Health and Social Care Qualifications

If you’re thinking about a career in health and social care, getting the right qualifications is key. This field is not only rewarding but also demands a lot of knowledge, skill, and dedication. Having a qualification means that care workers are trained to provide quality care.

Health and social care diplomas equip workers with essential training. They learn about safe working habits, how to assess risks, and understand mental capacity laws. These courses also teach vital communication skills, safeguarding practices, and health safety procedures. With these qualifications, employees can confidently meet the high standards required by healthcare regulators.

Health and social care qualifications offer employers peace of mind that their staff can do their jobs well and safely. For care workers, it opens up opportunities for professional growth and helps improve quality continuously.

Various organisations like City & Guilds, NCFE or Edexcel award these qualifications. They’re approved by Ofqual in England to ensure they meet specific standards. These bodies offer different levels of training – from basic skills to advanced postgraduate studies – catering to various career stages in healthcare.

They also guide employers on setting up effective learning programmes tailored to their team’s needs.

In summary, gaining a qualification in health and social care is crucial for anyone looking to make an impact in this sector. It assures employers of your ability while paving the way for your professional development. If you’re interested in pursuing this path further explore accredited bodies that match your career goals.

Health and Social Care Qualifications Answers

1.3. Explain how to identify individuals’ learning and development needs

1.3. Explain how to identify individuals' learning and development needs

2.2 Explain what is meant by age discrimination

2.2 Explain what is meant by age discrimination

2.1 Describe the contributions to society made by older people

2.1 Describe the contributions to society made by older people

4.1 Explain the use of daily activities to promote recovery and independence

4.1 Explain the use of daily activities to promote recovery and independence

1.4 Explain ways to develop a culture that manages risk effectively

1.4 Explain ways to develop a culture that manages risk effectively

1.3 Evaluate the impact a risk-averse culture can have on an individual’s wellbeing

1.3 Evaluate the impact a risk-averse culture can have on an individual’s wellbeing

1.2 Explain how risk-taking can contribute to the achievement of positive outcomes for individuals

1.2 Explain how risk-taking can contribute to the achievement of positive outcomes for individuals

1.1 Analyse the values, principles and standards that need to inform a policy on risk-taking

1.1 Analyse the values, principles and standards that need to inform a policy on risk-taking

1.3 Explain how to use supervision to plan, revise and review team member objectives and help inform performance management

1.3 Explain how to use supervision to plan, revise and review team member objectives and help inform performance management

1.1 Analyse the principles, scope and purpose of supervision in adult care

1.1 Analyse the principles, scope and purpose of supervision in adult care

2.2. Outline the rights of disabled people in line with current disability related legislation

2.2. Outline the rights of disabled people in line with current disability related legislation

2.1. List current disability related legislation

2.1. List current disability related legislation

1.3. Identify what impairment means

1.3. Identify what impairment means

1.2. Outline conditions which cause disability

1.2. Outline conditions which cause disability

1.2 Explain the key principles of what makes supervision effective

1.2 Explain the key principles of what makes supervision effective

1.6 Outline a range of different learning styles

1.6 Outline a range of different learning styles

1.1. Identify what disability means

1.1. Identify what disability means

2.3 Analyse how leadership and management skills can influence the values of an organisation

2.3 Analyse how leadership and management skills can influence the values of an organisation

2.2 Explain why managers in adult care need both management and leadership skills

2.2 Explain why managers in adult care need both management and leadership skills

2.1 Critically compare the skills required to be an effective manager and effective leader

2.1 Critically compare the skills required to be an effective manager and effective leader

1.2 Analyse the interdependencies between leadership and management

1.2 Analyse the interdependencies between leadership and management

5.3 Describe the health needs that may be associated with stroke

5.3 Describe the health needs that may be associated with stroke

5.2 Describe the cognitive needs of the individual with stroke

5.2 Describe the cognitive needs of the individual with stroke

5.1 Explain the psychological and emotional effects on the individual with stroke

5.1 Explain the psychological and emotional effects on the individual with stroke

1.1 Explain the concepts of ‘leadership’ and ‘management’

1.1 Explain the concepts of ‘leadership’ and ‘management’

3.5 Analyse the fluctuating nature of effects of stroke on an individual

3.5 Analyse the fluctuating nature of effects of stroke on an individual

3.4 Describe the possible effects of stroke on sensory ability

3.4 Describe the possible effects of stroke on sensory ability

3.3 Explain the impact a stroke may have on swallowing and nutrition

3.3 Explain the impact a stroke may have on swallowing and nutrition

3.2 Describe the physical effects of stroke on an individual

3.2 Describe the physical effects of stroke on an individual

3.1 Describe the changes in the brain of an individual affected by a stroke

3.1 Describe the changes in the brain of an individual affected by a stroke

1.3 Analyse the potential impact of factors associated with ageing on older people to include • Physical • Emotional • Social • Cognitive • Environmental • Financial /Economic

1.3 Analyse the potential impact of factors associated with ageing on older people to include • Physical • Emotional • Social • Cognitive • Environmental • Financial Economic

1.4 Describe how the sample of assistive technology aids selected can be utilised to promote participation, access and inclusion

1.4 Describe how the sample of assistive technology aids selected can be utilised to promote participation, access and inclusion

1.2 Explain how the experience of the ageing process is unique to each individual

1.2 Explain how the experience of the ageing process is unique to each individual

1.3 Explain the functions of the sample of assistive technology aids selected

1.3 Explain the functions of the sample of assistive technology aids selected

1.2 List a sample of assistive technology aids

1.2 List a sample of assistive technology aids

1.1 Explain why it is important to recognise and value an individual as a person

1.1 Explain why it is important to recognise and value an individual as a person

1.1 Define the term assistive technology

1.1 Define the term assistive technology

1.1 Describe changes that may come with ageing

1.1 Describe changes that may come with ageing

1.1 Summarise current legislation, policy and guidance related to supporting individuals with stroke

1.1 Summarise current legislation, policy and guidance related to supporting individuals with stroke

1.7 Explain the importance of keeping computing and mobile devices up to date

1.7 Explain the importance of keeping computing and mobile devices up to date

1.6 Outline how to check for computing and mobile device updates

1.6 Outline how to check for computing and mobile device updates

1.5 Identify how digital information can be shared between computing and mobile devices

1.5 Identify how digital information can be shared between computing and mobile devices

1.4 Identify the different operating systems available on computing and mobile devices in care settings

1.4 Identify the different operating systems available on computing and mobile devices in care settings

1.3 Identify the types of information handled digitally in care settings

1.3 Identify the types of information handled digitally in care settings

1.2 Identify who has access to digital devices and systems in care settings

1.2 Identify who has access to digital devices and systems in care settings

2.4 Explain the importance of self-care when supporting others

2.4 Explain the importance of self-care when supporting others

2.3 Explain the importance of friends and family acknowledging the feelings that are being displayed by an individual who is expressing thoughts of self-harm or suicide

2.3 Explain the importance of friends and family acknowledging the feelings that are being displayed by an individual who is expressing thoughts of self-harm or suicide

2.2 Outline ways friends and family can help the following individuals through episodes of self-harm and suicidal tendencies: • children and young people • adults

2.2 Outline ways friends and family can help the following individuals through episodes of self-harm and suicidal tendencies • children and young people • adults

2.1 Describe the impact of self-harm and suicide on: • family • friend • society

2.1 Describe the impact of self-harm and suicide on • family • friend • society

1.1 Identify digital devices and systems used in care settings

1.1 Identify digital devices and systems used in care settings

1.7 Describe methods of overcoming barriers to conversations about self-harm and suicide

1.7 Describe methods of overcoming barriers to conversations about self-harm and suicide

1.6 Describe barriers that individuals may come across when talking about self-harm and suicide

1.6 Describe barriers that individuals may come across when talking about self-harm and suicide

1.2 Describe the different types of bullying

1.5 Explain why it is important to ask direct questions to prevent self-harm and suicide

1.5 Explain why it is important to ask direct questions to prevent self-harm and suicide

1.4 Give examples of when a conversation with an individual showing signs of self-harm or suicide is: • appropriate • crucial

