Available courses

This folder contains relevant information for tutor who are currently lecturing at Learning Works. 

This is a course where users can experiment and learn how to use the VLE.

Healthcare professionals at this level should have theoretical and technical knowledge regarding basic anatomy and physiology for understanding the anatomy and physiological functioning of the human system so as to assist in the study of the effects of illness and disease on the individual. This unit sets out to facilitate students to understand the relationship between the concepts of biological health and homeostasis and to examine processes and mechanisms that regulate and integrate physiological functions in order to maintain biological health.
The unit will focus on selected biological systems relevant to the practice of healthcare professionals.
The theoretical aspects of the module will be underpinned by exposure to the laboratory environment where students will begin to apply theory to practice in undertaking specified physiological measurements




The purpose of this unit is to introduce students to the basic principles of pharmacology applied to health care. Students are introduced to the major drug groups that affect the differing bodily systems. Throughout this unit, students are enabled to become self-directed learners; specifically, in relation to the most appropriate means of accessing information about individual drugs, their usages, contraindicates, dosages, and routes of administration.
This unit focuses on of antibiotics, antivirals and antifungals used in health care today. A history of the development these drug groups is given and linked to issues of drug resistance in micro-organisms. Content incorporates a range of protocols including pharmacological, surgical, clinical, and biomedical interventions. Pertinent topics will include intervention development, manual writing, administration, quality control, fidelity, dosage and dose-finding, adverse effects monitoring, inventory control treatment compliance and adherence, placebo effects, drop-out and ITT protocol, and clinical practice and monitoring.
Underpinning the above, the importance of the role of the carer in drug administration and evaluation of their effectiveness is emphasised and students are given specific instruction on drug calculations

The healthcare sector in recent years has focused heavily on concept of person-centred care. The key elements in this covers communication, care and compassion and thus one of the aims of this unit it to discuss the impact of emotional intelligence and communication in staff providing the positive outcomes on patient health care

This unit enables the learner to develop advanced communication skills whilst working with individuals and others. The focus of this unit is to provide students with the knowledge and skills to communicate in an empathetic way in range of care settings with both patients and relatives/carers and colleagues
The primary focus of this unit is to help students understand the concept of “emotional intelligence” and its role in modern healthcare leadership. The concept will be outlined and contextualised within the healthcare environment, to appreciate how aspects of
emotional intelligence support everyday human interactions.





The unit examines contemporary management and leadership issues which impact on health care contexts. Students will explore and debate approaches to management and leadership within healthcare organisations and examine how they influence their role as healthcare workers within this context
The unit will cover the skills needed to manage a quality, patient-centred health service, including the role of the manager and the importance of leadership and people management. It introduces students to the principal frameworks and tools available to practicing managers supporting them in their application of course material to real life management situations in the health service




Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Healthcare is a high contact service industry, and students will be introduced to some of the concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards.

The focus of this unit is on how quality plays an essential role in healthcare services and the idea that it has many different interpretations and perspectives. Students will gain knowledge of these differing perspectives and consider ways in which health and care service quality may be improved. Students will gain knowledge of some of the methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives.

This unit will also enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.

A manager in care settings is expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting
Health and safety are a vital priority in all health and social care practice and this unit gives students an understanding of key principles that underpin work in the sector. On completing this unit, students will understand how to minimise risks to all individuals in healthcare settings, be they service users, their friends and family, or employees in the setting. At the end of the unit, students should be able to foresee potential hazards and know how to make appropriate responses to minimise risks, in the context of relevant legal and local policy requirements.

Students will investigate potential hazards for individuals in healthcare settings. Informal observations, particularly during work placements, of how care workers implement safe practice with different service user groups in different environments would be useful background research.

Students will explore the nature of incidents and emergencies that may arise in healthcare settings and possible responses to these. This could then lead to more focused consideration of the risks arising from a specific incident from a case study, the media or actual experience, and an analysis of the factors that caused the incident or emergency and recommendations of how the risk could have been minimised.



This unit introduces students to the fundamental moral principles, ethical issues in health care and how these are reflected in legislation. In parallel the unit will focus on the existing legislative framework for healthcare and emerging policies in this area.
The unit explores the underlying principles and nature of moral responsibility (ethics), analyse and review notions of autonomy, duty, justice, truth, rights and equality and last but not least, it seeks to effectively manage the relationship between the personal and professional judgments.
A broad framework for ethical decision making will be critically evaluated. With reference to the student’s own professional field, this module aims to facilitate a rigorously developed, critical and sophisticated understanding of the ways in which a positive approach to equality and inclusiveness can utilise to improve access to and experience of services and care.
In this fascinating module, questions such as these will be explore and critically evaluate the arguments surrounding organ transplantation, euthanasia and the right to die


The aim of this unit is to identify the impact psycho-sociological factor have on healthcare practice. Sociologists investigate the interaction between society and health. Psychologists explore the relationship among psychological, cultural, behavioural factors and health. Together they have informed our understanding of health and illness, contributed to major changes in healthcare policy and been useful in developing behaviour modification therapies and improving the health status of individuals.

Understanding how these perspectives are used to inform their practice, deepens students’ approach to caring for individuals and supports the development of skills and behaviours for effective professional practice.

