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BTEC Level 2 Certificate in Preparing to Work in Adult Social Care

BTEC Qualifications - Level 2

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About this course
  • Course Length - 12 Months
  • Award Received - BTEC Level 2 Certificate in Preparing to Work in Adult Social Care
  • Course Code: QCF29
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To purchase this course in a one off full payment it will cost you:

£450.00 - £350.00

About this course

This Edexcel BTEC Level 2 Certificate in Preparing Adults to Work in Adult Social Care (QCF) Distance Learning course is for anyone who works in, or want to work in, the health and social care sector.

If you are an Adult learner, the Edexcel BTEC Level 2 Certificate can extend your knowledge and understanding of work in a particular sector. This Qualification is suitable for anyone wishing to change career or move into a particular area of employment following a career break.

Course Description

This BTEC Qualification is aimed at learners interested in, or new to, working in adult social care in England. The aim is to introduce knowledge around the following areas relating to working in adult social care:

  • communication
  • equality, diversity and inclusion
  • personal development
  • role of the social care worker
  • handling information
  • health and safety
  • safeguarding
  • duty of care
  • person-centred approaches
Course Content

UNIT 1 Principles of Communication in Adult Social Care

This unit looks at the effect of communication within all aspects of adult social care.  It looks at the importance of ensuring you communicate using the individuals preferred methods of communication and how to observe reactions to support the communication cycle.  The unit also looks into barriers to communication and ways to reduce or remove these preparing the learner to be able to work with service users who may have varied communication needs.  You will also cover some issues surrounding confidentiality and when information may be shared.

On completion of this unit you should be able to:

  • Identify different reasons why people communicate.
  • Explain how effective communication affects all aspects of working in adult social care settings.
  • Explain why it is important to observe an individual’s reactions when communicating with them.
  • Explain why it is important to find out an individual’s communication and language needs, wishes and preferences.
  • Describe a range of communication methods
  • Identify barriers to communication.
  • Describe ways to reduce barriers to communication.
  • Describe ways to check that communication has been understood.
  • Identify sources of information and support services to enable more effective communication.
  • Define the term ‘confidentiality’.
  • Describe ways to maintain confidentiality in day-to-day communication.
  • Describe situations where information normally considered to be confidential might need to be shared with agreed others.
  • Explain how and when to seek advice about confidentiality.

UNIT 2 Principles of Personal Development in Adult Social Care

This unit looks at the standards which influence the way that you will be required to work within health and social care.  It will enable you to look at the benefits of reflective practice on both learning and work practice and how this connects with the development of knowledge and skills and will look at the benefits of feedback as part of this process.  You will also look at your own personal attitudes and beliefs and ways to ensure you do not allow these to become barriers around the quality of your work.

The unit will also look at personal development plans and the benefits these have with regards to development of knowledge and understanding.

On completion of this unit you should be able to:

  • Identify the standards that influence the way adult social care job roles are carried out.
  • Explain why reflecting on work activities is an important way to develop your own knowledge and skills.
  • Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work.
  • Describe how a learning activity has improved your own knowledge, skills and understanding.
  • Describe how reflecting on a situation has improved your own knowledge, skills and understanding.
  • Describe how feedback from others has developed your own knowledge, skills and understanding.
  • Define the term ‘personal development plan’.
  • Identify who could be involved in the personal development plan process.
  • Identify sources of support for your own learning and development.
  • List the benefits of using a personal development plan to identify ongoing improvements in your own knowledge and understandin

UNIT 3 Principles of Diversity, Equality and Inclusion in Adult care Settings

This unit will look at inclusion, equality, diversity and rights within health and social care.  You will gain an understanding on how discrimination may occur within the work place and look at key legislation and codes of practice relating to this.  You will also look at ways to challenge discrimination within the work place.

On completion of this unit you should be able to:

  • Define what is meant by

A) Diversity

B) Equality

C) Inclusion

D) Discrimination

  • Describe how direct or indirect discrimination may occur in the work setting.
  • Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination.
  • List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings.
  • Describe how to interact with individuals in an inclusive way.
  • Describe ways in which discrimination may be challenged in adult care settings.
  • Identify sources of information, advice and support regarding diversity, equality, inclusion and discrimination.
  • Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination.

UNIT 4 Principles of Safeguarding and Protection in Health and Social Care

This unit will look at the importance of safeguarding and the many forms of abuse that can occur.  You will investigate the signs and symptoms which may indicate abuse and the factors that can contribute to the vulnerability in individuals.  You will look at the actions to take in cases of suspected and alleged abuse and you will look at the policies and systems within the safeguarding framework.  You will look at your role along with the roles of others and agencies that would be included in the safeguarding of individuals. Unsafe practices and serious incidents are examples of failure to protect individuals from abuse and may affect the well-being of an individual.  You will also consider practice that may reduce the likelihood of abuse occurring.

