AIM Awards Level 2 areness Awareness (QCF) 600/4430/5 AIM … · 2015-02-23 · Stroke Awareness...

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AIM Awards Level 2

Award in Stroke

Awareness (QCF)

600/4430/5

AIM Awards Level 3

Certificate in Stroke Care

Management (QCF)

600/4627/2

Version 1.1- June 2012

2 AIM Awards Stroke Awareness (QCF) V1.2 June 2012.doc

© AIM Awards 2012

Section One – Qualification Overview 3

Section Two - Structure and Content 9

Section Three – Quality Assurance 93

Section Four – Operational Guidance 99

Section Five – Appendices 103

Appendix 1 – AIM Awards Assessment Definitions 105

Appendix 2 – Level Descriptors 121

Appendix 3 – Skills for Care Assessment Principles_________________________125

Contents Page


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Section 1

Qualification Overview

AIM Awards Stroke Awareness (QCF)


© AIM Awards 2012

Section One

Introduction

Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards are an Ofqual approved national Awarding Organisation able to submit a wide range

of qualifications to the QCF. Our qualifications are flexible; learner focused, promoting both

progression and employability.

We aim to provide outstanding customer service, and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference The qualification specification contains everything you need to know about this qualification and should be used by everyone involved with the planning, delivery and assessment. This pack is a live document and as such will be updated when required. Centres will be informed via email when changes are made. It is the responsibility of the approved Centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Our qualification specifications are mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate. The whole specification maps to conditions C2.5 and E3.1.


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Two stroke specific qualifications have been developed in conjunction with the NHS Stroke Improvement Lead and a wide range of sector experts including the University of Central Lancashire. They both draw on the National Stroke Specific Education Framework and have strong support from the UK Forum for Stroke Training. The involvement of social care providers is particularly important in the delivery of the national stroke strategy which recommends training on stroke management to a wide range of organisations. Both qualifications are aimed at all learners in health and social care with an interest in stroke and the impact on individuals whether they are currently supporting individuals with stroke or not. Level 2 Award in Stroke Awareness (QCF) This is a one unit knowledge award which provides learners with the opportunity to develop an understanding of the different types of stroke, signs and symptoms and the effects on individuals. It will also help learners to gain knowledge of the response needed in the event of an emergency stroke incident. The qualification offers the opportunity to develop knowledge and skills around supporting individuals with stroke further to the contextualised learning gained through the HSC Diploma. Level 3 Certificate in Stroke Care Management (QCF) This qualification provides the opportunity for CPD to further develop knowledge and skills around supporting individuals with stroke. It helps learners to understand the impact of the effects of stroke on daily living, associated complications for an individual with stroke, changing physical needs of individuals affected by stroke specific and communication factors affecting individuals following a stroke. The qualification offers the opportunity to develop knowledge and skills around supporting individuals with stroke further to the contextualised learning gained through the HSC Diploma. It is aimed at learners who work with individuals who have or might be at risk of experiencing stroke. These qualifications do not confirm occupational competence but learners could progress to the HSC Diploma at L3 (if not already achieved), or they may progress to the L5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services, both of which would then confirm occupational competence.

Qualification

AIM Awards Level 2 Award in Stroke Awareness (QCF)

Assessment Internally assessed and externally moderated portfolio of evidence

Grading Assessment is competent / not competent. There is no grading

Progression Opportunities Level 3 Certificate in Stroke Care Management (QCF) Level 3 Diploma in Health and Social Care (QCF)

About the Qualification


© AIM Awards 2012

Operational start date 01-Feb-2012

Review date 31-Dec-2016

Sector 1.3 Health and Social Care

Support from sector bodies Skills for Care and Development

Qualification Accreditation Number

600/4430/5

Learning Aim Reference 60044305

Credits 3

Qualification Level Level 2

Guided Learning Hours 28

Age Range (16-18, 19+)

Rules of Combination Learners must achieve 3 credits from the mandatory unit Stroke Awareness L2,6(F/503/7150) to achieve this qualification.

Qualification

AIM Awards Level 3 Certificate in Stroke Care Management (QCF)

Assessment Internally assessed and externally moderated portfolio of evidence

Grading Assessment is competent / not competent. There is no grading

Progression Opportunities Level 3 Diploma in Health and Social Care Level 5 Diploma in Leadership for Health and Social care and Children and Young People’s Services

Operational start date 01-Feb-2012

Review date 31-Dec-2016

Sector 1.3 Health and Social Care

Support from sector bodies Skills for Care and Development

Qualification Accreditation Number

600/4627/2

Learning Aim Reference 60046472

Credits 26

Qualification Level Level 3

Guided Learning Hours 189 - 248

Age Range (16-18, 19+)

Rules of Combination Learners must achieve a total of 26 credits to achieve this qualification. 17 credits must be achieved from the 4 mandatory units, plus a minimum of 9 credits from the optional units. 20 credits must be achieved at Level 3.


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Entry Guidance There are no pre-requisites for the Level 2 Award. For the Level 3 Certificate learners must have some knowledge, qualifications and/or experience in Health and Social Care as this qualification offers opportunity for CPD to further develop their knowledge and skills.

The end of the accreditation period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.

Mapping to National Occupational Standards

National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. The units within this qualification are linked to a range of NOS within the Health and Social Care Sector, the relevant NOS is identified on the unit.

Resource Requirements

There are no specialist resource requirements required for these qualifications.


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© AIM Awards 2012

Section 2

Structure and Content



© AIM Awards 2012

Section Two

Structure and Content

Qualification Structure

Rules of Combination for AIM Awards Level 2 Award in Stroke Awareness (QCF) Learners must achieve 3 credits in total. 3 credits from 1 mandatory unit

AIM Awards Unit Code

Unit Reference Number

Unit Title M/O Level Credit Value

GLH Pg No

PA1/2/EA/013 F/503/7150 Stroke Awareness M 2 3 28 12

Rules of Combination for AIM Awards Level 3 Certificate in Stroke Care Management (QCF) Learners must achieve 26 credits in total to achieve this qualification. 17 credits must be achieved from the 4 mandatory units, plus a minimum of 9 credits from the optional units. 20 credits must be achieved at Level 3

AIM Awards Unit Code


Unit Title M/O Level Credit Value

GLH PgNo

PA1/2/EA/013 F/503/7150 Stroke Awareness M 2 3 28 12

PA1/3/EA/015 J/503/7165 Understand Stroke Care Management

M 3 4 36 15

PA1/3/EA/016 L/602/4007 Support Individuals to Manage Dysphagia

M 3 5 35 21

PA1/3/EA/017 T/601/8282 Support Individuals with specific communication needs

M 3 5 35 24

PA1/3/EA/018 R/602/4008 Assist others to monitor individuals’ progress in managing dysphagia

O 3 5 38 27

PA1/3/EA/027 L/601/9034 Enable Individuals with Behavioural Difficulties to Develop Strategies to Change their Behaviour

O 3 8 41 30

PA1/4/EA/001 T/601/9738 Implement the Positive Behavioural Support model

O 4 8 61 34

PT1/2/EA/017 F/601/3442 Introductory Awareness of Sensory Loss

O 2 2 16 42

PA9/3/EA/008 T/503/2575 Promote Nutrition and Hydration in Health and Social Care Settings

O 3 4 32 45

PA1/3/EA/026 Y/601/8145 Promote Person Centred approaches in Health and Social Care

O 3 6 41 50

PA1/3/EA/023 F/601/3764 Promote Positive Behaviour O 3 6 44 54


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PA1/2/EA/018 D/601/9023 Provide Support for Therapy Sessions

O 2 2 14 59

PA1/3/EA/025 A/601/9028 Provide Support to Continue Recommended Therapies

O 3 3 20 62

PA1/2/EA/024 L/601/8028 Provide Support to Maintain and Develop Skills for Everyday Life

O 3 4 28 65

PA1/2/EA/015 K/601/9025 Provide Support to Manage Pain and Discomfort

O 2 2 15 68

PA1/2/EA/016 T/601/5804 Support Families of Individuals with Acquired Brain Injury

O 2 3 24 70

PA1/3/EA/021 T/601/9495 Support Individuals at the End Of Life

O 3 7 53 73

PA1/3/EA/019 M/601/7907 Support Individuals During a Period of Change

O 3 4 29 78

PA9/2/EA/012 M/601/8054 Support Individuals to Eat and Drink

O 2 2 15 81

PA1/3/EA/022 A/601/7909 Support Individuals who are Bereaved

O 3 4 30 84

PT1/3/EA/011 M/601/3467 Understand Sensory Loss O 3 3 21 87

PA1/3/EA/017 J/601/5824 Understand the Impact Of Acquired Brain Injury on Individuals

O 2 3 25 90


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Learning Outcomes The learner will:

Assessment Criteria The learner can:

1. Know what a stroke is

1.1. Identify the changes in the brain associated with stroke

1.2. Outline other conditions that may be mistaken for stroke

1.3. Define the differences between stroke and Transient Ischemic Attack (TIA)

2. Know how to recognise stroke

2.1. List the signs and symptoms of stroke

2.2. Identify the key stages of stroke

2.3. Identify the assessment tests that are available to enable listing of the signs and symptoms

2.4. Describe the potential changes that an

individual may experience as a result of stroke

3. Understand the management risk of factors for stroke

3.1. State the prevalence of stroke in the UK

3.2. Identify the common risk factors for stroke

3.3. Describe how risk factors may vary in different settings

3.4. Define the steps that can be taken to reduce the risk of stroke and subsequent stroke

AIM Awards Reference Number


Unit Name

PA1/2/EA/013 F/503/7150 Stroke Awareness

Level 2

Credit 3

GLH 28


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4. Understand the importance of emergency response and treatment for stroke

4.1. Describe why stroke is a medical emergency

4.2. Describe the actions to be taken in response to an emergency stroke incident in line with agreed ways of working

4.3. Identify the impact on the individual of the key stages of stroke

4.4. Identify the correct early positioning for airway management

4.5. Identify the information that needs to be included in reporting relevant and accurate history of the incident

5. Understand the management of stroke 5.1. Describe why effective stroke care us important to the management of stroke

5.2. Identify support available to individuals and others affected by stroke

5.3. Identify other agencies or resources to signpost individual or others for additional support and guidance

Unit Summary

The aim of this unit is to provide an understanding of the different types of stroke, signs and symptoms and effects on individuals. It will also help learners to gain knowledge of the response needed in the event of an emergency stroke incident, managing stroke and the support available following stroke.

There are no prescribed methods of assessment for this unit. The following methods of assessment are optional for this unit:

Written question & answer/test/exam

Oral question and answer

Written description

Role play/simulation

Practical demonstration

Methods of Assessment


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Group discussion

Assessment Guidance

Learning Outcome 2

2.3 Assessments tests: refers to FAST - Face, Arms, Speech Test Back to unit list


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1. Understand how to support individuals to manage stroke according to legislation, policy and guidance

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

1.2 Explain what current best practice is in the initial stages of stroke care management

1.3 Explain how an individual could be encouraged to review their lifestyle and promote their own health and well-being

1.4. Describe the potential implications of mental capacity for an individual following a stroke

2. Understand specific communication

factors affecting individuals following a stroke

2.1. Evaluate the effects of stroke on the brain in relation to the ability to communicate

2.2. Describe a range of common communication methods and aids to support individuals affected by a stroke

2.3. Analyse methods of facilitating communication using supported conversation techniques

2.4. Identify any pre-existing illnesses or disabilities that need to be taken into account when addressing communication

2.5. Describe the effects on the individual of experiencing communication difficulties



Unit Name

PA1/3/EA/015 J/503/7165 Understand Stroke Care Management

Level 3

Credit 4

GLH 36


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2.6. Identify additional agencies and resources to support with communication needs

3. Understand changing physical needs of individuals affected by stroke

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

3.2. Describe the physical effects of stroke on an individual

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

3.4. Describe the possible effects of stroke on sensory ability

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

4. Understand the impact of the effects of stroke on daily living

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

4.2. Explain the importance of repetition to promote recovery

4.3. Identify the effects of fatigue in stroke rehabilitation

4.4. Describe the implication of stroke on lifestyle

5. Understand the associated complications for an individual with stroke

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

5.2. Describe the cognitive needs of the individual with stroke

5.3. Describe the health needs that may be associated with stroke

6. Understand the importance of adopting a person centred approach in stroke care management

6.1. Explain how person centred values must influence all aspects of stroke care management


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6.2. Explain the importance of working in partnership with others to support care management

6.3. Describe the importance of working in ways that promote active participation in stroke care management

Unit Summary

The aim of this unit is to provide an understanding of legislation, guidelines and best practice to support stroke care management. It will enable learners to explore the effects of stroke on an individual and to provide an understanding of how a person centred approach may support stroke care management.



