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BTEC Higher National Certificate or Diploma in Business Management

HNC - 1 year Full-Time or HND - 2 years Full-Time HNC - LEVEL 4 CERTIFICATE or HND - LEVEL 5 DIPLOMA

About the course 1: Why choose a BTEC Higher National qualification in Business? The purpose of BTEC Higher National qualifications in Business is to develop students as professional, self-reflecting individuals who are able to meet the demands of employers in the business sector and adapt to a constantly changing world. BTEC Higher Nationals include a [...]

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BTEC Higher National Certificate or Diploma in International Travel and Tourism Management

HNC - 1 year Full-Time or HND - 2 years Full-Time HNC - LEVEL 4 CERTIFICATE or HND - LEVEL 5 DIPLOMA

About the course 1: Why choose a BTEC Higher National qualification in International Travel and Tourism Management? The purpose of BTEC Higher National qualifications in International Travel and Tourism Management (ITTM) is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the travel and tourism sector and adapt to [...]

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BTEC Higher National Certificate or Diploma in Hospitality Management

HNC - 1 year Full-Time or HND - 2 years Full-Time HNC - LEVEL 4 CERTIFICATE or HND - LEVEL 5 DIPLOMA

About the course 1: Why choose a BTEC Higher National qualification in Hospitality Management? The purpose of BTEC Higher National qualifications in Hospitality Management is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the hospitality sector and adapt to a constantly changing world. BTEC Higher Nationals include a [...]

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‘’I was fortunate to enrol in HND programme offered by the city college as this college puts the ambitious students at heart of higher education, fully supports them in their education path through great and experienced tutors and wonderful people in the admin office that encourages excellence. I enjoyed that I was part of a smaller class size as made me more comfortable to express my opinions in front of my colleagues. The friendly and welcoming study environment helped me to gain experience and to improve my communication skills. Being assisted by the lectures with handouts was very important and helpful allowing me to understand and have more clarity on how the assignments should be done. I am grateful for the guidance and results I received while at city college.’’

Madalina Iordache, HND TTM Sept 14- Jul 16

"Now I’m at London Metropolitan University, I’ve found I’m really putting into practice what I learned at The City College. I got lots of help here and the work I did really prepared me for doing the degree top-up."

Natasha Ogbeide, HND Business Management Sep 16–Sep 18

Unit 27: Identifying Entrepreneurial Opportunities
Introduction
The role of the entrepreneur is to weigh up opportunities, threats and personal skills, and abilities to translate an opportunity into a business idea. This unit gives students an understanding of where new entrepreneurial ideas come from and gives them the opportunity to investigate and evaluate a new entrepreneurial idea for a small- and medium sized enterprise (SME).
Students will explore concepts of innovation, entrepreneurship and developing creativity. They will learn about and use methods and frameworks to help develop and assess new venture ideas, including defining product or service benefits, identifying target customers and understanding the industry and competitors from the perspective of a new entrant. They will also learn about market research and apply primary and secondary research techniques to investigate an entrepreneurial idea. They will then assess whether it is likely to be a commercially viable business or a social enterprise proposition.
By the end of the unit, students will have acquired creative skills and thinking for innovation, preparing them for jobs and technologies that do not even exist yet in this rapidly changing landscape.
Learning Outcomes
By the end of this unit a student will be able to:
1 Explore the role of entrepreneurship and innovation for developing new entrepreneurial ideas
2 Investigate a potential entrepreneurial idea from a gap in the market for a small to medium sized (SME) enterprise
3 Analyse primary and secondary data to identify the market potential of an entrepreneurial idea
4 Pitch the potential viability of an entrepreneurial idea in the context of the market and competitors.

Unit 43: Business Strategy
Introduction
This unit supports individuals who are working in or towards managerial roles in all market sectors to develop and enhance strategic thinking and planning that will improve organisational performances of businesses in their respective competitive markets. General manager skills and competences are focused on through a range of themes and topics that can be applied in most contexts.
The aim of this unit is to develop students’ awareness of the different types of strategic approaches that could be used in an operational, tactical or strategic role for an organisation. This will be underpinned by a thorough knowledge and understanding of the theories, models and concepts that could significantly support an organisation’s strategic choice and direction.
On successful completion of this unit, students will have developed sufficient knowledge and understanding of strategy to make a positive, efficient and effective contribution to the development of business plans and operational direction. They could do this in the role of a junior manager responsible for having a specific input into an organisation’s decision making and planning.
Learning Outcomes
By the end of this unit a student will be able to:
1 Analyse the impact and influence that the macro environment has on an organisation and its business strategies
2 Assess an organisation’s internal environment and capabilities
3 Apply the outcomes of an analysis, using an appropriate strategic management tool, in a given market sector
4 Develop a strategic management plan in an organisation, informed by models, theories and concepts, to achieve competitive advantage in a given market sector.

UNIT 1: Law, Policy and Ethical Practice in Health and Social Care
Introduction
Health and social care practitioners are regulated by, and must adhere to, a range of law and policy when working within the most common settings of health trusts, primary care and other public authority settings. Even those working in voluntary, non-profit and private organisations will require a sound understanding of law and policy in order to practice proficiently, safely, ethically and legally. This unit develops students’ knowledge and appreciation of the need for them to be thoroughly informed about relevant law and policy. Further to this, the unit presents opportunities for students to apply relevant law and policy in practice settings, both actual and realistic, and to consider the place of codes of practice and ethics in their day-to-day work.
The Learning Outcomes in this unit build progressively from core underpinning legal principles and perspectives to national and international law on key topics such as rights and equality, and subject-specific law and policy, within health and care practice. Students will investigate the legal and policy framework related to health and care practice in different settings, leading to opportunities to demonstrate their knowledge and skills through targeted assignments.
Students will evaluate the relative weight of, for example, statute law, case law, codes of practice and organisational policy, and will develop an understanding of how to access advice and guidance if unclear about a path to follow. Students will consider how legal and ethical frameworks are interpreted and applied to different settings within the community, hospitals and other areas of health and care. Students will apply this learning to explore the relevance of statute, case law, codes of practice and organisational policy to their own and others’ practice.
The knowledge and skills developed in this unit will support students in understanding how and when to access advice and guidance on legal issues relating to health, care and support service practice and provision. On completion of this unit, students will have acquired a good working knowledge of the way that legislation supports the development of policy and underpins ethical practice in health and care settings. This will support progression in employment and continuing higher education in areas related to health and social care.

Learning Outcomes
By the end of this unit students will be able to:
1 Explore the legal framework within which health and social care practitioners operate
2 Describe key legislation, national and organisational policy of fundamental importance to the health, care or support service practitioner
3 Interpret the law in relation to key ethical and professional Practice Themes in health and social care
4 Apply law and policy in line with regulatory and ethical requirements in a relevant practice setting.

UNIT 2: Demonstrating Professional Principles and Values in Health and Social Care Practice
Introduction
Reflecting on our daily activities is an automatic process: it is part of human nature, and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis. Reflecting on what we do is a fundamental skill that helps us to develop, improve personally and professionally. It is an active, dynamic process that also helps develop confidence in our ability to perform our daily working practice and to become proactive, professional leaders. The art of reflection is a tool that students will carry with them through and beyond their educational journeys and is a requisite for many roles in the sector. Developing the necessary skills early helps students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that students may gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit. The unit aims to develop the skills and knowledge necessary for students to reflect on their own and others’ daily practice and improve students’ own practice and professional development.
Students will firstly develop an understanding of the purpose and importance of continually reviewing their own practice and professional development through an exploration of the benefits and issues associated with reviewing practice. They will then develop their knowledge and skills of theoretical models and other techniques needed to support them in carrying out active, dynamic, action-based, real-time reflection. Students will record their evidence in the PLAD which will comprise learning from this and other units on an ongoing basis. Finally, students will evaluate their reflective journeys and the effectiveness of the PLAD in supporting their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary knowledge and skills to complete a professional development portfolio that records evidence of a continuous cycle of reflection and improvement of knowledge and skills and be able to plan for their future career pathway.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the role of reflection in health and social care practice
2. Use the Practice Themes as a framework for reflection
3. Demonstrate active, ongoing, critical reflection of learning experiences
4. Assess the overall success of own reflective journey and consider future career pathway.

UNIT 3: Mental Health and Wellbeing: a Whole Person Approach
Introduction
The term ‘mental health’ is often used when mental illness or disorder is actually being referred to. It is important that students explore what is meant by mental health in its positive sense, what does it mean to be mentally healthy? It is estimated that one in four people will experience mental ill-health during their lifetime, therefore the mental health and wellbeing of individuals, families and communities should be a primary concern of all those working in social or community work. A good understanding of individual mental health is important for staff employed in social and community work settings. Work in this sector can be stressful at times and it is vital that workers can identify their own mental health needs, take action to protect their mental wellbeing and are aware of sources of support for themselves as well as the individuals they provide care or support to.
This unit aims to provide an opportunity for students to explore definitions of mental health and wellbeing and the complex range of factors that influence our mental health. They will be encouraged to discuss mental wellbeing as a continuum, with mental health and emotional wellbeing fluctuating over time. Influences on mental health will be reviewed, including the interrelation of physical health, mental health and emotional wellbeing as well as social, psychological and environmental factors. Students will be encouraged to consider the range of factors that protect the mental health and wellbeing of individuals, families and communities and assess strategies that can be employed to maximise protective factors and build resilience. This unit will also provide students with the opportunity to explore strategies to maintain their own mental health and wellbeing.
Students will develop skills in independent and collaborative research, and develop an understanding of the risk and protective factors influencing mental health and wellbeing. Students will explore strategies that can be used to promote positive mental health in groups they work with, as well as developing an understanding of protecting their own mental health while employed in the social and community work sector.
Learning Outcomes
By the end of this unit students will be able to:
1. Review the factors that influence mental health and emotional wellbeing
2. Explain the value of early intervention in promoting positive mental health
3. Assess strategies to promote mental wellbeing in individuals and communities
4. Review the measures that social and community workers can take to promote their own mental health and resilience.

UNIT 4: Fundamentals of Evidence-based Practice (Pearson-set Project)
Introduction
Evidence-based practice in health and social care involves taking a systematic approach to examining a range of evidence in order to answer key questions of relevance to the sector. The basis of evidence-based practice is research. In health and social care, research is conducted for a number of reasons for example, to find prevalence or incidence of disease, to assess quality of life or patient satisfaction. Research has global relevance and plays a significant role in influencing the development of high-quality provision, supporting a high-functioning integrated workforce and promoting the health and wellbeing of those who use health, care services.
Working in health and social care provides unique opportunities for practitioners to make a difference, developing the skills and knowledge to conduct research is fundamental in order to support quality practice, influence positive change and promote a highly-skilled workforce.
The aim of this unit is to develop students’ knowledge and skills to understand the purpose and process of research in health and social care particularly in relation to promoting integrated approaches to care. Students will carry out a literature review on a topic drawn from the Practice Themes aimed at quality improvement within wider health, care or support service practice. Students will learn how to source current literature and assess the reliability and validity of sources to be able to construct an argument that leads to a proposal for a potential research study. Throughout this process, students will learn how they can dynamically influence changes and improvements within the health and social care sector. The unit will develop students’ skills in understanding the steps they need to take to complete a literature review, academic conventions for presenting literature and how it forms the rationale for a personal research project.
On completion of this unit, students will have developed the pre-requisite skills needed to design a proposal that either extends from their literature review or highlights a further potential area of research. Possessing the necessary skills for conducting quality personal research that leads to evidence-based practice, will enhance students’ academic skills, professionalism and employment opportunities within the health and social care sector.
*Please refer to the accompanying Pearson-set Assignment Guide and the Theme Release document for further support and guidance on the delivery of the Pearsonset unit.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the role of research for evidence-based practice in health and social care
2. Conduct a review of key literature relating to a research topic towards improvements in care practice
3. Develop a project proposal using evidence-based practice
4. Examine the value of the literature review process in influencing positive change in health, care or support service provision.

UNIT 5: Organisational Contexts of Social and Community Work
Introduction
Social and community work takes place within a range of settings, including people’s own homes. The role of the practitioner in social and community work is diverse and requires skills and knowledge that can be adapted to areas of care. The diverse range of service provision will reflect the needs of local populations and the current climate of society’s approaches to providing support and care. In addition, social and community work operates within organisational frameworks influenced by various factors, including government policy, policy reforms, funding restrictions and demographic shifts. The work relies upon organisational structures that are based upon current legislative and regulatory frameworks required to meet social needs within different settings.
In this unit, students will identify the organisational context of the area of work they are engaged in and analyse the factors that affect the construct of organisational policies. They will consider the area of the work and the effects of internal and external drivers on the development of the service provision.
This unit will enable students to take a wider viewpoint of the functions of social and community work within society and the impact of changing organisational contexts. Completion of this unit will provide a basis for further study in the area of social policy, change management, policy development and management studies.
Learning Outcomes
By the end of this unit students will be able to:
1. Define the contexts underpinning the organisation of social and community work
2. Explore the effects of external drivers and policy reform on social and community care service provision
3. Review the role of the care worker in developing partnership approaches to social and community work
4. Examine the ways that an organisation providing social or community services meets the needs of the individual service user.

