Pearson

BTEC Level 3 Diploma

in the Principles and Practice
for Pharmacy Technicians

Specification

Competence-based qualification
First registration February 2020

Issue 2: April 2020

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This specification is Issue 2. Key changes are summarised on the next page. We will inform centres of
any changes to this issue. The latest issue can be found on our website
The Skills for Health logo on the front cover signifies that this qualification meets Skills for Health
qualification design criteria.

References to third party material made in this specification are made in good faith. Pearson does not
endorse, approve or accept responsibility for the content of materials, which may be subject to change, or
any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications
and websites.)

All information in this specification is correct at time of publication.

ISBN 978-1-4469-6129-2
All the material in this publication is copyright
© Pearson Education Limited 2020
Summary of Pearson BTEC Level 3 Diploma in the Principles and
Practice for Pharmacy Technicians specification Issue 2 changes

Summary of changes made between previous issue and this Page

issue number
Unit 14 - Amendment to unit assessment guidance for learning 177
outcomes 1 and 2. Reference to test activity replaced by examples of
more suitable assignment activities for an internally assessed
qualification.

If you need further information on these changes or what they mean, contact us via
our website at: qualifications.pearson.com/en/support/contact-us.html.
Contents

1 Introducing BTEC Competence-based qualifications 1

Overview 1

Sizes of competence-based qualifications 1

2 Qualification summary and key information 3

3 Qualification purpose 4
Qualification objectives 4

Relationship with previous qualifications 5

Relationship with the Apprenticeship Standard for Pharmacy

Technician (Integrated) 5

Progression opportunities 5

Industry support and recognition 5

4 Qualification structure 6
Pearson BTEC Level 3 Diploma in the Principles and Practice for
Pharmacy Technicians 6

5 Programme delivery 8
Elements of good practice 10

6 Centre resource requirements 12

General resource requirements 12

Specific resource requirements 16

7 Access and recruitment 18

Prior knowledge, skills and understanding 18

Access to qualifications for learners with disabilities or

specific needs 19

8 Assessment 20
Language of assessment 20

Internal assessment 20

Assessment Principles 21

Types of evidence for the skills-based units 22

 Assessment of knowledge and understanding 23

Appeals 24

Dealing with malpractice 24

Reasonable adjustments to assessment 27

Special consideration 27

9 Centre recognition and approval 28

Centre recognition 28

Approvals agreement 28

10 Quality assurance 29
11 Units 31
Unit format 31

Unit 1: Principles of Person-Centred Approaches for Pharmacy

Technicians 33

Unit 2: Principles of Health and Safety for Pharmacy Technicians 42

Unit 3: Personal Development for Pharmacy Technicians 48

Unit 4: Principles of Health Promotion and Well-being in

Pharmacy Services 58

Unit 5: Contribute to Service Improvement in the Delivery of

Pharmacy Services 66

Unit 6: Principles for the Management of Pharmaceutical Stock 74

Unit 7: Undertake Medicines Reconciliation and Supply 91

Unit 8: Assemble and Check Dispensed Medicines and Products 105

Unit 9: Receive, Validate and Issue Prescriptions 122

Unit 10: Chemical Principles for Pharmacy Technicians 132

Unit 11: Biological Principles for Pharmacy Technicians 140

Unit 12: Medicinal and Non-medicinal Treatments for

Gastrointestinal and Nutritional Conditions 147

Unit 13: Medicinal Treatments for Cardio-respiratory Conditions 159

Unit 14: Medicinal and Non-medicinal Treatments for Malignant

Diseases and Musculoskeletal Conditions 171

Unit 15: Microbiology for Pharmacy Technicians 183

 Unit 16: Actions and Uses of Medicines 190

Unit 17: Medicinal and Non-medicinal Treatments for Central

Nervous System Conditions 200

Unit 18: Medicinal Methods for the Prevention, Protection from

and Treatment of Infections 214

Unit 19: Medicinal Treatments for Endocrine, Gynaecological and

Genitourinary Conditions 227

Unit 20: Medicinal Treatments for Sensory Organ Conditions 241

Unit 21: Principles of Safe Manufacture of Quality Medicines

in the Pharmaceutical Environment 255

12 Further information and useful publications 271

13 Professional development and training 272
14 Contact us 273
Annexe A: Assessment Principles for the Level 3 Diploma
in the Principles and Practice for Pharmacy Technicians 274
Annexe B: Template good character reference form 283
Annexe C: Template self-declaration for health form 284
Annexe D: Mapping of the IET and NOS to the
qualification content 285
Annexe E: Setting effective assignments 310
Annexe F: Glossary of verbs used in the assessment
criteria for knowledge and understanding 311
1 Introducing BTEC Competence-based
qualifications

Overview
Competence-based qualifications are outcome based with no fixed learning
programme, allowing flexible delivery to meet the individual needs of learners and
their employers. Learners will work towards their qualifications primarily in the
workplace or in settings that replicate the working environment as specified in the
assessment requirements.
Pearson has been working closely with employer groups in the development of
competence-based qualifications, which continue to be valued by employers.
Employers, or colleges and training centres, working in partnership with employers,
can offer these qualifications as long as they have access to appropriate physical and
human resources, and the necessary quality assurance systems are in place.

Sizes of competence-based qualifications

For all regulated qualifications, Pearson specifies a total number of hours that it is
estimated learners will need to complete to show achievement of the qualification –
this is the Total Qualification Time (TQT). The TQT value indicates the size of a
qualification.
Within the TQT, Pearson identifies the number of Guided Learning Hours (GLH) that
we estimate a centre delivering the qualification might provide. Guided learning
means activities such as lessons, tutorials, online instruction, supervised study and
giving feedback on performance, that directly involve tutors and assessors in teaching,
supervising and invigilating learners. Guided learning includes the time required for
learners to complete external assessment under examination or supervised
conditions.
In addition to guided learning, other required learning directed by tutors or assessors
includes private study, preparation for assessment and undertaking assessment when
not under supervision, such as preparatory reading, revision and independent
research.
As well as TQT and GLH, qualifications may also have a credit value – equal to one
tenth of TQT, rounded to the nearest whole number. TQT and credit values are
assigned after consultation with users of the qualifications.

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NVQs/Competence-based qualifications are generally available in the following sizes:
● Award – a qualification with a TQT value of 120 or less
(equivalent to a range of 1–12 credits)
● Certificate – a qualification with a TQT value in the range of 121–369
(equivalent to a range of 13–36 credits)
● Diploma – a qualification with a TQT value of 370 or more
(equivalent to 37 credits and above).
Other size references, such as the Extended Diploma, can be used in a suite of
qualifications depending on the specific needs of different sectors and Trailblazer
employer groups.

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2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Diploma in the Principles

and Practice for Pharmacy Technicians
Qualification Number (QN) 603/5160/3
Regulation start date 24/09/2019
Operational start date 01/02/2020
Approved age ranges 16–18
19+
Please note that sector-specific requirements or
regulations may prevent learners of a particular
age from embarking on this qualification. Please
refer to the assessment requirements in
Section 8 Assessment.
Total Qualification Time 1320 hours.
(TQT)
Guided Learning Hours 785.
(GLH)
Credit value 132.
Assessment Portfolio of evidence (internal assessment).
Grading information The qualification and units are graded pass/fail.
Entry requirements In order to register for this qualification, learners
must be currently working in a pharmacy
environment, having secured a placement as a
pre-registration trainee pharmacy technician. They
must have GCSE pass grades (C or above) or
equivalent qualifications in English, mathematics and
science, an acceptable reference for good character
and an acceptable self-declaration for health.
Centres must follow the guidance given in the
document A guide to recruiting learners onto Pearson
qualifications (see Section 7 Access and recruitment).
Centres will need to use the Qualification Number (QN) when they seek public funding
for their learners. The qualification title, unit titles and QN will appear on each
learner’s final certificate. Centres should tell learners this when recruiting them and
registering them with Pearson. There is more information about certification in our
UK Information Manual, available on our website, qualifications.pearson.com

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3 Qualification purpose

Qualification objectives
The Pearson BTEC Level 3 Diploma in the Principles and Practice for Pharmacy
Technicians is for learners who are employed in the role of pre-registration trainee
pharmacy technician.
Pharmacy technicians are registered professionals working within the regulatory
standards for pharmacy, as set by the General Pharmaceutical Council (GPhC)
Pharmacy Order 2010.
Pharmacy technicians work in a wide range of settings, including (but not exclusively):
registered pharmacies, community services, justice (the Prison Service), GP practices,
dispensing doctors’ practices, care homes and clinical commissioning groups,
hospitals, mental health, defence (Her Majesty’s Armed Forces) and in the
pharmaceutical industry.
Pharmacy technicians manage the supply of medicines and devices in a pharmacy,
and assist pharmacists with advisory services. The actual work setting will determine
the specific areas of activity that the pharmacy technician undertakes, but typically
their role will include the following:
● providing safe and effective pharmacy services
● supplying medicines and devices to patients, whether on prescription or
over the counter
● achieving the best outcomes through a patient’s medicines
● assembling medicines for prescriptions
● providing information to patients and other healthcare professionals.
● managing areas of medicines supply such as dispensaries
● supervising other pharmacy staff
● answering customers’ questions face to face or by phone
● pre-packing, assembling and labelling medicines
● referring problems or queries to the pharmacist.

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The qualification gives learners the opportunity to:
● develop the fundamental technical skills and underpinning knowledge and
understanding required to become competent in the job role. For details of the
units included in this qualification, please see Section 5 Qualification structure
● develop appropriate professional attitudes and behaviours that will support
personal success in their job role and the long-term success of their organisation
● develop a range of interpersonal and intrapersonal skills to support
progression to, and success in, further study and career advancement
● achieve a nationally-recognised Level 3 qualification, recognised by the General
Pharmaceutical Council (GPhC)
● register with the General Pharmaceutical Council (GPhC) as a pharmacy technician,
and therefore be allowed to practice as a pharmacy technician in England and
Wales.

Relationship with previous qualifications

This qualification replaces the Pearson BTEC Level 3 Diploma in Pharmaceutical
Science and the Pearson Edexcel Level 3 NVQ Diploma in Pharmacy Service Skills.

Relationship with the Apprenticeship Standard for Pharmacy

Technician (Integrated)
This qualification is aligned to the Apprenticeship Standard for Pharmacy Technician
(Integrated), but it does not meet all the requirements of the Apprenticeship
Standard.

Progression opportunities
Learners who achieve the Pearson BTEC Level 3 Diploma in the Principles and Practice
for Pharmacy Technicians can apply for professional registration as pharmacy
technicians. In the longer term, learners can progress to more senior or complex job
roles in pharmacy or the healthcare sector.

Industry support and recognition

The Pearson BTEC Level 3 Diploma in the Principles and Practice for Pharmacy
Technicians was developed through close collaboration with Skills for Health (SfH), the
Sector Skills Council for Health for the UK health sector and several awarding
organisations.
This qualification is supported by the General Pharmaceutical Council (GPhC) and
Skills for Health (SfH).

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4 Qualification structure

Pearson BTEC Level 3 Diploma in the Principles and Practice for

Pharmacy Technicians
Before the qualification can be awarded, learners will need to achieve all 21 of the
mandatory units listed in the table below

Unit Mandatory units Level Credit Guided

number Learning
Hours
1 Principles of Person-Centred 3 5 30
Approaches for Pharmacy
Technicians
2 Principles of Health and Safety for 3 2 10
Pharmacy Technicians
3 Personal Development for 3 5 25
Pharmacy Technicians
4 Principles of Health Promotion and 3 5 35
Well-being in Pharmacy Services
5 Contribute to Service Improvement 3 6 30
in the Delivery of Pharmacy Services
6 Principles for the Management of 3 8 65
Pharmaceutical Stock
7 Undertake Medicines Reconciliation 4 12 60
and Supply
8 Assemble and Check Dispensed 4 8 30
Medicines and Products
9 Receive, Validate and Issue 3 10 40
Prescriptions
10 Chemical Principles for Pharmacy 3 3 20
Technicians
11 Biological Principles for Pharmacy 3 4 25
Technicians

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 Unit Mandatory units Level Credit Guided
number Learning
Hours
12 Medicinal and Non-medicinal 3 5 35
Treatments for Gastrointestinal and
Nutritional Conditions
13 Medicinal Treatments for 3 6 40
Cardio-respiratory Conditions
14 Medicinal and Non-medicinal 3 6 40
Treatments for Malignant Diseases
and Musculoskeletal Conditions
15 Microbiology for 3 5 30
Pharmacy Technicians
16 Actions and Uses of Medicines 3 9 60
17 Medicinal and Non-medicinal 3 6 30
Treatments for Central Nervous
System Conditions
18 Medicinal Methods for the 3 6 40
Prevention, Protection from and
Treatment of Infections
19 Medicinal Treatments for Endocrine, 3 6 40
Gynaecological and
Genitourinary Conditions
20 Medicinal Treatments for Sensory 3 5 30
Organ Conditions
21 Principles of Safe Manufacture of 3 10 70
Quality Medicines in the
Pharmaceutical Environment

Centres should be aware that for this Level 3 qualification, learners will be required to
meet the demands of two units at Level 4: Unit 7: Undertake Medicines Reconciliation
and Supply and Unit 8: Assemble and Check Dispensed Medicines and Products.
During delivery and assessment of the qualification, centres are advised to consider
what support, guidance and opportunities they give to learners in order to meet the
demands of the higher-level units.

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5 Programme delivery

Centres are free to offer this qualification using any mode of delivery that meets
learners’ and employers’ needs.
All centres must have pharmacy professionals involved in the design and the delivery
of the programme. The programme must be designed and delivered using strategies
that bring together knowledge, competence and work experience. Consideration will
need to be given to the order in which the units are delivered, so that learners have
the underpinning knowledge they need in order to address the competence aspects
of the qualification. The knowledge content of the qualification will need to be
delivered in a sequence that best supports learning, for example learning outcome 1
from Unit 14: Medicinal and Non-medicinal Treatments for Malignant Diseases and
Musculoskeletal Conditions (‘Understand different types of human cells and tissue‘) is a
foundation for much of the knowledge in the qualification and should be completed
before learners move on to the other pharmacology units.
Centres must get the views of a range of stakeholders – including patients, the public
and employers – and take account of them when designing and delivering the
programme. For example, employers will be able to identify specific areas of
knowledge, understanding and skills that are particularly important for pharmacy
technicians, and may suggest teaching and learning activities that will be of particular
value.
Annexe D maps the General Pharmaceutical Council Initial Education and Training (IET)
Standards for Pharmacy Technicians to the units in this qualification. The IET
standards must be used actively when delivering the qualification. This is to make
sure that learners know what will be expected of them when they are registered as
pharmacy technicians. There must be a course teaching and learning strategy which
sets out how learners will achieve the outcomes in part 1 of the IET standards.
Applicants must be currently working in a pharmacy environment and/or have
secured a placement as a pre-registration trainee pharmacy technician. Applicants
must provide evidence they have completed a minimum of two years’ relevant work‐
based experience in the UK under the supervision, direction or guidance of a
pharmacist or pharmacy technician to whom the applicant was directly accountable
for not less than 14 hours per week. A pre‐registration trainee pharmacy technician
must commence or register for the required qualifications (set out on the Approved
pharmacy technician courses page in the ‘Education’ section of the GPhC website)
within three months of commencing contracted, relevant work experience. In certain
circumstances (for example, prolonged serious ill health or maternity or paternity
leave) an extension of the two-year qualifying period of work experience may be
granted on application to the registrar if supported by cogent and sufficient evidence.
The registrar has the discretion to grant such an extension up to a maximum of one
year.

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The individual must be directly supervised by a pharmacy professional registered with
the General Pharmaceutical Council. It will be important for the applicant to be
supported by their supervisor in receiving sufficient training and experience in the
workplace in order to work competently and safely as a pre-registration trainee
pharmacy technician. Centres must make sure that learners have access to specified
resources and to the sector specialists delivering and assessing the units. Centres
must adhere to the Pearson policies that apply to the different models of delivery. Our
Collaborative and consortium arrangements for the delivery of vocational qualifications
policy document can be found on our website.
There are various approaches to delivering a successful, competence-based
qualification; the section below outlines elements of good practice that centres can
adopt, as appropriate to the requirements of the programme.

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Elements of good practice
● Carrying out a thorough induction for learners to ensure that they completely
understand the programme and what is expected of them. The induction could
include, for example, the requirements of the programme, an initial assessment of
current competency levels, assessment of individual learning styles, identification
of training needs, an individual learning plan, details of training delivery and the
assessment process.
● Having regular progress meetings with learners to keep them engaged and
motivated, and ensuring that there are open lines of communication among all
those involved in delivering the training and assessment.
● Using flexible delivery and assessment approaches to meet the needs of learners
and the organisational context and requirements, through the use of a range of
approaches, for example virtual learning environments (VLEs), online lectures,
video, printable online resources, virtual visits, webcams for distance training,
eportfolios.
● Balancing on-the-job and off-the-job training. Trainers need to use a range of
teaching and learning methods to deliver this training effectively while still meeting
varying learner needs. Examples of teaching and learning methods for off-the-job
training include: enquiry-based learning, real-world problem solving, reflective
practice, questioning and discussions, demonstration, practising (‘trial and error’),
simulation and role play, peer learning and virtual environments. Trainers also
need to plan opportunities for the development and practising of skills on the job.
The on-the-job element of the programme offers opportunities for assessment
and plays an important role in developing the learner’s routine expertise,
resourcefulness, craftspersonship and professionalism. It is important that there is
intentional structuring of practice and guidance to supplement the learning and
development provided through engagement in everyday work activities. Teaching
and learning methods, such as coaching, mentoring, shadowing, observation,
collaboration and consultation, could be used in this structured on-the-job
learning.
● Developing a holistic approach to assessment by matching evidence to the
required competencies, as appropriate and, wherever possible, to reduce the
assessment burden on learners and assessors. It is good practice to draw up an
assessment plan that aligns the competencies to be achieved with the learning
process and which indicates how and when assessment will take place.
● Discussing and agreeing with the learner and their line manager suitable times,
dates and work areas where assessment will take place. Learners and managers
should be given regular and relevant feedback on performance and progress.

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● Ensuring that learners are allocated a mentor in the workplace to assist them in
the day-to-day working environment and to act as contact for the assessor/trainer.
Preferably this would be the same person as the supervising pharmacist/pharmacy
technician, though it could be a different person if working hours or practices
require it.
● Ensuring that sufficient and relevant work is given to learners in order to allow
them to gain wider employment experience and to enable them to develop, within
their contracted working hours, the competencies and the related knowledge, skills
and behaviours required for this qualification.
Feedback from learners must be a part of monitoring, review and evaluation
processes. For example, online questionnaires could be used to capture learner
feedback on the quality of teaching and learning materials, giving the centre the
opportunity to identify good practice and address any issues.
Equality and diversity must be embedded in programme design and delivery. Equality
and diversity data must be used in designing and delivering programmes, and in
planning the whole experience of being a pre-registration trainee pharmacy
technician. For example, by monitoring the equality characteristics of learners
registered on a programme, centres may find that certain groups are under-
represented and may then be able to discover and address the reasons for this.
Centres must deliver the qualification in accordance with current equality legislation.
For further details on Pearson’s commitment to the Equality Act 2010, please see
Section 7 Access and recruitment. For full details on the Equality Act 2010, please visit
www.legislation.gov.uk

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6 Centre resource requirements

As part of the approval process, centres must make sure that the resource
requirements below are in place before offering the qualification.

General resource requirements

● Centres must have the appropriate physical resources to support delivery and
assessment of the qualification. Learners undertaking this qualification will need
access to a pharmacy and to a registered pharmacy professional to act as a
supervisor or mentor. These are part of the requirements for registration with the
General Pharmaceutical Council. Staff delivering this unit should be occupationally
competent and registered with the General Pharmaceutical Council. They should
have recent experience of pharmacy practice and be able to demonstrate evidence
of continuing professional development in order to maintain their registration with
the General Pharmaceutical Council. Exceptions to the requirement for registration
with the General Pharmaceutical Council may apply in Northern Ireland.
● Centres must meet any specific human and physical resource requirements
outlined in the Assessment Principles in Annexe A. Staff assessing learners must
meet the occupational competence requirements in the Assessment Principles and
the staff qualification requirements set out in Appendix 2 of Annexe A.
● There must be systems in place to ensure continuing professional development for
staff delivering the qualification. All staff delivering the course must understand
their role and be given support to carry out their work effectively.
● Centres must have appropriate health and safety policies, procedures and
practices in place for the delivery and assessment of the qualification.
Programme and assessment regulations must be appropriate for a programme that
leads to professional registration. That is, they must prioritise professionalism, patient
safety, and safe and effective practice. This is supported by the requirements of the
qualification. For example, learning outcome 2 in Unit 3: Personal Development for
Pharmacy Technicians explores the concept of professionalism in the role, and in Unit
8: Assemble and Check Dispensed Medicines and Products, a minimum of 500 items must
be accurately dispensed by the learner with no errors being made and self-checked
consistently over a period of time in a range of circumstances, with an additional
minimum of 500 accurately checked items for checks of others.

