Centre Assessment Guidance for CMI Level 3 Diploma in ...

Centre Assessment GuidanceforCMI Level 3 Diploma in Commissioning, Procurement andContracting for Care Services (QCF)

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceContentsPageIntroduction 4About these qualificationsTitles and qualifications reference numbers 4Accreditation dates 4Qualifications summary 4Progressions 4Credit values and rules of combination for the qualifications 4Relationship to the National Occupational Standards 7Assessment and Verification 8What is expected of the learner? 10External Assessment 10Recognition of Prior Learning and achievement 11Support for Centres 11Units 11SHC 31 Promote communication in health, social care or children’s and young people’sSettings 12SHC 32 Engage in personal development in health, social care or children’s and youngpeople’s settings 14SHC 33 Promote equality and inclusion in health, social care or children’s and young people’sSettings 16SHC 34 Principles for implementing duty of care in health, social care or children’sand young people’s settings 17CPCCS 34 Address issues and conflicts in commissioning and contracting for care services 18CPCCS 35 Work effectively within a commissioning organisation 20CPCCS 36 Research and manage information in commissioning care services 22CPCCS 311 Promote effective communication to support decision-making for the commissioningof services 24HSC 3046 Introduction to personalisation in social care 27CPCCS 315 Principles of safeguarding children, young people and vulnerable adults 29ADVO 301 Purpose and principles of independent advocacy 31CMH 301 Understand mental well-being and mental health promotion 33CMH 302 Understand mental health problems 35CYP M3.1 Understand child and young person development 37CYP M3.7 Understand how to support positive outcomes for children and young people 40CYPOP 17 Understand the needs of children and young people who are vulnerable andexperiencing poverty and disadvantage 42DEM 301 Understand the process and experience of dementia 44LD 201 Understand the context of supporting individuals with learning disabilities 46LD 310 Understand how to support individuals with autistic spectrum conditions 48Version 1 – Feb 11 Page 2 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidancePD OP 3.1 Understand physical disability 51PD OP 3.3 Understand the impact of Acquired Brain Injury on individuals 53SS MU 3.1 Understand sensory loss 55SSOP 3.1 Understand models of disability 57CPCCS 38 Contribute to the planning and organisation of work in commissioning services 58CPCCS 313 Promote innovative ways of working when commissioning services 60CPCCS 515 Support decision making and problem solving 62CPCCS 37 Contribute to establishing and managing priorities and resources for services 64CPCCS 39 Plan and manage contracts to deliver care services 67CPCCS 310 Support the development of self-directed commissioning for care services 69CPCCS 312 Understand legislation and regulations for managing contracts to deliver care services 71CPCCS 314 Ensure contract compliance by contractors of care services 72Version 1 – Feb 11 Page 3 of 73

IntroductionLevel 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceThis document aims to support Chartered Management Institute Centres in the delivery, assessment andverification of the CMI Level 3 Diploma in Commissioning, Procurement and Contracting for Care Services.About these qualificationsTitles and qualifications reference numbersThe titles given below are the titles as they will appear on the qualification when awarded to the learner. Thequalification reference number is the number allocated to the qualification by the Regulator at the time ofaccreditation, which confirms that this is a fundable qualification on the QCF. The CMI code is the code whichshould be used when registering learners with CMI. Each unit also has a unique QCF unit number – this appearswith the content of each unit at the end of this document.CMICodeTitleQualificationreference number3D22CMI Level 3 Diploma in Commissioning, Procurement and Contracting forCare Services (QCF)600/0611/0Accreditation datesThese qualifications are accredited from 1 st February 2011, which is their operational start date in Centres. Thisqualification will be reviewed on the 31 st May 2013.Qualifications summaryThis qualification is to guide and assess the development of knowledge and skills relating to commissioning,procurement and contracting for care services. This qualification confirms competence in these areas whereappropriate.This qualification can be offered to learners from the age of 19. CMI does not specify entry requirements for thisqualification, but Centres are required to ensure that learners admitted to the programme have sufficientcapability at the right level to undertake the learning and assessment.The qualification is offered in the medium of the English Language.ProgressionsIt is anticipated that learners will progress to the Level 5 QCF qualification relating to commissioning,procurement and contracting for care services, or to other management roles or level 5 qualifications withinsocial care or related sectors.Credit values and rules of combination for the qualificationsA credit value specifies the number of credits that will be awarded to a learner who has achieved the learningoutcomes of the unit. The credit value of the unit will remain constant in all contexts, regardless of theassessment method used or the qualification(s) to which it contributes. Learners will only be awarded credits forthe successful completion of whole units. (One credit is awarded for those learning outcomes achievable in 10hours of learning time).Learning time is a notional measure of the amount of time a typical learner might be expected to take tocomplete all of the learning relevant to achievement of the learning outcomes in a given unit. Learning timeincludes activities such as directed study, assessment, tutorials, mentoring and individual private study.Guided learning hours, however, are intended to relate only to facilitated learning and associated assessments –individual private study is not included – and are intended to give guidance to delivery Centres on the amount ofresource needed to deliver the programme and support learners. The units guided learning hours and rules ofcombination for these qualifications are given in the tables 1 and 2.Version 1 – Feb 11 Page 4 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTable 1 – Units for CMI Level 3 Diploma in Commissioning, Procurement and Contracting for CareServices (QCF)Units Credits GLHSHC 31 Promote communication in health, social care or children’s and 3 10young people’s settingsSHC 32 Engage in personal development in health, social care or children’s 3 10and young people’s settingsSHC 33 Promote equality and inclusion in health, social care or children’s 2 8and young people’s settingsSHC 34 Principles for implementing duty of care in health, social care or 1 5children’s and young people’s settingsCPCCS 34 Address issues and conflicts in commissioning and contracting for 3 25care servicesCPCCS 35 Work effectively within a commissioning organisation 5 38CPCCS 36 Research and manage information in commissioning care services 3 23CPCCS 311 Promote effective communication to support decision-making for the 3 23commissioning of servicesHSC 3046 Introduction to personalisation in social care 3 22CPCCS 315 Principles of safeguarding children, young people and vulnerable 3 21adultsADVO 301 Purpose and principles of independent advocacy 4 25CMH 301 Understand mental well-being and mental health promotion 3 14CMH 302 Understand mental health problems 3 14CYP M3.1 Understand child and young person development 4 30CYP M3.7 Understand how to support positive outcomes for children and youngpeople3 25CYPOP 17 Understand the needs of children and young people who arevulnerable and experiencing poverty and disadvantage 5 40DEM 301 Understand the process and experience of dementia 3 22LD 201 Understand the context of supporting individuals with learningdisabilities4 35LD 310 Understand how to support individuals with autistic spectrumconditions3 28PD OP 3.1 Understand physical disability 3 22PD OP 3.3 Understand the impact of Acquired Brain Injury on individuals 3 28SS MU 3.1 Understand sensory loss 3 21SSOP 3.1 Understand models of disability 3 26CPCCS 38 Contribute to the planning and organisation of work in commissioning 4 28servicesCPCCS 313 Promote innovative ways of working when commissioning services 4 28CPCCS 515 Support decision making and problem solving 5 35CPCCS 37 Contribute to establishing and managing priorities and resources for 5 38servicesCPCCS 39 Plan and manage contracts to deliver care services 3 22CPCCS 310 Support the development of self-directed commissioning for care 5 38servicesCPCCS 312 Understand legislation and regulations for managing contracts to 3 25deliver care servicesCPCCS 314 Ensure contract compliance by contractors of care services 3 25Version 1 – Feb 11 Page 5 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTable 2 – Rules of combination for CMI Level 3 Diploma in Commissioning, Procurement andContracting for Care Services (QCF)Diploma - Learners need to complete all mandatory units in (Group A) to a total of 29 credits. One unit fromGroup B to a minimum of 3 credits, one unit from Group C to a minimum of 4 credits and a minimum of 9 creditsfrom Group D. In group D, if a learner selects unit CPCCS39 or unit CPCCS14 then they must alsocomplete unit CPCCS312. Learners must achieve a minimum of 45 credits to gain the Level 3 Diploma inCommissioning, Procurement and Contracting for Care Service.Units Credits GLHGroup ASHC 31 Promote communication in health, social care or children’s 3 10and young people’s settingsSHC 32 Engage in personal development in health, social care or 3 10children’s and young people’s settingsSHC 33 Promote equality and inclusion in health, social care or 2 8children’s and young people’s settingsSHC 34 Principles for implementing duty of care in health, social care 1 5or children’s and young people’s settingsCPCCS 34 Address issues and conflicts in commissioning and3 25contracting for care servicesCPCCS 35 Work effectively within a commissioning organisation 5 38CPCCS 36 Research and manage information in commissioning care 3 23servicesCPCCS 311 Promote effective communication to support decisionmaking3 23for the commissioning of servicesHSC 3046 Introduction to personalisation in social care 3 22CPCCS 315 Principles of safeguarding children, young people and 3 21vulnerable adultsGroup BADVO 301 Purpose and principles of independent advocacy 4 25CMH 301 Understand mental well-being and mental health promotion 3 14CMH 302 Understand mental health problems 3 14CYP M3.1 Understand child and young person development 4 30CYP M3.7 Understand how to support positive outcomes for childrenand young people3 25CYPOP 17 Understand the needs of children and young people who arevulnerable and experiencing poverty and disadvantage 5 40DEM 301 Understand the process and experience of dementia 3 22LD 201 Understand the context of supporting individuals withlearning disabilities4 35LD 310 Understand how to support individuals with autistic spectrumconditions3 28PD OP 3.1 Understand physical disability 3 22PD OP 3.3 Understand the impact of Acquired Brain Injury onindividuals3 28SS MU 3.1 Understand sensory loss 3 21SSOP 3.1 Understand models of disability 3 26Group CCPCCS 38 Contribute to the planning and organisation of work in 4 28commissioning servicesCPCCS 313 Promote innovative ways of working when commissioningservices4 28Version 1 – Feb 11 Page 6 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceCPCCS 515 Support decision making and problem solving 5 35Group DCPCCS 37 Contribute to establishing and managing priorities and 5 38resources for servicesCPCCS 39 Plan and manage contracts to deliver care services 3 22CPCCS 310 Support the development of self-directed commissioning for 5 38care servicesCPCCS 312 Understand legislation and regulations for managing 3 25contracts to deliver care servicesCPCCS 314 Ensure contract compliance by contractors of care services 3 25Relationship to National Occupational Standards for Management and LeadershipThe relationship of each unit to the Management and Leadership NOS is shown in table 3:Table 3 – Relationship to NOSUnitsNOS UnitsSHC 31 Promote communication in health, social care orchildren’s and young people’s settingsCCLD 301GCU 1GEN 22HSC 31 Themes recur as knowledgerequirements and core valuesthroughout HSC NOSSHC 32 Engage in personal development in health, socialcare or children’s and young people’s settingsCCLD 304GCU 6GEN 12GEN 13HSC 33 Themes recur as knowledgerequirements, performance criteria andcore values throughout HSC NOSSHC 33 Promote equality and inclusion in health, social careor children’s and young people’s settingsCCLD 305GCU 5HSC 34 HSC 35 HSC 3116 Themesrecur as knowledge requirements andcore values throughout HSC and CCLDNOSSHC 34 Principles for implementing duty of care in health,social care or children’s and young people’s settingsCCLD 305GCU 2HSC 24 HSC 34 HSC 35 Themesrecur as knowledge requirements andcore values throughout HSC and CCLDNOSCPCCS 34 Address issues and conflicts in commissioning and CPC 304contracting for care servicesCPCCS 35 Work effectively within a commissioning organisation CPC NOS 301 and 302CPCCS 36 