On completion of this unit, students will be able to develop their understanding of both sociological and psychological factors that affect health and illness, and the related theoretical frameworks that underpin healthcare practice. Students will have the opportunity to observe and report practical examples of how sociological and psychological concepts are considered when planning support for service users. The unit will engage students in the assessment of the implications of both perspectives on current healthcare policies. Furthermore, students will be able to explore a range of applications of the psychological perspectives and understand how these can enhance health and wellbeing. This unit will inform developing healthcare professionals of the importance of sociological and psychological concepts in improving health status of service users.
This unit will provide students with an understanding of the importance of diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of dignity and inclusive practice in healthcare. Key legislation is examined and the consequences of non-compliance in the work place.

Students will consider their own values and beliefs and potential effects on care delivery and professional practice. Students will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination.
Students will also develop an understanding of the factors of abuse, and study the working practices and strategies to reduce and prevent its occurrence.


This Unit will provide students with an understanding of the neurology and diagnosis of dementia. It provides students with the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia and its impact on them and others

It will be viewed from a holistic standpoint and focuses on introducing students to person centred care for individuals with dementia. Person Centred Care is key to providing individualised, good quality care. The use of effective meaningful communication, supports and promotes the wellbeing of both the individuals, relatives, friends and colleagues.
This unit aims to develop students’ clinical skills when working in a healthcare context whether residential or domiciliary. The unit covers key areas in care provision from identifying acute and chronic conditions, identifying skin and tissue problems, taking blood samples and treating and dressing lesions and wounds
At all times students will need to understand the importance of their professional working practices in adhering to standards, guidelines, procedures and working with individuals in a compassionate and caring manner
This unit will enable students to recognise the value of a person-centred approach to adult health and social care. The focus of the unit is on person-centred values and the reasons why these should influence all aspects of care work. This is further explored by comparing and contrasting a range of care models
The use of the person centred approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed.
The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centred approach to care and support.
Healthcare professionals at this level should have theoretical and technical knowledge regarding basic anatomy and physiology for understanding the anatomy and physiological functioning of the human system so as to assist in the study of the effects of illness and disease on the individual. This unit sets out to facilitate students to understand the relationship between the concepts of biological health and homeostasis and to examine processes and mechanisms that regulate and integrate physiological functions in order to maintain biological health.
The unit will focus on selected biological systems relevant to the practice of healthcare professionals.
The theoretical aspects of the module will be underpinned by exposure to the laboratory environment where students will begin to apply theory to practice in undertaking specified physiological measurements
The purpose of this unit is to introduce students to the basic principles of pharmacology applied to health care. Students are introduced to the major drug groups that affect the differing bodily systems. Throughout this unit, students are enabled to become self-directed learners; specifically, in relation to the most appropriate means of accessing information about individual drugs, their usages, contraindicates, dosages, and routes of administration.
This unit focuses on of antibiotics, antivirals and antifungals used in health care today. A history of the development these drug groups is given and linked to issues of drug resistance in micro-organisms. Content incorporates a range of protocols including pharmacological, surgical, clinical, and biomedical interventions. Pertinent topics will include intervention development, manual writing, administration, quality control, fidelity, dosage and dose-finding, adverse effects monitoring, inventory control treatment compliance and adherence, placebo effects, drop-out and ITT protocol, and clinical practice and monitoring.
Underpinning the above, the importance of the role of the carer in drug administration and evaluation of their effectiveness is emphasised and students are given specific instruction on drug calculations

The healthcare sector in recent years has focused heavily on concept of person-centred care. The key elements in this covers communication, care and compassion and thus one of the aims of this unit it to discuss the impact of emotional intelligence and communication in staff providing the positive outcomes on patient health care

This unit enables the learner to develop advanced communication skills whilst working with individuals and others. The focus of this unit is to provide students with the knowledge and skills to communicate in an empathetic way in range of care settings with both patients and relatives/carers and colleagues
The primary focus of this unit is to help students understand the concept of “emotional intelligence” and its role in modern healthcare leadership. The concept will be outlined and contextualised within the healthcare environment, to appreciate how aspects of
emotional intelligence support everyday human interactions
The unit examines contemporary management and leadership issues which impact on health care contexts. Students will explore and debate approaches to management and leadership within healthcare organisations and examine how they influence their role as healthcare workers within this context
The unit will cover the skills needed to manage a quality, patient-centred health service, including the role of the manager and the importance of leadership and people management. It introduces students to the principal frameworks and tools available to practicing managers supporting them in their application of course material to real life management situations in the health service
Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Healthcare is a high contact service industry, and students will be introduced to some of the concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards.

The focus of this unit is on how quality plays an essential role in healthcare services and the idea that it has many different interpretations and perspectives. Students will gain knowledge of these differing perspectives and consider ways in which health and care service quality may be improved. Students will gain knowledge of some of the methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives.

This unit will also enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.

A manager in care settings is expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting
Health and safety are a vital priority in all health and social care practice and this unit gives students an understanding of key principles that underpin work in the sector. On completing this unit, students will understand how to minimise risks to all individuals in healthcare settings, be they service users, their friends and family, or employees in the setting. At the end of the unit, students should be able to foresee potential hazards and know how to make appropriate responses to minimise risks, in the context of relevant legal and local policy requirements.

Students will investigate potential hazards for individuals in healthcare settings. Informal observations, particularly during work placements, of how care workers implement safe practice with different service user groups in different environments would be useful background research.

