Community Care Modules

All our of module offerings below can can be purchased individually, or with a combination of other desired modules.

Customise the number of modules you require from the ones listed below.

Community Care Course

Available Modules & Pricing

  • Human Growth and Development – 5N1279
  • Safety and Health at Work – 5N1794
  • Care Provision and Practice – 5N2705
  • Communications – 5N0690
  • Work Experience – 5N1356
  • Care Support – 5N0758
  • Care Skills – 5N2770
  • Care of the Older Person – 5N0749
  • Social Studies – 5N1370

€290 per module

20% off when ordering 2 modules.
35% off when ordering 3 modules.
40% off when ordering 4 modules.
50% off when ordering 5 or more modules.

Payment Plans Available. Deposits, Handling Fee and Instalments calculated at checkout after the modules have been added to the cart.

IMPORTANT: Please note that if you are ordering less than 3 modules, it is advisable to Pay in Full.  If you select to pay by deposit, you will not get access to the module material until you have paid all instalments in full.

You only get access to Modules prior to the fee being paid in full if you order 3 or more modules when opting to pay by deposit.

Module Aims

Human Growth and Development – 5N1279

To introduce the
learner to human growth and development from infancy to old
age in order that the learner will be equipped to relate to people
at a level appropriate to their needs.

Care Provision and Practice – 5N2705

The purpose of this award is to equip the learner with the
knowledge, skill and competence to understand the roles and
responsibilities of care workers, the needs of groups requiring
care and the interpersonal qualities needed to work in a range of care environments.

Work Experience – 5N1356

The purpose of this award is to equip the learner with the
relevant knowledge, skill and competence to participate in the
workplace for a limited time, carrying out work-related tasks
independently while under general direction.

Care of the Older Person – 5N2706

The purpose of this award is to equip the learner with the
knowledge, skill and competence to meet the full range of needs
of older people in a variety of care settings.

Social Studies – 5N1370

The purpose of this award is to equip the learner with the
knowledge, skill and competence required for employment in a
Social Care Setting. It will introduce learners to the area of
sociology and social studies and to develop their understanding
and awareness of social issues in their own lives and society in
general. Learners will develop basic research skills and learn to
recognise the complexity of social issues.

Safety and Health at Work – 5N1794

The purpose of this award is to equip the learner with the
knowledge, skill and competence to promote and maintain safety
and health in a work environment

Communications – 5N0690

The purpose of this award is to equip the learner with the
relevant knowledge, skill and competence to communicate
verbally and non-verbally in standard everyday tasks and in
work-related tasks, operating independently while under general

Care Support – 5N0758

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.

Care Skills – 5N2770

The purpose of this award is to equip the learner with the
knowledge, skill and competence to care for clients in a safe and
hygienic environment

