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Health & Social Care
Year 12 Handbook Textbooks –
Cambridge Technicals Level 3 Health and Social Care 2016;
Hodder Education;
ISBN 978-1-471-87476-5
Cambridge Technicals Level 3 ‘My Revision Notes’ H & SC;
Hodder Education;
ISBN 978-1-5104-4230-6
The Cambridge Extended Certificate and Diploma in
Health and Social Care Level 3
These courses will provide you with the opportunity, through applied learning, to
develop the core specialist knowledge, skills and understanding required in the
health and social care sector.
To complete the Extended Certificate, you will study six units, three of which
will be assessed through an external examination. The other three will be
internally marked and then externally moderated.
In year 12 you will study the following three units:
Unit 1 Building positive relationships in health and social care
Unit 2 Equality, diversity and rights in health and social care
Unit 4 Anatomy and physiology for health and social care
In year 13 you will study:
Unit 3 Health, Safety and Security in Health and Social Care
Unit 10 Nutrition for health
Unit 22 Psychology for health and social care
The units are graded Pass, Merit and Distinction.
This qualification is graded Pass, Merit, Distinction, Distinction*
To complete the Diploma (2 A Level equivalent) you will study six further units,
two of which will be assessed through an external examination. The other four
will be internally marked and then externally moderated.
In year 12 you will study the following four units:
Unit 5 Infection Control
Unit 6 Personalisation and a person-centred approach to care
Unit 9 Supporting people with learning difficulties
Unit 15 Promoting health and wellbeing
In year 13 you will study:
Unit 7 Safeguarding
Unit 12 Promote positive behaviour
Unit Content and Learning Outcomes
Unit 1 Building positive relationships in health and social care
No work in the health and social care sector is completed in isolation.
Professional relationships are paramount to the delivery of safe and effective
care and support and an understanding of these relationships, and how they are
formed, is essential if you are considering pursuing a career in the health and
social care sector.
This unit aims to introduce you to the many different relationships that you will
encounter within the health and social care sector; whether with colleagues,
senior members of staff, other professionals within the sector or individuals
who require care and support. By doing this unit you will apply communication and
relationship building skills in a practical way, considering how different factors,
including context, can impact on the building of positive relationships. You will
also be introduced to the concept of the person-centred approach which will
help with your relationship building skills.
Learning Outcomes:
L.O. 1: Understand relationships in health, social care or child care environments
L.O. 2: Understand the factors that influence the building of relationships
L. O. 3: Understand how a person-centred approach builds positive relationships
in health, social care or child care environments
L.O. 4: Be able to use communication skills effectively to build positive
relationships in a health, social care or child care environment
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 2 Equality, diversity and rights in health and social care
Everyone is different and everyone has rights. Promoting equality and
respecting diversity and rights in health, social care and child care environments
is essential in today’s very diverse society. Whatever role you have, or aspire to,
in health, social care or child care, an effective practitioner must be able to
provide care that meets the needs of individuals and that supports their rights.
Many individuals who use health, social care or child care environments can be
vulnerable and dependent on others; this means that practitioners’ attitudes,
values and prejudices can significantly affect the quality of care, individuals
who require care or support experience.
This unit will help you to understand the implications of diversity on practice
and also the effects of discriminatory practice on individuals who require care
or support. You will also gain an appreciation of how legislation and national
initiatives can support and promote anti-discriminatory practice.
Strategies used to promote equality, respect diversity and support individuals’
rights will be examined. You will develop your ability to recognise both good and
discriminatory practice in care situations. You will develop your judgement and
decision-making skills to choose appropriate responses to care situations and
determine a course of action to promote the equality, diversity and rights of
individuals in care settings.
Learning Outcomes:
L.O. 1 Understand concepts of equality, diversity and rights and how these are
applied in the context of health, social care and child care environments
L.O. 2 Understand the impact of discriminatory practices on individuals in
health, social care and child care environments
L.O. 3 Understand how current legislation and national initiatives promote anti-
discriminatory practice in health, social care and child care environments
L.O. 4 Understand how equality, diversity and rights in health, social care and
child care environments are promoted
Assessment method: This unit will be assessed through a 1 hour 30 minute
written examination on 10 January 2018.The exam comprises short answer
questions and questions requiring more extended responses.
Unit 3 Health, safety and security in health and social care
What does it mean to be ‘safe’? Safety and being safe is a basic human need.
