Assist in planning and evaluating learning activities
PROQUAL AWARDING BODY
vocational
This element focuses on the practical skills required when supporting qualified practitioners in planning and evaluating learning activities within healthcare or social care settings. It emphasises the importance of aligning activities with current legislation, national guidelines, and individual learning needs, while utilising understanding of adult learning theories to promote effective skill development. The ability to contribute meaningfully to both the design and the critical review of learning sessions is central to enhancing service users' independence and well-being.
20
Learning Outcomes
20
Assessment Guidance
21
Key Skills
18
Key Terms
23
Assessment Criteria
Assessment criteria
ProQual Level 2 Diploma in Healthcare and Social Care Support Skills
ProQual Level 2 Certificate in Healthcare and Social Care Support Skills
ProQual Level 3 Certificate in Healthcare and Social Care Support Skills
ProQual Level 3 Diploma in Healthcare and Social Care Support Skills
ProQual Level 2 Award in Healthcare and Social Care Support Skills
Topic Overview
The ProQual Level 2 Award in Healthcare and Social Care Support Skills provides a foundational understanding of the principles and practices essential for working in health and social care settings. This qualification covers key areas such as communication, equality and inclusion, duty of care, and person-centred support. It is designed for individuals starting their career in care or those seeking to formalise their existing skills, and it aligns with the Care Certificate standards, making it highly relevant for roles like healthcare assistant or support worker.
This award is vocationally related, meaning it combines theoretical knowledge with practical application. You will explore how to promote individuals' rights, maintain confidentiality, and work safely within legal and ethical frameworks. Understanding these concepts is crucial because they directly impact the quality of care provided to vulnerable people, including the elderly, those with disabilities, or individuals with mental health conditions. Mastery of these skills ensures you can support service users with dignity and respect, which is at the heart of good care practice.
Within the wider Health & Social Care curriculum, this qualification serves as a stepping stone to further study, such as the Level 3 Diploma in Adult Care. It also prepares you for real-world challenges by emphasising reflective practice and the importance of continuous professional development. By the end of this award, you will have a solid grasp of how to contribute effectively to a care team and make a positive difference in people's lives.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's needs, preferences, and values, ensuring they are an active partner in their own care.
- →Duty of care: The legal and professional obligation to act in the best interest of service users, avoiding harm and promoting wellbeing.
- →Equality and inclusion: Treating everyone fairly, respecting diversity, and removing barriers so all individuals can access care and support.
- →Effective communication: Using verbal and non-verbal methods to build trust, listen actively, and share information accurately with service users, families, and colleagues.
- →Safeguarding: Protecting vulnerable individuals from abuse, neglect, and harm by following policies, reporting concerns, and promoting a safe environment.
Learning Objectives
What you need to know and understand
- Know about current legislation, national guidelines, policies, protocols and good practice which inform planning and evaluating learning activities, Understand adult learning styles, Understand roles and responsibilities in planning, implementing and evaluating learning activities, Be able to assist in planning learning activities, Be able to evaluate learning activities
- Know about current legislation, national guidelines, policies, protocols and good practice which inform planning and evaluating learning activities, Understand adult learning styles, Understand roles and responsibilities in planning, implementing and evaluating learning activities, Be able to assist in planning learning activities, Be able to evaluate learning activities
- Apply relevant legislation and national guidelines to the planning of a learning activity
- Analyse the impact of different adult learning styles on the design of training resources
- Define the boundaries of own role and when to involve specialists in learning activity delivery
- Participate in the collaborative planning of a learning activity, contributing specific ideas
- Gather feedback from participants using appropriate evaluation methods
- Recommend improvements to future learning activities based on evaluation evidence
- Identify relevant legislation, national guidelines, policies, and protocols that underpin the planning and evaluation of learning activities.
- Explain how adult learning styles influence the design and delivery of learning activities in healthcare settings.
- Describe the distinct roles and responsibilities of professionals involved in planning, implementing, and evaluating learning activities.
- Contribute effectively to the planning of a learning activity by selecting appropriate resources, methods, and assessment strategies.
- Critically evaluate the effectiveness of a learning activity using established criteria and feedback to recommend improvements.
- Identify current legislation, policies, and guidelines relevant to planning and evaluating learning activities.
- Explain how adult learning theories inform the design and delivery of effective learning activities.
- Clarify the distinct roles and responsibilities of team members when planning, implementing, and evaluating learning.
- Collaborate with a supervisor to develop a person-centred learning activity plan.
- Prepare resources and environment to support the implementation of a learning activity.
- Gather and analyse feedback from learners and stakeholders to evaluate activity effectiveness.
