Open Awards
Level 2
QN: 610/4087/3
Curriculum Active
Open Awards Level 2 Adult Social Care Certificate (RQF)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Occupational Qualification. Total guided learning hours: 289 hours.
Qualification Level
Level 2
Awarding Body
Open Awards
Syllabus Units
15 Units
Guided Hours
289 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
An Awareness of Learning Disability and Autism
Verified
Key Learning Objectives:
- Understand the needs and experiences of people with a learning disability and autistic people 1.
- Explain what is meant by the term learning disability 1.
- Explain what is meant by the term autism 1.
- Identify other mental or physical conditions that a person with a learning disability or autistic person are more likely to live with than the general population 1.
- Describe how learning disability or autism can impact a person’s: a) everyday life b) health and well-beingc) care and support needs 1.
- Describe barriers people with a learning disability or an autistic person can face in accessing healthcare services 1.
- Describe the different health inequalities experienced by people with a learning disability and autistic people2.
- Understand how to meet the communication and information needs of people with a learning disability and autistic people. 2.
- Identify key differences in communication for: a) a person with a learning disability b) an autistic person 2.
- Explain how sensory issues can impact autistic people 2.
- Explain the importance of meeting a person's unique communication and information needs 2.
- Describe ways to adapt own communication when supporting people with a learning disability and autistic people 2.
- Identify different ways to engage with and signpost people with a learning disability, autistic people and their families and carers to information, services, and support3.
- Understand reasonable adjustments which may be necessary in health and care delivery 3.
- Identify reasonable adjustments which can be made in health and care services accessed by people with a learning disability and autistic people and the importance of planning these in advance 3.
- Explain how to report concerns associated with unmet health and care needs which may arise for people with a learning disability and autistic people when reasonable adjustments are not made4.
- Understand how legislation and guidance supports people with a learning disability and autistic people 4.
- Explain how key pieces of legislation and guidance support and promote human rights, inclusion, equal life chances and citizenship of people with learning disability and autistic people
2
Awareness of Mental Health and Dementia
Verified
Key Learning Objectives:
- Understand the needs and experiences of people living with mental health or dementia 1.
- Outline what is meant by the terms: a) mental health b) mental well-being 1.
- List common types of mental health conditions 1.
- Outline what is meant by the term dementia 1.
- Explain how living with a mental health condition or dementia can impact an individual's: a) everyday life and the lives of their families and carers b) health and well-being c) care and support needs2.
- Understand the importance of early identification of mental health conditions and dementia 2.
- Describe how to recognise early indicators of mental health deterioration 2.
- List early signs and symptoms of dementia 2.
- Explain why early identification of mental health needs or dementia is important 2.
- Explain how an individual’s care and support needs may change when a mental health condition or dementia is identified or there is a decline in the individual’s condition 2.
- Outline ways to engage with and signpost individuals living with a mental health condition or dementia and their families and carers to other services and support3.
- Understand aspects of personalised care which support an individual living with a mental health condition or dementia 3.
- Explain how positive attitudes can support individuals living with a mental health condition or dementia 3.
- Describe why it is important to recognise a person living with a mental condition or dementia as a unique individual 3.
- Explain how using person-centred approaches and encouraging active participation can enable and encourage an individual living with a mental health condition or dementia to keep well and maintain independence 3.
- Describe barriers individuals living with a mental health condition or dementia can face in accessing healthcare services4.
- Understand the reasonable adjustments which may be necessary in health and care delivery for an individual living with a mental health condition or dementia 4.
- Identify reasonable adjustments which can be made in health and care services accessed by individuals living with a mental health condition or dementia and the importance of planning these in advance 4.
- Explain how to report concerns associated with unmet health and care needs which may arise for individuals living with a mental health condition or dementia5.
- Understand how legal frameworks and guidelines support individuals living with a mental health condition or dementia 5.
3
Communication in a Social Care Setting
Verified
Key Learning Objectives:
- Understand the importance of effective communication in the workplace 1.
- Identify the different ways that people communicate in the workplace 1.
- Explain how communication affects relationships at work2.
- Understand how to meet the communication and language needs, wishes and preferences of individuals 2.
- Explain how to establish an individual's communication and language needs, wishes and preferences 2.
- Identify a range of methods, styles, communication aids and assistive technologies that could help meet an individual's communication needs, wishes and preferences 2.
- Identify a range of digital communication tools that can be used to support and enhance the individual’s communication needs, wishes, preferences and connections3.
- Understand how to promote effective communication with individuals 3.
