussion and raise awareness of
communication skills.
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Unit 2: Principles of Practice
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit develops understanding of the values and principles that underpin the practice of all
those who work in health and social care, particularly from the perspective of those with
management and leadership roles. Learners will explore formal and informal mechanisms
required to promote good practice by individuals in the workforce including personal strategies
that can influence the performance of others. The unit will provide supporting evidence for
those working towards S/NVQ Level 4 in Care and those who aim to work in health and social
care professions.
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Content
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5 Needs and preferences of the individual
Information: accessing, reviewing; about physical and mental health conditions
encountered in practice
Relationships: methods for forming, maintaining, ending; multi-disciplinary, multi-
organisational
Approaches to supporting individuals: expressing wishes, needs, preferences; responsibility
for own health and care; identifying how needs can be met; assessing and managing risks
Influences on own work: philosophies, principles, codes of practice, priorities
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Outcomes and assessment criteria
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Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate
the ability to:
5 Evaluate ways to place the • demonstrate ability to access and apply new
needs and preferences of the knowledge to support own practice
individual central to practice
• analyse the way relationships support individuals
• evaluate different approaches to providing support
for individuals and key people
• critically evaluate the factors that influence own
work with others within and outside the care
organisation
• present evidence of your practice
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Guidance
Delivery
Learners should be encouraged throughout to reflect on their own experience and observations
from workplace settings through class discussion, role play, use of case studies, issues arising
in the media etc. Tutor input will be required to support learner understanding of the legal
frameworks that are applicable and also in identifying and applying relevant theories. Tutors
are encouraged to utilise the many links with other units to support delivery of this unit.
Assessment
It is recommended that learners are given time to develop their workplace experience,
knowledge and understanding before assessment of this unit. Learners will be expected to
present evidence based substantially on their work in health and social care. Evidence may be
drawn from, for example, reflective writing in personal learning journals, case study examples,
reflection on observation of others, feedback from others, review of organisational practices.
Learners will be expected to identify and discuss relevant theories and be prepared to address
evidence needed to meet the assessment criteria that is not otherwise addressed by naturally
occurring circumstances in the workplace.
Links
This unit links with and underpins many of the units directly connected with practice and with
managing activities, in particular:
• Unit 1: Communicating in Health and Social Care
• Unit 9: Ensuring Best Outcomes for Individuals
• Unit 10: Understanding Abuse
• Unit 16: Understanding Specific Needs
• Unit 17: Community Development Work
• Unit 21: Supporting Significant Life Events
• Unit 22: Counselling Skills Development and Practice
• Unit 30: Vocational Practice in Health and Social Care.
The unit is intended to underpin the following S/NVQ level 4 units from the care award:
• O2: Promote People's Equality, Diversity and Rights
• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,
Responsibilities and Diversity Of People
• SC16: Assess Clients Needs and Circumstances
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.
The unit also contributes to the underpinning knowledge for the S/NVQ level 5 Strategic
Management Unit A7: Establish Strategies to Guide the Work of Your Organisation and
Element C6.3: Provide Guidance on Values at Work.
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Resources
Tutors need to be appropriately qualified and experienced in the care sector to cover the
principles and the management aspects of this unit.
Library resources need to support the range of knowledge addressed.
Case study material will be essential, and can be provided by the tutor or can be based on the
learner's own working situations.
Access to video equipment may be valuable if college-based project work is to be used to
supplement, or in place of, work-based evidence.
Support materials
Textbooks
Holland K and Hogg C — Cultural Awareness in Nursing and Health Care An Introductory
Text (Hodder Arnold, 2001) ISBN: 0340731338
Webb R and Tossell D — Social Issues for Carers: Towards Positive Practice, 2nd Edition
(Hodder Arnold, 1998) ISBN: 0340706252
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Unit 3: Ensuring Health and Safety
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
The purpose of this unit is to provide the knowledge and understanding needed to ensure that
learners understand their responsibilities in ensuring the health and safety of the workplace and
the people in it. Learners will gain a clear understanding of the implications of relevant
legislation for their own role and the implementation of policies and systems in their own
workplace. The importance of record keeping, monitoring and review of health and safety
policies and procedures will also be included. Elements of this unit should be contextualised to
an appropriate setting in health and social care.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
Teaching will be required for learners to gain an overall understanding of requirements of
relevant legislation, regulations, policies and codes of practice for a range of health and social
care work situations. Guidance will be necessary for learners to learn from the application of
these to the specific circumstances of their employment or placement. Employers/placements
will need support so that learners have sufficient opportunity to explore policies and practices
of the workplace. Ideally, learners should participate in genuine risk assessments for individuals
and the work environment.
Assessment
Learners will produce written evidence to meet the assessment requirements. Validation of their
evaluative account of one aspect of health and safety in the work place is recommended.
Links
Links may be made to:
• Unit 4: Continuing Development A
• Unit 11: Public Health
• Unit 20: Assistive Technologies
• Unit 23: Continuing Development B.
This unit also links to the S/NVQ Level 4 in Care:
• Unit SC17: Evaluate the Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs
and Circumstances.
Links may be drawn to the National Occupational Standards for Management Unit 37: Provide
a Safe, Healthy and Secure Working Environment.
Resources
Tutors should be conversant with the application of health and safety legislation in health and
social care settings. Inputs from health and safety specialist tutors may be helpful to gain
understanding of legislative requirements and their management.
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Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
A wide range of textbooks is available from the Health and Safety Executive, the following
may be useful:
Health and Safety Executive — Health and Safety in Residential Care Homes (HSE Books,
2001) ISBN: 0717620824
Morath J M and Turnbull J E — To Do No Harm Ensuring Patient Safety in Health Care
Organisations (Jossey Bass Wiley, 2004) ISBN: 078796770X
Sprenger R — Health and Safety for Management (Highfield, 2003) ISBN: 1871912040
Websites
Websites that support the development of this unit include those of health and safety
associations and employers and health and social care organisations with details of health and
safety policy. The following may be useful:
www.britishsafetycouncil.org.uk British Safety Council
www.ento.org.uk Employers National Training Organisation
www.hse.gov.uk Health and Safety Executive
www.iosh.co.uk Institute of Occupational Safety and Health
www.rospa.co.uk Royal Society for the Prevention of Accidents
Web pages provide access to the most recent developments but learners must use this resource
with care, justifying the use of information gathered.
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Unit 4: Continuing Development A
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit aims to encourage learners to develop as reflective practitioners. Learners will be
expected to complete a minimum of 200 hours of work experience in order to achieve this unit,
which may be completed either on an unpaid basis or as an employee. Evidence for assessment
of the unit will originate from learners’ own practice, observations and learning in the practice
setting(s) supplemented by wider understanding and knowledge gained from all parts of the
course and if appropriate, from wider experience. Learners will demonstrate their learning from
their experience in work experience or care employment. Learners could plan their own
personal development, monitor their progress and revise the plan as appropriate for achieving
the learning outcomes and personal targets. Learners will be expected to present a portfolio of
evidence that accurately reflects their abilities as reflective practitioners. Evidence from
workplace settings should be validated and authenticated by appropriately qualified expert
witnesses.
It is essential that learners and assessors respect the confidentiality of information from
the workplace at all times.
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Content
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4 Working with other workers
Own contribution: skills, knowledge, understanding, communicating information,
responsibilities
Collective effectiveness of teams: meeting service user needs and expectations, improving
team performance, supporting other team members, meeting objectives, formal and
informal roles within organisational structures and systems
Barriers: interpersonal interactions; professional codes, differing priorities, expectations,
experience, accountability
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Outcomes and assessment criteria
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Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate
the ability to:
4 Demonstrate development of • evaluate own contributions to the work teams to
skills and understanding in which you belong
relation to working with • discuss how your contributions influence the
other workers in health and collective effectiveness of the different teams of
social care contexts which you are a member
• describe the limits of your work role and how these
impact on your work with others
• analyse barriers to effective teamwork and your role
in minimising such barriers in the teams in which
you work
• suggest ways for improving personal contributions
and collective effectiveness of a team of which you
are a member
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Guidance
Delivery
An introduction to concepts of learning styles and recognition of the preferred learning styles of
the learner is recommended. A baseline self-assessment may be a useful starting point.
Strategies for development planning could be explored using discussion and examples.
Learners will need individual support in devising appropriate plans through tutorials and
meetings with work-place mentors etc. Liaison with work-based mentors would be
recommended to ensure learner experience in practice settings is appropriate for all the learning
outcomes and assessment criteria in the unit to be addressed. Learners will need guidance about
presenting evidence so that it adequately reflects their abilities as a developing care worker.
Assessment
Learners will present a portfolio of evidence to demonstrate their developing skills, knowledge
and abilities as individuals and developing care workers. Evidence may take the form of expert
witness testimony, observation records, assignments, reflective accounts, descriptive reports
and artefacts. Learners will be expected to ensure confidentiality of all evidence from the
workplace/placements. Evidence from another unit in the Higher National programme or from
other qualifications (eg an S/NVQ) may be presented if relevant but must be fully cross-
referenced to the assessment criteria of this unit. If evidence from other sources is used, verified
copies of the evidence are acceptable. Evidence would normally include a journal maintained
for the duration of the programme and assessment would not usually be finalised until the end
of the programme or until Unit 23: Continuing Development B is commenced. There should be
clear evidence of personal progression throughout the period of assessment. The 200 hours of
experience working in health and social care work is a minimum requirement for achievement
of this unit and verified evidence of time spent in work experience should be included within
the personal development portfolio.
Links
This unit should be completed before Unit 23: Continuing Development B.
The unit links to S/NVQ Level 4 units:
• CU7: Develop One’s Own Knowledge and Practice
• SC14: Establish, Sustain and Disengage from Relationships with Clients
• SC16: Assess Clients Needs and Circumstances.
Resources
Access to professional/continuing development plan proformas would be useful.
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Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Bolton G — Reflective Practice (Paul Chapman Publishing, 2000) ISBN: 076196729X
Jasper M — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771239
Taylor J — Study Skills in Health Care (Nelson Thornes, 2003) ISBN: 0748771190
Magazines, journals and other publications
Community Care
Nursing and Residential Care
Nursing Standard
Nursing Times
Websites
Websites that support the development of this unit include those of health and social care
associations and employers. The following may be particularly useful:
www.communitycare.org.uk Website for Community Care magazine
www.scie.org.uk Social Care Institute for Excellence
www.skillsforhealth.org.uk Sector Skills Council for Health
www.topss.org.uk Portal for National Training Organisations for GB nations
Learners should be encouraged to consult a wide range of commercial websites to support the
evidence they develop for this unit.
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 5: Working in Partnership
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
The model of working in partnership is a cornerstone of legislation and policy in health and
social care. This unit aims to provide learners with the opportunity of exploring three levels of
partnership. Firstly, at service user level between users and professionals, secondly, at inter-
professional level between practitioners, and thirdly at organisational and policy level. Learners
will draw upon a range of knowledge theories and research findings including those from other
units, for example Unit 1: Communicating in Health and Social Care, Unit 2: Principles of
Practice, Unit 17: Community Development Work and Unit 21: Supporting Significant Life
Events. Learners will also need to investigate positive and negative outcomes regarding
partnership for service users, professionals and organisations across a range of provision in
health and social care, including statutory and voluntary.
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Content
1 Concepts of partnership
Partnership philosophies: empowerment of service users, independence and autonomy
versus ‘expert’ or ‘medical’ model of service user
Relevant legislation affecting partnership working: a range of significant legislation
relating to health, social care, housing, criminal justice, education, mental health, disability,
welfare benefits eg The Children Act 1989, The NHS and Community Care Act 1990
Policy documents: local, regional, national produced by eg government departments,
agencies, specialist units, voluntary agencies
2 Practices of partnership
A range of service user groups: children, young people in care, patients, people with
physical disability, people with learning disabilities, elderly service users, ethnic groups,
people with mental health issues etc
Interprofessional practice: roles and responsibilities of working in partnership; lead
agency, decision making forums; dealing with conflict, barriers to partnership, sharing of
information, confidentiality.
Organisations: statutory, voluntary, private, not-for-profit, independent
Organisational practices and policies: statutory agency policy, voluntary agency policy,
private agency policy
3 Partnership outcomes
Positive and negative outcomes for service users: eg transparency of information, improved
services, empowerment, harm, loss of self esteem, anger, neglect
Negative outcomes for practitioners and organisations: eg breakdown of communication
Reducing negative outcomes: improving communication, practitioner involvement
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Outcomes and assessment criteria
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Guidance
Delivery
This unit requires formal classroom delivery through analysis of a variety of significant
legislation and policy documents relating to working in partnership. Tutors are advised to
encourage the learner to analyse a variety of research findings looking at service user
perspectives. This would involve looking at partnership. Learners would also benefit from
professional input, evaluating the concepts and practice of partnership for professionals
working in different agencies.
Assessment
Evidence for this unit should demonstrate understanding of where the complexities of working
in partnership at service user, professional and organisational levels occur. Understanding will
need to be demonstrated through a broad range of referenced evidence of how difficult and
complex working in partnership with some service users can be. Moreover, inter-professional
models of working in partnership will need to be considered and their strengths and weaknesses
reviewed. At organisational levels practices from different agencies in health and social care
will need to be analysed and outcomes considered.
Links
This unit underpins and is linked with:
• Unit 1: Communicating in Health and Social Care
• Unit 2: Principles of Practice
• Unit 17: Community Development Work
• Unit 21: Supporting Significant Life Events.
