Support individuals in undertaking their chosen activities — iCan Qualifications Limited End-Point Assessment Health & Social Care Revision
This element focuses on the role of the adult care worker in empowering individuals to participate in activities that are personally meaningful, promoting
Topic Synopsis
This element focuses on the role of the adult care worker in empowering individuals to participate in activities that are personally meaningful, promoting independence and wellbeing. It requires the application of current legislation, person-centred planning, and positive risk-taking to enable service users to access chosen activities, services, or facilities safely and with dignity.
Key Concepts & Core Principles
- Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are active partners in their care planning.
- Safeguarding adults: Protecting vulnerable adults from abuse, neglect, or harm by following policies, recognising signs, and reporting concerns appropriately.
- Duty of care: Legal and ethical obligation to act in the best interest of individuals, balancing their rights with safety and well-being.
- Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and support individuals with communication difficulties.
- Leadership in care: Supervising and motivating a team, delegating tasks, and promoting a culture of continuous improvement and reflective practice.
Exam Tips & Revision Strategies
- When answering assignment tasks or professional discussions, always link your practice directly to key legislation (e.g., Care Act 2014, Mental Capacity Act 2005, Equality Act 2010) to demonstrate underpinning knowledge.
- Provide concrete, anonymised examples from your work setting that show how you have followed a full cycle: assessment, planning, implementation, and review of a chosen activity with an individual.
- In reflective accounts, explicitly discuss any barriers encountered (e.g., environmental, attitudinal, or financial) and how you overcame them using a person-centred approach, as this shows higher-level competence.
Common Misconceptions & Mistakes to Avoid
- Assuming all individuals have full capacity to make decisions without conducting a proper capacity assessment as required by the Mental Capacity Act, leading to unsafe planning.
- Over-emphasising safety restrictions, which stifles the individual's choice and autonomy, rather than using a positive risk-taking approach to enable activities.
- Confusing support with ‘doing for’ – learners sometimes perform tasks for individuals rather than enabling them, reducing the opportunity for skills development and independence.
- Failing to document decision-making processes clearly, including the rationale for any restrictions, which is essential for accountability and evidence of person-centred support.
Examiner Marking Points
- Award credit for demonstrating how the Mental Capacity Act 2005 is applied when supporting an individual to make decisions about activities, including the use of capacity assessments and best interest decisions.
- Assessors should look for evidence of collaboration with the individual, their family, and other professionals when planning activities, ensuring the plan reflects the person's preferences, strengths, and cultural needs.
- Credit when the learner can explain how they have used risk assessment processes (such as positive risk-taking frameworks) to balance safety with the individual's right to take part in activities of their choosing.
- Expect to see practical examples of how the learner has supported access to activities while maintaining dignity, privacy, and promoting independence, in line with the Care Act 2014 wellbeing principle.