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• 1.1 A range of communication methods
• 1.1 Analyse different models of communication: a. Transactional analysis, b. Lasswell’s
• 1.1 Analyse factors that drive change
• 1.1 Analyse factors which affect children’s learning of mathematical concepts
• 1.1 Analyse how a range of factors can impact on individuals with sensory loss
• 1.1 Analyse the impact of theories and models on group work practice
• 1.1 Analyse the principles, scope and purpose of supervision in adult care
• 1.1 Analyse the values, principles and standards that need to inform a policy on risk-taking
• 1.1 Analyse theories that underpin own practice
• 1.1 Compare key principles of relationship theories
• 1.1 Compare methods for developing and maintaining skills for everyday life
• 1.1 Compare models for mentoring
• 1.1 Compare the ‘professional gift’, ‘empowerment’ and ‘rights’ models of service provision
• 1.1 Critically review approaches to outcome-based practice
• 1.1 Critically review theoretical models of assessment
• 1.1 Define ‘protection of vulnerable adults’.
• 1.1 Define acquired brain injury
• 1.1 Define concepts of health and health promotion
• 1.1 Define Independent Advocacy
• 1.1 Define person centred values
• 1.1 Define the following terms: • self-harm • suicide • indirect suicide
• 1.1 Define the key features of effective team performance
• 1.1 Define the term ‘OCD’
• 1.1 Define the term ‘bipolar disorder’
• 1.1 Define the term ‘duty of care’
• 1.1 Define the term ‘duty of care’
• 1.1 Define the term ‘grief’
• 1.1 Define the term assistive technology
• 1.1 Define the term manual handling
• 1.1 Define the terms mental health and mental ill-health
• 1.1 Define the terms: biological, environmental
• 1.1 Define the terms: speech, language, communication
• 1.1 Describe a range of communication methods that can be used and factors which determine which method is most appropriate
• 1.1 Describe a range of substances that can be misused
• 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 changes that may come with ageing
• 1.1 Describe characteristics of ‘school readiness’
• 1.1 Describe characteristics of positive relationships
• 1.1 Describe different types of attachment
• 1.1 Describe how mathematics is evident in children’s everyday lives
• 1.1 Describe potential effects of mental health concerns on children and young people’s: • family life and relationships • education
• 1.1 Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times
• 1.1 Describe sensory development in the first year of life
• 1.1 Describe sequential development from birth to seven years in the following areas: cognitive, language, physical, emotional, social, brain development
• 1.1 Describe statutory guidance in relation to the care and education of children with SEND
• 1.1 Describe the duties and responsibilities of own work role
• 1.1 Describe the duties and responsibilities of own work role
• 1.1 Describe the following social and communication disorders; autistic spectrum condition, Asperger syndrome, and high-functioning autism (HFA)
• 1.1 Describe the following types of mental ill health according to the psychiatric (DSM/ICD) classification system: • mood disorders, • personality disorders, • anxiety disorders, • psychotic disorders, • substance-related disorders, • eating disorders, • cognitive disorders
• 1.1 Describe the physiological disorders associated with ageing
• 1.1 Describe the relationship between legislation, policy and practice in relation to supporting individuals to manage their behaviour
• 1.1 Describe ways to enable the development of rapport and positive relationships
• 1.1 Describe what is meant by: equality, diversity, inclusion, discrimination
• 1.1 Explain ‘professional development’
• 1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection
• 1.1 Explain how a working relationship is different from a personal relationship
• 1.1 Explain how and why person-centred values must influence all aspects of health and adult care work
• 1.1 Explain how continence can affect an individual’s self-esteem, health and day to day activities
• 1.1 Explain how dementia may influence an individual’s ability to communicate and interact
• 1.1 Explain how infections are spread
• 1.1 Explain how Longitudinal Study is used as an assessment tool
• 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 Positive Behavioural Support has been influenced by: • Applied Behaviour Analysis (ABA) • Social Role Valorisation (SRV)
• 1.1 Explain how the Early Years Practitioner supports children to prepare for school
• 1.1 Explain own responsibility to safeguard children and young people who are present in an adult social care work setting
• 1.1 Explain policies and agreed ways of working for appraisals in the work setting
• 1.1 Explain the concept of community partnerships
• 1.1 Explain the concepts of ‘leadership’ and ‘management’
• 1.1 Explain the current legislation relating to reablement
• 1.1 Explain the current legislative framework that underpins safeguarding of vulnerable adults within own UK home nation
• 1.1 Explain the difference between language and communication
• 1.1 Explain the differences between leadership and management
• 1.1 Explain the importance of recognising that individuals with dementia have unique needs and preferences
• 1.1 Explain the innate drive for children to play
• 1.1 Explain the principles underpinning selfdirected support and how this differs from traditional support
• 1.1 Explain the purpose of direct payments
• 1.1 Explain the relationship between information, advice and guidance
• 1.1 Explain the skills, knowledge and behaviours required for the role of the Early Years Practitioner
• 1.1 Explain the teaching role and responsibilities in education and training
• 1.1 Explain the term safeguarding
• 1.1 Explain the terms: adult-led activities, child-initiated activities, spontaneous experiences
• 1.1 Explain the terms: equality, diversity, inclusion, discrimination
• 1.1 Explain ways in which transitions and significant life events affect individuals’ well being
• 1.1 Explain ways to model and promote positive behaviours expected of children
• 1.1 Explain what is meant by ‘the play environment’
• 1.1 Explain what is meant by child poverty
• 1.1 Explain what is meant by environment
• 1.1 Explain what is meant by healthy eating
• 1.1 Explain what is meant by the term ‘dementia’
• 1.1 Explain what is meant by: diversity, equality, inclusion and discrimination
• 1.1 Explain what is meant by: diversity, equality, inclusion, discrimination
• 1.1 Explain what it means to have a duty of care in own work role
• 1.1 Explain why an individual’s behaviours may need to be considered within the context of autism
• 1.1 Explain why induction is important for practitioners, individuals and organisations
• 1.1 Explain why it is important to recognise and value an individual as a person
• 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 Give examples of conditions that cause physical disability
• 1.1 How reflection on an incident can assist in managing future behaviour
• 1.1 How to recognise changes in individuals that may indicate an episode of behaviour that challenges
• 1.1 Identify behavioural, cognitive, psychosocial, and physical signs of self-harm in: • children and young people • adults
• 1.1 Identify common childhood illnesses
• 1.1 Identify different reasons people communicate
• 1.1 Identify digital devices and systems used in care settings
• 1.1 Identify groups of individuals who might use health and social care services
• 1.1 Identify legislation and codes of practice that relate to handling information in care settings
• 1.1 Identify legislation relating to general health and safety in a care work setting
• 1.1 Identify legislation relating to health and safety in a care setting
• 1.1 Identify policies and procedures relating to children’s behaviour
• 1.1 Identify policies and procedures relating to the health and safety of children
• 1.1 Identify reasons for working in partnership
• 1.1 Identify relevant legislation and guidance in relation to mental health provision
• 1.1 Identify stages of physical development of children from birth to 7 years
• 1.1 Identify the features of effective partnership working
• 1.1 Identify the legislation that relates to the recording, storage and sharing of information in care settings
• 1.1 Identify the principles and values that underpin work in health and social care (adults and children and young people), early years and childcare
• 1.1 Identify the range of service provision for health and social care (adults and children and young people), early years and childcare in own local area
• 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 skills, knowledge and attributes required for the role of the Early Years Practitioner
• 1.1 Identify the stages of language and communication development from birth to 7 years
• 1.1 Identify the types of services and facilities about which individuals may require information
• 1.1 Identify theories which influence play
• 1.1 Importance of entrepreneurial theory and skills in adult care services
• 1.1 Justify the importance of continually improving own knowledge and practice and that of the team
• 1.1 Legislation and statutory frameworks
• 1.1 List ways feedback about self and organisation can be gathered from customers and used
• 1.1 National, local and organisational strategies and priorities on resource planning and management
• 1.1 Outline different ways in which spirituality can be defined
• 1.1 Outline how differences in processing sensory information may affect each of the senses
• 1.1 Outline models of team working
• 1.1 Outline the benefits of exercise for children
• 1.1 Outline the benefits to babies and young children of being physically active
• 1.1 outline the factors that can affect an individual’s views on death and dying
• 1.1 Outline the key points of current legislation and guidance in relation to: autism, equality and disability rights, special educational needs, mental capacity and best interests, advocacy
• 1.1 Outline the legal requirements and guidance for: health and safety, security
• 1.1 Outline the legal requirements and guidance on safeguarding, security, confidentiality of information sharing and promoting the welfare of babies and young children
• 1.1 Outline the potential effects of living with autism on an individual’s: development and puberty, education, employment and life chances, access to services and facilities
• 1.1 Outline the processes required to communicate using: speech, language
• 1.1 Outline thoughts and feelings individuals may express when considering self-harm and suicide
• 1.1 Outline what is meant by a balanced diet
• 1.1 Outline what is meant by privacy and dignity
• 1.1 Outline what is meant by: • human rights • protected characteristics
• 1.1 Recognise the importance of personal hygiene in food safety including their role in reducing the risk of contamination
• 1.1 Specify own responsibilities and those of others when recording information and producing reports
• 1.1 State reasons why people use substances
• 1.1 Summarise current dietary guidance for Early Years Settings
• 1.1 Summarise current legislation and guidelines for the safeguarding, protection and welfare of children
• 1.1 Summarise current legislation relating to equality
• 1.1 Summarise current legislation, national guidelines, policies, protocols and good practice guidelines for assisting and supporting individuals to use systems
• 1.1 Summarise current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting individuals with dysphagia
• 1.1 Summarise current legislation, policy and guidance related to supporting individuals with stroke
• 1.1 Theoretical models of communication and their relevance to practice
• 1.1 Theories and models of leadership and management
• 1.1 What is meant by the terms: behaviour that challenges, positive behaviour
• 1.1. Analyse how social variables impact health
• 1.1. Analyse types of family structures
• 1.1. Assess the role of continuous professional development (CPD) in identifying and meeting individuals’ learning and development for current and future business needs
• 1.1. Compare and contrast theories of ageing
• 1.1. Define ethics, morals and values
• 1.1. Define the terms: • mental health • mental ill health • resilience • self-esteem
• 1.1. Describe environmental situations that could pose risk to worker and others
• 1.1. Describe how risk factors can impact the mental health of children and young people
• 1.1. Describe key elements of psychodynamic theory
• 1.1. Describe models and systems of health care
• 1.1. Describe research approaches
• 1.1. Describe the role of psychology within health and social care
• 1.1. Describe the structures and functions of the organ systems of the human body
• 1.1. Describe the: • social • emotional • physical • behavioural effects that bereavement may have on individual children, young people and adults
• 1.1. Describe types of microbiological organisms that cause disease
• 1.1. Describe what is meant by a person centred approach
• 1.1. Examine factors which impact health and well-being
• 1.1. Explain key characteristics and concepts of: • humanistic theory • psychodynamic theory • cognitive behavioural theory
• 1.1. Explain own reasons for interest in a specific vocational area
• 1.1. Explain services provided by voluntary organisations
• 1.1. Explain the importance of empowering individuals
• 1.1. Explain the process involved in establishing a counselling skills relationship
• 1.1. Explain the use of benchmarks in managing performance
• 1.1. Explain the use of communication in health and social care settings
• 1.1. Explain theoretical perspectives on emotional well-being
• 1.1. Explain what is meant by person-centred support for children and young people
• 1.1. Give ways to value children as individuals
• 1.1. Identify a range of behaviours that may indicate concerns about a child’s or young person’s mental health
• 1.1. Identify an ethical framework
• 1.1. Identify core counselling skills
• 1.1. Identify features of a setting that contribute to a positive learning environment
• 1.1. Identify health and safety guidance, symbols or instructions on young children’s equipment and toys
• 1.1. Identify healthy eating principles for children and young people
• 1.1. Identify how play supports children and young people’s development and well-being
• 1.1. Identify jobs in different sectors of health and social care
• 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 own values and beliefs
• 1.1. Identify standards relating to professional development in health and social care
• 1.1. Identify the life stages of human development
• 1.1. Identify the main features of Forest Schools
• 1.1. Identify the main stages of growth and development across the human lifespan
• 1.1. Identify ways that children can learn
• 1.1. Identify what disability means
• 1.1. List craft activities suitable for the following aged children: • babies over 6 months • young children 1 to 2 years • young children 3 to 5 years 11 months
• 1.1. List musical activities suitable for the following aged children: • babies under 6 months • young children 1 to 2 years • young children 3 to 5 years 11 months
• 1.1. List organisations which provide play and leisure activities in the local community
• 1.1. List play activities that would help build a child’s confidence
• 1.1. List technology toys or activities suitable for the following aged children: • babies under 12 months • young children 1 to 2 years • young children 3 to 5 years 11 months
• 1.1. Outline factors that affect mental health
• 1.1. Outline factors that contribute to a healthy lifestyle
• 1.1. Outline the main causes of sensory loss
• 1.1. Outline what is meant by the term ‘Autistic Spectrum Condition’
• 1.1. Outline why it is important to work with others
• 1.1. Outline why leisure and social activities are important for an individual’s well-being
• 1.1. State ways an adult can be responsive when listening to a young child
• 1.1. Summarise the contribution of pioneers to the science of microbiology
• 1.1. Summarise the sociological approach to the study of human behaviour
• 1.1.1 Define the terms ‘leadership’ and ‘management’
• 1.1.2 Explain why, as a manager in adult social care, you need both leadership and management skills
• 1.1.3 Explain why you may need to use different leadership and management skills in different situations or environments
• 1.10 Identify common technical problems encountered when using computing and mobile devices in care settings
• 1.11 Outline ways to resolve common technical problems encountered when using computing and mobile devices
• 1.2 Analyse how legislation and guidelines for health and safety inform day to day work with children
• 1.2 Analyse how play is necessary for the development of children
• 1.2 Analyse how societal attitudes and beliefs impact on individuals with sensory loss
• 1.2 Analyse how statutory frameworks underpin service provision
• 1.2 Analyse how theories on change inform approaches to the management of transitions
• 1.2 Analyse reasons why individuals may need support to maintain, regain or develop skills for everyday life
• 1.2 Analyse the benefits of community partnerships
• 1.2 Analyse the effect of legislation and policy on outcome-based practice
• 1.2 Analyse the evidence base for current policy drivers towards reablement
• 1.2 Analyse the impact of biological factors on children’s development
• 1.2 Analyse the interdependencies between leadership and management
• 1.2 Analyse the relationship between culture and language
• 1.2 Analyse ways in which an understanding of relationship theories can enhance health and social care practice
• 1.2 Analyse why individuals communicate
• 1.2 Behaviours that may be perceived as challenging: verbal, non-verbal, physical
• 1.2 Define child protection
• 1.2 Define the difference between spirituality and religion
• 1.2 Define the terms: a. personalised service, b. self-commissioned service, c. self-directed support, d. micro-employer
• 1.2 Define what is meant by: hypersensitivity, hyposensitivity
• 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 conditions and how they influence individuals who access health and social care services
• 1.2 Describe different working relationships in care settings
• 1.2 Describe factors affecting children’s readiness for school
• 1.2 Describe factors which affect language and communication needs
• 1.2 Describe how duty of care relates to duty of candour
• 1.2 Describe how duty of care relates to duty of candour
• 1.2 Describe how speech and language development may be delayed or affected for individuals with autism
• 1.2 Describe methods for identifying professional development opportunities
• 1.2 Describe partnership working in relation to current frameworks
• 1.2 Describe possible causes of acquired brain injury
• 1.2 Describe possible types of eating disorders
• 1.2 Describe signs and symptoms of common childhood illnesses
• 1.2 Describe the development of children’s physical skills
• 1.2 Describe the different types of bullying
• 1.2 Describe the effects of discrimination
• 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 following terms in relation to moving and assisting individuals: • risk, • hazards, • risk assessment, • care plan, • ergonomic approach
• 1.2 Describe the holistic needs of the child as they prepare for school
• 1.2 Describe the impact on family members of supporting: a child or young person with autism, an adult with autism
• 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 meaning of equality of opportunity and equality of outcome in society
• 1.2 Describe the methods and approaches available to help an individual manage their behaviour
• 1.2 Describe the psychological effects of ageing
• 1.2 Describe the roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory, when supporting children with SEND
• 1.2 Describe theoretical perspectives in relation to speech, language and communication development
• 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting
• 1.2 Describe ways of helping carers and others to understand that an individual with dementia has unique needs and preferences
• 1.2 Describe why individuals with dysphagia should be encouraged to promote their own health and well-being
• 1.2 Effects of legislation and policy on practice
• 1.2 Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others
• 1.2 Evaluate how legislation, codes of practice and policies and procedures relating to equality, diversity and inclusion apply to own work role
• 1.2 Evaluate national and local initiatives which promote healthy eating
• 1.2 Evaluate the use of care plans in applying person-centred values
• 1.2 Evaluate underpinning theories of change management
• 1.2 Explain current legislation and codes of practice relating to equality, diversity and inclusive practice
• 1.2 Explain current legislation and statutory guidance relating to equality, diversity and inclusive practice
• 1.2 Explain expectations about own work role as expressed in relevant standards
• 1.2 Explain expectations about own work role as expressed in relevant standards
• 1.2 Explain how autism can be considered as a spectrum condition
• 1.2 Explain how breaking the chain of infection minimises the spread of infection
• 1.2 Explain how communication affects relationships in the work setting
• 1.2 Explain how current national guidelines and local policies and procedures for safeguarding affect your day to day work
• 1.2 Explain how direct payments relate to legislation and policies for providing care and support
• 1.2 Explain how effective communication affects all aspects of own work
• 1.2 Explain how environments support play
• 1.2 Explain how risk-taking can contribute to the achievement of positive outcomes for individuals
• 1.2 Explain how the experience of the ageing process is unique to each individual
• 1.2 Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision
• 1.2 Explain how to form and maintain a cohesive and effective group
• 1.2 Explain own responsibilities and accountability in relation to local policy and protocol for systems
• 1.2 Explain own role and responsibilities in safeguarding individuals
• 1.2 Explain potential challenges and constraints in relation to professional development in adult care
• 1.2 Explain the benefits of an individual having self-directed support
• 1.2 Explain the difference between the sequence of development and rate of development
• 1.2 Explain the impacts of lack of adequate physical activity on babies and young children’s health, development and wellbeing in the: short-term, long-term
• 1.2 Explain the importance of a healthy balanced diet for babies and young children
• 1.2 Explain the importance of partnership working with colleagues, other professionals, and others
• 1.2 Explain the importance of positive relationships and effective communication when supporting individuals with mental ill health
• 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 role-modelling positive behaviour
• 1.2 Explain the key principles of what makes supervision effective
• 1.2 Explain the key strengths and limitations of the psychiatric classification system
• 1.2 Explain the legal requirements and agreed ways of working for the security and confidentiality of information
• 1.2 Explain the limits to Advocacy and boundaries to the service
• 1.2 Explain the main points of health and safety policies and procedures agreed with the employer
• 1.2 Explain the need for a consistent approach in applying boundaries
• 1.2 Explain the process of team development
• 1.2 Explain the responsibility of others to safeguard children and young people who are present in an adult social care work setting
• 1.2 Explain the role of a mentor in social care
• 1.2 Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times
• 1.2 Explain the significance of attachment for early development
• 1.2 Explain what causes Parkinson’s to develop
• 1.2 Explain what is meant by deprivation
• 1.2 Explain what is meant by discrimination and the potential effects on individuals and others
• 1.2 Explain what is meant by the mental health continuum
• 1.2 Explain why it is important to have secure systems for recording and storing information in a care setting
• 1.2 Explain why it is important to work in a way that embeds person-centred values
• 1.2 Give examples of the effects on health if a diet is not balanced
• 1.2 How theoretical models are applied to practice
• 1.2 Identify drivers in relation to mental health provision
• 1.2 Identify guidance and standards that underpin the principles and values
• 1.2 Identify information and support materials that are available to promote effective induction
• 1.2 Identify initial signs that a child, young person, or adult may be considering suicide
• 1.2 Identify other factors that may influence an individual’s ability to communicate and interact
• 1.2 Identify policies and procedures relating to safeguarding, child protection and online safety
