67200 centre handbook

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OCR Level 3 NVQin

Health and Social Care

Centre Handbook


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CONTENTS PAGE

INTRODUCTION 1

GENERAL INFORMATION 3Qualification profile 3Target market 5Qualification aims 5Entry requirements 5Entry restrictions 5Progression opportunities 6Qualification structure 6Unit format 9Mode of delivery 10Assessment centre 10Trainer 10Expert witnesses 10

Assessor 11Internal verifier 11External verifier 11Key Skills 11Wider issues 12Access to assessment 13Funding 13Appeals procedure 13

ASSESSMENT AND VERIFICATION 15Assessment: how it works 15Initial assessment 15Assessment planning 15Making assessment decisions 15Methods of assessment 16Valid 16Reliable 17Safe and manageable 17Suitable to the needs of the candidate 17Observation 17Examining the evidence 18Questioning 18Professional discussion 18Witness testimonies 19

Personal statements 19Performance evidence 19Where evidence comes from 20Important: Real work 20Important: Simulation 20Medium that can be used 20Amount of evidence needed 20Cumulative Assessment Record (CAR) 21Verification How it works 21Centre Records Assessment and verification 22

EXPERT WITNESS, ASSESSOR AND INTERNAL VERIFIER REQUIREMENTS 25

Expert witnesses 25Assessors 25Internal verifiers 26


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CONTENTS (CONTINUED) PAGE

ADMINISTRATION ARRANGEMENTS 27Centre approval 27

OCR advisory service 27

CERTIFICATION 29Claiming certificates 29Important: Ten-Week rule 29

QUALIFICATION SPECIFICATION 31Qualification structure 31Units and elements 31

RECORDING DOCUMENTATION 47Recording assessment 47

Recording the method of assessment 47Method of assessment used 47

SAMPLE RECORDING DOCUMENTS 49Evidence record sheet 49Record of achievement 49

CANDIDATE RESOURCE 51Your qualification 51What are the NVQ units? 52What do the different sections of each unit describe? 56How do I achieve my NVQ? 56

Do I have to complete all the units to achieve my NVQ? 56What if I have already achieved one of the units? 57Who will assess me? 57Can my colleagues confirm my competence? 57How will I be assessed? 57How much evidence do I need? 58What happens to my evidence? 59Where do I keep my evidence? 59My work involves confidential information, how can I use this as evidence? 59How do I keep track of what Ive done? 60Where do I keep all my records? 60Helpful hints 60

What is a CAR? 61Can my NVQ evidence count towards Key Skills units? 61Can my Assessor make reasonable adjustments for my specific assessment needs? 62What if I cannot complete enough units to claim a full NVQ? 62

KEY SKILLS SIGNPOSTING 63


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CONTENTS (CONTINUED) PAGE

OTHER RELATED OCR QUALIFICATIONS 79General qualifications 79Vocational qualifications 79

FURTHER SUPPORT AND INFORMATION 81General enquires 81Candidate registration and certification 81Customer feedback 81OCR training events 82OCR publications 82


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Introduction

OCR Level 3 NVQ in Health and Social Care 1

INTRODUCTION

About this Centre Handbook

This centre handbook contains important information for anyone working towards or involved inassessing or verifying the following qualification:

OCR Level 3 NVQ in Health and Social Care

QCA Accreditation Number 100/4925/3

This qualification has 2 specialist routes; these routes have been developed to allow candidates todemonstrate competence in specialisms that relate to the context of their work role. Registrationsmust be made against the appropriate specialist route scheme code:

OCR Level 3 NVQ in Health and Social Care (Adults)The OCR scheme code for this qualification is 05546

OCR Level 3 NVQ in Health and Social Care (Children and Young People)The OCR scheme code for this qualification is 05547

What is an NVQ?

An NVQ (National Vocational Qualification) is a qualification that assesses someones competence(that is the skills, knowledge and understanding they have) principally in a work situation. NVQsare based on the national occupational standards that describe the level and breadth ofperformance expected of individuals whose work involves Health and Social Care practices. ThisNVQ is based on the national occupational standards developed by Skills for Health, Skills forCare, Care Council for Wales, Northern Ireland Social Care Council and the Scottish SocialServices Council. They are the government approved bodies who set the standards for the Healthand Social Care Sector.

The awarding body for this NVQ is Oxford Cambridge and RSA Examinations (OCR) and theregulatory body is the Qualifications and Curriculum Authority (QCA).

PUBLICATIONS (related to this qualification)

The NVQ Toolbox(reference code L391)OCR publications may be obtained from:OCR Publications, PO Box 5050, Annesley, Nottingham, NG15 0DLTelephone: 0870 770 6622Facsimile: 0870 770 6621Email: [email protected]


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Introduction


FURTHER INFORMATION

This may be obtained from:

OCR website at www.ocr.org.uk or

OCR Information Bureau Telephone: 024 76 851509, (Please note that as part of our qualityassurance programme, your call may be recorded or monitored for training purposes).Email: [email protected] from whom the following literature is available:National Vocational Qualifications and Other Verified Qualifications Centre Guidance (referencecode L526)Access to Assessment: NVQs, Vocationally-Related Qualifications (VRQs) and Other VocationalQualifications. Regulations and Guidance Relating to Candidates with Particular Requirements(reference code L16)


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General information


GENERAL INFORMATION

Qualification profile

Title OCR Level 3 NVQ in Health and Social Care (Adults)

OCR Level 3 NVQ in Health and Social Care (Children and YoungPeople)

OCR code Adults Scheme Code 05546Children and Young People Scheme Code 05547

Level This qualification has been accredited onto the National Qualifications

Framework (NQF) at Level 3

QANLevel 3 100/4925/3 (Qualification Accreditation Number)

Thesequalifications are

suitable for

People who deliver health and social care services.

Entry requirements There are no formal entry requirements for this qualification

Qualificationstructures To achieve this qualification, candidates must achieve 8 units made up of

4 Core units and 4 Optional units (including the choice of the specialistunit/route). Candidates can also undertake additional units, althoughthese are not required to complete the qualification.

Assessment andgrading Like all NVQs, this qualification is competence-based. This means that

it is linked to a persons ability to competently perform a range of tasksconnected with their work.

FundingThis qualification has been accredited to the National QualificationsFramework (NQF) and, as such, is eligible for public funding. Whenseeking public funding, centres will need to provide the QualificationAccreditation Number (QAN) shown above.

Nationaloccupationalstandards

This qualification relates to national occupational standards for Healthand Social Care at Level 3.

Key Skills Signposting to Key Skills is provided

Last registrationdate*

31 January 2008

Revised date:

Last certification

date*

31 January 2011

Revised date:

*OCR will inform centres of changes to these dates, and they are published on our website.All centre records must be updated accordingly.


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GENERAL INFORMATION

Target market

This NVQ is designed to reflect the work of candidates who undertake Health and Social Careactivities at Level 3 working with service users/carers.

Qualification aims

The aim of this qualification is to recognise the skills and competences of candidates in theworkplace.

The qualification is about the delivery of physical, emotional or enabling care to clients/serviceusers. The candidate will usually be delivering care in support of, and under the direction of, acolleague who is accountable in the area of practice. Candidates may often be working without

direct supervision or on their own, such as in a clients/service users own home. Candidates willhave a degree of responsibility and autonomy, and will be required to make decisions withinboundaries and limits agreed with their team. The candidate would be expected to seek support,advice or assistance if they are unclear about what to do or if unusual or untoward situations arise(such as significant deterioration in the clients/service users condition).

This NVQ will allow for progression to and from OCRs existing portfolio of Health and Social Carequalifications and will complement other vocational qualifications.