Research and manage information in commissioning CPC NOS 303care servicesCPCCS Promote effective communication to support CPC NOS L3 Units 311 and 313311 decision-making for the commissioning of servicesHSC 3046 Introduction to personalisation in social care HSC 24 HSC 35 HSC 346 HSC3119CPCCS315Principles of safeguarding children, young peopleand vulnerable adultsContent recurs throughout CCLD, CPC,HSC and LDSS NOS (knowledgerequirements)Specifically in HSC 34, HSC 35,HSC335, CCLD 305, LDSS 1ADVO 301 Purpose and principles of independent advocacyCMH 301 Understand mental well-being and mental healthpromotionVersion 1 – Feb 11 Page 7 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceCMH 302 Understand mental health problemsCYP M3.1 Understand child and young person development CCLD NOS Unit 303: Promotechildren’s development HSC36Contribute to the assessment of childrenand young peoples' needs and thedevelopment of care plans CWDCTraining, Support and Developmentstandards for Foster Care, Standard 5:Understand the development of childrenand young peopleCYP M3.7 Understand how to support positive outcomes forchildren and young peopleCYPOP 17 Understand the needs of children and young peoplewho are vulnerable and experiencing poverty anddisadvantageDEM 301 Understand the process and experience of dementiaLD 201 Understand the context of supporting individuals withlearning disabilitiesLD 310 Understand how to support individuals with autisticspectrum conditionsPD OP 3.1 Understand physical disabilityPD OP 3.3 Understand the impact of Acquired Brain Injury onindividualsSS MU 3.1 Understand sensory lossSSOP 3.1 Understand models of disabilityCPCCS 38 Contribute to the planning and organisation of workin commissioning servicesCPCCS Promote innovative ways of working when313 commissioning servicesCPCCS Support decision making and problem solving515CPCCS 37 Contribute to establishing and managing prioritiesand resources for servicesCPCCS 39 Plan and manage contracts to deliver care servicesCPCCS Support the development of self-directed310 commissioning for care servicesCPCCS Understand legislation and regulations for managing312CPCCS314contracts to deliver care servicesEnsure contract compliance by contractors of careservicesAssessment and verificationThe main objective of the assessment of this qualification will be to meet the assessment criteria detailed withineach unit.The primary interface with the learner is the Assessor whose job it is to assess the evidence presented by thelearner. The Assessor should provide an audit trail showing how the judgement of the learner’s overallachievement has been arrived at.The Centre’s assessment plan, to be agreed with the external verifier, should include a matrix for thequalification showing how each unit is to be assessed against the relevant criteria and which specific piece orpieces of work will be identified in relation to each unit. It should also show how assessment is scheduled intothe delivery programme.In designing the individual tasks and activities, centres must ensure that:• the selected assessment task/activity is relevant to the content of the unitVersion 1 – Feb 11 Page 8 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance• there are clear instructions given to learners as to what is expected• learners are clearly told how long the assessment will take (if it is a timed activity), and what reference orother material they may use (if any) to complete it• the language used in the assessment is free from any bias• the language and technical terms used are at the appropriate level for the learnersIn addition to the specific assessment criteria in each unit, the learner’s work must be:• accurate, current and authentic• relevant in depth and breadthand must also show the learner’s:• clear grasp of concepts• ability to link theory to practice, and• ability to communicate clearly in the relevant discipline at the expected level for the qualificationLearners’ work for CMI purposes is given a “pass” result. There is no grading for CMI qualifications, and externalverification of learners’ work only confirms that the required criteria for achievement have been met. Centres are,of course, free to apply their own grade scales, but it must be understood that these are completely separatefrom the CMI qualification.Assessment through Performance in the WorkplaceAssessment decisions for competence based learning outcomes (e.g. those beginning with’ to be able to’) mustbe made in a real work environment by an occupationally competent assessor. Any knowledge evidence integralto these learning outcomes may be generated outside of the work environment but the final assessment decisionmust be within the real work environment.Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified tomake assessment decisions.Competence based assessment must include direct observation as the main source of evidenceExpert witnesses can be used for direct observation where: they have occupational expertise for specialistareas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determinedand agreed by the assessor.Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) maytake place in or outside of a real work environment.Assessment decisions for knowledge based Learning Outcomes must be made by an occupationallyknowledgeable assessor.Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to makeassessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessmentdecisions are made by the person who has set the answers.Internal Quality AssuranceInternal quality assurance is key for ensuring that the assessment of evidence for units is of a consistent andappropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in thearea they are assuring and be qualified to make quality assurance decisions.DefinitionsOccupationally competent:This means that each assessor must be capable of carrying out the full requirements within the competencyunits they are assessing. Being occupationally competent means they are also occupationally knowledgeable.This occupational competence should be maintained annually through clearly demonstrable continuing learningand professional development.Version 1 – Feb 11 Page 9 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceOccupationally knowledgeable:This means that each assessor should possess relevant knowledge and understanding, and be able to assessthis in units designed to test specific knowledge and understanding, or in units where knowledge andunderstanding are components of competency. This occupational knowledge should be maintained annuallythrough clearly demonstrable continuing learning and professional development.Qualified to make assessment decisions:This means that each assessor must hold a qualification suitable to support the making of appropriate andconsistent assessment decisions. Awarding Organisations will determine what will qualify those makingassessment decisions according to the unit of competence under assessment. In any case of significantuncertainty the SSCs will be consulted.Qualified to make quality assurance decisions:Awarding Organisations will determine what will qualify those undertaking internal quality assurances to makedecisions about that quality assurance.Expert witness:An expert witness must:• have a working knowledge of the QCF units on which their expertise is based• be occupationally competent in their area of expertise.• have EITHER any qualification in assessment of workplace performance OR a professional work rolewhich involves evaluating the everyday practice of staff.Assessment by SimulationSimulation may only be utilised as an assessment method for competence based Lo where this is specified inthe assessment requirements of the unit’.What work is expected of the learner?It is important to ensure consistency of assessment, and that demands made on learners are comparable withinand between centres. A number of assessment methods can be used. Centres are encouraged to use a range ofmethods to ensure that all the learning outcomes and assessment criteria are met, and to enhance learners’development.Assessment through:-• observable performance• physical products of work• reports• plans• correspondence• witness testimony• discussion• questioningIn some instances, as well as written work, use can be made of technology. It is important, however, to ensuresufficient traceability for assessment and verification.The written word, however generated and recorded, is still expected to form the majority of assessable workproduced by learners at Level 3. The amount and volume of work for each unit at this level should be broadlycomparable to a word count of words.Centres and learners are encouraged to use methods of presenting data, analysis and information other thanstraightforward narrative text. In the appropriate contexts, tables, graphs, pie charts, diagrams and illustrationsare just as demanding on the learner.Version 1 – Feb 11 Page 10 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceRecognition of Prior Learning and AchievementThe Qualifications and Credit framework is based on the principle of credit accumulation and transfer. Withinthis suite of qualifications, learners have the opportunity to build their achievements from a single unit into a fullDiploma. CMI will publish on its website which units and qualifications from other Awarding Bodies can berecognised for credit transfer and exemption. Credit transfer in the QCF will be based on confirmation ofachievement of QCF numbered units.There will of course still be instances where learners will wish to claim recognition of prior learning which hasnot been formally assessed and accredited. In those instances, Centres are free, after discussion andagreement with their External Verifier, to allow these learners direct access to the relevant assessment for theunit, without unnecessary repetition of learning. Details of the process for recording such RPL (Recognition ofPrior Learning) are included in the CMI Centre Code of Practice.Support for CentresStaff at Approved Centres are offered group membership of CMI, enabling them to access all the support andinformation available to their learners. More information about what is available is detailed in the CMI CentreCode of Practice, and via the website www.managers.org.uk/qualificationsUnitsThe content of the units for the Level 3 suite of qualifications follow.Accessing the units via the CMI website will enable Centres also to access support and reading material fromthe Study Resource Centre.Version 1 – Feb 11 Page 11 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Promote communication in health, social care or children’s and youngpeople’s settingsLevel: 3 Unit Number: SHC31 QCA UnitNumber:J/601/1434Credit value: 3 Guided LearningHours10Learning outcomesAssessment criteriaThe learner will:1. Understand why effectivecommunication is important in the worksetting2. Be able to meet the communication andlanguage needs, wishes and preferencesof individualsThe learner can:1.1 Identify the different reasons peoplecommunicate1.2 Explain how communication affectsrelationships in the work setting2.1 Demonstrate how to establish thecommunication and language needs, wishesand preferences of individuals2.2 Describe the factors to consider whenpromoting effective communication2.3 Demonstrate a range of communicationmethods and styles to meet individual needs2.4 Demonstrate how to respond to anindividual’s reactions when communicating3. Be able to overcome barriers tocommunication3.1 Explain how people from differentbackgrounds may use and/or interpretcommunication methods in different ways3.2 Identify barriers to effective communication3.3 Demonstrate ways to overcome barriers tocommunication3.4 Demonstrate strategies that can be used toclarify misunderstandings3.5 Explain how to access extra support orservices to enable individuals to communicateeffectively4. Be able to apply principles and practicesrelating to confidentiality4.1 Explain the meaning of the termconfidentiality4.2 Demonstrate ways to maintainconfidentiality in day to day communication4.3 Describe the potential tension betweenmaintaining an individual’s confidentiality anddisclosing concernsVersion 1 – Feb 11 Page 12 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)Additional informationThe aim of this unit is to assess a learning anddevelopment practitioner’s performance incarrying out assessments of occupationalcompetence in a work environment. This unitrequires evidence of using the followingassessment methods:• observation of performance in the workenvironment• examining products of work• questioning the learner• discussing with the learner• use of others (witness testimony)• looking at learner statements• recognising prior learning‘Practitioner’ means anyone with a learning anddevelopment responsibility as the whole or apart of their role.Communication methods include:• non-verbal communication− eye contact− touch− physical gestures− body language− behaviour• verbal communication− vocabulary− linguistic tone− pitchServices may include:• translation services• interpreting services• speech and language services• advocacy servicesVersion 1 – Feb 11 Page 13 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Engage in personal development in health, social care or children’s andyoung people’s settingsLevel: 3 Unit Number: SHC32 QCA UnitNumber:A/601/1429Credit value: 3 Guided LearningHours10Learning outcomesAssessment