• 1.2 Identify policies and procedures relating to the safeguarding, protection and welfare of children
• 1.2 Identify possible barriers to accessing and understanding information
• 1.2 Identify possible causes of mental health difficulties
• 1.2 Identify possible indications of substance misuse (e.g. physical, behavioural, social and emotional)
• 1.2 Identify settings which provide Early Years education and care
• 1.2 Identify settings which provide early years education and care
• 1.2 Identify stages of cognitive development in children from birth to 7 years
• 1.2 Identify standards that influence the way the role is carried out
• 1.2 Identify the key legal responsibilities of food handlers
• 1.2 Identify the potential impact of mental health concerns for children and young people in both the: • short term • long term
• 1.2 Identify the requirements of current frameworks for: outdoor access, regular exercise for children
• 1.2 Identify the street names for a range of substances
• 1.2 Identify types of environment
• 1.2 Identify types of substance which are misused and give an example of each
• 1.2 Identify who has access to digital devices and systems in care settings
• 1.2 Importance of entrepreneurial theory in adult care
• 1.2 List a sample of assistive technology aids
• 1.2 List common reasons why individuals may self harm or attempt suicide
• 1.2 List conditions that can affect continence
• 1.2 List the standards, codes of conduct and practices that relate to own role
• 1.2 Outline how legislation and guidance can be used to support individuals with autism
• 1.2 Outline the content of a policy applicable to gathering and processing customer feedback
• 1.2 Outline the effect of social class, housing, employment, culture, attitudes, values and beliefs on health
• 1.2 outline the factors that can affect own views on death and dying
• 1.2 Outline the five stages of grief
• 1.2 Outline the legislation that underpins advocacy
• 1.2 Outline the main points of the health and safety policies and procedures agreed with the employer
• 1.2 Outline the purpose of provision offered by different types of service
• 1.2 Own reactions to behaviour that challenges
• 1.2 Research models of appraisal to explore their applicability in the work setting
• 1.2 Review the effectiveness of assessment tools available to support your role
• 1.2 Roles, responsibilities and accountabilities for resource management
• 1.2 Summarise how theories impact on own understanding of play
• 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
• 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings
• 1.2 The importance of identifying patterns of behaviour and triggers to behaviour that challenges
• 1.2 The importance of non-verbal communication
• 1.2 Workplace models and methods of communication and their importance
• 1.2. Analyse the advantages and limitations of different learning and development methods
• 1.2. Compare and contrast the medical model and social model of health
• 1.2. Describe a craft activity for each age range
• 1.2. Describe a job role in a health and social care
• 1.2. Describe ethical theories
• 1.2. Describe how core counselling skills can be used in a counselling relationship and in other helping activities
• 1.2. Describe how voluntary agencies are accessed
• 1.2. Describe key elements of person-centred theory
• 1.2. Describe research methodologies
• 1.2. Describe social, emotional, cognitive and physical developments within each life stage
• 1.2. Describe sociological perspectives
• 1.2. Describe the key functions of the brain that are affected by dementia
• 1.2. Describe the recovery model which applies to children and young people with mental health concerns
• 1.2. Describe types of psychologists and the roles of each within health and social care settings
• 1.2. Explain ‘continuing professional development’
• 1.2. Explain a range of quality management techniques to manage team performance
• 1.2. Explain benefits of models and systems of health care to individuals and others
• 1.2. Explain family dynamics
• 1.2. Explain how a child or young person expresses how they are feeling through their behaviour
• 1.2. Explain how legislation and standards inform practice when empowering individuals
• 1.2. Explain how rights are promoted in health and social care services
• 1.2. Explain how safeguarding: • keeps individuals safe • values individuals needs • protects individuals
• 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 to manage the helping interaction throughout the relationship to keep those involved safe and supported
• 1.2. Explain the field of medical microbiology
• 1.2. Explain the impact of communication on service delivery outcomes
• 1.2. Explain the process of: • bonding • attachment • developing secure relationships
• 1.2. Explain the relationship between dignity, self-worth and wellbeing
• 1.2. Explain the relationship between mental health and well-being
• 1.2. Explain the relationship between the structure and function of the organ systems
• 1.2. Give an example of active listening
• 1.2. Give examples of a range of mental health problems
• 1.2. Give examples of behavioural characteristics associated with Autistic Spectrum Condition
• 1.2. Give examples of leisure and play activities for children in the local community
• 1.2. Give examples of the types of bereavement a: • child • young person • adult may experience during their life
• 1.2. Identify factors that influence food choice
• 1.2. Identify health and safety instructions on cleaning materials which may be found in a house
• 1.2. Identify key aspects of the ethical framework
• 1.2. Identify protective factors which could limit the impact of risk factors
• 1.2. Identify risks arising from the physical and/or emotional state of individuals and carers
• 1.2. Identify the benefits for the child for an activity in each age range listed
• 1.2. Identify the benefits for the child for each activity listed
• 1.2. Outline benefits of living a healthy lifestyle
• 1.2. Outline conditions which cause disability
• 1.2. Outline how leisure and social activities support relationships
• 1.2. Outline how values and beliefs could have an effect on helping relationships
• 1.2. Outline the benefits of working with an individual with dementia in a person centred manner
• 1.2. Outline the difference between adult directed play and child initiated play
• 1.2. Outline the support that the child may need whilst gaining confidence in an activity
• 1.2. Outline ways of working together with others
• 1.2. Outline ways that children use their senses to find out about the world
• 1.2. Outline what is meant by physical, intellectual, emotional and social development
• 1.2. State how these features might help children to learn through the use of play activities and strategies
• 1.2. State reasons why children need to be respected as individuals
• 1.2. Summarise legislation and policy in relation to the use of technology in health and social care
• 1.2. Summarise the key strengths and limitations of the three main approaches to counselling
• 1.2. Use relevant sources of information to research a vocational area
• 1.2.1 Define your organisation’s vision
• 1.2.2 Explain the importance of everyone in your team understanding the service’s vision
• 1.2.3 Describe how you can build support for the vision within your team
• 1.3 Analyse how current legislation and guidelines for safeguarding inform policy and procedure
• 1.3 Analyse how models of communication can meet the individual’s personal needs, wishes and preferences
• 1.3 Analyse how partnership working delivers better outcomes
• 1.3 Analyse how shared goals can lead to team cohesion
• 1.3 Analyse how theoretical perspectives on play inform practice
• 1.3 Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks
• 1.3 Analyse the effect of legislation and policy on assessment processes
• 1.3 Analyse the features of personalisation within social care and support services
• 1.3 Analyse the impact of environmental factors on children’s development
• 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 risks in supporting individuals and others to access information, advice and guidance
• 1.3 Analyse the skills and qualities required for a mentoring role
• 1.3 Barriers between leadership and management theory and their application, including strategies to address barriers
• 1.3 Barriers to communication
• 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 Describe areas of learning and expected early learning goals/targets within the statutory framework and curriculum study requirements for children aged from birth to seven years
• 1.3 Describe different aspects of spirituality
• 1.3 Describe different forms of communication used by individuals with autism
• 1.3 Describe food and drink requirements in relation to current frameworks
• 1.3 Describe how current legislation relates to assisting and moving individuals
• 1.3 Describe how the duty of care affects own work role
• 1.3 Describe how the duty of care affects own work role
• 1.3 Describe how to work effectively with others
• 1.3 Describe key symptoms of Parkinson’s a. motor b. non-motor
• 1.3 Describe mental health disorders associated with ageing
• 1.3 Describe procedures for: registration of children, collection of children
• 1.3 Describe the barriers to communication in the context of a health and social care setting
• 1.3 Describe the principles of infection control
• 1.3 Describe the range of agencies, networks, organisations and individuals who may be involved in community partnerships
• 1.3 Describe the relationship between legislation, policies and procedures
• 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 types of activities to compensate, support development or maintenance of swallowing ability
• 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of own work
• 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work
• 1.3 Describe ways to overcome barriers to accessing information
• 1.3 Describe ways to support an individual with mental ill health
• 1.3 Discuss duties and responsibilities, limits and boundaries of the Early Years Practitioner
• 1.3 Drawing attention to potential conflicts
• 1.3 Evaluate approaches, tools and techniques that support the change process
• 1.3 Evaluate how appraisals are used to inform: a) Achievement of objectives b) Overall performance c) Future objectives
• 1.3 Evaluate how sources and systems of support assist in professional development
• 1.3 Evaluate national and local initiatives which promote children’s exercise
• 1.3 Evaluate the impact a risk-averse culture can have on an individual’s wellbeing
• 1.3 Explain alternative frameworks for understanding mental distress
• 1.3 Explain how an understanding of language and communication informs practice
• 1.3 Explain how continence issues can be transient in individuals
• 1.3 Explain how different facilitation styles may influence • Group dynamics • Lifecycle of the group • Group outcomes • Development of roles within the group
• 1.3 Explain how duty of care contributes to the safeguarding or protection of individuals
• 1.3 Explain how environments support play
• 1.3 Explain how inclusive practice promotes equality and supports diversity
• 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 legislation, policy or guidance underpin self-directed support
• 1.3 Explain how maintaining, regaining or developing skills for everyday life can benefit individuals
• 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination
• 1.3 Explain how professional supervision can protect the: • Individual • Supervisor • Supervisee
• 1.3 Explain how the Early Years practitioner supports children to prepare for school
• 1.3 Explain how the following principles support reablement: a. independence b. empowerment c. personalisation d. choice and control
• 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 to collate and analyse feedback to support the delivery of person-centred care in line with roles and responsibilities
• 1.3 Explain how to use supervision to plan, revise and review team member objectives and help inform performance management
• 1.3 Explain how values, beliefs and misunderstandings about dementia can affect attitudes towards individuals
• 1.3 Explain how working with others supports children’s emergent literacy from birth to 7 years
• 1.3 Explain key theories of leadership and management
• 1.3 Explain own responsibilities relating to the current legislative framework with regard to safeguarding
• 1.3 Explain the concept of resilience in relation to transitions and significant life events
• 1.3 Explain the difference between a traumatic brain injury and other forms of acquired brain injury
• 1.3 Explain the functions of the sample of assistive technology aids selected
• 1.3 Explain the impact of the Mental Capacity Act on support planning processes
• 1.3 Explain the impact on own practice of: a. equality, b. diversity, c. inclusion
• 1.3 Explain the importance of distinguishing between accidental and self-inflicted wounds and injuries
• 1.3 Explain the key person’s role in early attachment and development
• 1.3 Explain the link between induction processes, qualifications and progression routes in the sector
• 1.3 Explain the roles and responsibilities of the Early Years Practitioner in relation to the following procedures: reporting/dealing with disclosure, child protection and promoting the welfare of babies and young children, safeguarding and security, confidentiality, information sharing, use of technology
• 1.3 Explain treatments for common childhood illnesses
• 1.3 Explain ways to manage challenging situations
• 1.3 Explain ways to promote equality and value diversity
• 1.3 Explain why children affected by poverty experience deprivation
• 1.3 Explain why it is important to observe and individual’s reactions when communicating with them
• 1.3 Explain why it is important to recognise that autism is a lifelong condition
• 1.3 Explain why risk taking can be part of a person-centred approach
• 1.3 Explore how a range of factors, societal attitudes and beliefs impact on service provision
• 1.3 Factors and drivers likely to have an impact on the service provision
• 1.3 Give examples of ways that food can contribute to helping an individual to stay healthy
• 1.3 Give examples of who would access different types of service provision
• 1.3 Identify effective personal hygiene practices relating to protective clothing, hand washing, personal illness, cuts, wounds, food handling practices
• 1.3 Identify examples of mental health problems
• 1.3 Identify factors from a person’s background that might lead them to use substances
• 1.3 Identify other factors which produce indications that may be interpreted as caused by substance misuse
• 1.3 Identify positive aspects of living with autism
• 1.3 Identify reasons why some people misuse substances
• 1.3 Identify situations in which non-routine physical care is required
• 1.3 Identify the different steps within the Advocacy process
• 1.3 Identify the range of services for which direct payments may be used
• 1.3 Identify the types of information handled digitally in care settings
• 1.3 List common emotions that may be experienced by individuals going through grief
• 1.3 Outline different ways to maintain privacy and dignity of individuals in your care and support
• 1.3 Outline how memory impairment may affect the ability of an individual with dementia to use verbal language
• 1.3 outline how the factors relating to views on death and dying can impact on practice
• 1.3 Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting
• 1.3 Outline why individuals with autism may experience balance difficulties (vestibular sense)
• 1.3 Outline why it is important to stay calm when talking to an individual
• 1.3 Reasons for applying different systems of communication
• 1.3 Refer to the current guidance for early years and explain why it is important for babies and young children to be physically active
• 1.3 Summarise current scientific research relating to neurological and brain development in Early Years
• 1.3 Summarise why feedback from customers and colleagues has a role in the process of self-development
• 1.3 The consequences of own actions
• 1.3 The difference between conflict and behaviour that challenges
• 1.3 The importance of supporting individuals to recognise their limitations and take avoidance actions
• 1.3. Analyse core principles of care ethics
• 1.3. Analyse how factors affect the empowerment of individuals
• 1.3. Analyse the impact of developments on the evolution of models and systems of health care
• 1.3. Describe constraints on the ability to amend priorities and plans
• 1.3. Describe harmful behaviour that children and young people may demonstrate as a way of coping with their feelings
• 1.3. Describe how the ethical framework informs own use of counselling skills
• 1.3. Describe in relation to health and social care: • social realism • social constructionism • labelling theory
• 1.3. Describe key elements of cognitive-behavioural theory
• 1.3. Describe the effect that: • culture  • religion • personal beliefs • stages of development may have on individual children, young people and adults who experience bereavement
• 1.3. Describe three job roles associated with the vocational area
• 1.3. Discuss ethical dilemmas that may arise when balancing individual rights and duty of care
• 1.3. Evaluate the impact of secure relationships on a child’s emotional well-being
• 1.3. Explain how health and social care practitioners can take steps to safeguard themselves
• 1.3. Explain how research approaches and methodologies are used for different purposes
• 1.3. Explain how to identify individuals’ learning and development needs
• 1.3. Explain the impact of voluntary organisation services on individuals
• 1.3. Explain the relationships between the organ systems in maintaining healthy body functions
• 1.3. Explain the role of resilience in relation to children and young people’s mental health
• 1.3. Explain why depression, delirium and age related memory impairment may be mistaken for dementia
• 1.3. Give examples of how the rights of a child or young person with mental health concerns can be upheld
• 1.3. Give examples of ways that work well when working with others
• 1.3. Identify own motivation for helping others
• 1.3. Identify what impairment means
• 1.3. Outline sensory difficulties which may be experienced by individuals with an Autistic Spectrum Condition
• 1.3. State the importance of investigation for children’s learning
• 1.3. State the prevalence of mental health problems in children and young people
• 1.3b – Explain how a working relationship is different from a personal relationship
• 1.3c – Describe different working relationships in health and social care settings
• 1.4 Analyse how barriers to equality impact on individuals
• 1.4 Analyse how own values, behaviours, attitudes and emotional awareness can impact on a mentoring role
• 1.4 Analyse how theoretical models can be used in own leadership and management
• 1.4 Analyse the factors that affect individuals’ ability to manage transitions and changes
• 1.4 Analyse the impact of philosophical approaches on current frameworks in relation to play environments
• 1.4 Analyse the impact of the stage of development on children’s learning
• 1.4 Describe a range of methods to remove barriers in communication including the use of; • Communication apparatus • Available services and support
• 1.4 Describe benefits of working in partnership with parents/carers in relation to supporting babies and young children’s physical activity
• 1.4 Describe benefits of working in partnership with parents/carers in relation to supporting children’s exercise
• 1.4 Describe harm
• 1.4 Describe how the sample of assistive technology aids selected can be utilised to promote participation, access and inclusion
• 1.4 Describe methods of substance use and the paraphernalia associated with the different methods
• 1.4 Describe risk factors that contribute to poverty and deprivation in families
• 1.4 Describe the benefits to children’s holistic learning and development when promoting physical development
• 1.4 Describe the difficulties an individual with autism may have in communicating verbally when: processing verbal information, interpreting verbal information
• 1.4 Describe the influence of culture on perceptions of ageing
• 1.4 Describe the role of the Early Years practitioner in relation to current frameworks
• 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 why effective communication is important when working with a person who may lack capacity to make a particular decision for themselves
• 1.4 Explain employee’s duties to refer feedback
• 1.4 Explain how assessment practice can impact on individuals’ lives
• 1.4 Explain how barriers to communication may be overcome: a. physical, b. social, c. environment, d. emotional
• 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 individuals with autism may experience difficulties with body awareness (proprioception)
• 1.4 Explain how infection prevention policies and guidelines can be applied in own work setting
• 1.4 Explain how learning and development can be affected by a child’s needs and stage of development
• 1.4 Explain how outcome-based practice can impact on an individual’s life
• 1.4 Explain how spirituality is an individual experience
• 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 to address factors that result in a power imbalance in supervision and how to address them
• 1.4 Explain how to overcome barriers to partnership working
• 1.4 Explain how using an individual’s care plan contributes to working in a person-centred way
• 1.4 Explain indicators of mental ill health
• 1.4 Explain the importance of effective change management for service provision
• 1.4 Explain the importance of personal development plans
• 1.4 Explain ways to develop a culture that manages risk effectively
• 1.4 Explain what is meant by the term hyperglycaemia
• 1.4 Explain what is meant by: • disability hate crime • mate crime • bullying
• 1.4 Explain what the following terms mean: • indicative allocation • supported self-assessment • support plan • outcome focused review
• 1.4 Explain why accurate, timely and relevant information, advice and guidance is important
• 1.4 Explain why competence includes using own behaviour to model person-centred values and practice
• 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 it is important to be clear about the purpose and desired outcomes for the group
• 1.4 Explain why it is important to identify and meet individual learner needs
• 1.4 Explain why the concept of ‘outcomes’ is central to personalisation
• 1.4 Explore the cultural shift in working to support individuals and their families to learn how to meet their own needs
• 1.4 Give examples of inappropriate behaviour
• 1.4 Give examples of the indicators of harm, abuse and neglect
• 1.4 Give examples of when a conversation with an individual showing signs of self-harm or suicide is: • appropriate • crucial
• 1.4 How different leadership styles can impact on working culture and delivery of service
• 1.4 How to support individuals to understand their behaviour in terms of: events and feelings leading up to it, their actions, the consequences of their behaviour
• 1.4 Identify a range of formats, translations and technology that could make information more accessible for individuals
• 1.4 Identify agreed ways of working that relate to assisting and moving individuals
• 1.4 Identify exclusion periods for common childhood illnesses
• 1.4 Identify how to keep the work area and equipment clean and tidy, by following procedures relating to cleaning methods, safe use of chemicals, storage of cleaning chemicals
• 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 tasks relating to health and safety that should not be carried out without special training
• 1.4 Identify the common age of onset of Parkinson’s
• 1.4 Identify the different operating systems available on computing and mobile devices in care settings
• 1.4 Identify the different opportunities for professional and career development in the sector
• 1.4 List common sources of information on mental health issues
• 1.4 Outline key legislation in relation to the support and protection of individuals with dementia
• 1.4 Outline the difference between statutory, and independent service provision
• 1.4 Outline ways to inform individuals to eat a balanced diet
• 1.4 Show how to obtain specialist assistance where required
• 1.4 The difference between aggression and assertive behaviour
• 1.4 Ways in which communication underpins effective service operation
• 1.4 Ways to overcome barriers to communication
• 1.4. Analyse the relationship between statutory, independent and voluntary organisations
• 1.4. Describe the biomedical, social and ecological models of health and well-being
• 1.4. Describe the skills, knowledge and personal qualities required to perform the job roles identified
• 1.4. Discuss strategies used to empower individuals.
