Move and position individuals in accordance with their care plan
This element focuses on the safe and effective movement and positioning of individuals according to their personalised care plans. It integrates understanding of relevant legislation, anatomy and physiology, risk assessment, and practical handling techniques to prevent injury to both the individual and the care worker. The practical application involves using appropriate equipment and seeking assistance when required, ensuring dignity and comfort throughout the task.
Assessment criteria
Topic Overview
The Highfield Level 3 Diploma in Adult Care (RQF) is a vocational qualification designed for those working in senior care roles in England. It covers the knowledge and skills needed to lead and support a team in providing person-centred care to adults, including those with complex needs. The qualification aligns with the Care Certificate and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England, ensuring learners meet regulatory standards.
This diploma is essential for career progression in adult social care, as it prepares learners for roles such as senior care worker, care coordinator, or supervisor. It covers key areas like safeguarding, health and safety, communication, equality and diversity, and supporting individuals with their physical and emotional well-being. By completing this qualification, learners demonstrate competence in managing care plans, promoting independence, and leading by example in a care setting.
The qualification is structured into mandatory and optional units, allowing learners to tailor their studies to their specific role or interests. Mandatory units include topics like 'Promote personal development in care settings', 'Promote equality and inclusion in care settings', and 'Safeguarding and protection in care settings'. Optional units cover areas such as dementia care, end-of-life care, and supporting individuals with mental health needs. This flexibility ensures the diploma is relevant to a wide range of adult care contexts.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: A holistic approach that places the individual at the centre of their care, respecting their preferences, values, and beliefs. It involves active participation, informed consent, and tailored support plans.
- →Safeguarding: The duty to protect adults at risk from abuse, neglect, or harm. This includes recognising signs of abuse (physical, emotional, financial, etc.), following safeguarding procedures, and promoting a culture of safety.
- →Duty of care: A legal obligation to act in the best interest of individuals, ensuring their safety and well-being. It involves balancing risks and rights, and reporting concerns appropriately.
- →Equality, diversity, and inclusion: Ensuring all individuals receive fair treatment regardless of age, disability, gender, race, religion, or sexual orientation. This includes challenging discrimination and promoting inclusive practices.
- →Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and share information accurately. This includes active listening, adapting communication methods, and maintaining confidentiality.
Learning Objectives
What you need to know and understand
- 1. Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals2. Understand anatomy and physiology in relation to moving and positioning individuals3. Be able to minimise risk before moving and positioning individuals4. Be able to move and position an individual5. Know when to seek advice and/or assistance from others when moving and positioning an individual
- 1. Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals2. Understand anatomy and physiology in relation to moving and positioning individuals3. Be able to minimise risk before moving and positioning individuals4. Be able to move and position an individual5. 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 demonstrating accurate knowledge of current legislation, such as the Manual Handling Operations Regulations 1992, and how it applies to moving and positioning.
- Award credit for explaining the basic anatomy of the spine and the potential impact of poor moving and positioning practices on musculoskeletal health.
- Award credit for performing a thorough risk assessment prior to any moving and positioning task, including checking the environment, equipment, and the individual's current condition.
- Award credit for using correct moving and positioning techniques that align with the individual's care plan, maintaining their comfort and dignity throughout.
- Award credit for recognizing personal limitations and seeking advice or assistance from appropriate healthcare professionals when the task is beyond own competence.
- Explains relevant legislation and guidelines (e.g., Health and Safety at Work Act, Manual Handling Operations Regulations).
- Describes anatomy and physiology relevant to moving (e.g., spine, joints).
- Assesses and minimises risks before moving an individual.
- Uses correct techniques to move and position an individual safely.
- Identifies when to seek advice or assistance.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always reference the individual's care plan as the primary source of information for any moving and positioning task.
- 💡When describing practical techniques, detail the biomechanical principles (e.g., keeping the load close, bending the knees) to show underpinning knowledge.
- 💡In written assignments, explicitly link the chosen moving and positioning method to the specific needs of the individual case study provided.
- 💡For practical assessments, verbally confirm your risk assessment steps before touching the individual or equipment to demonstrate safe practice.
- 💡Remember TILE (Task, Individual, Load, Environment) for risk assessment.
- 💡Use a hoist or slide sheet when indicated.
- 💡Always communicate with the individual throughout.
- 💡Use specific examples from your workplace to illustrate your answers. For instance, when discussing person-centred care, describe how you involved a resident in creating their care plan. This shows application of theory to practice.
- 💡Understand the difference between 'mandatory' and 'optional' units. For mandatory units, focus on core principles like safeguarding and equality. For optional units, demonstrate depth of knowledge in your chosen area, such as dementia or end-of-life care.
- 💡Pay attention to command words in assessment questions. Words like 'explain', 'analyse', and 'evaluate' require different levels of detail. For 'explain', give reasons; for 'evaluate', weigh pros and cons.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that every individual should be moved in the same standard way without consulting their specific care plan.
- Neglecting to use available hoists or slide sheets because they believe manual lifting is quicker or sufficient.
- Not inspecting equipment for damage or wear before use, potentially compromising safety.
- Failing to communicate clearly with the individual during the process, leading to unexpected resistance or distress.
- Continuing with a move despite signs of pain or difficulty, without pausing to reassess or call for help.
- Lifting with the back instead of legs.
- Not checking the care plan for specific instructions.
- Attempting to move someone without adequate assistance.
- Misconception: 'Person-centred care means doing whatever the individual wants.' Correction: Person-centred care involves balancing the individual's choices with their safety and well-being. It requires professional judgement and collaboration with the care team.
- Misconception: 'Safeguarding is only about reporting abuse after it happens.' Correction: Safeguarding also involves proactive measures like risk assessments, training staff, and creating a safe environment to prevent abuse from occurring.
- Misconception: 'Duty of care always overrides an individual's right to take risks.' Correction: Duty of care requires supporting individuals to make informed choices, even if they involve risk, as long as it does not cause serious harm. This is known as 'positive risk-taking'.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS 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
- •Completion of the Care Certificate or equivalent induction training, which covers fundamental skills like communication, privacy, and dignity.
- •Basic knowledge of health and safety regulations, such as COSHH and RIDDOR, as these are built upon in the diploma.
- •Understanding of the principles of equality and diversity, as these are central to adult care practice.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals2. Understand anatomy and physiology in relation to moving and positioning individuals3. Be able to minimise risk before moving and positioning individuals4. Be able to move and position an individual5. Know when to seek advice and/or assistance from others when moving and positioning an individual
- 1. Understand current legislation, national guidelines, policies, procedures and protocols in relation to moving and positioning individuals2. Understand anatomy and physiology in relation to moving and positioning individuals3. Be able to minimise risk before moving and positioning individuals4. Be able to move and position an individual5. Know when to seek advice and/or assistance from others when moving and positioning an individual
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