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Title : Care Support

Teideal as Gaeilge : Tacaíocht Chúraim

Award Type : Minor

Code : 5N0758

Level : 5

Credit Value : 15


The purpose of this award is to equip the learner with the knowledge, skill and competence to work effectively in a care setting. It aims to promote good practice and respect for diversity in lifestyle, religion and culture in care work.

Learning Outcomes

Learners will be able to:

  1. Discuss the roles, responsibilities and entitlements of a care worker
  2. Examine the role of a care worker within the multidisciplinary healthcare team
  3. Demonstrate the ability to plan and provide enhanced quality care
  4. Apply knowledge gained to plan and meet the needs of the individual client
  5. Explore the need for personal planning and growth
  6. Plan strategies to improve own personal development
  7. Reflect on personal effectiveness as a care worker to include own strengths and weaknesses
  8. Reflect on relationships with clients, relatives and multidisciplinary team members and interpersonal issues that arise in care work.


General Information

Details of FETAC’s assessment requirements are set out inAssessment Guidelines for Providers.

All FETAC assessment is criterion referenced. Successful achievement of the award is based on learners attaining the required standards of knowledge, skill or competence.

The techniques set out below are considered the optimum approach to assessment for this component. In exceptional circumstances providers may identify alternative assessment techniques through the provider’s application for programme validation which are reliable and valid but which are more appropriate to their context.

Assessment of a number of components may be integrated across programmes for delivery, provided that the learning outcomes of each minor award are assessed.

Group or team work may form part of the assessment, provided each learner’s achievement is separately assessed.

All providers are required to submit an assessment plan as part of their application for programme validation. Assessment Plans will include information relating to scheduling and integration of assessment.See FETAC’s Provider Guidelines for Programme Validation.

Assessment Techniques

In order to demonstrate that they have reached the standards of knowledge, skill and competence identified in all the learning outcomes, learners are required to complete the assessment(s) below.

The assessor is responsible for devising assessment instruments (e.g. project and assignment briefs, examination papers), assessment criteria and mark sheets, consistent with the techniques identified below and FETAC’s assessment requirements.

Programme validation will require providers to map each learning outcome to its associated assessment technique.See FETAC’s Provider Guidelines for Programme Validation.

All learning outcomes must be assessed.


Assignment: 30%

Learner Record : 70%


An assignment is an exercise carried out in response to a brief with specific guidelines as to what should be included. An assignment is usually of short duration and may be carried out over a specified period of time.

The internal assessor will devise a brief that requires candidates to produce a practical activity in the workplace. The assignment may be assessed by a workplace assessor or an internal assessor working in consultation with a workplace supervisor.

The activity should be planned, carried out and evaluated by the candidate, and may for example take the form of an outing or social event for client(s).

Evidence should include a description of:

  • how the activity was planned, including consultation and/or decision making by the client(s)
  • the resources used
  • use of teamwork and/or other personnel involved
  • verbal and non-verbal communication that took place
  • an evaluation of the impact of the activity for the client(s).

The assignment may be presented in a variety of media, for example written, oral, graphic, audio, visual or any combination of these. Any audio or video evidence must be provided on tape.

Learner Record

A learner record is the learner’s self-reported and self-reflective record in which he/she describes specific learning experiences, activities, responses and skills acquired.

A personal learner record will be compiled by candidates. It will include a selection of evidence arising from candidates work and interaction with others in healthcare support.

The learner record may include items such as:

  • reflection on relationships with clients, relatives, members of the health care team
  • reflection on interpersonal issues that arise in care work, such as recognising diversity and individuality in clients, families and co-workers
  • reflection on the candidate¿s personal effectiveness as a care worker and personal strengths and weaknesses
  • observations on the experience of receiving guidance and direction, and giving and receiving feedback
  • evidence of appropriate reporting/record keeping
  • notes on procedures for safeguarding privacy and dignity of clients and caring for clients¿ property
  • notes on the structures of the health service (including personnel on the various health care teams)

The learner record may be presented using a variety of media, including written, oral, graphic, audio, visual or any combination of these. Any audio or video evidence must be provided on tape.

Recognition of Prior Learning (RPL)

Learners may be assessed on the basis of their prior knowledge and experience. Providers must be specifically quality assured to assess learners by this means. To do so they must complete B10, see Provider’s Quality Assurance Guidelines and be included on the Register of RPL approved providers. See RPL Guidelines at www.fetac.iefor further information and registration details.


Pass- 50% – 64%

Merit-  65% – 79%

Distinction- 80% – 100%

Specific Validation Requirements

There are no specific validation requirements for this award

Supporting Documentation



To access programmes leading to this award the learner should have reached the standards of knowledge, skill and competence associated with the preceding level of the National Framework of Qualifications. This may have been achieved through a formal qualification or through relevant life and work experience.


Successful completion of this component award enables the learner to transfer to programmes leading to other certificates where this component is a mandatory or an elective requirement.

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