Report


Written description


Group discussion

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

Assessment Guidance

Learning Outcome 1

National and local guidelines, policies, protocols and best practice guidelines

Learning Outcome 2 2.1 Effects of stroke may include

Aphasia

Apraxia

Dysarthria Aphasia and Apraxia: these terms are often used interchangeably with dysphasia and dyspraxia



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2.2 Aids may include:

High tech (electronic technology) or

Low tech(anything non electronic) Learning Outcome 3 3.1 Changes in the brain

The dominant side of the brain

Non dominant side 3.2 Physical effects may include

Fatigue

Mobility

Continence

Pain

Spatial awareness 3.4 Sensory includes:

Vision

Hearing Learning Outcome 4 4.2 Repetition this could mean repeating day to day activities or therapeutic remedies 4.4 Lifestyle includes

Driving

Return to work

Finances

Benefits

Sexuality

Relationships

Transport

Leisure

Learning Outcome 5 5.1 Psychological and emotional needs may include

Self esteem

Confidence

Depression

Mood swings

Grieving process

Anger and frustration

Behaviour changes

Isolation 5.2 Cognitive needs may include

Memory loss

Perception

Lack of inhibition


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Personality changes

Emotional labiality

Health needs

Medication

Co-morbidity

Complications e.g. o Aspiration o Airway obstruction o Hypoxia o Hypotension o Hypertension o Hyperglycaemia o Bed sores

Learning Outcome 6 6.1 Person centred values include

Individuality

Rights

Choices

Privacy

Independence

Dignity

Respect

Partnership 6.2 Others may include.

Partner

Family

Friends

Neighbours

Care worker

Colleague

Manager

Social Worker

Occupational Therapist

GP

Speech & Language Therapist

Physiotherapist

Pharmacist

Nurse

Psychologist

Independent Mental Capacity Advocate

Community Psychiatric Nurse

Clinical nurse specialists 6.3 Active participation is a way of working that regards individuals as active partners in

their own support rather than passive recipients. Active participation recognises


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each individual’s right to participate in the activities and relationships of everyday life as independently as possible

Back to unit list


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1. Understand how to support individuals to manage dysphagia in line with current legislation, national guidelines, policies, protocols and good practice guidelines

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

1.2. Describe why individuals with dysphagia should be encouraged to promote their own health and wellbeing

1.3. Describe the types of skill development activities that can be carried out with individuals to help them develop swallowing skills

2. Understand how dysphagia affects individuals

2.1. Describe the main clinical causes of dysphagia

2.2. Outline how to recognise the main types of dysphagia

2.3. Identify major risks and secondary difficulties associated with dysphagia

2.4. Describe the anatomy and physiology relevant to maintaining a safe swallow

2.5. Explain how an individual’s ability to swallow is affected by:

sensory impairment

loss of bodily function

loss of cognition

2.6. Explain how to provide a suitable environment for affected individuals

3. Know the importance of nutritional intake for individuals with dysphagia

3.1. Describe the impact of oral intake on nutrition for an individual with dysphagia

3.2. Describe safe practices with regard to preparing oral intake

3.3. Identify reasons for modifying the consistency and appearance of oral intake for an individual with dysphagia



Unit Name

PA1/3/EA/016 L/602/4007 Support Individuals to Manage Dysphagia

Level 3

Credit 5

GLH 35


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4. Be able to support individuals in managing dysphagia by developing skills through participating in therapy programmes

4.1. Confirm the individual’s identity and gain valid consent prior to carrying out the therapy programme

4.2. Explain the skill development activities to the individual/carer

4.3. Support the individual’s active participation with skill development activities as specified in the individual’s care programme, seeking advice from the care team if the level of support required by the individual is beyond own scope of practice

4.4. Provide oral intake in the consistency and appearance outlined in the individual’s care programme

4.5. Provide the individual with sufficient time to practice newly developed skills

4.6. Provide the individual/carer with information and advice, as instructed by the specialist, in regards to self management

5. Be able to provide information to colleagues regarding individuals’ treatment

5.1. Update records regarding the support provided, in line with local policy and protocol

5.2. Provide feedback to the individual’s therapist and care team to aid future care planning

Unit Summary

This unit is aimed at those who support individuals who participate in therapy programmes to restore or maintain maximum independence in the management of dysphagia.

The following is a prescribed method of assessment for this unit:

Practical Demonstration The following methods of assessment are optional for this unit:


Report




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Written description

Group discussion

Practice File

Assessment Guidance

Learning Outcome 1

Individuals can be adults, children, young people or older people Learning Outcome 4 4.1 Valid consent must be in line with agreed UK country definition. 4.3 Active participation is a way of working that recognises an individual’s right to

participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

Back to unit list


© AIM Awards 2012



1. Understand specific communication needs and factors affecting them

1.1. Explain the importance of meeting an individual’s communication needs

1.2. Explain how own role and practice can impact on communication with an individual who has specific communication needs

1.3. Analyse features of the environment that may help or hinder communication

1.4 Analyse reasons why an individual may use a form of communication that is not based on a formal language system

1.5 Identify a range of communication methods and aids to support individuals to communicate

1.6 Describe the potential effects on an individual of having unmet communication needs

2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them

2.1. Work in partnership with the individual and others to identify the individual’s specific communication needs

2.2. Contribute to identifying the communication methods or aids that will best suit the individual

2.3. Explain how and when to access information and support about identifying and addressing specific communication needs

3. Be able to interact with individuals using

their preferred communication 3.1. Prepare the environment to facilitate

communication

3.2. Use agreed methods of communication to interact with the individual

3.3. Monitor the individual’s responses during and after the interaction to check the effectiveness of communication



Unit Name

PA1/3/EA/017 T/601/8282 Support Individuals With Specific Communication Needs

Level 3

Credit 5

GLH 35


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3.4. Adapt own practice to improve communication with the individual

4. Be able to promote communication between individuals and others

4.1. Support the individual to develop communication methods that will help them to understand others and be understood by them

4.2. Provide opportunities for the individual to communicate with others

4.3. Support others to understand and interpret the individual’s communication

4.4. Support others to be understood by the individual by use of agreed communication methods

5. Know how to support the use of communication technology and aids

5.1. Identify specialist services relating to communication technology and aids

5.2. Describe types of support that an individual may need in order to use communication technology and aids

5.3. Explain the importance of ensuring that communication equipment is correctly set up and working properly

6. Be able to review an individual’s communication needs and the support provided to address them

6.1. Collate information about an individual’s communication and the support provided

6.2. Contribute to evaluating the effectiveness of agreed methods of communication and support provided

6.3. Work with others to identify ways to support the continued development of communication

Unit Summary

This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.



The following methods of assessment are optional for this unit:



© AIM Awards 2012


Report


Written description

Reflective Log/Diary

Group discussion

Practice File

This unit is a assessed in the workplace or in conditions resembling the workplace as indicated in the Skills for Health Assessment Strategy. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment

Assessment Guidance

Learning Outcome 1 1.1 An individual is someone with specific communication needs who requires care or

support 1.5 Aids may include:

• Technological aids • Human aids

Learning Outcome 2 2.1 Others may include:

• Family • Advocates • Specialist communication professionals • Others who are important to the individual’s well-being

Learning Outcome 6 6.1 Information may include:

• Observations • Records • Feedback from the individual and others

Mapping to National Occupational Standards This unit is mapped to:

HSC370 Support individuals to communicate using technology

Back to unit list

Back


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1. Understand current legislation, national guidelines, policies, protocols and goods practice guidelines related to monitoring individuals with dysphagia

1.1 Summarise current legislation, national guidelines, policies, protocols and good practice guidelines which affect own work practice related to monitoring individuals with dysphagia

2. Understand how to assist others in monitoring the progress of in monitoring the progress of individuals with dysphagia

2.1. Explain the importance of regularly monitoring an individual’s progress in managing dysphagia

2.2. Explain how to assist others to monitor an individual’s progress

2.3. Explain the importance of monitoring an individual’s progress in a constructive and encouraging manner

2.4. Outline how to create an environment where open and confidential

discussions with the individual can take place

2.5. Explain the importance of the environmental conditions required by

the individual

2.6. Explain the importance of the support required by the individual

3. Know the action to take as a result of the monitoring undertaken

3.1. Outline the action to take if adverse issues and risks emerge

3.2. Outline how and when information should be fed back and to whom



Unit Name

PA1/3/EA/018 R/602/4008 Assist Others to Monitor Individuals’ Progress in Managing Dysphagia

Level 3

Credit 5

GLH 38


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3.3. Outline record keeping practices and procedures in relation to diagnostic and therapeutic programmes

4. Be able to assist others in monitoring individual’s progress in managing dysphagia

4.1. Confirm the individual’s identity and gain valid consent prior to carrying out the monitoring activity

4.2. Work with the individual and others to identify areas of progress and difficulty

4.3. Assist others in recording information

4.4. Assist others in setting goals with the individual

4.5. Reinforce positive feedback and advice provided by others, regarding the individual’s approach to managing their dysphagia

4.6. Assist others to support the individual’s active participation in managing their dysphagia

4.7. Assist others to support the individual to increase their understanding of dysphagia

5. Be able to report and record an individuals progress in managing their dysphagia

5.1. Provide regular feedback on the individual’s progress to the care team, alerting them immediately with any specific issues or risks that need urgent attention

5.2. Update records in line with local policy and protocol

Unit Summary

This unit is aimed at those who assist members of the care team to monitor an individuals’ progress with managing dysphagia.


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Practical demonstration The following methods of assessment are optional for this unit:


Report


Written description

Group discussion This unit is a assessed in the workplace or in conditions resembling the workplace as indicated in the Skills for Health Assessment Strategy

Assessment Guidance

Learning Outcome 1

Individuals can be adults, neonates, children and young people or older people Learning Outcome 2

Others can be members of the care team Learning Outcome 4 4.1 Valid consent must be in line with agreed UK country definition. 4.6 Active participation is a way of working that recognises an individual’s right to

participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

Back to unit list



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Unit Name

PA1/3/EA/027 L/601/9034 Enable Individuals with Behavioural Difficulties to Develop Strategies to Change their Behaviour

Level 3

Credit 8

GLH 41



1. Understand how legislation, policies and practice affect the support provided to individuals to manage their behaviour

1.1. Describe how legislation affects policy and practice when working with individuals to manage their behaviour

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

2. Understand the factors that influence behaviour

2.1. Explain how different factors relating to the individual can affect behaviour

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

3. Be able to work with individuals to recognise the impact of their behaviour on others

3.1. Describe why it is important to establish a professional relationship with an individual and others when working on behaviour management

3.2. Work with individuals and others to gather and review information

3.3. Support the individual and others significant to the individual to recognise their behavioural responses to different situations

3.4. Encourage the individual to consider the impact of their behaviour

4. Be able to enable people to develop strategies for changing behavioural responses

4.1. Work with an individual to identify and agree the factors which will motivate them to change their behaviour


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4.2. Explain to an individual the positive outcomes of changing behaviours

4.3. Support an individual to identify situations and circumstances which trigger specific behavioural responses

4.4. Explore with the individual ways of coping with situations and circumstances which trigger behaviour they wish to change

4.5. Work with the individual to identify and agree coping strategies they are willing to use

4.6. Support an individual to develop and practise the agreed strategies and to sustain their motivation

4.7. Record the individual’s agreement and motivation to change their behaviour in line with agreed ways of working

4.8. List any potential barriers to progress and ways in which these barriers can be addressed

4.9. Describe the additional advice and support available when an individual does not engage with the process

5. Be able to evaluate and review strategies for changing behavioural responses

5.1. Conduct regular reviews

5.2. Assist the individual and others significant to the individual to evaluate the effectiveness of strategies for changing behavioural responses

5.3. Use the positive outcomes identified through the review process to motivate the individual

5.4. Give constructive feedback on progress


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Unit Summary

This unit is aimed at health and social care workers in a wide range of settings. It applies to those with responsibility for supporting individuals to change their behavioural responses through the development of appropriate strategies. This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 3, 4 and 5 must be assessed in a real work environment.

