The Qualifi Level 2 Diploma in Care is a comprehensive qualification designed for individuals who want to start or progress their career in the health and social care sector. Regulated by Ofqual, Qualifi provides a recognised qualification that is entirely assignment-based, offering students the opportunity to gain practical skills and knowledge essential for care roles.
This qualification is perfect for those working or planning to work in a variety of care settings, such as residential care homes, hospitals, and domiciliary care. The course equips learners with the essential skills needed to provide safe and effective care for vulnerable individuals, enhancing their ability to contribute positively to the wellbeing of others.
The Qualifi Level 2 Diploma in Care is an essential qualification for those looking to pursue a fulfilling career in health and social care. By completing this qualification, learners gain not only the theoretical knowledge but also the practical skills required to deliver high-quality care to individuals in need.
This Ofqual regulated qualification offers a clear pathway to career development in the care sector. With its assignment-based structure, it ensures that learners acquire the real-world skills needed to make a meaningful difference in the lives of others. Whether you’re new to the sector or seeking to enhance your existing knowledge, this diploma offers a solid foundation for anyone passionate about providing excellent care.
The Qualifi Level 2 Diploma in Care qualification consists of 9 mandatory units for Credit Equivalency 46 for the completed qualification. The qualification consists of mandatory and optional units. 9 mandatory provide a generic introduction to care and optional units allow learners to specialise in one of 4 pathways identified below. Learners must achieve all 24 credits from the 9 mandatory units and a minimum of 22 credits from the respective pathway options available.
| Sr# | Unit Title | Credits | GLH |
| 1 | Communication in Care Settings | 3 | 20 |
| 2 | Duty of Care | 1 | 7 |
| 3 | Equality, Diversity and Inclusion in Care Settings | 2 | 17 |
| 4 | Handle Information in Care Settings | 1 | 10 |
| 5 | Health, Safety and Well-Being in Care Settings | 4 | 33 |
| 6 | Implement Person-Centred Approaches | 5 | 39 |
| 7 | Personal Development in a Care Setting | 3 | 23 |
| 8 | Responsibilities of a Care Worker | 2 | 16 |
| 9 | Safeguarding and Protection in Care Settings | 3 | 26 |
Optional Units – The learner must also achieve a minimum of 22 credits from these units
| Sr# | Unit Title | Credits | GLH |
| 1 | Introductory Awareness of Autistic Spectrum Conditions | 2 | 20 |
| 2 | Understand the Context of Supporting Individuals with Learning Disabilities | 4 | 40 |
| 3 | Assist in the Administration of Medication | 4 | 40 |
| 4 | Contribute to Support of Positive Risk- taking for Individuals | 3 | 30 |
| 5 | Contribute to Supporting Individuals with a Learning Disability to Access Healthcare | 3 | 30 |
| 6 | Promote Positive Behaviour Support | 6 | 60 |
| 7 | Awareness of the Mental Capacity Act 2005 | 3 | 30 |
| 8 | Understand Mental Health Problems | 3 | 30 |
| 9 | Understand Mental Well-being and Mental Health Promotion | 3 | 30 |
| 10 | Enable Individuals to Develop Strategies to Manage Behaviour | 8 | 80 |
| 11 | Support Independence in the Tasks of Daily Living | 5 | 50 |
| 12 | Understand How to Support Individuals to be Part of a Community | 3 | 30 |
| 13 | Understand the Impact of Acquired Brain Injury on Individuals | 3 | 30 |
GLH (Guided Learning Hours) and TQT (Total Qualification Time) are terms commonly used in vocational qualifications to help define the amount of time a learner is expected to spend on their studies.
1. GLH (Guided Learning Hours)
GLH refers to the number of hours a learner spends being directly taught, supervised, or supported during their course. This includes the time spent in activities such as:
- Classroom instruction
- Practical workshops
- One-on-one tutoring or mentoring sessions
- Online learning sessions with tutor support
In other words, GLH represents the time that learners are actively engaged with their instructors or learning activities.
