Pearson BTEC Level 4 Diploma In Adult Care (England)

3Qualification purposeQualification objectivesThe Pearson BTEC Level 4 Diploma in Adult Care (England) is for learners employedas an apprentice in the role of a lead practitioner in adult care, e.g. community careofficer, physiotherapy assistant, re-ablement support worker, social care assistantor telecare assistant.A lead practitioner will guide and inspire team members to make positivedifferences to someone’s life when they are faced with physical, practical, social,emotional or intellectual challenges. They will have achieved a level ofself-development to be recognised as a lead practitioner within the care team,contributing to, promoting and sustaining a values-based culture at an operationallevel. They will have specialist skills and knowledge in their area of responsibilities,which will allow them to lead in areas such as care needs assessment, occupationaltherapy, physiotherapy, rehabilitation and enablement, telecare and assistivetechnology. They will be a coach and mentor of others and will have a role inassessing performance and quality of care delivery. Lead practitioners in adult caremay work in residential or nursing homes, domiciliary care, day centres, a person’sown home or some clinical healthcare settings. The qualification is also suitable forlead personal assistants who can work at this senior level but may only workdirectly for one individual who needs support and/or care services, usually withintheir own home.The qualification gives learners the opportunity to: develop the fundamental technical skills and underpinning knowledge andunderstanding required to become competent in the job role. These cover thefollowing areas: advanced communication skills; equality and diversity;professional practice, safeguarding and protection; leadership; and working inpartnership. For details of the units included in this qualification, please seeSection 5 Qualification structure develop appropriate professional attitudes and behaviours that will supportpersonal success in their job role and the long-term success of theirorganisation develop a range of interpersonal and intrapersonal skills to supportprogression to, and success in, further study and career advancement achieve a nationally-recognised Level 4 qualification.Relationship with previous qualificationsThis qualification replaces the Pearson Edexcel Level 4 Diploma in Adult Care(England), expiry date 31 December 2017.ApprenticeshipsThe Pearson BTEC Level 4 Diploma in Adult Care (England) is a mandatoryrequirement within the Lead Practitioner in Adult Care Apprenticeship Standard.Learners must achieve this qualification, together with all other specifiedrequirements of the Apprenticeship Standard, before progressing to theEnd-point assessment.The published Lead Practitioner in Adult Care Apprenticeship Standard andAssessment Plan can be found son BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 2018

Progression opportunitiesLearners who achieve the Pearson BTEC Level 4 Diploma in Adult Care (England)can, having achieved all other specified requirements of the ApprenticeshipStandard, progress to achieving the full Apprenticeship certification that confirmscompetency in the job role stated on the previous page.Learners can then choose to progress to the Level 5 Leader in Adult Careapprenticeship, higher level qualifications in care or specialist qualificationsreflecting the context in which they work.Achievement of the Level 3 qualification, together with additional training can alsosupport progression to job roles that require a more complex set of skills andresponsibility, e.g. manager/advanced practitioner in adult care, registeredmanager.Industry support and recognitionThe Pearson BTEC Level 4 Diploma in Adult Care (England) was developed throughclose collaboration with Skills for Care, part of the Sector Skills Council Skills forCare and Development.This qualification is supported by Skills for Care and is recognised by the Adult CareTrailblazer Group as an appropriate qualification to support the Lead Practitioner inAdult Care Apprenticeship Standard.Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 20185

4Qualification structurePearson BTEC Level 4 Diploma in Adult Care (England)Learners will need to meet the requirements outlined in the table below before thequalification can be awarded.Minimum number of credits that must be achieved70Minimum number of credits that must be achieved at Level 4 or above55Number of mandatory credits that must be achieved37Number of optional credits that must be achieved33Minimum number of credits that must come from Group B1 – Optional Contextor Specialist Knowledge Units6Minimum number of credits that must come from Group B2 – OptionalCompetence Units27UnitnumberMandatory unitsLevelCreditGuidedlearninghours1Advanced Communication Skills in Adult Care44272Personal and Professional Development inCare Settings44263Equality and Diversity in Care Settings43214Understand Safeguarding and Protection inCare Settings32185Person-centred Assessment and Planning toImprove Individual Outcomes45416Understanding Personalisation in Care andSupport Services44337Health and Safety in Care Settings43218Professional Practice in Adult Care43209Develop, Maintain and Use Records and Reports432310Partnership Working in Care Settings442611Safeguard Children and Young People Who ArePresent in Care Settings42146Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 2018