The following are prescribed methods of assessment for this unit:

Report




Written description

Group discussion

Practice file

Assessment Guidance

Learning Outcome 1 1.2 Methods and approaches include:

Motivational interviewing

Cognitive behavioural therapy

Solution focused therapy

5.5. Encourage individuals to find ways in which to sustain their behaviour change

5.6. Record what has and has not been achieved and identify any future work required

5.7. Report the results of the review to all those who have a right and need to

receive them



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Adult learning methods

Learning Outcome 2 2.1 Factors relating to the individual may include:

culture

gender

beliefs

personality

illness side effects of medication

2.2 Others may include:

family members

other health and social care workers others who are important to the individual’s well-being

Learning Outcome 4 4.7 Agreed ways of working will include policies and procedures where these exist


This unit is mapped to:

HSC 396 (MH45): Enable people with mental health needs to develop coping strategies

HSC 397 (MH27)-partially: Enable individuals, their family and friends to explore and manage change

Back to unit list


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Unit Name

PA1/4/EA/001 T/601/9738 Implement the Positive Behavioural Support Model

Level 4

Credit 8

GLH 61



1. Understand the context of Positive Behavioural Support model

1.1 Explain how Positive Behavioural Support has been influenced by:

Applied Behaviour Analysis (ABA)

Social Role Valorisation (SRV)

1.2 Summarise current legislation and policy guidance relating to Positive Behavioural Support

2. Understand the term ‘challenging behaviour’

2.1. Define the term ‘challenging behaviour’

2.2. Explain the reasons for the term challenging behaviour coming into use

2.3. Analyse key factors that lead to a behaviour being defined as challenging

3. Understand the context in which challenging behaviour occurs

3.1. Summarise key environmental risk factors for challenging behaviours

3.2. Explain how slow and fast triggers contribute to challenging behaviour

3.3. Analyse the role of reinforcement in maintaining behaviour

3.4. Explain the time intensity model

4. Be able to contribute to the functional analysis in relation to an individual's challenging behaviour

4.1. Describe the key components of functional analysis

4.2. Explain the key methods of analysing behaviour


© AIM Awards 2012

4.3. Complete accurate records of behaviour using a structured method

4.4. Identify environmental risk factors for an individual’s challenging behaviour

4.5. Identify possible slow and fast triggers for an individual’s challenging behaviour

4.6. Identify factors that may contribute to reinforcement of an individual’s challenging behaviour

4.7. Evaluate the importance of functional analysis in effective person centred behavioural intervention for individuals

5. Understand the key characteristics of Positive Behavioural Support

5.1. Describe the key characteristics of Positive Behavioural Support

5.2. Explain the role within Positive Behavioural Support of:

Primary prevention strategies

Secondary prevention strategies

Non aversive reactive strategies

5.3. Explain the importance of social validity in the Positive Behavioural Support model

6. Be able to implement primary prevention strategies

6.1. Summarise the key primary prevention strategies

6.2. Implement an agreed primary prevention strategy using least restrictive practice, respecting the individual’s dignity, rights and choice

6.3. Explain the importance of effective communication and positive interaction in primary prevention for individuals


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6.4. Positively interact with an individual by providing the level of help and reinforcement that enables them to participate in an activity

6.5. Use effective communication with an individual to promote positive behaviour

6.6. Evaluate the social validity of an agreed primary prevention strategy for an individual

7. Be able to use a person centred approach to develop plans that promote participation

7.1. Explain how Active Support can help prevent challenging behaviour by improving an individual’s quality of life

7.2. Analyse the role of structure and daily planning in primary prevention for individuals

7.3. Review an individual’s daily activities to identify areas for increasing participation and choice

7.4. Review an individual’s routine to identify opportunities for increasing participation and choice

7.5. Develop a participation plan with an individual that contributes to the reduction of challenging behaviour by actively supporting their engagement in a specific task

7.6. Work with an individual to identify skills that could be developed to enable greater participation in day-to-day activities

8. Be able to implement secondary prevention strategies

8.1. Summarise key secondary prevention Strategies

8.2. Explain when secondary prevention strategies should be used with individuals


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8.3. Identify early warning signs of behavioural agitation in an individual

8.4. Identify possible secondary prevention strategies that may be used with an individual

8.5. Implement an agreed secondary prevention strategy using least restrictive practice, respecting the individual’s dignity, rights and preferences

9. Be able to implement non aversive reactive strategies

9.1. Explain when reactive strategies should be used with individuals

9.2. Describe the key characteristics and types of reactive strategies

9.3. Assess the risks in the use of reactive strategies

9.4. Identify possible reactive strategies that may be used for an individual

9.5. Implement an agreed non aversive reactive strategy using least restrictive practice, respecting the individual’s dignity, rights and preferences

9.6. Establish an individual’s preferred post–incident support

9.7. Identify own preferred post-incident support

10. Be able to understand and implement

Positive Behavioural Support Plans 10.1. Explain the purpose and importance of

Positive Behaviour Support Plans for individuals

10.2. Identify the key components of a

Positive Behaviour Support Plan for individuals


© AIM Awards 2012

Unit Summary

This unit is aimed at those working with individuals who have complex needs / continuing health care / severe challenging behaviour. It provides the learner with knowledge, understanding and skills required to iimplement the Positive Behavioural Support model.



Case Study


Essay

Report


Written description

Group discussion

Practice file

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. LOs 4, 5, 6, 7, 8, 9 and 10 must be assessed in a real work environment. Simulation will be accepted to assess ACs 6.2, 8.5 and 9.5 if real work assessment is not possible

10.3. Implement agreed procedures in an individual’s Positive Behavioural Support Plan

10.4. Contribute to the review of an individual’s Positive Behavioural Support Plan



© AIM Awards 2012

Positive Behavioural Support An approach to supporting individuals who challenge that combines the technology of Applied Behaviour Analysis with the values base of Social Role Valorisation and the individualised focus of Person-Centred Planning.

Learning Outcome 1 1.1 Applied Behaviour Analysis (ABA)

A scientific process of examining what causes and maintains behaviour, in order to bring about positive change. Social Role Valorisation (SRV) Promotes valued social roles for individuals who are socially disadvantaged, to help them get some of the good things in life.

Learning Outcome 2 2.1 Challenging behaviour may include behaviours that are:

Repetitive / obsessive

Withdrawn

Aggressive

Self-injurious

Disruptive

Anti-social or illegal

Verbally abusive 2.3 Factors that lead to behaviour being defined as challenging may include

culture

competence and capacity of settings

social norms

frequency, intensity and duration of the behaviour

ability to communicate effectively Learning Outcome 3 3.1 Environmental risk factors will include features that are physical or social, such as:

Uncomfortable levels of stimulation (e.g. too busy, boring)

Institutional-style setting (e.g. block treatment, rigid routines)

Poor service organisation (e.g. inexperienced carers)

Inappropriate social environment (e.g. overly restrictive, limited choice)

Environmental pollutants (e.g. temperature, noise levels) 3.2 Triggers are factors that make challenging behaviours more likely to occur. They

include:

Slow triggers, which are aspects of a person’s environment or daily routines that do not necessarily happen immediately before the challenging behaviours, but still affect whether these behaviours are performed.

Fast triggers, which are specific events that occur immediately prior to the behaviour. Their impact upon behaviour is rapid or immediate.


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3.3 Reinforcement strengthens behaviour and is of two types – positive and negative. Positive reinforcement works because individuals gain access to things or events that they like or want while negative reinforcement works because individuals get rid of things that they don’t like.

3.4 Time intensity model The stages of increasing agitation to crisis point and back again. This helps to understand the emotional and physiological changes experienced during a severe episode of challenging behaviour.

Learning Outcome 4 4.1 Functional analysis

The process for identifying or analysing the function or purpose of someone’s behaviour, using a range of structured measures.

4.3 Structured methods Measures for monitoring and recording behaviour; may include

ABC charts

Scatterplots

Incident forms

Behaviour monitoring forms

Direct observation Learning Outcome 5 5.2 Primary prevention

Proactive strategies that involve changing aspects of a person’s living, working and recreational environments so that the possibility of challenging behaviour occurring is reduced. Secondary prevention Strategies that apply when a person’s challenging behaviour begins to escalate, in Non-aversive reactive strategies are ways of responding safely and efficiently to challenging behaviours that have not been prevented. They can include physical interventions that do not cause pain and do minimise discomfort, and comply with the British Institute of Learning Disabilities (BILD) code of practice for the use of physical interventions.

5.3 Social validity refers to interventions that are ethical. That is, they address socially significant problems, have clear benefits for the individual, are acceptable to the individual and others, and use the least restrictive or intrusive approach.

Learning Outcome 6 6.3 Positive interaction concerns the performance of those supporting an individual. It

consists of providing different levels of help, breaking activities into manageable steps; and positive reinforcement to promote participation. order to prevent a major incident.

6.4 Levels of help Graduated levels of assistance, from simple verbal reminders providing the lowest level of support to actual physical guidance providing the highest level. Assistance


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should be given flexibly according to the individual’s need for help, and should be focused on encouraging as much independence as possible.

Learning Outcome 7 7.1 Active Support

A person-centred model of how to interact with individuals combined with daily planning systems that promote participation and enhance quality of life.

7.3 Review should take place involving the individual as much as is possible Learning Outcome 9 9.6 Post-incident support may include:

Emotional support

Time away from the setting

First aid

Quiet time

Space

Temporary redeployment

Additional training

Personal reflection

Counselling

Opportunity to express feelings

Learning Outcome 10 Positive Behaviour Support Plan A document containing the key information that those who support individuals with challenging behaviour must have, in order to provide consistent support on a daily basis.


This unit is mapped to: HSC 326: Contribute to the prevention and management of challenging behaviour in

children and young people HSC 337: Provide frameworks to help individuals to manage challenging behaviour HSC398: Contribute to assessing the needs of individuals for therapeutic programmes to

enable them to manage their behaviour

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© AIM Awards 2012



Unit Name

PT1/2/EA/017 F/601/3442 Introductory Awareness of Sensory Loss

Level 2

Credit 2

GLH 16



1. Understand the factors that impact on an individual with sensory loss and steps that can be taken to overcome these

1.1. Describe how a range of factors have a negative and positive impact on individuals with sensory loss

1.2. Identify steps that can be taken to overcome factors that have a negative impact on individuals with sensory loss

1.3. Explain how individuals with sensory loss can be disabled by attitudes and beliefs

1.4. Identify steps that could be taken to overcome disabling attitudes and beliefs

2. Understand the importance of effective communication for individuals with sensory loss

2.1. Outline what needs to be considered when communicating with individuals with:

Sight loss

Hearing loss

Deafblindness

2.2. Describe how effective communication may have a positive impact on the lives of individuals with sensory loss

2.3. Explain how information can be made accessible to individuals with sensory loss

3. Know the main causes and conditions of sensory loss

3.1. Outline the main causes of sensory loss


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Unit Summary

The purpose of this unit is to provide the learner with introductory knowledge about sensory loss.

There are no prescribed methods of assessment for this unit.



