LWA - London Waterloo Academy | NCFE LEVEL 2 DIPLOMA IN HEALTH AND SOCIAL CARE (ADULTS) FOR ENGLAND

This qualification is to guide and assess the development of knowledge and skills relating to the health and social care workforce. This qualification confirms competence in these areas for roles such as:
• Care assistants/support workers/key workers in residential settings, domiciliary services, or day services
• Healthcare assistants/support workers in community and primary care environments or acute health environments
• Support workers in supported living projects
• Community-based care assistants/ support workers/key workers, including those working in specialist areas eg dementia, learning disabilities
• Personal assistants employed directly by the individual they support or their families
• Emerging new types of workers and multidisciplinary health roles crossing traditional service barriers and delivery models

Academy offers work placements within the sector

Type - QCF

Academic Level - Level 2

Awarding Body - NCFE

Start Dates: ongoing

Mode of study - part-time, distance learning

Duration - 6 months

Fees - £500

Minimum Entry Age - 16

Location – 103 Waterloo Road, London, SE1 8UL (opposite station Waterloo Station , next door to Sainsbury’s)

	1 Year Full time
	Variable - Distance learing
	Variable - Part time

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Entry Requirements:
There are no formal entry requirements for this qualification. However, learners might find it useful if they’ve already completed a Level 2 qualification. Candidates should be ready to undergo a CRB check Satisfactory references.
Learners have to be at least 18 years old.

Assesment:
There are no examinations or assignments as such. All units are assessed based on portfolio building. To successfully complete a unit, each learner has to provide evidence sat isfying all the performance and knowledge standards in that unit.

Mandatory Units:

1. INTRODUCTION TO COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS

2. INTRODUCTION TO PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE’S SETTINGS

3. INTRODUCTION TO EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS

4. INTRODUCTION TO DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS

5. PRINCIPLES OF SAFEGUARDING AND PROTECTION IN HEALTH AND SOCIAL CARE

6. THE ROLE OF THE HEALTH AND SOCIAL CARE WORKER

7. IMPLEMENT PERSON CENTRED APPROACHES IN HEALTH AND SOCIAL CARE

8. CONTRIBUTE TO HEALTH AND SAFETY IN HEALTH AND SOCIAL CARE

9. HANDLE INFORMATION IN HEALTH AND SOCIAL CARE SETTINGS

10. DEMENTIA AWARENESS

Optional Units:

