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Unit 101 - Understand the range of service provision and roles within health and social care (adults and children and young people), early years and childcare

The unit 101 focuses on understanding the various types of service provision and roles in health and social care, covering adults, children, young people, early years, and childcare. This unit aims to provide learners with comprehensive knowledge of the services available, their purposes, and the key roles involved. Additionally, it explores the skills, qualifications, and career progression opportunities within the sector. By completing this unit, learners will be better equipped to work effectively in health and social care settings, ensuring the well-being of individuals in need of support.

Unit Objectives

The key objectives of learning unit 101 are as follows:

• To provide an understanding of the range of services available in health and social care, early years, and childcare.
• To enhance awareness of the different types of job roles within the sector.
• To equip learners with the knowledge of required skills and career progression opportunities in health and social care.
• To highlight the importance of statutory, independent, and informal care services.

Learning Outcomes

LO1: Know the range of service provision available in health and social care (adults and children and young people), early years, and childcare.

This learning outcome focuses on developing an understanding of the different types of health and social care services available for adults, children, and young people, as well as early years and childcare settings. Learners will explore a wide range of service provisions, including statutory, independent, and informal care. They will learn about the purpose of each service type and who benefits from them, identifying key differences between these provisions. Additionally, learners will examine local service availability, recognizing how these services contribute to the well-being of individuals in need of support. By achieving this outcome, learners will be able to distinguish between various service providers and their roles in delivering essential care.

LO2: Know the range and scope of roles within health and social care (adults and children and young people), early years, and childcare.

This learning outcome aims to provide learners with an in-depth understanding of the diverse job roles within the health and social care sector. It will cover the qualifications, knowledge, and skills required for different positions, helping learners identify suitable career paths. Learners will explore various employment opportunities available in health and social care, early years, and childcare settings, along with potential progression routes for career development. This outcome will also highlight how individuals can specialize in specific areas of care, ensuring they are well-prepared for future roles within the industry. By understanding the scope of roles available, learners will be able to make informed decisions about their career aspirations within the sector.

Assessment Criteria

LO1: Know the range of service provision available in health and social care (adults and children and young people), early years, and childcare.

• 1.1 Identify the range of service provision for health and social care (adults and children and young people), early years, and childcare in own local area.
• 1.2 Outline the purpose of provision offered by different types of service.
• 1.3 Give examples of who would access different types of service provision.
• 1.4 Outline the difference between statutory and independent service provision.
• 1.5 Outline how informal care contributes to service provision.

LO2: Know the range and scope of roles within health and social care (adults and children and young people), early years, and childcare.

2.1 Identify the range of job roles within different types of service.

2.2 Identify the knowledge and skills required to work in a job role in the sector.

2.3 Outline a range of progression routes for a worker within the sector.

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