Report


Written description


Group discussion

Assessment Guidance

This unit needs to be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning Outcome 1 1.1 Sensory Loss could include:

3.2. Explain the difference between congenital and acquired sensory loss

3.3. State what percentage of the general population is likely to have sensory loss.

4. Know how to recognise when an individual may be experiencing sight and/or hearing loss

4.1. Outline the indicators and signs of:

Sight loss

Deafblindness

Hearing loss 4.2. Explain where additional advice and

support can be sourced in relation to sensory loss

5. Know how to report concerns about sensory loss

5.1. Describe to whom and how concerns about sight and / or hearing loss can be reported



© AIM Awards 2012

Sight loss

Hearing loss

Deafblindness 1.2 Factors could include:

Information

Familiar layouts and routines

Mobility

Communication


This unit is mapped to: Sensory Services 1, 2, 3, 4, 5, 6, 7, 8, 9, 11 Standard 1: Develop your own professional practice and promote awareness of vision

impairment issues Standard 2: Develop your own professional practice and promote awareness of hearing

impairment, Deaf issues and cultural communication needs

Standard 3: Develop your own professional practice and promote awareness of Deafblind

issues

Standard 4: Identify and support the physical and sensory needs of individuals identified

with complex needs

Standard 5: Enable individuals with sensory needs to access training, employment and

career development

Standard 6: Work with individuals and key people to enable them to make informed

decisions related to their sensory needs

Standard 7: Identify and implement creative assistive technology (AT) options

Standard 8 : Prepare for habilitation/ rehabilitation work, contact and involvement

Standard 9: Undertake habilitation/ rehabilitation interventions to meet the needs of

people who are vision impaired

Standard 11: Support the independent living skills of Deafblind people

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© AIM Awards 2012



1. Understand what makes up a balanced diet

1.1. Define the main food groups

1.2. Identify sources of essential nutrients

1.3. Explain the role of essential nutrients for health

1.4. Evaluate the impact of poor diet on health and wellbeing

1.5. Explain what adaptations to a balanced diet may be required for different groups

2. Understand nutritional guidelines 2.1. Summarise current national nutritional guidelines for a balanced diet

2.2. Explain how to access additional support and information relating to nutrition and hydration

3. Be able to promote nutrition in health and social care settings

3.1. Explain the importance of a balanced diet

3.2. Demonstrate how to plan an appropriate balanced diet with an individual.

3.3. Demonstrate how to promote an appropriate balanced diet with an individual

3.4. Evaluate the effectiveness of different ways of promoting healthy eating



Unit Name

PA9/3/EA/008 T/503/2575 Promote Nutrition and Hydration in Health and Social Care Settings

Level 3

Credit 4

GLH 32


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4. Be able to promote hydration in health and social care settings

4.1. Explain the importance of hydration

4.2. Describe signs of dehydration

4.3. Demonstrate ways to support and promote hydration with individuals

4.4. Evaluate the effectiveness of different ways of supporting and promoting hydration

5. Understand how to prevent malnutrition in health and social care settings

5.1. Describe the factors that may affect nutritional intake

5.2. Describe the risk factors that may lead to malnutrition

5.3. Describe the signs of malnutrition

5.4. Explain ways of ensuring foods and drinks have increased nutritional density through fortification

5.5. Describe the appropriate use of nutritional supplements

6. Be able to carry out nutritional screening in health and social care settings

6.1. Describe the purpose of nutritional screening

6.2. Carry out nutritional screening

6.3. Implement the actions identified by nutritional screening

6.4. Monitor record and review the actions taken following nutritional screening

7. Be able to monitor and record nutrition and hydration needs with individuals in health and social care settings

7.1. Describe the roles and responsibilities of others in assessing and managing the nutritional and hydration needs with individuals.

7.2. Explain ways in which nutrition and hydration can be monitored.


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7.3. Monitor and record nutrition and hydration of an individual in accordance with their plan of care

8. Understand factors that affect special dietary requirements in health and social care settings

8.1. Describe factors that may promote healthy eating in different groups

8.2. Describe factors that may create barriers to healthy eating for different groups

8.3. Explain why individuals may have special dietary requirements

8.4. Explain why it is important for individuals with special dietary requirements to follow special diets

Unit Summary

This unit is aimed at learners who work in a wide range of health and social care settings. The unit develops the learners’ knowledge and skills in planning and promoting health and wellbeing through nutrition and hydration. It covers nutritional monitoring and screening and develops an understanding of the roles and responsibilities of other key professionals

The following is the prescribed method of assessment for this unit:




Written description


Group discussion

Assessment Guidance

This unit needs to be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles.



© AIM Awards 2012

Learning Outcome 1 Balanced diet is one containing a variety of foods to ensure adequate intake of all nutrients that are essential for health.

1.4 Health refers to general physical health and healthy weight (i.e. BMI in the accepted

range for the individual’s group). 1.4 Wellbeing refers to a state where human needs are met and one can meaningfully

pursue goals and enjoy a satisfactory quality of life 1.5 Different groups may include:

older people that are in good health

people of different genders

people with health problems

people with dementia

people with disabilities

people with learning disabilities

people from different cultures

vegetarians and vegans etc Learning Outcome 2 Nutritional guidelines refers to the latest national guidance for appropriate groups Learning Outcome 3 3.2 Individual is someone requiring care or support Learning Outcome 5 5.1 Factors can include:

Culture and religion

Individual preferences and habits

Physical factors – positioning, oral hygiene etc

Psychological factors – depression, eating disorders etc

Income, lifestyle and social convention

Advertising and fads

Family and peer group influences

Ethics, morals and political beliefs

Neglect 5.2 Risk factors could include those listed under ‘factors’ and also:

Dysphagia - eating, drinking or swallowing problems

Effects of medication

Communication

Understanding of healthy and balanced diet appropriate to the individual 5.4 Fortification involves the enriching of food or drink and could include the addition of

the following items to increase energy and nutrient content: milk powder, evaporated milk, cheese, butter, cream, sugar, syrup, dried fruits, figs, prunes, potatoes, branded food fortifications etc


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5.5 Nutritional supplements are products with potential health benefits that are added to the diet when it lacks some or all of the following: energy, protein, vitamins or minerals (e.g. nutritional supplement drinks, vitamin and mineral additives)


the individual

family and friends

carers

colleagues

other professionals e.g. district nurses, GP’s, dieticians, speech and language therapist etc

7.3 Plan of care records the day to day requirements and preferences for care and support. It may be known by another name e.g. care plan, support plan, individual plan.

Learning Outcome 8 Special diets/special dietary requirements in this context may include therapeutic diets for an illness or condition (e.g. food allergy, diabetes, eating, drinking or swallowing difficulty - Dysphagia, coeliac disease ) or may include those that may prevent / limit / promote / meet one or more of the following:

Aspiration/choking

Appetite

Weight (i.e. underweight or overweight)

Personal choice and control (e.g. vegan and vegetarian or cultural and religious choices)

8.1 Healthy eating is one based on sound nutritional principles. It would usually feature

High consumption of fruits & vegetables

Low consumption of red meat & fatty foods

Meals based on starch foods

Raw foods & whole grains are preferred to processed or refined foods

Protein primarily from fish, dairy products, nuts

Low consumption of salt, pepper, sugar,

Saturated fats, coffee & other caffeinated beverages

Low consumption of alcohol

Drinking plenty of water

Organic and/or unprocessed foods–i.e., produced without pesticides and chemical preservatives


This unit is mapped to: HSC213 Provide healthier food and drink for individuals

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1. Understand the application of person centred approaches in health and social care

1.1. Explain how and why person-centred values must influence all aspects of health and social care work

1.2. Evaluate the use of care plans in applying person centred values

2. Be able to work in a person-centred way 2.1. Work with an individual and others to find out the individual’s history, preferences, wishes and needs

2.2. Demonstrate ways to put person centred values into practice in a complex or sensitive situation

2.3. Adapt actions and approaches in response to an individual’s changing needs or preferences

3. Be able to establish consent when providing care or support

3.1. Analyse factors that influence the capacity of an individual to express consent

3.2. Establish consent for an activity or action

3.3. Explain what steps to take if consent cannot be readily established

4. Be able to implement and promote active participation

4.1. Describe different ways of applying active participation to meet individual needs

4.2. Work with an individual and others to agree how active participation will be implemented

4.3. Demonstrate how active participation can address the holistic needs of an individual

4.4. Demonstrate ways to promote understanding and use of active participation



Unit Name

PA1/3/EA/026 Y/601/8145 Promote Person Centred Approaches in Health and Social Care

Level 3

Credit 6

GLH 41


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5. Be able to support the individual’s right to make choices

5.1. Support an individual to make informed choices

5.2. Use own role and authority to support the individual’s right to make choices

5.3. Manage risk in a way that maintains the individual’s right to make choices

5.4. Describe how to support an individual to question or challenge decisions concerning them that are made by others

6. Be able to promote individuals well- being

6.1. Explain the links between identity, self image and self esteem

6.2. Analyse factors that contribute to the well-being of individuals

6.3. Support an individual in a way that promotes their sense of identity, self image and self esteem

6.4. Demonstrate ways to contribute to an environment that promotes well-being

7. Understand the role of risk assessment in enabling a person centred approach

7.1. Compare different uses of risk assessment in health and social care

7.2. Explain how risk-taking and risk assessment relate to rights and responsibilities

7.3. Explain why risk assessments need to be regularly revised

Unit Summary

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote person centred approaches.


Practical Demonstration



Report


Written description

Reflective log/diary



© AIM Awards 2012


Group discussion

Practice file

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment. Learning Outcome 1 1.1 Person centred values include:

• Individuality • Rights • Choice • Privacy • Independence • Dignity • Respect • Partnership

1.2 A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed

Learning Outcome 2 2.1 An individual refers to someone requiring care or support; it will usually mean the

person or people supported by the learner 2.1 Others may include:

• Team members and colleagues • Other professionals • Individuals who require care or support • Families, friends, advocates or others who are important to individuals

2.2. Complex or sensitive situations may include those that are: • Distressing or traumatic • Threatening or frightening • Likely to have serious implications or consequences • Of a personal nature • Involving complex communication or cognitive needs

Learning Outcome 3 Consent means informed agreement to an action or decision; the process of establishing consent will vary according to an individual’s assessed capacity to consent

Learning Outcome 4


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Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient

Learning Outcome 6 6.2 Well-being may include aspects that are:

• spiritual • emotional • cultural • religious • social • political

Mapping to National Occupational Standards This unit is mapped to:

HSC 35: Promote choice, well-being and the protection of all individuals HSC 332 Support the social, emotional and identity needs of individuals HSC 350: Recognise, respect and support the spiritual well-being of individuals Unit content recurs throughout HSC NOS

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1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support

1.1. Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice

1.2. Define what is meant by restrictive interventions

1.3. Explain when restrictive interventions may and may not be used

1.4. Explain who needs to be informed of any incidents where restrictive interventions have been used

1.5 Explain why the least restrictive interventions should always be used

when dealing with incidents of challenging behaviour

1.6 Describe safeguards that must be in place if restrictive physical interventions are used

2. Understand the context and use of proactive and reactive strategies

2.1. Explain the difference between proactive and reactive strategies

2.2. Identify the proactive and reactive strategies that are used within own work role

2.3. Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive or reactive strategies to be used

2.4. Explain the importance of maintaining a person or child centred approach when establishing proactive strategies

2.5. Explain the importance of reinforcing positive behaviour with individuals



Unit Name

PA1/3/EA/023 F/601/3764 Promote Positive Behaviour

Level 3

Credit 6

GLH 44


© AIM Awards 2012

2.6. Evaluate the impact on an individual's well being of using reactive rather than proactive strategies

3. Be able to promote positive behaviour 3.1. Explain how a range of factors may be associated with challenging behaviours

3.2. Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours

3.3. Highlight, praise and support positive aspects of an individual's behaviour in order to reinforce positive behaviour

3.4. Demonstrate how to model to others best practice in promoting positive behaviour

4. Be able to respond appropriately to incidents of challenging behaviour

4.1. Identify types of challenging behaviours

4.2. Demonstrate how to respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines

4.3. Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour

4.4. Demonstrate how to complete records accurately and objectively in line with work setting requirements following an incident of challenging behaviour

5. Be able to support individuals and others following an incident of challenging behaviour

5.1. Demonstrate methods to support an individual to return to a calm state following an incident of challenging behaviour

5.2. Describe how an individual can be supported to reflect on an incident including:

how they were feeling at the time prior to and directly before the incident

their behaviour

the consequences of their behaviour

how they were feeling after the incident


© AIM Awards 2012

5.3. Describe the complex feelings that may be experienced by others involved or

witnessing an incident of challenging behaviour

5.4. Demonstrate how to debrief others involved in an incident of challenging

behaviour

5.5. Describe the steps that should be taken to check for injuries following an incident of challenging behaviour

6. Be able to review and revise approaches promoting positive behaviour

6.1. Work with others to analyse the antecedent, behaviour and

consequences of an incident of challenging behaviour

6.2. Work with others to review the approaches to promoting positive behaviour using information from records, de-briefing and support activities

6.3. Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour

Unit Summary

The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour.