This unit also links to the Level 4 S/NVQ in Care:
• SC15: Develop and Sustain Arrangements for Joint Working between Workers and
Agencies
• SC16: Assess Clients Needs and Circumstances
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
Tutors will need sound knowledge of the working practices of a range of different services in
health and social care, housing and education. The philosophy of working in partnership will
need to be outlined with reference to The Children Act 1989, The NHS and Community Care
Act 1990 and the Working Together 1999 document and current and emerging policy
initiatives. It must, however, be emphasised that this unit is about the implementation of
working in partnership with service users, professionals and organisations across a range of
services and not just in relation to children. Access to policy on partnership from different
organisations would be useful as would evidence from a range of contexts, for example health
and social care, housing and education.
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Support materials
Textbooks
Edwards K — Partnership in Mental Health Care (Churchill Livingstone, 2004)
Glasby J and Peck E (Editors) — Care Trusts: Partnership Working in Action (Radcliffe
Medical Press, 2003) ISBN: 1857758218
Morris J — Community Care, Working In Partnership With Service Users (Venture Press,
1997) ISBN: 1873878915
Watson N — Working in Partnership with Schools (Grove Books, 1995) ISBN: 1851743065
Other texts
Local Authorities and the Police: Working in Partnership (Association of Metropolitan
Authorities, 1993)
Working in Partnership: A Collaborative Approach To Care (HMSO, 1994)
Websites
www.communitycare.org.uk Community Care magazine
www.jrf.org.uk Joseph Rowntree Foundation
www.open.gov.uk Government Website portal
www.surestart.gov.uk/docs Surestart
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Unit 6: Health and Social Care Research
Project
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit requires learners to integrate knowledge, skills and, where appropriate, competence
across units.
Learners will explore a range of perspectives that influence research design and analysis of
data. The uses of research in health and social care and the importance of ethical practice in
research will be considered. Learners will be required to prepare a proposal for a research
project, obtain data from both primary and secondary sources and present findings. Learners
will critically evaluate their project and make recommendations for further study. Learners will
be required to prepare and carry out individual research project.
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Content
2 Conduct
Proposal: aims, objectives, rationale, methodology for data collection and analysis,
selection of participants expected outcomes
Design: purpose, approach, scope, methodology, research instruments
Consents: course leader, required protocol of any organisation(s) involved in the research
(eg college head of department, voluntary agency management committee, NHS Trust
ethics committee), participants
Primary methods: observation, interview, questionnaire, experiment
Secondary sources: journals, textbooks, public media, internet
4 Evaluate
Values and perspectives: eg philosophical perspective, theoretical model of used, personal
values
Ethical considerations: protection of participants, accountability, resource limitations (eg
funding, time, sample size)
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Outcomes and assessment criteria
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Guidance
Delivery
A review of research terminology and basic methodological techniques is recommended to
introduce the unit. Learners will be expected to understand the processes involved in research
including action planning and presentation of findings. Tutor input will be required for learners
to gain a basic understanding of the philosophical perspectives that can underpin research in
health and social care. Tutors should guide learners carefully regarding the appropriateness and
feasibility of the planned primary research.
Discussion and analysis of contrasting reports of health and social care research, input from
research-active professionals, scrutiny of different ethical codes and of procedures for gaining
local ethics committee consent would be helpful. Research to be carried out in the learner
workplace must be approved in advance by written consent from workplace managers and/or
relevant ethical committees and tutors should check that this has been obtained.
Tutors will need to monitor the progress of the individual projects through tutorials to ensure
that each learner’s project will enable the assessment criteria to be met. Support from
workplace supervisors/managers during the conduct of research carried out in the workplace is
also recommended.
Assessment
Evidence for assessment will be in the form of an analytical report together with a self-
evaluation and supporting artefacts (eg consent documents, questionnaires, interview schedules,
transcripts, presentation tools eg PowerPoint printout, overhead transparencies, witness
testimony etc).
Links
The unit builds on an understanding of basic principles and concepts used in social research.
Links might be made to any of the units within the Higher National programme, depending on
the topic chosen for research. If appropriate, the research project may be designed to meet
workplace/employer purposes provided all assessment criteria can be fully met. Links may also
be made to S/NVQ Level 4 in Care Unit CU7: Develop One’s Own Knowledge and Practice.
Resources
Tutors should have experience of research in social sciences and preferably related to health or
care. Learners should have access to academic literature on health and social care as well as to
specific journals. Learners will need access to statistical data and should be able to use IT data
handling software and the internet.
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Support materials
Textbooks
Bannister P et al — Qualitative Methods in Psychology (Open University Press, 1994)
ISBN: 0335191819
Bell J — Doing Your Research Project, 3rd Edition (Open University Press, 1999)
ISBN: 0335203884
Blaxter L et al — How to Research (Open University Press, 1996) ISBN: 0335209033
Bowling A — Research Methods in Health (Open University Press, 1997) ISBN: 0335206433
Denscombe M — Ground Rules for Good Research (Open University Press, 2002)
ISBN: 0335206514
Denscombe M — The Good Research Guide, 2nd Edition (Open University Press, 2002)
ISBN: 0335213030
Fowler F J — Survey Research Methods, 2nd Edition (Newbury Park: Sage Publications, 1988)
ISBN: 0761921915
Gomm R, Needham G and Bullman A — Evaluating Research in Health and Social Care
(Sage/The Open University, 2000) ISBN: 0761964916
Green S — Research Methods in Health, Social and Early Years Care (Cheltenham, Stanley
Thornes, 2001) ISBN: 0748754628
Haralambos M and Holborn M — Sociology: Themes and Perspectives, 5th Edition (Collins,
2000) ISBN: 000715447X
Hinton P — Statistics Explained: A Guide for Social Science Students (London: Routledge
Publishing, 1995) ISBN: 0415332850
Hosker I — Social Statistics (Studymates, 2002) ISBN: 1842850040
Sapsford R and Abbot P — Research Methods for Nurses and the Caring Professionals (Open
University Press, 1992)
Walsh M — Research Made Real (Cheltenham Stanley Thornes, 2001) ISBN: 0748758410
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Specialist
units
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Unit 7: Social Policy
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit introduces learners to the many factors which influence social policy. Included are
historical, conceptual, political, regional, national and other agents of social change. Their
effect on welfare provision will be explored. The unit may encompass a variety of health and
social care sectors in the United Kingdom. Analysis of welfare policy ‘landmark’ provision will
enable learners to evaluate sufficiency and deficiency in provision. Tracing developments from
the period prior to 1945 to the present, learners will be able to compare and contrast major
competing perspectives. Reviewing a selection of national models of provision will allow for
consideration of some alternative perceptions and deliveries of welfare services. Key
contemporary issues for policy makers, welfare recipients, providers and all stakeholders will
be examined.
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Content
2 Welfare policies
The roles of institutions: parliament, local government, civil service, government agencies,
political parties, committees, enquiries, legislative process, green/white papers, debate
Influences on policy: less eligibility, universality, selectivity, welfare state, welfare to work,
charters; movements: pressure groups, campaigns; political spectrums and ideology; left,
right, centre; Marx and Manheim
Impact of policy on users: examples relevant to chosen Act
3 Recent developments
Current initiatives: gender, ethnic issues, poverty and social security, health and health
services, community care, disability, crime and criminal justice
Impact: on service users
National models: England, Northern Ireland, Scotland, Wales and European examples
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Outcomes and assessment criteria
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Guidance
Delivery
Delivery could include short lectures, seminar presentations, focused discussions, structured
tasks, exercises, specialist, professional and service user speakers, illustrative visits and multi-
media materials. The breadth of the subject requires some topic selectivity in conjunction with
support for assessment opportunities.
Assessment
Evidence should be generated using a variety of assessment tools, including informal,
alternative methods as well as more formal assessment, within a coherent, planned, unit
assessment strategy. This should include seen timed papers, essays, short ‘tests’, individual and
group verbal/visual presentations, micro-research collations, literature surveys, compilation of
glossaries and role-plays.
Links
Links can be made to:
• Unit 8: Social Context of Health and Social Care
• Unit 11: Public Health
• Unit 19: Contemporary Issues in Health and Social Care.
Links may also be made with units from the S/NVQ Level 4 in Care units:
• CU7: Develop One’s Own Knowledge and Practice
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
It is recommended that tutors have appropriate experience in teaching social policy and have
good understanding of health and social care perspectives and developments. The vocational
experiences of learners are invaluable in providing case material, particularly with support from
employers or placement supervisors. Observation visits could be useful.
Reading could include publications such as — Political Quarterly, Journal of Social Policy,
Sociology and Institute for Public Policy Research. Other relevant material includes local and
national government publications, parliamentary and enquiry reports, university and
professional papers.
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Support materials
Textbooks
Alcock C, Payne S and Sullivan M — Introducing Social Policy (Prentice Hall/Pearson
Education, Harlow, 2000) ISBN: 0131231251
Baldock J, Manning N and Vickerstaff S — Social Policy (a Reader) (OUP Oxford, 2003)
ISBN: 01992 58945
Blakemore K — Social Policy, an Introduction (Open University Press, Buckingham, 1998)
ISBN: 0335208479
Brayne H and Martin G — Law for Social Workers (Blackstone Press, London, 1993)
ISBN: 1841741973
Glennerster H — Paying for Welfare Towards 2000 (Harvester Wheatsheaf, London, 1992)
ISBN: 0134420136
Hantrais L — Social Policy in the European Union (Macmillan, Basingstoke 1995)
ISBN: 0333920082
Hill M — New Agendas in the Study of the Policy Process (Harvester Wheatsheaf, London,
1993) ISBN: 0745012922
Johnson N — Reconstructing the Welfare State; a Decade of Change 1980–1990 (Harvester
Wheatsheaf, London, 1990)
Lavalette M and Pratt A — Social Policy a Conceptual and Theoretical Introduction, 2nd
Edition (Sage, 2001) ISBN: 0761969535
Lewis G, Gewirtz S and Clarke J — Rethinking Social Policy (Sage/Open University, 2000)
ISBN: 0761967559
Mishra R — The Welfare State in Capitalist Society; Policies of Retrenchment and
Maintenance in Europe, North America and Australia (Harvester Wheatsheaf, London, 1990)
ISBN: 0745002110
SE Curtis — Health and Inequality (Sage, 2003) ISBN: 0761968237
Timmins N (editor) — The Five Giants; A Biography of the Welfare State (HarperCollins,
London, 2001) ISBN: 000710264X
Vernon S — Social Work and the Law (Butterworths, London, 2003) ISBN: 0406894272
Walsh M, Stephens P and Moore S — Social Policy and Welfare (Stanley Thornes)
ISBN: 0748745912
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Unit 8: The Social Context of Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
In this unit, learners will gain an understanding of sociological concepts and their application to
policy making and care practice in health and social care. Factors that contribute to health and
wellbeing will be examined from a sociological perspective and health inequalities will be
explored. Learners will develop an understanding of how social factors influence the provision
and delivery of health and social care services and their role as a key determinant affecting
health and social care outcomes for individuals.
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Content
2 Social inequalities
Sources of data: the census, birth and death registrations, population estimates and
projections, population locations
Sociological perspectives: conflict and consensus theories, social construct theories
Inequalities in health and social care: biological factors (heredity, individual biology),
needs, access, outcomes etc
Health status: physical health, mental health, mobility, immune status etc
Life chances: education opportunity, housing, social networks, employment, affluence,
lifestyle choices, risks (eg accidents, deviant behaviours), access to support etc
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Outcomes and assessment criteria
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Guidance
Delivery
Discussions in class groups are likely be a key feature of the delivery of this unit. Seminars and
debates will be valuable in developing the interpretive and analytical skills that form an
essential part of sociological discourse. Some structured input on different sociological
perspectives may be required but learners should be encouraged to reflect on their own
observations and experiences and use these as the basis for developing an understanding of
sociological concepts. Learners should also be encouraged to consider the role of cultural
values, political expediency and public opinion in the construction of social problems.
Activities involving the interpretation and analysis of case studies, demographic and other data
will be necessary. Input from specialists, eg community workers, may be helpful.
Assessment
Evidence for this unit may be generated through case studies which may be learner-devised or
scenario-based. Learners should be able to justify, through the use of sources, how social issues
may be perceived as social problems.
Links
This unit links to the following units in this qualification:
• Unit 2: Principles of Practice
• Unit 7: Social Policy
• Unit 17: Community Development Work
• Unit 18: Contemporary Issues in Health and Social Care.
Resources
Tutors will need to have a sound knowledge of the broad perspectives of the social sciences.
Library resources will need to include a good selection of basic sociological texts, plus books
more specifically devoted to analyses of social problems. Access to demographic, social and
health statistics will be necessary.
Support materials
Textbooks
Barry A M and Yuill C — Understanding Health A Sociological Introduction (Sage, 2002)
ISBN: 0761973079
Journals
New Statesman
Sociology Today
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Websites
www.communitycare.co.uk
www.cre.org.uk Commission for Racial Equality
www.drc.org.uk Disability Rights Commission
www.eoc.org.uk Equal Opportunities Commission
www.hpa.org.uk Health Protection Agency
www.Societyguardian.co.uk
www.statistics.gov.uk National Statistics Online
www.stonewall.org.uk Stonewall
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Unit 9: Ensuring Best Outcomes for
Individuals
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
In this unit learners will explore the factors that are necessary to promote the rights of service
users to privacy, self esteem, fulfilment, dignity, choice, respect and security for themselves
and their property. Learners will investigate how to manage services so that service users can
participate in decisions about their care and maximise their independence as well as the systems
for assessing and minimising risk. An understanding of the effects of legal, policy, practice and
organisational influences, as well as the importance of access to information and
communication between individuals will be gained. Potential barriers that inhibit participation,
independence and social inclusion will also be investigated. Strategies to empower individuals,
ensure their safety through assessment of risk and to maximise their wellbeing will be
discussed. Learners will also examine good practice in the administration of medication.