On completion of this unit you should be able to:

  • Define the following types of abuse

a) Physical abuse

b) Sexual abuse

c) Emotional abuse

d) Financial abuse

e) Institutional abuse

f)  Self- neglect

g) Neglect by others

  • Identify the signs and / or symptoms associated with each type of abuse.
  • Describe factors that may contribute to an individual being more vulnerable to abuse.
  • Explain the actions to take if there are suspicions that an individual is being abused.
  • Explain the actions to take if an individual alleges that they are being abused.
  • Identify ways to ensure that evidence is preserved.
  • Identify national policies and local systems that relate to safeguarding and protection from abuse.
  • Explain roles of different agencies in safeguarding and protecting individuals from abuse.
  • Identify reports into serious failures to protect individuals from abuse
  • Identify sources of information and advice about your own role in safeguarding and protecting individuals from abuse.
  • Explain how the likelihood of abuse may be reduced by:

a) Working with person-centred values

b) Encouraging active participation

c) Promoting choice and rights

  • Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.
  • Describe unsafe practices that may affect the well-being of an individual.
  • Explain actions to take if unsafe practices have been identified.
  • Describe the action to take if suspected abuse or unsafe practice has been reported but nothing has been done in response.

UNIT 5 Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings

This unit will provide you with an understanding of duty of care and the dilemmas that may arise between this and the rights of an individual to make choices and to take acceptable risks.  You will also look at the importance of knowing how to make a complaint, your role in responding and the agreed procedures to do so.

On completion of this unit you should be able to:

  • Define the term ‘duty of care’.
  • Describe how the duty of care will affect your own work role.
  • Describe dilemmas that may arise between duty of care and an individual’s rights.
  • Explain where to get additional support and advice about how to resolve such dilemmas.
  • Explain why it is important that individuals know how to make a complaint.
  • Explain the main points of agreed procedures for handling complaints.
  • Describe your own role in responding to complaints as part of your own duty of care.

UNIT 6 Understand the Role for the Social Care Worker

In this unit you will look at the difference between a personal and professional relationship and the different working relationships you will encounter in the social care setting.  You will examine the importance of working to the job role providing an understanding on the meaning of agreed ways of working.  You will also look at partnership working and the resolving of conflicts and different approaches to achieving this as well as where you can go for advice and support about working in partnerships and resolving conflicts.

On completion of this unit you should be able to:

  • Explain how a working and personal relationship are different
  • Describe different working relationships in social care settings.
  • Describe why it is important to adhere to the agreed scope of the job role.
  • Outline what is neant by agreed ways of working.
  • Explain the importance of full and up-to-date agreed ways of working.
  • Explain why it is important to work in partnership with others.
  • Identify ways of working that can help improve partnership working.
  • Identify skills and approaches needed for resolving conflicts.
  • Explain how and when to access support and advice about:

a) partnership working

b) resolving conflicts

UNIT 7 Understand Person Centred Approaches in Adult Social Care Settings

This unit looks at person centred values and the importance of embedding this into the delivery of care for an individual.  You will look at the importance of finding out the history, needs and preferences of an individual and base their plan of care around this insuring the individual is at the centre of everything you put in place for them.  You will look at the term ‘consent’ and how this is important when initiating care practice, activities or actions and  look at how to deal with situations when consent is not available.

You will look at the benefits of active participation and ways to reduce barriers to allow full participation by all individuals and how this links with self esteem, well-being and identity.  You will also examine risk- taking and allowing an individual the right of choice.

On completion of this unit you should be able to:

  • Define person centred values.
  • Explain why it is important to work in a way that embeds person-centred values.
  • Describe how to find out the history, preference, wishes ad needs of an individual when planning care and support.
  • Explain how using an individual’s care plan contributes to working in a person-centred way.
  • Define the term ‘consent’.
  • Explain the importance of gaining consent when providing care or support.
  • Describe how to establish consent for an activity or action.
  • Explain what steps to take if consent cannot be readily established.
  • Define what is meant by active participation.
  • Describe how active participation benefits an individual.
  • Describe ways of reducing barriers to active participation.
  • Describe ways to encourage active participation.
  • Identify ways of supporting an individual to make informed choices.
  • Explain why risk taking can be part of an individual’s choice.
  • Explain how agreed risk assessment processes are used to support the right to make choices.
  • Explain why workers personal views should not influence an individual’s choices.
  • Describe how to support an individual to question or challenge decisions concerning them that are made by others.
  • Explain how individual identity and self-esteem are linked with well being.
  • Describe attitudes and approaches that are likely to promote an individual’s well-being.
  • Identify ways to contribute to an environment that promotes wellbeing.