Report


Written description

Group discussion



© AIM Awards 2012

Assessment Guidance

This unit must be assessed in accordance with Skill for Care and Development’s QCF Assessment Principles. LO 3, 4, 5 and 6 must be assessed in real work environment. Learning Outcome 1 1.5 Challenging behaviour may include behaviours that are:

Repetitive / obsessive

Withdrawn

Aggressive

Self-injurious

Disruptive

Anti-social or illegal

Verbally abusive Learning Outcome 2 2.6 Individual

Child, young person or adult accessing a service Well Being e.g.

Emotional

Psychological

Physical

Learning Outcome 3 3.1 Factors

Communication

Environment

Power imbalance

Excessive demands

Boredom

Inconsistent approaches

Lack of boundaries or goals

Emotional expression

Sensory needs

Physical Health

Mental Health

An individual’s past experiences

Age and gender

3.4 Others may include:

The individual

Colleagues

Families or carers


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Other professionals

Members of the public

Advocates

Learning Outcome 6 6.1 Antecedent, behaviour and consequences:

Antecedent is what happens before the behaviour Behaviour is the actions that are perceived as challenging behaviour or unwanted Consequences are what happened as a result of the behaviour

Mapping to National Occupational Standards This unit is mapped to: HSC 326: Contribute to the prevention and management of challenging behaviour in

children and young people

HSC 337: Provide frameworks to help individuals to manage challenging behaviour

HSC 398: Contribute to assessing the needs of individuals for therapeutic

programmes to enable them to manage their behaviour

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© AIM Awards 2012



1. Understand the benefits of therapy sessions

1.1. Identify different types of therapy sessions in which an individual may participate

1.2. Describe how therapy sessions can benefit an individual

2. Be able to prepare for therapy sessions 2.1. Establish own responsibilities in preparing for a therapy session

2.2. Identify with the individual their preferences and requirements for the therapy session

2.3. Follow instructions to prepare the environment, materials, equipment and elf for the session

3. Be able to provide support in therapy sessions

3.1. Provide support during a therapy session that takes account of:

the therapist’s directions

the individual’s preferences and requirements

3.2. Promote the active participation of the individual during the session

3.3. Describe ways to overcome fears or concerns an individual may have about a therapy session

4. Be able to observe and record therapy sessions

4.1. Agree what observations need to be carried out during therapy sessions

4.2. Agree how observations will be recorded

4.3. Carry out agreed observations

4.4. Record agreed observations as required

5. Be able to contribute to the review of therapy sessions

5.1. Contribute to a review of therapy sessions to identify issues and progress



Unit Name

PA1/2/EA/018 D/601/9023 Provide Support Therapy Sessions

Level 2

Credit 2

GLH 14


© AIM Awards 2012

5.2. Contribute to agreeing changes to therapy sessions with the individual and others

Unit Summary

This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals participating in therapy sessions. It covers preparation, support, observation, recording and review of therapy sessions





Written description

Group discussion

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in a real work situation. Learning Outcome 1 1.1 Therapy sessions may include:

occupational therapy

physiotherapy

hydrotherapy aromatherapy

An individual is someone requiring care or support

Learning Outcome 3 3.2 Active participation is a way of working that recognises an individual’s right to

participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient



© AIM Awards 2012


therapist

line manager

family

friends

advocates

others who are important to the individual’s well-being Mapping to National Occupational Standards This unit is mapped to: HSC212: Support individuals during therapy sessions

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1. Understand the importance of supporting individuals to continue recommended therapies

1.1. Analyse the potential benefits of recommended therapies to an individual’s health and wellbeing

1.2. Describe barriers that may prevent individuals from continuing recommended therapies, and the possible consequences of discontinuation

2. Be able to encourage individuals to complete activities recommended by therapists

2.1. Establish agreement on an individual’s needs and preferences about continuing a recommended therapy

2.2. Provide opportunities for an individual to access information about the benefits of continuing the recommended therapy

2.3. Describe how to overcome an individual’s fears or concerns about continuing the recommended therapy

3. Be able to provide support to continue recommended therapy

3.1. Clarify with the therapist the information needed before providing support for the therapy

3.2. Promote active participation during therapy

3.3. Address difficulties encountered during therapy

3.4. Provide constructive feedback and encouragement to the individual during therapy

4. Be able to observe, record and report on observations during recommended therapy

4.1. Establish with the individual and others what observations need to be made during therapy sessions

4.2. Carry out agreed observations 4.3. Record agreed observations as

required



Unit Name

PA1/3/EA/025 A/601/9028 Provide Support to Continue Recommended Therapies

Level 3

Credit 3

GLH 20


© AIM Awards 2012

4.4. Report on the findings of observations to individuals and others

5. Be able to contribute to evaluation and review of recommended therapies

5.1. Work with others to establish processes and criteria for evaluating the effectiveness of the therapy and the support provided

5.2. Carry out agreed role to support the evaluation, using observations and feedback from the individual and others

5.3. Agree changes to therapy sessions or the support provided

Unit Summary

This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals to continue recommended therapies. It covers encouraging and supporting individuals to continue recommended therapies, carrying out observations and reviewing the therapy.




Report


Written description

Group discussion

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning Outcomes 2, 3, 4 and 5 must be assessed in a real work situation. Learning Outcome 1 1.1 Therapies may include:

occupational therapy

physiotherapy



© AIM Awards 2012

hydrotherapy

aromatherapy An individual is someone requiring care or support

Learning Outcome 3 3.1 Information may include:

intended outcomes of the therapy

activities needed to continue the therapy

learner’s role and responsibilities

how to set up the environment and use equipment and materials

most effective ways of supporting an individual 3.2 Active Participation

is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

3.3 Ways to address difficulties may include

making adjustments to the level or type of support provided

stopping therapy activities if individual is in pain or distress

seeking additional support from therapists and others when problems and difficulties are beyond own competence


family

friends

advocates

specialist therapists

others who are important to the individual’s well-being

Mapping to National Occupational Standards This unit is mapped to: HSC352: Support individuals to continue therapies

Back to unit list


© AIM Awards 2012



1. Understand the context of supporting skills for everyday life

1.1. Compare methods for developing and maintaining skills for everyday life

1.2. Analyse reasons why individuals may need support to maintain, regain or develop skills for everyday life

1.3. Explain how maintaining, regaining or developing skills can benefit individuals

2. Be able to support individuals to plan for maintaining and developing skills for everyday life

2.1. Work with an individual and others to identify skills for everyday life that need to be supported

2.2. Agree with the individual a plan for developing or maintaining the skills identified

2.3. Analyse possible sources of conflict that may arise when planning and ways to resolve them

2.4. Support the individual to understand the plan and any processes, procedures or equipment needed to implement or monitor it

3. Be able to support individuals to retain, regain or develop skills for everyday life

3.1. Provide agreed support to develop or maintain skills, in a way that promotes active participation

3.2. Give positive and constructive feedback to the individual during activities to develop or maintain their skills

3.3.Describe actions to take if an individual becomes distressed or unable to continue

4. Be able to evaluate support for developing or maintaining skills for everyday life

4.1. Work with an individual and others to agree criteria and processes for evaluating support



Unit Name

PA1/3/EA/024 L/601/8028 Provide Support to Maintain and Develop Skills for Everyday Life

Level 3

Credit 4

GLH 28


© AIM Awards 2012

4.2. Carry out agreed role to evaluate progress towards goals and the effectiveness of methods used

4.3. Agree revisions to the plan

4.4. Record and report in line with agreed ways of working

Unit Summary

This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills required to work with individuals to retain, regain and develop skills for everyday life.




Report


Written description


Group discussion

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment. Learning Outcome 1 1.2 An individual is someone requiring care or support Learning Outcome 2 2.1 Others may include

Family

Advocates

Team members



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Line Manager

Specialists

Others who are important to the individual’s well-being 2.2 The plan may include:

Goals (short, medium and long term)

The type and level of support needed to achieve goals

Roles and responsibilities

Ways to address any associated risks

Ways to monitor the plan Learning Outcome 3 3.1 Active participation is a way of working that recognises an individual’s right to


Learning Outcome 4 4.4 Agreed ways of working will include policies and procedures where these exist

Mapping to National Occupational Standards This unit is mapped to: HSC 344: Support individuals to retain, regain and develop the skills to manage their

lives and environment

Back to unit list


© AIM Awards 2012



1. Understand approaches to managing pain and discomfort

1.1. Explain the importance of a holistic approach to managing pain and discomfort

1.2. Describe different approaches to alleviate pain and minimise discomfort

1.3. Outline agreed ways of working that relate to managing pain and discomfort

2. Be able to assist in minimising individuals’ pain or discomfort

2.1. Describe how pain and discomfort may affect an individual’s wellbeing and communication

2.2. Encourage an individual to express feelings of discomfort or pain

2.3. Encourage an individual to use self-help methods of pain control

2.4. Assist an individual to be positioned safely and comfortably

2.5. Carry out agreed measures to alleviate pain and discomfort

3. Be able to monitor, record and report on the management of individuals’ pain or discomfort

3.1. Carry out required monitoring activities relating to management of an individual’s pain or discomfort

3.2. Complete records in required ways

3.3. Report findings and concerns as required

Unit Summary

This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills to provide support for managing pain and discomfort.



Unit Name

PA1/2/EA/015 K/601/9025 Provide Support to Manage Pain and Discomfort

Level 2

Credit 2

GLH 15


© AIM Awards 2012

It covers approaches to pain management, assistance in minimising pain and discomfort and monitoring, recording and reporting on the management of pain and discomfort.




Report


Written description


Group discussion

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work situation.

Learning Outcome 1 1.3 Agreed ways of working will include policies and procedures where these exist. Learning Outcome 2 2.1 An individual is someone requiring care or support

Mapping to National Occupational Standards This unit is mapped to: HSC216: Help address the physical comfort needs of individuals CHS6: Carry out, and conclude, dialysis therapy for individuals with established

access

Back to unit list



© AIM Awards 2012



1. Understand the importance of working in

a family centred way

1.1. Identify the family’s needs and wishes

1.2. Explain the importance of the family’s needs being fully taken into consideration

2. Understand the long term effects of acquired brain injury on the family

2.1. Describe changes that may occur for family and friends as a result of caring for an individual with acquired brain injury

2.2. Identify the long term consequences on a family caring for an individual who is

minimally responsive

severe

mild to moderate as a result of acquired brain injury

2.3. Describe the potential impact on families from:

Personality changes in the individual

Lack of self awareness

The individual’s increased dependence

3. Be able to apply legislation that is relevant to carers of individuals with acquired brain injury

3.1. Identify the legislation and policy specific to carers

3.2. Apply to own practice the key principles in legislation regarding carers

4. Be able to support families and friends who hold the primary caring role

4.1. Communicate with the family to identify what supports they may need

4.2. Demonstrate listening and communication skills when supporting primary carer(s)

4.3. Contribute to the assessment of the primary carer’s needs



Unit Name

PA1/2/EA/016 T/601/5804 Support Families of Individuals with Acquired Brain Injury

Level 2

Credit 3

GLH 24


© AIM Awards 2012

4.4. Identify any additional support needs with the primary carer(s)

4.5. Record and report additional needs of primary carers

5. Know the support available from other professionals and agencies

5.1. Identify professionals and agencies who will provide support to families of an individual with brain injury

5.2. Explain when referrals would be made to other professionals or agencies

Unit Summary

This unit is aimed at those whose role involves supporting families of people with an acquired brain injury. It covers the impact on the family/carers and it addresses the importance of supporting the family and working in partnership with them in addressing their needs.