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The centre’s management team must ensure that there are clear and defined
structures and processes to manage delivery in an accurate and timely fashion so that
the standard is maintained. A schedule of roles and responsibilities must be in
operation to ensure that pre-registration trainee pharmacy technicians are supported
in appropriate learning and training environments and in the workplace. For example,
each pre-registration trainee pharmacy technician will need to be allocated a
supervisor in the workplace, with sufficient expertise to oversee their activities. The
centre must establish clear lines of accountability and implement reliable processes
for identifying and managing risk. For example, in the workplace, pre-registration
trainee pharmacy technicians must be made aware of the appropriate person to
whom they should refer issues outside their scope of competence.
There must be agreements in place outlining the roles and responsibilities of all those
involved in delivering a programme. Agreements must also be in place between
centres and the workplace regarding the roles and responsibilities for assessment.
The centre must ensure that that the IQA processes are sufficiently robust in order to
monitor and evaluate the standard of teaching, learning and assessment to make
sure that quality is maintained across all learning environments. It is important that
these IQA processes sample the full range of staff, processes and, indirectly, learners,
to ensure that quality outcomes are maintained. There is no definition of a sample
size, but instead this will be dictated by the risk presented by the staff, assessment
methods and outcomes. There will be a system of external quality assurance provided
by Pearson, which will review the accuracy of the assessment decisions and the
influence of IQA processes in order to maintain a secure certification process.
In all the learning and training environments, there must be:
● appropriately qualified and experienced staff (qualification requirements for staff
are set out in Appendix 2 of Annexe A)
● sufficient staff from relevant disciplines to deliver the programme and support
pre-registration trainee pharmacy technicians’ learning
● sufficient resources to deliver the programme
● facilities that are fit for purpose
● access to appropriate learning resources.
Patient safety must come first in all circumstances. Learners must be supervised using
an agreed system in all learning and training environments, to ensure patient safety at
all times. Learners must carry out tasks only in which they are competent, or that they
are learning under supervision in which to be competent, so that patient safety is not
compromised.

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Each learner must have a learning agreement covering all the learning and training
environments. This must outline roles, responsibilities and lines of accountability, and
must say how learners will be supported during the programme. Centres must
explain how they will be reassured that learning agreements will be implemented
in full.
Each learner must be supported as a trainee in the workplace. There must be systems
in place for liaising with centres regularly on the progress of learners.
It is important that learners are provided with a clear induction that identifies how the
course will be taught and assessed. Learners should have a clear understanding of the
staff they would speak to for support, guidance and, if necessary, to make an appeal
or complaint. Pre-registration trainee pharmacy technicians should be suitably
supervised in all aspects of their work to ensure that their practice is safe and
accurate. Their supervisor should monitor their workload to ensure that it is
appropriate and realistic, and reflective of their experience. Time to learn must be
sufficient and provide effective opportunity to complete work and collect or produce
satisfactory evidence. Learners must be supported effectively to be rotated in their
roles to ensure that they are exposed to sufficient experiences to complete the
qualification. Learners must be able to access personal and academic support and the
supervisor must signpost this support clearly to learners at induction and through the
course. The supervisor must ensure that learners have sufficient access to resources
in order to support their learning and make effective progress. Resources will include
(though they are not limited to) appropriate information technology hardware and
software, relevant and current textbooks, and rotation in the pharmacy workplace.
Learners must receive appropriate and timely feedback on their performance in order
to support their development as pre-registration trainee pharmacy technicians and
professionals.
The following must also be provided for learners:
• systems that enable them to meet regularly with workplace colleagues in order to
discuss and document their progress
• access to pharmacy professionals who are able to act as role models and give
professional support and guidance
• the opportunity to work in multidisciplinary teams.
The supervisor of pre-registration trainee pharmacy technicians must be able to
provide clear signposting to the support available to them, covering academic study,
general welfare and career advice. This support should be discussed at length at
induction and revisited frequently throughout the course.

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Everyone supporting pre-registration trainee pharmacy technicians must take into
account the GPhC’s guidance on tutoring for pharmacists and pharmacy technicians in
their work, which can be found here:
https://www.pharmacyregulation.org/sites/default/files/document/guidance_on_supe
rvising_pharmacy_professionals_in_training_august_2018.pdf
All centres and employers must have procedures in place to deal with concerns.
Serious concerns that may affect a pre-registration trainee pharmacy technician’s
suitability for future registration, such as inappropriate or criminal behaviour, must be
reported to the GPhC. There must also be clear procedures for learners to raise
concerns. Any concerns must be dealt with promptly, with documented action taken
when appropriate. Learners must be made aware of the GPhC’s guide to raising
concerns about pharmacy education and training, which can be found here:
www.pharmacyregulation.org/raising-concerns-about-pharmacy-education-and-
training
To ensure the quality and authenticity of learners’ work, as well as the accuracy and
consistency of assessment decisions between assessors operating at the centre,
centres must have robust internal verification systems and procedures in place. For
information on the requirements for implementing assessment processes in a centre,
please refer to the Centre Guide to Quality Assurance – Pearson NVQs/SVQs and
Competence-based qualifications.
Additionally, centres offering the qualification as stand-alone should refer to the
document Delivery Guidance and Quality Assurance Requirements – NVQs/SVQs and
Competence-based qualifications.
There must be a quality management structure in place to monitor all aspects of the
programme, including planning, assessment and feedback, which must be monitored,
reviewed and evaluated on a systematic basis and established at the beginning of the
programme. This sampling strategy may expand as risk and practice develops. When
issues are identified, they must be documented and addressed within agreed
timescales that ensure that neither learner progress nor accurate assessment
decisions are hindered. Staff responsible for the oversight and implementation of
quality management systems should be identified and be responsible for timely
reporting and analysis of the outcomes.
Monitoring systems must be in place in all learning and training environments. The
systems must assess a learner’s progress towards meeting the learning outcomes in
part 1 of the IET standards. They must ensure that, as a pre-registration trainee
pharmacy technician, a learner’s practice is safe at all times. Causes for concern must
be dealt with as soon as possible.

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Programme monitoring and review must take into account the external environment,
especially pharmacy, to make sure that programmes stay up to date as they are
delivered. Programmes must be revised when there are significant changes in practice
to make sure they are up to date. For example, any changes to legislation relating to
pharmacy should be promptly identified and the most up-to-date legislation
referenced in the programme.

Specific resource requirements

As well as the general requirements above, which include access to a pharmacy and to
a registered pharmacy professional to act as a supervisor or mentor, there are specific
resource requirements that centres must meet. They are listed by unit below.

Unit Resources required

7 Learners will need to be able to undertake a patient-facing role in the
pharmacy. Standard Operating Procedures should be in place for all
tasks required in this unit and all health and safety requirements must
be in place.
8 Standard Operating Procedures should be in place for all tasks
required in this unit and all health and safety requirements must be in
place.
9 Standard Operating Procedures should be in place for all tasks
required in this unit and all health and safety requirements must be in
place.
10 Ideally, learners should have access to a laboratory equipped with
standard laboratory equipment and reactants enabling learners to
carry out a range of experiments investigating aspects of the unit
content. Where this is not possible, the use of technology to allow
learners to experience laboratory experiments, for example through
videos or Skype®, or ready-prepared packs of experiments sent to the
learner's workplace are acceptable alternatives.
15 Ideally, learners should have access to a laboratory equipped with the
materials to carry out microbiological experiments, such as autoclaves,
incubation equipment, growth media and associated
glassware/equipment. Where this is not possible, the use of technology
to allow learners to experience laboratory experiments, for example
through videos or Skype®, or ready-prepared packs of experiments
sent to the learner's workplace are acceptable alternatives.
21 Learners will require access to Standard Operating Procedures.

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Suggested textbooks are listed at the end of each unit. The language used in
pharmacy textbooks is often too high level for Level 3, so it is likely that this material
will need to be adapted for teaching pre-registration trainee pharmacy technicians.
Some of the suggested resources are published by the Royal Pharmaceutical Society,
which is a membership organisation for pharmacists only. Membership of the Royal
Pharmaceutical Society may be required in order to access these resources.
Where legislation is taught, centres must ensure that it is current and up to date.

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7 Access and recruitment

Our policy on access to our qualifications is that:

• they should be available to everyone who is capable of reaching
the required standards
• they should be free from barriers that restrict access and progression
• there should be equal opportunities for all wishing to access the qualifications.
Centres must ensure that their learner recruitment process is conducted with
integrity. This includes ensuring that applicants have appropriate information and
advice about the qualification to ensure that it will meet their needs.
Centres should review applicants’ prior qualifications and/or experience, considering
whether this profile shows that they have the potential to achieve the qualification.
Entry requirements must ensure that applicants are fit to practice as trainees at the
point of selection. Centres will need to check fitness to practise through a self-
declaration for health and a reference from school or employer for good character.
Selectors must apply the selection criteria consistently, in an unbiased way and in line
with relevant legislation. They should be trained to do this and training should include
equality, diversity and inclusion.

Prior knowledge, skills and understanding

In order to register for this qualification, learners must be working in a pharmacy
environment, having secured a placement as a pre-registration trainee pharmacy
technician, and have GCSE pass grades (C or above) or equivalent qualifications in
English, mathematics and science, an acceptable reference for good character and an
acceptable self-declaration for health. In addition to the requirements above, other
appropriate evidence would include:
● (S)NVQ at level 2 or above, preferably related to pharmacy
● National 5 (N5) qualifications, which are the Scottish equivalent of the GCSE (the
N5 is the more academically advanced of the qualifications, with candidates being
awarded the qualification at grades A, B, C and D. Scottish National 5 certificates
grade A to C are broadly equivalent to GCSE grades 4 to 9)
● other appropriate academic requirements and/or experience. Centres can use the
UK National Academic Recognition Information Centre (UK NARIC) to compare a UK
qualification with any non-UK qualification.
Acceptable references for good character could include references from the learner’s
school or employer and the Disclosure and Barring Service/Disclosure Scotland checks
or equivalent.

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An acceptable self-declaration for health must provide information on conditions that
may affect an applicant’s fitness to practise as a trainee and how such conditions
could be managed.
Template good character reference and self-declaration for health forms are given in
Annexe B and Annexe C respectively.
Formal agreements between the employer and centre should set out clearly who is
responsible for good character checks and assessing whether the learner has the right
attributes to train as a healthcare professional. These checks must be completed
before commencement of the course.
Centres will need to demonstrate how concerns about good character or health are
dealt with during the selection process.

Access to qualifications for learners with disabilities or specific

needs
Equality and fairness are central to our work. Pearson’s Equality, diversity and inclusion
policy requires all learners to have equal opportunity to access our qualifications and
assessments and that our qualifications are awarded in a way that is fair to every
learner.
We are committed to making sure that:
● learners with a protected characteristic (as defined by the Equality Act 2010) are
not, when they are undertaking one of our qualifications, disadvantaged in
comparison to learners who do not share that characteristic
● all learners achieve the recognition they deserve from undertaking a qualification
and that this achievement can be compared fairly to the achievement of their
peers.
For learners with disabilities and specific needs, the assessment of their potential to
achieve the qualification must identify, where appropriate, the support that will be
made available to them during delivery and assessment of the qualification.
Please see the information regarding reasonable adjustments and special
consideration in Section 8 Assessment.

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8 Assessment

To achieve a pass for this qualification, the learner must achieve all the units required
in the qualification structure stated.

Language of assessment
Assessments for the units in this qualification are in English only.
A learner taking the qualification may be assessed in British or Irish Sign Language
where it is permitted for the purpose of reasonable adjustment.
Further information on the use of language in qualifications is available in our
document Use of languages in qualifications policy, available on our website.
Further information on access arrangements can be found in the Joint Council for
Qualifications (JCQ) document Access arrangements and reasonable adjustments.

Internal assessment
The units in this qualification are assessed through an internally- and externally
quality-assured Portfolio of Evidence, made up of evidence gathered during the
course of the learner’s work.
Each unit has specified learning outcomes and assessment criteria. To pass each unit
the learner must:
● achieve all the specified learning outcomes
● satisfy all the assessment criteria by providing sufficient and valid evidence for
each criterion
● prove that the evidence is their own.
Learners must have an assessment record that identifies the assessment criteria that
have been met. The assessment record should be cross-referenced to the evidence
provided. The assessment record should include details of the type of evidence and
the date of assessment. Suitable centre documentation should be used to form an
assessment record.

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It is important that the evidence provided to meet the assessment criteria for the unit
and learning outcomes is:
Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Reliable indicates that the learner can consistently perform at this level

Current sufficiently recent to create confidence that the same skill,

understanding or knowledge persists at the time of the claim

Sufficient fully meets the requirements of the standards.

Recognition of Prior Learning (RPL) – is where a learner can demonstrate that they
can meet a unit’s requirements through knowledge, understanding or skills they
already possess without undertaking a course of development. They must submit
sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted
that is based on RPL should give the centre confidence that the same level of skill,
understanding and knowledge exists at the time of claim as existed at the time the
evidence was produced. RPL is acceptable for accrediting a unit, several units, or a
whole qualification (if applicable).
Further guidance is available in our policy document Recognition of prior learning policy
and process, available on our website.

Assessment Principles
The Assessment Principles for this qualification are included in Annexe A. This
document sets out the overarching assessment requirements and the framework for
assessing the units to ensure that the qualification remains valid and reliable. It has
been developed by the Sector Skills Council, Skills for Health.

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Types of evidence for the skills-based units
To achieve a unit, the learner must gather evidence that shows that they have met the
required standard specified in the assessment criteria, Pearson’s quality assurance
arrangements (please see Section 10 Quality assurance) and the requirements of the
Assessment Principles given in Annexe A.
In line with the Assessment Principles, evidence for the skills-based units can take a
variety of forms as indicated below:
● direct observation of the learner’s performance by their assessor (O). This is the
primary method of assessment for the skills-based units. Across the qualification’s
skills-based units there must be at least three observations which cover the
required skills. Evidence should be generated over a period of time to show
consistent performance.
● expert witness testimony (EWT) may be used where it is difficult for an assessor to
observe aspects of practice. Expert witness testimony is NOT a substitute for the
requirement of three observations by the assessor across the qualification.
● outcomes from simulation (S) may only be used where learners are not able to
achieve the skills-based learning outcomes in their usual place of employment (e.g.
a custodial setting). In these circumstances the training provider and employer
must ensure that the learner is given opportunities to achieve the learning
outcomes in a work placement or another suitable setting. This may include
simulation.
In addition to these forms of evidence, the following additional assessment methods
provide the opportunity for different learning styles and individual needs of learners
to be taken into account, but should not be used instead of or in place of the stated
assessment methodology in each unit:
● outcomes from oral or written questioning based on the learner’s workplace
activities (Q&A)
● personal statements and/or reflective accounts (RA)
● professional discussion (PD).
Learners can use the abbreviations in their portfolios for cross-referencing purposes.
For learning outcomes in skills-based units that assess knowledge and understanding,
written evidence from the learner will be needed as described in Assessment of
knowledge and understanding on page 23.

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Learners can also use one piece of evidence to prove their knowledge, skills and
understanding across different assessment criteria and/or across different units. It is
not necessary for learners to have each assessment criterion assessed separately.
They should be encouraged to reference evidence to the relevant assessment criteria.
However, the evidence provided for each unit must clearly reference the unit being
assessed. Evidence must be available to the Assessor, the Internal Verifier and the
Pearson Standards Verifier.
Any specific evidence requirements for a unit are given in the Unit assessment
requirements section of the unit.
Further guidance on the requirements for centre quality assurance and internal
verification processes is available on our website. For details, please see Section 12
Further information and useful publications.

Assessment of knowledge and understanding

For knowledge-based units, evidence will be assessed using internally set, internally
marked written assignments. Suggested assignments and assessment guidance are
provided in each unit. The assignments will be internally quality assured, then subject
to external quality assurance sampling by Pearson.
Centres must also carry out regular standardisation activities as part of the ongoing
quality assurance of assessment decisions within the assignments used for
knowledge-based units and assignments should be refreshed over time.
Learning outcomes in skills-based units that assess knowledge and understanding will
also need to be assessed through internally set, internally marked written
assignments. Suggested assignments and assessment guidance are also provided in
each unit for these learning outcomes.
Any specific assessment requirements are stated in the Unit assessment requirements
section of each unit in Section 11 Units.
Guidance on re-takes is given in Annexe A: Assessment Principles for the Level 3 Diploma
in the Principles and Practice for Pharmacy Technicians. For detailed guidance on giving
feedback to learners in this context, centres should refer to the BTEC Centre Guide to
Internal Assessment.

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Appeals
Centres must have a policy for dealing with appeals from learners. Appeals may relate
to incorrect assessment decisions or unfairly conducted assessment. The first step in
such a policy is a consideration of the evidence by a Lead Internal Verifier or other
member of the programme team. The assessment plan should allow time for
potential appeals after learners have been given assessment decisions.
Centres must document all learners’ appeals and their resolutions. Further
information on the appeals process can be found in our Enquiries and appeals about
Pearson vocational qualifications and end point assessment policy document, available
on our website.

Dealing with malpractice

Malpractice means acts that undermine the integrity and validity of assessment, the
certification of qualifications and/or may damage the authority of those responsible
for delivering the assessment and certification.
Pearson does not tolerate actions (or attempted actions) of malpractice by learners,
centre staff or centres in connection with Pearson qualifications. Pearson may impose
penalties and/or sanctions on learners, centre staff or centres where incidents (or
attempted incidents) of malpractice have been proven.
Malpractice may arise or be suspected in relation to any unit or type of assessment
within the qualification. For further details on malpractice and advice on preventing
malpractice by learners please see our document Centre guidance: Dealing with
malpractice and maladministration in vocational qualifications, available on our website.

Internal assessment
Centres are required to take steps to prevent malpractice and to investigate instances
of suspected malpractice. Learners must be given information that explains what
malpractice is for internal assessment and how suspected incidents will be dealt with
by the centre. Our document Centre guidance: Dealing with malpractice and
maladministration in vocational qualifications gives full information on the actions we
expect you to take.
Pearson may conduct investigations if we believe that a centre is failing to conduct
internal assessment according to our policies. The above document gives more
information and examples, and details the penalties and sanctions that may be
imposed.
In the interests of learners and centre staff, centres need to respond effectively and
openly to all requests relating to an investigation into an incident of suspected
malpractice.

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Learner malpractice
The head of centre is required to report incidents of suspected learner malpractice
that occur during Pearson examinations. We ask centres to complete JCQ Form M1
(www.jcq.org.uk/exams-office/malpractice) and email it with any accompanying
documents (signed statements from the learner, invigilator, copies of evidence, etc) to
the Investigations Team at [email protected]. The responsibility for
determining appropriate sanctions or penalties to be imposed on learners lies with
Pearson.
Learners must be informed at the earliest opportunity of the specific allegation and
the centre’s malpractice policy, including the right of appeal. Learners found guilty of
malpractice may be disqualified from the qualification for which they have been
entered with Pearson.

Teacher/centre malpractice
The head of centre is required to inform Pearson’s Investigations Team of any incident
of suspected malpractice by centre staff, before any investigation is undertaken. The
head of centre is requested to inform the Investigations Team by submitting a
JCQ M2(a) form (downloadable from www.jcq.org.uk/exams-office/malpractice) with
supporting documentation to [email protected]. Where Pearson receives
allegations of malpractice from other sources (for example Pearson staff, anonymous
informants), the Investigations Team will conduct the investigation directly or may ask
the head of centre to assist.
Incidents of maladministration (accidental errors in the delivery of Pearson
qualifications that may affect the assessment of learners) should also be reported to
the Investigations Team using the same method.
Heads of centres/principals/chief executive officers or their nominees are required to
inform learners and centre staff suspected of malpractice of their responsibilities and
rights, please see 6.15 of the Joint Council for Qualifications (JCQ) document Suspected
malpractice in examinations and assessments – Policies and procedures.
Pearson reserves the right in cases of suspected malpractice to withhold the
issuing of results/certificates while an investigation is in progress. Depending on the
outcome of the investigation, results and/or certificates may not be released or they
may be withheld.
We reserve the right to withhold certification when undertaking investigations, audits
and quality assurances processes. You will be notified within a reasonable period of
time if this occurs.

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Sanctions and appeals
Where malpractice is proven, we may impose sanctions or penalties.
Where learner malpractice is evidenced, penalties may be imposed such as:
● mark reduction for affected external assessments
● disqualification from the qualification
● debarment from registration for Pearson qualifications for a period of time.
If we are concerned about your centre’s quality procedures, we may impose sanctions
such as:
● working with you to create an improvement action plan
● requiring staff members to receive further training
● placing temporary blocks on your certificates
● placing temporary blocks on registration of learners
● debarring staff members or the centre from delivering Pearson qualifications
● suspending or withdrawing centre approval status.
The centre will be notified if any of these apply.
Pearson has established procedures for centres that are considering appeals against
penalties and sanctions arising from malpractice. Appeals against a decision made by
Pearson will normally be accepted only from the head of centres (on behalf of
learners and/or members or staff) and from individual members (in respect of a
decision taken against them personally). Further information on appeals can be found
in our Enquiries and appeals about Pearson vocational qualifications and end point
assessment policy document, available on our website, qualifications.pearson.com. In
the initial stage of any aspect of malpractice, please notify the Investigations Team
(via [email protected]) who will inform you of the next steps.

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Reasonable adjustments to assessment
Reasonable adjustments must be made to course delivery and assessment to help
learners having specific needs to meet the learning outcomes. Teaching, learning and
assessment may be modified for this purpose but learning outcomes may not.
Centres are able to make adjustments to assessments to take account of the needs of
individual learners in line with the guidance given in the document Guidance for
reasonable adjustments and special consideration in vocational internally assessed units.
In most instances, adjustments can be achieved by following the guidance; for
example, allowing the use of assistive technology or adjusting the format of the
evidence. We can advise you if you are uncertain as to whether an adjustment is fair
and reasonable. Any reasonable adjustment must reflect the normal learning or
working practice of a learner in a centre or working within the occupational area.
Further information on access arrangements can be found in the Joint Council for
Qualifications (JCQ) document Access arrangements and reasonable adjustments.

Special consideration
Centres must operate special consideration in line with the guidance given in the
document Guidance for reasonable adjustments and special consideration in vocational
internally assessed units. Special consideration may not be applicable in instances
where:
● assessment requires the demonstration of practical competence
● criteria have to be met fully
● units/qualifications confer licence to practice.
Centres cannot apply their own special consideration; applications for special
consideration must be made to Pearson and can be made only on a case-by-case
basis. A separate application must be made for each learner and certification claims
must not be made until the outcome of the application has been received.
Further information on special consideration can be found in the Joint Council for
Qualifications (JCQ) document A guide to the special consideration process.