1.4 Give examples of when a conversation with an individual showing signs of self-harm or suicide is • appropriate • crucial

1.3 Outline why it is important to stay calm when talking to an individual

1.3 Outline why it is important to stay calm when talking to an individual

1.2 Describe the importance of considering the individual’s feelings when holding a conversation with them about self-harm and suicide

1.2 Describe the importance of considering the individual’s feelings when holding a conversation with them about self-harm and suicide

3.2 Describe the types of thoughts someone who is feeling suicidal may be having about themselves and their loved ones

3.2 Describe the types of thoughts someone who is feeling suicidal may be having about themselves and their loved ones

3.1 Describe a range of tactics that might be used by an individual who self-harms or is having suicidal thoughts to direct attention away from their situation

3.1 Describe a range of tactics that might be used by an individual who self-harms or is having suicidal thoughts to direct attention away from their situation

2.4 Describe ways to approach adults when it is suspected that they have self-harmed

2.4 Describe ways to approach adults when it is suspected that they have self-harmed

2.3 Describe ways to approach children and young people when it is suspected that they have selfharmed

2.3 Describe ways to approach children and young people when it is suspected that they have selfharmed

2.2 Explain how to distinguish between accidental and self-inflicted wounds and injuries

2.2 Explain how to distinguish between accidental and self-inflicted wounds and injuries

2.1 Identify the range of professional and nonprofessional individuals who might be in a position to approach a child, young person or adult who is suspected of self-harm or suicidal thoughts

2.1 Identify the range of professional and nonprofessional individuals who might be in a position to approach a child, young person or adult who is suspected of self-harm or suicidal thoughts

1.4 Identify signs that might be displayed by a child, young person, or adult who is planning to selfharm or attempt suicide imminently

1.4 Identify signs that might be displayed by a child, young person, or adult who is planning to selfharm or attempt suicide imminently

1.3 Explain the importance of distinguishing between accidental and self-inflicted wounds and injuries

1.3 Explain the importance of distinguishing between accidental and self-inflicted wounds and injuries

1.2 Identify initial signs that a child, young person, or adult may be considering suicide

1.2 Identify initial signs that a child, young person, or adult may be considering suicide

4.2 Describe with examples the different customer relationships in health and social care and how to establish and maintain positive relationships with each customer

4.2 Describe with examples the different customer relationships in health and social care and how to establish and maintain positive relationships with each customer

4.1 Describe the relationship between excellent customer service and establishing a positive relationship in a health and social care context

4.1 Describe the relationship between excellent customer service and establishing a positive relationship in a health and social care context

3.4 Explain what guidance and support is available for individuals working in the health and social care setting

3.4 Explain what guidance and support is available for individuals working in the health and social care setting

3.3 Describe common approaches used to manage behaviour that challenges

3.3 Describe common approaches used to manage behaviour that challenges

3.4 Describe positive behaviours, attitudes and interactions to enhance the customer experience

3.4 Describe positive behaviours, attitudes and interactions to enhance the customer experience

3.2 Explain the benefits of an effective team for; • Team member • Customers • Problem solving

3.2 Explain the benefits of an effective team for; • Team member • Customers • Problem solving

3.1 Describe the characteristics of an effective team to include; • Skills • Attitudes • Behaviours

3.1 Describe the characteristics of an effective team to include; • Skills • Attitudes • Behaviours

3.3 Describe how the customers’ experience of using a service can be affected by; • Attitudes of team members • Behaviours of team members • Interactions between the service provider and customer

3.3 Describe how the customers’ experience of using a service can be affected by; • Attitudes of team members • Behaviours of team members • Interactions between the service provider and customer

2.2 Describe the significance of; • Observing verbal and non-verbal reactions • Questions to ascertain understanding • Confidentiality during communication

2.2 Describe the significance of; • Observing verbal and non-verbal reactions • Questions to ascertain understanding • Confidentiality during communication

2.1 Describe why the brand standards of the organisation should be followed during communication exchanges

2.1 Describe why the brand standards of the organisation should be followed during communication exchanges

1.4 Describe a range of methods to remove barriers in communication including the use of; • Communication apparatus • Available services and support

1.2 Describe a range of communication skills needed in the context of health and social care including; • Verbal • Written • Non-verbal • Active listening

1.2 Describe a range of communication skills needed in the context of health and social care including; • Verbal • Written • Non-verbal • Active listening

2.3 Describe how the environment can contribute to effective communication

2.3 Describe how the environment can contribute to effective communication

1.3 Describe the barriers to communication in the context of a health and social care setting

1.3 Describe the barriers to communication in the context of a health and social care setting

5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements

5.3 Describe benefits of working in partnership with parentscarers in relation to special dietary requirements

5.2 Explain the role of the Early Years practitioner in meeting children’s individual dietary requirements and preferences

5.2 Explain the role of the Early Years practitioner in meeting children’s individual dietary requirements and preferences

5.1 Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements

5.1 Identify reasons for special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements

4.1 Explain the impacts of poor diet on children’s health and development in the: short term, long term

4.1 Explain the impacts of poor diet on children’s health and development in the short term, long term

1.1 Describe a range of communication methods that can be used and factors which determine which method is most appropriate

3.5 Explain strategies to encourage healthy eating

3.5 Explain strategies to encourage healthy eating

3.4 Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years

3.4 Discuss the nutritional requirements of children aged 1-2 years, 2-3 years, 3-5 years, 5-7 years

3.3 Explain how to plan a weaning programme

3.3 Explain how to plan a weaning programme

3.2 Use current government guidance to identify the nutritional needs of babies until they are fully weaned

3.2 Use current government guidance to identify the nutritional needs of babies until they are fully weaned

3.1 Explain the nutritional value of the main food groups

3.1 Explain the nutritional value of the main food groups

2.1 Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding

2.1 Explain the impact on health and development of food choices during pre-pregnancy, pregnancy, breastfeeding

4.3 Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies

4.3 Describe the lines of reporting and responsibility in the event of accidents, incidents, emergencies

4.2 Identify forms for completion in the event of: accidents, incidents, emergencies

4.2 Identify forms for completion in the event of accidents, incidents, emergencies

4.1 Identify accidents and incidents which may occur in a setting

4.1 Identify accidents and incidents which may occur in a setting

3.3 Describe how health and safety risk assessments are monitored and reviewed

3.3 Describe how health and safety risk assessments are monitored and reviewed

3.1 Explain why it is important to take a balanced approach to risk management

3.1 Explain why it is important to take a balanced approach to risk management

2.1 Identify hazards to the health and safety of: children, colleagues, visitors

2.1 Identify hazards to the health and safety of children, colleagues, visitors

1.4 Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety

1.4 Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety

1.3 Describe procedures for: registration of children, collection of children

3.4 Explain how the self-respect of the customer can be maintained

3.4 Explain how the self-respect of the customer can be maintained

1.2 Analyse how legislation and guidelines for health and safety inform day to day work with children

1.2 Analyse how legislation and guidelines for health and safety inform day to day work with children

3.3 Describe how modifications to the health and social care setting are communicated to the customer

3.3 Describe how modifications to the health and social care setting are communicated to the customer

1.1 Identify policies and procedures relating to the health and safety of children

1.1 Identify policies and procedures relating to the health and safety of children

3.2 Describe how ‘reasonable adjustments’ can be implemented to improve the experience of customers

3.2 Describe how ‘reasonable adjustments’ can be implemented to improve the experience of customers

2.4 Outline ways to improve customer service through development of: • Skills • Knowledge • Attitudes

2.4 Outline ways to improve customer service through development of • Skills • Knowledge • Attitudes

3.1 Identify triggers that can lead to anguish

3.1 Identify triggers that can lead to anguish

3.2 List the signs and symptoms of distress and other types of behaviour that challenges

3.2 List the signs and symptoms of distress and other types of behaviour that challenges

3.1 Explain why the health and social care setting can have a negative influence on customers causing distress

3.1 Explain why the health and social care setting can have a negative influence on customers causing distress

2.3 Describe what a customer would expect in regards to safety and security in the context of a health and social care setting

2.3 Describe what a customer would expect in regards to safety and security in the context of a health and social care setting