11. PURPOSE AND PRINCIPLES OF INDEPENDENT ADVOCACY

12. UNDERSTAND MENTAL WELL-BEING AND MENTAL HEALTH PROMOTION

13. UNDERSTAND MENTAL HEALTH PROBLEMS

14. THE PERSON CENTRED APPROACH TO THE CARE AND SUPPORT OF INDIVIDUALS WITH DEMENTIA

15. UNDERSTAND THE FAC TORS THAT CAN INFLUENCE COMMUNICATION AND INTERACTION WITH INDIVIDUALS WHO HAVE DEMENTIA

16. UNDERSTAND EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE

17. UNDERSTAND THE ADMIN IS TRATION OF MEDICATION TO INDIVIDUALS WITH DEMENTIA USING A PERSON CENTRED APPROACH

18. UNDERSTAND THE ROLE OF COMMUNICATION AND INTERACTIONS WITH INDIVIDUALS WHO HAVE DEMENTIA

19. UNDERSTAND THE DIVERSITY OF INDIVIDUALS WITH DEMENTIA AND THE IMPORTANCE OF INCLUSION

20. INTRODUCTION TO PERSONAL ISATION IN SOCIAL CARE

21. THE PRINCIPLES OF INFECTION PREVENTION AND CONTROL

22. CAUSES AND SPREAD OF INFECTION

23. CLEANING, DECONTAMINATION AND WASTE MANAGEMENT

24. UNDERSTAND THE CONTEXT OF SUPPORTING INDIVIDUALS WITH LEARNING D ISABILITIES

25. PRINCIPLES OF POSITIVE R ISK TAKING FOR INDIVIDUALS WITH D ISABILITIES

26. PRINCIPLES OF SUPPORTING AN INDIVIDUAL TO MAINTAIN PERSONAL HYGIENE

27. PRINCIPLES OF SUPPORTING INDIVIDUALS WITH A LEARNING D IS ABILITY TO ACCESS HEALTHCARE

28. INTRODUC TORY AWARENESS OF AUT ISTIC SPECTRUM CONDITIONS

29. PRINCIPLES OF SUPPORTING INDIVIDUALS WITH A LEARNING D ISABILITY REGARDING SEXUALITY AND SEXUAL HEALTH

30. PRINCIPLES OF SUPPORTING YOUNG PEOPLE WITH A D IS ABILITY TO MAKE THE TRANSITION IN TO ADULTHOOD

31. PRINCIPLES OF SELF-DIRECTED SUPPORT

32. UNDERSTAND PHYSICAL D ISABILITY

33. UNDERSTAND THE IMPACT OF ACQUIRED BRAIN INJURY ON INDIVIDUALS

34. INTRODUC TORY AWARENESS OF SENSORY LOSS

35. INTRODUC TORY AWARENESS OF MODELS OF D ISABILITY

36. ADMIN IS TER MEDICATION TO INDIVIDUALS, AND MONI TOR THE EFFECTS

37. UNDERSTAND AND IMPLEMENT A PERSON CENTRED APPROACH TO THE CARE AND SUPPORT OF INDIVIDUALS WITH DEMENTIA

38. EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE PRACTICE

39. UNDERSTAND AND ENABLE INTERACTION AND COMMUNICATION WITH INDIVIDUALS WITH DEMENTIA

40. APPROACHES TO ENABLE RIGHTS AND CHOICES FOR INDIVIDUALS WITH DEMENTIA WHILST MINIM ISING R ISKS

41. UNDERSTAND AND MEET THE NUTRITIONAL REQUIREMENTS OF INDIVIDUALS WITH DEMENTIA

42. ENABLE RIGHTS AND CHOICES OF INDIVIDUALS WITH DEMENTIA WHILST MINIM ISING R ISKS

43. UNDERSTAND AND ENABLE INTERACTION AND COMMUNICATION WITH INDIVIDUALS WHO HAVE DEMENTIA

44. EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE PRACTICE

45. PROVIDE SUPPORT FOR THERAPY SESSIONS

46. PROVIDE SUPPORT FOR MOBILITY

47. PROVIDE SUPPORT TO MANAGE PAIN AND D ISCOMFORT

48. CONTRIBUTE TO MONI TORING THE HEALTH OF INDIVIDUALS AFFECTED BY HEALTH CONDITIONS

49. SUPPORT INDIVIDUALS TO CARRY OUT THEIR OWN HEALTH CARE PROCEDURES

50. SUPPORT PARTICIPATION IN LEARNING AND DEVELOPMENT ACTIVITIES

51. SUPPORT INDEPENDENCE IN THE TASKS OF DAILY LIVING

52. PROVIDE SUPPORT FOR JOURNEYS

53. PROVIDE SUPPORT FOR LE ISURE ACTIVITIES

54. SUPPORT INDIVIDUALS TO ACCESS AND USE INFORMATION ABOUT SERVICES AND FACILITIES

55. SUPPORT INDIVIDUALS WHO ARE D ISTRESSED

56. SUPPORT CARE PLAN ACTIVITIES

57. SUPPORT INDIVIDUALS TO EAT AND DRINK

58. SUPPORT INDIVIDUALS TO MEET PERSONAL CARE NEEDS

59. SUPPORT INDIVIDUALS TO MANAGE CONTINENCE

60. PROVIDE AGREED SUPPORT FOR FOOT CARE

61. GAIN ACCESS TO THE HOMES OF INDIVIDUALS, DEAL WITH EMERGENCIES AND ENSURE SECURITY ON DEPARTURE

62. CONTRIBUTE TO THE CARE OF A DECEASED PERSON

63. CONTRIBUTE TO SUPPORTING GROUP CARE ACTIVITIES

64. UNDERTAKE AGREED PRESSURE AREA CARE

65. SUPPORT INDIVIDUALS UNDERGOING HEALTHCARE ACTIVITIES

66. OBTAIN AND TEST CAPILLARY BLOOD SAMPLES

67. OBTAIN AND TEST SPECIMENS FROM INDIVIDUALS

68. MOVE AND POSITION INDIVIDUALS IN ACCORDANCE WITH THEIR PLAN OF CARE

69. MEET FOOD SAFETY REQUIREMENTS WHEN PROVIDING FOOD AND DRINK FOR INDIVIDUALS

70. PROVIDE SUPPORT FOR SLEEP

71. CONTRIBUTE TO SUPPORT OF POSITIVE R ISK-TAKING FOR INDIVIDUALS

72. SUPPORT INDIVIDUALS IN THEIR RELATIONSHIPS

73. FACILITATE PERSON CENTRED ASSESSMENT, PLANNING, IMPLEMENTATION AND REVIEW

74. SUPPORT INDIVIDUALS TO LIVE AT HOME

75. SUPPORT INDIVIDUALS WITH SPECIFIC COMMUNICATION NEEDS

76. SUPPORT INDIVIDUALS WHO ARE BEREAVED

77. WORK IN PARTNERSHIP WITH FAMILIES TO SUPPORT INDIVIDUALS

78. PROMOTE POSITIVE BEHAVIOUR

79. SUPPORT USE OF MEDICATION IN SOCIAL CARE SETTINGS

80. SUPPORT INDIVIDUALS AT THE END OF LIFE

81. PREPARE ENVIRONMENTS AND RESOURCES FOR USE DURING HEALTHCARE ACTIVITIES

82. PREPARE FOR AND CARRY OUT EXTENDED FEEDING TECHNIQUES

83. EMERGENCY FIRST AID SKILLS

84. SUPPORT PERSON-CENTRED THINKING AND PLANNING

85. PROVIDE ACTIVE SUPPORT

86. SUPPORT INDIVIDUALS TO MAINTAIN PERSONAL HYGIENE

87. CONTRIBUTE TO SUPPORTING INDIVIDUALS WITH A LEARNING D IS ABILITY TO ACCESS HEALTHCARE

88. SUPPORT YOUNG PEOPLE WITH A D IS ABILITY TO MAKE THE TRANSITION IN TO ADULTHOOD

89. SUPPORT PARENTS WITH D ISABILITIES

90. SUPPORT INDIVIDUALS WITH SELF-DIRECTED SUPPORT

91. WORK WITH OTHER PROFESSIONALS AND AGENCIES TO SUPPORT INDIVIDUALS WITH A PHYSICAL D ISABILITY

92. SUPPORT FAMILIES OF INDIVIDUALS WITH ACQUIRED BRAIN INJURY

93. SUPPORT EFFECTIVE COMMUNICATION WITH INDIVIDUALS WITH A SENSORY LOSS

94. CONTRIBUTE TO THE SUPPORT OF INDIVIDUALS WITH MULTIPLE CONDITIONS AND/OR D ISABILITIES

95. CONTRIBUTE TO SUPPORTING INDIVIDUALS IN THE USE OF ASS ISTIVE TECHNOLOGY

96. SUPPORT INDIVIDUALS TO NEGOTIATE ENVIRONMENTS