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9 Centre recognition and approval

Centre recognition
Centres that have not previously offered BTEC competence-based qualifications need
to apply for, and be granted, centre recognition as part of the process for approval to
offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are
already approved for a qualification that is being replaced by a new qualification and
the conditions for automatic approval are met.
Guidance on seeking approval to deliver BTEC qualifications is given on our website.

Approvals agreement
All centres are required to enter into an approval agreement with Pearson, in which
the head of centre or principal agrees to meet all the requirements of the qualification
specification and to comply with the policies, procedures, codes of practice and
regulations of Pearson and relevant regulatory bodies. If centres do not comply with
the agreement, this could result in the suspension of certification or withdrawal of
centre or qualification approval.

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10 Quality assurance

Quality assurance is at the heart of vocational qualifications and apprenticeships.

The centre assesses BTEC competence-based qualifications and will use quality
assurance to make sure that their managers, internal verifiers and assessors are
standardised and supported. This also ensures learners are given appropriate
opportunities that lead to valid and accurate assessment outcomes.
There must be independent quality assurance of assessment processes. Quality
assurance processes should be carried out by an external and appropriately qualified
person who is not an employee of the centre and has no involvement with the learner
in their day-to-day work. Further requirements of the External Quality Assurer (EQA),
as well as requirements of the Internal Quality Assurer (IQA) and others, are set out in
the Assessment Principles for this qualification in Annexe A.
Pearson uses external quality assurance processes to verify that assessment, internal
quality assurance and evidence of achievement meet nationally defined standards.
Our processes enable us to recognise good practice, effectively manage risk and
support centres to safeguard certification and quality standards.
Our Standards Verifiers provide advice and guidance to enable centres to hold
accurate assessment records and assess learners appropriately, consistently
and fairly.
For the qualification in this specification, the Pearson quality assurance model will
consist of the following processes.
Centres will receive at least one visit from our Standards Verifier, followed by ongoing
support and development. This may result in more visits or remote support, as
required to complete standards verification. The exact frequency and duration of
Standards Verifier visits/remote sampling will reflect the level of risk associated with a
programme, taking account of the:
● number of assessment sites
● number and throughput of learners
● number and turnover of assessors
● number and turnover of internal verifiers
● amount of previous experience of delivery.
If a centre is offering a BTEC competence-based qualification alongside other
qualifications related to the same Apprenticeship Standard, wherever possible we will
allocate the same Standards Verifier for both qualifications.

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For further details, please see the following handbooks available on our website:
● Pearson Centre Guide to Quality Assurance for NVQ/SVQ and Competence-based
qualifications
● Pearson Delivery Guidance and Quality Assurance Requirements for NVQ/SVQ and
Competence-based qualifications.

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11 Units

Unit format
Each unit has the following sections.

Unit number
The number is in a sequence in the specification. Where a specification has more than
one qualification, numbers may not be sequential for an individual qualification.

Unit title
This is the formal title of the unit that will appear on the learner’s certificate.

Level
All units and qualifications have a level assigned to them. The level assigned is
informed by the level descriptors defined by Ofqual, the qualifications regulator

Credit value
All units in this qualification have a credit value. The minimum credit value is 1 and
credits can be awarded in whole numbers only.

Guided Learning Hours (GLH)

Guided Learning Hours (GLH) is the number of hours that a centre delivering the
qualification needs to provide. Guided learning means activities that directly or
immediately involve tutors and assessors in teaching, supervising, and invigilating
learners, for example lectures, tutorials, online instruction and supervised study.
Pearson has consulted with users of the qualification and has assigned a number of
hours to this activity for each unit.

Unit summary
This summarises the purpose of the unit and the learning the unit offers.

Learning outcomes
The learning outcomes set out what a learner will know, understand or be able to do
as the result of a process of learning.

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Assessment criteria
The assessment criteria specify the standard the learner is required to meet to
achieve a learning outcome. The words in bold type link to the headings in the
content.

Content
This sets out the required teaching content of the unit and specifies the knowledge
and understanding required for achievement of the unit. It enables centres to design
and deliver a programme of learning that will enable learners to achieve each learning
outcome and to meet the standard determined by the assessment criteria. The
headings in bold type show how the content relates to the assessment criteria.

Essential information for tutors and assessors

This section gives information to support delivery and the implementation of
assessment. It contains the following subsections.
● Essential resources – lists any specialist resources needed to deliver the unit. The
centre will be asked to make sure that these resources are in place when it seeks
approval from Pearson to offer the qualification.
● Assessment – for the knowledge units, it provides recommended assignments and
suitable sources of evidence for each learning outcome. This section also gives
information about the standard and quality of evidence expected for learners to
achieve the learning outcome and pass each assignment. It is important that the
information is used carefully, alongside the assessment criteria.
● Unit assessment requirements – this outlines the specific requirements set by the
SSC, Skills for Health, for the assessment of each individual unit. Learners must
provide evidence according to each of the requirements stated in this section.

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Unit 1: Principles of Person-Centred
Approaches for Pharmacy
Technicians

Level: 3

Credit value: 5
Guided Learning Hours: 30

Unit summary
The aim of this unit is to enable learners to develop knowledge and understanding of
person-centred approaches, including communication in pharmacy services. The unit
also covers the role and responsibilities of a pharmacy technician in relation to
safeguarding.
As a pharmacy technician, you will interact with colleagues, patients and multi-agency
professionals, so you will need an underpinning knowledge and skillset that includes
effective communication, person-centred approaches and safeguarding in pharmacy
services.
You will study the main purpose of effective communication and the importance of
developing techniques for interviewing and managing challenging situations,
alongside the wider responsibilities that are part of the role. You will explore factors
that influence the need for diverse, person-centred approaches, such as
environmental, cultural, religious and physical/learning disabilities. Challenges that
you may encounter will be discussed, along with appropriate responses and further
signposting in order that needs are met adequately. Duty of care will be observed and
you will have the opportunity to develop your safeguarding skills.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand effective 1.1 Describe the main purpose of Main purpose of communication: gaining
communication within communication with individuals in consent; involving others; involving other
pharmacy services pharmacy services professionals; supporting others; enabling others;
listening and understanding; give information to
1.2 Summarise responsibilities of a
individuals and other professionals; advise on
pharmacy technician in relation to
pharmacy related matters; obtain information
communication in pharmacy services
from individuals and other professionals; adapt
1.3 Assess the importance of effective information for individuals and other
communication across organisations professionals
1.4 Describe the basic principles of Responsibilities: legal; organisational;
motivational interviewing professional
1.5 Explain techniques for managing Basic principles of motivational interviewing:
challenging situations open questions; affirmation; reflection; summary
1.6 Describe techniques for creating Techniques for managing challenging
suitable environment for open and situations: build rapport and empathy; change
confidential discussion with the the environment; defuse the emotion; explore
individual or third party options available; agree next steps; inform
relevant others and/or other professionals

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 Learning outcomes Assessment criteria Content
1.7 Explain the challenges to Techniques for creating suitable environment:
communication encountered within quiet area away from distractions and other
a pharmacy technician role people; encourage open and honest discussion;
promote confidentiality; respecting privacy
1.8 Describe the support and services
available to enable individuals to Challenges to communication: verbal vs non-
communicate effectively verbal; social factors; cultural factors; religious
beliefs; environment; disabilities; learning
difficulties
Support and services may include: translation
services; third sector organisations; support
groups; training
2 Understand person- 2.1 Describe the principles of person- Person-centred care: respecting diversity;
centred approaches in centred care respect for values, preferences and needs;
pharmacy services listening to the individual; providing information
2.2 Summarise responsibilities of a
and education; involvement of individual, carers
pharmacy technician in relation to
and key people in decisions about their care
person-centred approaches
Responsibilities: legal; organisational;
2.3 Explain why person-centred values
professional
should influence all aspects of
healthcare within and between a Person-centred values include: confidentiality;
range of pharmacy services individuality; rights; choice; privacy;
independence; dignity; respect; partnership; care;
compassion; courage; communication;
competence

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Learning outcomes Assessment criteria Content
3 Understand the role 3.1 Define safeguarding Safeguarding: refer to: Working Together to
and responsibilities of Safeguard Children 2018; current Care Act
3.2 Explain how duty of care contributes
the pharmacy Statutory Guidance; whistleblowing
to the safeguarding of individuals
technician in relation to
Duty of care: the duty to report any acts or
safeguarding 3.3 Explain how to recognise
omissions that could be detrimental to
individuals safeguarding concerns
individuals, yourself, colleagues or your employer
3.4 Explain the process for disclosing or
Recognise safeguarding concerns: signs and
referring concerns about safeguarding
symptoms; behaviours
3.5 Explain the role and responsibilities
Role and responsibilities: trained to an
of the pharmacy technician in relation
appropriate level; familiar with local and national
to safeguarding individuals
policies and procedures; aware of who to contact
in the health service, social services or the police
in the event of a safeguarding concern; familiar
with the GPhC Standards for Pharmacy
Professionals

36 Pearson BTEC Level 3 Diploma in the Principles and Practice for Pharmacy Technicians
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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources, for example Safeguarding Adults and the Law.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

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Unit assessment requirements
This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Pharmacy services may include:
● hospital settings
● community
● GP practices
● prisons.
An individual refers to someone requiring care or support; it will usually mean the
person or people supported by the learner.

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Learning outcome 1: Understand effective communication within pharmacy
services
An example of a suitable assignment to cover this learning outcome could be an
induction workbook for new pharmacy technicians to complete, outlining the
importance of effective communication in pharmacy services. The booklet would need
to focus on the communication skills required for the pharmacy technician role, and
should include: the purpose of effective communication with individuals, colleagues
and organisations; responsibilities to create a suitable, confidential environment; the
basics for motivational interviews; and examples of challenging communication
situations – outlining techniques to suitably manage and signpost the issues faced.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the main purpose of communication with individuals in
pharmacy services, using the learner’s own words and including all relevant
aspects (AC1.1)
2 briefly set out one legal, one organisational and one professional responsibility of
a pharmacy technician in relation to communication in pharmacy services (AC1.2)
3 assess using detailed examples the likely impacts of effective communication
across organisations, drawing a conclusion as to how important effective
communication is for individuals, employees of the organisations and the
organisations themselves (AC1.3)
4 give a clear account of the basic principles of motivational interviewing, using the
learner’s own words and showing understanding of how these principles can be
applied in the role of pharmacy technician (AC1.4)
5 provide details of at least four techniques for managing challenging situations,
giving examples to support the points made (AC1.5)
6 give a clear account of techniques for creating a suitable environment for open
and confidential discussion with the individual or third party, using the learner’s
own words and showing understanding of how these techniques can be applied in
the role of pharmacy technician (AC1.6)
7 provide details of four separate challenges to communication encountered within
a pharmacy technician role, giving examples to support the points made (AC1.7)
8 give a clear account, using the learner’s own words, of the support and services
available to enable individuals to communicate effectively (AC1.8).

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Learning outcome 2: Understand person-centred approaches in pharmacy
services
An example of a suitable assignment to cover this learning outcome could be an
information leaflet outlining the person-centred approaches that will be expected of a
pharmacy technician in their role. The leaflet would need to focus on the overarching
meaning and relevance of person-centred approaches in pharmacy services, and
should include: rationalising the principles (i.e. respecting diversity, respect for values,
preferences and needs etc.); legal, organisational and professional responsibilities;
and why person-centred values (including confidentiality, individuality, rights, choice,
privacy, independence and dignity) should influence all aspects of healthcare and
pharmacy services.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the principles of person-centred care, using the learner’s
own words and including all relevant aspects (AC2.1)
2 briefly set out one legal, one organisational and one professional responsibility of
a pharmacy technician in relation to person-centred approaches (AC2.2)
3 give four reasons why person-centred values should influence all aspects of
healthcare within and between a range of pharmacy services, using evidence and
examples to support the points made (AC2.3).

Learning outcome 3: Understand the role and responsibilities of the pharmacy

technician in relation to safeguarding individuals
An example of a suitable assignment to cover this learning outcome could be a short
question and answer paper, assessing the learners’ understanding of the
responsibilities of their role in relation to safeguarding individuals. The question and
answer paper should be written to generate a recognised definition of safeguarding
and should assess the following four main areas:
● safeguarding – refer to: Working together to safeguard children 2018; current Care Act
Statutory Guidance; whistleblowing
● Duty of Care – the duty to report any acts or omissions that could be detrimental to
individuals, yourself, colleagues or your employer
● recognise safeguarding concerns – signs and symptoms; behaviours
● role and responsibilities – trained to an appropriate level; familiar with local and
national policies and procedures; aware of who to contact in the health service,
social services or the police in the event of a safeguarding concern; familiar with
the GPhC Standards for Pharmacy Professionals.

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To satisfy the assessment criteria for this learning outcome, learners will:
1 specify exactly the meaning of safeguarding, using correct terminology and
referring to Working together to safeguard children 2018, the current Care Act
Statutory Guidance and whistleblowing (AC3.1)
2 provide details of how duty of care contributes to the safeguarding of individuals,
giving reasons and examples to support the points made (AC3.2)
3 provide details of how to recognise safeguarding concerns, referring to signs,
symptoms and behaviours, and giving reasons and examples to support the points
made (AC3.3)
4 provide details of the process for disclosing or referring concerns about
safeguarding, giving reasons and examples to support the points made (AC3.4)
5 provide details of the role and responsibilities of the pharmacy technician in
relation to safeguarding individuals, giving reasons and examples to support the
points made (AC3.5).

Textbooks
Boarder M, Dixon J (et al) – Pharmacology for Pharmacy and the Health Sciences:
A Patient-centred Approach, 2nd edition (Oxford University Press, 2016)
ISBN 9780198728832
Mandelstam M – Safeguarding Adults and the Law: An A-Z of Law and Practice,
3rd edition (Jessica Kingsley Publishers, 2019) ISBN 9781785922251
Thistlethwaite J, Mckimm J – Health Care Professionalism at a Glance
(Wiley-Blackwell, 2015) ISBN 9781118756386

Journals
Pharmaceutical Journal – www.pharmaceutical-journal.com/learning/learning-
article/how-pharmacy-can-provide-patient-centred-care-for-dementia-
patients/20203385.article

Websites
www.health.org.uk/publications/person-centred-care- Health.org PCC made
made-simple simple
www.nice.org.uk/guidance/ng5/resources/implementation- National Institute for
case-scenarios-487189693 Health and Care
Excellence (NICE) case
studies

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Unit 2: Principles of Health and
Safety for Pharmacy
Technicians

Level: 3

Credit value: 2
Guided Learning Hours: 10

Unit summary
The aim of this unit is to give learners an in depth understanding of health and safety
requirements in relation to the pharmacy technician role. The learning from this unit
should be used to underpin other learning for pharmacy technicians and skills will be
assessed through other units within this qualification.
Learners should be made aware that emergency first aid and first aid at work are not
assessed through this unit. A standalone qualification should be undertaken if this is a
required element of the learner’s role.
In this unit, you will explore the responsibilities of the pharmacy technician relating to
health and safety legislation, standards and procedures in the workplace. You will
study health and safety risk management, and procedures for responding to
accidents and emergencies in the workplace.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Outline the legislation relating to Legislation: Health and Safety at Work Act 1974;
responsibilities relating health and safety in pharmacy manual handling; disposal of pharmaceutical
to health and safety in services waste; Control of Substances Hazardous to Health
the workplace (COSHH); workplace injury; workplace ill health;
1.2 Evaluate the standards and
Reporting of Injuries, Diseases and Dangerous
procedures relating to health and
Occurrences Regulations 2013 (RIDDOR); safe
safety in pharmacy services
working environment; safeguarding; Deprivation
1.3 Analyse the main health and safety of Liberty. Provision for first aid at work
responsibilities for:
Standards and procedures:
● pharmacy technician
Standards: GPhC Professional Standards
● employer
Procedures should reference the Standard
● others in the workplace Operating Procedures relevant to own role.
1.4 Reflect on own compliance with health Procedures should also cover how to access
and safety procedures information and support relating to health and
safety; incident reporting; disposal of
pharmaceutical waste
Others could include: individuals; customers;
colleagues; visitors

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Learning outcomes Assessment criteria Content
2 Understand health and 2.1 Summarise the principles of risk Principles of risk management: Health and
safety risk management management Safety Executive principles of risk management
http://www.hse.gov.uk/risk/principles.htm
2.2 Summarise the components of a risk
management system Components of a risk management system:
risk assessment; risk avoidance; risk transfer,
2.3 Explain the use of health and safety
mitigation or prevention; risk retention
risk assessments in relation to
workplace practices Workplace practices may include: quality; stock
management; dispensing; disposal of
pharmaceutical waste; handling hazardous
substances; public areas; working with
individuals; work tasks; work stations
3 Understand procedures 3.1 Describe the procedures for dealing Accidents and emergencies should cover
for responding to with accidents and emergencies in spillages of pharmaceutical products/waste,
accidents and own workplace medical conditions/emergencies, sudden illness;
emergencies slips, trips, falls; minor injury etc
3.2 Analyse the responsibilities of a
pharmacy technician in responding to
accidents and emergencies

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources, for example the Health and Safety Executive (HSE) website.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
For AC3.2 learners must comment on requirements for first aid training.

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Learning outcome 1: Understand the responsibilities relating to health and
safety in the workplace
An example of a suitable assignment to cover this learning outcome could be a slide
presentation with accompanying notes, to be made available to all staff as a learning
resource. The presentation will need to focus on health and safety legislation in the
workplace, including the Health and Safety at Work etc. Act 1974, manual handling
and disposal of pharmaceutical waste. The presentation will need to cover standards
(such as the GPhC Professional Standards) and procedures (referencing the Standard
Operating Procedures relevant to the learner’s own role). It should also cover how to
access information and support relating to health and safety. Acknowledgement of
the learner's own compliance with health and safety procedures should be included.
The slide presentation will not need to be delivered but should last for a maximum of
10 minutes.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear description setting out the main points of the legislation relating to
health and safety in pharmacy services (AC1.1)
2 review the standards and procedures relating to health and safety in pharmacy
services and form a conclusion as to their effectiveness, drawing on evidence
including strengths, weaknesses, alternative actions, relevant data or information
(AC1.2)
3 examine methodically and in detail the main health and safety responsibilities for a
pharmacy technician, an employer, and others in the workplace (AC1.3)
4 reflect, using reasons and examples, on own compliance with health and safety
procedures, and suggesting ways to improve own compliance in future (AC1.4).

Learning outcome 2: Understand health and safety risk management

An example of a suitable assignment to cover this learning outcome could be a short
question and answer paper. The paper would need to focus on generating correct
responses to questions about the principles of risk management, the components of
a risk management system (such as risk assessment and risk avoidance) and how risk
assessments relate to workplace practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 briefly set out the Health and Safety Executive’s principles of risk management
(AC2.1)
2 briefly set out the components of a risk management system (AC2.2)
3 provide details of the use of health and safety risk assessments in relation to six
workplace practices, giving reasons and examples to support the points made
(AC2.3).

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Learning outcome 3: Understand procedures for responding to accidents and
emergencies
An example of a suitable assignment to cover this learning outcome could be an
information poster to be displayed in the pharmacy staff area. The poster would need
to be clear and concise in terms of graphics and instruction and show how to deal
with accidents and emergencies in the workplace. This would need to include
responses to the following: spillages of pharmaceutical products/waste; medical
conditions/emergencies; sudden illness; slips, trips, falls; and minor injury.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using the learner’s own words, of the procedures for dealing
with four different types of accidents and emergencies in own workplace (AC3.1)
2 examine methodically and in detail the responsibilities of a pharmacy technician in
responding to accidents and emergencies. Reference must be made to
requirements for first aid training (AC3.2).