- Describe barriers to effective communication with individuals and how they can be reduced 3.
- Give examples of how an individual's behaviour may be a form of communication 3.
- Outline where to find information and support or services, to help individuals communicate more effectively4.
- Be able to use appropriate communication with individuals and support the safe use of communication aids and technologies 4.
- Demonstrate the use of appropriate verbal and non-verbal communication when communicating with individuals 4.
- Demonstrate the appropriate and safe use of communication aids, assistive technologies, and digital tools 4.
- Check whether you have been understood when communicating with individuals 4.
- Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them 4.
- Report any concerns about communication aids or technologies to the appropriate person5.
- Understand the principles and practices relating to confidentiality 5.
- Explain what confidentiality means in relation to your role 5.
- Outline legislation and agreed ways of working which maintain confidentiality across all types of communication 5.
4
Duty of Care
Verified
Key Learning Objectives:
- Understand duty of care and duty of candour 1.
- Define: a) duty of care b) duty of candour 1.
- Describe how duty of care and duty of candour affects own work role2.
- Understand the support available for addressing dilemmas that may arise about duty of care 2.
- Give examples of dilemmas that may arise between the duty of care and an individual’s rights 2.
- Outline what you must and must not do within own role in managing conflicts and dilemmas 2.
- Explain where to get additional support and advice about how to re
- solve such dilemmas3.
- Be able to deal with comments and complaints 3.
- Demonstrate how to respond to comments and complaints in line with agreed ways of working and legislation 3.
- Identify who to ask for advice and support in handling comments and complaints 3.
- Explain the importance of learning from comments and complaints to improve the quality of service4.
- Know how to respond to incidents, errors and near misses 4.
- Explain how to recognise: a) adverse events b) incidentsc) errors and near misses 4.
- Explain what you must and must not do in relation to adverse events, incidents, errors and near misses 4.
- Outline agreed ways of working in relation to reporting any adverse events, incidents, errors and near misses5.
- Be able to deal with confrontation and difficult situations 5.
- Describe factors and difficult situations that may ca
- use confrontation 5.
- Explain how communication can be used to solve problems and reduce the likelihood or impact of confrontation 5.
5
Equality, Diversity, Inclusion, and Human Rights
Verified
Key Learning Objectives:
- Understand the importance of equality, diversity, inclusion, and human rights 1.
- Explain what is meant by: a) human rights b) protected characteristics 1.
- Explain what is meant by discrimination and the potential effects on individuals and others 1.
- Give examples of how practices that support equality, diversity, inclusion, and human rights reduce the likelihood of discrimination 1.
- Explain what is meant by disability hate crime, mate crime and bullying 1.
- Outline how to recognise, challenge and report discrimination in line with your employers’ policies and procedures, in a way that encourages positive change2.
- Be able to work in an inclusive way 2.
- Outline the key concepts of the legislation and codes of practice relating to equality, diversity, inclusion, and human rights and how these apply to own role and practice 2.
- Outline approaches and practices which support culturally appropriate care 2.
- Demonstrate interacting with individuals and others in a way that respects their lifestyle, beliefs, culture, values, and preferences3.
- Know how to access information, advice and support about equality, diversity, inclusion, and human rights 3.
- Identify a range of sources, including those made available by your employer, with information, advice and support about equality, diversity, inclusion, and human rights 3.
- Explain how and when to access information, advice and support about equality, diversity, inclusion, and human rights
6
Handling Information in a Social Care Setting
Verified
Key Learning Objectives:
- Be able to handle information 1.
- Explain why it is important to have secure systems and follow the agreed ways of working for: a) accessing b) recording c) storing d) sharing information 1.
- Explain the support an individual may need to keep their information safe and secure 1.
- Demonstrate how to keep records that are up to date
- complete, accurate and legible 1.
- Outline how, and to whom, to report if: a) agreed ways of working and legislation have not been followed b) there has been a data breach or risk to data security
7
Health, Safety, and Principles of Basic Life Support
Verified
Key Learning Objectives:
- Understand own responsibilities, and the responsibilities of others, relating to health and safety in the work setting 1.
- Outline legislation relating to general health and safety in an adult social care working setting 1.
- Outline the main points of the health and safety policies and procedures agreed with the employer 1.
- Explain the main health and safety responsibilities of: a) self b) the employer or manager c) others in the work setting 1.
- Identify tasks relating to health and safety that should not be carried out without special training 1.
- Explain how to access additional support and information relating to health and safety 1.
- Identify a range of sustainable approaches which can be applied in own role2.