• 1.4. Evaluate the role of self-reflection in learning and development
• 1.4. Explain professional codes of conduct in relation to ethics within health and social care
• 1.4. Explain the importance of early intervention when identifying behavioural concerns
• 1.4. Give examples of ways that do not work well when working with others
• 1.4. Identify own blocks to listening and learning
• 1.4. Identify strategies that can be used to support a child or young person experiencing mental health concerns
• 1.4. Identify the key differences between the above theories
• 1.4. Identify ways to support children and young people to recognise risk factors and signs of distress in themselves
• 1.4. Outline the importance of preparation, planning and routines for individuals with an Autistic Spectrum Condition
• 1.5 Analyse how and why approaches to supervision might need to be adapted in the light of feedback from supervisees and others
• 1.5 Analyse the effects on an individual of ineffective communication
• 1.5 Analyse the range of different leadership styles
• 1.5 Describe factors which affect children’s development in the: short term, long term
• 1.5 Describe restrictive practices
• 1.5 Describe types of support individuals may need to enable them to identify and understand information
• 1.5 Describe ways to respect an individual’s privacy whilst managing continence
• 1.5 Explain how spirituality defines an individual’s identity
• 1.5 Explain how to access additional support and information relating to health and safety
• 1.5 Explain how to work collaboratively to provide enabling play environments in Early Years settings
• 1.5 Explain the attitudes that may lead to discriminatory behaviour
• 1.5 Explain the importance of taking on board all feedback including negative comments
• 1.5 Explain the manager’s responsibility to support the development of the adult care workforce through a range of mechanisms and resources that support learning and development
• 1.5 Explain what is meant by the term hypoglycaemia
• 1.5 Explain why it is important to ask direct questions to prevent self-harm and suicide
• 1.5 Give examples of behaviours that may suggest an individual is hyposensitive or hypersensitive
• 1.5 Give examples of physical reactions that may be displayed by an individual going through grief
• 1.5 How communication can be adapted to meet the needs and preferences of each individual
• 1.5 Identify actions to be taken if there are concerns about harm, abuse and neglect
• 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 every day routine tasks which ensure a safe and stimulating setting
• 1.5 Identify how digital information can be shared between computing and mobile devices
• 1.5 Identify legislative and policy drivers for personalised services
• 1.5 Outline how informal care contributes to service provision
• 1.5 Outline the impact on individuals and others of information, advice and guidance in enabling informed decisions
• 1.5 Outline the possible barriers to self-directed support
• 1.5 Recognise the importance of safe waste disposal
• 1.5 Role technology plays as a resource in service delivery and service management
• 1.5 Show how to keep personal knowledge about substances and possible indications of substance misuse up-to-date
• 1.5 The written word versus the spoken word
• 1.5 Use examples to explain holistic opportunities to include: speech, language and communication , personal, social and emotional development, physical development, literacy and numeracy
• 1.5. Analyse how health and social care practitioners’ own values, beliefs and experiences can influence ethical practice
• 1.5. Describe benefits of giving and receiving feedback for personal development
• 1.5. Explain how a candidate might show that they meet the job specification for one of the job roles identified
• 1.6 Analyse how coaching and mentoring can be used to compliment leadership style
• 1.6 Describe barriers that individuals may come across when talking about self-harm and suicide
• 1.6 Describe reasons for adhering to the agreed scope of the job role
• 1.6 Describe the boundaries of confidentiality and when to share information
• 1.6 Explain how independent advocacy can help to meet communication needs and the circumstances in which it might be required
• 1.6 Explain the importance of working to ethical and professional standards
• 1.6 Identify conditions within Parkinsonism
• 1.6 Outline a range of different learning styles
• 1.6 Outline how to check for computing and mobile device updates
• 1.6 Outline the effectiveness of talking about emotions when going through grief
• 1.6 Outline the links between spirituality, faith and religion
• 1.6 Recognise the importance of pest control
• 1.6 Sustainability in terms of resource management in adult care
• 1.6 The effects that communication can have on others
• 1.7 Describe methods of overcoming barriers to conversations about self-harm and suicide
• 1.7 Discuss sources of support to deal with issues which are outside of own expertise and authority
• 1.7 Explain how an individual’s current exploration of spirituality may be affected by their previous experience of spirituality, faith or religion
• 1.7 Explain the importance of keeping computing and mobile devices up to date
• 1.7 Explain who is responsible for protecting vulnerable adults and safeguarding children
• 1.7 Processes for acquiring resources
• 1.8 Explain the importance of following the organisation’s procedures when handling digital information
• 1.8 Identify what organisations should do to protect vulnerable adults and safeguard children
• 1.9 Identify sources of support and information in relation to protection and safeguarding
• 1.9 Outline ways to organise, store and retrieve digital information
• 10 Examples of Open Questions in Health and Social Care
• 10 Tips to Improve Wellbeing for Care Workers
• 10 Ways of Adapting Communication Style in Health and Social Care
• 10 Ways to Assess Knowledge in Health and Social Care
• 10 Ways to Lead by Example in Health and Social Care
• 11 Misconceptions about Health and Social Care
• 13.9a Recognise common signs and indicators of stress in themselves and others
• 14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information
• 14.1b Explain why it is important to have secure systems for recording, storing and sharing information
• 14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible
• 14.1d Explain how, and to whom, to report if they become aware that agreed ways of working have not been followed
• 2.1 Access information, advice and support to inform knowledge and practice about safeguarding children and young people
• 2.1 Agree with an individual and others the purpose of the assessment
• 2.1 Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner
• 2.1 Analyse own role, responsibilities and boundaries in provision of information, advice and guidance
• 2.1 Analyse the stages of team development
• 2.1 Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children
• 2.1 Compare and contrast the impact of congenital and acquired sensory loss on • communication • language
• 2.1 Critically compare the skills required to be an effective manager and effective leader
• 2.1 Define the 5 statutory principles included in the Mental Capacity Act 2005
• 2.1 Define the term ‘challenging behaviour’
• 2.1 Define the term holistic development
• 2.1 Define the term person-centred
• 2.1 Define what is meant by the term ‘trigger’ in the context of suicide and self-harm
• 2.1 Describe areas of learning and development within the current framework which relate to school readiness
• 2.1 Describe conflicts or dilemmas that may arise between the duty of care and an individual’s rights
• 2.1 Describe customer expectations in the health and social care environment including; • Employee responsibilities • Standards
• 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights
• 2.1 Describe employment rights and responsibilities
• 2.1 Describe factors that may increase the risk of mental ill health in individuals
• 2.1 Describe features of manual and electronic information storage systems that help ensure security
• 2.1 Describe how an individual may feel valued, included and able to engage in daily life
• 2.1 Describe how children learn and the expected pattern of babies and children’s development from birth to seven years. Areas of development to include: cognitive, speech, language and communication, physical, emotional, social, brain development, literacy and numeracy
• 2.1 Describe how social development may be delayed or affected for individuals with autism
• 2.1 Describe how to access guidance, information and advice about handling information
• 2.1 Describe key features of Type 1 diabetes
• 2.1 Describe possible causes of bipolar disorder
• 2.1 Describe possible causes of OCD
• 2.1 Describe strategies to promote wellbeing
• 2.1 Describe the basic anatomy of the human body affected by assisting and moving
• 2.1 Describe the benefits of encouraging and rewarding positive behaviour
• 2.1 Describe the benefits of supportive relationships and social networks for an individual’s wellbeing and self esteem
• 2.1 Describe the contributions to society made by older people
• 2.1 Describe the impact of self-harm and suicide on: • family • friend • society
• 2.1 Describe the impact that personalisation has on the commissioning, funding and delivery of services
• 2.1 Describe the impacts on quality of life of: a. motor symptoms b. non-motor symptoms
• 2.1 Describe the main clinical causes of dysphagia
• 2.1 Describe the process of mathematical development in relation to current frameworks
• 2.1 Describe the role of an Independent Advocate
• 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
• 2.1 Describe the role of the Early Years practitioner when supporting the development of speech, language and communication
• 2.1 Describe the signs and symptoms of ill health in children
• 2.1 Describe the statutory framework, including the learning and development requirements for babies and young children that must be implemented in an Early Years Setting
• 2.1 Describe theoretical perspectives in relation to cognitive development
• 2.1 Describe theoretical perspectives in relation to physical development
• 2.1 Describe what is meant by physical disability
• 2.1 Describe why individuals who access services should be valued’
• 2.1 Describe why it is important to adhere to the agreed scope of the job role
• 2.1 Describe why the brand standards of the organisation should be followed during communication exchanges
• 2.1 Discuss the role of assistive technology in supporting individuals to communicate
• 2.1 Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record
• 2.1 Explain basic and complex activities of daily living
• 2.1 Explain how AAC systems work
• 2.1 Explain how children’s wellbeing and individual circumstances can affect their learning and development
• 2.1 Explain how factors relating to the individual can affect behaviour
• 2.1 Explain how inclusive practice promotes equality and supports diversity
• 2.1 Explain how individuals experience discrimination
• 2.1 Explain how legislation and guidelines for health and safety inform day-to-day practice with babies and young children
• 2.1 Explain how legislation, policy and codes of practice relating to equality, diversity, and discrimination apply to own work role
• 2.1 Explain how solution focused practice is used to support the management of transitions
• 2.1 Explain how to identify the communication strengths and abilities of an individual with dementia
• 2.1 Explain how your communications and behaviours impact upon others
• 2.1 Explain own role and responsibilities in working with colleagues
• 2.1 explain the aims and principles of end of life care
• 2.1 Explain the cyclical process of reflection
• 2.1 Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding
• 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided
• 2.1 Explain the key features of the different types of bullying
• 2.1 Explain the methods of communication used by individuals with: a. sight loss b. hearing loss c. deafblindness
• 2.1 Explain the nutritional value of the main food groups
• 2.1 Explain the performance management cycle
• 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 of others involved in partnership working when: • meeting children’s additional needs • safeguarding children • supporting children’s transitions
• 2.1 Explain ways to maintain a safe and supportive learning environment
• 2.1 Explain what is meant by ‘a language rich environment’
• 2.1 Explain what is meant by the term ‘whistleblowing’
• 2.1 Explain why it is important to assess health and safety risks posed by the work setting, situations or by particular activities
• 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice
• 2.1 Explain why teams need: • clear objectives • clearly defined roles and responsibilities • trust and accountability • confidentiality • effective communication • conflict resolution
• 2.1 Factors and approaches known to improve recruitment and retention of adult care staff
• 2.1 Find out an individual’s communication and language needs wishes and preferences
• 2.1 Find out the history, preferences, wishes and needs of the individual
• 2.1 Give examples of individuals who can be affected by grief following the suicide of an individual
• 2.1 Give reasons for ensuring equipment, furniture and materials are used safely and the dangers of not doing so
• 2.1 Governance mechanisms
• 2.1 How behaviour can be interpreted as a form of expression
• 2.1 Identify examples of the type of environments and situations that might contribute to an individual experiencing sensory overload
• 2.1 Identify factors that may compromise the personal safety of an individual with autism
• 2.1 Identify hazards to the health and safety of: children, colleagues, visitors
• 2.1 Identify others involved in helping children prepare for school
• 2.1 Identify philosophical approaches which influence play provision
• 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
• 2.1 Identify possible signs or symptoms that may indicate substance misuse
• 2.1 Identify reasons why people communicate
• 2.1 Identify sources of information and advice about using direct payments
• 2.1 Identify the range of job roles within different types of service
• 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 rights of children in relation to play as detailed in the ‘UN Convention on the Rights of the Child’
• 2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others
• 2.1 Identify the strengths, competences and expertise of team members
• 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role
• 2.1 Impacts of policy drivers on leadership and management in adult care services
• 2.1 Outline how behaviour can be interpreted as a form of expression
• 2.1 Outline hygienic practice when: preparing formula feeds, sterilising equipment
• 2.1 Outline the following theoretical models in relation to identifying autism; Kanner, Asperger, Wing and Gould
• 2.1 Outline the rights of individuals to have and maintain relationships
• 2.1 Outline theories of behaviour change
• 2.1 Outline why it is important to recognise and value an individual with a physical disability as a person first
• 2.1 Plan activities which support babies and young children’s physical activity in an indoor and outdoor space
• 2.1 Recognise the importance of food safety procedures, safe food handling and avoiding unsafe behaviour
• 2.1 State the recommended daily fluid intake to stay healthy
• 2.1 Strategies that could be used to support positive behaviour
• 2.1 Summarise theoretical perspectives on reflection in relation to professional development
• 2.1 Support an individual to communicate their needs, wishes, preferences and choices about the information they require to access services and facilities
• 2.1 Support an individual to make choices over decisions to meet their identified needs, preferences and wishes
• 2.1 Support individuals to participate in the preparation of reports
• 2.1 The importance of positive reinforcement
• 2.1 The range of support services available to those involved in episodes of behaviour that is challenging
• 2.1. Analyse how factors impact families
• 2.1. Analyse how symptoms are perceived and acted upon by individuals and others
• 2.1. Analyse the role of the Key Person in promoting emotional well-being
• 2.1. Assess own current skills, knowledge and personal qualities relevant to the chosen job role
• 2.1. Define the terms: • stress • anxiety
• 2.1. Describe categories of microbes
• 2.1. Describe characteristics of ageing
• 2.1. Describe different views of how individual children, young people and adults may respond, over time, to loss
• 2.1. Describe ethical issues to be considered when planning and carrying out research
• 2.1. Describe how counselling theory underpins the use of counselling skills
• 2.1. Describe how to make a musical activity or musical game for young children
• 2.1. Describe practitioner roles within the field of medical technology
• 2.1. Describe risks involved when empowering individuals
• 2.1. Describe the boundaries that need to be taken into account when starting a new helping relationship
• 2.1. Describe the concept of public health
• 2.1. Describe the concepts of nature and nurture in relation to human development and behaviour
• 2.1. Describe the effects of puberty on children and young people
• 2.1. Describe the impact on others of living with a child or young person with mental health concerns
• 2.1. Describe the positive and negative aspects of risk
• 2.1. Describe the role that carers can have in the care and support of individuals with dementia
• 2.1. Describe the terms and conditions of employment for jobs in health and social care
• 2.1. Describe theories of human growth and development
• 2.1. Describe ways in which a calm and nurturing environment can be created to promote the wellbeing of children and young people
• 2.1. Describe what is meant by ‘person-centred support’
• 2.1. Discuss theoretical perspectives on reflection in relation to professional development
• 2.1. Evaluate the impact of ethical practice on individuals and organisations
• 2.1. Explain how to promote equality and support diversity
• 2.1. Explain the concept of the integrative model
• 2.1. Explain the features of vector borne disease
• 2.1. Explain the process of homeostasis in the human body
• 2.1. Explain the social classes recognised in own Home Nation
• 2.1. Explain what is meant by ‘learning disability’.
• 2.1. Give an example of an activity that will support a child to express their feelings
• 2.1. Identify a range of leisure and social activities that take place within: • a local community • a person’s own home • a residential or group living home • day care provision
• 2.1. Identify factors which may affect physical growth and development
• 2.1. Identify own personal skills and qualities which are strengths in relation to a helping relationship
• 2.1. Identify stories and rhymes for children 0-5 years 11 months
• 2.1. Identify ways to communicate with children to ensure that they feel valued
• 2.1. List activities for listening to and talking with a 2 year old child
• 2.1. List activities in the local area that support a healthy lifestyle
• 2.1. List aspects of health and safety risks that need to be considered when providing craft activities for young children
• 2.1. List current disability related legislation
• 2.1. List different types of outdoor environments where children can explore
• 2.1. List potential hazards to young children in the home
• 2.1. List the expected learning for the young child from technology toys or activities listed for each age range
• 2.1. Outline a range of activities that encourage children and young people to eat healthily
• 2.1. Outline the medical model of dementia
• 2.1. Outline theories of communication
• 2.1. Outline ways in which people experience discrimination
• 2.1. Outline ways in which play can help children’s learning in each of the following developmental areas: a) physical b) intellectual c) language d) emotional e) social
• 2.1. Outline what is meant by inclusive and stimulating play
• 2.1. Outline what partnership working means in health, social care and children’s and young people’s settings
• 2.1. Outline why it is important to recognise and value an individual with an Autistic Spectrum Condition as a person first
• 2.1. Outline why it is important to recognise and value an individual with sensory loss as a person first
• 2.1. State the key points of legislation related to: • mental ill health • mental capacity • age of consent to treatment • parental responsibility • data protection and confidentiality
• 2.1. State ways that children’s development is supported by play and leisure activities in the following areas: • physical • social and emotional • language and communications
• 2.1. Summarise legislation and policy drivers of voluntary organisations’ service delivery
• 2.1.1 Identify the different stages and cycles within team development
• 2.1.2 Describe the key features of effective team leadership
• 2.1.3 Describe ways to support, manage and evaluate your team’s performance
• 2.1.4 Describe strategies and tools to reduce your team’s stress levels and enhance their wellbeing, including the safety of lone workers
• 2.1a Identify sources of support for their own learning and development.
• 2.1b Describe the process for agreeing a personal development plan and who should be involved
• 2.1c Explain why feedback from others is important in helping to develop and improve the way they work
• 2.1d Contribute to drawing up own personal development plan
• 2.1e Agree a personal development plan
• 2.2 Access full and up-to-date details of agreed ways of working
• 2.2 Agree with an individual and others the intended outcomes of the assessment
• 2.2 Analyse a language rich environment in relation to current frameworks for children
• 2.2 Analyse challenges that may arise during the process of change
• 2.2 Analyse ethical principles and their impact on own practice
• 2.2 Analyse how duty of care contributes to: a. safeguarding of individuals, b. supporting individual’s rights and choices.
• 2.2 Analyse how inclusive practice respects the individual’s beliefs, culture, values, preferences and life experience
• 2.2 Analyse how professional supervision supports performance
• 2.2 Analyse how theoretical perspectives in relation to cognitive development impact on current practice
• 2.2 Analyse how theoretical perspectives in relation to physical development inform current frameworks
• 2.2 Analyse the benefits of mentoring to the organisation
• 2.2 Assess how well own knowledge, skills and understanding meet standards
• 2.2 Assist an individual to make informed choices about their support plan
• 2.2 Compare the roles of direct payments and individual budgets in supporting personalisation
• 2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences
• 2.2 Demonstrate practices that ensure security when storing and accessing information
• 2.2 Describe barriers that may be faced by individuals who wish to have friendships and relationships
• 2.2 Describe factors that may contribute to an individual being more vulnerable to abuse
• 2.2 Describe how individuals with dementia may feel excluded
• 2.2 Describe how people with different connections to the deceased may be affected
• 2.2 Describe how the environment facilitates effective communication for people with sensory loss
• 2.2 Describe how to adapt the style of communication to meet the needs, strengths and abilities of an individual with dementia
• 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care
• 2.2 Describe importance of hydration for babies and young children
• 2.2 Describe key features of Type 2 diabetes
• 2.2 Describe the culture of a health and social care setting that should be advocated
• 2.2 Describe the difficulties individuals with autism may experience with social interaction
• 2.2 Describe the factors to consider when promoting effective communication
• 2.2 Describe the importance of a person-centred approach for mental health
• 2.2 Describe the information required to enable the school to meet the individual needs of the child during transition
• 2.2 Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children
• 2.2 Describe the possible impact of difficult or dysfunctional relationships on an individual’s wellbeing and self esteem
• 2.2 Describe the potential effects of the environment and the behaviour of others on individuals
• 2.2 Describe the role of an Independent Mental Health Advocate
• 2.2 Describe the significance of; • Observing verbal and non-verbal reactions • Questions to ascertain understanding • Confidentiality during communication
• 2.2 Describe types of support that an individual may need in order to use assistive technology
• 2.2 Describe what a congenital disability is
• 2.2 Describe when a worker must comply with the Mental Capacity Act 2005
• 2.2 Develop and agree common objectives when working with colleagues
• 2.2 Discuss factors that influence behaviour change
• 2.2 Encourage babies and young children to be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors
• 2.2 Explain actions to take if there are suspicions that an individual is being abused
• 2.2 Explain approaches and practices which support culturally appropriate care
• 2.2 Explain benefits of working in partnership with parents/carers Be able to work alongside parents/carers, colleagues and other professionals
• 2.2 Explain how activities of daily living support individual roles and identity
• 2.2 Explain how and when to report potential health and safety risks that have been identified
• 2.2 Explain how communication affects all aspects of own practice
• 2.2 Explain how modelling positive behaviours impacts on children’s behaviour
• 2.2 Explain how modelling positive behaviours impacts on children’s behaviour
• 2.2 Explain how physical health can affect mental health
• 2.2 Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation
• 2.2 Explain how settings meet the right for children to play
• 2.2 Explain how the terms ‘neurodiverse’ and ‘neurotypical’ are used in relation to autism
• 2.2 Explain how to deal with defects and problems to ensure functionality of equipment
• 2.2 Explain how to distinguish between accidental and self-inflicted wounds and injuries
• 2.2 Explain how working with others supports children’s emergent mathematical development
• 2.2 Explain impacts of Parkinson’s on an individual’s relationships with others
• 2.2 Explain the effects mental ill health may have on an individual
• 2.2 Explain the importance of reflective practice in continuously improving the quality of service provided
• 2.2 Explain the importance to children’s holistic development of: speech, language and communication, personal, social and emotional development, physical development, literacy and numeracy
• 2.2 Explain the potential impacts of a deteriorating condition on an individual’s communication
• 2.2 Explain the reasons for the term challenging behaviour coming into use
• 2.2 Explain the responsibility of the Early Years Practitioner in relation to whistleblowing
• 2.2 Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice
• 2.2 Explain what actions to take when there are concerns over the recording, storing or sharing of information
• 2.2 Explain what is meant by age discrimination
• 2.2 Explain where to get additional support and advice about how to resolve such dilemmas
• 2.2 Explain why it is important to promote appropriate behaviour and respect for others
• 2.2 explain why it is important to support an individual in a way that promotes their dignity
• 2.2 Explain why managers in adult care need both management and leadership skills
• 2.2 Explain why mutual respect and support promotes effective teamwork
• 2.2 Give examples of how individuals with autism may respond when experiencing sensory overload
• 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 ways to value adults who access services
• 2.2 Give examples of when medical intervention is necessary
• 2.2 Give examples to explain how the Early Years Practitioner’s behaviour can impact on and influence babies and young children
• 2.2 Give reasons why people with autism may be vulnerable to: bullying, exploitation
• 2.2 How behaviour may be a symptom of something else
• 2.2 How behaviour may be a symptom of something else
• 2.2 How to avoid confrontation with someone who is emotionally agitated
• 2.2 Identify a range of factors that may be associated with behaviour that challenges
• 2.2 Identify assessment strategies in relation to the current framework
• 2.2 Identify barriers to success and how these can be overcome
• 2.2 Identify how to report food safety hazards, infestations and food spoilage
• 2.2 Identify policies and procedures relating to the health and safety of babies and young children
• 2.2 Identify the effects that experiencing a mental health problem might have on an individual
• 2.2 Identify the knowledge and skills required to work in a job role in the sector
• 2.2 Identify triggers that could cause the following individuals to self-harm or attempt suicide: • children and young people • adults
• 2.2 List the aims, objectives and values of the adult social care service
• 2.2 Outline how drinking enough can help to stay healthy
• 2.2 Outline how to recognise the main types of dysphagia
• 2.2 Outline sources of information, resources and support for mentally healthy environments
• 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 Personal accountability
• 2.2 Produce accurate and coherent records and reports that can be understood by those who have a right to see them
• 2.2 Provide information and advice about direct payments in a way that is accessible to an individual and others
• 2.2 Provide information to others on: a. indicators of harm, abuse or neglect, b. actions that need to be taken where there are safeguarding concerns
• 2.2 Reasons managers in adult care settings need both leadership and management skills
• 2.2 Reflect on practice to improve the quality of the service provided
• 2.2 Role of leadership in change management
• 2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences
• 2.2 Summarise how philosophical approaches impact on own understanding of play provision
• 2.2 Support systems available to maintain own wellbeing
• 2.2 The advantages of proactive strategies in supporting positive behaviour
• 2.2 Use reflection techniques to identify areas for improvement in your own customer service skills and knowledge
• 2.2 Work with colleagues to identify and plan enabling environments both indoors and outdoors in an Early Years Setting
• 2.2 Work with individuals in a way that respects their beliefs, culture, values and preferences
• 2.2. Assess and prioritise areas for own development
• 2.2. Assess the advantages and disadvantages of the integrative model
• 2.2. Describe an environment that supports inclusive and stimulating play
• 2.2. Describe how children and young people’s identity, selfesteem and body image can affect their mental well-being
• 2.2. Describe how to agree objectives for a new helping relationship
• 2.2. Describe how to challenge those not working inclusively in a way that promotes change
• 2.2. Describe how to promote interactions between children and young people and others to develop their well-being
• 2.2. Describe one chosen outdoor environment where children could learn
• 2.2. Describe own experiences or observations of possible discrimination
• 2.2. Describe the importance of assessing and managing risk
• 2.2. Evaluate the impact of stress on families
• 2.2. Explain changes that occur to the body systems during the ageing process
• 2.2. Explain funding mechanisms for voluntary organisations
• 2.2. Explain how homeostasis maintains the healthy functioning of the human body
• 2.2. Explain how reflective practice supports the professional development of the health and social care practitioner
• 2.2. Explain indigenous flora
• 2.2. Explain patterns of health across social classes
• 2.2. Explain preventive behaviour in relation to ill health
• 2.2. Explain reasons for considering ethical issues when designing and carrying out research
• 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 the nature versus nurture debate
• 2.2. Explain the uses of medical technology in health and social care
• 2.2. Explain the value of developing a professional working relationship with carers
• 2.2. Explain what is meant by the term ‘safeguarding’ as applied to children and young people
• 2.2. Explain why it is important to treat the person with autism as an individual
• 2.2. Give examples of causes of learning disabilities
• 2.2. Give examples of how to use a person-centred approach when working with individuals with an Autistic Spectrum Condition
• 2.2. Give examples of how to use a person-centred approach when working with individuals with sensory loss
• 2.2. Give examples of strategies to support individual children, young people and adults to help them • take responsibility for their own decisions • make and communicate their own decisions whilst they are adjusting to bereavement
• 2.2. Give examples of who partners might be
• 2.2. Identify areas for development in personal skills and qualities in relation to helping relationships
• 2.2. Identify how interaction can help to build a child’s selfesteem
• 2.2. Identify how technology toys and activities support the following development in the young child: • physical • intellectual • language
• 2.2. Identify how to deal with the health and safety risks listed in relation to craft activities
• 2.2. Identify safety features to ensure young children stay safe in the home
• 2.2. Identify sensory aid(s) to support children’s enjoyment of stories
• 2.2. Identify the range of services that may be required to support positive mental health in children and young people
• 2.2. Identify the value to young children of chosen musical activity or musical game
• 2.2. Outline behaviour that shows respect and value of children
• 2.2. Outline the relationship between resilience and stress
• 2.2. Outline the rights of disabled people in line with current disability related legislation
• 2.2. Outline the social model of dementia
• 2.2. Select activities that support a healthy lifestyle
• 2.2. Summarise current legislation and policy in relation to public health
• 2.2a Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role
• 2.2b Explain how to check their current level of literacy, numeracy and communication skills
• 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding
• 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding
• 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding
• 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards
• 2.2g List the learning opportunities available to them and how they can use them to improve the way they work
• 2.2i Explain why continuing professional development is important
• 2.3 Access specialist guidance about using direct payments
• 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences
• 2.3 Agree with an individual and others how the assessment should be carried out and who else should be involved
• 2.3 Analyse how leadership and management skills can influence the values of an organisation
• 2.3 Analyse how philosophical approaches to play inform practice
• 2.3 Analyse key factors that lead to a behaviour being defined as challenging
• 2.3 Analyse strategies to support children to manage their own behaviour in relation to others
• 2.3 Analyse the effect group norms may have on team development
• 2.3 Analyse the features of supportive relationships and dysfunctional relationships
• 2.3 Demonstrate the ability to reflect on work activities
• 2.3 Describe how information about an individual’s preferred methods of communication can be used to reinforce their identity and uniqueness
• 2.3 Describe how own values, belief systems and experiences may affect working practice
• 2.3 Describe how the environment can contribute to effective communication
• 2.3 Describe how to challenge discrimination in a way that encourages change
• 2.3 Describe how to manage mobility issues in individuals using communication systems
• 2.3 Describe how to overcome barriers
• 2.3 Describe the key stages in the observation, assessment and planning cycle for: the child, the parents/carers, the Early Years Setting in planning the next steps
• 2.3 Describe the role of an Independent Mental Capacity Advocate
• 2.3 Describe the specialist services relating to assistive technology
• 2.3 Describe ways to approach children and young people when it is suspected that they have selfharmed
• 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 Evaluate own working relationship with colleagues
• 2.3 Evaluate principles of inclusive practice
• 2.3 Evaluate risks associated with a support plan
• 2.3 Evaluate the current framework’s assessment process in supporting children’s preparation for school
• 2.3 Explain actions to take if an individual alleges that they are being abused
• 2.3 Explain how babies and young children’s learning and development can be affected by their stage of development, well-being and individual circumstances
• 2.3 Explain how effective communication may have a positive impact on lives on individuals with sensory loss
• 2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns
• 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 impacts of fluctuations in Parkinson’s on an individual and others
• 2.3 Explain strategies to encourage healthy eating
• 2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children
• 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 including the individual in all aspects of their care
• 2.3 Explain the importance of working in ways that are agreed with your employer
• 2.3 Explain the links between social development and speech and language development
• 2.3 Explain the role of brokerage in commissioning and delivering personalised services
• 2.3 Explain where to get additional support and advice about conflicts and dilemmas
• 2.3 Explain why groups with protected characteristics may be more likely to attempt suicide
• 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 Give examples of congenital disabilities and their causes
• 2.3 Give examples of ways to value children and young people who access services
• 2.3 How using knowledge of the individual can help to manage behaviour that challenges
• 2.3 Identify major risks and secondary difficulties associated with dysphagia
• 2.3 Identify strategies to reduce barriers to accessing mental health support
• 2.3 Identify the effects to health of not drinking enough
• 2.3 Interactions between leadership and the values/culture of an organisation
• 2.3 Maintain accurate, complete, retrievable and up to date records
• 2.3 Maintain records that are up-to-date, complete, accurate and legible
• 2.3 Model positive behaviour
• 2.3 Outline a range of progression routes for a worker within the sector
• 2.3 Outline how grief can lead to suicidal thoughts.