UNIT 6: Social Policy and Administration
Introduction
The welfare of individuals is affected not only by their own actions but also by that of others. The state has a role to play in improving welfare as well as in overseeing the practicalities of service organisation and delivery in an increasingly complex and diverse society. For workers in this sector, it is important to develop a knowledge and appreciation of the need to be thoroughly informed about the impact of devolution, the European Union and wider international issues such as globalisation and how this has influenced social policy and the administration of services. Further to this, they need to develop an awareness of the impact of wider structural and cultural issues that may affect both the implementation of policy and service user access.
In this unit, students will explore the fundamental concepts of social policy, in particular the historical and current context of social policy, the role of central and local government, devolved government, and comparative and wider influences on social policy. Students will consider how policy is implemented, the importance of inter-organisational relationships and the impact of wider social policy structures and issues on service delivery. They will examine the impact of wider structural and cultural issues such as social exclusion, discrimination and roles, beliefs and ideologies. Students will analyse the importance of service-user involvement in the social policy process and how that involvement has developed over time, and will also be asked to consider its importance and what difference it has made. Finally, students will investigate the importance of partnership and inter-agency working, the constraints affecting service delivery and the importance of evaluating provision from the service user’s perspective. Students will then apply this learning and explore its relevance in their own and others’ practice.
This unit will support those interested in working directly with service users in a range of situations from local authority, independent and community settings. It is also useful for those who wish to continue on in higher education qualifications such as social work and related degree programmes.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore the current context of social policy and administration both nationally and on a global scale
2. Describe how influences on social policy impact social or community service organisation and delivery
3. Assess the wider structural and cultural issues that affect social policy and administration globally
4. Explore the value of service user involvement in the social policy process.

Unit 7: Contemporary Social Issues
Introduction
Post-war recovery following the Second World War saw countries around the world taking a greater international and national statutory interest in achieving peace, stability and reducing inequalities between citizens e.g. on a global scale, the formation of the United Nations (UN) in 1945, and the World Health Organisation in 1948. One of the fundamental priorities of the UN at its establishment was to “achieve international co-operation in solving international problems of an economic, social, cultural, or humanitarian character and in promoting and encouraging respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, or religion”. Many countries around the world supported this vision and reflected it in the restructure and development of national systems to tackle inequalities between citizens. The success of such systems has not been without challenges, especially as society’s needs evolve and change. How workers in health, social and community care services understand and respond to these changes is directly related to our capacity to provide the essential services required to improve the lives of those in need.
In this unit, students will develop their understanding of the contemporary social issues that give rise to inequalities, poverty and social injustice. They will explore historical contexts and their role in contributing to an understanding of how current day contemporary social issues have given rise to reform. Students will examine arguments positing the efficacy of addressing social issues through means such as enquiries and reform, looking at those which assert a reactive approach and produce legislation impacting on interpretations, delivery and the ability to tackle forms of inequality in practice. Students will explore a social issue applicable to their own situation and identify its impact on their own practice, the wellbeing of individual users of services, their families and the wider social and community work provision. They will assess the overall impact of social issues and debate the ways in which society deals with inequalities, diversity and inclusion. Students will use information to debate different types of reform and put forward their ideas to provide a robust service that promotes a positive framework for those employed in social and community work practice.
In completing this unit, students will have a broader, more practical understanding of contemporary social issues and the fundamental role social and community care workers play in enabling a fairer, more equal society. It is useful for students progressing to roles in community and social work support, as well as continuing in related higher education degrees.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe the historical context for contemporary social issues relevant to social and community work practice
2. Explore contemporary social issues in social and community work practice
3. Review a social issue in relation to own area of practice
4. Examine own role in challenging or advocating a contemporary social issue.

Unit 8: Community Development - Principles and Practice
Introduction
Community development is undertaken by a wide range of people in different settings and roles. Community development practitioners may be paid (employed workers) or unpaid (community activists and voluntary workers). All community development practitioners need to be competent in the necessary skills and knowledge, and to work with integrity to support communities which may have few recognised resources and limited access to decision makers. Community development practice covers a number of areas and includes working with individuals, families and groups, supporting their wellbeing and addressing the issues of social, cultural and economic inequality experienced by communities.
In this unit, students will develop their knowledge and appreciation of the need for community development. Further, the unit will also develop students’ awareness of the impact of wider structural and cultural issues that may affect the implementation of community development initiatives, participation and access. Students will review the skills, values and processes required for community development practice, examining the key principles and how they are translated into practice. They will explore how to engage with communities in order to identify and respond to needs through action and go on to recognise the need to promote and support effective relationships with key professionals and individuals. They will consider ways in which to develop and promote opportunities for community learning and social change within a community.
The knowledge and skills developed in this unit will support students’ ability to understand the importance of locally driven community development, the role of facilitators and the dilemmas affecting community development. This unit will support students wishing to progress in working in community development as well as to continuing higher education in subjects related to community development.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe the characteristics of community development
2. Explore approaches to effecting social change through community development
3. Describe the processes involved in effective community development
4. Participate in a community development initiative.

Unit 11: Planning and Supporting Community-led Activities
Introduction
The concept of community cohesion in a society encompasses a sense of togetherness, bonding and belonging with other members in a community. Community cohesion is the ‘glue’ that holds a society together and is focused on avoiding the corrosive effects of inequalities and intolerances to bring about a society where individuals have shared ideals and values. The cost of care and support services in the UK can be high to those needing to access care services. Government initiatives and funding go some way to meet the financial costs through providing ‘pots of money’. However, such funds are often means-tested and rarely meet the full cost of the care that individuals need. Obtaining funding from other sources becomes a necessary requirement for those supporting care services.
This unit will introduce students to the concept of community through providing a brief overview of how community life has changed over the past decades and the factors that have contributed to a decline in community cohesion. Students will go on to understand the avenues of funding available and how they can access funding for initiatives to support community development. The core element of this unit requires students to champion a community-led activity for an initiative through identifying an area of need within their own area of social or community work practice. Students will develop a plan that illustrates budgets, human and physical resource needs and the potential impact of their idea on developing community cohesion.
By the end of this unit, students will have a broader experience of the skills required in promoting and carrying out community-led activities. This unit will also support progression to higher education opportunities in a variety of social or community work-related disciplines.
Learning Outcomes
By the end of this unit students will be able to:
1. Discuss the concept of community cohesion and its impact on community work practice
2. Describe how different community-led activities can be funded
3. Explore the steps necessary to develop a strategy to raise funds for a community-led activity
4. Reflect on own performance in driving a community-led activity towards developing community cohesion.

Unit 12: Inspiring Young People
Introduction
Young people today are growing up with ideals, expectations, ambitions and talents which are unprecedented, driven, as they are, by new technology, affluence and globalisation. Many will require support and encouragement in order to make a positive contribution to their communities. Understanding what kinds of activities and programmes can inspire, motivate and mobilise a new generation of young people to engage in society and contribute to their community is vital.
In this unit, students will improve their understanding of how to develop young people’s capacity to improve the quality of their own lives and to effect change in their communities. While there has been significant research and guidance on working with children, young people have often been overlooked. Students will explore how to engage with and mobilise young people to contribute to transforming and building more just, inclusive and equitable societies through shared values and principles. Furthermore, students will consider methods of inspiring young people’s participation in education or employment and will investigate the potential consequences of non-engagement.
Students will analyse ways in which to inspire young people and support them in making positive contributions to community and society, including the benefits of providing young people with opportunities to develop and exercise their leadership capabilities. They will explore the skills that enable effective leadership and which have broader significance beyond their potential to prepare young people to take on formal leadership roles. Students will consider the benefits for an individual young person, their peer group and society more generally.
This unit is particularly suitable for students who want to progress in roles in the education, training and support of children and young people, or in continuing higher education in studies such as childhood education and youth and community work.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe how to build relationships with young people
2. Explore how to develop young people’s participation and leadership skills
3. Examine methods of inspiring participation in education, employment or training
4. Apply strategies in own workplace to inspire young people in making positive contributions to community and society.

Unit 14: Health, Safety and Risk Management in Care Environments
Introduction
Health and Safety legislation, regulations and adherence to agreed ways of working take priority in all care environments, including the homes of those individuals that social or community practitioners work with. The holistic approach to assessing health, safety and risk management serves to secure the rights and responsibilities of both the individual in receipt of care, the care worker and the care setting, as well as ensuring a person-centred approach in providing support. Further, by developing healthy and safe environments, practitioners that work in social and community care settings safeguard service users and protect them from harm.
In this unit, students will examine risk management, both formal and informal, and all aspects of risk-taking, making choices and seeking consent and acknowledgement of rights and responsibilities. They will learn to identify hazards in all areas of the social or community care environment, ensuring that appropriate and realistic safeguards are in place in line with agreed ways of working, legislative guidance and regulatory requirements. In investigating the role of the support worker, students will develop their understanding of safeguarding and protection while also recognising the need to acknowledge that we take risks in all aspects of our daily lives. Trying to remove any element of risk-taking can lead to limitation of activities and experiences and disempowerment of the individual. Therefore, students will be assessing person-centred approaches to healthy and safe environments and evaluating the legislative and regulatory frameworks upon which policies are developed in the work setting. Students will analyse their own role in supporting risk management and supporting the rights of the individual.
Completion of this unit will support progression to more senior roles through developing understanding and skills in policy review, risk assessment and supporting person-centred approaches in maintaining healthy and safe environments. Other opportunities for career progression may include accessing continuing higher education courses in health and social-care related fields.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore aspects of legislation, regulations and codes of practice that support health, safety and risk management in care environments
2. Determine own role in developing risk assessments and supporting risk-taking in safe environments
3. Examine the impact upon the individual of risks to personal safety and wellbeing
4. Review person-centred approaches to health, safety and risk management.

Unit 16: Sociological Approaches in Social and Community Work
Introduction
Sociology is a social science relating to the study of human society. Sociologists seek to understand the nature of a society and how different systems within a society operate. At a macro level, organisational systems, such as governments, guide the way in which individuals should behave, setting ‘norms’ through laws, regulations and policing. At a micro level, family systems can incorporate systemic ‘norms’ but may interpret them in a way that fits their own beliefs, values, customs and behaviours. Core to the work practice of professionals in social and community care is the ability to provide support to individuals in an effort to maintain their independence, challenge inequality, improve their quality of life through social interaction and empower them to take an active part in society while protecting them from vulnerable situations.
In this unit, students will develop their knowledge and understanding of the core information that underpins sociological frameworks, exploring five main theoretical perspectives in sociology, including functionalism, symbolic interactionism and conflict theories and how these are used in social and community work practice. For example, students will explore the concepts of power and status posited by Weber’s panoptic-type disciplinary ideas and postulated by Foucault. Students will view gender, ethnicity, social class, disability, sexuality and age through the lens of sociological theory, exploring systems models of family, community, and organisations to be able to align these with their daily practice working with individuals. Finally, students will draw comparisons from an international perspective and evaluate the effectiveness of other systems in challenging and tackling inequalities and social deprivation.
This unit is essential for those wishing to progress to working in a range of settings and environments in the social and community work sector as well as for those wishing to progress to continuing higher education in areas such as social policy.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe factors influencing an individual’s vulnerability to social inequality
2. Explore sociological approaches used in social and community work practice
3. Explore how sociological approaches are used to address issues of social deprivation and inequality in own country
4. Compare sociological approaches to social and community work practice in different nations.

Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services
Introduction
With the use of technology becoming more widespread, information is increasingly easy to obtain, store and retrieve. However, it is also becoming easy for the wrong people to have access to information. With increasing emphasis on accuracy and digital safety and taking into consideration the sensitive information recorded and used in healthcare settings, practitioners responsible for handling data or other information are expected to take the initiative on managing records appropriately and efficiently, reporting accurately to line managers.
This unit is intended to introduce students to the process of reporting and recording information in health, care or support services; it will allow them to recognise the legal requirements and the regulatory body recommendations when using paper or computers to store information, as well as the correct methods of disposing of records. This unit will enable students to recognise the importance of accurate recording and appropriate sharing of information, and be able to keep and maintain records appropriately in their workplace.
Students will be expected to use appropriate methods to record and store information from their workplace and to follow data protection principles to use and dispose of the information on completion of tasks.
Students completing this unit will have developed the knowledge and skills to manage day-to-day recording and reporting which are essential to being an effective care practitioner and manager.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe the legal and regulatory aspects of reporting and record-keeping in a care setting
2. Explore the internal and external recording requirements in a care setting
3. Review the use of technology in reporting and recording service user care
4. Demonstrate how to keep and maintain records in a care setting in line with national and local policies and appropriate legislation.