Module Objectives

  • Understand the concept of human growth and development from conception to old age
  • Understand normal patterns of development from infancy to old age with reference to physical, emotional, social and intellectual development
  • Recognise variations within the normal range of human growth and development and understand factors that can effect development throughout the lifespan
  • Develop interpersonal/interactive skills appropriate to responding to the needs of others
  • Apply skills/knowledge to typical work-based problems
  • Explore own personal prejudices, fears and anxieties about working with people in need of care
  • Develop self-confidence and empathy in dealing with people
  • Demonstrate the ability to identify a range of individual needs and apply the interpersonal skills and strategies required to meet these needs in a range of settings.
  • Analyse the duties of employers and employees as specified in current Safety, Health and Welfare at work legistlation
  • Examine the role of the Health and Safety Authority
  • Explore the role of communication and training in the promotion and provision of health and safety in the workplace
  • Comment on the elements and functions of the safety statement
  • Summarise the factors which contribute to safe and healthy working environments
  • Outline the principles and procedures of good housekeeping in the workplace
  • Explain the causes, prevention, emergency procedures, reporting and recording of accidents and dangerous occurrences
  • Analyse the causes and prevention of fire related events to include identification of emergency procedures, the fire triangle and fire equipment
  • Comment on specific hazards and risks when working with equipment to include mechanical and electrical equipment
  • Investigate how personal protective equipment (PPE) is used in the workplace
  • Explore appropriate procedures for use and disposal of hazardous materials and waste in the workplace to include reference to material safety data sheets (MSDS)
  • Examine the control and associated risks of a range of health and safety issues to include noise, sound, fumes, dust or any vocationally specific work issue
  • Explain the typical contents of a first aid kit and their appropriate use
  • Examine a range of issues related to infection control to include conditions for the growth and development of micro-organisms, routes of infection, symptoms, ill health, preventative measures and emergency procedures for suspected contamination
  • Investigate risk factors in relation to safety to include hazards, work environments, work practices, effects of medication, drink and drugs
  • Interpret a range of safety signs in the workplace
  • Promote safe and healthy working practices in relation to oneself, others and the workplace
  • Outline risk factors in relation to health to include stress, lifestyle, diet, illness
  • Outline the role of diet and exercise in the promotion of good health.
  • Identify a range of specific groups in need of care in the community to include children, adolescents, adults, older people, those with special needs
  • Discuss the care in the community needs of these specific groups to include their physical, emotional, social and intellectual needs
  • Summarise the role of a care worker with a range of different client groups to include specialists working in statutory and voluntary care provision
  • Discuss the caring qualities necessary for working with different client groups
  • Examine the skills involved in total patient care
  • Demonstrate caring qualities when working with people in care situations to include recognition of their requirements for privacy, independence, dignity and positive self-image
  • Employ a range of interpersonal qualities to include awareness of the different feelings of clients, relatives and colleagues in specific situations and positive responses to the needs of these groups
  • Give assistance with total patient care in the workplace to include the correct use of basic tools and equipment
  • Suggest how the care in the community needs of a range of specific groups can be met to include a typical daily routine that aids their physical, social, intellectual, emotional and spiritual well-being
  • Contribute to planned activities with clients in the workplace
  • Recognise the therapeutic value of leisure pursuits and social activities for clients.
  • Analyse a range of current issues in communications and information technology
  • Summarise in practical terms the elements of legislation that must be observed in a personal and/or work context, to include health, safety and welfare at work and communications-related legislation
  • Use appropriate non-verbal and visual communication in personal- and work-related settings, to include one-to-one, in a group/team, and in formal and informal interaction
  • Demonstrate verbal skills appropriate to working under general direction, to include making a case and presenting a point of view in group discussion, formal meetings, interviews
  • Demonstrate listening skills appropriate to working under general direction, to include making eye contact, receiving and interpreting information, control of personal response
  • Use reading techniques appropriate to a task, to include skimming, obtaining an overview, identifying key points, critical evaluation, in depth analysis
  • Critique information from a range of complex written material, to include technical/vocational, personal, literary, and written and visual media texts
  • Research a relevant vocational topic, to include use of primary and secondary sources, acknowledgement of sources, use of enquiry techniques and methods to establish validity and reliability
  • Use drafting, proofreading and editing skills to write a range of documents that follow the conventions of language usage (spelling, punctuation, syntax), to include creative writing, business proposals, correspondence, reports, memoranda, minutes, applications
  • Demonstrate communications styles and techniques relevant to different situations in work and leisure, to include one-to-one and group contexts in conversation, interview, oral presentation, question and answer session and for the purposes of persuading, advocacy and informing
  • Choose the appropriate communications technology to give and receive requests, instructions, suggestions, discussion and feedback in both work and leisure, to include a rationale for choosing one technology over another in different contexts and for different messages.
  • Examine work organisations and personal career opportunities in a particular vocational area, to include consideration of work-related issues and needs.
  • Analyse key challenges and opportunities facing a particular vocational area.
  • Summarise the basic rights and responsibilities of employees and employers in a particular work, organisational or institutional context, to include health, safety and welfare at work, equality legislation, union representation and regulations relating to pay
  • Compile a personal and vocational skills audit and career plan for a specific vocational area, to include goals and action points for the period of work experience
  • Present relevant work experience material, to include a CV or personal statement, letter of application, evidence of job-finding skills, skills checklist, statement of learning goals, contractual arrangements.
  • Participate effectively in work experience, to include observation of good timekeeping, working independently while under general direction, meeting deadlines, personal presentation, communication, adherence to health, safety and other relevant regulations