Report


Written description

Group discussion

Assessment Guidance

Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning Outcome 1

Family centred way is where the family are put at the centre of the work. Advice and information are sought from them. The learner works in partnership with them and does not intrude in the family’s contribution with the individual.

Learning Outcome 2 2.1 The individual is the person requiring support. An advocate may need to act on behalf of an individual. 2.3 Personality changes



© AIM Awards 2012

Irritability

Disinhibited behaviour

Frustration

Loss of social skills

Lack of self awareness 2.3 Self awareness - ability to understand the impact of behaviour on others Learning Outcome 4 4.2 Primary carer(s)

Spouse/Partner

Parents

Siblings

Children

Grandparents

Friends or identified next of kin outside of immediate family but who are primary carers

Learning Outcome 5 Other professionals or Agencies may include

Carers organisations

Social Workers

GPs

Supervisor

Advocate

Carers/family members

Colleagues

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© AIM Awards 2012



1. Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life

1.1. Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care

1.2. Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role

2. Understand factors affecting end of life care

2.1. Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death

2.2. Explain how the beliefs, religion and culture of individuals and key people influence end of life care

2.3. Explain why key people may have a distinctive role in an individual’s end of life care

2.4. Explain why support for an individual’s health and well-being may not always relate to their terminal condition

3. Understand advance care planning in relation to end of life care

3.1. Describe the benefits to an individual of having as much control as possible over their end of life care

3.2. Explain the purpose of advance care planning in relation to end of life care

3.3. Describe own role in supporting and recording decisions about advance care planning

3.4. Outline ethical and legal issues that may arise in relation to advance care planning

4. Be able to provide support to individuals and key people during end of life care

4.1. Support the individual and key people to explore their thoughts and feelings



Unit Name

PA1/3/EA/021 T/601/9495 Support Individuals at the End of Life

Level 3

Credit 7

GLH 53


© AIM Awards 2012

about death and dying

4.2. Provide support for the individual and key people that respects their beliefs, religion and culture

4.3. Demonstrate ways to help the individual feel respected and valued throughout the end of life period

4.4. Provide information to the individual and/or key people about the individual’s illness and the support available

4.5. Give examples of how an individual’s well-being can be enhanced by:

environmental factors

non-medical interventions

use of equipment and aids

alternative therapies

4.6. Contribute to partnership working with key people to support the individual’s well-being

5. Understand how to address sensitive issues in relation to end of life care

5.1. Explain the importance of recording significant conversations during end of life care

5.2. Explain factors that influence who should give significant news to an individual or key people

5.3. Describe conflicts and legal or ethical issues that may arise in relation to death, dying or end of life care

5.4. Analyse ways to address such conflicts

6. Understand the role of organisations and support services available to individuals and key people in relation to end of life care

6.1. Describe the role of support organisations and specialist services that may contribute to end of life care

6.2. Analyse the role and value of an advocate in relation to end of life care

6.3. Explain how to establish when an advocate may be beneficial

6.4. Explain why support for spiritual needs may be especially important at the end of life

6.5. Describe a range of sources of support to address spiritual needs


© AIM Awards 2012

7. Be able to access support for the individual or key people from the wider team

7.1. Identify when support would best be offered by other members of the team

7.2. Liaise with other members of the team to provide identified support for the individual or key people

8. Be able to support individuals through the process of dying

8.1. Carry out own role in an individual’s care

8.2. Contribute to addressing any distress experienced by the individual promptly and in agreed ways

8.3. Adapt support to reflect the individual’s changing needs or responses

8.4. Assess when an individual and key people need to be alone

9. Be able to take action following the death of individuals

9.1. Explain why it is important to know about an individual’s wishes for their after-death care

9.2. Carry out actions immediately following a death that respect the individual’s wishes and follow agreed ways of working

9.3. Describe ways to support key people immediately following an individual’s death

10. Be able to manage own feelings in relation to the dying or death of individuals

10.1. Identify ways to manage own feelings in relation to an individual’s dying or death

10.2. Utilise support systems to deal with own feelings in relation to an individual’s dying or death

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support end of life care.


Practical Demonstration

Unit Summary



© AIM Awards 2012



Report


Written description


Group discussion

Practice file

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4, 7, 8, 9 and 10 must be assessed in a real work environment in ways that do not intrude on the care of an individual at the end of life. Learning Outcome 1

Legislation and agreed ways of working will include policies and procedures where these apply, and may relate to:

equality, diversity and discrimination

data protection, recording, reporting, confidentiality and sharing information

the making of wills and living wills

dealing with personal property of deceased people

removal of medical equipment from deceased people

visitors

safeguarding of vulnerable adults

Learning Outcome 2 2.1 An individual is the person requiring end of life care

Key people may include:

Family members

Friends

Others who are important to the well-being of the individual

Learning Outcome 3 Systems for advance care planning may include:

Gold Standard Framework

Preferred Priorities for Care Learning Outcome 6 6.1 Support organisations and specialist services may include:

nursing and care homes

specialist palliative care services


© AIM Awards 2012

domiciliary, respite and day services 3

funeral directors Learning Outcome 7 7.1 Other members of the team may include:

line manager

religious representatives

specialist nurse

occupational or other therapist

social worker

key people

Learning Outcome 9 9.2 Actions may include:

Attending to the body of the deceased ugh agreed channels

Reporting the death through Informing key people Agreed ways of working will include policies and procedures where these exist

Mapping to National Occupational Standards This unit is mapped to: HSC385: Support individuals through the end of life process

Back to unit list


© AIM Awards 2012



1. Understand reasons for and responses to change

1.1. Describe types of change that may occur in the course of an individual’s life

1.2. Analyse factors that may make change a positive or a negative experience

1.3. Describe approaches likely to enhance an individual’s capacity to manage change and experience change positively

2. Be able to support individuals to plan how to manage or adapt to change

2.1. Work with individuals and others to identify recent or imminent changes affecting them

2.2. Support the individual to assess the implications and likely impacts of the change identified

2.3. Work with the individual and others to plan how to adapt to or manage the change

2.4. Explain the importance of both

practical support and emotional support during a time of change

2.5. Identify and agree roles and responsibilities for supporting a change

3. Be able to support individuals to manage or adapt to change

3.1. Carry out agreed role and responsibilities for supporting change, in ways that promote active participation

3.2. Provide information and advice to support the individual to manage change

3.3. Support the individual to express preferences and anxieties when going

through change



Unit Name

PA1/3/EA/019 M/601/7907 Support Individuals During a Period of Change

Level 3

Credit 4

GLH 29


© AIM Awards 2012

3.4. Adapt support methods to take account of preferences or anxieties

3.5. Describe how and when to seek additional expertise and advice when supporting an individual through change

4. Be able to evaluate the support provided during a period of change

4.1. Agree with the individual and others how the support provided will be evaluated, and who will be involved

4.2. Work with the individual and others to identify positive and negative aspects of a change

4.3. Work with the individual and others to evaluate the effectiveness of methods used to support the change process 4.4. Record and report on the effectiveness of support for the change process

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals during a period of change.




Report


Written description


Group discussion

Practice file

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment.

Unit Summary



© AIM Awards 2012

Learning Outcome 1 1.1 Types of change include changes that are:

positive

negative

chosen

unchosen

temporary

permanent An individual is someone requiring care or support Learning Outcome 2 2.1 Others may include:

Carers

Friends and relatives

Professionals

Others who are important to the individual’s well-being

2.3 The plan to manage a change may incorporate:

The individual’s preferences associated with the change

Existing skills or knowledge the individual has that will help them manage the change

New skills or knowledge the individual may need to develop in order to manage the change

Resources and expertise for managing the change that exist within the individual’s personal network

Additional resources, support or expertise needed

Ways to address risks that may arise from a change

Learning Outcome 3 3.1 Active participation is a way of working that recognises an individual’s right to



This unit is mapped to: HSC382: Support individuals to prepare for, adapt to and manage change

Back to unit list


© AIM Awards 2012



1. Be able to support individuals to make choices about food and drink

1.1 Establish with an individual the food and drink they wish to consume

1.2 Encourage the individual to select suitable options for food and drink

1.3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink

1.4. Describe how and when to seek additional guidance about an individual’s choice of food and drink

2. Be able to prepare to provide support for eating and drinking

2.1. Identify the level and type of support an individual requires when eating and drinking

2.2. Demonstrate effective hand-washing and use of protective clothing when handling food and drink

2.3. Support the individual to prepare to eat and drink, in a way that meets their personal needs and preferences

2.4. Provide suitable utensils to assist the individual to eat and drink

3. Be able to provide support for eating and drinking

3.1. Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking

3.2. Support the individual to consume manageable amounts of food and drink at their own pace

3.3. Provide encouragement to the individual to eat and drink

3.4. Support the individual to clean themselves if food or drink is split

3.5. Adapt support in response to an individual’s feedback or observed reactions while eating and drinking



Unit Name

PA9/2/EA/012 M/601/8054 Support Individuals to Eat and Drink

Level 2

Credit 2

GLH 15


© AIM Awards 2012

4. Be able to clear away after food and drink

4.1. Explain why it is important to be sure that in an individual has chosen to finish eating and drinking before clearing away

4.2. Confirm that the individual has finished eating and drinking

4.3. Clear away used crockery and utensils in a way that promotes active participation

4.4. Support the individual to make themselves clean and tidy after eating or drinking

5. Be able to monitor eating and drinking and the support provided

5.1. Explain the importance of monitoring the food and drink an individual consumes and any difficulties they encounter

5.2. Carry out and record agreed monitoring processes

5.3. Report on the support provided for eating and drinking in accordance with agreed ways of working

This unit is aimed at those working in a wide range of settings. It is for those who provide support for one or more individuals to eat and drink, where substantial support is needed.





Written description


Group discussion

Unit Summary



© AIM Awards 2012

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. All learning outcomes must be assessed in a real work environment. Learning Outcome1 1.1 An individual is someone requiring care or support 1.2 Suitable options will take account of:

Expressed wishes and preferences

General nutrition principles

Specific dietary requirements

Religious, cultural and personal beliefs

Resources available Learning Outcome 2 2.3 Ways to prepare to eat and drink may include

Choosing where to eat

Choosing with whom to eat

Protecting clothes from potential spills

Taking up a comfortable position Learning Outcome 4 4.3 Active participation is a way of working that recognises an individual’s right to


Learning Outcome 5

5.3 Agreed ways of working will include policies and procedures where these exist

Mapping to National Occupational Standards This unit is mapped to: HSC 213: Provide healthier food and drink for individuals

HSC 214: Help individuals to eat and drink

Back to unit list


© AIM Awards 2012



1. Understand the effects of bereavement on individuals

1.1. Describe how an individual may feel immediately following the death of a loved one

1.2. Analyse how the bereavement journey may be different for different individuals

2. Understand principles for supporting individuals who are bereaved

2.1. Compare the key points of theories of bereavement that assist in supporting individuals who are bereaved

2.2. Explain the importance of acting in accordance with an individual’s culture and beliefs when providing support for bereavement

2.3. Explain the importance of empathy in supporting a bereaved individual

3. Be able to support individuals to express their response to loss

3.1. Create an environment where the individual has privacy to express their emotions

3.2. Demonstrate active listening skills to support the individual to express their thoughts, feelings and distress

4. Be able to support individuals who are bereaved

4.1. Assess the individual’s level of distress and their capacity for resilience

4.2. Agree a programme of support with the individual and others

4.3. Carry out own role within the support programme

4.4. Support the individual to identify any changes they may need to make as a result of their loss

4.5. Explain the importance of working at the individuals pace during bereavement journey



Unit Name

PA1/3/EA/022 A/601/7909 Support Individuals who are Bereaved

Level 3

Credit 4

GLH 30


© AIM Awards 2012

4.6. Support the individual to manage conflicting emotions, indecision or fear of the future

5. Understand the role of specialist agencies in supporting individuals who are bereaved

5.1. Compare the roles of specialist agencies in supporting individuals who are bereaved

5.2. Describe how to assess whether a bereaved individual requires specialist support

5.3. Explain the importance of establishing agreement with the individual about making a referral to a specialist agency

6. Be able to manage own feelings when providing support for individuals who are bereaved

6.1. Identify ways to manage own feelings while providing support for an individual who is bereaved

6.2. Use support systems to help manage own feelings

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals who are bereaved.




