Health and Social Care CACHE Technical Certificate Level 3

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School

Health Science & Social Care

Campus

Quarry Hill Campus

Department

Health Science & Social Care

This course will deepen your knowledge of health and social care, ready for your next steps. You will gain the skills and knowledge to progress to an apprenticeship, degree level study, or relevant employment. In addition, you’ll complete a substantial work placement.

You will learn about effective communication, human growth and development, mental health, and working in health and social care. You’ll also acquire equality, diversity, safeguarding, and protection knowledge.

The certificate is equivalent to a maximum of 84 UCAS points, while the extended diploma is worth a maximum of 168 UCAS points.

Course Information

Video Transcript

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Interviewee – Fran Gouldsborough. Deputy Head of Health Science and Social Care (SPEAKING) / Louise Rook. Head of Health and Social Care (SPEAKING) / Eve Allen. Student, Health and Social Care (SPEAKING)

Music – A poppy, bassy instrumental dance-beat plays.

Scenery – The camera flashes through footage of a learner wearing a black face mask hooking an IV bag on an IV stand; a learner looking into the lens of a microscope as her tutor watches; a close-up of a medical dummy as an oxygen mask is placed over its mouth. The screen starts fading to green. Footage continues to flash – a learner gives a wheelchair user a fluffy teddy; a tutor holds the jaw of an anatomical skeleton and demonstrates; a tutor leans over a profile bed rail and guides a learner taking blood pressure on a medical dummy. The screen becomes completely green, and a white logo appears in the centre with text that reads “School of Social Science. Leeds City College”.

Song lyrics – “Cos I know we are the shape of things to come.”

Music – The introduction song ends. A gentle piano melody plays.

Scenery – The camera pans across a room of learners in a clean, light hospital room environment, all wearing plastic aprons and surgical face masks. Some stand and others sit in blue wingback chairs; they all listen attentively to someone off-screen. The camera cuts to a learner sitting at the side of a profile bed with a medical dummy lying in it. Another learner, with her back to the camera, looks closely at a remote. The camera cuts to a woman with a fair, cool-toned complexion, brown eyes and long brown hair that falls over her right shoulder. A green box appears at the footer, with white text that reads “Fran Gouldsborough. Deputy Head of Health Science & Social Care”. She looks into the camera and speaks.

Speaker: Fran Gouldsborough – “One of the biggest selling points of-of Quarry Hill in our facilities is our practical care suite…”

Scenery – Cut to a close-up of a learner wearing blue latex gloves, placing a white napkin underneath a medical dummy’s chin. The camera cuts to two learners putting a sling behind a learner who sits in a blue wingback chair in the Practical Care Suite. The camera cuts to the same learner, now being lifted by a mobile hoist, as a tutor places an arm on her back and guides her position. A learner with their back to the screen stands in front of the hoist. Five students stand in the background and observe.

Music – The gentle piano melody continues, accompanied by ambient synths.

Speaker: Fran Gouldsborough – “This is a state of the art… it’s modern, it has got all the technology that you would find if you were potentially caring for somebody in their home, caring for somebody in the hospital, caring for somebody in a care home…”

Scenery – Cut to a learner lying in a profile bed, with a sling fixed around their back and legs. A student on either side of the bed securely fixes the sling into the mobile hoist arm. The camera cuts to a student with a fair complexion, long brown hair and a black face mask, lifting what appears to be a PVC blood bag above her head and fixing it to an IV stand.
Cut to a learner with a warm brown-toned complexion, dark-framed glasses and black hair tied in a bun as she checks the blood pressure of a medical dummy using a black pump and sphygmomanometer. A tutor with long grey-blonde hair and a rosy white-toned complexion reaches over the profile bed rails to pick up an aneroid gauge and read the pressure.

Speaker: Fran Gouldsborough – “And that means that our learners have a-a real opportunity to, not just learn about practical care, or about giving medication, or about manual handling. So, moves an-and rolls, but about how to physically do it…”

Scenery – Cut to a close-up of blue latex-gloved hands pumping a black pump, with a medical oxygen mask-wearing in the background. The camera cuts to three learners positioned around a learner who lies on a profile bed. The learner on the right lifts her left leg into a right-angle position, the learner on her left reaches over her to her back, and a second learner on her left reaches her bent knee. Together, they roll her to the left. The camera cuts back to Fran.