Entry requirements

This NVQ is a work-oriented qualification and is suitable for those who undertake Health and Socialpractices in their work. This is open to candidates of any age, of either gender and there are noentry barriers on grounds of race, creed or previous academic attainment or learning.

There should be equality of access for candidates regardless of work setting and patterns of work.Candidates must be enabled and supported to undertake this qualification.

In addition the needs of under-represented groups should be addressed. These include specificneeds in relation to candidates:

from ethnic minority communities

experiencing disability

experiencing sensory impairment.

In Wales this will include those candidates who wish to undertake their award through the mediumof Welsh or bi-lingually.

All centre staff involved in the assessment or delivery of this qualification should understand theirrequirements and match them to the needs and capabilities of individuals before entering them ascandidates for this qualifications, through initial assessment.

Entry restrictions

Where a candidate has registered for a qualification, they should not enter with another awardingbody for a qualification at the same level with the same title.


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Progression opportunities

This qualification has also been designed to develop the skills, knowledge and understandingrequired to enable progression to and from qualifications along the vertical and horizontal planes inthe National Qualifications Framework.

For example, a candidate achieving an OCR Level 3 NVQ in Health and Social Care may:

progress to the OCR Level 4 NVQ in Health and Social Care, or

widen their specialist skills and undertake other OCR work based qualifications.

OCR offers a range of related qualifications in this vocational area. (Further details can be found inthe section Other related OCR qualifications).

Qualification structure

To achieve this qualification, candidates must achieve 8 units made up of 4 Core units (includingthe choice of specialist route) and 4 Optional units.

Candidates can also undertake additional units, although these are not required to complete thequalification.

Core Units

31 Promote effective communication for and about individuals32 Promote, monitor and maintain health, safety and security in the working environment33 Reflect on and develop your practice

Two Qualification Routes

Either

Children and Young People Route

34 Promote the well-being and protection of children and young people

Or

Adults Route

35 Promote choice, well-being and the protection of all individuals

Optional units: select 4 units from any of the optional groups

Children and Young People Specific Optional Units

36 Contribute to the assessment of children and young peoples needs and thedevelopment of care plans

37 Care for and protect babies38 Support children and young people to manage their lives

39 Support children and young people to achieve their educational potential310 Work with children and young people to prepare them for adulthood, citizenship andindependence

311 Support children and young people to develop and maintain supportive relationships


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312 Support the social, emotional and identity development of children and young people313 Work with children and young people to promote their own physical and mental health

needs314 Care for a newly born baby when the mother is unable to do so315 Work with children and young people with additional requirements to meet their

personal support needs316 Support the needs of children and young people with additional requirements

317 Prepare your family and networks to provide a home for children and young people318 Provide a home for children and young people319 Support families in their own home

320 Support professional advice to help parents to interact with and take care of their newlyborn baby(ies)

321 Support and encourage parents and guardians to care for babies during the first year oftheir lives

322 Prepare, implement and evaluate group activities to address the offending behaviour ofchildren and young people

323 Contribute to child care practice in group living

324 Process information relating to children and young peoples offending behaviour325 Contribute to protecting children and young people from danger, harm and abuse326 Contribute to the prevention and management of challenging behaviour in children and

young people327 Model behaviour and relationships with children and young people which recognises

the impact of crime on victims and communities

Adult Specific Optional units

328 Contribute to care planning and review329 Contribute to planning, monitoring and reviewing the delivery of service for individuals330 Support individuals to access and use services and facilities

331 Support individuals to develop and maintain social networks and relationships332 Support the social, emotional and identity needs of individuals333 Prepare your family and networks to support individuals requiring care

334 Provide a home and family environment for individuals335 Contribute to the protection of individuals from harm and abuse336 Contribute to the prevention and management of abusive and aggressive behaviour

337 Provide frameworks to help individuals to manage challenging behaviour

Generic Optional Units

338 Carry out screening and referral assessment

339 Carry out assessment to identify and prioritise needs340 Carry out comprehensive substance misuse assessment

341 Help individuals address their substance use through an action plan

342 Assess and act upon immediate risk of danger to substance users343 Support individuals to live at home344 Support individuals to retain, regain and develop the skills to manage their lives and

environment345 Support individuals to manage their financial affairs (excluded combination with 346)

346 Support individuals to manage direct payments (excluded combination with 345)347 Help individuals to access employment348 Help individuals to access learning, training and development opportunities

349 Enable individuals to access housing and accommodation


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350 Recognise, respect and support the spiritual well-being of individuals351 Plan, agree and implement development activities to meet individual needs

352 Support individuals to continue therapies

353 Interact with individuals using telecommunications354 Counsel individuals about their substance use using recognised theoretical models

355 Counsel groups of individuals about their substance use using recognised theoreticalmodels

356 Support individuals to deal with relationship problems

357 Carry out extended feeding techniques to ensure individuals nutritional and fluid intake358 Identify the individual at risk of skin breakdown and undertake the appropriate risk

assessment360 Move and position individuals361 Prepare for, and undertake physiological measurements

362 Recognise indications of substance misuse and refer individuals to specialists363 Test for substance use364 Identify the physical health needs of individuals with mental health needs

365 Raise awareness about substances, their use and effects

366 Support individuals to represent their own needs and wishes at decision making forums(excluded combination with 367 and 368)

367 Help individuals identify and access independent representation and advocacy(excluded combination with 366 and 368)

368 Present individuals needs and preferences (excluded combination with 366 and 367)369 Support individuals with specific communication needs (excluded combination with 370

and 371)370 Support individuals to communicate using technology (excluded combination with 369)371 Support individuals to communicate using interpreting and translation services

(excluded combination with 369)372 Plan and implement programmes to enable individuals to find their way around familiar

environments

373 Plan and implement programmes to enable individuals to find their way aroundunfamiliar environments

375 Administer medication to individuals376 Obtain venous blood samples

377 Encourage and support individuals undergoing dialysis therapy at home378 Insert and secure urethral catheters and monitor and respond to the effects of urethral

catheterisation379 Support individuals who are substance users380 Supply and exchange injecting equipment for individuals

381 Support individuals through detoxification programmes382 Support individuals to prepare for, adapt to and manage change (excluded combination

with 383)383 Prepare and support individuals to move and settle into new living environments

(excluded combination with 382)

384 Support individuals through bereavement385 Support individuals through the process of dying386 Assist in the transfer of individuals between agencies and services

387 Work in collaboration with carers in the caring role388 Relate to families, parents and carers389 Work with carers, families and key people to maintain contact with individuals

390 Support families in maintaining relationships in their wider social structures andenvironments

391 Provide services to those affected by someone elses substance use

392 Work with families, carers and individuals during times of crisis393 Prepare, implement and evaluate agreed therapeutic group activities

394 Contribute to the development and running of support groups


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395 Contribute to assessing and act upon risk of danger, harm and abuse396 Enable people with mental health needs to develop coping strategies

397 Reinforce positive behavioural goals during relationships with individuals

398 Contribute to assessing the needs of individuals for therapeutic programmes to enablethem to manage their behaviour

399 Develop and sustain effective working relationships with staff in other agencies3100 Participate in inter-disciplinary team working to support individuals3101 Help develop community networks and partnerships

3102 Work with community networks and partnerships3103 Contribute to raising awareness of health issues3104 Support the development of networks to meet assessed needs and planned outcomes

3105 Contribute to the recruitment and placement of volunteers3106 Plan, organise and monitor the work of volunteers3107 Lead and motivate volunteers

3108 Facilitate learning through presentation and activities3109 Facilitate group learning3110 Support colleagues to relate to individuals

Additional Units for both routes

374 Provide first aid to an individual needing emergency assistance3111 Promote the equality, diversity, rights and responsibilities of individuals

3112 Support individuals to identify and promote their own health and social well-being3113 Support and enable individuals undergoing renal dialysis to contribute to their

own health and well-being

3114 Promote the needs, rights, interests and responsibilities of individuals within thecommunity

3115 Receive, analyse, process, use and store information3116 Contribute to promoting a culture that values and respects the diversity of individuals

3117 Conduct an assessment of risks in the workplace3118 Respond to work-related violent incidents3119 Promote the values and principles underpinning best practice3120 Support competence achieved in the workplace

3121 Contribute to promoting the effectiveness of teams

A unit is normally the smallest part of the NVQ that a candidate can be certificated.