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Content
4 Administration of medication
Handling of medication: ordering and maintaining, administration, storage, recording,
disposal
National standards: standards; legislation; national enquiries eg the Shipman Enquiry;
ethical issues; service user choice; acceptable risk
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Outcomes and assessment criteria
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Guidance
Delivery
Learners experiences from the workplace may be drawn out through class discussion and may
be usefully facilitated by exploration of provided case studies, examples from the media etc.
Care should be taken to protect the confidentiality of service users.
Assessment
Learners will need to provide clear evidence of an understanding of theory and ability to link it
to practice. Learners will need to show that they can think about all relevant aspects of the
social environment beyond the social care setting as well as the setting itself. The assessment
tasks should require the learner to analyse real case material.
Links
This unit is linked to other units within this qualifications:
• Unit 1: Communicating in Health and Social Care
• Unit 10: Understanding Abuse
• Unit 21: Supporting Significant Life Events.
The learning programmes for the units could be linked and the assessments could be integrated.
This unit is strongly linked with S/NVQ Registered Managers Level 4:
• Unit RM1: Manage a Service Which Meets the Best Possible Outcomes for the Individual.
Links may also be made with S/NVQ Level 4 Care:
• Unit O2: Promote People’s Equality Diversity and Rights
• Unit SC16: Assess Clients Needs and Circumstances
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needs
and Circumstances.
Resources
A tutor with good knowledge of the management of social care will be required to support the
learning for this unit.
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Support materials
Textbooks
Texts on welfare and rights are useful but care should be taken to ensure that they are
appropriate for current legislative frameworks and guidance. Some examples include:
Baillie L — Developing Practical Nursing Skills (Hodder Arnold, 2001) ISBN: 034076256X
Denham MJ — Continuing Care for Older People (Nelson Thornes, 1997) ISBN: 0748731822
Miller J — Social Care Practice (Hodder Arnold, 1996) ISBN: 034065516X
Richards J — Caring for People — A Lifespan Approach (Nelson Thornes, 1999)
ISBN: 0748739009
Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)
ISBN: 0340876050
Journals
Care and Health
Community Care
Nursing Times
Residential Care Home Manager
Websites
www.ccwales.org.uk Care Council Wales
www.csci.org.uk Commission for Social Care Inspection
www.doh.gov.uk Department of Health
www.hsj.co.uk Health Service Journal
www.niscc.info Northern Ireland Social Care Council
www.scie.org.uk Social Care Institute of Excellence
www.sssc.uk.com Scottish Social Services Council
www.topss.org.uk TOPSS
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Unit 10: Understanding Abuse
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
The purpose of this unit is to understand factors of abuse in health and social care and to
explore vulnerability to abuse in a variety of different contexts and settings. Learners will need
to investigate current information and research surrounding abuse, explore risk factors of abuse,
either self inflicted or from others and the legislative and policy frameworks involved in
protecting individuals from abuse. Learners will need to consider the effectiveness of
approaches to reduce harm and working strategies aimed at the reduction and prevention of
abuse.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
The unit requires formal classroom delivery incorporating theoretical concepts, research
findings, evidence from documentation, policy and legislation. Learners will need to work with
a wide range of case studies illustrating abuse scenarios. Consideration will need to be given to
the concepts of risk, harm, abuse and intervention strategies. It is suggested that practitioners
from various health and social care settings contribute to formal classroom delivery and that
learners work in small groups to explore the often difficult emotive content. Tutors should be
aware that the subject matter of this unit may necessitate recourse to learner support systems
external to the classroom.
Assessment
Evidence from this unit should be through analysis of appropriate case studies that would allow
learners to meet the assessment criteria. Understanding of these complex areas will need to be
demonstrated through reference to a broad range of case studies, evidence from research, policy
and legislation. The learner should be encouraged to consider a wide variety of service users,
individuals, professionals and settings to formulate evidence for the assessment criteria
required for the unit. Learners should not be limited to consideration of abuse from a child care
perspective; other groups including the elderly, disabled, mentally ill and those from other
cultures or religions need to be included.
Links
This unit is linked with the following:
• Unit 1: Communicating in Health and Social Care
• Unit 2: Principles of Practice
• Unit 8: Social Context of Health and Social Care
• Unit 16: Understanding Specific Needs
• Unit 19: Contemporary Issues in Health and Social Care.
Links can be made to the following S/NVQ Level 4 Units in Care;
• SC16: Assess Client Needs and Circumstances
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs and
Circumstances.
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Support materials
Textbooks
Broome AK — Health Psychology: Processes and applications, 2nd Edition (Llewelyn, 1994)
ISBN: 0412551209
Corby B — Child Abuse: Towards a Knowledge Base (OUP, 2000)
Cross M — Proud Children, Safer Child. Handbook For Parents And Carers Of Disabled
Children (The Womens Press, 1998) ISBN: 0704345617
Pritchard J — Good Practice for Working with Elder Abuse in Britain and Canada (Jessica
Kingsley Publishers, 1996) ISBN: 1853027049
Pritchard J — Working with Elder Abuse: A Training Manual for Home Care, Residential and
Daycare Staff (Jessica Kingsley Publishers, 1996) ISBN: 185302418X
Magazines and journals
British Journal of Community Care
British Journal of Social Work
Child Abuse Review
Journal of Interprofessional Care
Other publications
Birchall E and Hallett C — Working Together in Child Protection (Department of Health,
1995) ISBN: 01132 18303
Cleaver H, Unell I and Aldgate J — Children’s Needs — Parenting Capacity: The Impact of
Parental Mental Illness, Problem Alcohol and Drug Use and Domestic Violence on Children’s
Development (Department of Health, 1999) ISBN: 01132 22785
Department of Health — Messages of Research (Department of Health, 2000)
ISBN: 011322309
Department of Health — Framework of the Assessment of Children in Need and their Families
(Department of Health, 2000) ISBN: 0113223102
Leckie D and Pickergill D — The Human Rights Act Explained (The Stationery Office, 1999)
ISBN: 01170 26840
Lord Laming — The Victoria Climbie Inquiry (The Stationery Office, 2003)
ISBN: 0101573022
Websites
www.basw.co.uk British Association of Social Work
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Unit 11: Public Health
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
The aim of this unit is to raise learners’ awareness of factors influencing the health and well-
being of individuals and the different approaches taken to reduce incidence of disease and
illness in communities. The impact of studying patterns of health and disease on provision of
services will also be considered. The unit will consider regional, national and international
priorities and perspectives. The effectiveness of strategies and policies for public health will be
discussed and learners will also explore plans for maintaining and enhancing health for
individuals within a specific workplace.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
Discussion of current public health initiatives may provide a useful starting point for
introducing this unit. An understanding of the terminology used in relation to public health is
necessary and class activities involving the interpretation and analysis of quantitative data on
the incidence and distribution of diseases will be required. Input from specialist professionals
may also be helpful.
Assessment
The diseases chosen for assessment in outcome 1 may be of local or wider relevance but tutors
are advised to ensure that there is access to sufficient data on the choices made for learners to
meet the assessment requirements. For the assessment of outcome 3, evidence should be based
on case study material or workplace experience.
Links
This unit links with the following units in this qualification:
• Unit 15: Psychology for Health and Social Care
• Unit 16: Understanding Specific Needs
• Unit 18: Complementary Therapies
• Unit 19: Contemporary Issues in Health and Social Care.
Links can be made to the following unit in the S/NVQ Level 4 in Care, Unit CU7: Develop
One’s Own Knowledge and Practice.
Resources
This unit will require input from health-related professionals with understanding and
experience of health promotion, epidemiology and related work. Occasional input from
specialists in public health would be beneficial. Access to local health plans and records will be
required as well as access to national and international statistics on the incidence of diseases
and disorders.
Suggested reading
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Bury M — Health and Illness in Changing Society (Routledge, 1997) ISBN: 0415115159
Heller T, Muston R, Sidell M and Lloyd C — Working for Health (Sage/The Open University,
2000) ISBN: 0761969985
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Tones K and Tilford S — Health Promotion: Effectiveness, Efficiency and Equity, 3rd Edition
(Nelson Thorne, 2001) ISBN: 0748745270
Watterson A (Editor) — Public Health in Practice (Palgrave, 2003) ISBN: 0333946170
Magazines, journals and other publications
Journal of the Chartered Institute of Environmental Health
Journal of the Royal Institute of Public Health
Websites
Websites that support the development of this unit include those of national and international
public health associations and UK government institutions. The following may be useful:
www.cieh.org.uk Chartered Institute of Public Health
www.doh.gov.uk UK Department of Health
www.doh.gov.uk/cmo Chief Medical Officer’s website
www.europa.eu.int European Union website
www.fphm.org.uk Faculty of Public Health
www.hda-online.org.uk Health Development Agency
www.hpa.org.uk Health Protection Agency
www.nhs.uk Main NHS website
www.statistics.gov.uk National Statistics Online
www.who.int World Health Organisation
Learners should be encouraged to consult a wide range of commercial websites to support the
evidence they develop for this unit.
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 12: Physiology for Health
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit aims to explore normal whole body functioning in the context of an understanding of
physiological mechanisms at cellular, tissue and organ system levels. There will be a focus on
the relationship between structure, function and regulation of key whole body functions.
Learners will be expected to support their understanding by applying and interpreting visual
and quantitative data, including that from a range of measures used in health settings to monitor
the functioning of organs and systems in individuals. The systems and mechanisms investigated
will be those that are important in sustaining activities of daily living or influenced by lifestyle
choices.
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Content
1 Cell physiology
Principles of metabolic processes: catabolic and anabolic change, enzymic reactions, role
of co-factors, inhibitory and stimulatory influences; concept of metabolic pathways
Transfer of substances across cell membranes: molecular structure of cell membrane;
diffusion (simple, facilitated), osmosis, filtration, carrier molecules, active transport,
endocytosis, exocytosis
Release and storage of energy: aerobic/anaerobic respiration to include understanding of
glycolysis and the Kreb’s cycle, the formation and breakdown of ATP, the role of the
mitochondrion. Glycogen and lipid synthesis and utilisation
Synthesis of proteins: nucleus, endoplasmic reticulum; DNA, t-RNA, m-RNA
Human reproduction: meiosis, testicular and ovarian cell changes involved in production of
gametes
Growth and development: increasing cell mass, mitosis, stem cells, specialisation and
differentiation
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4 How body functions are regulated
Feedback mechanisms: negative, positive, neural and endocrine interactions, effects on
cell/tissue behaviour (eg membrane permeability, concentration gradients, enzymatic
reactions)
Cardiovascular and respiratory: roles of autonomic nervous system, medulla,
chemoreceptors, erythrocytes, blood plasma
Energy metabolites: carbohydrates, peptides in energy metabolism and lipids; insulin,
glycogen, adrenaline
Excretory processes and interrelationships: carbon dioxide, urea; osmoregulation;
interrelationships: with thermoregulation, salt balance; role of hormones
Thermoregulation: heat loss: skin, surface area, sweat; thermogeneration, role of thyroxine
Data: haematological, biochemical, respiratory and cardiovascular measures
Lifestyle/environmental factors: temperature, pollution; diet, active/sedentary lifestyle,
substance use
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Outcomes and assessment criteria
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Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate
the ability to:
4 Analyse how body functions • analyse how feedback mechanisms operate to
are regulated within normal regulate metabolic processes
limits ‘with reference to
• explain regulatory mechanisms involved in
either primary or secondary
cardiovascular and respiratory functioning
source data’
• explain the mechanisms for regulation of energy
metabolites
• compare the role of different body structures in
thermoregulation
• use data to explain how lifestyle and environmental
factors impact on regulatory mechanisms
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Guidance
Delivery
An overview of gross anatomy and the functions of the organ systems and a brief review of
basic scientific principles sufficient to underpin the knowledge and understanding requirements
of the unit would provide a useful introduction to this unit. Learners should be encouraged to
become familiar with the conventions associated with the scientific basis of this subject area.
Learning activities could be supported by analysis of data from clinical settings as well as use
of demonstrations and simple laboratory experiments to enhance understanding. Given the wide
availability of detailed texts and internet sources of information in this subject, tutors should
guide learners carefully about appropriate and inappropriate use of these to support their
assessment evidence.
Assessment
Learners will be expected to use their understanding of biochemical and physiological
principles and knowledge of anatomy to provide appropriate evidence to meet the requirements
of the learning outcomes and assessment criteria. Learners should be able to use the symbols,
statistical and visual conventions associated with this subject area, as well as text in presenting
concise and relevant evidence. Sources should be referenced. Any use of clinical data should
conform to confidentiality requirements. Tutors should provide clear guidance to learners about
establishing the authenticity of individual learner’s work.
Links
This unit may be linked to Unit 11: Public Health particularly with reference to disease and
disease control.
Links may be made with units from the S/NVQ Level 4 in Care:
• Unit CU7: Develop One’s Own Knowledge and Practice
• Unit SC16: Assess Clients Needs and Circumstances.
Resources
A tutor with specialist knowledge of scientific principles and physiology, and preferably with
an understanding of clinical and care contexts, will be required to deliver this unit. Learners
will require access to a range of physiological texts. Access to appropriate teaching aids is
recommended (eg anatomy models, photoelectronmicrographs and photomicrographs).
Learning may be enhanced by observation and experimental laboratory work or through
demonstration, but the unit is not intended to develop laboratory skills. Secondary data records
from routine clinical tests (eg biochemical blood and urine analyses, haematological analyses
etc) are recommended for use to support learning and understanding of how physiological
knowledge underpins the maintenance of health and well-being in individuals.
