Health and Social Care – Level 3

The ATHE Level 3 Diploma in Health and Social Care is a 60-credit qualification and is the equivalent level to an A Level or Access to HE qualification. It has been designed for learners who wish to progress to a health and social care degree but may not have the traditional entry qualifications usually required.

The QAN numbers for this qualification is as follows:

ATHE Level 3 Diploma in Health and Social Care 603/0390/6

The ATHE Level 3 Diploma in Health and Social Care is a 60 credit qualification. Learners must complete the four mandatory units totalling 60 credits.

 

Unit Title Level Credit GLH Unit Code
Mandatory Units
The Health and Social Care Sector 3 15 90 T/615/2001
A Person Centred Approach to Health and Social Care 3 15 90 H/615/1989
Academic and Research Skills for Health and Social Care 3 15 90 A/615/2002
Communication Skills for Health and Social Care 3 15 90 J/615/2004

 

The Total Qualification Time is 600 hours

On successful completion of a Level 3 Diploma in Health and Social Care there are a number of progression opportunities.

Learners may progress to a degree programme

Progression Routes

Learners who complete this qualification can progress to study:

  • A level 4 qualification such as the ATHE Level 4 Extended Diploma in Health and Social Care

 A bachelor’s degree in a related subject. Please contact individual universities to confirm if you are eligible to apply for a bachelor degree.

Age: 16 +

Entry profile:

  • 5 or more GCSEs at grades C and above
  • other related level 2 subjects
  • other equivalent international qualifications

£1200.00

  • £1500.00Tuition Fee
  • 06 MonthsDuration
  • OnlineStudy Mode
  • Flexible Start DateStart Dates

Recognition of Prior Learning (RPL) is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard. 

GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.

Some examples of activities that can contribute to Guided Learning Hours include:

  • Supervised induction sessions
  • Learner feedback with a teacher in real time
  • Supervised independent learning
  • Classroom-based learning supervised by a teacher
  • Work-based learning supervised by a teacher
  • Live webinar or telephone tutorial with a teacher in real time
  • E-learning supervised by a teacher in real time
  • All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including

where the assessment is competence-based and may be turned into a learning opportunity

Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.

TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.

Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.

Some examples of activities that can contribute to Total Qualification Time, include:

  • Preparation for classes
  • Independent and unsupervised research/learning
  • Unsupervised work on assignments
  • Unsupervised compilation of a portfolio of work experience
  • Unsupervised e-learning
  • Unsupervised e- assessment
  • Unsupervised e-assessment
  • Unsupervised coursework
  • Watching a pre-recorded podcast or webinar
  • Unsupervised work-based learning
  • Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.

Equality and fairness are central to the provision at the McQueen’s Education.  Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities.  Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning.  In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.

Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.

We are committed to making sure that:

  • Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
  • All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Our policy regarding access to its qualifications is that:

  • They should be available to everyone who is capable of reaching the required standards
  • They should be free from any barriers that restrict access and progression
  • There should be equal opportunities for all those wishing to access the qualifications.
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