Unit Format

Each unit contains:

A briefsummary of the unit content and element title and the values that underpin thewhole unit

Key words and concepts, scope

Performance criteria, this details what tasks and activities the candidate must demonstratetheir performance against

Knowledge and understanding, what you need to know and understand

Evidence requirements specifies the amount and possible type of evidence needed toshow competence.


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Mode of Delivery

This qualification is competence-based, linking a persons ability to competently perform a rangeof tasks connected with their work. This means that a persons skills, knowledge and competences

are assessed in a practical way. (See Assessment and verification section for furtherinformation.)

To gain this NVQ a candidate must achieve the level of competence described in the NVQ units ofcompetence. The units of competence contain the national occupational standards for Health andSocial Care at Level 3.

Assessment Centre

Any organisation, whether it is a place of employment, college or private training organisation canbe approved to offer this qualification, as long as it meets the criteria set out in the OCR publicationNational Vocational Qualifications and Other Verified Qualifications - Centre Guidance (reference

code L526). This includes being able to provide suitable assessors and internal verifiers. (Formore information on how to become an OCR-approved assessment centre see section Furthersupport and information).

Once approved, an assessment centre will register candidates for the NVQ and allocate eachcandidate an assessororassessors.

Trainer

The trainer will develop a candidates knowledge, understanding and skills in relation to the NVQthat is being undertaken.

Trainers will:

provide opportunities for learning

provide ongoing mentoring to the candidate, including review and feedback on learningexperiences and development of competence

provide opportunities for a candidate to practice what they have learnt in a realistic, but safeand protected, working environment or, where this is not appropriate, in a simulatedenvironment.

Please note that learning, and practising the learning, does not indicate competence in theworkplace. The application of the learning will need to be assessed for competence to be decided.

Expert witnesses

Expert witnesses can be drawn from a wide range of people who can attest performance in theworkplace, including line managers and experienced colleagues from inside the candidatesorganisation or from other organisations such as customers or clients, where there are nooccupationally competent assessors for occupationally specific units.

The criteria for expert witnesses are set out in section Expert witness, assessor and internal

verifier requirements.


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Assessor

Assessors will be appointed by approved centres to assess candidate performance and judge thevalidity of work place assessments.

The assessor will be responsible for making assessment judgements including the units whereevidence relies extensively on expert witness testimony. The assessor will make use of appropriateexpert witness testimony as part of the overall assessment of the candidate. In addition, theassessor must ensure that witness testimony clearly matches the level and breadth of performancedescribed in the units, and this may be done, for example, by the assessor questioning the witness

against the knowledge and skills specified in the units. The assessor must have suitable andreliable occupational experience and be trained and qualified as an NVQ assessor.

The criteria for appointing assessors are set out in section Expert witness,assessor andinternal verifier requirements. An assessor may be a candidates line manager, a tutor atcollege, or someone specially appointed to this role. Assessments may also be carried out by ateam of assessors.

The roles of trainer and assessor are inextricably linked and may be carried out by the sameperson, however, training activities must be clearly separated from assessment and only assessedevidence of competence should be presented as evidence towards the NVQ.

Internal verifier

Internal verifiers will be appointed by approved centres to ensure the quality and consistency ofassessments within the centre.

Each assessors work must be checked and confirmed by an internal verifierwho is also a

member of the staff of the assessment centre. The criteria for appointing internal verifiers are set insection Expert witness,assessor and internal verifier requirements. The internal verifierchecks and standardises assessment decisions made by the assessors in the centre.

The internal verifier will observe assessors carrying out assessments, review assessment decisionsfrom the evidence provided and hold meetings with the assessment team to ensure consistency inthe use of paperwork and interpretation of the qualifications requirements.

External verifier

The external verifierchecks the assessment and internal verification processes and decisions

made in the centre, and authorises the claims for certificates. The external verifier is appointed byOCR.

Key Skills units

This NVQ has been signposted to Key Skills 2004 specifications, which are available as individualunits. Signposting has been provided to each unit and it is designed to help candidates to identifyopportunities to:

develop Key Skills within the context of developing occupational competence

collect evidence of achievement of Key Skills along with the evidence for the NVQ beingassessed.


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Further guidance on the signposting to Key Skills is in section Key Skills signpostingIndividual Key Skills units are available in the following six areas:

Communication

Application of Number

Information Technology

Personal Skills - Working with Others Personal Skills - Improving Own Learning and Performance

Problem Solving

For more information on Key Skills contact the OCR Information Bureau on024 7685 1509, email [email protected]

(Please note that as part of our quality assurance programme, your call may berecorded or monitored for training purposes.)

Wider issues

This qualification provides the potential for centres to develop candidates understanding ofspiritual, moral, ethical, social and cultural issues and heighten candidates awareness ofenvironmental issues, health and safety considerations and European developments.

SocialAll of the units within the qualification focus on the individual and key people in the individuals livesbeing able to promote, as much as they are able, their own independence. The units focus on thesocial aspects of peoples life as they are based on empowering and using active support to enableindividuals to be as independent as is possible. Within the units communication is a critical aspect,

this again contributes to demonstrating the social aspects underpinning the qualification.

LegislationLegislation is covered in all units through the knowledge section on legislation and organisationalpolicy and procedures and within relevant criteria.

EconomicEconomic aspects of the qualification will be found when reference is made to resources, facilitiesand services and for health and safety issues.

Sustainable developmentSustainable development has been used in the true ecological sense of recycling and utilizing

disposable materials to enable the sustainability of scare resources.

Health and SafetyHealth and safety is an important element of all of the units, either relating to health and safetyissues generally (equipment/materials etc) or through the identification, assessment andmanagement of risk of danger, harm and abuse (including self harm and abuse) to individuals, keypeople, other associated people (eg people within networks or the community where the individualis), other people with whom the candidate works and the candidate. This is usually explicitly statedwithin the knowledge and performance or the knowledge alone. In some instances the need totake account of risk is implicit within the unit

European developments

Within the qualification the European dimensions are embedded in the knowledge and related tolegislation.


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Access to assessment

Centres should ensure that all candidates are given equal opportunity to demonstrate theircompetence for the NVQ against specified criteria. All of the specified criteria must be met by allcandidates independently and may not be reworded or omitted in any circumstances. However,candidates may use mechanical, electronic and other aids in order to demonstrate competence solong as the aids are generally commercially available and can feasibly be used on employerspremises. OCRs publicationAccess to Assessment: NVQs, Vocationally-Related Qualifications(VRQs) and Other Vocational Qualifications. Regulations and Guidance Relating to Candidateswith Particular Requirements (reference code L16) provides further advice on assessmentarrangements for candidates with special assessment needs.

Funding

This qualification is accredited at Level 3 of the National Qualifications Framework and is eligiblefor funding.

Appeals procedure

In exceptional circumstances, if a centre disagrees with a decision made by an OCR externalverifier, systems auditor or evaluator the centre has the right to appeal.