criteriaThe learner will:1. Understand what is required forcompetence in own work roleThe learner can:1.1 Describe the duties and responsibilities ofown work role1.2 Explain expectations about own work roleas expressed in relevant standards2. Be able to reflect on practice 2.1 Explain the importance of reflective practicein continuously improving the quality of serviceprovided2.2 Demonstrate the ability to reflect on practice2.3 Describe how own values, belief systemsand experiences may affect working practice3. Be able to evaluate own performance 3.1 Evaluate own knowledge, performance andunderstanding against relevant standards3.2 Demonstrate use of feedback to evaluateown performance and inform development4. Be able to agree a personaldevelopment plan4.1 Identify sources of support for planningand reviewing own development4.2 Demonstrate how to work with others toreview and prioritise own learning needs,professional interests and developmentopportunities4.3 Demonstrate how to work with others toagree own personal development plan5. Be able to use learning opportunitiesand reflective practice to contribute topersonal developmentAdditional Information about this unitUnit aim(s)5.1 Evaluate how learning activities haveaffected practice5.2 Demonstrate how reflective practice has ledto improved ways of working5.3 Show how to record progress in relation topersonal developmentThis unit is aimed at those who work in healthor social care settings or with children or youngpeople in a wide range of settings. The unitVersion 1 – Feb 11 Page 14 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceconsiders personal development and reflectivepractice, which are both fundamental to suchroles.Additional informationStandards may include:• Codes of practice• Regulations• Minimum standards• National occupational standardsSources of support may include:• Formal support• Informal support• Supervision• Appraisal• Within the organisation• Beyond the organisationA personal development plan may have adifferent name but will record information suchas agreed objectives for development,proposed activities to meet objectives,timescales for review, etc.Others may include:• The individual• Carers• Advocates• Supervisor, line manager or employer• Other professionalsVersion 1 – Feb 11 Page 15 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Promote equality and inclusion in health, social care or children’s andyoung people’s settingsLevel: 3 Unit Number: SHC33 QCA UnitNumber:Y/601/1437Credit value: 2 Guided LearningHours8Learning outcomesAssessment criteriaThe learner will:1. Understand the importance of diversity,equality and inclusionThe learner can:1.1 Explain what is meant by• Diversity• Equality• Inclusion1.2 Describe the potential effects ofdiscrimination1.3 Explain how inclusive practice promotesequality and supports diversity2. Be able to work in an inclusive way 2.1 Explain how legislation and codes ofpractice relating to equality, diversity anddiscrimination apply to own work role2.2 Show interaction with individuals thatrespects their beliefs, culture, values andpreferences3. Be able to promote diversity, equalityand inclusion3.1 Demonstrate actions that model inclusivepractice3.2 Demonstrate how to support others topromote equality and rightsAdditional Information about this unitUnit aim(s)Additional informationDescribe how to challenge discrimination in away that promotes changeThis unit is aimed at those who work in healthor social care settings or with children or youngpeople in a wide range of settings. The unitcovers the topics of equality, diversity andinclusion, and how to promote these in the worksetting.Effects may include effects on:• The individual• Families or friends of the individual• Those who inflict discrimination• Wider societyVersion 1 – Feb 11 Page 16 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Principles for implementing duty of care in health, social care orchildren’s and young people’s settingsLevel: 3 Unit Number: SHC34 QCA UnitNumber:R/601/1436Credit value: 1 Guided LearningHours5Learning outcomesAssessment criteriaThe learner will:1. Understand how duty of care contributesto safe practiceThe learner can:1.1 Explain what it means to have a duty ofcare in own work role1.2 Explain how duty of care contributes to thesafeguarding or protection of individuals2. Know how to address conflicts ordilemmas that may arise between anindividual’s rights and the duty of care2.1 Describe potential conflicts or dilemmasthat may arise between the duty of care and anindividual’s rights2.2 Describe how to manage risks associatedwith conflicts or dilemmas between anindividual’s rights and the duty of care2.3 Explain where to get additional supportand advice about conflicts and dilemmas3. Know how to respond to complaints 3.1 Describe how to respond to complaintsAdditional Information about this unitUnit aim(s)3.2 Explain the main points of agreedprocedures for handling complaintsThis unit is aimed at those who work in healthor social care settings or with children or youngpeople in a wide range of settings. It considershow duty of care contributes to safe practice,and how to address dilemmas or complaintsthat may arise where there is a duty of care.Additional informationVersion 1 – Feb 11 Page 17 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Address issues and conflicts in commissioning and contracting for careservicesLevel: 3 Unit Number: CPCCS34QCA UnitNumber:M/602/6199Credit value: 3 Guided LearningHours25Learning outcomesAssessment criteriaThe learner will:1. Understand principles of conflictresolution in the context of commissioningand contracting for care servicesThe learner can:1.1 Explain how trust and goodwill enablepeople to work together to identify conflicts anddisputes1.2 Describe knowledge, skills and attitudesthat support conflict resolution in the context ofcommissioning and contracting for careservices1.3 Describe techniques likely to enableconflicts to be resolved1.4 Compare approaches for findingalternatives to negotiated agreement2. Be able to identify the basis of an issueor conflict2.1 Support people to share openly their viewsabout the basis for an issue or conflict2.2 Support people to understand factors thatmay lead to differing positions on an issue2.3 Confirm shared understanding of the basisfor an issue or conflict3. Be able to facilitate discussion of issuesand conflicts3.1 Gain agreement on ground rules foreffective discussion about the issue or conflict3.2 Establish a process based on the principlesof ‘no blame’ and learning from each other3.3 Ensure that all parties express their viewsand listen to the views of others3.4 Demonstrate techniques for resolvingconflicts that may arise during the discussion4. Be able to support people to reach aresolution over conflicts and disputes4.1 Summarise arguments so as to highlightpossible areas for compromise4.2 Encourage discussion of proposedresolutions4.3 Confirm shared understanding ofagreements4.4 Record agreements and risks that may beVersion 1 – Feb 11 Page 18 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)Additional informationidentified as the result of an agreementThis unit is aimed at those who undertakecommissioning, procurement or contractingroles for care services. It assesses theknowledge and skills needed to address issuesand conflicts in the context of commissioning orcontracting for care services.People with whom to develop relationships, orwho may be involved in an issue or conflict,may include:• People using services• Families/carers of people usingservices• Colleagues• Providers• Partner organisations• Inspectors/regulators• Funders• Care and support services managers• BrokersGround rules may include:• Timescales• Confidentiality• No physical intervention• Speaking in turn• Participation• People present• Distribution of reports or feedbackVersion 1 – Feb 11 Page 19 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Work effectively within a commissioning organisationLevel: 3 Unit Number: CPCCS35QCA UnitNumber:D/602/6215Credit value: 5 Guided LearningHours38Learning outcomesAssessment criteriaThe learner will:1. Understand the principles of effectiveworking relationshipsThe learner can:1.1 Describe the impact of workingrelationships on achieving work objectives1.2 Explain how understanding the role,motivation, responsibilities and influence ofothers supports working relationships1.3 Describe practices and approaches thatpromote effective working relationships1.4 Explain why it is important to resolveconflicts and disagreements in a positive way2. Be able to develop effective workingrelationships2.1 Work with colleagues to support theachievement of individual and jointcommitments and responsibilities2.2 Build relationships with others in ways thatpromote goodwill, trust and confidence2.3 Evaluate the effectiveness of workingrelationships3. Understand governance andaccountability in a commissioningorganisation3.1 Compare different models of governancefor commissioning organisations3.2 Explain why it is important for individualsto participate in the governance of acommissioning organisation3.3 Describe how power, control and influencemay be used in the governance of acommissioning organisation3.4 Describe lines of accountability within ownorganisation4. Be able to use and contribute to policiesand procedures4.1 Explain how policies and procedures arelinked to organisational and wider strategies4.2 Work within the organisation’s policies andprocedures4.3 Identify policies and procedures that mayexclude people or threaten sustainability4.4 Provide feedback to support policyVersion 1 – Feb 11 Page 20 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidancedevelopment5. Be able to support participation in thegovernance of a commissioningorganisationAdditional Information about this unitUnit aim(s)Additional information5.1 Provide information to others about theorganisation’s governance and structures5.2 Contribute to decision-making processeswithin the organisation5.3 Encourage others to participate in decisionmakingprocessesThis unit is aimed at those who undertakecommissioning, procurement or contractingroles for care services within organisations. Itassesses the knowledge and skills required todevelop effective working relationships andorganisational governance.Others with whom to develop workingrelationships include:• People using services• Families/carers of people usingservices• Providers• Partner organisations• Inspectors• Funders• Care and support services managers• Brokers• Team membersIndividuals are those who may require care orsupportFeedback may include:• Feedback to team members aboutpractice and performance• Feedback from team members• Feedback from others who are affectedby the work of the organisation• Use of regular communication channels• Use of complaints procedureVersion 1 – Feb 11 Page 21 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Research and manage information in commissioning care servicesLevel: 3 Unit Number: CCPCS36QCA UnitNumber:Y/602/6228Credit value: 3 Guided LearningHours23Learning outcomesAssessment criteriaThe learner will:1. Understand the purpose of researchingand using information for effectivecommissioning of care and supportservicesThe learner can:1.1 Explain the importance of basingcommissioning decisions on valid and reliableevidence1.2 Explain how research evidence influencescommissioning decisions1.3 Describe how research evidence can helpto promote diversity and equality incommissioning decisions2. Understand principles for collecting andmanaging information for commissioningpurposes2.1 Explain the legislation, policies andguidelines that affect the collection andmanagement of information in an organisationcommissioning care and support services2.2 Describe how data and informationmanagement systems can take account ofethical and rights issues3. Be able to undertake research 3.1 Establish aims, objectives and boundariesbefore researching any information or data3.2 Address ethical and rights issuesassociated with the research3.3 Demonstrate the use of different researchmethods4. Be able to analyse data and information 4.1 Explain the difference between data andinformation4.2 Demonstrate different methods foranalysing information5. Be able to organise, record and storeinformation for commissioning purposes5.1 Present advice to others based oninformation gathered from research, in a clearand relevant formatAdditional Information about this unitUnit aim(s)5.2 Demonstrate use of systems for organising,recording and storing information that aresustainable, accessible, secure and efficientThis unit is aimed at those who undertakecommissioning, procurement or contractingroles for care services. It assesses theVersion 1 – Feb 11 Page 22 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceknowledge and skills required to research andmanage information in these roles.Additional informationLegislation, policies and guidelines mayinclude:• Data protection legislation• Caldicott principles• Information sharing guidelines• Confidentiality policiesEthical and rights issues may include:• Confidentiality• Legal rights• Rights because of assurances givenduring research• Sharing results of research• Contractual rights• Risk of harm from participationDifferent research methods may include:• Desk based• Searching existing data• Literature search• Questionnaire• Structured interview• Action researchVersion 1 – Feb 11 Page 23 