- Reflect on own contribution and propose improvements for future learning interventions.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating clear linkage between planned activities and relevant legislation, national guidelines, and organisational policies (e.g., Equality Act, health and safety protocols).
- Award credit for identifying and applying different adult learning styles (e.g., visual, auditory, kinaesthetic) when assisting in planning, ensuring activities are accessible and person-centred.
- Award credit for accurately describing own role and boundaries when assisting in planning and evaluating, including when to refer to senior staff or specialists.
- Award credit for providing detailed examples of how to evaluate learning activities using valid methods (e.g., observation, feedback, reflective journals) and proposing appropriate improvements.
- Award credit for demonstrating accurate referencing of key legislation (e.g., Health and Social Care Act, Equality Act) and guidelines (e.g., NICE, Skills for Care) when justifying planning choices.
- Award credit for clearly describing how adult learning styles (e.g., Honey and Mumford, VARK) were accommodated in the activity design.
- Award credit for providing a detailed account of one's own role and the roles of others (e.g., supervisor, therapist) in the planning and evaluation cycle.
- Award credit for producing a reflective evaluation that identifies strengths, areas for improvement, and measurable impact on the learner's practice.
- Explicitly references specific legislation, e.g., Care Act 2014, Health and Safety at Work Act 1974
- Demonstrates understanding of andragogy by using learner-centred approaches in planning
- Clearly describes own role versus that of a qualified trainer or manager
- Provides evidence of active contribution to planning discussions, such as meeting notes
- Uses a variety of evaluation tools (questionnaires, group discussion, observation notes)
- Identifies at least one actionable recommendation for improvement in evaluation report
- Award credit for accurate reference to key legislation such as the Health and Care Act 2022 or national guidelines from NICE when planning learning activities.
- Look for evidence that the learner has matched teaching methods to identified adult learning styles (e.g., using role-play for kinaesthetic learners).
- Assess the ability to use a reflective cycle (e.g., Gibbs) to evaluate a learning activity, identifying strengths, weaknesses, and actionable improvements.
- Check for clear documentation of the planning process, including learning objectives, resources, and individual needs.
- Award credit for referencing at least two pieces of relevant legislation (e.g., Equality Act 2010, Health and Safety at Work Act 1974).
- Evidence must include a written plan with SMART learning objectives, methodologies, and evaluation criteria.
- Expect demonstration of adapting activities to accommodate different adult learning styles or needs.
- Assess the use of appropriate consent procedures and data protection measures in planning and evaluation.
- Look for documented reflection that critically analyses own performance and identifies actionable improvements.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always explicitly link your planning and evaluation evidence to at least two pieces of legislation or national guidance (e.g., Mental Capacity Act, Care Act) to demonstrate compliance.
- 💡When describing evaluation, use a structured model (such as Kirkpatrick's levels) and provide concrete examples of changes made as a result of feedback.
- 💡For competence-based assessments, ensure your portfolio includes witness testimonies and reflective accounts showing how you adapted activities to different learning styles.
- 💡Practice writing a brief rationale for a learning activity plan, explicitly stating the adult learning principle applied and how you evaluated its effectiveness.
- 💡In assignment evidence, always make explicit connections between planned activities and the underlying legislation/policies by naming the specific document and section.
- 💡When discussing learning styles, use a recognised model and provide concrete examples of how you adapted materials, pace, or delivery.
- 💡For role clarity, create a RACI matrix or responsibility chart as evidence to show you understand interprofessional boundaries.
- 💡In evaluation, use a structured framework such as Gibbs' Reflective Cycle to demonstrate critical thinking and produce action points for future practice.
- 💡Always cross-reference your planning notes with the relevant policy or guideline
- 💡For observations, articulate why you chose a particular learning activity based on learning styles
- 💡Keep a reflective diary of evaluation outcomes to demonstrate continuous improvement
- 💡When discussing roles, use the terminology from your job description and training codes of conduct
- 💡When planning learning activities, always link back to specific legislation and national guidelines to demonstrate underpinning knowledge.
- 💡Use a structured framework such as SMART (Specific, Measurable, Achievable, Relevant, Time-bound) when setting learning objectives.
- 💡For evaluation, collect evidence from multiple sources (e.g., observation, feedback forms, self-assessment) to triangulate findings.
- 💡Base planning and evaluation on a real or well-constructed case study to demonstrate practical applicability.
- 💡Use the SMART framework to ensure learning objectives are clear and assessable.
- 💡Include a variety of evidence in your portfolio: plans, feedback forms, reflective accounts, and witness testimonies.