Equally, if a candidate disagrees with the assessment decision, the candidate has the right toappeal.

You can get more information on the OCR Appeals Procedure in our

publicationNational Vocational Qualifications and Other Verified

Qualifications Centre Guidance (reference code L526). This publicationis also available on the OCR website www.ocr.org.uk


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Assessment and verification


ASSESSMENT AND VERIFICATION

Assessment: How it works

It is the assessors role to satisfy themselves that evidence is available for all performance,knowledge and evidence requirements before they can decide that a candidate has finished aunit. Where performance and knowledge requirements allow evidence to be generated by othermethods, for example by questioning the candidate or simulation, assessors must be satisfiedthat the candidate will be competent under these conditions or in these types of situations in theworkplace in the future.

Candidates may claim accreditation of prior achievement for any of the units, as long as theevidence fully meets the criteria and the candidate can prove that it is all their own work. It isimportant also that assessors are convinced that the competence claimed is still current. If theassessors have some doubts, they should take steps to assess the candidates competencedirectly. An initial assessment of candidates is recommended (see Initial assessment).

When assessors are satisfied that the candidate has met all of the requirements for a unit, theymust confirm this by signing the evidence record sheet for that unit to show that the assessmentprocess is complete.

Initial assessment

It is important for centres to carry out some form of initial assessment that identifies whatcompetence and knowledge a candidate already has and the gaps that they need to look at.This will help plan the assessment because it allows assessors to help candidates understandthe best place to start collecting evidence. It will also identify units which candidates might have

difficulty finishing. This is important at the initial assessment stage to ensure that candidatescommence a programme leading to the appropriate NVQ at the appropriate level.

Assessment planning

Assessors must take responsibility for assessment planning with candidates. This will involveagreeing a number of issues with candidates including:

finding the best source of evidence to use for particular units

finding the best way of assessing the candidate

confirming the best times, dates and places for the assessments to take place.

Assessors must make a note of their assessment planning and regularly give feedback tocandidates. To help support this template forms are available within the OCR NVQ Toolbox(reference code L391).

Making assessment decisions

It is not necessary for candidates to meet all the criteria every time they carry out an activity butthey must consistently provide enough evidence for assessors to believe that the candidate iscompetent in their working environment. All criteria must be completed before the assessor cansign the unit off as complete.


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In line with the Learning and Development standard A1, assessors should:

plan with the candidates

assess candidate performance, knowledge and understanding

look at the evidence

question and give feedback to the candidate working towards these qualifications.

They should also be satisfied that the candidate has demonstrated competence over areasonable period of time and they can reliably demonstrate it in the future.

Assessors should be careful to deal with the criteria as a whole when assessing a candidateswork. They cannot assess individual criteria separately, without recognising how all the units areconnected to one another.

You can get more information on assessment in our publication National

Vocational Qualifications and Other Verified Qualifications Centre

Guidance (reference code L526).

Methods of assessment

It is the assessors responsibility to agree the best method of assessing a candidate in relation totheir individual circumstances. The methods agreed must be:

valid

reliable

safe and manageable

suitable to the needs of the candidate.

Valid

A valid assessment method is one that is capable of measuring the knowledge or skills inquestion. For example, a written test cannot measure a candidates practical skills or their abilityto work well with others.

Validity can also be compromised if a candidate does not understand what is required of them.For example, one valid method of assessing a candidates knowledge and understanding is toquestion them. If the questions posed are difficult for the candidate to understand (not in terms

of the content but the way they are phrased, for example), the validity of the assessment methodis questionable.

As well as assessment methods being valid, the evidence presented must also be valid. Forexample, it would not be appropriate to present an organisations policy on data protection asevidence towards the performance requirement of the unit Promote effective communication forand about individuals, Performance Criteria 31d Update and maintain records and reports, as itwould not allow for valid assessment. It would be more appropriate for the candidate andassessor to have a discussion about the policy and for the candidate to explain how it is relevant,illustrated with examples from their work of their compliance to the requirements. Thisdiscussion could then be assessed by the assessor and recorded as evidence.


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Reliable

A reliable method of assessment will produce consistent results for different assessors on eachassessment occasion. Internal verifiers must make sure that all assessors decisions areconsistent.

Safe and manageable

Assessors and internal verifiers must make sure that the assessment methods are safe andmanageable and do not put unnecessary demands on the candidate and/or the organisation theywork for.

Suitable to the needs of the candidate

OCR has tried to make sure that achievement of this NVQ is free from constraints outside the

requirements of the candidates job role.

Assessment arrangements can be changed, where the standards allow. The type of any specialarrangement will depend on a candidates personal circumstances, their job role, and therequirements of the particular unit (see Access to assessment).

If centre staff think that any aspect of this NVQ unfairly restricts access and progression, theyshould talk to their OCR external verifier about this.

OCR in partnership with the Health and Social Care Councils and other awarding bodies haveidentified the following main assessment methods which are suitable for this NVQ:

direct observation of practice by a qualified assessor or by the expert witness foroccupational specific units

examining the evidence by an assessor

questioning the candidate or witness by an assessor

inference of knowledge from direct observation.

In some situations, the assessor can speak to the candidate to provide evidence of thecandidates performance and knowledge (see Professional discussion).

Observation

Only identified expert witnesses or approved and qualified assessors (see Expert witness,assessor and internal verifier requirements) may carry out observations for the assessment ofthese qualifications.

The assessor and candidate should plan observations together but it is the assessorsresponsibility to record the observation properly.

After the observation has taken place, the assessor needs to record an assessment decision andthe justification for the decision. The assessor should also give feedback to the candidate.


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Examining the evidence

Only approved and qualified assessors (see Assessor and internal verifier requirements) mayexamine the evidence for the assessment of these qualifications.

Evidence can reflect how the candidate carried out the process or it can be the product of acandidates work or a product relating to the candidates competence.

For example:

The process that the candidate carries out could be recorded in a personal statement or witnesstestimony. It is the assessors responsibility to make sure that the evidence a candidate submitsfor assessment meets the requirements of the NVQ.

The product of a candidates work could be, for example, care plans, project reports, casestudies, service user/carer testimony.

After the assessor has examined the evidence, the assessor must record an assessmentdecision and the justification for the decision. The assessor should also give feedback to thecandidate.

Questioning

Only approved and qualified assessors (see Assessor and internal verifier requirements) mayverbally question a candidate or witness for the assessment of these qualifications.

Questioning the candidate is normally an ongoing part of the assessment process, and isnecessary to:

test a candidates knowledge of facts and procedures

check if a candidate understands principles and theories

collect information on the type and purpose of the processes a candidate has gone through.

Assessors should ask open questions, for example, questions where the candidate has to givean answer (other than yes or no). You should also be careful to avoid complicated questionswhich may confuse the candidate.

It is important that assessors record assessment decisions after they have questioned thecandidate. They must record enough information to justify the decisions they make. This doesnot mean that assessors must record, word for word, the questions put to the candidate and the

answers the candidate gives. However, assessors must record enough information about whatthey asked and how the candidate replied to allow the assessment to be verified.

Questioning witnesses is normally an ongoing part of validating written witness statements.However, questioning witnesses should not just be used for this purpose. Assessors should beable to speak to witnesses such as service users/carers and record, in whatever way is suitable,the verbal statements of these witnesses. A record of verbal statement is a form of witnessstatement and could provide valuable evidence to confirm a candidates competence over aperiod of time.

Professional discussion

Professional discussion is between a candidate and an assessor. The discussion focuses onone or more case histories. The assessor asks the candidate a series of questions about the


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case histories and records the discussion (in writing, on audio tape, or on video tape). Theassessor will need the candidate to prove how they are able to confirm their verbal testimony(and case history) in other ways, for example, product evidence and witness testimonies.