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Suggested reading
Textbooks
Clancy J and McVicar A — Physiology and Anatomy A Homeostatic Approach, 2nd Edition
(Hodder Arnold, 2002) ISBN: 034076239X
Fox S — Human Physiology (McGraw Hill, 2001) ISBN: 0071120785
Hanes, Hooper and Houghton — Instant Notes on Biochemistry, 2nd Edition (Bioscience
Scientific Publishers, 2000) ISBN: 1859961428
Hinchliff, Watson and Montague — Physiology for Nursing Practice, 2nd Edition (Bailliere
Tindall, 1996) ISBN: 0702016381
Seeley R et al — Anatomy and Physiology (McGraw-Hill Educational, 2002)
ISBN: 0071150900
Sherwood L — Human Physiology: From Cells to Systems (Brooks Cole, 2003)
ISBN: 0534395015
Toole G and Toole S — Advanced Human and Social Biology (Nelson Thornes, 1997)
ISBN: 0748729119
Tortora G and Grabowski S — Principles of Anatomy and Physiology (John Wiley and Sons,
2000) ISBN: 0471412805
Websites
www.bbc.co.uk/science/humanbody BBC website
www.bioresearch.ac.uk University of Leicester Department of Cell Physiology
and Pharmacology
www.physoc.org Physiological Society
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Unit 13: Managing Human Resources in
Health and Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit will investigate the processes involved in the management of people in the health and
social care workplace. This will include the recruitment of the most appropriate personnel and
supporting employees in their work, particularly through developing their ability to work
effectively in teams and developing their knowledge and skills so that they can contribute to the
delivery of a quality service. Learners will contextualise these elements within the relevant
legal and policy frameworks. In addition, the influence of management style and organisational
factors on the effectiveness of teams will be explored.
This unit is particularly appropriate for those learners who have experience of leadership and
management of work groups, including involvement in the recruitment of staff.
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Content
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4 Approaches for managing people
Theories of leadership: transactional, transformational: theories proposed by eg Fiedler,
Vroom and Yetton, Mintzberg, Handy
Allocation of tasks: work load management, objective-setting, work patterns, individual or
team working, selective allocation for developing skills
Management of working relationships: influence of management style, organisational
structure; leadership versus management; contingency management (best-fit), role-
modelling, effective communication, team building, constructive feedback, shared values
etc; accountability: monitoring and assessing performance, communicating decisions,
disciplinary and grievance procedures
Own development: attributes: confidence, skills competencies, knowledge and
understanding; qualifications; career development, ability to work with change etc
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Outcomes and assessment criteria
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Guidance
Delivery
It is anticipated that learning in this unit will be facilitated through class discussion, drawing on
learner experience and discussion of policies and practices encountered. However, learners will
require guidance on the current legislative requirements relating to employment and on
management theory relating to team building, management styles and leadership.
Assessment
Evidence for the assessment of this unit can be from the use of case studies linked to the
learner’s organisation. A single unit assessment investigating the recruitment practice and
policies, which covers all the learning outcomes within a thematic approach of an individual
organisation could be used. Equally, a series of written or verbal presentations may be used to
cover all learning outcomes.
Links
This unit links to:
• Unit 14: Managing Financial Resources in Health and Social Care
• Unit 28: Managing Quality in Health and Social Care.
Links may also be made with the S/NVQ Level 4 in Management:
• Unit 9: Lead People
• Unit 24: Recruit, Select and Retain Colleagues.
Links may be made with S/NVQ units from the Level 4 Care:
• SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies
• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs and
Circumstances.
Support materials
Textbooks
Belbin R M — Beyond the Team (Butterworth Heinemann, 2000) ISBN: 0750646411
Hough M — Groupwork Skills and Theory (Hodder Arnold, 2002) ISBN: 034079957
Pedler M, Burgoyne J and Boydell T — A Manager’s Guide to Self Development (McGraw
Hill, 2001) ISBN: 0077098307
Quick Thomas L — Successful Team Building (Amacon, 1992) ISBN: 0814477941
Sadler P — Leadership (Kogan Page, 2003) ISBN: 074943919X
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Torrington D, Hall L and Taylor S (Editors) — Human Resource Management (Financial
Times Prentice Hall, 2001) ISBN: 0273646397
Wheeler N and Grice D — Management in Health Care (Nelson Thornes, 2000)
ISBN: 0748740384
Magazines and journals
Focus
Management Today
Nursing and Residential Manager
Websites
www.cipd.org.uk Chartered Institute of Personnel Development
www.csci.org.uk Commission for Social Care Inspection
www.hsj.co.uk Health Service Journal
www.indsoc.org.uk The Work Foundation (formerly The Industrial Society)
www.management-standards.org National Occupational Standards in Management
www.scie.org.uk Social Care Institute of Excellence
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Unit 14: Managing Financial Resources in
Health and Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit addresses the needs of managers of health and social care services who are required to
control their expenditure against fixed budgets. It will equip them with the skills needed to
monitor costs, make predictions, evaluate the process of effective control of resource allocation,
including shortfalls, and make recommendations for expenditure. Most importantly, it will
emphasise the key factors of both efficiency and effectiveness.
This unit is most appropriate for those who hold responsibilities for managing budgets in a
health or social care workplace or who have access to financial information and processes
within an organisation. Those without such access will have difficulty in completing the
assessment requirements for the unit.
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Content
1 Systems
Costing and business control systems: costs, income, cost-benefit analysis, expenditure,
budget, capital, cost control, cost centre; out-sourcing, competitive tendering, forecasting,
profit, break even; basic software for monitoring financial information within an
organisation
Information: business costs: people, equipment, finance, buildings, consumable items,
administration etc; income streams; trends and external influences eg changes in policy,
competitive factors, legal requirements etc
Regulatory requirements: legislation and codes of practice, audit, accountability, policies
Systems: sources of income, how budgets are set, administration of budgets, cost centres,
accountabilities, audit requirements etc
2 Planning budgets
Diverse sources of income: public, private, voluntary; local, national
Influences on resource availability: funding priorities, agency objectives and policies,
private finance, outsourcing, inter-agency partnerships, government policies, geography,
type of service
Types of budget: cost centre, project management, outsourcing contract
Decisions about expenditure: environmental analysis, accountabilities, priorities, short-,
medium- and long-term planning; cost-benefit analysis; financial risk, project management
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Outcomes and assessment criteria
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Guidance
Delivery
Learners will benefit from discussion of different systems and practices within their experience
in health and social care. Practical activities involving the analysis of relevant financial
information, drawing up of budgets etc would also be helpful.
Assessment
It will be necessary for tutors to advise learners about the scale of service investigated for
outcome 4. The service should encompass several cost centres but for a large organisation,
should focus on an appropriate local dimension sufficient to enable learners to meet the
requirements of the unit.
Links
This unit links to the following units in this qualification:
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 28: Managing Quality in Health and Social Care.
Links can also be made to units in the S/NVQ Level 4 in Management:
• Unit 29: Obtain Finance
• Unit 30: Manage Money
• Unit 31: Manage Budgets.
Links may also be made with a unit from the Level 4 S/NVQ for Registered Managers (Adults):
• Unit B3: Manage the Use of Financial Resources
Links can be made with the S/NVQ Level 4 in Care units:
• SC15: Develop and Sustain Arrangements for Joint Working between Workers and
Agencies
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Support materials
Textbooks
Bates J G — Managing Value for Money in The Public Sector (Chapman Bell, 1993)
ISBN: 0412463601
Bean J and Hussey L — Costing and Pricing Public Sector Services (HB Publications, 1997)
ISBN: 1899448020
Bean J and Hussey L — Finance for Non Financial Public Sector Managers (HB Publications,
1997) ISBN: 1899448039
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Coombs H M and Jenkins D E — Public Sector Financial Management (Thompson Learning,
2001) ISBN: 186152675X
Dyson J R — Accounting for Non Accounting Learners (Prentice Hall, 1993)
ISBN: 0273683853
Perrin J — Resource Management in the NHS (HMSC, 1992)
Robinson R — Public Expenditure and the NHS — Trends and Proposals (Ken Judge, 1992)
Websites
www.management-standards.org National Occupational Standards in Management
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Unit 15: Psychology for Health and Social
Care
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit will interweave concepts from social psychology, lifespan development, symbolic
interactionism, deviance theory, anthropology and socialisation, concentrating on changing
roles throughout the lifespan. The intention of the unit is to develop an understanding of those
who use health and social care services through application of psychological concepts. An
understanding of those who use health and social care services enhances and maintains the
social functioning (valued roles) of individuals within social contexts. Therefore, it is important
to understand the nature of social functioning and how valued roles are determined.
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Content
4 Health improvement
Behaviour change: health promotion (including various models and concepts linked to
psychological theory), coping strategies, avoidance therapy, eg cognitive dissonance,
denial, projection, perception), compensation for loss of identity, advocacy, policies based
on normalisation theory, aggression and abuse policies
Relationships: service user/families and friends, service user/care worker, between care
workers, service-user-service-user
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Outcomes and assessment criteria
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Guidance
Delivery
It is recommended that the main perspectives in psychology are used to introduce this unit.
Tutors should then explore theories of lifespan development so that learners acquire the
understanding of the different types of theory. It would then be beneficial to make appropriate
links to influences on personality development. Although Eriksson, Maslow, Freud and Rogers
should be addressed, other theorists should be included, depending upon the focus of interest of
the programme and learners. A detailed understanding of different theories relating to the
application of psychological theory is not expected but learners should have a broad
understanding of how psychology informs health and social care strategies for individuals. Case
studies and class discussion may be helpful and learners should be encouraged to draw on their
own practice experience. Guest speakers who are specialists in the field are recommended.
Links
There will be links to the following units in this qualification:
• Unit 8: Social Context of Health and Social Care
• Unit 10: Understanding Abuse
• Unit 11: Public Health
• Unit 16: Understanding Specific Needs
• Unit 22: Counselling Skills Development and Practice.
Links may be made with S/NVQ Level 4 in Care Unit SC16: Assess Clients Needs and
Circumstances.
Resources
A psychology specialist with an understanding and working knowledge of health and social
care environments would be most appropriate for the delivery of this unit. Access to
appropriate journals is advisable such as Psychology Review and the Journal of Health
Psychology (Sage Publications).
Support materials
Textbooks
Beckett C — Human Growth and Development (Sage, 2002) ISBN: 0761972498
Gross R and McIlveen R — Psychology, a New Introduction (Hodder and Stoughton, 2000)
ISBN: 0340776897
Hayes N — Foundations of Psychology (Nelson, 1994) ISBN: 017490018X
Jarvis M and Russell J — Key Ideas in Psychology (Nelson Thornes, 2003) ISBN: 0748765646
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Websites
www.mind.org.uk National Association for Mental Health
www.sane.org.uk Mental health awareness raising organisation
Other materials
Video material could provide useful support material eg Iris, RCN update Patient-centred
dementia care, Channel 4/BBC videos — information on websites.
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Unit 16: Understanding Specific Needs
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit provides learners with an opportunity to explore the specific needs frequently
encountered in users of health and social care services. Specific needs include mental illness,
learning disability, physical disability and sensory impairment. Learners will gain an overview
of the range of specific needs but may focus their study on those special needs relevant to their
employment, voluntary work or placement. Learners will investigate how specific need is
defined and how perceptions are influenced and change over time. The care needs of
individuals with specific need(s) will be investigated, together with the way in which
legislation, organisations and services can support these needs. Based on a case study, learners
will evaluate the effectiveness of support in meeting specific needs in individuals.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
The learning and understanding needed for this unit will be substantially informed by the
experience gained and observations made by learners when in placement. Class discussion with
some more focused input (eg on legislation) from tutors will form the basis of the unit.
Specialist inputs may be helpful to support the unit.
Assessment
Learners will present evidence in the form of written work informed by their own researches
and by their observations of individuals made in placements/employment.
Links
Links may be drawn to National Occupational Standards in Mental Health though it is stressed
that the unit is not intended to contain all underpinning knowledge.
• MHD1: Identify Potential Mental Health Needs and Refer Individuals for Services
• MHD4: Work with Individuals to Identify Their Needs, Assess Related Risks and the Need
for Intervention
• MHE1: Contribute to the Development, Provision and Review of Care Programmes
• MHE4: Plan and Agree Service Responses which Meet Individuals Identified Needs and
Circumstances.
Links may also be drawn to the S/NVQ Level 4 for Registered Managers (Adults) Unit O3 and
S/NVQ Level 4 for Care Unit O3: Develop, Maintain and Evaluate Systems and Structures to
Promote the Rights, Responsibilities and Diversity of People.
Links may also be drawn to units occurring solely in the S/NVQ Level 4 in Care:
• SC16: Assess Clients Needs and Circumstances
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Brown R I — Quality of Life for People with Disabilities: Models, Research and Practice, 2nd
Edition (Nelson Thornes, 1997) ISBN: 9748732942
Skelt A — Caring for People with Disabilities (Pearson Educational, 1993) ISBN: 0273600893
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Swain J, Finklelstein V, French S and Oliver M — Disabling Barriers — Enabling
Environments (Sage/The Open University, 1992) ISBN: 080398825
Tait T and Genders N — Caring for People with Learning Disabilities (Hodder Arnold, 2002)
ISBN: 0340807091
Websites
Websites that support the development of this unit include those of related organisations and
relevant government departments. The following may be useful but the list is not exhaustive:
www.arc.org.uk Arthritis Research Campaign
www.drc-gb.org Disability Rights Commission
www.learningdisabilities.org.uk Foundation for People with Learning Disabilities
www.mencap.org.uk Mencap
www.open.gov.uk UK government website
Learners should be encouraged to consult a wide range of websites to support the evidence they
develop for this unit.