2.2 Describe the culture of a health and social care setting that should be advocated

2.2 Describe the culture of a health and social care setting that should be advocated

2.1 Describe customer expectations in the health and social care environment including; • Employee responsibilities • Standards

2.1 Describe customer expectations in the health and social care environment including; • Employee responsibilities • Standards

1.3 Explain how individuals accessing health and social care services can have their experience improved by; • Positivity and needs analysis

1.3 Explain how individuals accessing health and social care services can have their experience improved by; • Positivity and needs analysis

1.2 Describe a range of conditions and how they influence individuals who access health and social care services

1.2 Describe a range of conditions and how they influence individuals who access health and social care services

1.1 Identify groups of individuals who might use health and social care services

1.1 Identify groups of individuals who might use health and social care services

2.2 Use reflection techniques to identify areas for improvement in your own customer service skills and knowledge

2.2 Use reflection techniques to identify areas for improvement in your own customer service skills and knowledge

2.1 Explain how your communications and behaviours impact upon others

2.1 Explain how your communications and behaviours impact upon others

1.5 Explain the importance of taking on board all feedback including negative comments

1.5 Explain the importance of taking on board all feedback including negative comments

1.4 Explain employee’s duties to refer feedback

1.4 Explain employee’s duties to refer feedback

1.3 Summarise why feedback from customers and colleagues has a role in the process of self-development

1.3 Summarise why feedback from customers and colleagues has a role in the process of self-development

1.2 Outline the content of a policy applicable to gathering and processing customer feedback

1.2 Outline the content of a policy applicable to gathering and processing customer feedback

1.1 List ways feedback about self and organisation can be gathered from customers and used

1.1 List ways feedback about self and organisation can be gathered from customers and used.

2.6 Explain what actions needs to be taken to ensure a worker acts in an individual’s ‘best interests’

2.6 Explain what actions needs to be taken to ensure a worker acts in an individual’s ‘best interests’

2.5 Explain ‘best interests’ as defined in the Mental Capacity Act 2005

2.5 Explain ‘best interests’ as defined in the Mental Capacity Act 2005

1.4 Describe why effective communication is important when working with a person who may lack capacity to make a particular decision for themselves

1.4 Describe why effective communication is important when working with a person who may lack capacity to make a particular decision for themselves

2.3 Use reflection techniques to objectively assess how your own attitude impacts upon customer service you deliver

2.3 Use reflection techniques to objectively assess how your own attitude impacts upon customer service you deliver

1.3 Explain how the Mental Capacity Act 2005: • empowers people to make decisions for themselves • protects people who lack capacity by placing them at the heart of the decision making process

1.3 Explain how the Mental Capacity Act 2005 • empowers people to make decisions for themselves • protects people who lack capacity by placing them at the heart of the decision making process

1.2 Describe the factors which may lead to an individual lacking the capacity to make a particular decision for themselves

1.2 Describe the factors which may lead to an individual lacking the capacity to make a particular decision for themselves

1.1 Explain why legislation is necessary to protect the rights of individuals who may lack the capacity to make decisions for themselves

1.1 Explain why legislation is necessary to protect the rights of individuals who may lack the capacity to make decisions for themselves

2.4 Explain ‘capacity’ as defined in the Mental Capacity Act 2005

2.4 Explain ‘capacity’ as defined in the Mental Capacity Act 2005

2.3 Explain how the Mental Capacity Act 2005 gives legal protection to workers providing care and treatment for someone who lacks capacity

2.3 Explain how the Mental Capacity Act 2005 gives legal protection to workers providing care and treatment for someone who lacks capacity

2.2 Describe when a worker must comply with the Mental Capacity Act 2005

2.2 Describe when a worker must comply with the Mental Capacity Act 2005

2.1 Define the 5 statutory principles included in the Mental Capacity Act 2005

2.1 Define the 5 statutory principles included in the Mental Capacity Act 2005

3.3 Explain the importance of a wellness action plan for self and others

3.3 Explain the importance of a wellness action plan for self and others

3.2 Identify key components of a wellness action plan

3.2 Identify key components of a wellness action plan

3.1 Define what is meant by a wellness action plan

3.1 Define what is meant by a wellness action plan

2.4 Explain the importance of promoting mentally healthy environments in the workplace

2.4 Explain the importance of promoting mentally healthy environments in the workplace

2.3 Identify strategies to reduce barriers to accessing mental health support

2.3 Identify strategies to reduce barriers to accessing mental health support

2.2 Outline sources of information, resources and support for mentally healthy environments

2.2 Outline sources of information, resources and support for mentally healthy environments

2.1 Describe strategies to promote wellbeing

2.1 Describe strategies to promote wellbeing

1.3 Define the following terms: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others

1.3 Define the following terms • Physical abuse • Domestic abuse • Sexual abuse • Emotionalpsychological abuse • Financialmaterial abuse • Modern slavery • Discriminatory abuse • Institutionalorganisational abuse • Self-neglect • Neglect by others

3.4 Access support and advice about: partnership working, resolving conflicts

3.4 Access support and advice about partnership working, resolving conflicts

2.2. Explain reasons for considering ethical issues when designing and carrying out research

2.2. Explain reasons for considering ethical issues when designing and carrying out research

2.2. Explain how reflective practice supports the professional development of the health and social care practitioner

2.2. Explain how reflective practice supports the professional development of the health and social care practitioner

2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns

2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns

5.2 Explain principles for moving and handling equipment and other objects safely

5.2 Explain principles for moving and handling equipment and other objects safely

2.1. Discuss theoretical perspectives on reflection in relation to professional development

2.1. Discuss theoretical perspectives on reflection in relation to professional development

2.1. Describe ethical issues to be considered when planning and carrying out research

2.1. Describe ethical issues to be considered when planning and carrying out research

1.3. Explain how research approaches and methodologies are used for different purposes

1.3. Explain how research approaches and methodologies are used for different purposes

1.2. Describe research methodologies

1.2. Describe research methodologies

2.1 Identify possible signs or symptoms that may indicate substance misuse

2.1 Identify possible signs or symptoms that may indicate substance misuse

1.3 Identify factors from a person’s background that might lead them to use substances

1.3 Identify factors from a person’s background that might lead them to use substances

1.2 Identify types of substance which are misused and give an example of each

1.2 Identify types of substance which are misused and give an example of each

1.1. Describe research approaches

1.1. Describe research approaches

3.1. Critically evaluate the roles and responsibilities of the health and social care practitioner when empowering individuals

3.1. Critically evaluate the roles and responsibilities of the health and social care practitioner when empowering individuals

2.3. Explain how to manage risks when empowering individuals

2.3. Explain how to manage risks when empowering individuals

2.2. Explain tensions when balancing the rights of the individual against the health and social care practitioner’s duty of care

2.2. Explain tensions when balancing the rights of the individual against the health and social care practitioner’s duty of care