Witness testimonies

Witness testimonies can be used as evidence of a candidates performance. Such testimoniescould be made verbally to the assessor or could be written in a short note.

If a witness provides a written statement they should include the following:

the candidates name

the date, time and venue of the activity carried out

a description of the activities performed by the candidate

the date of writing the testimony

a description of their relationship to the candidate

their signature and job title

their contact details (such as telephone number).

It is not appropriate for witness testimonies to contain a list of the skills to which it relates.Witnesses must direct the information in their testimonies to describing what the candidate did.The assessor will then judge whether the candidates activities demonstrate competence to thestandards.

Personal statements

This is a candidates own account of what they did, backed up by reference to evidence or

witnesses. Candidates can also produce logs or diaries, reflective accounts, practice journals,but someone who can authenticate them as a true account of what took place must countersignthese.

Performance evidence

Performance evidence provides proof of what a candidate can do. Sometimes, performanceevidence can also provide evidence of what a candidate knows. Performance evidence can takethe form of the following:

products or outcomes of the candidates work (for example, things that the candidate

produced or worked on). The evidence presented for assessment may be the actualproduct or a record of the product. If group work is used as evidence, the candidatescontribution must be identified clearly. Other products (for example, company policies) mayhave been reproduced by someone else but relate to the candidate and their competence

proof of the way the candidate carried out their work (that is, the process they wentthrough). An assessors observation of a candidate or a witness testimony or service usertestimony, both provides performance evidence and would be suitable for this NVQ.


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Where evidence comes from

Evidence may come from a number of different sources, for example:

performance evidence may come from a candidate carrying out workplace activities

knowledge evidence may come from a candidate carrying out workplace activities or fromthe candidate answering the assessors questions.

Important:Real work

The qualification requires that all assessment of a candidates performance must take placewithin the workplace, and that observation should be of naturally occurring practice within thecandidates work role. This will include the demonstration of the application of knowledge. Thisprinciple will apply to all units, and elements, except where simulation has been deemedacceptable.

Important:Simulation

Simulations should only be undertaken in the minority of cases, where the candidate is unable tocomplete the standards because of the lack of opportunity within their practice,

where performance is critical but events occur infrequently and yet a high degree ofconfidence is needed that the candidate would act appropriately for example, where there isa high risk of harm or abuse to the individuals, key people in their lives and others, or whereevents such a medical emergencies (such as cardiac arrest) occur and competence is vital toensure best practice and results

where performance is critical, happens frequently but where there is risk of harm to thecandidate or service user in a real situation, for example, dealing with aggressive or abusivesituations (although evidence from direct observation should be used where possible).

Where simulations are used they must replicate working activities in a realistic workplaceenvironment.

The use of simulation will be indicated in each unit. A realistic working environment is defined byan environment that replicates what is likely to happen when an individual is carrying out theirnormal duties and activities.

Medium that can be used

Evidence can take many forms, for example, photographs, videos, audio tapes, CD-ROMs,floppy disks and paper-based or digitally formatted documents. Information relating to practiceinformation must comply with legal requirements and best practice in the sector in relation toconfidentiality of information.

Amount of evidence needed

It is difficult to give a detailed answer to this question as it depends on the type of evidencecollected and the judgement of assessors.


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For a candidate to be judged competent in a unit, the evidence presented must satisfy:

all the performance criteria

all knowledge and understanding listed

everything in the section evidence requirements.

The quality and breadth of evidence provided should determine whether an assessor is confidentthat a candidate is competent or not. Assessors must be convinced that candidates working ontheir own can work independently to the required standard.

OCR may accept some evidence from candidates who have been assessed in a language otherthan English, Welsh or Irish as long as there is enough evidence to show that candidates arecompetent in English, Welsh or Irish to the standard required for competent performancethroughout the UK.

Cumulative assessment record (CAR)

As well as collecting evidence, candidates must record all their assessed evidence in their

personal cumulative assessment record(CAR). The CAR is the candidates record of whatevidence has been accepted as proof of competence and where that evidence can be found. Itcan also be used to record progress towards, and achievement of, elements and units ofcompetence.

To build a CAR that a candidate will need to complete, please refer to their candidate resourcepack.

Filling in the CAR is an ongoing process involving discussion and agreement between thecandidate and their assessor. The candidate should fill in and keep the CAR while working

towards their NVQ. An assessor may help the candidate complete the CAR if necessary.

Centres can design their own recording documents if they want to.You should talk about any document you want to use with yourexternal verifier before you use them. OCRs publication National

Vocational Qualifications and Other Verified Qualifications Centre

Guidance (reference code L526) includes information and criteria fordesigning recording documents.

We have provided other forms and recording documents which assessors and candidates might

want to use for this NVQ (see Recording documents).

Verification: How it works

Internal verification

It is the centres responsibility to appoint an internal verifier to manage the internal verificationprocess. The purpose of internal verification is to make sure and show that assessment is validand consistent, through monitoring and sampling assessment decisions.

Internal verifiers must agree the use of simulated activities before they take place and must

sample all evidence produced through simulated activities (see section Important: Simulation).

The role of the internal verifier is more fully explained in National Vocational Qualifications andOther Verified Qualifications Centre Guidance (reference code L526).


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External verification

We will appoint and train an external verifier who will visit the centre regularly to monitor thequality of assessments and internal verification.

External verifiers will want to interview candidates, expert witnesses, assessors and internalverifiers during their visits. Assessment records and evidence for all candidates must also beavailable for verifiers to view if required. It is the assessors (and not the internal or externalverifiers) responsibility to sign off each unit of competence.

Centres should have the following available for each external verification visit:

a list of candidates registered for this qualification, together with their achievements to dateplus certification records

a register of all expert witnesses, who have made a significant contribution to the assessmentprocess

access to evidence (for example, up-to-date portfolios) and CARs

completed Certification Record Forms (CRFs) and Certification Summary Forms (UB99s) forthose candidates claiming certification

relevant assessors and selected candidates as requested by the external verifier (EV),including those whose certificates have been claimed through Direct Claims Status (DCS)

all portfolios (access to evidence) relating to certificates claimed through DCS

a copy of the external verifiers last visit report

a sample signature list for all assessors and internal verifiers

curriculum vitae and D/A unit certificates of new members of the assessment team

all centre records (see Centre records assessment and verification for more details)

evidence of achieving action points since the last external verifier visit and systems auditreport

notes of any action carried out due to particular points mentioned by a systems auditor orexternal verifier in any correspondence since their last visit

tutor qualification candidate matrix

recommendations to the external verifier

if professional discussion is used, ensure all tapes and appropriate equipment (eg videorecorders) are available.

Centre records assessment and verification

A centre must make sure that assessment and verification records are available for externalverification purposes. Assessment and/or internal verification records must record the following

minimum information:

candidates name

the title and level of the NVQ they are taking

candidates start date on the programme and confirmation of registration with OCR

name of the assessor

name of expert witness (if applicable)

name of the internal verifier

date and outcome of the initial assessment of the candidate

dates and details of candidate reviews and feedback sessions

dates of all assessments and their outcomes (that is, the decision whether the candidatehas met the requirements or not) cross-referenced to the unit

enough detail of the assessment to justify the decision made an indication of the use of simulation, if used

dates and outcomes of internal verification


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action resulting from internal verification

certification.

Records should show formative assessment decisions (ongoing decision making), summativeassessment decisions and feedback to the candidate.