Consciously or subconsciously we all take practical steps to stay safe. All
individuals have the right to work in a safe environment and individuals who
require care or support also have a right to be safe in health and social care
contexts. As a result, there are responsibilities that practitioners must actively
promote in order to provide and maintain a safe environment for colleagues and
the individuals who require care and support. This unit introduces you to health,
safety and security in health and social care. You will acquire the necessary
knowledge and skills to equip you in maintaining a safe working environment for
yourself, your colleagues and individuals who require care and support. You will
learn how legislation, policies and procedures work to reduce risks in health and
social care and the consequences of not following them. You will also learn how
to respond to different incidents and emergencies with health and social care
settings.
Learning Outcomes:
L.O. 1 Understand potential hazards in health, social care and child care
environments
L.O. 2 Understand how legislation, policies and procedures promote health,
safety and security in health, social care and child care environments
L.O. 3 Understand the roles and responsibilities involved in health, safety and
security in health, social care and child care environments
L.O. 4 Know how to respond to incidents and emergencies in a health, social care
or child care environment
Assessment method: This unit will be assessed through a 1 hour 30 minute
written examination in January 2019.The exam comprises short answer
questions and questions requiring more extended responses. Many of the
questions will be context-based.
Unit 4 Anatomy and physiology for health and social care
We eat, we breathe and we control our bodies, as well as responding to the
external environment, but why and how? This unit will help you to understand
why these essential processes are so important in maintaining life. You will learn
not only about the structure and function of some of the cells and tissues
involved, but how they form organs and body systems that then have to interact
to ensure that the body can provide the conditions necessary for thought, co-
ordination, movement and growth. This unit aims to introduce you to the basic
structure and functions of the body systems involved in everyday activities and
maintenance of health, including cardiovascular, respiratory and digestive
systems. You will also understand the part played by organs such as the
pancreas, liver and kidney. You will investigate the systems and organs involved
in detecting and responding to change such as the nervous system as well as the
eyes and ears.
Unfortunately, things do go wrong and each system has well-known diseases and
disorders. Also, as individuals grow older, they are likely to be affected by
malfunctions as a result of degeneration. Some of these will simply be
inconvenient; others will be lifechangers. You will understand the effects on
individuals and what has to be done on a daily basis to enable them to lead as
full and independent a life as possible.
Learning Outcomes:
L.O. 2 Understand the cardiovascular system, malfunctions and their impact on
individuals
L.O. 2 Understand the respiratory system, malfunctions and their impact on
individuals
L.O. 3 Understand the digestive system, malfunctions and their impact on
individuals
L.O. 4 Understand the musculoskeletal system, malfunctions and their impact on
individuals
L.O. 5 Understand the control and regulatory systems, malfunctions and their
impact on individuals
L.O. 6 Understand the sensory systems, malfunctions and their impact on
individuals
Assessment method: This unit will be assessed through a 2 hour written
examination on June 6th 2018. The exam comprises short answer questions and
questions requiring more extended responses.
Unit 5 Infection Control
Infection and disease can kill; the human body is constantly exposed to vast
amounts of germs, micro-organisms and disease. Infection control is of
paramount importance in settings such as hospitals and residential homes, but
equally it must be maintained when care is provided in other settings. In this
unit you will learn about the importance of infection control and you will be
introduced to methods that help to prevent the spread of infection. All of this
will enable you to apply infection control methods in the workplace.
Learning Outcomes:
L.O. 1 Understand infection control in health and social care
L.O. 2 Know the chain of infection
L.O. 3 Be able to control the spread of infection
L.O. 4 Understand the role of the health and social care worker in controlling
infection Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 6 Personalisation and a person-centred approach to care
Since 2008, the Government’s approach to care provision has been one of
“Personalised Care”. This is an exciting as well as challenging time, as this
approach seeks to empower individuals and allow choice and control over the
shape of their support within all care settings. It aims to provide payments to
individuals so they can access the care and support they need. This unit gives
you the opportunity to study what personalisation is and how it should work in
practice. The way the health and social care sector can achieve personalisation
in practice is by adopting a person-centred approach to care. Those wishing to
work in the sector will need to have the mindset, skills and practical tools to be
person-centred in their approach and this unit aims to develop the knowledge,
understanding and skills required. Freedom of choice is important to us all and
is something we exercise on a daily basis. All individuals should now be equal
partners in the planning and delivery of their care. Health and social care
professionals aim to empower individuals who require care, and their families, to
have the maximum choice and control over the services they receive. In this
unit you will develop an understanding of the values that underpin a person-
centred approach to care and will learn to challenge your preconceptions. The
unit will explore how changes over time in attitudes and in policies have resulted
in health and social care professionals adopting a person-centred approach to
care. You will be introduced to the practical tools and approaches that are used
by professionals in their work
Learning Outcomes:
L.O. 1 Understand personalisation in health and social care
L.O. 2 Understand what is meant by a person-centred approach to care
L.O. 3 Understand methods used to implement a person-centred approach
L.O. 4 Know how to plan and conduct review meetings using a person-centred
approach
Assessment method: This unit will be assessed through a 1 hour 30 minute
written examination on January 16th 2018. The exam comprises short answer
questions and questions requiring more extended responses.