- 💡Review ProQual assessment criteria carefully to align your evidence with the required standards.
- 💡Provide concrete examples of how legislation shapes your practice, not just theoretical references.
- 💡When answering questions about duty of care, always link your response to real-life examples, such as reporting a hazard or raising a concern about a colleague's practice. This shows you can apply theory to practice.
- 💡Use the acronym 'PIES' (Physical, Intellectual, Emotional, Social) when discussing holistic care. Examiners look for evidence that you understand the whole person, not just their medical needs.
- 💡For communication questions, mention both verbal and non-verbal techniques (e.g., active listening, open body language) and explain how they build rapport. Avoid generic statements like 'be nice' – be specific.
Common Mistakes
Common errors to avoid in your coursework
- Failing to consider the individual's specific learning style, preferences, or any sensory/cognitive impairments, resulting in a one-size-fits-all approach.
- Neglecting to reference or apply current legislation and guidelines when planning, such as ignoring safeguarding or risk assessment requirements.
- Confusing evaluation with simple satisfaction surveys rather than measuring actual learning outcomes and progress against set objectives.
- Overstepping own role by attempting to design learning activities independently without supervision or without consulting the relevant care plan and professionals.
- Confusing legislation with local policies; learners often cite generic 'health and safety' without linking to specific acts that govern learning activities.
- Assuming all adults learn identically or relying on a single learning style without considering individual preferences and needs.
- Failing to distinguish between own responsibilities and those of the qualified assessor or line manager, leading to overstepping boundaries.
- Writing purely descriptive evaluations (what happened) rather than analytical evaluations (why outcomes occurred and what could be improved).
- Failing to link learning activities to individual care plans or service user goals
- Assuming all adults learn the same way and not adapting methods
- Overstepping professional boundaries by designing activities without supervision
- Collecting evaluation data but not analysing or using it to improve future learning
- Considering evaluation as just a form-filling exercise rather than a reflective process
- Confusing legislation with organisational policies; learners often fail to distinguish between statutory requirements and local protocols.
- Assuming all adults learn in the same way, neglecting to adapt activities to diverse learning styles and needs.
- Evaluating learning activities based solely on personal opinion rather than using objective criteria and feedback from participants.
- Applying pedagogical approaches rather than andragogical principles when supporting adult learners.
- Omitting specific legislative or policy references from planning and evaluation documentation.
- Focusing solely on activity delivery without a structured evaluation process.
- Writing learning objectives that are vague or not measurable.
- Neglecting to obtain informed consent or maintain confidentiality when gathering feedback.
- Misconception: 'Person-centred care means doing whatever the service user wants.' Correction: It means involving them in decisions, but within the boundaries of safety, professional judgment, and legal requirements. For example, a service user may want to refuse medication, but you must follow protocols and seek guidance.
- Misconception: 'Confidentiality is absolute and cannot be broken.' Correction: Confidentiality must be maintained unless there is a risk of harm to the individual or others, or if required by law. You must share information on a need-to-know basis with relevant professionals.
- Misconception: 'Equality means treating everyone the same.' Correction: Equality is about ensuring fair access and outcomes, which may require treating people differently to meet their specific needs (e.g., providing a translator for a non-English speaker).
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for PROQUAL AWARDING BODY Assist in planning and evaluating learning activities
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of health and social care settings (e.g., hospitals, care homes, domiciliary care) – this can be from personal experience or introductory study.
- •Familiarity with the concept of confidentiality and data protection (e.g., GDPR principles) is helpful but not essential, as it is covered in the award.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- Know about current legislation, national guidelines, policies, protocols and good practice which inform planning and evaluating learning activities, Understand adult learning styles, Understand roles and responsibilities in planning, implementing and evaluating learning activities, Be able to assist in planning learning activities, Be able to evaluate learning activities
- Know about current legislation, national guidelines, policies, protocols and good practice which inform planning and evaluating learning activities, Understand adult learning styles, Understand roles and responsibilities in planning, implementing and evaluating learning activities, Be able to assist in planning learning activities, Be able to evaluate learning activities
- Legislative and policy frameworks for learning
- Andragogy and adult learning preferences
- Interprofessional roles in education
- Participatory planning of learning activities
- Constructive evaluation and reflective practice
- Legislative and good practice frameworks
- Adult learning theories
- Roles and responsibilities
- Planning learning activities
- Evaluation and reflection
- Legislative and policy frameworks
- Adult learning styles and theories
- Roles and responsibilities in learning support
- Person-centred activity planning
- Evaluation and feedback mechanisms
- Reflective practice and improvement
Ready to learn?
AI-powered learning tailored to this unit