UnitnumberOptional Group B1 – Context or SpecialistKnowledge unitsLevelCreditGuidedlearninghours12Understanding the Process and Experience ofDementia332213Understanding the Role of Communication andInteractions with Individuals Who HaveDementia332614Awareness of Diabetes364615Understand Parkinson’s for Care Staff321416Understanding Public Funding for IndividualAdult Care Needs443017Understand Supporting Individuals with AutisticSpectrum Conditions332818Understanding Sensory Loss332119Understanding the Impact of Acquired BrainInjury on Individuals332820Understanding Stroke Care Management343621Understand the Mental Capacity Act 2005443022Understand Mental wellbeing and mental healthpromotion332023Understand Mental Ill Health331624Understanding Professional Supervision432225Principles of Management and Leadership374226Understanding How to Manage a Team453927Understanding Professional Management andLeadership in Care Settings5650Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 20187

UnitnumberOptional Group B2 – Competence unitsLevelCreditGuidedlearninghours28Supporting Positive Risk-Taking for Individuals343229Carry out a Research Project in a Care Setting5103030Sharing Knowledge and Good Practice542031Provide Support to Maintain and Develop Skillsfor Everyday Life342832Support Community Partnerships in Health andSocial Care454233Supporting Individuals to Access and UseServices and Facilities342534Supporting Individuals to Access and ManageDirect Payments464035Working with Families, Carers and IndividualsDuring Times of Crisis473536Promoting Positive Behaviour364437Providing Information, Advice and Guidance442638Developing and Implementing Reablement Plans443039Mentoring in Adult Care432140Supporting the Use of Assistive Technology541441Supporting Individuals in the Use of AssistiveTechnology443242Assessment, Implementation and Review ofAssistive Technology in Care Settings442743Promote Rights and Values in AssistiveTechnology in Care Settings321744Promoting Assistive Technology in Care441845Promoting Access to Healthcare for Individualswith Learning Disabilities573746Promoting Good Practice in the Support ofIndividuals with Autistic Spectrum Conditions575347Administering Medication to Individuals35258Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 2018

UnitnumberOptional Group B2 – Competence unitsLevelCreditGuidedlearninghours48Facilitating the Development of Effective GroupPractice in Care Settings574249Promoting Awareness of Sensory Loss531950Supporting Individuals to Access Education,Training or Employment443151Supporting Individuals with Sensory Loss withCommunication553752Manage Provision to Support Users of Serviceswith Multiple Conditions and/or Disabilities543853Support Individuals with Issues of Substancemisuse342454Supporting Individuals who are Substance Users374255Carry Out Comprehensive Substance MisuseAssessments353056Testing for Substance Use353057Support End of Life Care in Adult Care474858Supporting Individuals During Last Days of Life343259Facilitate Change in Care Settings554560Managing Finance in Own Area of Responsibilitywithin Care Settings452161Manage Quality in Care Settings554062Prepare for and Support Quality Audits in Care441763Appraise Employee Performance462364Recruitment and Selection in Care Settings4654Unit selection guidanceWithin the qualification's rule of combination, learners have to choose optional unitsfrom two groups: context or specialist knowledge units (Group B1) and competenceunits (Group B2). Within each group, there are a number of units across a numberof specialisms to accommodate the varying needs of learners. Centres must deliverappropriate combinations of specialist units across the two optional groups to meetthe needs and work context of individual learners.Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 20189