Unit 7 Safeguarding
Safeguarding is everyone’s business. People who require care and support are
often at the forefront of media exposés about abuse, exploitation and neglect.
As practitioners in the health and social care sector we must all be aware of
safeguarding. Protecting people from harm is a core role for all workers in the
health and social care sector. In this unit you will learn how to support and
protect people and understand who is vulnerable by being able to recognise signs
of abuse, exploitation and harm in both children and adults. In this unit you will
become familiar with the language of safeguarding and the key legislation you
will be required to implement as a worker in the health and social care sector.
L.O. 1 Understand types and signs of abuse
L.O. 2 Understand factors which may lead to abusive situations
L.O. 3 Understand legislation, regulatory requirements and guidance which
govern the safeguarding of adults, young people and children
L.O. 4 Understand how to deal with suspected abuse and disclosures of abuse
L.O. 5 Understand working strategies and procedures for the safeguarding and
protection of adults, young people and children
L.O. 6 Understand how workers within health, social care and child care
environments can minimise the risk of abuse
Assessment method: This unit will be assessed through a 1 hour 30 minute
written examination in January 2019. The exam comprises short answer
questions and questions requiring more extended responses.
Unit 10 Nutrition for Health
Eating is a daily activity for most of us. How does what we eat impact our
health? What is healthy eating? How do we promote healthy eating? As future
practitioners, it is important to understand the impact of nutrition on well-being
and health. Rising levels of obesity are leading to increases in heart conditions,
diabetes and liver disease. To the NHS, the costs of treating ill-health caused
by poor diet are soaring. Many health and social care practitioners are involved
in the provision of meals, so it is important you understand and can explain good
nutrition.
This unit introduces nutritional health and the components of good nutrition.
You will have the opportunity to scrutinise different foods, consider their
health benefits and investigate how to support other people to impact their
health and well-being.
Learning Outcomes:
L.O. 1 Know nutritional and diet guidelines
L.O. 2 Understand the functions of nutrients
L.O. 3 Understand factors which influence nutritional health
L.O.4 Be able to make recommendations to improve nutritional health
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 12 Promote Positive Behaviour
All behaviour is a form of communication. How do you communicate that you are
angry or unhappy? What happens if you cannot communicate it? This unit will
introduce you to ways in which you can promote positive behaviour and manage
and support people whose behaviour is considered to be challenging. You will see
the impact of the way care and support are delivered, the environment and
other factors on behaviour and how to manage these to promote positive
behaviour. Good communication and interpersonal skills will often de-escalate
situations so that behaviour becomes manageable, reducing the need for further
intervention. You will understand that restrictive interventions should only be
used as a last resort and in cases where there is imminent danger to the person
receiving the care, the person providing the care or any other person nearby.
This unit gives you the opportunity to understand some of the policy and
legislation that support managing behaviour and the use of restrictive
interventions. You will learn how to recognise changes in behaviour which may
prevent escalation of behaviour and to recognise how individuals are affected by
the experience of challenging behaviour.
L.O. 1 Be able to promote positive behaviour
L.O. 2 Understand situations in which staff are required to use reactive and
restrictive interventions
L.O. 3 Be able to use interventions to promote positive behaviour, considering
the impact on the individual
L.O.4 Know relevant legislation and guidance related to promoting positive
behaviour
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 9 Supporting people with learning difficulties
According to British Institute for Learning Difficulties (BILD), it is estimated
that 1 in 198,000 people in England have a learning disability (2 per cent of the
general population) so, if you want to work in health, social care and child care,
you need to know how to support people with learning disabilities.
In this unit you will learn about the types and causes of learning disabilities and
the differences between learning disabilities and specific learning difficulties.
Potential difficulties for people with learning disabilities and ways of
overcoming the difficulties will be explored. You will understand the support
offered by services and practitioners as well as the methods of care.
Legislation relating to learning disabilities will be examined.
