1.1 Describe the duties and responsibilities of own work role
AC M3 Continuous development in adult care (H/651/9992)
Unit summary |
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This unit covers promoting continuing personal and professional development in care settings. This includes being able to use reflection and learning opportunities to develop own practice and leadership skills and improve the quality of care provision. |
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Assessment |
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This unit is internally assessed via a portfolio of evidence. |
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Mandatory |
Achieved/not yet achieved |
Level 3 |
3 credits |
26 GLH |
Learning outcomesThe learner will: |
Assessment criteriaThe learner can: |
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1. Know what is required to be competent in own role |
1.1 Describe the duties and responsibilities of own work role |
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1.2 Explain expectations of own work role as expressed in relevant standards |
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1.3 Analyse the relationship between continuing professional development (CPD) and the provision of quality care |
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1.4 Identify sources of support and guidance for planning and reviewing own development |
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2. Be able to assess own personal and professional development needs, and plan and record progress |
2.1 Assess own knowledge, performance and understanding against relevant standards |
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2.2 Work with others to identify and prioritise own learning needs, professional interests and development aspirations |
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2.3 Work with others to agree own personal and professional development plan |
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2.4 Work with others to achieve and review personal and professional development plans |
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2.5 Record progress in relation to personal and professional development |
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3. Understand the value of reflective practice |
3.1 Explain the benefits and scope of reflective practice |
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3.2 Explain why reflective practice is important for supporting continuous improvements to own practice and provision of quality care |
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4. Be able to use reflective practice to improve ways of working |
4.1 Reflect on how learning activities have affected practice |
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4.2 Reflect on how own values, beliefs and experiences may affect working practices |
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4.3 Reflect on own ability to use initiative, make decisions and take responsibility for own actions |
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4.4 Use reflections and feedback from others to evaluate own performance and inform development |
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5. Be able to develop leadership behaviours |
5.1 Model high standards of practice to encourage others to make a positive difference |
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5.2 Share ideas to improve services with others |
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5.3 Promote partnership approaches to supporting individuals |
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Range |
1. Know what is required to be competent in own role |
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1.1 Duties and responsibilities: Learners should describe their duties and responsibilities within the context of providing person-centred care and support (for example, care planning). 1.2 Standards: May include:
1.3 CPD: The ongoing process of learning, developing, monitoring, recording and reflecting on the skills, knowledge and experience throughout a care worker’s career, both formally and informally. As part of continuing professional development (CPD) the Care Workforce Pathway can support the learner to progress, reflect on up-to-date practices and support the learner to develop. 1.4 Sources of support and guidance could include:
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2. Be able to assess own personal and professional development needs, and plan and record progress |
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2.1 Others: In this context, this will likely refer to line manager, assessor and/or supervisor. It could also include:
2.3 Personal and professional development plan: May be known by different names but will record information such as agreed objectives for personal and professional development, proposed activities to meet objectives, and timescales for review. Plan must include learner’s own numeracy, literacy and IT skills and development needs. |
3. Understand the value of reflective practice |
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3.1 Scope: |
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Range |
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Learners should recognise that it is also important to reflect on the practice or behaviours of others as well as reflect on events, activities and situations to gain insight and understanding. 3.1 Reflective practice: Supports continuous improvement in own skills and contributes to better outcomes for the individuals that are being supported. It is also an essential part of the Care Workforce Pathway, which encourages ongoing learning and development to help progress in own role and maintaining professional standards. |
4. Be able to use reflective practice to improve ways of working |
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4.1 Learning activities: Evaluation must cover a range of learning activities and must include reference to online learning, for example:
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Delivery and assessment guidance |
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This unit must be assessed in line with Skills for Care and Development assessment principles guidance. This is a knowledge and skill-based unit. Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment. LOs 2, 4 and 5 are skill-based, and primary evidence should include observation of direct practice in the workplace. For LO 2 and 4, it is acknowledged observation could be carried out remotely, for example, a learner discussing their development and reflecting on practices with a line manager. Safe and reliable approaches to the use of remote technologies in the assessment process must be agreed with NCFE prior to use. This should include how the privacy, dignity and confidentiality of any individual will be protected and robust evidence recording and storage protocols. For LO 5 and likely holistic scenarios where this evidence is likely to be gained, for example, in direct and holistic practices in the working environment, this observation should be in person and not carried out remotely. |
AC M3 Continuous Development in Adult Care (H/651/9992)
AC M3 is a mandatory unit in the NCFE CACHE Level 3 Diploma in Adult Care. It deals with something care workers do every day but often struggle to put into words: how their work has changed as they`ve gained experience.
If you`re completing this unit, you`ll need more than training certificates and written explanations. Some criteria ask you to look back at your own decisions, discuss your progress with others and show what you`ve actually done at work.
AC M3 1.1 – Describe the Duties and Responsibilities of Own Work Role
Think about what happens when someone you support refuses help with their morning routine. Your responsibility isn`t simply to finish the task. You have to respect their decision, work within their care plan and know when a concern needs reporting.
That`s the kind of everyday responsibility worth thinking about for AC 1.1.
The question isn`t asking for a job advert copied into an assignment. It asks what your role involves, what you`re personally accountable for and where your responsibilities end. A care assistant, support worker and senior carer may approach this differently.
What Could Hold Up Your AC M3 Portfolio?
There are two things worth checking before you start:
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Your development plan: AC 2.3 includes literacy, numeracy and IT development needs. A list of care training courses won`t cover the whole requirement.
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Your workplace evidence: Learning Outcomes 2, 4 and 5 involve practical assessment. In particular, the leadership evidence for LO5 requires in-person observation.
Need Help With AC M3 Written Work?
Already have your workplace notes but struggling to turn them into clear written responses? Express Assignment can help you organise your answers against the criteria, improve your written explanations and prepare your development-plan documents using your own experience.
You can also explore our NVQ assignment help for related written assessment support.