Music – The gentle piano melody continues,

Speaker: Fran Gouldsborough – “How it feels is actually the biggest part of it because the students, they take part. So they’re either doing the-the practical care, or they’re receiving it, and therefore, they gain such a massive level of empathy.”

Scenery – Cut to a learner with long dark reddish blonde hair supporting a learner’s back as she lays on her side on a profile bed. On her left, a learner changes the bedding around her. The camera cuts to a woman with long dark blond hair in a middle parting. She has a fair warm-toned complexion and wears a dark blue T-shirt. A green box appears at the footer with white text that reads “Louise Rook. Head of Health and Social Care”. Looking towards the left of the camera, she smiles as she speaks.

Speaker: Louise Rook – “We’ve also got a brand new, sparkling and fully functioning lab, a wet lab, um, which is coming in really handy for the new T-level science modules that we’ve got…”

Scenery – Cut to a bright white lab suite with blue chairs and cabinets. A group of students wearing white lab coats sit at workstations and look into microscopes as a tutor walks across the room. The camera cuts to a student intently looking into a microscope as the tutor stands behind her. The camera cuts to the tutor holding the jaw of an anatomical skeleton in demonstration. The camera cuts to a close-up of a skeleton hand being held by a learner as the tutor points to the wrist and joints. An aerial view shows them looking at the hand together.

Speaker: Louise Rook – “Erm, we’ve also got a beautiful nutrition suite, erm, where the learners can cook in their little teams, um, without feeling crowded. They can learn about healthy diet, they can learn about how to cook cheap and easy food as well as elaborate meals. They can learn baking skills…”

Scenery – Cut to a bustling kitchen environment with wood cupboards, black worktops and wood partitions. Learners stand at separate stations, stirring, cooking and measuring ingredients. The camera cuts to a learner melting chocolate in a stainless steel bowl over a pot. The camera zooms in to show swirls of chocolate and butter melting. Cut to a learner walking towards a cupboard and reaching for a syrup bottle. She wears a transparent plastic apron with a grey top underneath, has dark burgundy type-4 hair and a deep, tanned complexion. The camera cuts to a square of gooey chocolate brownie as it’s scooped from a deep rectangular baking tray. Cut to a close-up of bright red icing being hand-mixed in a white bowl. The camera cuts to a woman with long dark brown, middle-parted hair sitting in a blue wingback chair. She has a pale, cool-toned complexion and wears a light yellow cardigan.

Music – The gentle piano melody continues.

Speaker: Eve – “My name is Eve Allen, and I study Health and Social Care…”

Scenery – Cut to a tutor holding a scenario placard and speaking to students as they sit around her, engaged in the conversation. She flicks through different scenarios. On one card, black text on a blue background reads, “Your patient cannot stand by themselves. They need to go to the disabled toilet.”

Speaker: Eve – “The tutor’s really helpful. Most of them have actually worked as an actual, like, social worker or care worker, so that’s good because they can give you, like, on-hand experience…”

Scenery – Cut to a learner with a pale complexion and long red hair, administering a syringe into a medical dummy’s mouth as a tutor holds its head and observes. Cut to a learner holding a mobile hoist and positioning it in front of a student sitting in a wingback chair. Cut to a learner wearing a hospital gown, with one leg elevated, being pushed across the Practical Care Suite in a wheelchair.

Speaker: Eve – “And they can tell you, like, things they have actually experienced whilst they’ve worked, and it can help you kind of learn about health and social care because you’re learning from people who have experienced it…”

Scenery – Cut to the same learner being given a fluffy teddy bear by a learner wearing a transparent plastic apron. The camera cuts back to Eve. A green box appears at the footer with white text that reads “Student – Health and Social Care”.

Speaker: Eve – “When I first came, I didn’t know anybody at the college, but because it’s people you’re surrounded by and people with similar interests to you, you do make friends quickly, and you make really close friendships with people because you’re listening to the same things, and you’re going through the same things. And you can help each other as well.”

Scenery – Cut to a group of learners standing around a profile bed as one practices manually reading blood pressure on a medical dummy. As the camera pans across the practical care suite, it shows a student and tutor putting a learner, who sits in a wingback chair, into a sling. The camera cuts to Eve, firmly holding a mobility assistor as a learner grabs it to lower herself into a chair. The camera cuts back to Fran, who gestures with her hands as she speaks.