Unit 18: Resource Planning in Social and Community Care Services
Introduction
As a supervisor or manager in social and community care services, it is important to recognise that resource planning is not just about financial considerations. Resources can also be physical, human or operational and can include new or existing resources. The ability to identify and put in place appropriate and effective resources is key to supporting and promoting the positive health and wellbeing of individuals.
In this unit, students will understand the importance of identifying resources that meet the specific needs of individuals and situations. Students will understand how the principles of wellbeing, as well as specific, individual, organisational and regulatory needs, can be used to identify appropriate resources. They will discuss the skills and processes required for effective resource planning, taking into account the specific needs of individuals, families, carers, groups and communities in a wide range of contexts, including statutory and non-statutory social services, community organisations, criminal justice and educational welfare. Finally, students will conduct their own needs analysis on a specific task or activity in order to identify appropriate resources, examining the impact of the use of resources on provision, cost effectiveness and individual health and wellbeing in practice.
The knowledge and skills developed in this unit will support students in understanding the importance of resource identification, securing resources that are matched to need, and developing their own role as a community resource. This unit will support students wishing to progress to management positions in project management or similar roles as well as those wishing to continue in higher education in health or social care related subjects.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the importance of effective resource identification in social and community care services
2. Explore individual and organisational factors that give rise to the need for specific resources in social and community care services
3. Explain the process of needs analysis in supporting and promoting effective use of resources
4. Conduct a needs assessment on a specific aspect of provision in a social or community care service.

Unit 19: Reflective Approaches in Implementing Person-centered Practice
Introduction
Reflective practice is used throughout the healthcare profession as a means to improving the practitioner’s skills, reviewing how they have dealt with situations that have occurred and identified areas that need further development. Overall this enables the practitioner to provide a high-quality service and adopt a more professional approach to the user of services. Being a reflective practitioner is key to lifelong learning and development for working in health, care and support service professions. Reflective practice works to ensure that a high-quality service is offered to the users of services and the effective practitioner identifies areas for development and where they can share good practice.
This unit builds on learning from Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice. It provides students with an opportunity to further develop their skills as reflective practitioners. The evidence for the unit will be based on theoretical considerations as well as practice within the workplace. It requires students to bring together their classroom and workplace learning across their programme, demonstrating their professional development using reflective approaches. Learning in the workplace will be supplemented with wider understanding and knowledge from all parts of the course.
Through this unit, students will be supported to take responsibility for their own learning, demonstrate their capacity to continuously learn and grow, reflect on their own practice and encourage others to develop their practice. It enables students to have a greater understanding of person-centred care, the legal and ethical framework under which practitioners operate, and further develop the skills required to develop them as reflective healthcare practitioners throughout their learning and career in the health and social care sector.
As students will be reflecting using examples from real practice in their workplace setting, it is essential that students respect the confidentiality of information used within this unit.
Learning Outcomes
By the end of this unit students will be able to:
1. Promote a holistic approach to person-centred practice
2. Review current policies, legislation and regulations in relation to effective person-centred practice
3. Reflect on own practice within health, care and support settings
4. Explore ways to develop own professional skills and behaviours in relation to health, care or support service provision.

Unit 20: Investigating Innovative Approaches to Practice in Social and Community Work
Introduction
We live in an ever-changing world in which what is current today may not be tomorrow. The arrival of technology and computers has directly changed the way we communicate and do things. In today’s working environment, terms such as ‘innovation’, ‘creativity’ and ‘enterprise’ are not only being used in the commercial world but also in world of social and community care. Very often they are used interchangeably even though they mean different things. The commonality between each of these terms is the development of a solution-focused approach to unanticipated problems that may arise and finding a simple but original response to them.
In this unit, students will focus on what it means to be innovative, what innovative practice in social and community work means in reality, and the potential impact it can have on the service user. They will examine how organisations are increasingly building a culture of innovation through engaging with staff and creating workplace environments where innovation can be fostered. Students will study a range of key terms and concepts related to innovation and will investigate how innovation in social work, although not a new concept, has produced new ways of tackling problems and has had a positive impact on the health and wellbeing of individuals. Students will undertake research within their own area of work and identify how innovation is influencing their workplace, the work of others that they interact with and the impact on the service user. Students will evaluate how their own research skills can promote evidence-based practice and impact positively on an organisation, as well as contributing to their own professional development.
This unit will support those interested in working directly with service users in a range of situations from local authority, independent and community settings. It is also useful for those who wish to progress onto higher education or professional qualifications such as social policy, social work or international development. It is also useful for those who intend to progress in their employment into management or more senior roles in social or community care.
Learning Outcomes
1. Discuss how innovative approaches to community and social work practice can effect improvement
2. Examine how organisations manage and develop innovative practice
3. Review how own research and investigation skills can support innovation in social and community work practice
4. Demonstrate project-based learning in investigating the impact of innovation on current social or community work practice.

Unit 23: Managing Quality in Care Environments
Introduction
Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Staff and service users should be reassured that managers recognise the benefits of improvement to the quality of provision, and the impact of the individual on the overall success of the organisation. Being able to able to understand and implement continuous improvement measures is part of the manager’s role in care service provision. Further, increasing demands on care settings to improve quality of service have identified the importance of all staff understanding the different perspectives on, and methods of, achieving quality on a daily basis.
This unit will enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Students will explore the methods used to assess different quality markers as well as strategies for managing service quality in order to maintain continuous improvement and positive outcomes. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.
A manager in care settings would be expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting.
Learning Outcomes
By the end of this unit students will be able to:
1. Assess the impact legislation and policy has on measuring and monitoring quality of practice in a health and social care
2. Discuss the impact that improving quality has on different individuals in a care setting
3. Explore quality improvement requirements in a care setting
4. Plan and monitor improvements to quality.

Unit 29: Commissioning Projects and Services
Introduction
The planning, organisation, buying, and monitoring of social and community care services is known as commissioning. In the UK, this is carried out by the local government through commissioning teams. The act of commissioning a service consists of setting out what service is required, its delivery structure and confirmation of its approaches and outcomes. Commissioning also involves the contracting and procurement of the service and the process is based upon the commissioning cycle. Strategic commissioning of social care is complex and challenging due to reducing budgets, changing demographics, growing demands and expectations, as well as personalisation of care packages. There is a drive in the sector to involve users and carers more actively in decisions about social care services, and in evidencing the difference the services make to people’s quality of life to provide a sound evidence base for commissioning.
In this unit, students will explore the restrictions and challenges involved in commissioning projects as well as the processes involved in developing contracts and procuring the best value service. Students will gain a clear understanding of the ways in which services are developed and the structures of local commissioning teams who act on behalf of local councils or governments. They will explore the role of the supervisor or manager in care services.
This unit will support and develop students’ overview of strategic planning in social and community care, and will develop understanding of processes that facilitate service delivery in local areas. This will prepare them for progress into more senior roles in care leadership and management or continuing higher education in social policy, administration or management degrees.
Learning Outcomes
By the end of this unit students will be able to:
1. Investigate the process of the commissioning cycle in developing projects and services in care
2. Review partnership approaches in ensuring that services and projects meet the needs of individuals requiring the service
3. Contribute to the planning for a project or delivery of a service in social and community care in response to commissioning requirements
4. Support service user involvement in the decision-making process in commissioning of projects and services.

Unit 39: Supervising and Managing Others in Social and Community Care
Introduction
Management and supervision in social and community practice are keystones to service provision. The quality and competence of these make a significant difference to operational performance, cohesive team working and the health and wellbeing of individuals. Making a transition into management in social services carries with it the responsibility of supervising and managing teams but also further opportunities for progression to more senior roles within social and community service provision.
This unit is aimed at students new to the management and/or supervision of others’ practice and service delivery within a particular work setting. Students will first understand the primary functions, core professional competencies and behaviours needed to effectively supervise and manage others in social and community service provision. They will explore more specific tasks, activities and duties, including supervising workload and case management systems and practices, developing relationships with individuals and supervising induction processes. Students will also investigate different ways in which they can effectively supervise and manage others in group and individual situations and the requirements for recording and storing records relating to supervision. To complete this unit, students will conduct a critical review of their own effectiveness and professional development in innovating and championing best practice and driving change.
This unit supports students intending to move to more senior positions within social and community work practice or who intend to continue in higher education in social and community care administration and management and social policy related areas.
Learning Outcomes
By the end of this unit students will be able to:
1. Discuss key concepts underpinning the supervision and management of others in social and community care-related settings
2. Examine practice requirements for those who supervise and manage others in social and community care environments
3. Explore supervision and management strategies in group and individual situations
4. Review own role in influencing development and change through the supervision and management of others.

Unit 22: Coproduction and Partnership Working in Social and Community Work
Introduction
Coproduction refers to professionals, carers, service users and others in the community working together to define and achieve shared goals relating to the improvement of the quality of life of individuals and their communities. It serves to remove barriers, recognises the service user as an asset to the service and enables the service user to be at the centre of the services they receive. Social and community services working in partnership is an essential element of this collaborative approach to service provision.
This unit will help students to understand the use of coproduction and partnership working to enable effective systems of care for different individuals accessing support from social or community care services. In this unit, students will explore how shared goals are defined, agreed and achieved through working in a way that identifies and values individuals’ skills, building on their existing capabilities and taking a collaborative approach to the planning and provision of systems of care and support. Students will explore the value of collaborative thinking within teams and coproduction to find and work towards shared solutions.
Utilising the principles and practice of coproduction will support students to develop their knowledge around the importance of individual work with peer and personal support networks, alongside professional systems and networks of support. Students will also consider the importance of protecting service users’ rights in coproduction in such a way that promotes workers and professionals as facilitators of change, rather than being seen as enablers or directors of care or support. Students will develop effective approaches to collaborative relationships with professionals and servicer users that contribute to making improvements in the quality of life of individuals in a community-based organisation.
On completion of this unit, students will be able to apply the core values that underpin coproduction, including self-responsibility in acknowledging that the person themselves is the expert in understanding their own situation and in supporting an asset-based approach to support. This unit will support students’ progress in career pathways and also in continuing higher education in social and community work-related areas.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore the value of coproduction as a mechanism for working with service users in social and community care-related settings
2. Review current policies, principles and practice in relation to enabling effective partnership working to support coproduction
3. Examine the impact of coproduction on individual service users’ wellbeing and in relation to service improvement
4. Reflect on own practice of working in partnership and coproduction within a social or community care-related setting.

Unit 26: Supporting Team and Partnership Working Across Health and Social Care Services
Introduction
It is important for organisations to work together to enable access to services to be provided for the continuation of care and the well- being for the users of services. This will help to ensure that high-quality provision is offered which is efficient. It is also important for an integrated service to be applied when the authorities are dealing with safeguarding and protection to ensure that the health, social services, and police are aware of children and adults that may need to be supported and if they are at risk.
The aim of this unit is to help students understand the difference between the function of a manager and the role of a leader, and be able to apply this understanding in supporting the development of effective teams.
Students will consider the leadership and management characteristics, behaviours and traits which enable effective and seamless integrated care provision when working in partnership in teams across health, care and support service organisations. In addition, students will investigate how partnership working is applied across different services and give examples of where good practice is being applied.
On completion of this unit, students will have demonstrated that they can work in a leadership role as part of a team and will have developed their knowledge and understanding of how partnership working benefits the users of services and organisations across health, care and support service provision. The leadership qualities that will be enhanced during the unit will help students to gain confidence and understanding when working as part of a team, or as a leader, which will support employment opportunities in the healthcare sector and progress into healthcare-related degree programmes. Learning Outcomes
By the end of this unit students will be able to:
1. Differentiate between the role of a leader and the function of a manager
2. Discuss the role of partnership working across health, care and support services
3. Explore the outcomes of positive partnership working across health, care and support services
4. Examine own contributions to working as part of a team.

Unit 30: Community Development Practice
Introduction
The growing issues and divides in society, and the inequality of allocation of resources and wealth across the world, emphasise the need for community development practice to uphold the rights of the individual. The basic principles of this practice are based upon theoretical perspectives of social classification and social justice. Models of community development reinforce responses to everchanging economic and political influences and promote projects that are selfsustaining and innovative, reducing inequality and supporting positive and sustainable development in communities. Working in community development practice requires practitioners with vision, energy and drive, people capable of understanding the global influences on community development practice.
Students taking this unit are required to have completed Unit 8: Community Development - Principles and Practice. In this unit, students will be focusing on specific community development activity in their local area - referring to the projects and initiatives that are provided to meet local needs. These community development projects should be specific and responsive to the community. They are likely to be needs-led activities and services that rely upon local responses, volunteers and funding through social enterprise and local government grants.
As a result of studying this unit, students will have a wider awareness of the issues involved and the skills required for planning and implementing community development projects. They may be interested in travel and volunteering opportunities or, equally, in supporting development projects in local areas. This unit will also support progression to higher education opportunities in a variety of social or community work-related disciplines.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore approaches to community development
2. Examine community development projects with local communities
3. Review the role of the social or community care worker in facilitating projects that support community development
4. Reflect upon the contribution of own role in supporting partnership approaches in community development.