2. TQT (Total Qualification Time)
TQT represents the total amount of time a learner is expected to invest in completing a qualification, including:
- GLH (Guided Learning Hours): Time spent on direct learning, as explained above.
- Self-Directed Learning: This includes time spent on independent study, research, assignment completion, preparation for exams, and any other work the learner does outside of direct teaching hours.
TQT is a broader measure that includes all the time required to achieve the qualification. It helps learners and employers understand the overall commitment required for the qualification.
Key Differences Between GLH and TQT:
- GLH focuses on direct learning with guidance or supervision.
- TQT includes GLH as well as independent study time and other learning-related activities.
Example:
If a qualification has a TQT of 600 hours and a GLH of 250 hours, it means the learner should spend 250 hours in direct learning (classroom, online, or tutor-led sessions) and 350 hours on independent study or research.
Learning Outcomes of Qualifi Level 2 Diploma in Care
Communication in Care Settings
- Understand why communication is important in the work setting.
- Be able to meet the communication and language needs, wishes and preferences of individuals.
- Be able to reduce barriers to communication.
- Be able to apply principles and practices relating to confidentiality at work.
Duty of Care
- Understand the implications of duty of care.
- Understand support available for addressing dilemmas that may arise about duty of care.
- Know how to respond to complaints.
Equality, Diversity and Inclusion in Care Settings
- Understand the importance of equality and inclusion.
- Be able to work in an inclusive way
- Know how to access information, advice and support about diversity, equality and inclusion.
Handle Information in Care Settings
- Understand the need for secure handling of information in care settings.
- Know how to access support for handling information.
- Be able to handle information in accordance with agreed ways of working.
Health, Safety and Well-being in Care Settings
- Health, Safety and Well-being in Care Settings
- Understand the use of risk assessments in relation to health and safety.
- Understand procedures for responding to accidents and sudden illness.
- Be able to reduce the spread of infection.
- Be able to move and handle equipment and objects safely.
- Know how to handle hazardous substances and materials.
- Understand how to promote fire safety in the work setting.
- Be able to implement security measures in the work setting.
- Know how to manage own stress
Implement Person-Centred Approaches
- Understand person-centred approaches for care and support.
- Be able to work in a person centred way.
- Be able to establish consent when providing care or support.
- Be able to encourage active participation.
- Be able to support the individual’s right to make choices
- Be able to promote individuals’ well-being
Personal Development in Care Settings
- Understand what is required for competence in own work role.
- Be able to reflect on own work activities.
- Be able to agree a personal development plan.
- Be able to develop own knowledge, skills and understanding.
Responsibilities of a Care Worker
- Understand working relationships in care settings
- . Be able to work in ways that are agreed with the employer
- Be able to work in partnership with others.
- Be able to work in partnership with others.
Safeguarding and Protection in Care Settings
- Understand principles of safeguarding adults.
- Know how to recognize signs of abuse.
- Know how to respond to suspected or alleged abuse.
- Understand the national and local context of safeguarding and protection from abuse.
- Understand ways to reduce the likelihood of abuse.
- Know how to recognize and report unsafe practices.
- Understand principles for online safety.
Introductory Awareness of Autistic Spectrum Conditions
- Understand the areas in which individuals with an autistic spectrum condition characteristically have difficulties.
- Understand the concept of autism as a spectrum, and the implications for variation in the capacities and needs of individuals
- Understand the behaviors exhibited by some individuals with an autistic spectrum condition.
- Understand how to contribute to the person-centred support of an individual who has an autistic spectrum condition.
- Understand how to communicate effectively with individuals on the autistic spectrum.
Understand the Context of Supporting People with Learning Disabilities
- Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities.
- Understand the nature and characteristics of learning disability.
- Understand the historical context of learning disability.