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Promote effective communication to support decision-making for thecommissioning of servicesLevel: 3 Unit Number: CPCCS311QCA UnitNumber:Y/602/6181Credit value: 3 Guided LearningHours23Learning outcomesAssessment criteriaThe learner will:1. Understand the use of communicationchannels and methods to support decisionmakingThe learner can:1.1 Explain the link between access toinformation and effective decision making1.2 Describe factors to consider whenselecting communication channels andmethods to exchange information with relevantpeople1.3 Explain why it is important for those whocontribute information to understand any actionthat may be taken as a result2. Be able to use networks andcommunication channels to shareinformation relating to the commissioningof services2.1 Demonstrate use of differentcommunication channels for communicatinginformation, appropriate to the situation andaudience2.2 Demonstrate use of different types of socialand communication networks to shareinformation and inform decision making2.3 Demonstrate use of differentcommunication channels to enable people whouse services to communicate their views2.4 Analyse the risks and restrictionsassociated with using communication channelsand networks to share information3. Be able to provide accessibleinformation and advice3.1 Demonstrate ways to adapt informationand advice about commissioning to make itaccessible to its audience4. Be able to monitor and evaluate theextent to which information sharing is3.2 Demonstrate ways of sharing informationwith the wider local community3.3 Present information and advice to peoplemaking personal or professional decisionsabout services3.4 Demonstrate how advice and sharedinformation have influenced the decisionmaking process4.1 Identify how the quality and effectiveness ofinformation sharing can be monitored andVersion 1 – Feb 11 Page 24 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceeffective, accurate and accessible andsupports decision makingAdditional Information about this unitUnit aim(s)Additional informationevaluated4.2 Seek feedback to monitor the effectivenessof information sharing processes4.3 Present evidence to decision makers aboutthe usefulness of information sharing processesThis unit is aimed at those whose work involvesthe commissioning of services. It assesses theknowledge and skills needed to promoteeffective communication to support decisionmaking.Factors may include:• organisation ethos and philosophy• principles• priorities• policies, procedures and codes ofpractice• protocols• legislation and guidelines• physical or emotional barriers• lack of access• capacity• confidence• communication preferencesRelevant people may include:• Individuals• Families• Local communities• Service providers• Partners• volunteersCommunication channels may include:• face to face• small groups• public meetings• representative groups• telephone• e-mail• information leaflets• informal channelsRisks and restrictions may include:• confidentiality• data protection• commercial sensitivity• embargoed informationInformation and advice may be about:• service planning• service design• expenditure plans• planned outcomes• new initiativesVersion 1 – Feb 11 Page 25 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance• market developments• funding informationVersion 1 – Feb 11 Page 26 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Introduction to personalisation in social careLevel: 3 Unit Number: HSC3046 QCA UnitNumber:K/601/9493Credit value: 3 Guided LearningHours22Learning outcomesAssessment criteriaThe learner will:1. Understand the meaning ofpersonalisation in social careThe learner can:1.1 Define the term ‘personalisation’ as it appliesin social care1.2 Explain how personalisation can benefitindividuals1.3 Explain the relationship between rights,choice and personalisation1.4 Identify legislation and other national policydocuments that promote personalisation2. Understand systems that supportpersonalisation2.1 List local and national systems that aredesigned to support personalisation2.2 Describe the impact that personalisation hason the process of commissioning social care2.3 Explain how direct payments and individualbudgets support personalisation3. Understand how personalisation affectsthe way support is provided3.1 Explain how person centred thinking, personcentred planning and person centred approachessupport personalisation3.2 Describe how personalisation affects thebalance of power between individuals and thoseproviding support3.3 Give examples of how personalisation mayaffect the way an individual is supported fromday to day4. Understand how to implementpersonalisation4.1 Analyse the skills, attitudes and approachesneeded by those providing support or brokeringservices, in order to implement personalisation4.2 Identify potential barriers to personalization4.3 Describe ways to overcome barriers topersonalisation in day to day workAdditional Information about this unit4.4 Describe types of support that individuals ortheir families might need in order to maximise thebenefits of a personalised serviceVersion 1 – Feb 11 Page 27 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceUnit aim(s)Additional informationThis unit is aimed at those working in a widerange of settings. It introduces understanding ofhow personalisation affects the provision of socialcare services, with a focus on the systems, skillsand support needed to implement personalisedprovision.An individual is someone requiring care orsupportVersion 1 – Feb 11 Page 28 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Principles of safeguarding children, young people and vulnerable adultsLevel: 3 Unit Number: CCPCS315QCA UnitNumber:T/602/6382Credit value: 3 Guided LearningHours21Learning outcomesAssessment criteriaThe learner will:1. Understand the context of safeguardingand protection from abuseThe learner can:1.1 Explain the importance of safeguardingchildren, young people and vulnerable adults1.2 Identify legislation that relates to thesafeguarding of children, young people andvulnerable adults1.3 Explain national and local systems thatare designed to help safeguard children,young people and vulnerable adults1.4 Explain the roles of different agencies inresponding to allegations or concerns aboutabuse2. Understand the nature and indicators ofabuse3. Understand what may make an adult,child or young person more vulnerable toabuse4. Understand own responsibility torespond to suspected or alleged abuse2.1 Define the following types of abuse:• Physical abuse• Sexual abuse• Emotional/psychological abuse• Financial abuse• Institutional abuse• Self neglect• Neglect by others2.2 Describe possible signs, symptoms andbehaviours that may be associated with eachtype of abuse3.1 Analyse factors that may increase anyindividual’s vulnerability to abuse3.2 Explain why all children and young peopleshould be regarded as potentially vulnerable toabuse4.1 Explain why everyone has a responsibilityto act on concerns about the abuse of a child,young person or vulnerable adult4.2 Explain the actions to take if :• there are concerns that an individual isbeing abused• an individual alleges that they arebeing abused4.3 Explain the action to take if suspected orVersion 1 – Feb 11 Page 29 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidancealleged abuse has been reported but nothinghas been done in response5. Understand ways to reduce thelikelihood of abuse5.1 Describe attitudes, approaches andpractices in own work that will help safeguardindividuals5.2 Evaluate how well own practicecontributes to safeguarding individuals andreducing the likelihood of abuseAdditional Information about this unitUnit aim(s)5.3 Explain how to access sources ofinformation and advice about safeguarding andprotecting individuals from abuseThis unit is aimed at those working in a widerange of settings where the learner sometimescomes into contact with children, young peopleor vulnerable adults. It assesses understandingabout the abuse of adults, children and youngpeople; the learner’s responsibilities if abuse issuspected or alleged; and ways of ensuringown practice contributes to safeguarding.Additional informationVersion 1 – Feb 11 Page 30 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Purpose and Principles of Independent AdvocacyLevel: 3 Unit Number: ADVO 301 QCA UnitNumber:M/502/3146Credit value: 4 Guided LearningHours25Learning outcomesAssessment criteriaThe learner will:The learner can:1 Understand Independent Advocacy 1.1 Define Independent Advocacy1.2 Explain the limits to advocacy andboundaries to the service1.3 Identify the different steps within theadvocacy process1.4 Distinguish when Independent Advocacy canand cannot help1.5 Identify a range of services IndependentAdvocates commonly signpost to1.6 Explain the difference between advocacyprovided by Independent Advocates and otherpeople.2 Explain principles and valuesunderpinning Independent Advocacy2.1 Explain the key principles underpinningIndependent Advocacy2.2 Explain why the key principles are important.3 Describe the development of advocacy 3.1 Explain the purpose of IndependentAdvocacy3.2 Identify key milestones in the history ofadvocacy3.3 Explain the wider policy context ofadvocacy.4 Be able to explain different types ofadvocacy support and their purpose4.1 Compare a range of advocacy models4.2 Explain the purpose of differentadvocacy models4.3 Identify the commonalities and differences ina range of advocacy models.5 Understand the roles andresponsibilities of an Independent advocate5.1 Explain roles and responsibilities withinIndependent Advocacy5.2 Describe the limits and boundaries of anIndependent AdvocateVersion 1 – Feb 11 Page 31 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance5.3 Describe the skills, attitudes and personalattributes of a good advocate5.4 Identify when and who to seek advice fromwhen faced with dilemmas.6 Understand advocacy standards. 6.1 Describe a range of standards which applyto Independent AdvocacyAdditional Information about this unitUnit aim(s) .6.2 Explain how standards can impact on theadvocacy role and service.Additional informationVersion 1 – Feb 11 Page 32 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand mental well-being and mental health promotionLevel: 3 Unit Number: CMH301QCA UnitNumber:F/602/0097Credit value: 3 Guided LearningHours14Learning outcomesAssessment criteriaThe learner will:1. Understand the different views on thenature of mental well-being and mentalhealth and the factors that may influenceboth across the life span2. Know how to implement an effectivestrategy for promoting mental well-beingand mental health with individuals andgroupsThe learner can:1.1 Evaluate two different views on the natureof mental well-being and mental health.1.2 Explain the range of factors that mayinfluence mental well-being and mental healthproblems across the life span, including:• biological factors• social factors• psychological factors.1.3 Explain how the following types of riskfactors and protective factors influence levels ofresilience in individuals and groups in relationto mental well-being and mental health.• risk factors including inequalities, poorquality social relationships• protective factors including sociallyvalued roles, social support and contact2.1 Explain the steps that an individual maytake to promote their mental well-being andmental health.2.2 Explain how to support an individual inpromoting their mental well-being and mentalhealth.2.3 Evaluate a strategy for supporting anindividual in promoting their mental well-beingand mental health.2.4 Describe key aspects of a local, national orinternational strategy to promote mental wellbeingand mental health within a group orcommunity.2.5 Evaluate a local, national or internationalstrategy to promote mental well-being andmental health within a group or community.Additional Information about this unitUnit aim(s)This unit aims to provide the learner with anunderstanding of the key concepts of mentalwell-being, mental health and mental healthpromotion. It focuses on the range of factorsthat can influence mental well-being and how toVersion 1 – Feb 11 Page 33 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceeffectively promote mental well-being andmental health with individuals and groups in avariety of contexts, not just specialist mentalhealth services.Additional information Learning outcome 1, assessment criteria 1requires learners to ‘explain the range of factorsthat may influence mental well-being andmental health problems across the life span’.The qualification is aimed at those working withpeople aged 18 to 65 years but learners areexpected to demonstrate their understanding ofhow factors arising from individuals’ early livesmay influence their well-being as adults and thepotential impact of levels of well-being inadulthood their well-being in later life. This is inorder to promote a holistic and whole personapproach to understanding well-being andmental health. Learners are not expected tohave a detailed understanding of mental healthissues for children and young people or olderpeople.Version 1 – Feb 11 Page 34 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand mental health problemsLevel: 3 Unit Number: CMH302QCA UnitNumber:J/602/0103Credit value: 3 Guided LearningHours14Learning outcomesAssessment criteriaThe learner will:The learner can:1. Know the main forms of mental ill health. 