• 2.3 Outline how mental health is reported in the media
• 2.3 Outline strategies that can be used to support individuals experiencing sensory overload
• 2.3 Outline the advantages and disadvantages of using proactive strategies and reactive strategies to support positive behaviour in individuals with autism
• 2.3 Outline ways to safeguard against the bullying and exploitation of individuals with autism
• 2.3 Recognise the main risks to food safety from contamination and cross-contamination from microbial, chemical, physical and allergenic hazards
• 2.3 Reflect on activities which support babies and young children’s physical activity in an indoor and outdoor space in an Early Years Setting
• 2.3 Reflect on day to day work practice
• 2.3 Show how and when to seek advice about communication
• 2.3 The impact of reactive strategies in supporting positive behaviour
• 2.3 The importance of accessing appropriate support systems
• 2.3 The possible reasons for the behaviour
• 2.3 The possible reasons for the behaviour
• 2.3 Use communication methods that meet individuals’ communication needs and preferences
• 2.3 Use reflection techniques to objectively assess how your own attitude impacts upon customer service you deliver
• 2.3 Work in line with agreed ways of working
• 2.3. Analyse the concept of the sick role as a response to symptoms
• 2.3. Define the term pathogenic organisms
• 2.3. Describe how cultural beliefs and social attitudes can affect expectations of diagnosis of mental health concerns: • for the child or young person • for others
• 2.3. Describe how to develop skills and qualities in the future
• 2.3. Describe how to respond to behaviour and lifestyle choices in a way that respects a child’s or young person’s self-esteem
• 2.3. Describe possible causes of stress and anxiety for children and young people
• 2.3. Describe the medical and social models of disability
• 2.3. Describe the opportunities and challenges young people may face during the transition to adulthood
• 2.3. Describe the role of the research ethics committee
• 2.3. Evaluate sources of support for families
• 2.3. Explain benefits of medical technology used in health and social care to individuals and others
• 2.3. Explain how demographic data is used in planning health and social care services
• 2.3. Explain how to manage risks when empowering individuals
• 2.3. Explain the ageing process at the cellular level
• 2.3. Explain why dementia should be viewed as a disability
• 2.3. Give examples of how legislation and guidance can be used to support children and young people with mental health concerns
• 2.3. Give examples of how support can be provided in a way that is: compassionate, non-judgemental
• 2.3. Identify a range of activities that promote inclusive and stimulating play
• 2.3. Identify safety issues for children in the chosen environment
• 2.3. Identify the benefits of activities for a healthy lifestyle
• 2.3. Identify the learning that could take place for young children taking part in chosen musical activity or musical game
• 2.3. Identify the support a young child may need when carrying out craft activities in relation to health and safety
• 2.3. Outline the benefits of partnership working in health, social care and children’s and young people’s settings
• 2.3. Outline the effects of ageing in the later stages of life
• 2.3. Outline ways of assessing risk in any given situation
• 2.3. Prepare an action plan for developing skills and knowledge for the chosen job role
• 2.3. State ways to encourage children to take part in stories or rhymes
• 2.3. Summarise the history of public health
• 2.4 Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children
• 2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care
• 2.4 Deal constructively with any conflict that may arise with colleagues
• 2.4 Describe how to create a ‘low arousal’ sensory environment
• 2.4 Describe types of support that individuals or their families might need in order to access personalised services
• 2.4 Describe ways to approach adults when it is suspected that they have self-harmed
• 2.4 Describe what a progressive disability is
• 2.4 Describe what is meant by the term ‘co-occurring disorders’
• 2.4 Ensure that an individual is supported to carry out self-assessment process
• 2.4 Evaluate ways to resolve any possible sources of conflict
• 2.4 Explain ‘capacity’ as defined in the Mental Capacity Act 2005
• 2.4 Explain how the Early Years practitioner provides for: group learning, socialisation
• 2.4 Explain how to ensure that communication equipment is: a. fit for purpose, b. correctly set up and working, c. able to be used by the individual
• 2.4 Explain own role in relation to the provision of advocacy services
• 2.4 Explain the importance of positive reinforcement
• 2.4 Explain the importance of promoting mentally healthy environments in the workplace
• 2.4 Explain the importance of self-care when supporting others
• 2.4 explain the stages of the local end of life care pathway
• 2.4 Explain the value of observation for: • the child • the parents/carers • the Early Years Setting in planning the next steps
• 2.4 Give examples of how the rights of individuals with autism can be promoted
• 2.4 Give examples of signs of not drinking enough
• 2.4 How to maintain the dignity of individuals when responding to incidents of behaviour that challenges
• 2.4 Identify issues which may affect the physical comfort of individuals using communication systems
• 2.4 Identify safe food handling and temperature control practices for delivery, storage, date marking and stock rotation
• 2.4 Identify the negative effects media reporting can have on an individual
• 2.4 Outline strategies that individuals can use to protect themselves from harm and abuse
• 2.4 Outline the positive effects of grief
• 2.4 Outline ways to improve customer service through development of: • Skills • Knowledge • Attitudes
• 2.4 Outline what is meant by person-centred practice or child-centred practice
• 2.4 Strategies to support individuals to manage their behaviour
• 2.4 Systems that establish a culture of continual learning and development in the care setting
• 2.4 Use positive reinforcement with children
• 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. Describe how to support children and young people to express their emotions and concerns within a safe environment
• 2.4. Explain sensory changes that occur during the ageing process
• 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 the functions of public health
• 2.4. Explain why stress can be both helpful and harmful
• 2.4. State how duty of care applies for children and young people in different settings: • education • care provision • the criminal justice system
• 2.4. State the approximate proportion of individuals with a learning disability for whom the cause is not known
• 2.4. Summarise the characteristics of: • bacteria • viruses • fungi • protozoa
• 2.5 Define confidentiality in the context of the sectors
• 2.5 Describe how to incorporate the preferences and needs of individuals when providing support
• 2.5 Describe reasons for tracking children’s progress
• 2.5 describe the principles of advance care planning
• 2.5 Describe ways to support individuals to use the internet and social media safely
• 2.5 Different techniques that are used to defuse behaviour that challenges
• 2.5 Explain ‘best interests’ as defined in the Mental Capacity Act 2005
• 2.5 Explain how co-occurring disorders can interact with self-harm or suicidal thoughts
• 2.5 Explain how to balance the tension between confidentiality and openness in records and reports
• 2.5 Explain how to support and encourage individuals to keep safe in relationships
• 2.5 Give examples of progressive disabilities and their causes
• 2.5 Give examples of ways to increase sensory stimulation
• 2.5 How behaviour plans and support plans are used to support positive behaviour
• 2.5 Identify safe food handling and temperature control practices for preparing, cooking, chilling, reheating, holding, serving and transporting food
• 2.5 Identify the negative effects media reporting can have on society
• 2.5 Methods of creating an atmosphere which inspires a culture that is open, positive and inclusive
• 2.5 Outline approaches that could be used to support positive behaviour
• 2.5 Outline ways to encourage individuals to drink enough to stay healthy
• 2.5. Analyse the role of public health practitioners in relation to current issues
• 2.5. Describe how to recognise signs of stress and anxiety in children and young people
• 2.5. Describe the possible impact on a family of having a member with a learning disability
• 2.5. Explain effects of ageing on cognitive health
• 2.5. Explain how to communicate to meet the needs of others
• 2.6 define local and national policy and guidance for care after death
• 2.6 Describe how individuals with suicidal thoughts can be affected by national and international events
• 2.6 Describe the benefits of sensory activities for individuals with autism
• 2.6 Explain what actions needs to be taken to ensure a worker acts in an individual’s ‘best interests’
• 2.6 Explain why it is important to work with each individual’s strengths and abilities to enable them to achieve their potential
• 2.6 How own actions can defuse or exacerbate an individual’s behaviour
• 2.6 Identify how confidentiality promotes respect for and values individuals
• 2.6 Identify how to deal with food spoilage including recognition and reporting
• 2.6 Methods of promoting a service which encourages innovation and creativity in a positive and realistic manner
• 2.6 Observe children, assess, plan and record the outcomes, sharing results accurately and confidentially in line with expected statutory framework and setting’s requirements
• 2.6 Outline how stereotyping can affect people with mental health problems
• 2.6 The importance of person-centred approaches to establishing support strategies
• 2.6. Explain effects of ageing on mental health
• 2.6. Explain how to access additional support or services to enable individuals to communicate effectively
• 2.7 Describe how to refer concerns the Early Years Practitioner may have about a baby or child’s development
• 2.7 Give examples of the contribution that informal networks can make to supporting individuals with autism and their families
• 2.7 How support networks for the individual can help promote positive behaviour
• 2.7 Outline how sensory differences may have an influence on an individual’s dietary preferences
• 2.7 Outline, with examples, how personal events in an individual’s life can influence their decision to selfharm or attempt suicide
• 2.7 Use ICT that supports information exchange within and across disciplines and organisations
• 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 Explain how to support the dietary preferences of individuals with autism
• 2.8 Explain the importance of working in partnership with the individual and others
• 2.9 Outline the principles of confidentiality in relation to supporting individuals with autism
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• 3.1 Access information, advice and support about equality, diversity and inclusion
• 3.1 Analyse conflicts and dilemmas that can occur in relation to safeguarding children and young people present in an adult social care setting
• 3.1 Analyse everyday situations where assistive technology solutions can be supportive to an individual and others
• 3.1 Analyse factors that influence the capacity of an individual to express consent
• 3.1 Analyse the interrelationship between factors that support an individual’s wellbeing
• 3.1 Communicate forward thinking vision and strategy with confidence to inspire and engage others
• 3.1 Compare techniques for mentoring
• 3.1 Define co-regulation and self-regulation
• 3.1 Define dysphasia and dysarthria
• 3.1 Define the terms: objectivity, subjectivity
• 3.1 Define what is meant by a wellness action plan
• 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 different types of accidents and sudden illnesses that may occur in own work setting
• 3.1 Describe how self-harm and suicide are portrayed in the media
• 3.1 Describe how the experience of an older individual with dementia may be different from the experience of a younger individual with dementia
• 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 respond to complaints
• 3.1 Describe own role when promoting physical development in own setting
• 3.1 Describe procedures and systems relevant to the prevention and control of infection
• 3.1 Describe the changes in the brain of an individual affected by a stroke
• 3.1 Describe the characteristics of an effective team to include; • Skills • Attitudes • Behaviours
• 3.1 Describe the feelings an individual may have when experiencing bipolar disorder
• 3.1 Describe the feelings an individual may have when experiencing OCD
• 3.1 Describe the process to follow when responding to complaints
• 3.1 Describe the role of the Early Years practitioner when facilitating the development of cognition in children
• 3.1 Describe the roles and responsibilities of the Early Years Practitioner, including reporting, in the event of identifying risks and hazards
• 3.1 Describe the roles of others in the care and support of individuals with dementia
• 3.1 Describe the significance of attachment
• 3.1 Describe why it is important to establish a professional relationship
• 3.1 Develop a language rich environment for children
• 3.1 Establish requirements for information, advice and guidance with individuals and others
• 3.1 Evaluate own knowledge, performance and understanding against relevant standards
• 3.1 Explain a range of techniques that can be adopted for successful reablement
• 3.1 Explain agreed protocols for working in partnership with other organisations
• 3.1 Explain child protection in relation to safeguarding
• 3.1 Explain how an individual with autism’s behaviour can have an impact on them and others
• 3.1 explain how an individual’s priorities and the ability to communicate may vary over time
• 3.1 Explain how attachments develop
• 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways
• 3.1 Explain how understanding an individual’s biography/history can facilitate positive interactions
• 3.1 Explain own role and responsibilities in working with other professionals
• 3.1 Explain the actions to take if there are suspicions that an individual is being abused
• 3.1 Explain the characteristics of: child-initiated play, adult-led play
• 3.1 Explain the importance of establishing consent when providing care or support
• 3.1 Explain the importance of recognising own responsibilities and limitations in relation to supporting the mental health of others
• 3.1 Explain the nutritional value of the main food groups
• 3.1 Explain the processes involved in the development, maintenance and breakdown of relationships
• 3.1 Explain the roles of colleagues and the team members in an Early Years Setting
• 3.1 Explain what cyberbullying is
• 3.1 Explain what is meant by ‘a language-rich environment’
• 3.1 Explain when advocacy services must be used
• 3.1 Explain why conflicts and dilemmas may arise between the duty of care and an individual’s rights
• 3.1 Explain why it is important to take a balanced approach to risk management
• 3.1 Explain why it is important to work in partnership with others
• 3.1 Explain why the health and social care setting can have a negative influence on customers causing distress
• 3.1 Explain your responsibilities to the individuals being supported as well as key people, advocates and others who are significant to an individual
• 3.1 Give examples of the signs and symptoms associated with eating disorders
• 3.1 How attitudes and lack of understanding can impact individuals
• 3.1 How attitudes and lack of understanding can impact individuals
• 3.1 Identify a range of methods that could be used when communicating with an individual with autism
• 3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion
• 3.1 Identify aspects of everyday life in which risk plays a part
• 3.1 Identify barriers to effective communication
• 3.1 Identify digital platforms used for online communication and collaboration in care settings
• 3.1 Identify factors that have a disabling effect on an individual
• 3.1 Identify factors that may indicate that a baby or child is in danger or at risk of serious harm or abuse
• 3.1 Identify notifiable diseases
• 3.1 Identify others involved in helping children prepare for school
• 3.1 Identify reasons why people communicate and different communication methods
• 3.1 Identify sources of support for own learning and development
• 3.1 Identify the main causes of sensory loss
• 3.1 Identify the requirements of current legislation in relation to inclusive practice
• 3.1 Identify the rights of people experiencing mental ill-health
• 3.1 Identify triggers that can lead to anguish
• 3.1 Interact with babies, young children, parents/carers in a way that values them and meets their individual needs
• 3.1 Keep records that are up to date, complete, accurate and legible
• 3.1 List reasons why support is important for an individual who is grieving
• 3.1 Model inclusive practice
• 3.1 Model positive behaviour
• 3.1 Model positive behaviour to encourage social skills within an Early Years Setting as appropriate to the stage and needs of individual children
• 3.1 Outline strategies for supporting individuals to make informed choices
• 3.1 Outline the current guidelines for the diagnosis of autism in the UK
• 3.1 Outline the difficulties an individual with autism may have with: processing information, predicting the consequences of an action, organising, prioritising and sequencing, understanding the concept of time
• 3.1 Promote health and well-being in settings by encouraging babies and young children to consume healthy and balanced meals, snacks and drinks appropriate for their age
• 3.1 Referral services available to provide support for individuals
• 3.1 Share information with parents/carers about the importance of physical activity for babies and young children’s health and wellbeing
• 3.1 The inspection system in England
• 3.1 The legislative framework that applies to individuals who present with behaviour that challenges regarding: rights, safeguarding, deprivation of liberty
• 3.1 Use agreed strategies for managing behaviour
• 3.1 Use examples to describe different types of mental ill health along the continuum
• 3.1 Use learning activities to support early language development
• 3.1 Work in partnership with the individual and others to identify their preferred methods of communication
• 3.1. Analyse strategies for responding to individuals in a helping relationship
• 3.1. Compare different contexts where counselling skills are used
• 3.1. Critically evaluate the roles and responsibilities of the health and social care practitioner when empowering individuals
• 3.1. Define ‘family crisis’
• 3.1. Define the term ‘depression’
• 3.1. Define the term ‘ethical dilemma’
• 3.1. Define the terms: • prejudice • discrimination • stigma • stereotyping
• 3.1. Demonstrate how to use core counselling skills in a helping relationship
• 3.1. Describe how pathogenic micro-organisms are transmitted
• 3.1. Describe how to find out about the interests and preferences of individuals
• 3.1. Describe key legal aspects of anti-discriminatory practice
• 3.1. Describe psychological theories
• 3.1. Describe the course of an infectious disease
• 3.1. Describe the governance structure of a voluntary organisation
• 3.1. Describe the key stages in a research project
• 3.1. Explain health outcomes
• 3.1. Explain how health information of a population is gathered
• 3.1. Explain internal and environmental factors which impact the ageing process
• 3.1. Explain significant life events that can occur within each stage of human development
• 3.1. Explain the role differences between counsellor and client
• 3.1. Explain the types of services that have been provided for individuals with learning disabilities over time
• 3.1. Give an example of stereotyping in play
• 3.1. Give examples of strategies to support individual children, young peoples and adults to help them • through the process of grieving • to cope with the effects of bereavement on their lives • to deal with issues that are likely to arise
• 3.1. Give reasons why it is important to seek support and a formal diagnosis
• 3.1. Identify a range of services and professionals involved in supporting children and young people’s mental health
• 3.1. Identify objects of interest from the natural world
• 3.1. Identify own support needs in order to contribute to a helping relationship
• 3.1. Identify the benefits of effective communication on the lives of individuals with an Autism Spectrum Condition
• 3.1. Identify the benefits of effective communication on the lives of individuals with mental health problems
• 3.1. Identify transitions and significant events that a child may experience
• 3.1. List activities and choices that hinder a healthy lifestyle
• 3.1. List organisations that promote the rights of children
• 3.1. List the most common causes of dementia
• 3.1. Outline different types of abuse which a child or young person may experience
• 3.1. Outline factors that need to be considered when communicating with individuals with: • sight loss • hearing loss • deafblindness
• 3.1. Outline the types of difficulties faced by disabled people including: • social and financial issues • negative attitudes • physical barriers • institutional barriers
• 3.1. Outline ways that adults support children in play and leisure activities
• 3.1. Summarise legislation and codes of practice relating to equality, diversity, inclusion and discrimination
• 3.1a Define ‘duty of care
• 3.2 Agreed ways of working to protect an individual who presents with behaviour that challenges
• 3.2 Analyse assistive living technology for an individual in terms of: a. benefits, b. risks, c. challenges
• 3.2 Analyse communication techniques used in mentoring relationships
• 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 the use of technology in supporting the development of cognition in children
• 3.2 Collaborate with others to demonstrate team practice within the early years
• 3.2 Create an environment which promotes physical development in own setting
• 3.2 Define congenital sensory loss and acquired sensory loss
• 3.2 Demonstrate how to reduce barriers to communication in different ways
• 3.2 Demonstrate ways of working that can help improve partnership working
• 3.2 Describe how ‘reasonable adjustments’ can be implemented to improve the experience of customers
• 3.2 Describe how different equipment can be used to support reablement
• 3.2 Describe how to access information, advice and support about diversity, equality and inclusion
• 3.2 Describe procedures for reporting and recording behaviour changes and concerns
• 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 strategies that could be used to support an individual with autism to complete activities/tasks
• 3.2 Describe the cyberbullying behaviours
• 3.2 Describe the difficulties surrounding the diagnosis of autism in relation to; formal diagnosis, the range of different diagnoses on the spectrum
• 3.2 Describe the information required to enable the school to meet the individual needs of the child during transition
• 3.2 Describe the physical effects of stroke on an individual
• 3.2 Describe the process for agreeing a personal development plan and who should be involved
• 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 ways bipolar disorder affects the individual and their life
• 3.2 Describe the ways OCD affects the individual and their life
• 3.2 Describe what steps might be taken to gain knowledge and understanding of the needs and preferences of individuals with dementia from different ethnic origins
• 3.2 Discuss how effective the use of core counselling skills have been in developing the helping relationship
• 3.2 Evaluate the reasons for objectivity when recording observations
• 3.2 Explain how to manage risks associated with conflicts and dilemmas between an individual’s rights and the duty of care
• 3.2 Explain own role in partnership working
• 3.2 Explain policies and procedures relating to the handling of complaints
• 3.2 Explain the actions to take if an individual alleges that they are being abused
• 3.2 Explain the benefits of an effective team for; • Team member • Customers • Problem solving
• 3.2 Explain the effects of dysphasia and dysarthria on communication
• 3.2 Explain the Key Person’s role in relation to transition
• 3.2 Explain the medical and social models of disability
• 3.2 Explain the potential impact of an outbreak of infection on the individual and the organisation