- Understand the basic principles and practice of advocacy, empowerment and active participation in relation to supporting individuals with learning disabilities and their families.
- Understand how views and attitudes impact on the lives of individuals with learning disabilities and their family carers.
- Know how to promote communication with individuals with learning disabilities
Assist in the Administration of Medication
- Know the current legislation, guidelines and policies relevant to the administration of medication.
- Understand own role in assisting in the administration of medication.
- Understand the requirements and procedures for assisting in the administration of medication.
- Understand the requirements and procedures for ensuring an individual’s safety.
- Be able to prepare for the administration of medication.
- Be able to assist in the administration of medication.
- Be able to contribute to the management of medications and administration records.
Contribute to Support Positive Risk-Taking of Individuals
- Know the importance of risk taking in everyday life.
- Understand the importance of positive, person-centred risk assessment.
- Know how legislation and policies are relevant to positive risk taking.
- Be able to support individuals to make informed choices about taking risks.
- Be able to contribute to the support of individuals to manage identified risks.
- Understand duty of care in relation to supporting positive risk taking.
Contribute to Support Learning Disabilities to Access Healthcare
- Understand legislation, policies and guidance relevant to individuals with a learning disability accessing healthcare.
- Understand the function of different healthcare services that an individual with a learning disability may need to access
- Understand how plans for healthcare and regular health checks underpin long term health and wellbeing for individuals with a learning disability.
- Be able to contribute to plans for healthcare with individuals with a learning disability.
- Be able to support individuals to overcome barriers to accessing healthcare services.
- Be able to support individuals with a learning disability to use healthcare services.
Promote Positive Behavior Support
- Understand how legislation, frameworks, codes of practice and policies relate to positive behavior support.
- Be able to promote positive behavior.
- Understand the context and use of proactive and reactive strategies
- Understand the use of restrictive interventions.
- Be able to respond appropriately to incidents of behavior of concern.
- Be able to support individuals and others following an incident of behavior of concern.
- Be able to review and revise approaches to promoting positive behavior.
Awareness of the Mental Capacity Act 2005
- Understand the importance of the Mental Capacity Act 2005.
- Understand the key elements of the Mental Capacity Act 2005.
- Understand ‘restraint’ as defined in s6(4) Mental Capacity Act 2005.
- Understand the importance of complying with the Mental Capacity Act 2005 Code of Practice when working with individuals who lack capacity.
Understand Mental Health Problems
- Understand the types of mental ill health.
- Understand the impact of mental ill health on individuals and others in their social network.
Understand Mental Well-Being and Mental Health Promotion
- Understand the different views on the nature of mental well-being and mental health and the factors that may influence both across the life span.
- Know how to implement an effective strategy for promoting mental well-being and mental health with individuals and groups.
Enable Individuals to Develop Strategies to Manage their Behavior
- Understand legislation, policies and practice in relation to supporting individuals to manage their behavior
- Understand the factors that influence behavior.
- Be able to work with individuals to recognize the impact of their behavior on others.
- Be able to support individuals to develop strategies for managing behavioral responses
- Be able to evaluate and review strategies for managing behavioral responses.
Support Independence in the Tasks of Daily Living
- Understand principles for supporting independence in the tasks of daily living.
- Be able to establish what support is required for daily living tasks.
- Be able to provide support for planning and preparing meals.
- Be able to provide support for buying and using household and personal items.
- Be able to provide support for keeping the home clean and secure
- Be able to identify and respond to changes needed in support for daily living tasks.
Understand how to Support Individuals to be part of a Community
- Understand the importance of social inclusion for individuals and communities.
- Understand social exclusion and the consequences for individuals and communities.
- Understand how the social inclusion of individuals can be supported.
- Understand how to support the social inclusion of individuals
Understand the Impact of Acquired Brain Injury on Individuals
- Understand Acquired Brain Injury (ABI)
- Understand the impact of an Acquired Brain Injury on the individual
- Understand the specialist communication needs of an individual with Acquired Brain Injury.
