Available courses

This folder contains relevant information for tutor who are currently lecturing at Learning Works. 
1

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

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 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 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 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 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 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
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.
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
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.
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 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
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.
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 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
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.
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 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.
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 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 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 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 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.
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