• 3.2 Explain the procedures to be followed to protect babies and young children, including: • domestic abuse • physical abuse • emotional abuse • sexual abuse • neglect
• 3.2 Follow agreed ways of working for: recording information, storing information, sharing information
• 3.2 Give examples of how to challenge discriminatory attitudes
• 3.2 Give examples of the following strategies that can be used in relation to behaviour that challenges: prevention, de-escalation techniques, coping strategies
• 3.2 Identify actions to take when conflicts and dilemmas about safeguarding arise
• 3.2 Identify barriers to effective communication
• 3.2 Identify how children’s play needs and preferences change in relation to their stage of development
• 3.2 Identify key components of a wellness action plan
• 3.2 Identify possible responses that can be made to support an individual with mental health problems
• 3.2 Identify risks and hazards for babies and young children during off-site visits
• 3.2 Identify signs and indicators that an individual may be experiencing mental ill health
• 3.2 Identify the main points of agreed procedures for handling complaints
• 3.2 Identify when it may be necessary to refer to others when supporting individuals with mental ill health
• 3.2 Interact with children to meet individual language and communication needs
• 3.2 List different techniques that can be used to facilitate positive interactions with an individual with dementia
• 3.2 List individuals that can offer support
• 3.2 List the signs and symptoms of distress and other types of behaviour that challenges
• 3.2 Outline a range of strategies that could be used to support communication and social interaction
• 3.2 Outline the benefits individuals can gain from positive risk-taking
• 3.2 Outline the procedures to be followed if an accident or sudden illness should occur
• 3.2 Own limitations and accountabilities when supporting individuals exhibiting behaviour that is perceived as challenging
• 3.2 Plan an environment which supports children’s socialisation and group learning
• 3.2 Provide adult-led and childinitiated activities and play opportunities and educational programmes to support babies and young children’s holistic development through a range of play, creativity, social development and learning
• 3.2 Reflect on the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice
• 3.2 Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice
• 3.2 Share information with parents/carers about the importance of healthy balanced diets for nutrition, well-being and oral health
• 3.2 Summarise the role of the Key Person in an Early Years Setting
• 3.2 Support children’s early interest and development in mark making, writing, reading and being read to
• 3.2 Support others to promote equality and rights
• 3.2 The impact and effects of the behaviour on the individual
• 3.2 Use agreed methods of communication to interact with the individual
• 3.2 Use current government guidance to identify the nutritional needs of babies until they are fully weaned
• 3.2 Use feedback to evaluate own performance and inform development
• 3.2 Use feedback to evaluate own performance and inform development
• 3.2. Analyse ethical dilemmas
• 3.2. Analyse the impact that significant life events have on individuals
• 3.2. Describe how past ways of working may affect present services
• 3.2. Describe how social and cultural attitudes towards mental health have changed over time
• 3.2. Describe how to access own support
• 3.2. Describe potential effects of transition and significant events on a child’s life
• 3.2. Describe the barriers children and young people may face seeking a diagnosis
• 3.2. Describe the difference between low mood and depression
• 3.2. Describe the likely signs and symptoms of the most common causes of dementia
• 3.2. Discuss factors which can lead to family crisis
• 3.2. Discuss how a voluntary organisation is shaped by its values, mission statements and ethics
• 3.2. Explain how applying the principles of dignity might conflict with organisational priorities
• 3.2. Explain how diversity impacts on the counselling relationship
• 3.2. Explain how research and data are used to develop public health strategy
• 3.2. Explain issues that impact on the use of counselling skills in different settings
• 3.2. Explain the impact of psychological theory on health and social care practice
• 3.2. Explain the importance of early intervention, support and treatment
• 3.2. Explain the inherent power differences and perceptions of power, based on these role differences
• 3.2. Explain the steps in the pathogenesis of infectious disease
• 3.2. Explain ways in which health outcomes are measured
• 3.2. Explain when it may be necessary to refer to others when supporting individuals with dementia
• 3.2. Explain why individuals may be more vulnerable to infection
• 3.2. Give examples of different methods of communication that can be used where individuals have difficulty with spoken language
• 3.2. Identify factors which may prevent children from taking part in play and leisure activities in the community
• 3.2. Identify how a given set of materials, resources or activities can challenge stereotyping and discrimination
• 3.2. Identify the benefits of effective communication on the lives of individuals with sensory loss
• 3.2. Identify the types of support available to children, young people and adults when they are adjusting to bereavement
• 3.2. Outline how these activities and choices can have a negative effect on personal well-being
• 3.2. Outline the benefits for individuals of a person-centred approach when taking part in leisure or social activities
• 3.2. Outline why it is important to use active listening skills with individuals who have mental health problems
• 3.2. State different ways bullying can occur
• 3.2. Summarise legislation, policies, procedures and codes of practice relating to the management of information
• 3.2a Describe dilemmas that may arise between the duty of care and an individual’s rights
• 3.2b Explain what they must and must not do within their role in managing conflicts and dilemmas
• 3.2c Explain where to get additional support and advice about how to resolve such dilemmas
• 3.3 Contribute to drawing up own personal development plan
• 3.3 Create an environment which facilitates cognitive development of children in own setting
• 3.3 Demonstrate the use of facts and evidence-based opinions within records and reports
• 3.3 Demonstrate ways to check that communication has been understood
• 3.3 Describe actions to take if an individual becomes distressed or unable to continue
• 3.3 Describe common approaches used to manage behaviour that challenges
• 3.3 Describe how communication can be adapted to meet the needs and preferences of each individual
• 3.3 Describe how health and safety risk assessments are monitored and reviewed
• 3.3 Describe how modifications to the health and social care setting are communicated to the 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
• 3.3 Describe how to challenge discrimination in a way that promotes change
• 3.3 describe how you might respond to difficult questions from individuals and others
• 3.3 Describe some of the ways an eating disorder may affect the individual and their life
• 3.3 Describe ways to support an individual who is anxious and struggling to contain their own behaviour
• 3.3 Describe what knowledge and understanding would be required to work in a person-centred way with an individual with a learning disability and dementia
• 3.3 Describe where to get support and advice about managing conflicts and dilemmas
• 3.3 Discuss how transitions and other significant events impact babies and young children
• 3.3 Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years
• 3.3 Evaluate the requirement for confidentiality during the observation process
• 3.3 Examine the role of confidentiality in maintaining mentoring relationships
• 3.3 Explain how an individual’s bipolar disorder may affect others
• 3.3 Explain how involving others may enhance interaction with an individual with dementia
• 3.3 Explain how risk assessment can be used with individuals and others
• 3.3 Explain how technology can support reablement
• 3.3 Explain how to plan a weaning programme
• 3.3 Explain the benefits of working with others in the context of safeguarding, protection and welfare of children
• 3.3 Explain the impact a stroke may have on swallowing and nutrition
• 3.3 Explain the importance of a wellness action plan for self and others
• 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 qualified mental health first aider
• 3.3 Explain what steps to take if consent cannot be readily established
• 3.3 Extend children’s development and learning through verbal and non-verbal communication
• 3.3 Give reasons why people may be reluctant to seek a diagnosis
• 3.3 How to monitor interventions and safeguard individuals
• 3.3 How to record and report incidents of behaviour that is challenging
• 3.3 Identify skills and approaches needed for resolving conflicts
• 3.3 Identify sources of external support available for those who are grieving
• 3.3 Identify the demographic factors that influence the incidence of sensory loss in the population
• 3.3 Identify ways to ensure that evidence of abuse is preserved
• 3.3 Identify when to access information, advice and support about diversity, equality and inclusion
• 3.3 Implement activities (include clearing away)
• 3.3 Interact with an individual using: a. active listening, b. reflective listening
• 3.3 Outline factors which can have an impact on whether a response will work
• 3.3 Outline factors which can have an impact on whether a response will work
• 3.3 Outline the effects that having a physical disability can have on an individual’s day to day life
• 3.3 The impact and effects of the behaviour on others
• 3.3. Analyse how a voluntary organisation is held to account
• 3.3. Compare and contrast approaches to health and social care practice based on psychological theory
• 3.3. Describe different types of support that individuals may need to take part in leisure and social activities within: • the community • their own home • a residential home or group living arrangement
• 3.3. Describe how social and cultural attitudes can affect a child or young person’s perception of their own mental health
• 3.3. Describe possible causes of depression for children and young people
• 3.3. Describe support available for the worker when working with individuals adjusting to bereavement
• 3.3. Describe the body’s defence mechanisms against infection
• 3.3. Discuss approaches to crisis intervention
• 3.3. Evaluate approaches to resolving ethical dilemmas
• 3.3. Explain how health outcomes are used to assess quality of care
• 3.3. Explain how to access the additional support of others when supporting individuals with dementia
• 3.3. Explain methods of measuring outcomes of public health strategy
• 3.3. Explain the potential tension between maintaining confidentiality and the need to disclose information
• 3.3. Explain the role of the Early Years practitioner in preparing a child for a planned transition
• 3.3. Explain ways to address difference and diversity in counselling skills practice
• 3.3. Explain why some children or young people may be more vulnerable to abuse and/or bullying
• 3.3. Explain: • localised infection • systemic infection
• 3.3. Give reasons why children and young people may be reluctant to seek medical intervention and a formal diagnosis
• 3.3. Outline how information can be made accessible to individuals with sensory loss
• 3.3. Outline how personal and/or professional support can be used to highlight issues arising from the use of counselling skills
• 3.3. Outline the risk factors for the most common causes of dementia
• 3.3. Outline the use of visual communication systems for individuals with an Autistic Spectrum Condition
• 3.3. Outline the ways that adults include children with particular needs or disability in play and leisure activities
• 3.3. Outline what is meant by ‘Care Programme Approach’ (CPA)
• 3.3b Describe who to ask for advice and support in handling comments and complaints
• 3.3c Explain the importance of learning from comments and complaints to improve the quality of service
• 3.4 Access support and advice about: partnership working, resolving conflicts
• 3.4 Demonstrate how to use strategies that can be used to clarify misunderstandings
• 3.4 Describe positive behaviours, attitudes and interactions to enhance the customer experience
• 3.4 Describe the possible effects of stroke on sensory ability
• 3.4 Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years
• 3.4 Encourage babies and young children to use a range of communication methods
• 3.4 Evaluate how own records and reports provide evidence for the basis of judgements and decisions
• 3.4 Explain how a constructive environment can be created to aid communication and social interaction
• 3.4 Explain how an individual’s eating disorder may affect others
• 3.4 Explain how the self-respect of the customer can be maintained
• 3.4 Explain support and advice available to the: child, parents/carers, Early Years Practitioner
• 3.4 Explain the time intensity model
• 3.4 Explain what guidance and support is available for individuals working in the health and social care setting
• 3.4 Explain why it is important for individuals to have a formal diagnosis
• 3.4 Give examples of how individuals can be in control of their care needs
• 3.4 How the behaviour may potentially impact own and others feelings and attitudes: short-term, long-term
• 3.4 Identify prevalence rates for different types of dementia
• 3.4 Identify sources of information and support or services to enable more effective communication
• 3.4 Identify where to refer people for further help or guidance about mental health issues
• 3.4 Monitor the individual’s responses during and after the interaction to check the effectiveness of communication
• 3.4 Outline how digital technology can be used for workforce development in care settings
• 3.4 Work in ways that demonstrate inclusive practice, ensuring that every child is included and supported
• 3.4. Analyse reasons for the increase in the use of assistive technology
• 3.4. Describe how the media can influence attitudes towards mental health
• 3.4. Describe how to recognise signs that a child or young person could be depressed
• 3.4. Explain how to break the chain of infection
• 3.4. Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events
• 3.4. Explain: • acute infection • sub-acute infection • chronic infection • latent infection
• 3.4. Give examples of how to promote independence through leisure and social activities
• 3.4. Identify therapies that could be used to treat a child or young person experiencing mental health problems
• 3.4a Describe how to recognise adverse events, incidents, errors and near misses
• 3.4b Explain what they must and must not do in relation to adverse events, incidents, errors and near misses
• 3.5 Analyse the fluctuating nature of effects of stroke on an individual
• 3.5 Describe the role of specialists in supporting communication and social interaction
• 3.5 Explain how to use communication skills to manage complex, sensitive, abusive or challenging situations and behaviours
• 3.5 Explain strategies to encourage healthy eating
• 3.5 Explain why child safeguarding practice reviews are required
• 3.5 Outline the importance of promoting independence for individuals with physical disability
• 3.5 Review activities to support children’s play, creativity, social development and learning
• 3.5 State the prevalence of autism in the UK
• 3.5 Use a range of communication methods to exchange information with young children and adults
• 3.5. Evaluate how challenges impact access to assistive technology
• 3.5. Give examples of how depression may affect children and young people
• 3.5.Describe how discrimination can affect the mental health of children and young people
• 3.5a List the factors and difficult situations that may cause confrontation
• 3.5b Describe how communication can be used to solve problems and reduce the likelihood or impact of confrontation
• 3.5c Describe how to assess and reduce risks in confrontational situations
• 3.5e Explain the agreed ways of working for reporting any confrontations
• 3.6 Communicate effectively with colleagues, parents/carers and other professionals
• 3.6 Explain the importance of managing own and others’ online identity
• 3.6 Give examples of ways to promote the inclusion of individuals with physical disability in society
• 3.7 Explain the purposes and principles of independent advocacy
• 3.7 Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress
• 3.8 Explain when to involve an advocate and how to access advocacy services
• 3.8 Work alongside parents and/or carers and recognise their role in the baby’s/child’s health, well-being, learning and development
• 4.1 Agree how a support plan will be carried out with an individual and others
• 4.1 Analyse the attitudes, approaches and skills needed in own role to implement personalisation
• 4.1 Analyse the importance of working in partnership with others
• 4.1 Comply with statutory frameworks that underpin service provision
• 4.1 Define the term risk
• 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, heuristic play
• 4.1 Describe different ways of applying active participation to meet individual needs
• 4.1 Describe how active participation benefits an individual
• 4.1 Describe how different individuals may experience living with dementia depending on age, type of dementia, and level of ability and disability
• 4.1 Describe how to create an environment which supports children’s mathematical development
• 4.1 Describe how to keep digital devices safe and secure
• 4.1 Describe reasons for scaffolding children’s mathematical development
• 4.1 Describe the demands of daily life that may influence symptoms of bipolar disorder
• 4.1 Describe the key components of functional analysis
• 4.1 Describe the main characteristics found in individuals with autism
• 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 role of the adult social care regulator in England
• 4.1 Evaluate how learning activities have affected practice
• 4.1 Explain how the Early Years practitioner can minimise ill health in children
• 4.1 Explain how to support others to raise concerns
• 4.1 Explain own role in supporting others to follow practices that reduce the spread of infection
• 4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection
• 4.1 Explain strategies to support the development of emergent literacy in relation to current frameworks
• 4.1 Explain the characteristics of an enabling indoor play environment
• 4.1 Explain the impacts of poor diet on babies and young children’s health, development and well-being 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
• 4.1 Explain the importance of seeking support for own mental health
• 4.1 Explain the importance of the voice of the child, parental/carer engagement, the home learning environment and their roles in early learning to meet the individual needs of young children with SEND
• 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 term confidentiality
• 4.1 Explain the use of daily activities to promote recovery and independence
• 4.1 Explain ways to communicate with all children appropriate for all their stages of development, including those for whom English is an additional language (EAL) or who have delayed speech
• 4.1 Explain why serious case reviews are required
• 4.1 Identify a range of life events and transitions that individuals may experience
• 4.1 Identify accidents and incidents which may occur in a setting
• 4.1 Identify barriers to partnership working
• 4.1 Identify children’s additional needs in relation to expected stages of development
• 4.1 Identify possible causes of mental distress in different cultural groups
• 4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse
• 4.1 Identify risks and hazards to health and safety in an Early Years Setting
• 4.1 Identify sources of support for planning and reviewing own development
• 4.1 Identify the indicators and signs of: a. sight loss b. hearing loss c. deafblindness
• 4.1 identify the range of support services and facilities available to an individual and others
• 4.1 Identify the steps to take to support an individual who is facing a mental health crisis
• 4.1 Identify transitions a child may experience
• 4.1 Outline policies and procedures for safeguarding babies and young children in an Early Years Setting
• 4.1 Reflect on own role in relation to managing children’s behaviour in an Early Years Setting
• 4.1 Show how a learning activity has improved own knowledge, skills and understanding
• 4.1 Use formats that enable an individual and others to understand the information conveyed
• 4.1. Analyse the role of health promotion within public health
• 4.1. Describe causes of age associated diseases
• 4.1. Describe own observations, thoughts, feelings and concerns when using counselling skills
• 4.1. Describe useful strategies for ending relationships
• 4.1. Discuss psychological approaches in the management of an identified mental health condition
• 4.1. Evaluate how the voluntary sector supports equality, diversity and inclusion
• 4.1. Evaluate the role of the health and social care practitioner in meeting individuals’ needs through inclusive practice
• 4.1. Explain methods of micro-organism control: • sterilisation • disinfection • pasteurisation • sanitation • asepsis
• 4.1. Explain the meaning of the term ‘social inclusion’
• 4.1. Explain what is meant by ethical referral
• 4.1. Identify positive and negative aspects of own lifestyle
• 4.1. Identify the needs of children in own setting in relation to emotional well-being
• 4.1. Identify what is meant by the ‘social model’ of disability
• 4.1. Outline a range of other mental health conditions that may present in children and young people
• 4.2 Agree goals and outcomes with a mentee
• 4.2 Analyse reasons for valuing individual interests when supporting children’s emergent mathematical development
• 4.2 Analyse the benefits of supporting equality, diversity and inclusive practice
• 4.2 Apply values and principles that underpin service provision
• 4.2 Assess an individual’s understanding of information conveyed
• 4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working
• 4.2 Describe how an enabling indoor play environment meets the age, stage and needs of children
• 4.2 Describe how these characteristics can vary from individual to individual
• 4.2 Describe how these demands of daily life may influence symptoms of bipolar disorder
• 4.2 Describe the causes and spread of infection
• 4.2 Describe the reasons for early intervention when meeting children’s additional needs
• 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 Evaluate the impact of personalisation on own role
• 4.2 Explain how communication affects all aspects of own practice
• 4.2 Explain how emotional resilience/mental health impacts upon holistic wellbeing
• 4.2 Explain how the Key Person prepares and supports babies and young children during transitions
• 4.2 Explain how to support others during the safeguarding process
• 4.2 Explain safe sleep practices which minimise the risk of sudden infant death syndrome (SIDS)
• 4.2 Explain the causes and spread of infection in care settings
• 4.2 Explain the importance of repetition to promote recovery
• 4.2 Explain the principles of heuristic play
• 4.2 Explain the purpose of the inspection and regulation system in England
• 4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse
• 4.2 Explain the use of systematic synthetic phonics in the teaching of reading
• 4.2 Explain ways to overcome barriers when working in partnership
• 4.2 Give examples of barriers that may exist for different cultural groups accessing services
• 4.2 Give reasons why individuals with autism may find these transitions difficult
• 4.2 Identify forms for completion in the event of: accidents, incidents, emergencies
• 4.2 Identify opportunities for growth and development
• 4.2 Identify possible barriers to active participation
• 4.2 Identify the differences between secure and insecure websites
• 4.2 identify the key people who may be involved within a multidisciplinary end of  life care team
• 4.2 Outline potential risks of infection within the workplace
• 4.2 Promote activities which support babies and young children’s: physical play, creative play, imaginative play, sensory play, heuristic play
• 4.2 Show how reflecting on a situation has improved own knowledge, skills and understanding
• 4.2 Support children’s interest and development in mathematical learning, including numbers, number patterns, counting, sorting and matching