Textbooks
Boyle T – Health and Safety: Risk Management, 5th edition (Routledge, 2018)
ISBN 9781138349216
Thistlethwaite J, Mckimm J – Health Care Professionalism at a Glance
(Wiley-Blackwell, 2015) ISBN 9781118756386

Journal
Pharmaceutical Journal – www.pharmaceutical-journal.com/learning/

Websites
www.hse.gov.uk/ Health and Safety Executive
www.hse.gov.uk/pubns/books/lawposter- Health and Safety law poster – a
a2.htm summary of legal requirements for
display on business premises

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Unit 3: Personal Development for
Pharmacy Technicians

Level: 3

Credit value: 5
Guided Learning Hours: 25

Unit summary
The aim of this unit is to ensure that the pharmacy technician has a full understanding
of the expectations of the role and that they are able to reflect on their own practice
and performance, including identifying opportunities for development. The unit also
covers developing a personal development plan.
In this unit, you will explore a range of skills and gain underpinning knowledge in
personal development, essential to working in a pharmacy. You will learn how and
why statutory regulation affects pharmacy practice and how your own role as a
pharmacy technician is governed by legislation and standards developed to protect
the public.
As professionalism is a key aspect of your role as a pharmacy technician, this will be
broadly explored, including the importance of professional standards, working within
your own scope of practice and the purpose of revalidation. You will investigate in
depth a variety of authentic ethical dilemmas that are likely to arise in the course of
your duties.
A common denominator among professional disciplines is the ability to reflect on our
own practice. You will explore the links between reflection and the quality
improvement aspect of your role, while evaluating a number of models of reflective
practice. This unit gives you the opportunity to demonstrate skills in evaluating your
own performance and in recognising poor performance (both your own and that of
others). You will discuss the actions required to remedy poor performance and how
relevant policies will support you in your role. You will be supported to review and
address your own continuing professional development needs by producing a
personal development plan, while contributing to the personal development of
others. This will be achieved by learning how to identify their learning needs and
supporting them in a variety of development activities.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand how the 1.1 Explain the impact Statutory regulation: premises; individual
role of the pharmacy pharmacy professionals; data protection;
of statutory regulation in pharmacy
technician is governed confidentiality; duty of candour
services
Legislation: The Medicines Act 1968, Human
1.2 Discuss how legislation and
Medicines Regulations 2012: Falsified Medicines
standards govern the role of the
Legislation; Medicines and Healthcare products
pharmacy technician
Regulatory Agency (MHRA); European Medicines
Agency (EMA); Licensed status (unlicensed
medicines, licensed medicines, such as ML, MIA,
specials, Section 10/Part 10 exemption
requirements; environmental and waste
regulations
Standards: organisational policies and
procedures; classification, labelling and packaging
of substances and mixtures; safe and secure
handling of medicines

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Learning outcomes Assessment criteria Content
2 Understand 2.1 Explain the importance of the Professional standards: General Pharmaceutical
professionalism within professional standards for pharmacy Council Standards for Pharmacy Professionals
the role of a pharmacy technicians Ethical dilemmas may include: breaches of
technician
2.2 Explain the importance of working confidentiality; problems with professional
within own scope of practice appearance; whistle blowing; problems with
unprofessional behaviour; limits of competence;
2.3 Explain ethical dilemmas that may
protecting dignity; providing false information
present to a pharmacy technician
within own scope of practice Revalidation: General Pharmaceutical Council
Revalidation Framework
2.4 Explain the purpose of revalidation
for pharmacy technicians
3 Understand how to 3.1 Assess the importance of elements of Elements of reflective practice: focus on
reflect on own practice reflective practice in continuously person-centred care; time management; decision
improving the quality of service making; professional judgement; team working;
provided communication
3.2 Explain different models of reflection Models of reflection may include: Borton (1970);
Kolb and Fry (1975); Argyris and Schon (1978);
Gibbs (1988); Johns (1995); Brookfield (1998)
4 Be able to evaluate own 4.1 Apply a model of reflection to evaluate Feedback could be from: colleagues; line
performance own performance manager; service users
4.2 Use feedback to evaluate own
performance

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 Learning outcomes Assessment criteria Content
5 Be able to recognise 5.1 Recognise own poor performance Poor performance may include: putting
behaviour that does not and respond appropriately individuals at risk; working outside of own scope
meet the required of competence; unprofessional behaviour;
5.2 Recognise poor performance of
professional standard providing incorrect advice; not meeting the
others and take appropriate action
required standard of a pharmacy professional
5.3 Explain the whistleblowing procedure
Responding appropriately should include:
in line with regulatory guidelines
admitting fault; acting open and honestly when
things go wrong; raising concerns with the
appropriate person/agency even when not easy
to do so; whistleblowing
Appropriate action should include: raising
concerns with the appropriate person/agency;
addressing poor performance with the individual
involved; whistleblowing

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Learning outcomes Assessment criteria Content
6 Be able to develop a 6.1 Assess the importance of continuing Continuing Professional Development (CPD)
personal development professional development for refers to the process of tracking and documenting
plan pharmacy technicians the skills, knowledge and experience gained both
formally and informally in the workplace, beyond
6.2 Review and prioritise own
any initial training. It is a record of what is
development needs
experienced, learned and then applied.
6.3 Work with others to develop a
Development needs should include: learning
personal development plan
needs; interests; development opportunities
A personal development plan may have a
different name but will record information
including agreed objectives for development,
proposed activities to meet objectives, timescales
for review, etc.
7 Be able to contribute to 7.1 Identify learning needs of others Others may include: team members; other
the development of colleagues
7.2 Support individuals with developing
others
their own personal development Contribution may include: demonstration of
leadership skills; applying professional practice;
7.3 Review own contribution to the
providing constructive feedback; empowering
development of others
others; providing opportunities; encouraging
others to learn from mistakes; coaching or
mentoring

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and they should be
registered with the General Pharmaceutical Council. They should have recent
experience of pharmacy practice and be able to demonstrate evidence of continuing
professional development in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

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Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
This unit is expected to be assessed in the real working environment where the
evidence is naturally occurring and is collected over a period of time. Further details
are given later in this section.
Centres are responsible for deciding on the assessment activities that will enable
learners to produce valid, sufficient, authentic and appropriate evidence to meet the
assessment criteria. When planning delivery and assessment for this unit, centres may
consider alignment with the Apprenticeship Standard.
Learners must be given a clear assessment brief before the assessment takes place,
detailing:
● the assessment activity and context
● the learning outcome(s) to be assessed
● the criteria they are expected to meet
● the time and duration of the assessment.
Wherever possible, centres should adopt a holistic and integrated approach to
assessing the skill units in the qualification. This gives the assessment process greater
rigour, minimises repetition and saves time. The focus should be on assessment
activities generated through naturally occurring evidence in the workplace, rather
than on specific tasks. Taken as a whole, the evidence must show that the learner
meets all learning outcomes and assessment criteria over a period of time. It should
be clear in the assessment records where each learning outcome and assessment
criterion has been covered and achieved.
Please refer to the guidance on selecting suitable assessment activities for the skills
units, available on our website.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy. Evidence of personal development and
reflection should be collected across the duration of the qualification. Personal
development plans should be developed as part of the overall appraisal process. For
learning outcome 5, simulation may be permitted if the learner is unable to generate
evidence through normal work activity.
There is an expectation that reflection and personal development is ongoing during
the whole learning programme. It should include evidence that a personal
development plan is in place and reviewed as part of different placements. Reflection
should include a variety of methods including feedback from colleagues.

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Learning outcome 1: Understand how the role of the pharmacy technician is
governed
Learning outcome 1 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in a work area as a reference for staff on how pharmacy services are
governed. The poster would need to cover the following three areas: statutory
regulation; legislation; standards.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the impact of statutory regulation on pharmacy services, giving
reasons and examples to support the points made (AC1.1)
2 give a clear account of how legislation and standards govern the role of the
pharmacy technician, using the learner’s own words and referring to four pieces of
legislation and two standards (AC1.2).

Learning outcome 2: Understand professionalism within the role of a pharmacy

technician
Learning outcome 2 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be an
introductory booklet for new pharmacy technicians, explaining the professional
standards that will be expected of them in their role. The booklet would need to
include details of the General Pharmaceutical Council Standards for Pharmacy
Professionals, how to work within the scope of own role, possible ethical dilemmas in
the role, and the General Pharmaceutical Council Revalidation Framework.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the importance of the professional standards for pharmacy
technicians, giving reasons to support the points made (AC2.1)
2 provide details of the importance of working within own scope of practice, giving
reasons to support the points made (AC2.2)
3 provide details of three authentic examples of ethical dilemmas that can present
to a pharmacy technician, offering examples of appropriate responses within own
scope of practice, and giving reasons to support the points made. Reference
should be made to appropriate courses of action in situations that are outside own
scope of practice (AC2.3)
4 provide details of the purpose of revalidation for pharmacy technicians, giving
reasons to support the points made (AC2.4).

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Learning outcome 3: Understand how to reflect on own practice
Learning outcome 3 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a
personal reflective log, which the learner would be able to share with new staff to help
other pharmacy technicians reflect on their own practice. As the aim of this would be
to improve the service they provide, the journal would need to set out elements of
reflective practice, considering how each can help improve service. The journal would
also need to include details of models of reflective practice, giving examples of how
each can be used in the role of pharmacy technician, supported by authentic
examples. Learners should not include any identifiable patient information.
To satisfy the assessment criteria for this learning outcome, learners will:
1 assess in detail three elements of reflective practice relevant to continuously
improving the quality of the pharmacy technician service provided, giving
examples from practice to support the elements chosen (AC3.1)
2 provide details of three models of reflection, identifying any significant differences
between the models and giving examples from practice to support their
explanation of how each model works (AC3.2).

Learning outcomes 4, 5, 6 and 7 assess skills. The primary method of assessment for
these learning outcomes is observation in the workplace by the assessor.
Across the qualification’s skills-based units there must be at least three observations,
which cover the required skills. Evidence should be generated over a period of time to
show consistent performance. Expert witness testimony may be used where it is
difficult for an assessor to observe aspects of practice. Expert witness testimony is
NOT a substitute for the requirement of the three observations by the assessor across
the qualification.

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Textbooks
Cottrell S – Skills for Success: Personal Development and Employability, 3rd edition
(Palgrave Macmillan, 2015) ISBN 9781137426529
Johns C – Becoming a Reflective Practitioner, 5th edition (Wiley-Blackwell, 2017)
ISBN 9781119193920
Royal Pharmaceutical Society – Medicines, Ethics and Practice
(Pharmaceutical Press, current, published annually in July)
Thistlethwaite J, Mckimm J – Health Care Professionalism at a Glance
(Wiley-Blackwell, 2015) ISBN 9781118756386

Websites
www.aptuk.org Association of Pharmacy Technicians UK
www. businessballs.com Leadership, management and personal
effectiveness training
www.cppe.ac.uk Centre for Pharmacy Postgraduate Education
www.npa.co.uk National Pharmacy Association
www.pharmj.com Pharmaceutical Journal online
www.rpharms.com Royal Pharmaceutical Society

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Unit 4: Principles of Health
Promotion and Well-being in
Pharmacy Services

Level: 3

Credit value: 5
Guided Learning Hours: 35

Unit summary
The aim of this unit is to enable learners to develop knowledge and understanding of
the factors that influence individuals’ health and wellbeing, the concept of public
health in relation to pharmacy services, the role of the pharmacy technician in the
promotion of public health and how theories of behaviour change can be applied to
health promotion.
In this unit, you will learn about the relationship between lifestyle, health and well-
being – factors that impact on every individual, on communities, and on society as a
whole. You will explore the relationship between health promotion and pharmacy
services in terms of functions and interventions. Focusing on the pharmacy technician
role, you will see how influential and informative you can be in relation to health
promotion activities in communities, linking it to health behaviours, barriers and
challenges.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand factors that 1.1 Explain the relationship between Lifestyle: diet; exercise; smoking; substance use;
influence health and lifestyle and health and well-being recreation; risky behaviour
well-being
1.2 Analyse factors which impact on Factors: individual and wider determinants;
health and well-being biological; chemical; physical; social; psychosocial
1.3 Explain the impact of health and well- Impact: management of disease; services and
being on society resources; economics; dependency; inequalities

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Learning outcomes Assessment criteria Content
2 Understand 2.1 Explain the functions of public health Functions: health protection; health
relationship between organisations improvement; health promotion
public health and
2.2 Explain the role of health promotion Interventions: four service domains – optimising
pharmacy services
in relation to public health the use of medicines, supporting people to self-
care, supporting people to live healthier lives,
2.3 Explain the role of pharmacy services
supporting people to live independently; making
in supporting public health
every contact count (MECC); multi-disciplinary
2.4 Explain the role of pharmacy services team working, partnership and co-production;
in current health promotion policies, public health interventions: antibiotic resistance,
campaigns and interventions alcohol, cancer, cardiac health, diabetes, flu,
healthy eating and obesity, deprivation and
poverty; mental health and well-being, oral
health, physical activity, respiratory management,
self-care, sexual health, smoking, substance
misuse, etc

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 Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe principles of effective Principles: goals and planning; feedback and
principles of behaviour behaviour change monitoring; social support
change can be applied
3.2 Explain factors that influence Factors: individual; social; environmental
to health promotion
behaviour change Barriers: individual; social; environmental
3.3 Describe barriers to behaviour Health promotion approaches: medical;
change educational; empowerment; evidence-based
3.4 Explain how health promotion
approaches can affect behaviour
change
4 Understand the role of 4.1 Summarise the role of the pharmacy Role of the pharmacy technician: raise
the pharmacy technician in relation to health awareness; provide information and advice;
technician in the promotion activities support behaviour change; signpost to public
promotion of public health services; referral to other
4.2 Explain how the pharmacy technician
health services/healthcare professionals
can access support to develop own
knowledge to promote public health Support: formal and informal sources of support
initiatives and services to individuals

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
An individual refers to someone requiring care or support; it will usually mean the
person or people supported by the learner.

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Learning outcome 1: Understand factors that influence health and well-being
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet that outlines how individual lifestyles can influence health
and well-being. The information would need to include specific details of lifestyle such
as diet and exercise, impacting factors such as biological, individual (for example
genetic) and wider determinants and the effects of health and well-being on society.
The leaflet should also refer to harmful lifestyle choices including substance misuse,
recreational drug use and risky sexual behaviour. Learners should include authentic
examples and/or evidence from practice (confidentially), so that the information has
valid meaning.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the relationship between lifestyle and health and wellbeing,
giving reasons, authentic examples and/or evidence from practice to support the
points made (AC1.1)
2 examine methodically and in detail four factors that impact on health and
wellbeing (AC1.2)
3 provide details of the impact of health and wellbeing on society, giving reasons,
authentic examples and/or evidence from practice to support the points made
(AC1.3).

Learning outcome 2: Understand relationship between public health and

pharmacy services
An example of a suitable assignment to cover this learning outcome could be an
induction workbook produced by the learner for new pharmacy technicians to
complete, outlining the importance of the relationship between public health in
communities and pharmacy services. The booklet would need to cover the following:
functions of public health organisations (for example the National Health Service and
Public Health England), such as health protection; the role of health promotion in
relation to public health; the role of pharmacy services in supporting public health;
the role of pharmacy services in current health promotion policies and campaigns –
all centred on intervention.

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To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the functions of public health organisations, giving reasons and
examples to support the points made (AC2.1)
2 provide details of the role of health promotion in relation to public health, giving
reasons, examples and/or evidence to support the points made (AC2.2)
3 provide details of the role of pharmacy services in supporting public health, giving
reasons, examples and/or evidence to support the points made (AC2.3).
4 provide details of the role of pharmacy services in current health promotion
policies, campaigns and interventions, giving reasons, examples and/or evidence
to support the points made (AC2.4)

Learning outcome 3: Understand how principles of behaviour change can be

applied to health promotion
An example of a suitable assignment to cover this learning outcome could be a short
question and answer sheet. Learners would complete the assessment by providing
relevant responses on how principles of behaviour change can be applied to health
promotion. The questions would need to address the assessment criteria as set out
below.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the principles of effective behaviour change, using the
learner’s own words (AC3.1)
2 provide details of individual, social and environmental factors that influence
behaviour change, giving reasons and examples to support the points made
(AC3.2)
3 give a clear account of individual, social and environmental barriers to behaviour
change, using the learner’s own words (AC3.3)
4 provide details of how three health promotion approaches can affect behaviour
change, giving reasons and examples to support the points made (AC3.4).

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Learning outcome 4: Understand the role of the pharmacy technician in the
promotion of public health
An example of a suitable assignment to cover this learning outcome could be a staff
information leaflet aimed at pharmacy technicians. The leaflet would need to outline
the role of the pharmacy technician in relation to health promotion activities such as
raising awareness and providing information and advice. In addition, the leaflet would
also need to provide details on how pharmacy technicians can access support to
develop their own knowledge in order to promote public health services and
initiatives to individuals. This should include both colleagues and published resources.
To satisfy the assessment criteria for this learning outcome, learners will:
1 briefly set out five points showing how the role of the pharmacy technician relates
to health promotion activities (AC4.1)
2 provide details of how the pharmacy technician can access formal and informal
support to develop own knowledge to promote public health initiatives and
services to individuals (AC4.2).

Textbooks
Clendon J, Munns A – Community Health and Wellness: Principles of Primary Health Care,
6th edition (Elsevier, 2018) ISBN 9780729542746
Naidoo J, Wills J – Foundations for Health Promotion, 4th edition
(Public Health and Health Promotion) (Elsevier, 2016) ISBN 9780702054426

Journals
Pharmaceutical Journal – www.pharmaceutical-journal.com/news-and-
analysis/features/the-rise-of-the-pharmacy-technician-the-next-
steps/20201326.article

Websites
www.gov.uk/government/organisations/public-health- Public Health England
england
www.hps.scot.nhs.uk/ Health Protection Scotland
www.publichealth.ie/ Public Health Ireland
www.publichealthwales.wales.nhs.uk/ Public Health Wales

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Unit 5: Contribute to Service
Improvement in the Delivery
of Pharmacy Services

Level: 3

Credit value: 6
Guided Learning Hours: 30

Unit summary
This unit covers the knowledge and skills required to improve the delivery of
pharmacy services. It covers how audit and quality improvement systems are part of
service improvement. The unit also covers the knowledge and skills required to
deliver pharmacy services for the benefit of individuals. Management of complaints is
also included in the unit.
In this unit, you will develop your understanding of the principles of internal and
external audit, and quality improvement strategies. You will consider the role of
organisations responsible for external audit and how the audit process and outcomes
contribute to service improvement. You will have the opportunity to explore how
quality improvement contributes to service improvement. You will consider the
importance of effective communication across organisations when working in
partnership with them to improve the delivery of pharmacy services.
This unit gives you the opportunity to demonstrate that you have the skills and
communication techniques required to obtain relevant information from individuals,
which will enable you to deliver a pharmacy service that will benefit them. You will
also demonstrate your understanding of your organisation’s policy for handling
complaints and apply your knowledge of Standard Operating Procedures in
recognising the limitations of your own competence or responsibility when dealing
with complaints or conflict.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Explain the principles that underpin: Principles: process; recording; error reporting;
principles of audit in ● external audit reasons for audit; implications and outcomes of
pharmacy services audit; roles and responsibilities in the audit
● internal audit process
1.2 Describe the role of organisations Organisations: Medicines and Healthcare,
responsible for external audit Products Regulatory Agency (MHRA); Care Quality
1.3 Explain how audit contributes to Commission (CQC), General Pharmaceutical
service improvement Council (GPhC)

2 Understand the 2.1 Explain the principles that underpin Principles: data and measurements; timelines;
principles of quality quality improvement strategies process mapping; evaluation; process and system
improvement in redesign; standardisation; demand, capacity and
2.2 Explain how quality improvement
pharmacy services workflow; involving and engaging others
contributes to service improvement
3 Understand how 3.1 Explain the importance of working Organisations may include: suppliers;
partnership working with other organisations in pharmacy commercial organisations; NHS Trusts; Health
contributes to services Boards; care homes; community pharmacies;
improving the delivery GPs; prisons
3.2 Describe the benefits of effective
of pharmacy services
communication across organisations

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Learning outcomes Assessment criteria Content
4 Be able to deliver 4.1 Use appropriate communication Appropriate communication techniques:
pharmacy services for techniques to obtain relevant verbal; non-verbal; listening; questioning;
the benefit of information showing empathy and sensitivity; adapting to the
individuals verbal and non-verbal forms of communication
4.2 Identify the needs of the individual
offered by the individual; checking own
4.3 Provide information clearly and in a understanding of individual’s needs or concerns
way that the individual can
Obtain relevant information: needs/concerns;
understand
medicines history; personal circumstances
4.4 Advise the individual about relevant
Relevant products and services: over the
products and services to meet their
counter medicines advice; smoking cessation;
needs
prescribed medicines advice, electronic
4.5 Explain the advantages and prescription service etc
disadvantages of each option for the
individual and the organisation
4.6 Agree the best option with the
individual and for the organisation
4.7 Refer any issues outside of own scope
of competence to the relevant person
4.8 Explain the information that should be
recorded in accordance with
organisational policies and standards

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 Learning outcomes Assessment criteria Content
5 Be able to respond to 5.1 Explain the organisational policy Standard Operating Procedures: skills and
complaints relating to the handling of complaints responsibilities; scope of role; interventions and
referrals; handover
5.2 Respond effectively to resolve
complaints within scope of own
competence
5.3 Refer any issues outside of the limits
of own competence to the relevant
person in accordance with Standard
Operating Procedures
5.4 Explain the steps to take when conflict
escalates beyond the scope of own
competence

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Essential information for tutors and assessors

Essential resources
Facilities required for this unit include learner access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice and show evidence of contact with the profession and continuing
professional development, in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
This unit is expected to be assessed in the real working environment where the
evidence is naturally occurring and is collected over a period of time. Further details
are given later in this section.
Centres are responsible for deciding on the assessment activities that will enable
learners to produce valid, sufficient, authentic and appropriate evidence to meet the
assessment criteria. When planning delivery and assessment for this unit, centres may
consider alignment with the Apprenticeship Standard.

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Learners must be given a clear assessment brief before the assessment takes place,
detailing:
● the assessment activity and context
● the learning outcome(s) to be assessed
● the criteria they are expected to meet
● the time and duration of the assessment.
Wherever possible, centres should adopt a holistic and integrated approach to
assessing the skill units in the qualification. This gives the assessment process greater
rigour, minimises repetition and saves time. The focus should be on assessment
activities generated through naturally occurring evidence in the workplace, rather
than on specific tasks. Taken as a whole, the evidence must show that the learner
meets all learning outcomes and assessment criteria over a period of time. It should
be clear in the assessment records where each learning outcome and assessment
criterion has been covered and achieved.
Please refer to the guidance on selecting suitable assessment activities for the skills
units, available on our website.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learning outcomes 4 and 5 must be assessed in a real work environment by the
assessor. For learning outcomes 4 and 5, simulation may be permitted if the learner is
unable to generate evidence through normal work activity.