Students will explore the nature of incidents and emergencies that may arise in healthcare settings and possible responses to these. This could then lead to more focused consideration of the risks arising from a specific incident from a case study, the media or actual experience, and an analysis of the factors that caused the incident or emergency and recommendations of how the risk could have been minimised.
This unit introduces students to the fundamental moral principles, ethical issues in health care and how these are reflected in legislation. In parallel the unit will focus on the existing legislative framework for healthcare and emerging policies in this area.
The unit explores the underlying principles and nature of moral responsibility (ethics), analyse and review notions of autonomy, duty, justice, truth, rights and equality and last but not least, it seeks to effectively manage the relationship between the personal and professional judgments.
A broad framework for ethical decision making will be critically evaluated. With reference to the student’s own professional field, this module aims to facilitate a rigorously developed, critical and sophisticated understanding of the ways in which a positive approach to equality and inclusiveness can utilise to improve access to and experience of services and care.
In this fascinating module, questions such as these will be explore and critically evaluate the arguments surrounding organ transplantation, euthanasia and the right to die
The aim of this unit is to identify the impact psycho-sociological factor have on healthcare practice. Sociologists investigate the interaction between society and health. Psychologists explore the relationship among psychological, cultural, behavioural factors and health. Together they have informed our understanding of health and illness, contributed to major changes in healthcare policy and been useful in developing behaviour modification therapies and improving the health status of individuals.

Understanding how these perspectives are used to inform their practice, deepens students’ approach to caring for individuals and supports the development of skills and behaviours for effective professional practice.

On completion of this unit, students will be able to develop their understanding of both sociological and psychological factors that affect health and illness, and the related theoretical frameworks that underpin healthcare practice. Students will have the opportunity to observe and report practical examples of how sociological and psychological concepts are considered when planning support for service users. The unit will engage students in the assessment of the implications of both perspectives on current healthcare policies. Furthermore, students will be able to explore a range of applications of the psychological perspectives and understand how these can enhance health and wellbeing. This unit will inform developing healthcare professionals of the importance of sociological and psychological concepts in improving health status of service users.


This unit will provide students with an understanding of the importance of diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of dignity and inclusive practice in healthcare. Key legislation is examined and the consequences of non-compliance in the work place.

Students will consider their own values and beliefs and potential effects on care delivery and professional practice. Students will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination.
Students will also develop an understanding of the factors of abuse, and study the working practices and strategies to reduce and prevent its occurrence.
This Unit will provide students with an understanding of the neurology and diagnosis of dementia. It provides students with the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia and its impact on them and others

It will be viewed from a holistic standpoint and focuses on introducing students to person centred care for individuals with dementia. Person Centred Care is key to providing individualised, good quality care. The use of effective meaningful communication, supports and promotes the wellbeing of both the individuals, relatives, friends and colleagues.

This unit aims to develop students’ clinical skills when working in a healthcare context whether residential or domiciliary. The unit covers key areas in care provision from identifying acute and chronic conditions, identifying skin and tissue problems, taking blood samples and treating and dressing lesions and wounds
At all times students will need to understand the importance of their professional working practices in adhering to standards, guidelines, procedures and working with individuals in a compassionate and caring manner
This unit will enable students to recognise the value of a person-centred approach to adult health and social care. The focus of the unit is on person-centred values and the reasons why these should influence all aspects of care work. This is further explored by comparing and contrasting a range of care models
The use of the person centred approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed.
The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centred approach to care and support.
Healthcare professionals at this level should have theoretical and technical knowledge regarding basic anatomy and physiology for understanding the anatomy and physiological functioning of the human system so as to assist in the study of the effects of illness and disease on the individual. This unit sets out to facilitate students to understand the relationship between the concepts of biological health and homeostasis and to examine processes and mechanisms that regulate and integrate physiological functions in order to maintain biological health.
The unit will focus on selected biological systems relevant to the practice of healthcare professionals.
The theoretical aspects of the module will be underpinned by exposure to the laboratory environment where students will begin to apply theory to practice in undertaking specified physiological measurements
The purpose of this unit is to introduce students to the basic principles of pharmacology applied to health care. Students are introduced to the major drug groups that affect the differing bodily systems. Throughout this unit, students are enabled to become self-directed learners; specifically, in relation to the most appropriate means of accessing information about individual drugs, their usages, contraindicates, dosages, and routes of administration.
This unit focuses on of antibiotics, antivirals and antifungals used in health care today. A history of the development these drug groups is given and linked to issues of drug resistance in micro-organisms. Content incorporates a range of protocols including pharmacological, surgical, clinical, and biomedical interventions. Pertinent topics will include intervention development, manual writing, administration, quality control, fidelity, dosage and dose-finding, adverse effects monitoring, inventory control treatment compliance and adherence, placebo effects, drop-out and ITT protocol, and clinical practice and monitoring.
Underpinning the above, the importance of the role of the carer in drug administration and evaluation of their effectiveness is emphasised and students are given specific instruction on drug calculations

The healthcare sector in recent years has focused heavily on concept of person-centred care. The key elements in this covers communication, care and compassion and thus one of the aims of this unit it to discuss the impact of emotional intelligence and communication in staff providing the positive outcomes on patient health care

This unit enables the learner to develop advanced communication skills whilst working with individuals and others. The focus of this unit is to provide students with the knowledge and skills to communicate in an empathetic way in range of care settings with both patients and relatives/carers and colleagues
The primary focus of this unit is to help students understand the concept of “emotional intelligence” and its role in modern healthcare leadership. The concept will be outlined and contextualised within the healthcare environment, to appreciate how aspects of
emotional intelligence support everyday human interactions
The unit examines contemporary management and leadership issues which impact on health care contexts. Students will explore and debate approaches to management and leadership within healthcare organisations and examine how they influence their role as healthcare workers within this context
The unit will cover the skills needed to manage a quality, patient-centred health service, including the role of the manager and the importance of leadership and people management. It introduces students to the principal frameworks and tools available to practicing managers supporting them in their application of course material to real life management situations in the health service
Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Healthcare is a high contact service industry, and students will be introduced to some of the concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards.