2.1. Describe risks involved when empowering individuals

2.1. Describe risks involved when empowering individuals

2.2. Explain how homeostasis maintains the healthy functioning of the human body

2.2. Explain how homeostasis maintains the healthy functioning of the human body

2.1. Explain the process of homeostasis in the human body

2.1. Explain the process of homeostasis in the human body

1.3. Explain the relationships between the organ systems in maintaining healthy body functions

1.3. Explain the relationships between the organ systems in maintaining healthy body functions

1.2. Explain the relationship between the structure and function of the organ systems

1.2. Explain the relationship between the structure and function of the organ systems

1.1. Describe the structures and functions of the organ systems of the human body

1.1. Describe the structures and functions of the organ systems of the human body

1.1 State reasons why people use substances

1.1 State reasons why people use substances

1.4 Describe methods of substance use and the paraphernalia associated with the different methods

1.4 Describe methods of substance use and the paraphernalia associated with the different methods

1.3 Identify reasons why some people misuse substances

1.3 Identify reasons why some people misuse substances

1.2 Identify the street names for a range of substances

1.2 Identify the street names for a range of substances

3.2. Analyse the impact that significant life events have on individuals

3.2. Analyse the impact that significant life events have on individuals

3.1. Explain significant life events that can occur within each stage of human development

2.1. Describe theories of human growth and development

2.1. Describe theories of human growth and development

1.2. Describe social, emotional, cognitive and physical developments within each life stage

1.2. Describe social, emotional, cognitive and physical developments within each life stage

1.1. Identify the life stages of human development

1.1. Identify the life stages of human development

1.1 Describe a range of substances that can be misused

1.1 Describe a range of substances that can be misused

1.2. Explain ‘continuing professional development’

1.2. Explain ‘continuing professional development’

1.1. Identify standards relating to professional development in health and social care

1.1. Identify standards relating to professional development in health and social care.

1.1. Explain the importance of empowering individuals

1.1. Explain the importance of empowering individuals

3.4. Explain how to break the chain of infection

3.4. Explain how to break the chain of infection.

3.3. Describe the body’s defence mechanisms against infection

3.3. Describe the body’s defence mechanisms against infection

3.2. Explain why individuals may be more vulnerable to infection

3.2. Explain why individuals may be more vulnerable to infection

3.1. Describe how pathogenic micro-organisms are transmitted

3.1. Describe how pathogenic micro-organisms are transmitted

2.1. Explain the features of vector borne disease

2.1. Explain the features of vector borne disease.

1.1. Describe types of microbiological organisms that cause disease

1.1. Describe types of microbiological organisms that cause disease

1.4. Discuss strategies used to empower individuals.

1.4. Discuss strategies used to empower individuals.

1.3. Analyse how factors affect the empowerment of individuals

1.3. Analyse how factors affect the empowerment of individuals

1.2. Explain how legislation and standards inform practice when empowering individuals

1.2. Explain how legislation and standards inform practice when empowering individuals

2.4. Explain sociological explanations for the patterning of mortality and morbidity rates in the demographic groups: • gender • age • ethnicity • area of residence

2.4. Explain sociological explanations for the patterning of mortality and morbidity rates in the demographic groups • gender • age • ethnicity • area of residence

2.3. Explain how demographic data is used in planning health and social care services

2.3. Explain how demographic data is used in planning health and social care services

2.2. Explain patterns of health across social classes

2.2. Explain patterns of health across social classes

2.1. Explain the social classes recognised in own Home Nation

2.1. Explain the social classes recognised in own Home Nation

1.4. Describe the biomedical, social and ecological models of health and well-being

1.4. Describe the biomedical, social and ecological models of health and well-being

1.3. Describe in relation to health and social care: • social realism • social constructionism • labelling theory

1.3. Describe in relation to health and social care • social realism • social constructionism • labelling theory

1.2. Describe sociological perspectives

1.2. Describe sociological perspectives

1.1. Summarise the sociological approach to the study of human behaviour

1.1. Summarise the sociological approach to the study of human behaviour

3.2 Explain the potential impact of an outbreak of infection on the individual and the organisation

3.2 Explain the potential impact of an outbreak of infection on the individual and the organisation

3.1 Describe procedures and systems relevant to the prevention and control of infection

3.1 Describe procedures and systems relevant to the prevention and control of infection

1.1 Identify behavioural, cognitive, psychosocial, and physical signs of self-harm in: • children and young people • adults

1.1 Identify behavioural, cognitive, psychosocial, and physical signs of self-harm in • children and young people • adults

6.1 Describe the key principles of good personal hygiene

6.1 Describe the key principles of good personal hygiene

5.3 Explain the reasons for use of PPE

5.3 Explain the reasons for use of PPE

5.2 Identify different types of PPE

5.2 Identify different types of PPE

4.4 Explain the importance of carrying out a risk assessment

4.4 Explain the importance of carrying out a risk assessment

4.3 Describe the process of carrying out a risk assessment

4.3 Describe the process of carrying out a risk assessment

4.2 Outline potential risks of infection within the workplace

4.2 Outline potential risks of infection within the workplace

4.1 Define the term risk

4.1 Define the term risk

3.3 Identify sources of external support available for those who are grieving

3.3 Identify sources of external support available for those who are grieving

3.1 List reasons why support is important for an individual who is grieving

3.1 List reasons why support is important for an individual who is grieving

2.4 Outline the positive effects of grief

2.4 Outline the positive effects of grief

2.3 Outline how grief can lead to suicidal thoughts.

2.3 Outline how grief can lead to suicidal thoughts.

2.2 Describe how people with different connections to the deceased may be affected

2.2 Describe how people with different connections to the deceased may be affected.

2.1 Give examples of individuals who can be affected by grief following the suicide of an individual

2.1 Give examples of individuals who can be affected by grief following the suicide of an individual

1.5 Give examples of physical reactions that may be displayed by an individual going through grief

1.5 Give examples of physical reactions that may be displayed by an individual going through grief

1.6 Outline the effectiveness of talking about emotions when going through grief

1.6 Outline the effectiveness of talking about emotions when going through grief

1.4 Explain why emotions experienced after the suicide of a loved one may differ from those felt after death in other circumstances

1.4 Explain why emotions experienced after the suicide of a loved one may differ from those felt after death in other circumstances

1.3 List common emotions that may be experienced by individuals going through grief

1.3 List common emotions that may be experienced by individuals going through grief

1.2 Outline the five stages of grief

1.2 Outline the five stages of grief.

1.1 Define the term ‘grief’

1.1 Define the term ‘grief’

1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection

1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection

3.2 List individuals that can offer support

3.2 List individuals that can offer support

3.1 Describe how self-harm and suicide are portrayed in the media

3.1 Describe how self-harm and suicide are portrayed in the media

2.8 Describe, with examples, how socio-economic factors can have a negative impact on individuals at risk of self-harm and suicide

2.8 Describe, with examples, how socio-economic factors can have a negative impact on individuals at risk of self-harm and suicide.

2.7 Outline, with examples, how personal events in an individual’s life can influence their decision to selfharm or attempt suicide

2.7 Outline, with examples, how personal events in an individual’s life can influence their decision to selfharm or attempt suicide

2.6 Describe how individuals with suicidal thoughts can be affected by national and international events

2.6 Describe how individuals with suicidal thoughts can be affected by national and international events

2.5 Explain how co-occurring disorders can interact with self-harm or suicidal thoughts

2.5 Explain how co-occurring disorders can interact with self-harm or suicidal thoughts

2.4 Describe what is meant by the term ‘co-occurring disorders’

2.4 Describe what is meant by the term ‘co-occurring disorders’

2.3 Explain why groups with protected characteristics may be more likely to attempt suicide

2.3 Explain why groups with protected characteristics may be more likely to attempt suicide

1.1 Outline thoughts and feelings individuals may express when considering self-harm and suicide

1.1 Outline thoughts and feelings individuals may express when considering self-harm and suicide

2.2 Identify triggers that could cause the following individuals to self-harm or attempt suicide: • children and young people • adults

2.2 Identify triggers that could cause the following individuals to self-harm or attempt suicide • children and young people • adults

2.1 Define what is meant by the term ‘trigger’ in the context of suicide and self-harm

2.1 Define what is meant by the term ‘trigger’ in the context of suicide and self-harm.

1.2 List common reasons why individuals may self harm or attempt suicide

1.2 List common reasons why individuals may self harm or attempt suicide

3.3. Compare and contrast approaches to health and social care practice based on psychological theory

3.3. Compare and contrast approaches to health and social care practice based on psychological theory

3.2. Explain the impact of psychological theory on health and social care practice

3.2. Explain the impact of psychological theory on health and social care practice

3.1. Describe psychological theories

3.1. Describe psychological theories

2.2. Explain the nature versus nurture debate

2.2. Explain the nature versus nurture debate

1.1 Define the following terms: • self-harm • suicide • indirect suicide

1.1 Define the following terms • self-harm • suicide • indirect suicide

2.1. Describe the concepts of nature and nurture in relation to human development and behaviour

2.1. Describe the concepts of nature and nurture in relation to human development and behaviour

3.1 Describe why it is important to establish a professional relationship

3.1 Describe why it is important to establish a professional relationship

2.2 Describe the potential effects of the environment and the behaviour of others on individuals

2.2 Describe the potential effects of the environment and the behaviour of others on individuals

2.1 Explain how factors relating to the individual can affect behaviour

2.1 Explain how factors relating to the individual can affect behaviour

1.2 Describe the methods and approaches available to help an individual manage their behaviour

1.2 Describe the methods and approaches available to help an individual manage their behaviour

1.2. Describe types of psychologists and the roles of each within health and social care settings

1.2. Describe types of psychologists and the roles of each within health and social care settings

1.1 Describe the relationship between legislation, policy and practice in relation to supporting individuals to manage their behaviour

1.1 Describe the relationship between legislation, policy and practice in relation to supporting individuals to manage their behaviour

1.1. Describe the role of psychology within health and social care

1.1. Describe the role of psychology within health and social care

1.2. Explain how this legislation and these policies influence the day-to-day experiences of individuals with learning disabilities and their families.

