Move and position individuals in accordance with their care plan
This subtopic equips learners with the essential skills to safely move and position individuals as per their care plans, blending knowledge of legislation, anatomy, and risk management. It ensures that carers understand how to minimise injury risks, comply with legal frameworks, and maintain the dignity and comfort of those they support.
Assessment criteria
Topic Overview
The City & Guilds Level 2 Diploma in Care is a foundational qualification for individuals pursuing a career in health and social care. It covers essential knowledge and skills required to work in various care settings, including residential homes, domiciliary care, and day services. The diploma is designed to equip learners with the ability to provide person-centred care, support individuals with their daily living activities, and understand key legislation and policies that govern the sector.
This qualification is crucial because it prepares students for real-world care roles, emphasising the importance of dignity, respect, and safeguarding. It also introduces core concepts such as communication, equality and inclusion, and health and safety. By completing this diploma, students demonstrate their competence and readiness to work under supervision, making it a stepping stone to further qualifications like the Level 3 Diploma in Adult Care.
Within the wider Health & Social Care curriculum, this diploma integrates theoretical knowledge with practical application. It aligns with the Care Certificate standards and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England. Students learn to apply principles of care in diverse scenarios, ensuring they can meet the needs of individuals with varying conditions, including dementia, learning disabilities, and mental health issues.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are actively involved in decisions about their care.
- →Safeguarding: Protecting vulnerable adults from abuse, neglect, and harm, following policies like the Care Act 2014 and local safeguarding procedures.
- →Duty of care: A legal obligation to act in the best interest of individuals, avoiding acts or omissions that could cause harm.
- →Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and report concerns accurately.
- →Equality and inclusion: Ensuring everyone has equal access to care and is treated fairly, respecting diversity in culture, religion, and abilities.
Learning Objectives
What you need to know and understand
- Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals. Understand anatomy and physiology in relation to moving and positioning individuals. Be able to minimise risk before moving and positioning individuals. Be able to move and position an individual. Know when to seek advice and/or assistance from others when moving and positioning an individual.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clear demonstration of reading and following the individual's care plan and risk assessment prior to any moving or positioning task.
- Expect evidence of applying safe manual handling techniques, including use of equipment like hoists or slide sheets, with correct posture and teamwork.
- Credit should be given for effective communication with the individual, explaining each step, gaining consent, and ensuring comfort and dignity throughout the procedure.
Assessment Guidance
Guidance for achieving higher grades
- 💡During practical assessments, verbalise your thought process—for example, state that you have read the care plan and checked the equipment.
- 💡Always demonstrate compliance with manual handling regulations by bending your knees and keeping the load close; avoid twisting.
- 💡If asked about legislation, relate it directly to practice: e.g., Manual Handling Operations Regulations 1992 require risk assessment and avoiding hazardous moves where possible.
- 💡Use specific examples from your placement or case studies to illustrate how you apply person-centred care. Examiners look for evidence of reflection and understanding of individual needs.
- 💡Memorise key legislation and how it impacts daily practice. For instance, link the Health and Safety at Work Act 1974 to risk assessments and the Mental Capacity Act 2005 to decision-making.
- 💡In written answers, structure your response using the 'STAR' method (Situation, Task, Action, Result) to clearly demonstrate your competence in handling care scenarios.
Common Mistakes
Common errors to avoid in your coursework
- Assuming one standard technique works for all individuals without consulting the care plan or assessing the person's current condition.
- Neglecting to check the environment for hazards or failing to use provided mechanical aids, thereby increasing injury risk.
- Moving an individual without adequate assistance or when feeling physically unable, leading to potential harm to both carer and individual.
- Misconception: 'Person-centred care means doing whatever the individual wants.' Correction: It involves balancing their preferences with professional judgment, safety, and available resources, not simply complying with every request.
- Misconception: 'Safeguarding is only about reporting abuse after it happens.' Correction: It also includes proactive measures like risk assessments, promoting dignity, and creating a safe environment to prevent harm.
- Misconception: 'Confidentiality means never sharing information.' Correction: Information can be shared on a need-to-know basis, especially when there is a risk of harm or a legal requirement, such as under the Data Protection Act 2018.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CITY & GUILDS LIMITED Move and position individuals in accordance with their care plan
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •A basic understanding of health and social care values, such as those covered in the Care Certificate (e.g., privacy, dignity, and respect).
- •Familiarity with communication skills, including active listening and non-verbal cues, as these are foundational for building relationships with individuals.
- •An awareness of the importance of equality and diversity, which is often introduced in Level 1 qualifications or through work experience.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals. Understand anatomy and physiology in relation to moving and positioning individuals. Be able to minimise risk before moving and positioning individuals. Be able to move and position an individual. Know when to seek advice and/or assistance from others when moving and positioning an individual.
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