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Learning outcome 1: Understand the principles of audit in pharmacy services

Learning outcome 2: Understand the principles of quality improvement in

pharmacy services

Learning outcome 3: Understand how partnership working contributes to

improving the delivery of pharmacy services
Learning outcomes 1, 2 and 3 assess knowledge, so written evidence from the learner
will be needed.
An example of a suitable assignment to cover these learning outcomes could be
presentation slides for a group of staff produced as part of a service review project,
covering the principles of audit and quality improvement, and how partnership
working helps to improve the delivery of pharmacy services. The presentation will
need to explain the principles of internal and external audits, including an account of
the roles of external audit organisations, and identify the positive contribution that
audit makes to service improvements. The presentation will need to detail how quality
improvement strategies contribute to service improvement. Finally, the presentation
will need to consider the impact and importance of working with other organisations
to provide the pharmacy service. It should emphasise the necessity for, and benefits
of, effective communication. There is no need for learners to deliver the presentation.
To satisfy the assessment criteria for these learning outcomes, learners will:
1 provide details of the principles that underpin external audit and internal audit,
giving reasons and examples to support the points made (AC1.1).
2 give a clear account of the role of at least three organisations responsible for
external audit, using their own words and including all the relevant information
(AC1.2).
3 provide details of how audit contributes to service improvement, giving reasons
and examples to support the points made (AC1.3).
4 provide details of at least eight principles that underpin quality improvement
strategies (AC2.1).
5 provide details of how quality improvement contributes to service improvement,
giving reasons and examples to support the points made (AC2.2).
6 assess, using detailed examples, the likely impacts of working with other
organisations in pharmacy services, drawing a conclusion as to how important it is
for an organisation to work with other organisations in pharmacy services (AC3.1).
7 give a clear account of the benefits of effective communication across
organisations, using their own words and including all the relevant information
(AC3.2).

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Learning outcomes 4 and 5 assess skills. The primary method of assessment for
these learning outcomes is observation in the workplace by the assessor.
Across the qualification’s skills-based units there must be at least three observations
which cover the required skills. Evidence should be generated over a period of time to
show consistent performance. Expert witness testimony may be used where it is
difficult for an assessor to observe aspects of practice. Expert witness testimony is
NOT a substitute for the requirement of the three observations by the assessor across
the qualification.

Textbooks
Burgess R, Moorhead J – New Principles of Best Practice in Clinical Audit, 2nd edition
(Radcliffe Publishing, 2011) ISBN 9781846192210
Marshall B – Beyond the Toolkit: Leading Quality Improvement in Health and Social Care
(Libri Publishing, 2018) ISBN 9781911450177
Wingfield J, Pitchford K – Dale and Appelbe's Pharmacy and Medicines Law, 11th edition
(Pharmaceutical Press, 2017) ISBN 9780857112026

Websites
www.aptuk.org Association of Pharmacy Technicians UK
www.cqc.org.uk Care Quality Commission
www.doh.gov.uk Department of Health and Social Care
www.england.nhs.uk NHS England
www.healthscotland.scot NHS Health Scotland
www.kingsfund.org.uk The Kings Fund
www.legislation.gov.uk The National Archives
www.medicinescomplete.com Medicines Complete
www.mhra.gov.uk Medicines and Healthcare products
Regulatory Agency
www.nice.org.uk National Institute for Health and Care
Excellence
www.pharmaceutical-journal.com Pharmaceutical Journal online
www.pharmacyQS.com The quality systems resource for pharmacy
www.pharmacyregulation.org General Pharmaceutical Council
www.rpharms.com Royal Pharmaceutical Society
www.wales.nhs.uk NHS Wales

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Unit 6: Principles for the
Management of
Pharmaceutical Stock

Level: 3

Credit value: 8
Guided Learning Hours: 65

Unit summary
This unit covers knowledge of pharmaceutical stock control requirements, including
ordering and receiving stock from the correct supplier and dealing with complex
orders such as seasonal variations. The unit also covers the safe storage of stock and
stock checking.
In this unit, you will develop your understanding of the legislation, regulatory
governance and Standard Operating Procedures that apply to the management of
pharmaceutical stock. You will explore the procurement considerations that apply to
ordering pharmaceutical stock, including seasonal factors and special order
requirements. You will learn the importance of good stock management and how to
receive pharmaceutical stock, including dealing with discrepancies, correct storage
requirements and stock rotation.
This unit gives you the opportunity to explore the implications of problems with stock
availability and discrepancies with orders, including the possible impact of these
problems on individuals’ care. You will consider the actions required to resolve stock
problems. Effective communication is essential to your work as a pharmacy
technician, so you will consider the importance of notifying the appropriate people
when stock problems are identified.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand governance 1.1 Describe legislation and regulatory Management includes: ordering; receiving;
requirements relating governance that applies to the maintaining
to the management of management of pharmaceutical stock Legislation may include that which is relevant to:
pharmaceutical stock
1.2 Summarise a range of procurement supplying medicines; ordering licensed,
considerations that apply to the unlicensed and clinical trials medication; data
ordering of pharmaceutical stock protection; equality and diversity; health and
safety
1.3 Explain the importance of following
Standard Operating Procedures Regulatory governance: General Pharmaceutical
(SOPs) for the management of Council Professional Standards; Current NICE
pharmaceutical stock guidance
Continued on next page

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Learning outcomes Assessment criteria Content
Continued from previous page
Procurement considerations may include:
license requirements e.g. Wholesale Distribution
Authorisation (WDA) or Wholesale Dealers
Licence (WDL); Falsified Medicines Directive;
Appropriate Transmissible Spongiform
Encephalopathies (TSE) certificates for unlicensed
drugs; genuine customers; unlicensed medicine
requirements; parallel imports quality control e.g.
certificates of conformity/analysis; financial
considerations; controlled drug requirements;
automated drugs cabinets; local or regional
pharmaceutical contracts; commercial medicines
units; Investigational Medicinal Products (IMPs)
Standard Operating Procedures may include:
risk management, incident management and
error reporting systems, safe storage of
medicines, handling of cytotoxic or controlled
drugs, automated ordering, use of technology,
use of personal protective equipment (PPE)

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 Learning outcomes Assessment criteria Content
2 Understand the 2.1 Describe the order requirements for Pharmaceutical stock: containing the correct:
considerations for pharmaceutical stock item(s); form; strength; amount required; doses;
ordering the impact of the formulation on the route of
2.2 Discuss the influence of seasonal
pharmaceutical stock administration
factors when ordering
pharmaceutical stock Seasonal factors: the importance of taking
account of seasonal variations when ordering
2.3 Explain the importance of special
pharmaceutical stock; the importance of ensuring
order requirements when ordering
that stock is available based on the needs of
pharmaceutical stock
individuals; the impact stock availability may have
2.4 Summarise how orders are placed in on the care of individuals
accordance with Standard Operating
Special order requirements including: knowing
Procedures
the differences between licenced, unlicensed,
2.5 Explain the difference between specials, controlled drugs, imported and clinical
generic and branded medicines trials medicines. The importance of the
Procurement and Quality Assurance process
when ordering this stock.
Continued on next page

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Learning outcomes Assessment criteria Content
Continued from previous page
Orders are placed: know how to place an order
with the appropriate supplier following Standard
Operating Procedures; understand the necessary
checks for ordering and appropriate person to
approve orders; know the sources and suppliers
of stock; understand processes for:
● ordering with the correct supplier/location
● using the documentation/method required in
accordance with Standard Operating
Procedure
Understand the difference between branded and
generic medicines and the importance of brand
specific requests

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 Learning outcomes Assessment criteria Content
3 Understand how to 3.1 Explain the process for procuring Process: local policy and procedures including
complete the pharmaceutical stock how to order unlicensed medication; electronic
procurement process ordering systems; written orders; contract
3.2 Explain the possible implications of
for pharmaceutical parameters
outstanding orders
stock Possible implications: impact stock availability
3.3 Evaluate the options for dealing with
has on the care of individuals
outstanding orders
Options: action to be taken if stock is unavailable;
3.4 Explain the importance of notifying
action required to ensure that the care of
the appropriate person(s) of changes
individuals is not affected; monitoring progress of
in pharmaceutical stock availability
outstanding orders
Appropriate person(s): line manager;
pharmacist; individual; pharmacy technician or
supervisor

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Learning outcomes Assessment criteria Content
4 Understand how to 4.1 Explain the process of confirming Standard Operating Procedures: current local
receive pharmaceutical receipt of deliveries in accordance guidelines that apply to the receipt of
stock with Standard Operating pharmaceutical stock including documentation
Procedures requiring completion upon receipt of orders
4.2 Discuss how to deal with Discrepancies: the action to be taken if there are
discrepancies with received any discrepancies with received stock, including
pharmaceutical stock stock:
4.3 Explain how drug recall procedures ● is not on the original order
are implemented ● is not the complete order
4.4 Explain the impact on individuals’ ● is short dated or expired
care if orders are not received
● has the wrong batch number
4.5 Explain the importance of notifying
● is damaged, contaminated or suspected to be
the appropriate person of any
counterfeit
problems regarding the receipt of
pharmaceutical stock ● has not been stored correctly during
transportation
● quarantine procedures
Drug recall: local and national recall procedures,
how and why these are initiated and followed;
understanding the supply chain – product
alternatives; certificates of analysis and
conformity
Continued on next page

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 Learning outcomes Assessment criteria Content
Continued from previous page
Impact on individuals’ care: understand the
importance of how receiving the correct form and
quantity of stock can affect the care of
individuals; identify the different forms of
medicines and why it is important to stock
appropriate quantities of the correct form and
strength
Appropriate person: identify the appropriate
person to notify of the availability of the stock
where the goods received are for a special or an
outstanding order or not available e.g. manager,
colleagues, the individual

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Learning outcomes Assessment criteria Content
5 Understand how to 5.1 Explain the importance of placing Storage requirements: location; transport and
store pharmaceutical received stock in correct storage secure storage arrangements; maintenance of
stock taking into account: cold chain, cytotoxic/radiopharmaceutical
materials; clinical trials; controlled drugs; volatile;
● storage requirements
flammable; routine; ambient
● stock rotation procedures
Stock rotation procedures: Understand the
5.2 Explain the importance of maintaining importance of stock rotation and the safe storage
the cold chain of stock; reasons for ensuring stock rotation
5.3 Explain how to ensure that storage occurs to reduce wastage
conditions are fit for purpose Consequences: waste; cost; availability; care of
5.4 Discuss the consequences of storage the individual
conditions not being maintained
5.5 Explain how to dispose of outdated,
damaged or contaminated stock in
line with Standard Operating
Procedures

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 Learning outcomes Assessment criteria Content
6 Understand how to 6.1 Explain the importance of good stock Stock management including: the quantity of
carry out management stock, taking account of stock usage and seasonal
pharmaceutical stock variations; the input and retrieval of stock data to
6.2 Evaluate ways of managing
management ensure levels are appropriate:
overstocking
● stock rotation
6.3 Explain the purpose of stock checks
and what they should include ● checking expiry dates of stock

6.4 Explain the action to be taken in ● identifying damaged, contaminated or

respect of expired and damaged stock deteriorated stock
Understand reasons for ensuring stock rotation
occurs to reduce wastage; understand how
automation is used to control stock; know the
importance of recording, storing and retrieving
stock information in accordance with
organisational procedures
Continued on next page

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Learning outcomes Assessment criteria Content
Stock checks: know the purpose of carrying out
stock checks at regular intervals following agreed
guidelines to ensure stocks remain:
● stored appropriately and in a suitable
condition
● in sufficient quantity
● consistent with computerised records where
appropriate
The importance of taking appropriate action if
stock is unavailable; the consequences of over
stocking
Action to be taken if stock:
● is short dated or expired
● is damaged or contaminated
● has a batch number for which drug
alerts/recalls have been issued
● has been returned to the pharmacy

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Essential information for tutors and assessors

Essential resources
Facilities required for this unit include learner access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice and show evidence of contact with the profession, and continuing
professional development, in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand governance requirements relating to the
management of pharmaceutical stock
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in a work area as a reference for staff on governance requirements for
the management of pharmaceutical stock. The poster would need to set out
procurement considerations for ordering pharmaceutical stock and give reasons for
following Standard Operating Procedures.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the legislation and regulatory governance that applies to the
management of pharmaceutical stock, using the learner’s own words and including
all relevant information (AC1.1)
2 briefly set out at least seven procurement considerations that apply to the
ordering of pharmaceutical stock (AC1.2)
3 give reasons why it is important to follow Standard Operating Procedures (SOPs)
for the management of pharmaceutical stock, providing examples to support the
points made (AC1.3).

Learning outcome 2: Understand the considerations for ordering

pharmaceutical stock

Learning outcome 3: Understand how to complete the procurement process for

pharmaceutical stock

Learning outcome 4: Understand how to receive pharmaceutical stock

An example of a suitable assignment to cover these learning outcomes could be a
training guide for the induction of new staff, covering the processes for ordering,
procuring and receiving pharmaceutical stock. The training guide would need to
provide a summary of the ordering requirements for pharmaceutical stock and how
orders are placed in accordance with Standard Operating Procedures. It would also
need to detail considerations given to seasonal factors and special order
requirements, and include an explanation of the difference between generic and
branded medicines. The training guide would also need to explain the process for
procuring pharmaceutical stock, including the implications of outstanding orders and
the action to be taken if stock is unavailable, including reasons for notifying an
appropriate person. The training guide would need to provide a summary of the
receipt of pharmaceutical stock in accordance with Standard Operating Procedures. It
would also identify how to deal with drug recalls and discrepancies, explaining the
impact on individuals’ care if they are not resolved and reasons for notifying an
appropriate person.

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To satisfy the assessment criteria for these learning outcomes, learners will:
1 give a clear account of the order requirements for pharmaceutical stock, using the
learner’s own words and including all relevant information (AC2.1)
2 provide details of the influence of seasonal factors when ordering pharmaceutical
stock, suggesting possible courses of action to address likely issues in at least
three different seasonal situations (AC2.2)
3 give reasons why special order requirements are important when ordering
pharmaceutical stock, using examples to support the points made (AC2.3)
4 briefly set out how orders are placed in accordance with Standard Operating
procedures (AC2.4)
5 provide details of the difference between generic and branded medicines, giving
reasons and examples to support the points made (AC2.5).
6 provide details of the process for procuring pharmaceutical stock, giving reasons
and examples to support the points made (AC3.1)
7 provide details of the possible implications of outstanding orders, giving reasons
and examples to support the points made (AC3.2)
8 review the options for dealing with outstanding orders, drawing on the advantages
and disadvantages of each option in order to come to a decision (AC3.3).
9 give reasons why it is important to notify the appropriate person(s) of changes in
pharmaceutical stock availability, using examples to support the points made
(AC3.4).
10 provide details of the process of confirming receipt of deliveries in accordance with
Standard Operating Procedures, giving reasons and examples to support the
points made (AC4.1)
11 provide details of how to deal with discrepancies with received pharmaceutical
stock, suggesting possible courses of action for at least five different types of
discrepancy (AC4.2)
12 provide details of how drug recall procedures are implemented, giving reasons and
examples to support the points made (AC4.3)
13 provide details of the impact on individuals’ care if orders are not received, giving
reasons and examples to support the points made (AC4.4)
14 give reasons why it is important to notify the appropriate person of any problems
regarding the receipt of pharmaceutical stock, using examples to support the
points made (AC4.5).

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Learning outcome 5: Understand how to store pharmaceutical stock
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in a work area as a reference for staff, identifying the correct storage
locations, specifying the maintenance of storage conditions and cold chain supplies to
ensure that stock remains fit for purpose. To underpin the importance of correct
storage, the poster will need to give examples of the consequences of not maintaining
storage conditions and the cold chain. The poster could contain a flow diagram
detailing how to dispose of pharmaceutical waste using the correct waste stream, in
accordance with Standard Operating Procedures, to include outdated, damaged,
contaminated or denatured stock.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give reasons why it is important to place received stock in correct storage, using
examples to support the points made. Reference must be made to storage
requirements and stock rotation procedures (AC5.1)
2 give reasons why it is important to maintain the cold chain, using examples to
support the points made (AC5.2)
3 provide details of how to ensure that storage conditions are fit for purpose, giving
reasons and examples to support the points made (AC5.3)
4 provide details of at least three possible consequences if storage conditions are
not maintained. Reference must be made to effects on the pharmacy and
individuals (AC5.4)
5 provide details of how to dispose of outdated, damaged or contaminated stock in
line with Standard Operating Procedures, giving reasons and examples to support
the points made (AC5.5).

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Learning outcome 6: Understand how to carry out pharmaceutical stock
management
An example of a suitable assignment to cover this learning outcome could be
presentation slides for a group of staff, promoting good stock management and giving
examples of how this can be achieved. The presentation slides will need to address
how overstocking can be managed and how to deal with expired and damaged stock,
as well as detailing the benefits of completing stock checks. There is no need for
learners to deliver the presentation.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give reasons why good stock management is important, using examples to support
the points made (AC6.1)
2 review ways of managing overstocking, drawing on the advantages and
disadvantages of each way in order to come to a conclusion (AC6.2)
3 provide details of the purpose of stock checks and what they should include, giving
reasons and examples to support the points made (AC6.3)
4 provide details of the action to be taken in respect of expired and damaged stock,
giving reasons and examples to support the points made (AC6.4).

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Textbooks
Merrills J, Fisher J – Pharmacy Law and Practice, 5th edition (Academic Press, 2013)
ISBN 9780123942890
Royal Pharmaceutical Society – Medicines, Ethics and Practice
(Pharmaceutical Press, current, published annually in July)
Wingfield J, Pitchford K – Dale and Appelbe's Pharmacy and Medicines Law, 11th edition
(Pharmaceutical Press, 2017) ISBN 9780857112026

Websites
www.cppe.ac.uk Centre for Pharmacy
Postgraduate Education
www.doh.gov.uk Department of Health and Social
Care
www.gov.uk/government/publications/guidance- Environment and sustainability,
on-the-safe-management-of-healthcare-waste Health Technical Memorandum
07-01: Safe management of
healthcare waste
www.legislation.gov.uk The National Archives
www.medicinescomplete.com Medicines Complete
www.mhra.gov.uk Medicines and Healthcare
products Regulatory Agency
www.pharmaceutical-journal.com Pharmaceutical Journal online
www.pharmacyregulation.org General Pharmaceutical Council
https://psnc.org.uk Pharmacy Services Negotiating
Committee
www.sps.nhs.uk Specialist Pharmacy Service

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Unit 7: Undertake Medicines
Reconciliation and Supply

Level: 4

Credit value: 12
Guided Learning Hours: 60

Unit summary
This unit covers the skills that a pharmacy technician will need to be able to take and
reconcile a medication history. Underpinning knowledge about medicines and their
action and use are covered in other units in this qualification. This unit includes the
identification of discrepancies and issues that may arise as part of the process and
dealing with them in an appropriate manner. The unit also covers assessing the
suitability of an individual’s own medicines for use. It includes determining whether
the medicines are suitable and re-ordering medicines and products to ensure that the
individual maintains a sufficient supply.
In this unit, you will develop your understanding of the legislation, national guidelines
and Standard Operating Procedures that govern all areas of medicines reconciliation
and supply. You will develop your skills in order to demonstrate your ability to take a
medication history from an individual accurately, verify its accuracy using a range of
sources and use this information to reconcile with currently prescribed medication.
You will demonstrate your ability to assess the suitability of individuals’ own
medicines or products for use and make arrangements for appropriate handling of
unsuitable items. You will also make appropriate decisions regarding any necessary
future supplies of medicines or products in line with procedures.
This unit gives you the opportunity to demonstrate skills in interacting positively with
individuals, using questioning and listening skills effectively to gain the required
information. You will show how to overcome barriers to communication to ensure
that you can discuss with individuals how to optimise their medication to achieve the
best possible outcome.
This unit requires you to show awareness that you are working within your limitations
as a pharmacy technician and to demonstrate your understanding of when you
should refer queries outside your scope of competence to an appropriate person.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand governance 1.1 Describe legislation and standards Current legislation and standards: health and
requirements for relating to retrieving and reconciling safety; valid consent; information governance;
retrieving and information about an individual’s data protection; General Pharmaceutical Council
reconciling information medicines Standards for Pharmacy Professionals
about an individual’s
1.2 Describe national guidelines relating National guidelines: current NICE guidance;
medicines
to retrieving and reconciling Royal Pharmaceutical Society
information about an individual’s Other governance requirements: risk
medicines management, incident management and error
1.3 Describe how other governance reporting systems, Patient Medication Records
requirements relate to retrieving and
reconciling information about an
individual’s medicines

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2 Be able to take a 2.1 Communicate with individuals in a Communicate: using verbal and non-verbal
medication history from manner appropriate to their needs communication techniques; confirming valid
individuals consent; capacity; disability, behaviours,
2.2 Discuss the purpose of the
recognising diversity, values and beliefs;
consultation with the individual
identifying barriers to effective communication
2.3 Use appropriate questioning and how to overcome/address these; clarifying
techniques to determine the information that is not clear
individual’s medication history
Individuals may include: patients; third parties;
2.4 Establish the details of any adverse carers
drug reactions or interactions
Purpose: safety of the individual; help individual
2.5 Determine whether the medication with any medicines related issues; identify any
remains suitable for the individual discrepancies; provide individual with opportunity
2.6 Refer queries outside of own scope of to ask questions
competence to the appropriate Questioning techniques including: open and
person closed questions; funnel questions; probing
questions
Continued on next page

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Continued from previous page
A medication history should include:
determining the following: patient identity; allergy
status; medicines that have been started recently;
medicines that have stopped; medicines that
have changed; medicines that are used regularly;
medicines that are used occasionally; medicines
that are swapped or shared between individuals
or their family and friends; medicines that are
bought from other sources; medicines prescribed
by the hospital
Depending on your work setting you may also
include: if the individual drinks alcohol, smokes or
uses other substances; issues that may impact on
the individual using their medicines; clinical trials
medication; any omissions; psychological,
occupational and social aspects and implications
for individuals living with conditions
Consideration should also be given to the use of
unlicensed medicines, imported medicines and
other licensed high-risk medicines included in
local policies and in safety alerts.
Continued on next page

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 Learning outcomes Assessment criteria Content
Continued from previous page
Adverse drug reactions or interactions: an
unwanted or harmful reaction experienced
following the administration of a drug or
combination of drugs under normal conditions of
use and is suspected to be related to the drug. An
ADR will usually require the drug to be
discontinued or the dose reduced.
Suitable: any medication related side effects or
contra-indications experienced; concordance with
medication
Appropriate person may include: line manager;
pharmacist; supervisor