1.2. Explain how this legislation and these policies influence the day-to-day experiences of individuals with learning disabilities and their families.

1.1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

1.1. Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

3.2. Describe how past ways of working may affect present services

3.2. Describe how past ways of working may affect present services

3.1. Explain the types of services that have been provided for individuals with learning disabilities over time

3.1. Explain the types of services that have been provided for individuals with learning disabilities over time

2.5. Describe the possible impact on a family of having a member with a learning disability

2.5. Describe the possible impact on a family of having a member with a learning disability

2.4. State the approximate proportion of individuals with a learning disability for whom the cause is not known

2.4. State the approximate proportion of individuals with a learning disability for whom the cause is not known

2.3. Describe the medical and social models of disability

2.3. Describe the medical and social models of disability

5.2. Give examples of positive and negative aspects of being labelled as having a learning disability

5.2. Give examples of positive and negative aspects of being labelled as having a learning disability

5.1. Explain how attitudes are changing in relation to individuals with learning disabilities

5.1. Explain how attitudes are changing in relation to individuals with learning disabilities.

4.4. Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities

4.4. Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities

4.3. Describe different types of advocacy

4.3. Describe different types of advocacy.

4.2. Explain the meaning of the term ‘advocacy’

4.2. Explain the meaning of the term ‘advocacy’

2.1 Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children

2.1 Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children

4.1. Explain the meaning of the term ‘social inclusion’

4.1. Explain the meaning of the term ‘social inclusion’

2.2. Give examples of causes of learning disabilities

2.2. Give examples of causes of learning disabilities

1.2 Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others

1.2 Evaluate benefits of undertaking a Longitudinal Study for the child, Early Years practitioners, others

2.3. Identify safety issues for children in the chosen environment

2.3. Identify safety issues for children in the chosen environment

2.2. Describe one chosen outdoor environment where children could learn

2.2. Describe one chosen outdoor environment where children could learn

4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent literacy

4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent literacy

4.2 Explain the use of systematic synthetic phonics in the teaching of reading

4.2 Explain the use of systematic synthetic phonics in the teaching of reading

4.1 Explain strategies to support the development of emergent literacy in relation to current frameworks

4.1 Explain strategies to support the development of emergent literacy in relation to current frameworks

3.2 Interact with children to meet individual language and communication needs

3.2 Interact with children to meet individual language and communication needs

3.1 Develop a language rich environment for children

3.1 Develop a language rich environment for children

2.2 Analyse a language rich environment in relation to current frameworks for children

2.2 Analyse a language rich environment in relation to current frameworks for children

1.3 Explain how working with others supports children’s emergent literacy from birth to 7 years

1.3 Explain how working with others supports children’s emergent literacy from birth to 7 years

2.1. List different types of outdoor environments where children can explore

2.1. List different types of outdoor environments where children can explore.

1.1. Identify the main features of Forest Schools

1.1. Identify the main features of Forest Schools

3.2 Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse

3.2 Describe signs, symptoms, indicators and behaviours that may cause concern relating to domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse

3.1 Explain child protection in relation to safeguarding

3.1 Explain child protection in relation to safeguarding

2.4 Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children

2.4 Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children

2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children

2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children

2.2 Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children

2.2 Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children

2.1 Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children

2.1 Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children

1.3 Analyse how current legislation and guidelines for safeguarding inform policy and procedure

1.3 Analyse how current legislation and guidelines for safeguarding inform policy and procedure

2.1. Explain what is meant by ‘learning disability’.

2.1. Explain what is meant by ‘learning disability’.

4.3 Explain strategies for early intervention

4.3 Explain strategies for early intervention

4.2 Describe the reasons for early intervention when meeting children’s additional needs

4.2 Describe the reasons for early intervention when meeting children’s additional needs

4.1 Identify children’s additional needs in relation to expected stages of development

4.1 Identify children’s additional needs in relation to expected stages of development

3.3 Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years

3.3 Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years

3.2 Explain the medical and social models of disability

3.2 Explain the medical and social models of disability

3.1 Identify the requirements of current legislation in relation to inclusive practice

3.1 Identify the requirements of current legislation in relation to inclusive practice

2.1 Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner

2.1 Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner

1.5 Describe factors which affect children’s development in the: short term, long term

1.5 Describe factors which affect children’s development in the short term, long term

1.4 Analyse the impact of the stage of development on children’s learning

1.4 Analyse the impact of the stage of development on children’s learning

1.3 Analyse the impact of environmental factors on children’s development

1.3 Analyse the impact of environmental factors on children’s development

1.2 Analyse the impact of biological factors on children’s development

1.2 Analyse the impact of biological factors on children’s development

2.2 Explain how communication affects all aspects of own practice

2.2 Explain how communication affects all aspects of own practice

2.1 Identify reasons why people communicate

2.1 Identify reasons why people communicate

2.3 Use communication methods that meet individuals’ communication needs and preferences

2.3 Use communication methods that meet individuals’ communication needs and preferences

1.6 Describe reasons for adhering to the agreed scope of the job role

1.6 Describe reasons for adhering to the agreed scope of the job role

1.5 Identify every day routine tasks which ensure a safe and stimulating setting

1.5 Identify every day routine tasks which ensure a safe and stimulating setting

1.4 Describe the role of the Early Years practitioner in relation to current frameworks

1.4 Describe the role of the Early Years practitioner in relation to current frameworks

1.3 Describe the relationship between legislation, policies and procedures

1.3 Describe the relationship between legislation, policies and procedures

1.2 Identify settings which provide Early Years education and care

1.2 Identify settings which provide Early Years education and care

1.3 Explain how duty of care contributes to the safeguarding or protection of individuals

1.3 Explain how duty of care contributes to the safeguarding or protection of individuals

3.2 Describe how to access information, advice and support about diversity, equality and inclusion

3.2 Describe how to access information, advice and support about diversity, equality and inclusion

3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion

3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion

2.3 Describe how to challenge discrimination in a way that encourages change

2.3 Describe how to challenge discrimination in a way that encourages change

2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role

2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role

2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination

1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination

3.3 Identify when to access information, advice and support about diversity, equality and inclusion

1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting

1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting

1.1 Explain what is meant by: diversity, equality, inclusion and discrimination

1.1 Explain what is meant by diversity, equality, inclusion and discrimination

8.2 Implement measures to protect own security and the security of others in the work setting

8.2 Implement measures to protect own security and the security of others in the work setting

3.1 Define the terms: objectivity, subjectivity

3.1 Define the terms objectivity, subjectivity

2.1 Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record

2.1 Evaluate observation methods Event Sample, Time Sample, Sociogram, Narrative Free Description, Target Child, Checklist, Child Tracker Movement Record

1.1 Explain how observations are used: to plan for individual children’s needs, for early intervention, to review the environment, during transition, when working in partnership

1.1 Explain how observations are used to plan for individual children’s needs, for early intervention, to review the environment, during transition, when working in partnership

3.2 Describe the information required to enable the school to meet the individual needs of the child during transition

3.1 Identify others involved in helping children prepare for school

3.1 Identify others involved in helping children prepare for school

3.3 Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their child’s play, learning and development in preparation for school readiness

3.3 Explain the role of the Early Years practitioner in encouraging parentscarers to take an active role in their child’s play, learning and development in preparation for school readiness

