Move and position individuals in accordance with their plan of care
This subtopic focuses on the safe and effective moving and positioning of individuals in line with their personalised care plans. It integrates essential knowledge of human anatomy and physiology with applicable legislation and organisational procedures to minimise risk and ensure dignity. Learners develop practical skills to prepare, move, and position individuals while knowing when to seek additional advice or involvement from others.
Assessment criteria
Topic Overview
The SFEDI Awards Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) is a comprehensive qualification designed for individuals aiming to work in senior care roles or progress to higher education. It covers essential topics such as promoting person-centred approaches, safeguarding, health and safety, and supporting individuals with their daily living activities. This diploma is particularly relevant for those working in residential care, domiciliary care, or day services, as it equips learners with the advanced skills needed to lead and mentor others while ensuring high-quality care delivery.
The qualification is structured around mandatory units that address core competencies, including communication, equality and inclusion, and duty of care. Optional units allow specialisation in areas like dementia care, end-of-life care, or supporting individuals with specific needs. By completing this diploma, students demonstrate their ability to apply theoretical knowledge to real-world scenarios, making them valuable assets in the health and social care sector. It also serves as a stepping stone to higher-level qualifications, such as the Level 4 Diploma in Adult Care or university degrees in nursing or social work.
In the context of Wales and Northern Ireland, this diploma aligns with national care standards and legislation, such as the Social Services and Well-being (Wales) Act 2014 and the Northern Ireland Adult Safeguarding Partnership policies. This ensures that learners are well-prepared to meet regulatory requirements and deliver care that respects individual rights, dignity, and autonomy. The qualification is also recognised by employers and professional bodies, enhancing career prospects and job security in a growing sector.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's unique needs, preferences, and values, ensuring they are actively involved in decisions about their care.
- →Safeguarding: Protecting vulnerable adults from abuse, neglect, and harm, following local policies and the Mental Capacity Act 2005.
- →Duty of care: A legal obligation to act in the best interest of individuals, balancing their rights with risks to ensure safety and well-being.
- →Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and promote independence, including active listening and appropriate language.
- →Equality and inclusion: Ensuring everyone has equal access to care and opportunities, respecting diversity and challenging discrimination.
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 a thorough risk assessment of the environment, equipment, and the individual’s condition prior to any moving or handling activity.
- Expect clear evidence that the learner consistently refers to and follows the individual’s written plan of care, including any specific handling techniques or equipment prescribed.
- Assessors should look for appropriate and respectful communication with the individual throughout the process, including explaining the procedure, gaining consent, and responding to cues.
- Mark positively when the learner demonstrates correct body mechanics and safe handling techniques, such as maintaining a stable base, keeping the load close, and avoiding twisting.
- Credit understanding of the legal framework, particularly the Manual Handling Operations Regulations 1992 (as amended) and the Health and Safety at Work etc. Act 1974, and how these influence practice.
- Acknowledge when the learner appropriately seeks advice from senior staff, physiotherapists, or other relevant professionals when encountering an unfamiliar situation, a change in the individual’s condition, or equipment issues.
Assessment Guidance
Guidance for achieving higher grades
- 💡In observation assessments, verbalise your thought process to demonstrate underpinning knowledge—explain why you are checking the care plan, assessing the environment, or asking for consent.
- 💡Revise the key anatomical structures, especially the spine and muscles, as understanding how to protect the individual’s and your own body from injury is frequently examined.
- 💡Be prepared to link legislation to practice: for written assignments, always refer to specific regulations (e.g., Manual Handling Operations Regulations 1992) and explain how they shape workplace policies.
- 💡For reflective accounts, focus on times when you had to adapt your approach (e.g., due to a change in an individual’s mobility) and how you ensured safety while respecting dignity.
- 💡Use specific examples from your work placement or case studies to illustrate how you apply person-centred principles in practice. This shows deeper understanding and application of theory.
- 💡When discussing legislation, always link it to a practical scenario. For example, explain how the Mental Capacity Act 2005 guides decision-making when an individual lacks capacity.
- 💡In your answers, demonstrate reflection by evaluating what went well and what could be improved in a given situation. This shows critical thinking and a commitment to professional development.
Common Mistakes
Common errors to avoid in your coursework
- Failing to check the care plan before moving an individual, leading to use of incorrect techniques or equipment.
- Omitting a dynamic risk assessment immediately before the task, such as not noticing a wet floor or an obstruction.
- Using poor posture or lifting with the back instead of the legs, which increases the risk of musculoskeletal injury.
- Not involving the individual or disregarding their preferences and abilities, which compromises person-centred care and can cause distress.
- Assuming that a familiar piece of equipment is in good working order without carrying out a pre-use check, potentially leading to equipment failure.
- Attempting to move a person without adequate assistance or handling equipment when the care plan specifies two-person handling or a hoist.
- Misconception: Person-centred care means doing whatever the individual wants. Correction: It involves balancing their preferences with professional judgement, safety, and available resources, while empowering them to make informed choices.
- Misconception: Safeguarding is only about reporting abuse after it happens. Correction: It also includes proactive measures like risk assessments, training, and creating a culture of vigilance to prevent harm.
- Misconception: Duty of care means you must always prevent all risks. Correction: It requires managing risks appropriately, not eliminating them entirely, as some risks can promote independence and well-being.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for SFEDI ENTERPRISES LTD. T/A SFEDI AWARDS Move and position individuals in accordance with their plan of care
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
- •Level 2 Diploma in Health and Social Care or equivalent experience in a care setting.
- •Basic understanding of the principles of care, including confidentiality, equality, and communication.
- •Familiarity with key legislation such as the Health and Safety at Work Act 1974 and the Care Act 2014.
Coursework AI Review
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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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