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Learning outcomes Assessment criteria Content
3 Be able to verify the 3.1 Obtain information from a range of Range of available sources may include:
accuracy of the available sources to validate the individual’s own medication; individual, carer or
individual’s medication accuracy of the medication history key persons; patient medication record; medical
history notes; medication chart; repeat prescription;
3.2 Explain the benefits of the available
compliance aids; electronic medication records;
sources used to validate the accuracy
other healthcare professionals; community
of the medication history
chemist; Medicine Administration Record charts;
3.3 Explain the limitations of the hospital records; clinical trials; medicine use
available sources used to validate the review sheet (MUR)
accuracy of the medication history
Benefits and limitations: reliability; validity;
3.4 Verify the accuracy of the medication currency; consistency; origin of the source
history
Verify: in line with Standard Operating
Procedures

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4 Be able to reconcile the 4.1 Compare the verified medication List of medicines that are currently
verified medication history with the list of medicines prescribed: in-patient drug chart; Medication
history with the list of that are currently prescribed for Administration Record (MAR); discharge letter
medicines currently the individual Appropriate person: line manager; pharmacist;
prescribed
4.2 Refer discrepancies to the supervisor; doctor; individual; multi-disciplinary
appropriate person in line with team; nurse
organisational requirements Action to take: communicating outcome to
4.3 Explain the action to take if the relevant people
individual’s medicines could not be Recording: details that should be recorded and
reconciled the reasons why these are important and the
4.4 Explain the importance of recording format to be used; records must be accurate and
the outcomes of the medicine legible for use and audit purposes
reconciliation in line with governance
requirements

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Learning outcomes Assessment criteria Content
5 Be able to assess 5.1 Explain the purpose of checking the Purpose of checking individual’s medicines may
individuals’ own individual’s own medicines or include: whether they are fit for purpose; whether
medicines or products products for use they are suitable for use (e.g. have they been
for use stored correctly, have the medicines expired etc);
5.2 Identify any issues with the
whether they have an adequate initial and repeat
individual’s medication or products
supply; if route of administration and medication
5.3 Assess any issues with the individual’s form is appropriate
medication or products
Issues: possible medication issues may include:
5.4 Discuss with the individual how to excessive use; under use; not using for intended
optimise their medication to achieve purpose; discrepancies; implications; expiry
the best outcomes in line with dates; route of administration and medication
Standard Operating Procedures form; suitability of medicines
5.5 Make decisions regarding the Optimise: supporting concordance;
appropriate handling of unsuitable understanding; decision making; problem solving
items in line with organisational (e.g. manual dexterity issues); communicating
procedures changes to medication
5.6 Take action in line with organisational Appropriate handling: removal; destruction;
requirements if there are any issues quarantine; appropriate storage
beyond scope of competence

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6 Be able to order 6.1 Review the medicines that have been Issues: where stock is not available; dispensing
medicines and products prescribed for the individual to errors and near misses
for individuals to identify the correct medicine/product Appropriate person: line manager; pharmacist;
ensure sufficient supply to be ordered pharmacy technician; supervisor
6.2 Order the medicine/product in
accordance with organisational
procedures
6.3 Identify any issues relating to initial or
repeat supply and take the necessary
action
6.4 Refer any issues outside of own scope
of competence to the appropriate
person
6.5 Complete the relevant documentation
in line with organisational
requirements

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Essential information for tutors and assessors

Essential resources
Learners undertaking this unit will require access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors. Learners will
need to be able to undertake a patient-facing role. Standard Operating Procedures
should be in place for all tasks required in the unit and all health and safety
requirements must be in place.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice and show evidence of continuing professional development in order to
maintain their registration with the General Pharmaceutical Council. Exceptions to the
requirement for registration with the General Pharmaceutical Council may apply in
Northern Ireland.
Learners will need access to a range of resources, including Standard Operating
Procedures, relevant books, journals and websites.

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Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
This unit is expected to be assessed in the real working environment where the
evidence is naturally occurring and is collected over a period of time. Further details
are given later in this section.
Centres are responsible for deciding on the assessment activities that will enable
learners to produce valid, sufficient, authentic and appropriate evidence to meet the
assessment criteria. When planning delivery and assessment for this unit, centres may
consider alignment with the Apprenticeship Standard.
Learners must be given a clear assessment brief before the assessment takes place,
detailing:
● the assessment activity and context
● the learning outcome(s) to be assessed
● the criteria they are expected to meet
● the time and duration of the assessment.
Wherever possible, centres should adopt a holistic and integrated approach to
assessing the skill units in the qualification. This gives the assessment process greater
rigour, minimises repetition and saves time. The focus should be on assessment
activities generated through naturally occurring evidence in the workplace, rather
than on specific tasks. Taken as a whole, the evidence must show that the learner
meets all learning outcomes and assessment criteria over a period of time. It should
be clear in the assessment records where each learning outcome and assessment
criterion has been covered and achieved.
Please refer to our guidance on selecting suitable assessment activities for the skills
units, available on our website.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment by
the assessor. There should be a minimum of three holistic observations over a period
of time which should include correctly collecting accurate information from a range of
sources for a range of different individuals.

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For AC2.3, medication history must include: determining the following: patient identity;
allergy status; medicines that have been started recently; medicines that have
stopped; medicines that have changed; medicines that are used regularly; medicines
that are used occasionally; medicines that are swapped or shared between individuals
or their family and friends; medicines that are bought from other sources; medicines
prescribed by the hospital
For AC3.1, range of sources used must include: individual’s own medication; individual,
carer or key people; patient medication record (which may be electronic)
For LO5, a formative competence assessment log must be completed which can be
used in the overall portfolio for the qualification and should cover the checking of 100
items of an individual’s own drugs (patient’s own drugs) and appropriate decisions
about the suitability of these items.
The following units must be achieved before undertaking this unit:
● Unit 1: Principles of Person-Centred Approaches for Pharmacy Technicians
● Unit 16: Actions and Uses of Medicines.
Individual’s medicines could include:
● prescribed medicines
● controlled drugs
● compliance aids
● over the counter medicines
● herbal medicines, vitamins and food supplements
● homeopathic medicines.
Helpful resource: Consultation Skills for Pharmacy
http://www.consultationskillsforpharmacy.com/

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Learning outcome 1: Understand governance requirements for retrieving and
reconciling information about an individual’s medicines
Learning outcome 1 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a pocket
guide for new staff members that outlines legislation, Standard Operating Procedures,
current guidelines and other governance requirements relevant to retrieving and
reconciling information on an individual’s medicines. (This could be linked to the
assignment for Unit 8: Assemble and Check Dispensed Medicines and Products, learning
outcome 1.)
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of legislation and standards relating to retrieving and
reconciling information about an individual’s medicines, using their own words and
including all the relevant information (AC1.1).
2 give a clear account of national guidelines relating to retrieving and reconciling
information about an individual’s medicines, using their own words and including
all the relevant information (AC1.2)
3 give a clear account of how other governance requirements relate to retrieving and
reconciling information about an individual’s medicines, using their own words and
including all the relevant information (AC1.3).

Learning outcomes 2, 3, 4, 5 and 6 assess skills. The primary method of assessment

for these learning outcomes is observation in the workplace by the assessor.
Across the qualification’s skills-based units there must be at least three observations
that cover the required skills. Evidence should be generated over a period of time to
show consistent performance. Expert witness testimony may be used where it is
difficult for an assessor to observe aspects of practice. Expert witness testimony is
NOT a substitute for the requirement of the three observations by the assessor across
the qualification.

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Textbooks
British National Formulary (Pharmaceutical Press, current edition)
British National Formulary for Children (Pharmaceutical Press, current edition)
Royal Pharmaceutical Society – Medicines, Ethics and Practice
(Pharmaceutical Press, current edition, published annually in July)
Wingfield J, Pitchford K – Dale and Appelbe’s Pharmacy and Medicines Law, 11th edition
(Pharmaceutical Press, 2017) ISBN 9780857112026

Websites
www.aptuk.org Association of Pharmacy Technicians UK
www.cppe.ac.uk Centre for Pharmacy Postgraduate
Education
www.doh.gov.uk Department of Health and Social Care
www.gov.uk/government/ Medicines and Healthcare products
organisations/medicines-and- Regulatory Agency
healthcare-products-regulatory-
agency
www.legislation.gov.uk The National Archives
www.medicinescomplete.com Medicines Complete
www.nice.org.uk National Institute for Health and Care
Excellence
www.pharmacyregulation.org General Pharmaceutical Council
www.rpharms.com Royal Pharmaceutical Society
www.who.int World Health Organisation

Apps (available on Apple and Android)

BNF British National Formulary
BNFC British National Formulary for Children

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Unit 8: Assemble and Check
Dispensed Medicines and
Products

Level: 4

Credit value: 8
Guided Learning Hours: 30

Unit summary
The aim of this unit is to give learners the technical skills and knowledge needed to be
able to assemble and check dispensed medicines and products. The unit covers the
process that learners are required to follow, along with the necessary checks of their
own and others’ assembled medicines and products. It also covers the process for
dealing with errors and the requirements for recording and reporting.
In this unit, you will develop your understanding of the legislation and Standard
Operating Procedures that govern all areas of assembling and checking dispensed
items. You will develop your skills in order to demonstrate your ability to assemble a
range of prescribed items accurately, following all required processes for labelling,
packaging and recording relevant information. You will demonstrate that you have
developed a comprehensive in-process accuracy check that allows you to detect
errors and reflect upon them.
Building on these skills, you will be given the opportunity to demonstrate the ability to
perform accuracy checks of others’ dispensed medicines or products, in line with
Standard Operating Procedures. You will be able to demonstrate your communication
skills and interact positively with individuals when errors are detected, guiding them
through the required reporting procedures and providing information and advice
according to their needs.
This unit requires you to show awareness that you are working within your limitations
as a pharmacy technician and to demonstrate your understanding of when you
should refer queries outside your scope of competence to an appropriate person.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand governance 1.1 Summarise legislation that applies to Legislation to include as a minimum: legal
requirements for assembling and checking dispensed requirements relevant to assembling and
assembling and medicines and products checking dispensed medicines and products; the
checking dispensed role of others in the organisation; health and
1.2 Summarise Standard Operating
medicines and products safety and how it applies to the working
Procedures relating to assembling and
environment
checking dispensed medicines and
products Standard Operating Procedures: the
importance of working within the limits of own
1.3 Explain the importance of following
competence and authority; when to seek
Standard Operating Procedures
agreement or permission from others and when
when assembling and checking
to refer on to an appropriate person; understand
dispensed medicines and products
how vicarious liability, negligence and Duty of
1.4 Describe when and why Patient Care relate to work of a pharmacy technician
Medication Records (PMRs) are used
Guidelines: the relevant national and local
1.5 Explain the current guidelines that guidelines, policies and procedures that are
apply when assembling and checking available and how and when they should be
dispensed medicines and products accessed for example, information governance

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 Learning outcomes Assessment criteria Content
2 Understand processes 2.1 Describe the stages of the dispensing Clinical screen: legal requirements; clinical
for assembling procedure appropriateness; compliant with formulary
dispensed items
2.2 Describe the principles of a clinical Precautions to include: personal hygiene;
screen maintaining a clean environment; use of
protective clothing; procedures to minimise risk
2.3 Explain how to confirm a clinical
screen has been completed Formats for prescriptions to include: paper
based; electronic
2.4 Explain the precautions for
assembling dispensed items Relevant items could include: prescribed items;
Patient Information Leaflets (PILs); suitable
2.5 Describe factors that can cause
devices and sundries
deterioration of stock
2.6 Explain who can legally prescribe and
the different formats for
prescriptions
2.7 Explain the different types of
prescription forms and the range of
medicines and products which may be
dispensed on each
2.8 Explain the importance of selecting
the correct equipment for safe
handling and use
2.9 Describe the processes for
reconstitution

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2.10 Explain importance of storage
conditions and expiry dates
2.11 Explain the importance of supplying
relevant items
2.12 Explain the importance of recording,
storing and retrieving information in
accordance with organisational
procedures
3 Understand processes 3.1 Explain the use of different Different container types and closures may
for packing and container types and closures include: glass bottles; plastic bottles; cartons;
labelling prescribed syringes; infusion bags; syringe drivers; dropper
3.2 Explain the legal requirements for
items bottles; ampoules
labelling medicines and products and
prescribing conventions Legal requirements: Humans Medicines
Regulations 2012 (Medicines Act 1968)
3.3 Explain the reasons for annotating or
endorsing prescriptions Annotating or endorsing: legal requirements;
payment; audit trail
3.4 Explain records and documentation
which need to be completed as part of
the dispensing process

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 Learning outcomes Assessment criteria Content
4 Understand processes 4.1 Describe the causes and Methods to include: risk assessment and how it
for preventing and consequences of near misses and is used to grade dispensing errors
dealing with dispensing dispensing errors
errors and near misses
4.2 Explain how dispensing errors can be
rectified
4.3 Explain the importance of error
reporting and how this impacts on
practice
4.4 Describe procedures for
communicating and documenting
dispensing errors and near misses
4.5 Explain methods for preventing
dispensing errors
4.6 Explain how to use dispensing errors
or near misses as an opportunity to
reflect on future practice

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Learning outcomes Assessment criteria Content
5 Be able to label and 5.1 Prepare self and area for dispensing Prepare self and area should include the
dispense prescribed following: confirming the prescription is legal,
5.2 Generate a label accurately including
items valid, appropriate to the individual and correctly
all additional and cautionary labels
written; use of protective clothing in line with
and warnings as necessary
dispensed medicine or product; maintaining a
5.3 Prepare the medicine or product using clean working environment and equipment
the correct equipment, processes and during dispensing process; identifying sources of
calculations contamination and taking appropriate action
5.4 Confirm the appropriateness of the Appropriateness to include: matching the
medicine or product in line with medicine or product to the prescription or
Standard Operating Procedures requisition including strength and form; checking
5.5 Confirm the label on the item that the medicine or product will remain in date
matches the assembled product and for the course of the treatment; checking the
the prescription or request medicine or product is fit for purpose
requirements in line with Standard Label to include: form; strength; dosage
Operating Procedures
Packaging: correct packaging e.g. child resistant
5.6 Confirm the correct quantity has been containers, Monitored Dosage Systems (MDS),
assembled in line with the syringes, fluted bottles.
prescription requirements
Inconsistencies could include: expiry date;
5.7 Assemble prescribed items according insufficient stock; insufficient stock of specific
to the correct instructions and strengths; to-follows; specific brand required
reconstitute as required Continued on next page

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 Learning outcomes Assessment criteria Content
5.8 Pack the medicine or product in the Continued from previous page
correct packaging Accuracy check to include: confirm the
5.9 Take appropriate action where there prescription has been clinically screened and
are inconsistencies with the medicine endorsed by an appropriate person; check that
or product the correct item has been dispensed in the
correct form and correct strength; check that the
5.10 Select relevant medicine device or
correct quantity has been dispensed or
sundry items as necessary to
arrangements made for further supply as
accompany the medicine or product
indicated on the prescription; check that the label
5.11 Complete all necessary records and on each item matches the dispensed product and
documentation the prescription requirements including:
5.12 Perform an in-process accuracy ● individual’s name
check on dispensed medicines and
● drug name, form and strength
products
● quantity
5.13 Forward the prescription or request
and assembled items for accuracy ● directions for use
checking as identified in the Standard ● advisory and cautionary warnings
Operating Procedures
● expiry and storage instructions if applicable
check that the assembled items are fit for
purpose; check appropriate packaging has been
used; check appropriate selection of medicine
devices or sundry items to accompany the
medicine or product; rectify any identified
dispensing errors

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Learning outcomes Assessment criteria Content
6 Be able to check the 6.1 Perform accuracy checks of others’ Accuracy checks of others to include: confirm
accuracy of others dispensed medicines or products in the prescription has been clinically screened and
dispensing of medicines line with Standard Operating endorsed by an appropriate person; check that
and products against Procedures the correct item has been dispensed in the
valid prescriptions correct form and correct strength; check that the
6.2 Record any dispensing errors and
correct quantity has been dispensed or
near misses in the correct
arrangements made for further supply as
documentation format
indicated on the prescription; check that the label
6.3 Check the packaging and labelling on each item matches the dispensed product and
requirements for medicines and the prescription requirements including:
products in line with Standard
● individual’s name
Operating Procedures
● drug name, form and strength
6.4 Annotate prescriptions and other
dispensary records in line with ● quantity
Standard Operating Procedures ● directions for use
6.5 Apply knowledge of pharmaceutical ● advisory and cautionary warnings
calculations and calculating quantities
● expiry and storage instructions if applicable
of medicines
check that the assembled items are fit for
purpose; check appropriate packaging has been
used; check appropriate selection of medicine
devices or sundry items to accompany the
medicine or product; rectify any identified
dispensing errors
Continued on next page

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 Learning outcomes Assessment criteria Content
Continued from previous page
Packaging and labelling requirements to
include: prescribing conventions, abbreviations
and medical terminology; the proprietary and
generic names of medicines; the different form,
strengths and doses of medicines
7 Be able to resolve 7.1 Identify any dispensing errors and Communicate to the appropriate person may
dispensing errors and near misses include: informing dispensers of the dispensing
near misses error or near misses as necessary
7.2 Ensure dispensing errors and near
misses are rectified and Record using the appropriate documentation and
communicate to the appropriate recording requirements in line with local policies
person in accordance with Standard and procedures
Operating Procedures Standard Operating Procedures including
7.3 Record dispensing errors and near documentation, referrals etc
misses in accordance with Standard
Operating Procedures

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Essential information for tutors and assessors

Essential resources
Learners undertaking this unit will require access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors. Standard
Operating Procedures should be in place for all tasks required in this unit and all
health and safety requirements must be in place.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice and show evidence of continuing professional development in order to
maintain their registration with the General Pharmaceutical Council. Exceptions to the
requirement for registration with the General Pharmaceutical Council may apply in
Northern Ireland.
Learners will need access to a range of resources, including Standard Operating
Procedures, relevant books, journals and websites.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
This unit is expected to be assessed in the real working environment where the
evidence is naturally occurring and is collected over a period of time. Further details
are given later in this section.
Centres are responsible for deciding on the assessment activities that will enable
learners to produce valid, sufficient, authentic and appropriate evidence to meet the
assessment criteria. When planning delivery and assessment for this unit, centres may
consider alignment with the Apprenticeship Standard.

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Learners must be given a clear assessment brief before the assessment takes place,
detailing:
● the assessment activity and context
● the learning outcome(s) to be assessed
● the criteria they are expected to meet
● the time and duration of the assessment.
Wherever possible, centres should adopt a holistic and integrated approach to
assessing the skill units in the qualification. This gives the assessment process greater
rigour, minimises repetition and saves time. The focus should be on assessment
activities generated through naturally occurring evidence in the workplace, rather
than on specific tasks. Taken as a whole, the evidence must show that the learner
meets all learning outcomes and assessment criteria over a period of time. It should
be clear in the assessment records where each learning outcome and assessment
criterion has been covered and achieved.
Please refer to the guidance on selecting suitable assessment activities for the skills
units, available on our website.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learning outcomes 5, 6 and 7 must be assessed in a real work environment by the
assessor. Learning outcomes 1, 2, 3 and 4 must be achieved prior to learning
outcomes 5, 6 and 7. There should be a minimum of three holistic observations over a
period of time. One observation must include the dispensed and self-check and two
observations should include the check of others.

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Learning outcomes 6 and 7:
Evidence must be provided to show that learners can correctly assemble prescribed
items and that they are able to check prescribed items which have been assembled by
others. It is not acceptable for learners to provide evidence of checking prescribed
items which they have assembled themselves.
For learning outcomes 5, 6, 7:
A minimum number of 500 items must be accurately dispensed with no errors being
made and self-checked consistently over a period of time in a range of circumstances,
with additional minimum number of 500 accurately checked items for checks of
others.
Checking of others can only be completed after the successful completion of
dispensed and self-check.
A formative competence assessment log must be completed which can be used in the
overall portfolio for the qualification.
The following units must be achieved before undertaking this unit:
● Unit 16: Actions and Uses of Medicines
● Unit 1: Principles of Person-Centred Approaches for Pharmacy Technicians.
Individual refers to someone requiring advice or support; it will usually mean the
person or people supported by the learner.
Others may include:
● team members and colleagues
● other professionals
● individual people who require advice or support
● families, friends, advocates or others who are important to individual people.

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Learning outcome 1: Understand governance requirements for assembling and
checking dispensed medicines and products
Learning outcome 1 assesses knowledge, so written evidence from the learner will
be needed.
An example of a suitable assignment to cover this learning outcome could be a pocket
guide for new staff members that outlines legislation, Standard Operating Procedures
and current guidelines relevant to the assembling and checking of dispensed items
and the importance of adhering to them. The pocket guide will need to include details
of when and why Patient Medication Records are used. (This could be linked to the
assignment for Unit 7: Undertake Medicines Reconciliation and Supply, learning
outcome 1.)
To satisfy the assessment criteria for this learning outcome, learners will:
1 briefly set out the legislation that applies to assembling and checking dispensed
medicines and products (AC1.1).
2 briefly set out the Standard Operating Procedures relating to assembling and
checking dispensed medicines and products (AC1.2).
3 give reasons why it is important to follow Standard Operating Procedures when
assembling and checking dispensed medicines and products, using examples to
support the points made (AC1.3).
4 give a clear account of when and why Patient Medication Records (PMRs) are used,
using their own words and including all the relevant information (AC1.4).
5 provide details of the current guidelines that apply when assembling and checking
dispensed medicines and products, giving reasons and examples (AC1.5).

