QUALIFI LEVEL 4 DIPLOMA IN HEALTH AND SOCIAL CARE
Qualification Code: 610/0726/8
Credit Value: 60
RQF Level: 4
Total Qualification Time (TQT): 600 hours
Guided Learning Hours (GLH): 240 hours
Assessment: Coursework, essays, reports, and presentations
🔹 Unit 1: Academic Study Skills (10 credits)
Learning Outcomes:
- Develop effective academic writing and referencing skills.
- Demonstrate critical thinking and problem-solving in academic contexts.
- Apply research and information literacy to health and social care topics.
Class Activities:
- Workshop on Harvard referencing and academic integrity.
- Group task: Analyze and summarize a health journal article.
- Peer review of short essays to improve academic style.
Homework / Assignment:
- Write a 1,000-word academic essay on “The Importance of Research in Health and Social Care.”
- Create a personal study plan identifying strengths and learning gaps.
Suggested Videos:
- 🎥 “How to Write an Academic Essay” – BBC Bitesize
- 🎥 “Critical Thinking Skills for Students” – University of Leeds (FutureLearn)
🔹 Unit 2: Communication for Health and Social Care (10 credits)
Learning Outcomes:
- Understand models and barriers of communication.
- Demonstrate effective interpersonal communication with service users and professionals.
- Apply communication strategies to diverse and sensitive contexts.
Class Activities:
- Role play: Handling challenging conversations in care settings.
- Group debate: “Does technology enhance or hinder communication in healthcare?”
- Case study on confidentiality breaches.
Homework / Assignment:
- Report on effective communication strategies for patients with dementia.
- Reflective journal on a simulated communication exercise.
Suggested Videos:
- 🎥 “Effective Communication in Health and Social Care Settings” – Skills for Care UK
- 🎥 “Empathy in Healthcare Communication” – NHS Education England
🔹 Unit 3: An Introduction to Healthcare Policy (10 credits)
Learning Outcomes:
- Identify key health and social care policies in the UK.
- Evaluate how policies shape service delivery and professional practice.
- Understand the role of policy in promoting equality, diversity, and inclusion.
Class Activities:
- Seminar: History of the NHS and policy evolution.
- Policy mapping: Compare healthcare policies in England, Scotland, and Wales.
- Group analysis: The impact of the Health and Social Care Act 2012.
Homework / Assignment:
- Policy review paper (1,500 words): “How UK Healthcare Policy Addresses Inequality.”
- Prepare a policy brief for a hypothetical community health project.
Suggested Videos:
- 🎥 “How the NHS Works” – Kings Fund UK
- 🎥 “Understanding Health Policy” – Open University
🔹 Unit 4: Reflective Practice (10 credits)
Learning Outcomes:
- Understand principles and models of reflective practice.
- Apply reflection to improve professional and personal performance.
- Develop a reflective log of experiences in health and social care.
Class Activities:
- Workshop: Gibbs’ and Kolb’s reflective models.
- Group reflection circle on professional challenges.
- Create a portfolio of reflective entries.
Homework / Assignment:
- Reflective essay (1,000 words): “My Growth as a Health and Social Care Practitioner.”
- Maintain a weekly reflective journal for 4 weeks.
Suggested Videos:
- 🎥 “Gibbs Reflective Cycle Explained” – Nursing Times
- 🎥 “Why Reflection Matters in Care Practice” – Skills for Care
🔹 Unit 5: Managing People in Health and Social Care (10 credits)
Learning Outcomes:
- Explore leadership and management theories in care contexts.
- Demonstrate skills in team building, motivation, and conflict resolution.
- Evaluate the role of supervision and appraisals in workforce performance.
Class Activities:
- Group simulation: Managing a multidisciplinary team.
- Workshop: Conflict management strategies.
- Mini research: Staff motivation in care environments.
Homework / Assignment:
- Write a management report analyzing leadership styles in healthcare.
- Develop a short team-training plan for new caregivers.
Suggested Videos:
- 🎥 “Leadership in Health and Social Care” – NHS Leadership Academy
- 🎥 “How to Motivate Teams in Healthcare” – Health Education England
🔹 Unit 6: Sociological Concepts in Health, Social, and Ill Health (10 credits)
Learning Outcomes:
- Understand sociological theories relevant to health and illness.
- Analyze how social class, gender, and ethnicity influence health outcomes.
- Evaluate sociological explanations for health inequalities.
Class Activities:
- Debate: “Is Health Inequality Socially Constructed?”
- Case study: The social determinants of health in the UK.
- Group presentation: Comparing biomedical and social models of health.
Homework / Assignment:
- Essay (1,500 words): “Applying Sociological Theories to Health Inequality.”
- Create a visual poster explaining the social determinants of health.
Suggested Videos:
- 🎥 “The Social Determinants of Health” – WHO
- 🎥 “Inequality and Health: The Marmot Review” – University College London
📘 Overall Assessment Strategy
- Formative: In-class participation, peer feedback, reflective logs
- Summative: Essays, reports, and presentations mapped to learning outcomes
- Grading: Pass / Merit / Distinction (based on Qualifi’s RQF criteria)
🎯 Teaching and Delivery Recommendation
- Duration: 600 hours total (240 GLH + 360 independent learning)
- Typical Delivery: 10–12 weeks per term
- Delivery Mode: Blended (face-to-face, online, simulation-based)
a UK curriculum–aligned 55-hour weekly lesson schedule for the Qualifi Level 4 Diploma in Health and Social Care (60 Credits) — structured for one academic term.