LO. 1 Know the types and causes of learning disabilities
LO. 2 Understand the difficulties that may be experienced by individuals with
learning disabilities
LO. 3 Be able to support individuals with learning disabilities to plan their care
and support
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 15 Promoting Health and Wellbeing
Most of us are guilty of not always prioritising our health and wellbeing. That
could be eating too much, eating the wrong thing, having unprotected sex, not
exercising or spending too much time in the sun. These are all things that we
know we shouldn’t do, yet we still continue. Health education is of paramount
importance in improving the health and wellbeing of all individuals.
This unit gives you the opportunity to plan and carry out your own, small-scale,
health education campaign by giving you the underpinning knowledge and
understanding of the importance of health and wellbeing and how we can choose
to affect both. The unit will also introduce you to the different approaches
used in health education and its promotion, including the role of the media,
allowing you to better plan and promote your campaign. You will understand that
health education depends on changing people’s behaviour and you will have an
opportunity to understand the various models of behaviour change and the
factors that will influence individuals and their will to change. You will equally
need to understand that not everyone has the same ability to change, so you will
be able to investigate the effects of peer pressure and social conditions on the
behaviour of individuals. You will study health initiatives, strategies and existing
campaigns, discovering how they are designed, planned, resourced, implemented
and reviewed.
L.O. 1 Understand reasons for maintaining a healthy lifestyle
L.O. 2 Understand the use of strategies and campaigns and the roles of
professionals in promoting health and wellbeing
L.O. 3 Understand factors that influence responses to the promotion of health
and wellbeing
L.O. 4 Be able to implement and evaluate a campaign promoting health and
wellbeing
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Unit 22 Psychology for Health and Social Care
We’re only human, but what does that mean? Our behaviour is just one aspect of
being human. The human mind and body are interlinked and can impact on an
individual’s health and wellbeing. What barriers do people face in everyday life?
How are these barriers linked to psychology? There are many theories linked to
psychological perspectives, but which ones are appropriate to the health and
social care sector? This unit introduces you to the human mind and why we
behave the way we do. It will introduce you to a range of psychological
perspectives and you will be able to make links between these, behaviour change
and health and wellbeing. It will help you apply your understanding of human
behaviour to a health and social care context, from helping individuals overcome
emotional problems, understanding why individuals may ignore symptoms, to how
to overcome barriers which may prevent individuals from maintaining health and
wellbeing. On successful completion of this unit, you will have a good
understanding of factors that influence responses to health and the
underpinning psychological theories used by health professionals to interpret
and address these behaviours
L.O. 1 Be able to apply psychological theories and approaches t to health, social
care and child care
L.O. 2 Understand health psychology
L.O. 3 Understand the impact of chronic illness and long term health conditions
on individuals
L.O. 4 Know the psychological impacts of requiring care
Assessment method: This is a coursework unit which will be internally assessed
and externally moderated.
Study skills & tips for success
Folder management
If you are to give yourself any chance of achieving your very best this year, it is
essential that you a) bring a folder to every lesson and b) organise your folder
and electronic files efficiently.
Your folder should just be for Health & Social Care; you should have unit
dividers to keep your notes in the correct place, so that they can be accessed at a
later date or when required. When making notes you should ensure that it is
clear what you are writing about e.g. sub-headings will help indicate what
topic/unit the notes relate to.
If you do not look after your notes and keep your work organised, you will be
spending valuable revision time compiling notes which you have already
written, rather than revising and this could impact your overall performance and
grade.
Ensure any electronic folders are equally well organised. Many of your
externally assessed assignments will be produced on a computer. Make sure
you have this work saved in at least 2/3 places!!
USB sticks are only for moving work between more secure devices.
Time management
Apart from lessons, you should aim to spend 1-2 hours per day on this subject.
This can be within your study periods or at home. You will be set
homework/coursework tasks on a weekly basis. In addition to this, you should
be re-reading class notes, adding additional notes and reading around topics
which are relevant to the subject.
Students who prioritise their time effectively can still socialise and complete
part time employment, however it is important to have the correct balance.
Reading around specific topics
Reading is essential if you wish to be successful at this level. It is important that
you get into the habit of reading a variety of relevant books before beginning a
piece of work.
Using a limited number of textbooks is not useful if you are aiming to achieve
the higher marks. If you only use one textbook, you are only gaining one
person’s perspective/opinion on a particular topic. Therefore, your writing is
unlikely to demonstrate a ‘comprehensive understanding’ or ‘a wide range of
sources’ which are essential if you are to achieve the highest mark.