Unit 32: Team and Individual Leadership: Mentoring and Coaching Others
Introduction
The purpose of this unit is to enable students to understand the role and contribution of mentorship in health and social care, which is to support the personal development and lifelong learning of staff. Mentorship is achieved through effective leadership, mentoring and/or coaching. Health and social care workers need to be able to differentiate between team and individual leadership, mentoring and coaching, and know how to apply these in their own practice.
This unit will support students’ understanding of mentoring as establishing and developing learning relationships that support people to take charge of their own development. The unit will enable students to develop their confidence and motivation, through self-reflection and improved understanding, and their interpersonal skills. Further, this unit aims to develop students’ practice in being able to lead, mentor and coach others in health and social care-related environments.
Students will review relevant theories, approaches and principles of leadership, mentoring and coaching, as well as considering the purposes and benefits of mentoring in health and social care practice. Further, students will plan, implement and review a period of mentoring in their own workplace.
The focus on personal and professional development through developing others will support students’ progress through lifelong learning and increase their capacity to develop as well-rounded practitioners in the sector. The learning gained from this unit can also provide the foundation for undertaking further professional qualifications in coaching.
Learning Outcomes
By the end of this unit students will be able to:
1. Review theories and principles of team and individual leadership, mentoring and coaching in health and social care
2. Explore how mentorship, through mentoring and coaching practices, can benefit individuals and organisations in care environments
3. Apply mentoring and coaching techniques to support mentorship of individuals in care environments
4. Review own leadership and mentoring practice in a care environment

Unit 46: Global Contexts of Community Development
Introduction
Community development is often thought of as a local approach to problem-solving. With globalisation comes a globalised economy and transnational organisations concerned with a range of social issues. Global processes have an impact on local community development and community development practitioners, who may be paid (employed workers) or unpaid (community activists and voluntary workers), so they need to have an understanding of how to use global mechanisms to advance local needs. Community development is a process whereby global efforts are united with those of local people to improve the social, cultural and economic conditions of communities.
This unit develops students’ knowledge and appreciation of the global mechanisms that impact on local community development and supports them in how to make best use of these mechanisms to advance local needs. It examines how global, economic, political, environmental and social forces are reshaping the world in which we live, particularly in places that are generally thought to be the less developed areas of the world. In this unit, students will explore ideas of community and the principles of national and international community development. They will consider the issues and dichotomy of community development between the global north and global south. In addition, students will examine the principle of participation as a prerequisite for community development, the role of community development organisations to build global collaborations to bring about solidarity and the skill of thinking globally yet acting locally.
The knowledge and skills developed in this unit will support students’ knowledge and understanding in relation to comparative social policies in local and global community development. This unit supports students’ progress in employment in various areas of community development, particularly with organisations operating internationally. It also supports students continuing in higher education in subjects such as community work, community development, and international development.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore the international context of community development
2. Explore the differences in the development of communities in the ‘global north’ and the ‘global south’
3. Discuss how global approaches to community development impact on community development within countries
4. Explain the central role that local participation plays in supporting international community development.

Unit 1: Law, Policy and Ethical Practice in Health and Social Care
Introduction
Health and social care practitioners are regulated by, and must adhere to, a range of law and policy when working within the most common settings of health trusts, primary care and other public authority settings. Even those working in voluntary, non-profit and private organisations will require a sound understanding of law and policy in order to practice proficiently, safely, ethically and legally. This unit develops students’ knowledge and appreciation of the need for them to be thoroughly informed about relevant law and policy. Further to this, the unit presents opportunities for students to apply relevant law and policy in practice settings, both actual and realistic, and to consider the place of codes of practice and ethics in their day-to-day work.
The Learning Outcomes in this unit build progressively from core underpinning legal principles and perspectives to national and international law on key topics such as rights and equality, and subject-specific law and policy, within health and care practice. Students will investigate the legal and policy framework related to health and care practice in different settings, leading to opportunities to demonstrate their knowledge and skills through targeted assignments.
Students will evaluate the relative weight of, for example, statute law, case law, codes of practice and organisational policy, and will develop an understanding of how to access advice and guidance if unclear about a path to follow. Students will consider how legal and ethical frameworks are interpreted and applied to different settings within the community, hospitals and other areas of health and care. Students will apply this learning to explore the relevance of statute, case law, codes of practice and organisational policy to their own and others’ practice.
The knowledge and skills developed in this unit will support students in understanding how and when to access advice and guidance on legal issues relating to health, care and support service practice and provision. On completion of this unit, students will have acquired a good working knowledge of the way that legislation supports the development of policy and underpins ethical practice in health and care settings. This will support progression in employment and continuing higher education in areas related to health and social care.

Learning Outcomes
By the end of this unit students will be able to:
1 Explore the legal framework within which health and social care practitioners operate
2 Describe key legislation, national and organisational policy of fundamental importance to the health, care or support service practitioner
3 Interpret the law in relation to key ethical and professional Practice Themes in health and social care
4 Apply law and policy in line with regulatory and ethical requirements in a relevant practice setting.

Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice
Introduction
Reflecting on our daily activities is an automatic process: it is part of human nature, and something conducted often unconsciously. Reflective practice involves selfobservation and evaluation with the goal of refining practice on an ongoing basis. Reflecting on what we do is a fundamental skill that helps us to develop, improve personally and professionally. It is an active, dynamic process that also helps develop confidence in our ability to perform our daily working practice and to become proactive, professional leaders. The art of reflection is a tool that students will carry with them through and beyond their educational journeys and is a requisite for many roles in the sector. Developing the necessary skills early helps students to be prepared for their career progression pathways.
This unit is intended to run alongside other units in this qualification in order that students may gather evidence to compile a Professional Learning and Development Portfolio (PLAD) which captures evidence of learning and development against a framework of Practice Themes which forms the essential core running through the unit. The unit aims to develop the skills and knowledge necessary for students to reflect on their own and others’ daily practice and improve students’ own practice and professional development.
Students will firstly develop an understanding of the purpose and importance of continually reviewing their own practice and professional development through an exploration of the benefits and issues associated with reviewing practice. They will then develop their knowledge and skills of theoretical models and other techniques needed to support them in carrying out active, dynamic, action-based, real-time reflection. Students will record their evidence in the PLAD which will comprise learning from this and other units on an ongoing basis. Finally, students will evaluate their reflective journeys and the effectiveness of the PLAD in supporting their ongoing personal and professional development.
On successful completion of this unit, students will have gained the necessary knowledge and skills to complete a professional development portfolio that records evidence of a continuous cycle of reflection and improvement of knowledge and skills and be able to plan for their future career pathway

Learning Outcomes
By the end of this unit students will be able to:
1 Explain the role of reflection in health and social care practice
2 Use the Practice Themes as a framework for reflection
3 Demonstrate active, ongoing, critical reflection of learning experiences
4 Assess the overall success of own reflective journey and consider future career pathway.

Unit 3: Supporting the Individual Journey through Integrated Health and Social Care
Introduction
The integration of the Health and Social Care sub-sectors is important in terms of being able to provide services for the wellbeing of individuals, and to meet the increasing demands of a growing and ageing population with increasingly complex needs. Students working in health will need to be aware of integrated care pathways: a multidisciplinary approach towards anticipated care that enables an individual with identified needs to move progressively through their journey and experience positive outcomes.
The aim of this unit is to develop students’ understanding of an individual’s right to being involved in their own care and develop students’ skills in promoting this right when working with individuals. This right is, in many cases, enshrined in law and in the fundamental standards of care. It is a critical element of person-centred care and leads to improved and often more cost-effective outcomes. Students will explore the importance of working relationships within multidisciplinary settings and the impact on the individual.
Students will investigate the importance of professionals being able to communicate and co-ordinate care with the individual and multidisciplinary teams for and on behalf the individual. In addition, students will recognise their own responsibilities in understanding seamless services that support the individual through their integrated pathway of care, considering personalised care plans – written with individuals for themselves, families and carers and with their wishes and preferences clearly identified and monitored. In this unit, students will be expected to research new models of care, funding availability, legislative frameworks and policy initiatives that contribute to high-quality person-centred care.
On completion of this unit, students will have expanded their knowledge and understanding of multidisciplinary working within health, care and support services. Students will have developed their transferable communication skills to improve care and better outcomes for individuals within their chosen role. This will also provide opportunities for them to consider future career pathways in health, care or support services.
Learning Outcomes
By the end of this unit students will be able to:
1 Examine the health, care and support services available to an individual requiring multidisciplinary care
2 Assess an individual’s capacity to identify their own needs
3 Describe the impact of own relationship with the individual and multidisciplinary teams involved in the delivery of the care pathway
4 Demonstrate the need for person-centred communication in implementing person-centred plans.

Unit 4: Fundamentals of Evidence-based Practice (Pearson-set Project)
Introduction
Evidence-based practice in health and social care involves taking a systematic approach to examining a range of evidence in order to answer key questions of relevance to the sector. The basis of evidence-based practice is research. In health and social care, research is conducted for a number of reasons for example, to find prevalence or incidence of disease, to assess quality of life or patient satisfaction. Research has global relevance and plays a significant role in influencing the development of high-quality provision, supporting a high-functioning integrated workforce and promoting the health and wellbeing of those who use health, care services.
Working in health and social care provides unique opportunities for practitioners to make a difference, developing the skills and knowledge to conduct research is fundamental in order to support quality practice, influence positive change and promote a highly-skilled workforce.
The aim of this unit is to develop students’ knowledge and skills to understand the purpose and process of research in health and social care particularly in relation to promoting integrated approaches to care. Students will carry out a literature review on a topic drawn from the Practice Themes aimed at quality improvement within wider health, care or support service practice. Students will learn how to source current literature and assess the reliability and validity of sources to be able to construct an argument that leads to a proposal for a potential research study. Throughout this process, students will learn how they can dynamically influence changes and improvements within the health and social care sector. The unit will develop students’ skills in understanding the steps they need to take to complete a literature review, academic conventions for presenting literature and how it forms the rationale for a personal research project.
On completion of this unit, students will have developed the pre-requisite skills needed to design a proposal that either extends from their literature review or highlights a further potential area of research. Possessing the necessary skills for conducting quality personal research that leads to evidence-based practice, will enhance students’ academic skills, professionalism and employment opportunities within the health and social care sector.
Learning Outcomes
By the end of this unit students will be able to:
1 Explain the role of research for evidence-based practice in health and social care
2 Conduct a review of key literature relating to a research topic towards improvements in care practice
3 Develop a project proposal using evidence-based practice
4 Examine the value of the literature review process in influencing positive change in health, care or support service provision.

Unit 10: Developing Operational Management Skills for Healthcare Practice
Introduction
The healthcare industry is a dynamic changing environment and a key aspect of working in healthcare practices is the ability to embrace change and consider new and innovative ways to do more with less. The effective operational manager focuses on processes that manage and monitor all aspects at work within their area of healthcare practice while driving innovation and change.
To be able to be an effective operational manager this unit will develop students’ understanding of, and the skills required to, manage people effectively in order to get the best out of them to develop a highly organised, structured health service that delivers efficient functionality and provision of health services. This unit will enable students to apply theoretical perspectives applicable to operational management in healthcare to aspects of practice, through exploring the way they manage people and influence others and develop new ideas, processes and strategies within their area of practice.
This unit will provide students with the opportunity to develop their personal and professional skills. It is particularly useful for students who wish to progress to supervisory or lower management areas in healthcare practice.
Learning Outcomes
By the end of this unit students will be able to:
1. Describe the competencies required of an operational manager in healthcare practice
2. Apply theories of leadership to operational management in healthcare practice
3. Demonstrate leadership skills managing a team in healthcare practice
4. Produce a plan to improve an area of provision in healthcare practice.

Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services
Introduction
With the use of technology becoming more widespread, information is increasingly easy to obtain, store and retrieve. However, it is also becoming easy for the wrong people to have access to information. With increasing emphasis on accuracy and digital safety and taking into consideration the sensitive information recorded and used in healthcare settings, practitioners responsible for handling data or other information are expected to take the initiative on managing records appropriately and efficiently, reporting accurately to line managers.
This unit is intended to introduce students to the process of reporting and recording information in health, care or support services; it will allow them to recognise the legal requirements and the regulatory body recommendations when using paper or computers to store information, as well as the correct methods of disposing of records. This unit will enable students to recognise the importance of accurate recording and appropriate sharing of information, and be able to keep and maintain records appropriately in their workplace.
Students will be expected to use appropriate methods to record and store information from their workplace and to follow data protection principles to use and dispose of the information on completion of tasks.
Students completing this unit will have developed the knowledge and skills to manage day-to-day recording and reporting which are essential to being an effective care practitioner and manager.
Learning Outcomes
By the end of this unit students will be able to:
1 Describe the legal and regulatory aspects of reporting and record-keeping in a care setting
2 Explore the internal and external recording requirements in a care setting
3 Review the use of technology in reporting and recording service user care
4 Demonstrate how to keep and maintain records in a care setting in line with national and local policies and appropriate legislation.