• 4.2 Work with others to review and prioritise own learning needs, professional interests and development opportunities
• 4.2. Analyse a psychological approach in relation to an identified mental health condition
• 4.2. Analyse effects of age associated diseases
• 4.2. Describe how to recognise a range of mental health conditions in children and young people
• 4.2. Describe the possible impact of a helping relationship ending
• 4.2. Explain key differences between the ‘medical model’ of disability and the ‘social model’ of disability
• 4.2. Explain reasons for referral
• 4.2. Explain the meaning of the term ‘advocacy’
• 4.2. Outline how person-centred approaches support the principles of dignity
• 4.2. Outline the benefits of self reflection for: • personal development • the use of counselling skills
• 4.2. Outline the impact that the attitudes and behaviours of others may have on an individual with dementia
• 4.2. Produce an action plan to improve own health and wellbeing
• 4.2. Summarise current global challenges to public health
• 4.2. Work with children in a way that: • supports independence • builds resilience and perseverance • builds confidence • supports self-reliance • equips children to protect themselves • builds relationships between children
• 4.3 Agree processes for recording interactions and progress to support information sharing
• 4.3 Contribute to quality assurance processes to promote positive experiences for individuals using care services
• 4.3 Demonstrate how active participation can address the holistic needs of an individual
• 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 mathematical development
• 4.3 Describe situations where information normally considered to be confidential might need to be passed on
• 4.3 Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies
• 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns
• 4.3 Describe the process of carrying out a risk assessment
• 4.3 Ensure implementation of a support plan
• 4.3 Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play
• 4.3 Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice
• 4.3 Explain how services are monitored, inspected and regulated in adult social care in England
• 4.3 Explain strategies for early intervention
• 4.3 Explain the importance of continuing professional development
• 4.3 Give examples of support which may be offered to parents/carers
• 4.3 Identify factors which have featured in reports into serious cases of abuse and neglect
• 4.3 Identify potential online threats to personal information
• 4.3 identify the potential barriers an individual may face when accessing end of life care
• 4.3 Identify ways that individuals can be supported through transitions
• 4.3 Outline ways of overcoming barriers to accessing services
• 4.3 Outline what is meant by the ‘triad of impairments’
• 4.3 Propose ways to enhance own contribution to promoting personalisation
• 4.3 Record progress in relation to personal development
• 4.3 Work with others to agree own personal development plan
• 4.3. Describe different types of advocacy
• 4.3. Describe how other mental health conditions may impact children and young people
• 4.3. Explain current: • Home Nation public health issues • international public health issues
• 4.3. Explain the reasons for accurate and timely recording of physiological measurements
• 4.3. Outline the reasons why the social model focuses on ‘disability’ and not ‘impairment’
• 4.3. Plan an activity to promote emotional well-being in own setting
• 4.4 Describe how to protect personal information online when using digital devices
• 4.4 Explain how and when to seek advice about confidentiality
• 4.4 Explain the importance of carrying out a risk assessment
• 4.4 Identify positive and negative points of the triad of impairments
• 4.4 Identify skills and approaches needed for resolving conflict
• 4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing
• 4.4 Show how feedback from others has developed own knowledge, skills and understanding
• 4.4 suggest ways to minimise the barriers an individual may face when accessing end of life care
• 4.4. Describe ways to build empowerment and active participation into everyday support with individuals with learning disabilities
• 4.4. Describe what might constitute a mental health ‘crisis’ or emergency
• 4.4. Evaluate a current public health campaign in the UK
• 4.4. Explain how to report physiological measurements that may be a cause for concern
• 4.4. Explain when, how and why confidentiality and boundaries may be breached
• 4.4. Implement an activity to promote emotional well-being in own setting
• 4.4. Outline the type of ‘language’ used when applying the social model
• 4.5 Disseminate information to others relating to equality and diversity
• 4.5 Identify when to seek support in situations beyond your experience and expertise
• 4.5 Show how to record progress in relation to personal development
• 4.5. Evaluate own role when promoting emotional well-being in own setting
• 4.5. Explain how the social model of disability can be used in practice
• 4.6 Reflect on own practice in relation to equality and diversity
• 4.7 Describe the following terms: • cyberbullying • cyber criminal • cyber predator • hacker
• 4.7 Model behavior that promotes equality, diversity and inclusion
• 4C’s of Food Hygiene for Care Workers
• 5.1 Analyse legal and ethical tensions between maintaining confidentiality and sharing information
• 5.1 Describe the key characteristics of Positive Behavioural Support
• 5.1 Evaluate how far systems and structures in own organisation have adapted to personalisation
• 5.1 Evaluate how learning activities have affected practice
• 5.1 Evaluate how theoretical perspectives and philosophical approaches to play support own practice
• 5.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights • supporting individuals with awareness of personal safety
• 5.1 Explain the characteristics of an enabling outdoor play environment
• 5.1 Explain the following conditions that may cooccur with autism: mental ill-health, learning disability
• 5.1 Explain the main points of legislation that relate to moving and handling
• 5.1 Explain the psychological and emotional effects on the individual with stroke
• 5.1 Explain the terms: • co-regulation • self-regulation
• 5.1 Give examples of symptoms which may occur in a manic-depressive episode
• 5.1 Identify different working relationships for effective team practice in Early Years Settings
• 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
• 5.1 Identify records to be completed in relation to partnership working
• 5.1 Identify roles and responsibilities for implementing a change management plan
• 5.1 Identify signs and symptoms of ill health in babies and children
• 5.1 Identify the support an individual may need to access: healthcare, education and training, leisure services
• 5.1 Outline stigma and stereotypes relating to mental health illness
• 5.1 Outline the reasons for immunisation
• 5.1 Plan activities for mentoring based on identified goals and outcomes
• 5.1 Summarise inclusive play practice in relation to current frameworks
• 5.1 Support an individual to make informed choices
• 5.1 Use equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements
• 5.1. Assess the role of the voluntary sector in safeguarding individuals
• 5.1. Determine skills necessary for concluding a counselling skills interaction
• 5.1. Explain how attitudes are changing in relation to individuals with learning disabilities
• 5.1. Explain the importance of personal hygiene and attire in relation to infection control
• 5.1a Describe how to put person-centred values into practice in their day-to-day work
• 5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals
• 5.1c Identify ways to promote dignity in their day-to-day work
• 5.2 Analyse how play supports the interests and abilities of children
• 5.2 Analyse the implications of assistive technology for maintaining confidentiality for the individual
• 5.2 Describe how an enabling outdoor play environment meets the age, stage and needs of children
• 5.2 Describe how attitudes and perceptions can influence an individual with mental ill health
• 5.2 Describe other conditions that may co-occur with autism
• 5.2 Describe the cognitive needs of the individual with stroke
• 5.2 Describe ways to improve systems and structures to enhance personalisation
• 5.2 Encourage children to be aware of personal safety and the safety of others
• 5.2 Explain how a working relationship is different to a personal relationship
• 5.2 Explain how reflective practice has led to improved ways of working
• 5.2 Explain principles for moving and handling equipment and other objects safely
• 5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse
• 5.2 Explain the principles for safe moving and handling
• 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
• 5.2 Explain the role within Positive Behavioural Support of: • primary prevention strategies • secondary prevention strategies • non aversive reactive strategies
• 5.2 Identify different types of PPE
• 5.2 Identify the immunisation schedule
• 5.2 Outline the rights of individuals with autism in relation to accessing services and facilities
• 5.2 Use agreed risk assessment processes to support the right to make choices
• 5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting
• 5.2. Explain the correct hand washing technique
• 5.2. Give examples of behaviour that does not respect dignity
• 5.2. Give examples of positive and negative aspects of being labelled as having a learning disability
• 5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual
• 5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan
• 5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care
• 5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements
• 5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements
• 5.3 Describe how self-regulation changes according to a child’s age and stage of development
• 5.3 Describe the concerns that can arise from these co-occurring conditions
• 5.3 Describe the health needs that may be associated with stroke
• 5.3 Discuss the reasons why some children are not immunised
• 5.3 Explain the reasons for use of PPE
• 5.3 Explain the roles and responsibilities of other agencies and professionals that work with and support Early Years Settings, both statutory and nonstatutory
• 5.3 Explain why a worker’s personal views should not influence an individual’s choices
• 5.3 Explain why continuing professional development is important
• 5.3 Give examples of reasonable adjustments that could be made for individuals with autism
• 5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention
• 5.3 Summarise the impact media can have on an individual’s mental health and wellbeing
• 5.3. Explain the use of personal protective equipment
• 5.3. Outline the actions to take in response to behaviour that does not respect dignity
• 5.4 Analyse the significance of co-regulation for self-regulation
• 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others
• 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 the importance of the voice of the child and parent/carer engagement for the home learning environment and their roles in early learning
• 5.4 Outline the support available for individuals and families from rights groups and community support organisations
• 5.4 Record progress in relation to personal development
• 5.4 Take steps to develop own leadership and mentoring skills
• 5.4. Explain the process of safe waste disposal for: • body fluids • linen • sharps and equipment
• 5.4a Raise any concerns directly with the individual concerned
• 5.4b Raise any concern with their supervisor/ manager
• 5.4c Raise any concerns via other channels or systems e.g. at team meetings
• 5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable.
• 5.5b Recognise the signs that an individual is in pain or discomfort. This could include: Verbal reporting from the individual, Non-verbal communication, Changes in behaviour
• 5.6a Explain how individual identity and self-esteem are linked to emotional and spiritual wellbeing.
• 50 Care Home Policies and Why They Are Needed
• 6 Examples of Meaningful Interactions in a Care Home
• 6 Examples of Person-Centred Care
• 6.1 Analyse how evidence-based practice can be used to inform your practice
• 6.1 Define the term ‘reflective practice’ for professional development
• 6.1 Describe how attitudes and lack of understanding can compound the difficulties of individuals with autism
• 6.1 Describe how the Early Years practitioner supports a child to prepare for a stay in hospital
• 6.1 Describe the key principles of good personal hygiene
• 6.1 Describe types of hazardous substances that may be found in the work setting
• 6.1 Describe unsafe practices that may affect the well-being of individuals
• 6.1 Explain how individual identity and self esteem are linked with well-being
• 6.1 Explain the links between identity, self-image and self esteem
• 6.1 Give examples of medical intervention for bipolar disorder
• 6.1 Identify barriers that people with autism may face in gaining employment
• 6.1 List accidents and incidents which may occur in an Early Years Setting
• 6.1 Plan an activity to support healthy eating in own setting
• 6.1 Summarise a range of underpinning theories and their impact to child development
• 6.1a Describe the different ways that people communicate
• 6.1b Describe how communication affects relationships at work
• 6.1c Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them
• 6.2 Analyse factors that contribute to the well-being of individuals
• 6.2 Apply evidence-based practice in your practice
• 6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being
• 6.2 Describe how individuals can be supported with: gaining employment, starting employment, continuing employment
• 6.2 Describe the different stages of weaning in babies
• 6.2 Explain safe practices for: storing hazardous substances, using hazardous substances, disposing of hazardous substances and materials
• 6.2 Explain the actions to take if unsafe practices have been identified
• 6.2 Explain the importance of reflective practice and CPD to improve own skills and early years practice
• 6.2 Give examples of how autism can be misrepresented in the media
• 6.2 Implement an activity to support healthy eating in own setting
• 6.2. Outline examples of how respectful language can be used to promote dignity
• 6.2a Describe how to establish an individual’s communication and language needs, wishes, and preferences
• 6.2b List a range of communication methods and styles that could help meet an individual’s communication needs, wishes, and preferences
• 6.3 Describe how discrimination against individuals with autism can occur inadvertently in society
• 6.3 Describe steps to take to maintain good oral health in babies and children
• 6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response
• 6.3 Evaluate use of evidence-based practice in own setting
• 6.3 Identify organisations and agencies that support individuals with autism into employment
• 6.3 Reflect on own role when supporting healthy eating in own setting
• 6.3 Support an individual in a way that promotes a sense of identity and self esteem
• 6.3. Describe the effects of using disrespectful language
• 6.3a List barriers to effective communication
• 6.3b Describe ways to reduce barriers to effective communication
• 6.3c Describe how to check whether they (the HCSW/ASCW) have been understood
• 6.3d Describe where to find information and support or services, to help them communicate more effectively
• 6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date
• 6.4 Make recommendations for healthy eating in own setting
• 6.4a Describe what confidentiality means in relation to their role
• 6.4b List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication
• 6.4c Describe situations where information, normally considered to be confidential, might need to be passed on
• 6.4d Describe who they should ask for advice and support about confidentiality
• 6.5 Recognise and respond to changes in physical and mental health
• 6.6 Explain the importance of good nutrition and hydration
• 7.1 Compare different uses of risk assessment in care settings
• 7.1 Describe practices that prevent fires from: starting, spreading
• 7.1 Describe the potential risks presented by: • the use of electronic communication devices • the use of the internet • the use of social networking sites • carrying out financial transactions online
• 7.1 Describe the therapeutic role of play in hospital in supporting children’s recovery
• 7.1 Develop effective strategies to support children’s ability to manage significant life events and daily micro transitions
• 7.1 Identify the signs and symptoms of allergic reaction and intolerances in babies and young children
• 7.1a Describe what is meant by privacy and dignity
• 7.1b List situations where an individual’s privacy and dignity could be compromised
• 7.1c Describe how to maintain privacy and dignity in the work setting
• 7.2 Describe emergency procedures to be followed in the event of a fire in the work setting
• 7.2 Explain how risk-taking and risk assessment relate to rights and responsibilities
• 7.2 Explain ways of reducing the risks presented by each of these types of activity
• 7.2 Reflect on how early years educators prepare babies and children for planned transitions
• 7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so. This could include: Health condition, Sexual orientation, Personal history, Social circumstances
• 7.3 Explain emergency procedures to be followed in the event of a fire in the work setting
• 7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices
• 7.3 Explain the importance of maintaining clear evacuation routes at all times
• 7.3 Explain why risk assessments need to be regularly revised
• 7.3a Describe ways of helping individuals to make informed choices.
• 7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others
• 7.4a Demonstrate how to support individuals to make informed choices
• 7.4d Describe how to report any concerns they have to the relevant person. This could include: Senior member of staff, Carer, Family member
• 7.5a Describe the importance of how valuing people contributes to active participation
• 7.6a Demonstrate that they can support the active participation of individuals in their care
• 7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care
• 8 Leadership Styles in Healthcare
• 8.1 Follow agreed procedures for checking the identity of anyone requesting access to: premises, information
• 8.1 Identify common childhood illnesses
• 8.1 Use agreed ways of working for checking the identity of anyone requesting access to: premises, information
• 8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food
• 8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing
• 8.1c List signs and symptoms of poor nutrition and hydration
• 8.1d Explain how to promote adequate nutrition and hydration
• 8.2 Identify the signs and symptoms which may indicate that a baby or young child is injured, unwell or in need of urgent medical/dental attention
• 8.2 Implement measures to protect own security and the security of others in the work setting
• 8.2a Ensure drinks are within reach of those that have restrictions on their movement/ mobility
• 8.2b Ensure that drinks are refreshed on a regular basis
• 8.3 Describe the role and responsibilities of the Early Years Practitioner, including reporting, in the event of a baby or young child requiring: • urgent/emergency medical/dental attention • non-urgent medical attention
• 8.3 Explain the importance of ensuring that others are aware of own whereabouts
• 8.3d Support and encourage individuals to eat in accordance with their plan of care
• 9.1 Identify common signs and indicators of stress in self and others
• 9.1 Identify forms for completion in the event of: • accidents • incidents • emergencies
• 9.2 Explain procedures for receiving, storing, recording, administering and the safe disposal of medicines in an Early Years Setting
• 9.2 Identify circumstances and factors that tend to trigger stress in self and others
• 9.3 Describe ways to manage stress and how to access sources of support
• A Guide to Career Progression in Health and Social Care
• A Guide to CQC Staffing Ratios for Care Homes
• A Guide to Fire Alarm Systems in Health and Social Care
• A Guide to Fire Risk Assessments in Care Homes
• A Guide to Individual Employer Funding from Skills for Care
• A Guide to International Recruitment in Health and Social Care
• A Guide to Service Design in Health and Social Care
• Accessible Information Standard (AIS) for Care Homes
• Active Listening vs Reflective Listening in Health and Social Care
• Adult Social Care Workforce Data Set (ASC-WDS) Guide
• Anaphylaxis Training Guide
• Asbestos Training Guide
• Assistive Technology for Dementia Guide
• Autism Charities
• Autism Training Guide
• Award vs Certificate vs Diploma in Health and Social Care
• Baking Ideas for Care Homes
• Barriers to Communication in Health and Adult Social Care
• Bipolar Disorder Awareness Training: Free Guide
• Bipolar Disorder Q&A
• Bipolar Disorder: Charities and Organisations
• Care Certificate 1 Answers
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• Care Certificate 4.1c Answers
• Care Certificate 4.2a Answers
• Care Certificate 4.2b Answers
• Care Certificate 4.2c Answers
• Care Certificate 4.3a Answers
• Care Certificate 4.3b Answers
• Care Certificate 4.3c Answers
• Care Certificate 7.3b Answers
• Care Certificate 7.3c Answers
• Care Certificate 7.5b Answers
• Care Certificate 7.5c Answers
• Care Certificate 7.5d Answers
• Care Certificate 7.6c Answers
• Care Certificate 9.1a Answers
• Care Certificate 9.1b Answers
• Care Certificate 9.1c Answers
• Care Certificate 9.2a Answers
• Care Certificate 9.2b Answers
• Care Certificate 9.3a Answers
• Care Certificate 9.3b Answers
• Care Certificate 9.4a Answers
• Care Certificate 9.4b Answers
• Care Certificate 9.5a Answers
• Care Certificate 9.5b Answers
• Care Certificate 9.6a Answers
• Care Certificate 9.6b Answers
• Care Certificate 9.6c Answers
• Care Certificate 9.6d Answers
• Care Certificate Workbooks – PDF Download and Guide
• Care Home Equality and Diversity Policy Example
• Care Home Marketing Guide
• Care Management Systems for Homecare Providers
• Catheter Care Training Guide
• Celebrating Social Care Month
• Cerebral Palsy Training Guide
• Changes to Workforce Development Funding
• Clinical Training
• Code of Conduct for Health and Social Care
• Cognitive Needs in Health and Social Care
• Common Questions on CPD in Health and Social Care
• Continuous Improvement in Healthcare
• CPD Learning vs CPD Accredited in Health and Social Care
• CQC Mock Inspection Guide
• CQC New Assessment Approach Guide
• CQC PIR Form Examples
• CQC PIR Guidance for Adult Social Care
• Cyber Security in Health and Social Care Settings
• Data Protection Act 2018 in Health and Social Care
• Diabetes Training Guide
• Digital Social Care Record (DSCR) Systems Explained
• Discrimination vs Prejudice in Health and Social Care
• Does Age Matter When Working in Health and Social Care?
• Does CQC Require That Training is Accredited?
• Does Free Health and Social Care Training Really Exist?
• Duty of Care: Unit Guide
• Effective Communication in Health and Social Care
• Examples of Care Worker Appraisal Questions and Answers
• Examples of Cultural Differences in Health and Social Care
• Examples of Dignity in Care
• Examples of Health and Safety in Health and Social Care
• Examples of how the rights of individuals with autism can be promoted
• Examples of Lack of Respect in Health and Social Care
• Examples of Maslow’s Hierarchy of Needs in Early Years
• Examples of Maslow’s Hierarchy of Needs in Healthcare
• Examples of reasonable adjustments that could be made for individuals with autism
• Examples of Work-related Diseases in Health and Social Care
• Factors that may compromise the personal safety of an individual with autism
• Food Safety Act in a Care Home
• Food Safety Standards in Care Homes
• Formal Communication in Health and Social Care
• Funding Opportunities For Individual Employers: Enhancing Training For Personal Assistants
• Fundraising Ideas for Care Homes
• Gender Identity in Health and Social Care – A Toolkit for Care Providers
• Good practice in safeguarding training – NICE guide
• Google Ads for Care Homes Guide
• Handling Information in Care Settings Guide
• Health and Social Standards in the UK
• Honour Based Abuse Examples for Care Homes
• How a working relationship is different from a personal relationship
• How Can You Maintain Confidentiality in Health and Social Care?
• How Do Politics Affect Health and Social Care?
• How does CQC assess care homes?