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
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Unit 17: Community Development Work
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit examines the purposes and functions of community development work and identifies
the knowledge, skills and resources required for good practice in this area. An understanding of
the following will be developed — networking, research, strategic planning, partnership,
marginalisation, inclusion, participation, funding mechanisms, publicity, sustained
development, facilitation, individual and group needs. Emphasis will be on empowerment of
communities. Knowledge of the significance of cultural diversity, alternative values and
principles of community development work will enable learners to apply their understanding
and skills within a community setting.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
Seminars, with appropriate formal/informal input and guest speakers, representing community
agencies, would effectively enhance learning. Learners should be encouraged to forge links
with a community group or project, sharing their experiences and exchanging information.
Assessment
Evidence should be generated using a variety of assessment tools, including informal,
alternative methods as well as more formal assessments, within a coherent, planned, unit
assessment strategy. This should include seen, timed papers, essays, short ‘tests’, individual and
group verbal/visual presentations, micro-research collations, literature surveys, compilation of
glossaries and role-plays. This unit provides an ideal opportunity for community-based research
and project work. Action research would be one example of a particularly useful approach.
Links
This unit covers several areas which link to other units:
• Unit 5: Working in Partnership
• Unit 6: Health and Social Care Research Project
• Unit 8: Social Context of Health and Social Care
• Unit 19: Contemporary Issues in Health and Social Care
• Unit 24: Understanding Learning.
Links occur with the following units in the S/NVQ Level 4 in Community Development Work:
• Unit A3: Develop Strategic Relationships with Communities, Organisations and within
Partnerships
• Unit C4: Ensure Community Participation in Planning and Taking Collective Action
• Unit F3: Evaluate and Develop Own Practice.
Links can be made to the following units in the S/NVQ Level 4 in Care:
• O2: Promote Peoples Equality, Diversity and Rights
• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,
Responsibility and Diversity of People
• SC14: Establish, Sustain and Disengage from Relationships with Clients
• SC15: Develop and Sustain Arrangements for Joint Working between Workers and
Agencies
• SC16: Assess Clients Needs and Circumstances
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
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Resources
It is recommended that tutors have experience of community or voluntary sectors and
understanding of funding, training and cross-sector, partnership working. Learners will need
access to specialist texts and journals of the community and voluntary sector. Learners may
need to be guided towards one of the many research texts that are available if they have not
covered Unit 6: Health and Social Care Research Project. It is essential that learners have the
opportunity to work or have a placement in a community-based agency.
Support materials
Textbooks
Francis D and Henderson P — Working with Rural Communities (Macmillan, 1992)
ISBN: 033355146X
Leat D — Managing Across Sectors (VOLPROF, City University, 1993) ISBN: 095205633X
Twelvetrees A — Community Work (Macmillan, 2001) ISBN: 0333912705
Magazines and journals
British Journal of Social Work
British Journal of Sociology
Community Care
Community Development Journal
Websites
There is a considerable amount of information available on the internet in this area, tutors and
learners might benefit from a targeted approach. Examples include:
www.cdc.mid-wales.net Community Development in Wales
www.cdx.org.uk Community Development Exchange
www.comm-dev.org Community Development Society (International Organisation)
www.fcdl.org.uk Federation for Community Development Learning
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Unit 18: Complementary Therapies
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
The aim of this unit is to provide an understanding of the delivery and usage of a range of
complementary therapies and in particular their role in relation to conventional medicine.
Learners will analyse the evidence for their benefits to health and wellbeing as well as identify
contraindications and health and safety issues in relation to their use. The effectiveness of
regulation of different therapies and their practitioners will be evaluated.
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Content
4 Regulation
Regulation systems: legislation, codes of ethics, codes of practice, self-regulation,
complementary therapy practitioner representative umbrella organisations; enforcement
Effectiveness: minimising risk, benefits, professionalism, developing public understanding,
working with orthodox therapies, emerging trends
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Outcomes and assessment criteria
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Guidance
Delivery
Learners will require a good understanding of human physiology and a short overview of this
could provide a useful basis by which to introduce the unit. Learners will also need to have a
basic understanding of treatment and care processes used in orthodox medicine. There is a
considerable choice of complementary therapies that might be considered in this unit but for
outcome 1, learners should be directed towards focusing on those that are widely available in an
appropriate locality and if possible include some that are available through established health
and care services. Learners will need guidance in conducting their research and understanding
could be developed through tutorials and group discussion.
Assessment
Learners will be required to carry out secondary research from a range of academic and other
sources to produce evidence for this unit. Primary research eg case studies, attitude surveys
could provide useful supporting evidence. All sources should be fully acknowledged.
Links
This unit links particularly to:
• Unit 9: Ensuring Best Outcomes for Individuals
• Unit 12: Physiology for Health
• Unit 16: Understanding Specific Needs.
There may also be links to relevant occupational standards for the practice of complementary
therapies eg aromatherapy.
Links may be made with units from the S/NVQ Level 4 in Care:
• CU7: Develop One’s Own Knowledge and Practice
• SC16: Assess Clients Needs and Circumstances
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
This unit would benefit from input from health or care professionals with experience of the use
of complementary therapy in health and care. Contributions from experienced complementary
therapy practitioners would be a further advantage for this unit. Learners should have access to
the internet for their research as well as to relevant academic and professional literature.
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Support materials
A wide range of texts on complementary therapies written for a public audience are available.
However, informative texts for more specialist audiences are also available eg Sharma U 1995
Complementary Medicine Today — Practitioners and Patients Routledge London.
Textbooks
Dimond B — The Legal Aspects of Complementary Therapy Practice: A Guide (Churchill
Livingstone, 1998) ISBN: 0443056153
Kelner M and Wellman D — Complementary and Alternative Medicine: Challenge and
Change (Routledge London, 2000) ISBN: 9058230996
Rankin-Box D — Nurses Handbook of Complementary Therapies, 2nd Edition (Ball Tindall,
2001) ISBN: 0702026514
Vickers A — Examining Complementary Medicine (Nelson Thornes, 1998) ISBN: 0748733140
Journals
Community Care
Complementary Therapies in Medicine (Churchill Livingstone)
Complementary Therapies in Nursing and Midwifery (Churchill Livingstone)
Nursing Standard
Nursing Times
Which? Health
Health pages of broadsheet newspapers also provide useful information.
Websites
There are many websites providing information about complementary therapies. Tutors and
learners will need to be aware of the difficulty in validating some of the sources.
Exeter University www.exeter.ac.uk/sshs/compmed has an academic department of
complementary therapy. In addition, the printed media feature useful updates on their health
pages.
Other websites represent therapist groups for example:
www.acupuncture.org.uk British Acupuncture Council
www.banl.org.uk British Association for Nutrition Therapy
www.gcc-uk.org General Chiropractic Council
www.nimh.org.uk National Institute of Medical Herbalists
www.ostepopathy.org.uk General Osteopathic Council
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Unit 19: Contemporary Issues in Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit aims to develop the learner’s understanding of the factors that may influence public
debate of matters relating to health and social care. Learners will analyse the methods used to
bring information to the public arena for debate, and the validity and reliability of that
information will be analysed. Class debate and discussion will be used to analyse the factors
that affect the development of public opinion. Learners will firstly explore how a range of
health and social care issues is presented in the media and then monitor the development of a
particular issue over time and conduct a small local attitude survey about the issue. Learners
will develop a portfolio of media coverage on the specific issue of interest, and analyse the
interrelationships between public opinion of the issue and the development of related social
policy. The role of different media in shaping social behaviours and attitudes and the balance
between representation and manipulation of health and social care information will be
evaluated.
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Content
1 Information
Information: from the media: print media, film, TV, radio, internet, use of visual images
Perspectives in the presentation of information: moral panic, discursive perspectives on the
media
Influences on attitudes and behaviour: format of presentation, style of presentation, content
People: individuals, groups, communities, professionals, pressure groups, lobbyists,
marketeers, policy formers, others as appropriate
Developments in health and social care: legislation, codes of practice, services,
professionalism
4 Current thinking
Knowledge of specialist sources of current information: eg websites, news media and
journals
Critical evaluation of information collected
Understanding of impact on services studied
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Outcomes and assessment criteria
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Guidance
Delivery
Class discussion will be a significant feature of the delivery of this unit. Tutors are advised to
promote discussion and use formal debates to assist learners to explore issues of public concern
and develop the ability to identify, analyse and evaluate a range of different opinions that may
be held by others. Learners should be introduced to a full range of different media and discuss
how information is put across to their audiences. An understanding of different public
audiences targeted would be useful. Tutorial support will be necessary to support learners as
they monitor their chosen issue over the duration of the unit and plan and analyse their attitude
survey.
Assessment
Written work will form the major part of evidence submitted for assessment. Evidence of the
primary research carried out should be presented in a concise form. Learners should present
evidence of the media monitoring of the chosen issue in a way that is appropriate to support the
evidence needed to meet the requirements of the assessment criteria.
Links
This unit provides an opportunity for learners to access current issues and developments in a
wide range of health and social care areas, so links may be established with other units on this
programme as relevant. Learners may find it beneficial to have completed Unit 7: Social Policy.
However, current issues can be focused on practice as well as policy.
Links may be drawn to the following units in the S/NVQ Level 4 in Care:
• Unit O2: Promote People’s Equality, Diversity and Rights
• Unit CU7: Develop One’s Own Knowledge and Practice
• Unit SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.
Resources
Tutors will need to ensure that there are resources available to support learners in researching
current issues and developments. These should include library sources of relevant books,
professional journals and a range of popular newspapers and magazines.
Internet access is also particularly important for this unit. Documentary TV programmes or
news items may need to be viewed in class.
Support materials
Textbooks
Seale C — Media and Health (Sage, 2003) ISBN: 0761947302
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Websites
This list is not exhaustive and learners should investigate this medium for sources specific to
their research.
www.doh.gov.uk Department of Health (Social Care link)
www.guardian.co.uk Guardian website (with dedicated Society page)
www.hda-online.org.uk Health Development Agency
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Unit 20: Assistive Technologies
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit is about learners developing an understanding of the value and use of assistive and
communication technologies, their function and application within health and social care
services. It is also an opportunity for learners to examine the implications of developments in
technology and the potential impact of their application on services and service users.
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Content
3 Implications of developments
Health and safety: associated with operation of the technology systems, consequences of
technical breakdown
Ethics: eg autonomy, changes in level of privacy, changes to care worker service user
interactions
Impact on services, organisations and workers: eg remote diagnostic and operative
processes, interactions with others, relationships, confidentiality, cost benefit analysis,
training
Roles of workers: workload, work scheduling, data exchange, staff development needs
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Outcomes and assessment criteria
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Guidance
Delivery
An overview of technological advances and their application in relation to health and social
care would be useful to introduce the unit. Tutors will need to structure delivery to ensure that
learners have sufficient understanding of some core technologies eg computer control systems,
robotics, satellite communication.
In addition, practical work on computers and the opportunity to carry out investigative projects,
to explore issues with technical specialists and the application of theory and knowledge in a
work setting are all essential components of ensuring that learners gain the maximum benefit
from this unit. Visits to independent living centres or occupational therapy departments could
provide information about the range of technologies available. Literature from manufacturers
and suppliers may also provide insight into the technologies.
Assessment
Assessment is likely to be based on a combination of information gathered during work
experience when working with technology, working on projects and working on independent
research. Projects, exhibits or case study reports may also be used to generate and present
evidence for assessment.
Links
This unit links with most of the other units in the programme, as there are implications for
almost all health and social care environments in the development of technology. There are
opportunities for cross-referencing and integrating work between units eg:
• Unit 3: Ensuring Health and Safety
• Unit 9: Ensuring Best Outcomes for Individuals
• Unit 16: Understanding Specific Needs.
The unit will contribute towards the underpinning knowledge for S/NVQ Care Level 4 units:
• O2: Promote People’s Equality, Diversity and Rights
• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,
Responsibility and Diversity of People
• CU7: Develop One’s Own Knowledge and Practice
• SC16: Assess Individuals’ Needs and Circumstances
• SC18: Plan and Agree Service Responses Which Meet Individuals’ Identified Needs and
Circumstances.
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Resources
Access to the internet is essential to keep up to date with current developments. Tutors will
need to be knowledgeable about the latest technological developments and specifically those
impacting on health and social care. Demonstrations from visiting specialists would be strongly
recommended for the unit to be effective.
Visits to specialist workplaces and resources may be useful for learners to see the technology
being applied.
Support materials
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Unit 21: Supporting Significant Life Events
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit investigates how individuals may be supported through expected and unexpected
transitions associated with the human life cycle and with adjustment to change such as entering,
moving or leaving a health and social care service. The responsibilities of managers in ensuring
that a service is responsive to the needs of individuals experiencing trauma and loss will be
discussed.
Learners will analyse ways in which the service may contribute to the maintenance of dignity
and self-image for those experiencing traumas and loss. Learners will also explore how staff
working with individuals experiencing significant life events may also be supported.
This unit is recommended for those learners who have had experience of managing health and
social care services.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
This unit lends itself to in-class discussion of case studies. Learners should be encouraged to
discuss their experience of real cases, but care should be taken to protect the confidentiality of
service users. Discussion will need to be managed sensitively for members of the group
according to the personal experiences of its members. The unit lends itself to personal
reflection and analysis of the learners’ own life experiences. Involvement of others, for
example, specialists such counsellors or those from voluntary organisations could provide a
useful contribution to an understanding of support approaches.
Assessment
Learners will need to provide clear written evidence of their ability to link theory to practice.
They will need to demonstrate that they can think about the whole system comprised of the
social environment beyond the residential setting as well as the residential setting itself.
Assessment tasks should require learners to analyse real case material.