Unit 5: Health Education in Action
Introduction
Health education involves both giving information and training individuals and communities to bring about better health outcomes. This role is a key feature of the role of nurses and other healthcare practitioners. Additionally, health education is also a key focus for the government. The financial budget for health education has significantly increased in recent years due to its significant benefits to health outcomes. This unit will support the development of students’ knowledge, understanding and skills regarding providing and supporting the provision of health education to improve the health and wellbeing of individuals accessing healthcare services.
This unit will develop students’ understanding of the factors that impact upon health and the methods that are used to identify health inequalities at a local level. Students will also develop their understanding of the relationship between health beliefs and illness. Students will be able to assess how health beliefs can influence communication between healthcare practitioners and clients, and how to address barriers that may occur as a result.
Theoretical models using health education to bring about behaviour change will be examined and students will be able to use one such model to implement a health education initiative. They will also be able to understand and apply methods used to evaluate health education initiatives.
This unit will be of interest to those individuals wishing to pursue a career as a nurse, health advisor and in other healthcare-related professions where they will need to take part in health education initiatives.
Learning Outcomes
By the end of this unit students will be able to:
1 Examine the factors influencing health status
2 Investigate the impact of health beliefs on wellbeing and illness
3 Explore the relationship between theoretical models of health education and health behaviour
4 Implement a local health education initiative using a theoretical model of health education

Unit 6: Supporting Dementia Care
Introduction
The term ‘dementia’ describes the different brain disorders that trigger a loss or deterioration of brain function. These changes are often small to start with, but often they become so severe they affect daily life. A person with dementia may also experience changes in their mood or behaviour. These conditions are all usually progressive and eventually severe. The World Health Organisation (WHO) suggest the number of people living with dementia worldwide is estimated at 35.6 million. This number is anticipated to double by 2030 and more than triple by 2050.
The WHO and Alzheimer's Disease International highlight dementia as a global public health priority. Their joint report on dementia makes it clear that dementia presents a significant challenge to society in terms of the provision of appropriate care services and support. To address this, it is vital to ensure that the health and social care workforce of tomorrow is knowledgeable, competent and able to provide the specialist care and support needed for individuals experiencing dementia, their families and loved ones.
This unit introduces students to the specialist area of dementia care and the demands which can be faced when managing a person-centred service. The aim of this unit is to explore theories relating to the causes, signs and symptoms, therapies and treatments associated with dementia. The unit will enable students to identify strategies that will facilitate a person-centred ethos in the delivery of effective care services that address the needs of people living with dementia. The unit will also enable students to be aware of the challenges faced when delivering services which are ensure the rights and choices of people with dementia are upheld.
On completion of this unit, students will have developed the knowledge and skills to be involved in the delivery of services which meet the wide and varied needs of individuals with dementia.
Learning Outcomes
By the end of this unit students will be able to:
1 Describe the causes, symptoms, diagnosis and treatment of dementia
2 Explain factors that can impact on interactions and communication with individuals with dementia
3 Contribute to the provision of dementia care services which are underpinned by a person-centred approach
4 Reflect on the challenges involved in implementing services which maximise the rights and choices of individuals with dementia.

Unit 8: Addressing Health Inequalities
Introduction
Despite significant advances in public health in the UK over the past century there remains inequalities in health status across the country. Public health addresses all areas relating to the health and wellbeing of our communities. It covers an extremely wide remit and addresses issues such as air pollution, obesity, climate change and smoking, to name but a few. These are issues that affect not only the individual but wider populations as well.
Public health is monitored by government groups who develop influential legislation aimed at improving the health of the nation. Public health remains the responsibility of all and is significantly influenced by pressure groups across society. The development of strategies aimed at reduction and prevention of disease is targeted at different levels across communities.
In this unit, students will explore current public health issues and will develop understanding of the factors that influence differences in health status across populations. Students will analyse different types and levels of intervention in health protections. Health protection and the reduction of disease is an important public health role and students will review how healthcare professionals prevent and control the spread of disease.
This unit will support progression to more senior roles with allied health professionals working in public health and can also support progression to continuing higher education in public health and health promotion-related degrees.
Learning Outcomes
By the end of this unit students will be able to:
1 Explore the factors that contribute to current public health issues in own nation
2 Explain the different levels of public health intervention
3 Review national strategies aimed at reduction or prevention of disease
4 Explore the role of healthcare professionals in preventing and controlling the spread of disease

Unit 11: Changing Perspectives in Public Health
Introduction
The development of the concept of public health has its roots in the Victorian times. However, even prior to this era other measures were developed in keeping communities healthy including the development of sewage systems in Roman times and in early Egyptian medical practice up to 5000 years ago. Public health has evolved with time with an emphasis on the leading health issues of any community at any given time. Significant epidemiological factors have influenced the practice of public health.
Public health focuses on promoting improvements in attitudes to health and lifestyle based upon individual responsibility. There has been a shift in the perspectives of public health linked changing understanding and beliefs of what health means. Health improvement measures are often guided by societal attitudes and changes to health are influenced by government policies that legislate for measures aimed at limiting risk behaviours such as the banning of smoking in public places and increased tax revenues on alcohol.
In this unit, students will consider the evolution of public health over time with particular focus on public health research and development in policies and strategic planning. Students will review the impact of recent public health measures and how changed understanding of health has influenced responses to those measures. It is important that healthcare support staff have a sound understanding of the significance of the role of public health regulatory bodies and skills and knowledge frameworks in promoting health improvements across communities.
Completion of this unit will support progression to more senior roles in public health and to continuing higher education study in subjects related to health research and improvement.
Learning Outcomes
By the end of this unit students will be able to:
1 Review the timeline of the development of public health from historical antecedents through to contemporary practice
2 Examine the influence of public health research and policy on current practice in public health
3 Contribute to the implementation of an aspect of current public health strategy within own local community.
4 Explore the roles of public health regulatory bodies in promoting practice and strategies aimed at health improvement.

Unit 12: Supporting Independent Living
Introduction
The aim of this unit is to explore the principle of supported independent living and provide students with the knowledge, understanding and skills to implement effective programmes of care for individuals living in their own homes or other domiciliary care environments.
There are a number of individuals who require some level of support to live independently such as individuals with physical or learning disabilities and some older adults. Healthcare practitioners can be a vital source of support to these individuals, providing physical, emotional, cognitive and social support and enabling individuals to maintain their independence.
Individuals requiring support may have many of the skills and abilities to manage independence in a number of aspects of their daily living but may require additional support in with key tasks such as shopping, cooking, personal care and getting out and about. The role of the healthcare worker is to support and develop skills for daily living and to provide personalised packages of care to enable this independence and promote equality of opportunity. This support will ultimately have an impact upon the individual’s emotional and social wellbeing and will contribute to reducing emergency use of health and care services in the community.
Students taking this unit will require a period of work placement in an independent living environment. Upon completion of this unit, students will have further developed their skills and knowledge in supporting individuals in an independent living setting. They will have been involved in wider multidisciplinary care processes towards developing and facilitating appropriate care for individuals living independently. The unit will support students in developing their role in health, care and support services or to continue on to higher education in a related discipline.
Learning Outcomes
By the end of this unit students will be able to:
1 Explain the benefits of supporting independent living for the individual, family and local service provision
2 Explore the barriers to independent living and strategies to overcome these
3 Contribute to the implementation of a programme of care for individuals who live independently
4 Examine the role of the healthcare worker as a part of a multidisciplinary team in supporting independent living.

Unit 13: Supporting Individuals with Specific Needs
Introduction
Healthcare practitioners encounter individuals with specific needs and often these needs, for example learning disability, may be an inherent part of an individual’s condition and presentation. Individuals with specific needs often present with physical and emotional disabilities across a spectrum of disorders or are those who are considered at high risk of developing specific needs as a result of illness or injury. Such conditions may impact on an individual’s ability to interpret information and they may not be able to function effectively, either cognitively and socially.
In this unit, students will consider the factors that shape the contemporary development of the service provision available for individuals with specific needs. By reviewing their practice, the student will ensure the provision of effective and holistic care to individuals with specific needs. The student will reflect upon the challenges of promoting an inclusive and dignity -based service to individuals that promotes empowerment, independence and safety.
Upon completion of this unit, students will have developed the skills and awareness in supporting the care and individuality of individuals with specific needs which can include a myriad of health conditions affecting physical, emotional social and intellectual support needs. Students will be able to demonstrate ability to respond to challenging behaviours using positive behaviour management and to work with individuals with a level of sensitivity, compassion, understanding and awareness.
This unit supports progression to senior care roles in different health, care and support services. It will also support progression to nursing and allied care professions in carrying out roles in supporting and enabling individuals with specific needs. The unit will provide a clear foundation to developing wider understanding of the demands of service provision as well as the significant role of carers in this field of practice.
Learning Outcomes
By the end of this unit students will be able to:
1 Assess the factors that impact upon services for individuals with specific needs
2 Review own practice in providing support to individuals with specific needs
3 Assess local service provision for the support of individuals with specific needs
4 Reflect upon the challenges of promoting person-centred service provision for individuals with specific needs.

Unit 14: Sociological and Psychological Perspectives on Health
Introduction
The work of sociologists and psychologists have had a significant impact on healthcare practice. Sociologists investigate the interaction between society and health. Psychologists explore the relationship among psychological, cultural, behavioural factors and health. Together they have informed our understanding of health and illness, contributed to major changes in healthcare policy and been useful in developing behaviour modification therapies and improving the health status of individuals. Understanding how these perspectives are used to inform their practice, deepens students’ approach to caring for individuals and supports the development of skills and behaviours for effective professional practice.
On completion of this unit, students will be able to develop their understanding of both sociological and psychological factors that affect health and illness, and the related theoretical frameworks that underpin healthcare practice. Students will have the opportunity to observe and report practical examples of how sociological and psychological concepts are considered when planning support for service users. The unit will engage students in the assessment of the implications of both perspectives on current healthcare policies. Furthermore, students will be able to explore a range of applications of the psychological perspectives and understand how these can enhance health and wellbeing.
This unit will inform developing healthcare professionals of the importance of sociological and psychological concepts in improving health status of service users. This unit is particularly suited to those interested in pursuing a career in health promotion, public health and counselling.
Learning Outcomes
By the end of this unit students will be able to:
1 Explain a range of sociological perspectives on health and illness
2 Describe a range of psychological perspectives on health and illness
3 Explore the influence of sociological and psychological perspectives on healthcare provision
4 Assess how psychological theories are applied to elicit behaviour change in healthcare settings.

Unit 15: Healthcare Technology in Practice
Introduction
Advances in information and other technologies have had a significant impact on work practices in the healthcare sector. These technological advances have many benefits including, early diagnosis and detection, reduction in invasive procedures and consistent measuring of vital signs towards more effective and efficient healthcare.
Students will explore types of medical technology used in healthcare contexts, for example for diagnostic purposes, invasive procedures or life support. They will also consider the range of assistive technology which can be used to improve the wellbeing and independence of individuals using services. In addition, students will examine the guidelines and legislation related to the correct use, storage and decontamination of equipment.
The aim of this unit is to develop students’ understanding of the range of technologies used in healthcare practice and the subsequent implications for people using services. It will encourage the development of students’ own skills in using technology during their practice in healthcare settings.
The unit introduces students to the application of the range of information and communication technology used in healthcare practice which enable the acquisition of skills that can be utilised in a variety of health, care and support services, supporting career mobility and progression on to degree ‘top-up’ programmes.
Learning Outcomes
By the end of this unit students will be able to:
1 Explore the uses of diagnostic technology in healthcare
2 Assess how monitoring and treatment technology in used in healthcare
3 Investigate the use of assistive technology in health, care or support services
4 Demonstrate the safe use and storage of medical and assistive technology.

Unit 16: Supporting Adults in Residential Care
Introduction
Adult residential care has changed in its approach, and is constantly evolving to ensure it keeps up with market forces. Each setting must be responsive, diverse and able to provide high-quality, personalised care and support that meets the needs of people, regardless of who pays for care.
Accessing residential care can be a frightening and lonely process for individuals. They might have made the decision to move for themselves, or the decision might have been made for them, in their best interests. Assessing what individuals need is the first stage of getting the right care provision in place. An accurate assessment has to put the individual at the heart of the process, involving them, and relevant others, in decisions about their care needs.
This unit is intended to introduce students to the residential care sector and how practitioners work with individuals, their carers and other professionals to ensure care needs are met through person-centred practice underpinned by principles and values. Through this approach practitioners can help ensure the individual’s voice is heard and their needs are identified and met. In this unit, students will explore how the residential care sector supports individuals and involves them in assessment to ensure that care promotes an individual’s health and wellbeing effectively.
This unit develops understanding of the values and principles that underpin the practice of those who work in residential care.
Learning Outcomes
By the end of this unit students will be able to:
1 Describe the functions of the adult residential care sector
2 Assess the impact of legislation, regulation, codes of practice and standards on service delivery in adult residential care
3 Explain how inclusive and person-centred practice is applied in adult residential care
4 Contribute to the provision of adult residential care services which is underpinned by best practice.