Report



Group discussion

Practice file

Unit Summary



© AIM Awards 2012

Assessment Guidance

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 3, 4 and 6 must be assessed in a real work environment but in way Learning Outcome 2

An individual is someone requiring care or support

Learning Outcome 3 3.2 Active Listening includes:

Ability to pick up on non-verbal cues

Listening for key words as signposts to emotions

Understanding the meaning of silence

Using body language and facial expression to indicate interest and empathy


Carers

Friends and relatives

Line manager

Others who are important to the individual’s well-being

Mapping to National Occupational Standards This unit is mapped to: HSC 384: Support individuals through bereavement

Back to unit list


© AIM Awards 2012



1. Understand the factors that impact on an individual with sensory loss

1.1 Analyse how a range of factors can impact on individuals with sensory loss

1.2 Analyse how societal attitudes and beliefs impact on individuals with sensory loss

1.3 Explore how a range of factors, societal attitudes and beliefs impact on service provision

2. Understand the importance of effective communication for individuals with sensory loss

2.1. Explain the methods of communication used by individuals with:

Sight loss

Hearing loss

Deafblindness

2.2. Describe how the environment facilitates effective communication for people with sensory loss 2.3. Explain how effective communication may have a positive impact on lives on individuals with sensory loss

3. Understand the main causes and conditions of sensory loss

3.1. Identify the main causes of sensory loss

3.2. Define congenital sensory loss and acquired sensory loss

3.3. Identify the demographic factors that influence the incidence of sensory loss in the population

4. Know how to recognise when an individual may be experiencing sight and / or hearing loss and actions that may be taken

4.1. Identify the indicators and signs of:

Sight loss

Hearing loss

Deafblindness



Unit Name

PT1/3/EA/011 M/601/3467 Understand Sensory Loss

Level 3

Credit 3

GLH 21


© AIM Awards 2012

4.2.Explain actions that should be taken if there are concerns about onset of sensory loss or changes in sensory status

4.3. Identify sources of support for those who may be experiencing onset of sensory loss

The purpose of this unit is to provide the learner with introductory knowledge and understanding about sensory loss.



Report


Written description




Group discussion

Assessment Guidance

This unit be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning Outcome 1

Factors could include: • Communication • Information • Familiar layouts and routines • Mobility

Sensory Loss could include:

Unit Summary



© AIM Awards 2012

• Sight loss • Hearing loss • Deafblindness

Mapping to National Occupational Standards This unit is mapped to: Sensory Services 1, 2, 3, 4, 5, 6, 7, 8, 9, 11

Standard 1: Develop your own professional practice and promote awareness of vision

impairment issues Standard 2: Develop your own professional practice and promote awareness of hearing

impairment, Deaf issues and cultural communication needs

Standard 3: Develop your own professional practice and promote awareness of Deafblind

issues

Standard 4: Identify and support the physical and sensory needs of individuals identified

with complex needs

Standard 5: Enable individuals with sensory needs to access training, employment and

career development

Standard 6: Work with individuals and key people to enable them to make informed

decisions related to their sensory needs

Standard 7: Identify and implement creative assistive technology (AT) options

Standard 8 : Prepare for habilitation/ rehabilitation work, contact and involvement

Standard 9: Undertake habilitation/ rehabilitation interventions to meet the needs of

people who are vision impaired

Standard 11: Support the independent living skills of Deafblind

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© AIM Awards 2012



1. Understand Acquired Brain Injury 1.1. Describe what Acquired Brain Injury is

1.2. Identify possible causes of Acquired Brain Injury

2. Understand the impact of an Acquired Brain Injury on the individual

2.1. List initial effects of Acquired Brain Injury on the individual

2.2. Identify the long term effects of Acquired Brain Injury to include

physical

functional

cognitive

behavioural

3. Understand the specialist communication needs of an individual with Acquired Brain Injury

3.1. Explain what is meant by the term dysphasia

3.2. Explain what is meant by the term dysarthria

3.3. Describe the communication challenges presented to the individual and self by

dsphasia

dysarthria

3.4. Identify skills required to support an individual with specialist communication needs

4. Understand the impact that personality changes can have on an individual and those providing support

4.1. Outline changes in personality that an individual may experience as a result of Acquired Brain Injury

4.2. Describe how lack of self awareness may affect the individual

4.3. Explain the impact of these changes on those providing support

5. Understand the impact of challenging 5.1. Describe behaviours which may be considered challenging



Unit Name

PA1/2/EA/017 J/601/5824 Understand the Impact of Acquired Brain Injury on Individuals

Level 2

Credit 3

GLH 25


© AIM Awards 2012

behaviour 5.2. State what to do to avoid confrontation with someone who is emotionally agitated

5.3. Describe how challenging behaviour impacts on own feelings and attitudes

5.4. Identify what support is available to respond to challenging behaviour

5.5. Describe how to report challenging behaviour

The aim of the unit is to gain knowledge to support people who have an Acquired Brain

Injury. It covers both the impact on the individual who has the Acquired Brain Injury and

their carers.




Written description


Group discussion

Assessment Guidance

Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles Learning Outcome 1

1.1 Acquired Brain Injury

Traumatic brain injury

Mild/moderate brain injury

Severe brain injury

Unit Summary



© AIM Awards 2012

Learning Outcome 2

2.1 The individual is the person requiring support. An advocate may need to act on behalf of an individual.

2.2 Functional - relates to the individuals ability to carry out day to day tasks, i.e. dressing, washing, and cooking. It does not solely mean the physical ability but also can mean concentration, motivation for doing tasks.

Learning Outcome 3 3.3 Communication challenges can include

Word-finding

Indistinct speech Learning Outcome 4 4.1 Personality changes e.g.

Irritability

Disinhibited behaviour

Frustration

Loss of social skills

Lack of self awareness

Lack of insight 4.2 Self Awareness – ability to understand the impact of behaviour on others 4.3 Those providing support may include

Family

Friends

Care Workers

Practitioners

Other Professionals

Learning Outcome 5 Challenging behaviour

Physical violence

Threatening language

Sexual inhibitions

Non compliance

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© AIM Awards 2012

Section 3

Assessment and Quality Assurance

How the qualification is assessed

The qualifications require achievement of the specified units with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:

Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards.

For a more detailed overview of Assessment view our Assessment Documents at

www.aimawards.org.uk.

Unit Assessment

Achievement of units is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the Assessment Information Grid which accompanies each unit and the AIM Awards Assessment Definitions Document. See Section 5 – Appendix 1 The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.

Assessment Information Grid

Each unit has a supplementary page with an Assessment Information Grid. The Assessment Information Grid gives recognised methods of assessment for AIM Awards units. If a method is marked ‘P’ (Prescribed), that method must be used in the assessment of the unit. Methods marked ‘O’ (Optional) are recommended methods and you will select the activity or activities most appropriate for your learners and context. Some units will have a combination of Prescribed and Optional methods. Assessors must always refer to this Grid before devising assessment tasks. AIM Awards also provides Assessment Definitions for a wide range of assessment activities. This grid includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence is appropriate.

http://www.aimawards.org.uk/


© AIM Awards 2012

Assessment Practice

Assessment practices must reflect the Equality and Diversity Policy of AIM Awards. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for applying for Reasonable Adjustments.

Nominated Tutor Requirements

As an awarding organisation we require that tutors / assessors have relevant teaching experience and hold a qualification in the relevant subject area. For suitable subject specific qualifications please refer to the Skills for care Overarching Assessment Principles for Occupational Qualifications in Section 5 – Appendix 3. Suitable teaching qualifications include:

Level 3 or 4 PTLLS or above

Diploma or Certificate in Education

Bachelors or Masters Degree in Education

Training and Support

We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at

www.aimawards.org.uk.

Marking Tasks

Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved.



© AIM Awards 2012

Recording Achievement

You must record each learner’s performance in each unit on an appropriate form or forms. The form/s should record the learner’s performance against the unit assessment criteria evidenced by the task.

Functional Skills

The units of this qualification may provide opportunities for the development of Functional Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and Communication.

Moderation

Moderation is the process by which we confirm that assessment decisions in centres are

Made by competent and qualified assessors

The product of sound and fair assessment practice

Recorded accurately and appropriately

We do this by:

Internal verification

External verification – which we carry out through our External Verifiers who, by supporting you, will make sure that assessments meet nationally, agreed standards and that quality assurance systems continue to meet our centre approval criteria.

National Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards and national standardisation activity. National standardisation is a process that promotes consistency in the understanding and application of standards, it:

establishes statements on the standard of evidence required to meet the assessment criteria for the units in AIM Awards qualifications

makes recommendations on assessment practice

produces advice and guidance for the assessment of units

identifies good practice in assessment.

It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for National Standardisation if requested.


© AIM Awards 2012

AIM Awards will notify Centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will be collected by Quality Reviewers on behalf of AIM Awards. Outcomes from National Standardisation will be made available to Centres through AIM Awards.


© AIM Awards 2012

Section 4

Operational Guidance

Offering the qualification

Centres wishing to offer the qualification or units of the qualification must be a recognised centre and be able to meet the criteria for the safe and secure award of credit. We can advise you on the best and most efficient methods for offering this qualification to

learners. All procedures for the use of this qualification or units of this qualification,

including approval, registration of learners, verification and certification will be completed

through us and you will have an identified officer to support your Centre. If you have any

queries or difficulties at any time there is always someone from our experienced customer

service team ready to offer advice.

Approval to Offer AIM Awards Qualifications or Units of AIM Awards Qualifications

If you are a new Centre then please contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk.

Quality Assurance and National Standardisation

All Centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. AIM Awards will provide guidance and give support in enabling you to use the qualification.

The standard quality assurance arrangements and requirements include:

Internal verification

External verification

Standardisation. Details and guidance are provided by your AIM Awards.

Fees and Charges

As an Awarding Organisation we publish an annual list of fees and charges as well as the charges for each qualification. Download our fees and charges leaflet at www.aimawards.org.uk.




© AIM Awards 2012

Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

10 Newmarket Court

Newmarket Drive

Off Ascot Drive

Derby

DE24 8NW

01332 861999

[email protected]

mailto:[email protected]


© AIM Awards 2012

Appendix 1 – Assessment Definitions.............................................................. 105

Appendix 2 – Level Descriptors......................................................................... 121

Appendix 4 - Skills for Care Assessment Principles (QCF)..................................125


© AIM Awards 2012

AIM Awards: Qualifications and Credit Framework

Assessment Definitions

1. Case Study

Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. It may also be used with individual learners as a written activity through case study materials and learner responses.

Activity: Assessed by: Evidence could include:

Entry

Level

Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised.

Tutor observation and discussion Tutor assessment of written work.

Tutor record of observation Summary of discussion

Audio / video / photographic

record

Written work

Level

One

Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement.

Tutor observation, discussion Tutor assessment of

written work.

Tutor record of observation Summary of discussion Learner notes Audio /video / photographic record Written work

Level

Two

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work.

Tutor record Learner record Peer checklist Summary of discussion

Audio /video / photographic record Written work

Level

Three

Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-

directed (group).