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Expert witness, assessor and internal verifier requirements


EXPERT WITNESS, ASSESSOR AND INTERNAL VERIFIER

REQUIREMENTS

Important:

Expert witnesses

Expert witnesses must have:

a working knowledge of National Occupational Standards (NOS) for the units on which theirexpertise is based

current expertise and occupational competence ie within the last two years, either as apractitioner or manager, for the units on which their expertise is based. This experienceshould be credible and clearly demonstrable through continuing learning and development.In due course the implementation of regulatory requirements may mean that expert witnesswill need to hold appropriate Care/Health qualifications

either any qualification in assessment of workplace performance, such as L20 from theLearning and Development suite, Support Competence achieved in the workplace, or aprofessional work role which involves evaluating the everyday practice of staff.

Assessors

All assessors must:

be occupationally competent. This means that each assessor must be capable of carryingout the functions covered by the units they are assessing to the standard described withinthem, according to current sector practice. This experience should be credible andmaintained through clearly demonstrable continuing learning and development. In due

course, the implementation of regulatory requirements may mean that assessors will need tohold appropriate care/health qualifications

have knowledge of the health and social care settings, the regulation, legislation and codes ofpractice for the service (where applicable), and the requirements of national standards at thetime any assessment is taking place

hold or be working towards, an appropriate assessor qualification. Achievement of thequalification will need to be within appropriate timescales

be able to assess holistically the values contained and embedded in the values section of theNational Occupational Standards

take the lead role in the assessment of observed candidate performance. Assessors areexpected to take on this role in relation to at least the core units of the award. Where only twoof the core units are undertaken, assessors are expected to observe candidate performance

in relation to at least 2 further units.

Assessors who are not yet qualified against the appropriate D or A units but have the necessaryoccupational competence and experience, can be supported by a qualified assessor who does notnecessarily have the occupational expertise or experience, but must have:

occupational competence across some units

a relevant occupational background

an appropriate assessor qualification.

If more than one assessor is required, assessment needs to be coordinated. One of the assessorsinvolved in the process will draw together all assessment decisions made by specialist assessors,

and the contributions from expert witnesses across the whole qualification.


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Expert witness, assessor and internal verifier requirements


Internal Verifiers

Internal verifiers must:

be occupationally knowledgeable in respect of the units they are going to verify prior tocommencing the role. It is crucial that internal verifiers understand the nature and context ofthe assessors work and that of their candidates due to the critical nature of the work and thelegal and other implications of the assessment process

have workingknowledge of the health and social care settings, the regulation, legislation andcodes of practice for the service (where applicable), and the requirements of nationalstandards at the time any assessment is taking place

occupy a position that gives them authority and resources to co-ordinate the work ofassessors, provide authoritative advice, call meetings as appropriate, visit and observeassessments and carry out all the other internal verification roles as defined by the relevantnational occupational standard (for example V1)

hold, or be working towards, the appropriate Internal verifier qualification. Achievement of thequalification must be within appropriate timescales.

Internal verifiers who are not yet qualified against the appropriate D or V units but have the necessaryoccupational competence and experience, can be supported by a qualified internal verifier who doesnot necessarily have the particular occupational expertise or experience. However, the supportinginternal verifier must have relevant occupational expertise as a practitioner, manager or trainer. Thiscan also be used as a method of supporting the accreditation of trainee internal verifiers.

Without a suitably qualified internal verifier, the approved assessment

centre cannot submit claims for certification to OCR. (See OCRs NationalVocational Qualifications and Other Verified Qualifications Centre

Guidance, reference code L526.)


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Administration arrangements


ADMINISTRATION ARRANGEMENTS

Centre approval

To seek approval to offer this qualification, centres must complete an application form. Centreswho are new to OCR must complete an Application for Approval as an OCR Centre for N/VQs(VQ1). Centres who already offer NVQs with OCR must complete an Application for Approval toRun Additional N/VQs (VQ1a).

These forms are available from Operations, OCR, Coventry Office,Westwood Way, Coventry, CV4 8JQ - Telephone 024 7647 0033Fax 024 7646 8080

Once the application and supporting documentation has been submitted to OCR, the centre canexpect to be contacted with a view to setting up an evaluation visit.

Before submitting the application form, centres are advised to read the OCR booklet NationalVocational Qualifications and Other Verified Qualifications - Centre Guidance (reference codeL526) for more details on all aspects covered in this introduction, including full details of theapproval process and criteria.

OCRs advisory service

Centres considering seeking approval to offer these qualifications (or any other qualification weoffer) might be interested to know that OCR staff are available to help with any aspect of setting upan assessment centre. Through an advisory telephone call or visit, centres can benefit from

experience gained in existing centres. Many centres ask for help in the following areas:

identifying potential candidates and marketing opportunities

meeting OCR requirements

identifying resourcing levels both in terms of staff and equipment

the documents needed, both for the benefit of future candidates and to ensure a smooth-running operation

help in filling in centre approval forms.

More information on our advisory service can be requested from the OCRInformation Bureau, OCR, Coventry Office, Westwood Way, Coventry, CV4

8JQ Telephone 024 7685 1509 or email [email protected](Please note that as part of our quality assurance programme, your call may berecorded or monitored for training purposes)


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Administration arrangements




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Certification


CERTIFICATION

Certification

Claiming certificatesThe internal verifier must fill in a Certification Record Form (CRF) when a candidate has finished asmuch of the qualification as they want at that time. This can be requested from Operations, OCR,Coventry Office, Westwood Way, Coventry, CV4 8JQ.

You can only submit units that the candidate has finished.

The candidates assessor must have accepted and signed off the units.

If the candidate is claiming the full qualification, then we will issue two certificates:

a certificate listing the units

a certificate giving the full qualification title OCR Level 3 NVQ in Health and Social Care(Adults) or OCR Level 3 NVQ in Health and Social Care (Children and Young People)

Candidates achieving one or more units of competence but who do not meet the requirements for afull certificate will receive a certificate listing the units they have achieved.

Important:Ten-week rule

Candidates must be registered with us for the NVQ at least ten weeks before they claim forcertification for a full award.


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Certification




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Qualification specification


QUALIFICATION SPECIFICATION

OCR LEVEL 3 NVQ IN HEALTH AND CARE

(Qualification Accreditation Number 100/4925/3

To achieve this qualification, candidates must achieve 8 units made up of 4 Core units and 4Optional units (including the choice of the specialist unit/route).

Candidates can also undertake additional units, although these are not required to complete thequalification.

Core Units

31 Promote effective communication for and about individuals(QCA Unit Number T/102/8713)31a Identify ways to communicate effectively

31b Communicate effectively on difficult, complex and sensitive issues31c Support individuals to communicate31d Update and maintain records and reports

32 Promote, monitor and maintain health, safety and security in the workingenvironment

(QCA Unit Number A/102/8714)32a Monitor and maintain the safety and security of the working environment32b Promote health and safety in the working environment32c Minimise risks arising from emergencies

33 Reflect on and develop your practice(QCA Unit Number F/102/8715)33a Reflect on your practice33b Take action to enhance your practice

And either

Children and Young People Route

34 Promote the well-being and protection of children and young people(QCA Unit Number J/102/8716)34a Work with children and young people in ways that promote their rights and

responsibilities34b Support children and young people to express their views and preferences about theirhealth and well-being

34c Contribute to the protection of children and young people

or

Adult Route

35 Promote choice, well-being and the protection of all individuals(QCA Unit Number L/102/8717)35a Develop supportive relationships that promote choice and independence

35b Respect the diversity and difference of individuals and key people35c Contribute to the protection of all individuals


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Children and Young People Specific Optional Units

36 Contribute to the assessment of children and young peoples needs and thedevelopment of care plans

(QCA Unit Number R/102/8718)36a Contribute to the assessment of children and young peoples needs, wishes and

preferences36b Support the development and implementation of care plans36c Contribute to reviewing care plans for children and young people