Speaker: Fran Gouldsborough – “They come from such a variety of backgrounds whether that’s school, or-or returning to college from work, or’ve been out of education for a number of years…”

Scenery – Cut to a close-up of Eve, wearing a black face mask and smiling at a learner who is just out of sight. The camera zooms in to show the learner has a foot between Eve’s knees, and she carefully ties their shoelaces.

Speaker: Fran Gouldsborough – “And they… you know- that you get that kind of initial, kind of, maybe quietness and timidness, and then you see the groups that they form and the friendships that they make and, and the confidence that they then have to partake in their sessions, in their work experience…”

Scenery – The camera cuts to a learner practising administering an IV drip. Wearing a transparent plastic apron with brown hair and a bright red ponytail, she smiles and laugh through a surgical face mask. The camera cuts to Eve sitting opposite a learner in a blue wingback chair as she pours milk into a bowl and then spoons cereal into her mouth. Cut to a tutor with brown hair, holding an anatomical skeleton model’s jaw, as a learner observes. The camera cuts back to Fran.

Speaker: Fran Gouldsborough – “Erm, and particularly work experience, I think, is usually quite a pivotal point in their-in their course for the-for the higher levels…”

Scenery – Cut to a front-facing view of the lab suite, with students sitting on workstations in rows and focusing on their microscopes. The camera cuts to a student with long black hair, tanned olive skin and a surgical face mask looking into a microscope as a tutor stands behind and observes. The camera cuts to a close-up of a hand adjusting a microscope focus knob. The camera cuts to Eve applying a bandage to a learner’s wrist, and it zooms in as she carefully wraps the white gauze around it.

Speaker: Fran Gouldsborough – “It’s.. they come back, and they are, they’re full of all these experiences that they’ve had, and they’ve seen what we’ve taught them in class, and they’ve then experienced it for real life. They’ve even come back and said, ‘this maybe wasn’t done as it should have been,’ and I, I try to make it better- or I try to help. So, that challenging best practices is something that’s amazing that they then have the confidence to go and do, which, on day one, they really don’t.”

Scenery – Cut to a close-up of a medical dummy as an oxygen mask is placed over its mouth. Cut to a learner with black circle-framed glasses and dark-blonde hair resting her left arm over her right clavicle, as it is secured in a white fabric sling. Cut to two learners sitting and guiding a learner who holds up a medical vest and places it around their body. The screen fades to a bright green colour, and a white logo appears in the centre, with white text that reads “School of Social Science, Leeds City College”.

Music – The gentle piano ends on a soft chord before fading to silence.

Below you’ll find feedback from students who participated in a two-week work
placement on various wards at Leeds Teaching Hospital. Each l3 student was
allocated a student Training Nursing Associate (TNA), given a thorough work
placement induction and provided with a uniform prior to starting.


Jenny- works as TNA at Leeds Teaching Hospital:


During my time at Leeds City College, I had the amazing opportunity to spend
two weeks on a ward at Leeds General Infirmary (LGI). I was on L49, the
Children’s Day Case ward, where patients come in for procedures such as
tonsillectomies and grommet removals.


I got to shadow a TNA, and learnt the ins and outs of how the hospital works.
The staff were lovely and welcoming, taught me about the various illnesses and
surgeries patients underwent, and were always there to answer any questions I
had. I even got to practise how to take observations and admitted a few patients
as well.


I loved my experience. It gave me a confidence boost as I found it useful to
see what I would be doing when I began my apprenticeship, which I am currently
halfway through the first year of. I’m really grateful to Leeds Teaching
Hospitals Trust for allowing me on this programme, but also to Leeds City
College for fighting to make this experience happen.


Davina – studying Child Nursing at the University of
Bradford:


My placement was on J25, the ophthalmology ward. While I was there, I had the
opportunity to see all of the ward-based work – such as the pre-assessment and
outpatients clinic – and even got to go into theatre to watch a cataract
removal.


All the staff on the ward were lovely and welcoming, and when I first arrived
they provided me with a student booklet giving me a basic understanding of
different eye conditions and how they are treated. They took the time to explain
to me how to take simple observations, and even let me have a go at admitting
patients, discharging, carrying out checks pre-theatre and writing prescriptions
under supervision.


Saleena- studying Dual Adult and Mental Health Nursing


I found my placement at St James’ Hospital really beneficial for my
professional development. It gave me a massive advantage and valuable insight
into my future role, as I am now studying a nursing degree at university. I
gained essential nursing knowledge from my placement supervisor and got to see
how the ward runs smoothly.