• How legislation and guidance can be used to support individuals with autism
• How Sensory Processing Difficulties Overlap with Other Conditions
• How to Adapt the Living Environment in Health and Social Care
• How to Ask Open-ended Questions in Health and Social Care
• How to Avoid Making Assumptions in Health and Social Care
• How to Avoid Medical Jargon in Health and Social Care
• How to Avoid Personal Bias in Health and Social Care
• How to Balance Work and Life as a Care Worker
• How to be Culturally Sensitive in Health and Social Care as a Care Worker
• How to Become a Activity Coordinator in a Day Centre
• How to Become a Care Home Kitchen Assistant
• How to Become a Care Worker in a Care Home
• How to Become a Cognitive Behavioural Therapist
• How to Become a Community Transport Driver
• How to Become a Complementary Therapist
• How to Become a Dietetic Assistant
• How to Become a Freelance Assessor in Health and Social Care 
• How to Become a Healthcare Assistant
• How to Become a Healthcare Support Worker
• How to Become a Personal Assistant
• How to Become a Reablement Worker
• How to become a senior carer
• How to Become a Shared Lives Carer
• How to Become an Art Therapist
• How to Benchmark the Knowledge of Health and Social Care Workers
• How to Boost Job Satisfaction in Health and Social Care
• How to Build Rapport in Health and Social Care
• How to Build Trusting Relationships in Health and Social Care
• How to Celebrate Pride Month in a Care Home
• How to Complete and Maintain Records in Health and Social Care
• How to Create a Calm Environment in Health and Social Care
• How to Create a Culture of Growth and Learning in Health and Social Care
• How to Create a Dementia Sensory Garden
• How to Create a Positive Environment in Health and Social Care Settings
• How to Create a Reflective Journal for a Care Worker
• How to Create a Values Persona in Health and Social Care
• How to Deal with Burnout in a Care Home
• How to Deal with Misunderstandings in Health and Social Care
• How to Deal with Personality Clashes in Health and Social Care
• How to Develop Emotional Intelligence in Health and Social Care
• How to do a Risk Assessment for Activity Provision
• How to do Emotion Mapping in Health and Social Care
• How to Do Research and Study Health and Social Care
• How to Foster a Culture of Learning in Health and Social Care
• How to Foster a Supportive Environment in Health and Social Care
• How to Foster Open Dialogue in Health and Social Care
• How to Give Constructive Feedback in Health and Social Care
• How to Handle Equipment Safely in Health and Social Care
• How to Improve Accessibility for Homecare Agencies
• How to Improve Accessibility in a Care Home
• How to Improve Readability in Health and Social Care
• How to Improve Staff Retention in Health and Social Care
• How to Keep a Portfolio of Evidence for Training in Health and Social Care
• How to Learn Care Skills Online
• How to Make Sense of Data in Health and Social Care
• How to Manage Conflict in a Care Home
• How to Offer Reassurance in Health and Social Care
• How to Practice Empathy as a Care Worker
• How to Prevent Conflicts from Escalating in Health and Social Care
• How to Promote Equality in Health and Social Care
• How to Promote Physical Activity in Health and Social Care
• How to Provide Attentive Homecare
• How to Schedule Appointments in Health and Social Care
• How to Seek Feedback in Health and Social Care
• How to Setup a Book Club in a Care Home
• How to Summarise Communication in Health and Social Care
• How to Use a Balanced Scorecard in Health and Social Care
• How to Use a Critical Friend in Health and Social Care
• How to Use a SWOT Analysis in Health and Social Care
• How to Use Aromatherapy in Care Homes
• How to Use Body Language in Health and Social Care
• How to Use Buddying in Health and Social Care Settings
• How to Use Checklists in Health and Social Care
• How to use CUDSA to Resolve Conflict in Health and Social Care
• How to Use Diagrams in Health and Social Care
• How to Use Expressive Arts in Health and Social Care
• How to Use Eye Contact to Communicate in Health and Social Care
• How to Use Facial Expressions to Communicate in Health and Social Care
• How to Use Feedback Loops in Health and Social Care
• How to Use Formal Recognition in Health and Social Care
• How to Use Gestures to Communicate in Health and Social Care
• How to Use Inclusive Language in Health and Social Care
• How to Use Kolb’s Experiential Learning Cycle in Health and Social Care
• How to use LEAPS in Health and Social Care to Resolve Conflict
• How to Use Learning Styles to Improve Training in Health and Social Care
• How to Use Mind Maps in Health and Social Care
• How to Use Music Therapy in Care Homes
• How to Use Nudge Techniques in Health and Social Care
• How to Use Paraphrasing to Communicate in Health and Social Care
• How to Use Plain English in Health and Social Care
• How to Use Plan Do Study Act (PDSA) Method in Health and Social Care
• How to Use Role-Play Exercises in Health and Social Care Training
• How to Use SBAR for a Handover in Health and Social Care
• How to use SBAR to Improve Communication in Health and Social Care
• How to Use Service Blueprints in Health and Social Care
• How to Use Silence to Communicate in Health and Social Care
• How to Use Six Sigma in Health and Social Care
• How to Use the 4 P’s of Marketing in Social Care
• How to Use the ABCDE Method for Time Management in Health and Social Care
• How to Use the Eisenhower Matrix for Time Management in Health and Social Care
• How to Use the Five Ways to Wellbeing in Early Years Education
• How to Use the Five Ways to Wellbeing in Health and Social Care
• How to Use the Five Ways to Wellbeing in Health and Social Care
• How to Use the Gibbs’ Reflective Cycle in Health and Social Care
• How to Use the GROW Model for Coaching in Health and Social Care
• How to Use the Margerison and McCann Team Model in Health and Social Care
• How to Use the Pareto Principle for Time Management in Health and Social Care
• How to Use the PDCA Cycle in Health and Social Care
• How to Use the RACI Chart in Health and Social Care
• How to Use the Situation-Behaviour-Impact (SBI) Model in Health and Social Care
• How to Use the SOAP Method in Health and Social Care
• How to Use Total Quality Management (TQM) in Health and Social Care
• How to Use User-centred Design in Health and Social Care
• How to Volunteer at a Care Home
• How to Work a Night Shift in Health and Social Care
• How to Write a Safeguarding and Protection Policy for a Care Home
• Human Rights Act in Health and Social Care
• Incidents vs Accidents in Health and Social Care
• Intrinsic vs Extrinsic Motivations in Health and Social Care
• Is BPD a Disability?
• Is OCD a Disability?
• Is the Care Certificate equivalent to NVQ?
• Job Roles in Health and Social Care: Real-life Stories
• Leadership Tips for Registered Managers
• LGBTQIA+ in Health and Social Care: A Toolkit for Care Providers
• List of CQC Regulations and What They Mean
• Lone Working Training: The Essentials
• Management vs Leadership in Health and Social Care
• Managing Burnout in Social Work
• Managing the Safeguarding and Protection of Vulnerable Individuals – Unit Guide
• Manual Handling vs Moving and Handling in Health and Social Care
• Meaningful Activities in Care Homes with Examples
• Medequip is making strides towards co-production in community equipment services
• Mental Capacity Act and Restraint Guide
• Mental Capacity Act Assessment Questions Guide
• Mental Capacity Act Training Guide
• Monitoring the Mental Health Act in 2022/23 CQC Report
• NCFE CACHE Level 2 Certificate in Understanding Autism
• New Guidance Released for Health and Social Care Organisations on Data Protection Transparency
• New Guidelines to Aid Employers with Menopause Management in the Workplace
• Nominated Individual vs. Registered Manager and Dual Roles
• Non Verbal Communication in Health and Social Care
• Person-Centred Care Planning
• Person-Centred Care Training Guide
• Personal Development Plans in Health and Social Care
• Personality Types in Health and Social Care Teams
• Positive Risk Taking in Health and Social Care
• Principles of confidentiality in relation to supporting individuals with autism
• Professional Boundaries Training: The Essentials
• Questioning Techniques in Health and Social Care
• Rayne Foundation’s Better Careers for Better Care Program Advances with Successful Open Call
• Residential Care vs Domiciliary Care
• Respect of Privacy in Health and Social Care
• Responsibilities of a Care Worker
• Responsibilities of a Care Worker: Unit Guide
• RESTORE2 Free Care Training in the West of England
• Restriction vs Deprivation in Health and Social Care
• SCIE Eight Dignity Factors and How to Implement Them
• Scotland Introduces Carer Support Payment To Replace Carer’s Allowance
• SEO for Care Homes Guide
• Signs vs Symptoms in Health and Social Care
• Simple vs Complex Language in Health and Social Care with Examples
• Skills vs Knowledge in Health and Social Care
• Slips, Trips, and Falls in Health and Social Care
• Social Care Needs Assessment Examples
• Social Media for Care Homes Guide
• Stoma Care Training: The Essentials
• Teamwork in Health and Social Care Guide
• The Care Act 2014 and its importance in the sector
• The Care Certificate
• The Challenges of Meeting CQC Regulations for Care Homes
• The Ultimate Guide to Prepare for a CQC Inspection: Tips and Strategies for Success
• Thinking vs. Feeling in Health and Social Care
• Time Management Apps for Health and Social Care Workers
• Understanding CQC Regulation 10: Dignity and Respect
• Understanding CQC Regulation 11: Need for Consent
• Understanding CQC Regulation 12: Safe Care and Treatment
• Understanding CQC Regulation 13: Safeguarding Service Users from Abuse and Improper Treatment
• Unit 1.1 Define the term equality
• United Response call to celebrate 50th anniversary
• Unsafe Lifting Practices Guide
• Unwise Decisions Under the Mental Capacity Act – 14 Examples
• Using Collaborative Leadership in Adult Social Care
• Using the Pomodoro Technique for Time Management in Care
• Values vs Attitudes in Health and Social Care
• Ways to safeguard against the bullying and exploitation of individuals with autism
• Web Design for Care Homes Guide
• What are Accessibility Statements in Health and Social Care?
• What are Activities of Daily Living in Health and Social Care?
• What are Advanced Diseases in Healthcare?
• What are Adverse Events in Health and Social Care?
• What are Agreed Ways of Working in Health and Social Care?
• What are Areas of Learning in the Early Years Foundation Stage?
• What Are Assessment Beds in Care Homes?
• What are Assistive Technology Aids?
• What are Attitudinal Barriers in Health and Social Care?
• What are Audible Health Monitors in Health and Social Care?
• What are Barriers in Health and Social Care?
• What Are Bed Rails in Health and Social Care?
• What are Best Interests in Health and Social Care?
• What are Biological Agents in Health and Social Care?
• What are Body Maps in Health and Social Care?
• What Are Care Associations and Are They Worth Joining?
• What are Chemical Agents in Health and Social Care?
• What are Cognitive Activities in Health and Social Care?
• What are Cognitive Impairments in Health and Social Care?
• What are Combustible and Flammable Substances in Health and Social Care?
• What are Command Verbs in Learning?
• What Are Communication Aids in Health and Social Care?
• What are Communication Care Plans in Health and Social Care?
• What are Community Health Services?
• What Are Complex Health Conditions in Health and Social Care?
• What are Coping Mechanisms in Health and Social Care?
• What are Court of Protection Forms?
• What are CQC Standards in Health and Social Care?
• What are Cultural Mediators in Health and Social Care?
• What are Data Subject Rights in Health and Social Care?
• What are DBS Checks in Health and Social Care?
• What are De-Escalation Techniques in Health and Social Care?
• What are Direct Payments in Health and Social Care?
• What are Disadvantaged Groups in Health and Social Care?
• What are Economic Factors in Health and Social Care?
• What are Electronic Health Records in Health and Social Care?
• What are Emotional Barriers in Health and Social Care?
• What are Emotional Cues in Health and Social Care?
• What are Environmental Factors in Health and Social Care?
• What are Focus Groups in Health and Social Care?
• What are Hazardous Substances in Health and Social Care?
• What are HCAIs in Health and Social Care?
• What are Health Disparities?
• What are Health Outcomes in Health and Social Care?
• What are Hearing Impairments in Health and Social Care?
• What are Hearing Impairments in Health and Social Care?
• What are Individual Rights in Health and Social Care?
• What are Infection Control Measures in Health and Social Care?
• What are Informal Partnerships in Health and Social Care?
• What are Integrated Care Systems (ICSs)?
• What Are Intersecting Factors in Health and Social Care?
• What Are Joint Strategic Needs Assessments (JSNA)?
• What are KLOEs in Health and Social Care?
• What are Language Barriers in Health and Social Care?
• What are Learning Management Systems (LMS) in Health and Social Care?
• What are Life Experiences in Health and Social Care?
• What are Lifetime Skills in Health and Social Care?
• What are Local Government and Social Care Ombudsman Reports?
• What are Meaningful Relationships in Health and Social Care?
• What are Minority Groups in Health and Social Care?
• What are Mobility Aids in Health and Social Care?
• What are Multi Agency Meetings in Health and Social Care?
• What are Multi-Agency Safeguarding Hubs (MASH)?
• What are Multidisciplinary Teams in Health and Social Care?
• What are NICE Guidelines in Health and Social Care?
• What are Observations in Health and Social Care?
• What are Organisational Norms in Health and Social Care?
• What are Past and Present Wishes in Health and Social Care?
• What are Peer Support Groups in Health and Social Care?
• What are Physical Activities in Health and Social Care?
• What are Physical Agents in Health and Social Care
• What are Physical Barriers in Health and Social Care?
• What Are Picture Boards in Health and Social Care?
• What are PIES in Health and Social Care?
• What are Platform Weighing Scales in Health and Social Care?
• What are Playgroups?
• What are Policies in Health and Social Care?
• What are Policy Drivers in Health and Social Care?
• What are Positive Attitudes in Health and Social Care?
• What are Practical Demonstrations in Health and Social Care?
• What are Primary Care Networks (PCNs)?
• What are Prime Areas in Early Years?
• What are Procedures in Health and Social Care?
• What are Psychiatric Classification Systems in Mental Health?
• What are Reasonable Adjustments in Health and Social Care?
• What Are Red Flags in Health and Social Care?
• What are Safety Protocols in Health and Social Care?
• What are Sensory Avoiders?
• What are Sensory Seekers?
• What are Shared Experiences in Health and Social Care?
• What are Shared Goals in Health and Social Care?
• What are SMART Goals in Health and Social Care?
• What are Social Activities in Health and Social Care?
• What are Social Connections in Health and Social Care?
• What are Social Factors in Health and Social Care?
• What are Speech-Generating Devices (SGDs) in Health and Social Care?
• What are Stakeholders in Health and Social Care?
• What are Statutory Services in Health and Social Care?
• What are Strengths-based Approaches in Health and Social Care?
• What are Suggestion Boxes in Health and Social Care?
• What are Support Networks in Health and Social Care?
• What Are Talking Therapies in Health and Social Care?
• What are Technological Aids in Health and Social Care?
• What are the 12 Activities of Daily Living in the Roper-Logan-Tierney Model?
• What are the 4 Stages of a Mental Capacity Assessment?
• What are the 5 CQC KLOE Standards?
• What are the 5 Key Principles of the Mental Capacity Act?
• What are the 6 C’s of Care?
• What are the Caldicott Principles in Health and Social Care?
• What are the Common Resource Limitations in Health and Social Care?
• What are the Duties and Responsibilities of a Carer?
• What are the Five Principles of the Accessible Information Standard (AIS)?
• What are the Five Steps of Risk Assessment in Health and Social Care
• What are the Four Main Working Relationships in Health and Social Care?
• What are the Fraser Guidelines?
• What are the Legal Requirements of a Needs Assessment?
• What are the Main Causes of Fire in a Care Home?
• What are the Most Common Disabilities in Health and Social Care?
• What are the Most Common Manual Handling Injuries in Health and Social Care?
• What are the Most Common Risks in Health and Social Care?
• What are the National Occupational Standards (NOS) in Health and Social Care?
• What are the National Occupational Standards in Health and Social Care?
• What are the Principles of Asepsis Infection Control?
• What are the Risks of Moving and Handling in Health and Social Care?
• What are the Risks to Lone Workers
• What are the Six Key Assessments for DoLS?
• What are the Types of Dementia in Health and Social Care?
• What are the Types of Lone Working?
• What are Theoretical Models in Health and Social Care?
• What are Time Sensitive Medicines in Health and Social Care?
• What are Triggers in Health and Social Care?
• What are Unacceptable Behaviours in Health and Social Care?
• What are Untoward Incidents in Health and Social Care?
• What are Values in Health and Social Care?
• What Are Visual Aids in Health and Social Care?
• What are Vulnerable Groups in Health and Social Care?
• What Career Opportunities are Available in Health and Social Care?
• What Causes a Lack of Trust in Health and Social Care?
• What do Mental Health Clinics do?
• What Do Mobile Diagnostic Units Do?
• What Does a Domiciliary Care Worker Do?
• What does a domiciliary care worker do?
• What Does a Skilled Workforce Look Like in Health and Social Care?
• What Equipment is Used in a Nursing Care Home?
• What Good Looks Like NHS Framework Explained
• What is a Activities Worker?
• What is a Barring Report in Health and Social Care?
• What is a Bath Hoist in Health and Social Care?
• What is a Best Interest Assessment?
• What is a Best Interests Assessor for the Mental Capacity Act?
• What is a carer?
• What is a Closed Culture in Health and Social Care?
• What is a communication passport in health and social care?
• What is a Community Centre in Health and Social Care?
• What is a Conflict of Interest in Health and Social Care?
• What is a Day Centre?
• What is a DBS in Health and Social Care?
• What is a Designated Safeguarding Lead in Health and Social Care?
• What is a Failed Visit in Health and Social Care?
• What is a Forest School?
• What is a Formal Relationship in Health and Social Care?
• What is a Good Character in Health and Social Care
• What is a Handover in Health and Social Care?
• What is a Hoist in Health and Social Care?
• What is a Holistic Assessment in Health and Social Care?
• What is a Housing Support Officer?
• What is a Language-Rich Environment?
• What is a Lead Practitioner in Health and Social Care?
• What is a Lifting Sling in Health and Social Care?
• What is a Lived Experience in Health and Social Care?
• What is a Medication Audit in Health and Social Care?
• What is a Micro-Employer in Health and Social Care?
• What is a Multi-Agency Risk Assessment Conference (MARAC)?
• What is a Nominated Individual in Health and Social Care?
• What is a Palliative Care Nurse?
• What is a Persons in a Position of Trust (PiPoT)?
• What is a Reflective Account?
• What is a Refresher Course in Health and Social Care?
• What is a registered managers network?
• What is a Rehabilitation Unit for Mental Health?
• What is a Rehabilitation Worker?
• What is a Risk Management Programme?
• What is a Safe Space in Health and Social Care?
• What is a Safeguarding Adults Review (SAR) in Health and Social Care?
• What is a Safeguarding Assessment Strategy?
• What is a Self‐Commissioned Service in Health and Social Care?
• What is a Shared Lives Worker?
• What is a Social Prescriber?
• What is a Subject Access Request in Health and Social Care?
• What is a Systematic Approach in Health and Social Care?
• What is a Toxic Work Environment in Health and Social Care?
• What is Ableism in Health and Social Care?
• What is Absolute Right in Health and Social Care?
• What is Accountability in Health and Social Care?
• What is Active Listening in Health and Social Care?
• What is Active Participation in Social Care?
• What is Activity Provision in Health and Social Care?
• What is Acute Care in Health and Social Care?
• What is Adaptability in Health and Social Care?
• What is Adaptive Equipment in Health and Social Care?
• What is Adult-Led Play in Early Years?
• What is Advance Care Planning (ACP) in Health and Social Care?
• What is Advocacy in Health and Social Care?
• What is Aesthetic Practice in Nursing?
• What is Affirmative Therapy in Health and Social Care?
• What is Albert Bandura’s Social Learning Theory?
• What is an Acquired Disorder in Health and Social Care?
• What is an Act of Omission in Safeguarding?
• What is an Acute Illness in Health and Social Care?
• What is an Advance Decision in Health and Social Care?
• What is an Enabling Environment in Early Years?
• What is an Independent Mental Capacity Advocate (IMCA)?
• What is an Individual’s Heritage in Health and Social Care?
• What is an Integrated Care Board (ICB) in Health and Social Care?
• What is Anti-Discriminatory Practice in Health and Social Care?
• What is Anticipatory Duty in Health and Social Care
• What is Assertiveness in Health and Social Care?
• What is Assessing Needs in Health and Social Care?
• What is Assistive Technology in Health and Social Care?
• What is Associative Discrimination in Health and Social Care
• What is ASYE in Social Work?
• What is Behavioural Communication in Health and Social Care?
• What is Bias in Health and Social Care?
• What is Blue Line Bandage in Health and Social Care?
• What is Borton’s Model of Reflection
• What is Brokerage in Health and Social Care?
• What is Bronfenbrenner’s Theory?
• What is Capacity to Litigate?
• What is CBT in Health and Social Care?
• What is Challenging Behaviour in Health and Social Care
• What is Change Management in Health and Social Care?
• What is Chemical Restraint in Health and Social Care?
• What is Child-Led Play in Early Years?
• What is Choice in Health and Social Care?
• What is Citizen Advocacy in Health and Social Care?
• What is Classical Conditioning in Early Years?
• What is Clinical Negligence in Health and Social Care?
• What is Co-Design in Health and Social Care?
• What is Commercial Awareness in Health and Social Care?
• What is Commissioning in Health and Social Care?
• What is Community Care?
• What is Community Learning in Early Years?
• What is Community Nursing in Healthcare?
• What is Compassionate Care?
• What is Competence in Health and Social Care?
• What is Complex Care in Health and Social Care?
• What is Conflict in Health and Social Care?
• What is Conflict Resolution in Health and Social Care?
• What is Continence Care?
• What is Continuing Healthcare (CHC)?
• What is Cooperative Planning in Health and Social Care?
• What is COSHH in Health and Social Care?
• What is Courage in Health and Social Care?
• What is CPD in Health and Social Care?
• What is Criminal Exploitation in Health and Social Care?
• What is Cuckooing Safeguarding?
• What is Cultural Sensitivity in Health and Social Care?
• What Is Direct Confrontation in Health and Social Care?
• What is Direct Discrimination in Health and Social Care?
• What is Discriminatory Abuse in Health and Social Care?
• What is Domiciliary Care in Health and Social Care?
• What is Dorothea Orem’s Theory in Nursing?
• What is DSEAR in Health and Social Care?
• What is DSM in Mental Health?
• What is Early Detection in Health and Social Care?
• What is eMAR in Healthcare?
• What is EMI Care?
• What is Emotional Validation in Health and Social Care?
• What is Empowerment in Health and Social Care?
• What is Equality and Inclusion in Health and Social Care?
• What is Ethical Recruitment in Health and Social Care?
• What is Evidence Based Care?
• What is Evidence-Based Practice (EBP) in Health and Social Care?
• What is Express Consent in Health and Social Care?
• What is Formal Feedback in Health and Social Care?
• What is Freedom of Choice in Health and Social Care?
• What is GDPR in Health and Social Care?
• What is Governance in Health and Social Care?
• What is Harassment in Health and Social Care?
• What is Harm in Health and Social Care?
• What is Health Coaching in Health and Social Care?
• What is Helplessness in Health and Social Care?
• What is Holistic Care in Health and Social Care?
• What is ICD-10 in Mental Health?