- Understand Risk Assessment 2.
- Describe why it is important to assess the health and safety risks posed by work settings, situations, or activities 2.
- Outline how and when to report health and safety risks in the workplace3.
- Be able to move and assist safely 3.
- Outline key pieces of legislation that relate to moving and assisting 3.
- Identify tasks relating to moving and assisting you are not allowed to carry out until they are competent 3.
- Demonstrate how to move and assist people and/or objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working4.
- Understand procedures for responding to accidents, sudden illness and providing basic life support 4.
- Outline different types of accidents and sudden illness that may occur in the course of your work 4.
- Outline the workplace procedures to be followed if: a) an accident b) a sudden illness should occur c) basic life support is required. 4.
- Outline the emergency basic life support and first aid actions you are and are not allowed to carry out in your role5.
- Understand medication and healthcare tasks 5.
- Outline agreed ways of working in relation to: a) medication in the setting b) healthcare tasks. 5.
8
Infection Prevention and Control (IPC)
Verified
Key Learning Objectives:
- Understand how to prevent the spread of infection 1.
- Explain the causes of infection, the main ways infection can get into the body and the chain of infection 1.
- Outline the standard Infection Prevention and Control (IPC) precautions which must be followed to protect you and others in your workplace and where to find the most up to date information 1.
- Describe your role in preventing infection in the area you work 1.
- Demonstrate effective hand hygiene using appropriate products 1.
- Explain how your own health, hygiene, vaccinations status and exposure to infection at work might pose a risk to the individuals you support and others you meet 1.
- Identify common types of personal protective equipment (PPE) and clothing and describe how and when to use them 1.
- Demonstrate effective use of PPE appropriate to the care activity including putting on and taking off (donning and doffing) safely 1.
- Outline the appropriate methods for cleaning and/or decontamination of the care environment/equipment 1.
- The process for safe handling of blood/bodily fluids spills 1.
- The principles of safe handling and disposal of infected or soiled linen/equipment and clinical waste
9
Nutrition and Hydration in a Social Care Setting
Verified
Key Learning Objectives:
- Understand the principles of food safety 1.
- Explain the importance of food safety, including hygiene in the preparation and handling of food2.
- Understand the principles of nutrition and hydration 2.
- Explain the importance of good nutrition and hydration in maintaining health and wellbeing 2.
- Describe signs and symptoms of poor nutrition and hydration 2.
- Outline ways to promote and support adequate nutrition and hydration 2.
- Explain how to identify and report changes or risks relating to nutrition and hydration needs3.
- Be able to support individuals with nutrition and hydration 3.
- Outline how to identify the nutrition and hydration care and support needs of individuals 3.
- Outline factors that can affect an individual's nutrition and hydration care and support needs 3.
- Support individuals with their nutrition and hydration in line with their preferences, needs and care or support plan 3.
- Monitor and record (where required) the nutrition and hydration care and support provided to individuals 3.
- Explain when you might need to seek additional advice and guidance when supporting individuals with their nutrition and hydration needs and how to gain this.
10
Personal Development in a Social Care Setting
Verified
Key Learning Objectives:
- Be able to agree a personal development plan 1.
- Outline the processes for: a) identifying own learning needs b) agreeing a personal development plan and who should be involved 1.
- Explain why feedback from others is important in helping to develop and improve approaches to own work 1.
- Contribute to and agree own personal development plan2.
- Know how to develop own knowledge, skills and understanding 2.
- Identify sources of support for own learning and development 2.
- Give examples of how learning activities have improved own knowledge, skills and understanding 2.
- Identify the level of literacy, numeracy, digital and communication skills needed to carry out own role 2.
- Outline where to find information and support on how to check and develop own current level of:a) literacyb) numeracyc) digitald) communication skills. 2.
- Give examples of how reflecting on a situation has improved own knowledge, skills and understanding 2.
- Give examples of how feedback from others has developed own knowledge, skills and understanding 2.
- Demonstrate how to measure own knowledge, performance and understanding against relevant standards 2.
- Outline the learning opportunities available and how they can be used to improve ways of working 2.
- Demonstrate how to record progress in relation to own personal development
11
Privacy and Dignity
Verified
Key Learning Objectives:
- Understand the principles that underpin privacy and dignity in care 1.
- Explain what is meant by privacy and dignity 1.
- Outline situations where an individual’s privacy and dignity could be compromised 1.
- Describe different ways to maintain privacy and dignity of individuals in your care and support2.