The focus of this unit is on how quality plays an essential role in healthcare services and the idea that it has many different interpretations and perspectives. Students will gain knowledge of these differing perspectives and consider ways in which health and care service quality may be improved. Students will gain knowledge of some of the methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives.

This unit will also enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.

A manager in care settings is expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting
Health and safety are a vital priority in all health and social care practice and this unit gives students an understanding of key principles that underpin work in the sector. On completing this unit, students will understand how to minimise risks to all individuals in healthcare settings, be they service users, their friends and family, or employees in the setting. At the end of the unit, students should be able to foresee potential hazards and know how to make appropriate responses to minimise risks, in the context of relevant legal and local policy requirements.

Students will investigate potential hazards for individuals in healthcare settings. Informal observations, particularly during work placements, of how care workers implement safe practice with different service user groups in different environments would be useful background research.

Students will explore the nature of incidents and emergencies that may arise in healthcare settings and possible responses to these. This could then lead to more focused consideration of the risks arising from a specific incident from a case study, the media or actual experience, and an analysis of the factors that caused the incident or emergency and recommendations of how the risk could have been minimised.
This unit introduces students to the fundamental moral principles, ethical issues in health care and how these are reflected in legislation. In parallel the unit will focus on the existing legislative framework for healthcare and emerging policies in this area.
The unit explores the underlying principles and nature of moral responsibility (ethics), analyse and review notions of autonomy, duty, justice, truth, rights and equality and last but not least, it seeks to effectively manage the relationship between the personal and professional judgments.
A broad framework for ethical decision making will be critically evaluated. With reference to the student’s own professional field, this module aims to facilitate a rigorously developed, critical and sophisticated understanding of the ways in which a positive approach to equality and inclusiveness can utilise to improve access to and experience of services and care.
In this fascinating module, questions such as these will be explore and critically evaluate the arguments surrounding organ transplantation, euthanasia and the right to die
The aim of this unit is to identify the impact psycho-sociological factor have on healthcare practice. Sociologists investigate the interaction between society and health. Psychologists explore the relationship among psychological, cultural, behavioural factors and health. Together they have informed our understanding of health and illness, contributed to major changes in healthcare policy and been useful in developing behaviour modification therapies and improving the health status of individuals.

Understanding how these perspectives are used to inform their practice, deepens students’ approach to caring for individuals and supports the development of skills and behaviours for effective professional practice.

On completion of this unit, students will be able to develop their understanding of both sociological and psychological factors that affect health and illness, and the related theoretical frameworks that underpin healthcare practice. Students will have the opportunity to observe and report practical examples of how sociological and psychological concepts are considered when planning support for service users. The unit will engage students in the assessment of the implications of both perspectives on current healthcare policies. Furthermore, students will be able to explore a range of applications of the psychological perspectives and understand how these can enhance health and wellbeing. This unit will inform developing healthcare professionals of the importance of sociological and psychological concepts in improving health status of service users.


This unit will provide students with an understanding of the importance of diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of dignity and inclusive practice in healthcare. Key legislation is examined and the consequences of non-compliance in the work place.

Students will consider their own values and beliefs and potential effects on care delivery and professional practice. Students will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination.
Students will also develop an understanding of the factors of abuse, and study the working practices and strategies to reduce and prevent its occurrence.
This Unit will provide students with an understanding of the neurology and diagnosis of dementia. It provides students with the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia and its impact on them and others

It will be viewed from a holistic standpoint and focuses on introducing students to person centred care for individuals with dementia. Person Centred Care is key to providing individualised, good quality care. The use of effective meaningful communication, supports and promotes the wellbeing of both the individuals, relatives, friends and colleagues.