1.1 Describe the main types of mental ill healthaccording to the psychiatric (DSM/ICD)classification system: mood disorders,personality disorders, anxiety disorders,psychotic disorders, substance-relateddisorders, eating disorders, cognitive disorders.1.2 Explain the key strengths and limitations ofthe psychiatric classification system.1.3 Explain two alternative frameworks forunderstanding mental distress.1.4 Explain how mental ill health may beindicated through an individual’s emotions,thinking and behaviour.2. Know the impact of mental ill health onindividuals and others in their socialnetwork.2.1 Explain how individuals experiencediscrimination due to misinformation,assumptions and stereotypes about mental illhealth.2.2 Explain how mental ill health may have animpact on the individual including:• psychological and emotional• practical and financial• the impact of using services• social exclusion• positive impacts2.3 Explain how mental ill health may have animpact on those in the individual’s familial,social or work network including:• psychological and emotional• practical and financial• the impact of using services• social exclusion• positive impacts2.4 Explain the benefits of early intervention inpromoting an individual’s mental health andwell-being.Additional Information about this unitVersion 1 – Feb 11 Page 35 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceUnit aim(s)This unit aims to provide the learner withknowledge of the main forms of mental healthproblems according to the psychiatricclassification system. Learners also considerthe strengths and limitations of this model andlook at alternative frameworks forunderstanding mental distress. The focus of theunit is on understanding the different ways inwhich mental health problems impact on theindividual and others in their social network. Italso considers the benefits of early interventionin promoting mental health and well-being.Additional information In learning outcome 1, assessment criterion 1,learners are asked to describe ‘the main typesof mental ill health according to the psychiatric(DSM/ICD) classification system’. Learnersshould demonstrate knowledge of how types ofmental health are categorised by their mainsigns and symptoms and how the systemattempts to draw a line between mental healthand mental disorder. Learners do not need todemonstrate detailed knowledge of each formof disorder within each category.Version 1 – Feb 11 Page 36 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand child and young person developmentLevel: 3 Unit Number: CYPM3.1QCA UnitNumber:L/601/1693Credit value: 4 Guided LearningHours30Learning outcomesAssessment criteriaThe learner will:1. Understand the expected pattern ofdevelopment for children and young peoplefrom birth- 19 yrs2. Understand the factors that influencechildren and young people’s developmentand how these affect practiceThe learner can:1.1. Explain the sequence and rate of eachaspect of development from birth – 19 years1.2. Explain the difference between sequenceof development and rate of development andwhy the difference is important2.1 Explain how children and young people’sdevelopment is influenced by a range of• personal factors2.2 Explain how children and young people’sdevelopment is influenced by a range of• external factors2.3 Explain how theories of development andframeworks to support developmentinfluence current practice.3.Understand how to monitor children andyoung people’s development andinterventions that should take place if thisis not following the expected pattern3.1 Explain how to monitor children and youngpeople’s development using different methods3.2 Explain the reasons why children andyoung people’s development may not follow theexpected pattern.3.3. Explain how disability may affectdevelopment3.4. Explain how different types ofinterventions can promote positive outcomesfor children and young people wheredevelopment is not following the expectedpattern4. Understand the importance of earlyintervention to support the speech,language and communication needs ofchildren and young people4.1 Analyse the importance of earlyidentification of speech, language andcommunication delays and disorders and thepotential risks of late recognition4.2 Explain how multi agency teams worktogether to support speech, language andcommunication4.3. Explain how play and activities are used toVersion 1 – Feb 11 Page 37 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidancesupport the development of speech, languageand communication5. Understand the potential effects oftransitions on children and young people’sdevelopment.5.1 Explain how different types of transitionscan affect children and young people’sdevelopment5.2 Evaluate the effect on children and youngpeople of having positive relationships duringperiods of transitionAdditional Information about this unitUnit aim(s)Additional informationThis unit provides knowledge andunderstanding of how children and youngpeople from birth to 19 years develop, includingunderpinning theoretical perspectives. It alsoincludes actions taken when differences indevelopment are identified and the potentialeffects of transitions on children and youngpeople’s development.1.1 Developmental aspects including:• Physical• Communication• intellectual / cognitive• Social, emotional and behavioural• Moral2.1. Personal factors including:• health status• disability• sensory impairment• learning difficulties2.2. External factors including:• Poverty and deprivation• Family environment and background• Personal choices• Looked after/ care status• Education2.3. Theories of development including:• Cognitive (e.g. Piaget)• Psychoanalytic (e.g. Freud)• Humanist (e.g. Maslow)• Social Learning (e.g. Bandura)• Operant conditioning (e.g. Skinner)• Behaviourist (e.g. Watson)Frameworks to support developmentincluding:• Social pedagogy3.1. Methods of assessing developmentneeds e.g.:• Assessment Framework/s• ObservationVersion 1 – Feb 11 Page 38 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance• Standard measurements• Information from carers and colleagues3.2 Reasons why development is notfollowing expected pattern e.g:• Disability• Emotional• Physical• Environmental• Cultural• Social• Learning needs• Communication3.3. Different types of interventions e.g:• social worker• speech and language therapist• psychologist• psychiatrist• youth justice• physiotherapist• nurse specialist• additional learning support• assistive technology• health visitor3.6. Models of and attitudes to disability e.g.• social model• medical model• cultural differences• stereotyping• low expectations• benefits of positive attitudes to disability3.7 Types of transitions including:• emotional, affected by personalexperience e.g. bereavement, entering/leaving care• physical e.g. moving to a neweducational establishment, a newhome/locality, from one activity toanother• physiological e.g. puberty, long termmedical conditions• intellectual e.g. moving from pre schoolto primary to post primaryVersion 1 – Feb 11 Page 39 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand how to support positive outcomes for children and youngpeopleLevel: 3 Unit Number: CYPM3.7QCA UnitNumber:M/601/1699Credit value: 3 Guided LearningHours25Learning outcomesAssessment criteriaThe learner will:1. Understand how the social, economicand cultural environment can impact on theoutcomes and life chances of children andyoung peopleThe learner can:1.1. Describe the social, economic andcultural factors that will impact on the lives ofchildren and young people1.2. Explain the importance and impact ofpoverty on outcomes and life chances forchildren and young people1.3. Explain the role of children and youngpeople’s personal choices and experiences ontheir outcomes and life chances2. Understand how practitioners can makea positive difference in outcomes forchildren and young people2.1. Identify the positive outcomes forchildren and young people that practitionersshould be striving to achieve2.2. Explain the importance of designingservices around the needs of children andyoung people2.3. Explain the importance of activeparticipation of children and young people indecisions affecting their lives2.4. Explain how to support children and youngpeople according to their age, needs andabilities to make personal choices andexperiences that have a positive impact on theirlives3. Understand the possible impact ofdisability, special requirements (additionalneeds) and attitudes on positive outcomesfor children and young people3.1. Explain the potential impact of disability onthe outcomes and life chances of children andyoung people3.2. Explain the importance of positive attitudestowards disability and specific requirements4. Understand the importance of equality,diversity and inclusion in promoting positive3.3. Explain the social and medical models ofdisability and the impact of each on practice.3.4. Explain the different types of support thatare available for disabled children and youngpeople and those with specific requirements.4.1 Explain the meaning of equality, diversityand inclusion in the context of positiveVersion 1 – Feb 11 Page 40 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceoutcomes for children and young people.Additional Information about this unitUnit aim(s)Additional informationoutcomes for children and young people4.2 Compare, giving examples, ways in whichservices for children, young people and theircarers take account of and promote equality,diversity and inclusion to promote positiveoutcomesThis unit aims to provide members of thechildren and young people’s workforce with anunderstanding of the factors that can impact,both negatively and positively, on the outcomesand life chances of children and young people.It includes approaches to supporting positiveoutcomes including disability and specificrequirements (Additional needs)1.1. Social, economic, cultural factors e.g.:• personal choice• being in care system• poverty• housing and community• educational environment• offending or anti social behaviour• health status of self or family member• disability• health support (GP, health clinic,access to A&E etc)• addictions in family or self• bereavement and loss• family expectations andencouragement• religious beliefs and customs• ethnic/cultural beliefs and customs• marginalisation and exclusion2.1. Positive Outcomes for Children andYoung People e.g.• Be healthy• Stay safe• Enjoy and achieve• Make a positive contribution• Achieve economic wellbeing3.3 Additional support e.g:• speech and language therapy• support from health professionalsadditional learning support• assistive technology• specialised servicesVersion 1 – Feb 11 Page 41 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand the needs of children and young people who are vulnerableand experiencing poverty and disadvantageLevel: 4 Unit Number: CYPOP17QCA UnitNumber:F/600/9777Credit value: 5 Guided LearningHours40Learning outcomesAssessment criteriaThe learner will:1. Understand the factors that may impacton the outcomes and life chances ofchildren and young peopleThe learner can:1.1. Identify the factors that impact onoutcomes and life chances for children andyoung people1.2. Explain the critical importance of poverty inaffecting outcomes and life chances1.3. Analyse a strategic national or local policythat has positive impact on outcomes andlife chances for children and young people1.4. Explain why strategic direction fromnational and local policy is required toaddress factors impacting on outcomesand life chances for children and youngpeople and young people2. Understand how poverty anddisadvantage affect children and youngpeople’s development3. Understand the importance of earlyintervention for children and youngpeople who are disadvantaged andvulnerable2.1. Analyse how poverty and disadvantagemay affect children and young people’s:• Physical development• Social and emotional development• Communication development• Intellectual development• Learning.3.1. Explain what is meant by bothdisadvantage and vulnerability3.2. Explain the importance of earlyintervention for disadvantaged and/orvulnerable children and young people3.3. Evaluate the impact of early intervention4. Understand the importance of supportand partnership in improving outcomesfor children and young people who areexperiencing poverty and disadvantage4.1. Research the policy and guidanceimpacting on support services at nationallevel and evaluate how this operates atlocal level.4.2. Explain how carers can be engaged in thestrategic planning of services.4.3. Analyse how practitioners can encouragecarers to support children and youngpeople’s learning and developmentVersion 1 – Feb 11 Page 42 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance4.4. Explain how the interface with adultservices is structured so that the needs ofchildren and young people whose carersare users of services are taken intoaccount.5. Understand the role of the practitionerin supporting children and youngpeople who are vulnerable andexperiencing poverty and disadvantage5.1. Explain how positive practice with childrenand young people who are experiencingpoverty and disadvantage may increaseresilience and self confidence5.2. Explain why it is important for practitionersto have high expectations of, andambitions for all children and youngpeople regardless of their circumstancesand background.5.3 Analyse how and why practitioners shouldact as agents and facilitators of change inown work settingAdditional Information about this unitUnit aim(s)Additional informationTo provide learners with an in depthunderstanding of the effects of poverty anddisadvantage on children and young peopleThere are many factors impacting on childrenand young peoples life chances the followingare examples e.g.