Unit 18: Innovation and Improvement through Action Research (Pearson-set Project)
Introduction
Why conduct research?’ It is an important and interesting question that should be considered when looking at ways to improve healthcare service provision. Some who embark on the research process find it can be daunting and see it as an obstacle to be overcome and swept aside as quickly as possible. Yet research can be a motivating and engaging experience, particularly for the researcher who is passionate about making a difference. Research can have a positive impact on local practice and policy, as well as promoting and informing global health programmes. Refining and using effective research skills and methods is key to being able to produce high-quality research that can contribute to developing a richer understanding of a phenomenon, driving improvements in public health and in healthcare as a whole.
The aim of this unit is to develop student’s research skills further to be able to carry out an independent piece of action research using human participants to contribute to service improvement. Students will make use of the Practice Themes in order to identify a suitable research project or extend a proposed study devised at level 4. Students will firstly develop a deeper understanding of the types of research conducted in public health and develop their research skills further to carry out a research study using their own research questions. Students will then go on to design their research methodology and carry out a piece of action research and produce findings to a range of audiences.
By the end of this unit students will be able to evaluate their research journey and its impact on their own practice and provision as well as its significance in contributing to wider public health service improvement. Students will be able to evaluate the success of their research and make recommendations for future research that extends or deepens understanding further.
*Please refer to the accompanying Pearson-set Assignment Guide and the Theme Release document for further support and guidance on the delivery of the Pearson-set unit.
Learning Outcomes
By the end of this unit students will be able to:
1 Review the role of research in strategies to improve health and wellbeing
2 Develop a methodological framework for action research into health and wellbeing improvement
3 Carry out action research towards improvements in health and wellbeing
4 Examine the impact of research findings with regard to service improvement and own professional development.

Unit 19: Reflective Approaches in Implementing Person-centred Practice
Introduction
Reflective practice is used throughout the healthcare profession as a means to improving the practitioner’s skills, reviewing how they have dealt with situations that have occurred and identified areas that need further development. Overall this enables the practitioner to provide a high-quality service and adopt a more professional approach to the user of services. Being a reflective practitioner is key to lifelong learning and development for working in health, care and support service professions. Reflective practice works to ensure that a high-quality service is offered to the users of services and the effective practitioner identifies areas for development and where they can share good practice.
This unit builds on learning from Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice. It provides students with an opportunity to further develop their skills as reflective practitioners. The evidence for the unit will be based on theoretical considerations as well as practice within the workplace. It requires students to bring together their classroom and workplace learning across their programme, demonstrating their professional development using reflective approaches. Learning in the workplace will be supplemented with wider understanding and knowledge from all parts of the course.
Through this unit, students will be supported to take responsibility for their own learning, demonstrate their capacity to continuously learn and grow, reflect on their own practice and encourage others to develop their practice. It enables students to have a greater understanding of person-centred care, the legal and ethical framework under which practitioners operate, and further develop the skills required to develop them as reflective healthcare practitioners throughout their learning and career in the health and social care sector.
As students will be reflecting using examples from real practice in their workplace setting, it is essential that students respect the confidentiality of information used within this unit.
Learning Outcomes
By the end of this unit students will be able to:
1 Promote a holistic approach to person-centred practice
2 Review current policies, legislation and regulations in relation to effective person-centred practice
3 Reflect on own practice within health, care and support settings
4 Explore ways to develop own professional skills and behaviours in relation to health, care or support service provision.

Unit 23: Managing Quality in Care Environments
Introduction
Every organisation should strive for excellence in service and in health and social care, the process of continuous improvement to safety, wellbeing and satisfaction is a hallmark of effective service provision. Staff and service users should be reassured that managers recognise the benefits of improvement to the quality of provision, and the impact of the individual on the overall success of the organisation. Being able to able to understand and implement continuous improvement measures is part of the manager’s role in care service provision. Further, increasing demands on care settings to improve quality of service have identified the importance of all staff understanding the different perspectives on, and methods of, achieving quality on a daily basis.
This unit will enable students to develop their knowledge of these differing perspectives, to review the requirements of external regulatory bodies and to analyse these in relation to the needs of patients, customers, staff and other internal stakeholders. Students will explore the methods used to assess different quality markers as well as strategies for managing service quality in order to maintain continuous improvement and positive outcomes. Further, students will have the opportunity to use this knowledge to plan, implement, monitor and evaluate a small-scale quality improvement initiative in their own work setting.
A manager in care settings would be expected to be a driving force in terms of quality improvement. This unit will provide students with the knowledge and skills that employers will expect their managers to bring to the setting.
Learning Outcomes
By the end of this unit students will be able to:
1 Assess the impact legislation and policy has on measuring and monitoring quality of practice in a health and social care
2 Discuss the impact that improving quality has on different individuals in a care setting
3 Explore quality improvement requirements in a care setting
4 Plan and monitor improvements to quality.

Unit 25: Facilitating Change in Healthcare Environments
Introduction
Change management is so much more than to make something different. From the investigation as to whether change is necessary through to the exploration of team dynamics, leadership, barriers to change, motivation and planning for change, involvement of the multidisciplinary team with the implementation of change and, finally, results evaluation, with the potential to re-plan future strategy. The one constant within the health service is change; from health departments and agencies which define the shape of training, education, skill and the competence of the healthcare workforce, through to a number of local initiatives and strategies that require implementation.
The aim of this unit is for the student to recognise the different components of change management, and to develop the skills to be able to facilitate the identification, development, piloting of and evaluation of a change management initiative in a healthcare context. Students will develop their knowledge of the theoretical aspects of change management in the application of an identified change initiative.
Topics included in this unit are the theories behind change management within the health service, barriers to change the student may experience, especially where ingrained culture may prove difficult to navigate, decision-making structures made in partnership with organisational policy, and impact on key stakeholders, e.g. allied health professionals and patients. Finally, students will explore how change itself may emerge and how reflection can be used as a building block for future work.
On completing this unit, the student will have had the opportunity to design and initiate a change management plan within their own organisation that will support their career progression in healthcare. Transferable skills the student will develop through completing this unit include project and staff management, customer service, enhanced communication skills and the ability to reflect on own practice.
Learning Outcomes
By the end of this unit students will be able to:
1 Discuss factors that have driven recent changes in the healthcare sector
2 Discuss the components of change management within a change management initiative in healthcare provision
3 Implement own small-scale change management plan
4 Assess the effectiveness of a change management plan.

Unit 29: Human Resource Management for Healthcare
Introduction
Recruitment and retention of staff is an extremely important element of the healthcare sector. Those with responsibility for this need to have the knowledge and understanding of the processes involved in the recruitment and management of staff in the healthcare workplace., They need to recognise their responsibilities in relation to their own developmental needs as well as those they are responsible for.
This unit will allow students to practise valuable staff interviewing skills as well as giving the opportunity to demonstrate effective recruitment practice in a healthcare setting in preparation for their role in managing staff. Students will be required to investigate the recruitment of staff, including the relevant legal and policy frameworks, as well as relating the process to various advisory documents providing guidance on recruitment in a healthcare settings. They will also review their workplace supervision and appraisal practices and make recommendations for improvement.
Students will investigate how Continuing Professional Development (CPD) is used in the workplace as well as examining their role in supporting, coaching or mentoring staff and the purpose and process of providing feedback. Students will also explore the use of development plans to allow for identification of staff training requirements and investigate their own management training needs.
The skills and understanding gained in this unit will help students to manage workplace human resources in a healthcare-related environment at their relevant level.
Learning Outcomes
By the end of this unit students will be able to:
1 Discuss the processes involved in the recruitment of staff relevant to own setting
2 Review how staff are monitored and supported on a regular basis
3 Recognise the legal and ethical responsibilities of human resource management
4 Plan for own learning requirements relevant to managing staff.

Unit 26: Supporting Team and Partnership Working Across Health and Care Services
Introduction
It is important for organisations to work together to enable access to services to be provided for the continuation of care and the well- being for the users of services. This will help to ensure that high-quality provision is offered which is efficient. It is also important for an integrated service to be applied when the authorities are dealing with safeguarding and protection to ensure that the health, social services, and police are aware of children and adults that may need to be supported and if they are at risk.
The aim of this unit is to help students understand the difference between the function of a manager and the role of a leader, and be able to apply this understanding in supporting the development of effective teams.
Students will consider the leadership and management characteristics, behaviours and traits which enable effective and seamless integrated care provision when working in partnership in teams across health, care and support service organisations. In addition, students will investigate how partnership working is applied across different services and give examples of where good practice is being applied.
On completion of this unit, students will have demonstrated that they can work in a leadership role as part of a team and will have developed their knowledge and understanding of how partnership working benefits the users of services and organisations across health, care and support service provision. The leadership qualities that will be enhanced during the unit will help students to gain confidence and understanding when working as part of a team, or as a leader, which will support employment opportunities in the healthcare sector and progress into healthcare-related degree programmes.
Learning Outcomes
By the end of this unit students will be able to:
1 Differentiate between the role of a leader and the function of a manager
2 Discuss the role of partnership working across health, care and support services
3 Explore the outcomes of positive partnership working across health, care and support services
4 Examine own contributions to working as part of a team.

Unit 27: Social Policy in Public Health
Introduction
Social policy is integral to the function of health and care services, it involves the legislation, guidelines and expectations regarding conduct of professionals and services that are responsible for securing the welfare of individuals within a society. In public health, social policy is specifically focused on policies that the government and other agencies representing the population determine are the vision for improving and maintaining the health of the nation.
The aim of this unit is to introduce students to a range of legislation, policy and codes of professional conduct related to public health and the impact these have on different populations. This will lead on to students appraising current social policy and how policy can aid in the promotion of health for a population within their own practice area.
Topics included in this unit are social, political and economic processes, health and wellbeing inequalities, partnership working, strategies to improve health outcomes and policy within own practice area.
On successful completion of this unit, students will have an insight into the origins of social policy documents within their own practice area. This will enhance their ability to reflect upon social and public health factors which are fundamental within a career in healthcare and for future study.
Learning Outcomes
By the end of this unit students will be able to:
1 Discuss the historical context of social policy governing public health practice
2 Examine social policy initiatives in public health
3 Carry out a review of social policy in relation to own area of practice
4 Reflect on the impact of social policy as a driver to improve outcomes in public health.

Unit 32: Team and Individual Leadership: Coaching and Mentoring Others
Introduction
The purpose of this unit is to enable students to understand the role and contribution of mentorship in health and social care, which is to support the personal development and lifelong learning of staff. Mentorship is achieved through effective leadership, mentoring and/or coaching. Health and social care workers need to be able to differentiate between team and individual leadership, mentoring and coaching, and know how to apply these in their own practice.
This unit will support students’ understanding of mentoring as establishing and developing learning relationships that support people to take charge of their own development. The unit will enable students to develop their confidence and motivation, through self-reflection and improved understanding, and their interpersonal skills. Further, this unit aims to develop students’ practice in being able to lead, mentor and coach others in health and social care-related environments.
Students will review relevant theories, approaches and principles of leadership, mentoring and coaching, as well as considering the purposes and benefits of mentoring in health and social care practice. Further, students will plan, implement and review a period of mentoring in their own workplace.
The focus on personal and professional development through developing others will support students’ progress through lifelong learning and increase their capacity to develop as well-rounded practitioners in the sector. The learning gained from this unit can also provide the foundation for undertaking further professional qualifications in coaching.
Learning Outcomes
By the end of this unit students will be able to:
1 Review theories and principles of team and individual leadership, mentoring and coaching in health and social care
2 Explore how mentorship, through mentoring and coaching practices, can benefit individuals and organisations in care environments
3 Apply mentoring and coaching techniques to support mentorship of individuals in care environments
4 Review own leadership and mentoring practice in a care environment.

Unit 35: Project Management for Healthcare
Introduction
This unit will provide students with the opportunity to gain understanding and develop skills relating to project management principles, methodologies, tools and techniques. This includes undertaking independent research, managing and implementing a project. They will develop confidence and abilities in decisionmaking, problem-solving, consequential thinking, critical analysis and research activities within their chosen field. Further, they will be able to critically assess key concepts, systems, processes, and practices within a work-based context to determine appropriate outcomes and solutions, present evidence and make recommendations in an appropriate, clear and understandable way.
Project briefs will be set by the centres in partnership with participating organisations. The projects must allow flexibility for student input in project design, and must enable students to explore and examine relevant and current topics or other key aspects of business within the healthcare environment.
In completing this unit, students will have developed skills in project management, supporting continuing further education in healthcare related management degrees and enhancing employment opportunities in supervisory or junior management roles in healthcare.
Learning Outcomes
By the end of this unit students will be able to:
1 Apply theories of project management to management systems and practices in own work setting
2 Implement a planned small-scale project relevant to own workplace experience
3 Produce an end of project evaluation report, taking into account audience and stakeholders
4 Critically reflect on own performance and learning within the project management process.

Unit 1: The Contemporary Travel and Tourism Industry Sector

Unit 2 : Managing the Customer Experience

Unit 3: Professional Identity and Practicer

Unit 4 : The Travel and Tourism Business Toolkit

Unit 5 : Leadership and Management for Service Industries (Pearson-set)

Unit 7 : Managing Conference and Events

Unit 8 : Visitor Attraction Management

Unit 10: Tour Operations Management

Unit 13: Global Tourism Destinations

Unit 14: Work Experience

Unit 17: Human Resource Management

Unit 18: Entrepreneurship and Small Business Management

Unit 19: Research Project (Pearson-set)

Unit 20: Tourism Consumer Behaviour and Insight

Unit 26: Destination Marketing

Unit 28: Corporate Events Management

Unit 31: Innovative Curation, Interpretation and Education

Unit 33: Global Sustainable Tourism Development

Unit 37: Digital Sales and Marketing

Unit 40: Special Interest Tourism

Unit 41: Tourist Resort Management

Unit 44: Organisational Behaviour

Unit 49: Managing and Running a Small Business

Unit 50: Customer Value Management

Unit 1: The Contemporary Hospitality Industry
Introduction
The aim of this unit is to provide students with knowledge and understanding of the hospitality industry. Gaining insight into how hospitality organisations function within the wider business environment.