This unit aims to develop students’ clinical skills when working in a healthcare context whether residential or domiciliary. The unit covers key areas in care provision from identifying acute and chronic conditions, identifying skin and tissue problems, taking blood samples and treating and dressing lesions and wounds
At all times students will need to understand the importance of their professional working practices in adhering to standards, guidelines, procedures and working with individuals in a compassionate and caring manner
This unit will enable students to recognise the value of a person-centred approach to adult health and social care. The focus of the unit is on person-centred values and the reasons why these should influence all aspects of care work. This is further explored by comparing and contrasting a range of care models
The use of the person centred approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed.
The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centred approach to care and support.
This module deals with the employer’s responsibility towards Health and Safety while pointing out the employee’s responsibility too. In addition to caring for and educating babies toddlers and young children an early childhood educator needs to ensure that children are kept safe and secure. An awareness and understanding of health and safety issues is therefore a must. This unit aims to encourage prospective carers to understand the importance of health and safety measures in early years environments and their role in safeguarding children’s health and keep them safe. The dangers of noncompliance are stated while emphasising the ways to communicate health and safety information. Risk assessment to reduce accidents and hazards form part of this modulesafe. The dangers of noncompliance are stated while emphasising the ways to communicate health and safety information. Risk assessment to reduce accidents and hazards form part of this module.
This module deals with benefits of teamwork collaborative work and lines of reporting. It delves into features of effective teamwork and individual behaviours and qualities required for effective teamwork. It creates awareness of the need to develop positive relationships with colleagues and other professionals. Teamwork here also refers to encouraging children to play and learn with other children in the setting.
This module introduces the students to the notion of working in partnership with parents and families for the benefit and wellbeing of children under their care. It deals with appropriate verbal and nonverbal communication and the type of communication that is acceptable according to GDPR guidelines. The student will have the opportunity to evaluate his own communication skills in terms of developing relationships.
This module deals with the value of play for each area of development: physical, social emotional, intellectual and language. It embraces a rights-based approach to play where play is regarded as a right of each child to play and interact with others and to experience recreational activities with others. Building on the premise supported by literature that play is a vehicle for learning students will be exposed to the benefits stages and types of play. Moreover, it gives examples of strategies and techniques to support children’s play and ways in which adult interaction can extend learning and development.
This module deals with the holistic child development including the physical, cognitive, social, emotional, speech and language development for the first three years of life. Child development underpins every aspect of working with babies toddlers and young children. Child care practitioners need to know theories and models of child development to be able to support children’s play learning and development. This module points out how each area of development interlink and rate and sequence of development which may vary due to various aspects.
This module deals with practical exposure to the theory built on knowledge of theories of play and learning and children’s development including physical, social and emotional, cognitive and language development. Students will be able to put into practice the theoretical knowledge skills and competences developed over the course of the programme. They will have the opportunity to reflect on their own as well as collaboratively to evaluate and improve their practice through self-reflection and feedback provided by others.
This module deals with the employers responsibility towards Health and Safety while pointing out the employees responsibility too. In addition to caring for and educating babies? toddlers and young children? an early childhood educator needs to ensure that children are kept safe and secure. An awareness and understanding of health and safety issues is therefore a must. This unit aims to encourage prospective carers to understand the importance of health and safety measures in early years environments and their role in safeguarding childrens health and keep them safe. The dangers of noncompliance are stated while emphasising the ways to communicate health and safety information. Risk assessment to reduce accidents and hazards form part of this modulesafe. The dangers of noncompliance are stated while emphasising the ways to communicate health and safety information. Risk assessment to reduce accidents and hazards form part of this module.
This module deals with benefits of teamwork collaborative work and lines of reporting. It delves into features of effective teamwork and individual behaviours and qualities required for effective teamwork. It creates awareness of the need to develop positive relationships with colleagues and other professionals. Teamwork here also refers to encouraging children to play and learn with other children in the setting.
This module introduces the students to the notion of working in partnership with parents and families for the benefit and wellbeing of children under their care. It deals with appropriate verbal and nonverbal communication and the type of communication that is acceptable according to GDPR guidelines. The student will have the opportunity to evaluate his own communication skills in terms of developing relationships.
This module deals with the value of play for each area of development: physical, social emotional, intellectual and language. It embraces a rights-based approach to play where play is regarded as a right of each child to play and interact with others and to experience recreational activities with others. Building on the premise supported by literature that play is a vehicle for learning students will be exposed to the benefits stages and types of play. Moreover, it gives examples of strategies and techniques to support childrens play and ways in which adult interaction can extend learning and development.
This module deals with the holistic child development including the physical, cognitive, social, emotional, speech and language development for the first three years of life. Child development underpins every aspect of working with babies? toddlers and young children. Child care practitioners need to know theories and models of child development to be able to support childrens play? learning and development. This module points out how each area of development interlink and rate and sequence of development which may vary due to various aspects.
This module deals with practical exposure to the theory built on knowledge of theories of play and learning and childrens development including physical, social and emotional, cognitive and language development. Students will be able to put into practice the theoretical knowledge? skills and competences developed over the course of the programme. They will have the opportunity to reflect on their own as well as collaboratively to evaluate and improve their practice through self-reflection and feedback provided by others.
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individual’s physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individual’s physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individual’s physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individual’s right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

The aim of this unit is enable learners to identify their own role in relation to duties, responsibilities in relation to employer and other members of the healthcare team
As well as focusing on professional knowledge the unit will also cover how the learner can develop their own practice as a healthcare worker
This unit provides learners with an understanding of the importance of values that are core to care practice: respect, rights, diversity, equality, inclusion and prevention of abuse in promoting an individuals right to dignity.
The unit defines the terms and supports the learner in investigating the importance of rights, dignity and inclusive practice in supporting the care, protection and well-being of the individual. Learners will investigate their own values and beliefs and potential effects on care delivery and professional practice.
The focus of this unit is on communicating effectively working collaboratively and documenting and sharing information with and about individuals in a health care setting
This unit is concerned with getting learners to understand the legal and workplace standards for health and safety. Thus unit develops learners knowledge of awareness of hazards and risks in the workplace as well as encouraging good health and safety practice
The focus of this unit is provide learners with the opportunity to understand how the person centred approach aids and assists the individuals physical and mental well-being
Following on from the previous unit this unit focuses on the factors that lead to pain, discomfort, distress and how individuals express these feelings.
Learners are taught how to help individuals with pain and methods and approaches to promote rest and sleep.