• Poverty• Social and community pressures• Health status• Abuse and neglect• Violent and/or offending family orpersonal backgrounds• Race, gender, sexual orientation• Asylum seeking or victims of traffickingMeaning of Vulnerable Child (young person)A child (young person) (and their family) whoneeds some additional support in order to reachthe best outcomes, because of their social,economic, physical, emotional or familycircumstances.Version 1 – Feb 11 Page 43 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand the process and experience of DementiaLevel: 3 Unit Number: DEM301QCA UnitNumber:J/601/3538Credit value: 3 Guided LearningHours22Learning outcomesAssessment criteriaThe learner will:The learner can:1. Understand the neurology of dementia 1.1 Describe a range of causes of dementiasyndrome1.2 Describe the types of memory impairmentcommonly experienced by individuals withdementia1.3 Explain the way that individuals processinformation with reference to the abilities andlimitations of individuals with dementia1.4 Explain how other factors can causechanges in an individual’s condition that maynot be attributable to dementia1.5 Explain why the abilities and needs of anindividual with dementia may fluctuate2. Understand the impact of recognitionand diagnosis of dementia2.1 Describe the impact of early diagnosis andfollow up to diagnosis2.2 Explain the importance of recordingpossible signs or symptoms of dementia in anindividual in line with agreed ways of working2.3 Explain the process of reporting possiblesigns of dementia within agreed ways ofworking2.4 Describe the possible impact of receiving adiagnosis of dementia on• the individual• their family and friends3. Understand how dementia care must beunderpinned by a person centred approach3.1 Compare a person centred and a nonperson centred approach to dementia care3.2 Describe a range of different techniquesthat can be used to meet the fluctuating abilitiesand needs of the individual with dementia3.3 Describe how myths and stereotypesrelated to dementia may affect the individualand their carers3.4 Describe ways in which individuals andVersion 1 – Feb 11 Page 44 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)Additional informationcarers can be supported to overcome theirfearsThis unit provides the knowledge of theneurology of dementia to support theunderstanding of how individuals mayexperience dementiaDementia syndrome: Dementia caused by acombination of conditions, sometimes called amixed dementiaAn individual is someone requiring care orsupportCarers e.g.• Partner• Family• Friends• NeighboursVersion 1 – Feb 11 Page 45 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand the context of supporting individuals with learningdisabilitiesLevel: 2 Unit Number: LD 201 QCA UnitNumber:K/601/5315Credit value: 4 Guided LearningHours35Learning outcomesAssessment criteriaThe learner will:1. Understand the legislation and policiesthat support the human rights and inclusionof individuals with learning disabilitiesThe learner can:1.1 Identify legislation and policies that aredesigned to promote the human rights,inclusion, equal life chances and citizenship ofindividuals with learning disabilities1.2 Explain how this legislation and policiesinfluence the day to day experiences ofindividuals with learning disabilities and theirfamilies2. Understand the nature andcharacteristics of learning disability2.1 Explain what is meant by ‘learningdisability’2.2 Give examples of causes of learningdisabilities2.3 Describe the medical and social models ofdisability2.4 State the approximate proportion ofindividuals with a learning disability for whomthe cause is ‘not known’2.5 Describe the possible impact on a family ofhaving a member with a learning disability3. Understand the historical context oflearning disability3.1 Explain the types of services that havebeen provided for individuals with learningdisabilities over time3.2 Describe how past ways of working mayaffect present services3.3 Identify some of the key changes in thefollowing areas of the lives of individuals whohave learning disabilities:• where people live• daytime activities• employment• sexual relationships and parenthood• the provision of healthcare4. Understand the basic principles andpractice of advocacy, empowerment and4.1 Explain the meaning of the term ‘socialinclusion’Version 1 – Feb 11 Page 46 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceactive participation in relation to supportingindividuals with learning disabilities andtheir families4.2 Explain the meaning of the term advocacy4.3 Describe different types of advocacy4.4 Describe ways to build empowermentand active participation into everyday supportwith individuals with learning disabilities5. Understand how views and attitudesimpact on the lives of individuals withlearning disabilities and their family carers5.1 Explain how attitudes are changing inrelation to individuals with learning disabilities5.2 Give examples of positive and negativeaspects of being labelled as having a learningdisability5.3 Describe steps that can be taken topromote positive attitudes towards individualswith learning disabilities and their family carers5.4 Explain the roles of external agencies andothers in changing attitudes, policy andpractice6. Know how to promote communicationwith individuals with learning disabilitiesAdditional Information about this unitUnit aim(s)Additional information6.1 Identify ways of adapting each of thefollowing when communicating with individualswho have learning disabilities• verbal communication• non-verbal communication6.2 Explain why it is important to use languagethat is both ‘age appropriate’ and ‘abilityappropriate’ when communicating withindividuals with learning disabilities6.3 Describe ways of checking whether anindividual has understood a communication,and how to address any misunderstandingsThe unit explores the meaning of learningdisability and considers issues closely linkedwith learning disability support. These includean awareness of how the attitudes and beliefsof others affect individuals who have learningdisabilities. The unit introduces themes ofinclusion, human rights, advocacy,empowerment and active participation and alsoconsiders the central place of communication inworking with individuals who have learningdisabilitiesSee ‘Guidance for developing assessmentarrangements for the unit’Version 1 – Feb 11 Page 47 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand how to support individuals with autistic spectrum conditionsLevel: 3 Unit Number: LD 310 QCA UnitNumber:T/601/5317Credit value: 3 Guided LearningHours28Learning outcomesAssessment criteriaThe learner will:1. Understand the main characteristics ofautistic spectrum conditionsThe learner can:1.1 Explain why it is important to recognisethat each person on the autistic spectrum hastheir own individual abilities, needs, strengths,gifts and interests1.2 Analyse the main diagnostic features ofautistic spectrum conditions, commonly knownas the “triad of impairments”1.3 Explain the meanings of the term ‘spectrum’in relation to autism by reference to the notionsof sub-conditions and individual variation withinthe autistic spectrum1.4 Describe the sensory and perceptualdifficulties commonly experienced byindividuals with an autistic spectrum condition1.5 Describe other conditions that may beassociated with the autistic spectrum1.6 Describe how language and intellectualabilities vary between individuals and subgroupsacross the spectrum2. Understand how autistic spectrumconditions can impact on the lives ofindividuals and those around them2.1 Describe ways in which autism can impacton the everyday lives of individuals, theirparents/carers and siblings, and others close tothem2.2 Explain how autistic spectrum conditionscan impact on individuals differently accordingto factors such as their gender, ethnicity andsocial, cultural and religious environment2.3 Explain how stereotyped views,discrimination and a lack of understanding ofautistic spectrum conditions can compound thedifficulties already experienced by individualsand their families2.4 Describe ways of helping an individualand/or their parent/carer/siblings/partner tounderstand their autistic spectrum condition3. Understand different theories and 3.1 Explain theories about autism related toVersion 1 – Feb 11 Page 48 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceconcepts about autism • brain function and genetics• psychology3.2 Explain why there are alternative choices ofterminology used to describe the autismspectrum3.3 Describe the strengths and limitations ofdifferent types of terminology3.4 Explain the contributions of autism rightsgroups and the implications of their views forthe support of individuals with an autisticspectrum condition3.5 Outline controversies concerning thesearch for cures and interventions for autisticspectrum conditions and for pre-natal diagnosis3.6 Explain why it is important to take intoaccount individual differences in views of whatis important in life, and how this might beespecially important when supportingindividuals on the autistic spectrum4. Understand the legal and policyframework that underpins good practice inthe support of individuals with autisticspectrum conditions4.1 Identify what legislation and national andlocal policy and guidance exists4.2 Explain what individuals or situations thelegislation, national and local policy andguidance applies to4.3 Explain how the ways in whichlegislation and national and local policy andguidance apply to individuals on the autisticspectrum may differ according to theirparticular needs5. Understand how to achieve effectivecommunication with individuals with anautistic spectrum condition5.1 Give examples of how “challengingbehaviour” can be a way of expressingemotions where there are communicationdifferences5.2 Describe methods and systems used todevelop and support an individual’scommunication5.3 Explain how to maximise the effectivenessof communication by making adaptations toown verbal and non-verbal communication style6. Understand how to support individualswith an autistic spectrum condition6.1 Explain why it is important to establish aperson-centred plan catering to an individual’sspecific preferences and needs6.2 Explain why consultation withfamilies/parents/carers is important in personcentredplanning and support6.3 Describe different techniques andapproaches to support individuals with anVersion 1 – Feb 11 Page 49 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceautistic spectrum condition to learn and developnew skills6.4 Explain how to reduce sensory overload, orincrease sensory stimulation, by makingadaptations to the physical and sensoryenvironment6.5 Explain ways of helping an individual withan autistic spectrum condition to protectthemselves from harm6.6 Explain how needs change for individualsand their families at different stages of theirlivesAdditional Information about this unitUnit aim(s)Additional information6.7 Describe the role that advocacy can play inthe support of individuals with an autisticspectrum conditionThe unit provides a range of knowledge andunderstanding about autistic spectrumconditions and explores theories and conceptsabout autism. It enables learners to reflect onthe impact of these conditions on the lives ofindividuals and those close to them and to learnabout good practice in areas such ascommunication and support.See ‘Guidance for developing assessmentarrangements for the unit’Version 1 – Feb 11 Page 50 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand Physical DisabilityLevel: 3 Unit Number: PD OP3.1QCA UnitNumber:J/601/6150Credit value: 3 Guided LearningHours22Learning outcomesAssessment criteriaThe learner will:1. Understand the importance ofdifferentiating between the individual andthe disabilityThe learner can:1.1 Explain the importance of recognising thecentrality of the individual rather than thedisability1.2 Explain the importance of an assessmentbeing person centred1.3 Compare the difference in outcomes thatmay occur between focusing on an individual’sstrengths and aspirations rather than theirneeds only2. Understand the concept of physicaldisability2.1 Define the term physical disability2.2 Describe the following terminology used inrelation to physical disability:• congenital• acquired• neurological2.3 Compare a congenital disability with aneurological disability, including causes2.4 Explain the emotional impact of aprogressive disability on the individual2.5 Compare the different impacts onindividuals that congenital and progressivedisabilities can have3. Understand the impact of living with aphysical disability within society3.1 Describe environmental and social barriersthat can have a disabling effect on an individualwith a physical disability3.2 Analyse the socio-economic effects ofphysical disability on an individual3.3 Explain the changes that have occurred insociety as a result of Disability legislation3.4 Analyse the extent of improvements for theindividual as a result of Disability legislation3.5 Explain the effects of physical disability onan individual’s life choicesVersion 1 – Feb 11 Page 