5Programme deliveryCentres are free to offer these qualifications using any mode of delivery that meetslearners’ and employers’ needs.A learner must be employed as an apprentice in the job role specified in theApprenticeship Standard and have an apprenticeship agreement in place at thestart of the apprenticeship programme. Centres must make sure that learners haveaccess to specified resources and to the sector specialists delivering and assessingthe units. Centres must adhere to the Pearson policies that apply to the differentmodels of delivery. Our policy Collaborative and consortium arrangements for thedelivery of vocational qualifications policy can be found on our website.There are various approaches to delivering a successful, competence-basedqualification; the section below outlines elements of good practice that centres canadopt, as appropriate to the requirements of the apprenticeship programme.Elements of good practice Carrying out a thorough induction for learners to ensure that they completelyunderstand the apprenticeship programme and what is expected of them. Theinduction could include, for example, the requirements of the apprenticeshipprogramme, an initial assessment of current competency levels, assessment ofindividual learning styles, identification of training needs, an individual learningplan, details of training delivery and the assessment process. Having regular progress meetings with the learner to keep them engaged andmotivated, and ensuring that there are open lines of communication among allthose involved in delivering the training and assessment. Using flexible delivery and assessment approaches to meet the needs of thelearner and the organisational context and requirements, through the use of arange of approaches, for example virtual learning environments (VLEs), onlinelectures, video, printable online resources, virtual visits, webcams for distancetraining, eportfolios. Balancing on-the-job and off-the-job training to meet the requirements of theapprenticeship. It is a mandatory requirement in the new apprenticeships thatlearners have a minimum of 20% or equivalent off-the-job training. Trainersneed to use a range of teaching and learning methods to deliver this trainingeffectively while still meeting varying learner needs. Examples of teaching andlearning methods for off-the-job training could include: enquiry-based learning,real-world problem solving, reflective practice, questioning and discussions,demonstration, practising (‘trial and error’), simulation and role play, peerlearning and virtual environments. Trainers also need to plan opportunities forthe development and practising of skills on the job. The on-the-job element ofthe programme offers opportunities for assessment and plays an important rolein developing the learner’s routine expertise, resourcefulness, craftspersonshipand business-like attitude. It is important that there is intentional structuring ofpractice and guidance to supplement the learning and development providedthrough engagement in everyday work activities. Teaching and learningmethods, such as coaching, mentoring, shadowing, observation, collaborationand consultation, could be used in this structured on-the-job learning.10Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 2018

Developing a holistic approach to assessment by matching evidence to therequired competencies, as appropriate and, wherever possible, to reduce theassessment burden on learners and assessors. It is good practice to draw up anassessment plan that aligns the competencies to be achieved with the learningprocess and that indicates how and when assessment will take place. Discussing and agreeing with the learner and their line manager suitable times,dates and work areas where assessment will take place. Learners and managersshould be given regular and relevant feedback on performance and progress. Ensuring that learners are allocated a mentor in the workplace to assist them inthe day-to-day working environment and to act as a contact for theassessor/trainer. Ensuring that sufficient and relevant work is given to learners in order to allowthem to gain wider employment experience and enable them to develop thecompetencies and the related knowledge, skills and behaviours stated in theApprenticeship Standard within their contracted working hours.For further information on the delivery and assessment of the New ApprenticeshipStandards please refer to The Trailblazer Apprenticeship Funding Rules ulesDelivery guidance for Pearson BTEC Level 4 Diploma in AdultCare (England)The focus of delivery throughout this qualification should be on integrating theunderpinning knowledge required for the role of a lead practitioner in adult carewith the skills to apply this knowledge in a work setting.The qualification is essentially practical, underpinned by the theoretical andtechnical knowledge applied to the everyday role of a lead practitioner inadult care.It is recommended that the delivery of units is holistic and that it is linked with thelearner’s workplace as much as possible. When learners refer to real examplesduring plenary or small group sessions, confidentiality will need to be maintained atall times.Taught sessions are essential for the more theoretical components of thequalification notably, the context or specialist knowledge units within optional groupB1, but also for other units where learners are required to demonstrate theirknowledge and understanding. For example, in Unit 9: Develop, Maintain and UseRecords and Reports, learners must specify their own responsibilities and those ofothers when recording information and producing reports (criterion 1.1). Brieflectures and input from visiting senior practitioners would support understanding.Similarly, criterion 1.2 asks learners to explain the legal requirements and agreedways of working for the security and confidentiality of information.Group work using case studies would give learners more confidence in producingwritten work for assessment. Learners could familiarise themselves with therelevant procedures and documentation in their own workplaces.A similar approach could be taken with several other units, all of which haveknowledge requirements, for example Unit 10: Partnership Working in CareSettings. Criterion 1.1 asks learners to explain the features of an effectivepartnership. This could be delivered through taught sessions in the form of brieflectures and relevant DVD clips on the different features that comprise an effectivepartnership in an adult care setting.Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 201811