Students will examine the purpose of different hospitality organisations, exploring the size, scale and scope of the hospitality industry. Students will explore the skills requirements and the challenges that hospitality organisations have with recruiting sufficiently skilled staff to support business growth. Students will consider the external factors that impact the hospitality industry and will gain an understanding of what drives supply and demand for hospitality products and services. Students can then use the knowledge, understanding and skill sets gained in this unit to be able to identify, and take advantage of, potential trends and developments.
Learning Outcomes
By the end of this unit students will be able to:
1. Examine the current structure, scope and size of the hospitality industry
2. Explore current and anticipated skills requirements in the hospitality industry
3. Review the internal and external factors that impact the hospitality industry and how they relate to current issues facing the hospitality industry
4. Analyse the current and potential trends and developments affecting the hospitality industry.

Unit 2: Managing the Customer Experience
Introduction
The aim of this unit is to provide students with background knowledge and understanding of how hospitality businesses manage the customer experience from the initial needs analysis through to after sales follow-up.

During the unit, students will be able to map the journey that a customer makes through a hospitality business, identifying crucial touch points and recognising how these touch points can be managed to optimise the customer’s experience.

Students will consider how technology is changing the way customers interact with hospitality businesses and how digital initiatives should complement existing customer journeys whist recognising that online and offline consumers are distinctly different. Students can then use this knowledge to provide customer service both within business and services and on-line contexts to meet required standards.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the needs and expectations of market segments for the service industry
2. Explore the customer experience map to create business opportunities and optimise customer touch points
3. Investigate the impacts of digital technology in customer relationship management
4. Apply effective customer experience management within a service sector business to maximise customer engagement.

Unit 3: Professional Identity and Practice
Introduction
With employment opportunities and career progression becoming increasingly competitive, it is vital that new employees appreciate the value of the correct skills and competences expected by employers.

This unit aims to guide students through the process of self-assessment of skills and competences, personal career planning and the application of different learning and development approaches within a work environment. Students are not necessarily expected to engage in work activities, however self-assessment and design must be applied within a specific work context to avoid it being generic. This unit compliments Unit 13: Work experience, to apply theory to practice as content links closely together.

The unit will also give students direction on how to prepare for job applications and interviews in a formalised manner, with the aim to improve career prospects. Students are expected to undertake a practical interview arranged and guided by the tutor or relevant employer.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore the importance of on-going professional development and self-directed learning to enhance professional identity and career opportunities
2. Assess own skills, competences and the different learning and development approaches
3. Design a professional development plan, within a specific work context
4. Demonstrate a range of service industry and transferable skills for a job application.

Unit 4: The Hospitality Business Toolkit
Introduction
Everyone needs to understand the business – not just their own part of it but how all the different aspects link together. The actions of a hospitality manager can have an impact on other areas, and their actions can affect interrelationships with those departments, so students will need to understand all this and be able to take effective, informed decisions.

Many hospitality managers are at ease with the customer service side of the hospitality business, but are less comfortable diving into the financial side of things. Yet to be a successful hospitality manager, you must know how to control your department or property’s finances responsibly and effectively. Every business requires its future leaders to have a level of understanding of key factors to drive both profitability and brand success. Using tools such as human capital, planning to recruit and retain the best staff, to interpreting and applying financial key indicators to drive profitability or gain market share.

This unit is designed to provide students with key skills for becoming competent managers in a hospitality environment. Allowing them to understand key principles with regard to key performance indicators both financial and non-financial.

This unit aims to give students the opportunity to develop their business acumen, covering a number of different business activities applied within the hospitality industry context. These include forecasting and budgeting, interpreting financial statements, recruitment and retention of staff, effective communication and dealing with legislation and regulation.
Learning Outcomes
By the end of this unit students will be able to:
1. Investigate how to manage finance and record transactions to minimise costs responsibly within the hospitality sector
2. Assess how to manage the Human Resources (HR) life cycle within the context of HR strategy
3. Illustrate the potential impact of the legal and ethical considerations on a hospitality business
4. Explain the importance of coordinating and integrating various functions of departments within the hospitality sector.

Unit 5: Leadership and Management for Service Industries
Introduction
The ability to lead and manage effectively is highly sought after by service industry employers as they seek to produce and develop managers that can motivate, enthuse and build respect throughout their workforce.

This unit is a Pearson-set unit. Tutors will choose a topic based on a theme and selection of topics provided by Pearson (this will change annually). The unit will enable students to explore and examine a relevant and current topical aspect of leadership and management in the context of the service sector environment.

This unit also enables students to gain understanding of leadership and management principles, and to review their potential for a career in management in the service sector. After exploring organisations’ structures and cultures they will learn classical management theories and leadership styles and how these are applied to managing commercial organisations.

In addition to the students gaining a good understanding of how management theories are practiced in today’s industries they will evaluate effective management and leadership skills for the service industries through application and reflection on skills required and applied in a service industry context.

*Please refer to the accompanying Pearson-set Assignment Guide and Theme and Topic Release document for further support and guidance on the delivery of the Pearson-set unit.
Learning Outcomes
By the end of this unit students will be able to:
1. Review classical management theories and leadership styles
2. Explore the factors that influence different management styles and structures in a service industry context
3. Assess current and future management and leadership skills for the service sector
4. Demonstrate management and leadership skills in a service industry context.

Unit 6: Managing Food and Beverage Operations
Introduction
The aim of this unit is to provide students with background and operational knowledge of the food and beverage industry. Students will examine the different kind of businesses found within the hospitality sector and the standards associated with them.

Students will be expected to learn the operational skills required to work within the food and beverage sector and gain an appreciation for the equipment and technology used in operations. Students will learn how they can gain commercial advantage both operationally and from a marketing perspective. Finally, students will also learn about which factors effect customer’s decision to purchase. Students will be able to use this knowledge as a foundation to develop a career in food and beverage management.
Learning Outcomes
By the end of this unit students will be able to:
1. Explore the food and beverage industry including different styles of food and beverage service outlets, rating systems and current industry trends
2. Demonstrate professional food and beverage service standards in a real working environment
3. Compare the ways that different food and beverage operations use technology to improve operational efficiency
4. Analyse customer motivations and behaviour and how food service outlets use this information to maximise business success.

Unit 7: Managing Accommodation Services
Introduction
The accommodation sector is one of the largest sectors in the tourist industry, providing a wealth of opportunities for students to work within a dynamic and diverse sector. Opportunities are growing for accelerated career advancement, and positions in differing destinations and different types of establishments are expanding.

The sector is an integral part of the hospitality industry and this unit will provide students with a comprehensive understanding of the diverse accommodation services available to guests. Students will gain an overview of accommodation services, the different forms of ownership and classification systems. The functions of the front office will be introduced and they will explore the role the front office plays within accommodation services. The importance of housekeeping management will also be assessed along with the facilities and security functions of accommodation services.

Students will be able to identify trends and technologies for the sector and the impact they have on the different functions, services and guest provisions.
Learning Outcomes
By the end of this unit students will be able to:
1. Explain the types of accommodation services available within the hospitality industry
2. Discuss the role of the Front Office department within accommodation services
3. Assess the contribution of the Housekeeping department to providing effective accommodation services
4. Explore the role facilities and security plays within accommodation services.

Unit 8: Managing Conference and Events
Introduction
The aim of this unit is to give students a background knowledge and understanding of the events and conferencing industry. Students will be required to study the different types of events and profile real events from different events categories.

Students will learn how to set up a variety of conferences and the type of equipment and resources required to set up conferences and events. Students will discover the different job roles in the events industry and the skills required for the roles. Students will evaluate their own skills to identify what they need to improve on to gain their desired roles.

Students will investigate the criteria required to run and manage a safe and secure event, both in terms of the physical venue and dealing with situations that might occur. On completion of the unit students will have a good understanding of the industry and the skills required and transferable skills in safety, which is invaluable for any area of the events sector.
Learning Outcomes
By the end of this unit students will be able to:
1. Investigate the different categories and dimensions of events within the events sector
2. Examine the considerations for conference and event room set ups defining the professional standards required
3. Explore the management skills required to work within the events environment and successfully deal with stakeholders
4. Explain the measures required to manage a secure and safe events environment for staff and guests.

Unit 13: Work Experience
Introduction
A crucial part of a professional’s skills, abilities and competences are developed during work, and are refined through practical experiences and ‘learning by doing’. Employers rate work experience above all else and the HN qualifications aim to make students work ready and prepare them with the appropriate balanced skills profile that employers require.

Integral to achieving ‘work readiness’ is the need for practical application and contextualisation of learning; a perspective that is increasingly sought after by employers. Curriculum that helps students gain real-world, relevant experience in their chosen careers have proven to be an enabler for graduate progression to employment and of considerable value to students’ personal and professional development.

This unit aims to enable students to develop personal and professional skills by engaging in practical tasks and activities within a relevant workplace. It is designed to facilitate supervised learning in a workplace that can be fit around full-time or part-time student commitments and enables both an employer as well as an academic supervisor to monitor and support students through a goal-orientated process. The minimum work experience hours required for completion is 80 hours.

Students will be given the opportunity to identify and plan their own skills development in line with a chosen career path or direction. It will be expected that students negotiate and agree work experience in an appropriate work context, agreed by the employer and academic supervisor. They will monitor and record evidence from the tasks and activities that they undertake, to allow them to evaluate the process and any shortcomings in their development going forward.
Learning Outcomes
By the end of this unit students will be able to:
1. Investigate the value and benefits of practical work experience for career and personal development
2. Plan suitable and relevant work experience in an appropriate service sector organisation
3. Undertake appropriate work experience to develop professional skills and competences
4. Evaluate personal skills and competences developed during practical work experiences.

Unit 15: Hospitality Marketing Essentials
Introduction
This unit is designed to introduce students to the principles of marketing, enabling them to develop a basic marketing plan and to employ elements of the marketing mix to achieve results. While they will learn the underpinning theories and frameworks, they will also be able to relate these to real-world examples, including products/services that they encounter in their own daily lives.

Hospitality organisations such as Hilton, Accor, McDonalds, Costa Coffee and small local businesses all have at least one thing in common: they all use marketing to influence us to engage with their products and/or services. Whether it is becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up their own business or being employed by an organisation.
Learning Outcomes
By the end of this unit a student will be able to:
1. Explain the role of marketing and how it interrelates with other functional units in a hospitality organisation
2. Compare ways in which hospitality organisations use elements of the marketing mix (7Ps) to achieve overall business objectives
3. Develop a basic marketing plan to meet marketing objectives for a hospitality organisation.

Unit 9: Human Resource Management
Introduction
The aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM). People are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity. This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use Human Resource (HR) methods to gain competitive advantage. Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems.

The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market.
Learning Outcomes
By the end of this unit a student will be able to:
1. Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives
2. Evaluate the effectiveness of the key elements of Human Resource Management in an organisation
3. Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation
4. Apply Human Resource Management practices in a work-related context.

Unit 17: Entrepreneurship and Small Business Management
Introduction
This unit provides students with an understanding of the definition and scope of entrepreneurship and an understanding of the enablers and barriers to business start-up.

Students will learn about the influence of national culture and economy on entrepreneurship and will explore the personal characteristics of entrepreneurs and the impact of personal situational factors, including education and background. Students will also learn about the role and importance of small firms to the economy, and about social enterprise and the social economy. Students will also be expected to understand the balance of risk and reward in starting a new venture and they will investigate and reflect on their own entrepreneurial and enterprising characteristics. Examples of entrepreneurs and start-up organisations will be discussed and students will be expected to draw on local, personal and general knowledge together with their learning to be able to identify the characteristics of entrepreneurial ventures.
Learning Outcomes
By the end of this unit a student will be able to:
1. Explore and illustrate the range of venture types that might be considered entrepreneurial
2. Assess the impact of small businesses on the economy
3. Determine and assess the key aspects of an entrepreneurial mindset 4. Examine the different environments that foster or hinder entrepreneurship.

Unit 18: Research Project (Pearson-set)
Introduction
This unit is assessed by a Pearson-set assignment. Students will choose their own project based on a theme provided by Pearson (this will change annually). The project must be related to their specialist pathway of study (unless the student is studying the general business pathway). This will enable students to explore and examine a relevant and current topical aspect of hospitality in the context of the hospitality environment and their chosen specialist pathway.

The aim of this unit is to offer students the opportunity to engage in sustained research in a specific field of study. The unit enables students to demonstrate the capacity and ability to identify a research theme, to develop research aims, objectives and outcomes, and to present the outcomes of such research in both written and verbal formats. The unit also encourages students to reflect on their engagement in the research process during which recommendations for future, personal development are key learning points.

On successful completion of this unit students will have the confidence to engage in problem-solving and research activities which are part of the function of a manager. Students will have the fundamental knowledge and skills to enable them to investigate workplace issues and problems, determine appropriate solutions and present evidence to various stakeholders in an acceptable and understandable format.