51 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance3.6 Explain how attitudes either promote apositive or negative perception of disability4. Understand the importance of promotinginclusion and independence4.1 Explain the importance of independenceand inclusion for individuals with physicaldisabilities4.2 Analyse ways that inclusion andindependence can be promoted4.3 Explain the importance of the individualhaving control of choices and decisions4.4 Analyse the importance of positive risktakingfor the individual with physical disabilities4.5 Explain how to encourage the individual totake positive risks while maintaining safetyAdditional Information about this unitUnit aim(s)4.6 Explain strategies you may use tochallenge stereotypes, prejudicial ordiscriminatory attitudesThis unit covers an understanding of physicaldisability, the impact of a physical disability on aperson’s life and the role played by society. Theunit promotes a person-centred approach as anunderpinning value in working with individualswith physical disabilities.Additional informationVersion 1 – Feb 11 Page 52 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand the impact of Acquired Brain Injury on individualsLevel: 3 Unit Number: PDOP3.3QCA UnitNumber:Y/601/6167Credit value: 3 Guided LearningHours28Learning outcomesAssessment criteriaThe learner will:The learner can:1. Understand Acquired Brain Injury 1.1 Define Acquired Brain Injury1.2 Describe possible causes of Acquired BrainInjury1.3 Explain the difference between aTraumatic Brain Injury and other forms ofAcquired Brain Injury1.4 Describe brain injuries that are• mild• moderate• severe2. Understand the impact on individualsof Acquired Brain Injury2.1 Discuss initial effects of Acquired BrainInjury on the individual2.2 Explain the long term effects of AcquiredBrain Injury to include• physical• functional• cognitive• behavioural effects2.3 Explain the concepts of loss in relation toAcquired Brain Injury for individuals and carers3. Understand the specialistcommunication needs of an individual withAcquired Brain Injury3.1 Define dysphasia and dysarthria3.2 Explain the effects of dysphasia anddysarthria on communication3.3 Compare the different techniques requiredto support an individual with dysphasia anddysarthria3.4 Evaluate different intervention strategiesand assistive tools that support communication4. Understand the impact that personalitychanges can have on an individual andthose providing support4.1 Explain the impact of personality changeson the individual4.2 Explain the impact of personality changeson those caring for the individualVersion 1 – Feb 11 Page 53 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance4.3 Explain how lack of self awareness/insightmay affect the individual4.4 Explain the skills needed to support theindividual and family/carers to come to termswith personality changes5. Understand the impact of challengingbehaviour5.1 Explain behaviours which are consideredchallenging5.2 Analyse the importance of own attitudes,values and skills when supporting an individualto manage their behaviour5.3 Explain measures that should be taken tomanage the risk from challenging behaviourAdditional Information about this unitUnit aim(s)5.4 Explain the process for reporting andreferring challenging behaviourThe aim of the unit is to acquire knowledge tosupport people who have an Acquired BrainInjury. It covers both the impact on theindividual who has the Acquired Brain Injuryand their carersAdditional informationVersion 1 – Feb 11 Page 54 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand Sensory LossLevel: 3 Unit Number: SS MU3.1QCA UnitNumber:M/601/3467Credit value: 3 Guided LearningHours21Learning outcomesAssessment criteriaThe learner will:1. Understand the factors that impact on anindividual with sensory lossThe learner can:1.1 Analyse how a range of factors can impacton individuals with sensory loss1.2 Analyse how societal attitudes and beliefsimpact on individuals with sensory loss1.3 Explore how a range of factors, societalattitudes and beliefs impact on serviceprovision2. Understand the importance of effectivecommunication for individuals with sensoryloss2.1 Explain the methods of communicationused by individuals with:• Sight loss• Hearing loss• Deaf blindness2.2 Describe how the environment facilitateseffective communication for people withsensory loss2.3 Explain how effective communication mayhave a positive impact on lives on individualswith sensory loss3. Understand the main causes andconditions of sensory loss3.1 Identify the main causes of sensory loss3.2 Define congenital sensory loss andacquired sensory loss3.3 Identify the demographic factors thatinfluence the incidence of sensory loss in thepopulation4. Know how to recognise when anindividual may be experiencing sight and /or hearing loss and actions that may betakenAdditional Information about this unit4.1 Identify the indicators and signs of:• Sight loss• Hearing loss• Deaf blindness4.2 Explain actions that should be taken if thereare concerns about onset of sensory loss orchanges in sensory status4.3 Identify sources of support for those whomay be experiencing onset of sensory lossVersion 1 – Feb 11 Page 55 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceUnit aim(s)Additional informationThe purpose of this unit is to provide the learnerwith introductory knowledge and understandingabout sensory lossSensory Loss could include:• Sight loss• Hearing loss• Deaf blindnessFactors could include:• Communication• Information• Familiar layouts and routines• MobilityVersion 1 – Feb 11 Page 56 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand Models of DisabilityLevel: 3 Unit Number: SSOP3.1QCA UnitNumber:F/601/3473Credit value: 3 Guided LearningHours26Learning outcomesAssessment criteriaThe learner will:1. Understand the difference betweenmodels of disabilityThe learner can:1.1 Outline the history and development of themedical, social and psycho-social models ofdisability1.2 Compare and contrast the medical, socialand psycho-social models of disability2. Understand how the adoption of modelsof disability can shape an individual’sidentity and experience3. Understand how the adoption of modelsof disability can shape service deliveryAdditional Information about this unitUnit aim(s)Additional information2.1 Analyse how the medical, social andpsycho-social models of disability can impacton an individual’s identity and experience3.1 Analyse how the medical, social andpsycho-social models of disability can shapeservice delivery3.2 Evaluate how own practice promotes thewellbeing and quality of life of individualsThe purpose of this unit is to provide the learnerwith knowledge and understanding of models ofdisabilityThis unit must be assessed in accordance withSkills for Care and Development’s QCFAssessment Principles.Version 1 – Feb 11 Page 57 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Contribute to the planning and organisation of work in commissioningservicesLevel: 3 Unit Number: CPCCS38QCA UnitNumber:F/602/6238Credit value: 4 Guided LearningHours28Learning outcomesAssessment criteriaThe learner will:1. Be able to plan work methods andcommissioning activitiesThe learner can:1.1 Establish the outcomes to be achieved fromthe commissioning activities1.2 Involve team members in the planning ofwork methods to achieve outcomes1.3 Select commissioning activities and workmethods that value diversity and inclusion1.4 Plan commissioning activities and workmethods to achieve outcomes2. Be able to allocate work activities 2.1 Support the team’s understanding ofobjectives and responsibilities for achievingoutcomes2.2 Secure the resources needed to achievethe identified outcomes2.3 Allocate work to the team to meet identifiedoutcomes3. Be able to evaluate progress on workactivities3.1 Establish and agree a process formonitoring progress against given objectives, toinclude criteria for evaluating success3.2 Monitor and evaluate individual and teamprogress using agreed processes4. Be able to support learning about theperformance of the team4.1 Give feedback on work performance to theteam4.2 Encourage team members to makesuggestions for improvements in work activities4.3 Record agreed actionsAdditional Information about this unitUnit aim(s)4.4 Review own performance in work planning,work allocation and performance feedbackThis unit is aimed at those who undertakecommissioning, procurement or contractingroles for services. Learners will be able todevelop their knowledge and competenceVersion 1 – Feb 11 Page 58 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidancearound planning, allocating and monitoringwork activities to meet specified outcomes. Italso requires the learner to support teamlearning about performance.Additional informationThis unit must be assessed in accordance withSkills for Care and Development’s QCFassessment principles.Learning outcomes 1, 2, 3 and 4 must beassessed in a real work environment.Version 1 – Feb 11 Page 59 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Promote innovative ways of working when commissioning servicesLevel: 3 Unit Number: CPCCS313QCA UnitNumber:K/602/6184Credit value: 4 Guided LearningHours28Learning outcomesAssessment criteriaThe learner will:1. Be able to support innovation to achieveoutcomesThe learner can:1.1 Describe the range of people who maypropose innovative ways of working whencommissioning services to meet the needs ofindividuals, families or communities1.2 Work with others to identify innovativeways of working that will achieve desiredoutcomes1.3 Determine risk mitigation strategies toaddress risks involved in an innovative way ofworking1.4 Prepare a business case in support of aninnovative way of working2. Be able to plan and implementinnovative ways of working2.1 Construct an implementation and resourceplan for the new way of working, including riskassessment, risk mitigation and evaluationmeasures2.2 Secure agreement to the implementationand resource plan2.3 Implement the plan to introduce theinnovation3. Be able to review the impact ofinnovative ways of working3.1 Use feedback on outcomes of the plan toevaluate it against its objectives and outcomes3.2 Report on the results of the evaluation4. Be able to give recognition to those whopropose new ways of working4.1 Communicate information about the impactof a new way of working to those whooriginated the idea, using their preferredcommunication method4.2 Ensure that those who propose ideas fornew ways of working receive recognition oftheir contributionAdditional Information about this unitUnit aim(s)This unit is aimed at those whose role involvescommissioning care or other services to meetthe needs of individuals, families orcommunities. The unit requires learners todemonstrate their ability to work with others toVersion 1 – Feb 11 Page 60 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidanceidentify, support and implement new ways ofworking and use feedback to evaluate itseffectiveness.Additional informationThis unit must be assessed in accordance withSkills for Care and Development’s QCFassessment principles.Learning outcomes 1, 2, 3 and 4 must beassessed in a real work environment.Others may include:• People using services• Families/carers of people usingservices• Providers• Partner organisations• Inspectors• Funders• Care and support services managers• Brokers• Team membersVersion 1 – Feb 11 Page 61 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Support decision making and problem solvingLevel: 5 Unit Number: CPCCS515QCA UnitNumber:R/602/6275Credit value: 5 Guided LearningHours35Learning outcomesAssessment criteriaThe learner will:1. Understand how to assess and analyseinformation that will be used to informdecisions and solutions to problems2. Be able to analyse information in orderto support decision making or problemsolving3. Be able to provide information to supportdecision makingThe learner can:1.1 Compare different methods of analysinginformation and their uses1.2 Justify the importance of relevance,reliability, and sufficiency when analysinginformation and assessing its implications2.1 Establish objectives for the analysis ofinformation2.2 Analyse information using methods that willenable objectives to be met3.1 Provide information in formats that areappropriate to the audience and take account oforganisational policy and resource constraints3.2 Support conclusions and recommendationswith reasoned argument and evidence4. Be able to promote the exchange ofinformation to support decision making andproblem solving through meetings anddiscussions4.1 Analyse factors that facilitate the exchangeof information in meetings and groupdiscussions4.2 Adapt the format of a discussion to suit theparticipants4.3 Demonstrate approaches to handlingdisagreements and conflict4.4 Support all participants to contributeinformation towards the decision-makingprocess4.5 Use the information gathered to proposeoptions and solutions4.6 Confirm shared understanding of decisionsagreed5. Be able to take follow-up action after ameeting or discussion5.1 Record decisions made as a result of ameeting or discussion5.2 Establish the sustainability and compliancewith policy of decisions reached in groups ormeetingsVersion 1 – Feb 11 Page 62 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)Additional information5.3 Inform others who need to know aboutdecisions madeThis unit is aimed at those in a wide range ofsettings. It assesses the