Written work should allow for autonomy,

evaluation and reasoned judgements to be

made (GL = 1000 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work

Tutor record Learner record Peer checklist Summary of discussion Audio /video / photographic record Written work

1 GL = guidance on length of activity.


© AIM Awards 2012

2. Oral Question and Answer

This is the use of specific, open or closed questions for immediate response. They can range from quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Learners should be supported in answering and given a number of opportunities to respond.

Tutor Tutor record/notes Audio/video log

Level

One

Process should be informal and should

include both open and closed questions

covering a narrow range of knowledge.

Learners should be encouraged by the use

of supplementary questions.

Tutor Tutor record/notes Audio/video log

Level

Two

Open and closed questions should be

included, covering a number of topics.

Learners should be encouraged to expand

on their answers.

Tutor, with a degree of self-assessment

Tutor record/notes Audio/video log Learner notes or log

Level

Three

Questions should cover a wide range of

knowledge and contexts.

They should allow responses to unfamiliar

and unpredictable problems.

The process may be time limited and

formal, or may be a structured two-way

discussion.

Tutor, with a degree of self-assessment and evaluation of own learning

Tutor record/notes Audio/video log Learner notes or log


© AIM Awards 2012

3. Written Question and Answer / Test / Exam

This is the use of specific, open and closed questions for immediate response. They can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It allows response and questioning from individual learners and feedback from tutor. On-line assessment may be used.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Possible use of multi-choice questions.

Tutor Written responses Learner responses and tutor feedback

Level

One

Process should be informal and non-threatening. Questions should encourage learners to make use of knowledge rather than just testing recall.

Tutor or external marker (for exams/tests)

Written responses Learner responses and tutor feedback

Level

Two

Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.



Level

Three

Questions should cover a wide range of knowledge and contexts, and allow responses to unfamiliar and unpredictable problems. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. The process may be time limited.




© AIM Awards 2012

4. Essay

A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion.


Entry

Level

It would be unlikely that an essay would be used as an assessment activity at Entry Level as it would not be appropriate for the learner. It could be used in a very simple form to allow learners to demonstrate recall and comprehension in a narrow range of ideas.

Tutor through discussion

The marked essay Tutor feedback

Level

One

The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement.

Tutor The marked essay Tutor feedback

Level

Two

The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words

Tutor The marked essay

Tutor feedback.

Level

Three

The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words

Tutor The marked essay

Tutor feedback


© AIM Awards 2012

5. Report A report is a record of an activity and/or a summary of research which presents information in a structured way; this does not include opinion, but may include analysis or evaluation. It may be presented in written or oral form.


Entry

Level

Report should be oral and informal. The information or activity being reported on should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond.

Tutor (for written report)

Tutor record.

Level

One

Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation.

Tutor (for written report)

Written report with tutor feedback Learner notes of oral presentation with tutor feedback.

Level

Two

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, and from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Tutor (for written report) and/or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback

Level

Three

Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written

Tutor (for written report) and or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback


© AIM Awards 2012

6. Project

This is a specific task involving private study and research for individuals or groups. It normally involves selection of a topic, planning, finding information and presenting results orally or in writing.

The learning may be assessed by the tutor, learner or peers, during and at the end of the process.


Entry

Level

Task should be simple, familiar, informal and supervised. It should involve repetitive and predictable processes.

Tutor observation and questioning during and at the end of process.

Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record

Level

One

Task should be selected with support from tutor to allow the demonstration of knowledge and skills in a range of predictable, structured and familiar contexts.

Tutor observation and questioning during and at the end of process.


Level

Two

Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.


Level

Three

Task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.



© AIM Awards 2012

7. Production of artefact

This is the production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact


Entry

Level

Artefact should be simple, familiar and informal. Its production should be supervised and involve repetitive and predictable processes.

Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process

Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record

Level

One

Artefact should be selected with support from tutor to allow the demonstration of skills and apply knowledge in a range of predictable, structured and familiar contexts.



Level

Two

Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.



Level

Three

Artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale.




© AIM Awards 2012

8. Role Play/Simulation

This is the use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes


Entry

Level

Role-plays should be simple with scenarios that are familiar to the learner. Role-plays should be short, structured and supervised.

Tutor/peer observation One to one tutorial, discussion Self-assessment

Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Role-plays should be limited in range, be familiar and require a narrow range of skills. Role-plays should be structured and involve limited degree of learner choice.

Tutor/peer observation One to one tutorial, discussion Self-assessment


Level

Two

Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy.

Tutor/peer observation One to one tutorial, discussion Self-assessment.


Level

Three

Role-plays should allow the application of skills in a range of complex areas and in a variety of familiar and unfamiliar contexts.

Tutor/peer observation One to one tutorial, discussion Self-assessment.



© AIM Awards 2012

9. Written Description

This is the consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format.


Entry

Level

Subjects should be simple and familiar to learner. Written work should be short, structured and supervised.

Tutor assessment Discussion

Tutor record of observation and feedback Summary of discussion Completed work.

Level

One

Subjects should be limited in range, be familiar and require a narrow range of knowledge. Written work should be structured and involve limited degree of judgement.

Tutor assessment Discussion.


Level

Two

Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.

Self-assessment Tutor assessment.


Level

Three

Subjects should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar context. GL = 1000 words.

Self-assessment Tutor assessment



© AIM Awards 2012

10. Practical Demonstration

This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.


Entry

Level

Practical demonstrations should be simple with situations that the learner is familiar with. They should be short, structured and supervised.

Tutor/peer observation One to one tutorial Discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Practical demonstrations should be limited in range, be familiar and require a narrow range of skills and knowledge.



Level

Two

Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.

Tutor/peer observation One to one tutorial Discussion Self-assessment.


Level

Three

Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts.




© AIM Awards 2012

11. Group Discussion

This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning.


Entry

Level

Discussions should be simple with subjects that are familiar to the learner. The discussion should be short, structured and supervised.

Tutor One to one tutorial discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log

Level

One

Discussions should be limited in range, cover topics that are familiar to the learner. These should require a narrow range of skills. The discussion should be structured and involve a limited degree of learner choice.

Tutor Peer observation, One to one tutorial discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log

Level

Two

Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy.


Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.

Level

Three

Discussion should allow for

consideration of a range of complex

topics and in a variety of familiar and

unfamiliar contexts.


Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.


© AIM Awards 2012

12. Performance / Exhibition

This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The evidence should include a summary of the feedback


Entry

Level

The performance/exhibition should be simple, informal and supervised.

Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)

Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log

Level

One

The performance/exhibition should be limited in range, familiar and require a narrow range of knowledge.



Level

Two

The performance/exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas. The performance/exhibition should provide the opportunity for interpretation of the chosen piece.



Level

Three

The performance/exhibition should be chosen with the tutor to allow for the application of knowledge in a range of complex areas, in a variety of contexts. Performance should be guided but self-directed.




© AIM Awards 2012

13. Reflective log or diary

This is a description. It is normally in writing but may be oral, given by the learner reflecting on how and what they have learned. It should be completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning can be supported through tutorial discussions.


Entry

Level

The reflection process should normally be oral and supported. It may be supplemented by the use of drawings or diagrams. Learners should be asked to describe simply what they have learned with direction from the tutor.

Learner with tutor support

Drawings Diagrams Tutor records

Level

One

The reflection process should be written and may be in the form of brief, structured notes. Learner should be asked to record what they have learner at regular intervals and advised on what information to include. Learners should make limited judgements on what has been learned in terms of, for example, usefulness or interest.

Learner supported by tutor through tutorials

Learner log/diary Tutorial notes Tutor record

Level

Two

The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge/skills, what else they need to learn.

Learner supported by tutor through tutorials


Level

Three

The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge/skills, their own learning style and what else they need to learn.

Learner, discussed with the tutor.



© AIM Awards 2012

14. Practice File

This is a structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and/or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. It may need a short explanation of how the particular document evidences achievement of a specific learning outcome. Discussion with the tutor could support the file.


Entry

Level

Practice evidence should be simple and specific. Learners should be directed on what to include. The tutor should map the evidence to specific learning outcome/s.

Discussion with the tutor

Document/s and tutor notes.

Level

One

Practice evidence should demonstrate the application of a narrow range of skills and/or knowledge. Learners should be given detailed guidance on what documents would be appropriate, how the evidence should be presented, and on mapping to learning outcomes.


Documents Learner notes Tutor comments.

Level

Two

Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and/or knowledge. Learners should receive guidance on the type of document which could be appropriate, e.g. a list, and advice on how to ensure the documents evidence specific learning outcomes, e.g., highlighting sections, notes and on how the file should be presented.


Structured file with tutor feedback.

Level

Three

Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement.


Structured file with tutor feedback.

APPENDIX 2

LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

http://www.ofqual.gov.uk/


© AIM Awards 2012

Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 1 Achievement at level 1 reflects

the ability to use relevant

knowledge, skills and procedures

to complete routine tasks. It

includes responsibility for

completing tasks and procedures

subject to direction or guidance.

Use knowledge of facts, procedures

and ideas to complete well-defined,

routine tasks.

Be aware of information relevant to the area of study or work

Complete well-defined routine

tasks.

Use relevant skills and procedures

Select and use relevant information

Identify whether actions have been

effective.

Take responsibility for completing

tasks and procedures subject to

direction or guidance as needed


© AIM Awards 2012



the ability to select and use

relevant knowledge, ideas, skills

and procedures to complete well-

defined tasks and address

straightforward problems. It

includes taking responsibility for


and exercising autonomy and

judgement subject to overall

direction or guidance.

Use understanding of facts,

procedures and ideas to complete

well-defined tasks and address

straightforward problems

Interpret relevant information and

ideas.

Be aware of the types of

information that are relevant to the

area of study or work

Complete well-defined, generally

routine tasks and address

straightforward problems.

Select and use relevant skills and

procedures.

Identify, gather and use relevant information to inform actions.

Identify how effective actions have been.

Take responsibility for completing tasks and procedures

Exercise autonomy and judgement subject to overall direction or guidance


© AIM Awards 2012



the ability to identify and use

relevant understanding, methods

and skills to complete tasks and

address problems that, while well

defined, have a measure of

complexity. It includes taking

responsibility for initiating and


as well as exercising autonomy

and judgement within limited

parameters. It also reflects

awareness of different

perspectives or approaches within

an area of study or work.

Use factual, procedural and

theoretical understanding to

complete tasks and address

problems that, while well defined,

may be complex and non- routine

Interpret and evaluate relevant

information and ideas

Be aware of the nature of the area

of study or work

Have awareness of different

perspectives or approaches within

the area of study or work

Address problems that, while well

defined, may be complex and non-

routine

Identify, select and use appropriate

skills, methods and procedures

Use appropriate investigation to

inform actions

Review how effective methods and

actions have been

Take responsibility for initiating and

completing tasks and procedures,

including, where relevant,

responsibility for supervising or

guiding others

Exercise autonomy and judgement

within limited parameters

Appendix 3

Skills for Care Assessment

Principles (QCF)


© AIM Awards 2012

Skills for Care and Development QCF Assessment Principles 1. Introduction 1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social

care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.

1.2 This document sets out those principles and approaches to QCF unit/qualification

assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements.

1.3 These principles will ensure a consistent approach to those elements of assessment

which require further interpretation and definition, and support sector confidence in the new arrangements.

1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.

2. Assessment Principles 2.1. Assessment decisions for competence based learning outcomes (e.g. those beginning

with’ to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence based Learning Outcomes must be made by

an assessor qualified to make assessment decisions. 2.3 Competence based assessment must include direct observation as the main source

of evidence 2.4 Simulation may only be utilised as an assessment method

for competence based Lo where this is specified in the assessment

requirements of the unit’.

2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.

2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with

‘know’ or ‘understand’) may take place in or outside of a real work environment.


© AIM Awards 2012

2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.

2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an

assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.

3. Internal Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence for

units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4. Definitions 4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable: This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions: This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted.

4.4 Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness: An expert witness must: have a working knowledge of the QCF units on which their expertise is based be occupationally competent in their area of expertise have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.


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