Reasons to read around a topic before beginning a piece of written work
1. To build up knowledge of the topic so that you understand the ideas and
concepts
2. To build up your understanding of specific and specialised terminology
and how it is used
3. To weigh up what different writers say about a topic
4. To be able to pull together different people’s ideas and information into a
cohesive framework
Tips for effective reading
If particular aspects of a chapter or text are relevant to your work, it may be
useful to photocopy the text. This way you are free to highlight and annotate
information which is of particular use to you. Ensure that you make a note of
the source of all photocopying as this will be needed for referencing purposes.
Using the internet
When using the internet for quotes and other information, it is important to
assess the credibility of the author and the source as it is possible for anyone to
make claims or have an opinion about a particular subject and have no evidence
or credentials to back this information up, the information therefore would not
be considered credible.
Tips for successful internet use when completing coursework
1. Using Google search engine
Whilst it is fully acceptable to use Google to begin your search for
information, it is also important to remember that whilst it contains a lot
of credible websites, it also lists many which are of no use to you.
A good way of filtering your search is to ensure that you are using
specific search words, try alternating your search if you do not receive the
results which you were looking for. Remember to avoid using the first
website which appears at the top of a Google search list. Stick to UK
websites and the most up to date entries.
2. Do not use Wikipedia!
This website is unregulated and is not a respected or credible source of
information and therefore should not be used for definitions or quotes.
This is the same for other similar websites which offer definitions e.g.
Google quotes.
3. Ensure that you are referencing all web pages which you have
read/extracted information from. These should be referenced both in the
text where relevant and also within your bibliography. Please remember
to do this as you go along, otherwise it will be very time consuming to go
back over the information which you have already collected.
Writing your coursework
Once you have collected a comprehensive amount of material from a range of
books and internet sources you will be ready to start drafting your work.
Drafting
For this you should be ordering and structuring your ideas, it should be
considered the first stage of your finished product. During this stage you should
be exploring ways to communicate your ideas most effectively. In addition to
this, you will be putting your initial thoughts into sentences and paragraphs.
Your first draft is unlikely to be the finished product. You will need to work
hard to reread and edit your work to ensure that it is the best possible work you
can produce.
Proof reading
It is extremely important to proof read
and edit your own work so that it makes
sense. A thorough edit will allow you to:
Rectify mistakes in spelling, punctuation and grammar so that you can
achieve merit or distinction in the grading criteria.
Check that you have included everything on the task sheet.
Check that you have only included relevant information and there is no
repetition
Make sure that your work is clearly laid out and has a header with your
name on it.
Check the font size and style is consistent and easy to read.
Check that all cited references are also included in the bibliography
It’s a good idea to take edit your work several hours or a day after you have
finished writing it. This will allow you time to look at your work with a
refreshed mind and from a different perspective. To edit your work effectively,
you should print out a copy and annotate with a different coloured pen.
Referencing your work
This is an extremely important aspect of your coursework. Once you get the
hang of how and when to reference, it will become second nature to you. The
sooner you start practising how to reference correctly the better. It will take
some getting used to, but it’s like anything… easy when you know how!
Common misconception about referencing…
Paraphrasing and summarising are important skills to use, but make sure you
fully understand what you have read before you start to rewrite it. Many
students believe that they only need to reference if they have used a direct
quote. This is incorrect, all information that has been summarised or
paraphrased must have a reference after the information. This means that if you
are changing a few ‘ands, ifs and buts’ in a document or information on a
webpage, and you do not acknowledge where the information has been taken
from, then you are plagiarising (cheating). By plagiarising, any aspect of your
work you could be withdrawn from the whole Technical qualification by OCR.
Referencing quotes in the text
Quotes are an excellent way of supporting your work. When using quotes you
must firstly ensure that you are placing your quote into quotation marks and
secondly that there is an appropriate reference for the quote. E.g.
‘They are individuals who have the responsibility and interest in seeing
that the service that they represent has the resources to provide effective
service.’ (Smith et al, 2017, p.7) (author, publication date, page number)
This is the correct way to reference a quote from a textbook. It is slightly
different from a webpage. E.g.
The term multidisciplinary describes the ‘team interaction within a multi-
professional team’ (NHS, 2017) (website author/group year of publication)
The full reference for both of these quotes would then be placed within the
bibliography at the end of your work.
Completing a bibliography
A bibliography is a complete list of all sources used. E.g.