*Please refer to the accompanying Pearson-set Assignment Guide and the Theme Release document for further support and guidance on the delivery of the Pearson-set unit.
Learning Outcomes
By the end of this unit a student will be able to:
1. Examine appropriate research methodologies and approaches as part of the research process
2. Conduct and analyse research relevant to a service industry research project
3. Communicate the outcomes of a service industry research project to identified stakeholders
4. Reflect on the application of research methodologies and concepts.

Unit 19: Hospitality Consumer Behaviour and Insight
Introduction
Creating memories and joyous experiences for consumers is a key dimension affecting the profitability and growth of any hospitality organisation. To understand the factors that influence customers’ decisions is invaluable in marketing and hospitality operations.

This unit is designed to enhance students’ knowledge and understanding of the consumer’s decision-making processes, from needs recognition through research, the evaluation of alternatives, purchase and post-purchase evaluation. While students will learn the underpinning theories and frameworks, they will also be expected to relate these to real-world examples, including their own personal experiences.

An important part of marketing is understanding the processes behind how a consumer makes the decision to purchase a product and/or service.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up in business independently or being employed by a hospitality organisation.
Learning Outcomes
By the end of this unit a student will be able to:
1. Examine the factors that influence hospitality consumer behaviour and attitudes
2. Demonstrate the ability to map a path to purchase in a hospitality context, including the decision-making process
3. Evaluate appropriate forms of research to understand influences on the hospitality consumer decision-making process
4. Evaluate how marketers influence the different stages of the hospitality consumer decision-making process.

Unit 21: Menu Development, Planning and Design
Introduction
The menu in any hospitality business is not only the prime method of communicating to customers what it is they have to sell, but it is also the key document for directing and controlling the business. The menu provides a road map for what ingredients need to be purchased, the price a business can pay for those ingredients, and the staff, equipment and procedures required to produce the dishes.

In this unit students will be investigating how menus are planned and designed to meet customer requirements within the resource, skills and cost constraints of a hospitality business. Students will understand how to apply these principles to developing and designing profitable and achievable menus and how to evaluate their impact on customers and the business.
Learning Outcomes
By the end of this unit students will be able to:
1. Investigate how menus are planned and designed to meet customer and business requirements
2. Determine how to cost and price menus
3. Develop and evaluate menus to meet customer and business requirements.

Unit 27: Front Office Operations Management
Introduction
The Front Office multi-departmental operations of a hotel play a crucial role in the customer experience; they meet and greet guests, check them in, manage their luggage and ensure that they have a comfortable and enjoyable stay. The Front Office is the face of the accommodation sector and has an invaluable role in elevating and enhancing the customer experience and relationship.

The aim of this unit is to provide students with the understanding of how the hotel Front Office is managed and its importance within accommodation services.

This unit will explore the Front Office and students will learn about the day-to-day management of the Front Office. Students will gain an understanding of what is involved in each phase of the guest experience as well as an understanding of room sales revenue and the importance of yield management in maximising revenue.

On successful completion of this unit students will have developed sufficient knowledge and understanding of what it takes to manage the Front Office.
Learning Outcomes
By the end of this unit students will be able to:
1. Evaluate the role of the Front Office department within various accommodation organisations
2. Discuss the importance of managing the reservation process to ensure maximisation of profit
3. Analyse the guest experience journey within Front Office operations
4. Assess how Front Office operations manage the quality of service delivery.

Unit 31: Hospitality Digital Marketing
Introduction
The aim of this unit is to introduce students to the major developments taking place in digital marketing. It will enable students to develop an understanding of how hospitality organisations use various digital tools and techniques to engage their guests/customers and maintain a competitive advantage. This unit is designed to provide students with the knowledge and tools to work as part of a digital marketing team or go on to study more in this specific area.

Digital marketing is now a major component of all successful hospitality marketing campaigns. Hospitality organisations recognise the importance of having digital at the core of their business in order to meet the needs of technology-savvy guests/customers.

However, with the landscape continually evolving, it is important for marketers to stay ahead of their competitors and deliver cutting-edge digital marketing approaches and strategies.
Learning Outcomes
By the end of this unit a student will be able to:
1. Demonstrate an understanding of the opportunities, challenges and impact of the digital environment within the hospitality industry
2. Examine key digital tools, platforms and channels used by various hospitality organisations
3. Determine how to organise digital marketing activities and build multi-channel capabilities in a hospitality organisation
4. Evaluate methods of monitoring and measuring digital marketing effectively.

Unit 36: Diet and Nutrition
Introduction
Through the subject of nutrition students will determine how the intake of food can have a serious impact on health and well-being. Students will develop their knowledge of essential nutritional principles such as macro and micro nutrients, dietary requirements, hydration and effects of diet on health and disease.

Students will master specialised subjects such as food allergies and intolerances, eating disorders, diet related illnesses and nutritional requirements throughout all stages of life. Legislation and regulations will be explored along with the understanding of nutritional food labelling.

This unit will enable students to create and critically analyse recipes and menus, covering a variety of hospitality sectors and an array of dietary requirements.
Learning Outcomes
By the end of this unit students will be able to:
1. Demonstrate in-depth knowledge of nutrients and calories, their sources and their effect, on health and well-being
2. Evaluate the impact of nutritional knowledge in relation to hospitality management
3. Examine the implications of nutrition in relation to specific diseases, digestive disorders and key stages of life
4. Discuss menu planning for specialist diets including allergies and intolerance, cultural and ethnic food requirements and plant-based diets.

Unit 39: Tourist Resort Management
Introduction
The purpose of this unit is to give students an opportunity to explore the world of tourist resorts. Firstly, they will learn about the different types of resorts that exist in the world and focus on some of the management issues that are associated with managing them. Secondly, the students will focus on understanding the difference between an all-inclusive resort and an individually priced resort and the financial challenges that this brings.

Finally students will be expected to focus on a specific location of their choosing, they will then research a specific resort type of their choice and identify the type of customers that visit the location and why. Focusing on the consumer needs, students are then to produce a creative package tailored to the resort, outlining how the resort would be priced ensuring that the business would be profitable and how it would win business against local competition.

Students will be able to use the knowledge gained during this unit to help in a career as a general hotel manager or business entrepreneur.
Learning Outcomes
By the end of this unit students will be able to:
1. Examine the different features of common resorts and the potential issues of managing them
2. Evaluate the different types of resorts and the packages available
3. Analyse the consumer needs in a specific location to create a resort package that focuses on these needs
4. Apply the guiding principles for achieving sustainable tourism for a chosen resort.

Unit 42: Customer Value Management
Introduction
This unit is designed to enhance students’ knowledge and understanding of why it is important for marketers to enhance and manage the value of the customer interactions. Students will learn the underpinning theories and frameworks, and will also be expected to relate these to real-world examples, including their own personal experiences.

Organisations ideally seek a mutually beneficial relationship between themselves and their customers. This is particularly important when considering the costs associated with acquiring a new customer. It has been suggested that it can cost five times as much to gain a new customer as it is to retain an existing one. Moreover, there is no guarantee that a new customer will be as loyal as a current one. Any organisation, whether for profit, non profit organisation (NGO) or a charity, seeks ways of retaining customers through enhanced customer experiences.

In order to retain loyal (and profitable) customers, organisations seek to understand them better. By understanding customers through the capture of relevant data, organisations can enhance a customer’s lifetime value. They then aim to build a relationship with the customers where they remain loyal and continue to purchase a range of products/services.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up in business independently or being employed by an organisation.
Learning Outcomes
By the end of this unit a student will be able to:
1. Demonstrate an understanding of the concept of customer lifetime value, how to calculate it and the different factors that influence it
2. Evaluate the different segments in a customer base and the appropriate opportunities for customer value creation
3. Analyse appropriate techniques and methods in order to increase customer lifetime value.

Unit 43: Organisational Behaviour
Introduction
The aim of this unit is to develop a student’s understanding of the influence culture, politics and power have on the behaviour of others in an organisational context. Students will be in a position to apply the principles of organisational behaviour to a variety of business situations.

On successful completion of this unit students will have an understanding and awareness of key influences which affect the behaviour of individuals, teams and organisations as a whole. They will be able to use this knowledge to make an immediate and positive contribution in the workplace, whether that role is as part of a team or as a team leader. This will be achieved through a strong appreciation of working in a team, having a more profound perspective of what makes people and organisations do what they do, and how to adjust one’s own behaviour to reflect the circumstances and situation.
Learning Outcomes
By the end of this unit a student will be able to:
1. Analyse the influence of culture, politics and power on the behaviour of others in an organisational context
2. Evaluate how to motivate individuals and teams to achieve a goal
3. Demonstrate an understanding of how to cooperate effectively with others
4. Apply concepts and philosophies of organisational behaviour to a given business situation.

Unit 46: Managing and Running a Small Business
Introduction
This unit will provide students with a practical understanding of the key aspects of running a small business or social enterprise. Students will learn about the activities involved in running a small business, including developing good relationships with customers, planning and allocating operational resources, forecasting and budgeting, interpreting financial statements, recruitment and retention of staff, leadership and building a team, dealing with legislation and regulation and how to put together a business plan.

Students will be able to apply their learning to a simulated business of their choice that they will work on as part of a group. They will develop an understanding of how all of the different aspects of running a business interrelate to achieve success, and develop an appreciation of the benefits and importance of organisation and planning.
Learning Outcomes
By the end of this unit a student will be able to:
1. Discuss how a small business or social enterprise plans and allocates resources to achieve objectives
2. Explain and evaluate the customer relationship management process for a small business or social enterprise, including understanding the benefits and challenges of transnational operation
3. Develop and analyse a cash flow forecast, budget and break-even analysis and interpret key financial statements
4. Discuss the implications of regulation and legislation on a small business or social enterprise.

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Unit 1: Business and the Business Environment

Unit 2: Marketing Process and Planning

Unit 3: Human Resource Management

Unit 4: Leadership and Management

Unit 5: Accounting Principles

Unit 6: Managing a Successful Business Project

Unit 7: Business Law

Unit 9: Entrepreneurial Ventures

Unit 16: Managing the Customer Experience

Unit 17: Professional Identity and Practice

Unit 19: Research Project (Pearson Set)

Unit 20: Organisational Behaviour

Unit 24: Understanding and Leading Change

Unit 25: Global Business Environment

Unit 26: Principles of Operations Management

Financial Reporting

Unit 27: Identifying Entrepreneurial Opportunities

Unit 43: Business Strategy

UNIT 1: Law, Policy and Ethical Practice in Health and Social Care

UNIT 2: Demonstrating Professional Principles and Values in Health and Social Care Practice

UNIT 3: Mental Health and Wellbeing: a Whole Person Approach

UNIT 4: Fundamentals of Evidence-based Practice (Pearson-set Project)

UNIT 5: Organisational Contexts of Social and Community Work

UNIT 6: Social Policy and Administration

Unit 7: Contemporary Social Issues

Unit 8: Community Development - Principles and Practice

Unit 11: Planning and Supporting Community-led Activities

Unit 12: Inspiring Young People

Unit 14: Health, Safety and Risk Management in Care Environments

Unit 16: Sociological Approaches in Social and Community Work

Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services

Unit 18: Resource Planning in Social and Community Care Services

Unit 19: Reflective Approaches in Implementing Person-centered Practice

Unit 20: Investigating Innovative Approaches to Practice in Social and Community Work

Unit 23: Managing Quality in Care Environments

Unit 29: Commissioning Projects and Services

Unit 39: Supervising and Managing Others in Social and Community Care

Unit 22: Coproduction and Partnership Working in Social and Community Work

Unit 26: Supporting Team and Partnership Working Across Health and Social Care Services

Unit 30: Community Development Practice

Unit 32: Team and Individual Leadership: Mentoring and Coaching Others

Unit 46: Global Contexts of Community Development

Unit 1: Law, Policy and Ethical Practice in Health and Social Care

Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice

Unit 3: Supporting the Individual Journey through Integrated Health and Social Care

Unit 4: Fundamentals of Evidence-based Practice (Pearson-set Project)

Unit 10: Developing Operational Management Skills for Healthcare Practice

Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services

Unit 5: Health Education in Action

Unit 6: Supporting Dementia Care

Unit 8: Addressing Health Inequalities

Unit 11: Changing Perspectives in Public Health

Unit 12: Supporting Independent Living

Unit 13: Supporting Individuals with Specific Needs

Unit 14: Sociological and Psychological Perspectives on Health

Unit 15: Healthcare Technology in Practice

Unit 16: Supporting Adults in Residential Care

Unit 18: Innovation and Improvement through Action Research (Pearson-set Project)

Unit 19: Reflective Approaches in Implementing Person-centred Practice

Unit 23: Managing Quality in Care Environments

Unit 25: Facilitating Change in Healthcare Environments

Unit 29: Human Resource Management for Healthcare

Unit 26: Supporting Team and Partnership Working Across Health and Care Services

Unit 27: Social Policy in Public Health

Unit 32: Team and Individual Leadership: Coaching and Mentoring Others

Unit 35: Project Management for Healthcare

Unit 1: The Contemporary Travel and Tourism Industry Sector

Unit 2 : Managing the Customer Experience