Several units in the qualification include a requirement to demonstrate competencein relevant skills. For example, in Unit 9: Develop, Maintain and Use Records andReports, criterion 2.2 requires learners to produce accurate and coherent recordsand reports. Group work in class to complete blank documents, working with casestudies, could enhance learners’ skills in completing documentation before they goon to produce documents in their workplace.Actual workplace documents and work shadowing senior practitioners and mentorsin the workplace will help learners to produce evidence for assessment. Discussionsin the workplace with senior practitioners and mentors will support understanding.The qualification includes requirements for learners to demonstrate theircompetence in dealing with situations between individuals in the workplace. Forexample, in Unit 10: Partnership Working in Care Settings criterion 4.5 requireslearners to deal constructively with conflicts between professionals. While thisrequirement will be assessed in the workplace, opportunities to develop conflictmanagement skills can be given in the classroom setting, for example through roleplay using peer assessment for feedback. Learners could be videoed so that theycan review their own performance before they demonstrate competence in theworkplace for assessment. DVD clips from valid internet sources could supportunderstanding of the skills and strategies required for the resolution of issues.Some of the learning for this qualification can be gained in the workplace fromsenior practitioners and mentors. Learners will require access to workplace policiesand procedures, and will need opportunities to observe senior practitioners in theirown setting. Work shadowing senior practitioners and workplace mentors will givean insight into the application of theory and legislation to the skills andcompetencies required to meet the qualification assessment strategy. Workshadowing will also prepare learners for their role of lead practitioner in adult care.The selection of optional units can be based on factors such as centre expertise andthe personal choice of learners, particularly with regard to workplace settings andpotential career progression.Learners will focus their learning in the context of care settings. The care settingscan span adult care settings but could, where appropriate, include young peoplesettings where individuals are transitioning into adult care.12Pearson BTEC Level 4 Diploma in Adult Care (England)Specification – Issue 1– January 2018 Pearson Education Limited 2018

6Centre resource requirementsAs part of the approval process, centres must make sure that the resourcerequirements below are in place before offering the qualification. Centres must have the appropriate physical resources to support delivery andassessment of the qualifications. For example, a workplace in line with industrystandards, or a Realistic Working Environment (RWE) where permitted, asspecified in the assessment strategy for the sector; equipment, IT, learningmaterials, teaching rooms. Where a RWE is permitted, it must offer the same conditions as the normal,day-to-day working environment, with a similar range of demands, pressuresand requirements for cost-effective working. Centres must meet any specific human and physical resource requirementsoutlined in the assessment strategy in Annexe A. Staff assessing learners mustmeet the occupational competence requirements in the assessment strategy. Tomeet assessor competence requirement, they must also hold or be workingtowards an appropriate qualification in assessment. This will include one ormore of the following depending on the

Unit 9: Develop, Maintain and Use Records and Reports 107 Unit 10: Partnership Working in Care Settings 115 Unit 11: Safeguard Children and Young People who are Present in Care Settings 123 12 Further information and useful publications 131 13 Professional development and trainin