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ATHE Level 5 Diploma In Management for Health and Social Care



    The Level 5 Diploma in Health and Social Care Management is designed to provide learners with the fundamental knowledge, understanding, and skills required for a managerial position in the health and social care field. Learners may show their abilities by providing evidence from their job or training activities. In the Health and Social Care sector, learners can gain care management skills.

    Note: Learners will not get any additional study materials with the concerned units. However, all necessary forms and guidance will be provided to the learners for assignment submission.

    Learning Outcomes:

    • Gain the skills to lead and oversee the activities of a health and social care organisation in the public or private sector.
    • Recognise the main characteristics and results of collaborative efforts.
    • Understand the legal system, rules, and policies and procedures that promote the security and safeguarding of vulnerable people.
    • Recognise the value of working together to protect vulnerable people.
    • Know how to plan a health promotion program by learning about different approaches to health education.
    • Learn best practices for supervising and overseeing the success of your squad.
    • Become a specialist in health and social care studies for the purpose of improving products and services.

    Guided Learning Hours:

    These hours include all real-time communication time with a learner, as well as any instruction or supervision provided by a lecturer, boss, mentor, teacher, or other suitable education or training provider.

    Since you need to complete the mandatory units with the optionals, the GLH for this certification is 480.

    Total Qualification Time:

    This is a rough estimation of how long it would take a learner to reach and show the degree of achievement required for the certification to be awarded; i.e. to complete all learning objectives.

    Total Qualification Time is made up of GLH and an estimation of how many hours a learner is likely to spend on planning, research, or any other type of learning, including evaluation, that is guided by but not supervised by an instructor, supervisor, or tutor. TQT determines the credit value of qualification if one is granted since one credit equals 10 hours of learning.

    This qualification takes a total of 1200 hours to complete. 

    The Total Credit value is 120.

    There should be a guided learning hours section here

    Methods of Assessment

    We encourage lecturers to use a range of assessment types that will engage learners and

    give them an opportunity to both demonstrate their knowledge and understanding of a topic, and to evaluate how they might apply that knowledge in a given context. This should be part of the

    assessment strategy and can include:

    • A research activity resulting in the compilation of a report
    • An academic paper or article for publication
    • The compilation of a case study
    • A critical review and evaluation of a chosen company’s policies, procedures and systems
    • A set project completed for an employer (also known as an ‘employer-engagement’ activity)
    • The production of a portfolio of evidence relating to a particular unit

    Who is this course for?

    • Co-ordinator
    • Support worker or supervisor
    • Senior Care worker or supervisor
    • Assistant or Deputy Manager
    • Manager
    • Nursing staff
    • Care Manager/Social Worker
    • Team Leader
    • Registered Manager


    For learners who have recently been in education or training the entry profile is likely to include one of the following:

    • A GCE Advanced level profile with achievement in 2 or more subjects supported by or more GCSEs at grades C and above
    • Other related level 3 subjects
    • An Access to Higher Education Certificate delivered by an approved further
    • education institute and validated by an Access Validating Agency
    • other equivalent international qualifications

    Learners may also have relevant work experience.

    Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL).

    Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments. For those whose English is not their first language we recommend the following standards of proficiency in English language skills or an approved equivalent for this qualification:

    • IELTS 5.5
    • Common European Framework of Reference (CEFR) B2
    • Cambridge English Advanced (CAE) 162 or above
    • Pearson Test of English (PTE) Academic 42-49

    Career Path

    Students who achieve this qualification can go on to the Level 5 Extended Diploma or the Level 6 Diploma in Health and Social Care, which are equivalent to the third year of a bachelor’s degree at a university.

    Course Curriculum

    Unit 1: Facilitating Change in Health and Social Care
    Unit 2: Managing Communication
    Unit 3: People Management
    Unit 4: Leading Practice in Health and Social Care
    Unit 5: Working with Multidisciplinary Teams
    Unit 6: Management of Safeguarding for Health and Social Care
    Unit 7: Corporate Social Responsibility
    Unit 8: Resource Management
    Unit 9: Management of Activity Provision
    Unit 10: Finance for Managers
    Unit 11: Planning a New Business Venture
    Unit 12: Managing Stakeholder Engagement
    Unit 13: Leading Organizational Equality and Diversity
    Unit 14: Managing Finance in the Public Sector
    Unit 15: Manage Sustainability in an Organization
    Unit 16: Managing Quality in Health and Social Care
    Unit 17: Empowering Users of Health and Social Care Services
    Unit 18: Health and Safety in the Health and Social Care Workplace
    Unit 19: Employability Skills
    Unit 20: Personal and Professional Development
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