Links
There may be opportunities to link assessment of this unit with
• Unit 9: Ensuring Best Outcomes for Individuals
• Unit 23: Counselling Skills Development and Practice.
This unit is strongly linked with Unit RM2 from the S/NVQ Level 4 Registered Manager
(Adults): Ensure Individuals and Groups Are Supported Appropriately When Experiencing
Significant Life Events and Transitions.
Links may also be drawn to units from the Level 4 S/NVQ in Care:
• SC16: Assess Clients Needs and Circumstances
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
A tutor with experience of the management of social care will be required to support the
learning for this unit.
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Support materials
Information from specialist organisations will be useful eg CRUSE, Samaritans, Relate.
Textbooks
Allott M and Robb M — Understanding Health and Social Care — an Introductory Reader
(Sage Publications, 2000) ISBN: 0761956867
Cook A and Oltijenbrans K — Dying and Grieving — Life Span and Family Perspectives
(Thomson, 1997) ISBN: 0155015060
Spall B and Callis S — Loss, Bereavement and Grief (Nelson Thornes, 1997)
ISBN: 0748733221
Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)
ISBN: 0340876050
Websites
www.ccwales.org.uk Care Council Wales
www.csci.org.uk Commission for Social Care Inspection
www.doh.gov.uk Department of Health
www.hsj.co.uk Health Service Journal
www.niscc.info Northern Ireland Social Care Council
www.sssc.uk.com Scottish Social Services Council
www.scie.org.uk Social Care Institute of Excellence
www.topss.org.uk TOPSS
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Unit 22: Developing Counselling Skills
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit focuses on the identification, practice and development of interpersonal and
counselling skills. On completion of the unit, learners will have the inter-related skills required
to initiate, maintain and conclude a counselling interaction. The learners will also explore
appropriate theoretical perspectives that underpin counselling and how the core models of
counselling may be applied in health and social care situations. Learners will acquire an
understanding of ethical considerations in counselling and the ethical codes that govern
counselling practice. Learning will take place through the use of role play, with peer and tutor
observation and feedback supporting learners to develop the self-awareness and skills needed
for counselling interactions. The unit will enable learners to develop appropriate counselling
skills to support their work role in the health and social care.
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Content
1 Theoretical perspectives
Theoretical models: psychodynamic, humanistic, cognitive-behavioural
Contribution of major theorists: theories of Freud, Klein; theories of Rogers, Perls,
personality theory; theories of Ellis, Beck, 4-stage problem-solving
3 Counselling skills
Initiate and establish: satisfactory demonstration of skills relating to: setting boundaries,
confidentiality, opportunity to disclose, clarification of counsellor role, recognising
feelings, review techniques, managing self in interaction, use of Stage 1 skills
Maintain and develop: satisfactory demonstration of skills relating to: managing silence,
timing of responses, managing personal feelings and agendas, use of challenging skills, use
of ‘here and now’, facilitating of client self-understanding, setting goals with client, use of
an integrated and structured approach, use Stage 1 and 2 skills
Conclude: demonstrate Stage 1, 2 and 3 skills, satisfactory demonstration of skills relating
to: exploration of strategies for client to achieve goals, enable client choice, information
offered acceptable and free from bias, manage ending
Evaluate the interaction: outcomes for client of the interaction, effectiveness of own
contribution to client outcomes, skills used and their effectiveness, management of self eg
own feelings
Evaluate development of own skills: strengths and weaknesses, learning from personal
journal, responses to feedback from others, application to workplace role, personal insights,
self-awareness gained etc
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4 Boundaries and ethical codes
Counselling relationship: boundaries (eg political, social, organisational), context of work,
policies and procedures, professional counselling contract
Ethical guidelines: BACP Code of Ethics, other emerging guidelines as appropriate, other
professional codes eg Nursing and Midwifery Council
Legal factors: legislation relating to data protection, anti-discriminatory practice, protection
of vulnerable people; professional liability, indemnity
Role of supervision: nature of counselling supervision, different models of supervision,
importance for ethical practice
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Outcomes and assessment criteria
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Guidance
Delivery
There should be opportunities for learners to develop their counselling skills through role plays
within the class group throughout the delivery of the unit. An introduction to the work of
different theorists and how it relates to counselling interactions will be required and
opportunities for learners to discuss the use of counselling skills within health and social care
work would be helpful. Learners should be prepared to develop self-awareness through the
feedback on the practical role-plays in class from tutors and peers. Learners are not expected to
engage in counselling interactions with clients to achieve this unit. Maintenance of a reflective
journal by each learner specifically for this unit is recommended.
Assessment
Assessment of outcome 4 should take place at the end of the programme after learners have had
the opportunity to develop their counselling skills over a period of time through the class role
play. Evidence for outcome 3 will require some individual research on the range of counselling
services available to support the needs of the individuals in the health and social care service
chosen (this may be the workplace).
Links
There are links in this unit to aspects of theory explored in Unit 15: Psychology for Health and
Social Care. There are also links to Unit 1: Communicating in Health and Social Care, Unit 4:
Continuing Development A and the unit may also be a useful complement to Unit 21:
Supporting Significant Life Events.
Links may also be made to S/NVQ Level 4 in Care:
• Unit SC14: Establish, Sustain and Disengage from Relationships with Clients
• Unit SC16: Assess Clients Needs and Circumstances
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Source Responses Which Meet Individual’s Needs and
Circumstances.
Links may be drawn to the S/NVQ Level 4 in Counselling units:
• CM_41: Employ a Theoretical Framework in Counselling
• CM_42: Engage in a Counselling Process with Clients
• CM_46: Reflect on Own Counselling Practice.
Resources
An experienced counselling practitioner, preferably with teaching experience is required for the
delivery and assessment of this unit. Accommodation should provide opportunity for the role
plays to be conducted with appropriate respect for confidentiality. Accessible counselling
services may be necessary to support individual learners if required.
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Suggested reading
Textbooks
Aldridge S and Rigby S — Counselling Skills in Context (Hodder Arnold/BACP, 2001)
ISBN: 0340799641
Bayne R, Horton I, Marry T, Noyes E and McMahon — The Counsellor’s Handbook,
2nd Edition (Nelson Thornes, 1999) ISBN: 0748733094
Burnard P — Counselling Skills for Health Professionals (Nelson Thornes, 1999)
ISBN: 0748739769
Nelson-Jones R — Theory and Practice of Counselling and Therapy, 3rd Edition (Sage, 2001)
ISBN: 1412900514
Wolfe and Dryden W — Handbook of Counselling Psychology (Sage, 1996)
ISBN: 0803989911
Websites
www.bacp.co.uk British Association of Counselling and Psychotherapy
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Unit 23: Continuing Development B
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit builds on the experience gained from completion of Unit 4: Continuing Development
A. 200 hours of work experience in addition to the hours completed for unit 4, are required for
achievement of the unit. Collection of evidence for this unit may commence before completion
of Unit 4 but it is expected that learners will only embark on this unit (Unit 23) if their
responsibilities and practice opportunities within the work place are appropriate for the learning
outcomes and assessment criteria to be met.
It is expected that learners will be able to demonstrate appropriate levels of understanding of
service user needs, be an effective team worker, and be able to work with initiative in the
workplace. In addition to demonstrating on-going personal development, learners will be
required to contribute actively to the planning and delivery of care for individuals and monitor
this over a period of time. Presentation of a case study to demonstrate understanding of the
factors that influence care planning is essential to the unit.
Learners will begin to demonstrate leadership skills, lead meetings and understand their role in
relation to organisational structures and systems and to external factors influencing care
priorities, including emerging developments and change.
It is essential that learners and assessors respect the confidentiality of information from
the workplace at all times.
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Content
1 Case study
Relevant information: eg personal circumstances, state of well-being; involvement of
individual, family and friends, professionals; records and reports, understanding of
processes, risk assessments etc
Rights: preferences and choices, safety and security, autonomy and independence,
confidentiality, protection from harm and abuse
Monitor: implementation of care plan, impact of intervention/non-intervention, unforeseen
events and consequences
Dilemmas and barriers: conflicts and disagreements, rights and best possible outcomes for
the individual, preferences and choices eg of individual vs. rights of others
Communication: strategies and approaches used, systems and procedures, barriers
3 Leadership skills
Leadership style: communication, involvement of others, eg shared objectives, training etc
Team meeting: plan and prepare associated materials, conduct business of meeting, prepare
minutes, follow up actions
Supporting others: eg observing, counselling, advising, mentoring, teaching/training, co-
operative working, representing to others, assessing, feedback
Effectiveness of team: eg group dynamics, performance, adopted roles, personalities and
values, role of planned and informal team building activities
Leadership skills: motivation, empowering others, vision, facilitation, communication,
decision making
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4 Organisational processes and emerging developments
Organisational processes and developments: responsibilities, policies and procedures,
initiatives and innovations, research, monitoring quality, implementing change, assessing
impact etc
Improvements for individuals: in health and social care settings, achieving best possible
outcomes, increasing choice, independence, maximising learning etc
New information, policies and developments from outside the workplace: statutory and
social change, research, new techniques and approaches, professional updating, impact of
social policy
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Outcomes and assessment criteria
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Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate
the ability to:
4 Critically analyse own • explain own contributions to organisational
contributions and responses processes and developments
to organisational processes
• evaluate how organisational structures, systems and
and emerging developments
processes may influence the work of the
organisation or agency in which you work
• suggest and justify ways in which organisational
systems and structures could be developed to effect
improvements for individuals
• analyse how new information, policies and
developments from outside the workplace influence
your own role and responsibilities within the
workplace
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Guidance
Delivery
Learners undertaking this unit will be expected to have developed the ability to work with some
degree of autonomy in recognising opportunities for meeting the assessment criteria and
gathering and collating evidence appropriately. The support of workplace mentors and
managers is essential for learners to be able to generate evidence needed for the case study
(outcome 1) and to chair a meeting (outcome 4). It is expected that learners will have a leading
role or the capacity to develop leadership qualities in work experience as a minimum to achieve
this unit. Learners should be able to recognise relevant links with work being carried out for
other units and to apply the knowledge and understanding gained from their study and
experience to their personal development as care workers. Tutorial support to monitor the
progress of learners will be essential as well as access to relevant professional journals,
websites etc.
Assessment
Learners will present a portfolio of evidence to demonstrate their continuing development and
verified evidence of time spent in work experience. This should be included within their
personal development portfolio. Evidence should be unique to the learner and cross-referenced
to the assessment criteria. Evidence may take the form of expert witness testimony, observation
records, assignments, reflective accounts, descriptive reports and artefacts. Learners are
expected to ensure confidentiality of all evidence from the workplace/placements. Evidence
from other units in the Higher National programme or from other qualifications (eg an S/NVQ)
may be presented if relevant but must be fully cross-referenced to the assessment criteria of this
unit. If evidence from other sources is used, verified copies of the evidence are acceptable.
Evidence would normally include a journal maintained for the duration of the programme.
There should be clear evidence of personal progression and learning from practice.
Links
This unit links to the following units in this qualification:
• Unit 4: Continuing Development A
• Unit 30: Vocational Practice in Health and Social Care.
Links may also be drawn to S/NVQ Level 4 Care:
• Unit CU7: Develop One’s Own Knowledge and Practice
• Unit SC14: Establish, Sustain and Disengage from Relationships with Clients
• Unit SC16: Assess Clients Needs and Circumstances.
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Support materials
Textbooks
Davies C, Finlay L and Bullman A — Changing Practice in Health and Social Care (The Open
University, 1999) ISBN: 0761964967
Websites
www.cipd.co.uk Chartered Institute of Professional Development
www.ento.org.uk Employers National Training Organisation
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Unit 24: Understanding Learning
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit investigates the learning process. Learners will explore current theories of learning
and relate these to the development of practical skills and the acquisition of knowledge and
understanding. The effectiveness of learning will be discussed, particularly through analysis of
the concept of individual learning style. Learners will draw on their own experience to analyse
strategies for supporting learning, particularly in the health and social care workplace and non-
classroom situations. Learners will also investigate basic skills needs and discuss how practices
in the workplace can provide support for care workers with these needs.
This unit is particularly appropriate for those with responsibilities for supporting the learning of
others in the workplace. It provides a theoretical basis for Unit 25: Assessing and Developing
Others.
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Content
1 Theories of learning
Domains of learning: cognitive, psychomotor, affective
Models of learning: learning cycle (Kolb), learning circles (Race)
Theories of learning: behaviourist, gestalt, cognitive, humanistic
2 Learning style
Influences: motivation, environment, culture, communication, past experience
Learning style: activist, reflector, pragmatist, theorist, eg visual, aural, kinaesthetic
Own learning: motivation, responsibilities, experiential, learning from others, learning by
doing
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Outcomes and assessment criteria
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Guidance
Delivery
Class discussion supported by a structured approach is recommended to introduce different
learning theories and their application to learning from workplace experience. Learners could
be encouraged to draw on their own experiences of learning and to reflect on these in relation to
their own learning style. Completion of a learning style questionnaire could be used as a basis
for this. Exploration of a range of different basic skills needs and diagnostic tools available for
formal assessment of these would also be useful.
Assessment
Evidence to meet the assessment criteria may come from formal work supplemented by
learning journal entries, records of expert witnesses, reflective accounts etc.
Links
This unit provides some theoretical background to support the following unit in this
qualification:
• Unit 4: Continuing Development A
• Unit 23: Continuing Development B
• Unit 25: Assessing and Developing Others.
It also has links to occupational standards of FENTO and ENTO in teaching, learning and
development.
Links may be made with S/NVQ in Care Level 4:
• Unit CU7: Develop One’s Own Knowledge and Practice
• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs
and Circumstances.