• What is Implied Consent in Health and Social Care?
• What is Inclusive Practice in Early Years?
• What is Inclusive Practice in Health and Social Care?
• What is Independence in Health and Social Care?
• What is Independent Service Provision in Health and Social Care?
• What is Indirect Confrontation in Health and Social Care?
• What is Indirect Discrimination in Health and Social Care?
• What is Individuality in Health and Social Care
• What is Informal Care in Health and Social Care?
• What is Informal Feedback in Health and Social Care?
• What is Informed Consent in Health and Social Care?
• What is informed decision making?
• What is Innovation in Health and Social Care?
• What is Integrity in Health and Social Care?
• What is Interagency Working in Health and Social Care?
• What is Interpersonal Conflict?
• What is Intrapersonal Conflict?
• What is Joint Decision-Making in Health and Social Care?
• What is Learned Behaviour?
• What is Legal Advocacy in Health and Social Care?
• What is Live-in Care in Health and Social Care?
• What is Lobbying in Health and Social Care?
• What is Lone Working in Health and Social Care?
• What is Loneliness in Health and Social Care?
• What is LSAB in Health and Social Care?
• What is Makaton in Health and Social Care?
• What is Making Safeguarding Personal?
• What is mandatory training in health and social care?
• What is Mate Crime in Health and Social Care?
• What is Mechanical Restraint in Health and Social Care?
• What is Mediation in Health and Social Care?
• What Is Medication Management in Health and Social Care?
• What is Mental Health in Early Years?
• What is Mentoring in Health and Social Care?
• What is Miscommunication in Health and Social Care?
• What is Need-to-Know Basis in Health and Social Care?
• What is Neglect in Health and Social Care?
• What is Non-judgemental Practice in Health and Social Care?
• What is Operant Conditioning in Early Years?
• What is Operant Conditioning in Health and Social Care?
• What is Oral Communication in Health and Social Care?
• What is Organisational Abuse in Health and Social Care?
• What is Organisational Culture in Health and Social Care?
• What is Partnership Working in Health and Social Care?
• What is Peer Advocacy in Health and Social Care?
• What is Person-Centred Care?
• What is Personal Care in Health and Social Care?
• What is Personal Protective Equipment (PPE) in Health and Social Care?
• What is Personal Space in Health and Social Care?
• What is Physical Abuse in Health and Social Care?
• What is Physical Restraint in Health and Social Care?
• What is Piaget’s Theory of Cognitive Development?
• What is PMVA Training in Health and Social Care?
• What is Polydipsia in Health and Social Care?
• What is Positive Reinforcement in Health and Social Care?
• What is Privacy in Health and Social Care?
• What is Problem Solving in Health and Social Care?
• What is Procurement in Health and Social Care?
• What is Professional Advocacy in Health and Social Care?
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• What is Prone Restraint in Health and Social Care?
• What is Psychological Wellbeing in Health and Social Care?
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• What is PUWER in Health and Social Care?
• What is Quality Assurance in Health and Social Care?
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• What is Resistance to Change in Health and Social Care?
• What is Resource Management in Health and Social Care?
• What is Respite Care?
• What is Restrictive Practice in Health and Social Care?
• What is RIDDOR in Health and Social Care?
• What is Risk Mitigation in Health and Social Care?
• What is safeguarding in health and social care?
• What is SCRQoL in Health and Social Care?
• What is Secondary Care in Health and Social Care?
• What is Section 47 of the Care Act?
• What is Self-Advocacy in Health and Social Care?
• What is Self-Awareness in Health and Social Care?
• What is Self-Care in Health and Social Care?
• What is Self-Esteem in Health and Social Care?
• What is Self‐Directed Support in Health and Social Care?
• What is Sensitive Information in Health and Social Care?
• What is Separation Anxiety in Early Years?
• What is Service Provision in Health and Social Care?
• What is Sign Language in Health and Social Care?
• What is Sit-in Home Care?
• What is Social Advocacy in Health and Social Care?
• What is Social Isolation in Health and Social Care?
• What is Social Wellbeing in Health and Social Care?
• What is SOVA in Health and Social Care?
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• What is Stigma in Health and Social Care?
• What is Stimming in Health and Social Care?
• What is Strategic Planning in Health and Social Care?
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• What is Suspected Abuse in Health and Social Care?
• What is Systemic Practice in Health and Social Care?
• What is Team Culture in Health and Social Care?
• What is Team Working in Health and Social Care?
• What is Telecare in Health and Social Care?
• What is Tertiary Care in Health and Social Care?
• What is the Adult Social Care Outcomes Framework (ASCOF)?
• What is the Atkins and Murphy’s Model of Reflection?
• What is the Autism Act 2009?
• What is the Biopsychosocial Model in Health and Social Care?
• What is the Bolo Method in Health and Social Care?
• What is the Brookfield Four Lenses Reflective Model?
• What is the Causative Nexus under the Mental Capacity Act 2005?
• What is the Chain of Command in Health and Social Care?
• What is the Chain of Infection in Health and Social Care?
• What is the Code of Practice to the Care Act?
• What is the Conflict Approach in Health and Social Care?
• What is the Court of Protection?
• What is the Cycle of Negative Thinking?
• What is the Data Security and Protection Toolkit (DSPT) in Health and Social Care?
• What is the Difference Between a Learning Disability and Learning Disorder?
• What is the Difference Between a Nursing Home and Care Home?
• What is the Difference Between Learning Difficulties and Learning Disabilities?
• What is the Difference Between Social Work and Social Care?
• What is the Enhanced Health in Care Homes (EHCH) Framework?
• What is the Gillick Competence?
• What is The Health and Social Care Act 2012?
• What is the Johns’ Model of Reflection?
• What is the Maria Montessori Theory?
• What is the Mini-Mental State Examination (MMSE)?
• What is the National Eligibility Criteria?
• What is the New Level 2 Adult Care Certificate?
• What is the Oliver McGowan Mandatory Training?
• What is the Positive and Proactive Care Framework in Health and Social Care?
• What is the Professional Gift Model in Health and Social Care?
• What is the Roper Logan and Tierney Model of Reflection?
• What is the Schön Model of Reflection?
• What is the Social Model vs Medical Model of Disability?
• What is the Triangle of Care in Health and Social Care?
• What is the Vestibular Sense?
• What is the Virginia Henderson’s Theory in Nursing?
• What is Topping Up in Health and Social Care?
• What is Transformational Leadership in Health and Social Care?
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• What is Trauma Informed Care in Health and Social Care?
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• What is Voluntary Care?
• What is Weighing Up?
• What is Whistleblowing in Health and Social Care?
• What Legislation Applies to Lone Working?
• What Level of Risk is a Priority 4 in Health and Social Care?
• What Moving and Handling Equipment is Used in Health and Social Care?
• What settings do care workers work in?
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• Which Act Relates to Record Keeping in Care?
• Which Services Need to be Registered with the CQC?
• Which Workers Unions Represent the Health and Social Care Sector?
• Who Is Responsible for Coordinating Safeguarding Enquiries?
• Why Are Care Homes So Expensive?
• Why Does Autism Affect Speech?
• Why is Confidence Important in Health and Social Care?
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• Workforce Development Fund 2022-23
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• Health and Social Care Qualifications
  • Level 1 Award in Introduction to Health, Social Care and Children’s and Young People’s Settings
    • CFC 15: Human growth and development
    • CFC 18: Investigating a vocational area
    • CT 260: Introduction to disability awareness
    • HSC CYP 1: Introductory awareness of bereavement in health, social care and children’s and young people’s settings
    • HSC CYP 2: Understanding risk within health, social care and children’s and young people’s settings
    • Intro Op 1.1: Understand the importance of engagement in leisure and social activities in health and social care
    • Intro Op 1.12: Introduction to the development of children and young people through play
    • Intro Op 1.14: Encourage children and young people to eat healthily
    • Intro Op 1.2: Introduction to a healthy lifestyle
    • Intro Op 1.4: Introduction to Autism Spectrum Condition
    • Intro Op 1.6: Introduction to physical disability
    • Intro Op 1.7: Introduction to sensory loss
    • Intro Op 1.8: Introduction to mental health
    • MU 1.1: Understand the range of service provision and roles within health and social care (adults and children and young people), early years and childcare
    • MU 1.2: Understand the principles and values in health and social care (adults and children and young people), early years and childcare
    • MU 1.4: Awareness of protection and safeguarding in health and social care (adults and children and young people), early years and childcare
    • PWCS 06: Introductory awareness of working with others in health, social care and children’s and young people’s settings
    • PWCS 07: Introductory awareness of the importance of healthy eating and drinking for adults
    • Unit 11: Job opportunities in health and social care
  • Level 1 Award in Mental Health Awareness Answers
  • Level 1 Award in Substance Misuse Awareness (RQF)
    • Develop an Awareness for Substance Misuse
  • Level 1 Diploma in Caring for Children
    • CFC 1: Confidence building for the young child through play
    • CFC 10: Children’s play and leisure activities in the community
    • CFC 13: Sharing learning experiences with children
    • CFC 2: Listening to and talking with a young child
    • CFC 22: Technology activities for young children
    • CFC 23: Musical activities for young children
    • CFC 24: Practical health and safety when with young children
    • CFC 25: Finding out about Forest Schools
    • CFC 26: Craft activities for young children
    • CFC 27: Understanding learning and development through play
    • CFC 9: Respecting and valuing children
  • Level 2 Adult Social Care Certificate
    • Unit 1 – The Principles of Understanding Own Role
    • Unit 4 – Promoting Equality, Diversity, Inclusion and Human Rights in Adult Social Care
    • Unit 7 – The Principles of Privacy and Dignity in Adult Social Care Settings
  • Level 2 Award in Awareness of Dementia (RQF)
    • DEM 201: Dementia Awareness
    • DEM 202: The person centred approach to the care and support of individuals with dementia
    • DEM 205: Understand the factors that can influence communication and interaction with individuals who have dementia
    • DEM 207: Understand equality, diversity and inclusion in dementia care
  • Level 2 Award in Food Safety for Catering (RQF)
    • Unit 1: Principles of Food Safety for Catering
  • Level 2 Certificate in Awareness of Bullying in Children and Young People (RQF)
    • Principles of bullying
  • Level 2 Certificate in Awareness of Mental Health Problems
    • Unit 07 Understanding bipolar disorder
    • Unit 10 Understanding eating disorders
  • Level 2 Certificate in Counselling Skills Answers
    • Unit 01: Using Counselling Skills
    • Unit 02: Introduction to counselling skills theories
    • Unit 03: Diversity and ethics in the use of counselling skills
    • Unit 04: Counselling skills and personal development
  • Level 2 Certificate in Principles of Equality, Diversity, and Rights in Care (RQF) Answers
    • Introduction to equality, diversity and inclusion
  • Level 2 Certificate in Principles of Working with Individuals with Learning Disabilities
    • Unit 01: Understand the context of supporting individuals with learning disabilities
  • Level 2 Certificate in Self-harm and Suicide Awareness and Prevention (RQF)
    • Introduction to suicide and self-harm awareness
    • Principles of suicide and self-harm prevention
    • Recognising signs of suicide and self-harm in individuals
    • Support for individuals when dealing with grief after suicide
  • Level 2 Certificate in Understanding Autism Answers
    • Unit 01: Introduction to autism
    • Unit 02: Using a person-centred approach to support individuals with autism
    • Unit 03: Communication and social interaction in individuals with autism
    • Unit 04: Sensory processing, perception and cognition in individuals with autism
    • Unit 05: Supporting positive behaviour in individuals with autism
    • Unit 06: Supporting individuals with autism to live healthy and fulfilled lives
  • Level 2 Certificate in Understanding Behaviour that Challenges
    • Unit 01: Understand behaviour that challenges
    • Unit 02: Understand how to support positive behaviour
    • Unit 03: Understand the importance of effective communication and the management of behaviour that challenges
    • Unit 04: Understand the role of reflection and support for those involved in incidents of behaviour that challenges
  • Level 2 Certificate in Understanding Children and Young People’s Mental Health
    • Unit 01: Understand children and young people’s mental health in context
    • Unit 02: Understand factors which may affect children and young people’s mental health
    • Unit 03: Understand children and young people’s mental health concerns
    • Unit 04: Understand the impact of children and young people’s mental health concerns
    • Unit 05: Understand how to support children and young people with mental health concerns
  • Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care
    • Unit 02: Principles of dignity in adult health and social care practice
  • Level 2 Certificate in Understanding Mental Health First Aid and Mental Health Advocacy in the Workplace
    • Unit 01 Exploring mental health
    • Unit 02 Understand how to support individuals with mental ill health
    • Unit 03 Understand a mentally healthy environment
  • Level 2 Certificate in Working with Customers in Health and Social Care (RQF)
    • Improving customer service
    • Principles of working with customers in the Health and Social Care sector
    • Understand customers in the health and social care sector
  • Level 2 Diploma for the Early Years Practitioner Answers
    • EYP 1: Roles and responsibilities of the Early Years Practitioner
    • EYP 10: Support babies and young children to be physically active
    • EYP 11: Support the needs of babies and young children with Special Educational Needs and Disability
    • EYP 12: Promote positive behaviour in Early Years Settings
    • EYP 13 Partnership working in the early years
    • EYP 14: Support the needs of the child in preparing for school
    • EYP 2: Health and safety of babies and young children in the early years
    • EYP 3: Equality, diversity and inclusive practice in Early Years Settings
    • EYP 4: Safeguarding, protection and welfare of babies and young children in Early Years Settings
    • EYP 5: Understand how to support children’s development
    • EYP 6: Support care routines for babies and young children
    • EYP 7: Support the planning and delivery of activities, purposeful play opportunities and educational programmes
    • EYP 8: Promote play in an Early Years Setting
    • EYP 9: Support well-being of babies and young children for healthy lifestyles
    • Unit 2: The Importance of Attachment and Supporting Children through Transitions and Significant Life Events for Early Years Practitioners
  • Level 3 Award in Awareness of the Mental Capacity Act 2005 (RQF)
    • Awareness of the Mental Capacity Act 2005
  • Level 3 Award in Education and Training
    • Unit 01 Understanding roles, responsibilities and relationships in education and training
  • Level 3 Award, Certificate and Extended Diploma in Health and Social Care
    • HSC CM1: Equality, diversity and rights in health and social care
    • HSC CM2: Human growth and development
    • HSC CM3: Safeguarding in health and social care
    • HSC CM4: Communication in health and social care
    • HSC CM5: Infection prevention and control in health and social care
    • HSC CM6: Psychological perspectives in health and social care
    • HSC CM7: Sociological perspectives in health and social care
    • HSC CM9: Reflective practice
    • HSC CMO11: Microbiology for health
    • HSC CMO14: Public health for health and social care
    • HSC DM1: Empowerment in health and social care
    • HSC DM3: Anatomy and physiology for health and social care
    • HSC DM4: Research skills for health and social care
    • HSC DMO10: Physiology of ageing
    • HSC DMO12: Sociology of health and illness
    • HSC DMO15: Voluntary organisations
    • HSC DMO3: Ethics in health and social care
    • HSC DMO4: Family issues in health and social care
    • HSC DMO7: Models and systems of health care
  • Level 3 Certificate in Understanding Substance Misuse (RQF)
    • Understanding Drug Use: Facts, Effects, Symptoms and Attitudes
  • Level 3 Diploma for the Early Years Workforce (Early Years Educator) Answers
    • Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition
    • Unit 1.2 WB: Support healthy lifestyles for children through exercise
    • Unit 1.3: Support physical care routines for children
    • Unit 1.4 WB: Promote children’s emotional well-being
    • Unit 1.5: Understand how to support children who are unwell
    • Unit 16: Support Children and Families at Risk of Deprivation
    • Unit 2.1: An introduction to the role of the Early Years practitioner
    • Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children
    • Unit 2.3: Use legislation relating to the health and safety of children
    • Unit 2.4: Use legislation relating to equality, diversity and inclusive practice
    • Unit 3.1: Understand the value of play in Early Years
    • Unit 3.10: Develop the speech, language and communication of children
    • Unit 3.11 WB: Promote the physical development of children
    • Unit 3.13: Support children with additional needs
    • Unit 3.14: Use observation, assessment and planning to promote the development of children
    • Unit 3.15: Use longitudinal studies to observe, assess and plan for children’s needs
    • Unit 3.3: Apply theoretical perspectives and philosophical approaches to play
    • Unit 3.4: Contribute to enabling play environments
    • Unit 3.5 WB: Develop emergent literacy skills of children
    • Unit 3.6 WB: Develop emergent mathematical skills of children
    • Unit 3.7: Understand the needs of the child in preparing for school
    • Unit 3.9 WB: Facilitate the cognitive development of children
    • Unit 4: Support Positive Behaviour and Teach Children to Understand Their Emotions in Early Years Education
    • Unit 4.1: Engage in professional development
  • Level 3 Diploma in Counselling Skills
    • Unit 01: Developing counselling skills
    • Unit 02: Theoretical approaches in the use of counselling skills
    • Unit 03: Working ethically with counselling skills
    • Unit 04: Counselling skills and diversity
  • Level 4 Certificate in Principles of Leadership and Management for Adult Care (RQF)
    • Unit 1: Leadership and Management in Adult Care
    • Unit 15: Risk-Taking and Risk Management in Adult Care
  • Level 5 Diploma in Health and Social Care Management Answers and Guides
    • Communication & Information Management in Adult Care
    • Governance & Regulatory Processes
    • Leadership & Management in Adult Care
    • Resource Management in Adult Care
    • Service Improvement, Entrepreneurship and Innovation
  • Level 5 Diploma in Leadership and Management for Adult Care (RQF) (England)
    • Unit 1: The Principles of Leadership and Management in Adult Social Care
    • Unit 3: The Principles of Governance and Regulatory Processes for Adult Social Care
    • Unit 42: Lead the management of transitions
  • Manager induction standards
    • 1 – Leading and managing in adult social care
    • 2 – Supporting and developing teams
  • RQF Level 2 Diploma in Care Answers and Guides
    • Communication in Care Settings
    • Duty of Care Answers
    • Equality and Inclusion in Care Settings
    • Handle Information in Care Settings Answers
    • Health, Safety and Well-Being in Care Settings
    • Implement Person-Centred Approaches in Care Settings Answers
    • Personal Development in Care Settings Answers
    • Responsibilities of a Care Worker Answers
    • Safeguarding and Protection in Care Settings
    • The principles of infection prevention and control
    • Unit 201 Understand how to work in end of life care
    • Unit 221 Principles of health promotion
    • Unit 81: Understand the factors affecting older people
    • Unit 82: Contribute to supporting individuals in the use of assistive technology
    • Unit 99: Understand physical disability
  • RQF Level 3 Diploma in Care Answers and Guides
    • Duty of Care in Care Settings
    • Promote Communication in Care Settings Answers
    • Promote Effective Handling of Information in Care Settings
    • Promote Equality and Inclusion in Care Settings
    • Promote health, safety and wellbeing in care settings
    • Promote Person-Centred Approaches in Care Settings
    • Promote Personal Development in Care Settings
    • Support individuals to access and use information about services and facilities
    • Unit 141: Professional Development in Adult Care
    • Unit 142: Supervision and Performance Management in Adult Care
    • Unit 145: Develop professional supervision practice in health and social care settings
    • Unit 146: Manage team performance
    • Unit 147: Encourage learning and development
    • Unit 148: Contribute to effective team working in health and social care settings
    • Unit 150: Manage induction in health and social care settings
    • Unit 16: Essential Digital Skills for Working in Care
    • Unit 17: Purpose and Principles of Independent Advocacy
    • Unit 19: Understand mental health problems
    • Unit 245 Support individuals to manage continence
    • Unit 267 Understanding advocacy
    • Unit 316 Assist and support individuals to use alternative and augmentative communication systems (AAC)
    • Unit 323 Enable individuals to develop strategies to manage their behaviour
    • Unit 33: Principles of self-directed support
    • Unit 342 Supporting infection prevention and control in adult care
    • Unit 371 Diabetes awareness
    • Unit 375 Recognise when substance misuse is indicated and refer individuals to specialists
    • Unit 38: Understand the Effects of Ageing in Activity Provision
    • Unit 384 Supporting healthy relationships
    • Unit 387 Understand the impact of Acquired Brain
    • Unit 393 Understand Sensory Loss
    • Unit 40: Understanding and Enabling Assisting and Moving Individuals
    • Unit 404 Support individuals to manage dysphagia
    • Unit 46: Understand Stroke Care Management
    • Unit 73: Provide support to maintain and develop skills for everyday life
  • RQF Level 4 Diploma in Adult Care Answers and Guides
    • Advanced Communication Skills
    • Develop, Maintain and Use Records and Reports
    • Equality and diversity in health, social care or children’s and young people’s settings
    • Facilitate person-centred assessment to support well-being of individuals
    • Facilitate support planning to ensure positive outcomes for individuals and to support well being
    • Personal development in health, social care or children’s and young people’s settings
    • Professional Practice in Health and Social Care for Adults or Children and Young People
    • Safeguard Children and Young People who are Present in the Adult Social Care Sector
    • Understand Personalisation in Care and Support Services
    • Understand Safeguarding and Protection in Health and Social Care Settings
    • Unit 18: Understand how to manage a team
    • Unit 31: Support individuals with sensory loss with communication
    • Unit 401 Support the development of community partnerships
    • Unit 402 Understand theories of relationships and social networks
    • Unit 403 Support individuals to access and manage direct payments
    • Unit 42: Implement the positive behavioural support model
    • Unit 433 Provide information, advice and guidance
    • Unit 434 Develop and implement reablement plans
    • Unit 435 Mentoring in Social Care
    • Unit 60: Facilitate change in health and social care or children and young people’s settings
    • Unit 61: Appraise staff performance
    • Unit 661 Support the spiritual wellbeing of individuals
    • Unit 67: Facilitate the development of effective group practice in health and social care or children and young people’s settings
    • Unit 689 Understand Parkinson’s for health and social care staff
    • Work in partnership in health and social care or children and young people’s settings