Work in a person-centred way
This element equips learners with the essential knowledge and skills to deliver care that is truly person-centred, ensuring that the individual’s values, preferences, and needs are at the core of all support. It covers understanding and applying person-centred values, working in a person-centred way, and comprehending mental capacity in the context of providing dignified care. Learners will also be able to support individuals to maintain comfort, identity, self-esteem, spiritual and overall wellbeing, actively addressing factors that may cause pain or emotional distress.
Assessment criteria
Topic Overview
The TQUK Level 2 Adult Social Care Certificate (RQF) provides the foundational knowledge and skills required to work safely and effectively in adult social care settings in England. This qualification covers key areas such as communication, equality and inclusion, duty of care, safeguarding, person-centred approaches, and health and safety. It is designed for those new to the sector or seeking to formalise their existing experience, and it aligns with the Care Certificate standards developed by Skills for Care, Health Education England, and Skills for Health.
Understanding this certificate is crucial because it ensures that care workers can provide compassionate, competent, and safe support to adults with diverse needs, including older people, those with disabilities, or individuals with long-term conditions. The content is directly applicable to daily practice in residential homes, domiciliary care, or community settings. Mastery of these topics not only prepares students for their role but also builds confidence in handling real-world challenges, from promoting dignity to responding to emergencies.
This qualification sits within the broader Health and Social Care curriculum as a mandatory stepping stone for those entering the workforce. It complements further study, such as the Level 3 Diploma in Adult Care, by establishing core principles like confidentiality, consent, and risk assessment. By completing this certificate, students demonstrate their commitment to high standards and their readiness to deliver care that respects individuals' rights and choices.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are active partners in their own care.
- →Duty of care: The legal and ethical obligation to act in the best interest of individuals, avoiding harm and reporting concerns appropriately.
- →Safeguarding: Protecting adults at risk from abuse, neglect, or exploitation, following local policies and the Care Act 2014 principles.
- →Effective communication: Using verbal and non-verbal techniques to build trust, understand needs, and share information accurately with colleagues and families.
- →Equality and inclusion: Ensuring everyone has equal access to care and is treated with dignity, respecting diversity in age, disability, gender, race, religion, and sexual orientation.
Learning Objectives
What you need to know and understand
- 1. Understand person centred values2. Understand working in a person-centred way3. Understand the meaning of mental capacity when providing person centred care4. Be able to support the individual to be comfortable and make changes to address factors that may be causing pain, discomfort, or emotional distress5. Be able to support the individual to maintain their identity, self-esteem, spiritual wellbeing and overall wellbeing6. Be able to support the individual using person centred values
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating how person-centred values (e.g., individuality, rights, choice, privacy, independence, dignity, respect, partnership) have been embedded in day-to-day support, with clear examples from practice.
- Mark positively when the learner provides evidence of supporting an individual’s identity, self-esteem, and spiritual wellbeing, showing how they have tailored care to reflect the person’s unique background, beliefs, and preferences.
- Evidence must illustrate a thorough understanding of mental capacity, including how the learner has assessed capacity in specific situations, supported decision-making, and acted in the individual’s best interests where required.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written assignments or reflective accounts, always link theory to practice by using a real-life example that demonstrates how you applied person-centred values to a specific individual’s situation, including how you promoted their dignity and choice.
- 💡When discussing supporting comfort, be specific about the physical and emotional factors you identified and the actions you took, referencing the individual’s care plan and any multi-disciplinary input to show holistic, person-centred working.
- 💡When answering questions about person-centred care, always give a specific example of how you would involve an individual in their own care plan, such as asking about their preferred routine or communication method.
- 💡For safeguarding scenarios, remember the '6 principles' of the Care Act: empowerment, prevention, proportionality, protection, partnership, and accountability. Use these to structure your answers.
- 💡In written assessments, link your responses to relevant legislation (e.g., Health and Safety at Work Act 1974, Mental Capacity Act 2005) to demonstrate deeper understanding and secure higher marks.
Common Mistakes
Common errors to avoid in your coursework
- Equating person-centred care merely with being kind or friendly, rather than systematically applying the full set of values and principles in all interactions and care planning.
- Assuming that mental capacity is a fixed state; learners often fail to recognise that capacity can fluctuate and must be assessed on a decision-by-decision basis, or they overlook the need to maximise an individual’s ability to make their own decisions.
- Misconception: 'Person-centred care means always doing what the person asks.' Correction: It means involving the person in decisions, but care workers must balance this with professional judgment, safety, and legal duties (e.g., if a request poses a risk of harm).
- 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 (e.g., safeguarding concerns). Always explain the limits of confidentiality at the start of the relationship.
- Misconception: 'Safeguarding is only about reporting abuse after it happens.' Correction: Safeguarding also involves proactive measures like risk assessments, promoting well-being, and creating a safe environment to prevent harm.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Work in a person-centred way
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
- •Basic understanding of the Health and Social Care sector, including the roles of different care settings (e.g., residential, domiciliary).
- •Familiarity with the concept of confidentiality and data protection (GDPR) is helpful but not essential.
- •No formal qualifications are required, but a willingness to reflect on personal values and attitudes towards care is important.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Understand person centred values2. Understand working in a person-centred way3. Understand the meaning of mental capacity when providing person centred care4. Be able to support the individual to be comfortable and make changes to address factors that may be causing pain, discomfort, or emotional distress5. Be able to support the individual to maintain their identity, self-esteem, spiritual wellbeing and overall wellbeing6. Be able to support the individual using person centred values
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