Move and position individuals in accordance with their care plan
This subtopic focuses on the safe and effective movement and positioning of individuals in adult care settings, underpinned by relevant legislation, anatomical understanding, risk assessment, and collaborative practice. It equips learners with the skills to implement care plans while minimising injury to both the individual and the care worker, and to recognise when additional support is required.
Assessment criteria
Topic Overview
The NCFE CACHE Level 2 Diploma in Care is a foundational qualification for anyone starting a career in health and social care in the UK. It covers the essential knowledge and skills needed to work in a care setting, such as residential homes, domiciliary care, or hospitals. The diploma focuses on person-centred care, safeguarding, communication, and the principles of care, ensuring students understand how to support individuals with their daily living activities while promoting dignity and independence.
This qualification is part of the wider Health and Social Care framework and is often a stepping stone to Level 3 qualifications or apprenticeships. It is regulated by Ofqual and recognised by employers across the sector. Students learn about legal and ethical responsibilities, including the Care Act 2014, Health and Safety at Work Act, and the importance of confidentiality. The diploma combines theoretical knowledge with practical application, preparing students for real-world care environments.
Mastering this diploma is crucial because it builds the core competencies required for safe and effective care. It emphasises the values of compassion, respect, and empowerment, which are central to the Care Certificate and the 6Cs of nursing. By the end of the course, students should be able to demonstrate how to support individuals with their physical, emotional, and social needs, while working within a multidisciplinary team.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, needs, and values, ensuring they are active partners in their own care.
- →Safeguarding: Protecting vulnerable adults from abuse, neglect, and harm, following local policies and the Care Act 2014.
- →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 diversity: Treating everyone fairly, respecting differences, and challenging discrimination in care settings.
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 individuals2. 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 identification of key legislation such as the Health and Safety at Work Act, Manual Handling Operations Regulations, and the Care Act, and explaining their relevance to moving and positioning tasks.
- Evidence of thorough risk assessment prior to any manoeuvre, including checking the environment, equipment, and the individual’s current condition against the care plan, and documenting findings.
- Practical demonstration of correct manual handling techniques, such as using a hoist or slide sheet, while maintaining the individual’s dignity and comfort, and following the care plan’s specific instructions.
- Recognising and articulating when to seek advice or assistance from a colleague, physiotherapist, or manager, for instance when the individual’s condition changes or when equipment is faulty.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering written or oral questions, always link your response to the specific care plan and the individual’s preferences, showing person-centred care.
- 💡For practical assessments, narrate your actions as you perform them, explaining your risk assessment, choice of equipment, and communication with the individual to demonstrate underpinning knowledge.
- 💡Use the correct terminology for equipment and anatomical parts (e.g., ‘hoist sling’, ‘transfer board’, ‘bony prominences’) to show professional understanding.
- 💡When answering questions about person-centred care, always give a specific example, such as how you would adapt a care plan to include a resident's favourite activities or meal preferences.
- 💡For safeguarding questions, mention the correct reporting procedure: speak to your line manager or designated safeguarding lead immediately, and document everything accurately.
- 💡Use the acronym 'PIES' (Physical, Intellectual, Emotional, Social) to structure answers about holistic care, showing you understand the full range of an individual's needs.
Common Mistakes
Common errors to avoid in your coursework
- Confusing the legislation: many learners mistakenly believe that only the Manual Handling Operations Regulations apply, ignoring the broader Health and Safety at Work Act and sector-specific standards.
- Underestimating the importance of the individual’s consent and involvement, leading to a task-focused approach rather than a person-centred one.
- Incorrectly applying biomechanics principles, such as bending at the waist instead of using leg muscles, which increases the risk of injury.
- Overlooking the need to re-assess risks immediately before each move, assuming that because it was safe in the morning it remains so later in the day.
- Misconception: 'Person-centred care means doing whatever the person wants.' Correction: It means balancing the individual's wishes with their safety and professional judgment, not simply following all requests.
- Misconception: 'Confidentiality is absolute and can never be broken.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
- Misconception: 'Duty of care only applies to physical safety.' Correction: It also covers emotional wellbeing, dignity, and respecting choices, even if those choices involve some risk.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for NCFE 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 the care values (e.g., compassion, respect) from the Care Certificate or introductory health and social care courses.
- •Familiarity with key legislation such as the Health and Safety at Work Act 1974 and the Data Protection Act 2018.
- •Some experience of working or volunteering in a care setting is helpful but not essential.
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 individuals2. 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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