Before my placement, I only had a vague idea of nursing from what I’d seen
myself or been told. Being able to shadow the nurses gave me a much more
accurate idea of what a nurse’s role really entails. I loved my placement and am
very thankful I was given this opportunity. I do think it’s important to be
inquisitive, ask lots of questions and request to shadow as much as possible –
as college students, there isn’t much we can participate in at the moment and
it’s important we get the most out of our experiences.


Erin – studying Combined mental health and social work degree at Edge
Hill.


Last year I completed a two-week placement on the Stroke Rehabilitation ward
at LGI. I worked with a number of professionals who all gave me a very
insightful look into careers in the NHS. For example, I spent time with nurses
who let me observe medicine rounds, moving and handling, and personal care. I
also shadowed the ward clerk, discharge manager, physiotherapists, and speech
and language therapists – allowing me to see their different ways of working and
the skills they use.


The experience was extremely valuable and I believe it helped me improve my
communication skills and confidence. I enjoyed the responsibility of having to
develop relationships with service users and found the placement very rewarding.


After completing my placement at LGI, I applied for a bank healthcare
assistant role at my local hospital, which I thoroughly enjoy as I have the
opportunity to gain experience on different wards and develop key skills. I am
now studying an integrated Mental Health Nursing and Social Work degree at Edge
Hill University.


Emily – has applied to study Children’s Nursing for September
2021


I enjoyed my hospital placement as it allowed me to experience things I
definitely wouldn’t have had the opportunity to before. Although I didn’t get
the full experience due to planning issues, I did get to see X-rays, change and
feed babies, and helped keep them calm during minor procedures. I also witnessed
tracheas being changed and blood tests being taken, and sat in on meetings where
they discussed each case and next steps. On my final day, I was sent down to a
fellow ward for mothers and babies, allowing me to develop my experience even
further.


I’d recommend a placement because it allows you to decide whether it’s
something you’d like to pursue. Overall, it’s an amazing opportunity.


Vanessa – worked in a Leeds care home rated as Outstanding, and now
studying Adult Nursing at the University of Hull


My placement on St James’ Hospital oncology ward was a great experience. I
had the chance to work with the discharge team – learning how they ensured
patients had the support they needed at home and regularly checked up on them. I
also worked with the nurse to see how hourly observations were taken; they all
differ based on their National Early Warning Score and I learnt that the higher
the score the more monitoring is required. The staff were really helpful and
incredibly caring towards the patients.


My placement gave me insight into what it’s like to work in the hospital,
taught me new things and showed me how important it is to have patience as a
health and social care professional. I wouldn’t have had this opportunity
without the support of my tutors, who fought to get us placements before we
proceeded with our future careers, and I’m very grateful to them. I’m happy I
did this course as it landed me my first job while at college!


Gallery

Who is this course for?

If you’re in year 11 or 12 and are looking to take the next steps towards your career these courses are for you. Our vast selection of vocational courses span a range of subjects and combine academic study with practical skills. Study in industry standard facilities and use our industry links to prepare for progression.

Benefits / Skills

  • Safeguard and protect vulnerable adults, children and patients.
  • Gain an understanding of infection prevention and control.
  • Understand the responsibilities of working in professional care.
  • Develop the skills to care for others.

    • Entry Requirements

    Five GCSEs at grade 4 including English and maths. A minimum of grade 3 in science though grade 4 is desirable.

    Career Progression

    Progression may include a second year of study to achieve the full extended diploma, an apprenticeship, or relevant employment.

    Progression to Health and Social Care CACHE Technical Extended Diploma Year 2 Level 3.

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    Course Details

    Duration

    1 year

    Study Type

    Full time

    Start Date

    18/09/2023

    Course Code

    70280-01

    Course Fee (16-18)

    No fee

    Course Fee (Adult)

    £4,670   You may be entitled to support with fees. Click here for more info.

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    Course Facts

    History

    Our courses range from residential care to palliative care and include work experience and placement opportunities including european residential trips.

    Labour Market

    In 2019 there were over 6,800 Health and Social care jobs in Leeds (Emsi).

    Student Testimonial

    I am now a qualified adult nurse and still in touch with some of my tutors. I also frequently visit college to speak to students about my experience and offer advice.” - Amanda Rodriguez | Health and Social Care
    Health Science & Social Care
    Leeds City College

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