knowledge and skillsrequired to analyse information, supportdecision-making and facilitate problem- solvingthrough discussion.This unit must be assessed in accordance withSkills for Care and Development’s QCFassessment principles.Learning outcomes 2, 3, 4 and 5 must beassessed in a real work environment.Version 1 – Feb 11 Page 63 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Contribute to establishing and managing priorities and resources forservicesLevel: 3 Unit Number: CPCCS37QCA UnitNumber:R/602/6230Credit value: 5 Guided LearningHours38Learning outcomesAssessment criteriaThe learner will:1. Understand the principles of engagingothers in establishing priorities andoutcomes for servicesThe learner can:1.1 Explain why it is important that individuals,families and local communities are involved inestablishing commissioning priorities andoutcomes1.2 Describe how systems may need to beadapted to enable people to engage moreeffectively2. Be able to engage people inestablishing priorities and outcomes forservices2.1 Demonstrate ways to involve people inestablishing priorities and outcomes2.2 Develop commissioning priorities using theviews and opinions expressed2.3 Provide feedback to appropriate people onhow views and opinions have been acted upon2.4 Work with individuals and groups to resolveany conflicts about priorities for services3. Be able to address issues that arise frombalancing demands and resources3.1 Analyse the effect of legislation andregulation on the level of demand and theresources available3.2 Apply agreed criteria to the allocation ofresources within own area of responsibility3.3 Address ethical and practical issues andrisks that arise when balancing demands andresources3.4 Work with individuals and groups toconsider alternative approaches to meetingneeds where resources may fall short4. Be able to contribute toplanning resources for sustainable services4.1 Explain why resource allocation for servicesneeds to take account of trends anddevelopments/sustainability4.2 Describe strategies to manage risks arisingfrom the way resources are to be used4.3 Make plans and recommendations formanaging resources to achieve prioritiesVersion 1 – Feb 11 Page 64 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance4.4 Review feedback on plans andrecommendations5. Be able to contribute to managing theeffective use of resources5.1 Monitor the use of resources usingperformance measures5.2 Take action to address significant variationsbetween planned and actual use of resources5.3 Carry out an evaluation of the effective useof resourcesAdditional Information about this unitUnit aim(s)Additional information5.4 Report on findings about the use ofresources in line with required proceduresThis unit is aimed at those whose work involvesthe commissioning of care or other services tomeet the needs of individuals, families orcommunities. It assesses the knowledge andskills needed to contribute to establishing andmanaging priorities and resources for services.This unit must be assessed in accordance withSkills for Care and Development’s QCFassessment principles.Learning outcomes 2, 3, 4 and 5 must beassessed in a real work environment.Ways to involve people may include:• Written questionnaires• Telephone interviews• Forums• Public meetings• Electronic• Consultation eventsAppropriate people may include:• Participants in consultations• Local community networks and forums• Decision makersAgreed criteria may include the impact on:• Sustainability• Equality and diversity• Organisational policiesAlternative approaches may include:• Different delivery methods• Working across boundaries• Different funding sources• Different workforce• Community or voluntary supportPerformance measures may include:• Feedback from individuals, families andcommunities• Progress towards outcomesVersion 1 – Feb 11 Page 65 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance• Actual use of resources againstplanned targetsVersion 1 – Feb 11 Page 66 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Plan and manage contracts to deliver care servicesLevel: 3 Unit Number: CPCCS39QCA UnitNumber:A/602/6240Credit value: 3 Guided LearningHours22Learning outcomesAssessment criteriaThe learner will:1. Be able to plan contracts to meetoutcomesThe learner can:1.1 Gather information about the outcomes thata contract must deliver1.2 Work with service providers and thoserequiring services to assess proposed contractoutcomes for:• Affordability• Risk factors• Sustainability impact• Conflicting priorities1.3 Match contract outcomes and objectiveswith contract types and contractualprovisions2. Be able to plan the implementation ofcontracts for delivering care and supportservices2.1 Draw up a contract implementation plan inagreement with the people using the service2.2 Describe the key provisions that should beincluded in a contract implementation plan2.3 Assess the balance of risk andcontingencies for a contract3. Be able to work with others to managecontracts3.1 Explain why it is important that people whouse a service are supported to engage inmanaging a contract at the level of involvementthey wish3.2 Work with the contractor and others tomanage the contract3.3 Demonstrate how to maintain theinvolvement of others throughout the contractmanagement process4. Be able to monitor and review contractperformance against contract outcomes4.1 Establish agreement to a realistic andachievable monitoring plan4.2 Establish agreement to criteria forevaluating contract performance againstoutcomes4.3 Work in partnership with those using aservice to evaluate contract performanceVersion 1 – Feb 11 Page 67 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)Additional information4.4 Record feedback and present action pointsto the contractorThe unit is aimed at those whose work involvesthe management of contracts for caseservices. It assesses the knowledge and skillsneeded to plan and manage contracts to delivercare services.Contract outcomes may include outcomesthat are:• Individual• Local• Strategic• NationalContract objectives may include:• Quality• Price• Mode of delivery• Technical approach• Health and safety• Continuity of supplyContract types may include:• Individual• Block• Framework• Spot• MultipleContractual provision may include:• Performance measures• Performance incentives• Milestone dates• Payment timescalesKey provisions may include:• Sequence and duration of contractactivities• Resources• Provisions specific to a contract• ContingenciesVersion 1 – Feb 11 Page 68 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Support the development of self-directed commissioning for careservicesLevel: 3 Unit Number: CPCCS310QCA UnitNumber:Y/602/6178Credit value: 5 Guided LearningHours38Learning outcomesAssessment criteriaThe learner will:1. Be able to encourage individuals toplan and direct their own care or supportThe learner can:1.1 Prepare accessible information forindividuals about planning and directing theirown support1.2 Demonstrate ways to encourage individualsto participate in different stages ofcommissioning their own support1.3 Support an individual to undertake ananalysis of the risks and benefits of directingtheir own support1.4 Reassure individuals of continuing provisionwhether an individual chooses to direct theirown support or not2. Understand how to address theimplications of self directed support for themarket2.1 Describe the implications of self directedsupport for the business planning of serviceproviders2.2 Explain how self directed support will affectthe balance of power in the market2.3 Describe ways to support and buildcapacity of the market to adapt to self directedsupport3. Be able to contribute to developingsystems that promote self-directed support3.1 Assess the impact of self directed supporton systems and processes as they relate toown area of activity3.2 Describe how systems and processes cancreate barriers to self directed support3.3 Demonstrate ways to overcome barriers toself directed support presented by systems andprocesses3.4 Demonstrate how systems can be used toidentify and manage risks associated with selfdirected support4. Be able to contribute to evaluating selfdirectedcommissioning of care or supportservices4.1 Gather information about how individualsare engaged in designing and commissioningservicesVersion 1 – Feb 11 Page 69 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment Guidance4.2 Evaluate the impact of engaging individualsin designing and commissioning their ownservices on the commissioning processAdditional Information about this unitUnit aim(s)Additional information4.3 Make recommendations to strategicdecision makers on how to improveengagement in the commissioning processThis unit is aimed at those who undertakecommissioning, procurement or contractingroles for care services. It assesses theknowledge and skills required to support thedevelopment of self-commissioning of services.An individual is someone who requires a careor support solution.Ways to build capacity may include:• Business development support• New business models• Workforce planning• Workforce development• Sharing knowledge• Financial planningSystems and processes may include:• Contract management• IT• finance• audit• HRVersion 1 – Feb 11 Page 70 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Understand legislation and regulations for managing contracts todeliver care servicesLevel: 3 Unit Number: CPCCS312QCA UnitNumber:D/602/6182Credit value: 3 Guided LearningHours25Learning outcomesAssessment criteriaThe learner will:1. Understand the effects of legal andregulatory frameworks on procuring andmanaging contracts for care and supportservices2. Understand how to implement the legaland regulatory framework for ensuringcontract complianceThe learner can:1.1 Explain the effects of legislation, regulationand directives on:• procurement of services• contract planning• contract implementation• contract monitoring• contract management1.2 Explain how European legislation,regulation and directives link with those of theUK2.1 Explain the legal basis for ensuring contractcompliance by providers of care and supportservices2.2 Explain the procedures and regulations thatmust be followed to make sure that contractorsdeliver services in line with their contract2.3 Explain why procedures and regulationsmust be followed when ensuring thecompliance of contractors3. Understand how wider national and localpolicies and initiatives can affect contractmanagement3.1 Explain the ways in which governmentsocial care initiatives can affect how contractsare managed3.2 Describe how government policies oncompetition can affect how contracts areplanned and implementedAdditional Information about this unitUnit aim(s)3.3 Explain how national and local policies onsustainability and inclusion can affect howcontracts are managedThis unit is aimed at those whose work involvesthe management of contracts for care services.It assesses the knowledge needed tounderstand legislation and regulations formanaging contracts to deliver care services.Additional informationVersion 1 – Feb 11 Page 71 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceTitle:Ensure contract compliance by contractors of care servicesLevel: 3 Unit Number: CPCCS314QCA UnitNumber:T/602/6186Credit value: 3 Guided LearningHours25Learning outcomesAssessment criteriaThe learner will:1. Be able to identify and respond toconcerns about non-compliance, poorquality or lack of progress towardsoutcomes in service provisionThe learner can:1.1 Use contract monitoring reports to identifyconcerns about a contractor’s performance1.2 Seek feedback from people who are usingthe service, and key people involved with them,to identify any concerns about poor quality orlack of progress towards contract outcomes1.3 Demonstrate how to ensure thatsafeguarding concerns have paramountimportance in contract compliance1.4 Undertake an assessment of the riskspresented by a contractor’s non-compliancewith quality or outcomes1.5 Demonstrate how, to whom and when topass on concerns2. Be able to plan corrective action toachieve contract outcomes2.1 Demonstrate how to work in partnershipwith a contractor to negotiate and agree a planfor corrective action2.2 Construct full and accurate statements ofnon-compliance and plans for corrective actionto achieve outcomes3. Be able to secure contract compliancethrough ‘conditions of contract’ procedures3.1 Demonstrate how to prepare, serve andexplain statutory notices using ‘conditions ofcontract’ procedures3.2 Develop clear explanations of theprocesses to be used to secure compliance, toinform contractors and those who use services3.3 Work in partnership with the contractor tosupport reflection and learning to securecontract compliance and improve practice4. Be able to monitor the corrective actionsrequired4.1 Describe methods of monitoring that maybe required for corrective actions4.2 Demonstrate how to monitor correctiveactions whilst maintaining an effective workingrelationship with the contractor andsafeguarding those using the serviceVersion 1 – Feb 11 Page 72 of 73

Level 3 Diploma in Commissioning, Procurement and Contracting Centre Assessment GuidanceAdditional Information about this unitUnit aim(s)This unit is aimed at those whose work involvesthe management of contracts for care services.It assesses the knowledge and skills needed toensure contract compliance by contractors ofcare services.Additional informationVersion 1 – Feb 11 Page 73 of 73