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Learning outcome 2: Understand processes for assembling dispensed items
Learning outcome 2 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be writing a
Standard Operating Procedure for the stages of the dispensing process. This will need
to include details of:
● the principles of a clinical screen and how to confirm that this has been completed
● different prescribers, the prescription types they use, and the range of medicines
and products allowed on each
● precautions relating to the assemble of dispensed items, including factors causing
deterioration of stock
● selecting the correct equipment for safe handling and use
● processes for reconstitution
● the importance of storage conditions and expiry dates
● the importance of supplying relevant items
● the importance of recording, retrieving and storing all required information.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the stages of the dispensing procedure using their own
words and including all the relevant information (AC2.1).
2 give a clear account of the principles of a clinical screen, using their own words and
including all the relevant information (AC2.2).
3 provide details of how to confirm a clinical screen has been completed, giving
reasons and examples (AC2.3).
4 provide details of the precautions for assembling dispensed items, giving reasons
and examples to support the points made (AC2.4).
5 give a clear account of the factors that can cause deterioration of stock, using their
own words and including all the relevant information (AC2.5).
6 provide details of who can legally prescribe and the different formats for
prescriptions, giving reasons and examples to support the points made (AC2.6).
7 give details of the different types of prescription forms and the range of medicines
and products which may be dispensed on each, giving reasons and examples to
support the points made (AC2.7).

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8 give reasons why it is important to select the correct equipment for safe handling
and use, using examples to support the points made (AC2.8).
9 give a clear account of the processes for reconstitution, using their own words and
including all the relevant information (AC2.9).
10 give reasons why storage conditions and expiry dates are important, using
examples to support the points made (AC2.10).
11 give reasons why it is important to supply relevant items, using examples to
support the points made (AC2.11).
12 give reasons why it is important to record, store and retrieve information in
accordance with organisational procedures, using examples to support the points
made (AC2.12).

Learning outcome 3: Understand processes for packing and labelling prescribed

items
Learning outcome 3 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a
selection of sample prescriptions for a variety of medicines/products. Learners will
need to explain their choice of container and give examples of labels, with detailed
explanations of legal requirements for each medicine/product. Sample prescriptions
will need to be endorsed appropriately and the required recording and
documentation will need to be completed and explained.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the use of at least six different container types and closures,
giving reasons and examples to support the points made (AC3.1).
2 provide details of the legal requirements for labelling medicines and products and
prescribing conventions, giving reasons and examples to support the points made
(AC3.2).
3 give reasons for annotating or endorsing prescriptions, using examples to support
the points made (AC3.3).
4 provide details of records and documentation which need to be completed as part
of the dispensing process, giving reasons and examples to support the points
made (AC3.4).

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Learning outcome 4: Understand processes for preventing and dealing with
dispensing errors and near misses
Learning outcome 4 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a
reflective account of an error the learner has made while dispensing. The learner will
need to reflect on the causes of this error and its consequences for all parties
involved, and will also need to give details of how the error was rectified. They will
need to explain how errors/near misses are recorded, why this is important and how
this information is used and communicated. This account should show how they have
reflected on the error and how they will prevent errors from occurring in future.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the causes and consequences of near misses and
dispensing errors, using their own words and including all the relevant
information (AC4.1).
2 provide details of how dispensing errors can be rectified, giving reasons and
examples to support the points made (AC4.2).
3 give reasons why error reporting is important and how this impacts on practice,
using examples to support the points made (AC4.3).
4 give a clear account of the procedures for communicating and documenting
dispensing errors and near misses, using their own words and including all the
relevant information (AC4.4).
5 provide details of methods for preventing dispensing errors, giving reasons and
examples to support the points made (AC4.5).
6 provide details of how to use dispensing errors or near misses as an opportunity
to reflect on future practice, giving reasons and examples to support the points
made (AC4.6).

Learning outcomes 5, 6 and 7 assess skills. The primary method of assessment for
these learning outcomes is observation in the workplace by the assessor.
Across the qualification’s skills-based units there must be at least three observations
that cover the required skills. Evidence should be generated over a period of time to
show consistent performance. Expert witness testimony may be used where it is
difficult for an assessor to observe aspects of practice. Expert witness testimony is
NOT a substitute for the requirement of the three observations by the assessor across
the qualification.

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Textbooks
British National Formulary (Pharmaceutical Press, current edition)
British National Formulary for Children (Pharmaceutical Press, current edition)
Royal Pharmaceutical Society – Medicines, Ethics and Practice
(Pharmaceutical Press, current edition, published annually in July)
Wingfield J, Pitchford K – Dale and Appelbe’s Pharmacy and Medicines Law,
11th edition (Pharmaceutical Press, 2017) ISBN 9780857112026

Websites
www.aptuk.org Association of Pharmacy Technicians UK
www.cppe.ac.uk Centre for Pharmacy Postgraduate
Education
www.doh.gov.uk Department of Health and Social Care
www.gov.uk/government/ Medicines and Healthcare products
organisations/medicines-and- Regulatory Agency
healthcare-products-regulatory-
agency
www.legislation.gov.uk The National Archives
www.medicinescomplete.com Medicines Complete
www.nice.org.uk National Institute for Health and Care
Excellence
www.pharmacyregulation.org General Pharmaceutical Council
www.rpharms.com Royal Pharmaceutical Society
www.who.int World Health Organisation
Apps (available on Apple and Android)
BNF British National Formulary
BNFC British National Formulary for Children

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Unit 9: Receive, Validate and Issue
Prescriptions

Level: 3

Credit value: 10
Guided Learning Hours: 40

Unit summary
The aim of this unit is to give learners the technical skills and knowledge needed to
effectively validate and issue prescriptions presented at the pharmacy. The unit
includes providing advice and information to individuals on their medications at the
point of issuing the prescription.
In this unit you will develop your understanding of the legislation and Standard
Operating Procedures that govern receiving, validating and issuing prescriptions. You
will then have the opportunity to demonstrate skills in receiving, validating and issuing
prescriptions, following all the required processes to successfully complete these
activities. You will explore the different types of prescriptions in use by a range of
prescribers and how prescriptions are charged.
Accuracy and adherence to procedure are central to your work as a pharmacy
technician. You will complete important checks relating to receiving, validating and
issuing prescriptions, particularly with regard to safety and potential adverse drug
reactions or interactions. You will also check that prescriptions are genuine and carry
all the correct information.
This unit gives you the opportunity to demonstrate skills in interacting positively with
individuals, using questioning and listening skills effectively to guide them through the
required procedures. You will provide information and advice, ensuring that this
meets individual needs.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand governance 1.1 Describe legislation that relates to Legislation to include as a minimum: Legal
requirements for the following: requirements relevant to receiving, validating and
receiving, validating and issuing prescriptions; the role of others in the
● receiving prescriptions
issuing prescriptions organisation; prescription charges and
● validating prescriptions exemptions; confidentiality; information
● issuing prescriptions governance; The NHS Act 2006

1.2 Explain the importance of following Standard Operating Procedures: the

Standard Operating Procedures importance of working within the limits of own
when: competence and authority, when to seek
agreement or permission from others and when
● receiving prescriptions
to refer on to an appropriate person
● validating prescriptions
● issuing prescriptions

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2 Be able to receive 2.1 Explain the purpose of different types Individual’s details: name, address, date of birth
prescriptions of prescriptions and when they are Patient declaration: on the prescription form
used
Adverse drug reactions or interactions: an
2.2 Check that the individual’s details unwanted or harmful reaction experienced
are complete following the administration of a drug or
2.3 Check that the patient declaration combination of drugs under normal conditions of
has been completed in line with use and is suspected to be related to the drug. An
current legislation ADR will usually require the drug to be
discontinued or the dose reduced
2.4 Explain prescription charge
requirements in line with national Additional needs may include: manual
guidelines dexterity, disability e.g. sight impairment,
language barriers, swallowing difficulty
2.5 Determine whether the individual has
any adverse drug reactions or
interactions and take appropriate
action
2.6 Confirm whether the individual has
any additional needs or
requirements to support optimal use
of their medicines
2.7 Refer any identified issues to an
appropriate healthcare professional

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 Learning outcomes Assessment criteria Content
3 Be able to validate 3.1 Describe how reference sources are Reference sources: British National Formulary
prescriptions used in validating prescriptions (BNF); local formularies; drug tariff; Standard
Operating Procedures; National Institute for
3.2 Explain how to check for forged
Health and Care Excellence (NICE) guidelines
prescriptions
Forged prescriptions: colour of the prescription
3.3 Explain the appropriate action to
form; serial numbers; date of issue; address of
take if prescriptions are invalid or
prescriber; alterations or additions; signature
forged
Appropriate action may include: not dispensing
3.4 Confirm the prescription meets legal
the item; checking with the prescriber; calling the
requirements
police; informing the relevant organisation (e.g.
3.5 Assess prescriptions to confirm NHS England); recording the information
items have been prescribed as
Legal requirements to include: who can legally
intended for the individual
prescribe; types of form used by different
prescribers; details required on a prescription
Assess prescriptions may include the following:
interpret prescribing conventions, abbreviations
and medical terminology; interpret the use of
common proprietary and generic names within
your scope of practice
Continued on next page

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Learning outcomes Assessment criteria Content
Prescribed as intended take into account: how
medicines are administered, their use and the
effect they have on basic human physiology;
different strengths, forms, doses and quantities
of medicines and why they are used; the actions
and use of drugs including different drug
interactions and contra-indications
4 Be able to issue 4.1 Explain the importance of ensuring Checks and actions prior to issuing prescribed
prescribed items the prescribed item is issued for the items must include: confirming the individual's
correct individual identity and that it correctly matches with the
prescription; identifying if the individual has
4.2 Explain the importance of providing
previously used the prescribed item; establishing
correct information to individuals
whether the individual is taking any other
4.3 Describe the limits of the role of the medication either prescribed or non-prescription
pharmacy technician in relation to and take the appropriate action; determining
issuing prescribed items whether the individual has any allergies and take
4.4 Perform checks and actions prior to appropriate action; confirming the prescribed
issuing prescribed items item(s) or products match the prescription and
are what the individual is expecting; referring the
4.5 Establish the details of any history of individual to an appropriate person if necessary,
adverse drug reactions or providing all the relevant information
interactions and take the appropriate
action where this is out of scope of
own practice

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 Learning outcomes Assessment criteria Content
4.6 Provide advice and information to Continued from previous page
the individual in a format which meets Adverse drug reactions or interactions: an
their needs unwanted or harmful reaction experienced
4.7 Provide all the necessary sundry items following the administration of a drug or
and information leaflets combination of drugs under normal conditions of
use and is suspected to be related to the drug.
4.8 Issue the medicine(s) and/or
product(s) in accordance with An ADR will usually require the drug to be
Standard Operating Procedures discontinued or the dose reduced

4.9 Confirm the individual's Advice and information including: how

understanding of any advice and medicines are administered, used and the effect
information given they have on human physiology; actions and use
of prescribed items including different
4.10 Identify when the individual needs
interactions and contra-indications; psychological,
further advice and information and
occupational and social aspects and implications
refer to the appropriate person
for individuals living with conditions; discussing
4.11 Complete all relevant documentation relevant information with the individual to ensure
relating to the validating and issuing the prescribed items are used and stored
of prescriptions in line with legal and correctly
organisational requirements
Legal and organisational requirements
including: current legislation relating to receiving
and validating prescriptions; Standard Operating
Procedures; General Pharmaceutical Council
(GPhC) standards and guidance

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Essential information for tutors and assessors

Essential resources
Learners undertaking this unit will require access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors. Standard
Operating Procedures should be in place for all tasks required in this unit and all
health and safety requirements must be in place.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice, and show evidence of continuing professional development, in order to
maintain their registration with the General Pharmaceutical Council. Exceptions to the
requirement for registration with the General Pharmaceutical Council may apply in
Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
This unit is expected to be assessed in the real working environment where the
evidence is naturally occurring and is collected over a period of time. Further details
are given later in this section.
Centres are responsible for deciding on the assessment activities that will enable
learners to produce valid, sufficient, authentic and appropriate evidence to meet the
assessment criteria. When planning delivery and assessment for this unit, centres may
consider alignment with the Apprenticeship Standard.

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Learners must be given a clear assessment brief before the assessment takes place,
detailing:
● the assessment activity and context
● the learning outcome(s) to be assessed
● the criteria they are expected to meet
● the time and duration of the assessment.
Wherever possible, centres should adopt a holistic and integrated approach to
assessing the skill units in the qualification. This gives the assessment process greater
rigour, minimises repetition and saves time. The focus should be on assessment
activities generated through naturally occurring evidence in the workplace, rather
than on specific tasks. Taken as a whole, the evidence must show that the learner
meets all learning outcomes and assessment criteria over a period of time. It should
be clear in the assessment records where each learning outcome and assessment
criterion has been covered and achieved.
Please refer to the guidance on selecting suitable assessment activities for the skills
units, available on our website.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learning outcomes 2, 3, and 4 must be assessed in a real work environment by the
assessor. For learning outcomes 2, 3 and 4, simulation may be permitted if the learner
is unable to generate evidence through normal work activity.
The following units must be achieved before undertaking this unit:
● Unit 16: Actions and Uses of Medicines
● Unit 1: Principles of Person-Centred Approaches for Pharmacy Technicians.

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Learning outcome 1: Understand governance requirements for receiving,
validating and issuing prescriptions
Learning outcome 1 assesses knowledge, so written evidence from the learner will be
needed.
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in a work area, showing staff how Standard Operating Procedures are
followed for receiving, validating and issuing prescriptions. The poster should
incorporate the legal requirements associated with each of these activities.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account in their own words of at least four pieces of legislation
relating to each of the following: receiving prescriptions; validating prescriptions;
issuing prescriptions (AC1.1).
2 provide details of the importance of following Standard Operating Procedures for
each of the following activities: receiving prescriptions; validating prescriptions;
issuing prescriptions. Learners will need to give reasons and examples to support
the points made (AC1.2).

Learning outcomes 2, 3 and 4 assess skills. The primary method of assessment for
these learning outcomes is observation in the workplace by the assessor.
Across the qualification’s skills-based units there must be at least three observations
that cover the required skills. Evidence should be generated over a period of time to
show consistent performance. Expert witness testimony may be used where it is
difficult for an assessor to observe aspects of practice. Expert witness testimony is
NOT a substitute for the requirement of the three observations by the assessor across
the qualification.

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Textbooks
British National Formulary (Pharmaceutical Press, current edition)
British National Formulary for Children (Pharmaceutical Press, current edition)
Royal Pharmaceutical Society – Medicines, Ethics and Practice
(Pharmaceutical Press, current edition, published annually in July)
Wingfield J, Pitchford K – Dale and Appelbe’s Pharmacy and Medicines Law, 11th edition
(Pharmaceutical Press, 2017) ISBN 9780857112026

Websites
www.aptuk.org Association of Pharmacy Technicians UK
www.cppe.ac.uk Centre for Pharmacy Postgraduate
Education
www.doh.gov.uk Department of Health and Social Care
www.gov.uk/government/ Medicines and Healthcare products
organisations/medicines-and- Regulatory Agency
healthcare-products-regulatory-
agency
www.legislation.gov.uk The National Archives
www.medicinescomplete.com Medicines Complete
www.nice.org.uk National Institute for Health and Care
Excellence
www.pharmacyregulation.org General Pharmaceutical Council
www.rpharms.com Royal Pharmaceutical Society
www.who.int World Health Organisation
Apps (available on Apple and Android)
BNF British National Formulary
BNFC British National Formulary for Children

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Unit 10: Chemical Principles for
Pharmacy Technicians

Level: 3

Credit value: 3
Guided Learning Hours: 20

Unit summary
The aim of this unit is to give pre-registration trainee pharmacy technicians
underpinning knowledge of the fundamental principles of chemistry for application to
pharmaceutical concepts.
You will learn about the structure of atoms and how their electronic configuration
allows elements to be classified according to their chemical properties using the
periodic table. You will learn how and why atoms and molecules interact to form
chemical bonds, how compounds can be represented using different chemical
formulae and how their interaction produces compounds of particular chemical and
physical properties, which are essential to the formulation of pharmaceutical
products. You will learn how both chemical and physical factors affect rates of
reactions in different pharmaceutical preparations, as well as how pH can affect the
formulation of pharmaceutical products. You will learn about the biological
importance of water in the body, along with how and why different types of water are
used in the manufacture of pharmaceutical products.
This knowledge and understanding will underpin your work as a pharmacy technician.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Explain the atomic structure of Atomic structure: protons, neutrons, electrons,
principles behind the elements in the periodic table basic arrangement of electrons around the
periodic table and nucleus, atomic number, mass number, isotopes
1.2 Describe inter and intra molecular
bonding
forces of attraction Elements: the first 20, position in the periodic
table, grouping, reaction trends
1.3 Describe chemical bonding between
atoms Inter: Van der Waals forces, dipole-dipole forces,
hydrogen bonding
1.4 Describe chemical bonding between
molecules Intra: covalent, Ionic

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2 Understand the 2.1 Describe how chemical and physical Chemical and physical factors: changes in
principles behind factors affect the rates of reactions concentration, temperature, pressure, surface
chemical reactions in area, catalysts
2.2 Explain how the principles of pH are
pharmaceutics
applied to pharmaceuticals pH: pH scale, pharmaceutical examples of acids
and bases, pH buffer
2.3 Explain the concept of chemical
formulae Chemical formulae: structural formulae,
displayed formulae, isomers, pharmaceutical
2.4 Explain how the chemical and
formulae
physical properties of different
forms of pharmaceutical products Chemical and physical properties: solubility;
affect formulation solute; solvent; saturated; super saturated;
isotonicity; factors affecting rate of solution;
characteristics of emulsions, characteristics of
suspensions; solid dose forms; chemical and
physical purity of raw materials; quality standards
applied to materials; contamination of raw
materials

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3 Understand the 3.1 Explain the molecular structure of Water: molecular structure, interactions between
importance of water in water molecules
pharmaceutical
3.2 Describe the special characteristics Special characteristics: high melting point,
products
of water resulting from hydrogen boiling point, density of ice compared to water
bonding Importance: biological solvent, transport
3.3 Explain the biological importance of medium, lubricant, moderation of temperature,
water metabolite

3.4 Explain why pharmaceutical products Types of water: potable, distilled, de-ionised,
require different types of water in purified, water for preparations, water for
their manufacture injections, sterile water, pyrogen free

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Essential information for tutors and assessors

Essential resources
Ideally, learners should have access to a laboratory equipped with standard
laboratory equipment and reactants enabling them to carry out a range of
experiments investigating aspects of the unit content. Where this is not possible, the
use of technology to allow learners to experience laboratory experiments, for
example through videos or Skype®, or ready-prepared packs of experiments sent to
the learner's workplace are acceptable alternatives.
A library allowing learners to access online and/or print journals, GCSE and GCE A
Level standard chemistry textbooks and relevant electronic resources would also be
ideal, but where this is not possible, technology could be used to give learners access
to an acceptable range of learning resources.
If this unit is delivered by a tutor with chemistry rather than pharmaceutical expertise,
it will be important to provide specific pharmaceutical input regarding the significance
of the seven types of pharmaceutical water, and how they are made, used and tested.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand the principles behind the periodic table and
bonding
An example of a suitable assignment to cover this learning outcome could be a
portfolio of work including the following: a poster demonstrating the link between
atomic structure, electronic configuration of elements and the arrangement of the
periodic table; and a presentation or report on attraction and bonding within and
between atoms and molecules to form chemical compounds.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the atomic structure of at least eight elements in the periodic
table (at least one from each group in the periodic table) (AC1.1)
2 give a clear account of inter and intra molecular forces of attraction, using their
own words and including all the relevant information (AC1.2)
3 give a clear account of chemical bonding between atoms, using their own words
and including all the relevant information (AC1.3)
4 give a clear account of chemical bonding between molecules, using their own
words and including all the relevant information (AC1.4).

Learning outcome 2: Understand the principles behind chemical reactions in

pharmaceutics
An example of a suitable assignment to cover this learning outcome could be
laboratory reports describing the effect of chemical and physical factors on the rates
of chemical reactions, along with a summary report detailing the impact of these
factors and pH on the formulation of different pharmaceutical products in terms of
preparation, storage and administration. Learners will need to demonstrate a range
of representations of the formulae of chemical compounds involved.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of how chemical and physical factors affect the rates of
reactions, using their own words and including all the relevant information (AC2.1)
2 provide details of how the principles of pH are applied to pharmaceuticals, giving
reasons and examples to support the points made (AC2.2)
3 provide details of the concept of chemical formulae, giving reasons and examples
to support the points made (AC2.3).
4 provide details of how the chemical and physical properties of different forms of
pharmaceutical products affect formulation, giving reasons and examples to
support the points made (AC2.4).

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Learning outcome 3: Understand the importance of water in pharmaceutical
products
An example of a suitable assignment to cover this learning outcome could be an
information leaflet that outlines the biological importance of water and uses of seven
different types of water in the manufacturing of pharmaceutical products. The leaflet
must include the special characteristics of water related to its molecular bonding and
structure, linked to the functions it carries out in the human body.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the molecular structure of water (AC3.1)
2 give a clear account of the special characteristics of water resulting from hydrogen
bonding, using their own words and including all the relevant information (AC3.2)
3 provide details of the biological importance of water, giving reasons and examples
to support the points made (AC3.3)
4 give reasons why pharmaceutical products require different types of water in their
manufacture, using examples to support the points made. The explanation needs
to include at least seven types of water (AC3.4).