2.3 Evaluate the current framework’s assessment process in supporting children’s preparation for school

2.3 Evaluate the current framework’s assessment process in supporting children’s preparation for school

2.2 Identify assessment strategies in relation to the current framework

2.2 Identify assessment strategies in relation to the current framework

2.1 Describe areas of learning and development within the current framework which relate to school readiness

2.1 Describe areas of learning and development within the current framework which relate to school readiness

1.3 Explain how the Early Years practitioner supports children to prepare for school

1.3 Explain how the Early Years practitioner supports children to prepare for school

1.2 Describe factors affecting children’s readiness for school

1.2 Describe factors affecting children’s readiness for school

4.3 Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice

4.3 Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice

1.3 Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks

1.3 Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks

1.2 Describe theoretical perspectives in relation to speech, language and communication development

1.2 Describe theoretical perspectives in relation to speech, language and communication development

1.1 Define the terms: speech, language, communication

1.1 Define the terms speech, language, communication

1.1 Describe what is meant by: equality, diversity, inclusion, discrimination

1.1 Describe what is meant by equality, diversity, inclusion, discrimination

1.2 Explain current legislation and codes of practice relating to equality, diversity and inclusive practice

1.2 Explain current legislation and codes of practice relating to equality, diversity and inclusive practice

2.1 Identify policies and procedures relating to equality, diversity and inclusive practice

2.1 Identify policies and procedures relating to equality, diversity and inclusive practice

3.1 Access information, advice and support about equality, diversity and inclusion

3.1 Access information, advice and support about equality, diversity and inclusion

3.2 Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice

3.2 Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice

1.1 Identify the skills, knowledge and attributes required for the role of the Early Years Practitioner

1.1 Identify the skills, knowledge and attributes required for the role of the Early Years Practitioner

1.1 Describe characteristics of ‘school readiness’

1.1 Describe characteristics of ‘school readiness’

4.2 Analyse the benefits of supporting equality, diversity and inclusive practice

4.2 Analyse the benefits of supporting equality, diversity and inclusive practice

1.1 Explain how Longitudinal Study is used as an assessment tool

1.1 Explain how Longitudinal Study is used as an assessment tool

1.1 Define the terms: biological, environmental

1.1 Define the terms biological, environmental

1.4 Explain how the personal beliefs and values of an individual or their carers may affect the management of continence

1.4 Explain how the personal beliefs and values of an individual or their carers may affect the management of continence

2.1 Describe the role of the Early Years practitioner when supporting the development of speech, language and communication

2.1 Describe the role of the Early Years practitioner when supporting the development of speech, language and communication

2.2 Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice

2.2 Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice

1.5 Describe ways to respect an individual’s privacy whilst managing continence

1.5 Describe ways to respect an individual’s privacy whilst managing continence

2.3 Identify major risks and secondary difficulties associated with dysphagia

2.3 Identify major risks and secondary difficulties associated with dysphagia

2.2 Outline how to recognise the main types of dysphagia

2.2 Outline how to recognise the main types of dysphagia

1.3 Describe the types of activities to compensate, support development or maintenance of swallowing ability

1.3 Describe the types of activities to compensate, support development or maintenance of swallowing ability

1.2 Describe possible causes of acquired brain injury

1.2 Describe possible causes of acquired brain injury

1.2 Describe why individuals with dysphagia should be encouraged to promote their own health and well-being

1.2 Describe why individuals with dysphagia should be encouraged to promote their own health and well-being

2.1 Describe the main clinical causes of dysphagia

2.1 Describe the main clinical causes of dysphagia

1.3 Explain how continence issues can be transient in individuals

1.3 Explain how continence issues can be transient in individuals

1.2 List conditions that can affect continence

1.2 List conditions that can affect continence

1.3 Explain the difference between a traumatic brain injury and other forms of acquired brain injury

1.3 Explain the difference between a traumatic brain injury and other forms of acquired brain injury

2.2 Give examples of how to use a person-centred approach when working with individuals with a physical disability

2.2 Give examples of how to use a person-centred approach when working with individuals with a physical disability

2.1 Outline why it is important to recognise and value an individual with a physical disability as a person first

2.1 Outline why it is important to recognise and value an individual with a physical disability as a person first

3.6 Give examples of ways to promote the inclusion of individuals with physical disability in society

3.6 Give examples of ways to promote the inclusion of individuals with physical disability in society

3.5 Outline the importance of promoting independence for individuals with physical disability

3.5 Outline the importance of promoting independence for individuals with physical disability

2.1 Explain how AAC systems work

2.1 Explain how AAC systems work

3.4 Give examples of how individuals can be in control of their care needs

3.4 Give examples of how individuals can be in control of their care needs

3.3 Outline the effects that having a physical disability can have on an individual’s day to day life

3.3 Outline the effects that having a physical disability can have on an individual’s day to day life

3.2 Give examples of how to challenge discriminatory attitudes

3.2 Give examples of how to challenge discriminatory attitudes

3.1 Identify factors that have a disabling effect on an individual

3.1 Identify factors that have a disabling effect on an individual

1.1 Define acquired brain injury

1.1 Define acquired brain injury

1.5 Show how to keep personal knowledge about substances and possible indications of substance misuse up-to-date

1.5 Show how to keep personal knowledge about substances and possible indications of substance misuse up-to-date

1.1 Explain how continence can affect an individual’s self-esteem, health and day to day activities

1.1 Explain how continence can affect an individual’s self-esteem, health and day to day activities

1.4 Show how to obtain specialist assistance where required

1.3 Identify other factors which produce indications that may be interpreted as caused by substance misuse

1.3 Identify other factors which produce indications that may be interpreted as caused by substance misuse

1.2 Identify possible indications of substance misuse (e.g. physical, behavioural, social and emotional)

1.2 Identify possible indications of substance misuse (e.g. physical, behavioural, social and emotional)

1.1 Explain how infections are spread

1.1 Explain how infections are spread

1.1 Describe ways to enable the development of rapport and positive relationships

1.1 Describe ways to enable the development of rapport and positive relationships

1.1 Identify the range of substances which may be misused and their effects (e.g. illegal drugs, prescription drugs, over the counter drugs, alcohol and solvents)

1.1 Identify the range of substances which may be misused and their effects (e.g. illegal drugs, prescription drugs, over the counter drugs, alcohol and solvents)

1.4 Explain how infection prevention policies and guidelines can be applied in own work setting

1.4 Explain how infection prevention policies and guidelines can be applied in own work setting

1.3 Describe the principles of infection control

1.2 Explain how breaking the chain of infection minimises the spread of infection

1.2 Explain how breaking the chain of infection minimises the spread of infection

1.7 Explain how an individual’s current exploration of spirituality may be affected by their previous experience of spirituality, faith or religion

1.6 Outline the links between spirituality, faith and religion

1.6 Outline the links between spirituality, faith and religion

1.5 Explain how spirituality defines an individual’s identity

1.5 Explain how spirituality defines an individual’s identity

1.1 Summarise current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting individuals with dysphagia

1.1 Summarise current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting individuals with dysphagia

1.4 Explain how spirituality is an individual experience

1.4 Explain how spirituality is an individual experience

1.5 Identify differences in the ways in which infection prevention and control policies and guidance are implemented in a range of work settings

1.5 Identify differences in the ways in which infection prevention and control policies and guidance are implemented in a range of work settings

1.3 Describe different aspects of spirituality

1.3 Describe different aspects of spirituality

1.2 Define the difference between spirituality and religion

1.2 Define the difference between spirituality and religion

1.2 Identify drivers in relation to mental health provision

1.2 Identify drivers in relation to mental health provision

5.3 Discuss the reasons why some children are not immunised

5.3 Discuss the reasons why some children are not immunised

5.2 Identify the immunisation schedule

5.2 Identify the immunisation schedule

5.1 Outline the reasons for immunisation

5.1 Outline the reasons for immunisation

4.2 Explain safe sleep practices which minimise the risk of sudden infant death syndrome (SIDS)

4.2 Explain safe sleep practices which minimise the risk of sudden infant death syndrome (SIDS)

4.1 Explain the rest and sleep patterns of: a baby 0–12 months, a toddler aged 18 months, a child aged 3 years, a child aged 5–7 years

4.1 Explain the rest and sleep patterns of a baby 0–12 months, a toddler aged 18 months, a child aged 3 years, a child aged 5–7 years