Links may also be made to the National Occupational Standards in Management Unit 28:
Provide Learning Opportunities for Colleagues.
Resources
A tutor specialist with experience of teacher training for the post-compulsory sector is
recommended to support this unit.
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Support materials
Textbooks
Armitage A — Teaching and Training in Post-compulsory Education (OUP, 1999)
ISBN: 0335212735
Moon J — Reflection on Learning and Professional Development (Kogan Page, 2000)
ISBN: 074943452X
Petty G — Teaching Today: A Practical Guide (Nelson Thorne, 1998) ISBN: 0748735070
Reece I and Walker S — Teaching, Training and Learning (Business Education Publications
Ltd, 2003) ISBN: 1901888304
Wallace S — Teaching and Supporting Learning in Further Education (Learning Matters Ltd,
2001) ISBN: 1903300282
Journals
Adults Learning (NIACE)
Community Care Focus
Websites
www.DfES.gov.uk Department for Education and Skills
www.ento.org.uk Work-based learning National Training Organisation
www.fento.co.uk Further Education NTO
www.LSDA.org.uk Learning and Skills Development Agency
www.niace.org.uk National Institute for Adult Continuing Education
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Unit 25: Assessing and Developing Others
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit is appropriate for those whose job role includes the supervision of other workers in
health and social care. The unit provides an understanding of the different ways individual
workers may be supported in the workplace to develop their practice. The unit explores ways of
planning learning opportunities and the factors that contribute to successful delivery of learning
in the workplace. In particular, learners will be expected to formally assess the practical skills
of others against occupational standards and to achieve an appropriate recognised qualification
for assessment and internal verification. Learners must, therefore, have access to candidates
undertaking competence-based qualifications in accordance with occupational standards.
Learners will gain an understanding of how to quality assure assessment and learning delivery
and analyse how learning in the workplace helps to promote the quality of care for individuals.
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Content
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4 Benefits to service users
Competence: planning learning, teaching, assessing, providing feedback, supporting quality
assurance
Benefits: service users, team members, managers; within the organisation, external agencies
Effectiveness of learning programmes: achievement of outcomes eg against individual
learning plans, benchmarks, organisational targets; feedback from learners eg learner
perception surveys, focus groups, career progression
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Outcomes and assessment criteria
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Guidance
Delivery
Tutors are advised to ensure that learners selecting this unit have sufficient opportunity to meet
the assessment requirements. One learning programme and assessment of a minimum of three
learners would be required. An introduction to learning and assessment processes will be
required for this unit. However, class discussion to encourage sharing of experiences from the
workplace is recommended. Tutorial support will also be important to ensure individual
learners make progress towards meeting assessment requirements in the particular
circumstances of their workplace. Learners may need guidance to identify opportunities for
gathering appropriate evidence for assessment, depending upon their work responsibilities.
Specific guidance, for example in building a portfolio of competence for assessment, will also
be required to ensure that the evidence learners generate and present for outcome 3 is in line
with the relevant occupational standards.
Assessment
Learners will present evidence for outcome 3 in accordance with the assessment requirements
for the occupational standards being used. An integrated approach for assessment of other
outcomes could be based on a programme of learning in the workplace devised by the learner.
Links
This unit links closely with:
• Unit 4: Continuing Development A
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 23: Continuing Development B
• Unit 24: Understanding Learning.
Links may also be made to S/NVQ Level 4 in Care unit SC18: Plan and Agree Source
Responses Which Meet Individuals’ Identified Needs and Circumstances.
Links may be made to the National Occupational Standards in Management:
• Unit 27: Assess the Performance of Colleagues
• Unit 28: Provide Learning Opportunities for Colleagues.
Resources
A tutor with a background in training or teaching and who is competent to assess against
relevant national occupational standards is recommended for this unit. Alternatively,
arrangements for an appropriately qualified and experienced assessor will be required to assess
particularly outcome 3.
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Support materials
Textbooks
Brandes D and Ginnis P — A Guide to Student-Centred Learning (Nelson Thornes, 1996)
ISBN: 0748719946
Day M — The Role of the S/NVQ Assessor (Nelson Thornes, 1996) ISBN: 1873732236
Doel M, Sawdon C and Morrison D — Learning, Practice and Assessment: Signposting the
Portfolio (Jessica Kingsley Publishers, 2002) ISBN: 1853029769
Jarvis P and Gibson S — The Teacher Practitioner and Mentor in Nursing, Midwifery and
Health Visiting (Nelson Thornes, 1997) ISBN: 0748733388
McSharry R and Bassett C — Practice Development in the Clinical Setting (Nelson Thornes,
2002) ISBN: 0748761462
Websites
www.ento.co.uk Work-based learning standards setting body
www.fento.org.uk Further Education National Training Organisation
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Unit 26: Leadership and Organisations
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
The unit explores the theoretical concepts used to explain how organisations function and
investigates the role of leadership within organisations. Current thinking in management theory
will be discussed with particular reference to health and social care organisations. Learners will
be encouraged to apply theoretical concepts to organisations with which they are familiar and to
analyse their own leadership role within the organisation in which they work. The relationship
between individual and organisational effectiveness and their impact on health and social care
services will also be discussed from the perspective of both service users and care workers.
Learners will also explore external influences and the impact of change on organisational
effectiveness. Differences between organisations and the effect this has on their interactions in
delivering health and social care services will also be investigated.
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Content
2 Role of leadership
Organisational effectiveness: different perspectives: outcome-based, process-based,
financial efficiency, customer satisfaction, performance targets etc
Concepts of leadership: leadership, management, administration; transactional versus
transformational leadership; formal, informal; leadership styles (eg Hay/McBer); authority,
accountability, responsibility
Leadership and change: vision, mission, goal-setting, strategy, conflict resolution,
management of change, delegation, consultation, decision making, team building,
developing others
3 External factors
Environmental factors: demographic, cultural, political, economic, legislation,
technological advances etc
Potential impact: on people (service users, workers, others); roles and responsibilities,
accountabilities; functions and services
Organisational restructuring: eg downsizing, merger, take-over, privatisation; impact on
jobs, tasks, culture, accountabilities etc
Approaches: consultation, target setting, planning, motivation, teambuilding etc
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Outcomes and assessment criteria
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Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate
the ability to:
4 Evaluate interactions • assess how different organisational structures and
between organisations cultures influence the effectiveness of partnerships
delivering health and social between organisations delivering health and social
care services in relation to care services
organisational theory
• evaluate, using organisational theory, your own
experience of interactions with other organisations
in delivering health and social care services
• make justified recommendations to enhance the
effectiveness of partnership working in health and
social care
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Guidance
Delivery
Discussion will form an important part of the delivery of this unit. Learners should be
encouraged to reflect on their own experiences of working within groups and organisations.
Exploration of the work of key management theorists and the application of their ideas to health
and social care organisations with which learners are familiar is recommended. The use of
leadership style questionnaires is also commended as a basis of discussion. The use of video,
role-play, presentations will also be helpful. Class activities may generate evidence to support
assessment in other units of the course.
Assessment
An integrated approach to the assessment of the outcomes would be appropriate in this unit.
Links
This unit links to the following units in this qualification:
• Unit 1: Communicating in Health and Social Care
• Unit 4: Continuing Development A
• Unit 5: Working in Partnership
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 23: Continuing Development B
• Unit 27: Facilitating Change in Health and Social Care
• Unit 28: Managing Quality in Health and Social Care.
This unit provides a broad framework which will be relevant to many of the other units in this
qualification. It is directly relevant to the level 5 Strategic Management Unit A8: Evaluate and
Improve Organisational Performance.
Resources
Case study material based on real or fictitious organisations will be essential to ensure that the
theoretical learning is applied to understanding how organisations operate, develop and change.
Library resources need to support the range of knowledge and theoretical concepts addressed.
Tutors need to be able to use sociological and psychological concepts to underpin
understanding of how organisations operate.
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Support materials
Textbooks
Billsberry J (Editor) — The Effective Manager (The Open University, 1996)
ISBN: 0761951113
Brooks I — Organisational Behaviour, Individuals, Groups and Organisations, 2nd Edition
(Prentice Hall, 2003) ISBN: 0877781265
Dawson P — Understanding Organisational Change (Sage Publications, 2002)
ISBN: 0761971602
Handy C — Understanding Organisations (Penguin, 1993) ISBN: 0140156038
Mullins L C — Management and Organisational Behaviour, 5th Edition (Financial
Times/Pitman Publishing, 1995) ISBN: 0273651471
Journals
Journal of Management Development
Management Today
Professional Manager
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Unit 27: Facilitating Change in Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit aims to provide a basis for learners to assess the impact of change on care services,
services users and communities. The unit explores the practice of facilitating change in health
and social care as part of the planning process and as an essential element of change reviews.
Learners will apply a range of knowledge and theories from other units within the qualification.
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Content
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Outcomes and assessment criteria
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Guidance
Delivery
Learners should be encouraged to use appropriate research methods and may need to have
completed Unit 6: Health and Social Care Research Project. Delivery will be via a mixture of
classroom activities, lectures and group work.
Assessment
Evidence for this unit will be in the form of a series of presentations reporting on the actual,
and potential impact of changes in service provision and social trends. Learners should be able
to devise and carry out a rapid appraisal of the main impacts of changes in these areas. Learners
will need to show an understanding of some basic research strategies and be able to interpret
simple demographic data.
Links
This unit is linked to:
• Unit 8: Social Context of Health and Social Care
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 30: Vocational Practice in Health and Social Care.
The skills involved in making rapid appraisals of the impact of change are important both for
managers and practitioners in the health and social care industries.
Therefore the unit can be linked to the following units in the S/NVQ Level 4 in Care:
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• SC18: Plan and Agree Service Responses Which Meet Individual’s Identified Needs and
Circumstances.
Links may also be made with units in the National Occupational Standards in Management:
• Unit 16: Lead Change
• Unit 17: Plan Change
• Unit 18: Implement Change.
Resources
Tutors will need to be able to guide learners through a variety of data sources as well as
providing support for rapid appraisal strategies for facilitating change in health and social care.
Learners will need access to service design and delivery documents as well as demographic and
social profiles of local communities.
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Support materials
Textbooks
Mabey C and Mayon-White B — Managing Change (Paul Chapman Publishing/The Open
University, 1993) ISBN: 185396 2260
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Unit 28: Managing Quality in Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit explores how quality relates to health and social care services. Different concepts and
perspectives of quality will be examined as well as the links between the principles of good
practice, models of quality and the delivery of quality services. Learners will be introduced to
different methods of assessing quality and how these may be applied to health and social care
contexts to develop strategies for developing and implementing quality systems. Through a
specific example of a health or care service, learners will critically evaluate how systems,
policies and procedures influence the quality of the service and will make justified
recommendations for improving quality.
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Content
3 Quality systems
Service(s): whole service (eg chiropody service, dental service) or an aspect of service
within an organisation (eg catering, maintenance, clinical care, personal care)
Factors that influence: interactions with individuals, team, agencies etc; legislation,
technology, resources, culture
Recommendations: eg audit, standards, review, training/education etc
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Outcomes and assessment criteria
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Guidance
Delivery
Learners will benefit from opportunities for in-class discussions to exchange ideas and
experiences. Review of a range of policies used in different settings and with different service
user groups etc will be helpful as will discussion of different case studies. Participation in
quality processes as a customer (eg perception surveys) would be useful for gaining insight.
Learners should be aware of the criteria and processes for meeting recognised quality standards
and external speakers from eg a human resource department could be beneficial for this.
Assessment
Assessment will be through an assignment. For outcome 3, use of an authentic health or social
care setting is ideal, although if this is not appropriate for the learner’s role and responsibilities
or there are concerns about access to a particular setting, a simulated scenario with appropriate
supporting documents (policies etc) may be used. Learners should consult with the tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the
assessment criteria fully.
Links
This unit links to the following units in the programme:
• Unit 1: Communicating in Health and Social Care
• Unit 2: Principles of Practice
• Unit 3: Ensuring Health and Safety.
There are also links with the Management Level 4 National Occupational Standards Unit 50:
Improve Organisational Performance.
Links may be drawn to the Level 4 S/NVQ in Care units SC18: Plan and Agree Source
Responses Which Meet Individuals’ Identified Needs and Circumstances.
Resources
Access to a range of policy and procedure documents from different health and social care
settings would provide a useful resource for the unit. Information about local standards and
targets should be accessible. Annual reports from local health and social care services eg local
NHS Trusts, local authorities, voluntary agencies etc may also be useful.
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Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Bean J and Hussey L — Quality in the Public Sector (HB Publications, 1998)
ISBN: 1899448063
Parsley K and Corrigan P — Quality Improvement in Health Care: Putting Evidence Into
Practice, 2nd Edition (Nelson Thornes, 1999) ISBN: 0748733558
Textbooks on business management usually have sections exploring quality.
Magazines, journals and other publications
Care and Health Magazine
Community Care
Health Service Journal
Management Today
NHS Magazine
Nursing Times
Websites
Learners should be encouraged to consult a wide range of commercial websites to support the
evidence they develop for this unit. Websites from academic institutions specialising in health
and social care management may be useful eg www.york.ac.uk.
Websites of voluntary organisations may also be useful.
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
www.ccwales.org.uk Care Council Wales
www.dh.gov.uk Department of Health
www.dwp.gov.uk Department of Work and Pensions
www.nissc.info Northern Ireland Social Care Council
www.scie.org.uk Social Care Institute for Excellence
www.topssengland.org.uk Topss England (Nation Training Organisation for Social Care)
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Unit 29: Project Management in Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit focuses on best practice in project management and applies this to health and social
care settings. The unit considers project management tools, reports, outputs and methodologies
and the mechanisms for controlling risks. Practical application of project management tools and
methodologies is a major feature of the unit. Learners will require active participation in the
management of an appropriate project to meet the assessment requirements of this unit.