It integrates all six units, weekly topics, learning activities, assignments, and suggested media resources.
🎓 QUALIFI LEVEL 4 DIPLOMA IN HEALTH AND SOCIAL CARE
Total Hours: 55 Guided Learning Hours
Level: RQF Level 4
Credit Value: 60 (10 credits per unit × 6 units)
Delivery Mode: Blended Learning (Lectures, Seminars, Tutorials, Case Studies)
Assessment: Coursework, Portfolio, Presentations
🗓️ WEEKLY LESSON PLAN (55 Hours Total)
|
Week |
Hours |
Focus / Unit |
Learning Objectives |
In-Class Activities |
Homework / Assessment |
Multimedia Resources |
|
1 |
5 hrs |
Unit 1: Academic Study Skills |
Understand academic conventions and critical thinking. |
Icebreaker + lecture on academic writing; group task analyzing journal articles. |
Write a 500-word reflective note on personal academic goals. |
🎥 “How to Write at University” – University of Reading YouTube |
|
2 |
5 hrs |
Unit 1: Academic Study Skills |
Apply referencing and research methods. |
Library workshop: using Google Scholar and referencing software. |
Mini assignment: Create a reference list using Harvard style. |
🎥 “Referencing Made Easy – Harvard Style” – University of Leeds |
|
3 |
5 hrs |
Unit 2: Communication for Health & Social Care |
Identify barriers to effective communication. |
Role play: care worker–patient communication scenario. |
750-word report: “The Impact of Communication Barriers in Care Settings.” |
🎥 “Effective Communication Skills in Health and Social Care” – Skills for Care UK |
|
4 |
5 hrs |
Unit 2: Communication for Health & Social Care |
Apply communication strategies in diverse care contexts. |
Group discussion: cultural sensitivity in communication. |
Prepare a short presentation on communication aids (e.g., for hearing-impaired clients). |
🎥 “Empathy in Healthcare Communication” – NHS Education England |
|
5 |
5 hrs |
Unit 3: Introduction to Healthcare Policy |
Explain UK healthcare structure and key policies. |
Seminar on NHS history + policy mapping. |
Policy brief (1,000 words): “Equality in the NHS.” |
🎥 “The NHS Explained” – King’s Fund UK |
|
6 |
5 hrs |
Unit 3: Introduction to Healthcare Policy |
Evaluate policy impact on care delivery. |
Case study: Health & Social Care Act 2012. |
Reflective blog: “How Health Policy Shapes My Future Practice.” |
🎥 “Health Policy and the Social Care Act” – OpenLearn |
|
7 |
5 hrs |
Unit 4: Reflective Practice |
Apply reflection to professional growth. |
Workshop: Gibbs’ and Kolb’s reflective cycles. |
Reflective journal entry (Week 1–7 summary). |
🎥 “Reflective Practice for Health Professionals” – Nursing Times |
|
8 |
5 hrs |
Unit 5: Managing People in Health & Social Care |
Explore leadership and teamwork in healthcare. |
Team simulation: managing conflict in a ward setting. |
Report (1,000 words): “Leadership Styles in Care.” |
🎥 “Leadership in Health & Social Care” – NHS Leadership Academy |
|
9 |
5 hrs |
Unit 5: Managing People in Health & Social Care |
Develop people management strategies. |
Group exercise: creating a staff training plan. |
Submit a staff motivation strategy proposal. |
🎥 “Building Effective Teams in Healthcare” – Health Education England |
|
10 |
5 hrs |
Unit 6: Sociology Concepts in Health & Ill Health |
Understand sociological theories and inequality. |
Debate: “Is health inequality a social construct?” |
Essay plan: “Applying Sociological Theories to Health Inequality.” |
🎥 “The Social Determinants of Health” – WHO |
|
11 |
5 hrs |
Unit 6: Sociology Concepts in Health & Ill Health |
Analyze social factors and health policies. |
Group presentation: Social determinants of health. |
1,500-word essay submission. |
🎥 “Health Inequality in the UK” – UCL (Marmot Review) |
|
12 |
5 hrs |
Course Integration & Reflection Week |
Integrate learning across all six units. |
Portfolio review and peer feedback session. |
Final reflective portfolio submission (2,000 words). |
🎥 “Career Pathways in Health and Social Care” – Skills for Care UK |
🧩 Assessment Overview
|
Unit |
Assessment Method |
Weight |
|
Academic Study Skills |
Essay + Reflective journal |
15% |
|
Communication |
Case study + Presentation |
15% |
|
Healthcare Policy |
Policy brief + Reflection |
15% |
|
Reflective Practice |
Journal + Self-assessment |
10% |
|
Managing People |
Report + Team project |
20% |
|
Sociology Concepts |
Essay + Presentation |
25% |
📘 Learning Support & Extension
- Weekly Moodle/Google Classroom uploads (lecture slides + e-resources)
- One-to-one academic support sessions every two weeks
- Use of Open University and NHS Learning Hub materials for supplementary learning
💡 Expected Learner Outcomes
By the end of the 55-hour term, learners will:
- Demonstrate independent academic and reflective practice.
- Communicate effectively within care teams and with clients.
- Understand key UK healthcare policies and social structures.
- Apply leadership, sociological, and policy principles to care contexts.
- Produce academic work aligned with UK higher education standards.