- Understand the impact that personality changes can have on an individual and those providing support.
- Understand the impact of challenging behavior
Course Benefits of the Qualifi Level 2 Diploma in Care
The Qualifi Level 2 Diploma in Care offers several advantages for learners looking to develop their careers in health and social care. By completing this qualification, students can acquire a solid foundation of practical and theoretical knowledge that is highly valued in the sector.
- Gain Recognised Qualification: The qualification is regulated by Ofqual, ensuring that it is nationally recognised and respected by employers.
- Assignment-Based Learning: With an entirely assignment-based structure, learners can work at their own pace, focusing on real-world scenarios and applying theoretical knowledge directly to practice.
- Career Progression: Completing this diploma opens up a variety of career opportunities within the health and social care sector, from entry-level to more senior roles.
- Develop Essential Skills: Learners will acquire vital skills such as effective communication, safeguarding, person-centred care, and health and safety – all crucial for success in care settings.
- Enhance Personal Development: The course encourages personal growth and self-reflection, helping learners improve their practice and advance their careers.
- Flexible Learning: As the qualification is delivered through assignments, learners have the flexibility to balance studies with work and other commitments.
Ideal Learner for the Qualifi Level 2 Diploma in Care
The Qualifi Level 2 Diploma in Care is designed for individuals who are passionate about pursuing a career in health and social care. This qualification is suitable for those who are new to the sector, as well as those already working in a care-related role and seeking to formalise their knowledge and skills.
- Aspiring Care Professionals: Individuals looking to start a career in health and social care will benefit from the foundational knowledge and skills this course offers.
- Those with Experience in Care Settings: Learners already working in roles such as care assistants, healthcare support workers, or personal assistants will find this qualification an excellent way to enhance their existing knowledge and skills.
- Passionate About Supporting Vulnerable Individuals: Ideal for those who are committed to improving the lives of others and providing high-quality care to individuals in need.
- Dedicated to Personal and Professional Growth: This course is perfect for individuals who are eager to develop both personally and professionally, with a focus on self-reflection and continuous improvement.
- Flexible and Motivated Learners: The assignment-based structure suits learners who are able to manage their studies independently and balance other commitments such as work or personal responsibilities.
Entry Requirements
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Qualification Process
Qualification Process for the Qualifi Level 2 Diploma in Care
- Self-Assessment:
Begin by evaluating your eligibility to ensure you meet the qualification requirements, including work experience, knowledge, and language proficiency. - Registration:
Complete your registration by submitting the required documents, including a scanned copy of a valid ID, and paying the registration fee. - Induction:
An assessor will conduct an induction to confirm your eligibility for the course and explain the evidence requirements. If you do not meet the criteria, your registration will be canceled, and the fee will be refunded. - Assignments & Evidence Submission:
Provide all assignments and the necessary evidence based on the assessment criteria outlined in the course. If you are unsure of the required evidence, consult with the assessor for guidance on the type and nature of evidence needed. - Feedback and Revision:
The assessor will review your submitted evidence and provide feedback. Evidence that meets the criteria will be marked as “Criteria Met,” while any gaps will be identified. You will be asked to revise and resubmit if needed. - Competence Evidence:
Submit final evidence demonstrating that all learning outcomes have been met. This evidence will be marked as “Criteria Met” by the assessor once it is satisfactory. - Internal Quality Assurance (IQA):
The Internal Quality Assurance Verifier (IQA) will review your evidence to ensure consistency, quality, and compliance with standards. - External Verification:
The IQA will submit your portfolio to Qualifi’s External Quality Assurance Verifiers (EQA) for final confirmation. The EQA may contact you directly to verify the authenticity of your evidence. - Certification:
Upon successful completion of all checks, Qualifi will issue your official certificate, confirming that you have attained the Qualifi Level 2 Diploma in Care.