37 Care for and protect babies(QCA Unit Number Y/102/8719)37a Care for the physical and nutritional needs of babies37b Provide a safe and secure environment in which babies can grow and develop37c Stimulate babies to assist their social, emotional, intellectual and language

development37d Assist in the evaluation of the babies growth and development

38 Support children and young people to manage their lives(QCA Unit Number L/102/8720)38a Work with, and provide advice for, children and young people about their clothes,

appearance, environment and pocket money38b Support children and young people to identify and develop their talents, interests and

abilities38c Support children and young people to participate in recreational activities

39 Support children and young people to achieve their educational potential(QCA Unit Number R/102/8721)39a Support children and young people to identify and develop their educational aspirations

39b Help children and young people to identify, plan and access educational opportunitiesand activities39c Encourage and support children and young people to carry out educational activities

310 Work with children and young people to prepare them for adulthood, citizenshipand independence

(QCA Unit Number Y/102/8722)310a Support children and young people to access support, advice and information about

adulthood, citizenship and independence310b Identify, with children and young people, the skills and abilities to become adults and

effective citizens310c Prepare children and young people to move on and become independent

311 Support children and young people to develop and maintain supportiverelationships

(QCA Unit Number D/102/8723)311a Support children and young people to identify their own contact and relationship needs311b Work with children and young people to maintain appropriate contact and relationships311c Support children and young people to develop appropriate and supportive relationships


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312 Support the social, emotional and identity development of children and youngpeople

(QCA Unit Number H/102/8724)312a Identify, and help children and young people to assess their social, emotional and

identity needs312b Support children and young people to develop a positive self image, enhance their self

esteem and improve self reliance312c Observe, assess and take action to promote children and young peoples social,

emotional and identity development

313 Work with children and young people to promote their own physical and mental

health needs(QCA Unit Number K/102/8725)313a Work with children and young people to identify factors that will enable them to grow

and develop healthily313b Contribute to providing health care to meet children and young peoples physical and

mental health care needs313c Respond appropriately to the physical and health care needs of children and young

people

314 Care for a newly born baby when the mother is unable to do so(QCA Unit Number M/102/8726)314a Feed babies314b Clothe babies and keep them clean314c Ensure babies are safe, secure and free from danger, harm and abuse

315 Work with children and young people with additional requirements to meet theirpersonal support needs

(QCA Unit Number T/102/8727)

315a Support children and young people with additional requirements to identify and developplans to meet their personal support needs315b Support children and young people to address their personal support needs315c Contribute to evaluating the effectiveness of activities to meet children and young

peoples personal support needs

316 Support the needs of children and young people with additional requirements(QCA Unit Number A/102/8728)316a Contribute to the assessment of children and young peoples specific developmental

levels and support needs316b Support the implementation of programmes and support activities to meet the needs of

children and young people with additional needs

316c Contribute to evaluating children and young peoples participation in programmes andsupport activities

317 Prepare your family and networks to provide a home for children and youngpeople

(QCA Unit Number F/102/8729)317a Access, obtain and share information with your family and networks about providing a

home for children and young people317b Evaluate your own home situation and the care you are able to offer to children and

young people317c Identify and acquire the skills and knowledge to provide a home for children and young

people


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318 Provide a home for children and young people(QCA Unit Number T/102/8730)318a Identify the needs, background and experiences of the children and young people for

whom you are providing a home318b Help children and young people to adjust to, and ensure they are safe and protected in

your home318c Support own family and other key people to accept, support and adjust to family life with

the children and young people

319 Support families in their own home(QCA Unit Number A/102/8731)319a Prepare to visit families in their own home319b Liaise with families and others to identify and support the families needs319c Support individuals and the family to function more effectively as a family unit

320 Support professional advice to help parents to interact with and take care of theirnewly born baby(ies)

(QCA Unit Number F/102/8732)320a Support parents and reinforce actions and advice that keep babies safe, secure and

free from danger, harm and abuse320b Support parents and reinforce actions and advice for feeding and keeping babies clean320c Support parents and reinforce actions and advice to help them bond with, relate to and

understand the needs of their babies

321 Support and encourage parents and guardians to care for babies during the firstyear of their lives

(QCA Unit Number J/102/8733)321a Support and encourage parents and guardians to feed, clothe and keep babies clean,

safe, secure and free from danger, harm and abuse321b Support and encourage parents and guardians to look after the healthneeds of theirbabies

321c Support and encourage parents and guardians to bond with, relate to, interact with andprovide a stimulating environment for babies

322 Prepare, implement and evaluate group activities to address the offending

behaviour of children and young people(QCA Unit Number J/101/7473)322a Plan and prepare agreed group activities to address the offending behaviour of children

and young people322b Prepare and support children and young people through group activities

322c Evaluate agreed group activities with other members of the team

323 Contribute to child care practice in group living(QCA Unit Number L/102/8734)323a Contribute to planning, implementing and reviewing daily living programmes for children

and young people323b Work with groups to promote individual growth and development323c Contribute to promoting group care as a positive experience


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324 Process information relating to children and young peoples offending behaviour(QCA Unit Number J/101/7389)324a Receive and evaluate information relating to children and young peoples offending

behaviour324b Obtain and verify information from children and young people about their offending

behaviour324c Obtain and verify information from others about children and young peoples offending

behaviour324d Record information relating to children and young peoples offending behaviour

325 Contribute to protecting children and young people from danger, harm and abuse(QCA Unit Number R/102/8735)325a Respond to your own and other peoples suspicion of danger, harm and abuse325b Respond to disclosure of danger, harm and abuse325c Support children and young people who have been abused

326 Contribute to the prevention and management of challenging behaviour inchildren and young people

(QCA Unit Number Y/102/8736)326a Work with children and young people to identify goals and boundaries for acceptable

behaviour326b Support children and young people to manage challenging behaviour326c Enable children and young people to recognise and understand their behaviour and its

consequences

327 Model behaviour and relationships with children and young people which

recognises the impact of crime on victims and communities(QCA Unit Number K/101/7465)

327a Develop relationships with children and young people that reinforce positive behaviourand recognise the impact of crime and anti-social behaviour327b Establish and maintain effective relationships with children and young people that

reinforce positive behaviour

Adult Specific Optional Units

328 Contribute to care planning and review(QCA Unit Number D/102/8737)328a Contribute to assessing the needs and preferences of individuals328b Support the development and implementation of care plans328c Contribute to reviewing care plans

329 Contribute to planning, monitoring and reviewing the delivery of service forindividuals

(QCA Unit Number H/102/8738)329a Contribute to planning the delivery of service for individuals329b Contribute to monitoring the delivery of service for individuals329c Contribute to reviewing the delivery of service for individuals

330 Support individuals to access and use services and facilities(QCA Unit Number K/102/8739)330a Support individuals to identify services and facilities they need330b Enable individuals to select, access and use services and facilities

330c Enable individuals to evaluate services and facilities used


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331 Support individuals to develop and maintain social networks and relationships(QCA Unit Number D/102/8740)331a Support individuals to identify their needs for, and from, contacts, social networks and

relationships331b Support individuals to maintain supportive relationships331c Support individuals to develop new social networks and relationships

332 Support the social, emotional and identity needs of individuals(QCA Unit Number H/102/8741)332a Work with individuals to identify their social, emotional and identity needs332b Support individuals to develop and maintain self-esteem and a positive self-image332c Support individuals to address changing social, emotional and developmental needs

