Move and position individuals in accordance with their plan of care
This subtopic focuses on the safe and effective movement and positioning of individuals according to their personalised care plans, integrating essential knowledge of human anatomy and physiology with legislative and procedural frameworks. Learners will apply risk assessment, communication, and practical handling skills to maintain dignity and prevent injury, while recognising when to involve other professionals. Mastery ensures person-centred care and compliance with health and safety standards.
Assessment criteria
Topic Overview
The ProQual Level 2 Award in Healthcare and Social Care Support Skills provides foundational knowledge for those starting a career in health and social care. It covers essential topics such as communication, equality and diversity, safeguarding, and the role of the care worker. This qualification is vocationally related, meaning it combines theoretical understanding with practical application, preparing students for roles like healthcare assistant or support worker in settings such as hospitals, care homes, or domiciliary care.
Understanding this award is crucial because it ensures that care workers can provide safe, compassionate, and person-centred support. The content aligns with the Care Certificate standards and fundamental principles of the Care Act 2014. By mastering these skills, students learn how to respect individuals' rights, promote independence, and work effectively within a team. This qualification is often a stepping stone to further study, such as the Level 3 Diploma in Adult Care, and is valued by employers across the sector.
The award is structured around key units that cover communication, duty of care, equality and inclusion, and safeguarding. Each unit builds on the last, ensuring students develop a holistic understanding of care work. For example, effective communication is not just about talking but also about active listening, using appropriate language, and recognising non-verbal cues. These skills are vital for building trust with service users and colleagues, and for reporting concerns accurately.
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 at the centre of all decisions.
- →Duty of care: A legal obligation to act in the best interest of service users, avoiding harm and ensuring their safety and wellbeing.
- →Equality and diversity: Treating everyone fairly, respecting differences, and challenging discrimination in line with the Equality Act 2010.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, and harm, following local policies and the Care Act 2014.
- →Effective communication: Using verbal and non-verbal methods to share information, listen actively, and build rapport with service users and colleagues.
Learning Objectives
What you need to know and understand
- Understand anatomy and physiology in relation to moving and positioning individuals, Understand legislation and agreed ways of working when moving and positioning individuals, Be able to minimise risk before moving and positioning individuals, Be able to prepare individuals before moving and positioning, Be able to move and position an individual, Know when to seek advice from and/or involve others when moving and positioning an individual
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate knowledge of the skeletal and muscular systems, particularly the spine and major joints, and explaining how poor positioning can lead to injury or discomfort.
- Award credit for identifying relevant legislation (e.g., Manual Handling Operations Regulations, Health and Safety at Work Act) and outlining agreed ways of working, including workplace policies and risk assessment procedures.
- Award credit for performing a thorough risk assessment before any moving and positioning task, documenting hazards and control measures, and selecting suitable equipment in line with the care plan.
- Award credit for effectively communicating with the individual, gaining valid consent, and preparing them and the environment to promote comfort, safety, and dignity throughout the procedure.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always base your answers on the specific care plan and risk assessment; examiners look for evidence that you prioritise individualised, safe practice over generic methods.
- 💡When describing moving techniques, explicitly justify them with reference to anatomy (e.g., protecting the spine) and legislation; this demonstrates deeper understanding.
- 💡In observed assessments, maintain clear communication with the individual throughout, verbally explaining each step and checking for consent and comfort, as this shows person-centred care.
- 💡Use specific examples from care settings to illustrate your points. For instance, when explaining person-centred care, describe how you would involve a service user in planning their daily routine.
- 💡Link your answers to legislation and policies, such as the Care Act 2014, Health and Safety at Work Act 1974, or your workplace's safeguarding procedures. This shows depth of knowledge.
- 💡In exam questions, read carefully whether they ask for 'describe', 'explain', or 'evaluate'. For 'evaluate', you need to discuss pros and cons, not just list facts.
Common Mistakes
Common errors to avoid in your coursework
- Neglecting to consult the individual’s care plan and moving or positioning based on assumptions, leading to potential harm or deviation from assessed needs.
- Using poor body mechanics, such as bending from the waist instead of using the legs, which increases the risk of personal injury and reduces control of the move.
- Failing to check equipment before use (e.g., hoist slings, slide sheets), which can result in unsafe conditions and possible equipment malfunction during the task.
- Misconception: 'Communication is just about talking.' Correction: It also involves listening, body language, tone of voice, and written records. Non-verbal cues often convey more than words.
- Misconception: 'Duty of care means always saying yes to service users.' Correction: Duty of care involves balancing rights and risks. Sometimes saying no is necessary to prevent harm, but this must be explained respectfully.
- Misconception: 'Equality means treating everyone the same.' Correction: Equality is about ensuring everyone has the same opportunities, but this may require different treatment to meet individual 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 Move and position individuals in accordance with their plan of care
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
- •Basic understanding of the health and social care sector, such as different care settings (e.g., residential, domiciliary) and roles (e.g., care assistant, nurse).
- •Familiarity with key legislation like the Equality Act 2010 and the Care Act 2014 is helpful but not essential, as these will be covered in the award.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- Understand anatomy and physiology in relation to moving and positioning individuals, Understand legislation and agreed ways of working when moving and positioning individuals, Be able to minimise risk before moving and positioning individuals, Be able to prepare individuals before moving and positioning, Be able to move and position an individual, Know when to seek advice from and/or involve others when moving and positioning an individual
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