- Be able to maintain the privacy and dignity of the individuals in their care 2.
- Demonstrate that your actions promote and maintain the privacy and dignity of individuals 2.
- Describe why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so3.
- Know how to support an individual’s right to make choices 3.
- Outline ways of supporting individuals to make informed choices. 3.
- Describe how risk assessment processes can be used to support the rights of individuals to make their own decisions 3.
- Explain why your own personal views must not influence an individual’s own choices or decisions 3.
- Explain why there may be times when you need to support an individual to question or challenge decisions made about them by others4.
- Be able to support individuals in making choices about their care 4.
- Demonstrate how to support individuals to make informed choices 4.
- Use risk assessment processes to support the rights of individuals to make their own decisions 4.
- Ensure your own personal views do not influence an individual’s own choices or decisions5.
- Understand how to support active participation 5.
- Explain how valuing individuals contributes to active participation 5.
- Explain how to enable individuals to make informed choices about their lives 5.
- Outline a range of ways you can support active participation with individuals 5.
12
Safeguarding Children
Verified
Key Learning Objectives:
- Know how to safeguard children 1.
- Outline circumstances where there could be contact with a child or young person in the normal course of work within adult social care 1.
- Describe factors that may contribute to a child or young person being more at risk of ab
- Identify types of ab
- use that a child or young person could be at risk from 1.
- Outline how to respond to a risk, suspicion, or disclosure that a child or young person is being abused or neglected in line with relevant legislation, agreed ways of working and local procedures
13
Understand Own Role in a Social Care Setting
Verified
Key Learning Objectives:
- Understand own role in an adult social care setting 1.
- Describe own main duties and responsibilities 1.
- List the standards and codes of conduct and practice that relate to own role 1.
- Explain how own experiences, attitudes, values, and beliefs may affect the way you work 1.
- Identify the different opportunities for professional and career development in the sector2.
- Be able to work in ways that have been agreed with the employer 2.
- Describe employment rights and responsibilities 2.
- Outline the aims, objectives, and values of the service in which you work 2.
- Explain why it is important to work in ways that are agreed with your employer 2.
- Demonstrate how to access full and up-to-date details of agreed ways of working that are relevant to own role 2.
- Demonstrate working in accordance with the agreed ways of working with the employer 2.
- Outline how and when to escalate any concerns in line with organisational policy or ways of working 2.
- Describe why it is important to:a) be honest and identify where errors may have occurredb) tell the appropriate person3.
- Understand working relationships in social care 3.
- Describe responsibilities to the individuals being supported as well as key people, advocates and others who are significant to an individual 3.
- Explain how a working relationship is different from a personal relationship 3.
- Describe different working relationships in adult social care settings4.
- Be able to work in partnership with others 4.
- Explain why it is important to work in teams and in partnership with others 4.
- Explain why it is important to work in partnership with key people, advocates and others who are significant to individuals being supported 4.
14
Work in a Person-Centred Way
Verified
Key Learning Objectives:
- Understand person-centred values 1.
- Identify person-centred values 1.
- Explain how to put person-centred values into practice in your day-to-day work 1.
- Describe why it is important to work in a way that promotes person-centred values when providing support to individuals 1.
- Identify ways to promote dignity in your day-to-day work 1.
- Describe the importance of relationships significant to the individual being supported when working in a person-centred way2.
- Understand working in a person-centred way 2.
- Explain the importance of finding out the history, preferences, wishes and needs of the individual 2.
- Describe why the changing needs of an individual must be reflected in their care and/or support plan 2.
- Describe the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end of life care3.
- Understand the meaning of mental capacity when providing person-centred care 3.
- Identify relevant legislation and codes of practice relating to mental capacity 3.
- Explain what is meant by the term “capacity” 3.
- Explain why it is important to assume that an individual has capacity unless there is evidence that they do not 3.
- Outline what is meant by “consent,” and factors that influence an individual’s mental capacity and ability to express consent 3.
- Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of best interest decisions or advance statements regarding future care which the individual has already made4.
- Be able to support the individual to be comfortable and make changes to address factors that may be causing pain, discomfort, or emotional distress 4.
- Ensure that where individuals have restricted movement or mobility that they are comfortable 4.
- Recognise the signs that an individual is in pain, discomfort, or emotional distress 4.
- Take appropriate steps to remove or minimise factors which may be causing pain, discomfort, or emotional distress to the individual 4.
Regulatory & Verification Details
- Qualification Number (QN)
- 610/4087/3
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Occupational Qualification
- Operational Start
- Jun 2024