333 Prepare your family and networks to support individuals requiring care(QCA Unit Number K/102/8742)333a Access, obtain and share information with your family and networks about providing a

home for individuals333b Evaluate your own home situation and the care you are able to offer to individuals333c Identify and acquire the skills and knowledge to provide a home for individuals

334 Provide a home and family environment for individuals(QCA Unit Number M/102/8743)334a Identify the needs, background and experiences of the individuals for whom you are

providing a home334b Help individuals to adjust to, and ensure they are safe and protected in your home334c Support own family and other key people to accept, support and adjust to family life with

the individuals

335 Contribute to the protection of individuals from harm and abuse

(QCA Unit Number T/102/8744)335a Recognise and report on factors that may cause danger, harm and abuse335b Contribute to minimising the effects of dangerous, harmful and abusive behaviour and

practices335c Respond to and report on suspicions of harm and abuse

336 Contribute to the prevention and management of abusive and aggressive behaviour(QCA Unit Number L/101/5496)336a Contribute to preventing abusive and aggressive behaviour336b Deal with incidents of abusive and aggressive behaviour336c Contribute to reviewing incidents of abusive and aggressive behaviour

337 Provide frameworks to help individuals to manage challenging behaviour(QCA Unit Number A/102/8745)337a Support individuals to identify the reasons and causes for, and the consequences of,

their behaviour337b Work with individuals to agree ways to manage their behaviour337c Support individuals to evaluate actions to manage behaviour

Generic Optional Units

338 Carry out screening and referral assessment(QCA Unit Number F/102/8746)338a Identify substance misuse and related or co-existent problems

338b Refer individuals to substance misuse and/or other services


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339 Carry out assessment to identify and prioritise needs(QCA Unit Number J/102/8747)339a Assess the individuals substance misuse problem and their understanding of services

available339b Assess the need for referral to substance misuse services or to a comprehensive

substance misuse assessment339c Make referral to a substance misuse service or comprehensive substance misuse

assessment

340 Carry out comprehensive substance misuse assessment(QCA Unit Number L/102/8748)340a Prepare for a comprehensive substance misuse assessment340b Assess possible risks and the individuals understanding of services available340c Assess the individuals substance misuse and related problems

341 Help individuals address their substance use through an action plan(QCA Unit Number R/102/8749)341a Develop an action plan with individuals341b Review the action plan and conclude the counselling process

342 Assess and act upon immediate risk of danger to substance users(QCA Unit Number J/102/8750)342a Assess the immediate risk of danger to the individual342b Act upon the immediate risk of danger to the individual342c Support the individual after the immediate risk of danger has passed

343 Support individuals to live at home(QCA Unit Number L/102/8751)

343a Support individuals to identify their personal, physical and safety needs to enable themto live at home343b Work with individuals to identify and access additional support and resources343c Support individuals to review their needs and identify changes necessary to enable

them to live at home

344 Support individuals to retain, regain and develop the skills to manage their lives

and environment(QCA Unit Number R/102/8752)344a Support individuals to identify the skills they need to manage their lives and

environment344b Support individuals to retain, regain and develop the identified skills

344c Support individuals to evaluate the use of the skills in managing their lives andenvironment

345 Support individuals to manage their financial affairs (excluded combination with

346)(QCA Unit Number Y/102/8753)345a Work with individuals to access information and advice about their financial affairs345b Support individuals to manage and monitor their financial affairs

346 Support individuals to manage direct payments (excluded combination with 345)(QCA Unit Number D/102/8754)346a Work with individuals to access information and advice about direct payments

346b Help individuals to manage and monitor their use of direct payments


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347 Help individuals to access employment(QCA Unit Number H/102/8755)347a Work with individuals to identify their needs and preferences about employment347b Help individuals to identify and seek employment opportunities347c Support individuals to prepare for employment interviews and work

348 Help individuals to access learning, training and development opportunities(QCA Unit Number K/102/8756)348a Work with individuals to identify their needs and preferences about opportunities for

them to learn and develop348b Support individuals to prepare for and undertake learning, training and development

opportunities348c Support individuals to prepare for employment interviews and work

349 Enable individuals to access housing and accommodation(QCA Unit Number M/102/8757)349a Support individuals to identify and access housing and accommodation services349b Support housing and accommodation services to meet the needs of individuals

350 Recognise, respect and support the spiritual well-being of individuals(QCA Unit Number T/102/8758)350a Identify opportunities to support individuals spiritual well-being350b Provide opportunities that facilitate and support spiritual well-being350c Evaluate and report on work that relates to spiritual well-being

351 Plan, agree and implement development activities to meet individual needs(QCA Unit Number A/102/8759)351a Identify and agree development activities to meet individual needs351b Plan and implement development activities with individuals and others

351c Evaluate and review the effectiveness of the development activities

352 Support individuals to continue therapies(QCA Unit Number M/102/8760)352a Identify the support and skills you need to enable individuals to continue therapies352b Encourage individuals to complete activities identified by therapist352c Observe and evaluate effects of therapies on individuals

353 Interact with individuals using telecommunications(QCA Unit Number T/102/8761)353a Establish interactions with individuals using telecommunications353b Sustain interactions with individuals using telecommunications

353c End interactions with individuals using telecommunications

354 Counsel individuals about their substance use using recognised theoreticalmodels

(QCA Unit Number J/102/8764)354a Establish and manage the counselling relationship354b Enable individuals to identify and explore concerns354c Review options and assist individuals to decide on a course of action

355 Counsel groups of individuals about their substance use using recognised

theoretical models(QCA Unit Number L/102/8765)

355a Plan and prepare therapeutic group activities355b Prepare and support individuals through therapeutic group activities355c Evaluate agreed therapeutic group activities


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356 Support individuals to deal with relationship problems(QCA Unit Number R/102/8766)356a Support individuals to assess relationship problems356b Support individuals to overcome relationship problems356c Work with individuals to evaluate relationship issues, problems and support

357 Carry out extended feeding techniques to ensure individuals nutritional and fluid

intake(QCA Unit Number Y/102/8767)357a Prepare equipment and individuals for extended feeding357b Carry out and report on extended feeding

358 Identify the individual at risk of skin breakdown and undertake the appropriate

risk assessment(QCA Unit Number D/102/8768)358a Identify individuals at risk of skin breakdown358b Prepare for and carry out risk assessment

358c Report on, review and update the risk assessment

360 Move and position individuals(QCA Unit Number H/102/8769)360a Prepare the equipment, the environment and the individual for moving and positioning360b Move and position the individual

361 Prepare for, and undertake physiological measurements(QCA Unit Number Y/102/8770)361a Prepare the environments and resources for use when taking physiological measurements361b Undertake physiological measurements

362 Recognise indications of substance misuse and refer individuals to specialists(QCA Unit Number D/102/8771)362a Recognise indications of substance misuse362b Refer individuals with indications of substance misuse to specialists

363 Test for substance use(QCA Unit Number H/102/8772)363a Prepare to test for substance use363b Take samples for testing363c Communicate and record the results of testing

364 Identify the physical health needs of individuals with mental health needs

(QCA Unit Number K/102/8773)364a Determine the physical health needs of people with mental health needs364b Agree courses of action with individuals to promote their physical health

365 Raise awareness about substances, their use and effects(QCA Unit Number M/102/8774)365a Identify individuals knowledge and values about substances, their use and effects365b Increase individuals knowledge and understanding of substances, their use and effects


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366 Support individuals to represent their own needs and wishes at decision makingforums (excluded combination with 367 and 368)

(QCA Unit Number T/102/8775)366a Support individuals to identify and access information to enable them to represent their

own needs and wishes366b Support individuals to plan, prepare and present their needs and wishes366c Support individuals to review their experiences and the outcomes

367 Help i

67200 centre handbook

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