The focus of this unit is to give learners the opportunity to develop their understanding and knowledge of how to support individuals to meet the needs to live and the support required to live as independently as possible
The unit explores the meaning of disability and considers issues closely linked with disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have disabilities.
This unit looks at the area of risk management by providing the learner with the knowledge and skills to effectively analyse and mitigate risk within the context of disability support. The unit also looks at the procedures and mechanisms available for the support of an individual with a disability in an emergency or crisis situation.
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, carers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individual’s social network is a key factor in maintaining an individual’s well-being and mental health. This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
This unit introduces students to the ethical principles, and moral dilemmas within the context of supporting individuals with disabilities and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life and the rights of the individuals.
This unit provides the learner with the knowledge and skills required to support individuals in:

• the tasks of daily living.
• personal hygiene.
• managing finances.
• preparing and settling in to new home environments
• taking part in leisure activities.
• taking part in learning or development activities.
• maintaining and developing skills for every-day life.
• accessing and using services and facilities
• accessing education, training and employment
• continuing recommended therapies

and promote their independence in these areas.
This unit introduces learners with the knowledge and skills required to reflect on, evaluate one’s own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices
The unit explores the meaning of disability and considers issues closely linked with disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have disabilities.
This unit looks at the area of risk management by providing the learner with the knowledge and skills to effectively analyse and mitigate risk within the context of disability support. The unit also looks at the procedures and mechanisms available for the support of an individual with a disability in an emergency or crisis situation.
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, carers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individuals social network is a key factor in maintaining an individuals well-being and mental health. This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
This unit introduces students to the ethical principles, and moral dilemmas within the context of supporting individuals with disabilities and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life and the rights of the individuals.
This unit provides the learner with the knowledge and skills required to support individuals in:

the tasks of daily living.
personal hygiene.
managing finances.
preparing and settling in to new home environments
taking part in leisure activities.
taking part in learning or development activities.
maintaining and developing skills for every-day life.
accessing and using services and facilities
accessing education, training and employment
continuing recommended therapies

and promote their independence in these areas.
This unit introduces learners with the knowledge and skills required to reflect on, evaluate ones own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices
This unit aims to provide the learner with knowledge of the ageing brain and the identification of dementia. Learners will also cover the different types of dementia, the first signs and symptoms, the importance of early diagnosis and the impact this condition has on the individual and others in their social network, particularly their immediate family. The focus of the unit is also on the risk factors of dementia and prevention; the need for dementia awareness and National Dementia Strategic plan.
This module will address the fact that all persons living with dementia are first and foremost human beings, all with a unique identity, unique personalities and life experiences. Knowing an individual and understanding someone’s needs is a must to delivering personalised care. This module will introduce the Person-centred model of care whereby the person living with dementia should be the focus in the model of care.
Finding individual solutions for a person living with dementia can help them maintain their independence for as long as possible. Promoting independence is key to improving a person’s confidence thus enabling a heightened sense of purpose.

Relationships are also central to wellbeing and this includes professional interaction with people living with dementia. This unit covers a range of different techniques on how staff can get to know the person living with dementia and how the needs and deteriorating abilities can be met, so as to maintain the person’s identity and dignity in a safe and secured environment.

As well as understanding what makes person-centred care, staff should also be able to support a culture of person-centred care and be able to appropriately direct and support other staff in this. In addition, there should be an awareness of the different roles held by all the care home staff and knowledge on how together, as an inter-disciplinary team, can best contribute to care and support. In addition, to ensure that a person-centred care is implemented, staff should have the know-how on how to get information from a person living with dementia and/or the family and where the need be, to engage the family/carers in decisions about care and support.



This unit discusses best-practices techniques on how to best communicate with persons living with dementia. Both verbal and non-verbal communication will be discussed. Good care and support depend on effective communication and is vital in any health and social care setting. Key skills, knowledge and attitudes required when communicating and interacting with people living with dementia will be addressed. Also discussed will be common challenging behaviours that are exhibited by persons living with dementia. Understanding such behaviour and techniques to distract and/or to avoid such behaviour completely will be addressed.

While there is no cure for dementia some medications are available that can slow the progression of some types of dementia for a period of time. This unit will discuss medical treatments that are used frequently as a means of ‘treating’ what are often called symptoms of dementia such as agitation and aggression. This unit discusses also that prescriptions of anti-psychotic medications for such behaviours causes increased risk of stroke, falls and death. However, some people living with dementia do experience periods of acute neuropsychiatric symptoms that may need short term, carefully monitored drug treatment to alleviate symptoms and distress.

This module is intended ONLY as an awareness of the medication that older persons may or might take including the side effects that these medications may create. In no way, participants will be responsible to administer any medication.

Non-pharmacological or psycho-social interventions have a range of benefits for persons living with dementia. This module will discuss contemporary strategies to dementia therapies. An array of approaches will be introduced to support the quality of life of people living with dementia. These will include community-based and individual approaches, based on person-centred care and assistive technology. Moreover, this unit will also highlight the importance of the ‘prepared environment’.

Dementia does not discriminate and will affect people from all genders (including LGBTQI), cultures, age and social backgrounds. Issues of diversity may have an impact on how people experience dementia, including the acceptance of the condition within their family or community.

A person’s background, age and culture are important to them as an individual so are also an important consideration for the delivery of person-centred care.

The intention in this module is for participants to become aware of the age, gender, sexual orientation, disabilities, spiritual, cultural and background diversity and how they may impact on people living with dementia; be able to adapt assessment and care planning taking account of equality issues; be aware of the stigma, myths and stereotypes associated with dementia; be aware of the prevalence and impact of younger onset dementia and basically be able to actively challenge any discriminatory practice that may compromise a person’s right to dignity, respect and safety.