  • Demonstrate effective communications skills in the workplace, to include personal, interpersonal and technological communications skills
  • Reflect on workplace experiences, to include feedback by supervisors or mentors on personal performance and challenges such as conflict, criticism, meeting new people and learning in relation to quality management.
  • Explore options for future education, training and employment in light of work experience
  • Discuss the roles, responsibilities and entitlements of a care worker
  • Examine the role of a care worker within the multidisciplinary healthcare team
  • Demonstrate the ability to plan and provide enhanced quality care
  • Apply knowledge gained to plan and meet the needs of the individual client
  • Explore the need for personal planning and growth
  • Plan strategies to improve own personal development
  • Reflect on personal effectiveness as a care worker to include own strengths and weaknesses
  • Reflect on relationships with clients, relatives and multidisciplinary team members and interpersonal issues that arise in care work.
  • Identify relevant groups of people in need of health care
  • Examine the physical, emotional, social, psychological and spiritual needs of a range of groups of people, taking into account individual variation
  • Identify the hygiene needs of dependent clients
  • Discuss the prevention of pressure sores
  • Demonstrate knowledge of the correct procedures for the cleaning and replacement of a range of patient equipment
  • Adapt levels of assistance to the needs of particular clients
  • Demonstrate a range of interpersonal skills when dealing with clients to include empathy, respect, patience and effective communication skills
  • Exercise initiative to improve client involvement in social events, outings and occupational therapy and physiotherapy
  • Contribute to the maintenance of safe and hygienic environments for clients to include the safe disposal of soiled linen
  • Assist clients with dressing, grooming, eating, drinking, toileting, continence promotion, mobility and where appropriate, social needs
  • Apply client safety and security procedures to include appropriate on site client care procedures for washing, bathing, showering, positioning, moving and handling
  • Give assistance that enhances the privacy, dignity, independence and positive self image of clients in care
  • Give assistance to clients in the use of a range of care equipment to include sensory equipment, aids to encourage independence and mechanical aids including mobility aids, feeding aids, washing aids, elimination aids and hoists
  • Report changes in the client’s condition to the relevant Supervisor
  • Complete client documentation where appropriate.
  • Discuss a range of age related issues to include healthy ageing, global and national demographic trends, the normal physiological and psychological processes of ageing, the social impact of ageing on older people and differing attitudes to ageing and older people
  • Analyse the roles of the health care assistant in promoting positive attitudes to ageing and of statutory and voluntary agencies in promoting the well being of older people
  • Examine a range of concepts and practices to include preparation for retirement and the ethnic and cultural influences on the older person
  • Explore a range of older people’s needs to include physical, social, emotional, psychological, recreational, financial, environmental and spiritual needs
  • Summarise the role of the health care assistant in providing care for older people
  • Discuss the issues related to an older person with mental illness or dementia and of living with chronic illness
  • Recognise the individual needs of the dying older person and their families
  • Summarise the range of the care settings for older people and the members of the healthcare team available in each care setting
  • Explore a range of specific services that are available for older people to include education, lifelong learning, retirement/the workplace and leisure
  • Analyse current approaches towards developing quality in the provision of services for older people and their families to include standards and quality assurance
  • Employ effective communication with the older person, their family and the multi disciplinary team
  • Adapt care and practices to meet the needs of older people with cognitive and sensory impairment and physical disabilities
  • Exercise duties in a way that is respectful to the person’s body after death
  • Promote a range of aspects of care for the older person to include empowerment, advocacy, independence, individualised care, dignity, respect, choice, self esteem and include family and carers as partners in care
  • Give assistance in the identification of how health promotion issues can be promoted in care settings for older people and in the provision of therapeutic interventions that will enhance the social interactions and quality of life of the older person.
  • Demonstrate an understanding of sociology and its relevance to understanding their position as an individual, a family member and as part of a community and wider society
  • Discuss the process of socialisation and the agents of socialisation by analysing family peer groups, education, media and how they impact on their lives
  • Examine the area of social stratification in Irish society and describe how this society can be divided into different social strata ie class, gender, race/ethnicity
  • Discuss the impact of discrimination on individuals in society by looking at discrimination and its impact on the following members of society – travellers, the socially marginalised, elderly people, immigrant and migrant workers of diverse racially and cultural backgrounds, minority religions and homosexuals and transsexuals
  • Explore the role and function of the family as a social unit, the changes that have taken place in the family within an Irish context taking into account the implications of martial breakdown
  • Acquire basic research skills by summarising the differences between primary and secondary research and qualitative and quantitative methods
  • Design appropriate survey methods e.g. questionnaires, interviews, observation as investigate strategies to unfamiliar social problems
  • Use a variety of media to access information e.g. new information technology, the library classification system
  • Explore the importance of documenting and acknowledging all relevant sources consulted by employing the Harvard system of referencing and identifying and applying skill of producing a well constructed bibliography
  • Exercise initiative and independence by investigating the experience of discrimination/discriminating practices encountered by one group in Irish society
  • Plan direct and manage time and work independently to provide evidence of research e.g. correspondence, note taking, interviews, tape recordings
  • Process and present findings from research and draw conclusions from their analysis that discusses possible strategies for alleviating discriminating practices for a number of groups in Irish society.

Why Progressive College?

Online/Blended Learning

All courses are delivered online/blended learning method

Classroom/Face-To-Face Classes

All courses are delivered in a classroom and part-time setting

QQI Accredited

QQI Accredited Online Course delivered either Online, In-Class, or Blended

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