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Content
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4 Identify, mitigate and control risks
Managing risks: that are a threat to the project
Quantify risk: risk assessments in terms of probability and impact with evidence for
assessment judgements
Mitigating factors: to minimise risks
Current and emerging risks: in respect of accountability, potential litigation, potential
change in key funding, impact of unavailability of key resources, eg personnel/data/
equipment/space, the people factor
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Outcomes and assessment criteria
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Guidance
Delivery
Some structured input on project planning will be required with exemplars for learners to work
on and apply project management principles. Delivery of the unit will concentrate on
supporting the preparation of the learners individual project plan and it subsequent
implementation and management. This process will need to start early in the course. Learners
may require some assistance in selecting appropriate projects that allow delivery within the
timescales and provide adequate opportunity to meet the assessment requirements of the unit.
Assessment
Evidencing this unit through the planning, preparation, implementation and evaluation of a
specific project plan is likely to be an efficient and effective way of meeting the learning
outcomes. It will be exceptionally difficult for learners to evidence this unit if they cannot
manage or support the management of a work based project where the project has been their
own work.
In addition to managing their own project through its lifecycle and in recognition of the
constraints under which they may be working, learners will need to compare their methodology
and process with ‘best practice’ project management.
Links
This unit links with
• Unit 4: Continuing Development A
• Unit 14: Managing Financial Resources in Health and Social Care
• Unit 23: Continuing Development B.
Links may also be drawn to units from S/NVQ level 4 in Care:
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needs
and Circumstances.
Links may be drawn also to the National Occupational Standards in Management Unit 44:
Manage Projects.
Resources
Tutors will require an in depth understanding of generic project management processes and
their application to health and social care projects
The following data is necessary for the completion of the learner’s project:
• a clear statement of requirements
• a clear definition of deliverables or outcomes
• a clearly defined budget and timescale
• the necessary resources to complete the task.
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Optional resources
Automated Project Management Systems such as Microsoft Project, Artemis, Primavera,
Suretrak
Risk Analysis Software such as PERTMASTER
Support materials
Textbooks
Bartram P — The Perfect Project Manager (Random House Business Books, 1999)
ISBN: 0099405067
The Stationery Office — Managing Successful Projects with PRINCE2 (The Stationery Office,
2002) ISBN: 0113308914
Watson M — Managing Smaller Projects (Project Manager Today Publications, 1998)
ISBN: 1900391023
Young T — How to Be a Better Project Manager (Kogan Page, 1996) ISBN: 0749421827
Please note: CCTA became an integral part of the Office of Government Commerce
(www.ccta.gov.uk)
Magazines and journals
Project Manager Today klane@projectmanagertoday.co.uk
Websites
www.apm.org.uk The Association for Project Management
www.ccta.gov.uk The Office of Government Commerce
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Unit 30: Vocational Practice in Health and
Social Care
Learning hours: 60
NQF level 4: BTEC Higher National — H2
Description of unit
This unit is intended for those learners who wish to work towards a specific competence-based
qualification to meet the requirements of the National Occupational Standards appropriate for
their work in health and social care. The unit complements the learning and understanding
gained from study across several of the units on the BTEC Higher Nationals in Health and
Social Care and provides a means for practice experience to be assessed formally within the
learner’s job role. Due to the requirement for assessment of practical skills, the unit includes
400 hours to be spent working in practice settings. This time is additional to work experience
completed for Unit 4: Continuing Development A and, if within the programme, Unit 23:
Continuing Development B. Arrangements will need to be in place for assessment of practical
competencies by an appropriately qualified assessor/coordinating assessor who may be based in
the learner’s work setting or operate peripatetically.
The unit also provides opportunity for learners to demonstrate continuing development to
acquire new skills, through taking on new responsibilities or working in a different specialist
area.
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Content
3 Personal effectiveness
Approaches: for individuals, groups, communities, care workers
Effectiveness: for individuals, groups; other care workers, managers, other agencies
Recommendations: personal development plan: outcomes, path(s) to achievement; short-
term (within 6 months), long-term (greater than 6 months)
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Outcomes and assessment criteria
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Guidance
Delivery
Delivery of this unit will be mainly through the assessor(s) and expert witnesses allocated to
learners to observe competent practice. Learners will require clear guidance on assembling and
tracking the evidence required to demonstrate practice competence against occupational
expectations. It would be expected that relevant underpinning knowledge will be delivered
within other units on the Higher National programme but learners may need guidance from
their assessor to select that which is appropriate to support the assessment of specific
occupational competencies using an APL process. Time with assessors will be required to plan
and monitor progress of the assessment of practical skills.
Assessment
Assessment of practical skills will take place by direct observation of practice in the workplace
by an appropriately qualified and experienced assessor and expert witnesses. All assessment for
this unit, including that of supporting evidence from eg witness testimony, reflective accounts,
questioning, should be assessed in line with the guidelines and requirements for assessment
from the appropriate occupational sector. All assessment should be internally verified in
accordance with the current Joint Awarding Body Guidance on Internal Verification.
Links
This unit provides a link between the learner-led evidence from Units 4 and 23 (Continuing
Development A and B) as well as to the other core units and the occupational requirements
chosen as the basis of assessment for this unit. Links with other units will depend on the work
role and responsibilities of individual learners and the specific occupational competencies
against which this unit contributes assessment.
Links may be drawn to units from the Level 4 S/NVQ in Care:
• Unit SC14: Establish, Sustain and Disengage from Relationships with Clients
• Unit SC16: Assess Clients Needs and Circumstances.
Resources
A qualified assessor and an internal verifier with appropriate vocational experience will be
essential to meet the requirements of this unit. Workplaces will be required to support learners
and assessors through facilitating opportunities for assessment of learners’ practice skills, in
accordance with the occupational standards.
Support materials
Textbooks
Jasper J — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771174
QCA S/NVQ Code of Practice (available from www.qcashop.org.uk)
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Journals
Community Care
Nursing Standard
Nursing Times
Residential Care Manager
Specialist journals as appropriate for the occupational area
Websites
www.ccwales.org.uk Care Council Wales
www.niscc.info Northern Ireland Social Care Council
www.qca.org.uk Qualifications and Curriculum Authority
www.scie.org.uk Social Care Institute for Excellence
www.societyguardian.co.uk Society pages of The Guardian website
www.topssengland.org.uk Topss England
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Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
QCA codes
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
made available on the Edexcel website. It will provide a comprehensive catalogue of all the
qualifications and units available to centres. It will be useful for centres when making future
decisions about centre choice units.
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Annex B
Qualification Requirement
Rationale
The Edexcel Level 4 BTEC Higher National qualifications in Health and Social Care are
designed to equip individuals with knowledge, understanding and skills required for success in
employment in the health sector and social care sector at supervisory or management level, or
for progression to an undergraduate degree or a professional qualification.
Currently the Health Professions Council, which oversees the professions allied to medicine,
accepts only graduates for professional registration. However, due to the European work-time
directive, the Council has identified the need for a new key role of assistant practitioner and the
Higher National qualifications will be very appropriate for meeting the employment and
progression needs of this level of worker. Higher Nationals in Health and Social Care are well-
established and are valued as contributing to the continuous personal development of workers
in health and social care. They also facilitate achievement of widening participation objectives.
Many learners have improved their knowledge base and progressed to successful study at
degree level or to improved employment status. The qualifications are ideally suited to prepare
managers of the future for work in the health and social care sectors.
The qualifications are designed to relate to current National Occupational Standards in Care at
level 4 and Management at Level 4. They offer the opportunity to provide the underpinning
knowledge and understanding for S/NVQ Care Level 4 and contextualised underpinning
knowledge for S/NVQs in Management at Level 4. However, the qualification has been
designed to support the emerging themes of the revised national occupational standards in
health and social care and to provide opportunities for continuous development though a
common core and a range of specialist pathways. It is anticipated that additional pathways will
be developed to meet specialist needs in the sector as they continue to evolve.
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• to develop skills and techniques, personal qualities and attributes essential for successful
performance in working life and thereby enable learners to make an immediate contribution
to employment
• to develop transferable skills and knowledge which will enable individuals to meet
changing circumstances, whether within their own area of employment, promotion to a
supervisory or management position, or to adapt to changes in the health/social care
environment.
• to motivate individuals to progress to further professional development through future
study or as part of their chosen career.
Mandatory curriculum
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Optional curriculum
Sociological perspectives and Groups in society, role of the community; diversity of cultural
policy and social values; economic, demographic and commercial
factors; resource limitations; service user perspectives; impact
of political perspectives on health/care services, formation of
social policy, legislative measures; theoretical perspectives on
contemporary issues.
Health and well-being Physiological basis of health, transmissible disease, lifestyle
choices and disease, epidemiology of prevalent diseases, public
health measures, complementary therapies and conventional
health and care approaches, health and well-being of specific
service user groups.
Contemporary developments Issues of relevance to current thinking in health and social care;
the development of causes of public concern, their
representation in the media; role of lobby groups; political
debate; different social behaviours; manipulation of health and
social care information; impact on individuals and provision,
investigation of a specific issue.
Technology in health and Understanding the value and use of technology and its function
social care within the health/social care sector; implications of
developments in technologies and the potential impact on
delivery of care.
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Management in health and Context of management in health and social care, provision in
social care organisations public, private and not-for-profit sectors; organisational
structures, legal and policy frameworks, stakeholders,
accountability; service responses and effectiveness, managing
for quality; communication and recording of information;
effective resource management; budget control; leadership and
workforce development; managing change, project management.
Supporting workers in health Recruitment and selection procedures; development of staff,
and social care building teams, leadership in group, organisational and
interagency contexts, different roles played by both teams and
individuals; understanding and supporting learning in the
workplace, assessing skills in individual workers, co-ordinating
learning activities for individuals and groups within an
organisation.
Entry prerequisites
The qualifications have been designed on the assumption that they are available, without
artificial barriers which restrict access and progression, to everyone who can achieve the
required standard. However, learners who enter with at least one of the following are likely to
benefit more readily from the programme:
• a BTEC National Certificate or Diploma in Care/Health Studies
• an AVCE/Advanced GS/NVQ in an appropriate vocational area
• a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
• other related Level 3 qualifications
• an Access to Higher Education Certificate awarded by an approved further education
institution
• related work experience.
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Higher level skills and abilities
Learners studying for BTEC Higher Nationals in Health and Social Care will be expected to
develop the following skills during the programme of study:
• analysing, synthesising and summarising information critically
• the ability to read and use appropriate literature with a full and critical understanding
• the ability to think independently and solve problems
• applying subject knowledge and understanding to address familiar and unfamiliar problems
• recognising the moral and ethical issues of health and social care practice and research
appreciating the need for ethical standards and professional codes of conduct
• develop an appreciation of the interdisciplinary nature of health and social care service
provision
• the capacity to give a clear and accurate account of a subject, assemble arguments in a
mature way and engage in debate and dialogue both with specialists and non-specialists.
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Moral
Social
Ethical
Cultural
Spiritual
Environmental
Equal opportunities
European developments
Wider curriculum issue
Annex C
✔
✔
✔
✔
✔
and Social Care
✔
✔
✔
✔
✔
Unit 2: Principles of Practice
✔
✔
✔
✔
✔
✔
Unit 3: Ensuring Health and Safety
✔
✔
✔
✔
✔
Unit 4: Continuing Development A
✔
✔
✔
✔
✔
Unit 5: Working in Partnership
✔
✔
✔
✔
✔
Research Project
E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care
✔ indicates possible opportunities for development of the wider curriculum
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Social Care
Unit 9: Ensuring Best Outcomes for
✔
✔
✔
✔
✔
✔
Individuals
✔
✔
✔
✔
✔
✔
Social Care
Needs
Work
✔
✔
✔
✔
✔
Social
Ethical
Cultural
Spiritual
Environmental
Equal opportunities
European developments
Wider curriculum issue
HNC/D titles
✔
✔
✔
✔
✔
✔
Unit 20: Assistive Technologies
✔
✔
✔
✔
✔
✔
Events
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Others
Organisations
Mapping against the Level 4 S/NVQ in Care (This mapping will be updated on release of new standards)
The following grid maps the knowledge covered in the Level 4 S/NVQ in Care against the underpinning knowledge of the Edexcel Level 4 BTEC Higher
National Certificate/Diploma in Health and Social Care.
Development Work
Research Project
and Social Care
Care Settings
Care Settings
Safety
Needs
S/NVQ unit titles
A
O2: Promote people’s equality, diversity and rights ✔ ✔ ✔ ✔
O3: Develop, maintain and evaluate systems and
structures to promote the rights, responsibility and ✔ ✔ ✔
diversity of people
CU7: Develop one’s own knowledge and practice ✔ ✔ ✔ ✔ ✔
SC14: Establish, sustain and disengage from
✔ ✔ ✔
relationships with clients
SC15: Develop and sustain arrangements for joint
working between workers and agencies ✔ ✔ ✔ ✔ ✔ ✔
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Unit 23: Continuing Development
Organisations
S/NVQ Titles
Life Events
Therapies
B
O2: Promote people’s equality, diversity and
✔ ✔
rights
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Annex E
Mapping against the NOS in Management (This mapping will be updated on release of new
National Vocational Qualifications)
The following grid maps the knowledge covered in the NOS in Management against the
underpinning knowledge of the Edexcel Level 4 BTEC Higher National Certificate/Diploma in
Health and Social Care.
Developing Others
Organisations
Care Settings
Care Settings
Learning
Safety
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Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
London Qualifications Limited, trading as Edexcel. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH