Level 3 Diploma in Adult Care

This Level 3 Diploma in Adult Care is part of our portfolio of funded Highfield qualifications. Highfield is registered by OfQual to award recognised qualifications under the Regulated Qualification Framework so care settings can be absolutely confident that this qualification is genuine and will be accepted by the relevant regulatory bodies and across the Health and Social Care sector and beyond. However, you don't have to take our word for it - the Government also back this course, with funding available under the Skills for Care programme - so employers will be able to claim back the cost of this course upon successful completion.

We deliver this qualification, predominantly using distance learning techniques from our base in Redditch. We are therefore ideally situated to support care settings and their carers in Birmingham, Solihull and the surrounding West Midlands should learners struggle with the disciplines of remote learning. We can arrange classroom sessions and face to face support with our helpful and knowledgeable tutors - this may well be the difference between success and dropping out. For those who don't have their own transport, our premises are conveniently situated a short walk from Redditch train station.

Level 3 Diploma in Adult Care

The objective of this qualification is to support a role in the workplace, such as lead adult care workers and lead personal assistants. This qualification forms the competence requirements for those learners working in adult care settings at level 3.

The content of the qualification covers core content that applies to the adult social care sector with a variety of optional units covering additional knowledge and skills applicable to learners in level 3 roles. Learners may also wish to select units in leadership skills and/or knowledge as part of this qualification.

The content is appropriate for roles such as

  • Carers who have already been in their role for a while.
  • The qualification can be undertaken alone but links with the knowledge and skills required for the Standard Lead Adult Care Worker.
  • It is applicable to a variety of job roles including below lead adult care worker and lead personal assistant.

The qualification develops the knowledge, skills and competence of learners working in a wide range of roles in a health and social care setting. Learners must be in paid or voluntary work to enable assessment to take place. The purpose of the qualification is to support a role in the workplace and to enable learners to progress to a higher level qualification in the same subject area.

Course structure
This qualification is assessed by building a portfolio of evidence under the guidance of a personal assessor assigned to help and support the learner.

The learner will research and undertake assignments as a distance learning qualification. Evidence may be submitted in a number of ways including telephone discussions, written submissions (via email) and electronic completion of a E-portfolio over the internet. There will be an observation of the learner in practice arranged by the assessor at a convenient time to suit the learner and care setting.

There are no exams required to achieve the qualification. All learners must be at least 16 and whilst there are no formal prerequisites for this qualification, we strongly advise that learners have the equivalent of Level 2 in literacy and numeracy or above. On completion of the course, learners will receive a printed certificate awarded by Highfield.

Duration of the course
The total qualification time for this qualification is 580 hours and of this 341 are recommended as guided learning hours. The learner will dictate the pace of the qualification to fit around work and lifestyle commitments - however we do expect a learner to complete within 12 months of enrolment. We expect the learner to be fully engaged in their studies and for them to submit evidence back to their assessor usually on a weekly basis.

This qualification attracts funding from government pathways. Once a learner completes the qualification, an employer is able to recover all the cost outlay plus any incidentals relating to the learning. Step Up Training and Care will assist employers with the reclaim paperwork. Turnaround for payment is approximately 10 days from submitting a claim.

Course content
To achieve the Highfield Level 3 Diploma in Adult Care (RQF), learners must complete the following:

  • all units contained within the mandatory group
  • a minimum of 30 credits from optional unit groups A-C
  • If selecting leadership units, learners may select a maximum of: 5 credits from Knowledge leadership: Optional Group B or 8 credits from Competence Leadership: Optional Group C

Mandatory units

  • Promote communication in care settings (Credit Value 3)
  • Promote effective handling of information in care settings (Credit Value 2)
  • Promote personal development in care settings (Credit Value 3)
  • Promote person-centred approaches in care settings (Credit Value 6)
  • Promote equality and inclusion in care settings (Credit Value 2)
  • Promote health, safety and wellbeing in care settings (Credit Value 6)
  • Responsibilities of a care worker (Credit Value 2)
  • Duty of care in care setting (Credit Value 1)
  • Promote safeguarding and protection in care settings (Credit Value 3)