UNIT 8 Understand Health and Safety in Social Care Settings

This unit will look at the main legislation regarding health and safety within the social care sector as well as the main points of health and safety policies this will give you the knowledge required in order to work in a social care setting.  You will examine the different roles of professionals and roles that need specific training in order to be able to undertake the tasks. You will define hazards and risks, using risk assessments and dealing with the dilemmas between individual rights and health and safety concerns.  You will also examine various sections within health and safety including handling medication, food safety, safe moving and handling, infection control and prevention, environmental safety procedures and management of hazardous substances.

On completion of this unit you should be able to:

  • List legislation relating to the general health and safety in a social care setting
  • Describe the main points of health and safety policies and procedures.
  • Outline the main health and safety responsibilities of:

a) The social care worker

b) The employer or manager

c) The individual

  • Identify tasks relating to health and safety that should only be carried out with special training.
  • Describe how to access additional support and information relating to health and safety.
  • Define what is meant by ‘hazard’ and ‘risk’.
  • Describe how to use a health and safety risk assessment.
  • Explain how and when to report potential health and safety risks that have been identified.
  • Describe how risk assessment can address dilemmas between an individual’s rights and health and safety concerns.
  • Describe different types of accidents and sudden illness that may occur in a social care setting.
  • Outline the procedure to be followed if an accident or sudden illness should occur.
  • Explain why it is important for emergency first-aid tasks only to be carried out by a qualified first-aider.
  • List routes by which an infection can get into the body.
  • Describe ways in which your own health or hygiene might pose a risk to an individual or others at work.
  • Explain the most thorough method for hand washing.
  • Describe when to use different types of personal protective equipment.
  • Identify legislation that relates to moving and handling.
  • List principals for safe moving and handling.
  • Explain why it is important for moving and handling tasks to be carried out following specialist training.
  • Explain why it is important to have specialist training before assisting and moving an individual.
  • Explain the importance of following an individual’s care plan and fully engaging with them when assisting and moving.
  • Identify hazardous substances that may be found in the social care setting.
  • Describe safe practiced for:

a) Storing hazardous substances.

b) Using hazardous substances.

C) Disposing of hazardous substances.

  • Outline the procedures to be followed in the social care setting to prevent:

a) Fire

b) Gas leak

c) Floods

d) Intruding

e) Security breach

  • Outline the procedures to be followed in the social care setting in the event of:

a) Fire

b) Gas leak

c) Floods

d) Intruding

e) Security breach

  • Identify common signs and indicators of stress.
  • Identify circumstances that tend to trigger your own stress.
  • Describe ways to manage stress.
  • Describe the main points of agreed procedures about handling medication.
  • Identify who is responsible for medication in a social care setting.
  • Explain why medication must only be handled following specialist training.
  • Identify food standards relevant to social care setting.
  • Explain how to:

a) Store food

b) Maximise hygiene when handling food

c) Dispose of food

  • Identify common hazards when handling and storing food.

UNIT 9 Understand How to Handle Information in Social Care Settings

Within this unit you will look at the standards required for handling information within the social care setting.  You will investigate legislation and gain an understanding of the need to have accurate and valid systems within the workplace.  As part of your duty of care you are responsible to ensure confidentiality is maintained with regard to information and records.  You will look at the requirements of storing information securely and what action to take if you suspect information is being mishandled.

On completion of this unit you should be able to:

  • Identify the legislation that relates to the recording, storage and sharing of information within the social care sector.
  • Explain why it is important to have secure systems for recording and storing information in a social care setting.
  • Describe how to access guidance, information and advice about handling information
  • Outline what actions to take when there are concerns over the recording, storing or sharing of information.
Qualification Information

BTEC Specialist qualifications are qualifications at Entry Level to Level 3 in the Qualifications and Credit Framework (QCF) and are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. The qualifications also provide career development opportunities for those already in work.

The Edexcel BTEC Level 2 Certificate in Preparing to Work In Adult Social care is a 20-credit qualification.

Qualification Code 501/1586/8

A registration fee of £51.00 is due within four weeks of enrolment if you wish to receive your BTEC certificate on successful completion of your course.

Method Of Study
  • The course comes to you as a proper paper-based pack, not as an electronic password
  •  You will get full tutor support via email
  •  You will receive feedback on your assignments from our experienced tutors    
  •  You will be given guidance through the Study Guide on the nuts and bolts of studying and submitting assignments
  • Postal assignments cannot be accepted without prior permission from the tutor
  • You must have access to email in order to contact your tutor
Method of Assessment

The course contains a number of assignments which your tutor will mark and give you valuable feedback on. We call these Tutor Marked Assignments (TMAs). You need only send the TMAs to your tutor for comment, not the self-assessment exercises which are also part of the course to help you gauge your progress.

Course Length Information

This course can be taken over a 12 month period but you can complete it as fast or as slowly as you wish.

The guided learning hours is around 180.

Tutor Support

You will have access to a tutor via email who will mark your work, guide you through the course and assist you with any problems you may have. In addition you will be supplied with a comprehensive Study Guide which will help you through the study and assessment process.

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