This unit aims to provide the learner with knowledge of the ageing brain and the identification of dementia. Learners will also cover the different types of dementia, the first signs and symptoms, the importance of early diagnosis and the impact this condition has on the individual and others in their social network, particularly their immediate family. The focus of the unit is also on the risk factors of dementia and prevention; the need for dementia awareness and National Dementia Strategic plan.
This module will address the fact that all persons living with dementia are first and foremost human beings, all with a unique identity, unique personalities and life experiences. Knowing an individual and understanding someones needs is a must to delivering personalised care. This module will introduce the Person-centred model of care whereby the person living with dementia should be the focus in the model of care.
Finding individual solutions for a person living with dementia can help them maintain their independence for as long as possible. Promoting independence is key to improving a persons confidence thus enabling a heightened sense of purpose.

Relationships are also central to wellbeing and this includes professional interaction with people living with dementia. This unit covers a range of different techniques on how staff can get to know the person living with dementia and how the needs and deteriorating abilities can be met, so as to maintain the persons identity and dignity in a safe and secured environment.

As well as understanding what makes person-centred care, staff should also be able to support a culture of person-centred care and be able to appropriately direct and support other staff in this. In addition, there should be an awareness of the different roles held by all the care home staff and knowledge on how together, as an inter-disciplinary team, can best contribute to care and support. In addition, to ensure that a person-centred care is implemented, staff should have the know-how on how to get information from a person living with dementia and/or the family and where the need be, to engage the family/carers in decisions about care and support.
This unit discusses best-practices techniques on how to best communicate with persons living with dementia. Both verbal and non-verbal communication will be discussed. Good care and support depend on effective communication and is vital in any health and social care setting. Key skills, knowledge and attitudes required when communicating and interacting with people living with dementia will be addressed. Also discussed will be common challenging behaviours that are exhibited by persons living with dementia. Understanding such behaviour and techniques to distract and/or to avoid such behaviour completely will be addressed.
While there is no cure for dementia some medications are available that can slow the progression of some types of dementia for a period of time. This unit will discuss medical treatments that are used frequently as a means of treating what are often called symptoms of dementia such as agitation and aggression. This unit discusses also that prescriptions of anti-psychotic medications for such behaviours causes increased risk of stroke, falls and death. However, some people living with dementia do experience periods of acute neuropsychiatric symptoms that may need short term, carefully monitored drug treatment to alleviate symptoms and distress.

This module is intended ONLY as an awareness of the medication that older persons may or might take including the side effects that these medications may create. In no way, participants will be responsible to administer any medication.
Non-pharmacological or psycho-social interventions have a range of benefits for persons living with dementia. This module will discuss contemporary strategies to dementia therapies. An array of approaches will be introduced to support the quality of life of people living with dementia. These will include community-based and individual approaches, based on person-centred care and assistive technology. Moreover, this unit will also highlight the importance of the prepared environment.
Dementia does not discriminate and will affect people from all genders (including LGBTQI), cultures, age and social backgrounds. Issues of diversity may have an impact on how people experience dementia, including the acceptance of the condition within their family or community.

A persons background, age and culture are important to them as an individual so are also an important consideration for the delivery of person-centred care.

The intention in this module is for participants to become aware of the age, gender, sexual orientation, disabilities, spiritual, cultural and background diversity and how they may impact on people living with dementia; be able to adapt assessment and care planning taking account of equality issues; be aware of the stigma, myths and stereotypes associated with dementia; be aware of the prevalence and impact of younger onset dementia and basically be able to actively challenge any discriminatory practice that may compromise a persons right to dignity, respect and safety.
This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being.
This unit introduces students to the ethical principles and moral dilemmas within the context of supporting persons with mental health problems and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life, and the rights of the individual.
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, support workers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individuals social network is a key factor in maintaining an individuals well-being and mental health. This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
This unit aims to provide the learner with an understanding of the general principles and processes involved in care planning and risk management within a mental health context. The unit also looks at the procedures and mechanisms available for the support of an individual with a mental health problem in an emergency or crisis situation.
This unit introduces learners with the knowledge and skills required to reflect on, evaluate ones own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices.
This unit provides the learner with the knowledge and skills required to support individuals in:
the tasks of daily living,
personal hygiene,
managing finances,
preparing and settling in to new home environments,
taking part in leisure activities,
taking part in learning or development activities,
maintaining and developing skills for every-day life,
accessing and using services and facilities,
accessing education, training and employment,
continuing recommended therapies, and promoting their independence in these areas.
This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being.
This unit introduces students to the ethical principles and moral dilemmas within the context of supporting persons with mental health problems and how these are reflected in legislation. In parallel the unit will focus on the important themes related with ethical approach. These include dignity, quality of life, and the rights of the individual.
This unit aims to enable the learner to use effective communication skills to develop and sustain relationships with service users, support workers and colleagues. It also looks at how to support service users in building and managing their social networks because the strength of an individuals social network is a key factor in maintaining an individuals well-being and mental health. This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.
This unit aims to provide the learner with an understanding of the general principles and processes involved in care planning and risk management within a mental health context. The unit also looks at the procedures and mechanisms available for the support of an individual with a mental health problem in an emergency or crisis situation.
This unit provides the learner with the knowledge and skills required to support individuals in:
the tasks of daily living,
personal hygiene,
managing finances,
preparing and settling in to new home environments,
taking part in leisure activities,
taking part in learning or development activities,
maintaining and developing skills for every-day life,
accessing and using services and facilities,
accessing education, training and employment,
continuing recommended therapies, and promoting their independence in these areas.
This unit introduces learners with the knowledge and skills required to reflect on, evaluate ones own professional practice with the intention to identify and develop best practices. This unit also looks at the importance of supervision, feedback and the formalisation of such practices.
In this module, students will be able to understand the role that nutrition plays in the overall health and well being of the elderly. Knowledge about the macro- and micro- nutrients required for a balanced diet, together with awareness on how to prepare meals for the elderly based on the healthy eating plate model will also be provided. The role of hydration, especially in the elderly is also highlighted.

