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The mandatory units for the Level 2 Diploma in Care offer 24 credits towards the qualification.
The remaining 22 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. For example if you work in a nursing home, you may choose optional units related to supporting elderly people or dementia.
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You may also be restricted on which optional units you may choose based on the knowledge and resources of your training provider – for example, if your assessor has not been trained in dementia care, they may not be able to assess it.
In addition, some optional units are very similar in content, so may be barred, which means you will not be allowed to select both units.
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You may also be able to select level 3 optional units for your level 2 diploma.
Below, you will find a list of all the optional units for the Level 2 Diploma in Care along with their level and credit value.
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NOTE: We are currently trying to add answers for as many optional units as possible but it is taking a while as there are so many! Optional units that we have completed (or have partially completed) can be clicked.
List of Level 2 Diploma in Care Optional Units
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| Title | Credit | Level |
|---|---|---|
| Understand mental well-being and mental health promotion | 3 | 3 |
| Understand mental health problems | 3 | 3 |
| Awareness of the Mental Capacity Act 2005 | 3 | 3 |
| Dementia awareness | 2 | 2 |
| The person centred approach to the care and support of individuals with dementia | 2 | 2 |
| Understand and implement a person centred approach to the care and support of individuals with dementia | 3 | 2 |
| Understand the factors that can influence communication and interaction with individuals who have dementia | 2 | 2 |
| Understand equality, diversity and inclusion in dementia care | 2 | 2 |
| Understand the administration of medication to individuals with dementia using a person centred approach | 2 | 3 |
| Understand the role of communication and interactions with individuals who have dementia | 3 | 3 |
| Understand the diversity of individuals with dementia and the importance of inclusion | 3 | 3 |
| Equality, diversity and inclusion in dementia care practice | 3 | 2 |
| Understand and enable interaction and communication with individuals with dementia | 3 | 2 |
| Approaches to enable rights and choices for individuals with dementia whilst minimising risks | 3 | 2 |
| Enable rights and choices of individuals with dementia whilst minimising risks | 4 | 3 |
| Understand and meet the nutritional requirements of individuals with dementia | 3 | 3 |
| Understand and enable interaction and communication with individuals who have dementia | 4 | 3 |
| Equality, diversity and inclusion in dementia care practice | 4 | 3 |
| End of life and dementia care | 2 | 3 |
| Understand how to work in end of life care | 3 | 2 |
| Understand how to provide support when working in end of life care | 4 | 3 |
| Support individuals at the end of life | 6 | 3 |
| Understand how to support individuals during the last days of life | 3 | 3 |
| Contribute to the care of a deceased person | 3 | 2 |
| Facilitate person centred assessment, planning, implementation and review | 6 | 3 |
| Introduction to personalisation in social care | 3 | 3 |
| Support person-centred thinking and planning | 5 | 2 |
| The principles of infection prevention and control | 3 | 2 |
| Causes and spread of infection | 2 | 2 |
| Contribute to the support of infection prevention and control in social care | 3 | 2 |
| Cleaning, decontamination and waste management | 2 | 2 |
| Select and wear appropriate personal protective equipment for work in health care settings | 2 | 2 |
| Principles of supporting an individual to maintain personal hygiene | 1 | 2 |
| Support individuals to maintain personal hygiene | 2 | 2 |
| Undertake personal hygiene activities with individuals | 3 | 2 |
| Support individuals to meet personal care needs | 2 | 2 |
| Support individuals to manage continence | 3 | 2 |
| Meet food safety requirements when providing food and drink for individuals | 2 | 2 |
| Support individuals to eat and drink | 2 | 2 |
| Prepare for and carry out extended feeding techniques | 4 | 3 |
| Understand the context of supporting individuals with learning disabilities | 4 | 3 |
| Principles of supporting individuals with a learning disability to access healthcare | 3 | 2 |
| Contribute to supporting individuals with a learning disability to access healthcare | 3 | 2 |
| Introductory awareness of autistic spectrum conditions | 2 | 2 |
| Principles of supporting individuals with a learning disability regarding sexuality and sexual health | 3 | 3 |
| Understand Physical Disability | 2 | 2 |
| Understand the impact of Acquired Brain Injury on individuals | 3 | 2 |
| Introductory awareness of sensory loss | 2 | 2 |
| Introductory awareness of models of disability | 2 | 2 |
| Support families of individuals with Acquired Brain Injury | 3 | 2 |
| Support effective communication with individuals with a sensory loss | 3 | 2 |
| Contribute to the support of individuals with multiple conditions and/or disabilities | 3 | 2 |
| Contribute to supporting individuals in the use of assistive technology | 3 | 2 |
| Support individuals with specific communication needs | 5 | 3 |
| Stroke Awareness | 3 | 2 |
| Administer medication to individuals and monitor the effects | 5 | 3 |
| Support use of medication in social care settings | 5 | 3 |
| Assist in the administration of medication | 4 | 2 |
| Contribute to monitoring the health of individuals affected by health conditions | 2 | 2 |
| Support individuals to carry out their own health care procedures | 2 | 2 |
| Undertake agreed pressure area care | 4 | 2 |
| Support individuals undergoing healthcare activities | 3 | 2 |
| Obtain and test capillary blood samples | 4 | 3 |
| Obtain and test specimens from individuals | 2 | 2 |
| Undertake physiological measurements | 3 | 3 |
| Prepare individuals for healthcare activities | 2 | 2 |
| Assist the practitioner to carry out health care activities | 2 | 2 |
| Monitor and maintain the environment and resources during and after health care activities | 3 | 2 |
| Principles of Health Promotion | 2 | 2 |
| Promotion of General Health and Well-being | 2 | 2 |
| Contribute to Promoting Nutrition and Hydration in Health and Social Care Settings | 4 | 2 |
| Basic awareness of diabetes | 2 | 2 |
| Promote positive behaviour | 6 | 3 |
| Understanding and enabling assisting and moving individuals | 4 | 2 |
| Move and position individuals in accordance with their plan of care | 4 | 2 |
| Contribute to the effectiveness of teams | 2 | 2 |
| Working as part of a team in health and social care or children and young people’s settings | 2 | 2 |
| Understand how to support individuals to be part of a community | 3 | 2 |
| Provide support for therapy sessions | 2 | 2 |
| Provide support for mobility | 2 | 2 |
| Provide support to manage pain and discomfort | 2 | 2 |
| Support participation in learning and development activities | 3 | 2 |
| Support independence in the tasks of daily living | 5 | 2 |
| Provide support for journeys | 2 | 2 |
| Provide support for leisure activities | 3 | 2 |
| Support individuals to access and use information about services and facilities | 3 | 2 |
| Support individuals who are distressed | 3 | 2 |
| Support care plan activities | 2 | 2 |
| Provide agreed support for foot care | 3 | 2 |
| Provide support for sleep | 2 | 2 |
| Contribute to support of positive risk-taking for individuals | 3 | 2 |
| Support individuals in their relationships | 4 | 3 |
| Support individuals to live at home | 4 | 3 |
| Gain access to the homes of individuals, deal with emergencies and ensure security on departure | 2 | 2 |
| Support individuals who are bereaved | 4 | 3 |
| Provide active support | 3 | 2 |
| Support individuals to negotiate environments | 4 | 2 |
| Support individuals who are distressed | 3 | 2 |
| Understand the Benefits of Engaging in Activities in Social Care | 2 | 2 |
| Contribute to supporting group care activities | 3 | 2 |
| Understand the effects of ageing in activity provision | 2 | 3 |
| Understand the factors affecting older people | 2 | 3 |
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