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The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification.
The remaining 30 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 a maximum of two level 2 optional units for your level 3 diploma.
Below, you will find a list of the optional units for the Level 3 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 Optional Units for Level 3 Diploma in Adult Care
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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 |
| Understand how to provide support when working in end of life care | 4 | 3 |
| Understand how to support individuals during the last days of life | 3 | 3 |
| Support individuals at the end of life | 6 | 3 |
| Understand the process and experience of dementia | 3 | 3 |
| 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 |
| End of life and dementia care | 2 | 3 |
| Understand and meet the nutritional requirements of individuals with dementia | 3 | 3 |
| Enable rights and choices of individuals with dementia whilst minimising risks | 4 | 3 |
| Understand and enable interaction and communication with individuals who have dementia | 4 | 3 |
| Equality, diversity and inclusion in dementia care practice | 4 | 3 |
| Purpose and principles of Independent Advocacy | 4 | 3 |
| Providing Independent Advocacy support | 6 | 3 |
| Maintaining the Independent Advocacy relationship | 6 | 3 |
| Responding to the advocacy needs of different groups of people | 6 | 3 |
| Introduction to personalisation in social care | 3 | 3 |
| Understand Advance Care Planning | 3 | 3 |
| Facilitate person centred assessment, planning, implementation and review | 6 | 3 |
| Principles of self-directed support | 3 | 3 |
| Support person-centred thinking and planning | 5 | 3 |
| Promote active support | 5 | 3 |
| The principles of Infection Prevention and Control | 3 | 2 |
| Causes and Spread of Infection | 2 | 2 |
| Cleaning, Decontamination and Waste Management | 2 | 2 |
| Principles of supporting an individual to maintain personal hygiene | 1 | 2 |
| Support individuals to maintain personal hygiene | 2 | 2 |
| Supporting infection prevention and control in social care | 2 | 3 |
| Understand the Effects of Ageing in Activity Provision | 2 | 3 |
| Understand the factors affecting older people | 2 | 3 |
| Understand the context of supporting individuals with learning disabilities | 4 | 3 |
| Understand positive risk taking for individuals with disabilities | 3 | 3 |
| Principles of supporting individuals with a learning disability regarding sexuality and sexual health | 3 | 3 |
| Understand how to support individuals with autistic spectrum conditions | 3 | 3 |
| Understand Physical Disability | 3 | 3 |
| Understand the impact of Acquired Brain Injury on individuals | 3 | 3 |
| Understand Sensory Loss | 3 | 3 |
| Stroke Awareness | 3 | 2 |
| Understand Stroke Care Management | 4 | 3 |
| Support individuals with autistic spectrum conditions | 4 | 3 |
| Work with other professionals and agencies to support individuals with physical disability | 3 | 3 |
| Support individuals with a learning disability to access healthcare | 3 | 3 |
| Promote effective communication with individuals with sensory loss | 4 | 3 |
| Support individuals with multiple conditions and/or disabilities | 4 | 3 |
| Support the assessment of individuals with sensory loss | 3 | 3 |
| Support the promotion of awareness of sensory loss | 3 | 3 |
| Recognise indications of substance misuse and refer individuals to specialists | 4 | 3 |
| Support individuals who are substance users | 7 | 3 |
| Identify and act upon immediate risk of danger to substance misusers | 4 | 3 |
| Increase awareness about drugs, alcohol or other substances with individuals and groups | 7 | 3 |
| Carry out initial assessments to identify and prioritise the needs of substance misusers | 5 | 3 |
| Carry out comprehensive substance misuse assessment | 5 | 3 |
| Help individuals address their substance use through an action plan | 4 | 3 |
| Understanding and Enabling Assisting and Moving Individuals | 4 | 2 |
| Move and position individuals in accordance with their plan of care | 4 | 2 |
| Develop and sustain effective working relationships with staff in other agencies | 4 | 3 |
| Support the development of community partnerships | 5 | 4 |
| Provide support to manage pain and discomfort | 2 | 2 |
| Gain access to the homes of individuals, deal with emergencies and ensure security on departure | 2 | 2 |
| Undertake agreed pressure area care | 4 | 2 |
| Provide support to maintain and develop skills for everyday life | 4 | 3 |
| Facilitate learning and development activities to meet individual needs and preferences | 5 | 3 |
| Implement therapeutic group activities | 4 | 3 |
| Support individuals to develop and run support groups | 3 | 3 |
| Prepare to support individuals within a shared lives arrangement | 4 | 3 |
| Support individuals to access and use services and facilities | 4 | 3 |
| Provide support for individuals within a shared lives arrangement | 5 | 3 |
| Support individuals in their relationships | 4 | 3 |
| Support individuals to live at home | 4 | 3 |
| Support individuals to manage their finances | 3 | 3 |
| Support individuals to access and manage direct payments | 4 | 4 |
| Support individuals to deal with personal relationship problems | 4 | 3 |
| Support individuals with specific communication needs | 5 | 3 |
| Support individuals during a period of change | 4 | 3 |
| Support individuals to prepare for and settle in to new home environments | 3 | 3 |
| 4 Enable individuals to develop strategies to manage their behaviour | 8 | 3 |
| Support individuals to stay safe from harm or abuse | 4 | 3 |
| Support positive risk taking for individuals | 4 | 3 |
| Support individuals to access education, training or employment | 4 | 4 |
| Enable individuals to negotiate environments | 5 | 3 |
| Support families in maintaining relationships in their wider social structures | 4 | 3 |
| Administer medication to individuals, and monitor the effects | 5 | 3 |
| Support use of medication in social care settings | 5 | 3 |
| Contribute to raising awareness of health issues | 4 | 3 |
| Prepare environments and resources for use during healthcare activities | 3 | 2 |
| Prepare for and carry out extended feeding techniques | 4 | 3 |
| Undertake tissue viability risk assessments | 3 | 3 |
| Undertake physiological measurements | 3 | 3 |
| Obtain venous blood samples | 3 | 3 |
| Undertake urethral catheterisation processes | 4 | 3 |
| Diabetes Awareness | 6 | 3 |
| Promote nutrition and hydration in health and social care settings | 4 | 3 |
| Promote positive behaviour | 6 | 3 |
| Implement the positive behavioural support model | 8 | 4 |
| Contribute to effective team working in health and social care or children and young people’s settings | 4 | 3 |
| Understanding professional supervision practice | 3 | 4 |
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