Group A optional units

  • Purpose and principles of independent advocacy (4)
  • Understand mental well-being and mental health promotion (3)
  • Understand mental health problems (3)
  • Understand the process and experience of dementia (3)
  • Understand the administration of medication to individuals with dementia using a person-centred approach (2)
  • Understand the role of communication and interactions with individuals who have dementia (3)
  • Understand the diversity of individuals with dementia and the importance of inclusion (3)
  • Introduction to personalisation in social care (3)
  • The Principles of Infection Prevention and Control (3)
  • Causes and spread of infection (2)
  • Cleaning, Decontamination and Waste Management (2)
  • Understand the context of supporting individuals with learning disabilities (4)
  • Principles of supporting an individual to maintain personal hygiene (1)
  • Understand positive risk taking for individuals with disabilities (3)
  • Principles of supporting individuals with a learning disability regarding sexuality and sexual health (3)
  • Understand how to support individuals with autistic spectrum conditions (4)
  • Principles of self-directed support (3)
  • Understand Physical disability (3)
  • Understand the impact of acquired brain injury on individuals (3)
  • Understand sensory loss (3)
  • Understand models of disability (3)
  • Understand the Effects of Ageing in Activity Provision (2)
  • Diabetes Awareness (6)
  • Understanding and Enabling Assisting and Moving Individuals (4)
  • Stroke Awareness (3)
  • Understand how to provide support when working in end of life care (4)
  • Understand the factors affecting older people (2)
  • Understand Advance Care Planning (3)
  • Understand how to support individuals during the last days of life (3)
  • Understand Stroke Care Management (4)
  • End of life and dementia care (2)
  • Providing independent advocacy support (6)
  • Maintaining the independent advocacy relationship (6)
  • Responding to the advocacy needs of different groups of people (6)
  • Recognise indications of substance misuse and refer individuals to specialists (4)
  • Support individuals who are substance users (7)
  • Identify and act upon immediate risk of danger to substance mis-users (4)
  • Provide services to those affected by someone else's substance use (4)
  • Increase awareness about drugs, alcohol or other substances with individuals and groups
  • Test for substance use (5)
  • Carry out initial assessments to identify and prioritise the needs of substance misusers (5)
  • Carry out comprehensive substance misuse assessment (5)
  • Assist with the transfer of individuals who misuse substances between agencies and services (1)
  • Support individuals through detoxification programmes (3)
  • Develop and sustain effective working relationships with staff in other agencies (4)
  • Administer Medication to individuals and monitor the effects (5)
  • Understand and meet the nutritional requirements of individuals with dementia (3)
  • Enable rights and choices of individuals with dementia whilst minimising risks (4)
  • Understand and enable interaction and communication with individuals who have Dementia (4)
  • Equality, diversity and inclusion in dementia care practice (4)
  • Provide support to manage pain and discomfort (2)
  • Gain access to the homes of individuals, deal with emergencies and ensure security on departure (2)
  • Undertake agreed pressure area care (4)
  • Move and position individuals in accordance with their care plan (4)
  • Contribute to raising awareness of health issues (4)
  • Provide support to individuals to continue recommended therapies (3)
  • Provide support to maintain and develop skills for everyday life (4)
  • Facilitate learning and development activities to meet individual needs and preferences (5)
  • Support the development of community partnerships (5)
  • Implement therapeutic group activities (4)
  • Support individuals to develop and run support groups (3)
  • Prepare to support individuals within a shared lives arrangement (4)
  • Support individuals to access and use services and facilities (4)
  • Provide support for individuals with a shared lives arrangement (5)
  • Support individuals in their relationships (4)
  • Facilitate person centred assessment, planning, implementation and review (6)
  • Support individuals to live at home (4)
  • Support individuals to manage their finances (3)
  • Support individuals to access and manage direct payments (4)
  • Support individuals to access housing and accommodation services (4)
  • Support individuals to deal with personal relationship problems (4)
  • Support individuals with specific communication needs (5)
  • Support individuals during a period of change (4)
  • Support individuals to prepare for and settle into new home environments (3)
  • Support Individuals who are bereaved (4)
  • Work in partnership with families to support individuals (3)
  • Promote positive behaviour (6)
  • Support use of medication in social care settings (5)
  • Support individuals at the end of life (6)
  • Prepare environments and resources for use during healthcare activities (3)
  • Prepare for and carry out extended feeding techniques (4)
  • Undertake tissue viability risk assessments (3)
  • Undertake physiological measurements (3)
  • Obtain venous blood samples (3)
  • Undertake urethral catheterisation processes (4)
  • Identify the physical health needs of individuals with mental health needs and plan appropriate actions (5)
  • Support families in maintaining relationships in their wider social structures (4)
  • Work with families, carers and individuals during times of crisis (5)
  • Enable individuals with behavioural difficulties to develop strategies to change their behaviour (8)
  • Help individuals address their substance use through an action plan (4)
  • Implement the positive behavioural support model (8)
  • Support positive risk taking for individuals (4)
  • Support individuals to maintain personal hygiene (2)
  • Support person-centred thinking and planning (5)
  • Promote active support (5)
  • Support individuals with a learning disability to access healthcare (3)
  • Support parents with disabilities (6)
  • Support individuals with self-directed support (5)
  • Work with other professionals and agencies to support individuals with physical disabilities (3)
  • Support families who are affected by acquired brain injury (3)
  • Promote effective communication with individuals with sensory loss (4)
  • Support individuals with multiple conditions and/or disabilities (4)
  • Support individuals in the use of assistive technology (4)
  • Support individuals to access education ,training, or employment (4)
  • Enable individuals to negotiate environments (5)
  • Coordination of Activity Provision in Social Care (5)
  • Support individuals during the last days of life (5)
  • Managing symptoms in end of life care (3)
  • Support the spiritual wellbeing of individuals (3)
  • Promote nutrition and hydration in health and social care settings (5)
  • Support individuals who are distressed (3)
  • Facilitate the development of effective group practice in health & social care or children & young people's settings (6)
  • Promote nutrition and hydration in early years and childcare settings (4)
  • Support individuals to be part of a community (3)
  • Provide support to adults who have experienced harm or abuse (5)
  • Supporting infection prevention and control in social care (3)
  • Support individuals to stay safe from harm or abuse (4)
  • Assess the needs of carers and families (4) (4)
  • Support individuals with autistic spectrum conditions (4)
  • Support people who are providing homes to individuals (6)
  • Provide support for journeys (2)
  • Understand theories of relationships and social networks (3)

Group B Optional Units

  • Leadership and Management in Adult Care (2)
  • Team Leadership in Adult Care (2)
  • Professional Development in Adult Care (2)
  • Supervision and Performance Management in Adult Care (1)
  • Resource Management in Adult Care (2)
  • Manage Self for Leadership in Adult Care (2)

Group C Optional Units

  • Develop professional supervision practice in health and social care settings (4)
  • Manage team performance (4)
  • Encourage learning and development (3)
  • Contribute to effective team working in health and social care settings (4)
  • Prepare for and support quality audits (3)
  • Manage induction in health and social care settings (4)