2.4 Ensure that an individual is supported to carry out self-assessment process

2.4 Ensure that an individual is supported to carry out self-assessment process

2.3 Agree with an individual and others how the assessment should be carried out and who else should be involved

2.3 Agree with an individual and others how the assessment should be carried out and who else should be involved

2.2 Agree with an individual and others the intended outcomes of the assessment

2.2 Agree with an individual and others the intended outcomes of the assessment

2.1 Agree with an individual and others the purpose of the assessment

2.1 Agree with an individual and others the purpose of the assessment

1.2 Review the effectiveness of assessment tools available to support your role

1.2 Review the effectiveness of assessment tools available to support your role

1.2 Identify policies and procedures relating to the safeguarding, protection and welfare of children

1.2 Identify policies and procedures relating to the safeguarding, protection and welfare of children

1.1 Summarise current legislation and guidelines for the safeguarding, protection and welfare of children

1.1 Summarise current legislation and guidelines for the safeguarding, protection and welfare of children

2.3 Maintain records that are up-to-date, complete, accurate and legible

2.3 Maintain records that are up-to-date, complete, accurate and legible

1.1 Identify relevant legislation and guidance in relation to mental health provision

1.1 Identify relevant legislation and guidance in relation to mental health provision

2.2 Demonstrate practices that ensure security when storing and accessing information

2.2 Demonstrate practices that ensure security when storing and accessing information

2.1 Describe features of manual and electronic information storage systems that help ensure security

2.1 Describe features of manual and electronic information storage systems that help ensure security

1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings

1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings

1.2 Describe factors which affect language and communication needs

1.2 Describe factors which affect language and communication needs

1.1 Describe care routines for babies and young children in relation to: eating (feeding and weaning/ complimentary feeding), nappy changing procedures, potty/toilet training, care of skin, teeth and hair, rest and sleep provision

1.1 Describe care routines for babies and young children in relation to eating (feeding and weaning complimentary feeding), nappy changing procedures, pottytoilet training, care of skin, teeth and hair, rest and sleep provision

1.1 Identify the stages of language and communication development from birth to 7 years

1.1 Identify the stages of language and communication development from birth to 7 years

5.2 Analyse how play supports the interests and abilities of children

5.2 Analyse how play supports the interests and abilities of children

5.1 Summarise inclusive play practice in relation to current frameworks

5.1 Summarise inclusive play practice in relation to current frameworks

4.3 Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play

4.3 Evaluate resources for physical play, creative play, imaginative play, sensory play, heuristic play

4.2 Explain the principles of heuristic play

4.2 Explain the principles of heuristic play

4.1 Describe benefits of: physical play, creative play, imaginative play, sensory play

4.1 Describe benefits of physical play, creative play, imaginative play, sensory play

2.1 Explain what is meant by ‘a language rich environment’

2.1 Explain what is meant by ‘a language rich environment’

3.2 Identify how children’s play needs and preferences change in relation to their stage of development

3.2 Identify how children’s play needs and preferences change in relation to their stage of development

3.1 Explain the characteristics of: child-initiated play, adult-led play

3.1 Explain the characteristics of child-initiated play, adult-led play

2.2 Explain how settings meet the right for children to play

2.2 Explain how settings meet the right for children to play

2.1 Identify the rights of children in relation to play as detailed in the ‘UN Convention on the Rights of the Child’

2.1 Identify the rights of children in relation to play as detailed in the ‘UN Convention on the Rights of the Child’

1.2 Analyse how play is necessary for the development of children

1.2 Analyse how play is necessary for the development of children

1.1 Explain the innate drive for children to play

1.1 Explain the innate drive for children to play

5.2 Describe how an enabling outdoor play environment meets the age, stage and needs of children

5.2 Describe how an enabling outdoor play environment meets the age, stage and needs of children

5.1 Explain the characteristics of an enabling outdoor play environment

5.1 Explain the characteristics of an enabling outdoor play environment

4.1 Explain the characteristics of an enabling indoor play environment

4.1 Explain the characteristics of an enabling indoor play environment

4.2 Describe how an enabling indoor play environment meets the age, stage and needs of children

4.2 Describe how an enabling indoor play environment meets the age, stage and needs of children

4.1 Explain why serious case reviews are required

4.1 Explain why serious case reviews are required

5.1 Evaluate how theoretical perspectives and philosophical approaches to play support own practice

5.1 Evaluate how theoretical perspectives and philosophical approaches to play support own practice

3.2 Plan an environment which supports children’s socialisation and group learning

3.2 Plan an environment which supports children’s socialisation and group learning

3.1 Model positive behaviour

3.1 Model positive behaviour

2.4 Explain how the Early Years practitioner provides for: group learning, socialisation

2.4 Explain how the Early Years practitioner provides for group learning, socialisation

2.3 Analyse strategies to support children to manage their own behaviour in relation to others

2.3 Analyse strategies to support children to manage their own behaviour in relation to others

2.2 Explain how modelling positive behaviours impacts on children’s behaviour

2.2 Explain how modelling positive behaviours impacts on children’s behaviour

2.1 Describe the role of the Early Years practitioner in supporting children’s socialisation within play environments

2.1 Describe the role of the Early Years practitioner in supporting children’s socialisation within play environments

1.5 Explain how to work collaboratively to provide enabling play environments in Early Years settings

1.5 Explain how to work collaboratively to provide enabling play environments in Early Years settings

1.4 Analyse the impact of philosophical approaches on current frameworks in relation to play environments

1.4 Analyse the impact of philosophical approaches on current frameworks in relation to play environments

3.2 Create an environment which promotes physical development in own setting

3.2 Create an environment which promotes physical development in own setting

3.1 Describe own role when promoting physical development in own setting

3.1 Describe own role when promoting physical

1.3 Explain how environments support play

1.3 Explain how environments support play

1.2 Identify types of environment

1.2 Identify types of environment

2.2 Summarise how philosophical approaches impact on own understanding of play provision

2.2 Summarise how philosophical approaches impact on own understanding of play provision

2.1 Identify philosophical approaches which influence play provision

2.1 Identify philosophical approaches which influence play provision

1.3 Analyse how theoretical perspectives on play inform practice

1.3 Analyse how theoretical perspectives on play inform practice

1.2 Summarise how theories impact on own understanding of play

1.2 Summarise how theories impact on own understanding of play

4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development

4.3 Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support children’s emergent mathematical development

4.2 Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development

4.2 Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development

4.1 Describe reasons for scaffolding children’s mathematical development

4.1 Describe reasons for scaffolding children’s mathematical development

3.1 Describe how to create an environment which supports children’s emergent mathematical development in relation to current frameworks for children from birth to 7 years

3.1 Describe how to create an environment which supports children’s emergent mathematical development in relation to current frameworks for children from birth to 7 years

2.2 Explain how working with others supports children’s emergent mathematical development

2.2 Explain how working with others supports children’s emergent mathematical development

2.1 Describe the process of mathematical development in relation to current frameworks

2.1 Describe the process of mathematical development in relation to current frameworks

1.1 Analyse factors which affect children’s learning of mathematical concepts

1.1 Analyse factors which affect children’s learning of mathematical concepts

2.2 Analyse how theoretical perspectives in relation to physical development inform current frameworks

2.2 Analyse how theoretical perspectives in relation to physical development inform current frameworks

2.1 Describe theoretical perspectives in relation to physical development

2.1 Describe theoretical perspectives in relation to physical development

1.4 Describe the benefits to children’s holistic learning and development when promoting physical development

1.4 Describe the benefits to children’s holistic learning and development when promoting physical development

1.3 Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years

1.3 Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years

1.2 Describe the development of children’s physical skills

1.2 Describe the development of children’s physical skills

1.3 Describe the range of agencies, networks, organisations and individuals who may be involved in community partnerships

1.3 Describe the range of agencies, networks, organisations and individuals who may be involved in community partnerships

1.2 Analyse the benefits of community partnerships

1.2 Analyse the benefits of community partnerships

3.2 Analyse how the development, maintenance and breakdown of relationships can be influenced by: a. social factors b. economic factors c. cultural factors d. psychological factors e. physical factors