For further detail, look at the Harvard Referencing information on the separate
sheet available. This method is required by many universities, so it’s a good
idea to get used to it now.
Ferreiro Peteiro et al (2016) Cambridge Technicals Level 3 Health and
Social Care, Hodder Education
Fisher, A et al (2012) Applied AS, Health and Social Care, Folens Press
Moonie, (2006) AS Level for OCR, Health and Social Care, Heinemann
Department of Health (2016 ‘Demographics’ available from:
www.doh.gov.ac.uk Accessed on 18/09/17)
NHS (2017) ‘Multi-disciplinary teams’ available from; www.nhs.co.uk
(Accessed on 8/10/17)
Command words
The command words in a task indicate the nature of the answer which you should
give. They also give an indication of the skills being assessed.
Analyse - Separate information into components and identify their characteristics.
Discuss the pros and cons of a topic or argument and make reasoned comment.
Assess – Discuss the strong and weak points. Make an informed judgement.
Comment - Present an informed opinion.
Compare - Identify similarities and differences.
Consider - Review and respond to given information.
Define – State or describe the nature, scope or meaning.
Describe – Give an account, including all the relevant characteristics, qualities, or
events.
Discuss – Give reasons for and against, examine implications.
Evaluate – Make a judgement from available evidence.
Examine - Investigate closely.
Explain - Set out purposes or reasons.
Explore - Investigate without preconceptions.
Identify – Name, list or otherwise characterise.
Illustrate – Make clear by using examples or provide diagrams.
Justify - Present a reasoned case for actions or decisions made.
Outline – A description setting out main characteristics/points.
Review - Survey information and conclusions, after the event, deciding what was
effective or not.
State – Present brief, clear information.
Summarise - Present principal points without detail.
Look at the wall in Room 6 for a more detailed explanation of the
Command Verbs – THEY’RE IMPORTANT
Calculating the qualification grade
To be awarded a full qualification, a learner must achieve at least a Pass grade
for all units required for the qualification. If they don’t do so, they won’t be
awarded the qualification. Learners will be awarded a Pass, Merit, Distinction
or Distinction* qualification grade determined by the aggregation of points
gained through the successful achievement of individual units. The number of
points available for each unit depends on the unit grade achieved.
Points available for unit grade achieved.
The table below shows the number of points issued for each grade.
Unit Unit GLH Points table for units based on GLH
Pass Merit Distinction unclassified
30 7 8 9 0
60 14 16 18 0
90 21 24 27 0
To calculate the learner’s qualification grade
You need to add up all the points for the units the learner has achieved, making
sure they’ve covered the appropriate mandatory and optional units. Having
calculated the total number of points based on the unit grades, you’ll check this
figure in the qualification grade table, for the relevant qualification, to identify
the overall qualification grade. If a learner doesn’t achieve the lowest points
score required for the qualification, we issue an unclassified result.
Example A
Learner A has taken the units required for the Extended Certificate.
The calculation would be:
Unit GLH Grade Number of points
1 60 Pass = 14
2 60 Merit = 16
3 60 Merit = 16
4 90 Distinction = 27
9 60 Pass = 14
24 30 Merit = 8
Total GLH 360 Total no. of points = 95
In this example, Learner A has an overall qualification grade of a Merit.
Example B
Learner B has taken the units required for the Extended Certificate. The
calculation would be:
Unit GLH Grade Number of points
1 60 Distinction = 18
2 60 Merit = 16
3 60 Merit = 16
4 90 Distinction = 27
10 30 Unclassified = 0
17 60 Distinction = 18
Total GLH 360 Total no. of points = 95
In this example, while Learner B has enough points to be eligible for a
qualification they wouldn’t be awarded it because they haven’t achieved at least
a Pass for Unit 10.
Qualification grade table
Level 3 Cambridge Technical Extended Certificate (360 GLH) The table below
shows the points ranges and the grades that those ranges achieve.
Points Range Grade
104 and above Distinction* D*
100 - 103 Distinction D
92 - 99 Merit M
84 – 91 Pass P
Below 84 Unclassified U
Level 3 Cambridge Technical Diploma (720 GLH)
The table below shows the points ranges and the grades that those ranges
achieve.
Points Range Grade
208 and above Distinction* Distinction* D*D*
204 – 207 Distinction* Distinction D*D
200 – 203 Distinction Distinction DD
192 – 199 Distinction Merit DM
184 – 191 Merit Merit MM
176 – 183 Merit Pass MP
168 – 175 Pass Pass PP
Below 168 Unclassified U