Dietary reference values for food energy and nutrients in the elderly population are covered. This is followed by awareness on how to adjust the elderly’s nutrition intake depending on the individual’s needs whilst ensuring accessibility and enjoyment of food.

In addition this module makes reference to physical activity and sports to complement a healthy balanced diet.
This module provides knowledge on the physiology in feeding and swallowing, together with the processes involved in digestion, absorption and assimilation of food. This is followed by the understanding of the various nutrition limitations in the elderly, where the physiological, psychological and social aspects are tackled.

This unit provides students with the knowledge on how anthropometric measures are taken and how a malnutrition screening test is carried out. The students are also provided with the protocol to be followed when dealing with weight loss or weight gain in the elderly, and how to promote diet and lifestyle changes when there are chronic diseases such as hypertension, high cholesterol level and diabetes.
This module will provide an introduction to the concept of artificial nutrition, and the various forms of such feeding. The students are provided with the benefits of, and indications for the different kinds of artificial feeding. The module provides an explanation of the care required for each type of feeding, including the protocols to be followed for limiting or avoiding complications in artificial feeding. The unit will also expose the students to the various practitioners involved in providing artificial nutrition and feeding to the elderly.
This module will discuss the main ethical issues that can be encountered during natural and artificial feeding of the elderly. Students will be provided with the opportunity to discuss the ethical dilemmas encountered when an elderly person is on artificial nutrition. The unit also provides understanding of the issue ‘to feed or not to feed’ the elderly in a home, hospital or care centre, and explains the issue of what is an ‘extraordinary measure’ when talking about feeding
This is a yummy course
The course is aimed at women who wish to develop the confidence and skills that will enable them to step up to senior management and leadership positions. They are expected to be already in a management or leadership position and want to develop their skills and experience so they can progress further. They can be working in any sector – private – a profit making organisation, such as a hotel or bank; public – such as a local authority; or have a role in public office – a councillor or an MP, for example. In addition, personnel in the human resource development field could also benefit from this programme. The sector they work in is no barrier to joining this programme and the variety within the group will contribute greatly to the learning dynamics
The aim of this module of study is to provide students with the underpinning principles of leadership. In particular, they will be able to understand the difference between leadership and management, define and evaluate leadership and visualise goals for the future.
The aim of this module of study is to provide students with the ability to understand self-confidence, self-esteem and the difference between the two. In addition, students will be exposed to self-talk and its’ impact, stress in the workplace and meditation.
The aim of this module of study is to provide students with the necessary competencies and skills to communicate effectively. In addition, students will be formed to present to a wider audience and evaluate their performance when doing so.
The aim of this module of study is to provide students with an understanding of how relationships at work at managed by applying interpersonal skills. The concept of emotional intelligence will be explained. In addition, students will be exposed to the importance of teamwork and how to build effectively working teams. Finally, learners will be exposed also to the skills and art of negotiation.
The aim of this module of study is to provide students with the important skills to develop a personal development plan (PDP). In addition, students will be provided with the necessary knowledge to learn how to effective monitor and update their PDP. Moreover, learners will be able to develop their business case and plan effectively.
The aim of this module of study is to provide students with the underpinning principles of leadership. In particular, they will be able to understand the difference between leadership and management, define and evaluate leadership and visualize goals for the future.
The aim of this module of study is to provide students with the ability to understand self-confidence, self-esteem and the difference between the two. In addition, students will be exposed to self-talk and its impact, stress in the workplace and meditation.
This unit will focus on the skills needed to run an effective team. Whether you are a coach, sport administrator, captain or just a regular team player, communication, listening, leadership and basic counselling skills are vital. Participants will discuss and work together to learn how to build up their team and motivate it under pressure. Students will come up with a number of ways on how one can build team cohesion within their team. Roles and responsibilities of team members/ coaches/ administrators will be discussed as well as the importance of creating a desire for team success.
The aim of this module of study is to provide students with an understanding of how relationships at work are managed by applying interpersonal skills. The concept of emotional intelligence will be explained. In addition, students will be exposed to the importance of teamwork and how to build effectively working teams. Finally, learners will be exposed also to the skills and art of negotiation.
The aim of this module of study is to provide students with the important skills to develop a personal development plan (PDP). In addition, students will be provided with the necessary knowledge to learn how to effective monitor and update their PDP. Moreover, learners will be able to develop their business case and plan effectively.
The aim of this module of study is to bring together all the knowledge and skills learnt in modules 1,2,3,4 and particularly 5 in order to present a business case and plan effectively. Within this module, the critical importance of budgets, human resource planning and reporting will be emphasised.