3.2 Analyse how the development, maintenance and breakdown of relationships can be influenced by a. social factors b. economic factors c. cultural factors d. psychological factors e. physical factors

3.1 Explain the processes involved in the development, maintenance and breakdown of relationships

3.1 Explain the processes involved in the development, maintenance and breakdown of relationships

2.3 Analyse the features of supportive relationships and dysfunctional relationships

2.3 Analyse the features of supportive relationships and dysfunctional relationships

2.2 Describe the possible impact of difficult or dysfunctional relationships on an individual’s wellbeing and self esteem

2.2 Describe the possible impact of difficult or dysfunctional relationships on an individual’s wellbeing and self esteem

2.1 Describe the benefits of supportive relationships and social networks for an individual’s wellbeing and self esteem

2.1 Describe the benefits of supportive relationships and social networks for an individual’s wellbeing and self esteem

1.2 Analyse ways in which an understanding of relationship theories can enhance health and social care practice

1.2 Analyse ways in which an understanding of relationship theories can enhance health and social care practice

3.1 Establish requirements for information, advice and guidance with individuals and others

3.1 Establish requirements for information, advice and guidance with individuals and others

2.2 Analyse ethical principles and their impact on own practice

2.2 Analyse ethical principles and their impact on own practice

2.1 Analyse own role, responsibilities and boundaries in provision of information, advice and guidance

2.1 Analyse own role, responsibilities and boundaries in provision of information, advice and guidance

1.5 Outline the impact on individuals and others of information, advice and guidance in enabling informed decisions

1.5 Outline the impact on individuals and others of information, advice and guidance in enabling informed decisions

1.4 Explain why accurate, timely and relevant information, advice and guidance is important

1.4 Explain why accurate, timely and relevant information, advice and guidance is important

1.3 Analyse the risks in supporting individuals and others to access information, advice and guidance

1.3 Analyse the risks in supporting individuals and others to access information, advice and guidance

1.2 Explain the importance of respecting different values, diversity, cultures, beliefs, expertise and experience in providing information, advice and guidance

1.2 Explain the importance of respecting different values, diversity, cultures, beliefs, expertise and experience in providing information, advice and guidance

3.3 Explain how technology can support reablement

3.3 Explain how technology can support reablement

3.2 Describe how different equipment can be used to support reablement

3.2 Describe how different equipment can be used to support reablement

3.1 Explain a range of techniques that can be adopted for successful reablement

3.1 Explain a range of techniques that can be adopted for successful reablement

2.3 Explore the barriers to activities of daily living: a. environmental b. social c. physical d. emotional e. sensory impairment f. cognitive g. finance

2.3 Explore the barriers to activities of daily living a. environmental b. social c. physical d. emotional e. sensory impairment f. cognitive g. finance

2.2 Explain how activities of daily living support individual roles and identity

2.2 Explain how activities of daily living support individual roles and identity

2.1 Explain basic and complex activities of daily living

2.1 Explain basic and complex activities of daily living

1.4 Explore the cultural shift in working to support individuals and their families to learn how to meet their own needs

1.4 Explore the cultural shift in working to support individuals and their families to learn how to meet their own needs

1.3 Explain how the following principles support reablement: a. independence b. empowerment c. personalisation d. choice and control

1.3 Explain how the following principles support reablement a. independence b. empowerment c. personalisation d. choice and control

1.2 Analyse the evidence base for current policy drivers towards reablement

1.2 Analyse the evidence base for current policy drivers towards reablement

3.3 Create an environment which facilitates cognitive development of children in own setting

3.3 Create an environment which facilitates cognitive development of children in own setting

3.2 Analyse the use of technology in supporting the development of cognition in children

3.2 Analyse the use of technology in supporting the development of cognition in children

3.1 Describe the role of the Early Years practitioner when facilitating the development of cognition in children

3.1 Describe the role of the Early Years practitioner when facilitating the development of cognition in children

2.2 Provide information and advice about direct payments in a way that is accessible to an individual and others

2.2 Provide information and advice about direct payments in a way that is accessible to an individual and others

2.2 Analyse how theoretical perspectives in relation to cognitive development impact on current practice

2.2 Analyse how theoretical perspectives in relation to cognitive development impact on current practice

2.1 Describe theoretical perspectives in relation to cognitive development

2.1 Describe theoretical perspectives in relation to cognitive development

1.4 Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings

1.4 Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings

1.3 Summarise current scientific research relating to neurological and brain development in Early Years

1.3 Summarise current scientific research relating to neurological and brain development in Early Years

1.2 Identify stages of cognitive development in children from birth to 7 years

1.2 Identify stages of cognitive development in children from birth to 7 years

2.4 Work with the individual and others to decide: a. whether a direct payment would be beneficial in meeting the individual’s needs b. the level and type of support needed to manage the direct payment

2.4 Work with the individual and others to decide a. whether a direct payment would be beneficial in meeting the individual’s needs b. the level and type of support needed to manage the direct payment

2.3 Access specialist guidance about using direct payments

2.3 Access specialist guidance about using direct payments

1.1 Describe sensory development in the first year of life

2.1 Identify sources of information and advice about using direct payments

2.1 Identify sources of information and advice about using direct payments

1.3 Identify the range of services for which direct payments may be used

1.3 Identify the range of services for which direct payments may be used

1.2 Explain how direct payments relate to legislation and policies for providing care and support

1.2 Explain how direct payments relate to legislation and policies for providing care and support

4.3. Describe how other mental health conditions may impact children and young people

4.3. Describe how other mental health conditions may impact children and young people

4.2. Describe how to recognise a range of mental health conditions in children and young people

4.2. Describe how to recognise a range of mental health conditions in children and young people

2.3 Analyse how philosophical approaches to play inform practice

2.3 Analyse how philosophical approaches to play inform practice

4.1. Outline a range of other mental health conditions that may present in children and young people

4.1. Outline a range of other mental health conditions that may present in children and young people

3.5. Give examples of how depression may affect children and young people

3.5. Give examples of how depression may affect children and young people

1.1 Explain what is meant by environment

1.1 Explain what is meant by environment

3.3. Describe possible causes of depression for children and young people

3.3. Describe possible causes of depression for children and young people

1.1 Identify theories which influence play

1.1 Identify theories which influence play

3.2. Describe the difference between low mood and depression

3.2. Describe the difference between low mood and depression

3.1. Define the term ‘depression’

3.1. Define the term ‘depression'

3.4. Describe how to recognise signs that a child or young person could be depressed

3.4. Describe how to recognise signs that a child or young person could be depressed

1.1 Describe how mathematics is evident in children’s everyday lives

2.1.4 Describe strategies and tools to reduce your team’s stress levels and enhance their wellbeing, including the safety of lone workers

2.1.4 Describe strategies and tools to reduce your team’s stress levels and enhance their wellbeing, including the safety of lone workers

5.4 Explain how mental ill health can impact: self, family, friends and colleagues, learning/education, work/employment, day to day living

5.4 Explain how mental ill health can impact self, family, friends and colleagues, learning, education, work, employment, day to day living

5.3 Summarise the impact media can have on an individual’s mental health and wellbeing

5.3 Summarise the impact media can have on an individual’s mental health and wellbeing

5.2 Describe how attitudes and perceptions can influence an individual with mental ill health

5.2 Describe how attitudes and perceptions can influence an individual with mental ill health

1.1 Identify stages of physical development of children from birth to 7 years

1.1 Identify stages of physical development of children from birth to 7 years

5.1 Outline stigma and stereotypes relating to mental health illness

5.1 Outline stigma and stereotypes relating to mental health illness

4.1 Explain the importance of seeking support for own mental health

4.1 Explain the importance of seeking support for own mental health

3.3 Explain the role of the qualified mental health first aider

3.3 Explain the role of the qualified mental health first aider

3.2 Identify when it may be necessary to refer to others when supporting individuals with mental ill health

3.2 Identify when it may be necessary to refer to others when supporting individuals with mental ill health

3.1 Explain the importance of recognising own responsibilities and limitations in relation to supporting the mental health of others

3.1 Explain the importance of recognising own responsibilities and limitations in relation to supporting the mental health of others

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