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Textbooks
Petrucci R et al – General Chemistry: Principles and Modern Applications, 11th edition
(Pearson, 2016) ISBN 9780132931281
Ryan L – GCSE Chemistry for You, 5th edition (Oxford University Press, 2016)
ISBN 9780198375760
Sutton R et al – Chemistry for the Life Sciences, 2nd edition (CRC Press, 2008)
ISBN 9781420069358

Journals
Chemistry Review (Hodder Education)
Journal of Pharmacy Technology (Sage)
New Scientist (New Scientist Ltd)

Websites
www.chemguide.co.uk Guide to chemical concepts and terminology
www.rsc.org/learn-chemistry/ Resources from the Royal Society of
Chemistry for chemical concepts and practical
investigations
www.creative-chemistry.org.uk/ Teaching and learning resources for
chemistry

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Unit 11: Biological Principles for
Pharmacy Technicians

Level: 3

Credit value: 4
Guided Learning Hours: 25

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the structure and function of biological building
blocks that are relevant to pharmacy.
You will learn about carbohydrates, lipids and proteins and how they are used by the
human body. You will learn about enzymes and coenzymes and their action. You will
also explore elements of the human genome, including the expression of proteins
from nucleic acids. You will also learn how genetic material is inherited and how
mutations can be caused, leading to variation in cells and tissues. This knowledge and
understanding will underpin your work as a pharmacy technician.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe the structure of Carbohydrate structure: forms of mono-, di-
structure and function carbohydrates and polysaccharides (simple ring, straight chain)
of carbohydrates and formation and breakdown of glycosidic bonds,
1.2 Explain the function of carbohydrates
lipids anabolism and catabolism
1.3 Describe the structure of lipids
Carbohydrate function: energy source, storage,
1.4 Explain the function of lipids role in digestive health, respiration
Lipid structure: saturated, unsaturated fatty
acids, triglycerides, phospholipids
Lipid function: energy sources, structural tissue
components, insulation, physical protection
2 Understand the 2.1 Describe the structure of proteins Structure: essential and non-essential amino
structure and function acids, formation of peptide bonds, formation of
2.2 Explain how proteins aid growth and
of proteins dipeptides and polypeptide chains (primary
repair
structure), basic secondary, tertiary and
quaternary

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Learning outcomes Assessment criteria Content
3 Understand the 3.1 Describe the structure of enzymes Structure: shape, active sites, simple lock and
structure and function key, induced fit
3.2 Explain the function of enzymes
of enzymes Function: catalyst, inhibitor, activator
3.3 Describe the actions of enzymes and
coenzymes Actions: hypothesis of enzyme action, simple lock
and key, properties of specificity, relevance of
optimum conditions on rate of activity, causes
and effects of denaturation
4 Understand the 4.1 Describe the human genome Human genome: amount of base pairs, genes,
structure and function chromosomes, types of deoxyribonucleic acid
4.2 Explain the structure of DNA and RNA
of the human genome (DNA)
4.3 Explain the function of nucleic acids
Structure: DNA and ribonucleic acids (RNA),
4.4 Describe the causes and effects of including complementary base pairing,
base sequence mutations on genetic arrangement of genetic material and gene
variation and the functions of cells transmission in eukaryotic and bacterial cells
and tissues
Function: storage and transmission of genetic
information, role of DNA and RNAs in protein
synthesis through transcription and translation
Causes: evolution, chemical, radiation
Effects: of beneficial, neutral and harmful base
sequence mutations, missense, nonsense,
insertion, deletion, frameshift, duplication, repeat
expansions

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Essential information for tutors and assessors

Essential resources
Learners will need access to a library with a range of relevant books, journals and
electronic resources, including a range of general AS/A2 biology and human biology
books.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand the structure and function of carbohydrates
and lipids

Learning outcome 2: Understand the structure and function of proteins

An example of a suitable assignment to cover these learning outcomes could be
presentation slides, with supporting speaker notes, entitled ‘Carbohydrates, Lipids
and Proteins’, focusing on the essential nutrients required to maintain a positive
lifestyle. The presentation would need to cover the structure of carbohydrates, lipids
and proteins and how they are used in the human body. Learners would not be
required to deliver the presentation.
To satisfy the assessment criteria for these learning outcomes, learners will:
1 give a clear account of the structure of carbohydrates, using images and the
learner’s own words (AC1.1)
2 provide details of the function of carbohydrates, giving at least three examples of
how carbohydrates are used by the human body (AC1.2)
3 give a clear account of the structure of lipids, using images and the learner’s own
words (AC1.3).
4 provide details of the function of lipids, giving at least three examples of how
lipids are used by the human body (AC1.4)
5 give a clear account of the structure of proteins, using images and the learner’s
own words (AC2.1)
6 provide details of how proteins are aid growth and repair in the human body,
giving reasons and examples to support the points made (AC2.2).

Learning outcome 3: Understand the structure and function of enzymes

An example of a suitable assignment to cover this learning outcome could be a report
on enzymes that shows the effects of changing conditions on the rate of enzyme
activity, such as temperature, pH and concentration of enzyme/substrate. The report
would need to cover the structure, function and actions of enzymes and how
coenzymes affect enzyme action.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of enzymes, using images and the learner’s
own words (AC3.1)
2 provide details of the function of enzymes, giving reasons and examples to
support the points made (AC3.2)
3 give a clear account of the actions of enzymes and coenzymes, showing how this
information is applied in a practical context (AC3.3).

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Learning outcome 4: Understand the structure and function of the human
genome
An example of a suitable assignment to cover this learning outcome could be a report
on the human genome and gene transmission in eukaryotic and bacterial cells. The
report would need to cover the nature of the human genome and the central dogma
of protein synthesis, including the structure and function of DNA and types of RNA
along with the causes and effects of different types of base sequence mutation.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the human genome, using images (AC4.1)
2 provide details of the structure of DNA and RNA, giving reasons and examples to
support the points made (AC4.2)
3 provide details of the function of nucleic acids, giving reasons and examples to
support the points made (AC4.3)
4 give a clear account of three causes and three effects of base sequence mutations
on genetic variation and the functions of cells and tissues. Learners will need to
outline the three effects with reasoning and examples relevant to genetic variation
and disease (AC4.3).

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Textbooks
Hames D, Hooper N – Instant Notes in Biochemistry, 4th edition (Routledge, 2011)
ISBN 9780415608459
Hillis D et al – Life: The Science of Biology, 11th edition (W H Freeman, 2017)
ISBN 9781319010164
Kent M – Advanced Biology, 2nd edition (Oxford University Press, 2013)
ISBN 9780198392903
Reed R et al – Practical Skills in Biology, 6th edition (Pearson, 2016)
ISBN 9781292094328
Reed, R et al – Practical Skills in Biomolecular Science, 5th edition (Pearson, 2016)
ISBN 9781292100739
Waugh A and Grant, A – Ross & Wilson Anatomy and Physiology in Health and Illness,
13th edition (Elsevier, 2018) ISBN 9780702072765

Journal
Biological Sciences Review (Hodder Education)

Websites
bigpictureeducation.com/ Wellcome Trust post-16 biology
teaching and learning resources
www.khanacademy.org/science/biology Biology tutorials and resources
learn.genetics.utah.edu/ Interactive teaching and learning
resources for genetics

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Unit 12: Medicinal and Non-medicinal
Treatments for
Gastrointestinal and
Nutritional Conditions

Level: 3

Credit value: 5
Guided Learning Hours: 35

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the gastrointestinal system and learn about the
main medicines, supplements and treatments of related conditions. Learners will
understand how to advise individuals on the effective management and treatment of
associated conditions.
In this unit you will explore the structure and function of the digestive system,
including how enzymes act within the digestive system. You will learn about medical
conditions affecting the digestive system, for example dyspepsia and peptic
ulceration, and how common medicines are used to treat gastrointestinal conditions,
including potential side effects. You will also learn about conditions resulting from
nutritional issues, medicinal treatments for these conditions and potential side
effects, and routes for the administration of artificial nutrition.
This unit gives you the opportunity to learn about available resources, for example the
British National Formulary (BNF), which can be used to obtain relevant information on
medical conditions, appropriate treatments and potential side effects. This will enable
you to counsel patients on the safe use of their medicines to manage their conditions
effectively.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe the structure of the Digestive system structure: mouth, pharynx,
digestive system digestive system oesophagus, stomach, pancreas, liver, gall
bladder, small intestine, large intestine, rectum,
1.2 Explain how the structure of the
anus
digestive system relates to its
function Digestive system function: the physiology and
pathology relating to the elimination of waste
1.3 Explain how enzymes function within
products from the body
the digestive system
Enzymes: break down and absorption into the
body of nutrients

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 Learning outcomes Assessment criteria Content
2 Understand how 2.1 Describe different conditions Conditions: dyspepsia, peptic ulceration,
medicines are used in affecting the gastrointestinal tract diarrhoea, constipation, nausea and vomiting,
the treatment of haemorrhoids, gastro-oesophageal reflux disease
2.2 Explain how common medicines are
conditions of the (GORD), inflammatory bowel disease
used in the treatment of
gastrointestinal tract
gastrointestinal tract conditions Common medicines: refer to the current edition
of the British National Formulary (BNF) and other
2.3 Explain the reasons why common
reliable sources for details of common medicines
side effects may occur with
and treatments, including agents and their
medicines used to treat
actions, benefits and limitations, and
gastrointestinal tract conditions
contraindications for the conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) and other
reliable sources for common side effects of
medicines for the conditions listed

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Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe different nutritional Nutritional conditions: coeliac disease,
medicines and conditions metabolic conditions, vitamin, mineral and
supplements are used electrolyte deficiencies/imbalances, eating
3.2 Compare the routes used to provide
in the treatment of disorders, obesity, food intolerances, iron-
artificial nutrition
nutritional conditions deficiency anaemia, pernicious anaemia
3.3 Explain how common medicines and
Compare: reasons for use, problems, methods,
supplements are used for nutritional
potential complications
conditions
Routes: intravenous nutrition, central line and
3.4 Explain the reasons why common
peripheral line, enteral nutrition including
side effects may occur with
Percutaneous Endoscopic Gastrostomy (PEGs)
medicines used to treat nutritional
conditions Common medicines and supplements: refer to
the current edition of the British National
Formulary (BNF) and other reliable sources for
details of common medicines and supplements,
including agents and their actions, benefits and
limitations, and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) and other
reliable sources for common side effects of
medicines for the conditions listed

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 Learning outcomes Assessment criteria Content
4 Understand the advice 4.1 Explain the information that must be Condition: gastrointestinal; nutritional
individuals need to given to individuals about their Information: dosage, frequency, storage, care,
manage their condition medicines non-compliance, relevant contraindications and
4.2 Explain the information that must be any other appropriate information (e.g. take
given to individuals about the medicine with food, diet)
management of their condition Management of their conditions: treatment
pathways, self-care, self-monitoring, signposting
to information, resources and organisations,
attendance at regular health checks,
understanding actions of different prescribed
medicines, changes to lifestyle

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Essential information for tutors and assessors

Essential resources
Facilities required for this unit include learner access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and show evidence of contact with the profession and continuing
professional development in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources, for example Medicines Complete and the electronic Medicines
Compendium (eMC). There may be online library resources available through the
learners’ education provider. A current medical dictionary (nursing level is suitable)
will be required.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

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Unit assessment requirements
This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
● for AC2.1 learners must describe gastro-oesophageal reflux disease (GORD) and
inflammatory bowel disease
● for AC3.1 learners must describe electrolyte deficiencies/imbalances, eating
disorders, obesity and food intolerances, iron deficiency anaemia and pernicious
anaemia.

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Learning outcome 1: Understand the digestive system
An example of a suitable assignment to cover this learning outcome could be
presentation slides with supporting speaker notes entitled ‘The Digestive System and
its Functions’. The presentation would need to cover the structure of the digestive
system, the function of the digestive system and an explanation of how enzymes
function within the digestive system. The presentation would need to show how the
digestive system processes food, breaks it down, absorbs what is necessary for life
and then eliminates waste. Learners should show awareness of how this process of
metabolism relates to medicines as well as to foods, and how it also involves the liver,
pancreas and gall bladder, which are related organs. Learners would not be required
to deliver the presentation but the presentation should be designed to be delivered to
fellow pharmacy professionals.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the digestive system, using their own words
and including all the relevant information (AC1.1)
2 provide details of how the structure of the digestive system relates to its function,
using reasons and examples to support the points made (AC1.2)
3 provide details of how enzymes function within the digestive system, using reasons
and examples to support the points made (AC1.3).

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Learning outcome 2: Understand how medicines are used in the treatment of
conditions of the gastrointestinal tract
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet on conditions of the gastrointestinal tract. The information
provided would need to include common medicines used to treat the learner’s chosen
gastrointestinal tract conditions and, for each of the medicines, side effects that may
be experienced by the patient. The patient information leaflet should consist of no
more than two sides of A4 and should include signposting information for patients
with gastrointestinal conditions.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least five different conditions affecting the
gastrointestinal tract, using their own words and including all the relevant
information. The conditions described must include gastro-oesophageal reflux
disease (GORD) and inflammatory bowel disease (AC2.1)
2 provide details of how common medicines are used in the treatment of at least
five gastrointestinal tract conditions (which need to be the same conditions
described for AC2.1), giving reasons, examples and/or evidence to support the
points made (AC2.2)
3 give reasons why common side effects may occur with medicines used to treat
gastrointestinal tract conditions (which need to be the same medicines explained
for AC2.2), referring to examples and/or evidence to support the points made
(AC2.3).

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Learning outcome 3: Understand how medicines and supplements are used in
the treatment of nutritional conditions
An example of a suitable assignment to cover this learning outcome could be a report
on nutritional conditions. The report would need to include a description of the
learner’s chosen nutritional conditions. It should show the learner’s understanding of
administration routes for artificial nutrition and identify the advantages and
disadvantages of using the chosen routes. Learners should compare each of these
routes with the oral route. Learners should include in the report, details of medicines
and supplements linked to their chosen nutritional conditions, including common side
effects of medicines used to treat the nutritional conditions. Learners could also
address the first pass effect and its impact on the metabolism of drugs.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least six different nutritional conditions, using their own
words and including all the relevant information. The conditions described must
include electrolyte deficiencies/imbalances, eating disorders, obesity, food
intolerances, iron deficiency anaemia and pernicious anaemia (AC3.1)
2 explain the similarities and differences between the routes used to provide
artificial nutrition, highlighting the advantages and disadvantages of each (AC3.2)
3 provide details of how common medicines and supplements are used for at least
six nutritional conditions (which need to be the same conditions described for
AC3.1), giving reasons, examples and/or evidence to support the points made
(AC3.3).
4 give reasons why common side effects may occur with medicines used to treat
nutritional conditions (which need to be the same medicines explained for AC3.3),
referring to examples and/or evidence to support the points made (AC3.4).

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Learning outcome 4: Understand the advice individuals need to manage their
condition
An example of a suitable assignment to cover this learning outcome could be an
explanatory leaflet to be used in the workplace to support the provision of
information to patients about their conditions. The explanatory leaflet would need to
cover treatment pathways and self-care advice for patients, as well as signposting
information that could be used by a pharmacy professional to advise patients on
organisations and resources available to support them in managing their condition.
The leaflet should include resources that a pharmacy professional could refer to when
advising patients on the management of their conditions, including the appropriate
use of medicines.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to individuals about their
medicines, giving reasons and examples to support the points made (AC4.1)
2 provide details of the information that must be given to individuals about the
management of their condition, giving reasons and examples to support the points
made (AC4.2)

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Textbooks
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

Journals
Gastroenterology journals – www.omicsonline.org/gastroenterology-journals.php
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
Nutrition journals – www.omicsonline.org/nutrition-journals.php
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal

Websites
www.medicines.org.uk/emc Electronic Medicines Compendium
www.bnf.nice.org.uk/body- British National Formulary – Gastrointestinal
system/gastrointestinalsystem.html System
www.bnf.nice.org.uk/treatment- British National Formulary – Nutrition
summary/enteral-nutrition.html
www.nhs.uk NHS Choices

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Unit 13: Medicinal Treatments for
Cardio-respiratory Conditions

Level: 3

Credit value: 6
Guided Learning Hours: 40

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the cardiovascular and respiratory systems and to
learn about the main medicines used in the treatment of related conditions. Learners
will develop understanding of how to advise individuals on the effective management
and treatment of associated conditions.
In this unit, you will learn about the structure and function of the cardiovascular
system, including its physiology and pathophysiology. This unit gives you the
opportunity to explore topic areas including the blood, heart and blood vessels. You
will learn about the use of medicines to manage cardiovascular conditions and
potential side effects of medicines used in the management of cardiovascular
diseases.
You will learn about the structure and function of the respiratory system and explore
common conditions, for example asthma and chronic obstructive pulmonary disease
(COPD). This unit gives you an opportunity to understand the use of medicines to
manage respiratory conditions and the side effects of medicines used to treat these
conditions.
You will learn how to give individuals information on medicines used in the
management of cardiovascular and respiratory conditions, and important patient
counselling information, including self-care, inhaler technique and blood pressure
management.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Explain how the structure of the Respiratory system structure: nasal cavity,
respiratory and respiratory system aids breathing and pharynx, larynx, trachea, bronchi, bronchioles,
cardiovascular systems gaseous exchange alveoli, capillary network
1.2 Describe the structure of the Cardiovascular system structure: blood, heart,
cardiovascular system blood vessels (arteries, arterioles, capillaries,
venules, veins)
1.3 Explain how the structure of the
cardiovascular system relates to its Cardiovascular system function: the physiology
function and pathology relating to transport and
homeostasis

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 Learning outcomes Assessment criteria Content
2 Understand how 2.1 Describe common conditions Common conditions: asthma, chronic
medicines are used in affecting the respiratory system obstructive pulmonary disease (COPD), allergic
the treatment of conditions
2.2 Explain how common medicines are
conditions of the
used in the treatment of the Common medicines: refer to the current edition
respiratory system
respiratory conditions of the British National Formulary (BNF) and other
reliable sources for details of common medicines
2.3 Explain the reasons why common
and treatments, including agents and their
side effects may occur with
actions, benefits and limitations and
medicines used to treat respiratory
contraindications for the conditions listed
conditions
Common side effects: refer to current edition of
British National Formulary (BNF) and other
reliable sources for common side effects of
medicines for the conditions listed

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Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe common conditions Common conditions: congestive heart failure,
medicines are used in affecting the cardiovascular system hypertension, cardiac arrhythmias, angina,
the treatment of myocardial infarction, embolism, hyperlipidaemia,
3.2 Explain how common medicines are
conditions of the cardiac arrest
used in in the treatment of the
cardiovascular system
cardiovascular conditions Common medicines: refer to the current edition
of the British National Formulary (BNF) and other
3.3 Explain the reasons why common
reliable sources for details of common medicines
side effects may occur with
and treatments, including agents and their
medicines used to treat cardiovascular
actions, benefits and limitations and
conditions
contraindications for the conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) and other
reliable sources for common side effects of
medicines for the conditions listed

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 Learning outcomes Assessment criteria Content
4 Understand the advice 4.1 Explain the information that must be Condition: respiratory; cardiovascular
individuals need to given to individuals about their Information: dosage, frequency, storage, care,
manage their condition medicines and devices non-compliance, relevant contraindications,
4.2 Explain the information that must be treatment pathways and any other appropriate
given to individuals about the information (e.g. take medicine with food), blood
management of their condition tests, lifestyle
Management of their condition: treatment
pathways, self-care, self-monitoring (e.g. blood
pressure and peak flow), signposting to
information, resources and organisations,
attendance at regular health checks,
understanding actions of different prescribed
medicines, changes to lifestyle
Airway function: use of devices in airway
disease, advising individuals in techniques and
the use of inhalation devices, e.g. metered dose
inhalers, breath-actuated inhalers, dry power
inhalers, pacers, nebulisers, peak flow meters,
assessment of lung function

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Essential information for tutors and assessors

Essential resources
Facilities required for this unit include learner access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and show evidence of contact with the profession and continuing
professional development in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources, for example Medicines Complete and the electronic Medicines
Compendium (eMC). There may be online library resources available through the
learners’ education provider.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

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Unit assessment requirements
This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
● for AC2.1 learners must describe asthma and chronic obstructive pulmonary
disease (COPD)
● for AC3.1 learners must describe congestive heart failure, hypertension and
hyperlipidaemia.

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Learning outcome 1: Understand the respiratory and cardiovascular systems
An example of a suitable assignment to cover this learning outcome could be a report
on the structure of both the respiratory and cardiovascular systems. The report would
need to cover how the respiratory system aids breathing and gaseous exchange, and
how the cardiovascular system relates to its function. Learners would need to
demonstrate their understanding through reasoning and explanations of the
structure and function of both the respiratory and cardiovascular systems.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of how the structure of the respiratory system aids breathing and
gaseous exchange, using reasons and examples to support the points made
(AC1.1)
2 give a clear account of the structure of the cardiovascular system, using their own
words and including all the relevant information (AC1.2)
3 provide details of how the structure of the cardiovascular system relates to its
function, using reasons and examples to support the points made (AC1.3).

Learning outcome 2: Understand how medicines are used in the treatment of

conditions of the respiratory system
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet informing patients about how medicines are used to treat
respiratory system conditions. The patient information leaflet would need to cover
common conditions affecting the respiratory system, including asthma and COPD, and
learners could choose two other conditions to include. The leaflet should include
details of common medicines used in the treatment of the chosen respiratory system
conditions and the potential side effects of each medicine. The patient information
leaflet should consist of no more than two sides of A4 and should include signposting
information for patients with respiratory conditions.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least four different common conditions affecting the
respiratory system, using their own words and including all the relevant
information. The conditions described must include asthma and chronic
obstructive pulmonary disease (COPD) (AC2.1)
2 provide details of how common medicines are used in the treatment of at least
four respiratory conditions (which need to be the same conditions described for
AC2.1), giving reasons, examples and/or evidence to support the points made
(AC2.2)
3 give reasons why common side effects may occur with medicines used to treat
respiratory conditions (which need to be the same medicines explained for AC2.2),
referring to examples and/or evidence to support the points made (AC2.3).

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Learning outcome 3: Understand how medicines are used in the treatment of
conditions of the cardiovascular system
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet informing patients about how medicines are used to treat
cardiovascular system conditions. The patient information leaflet would need to cover
common conditions affecting the cardiovascular system including congestive heart
failure, hypertension and hyperlipidaemia, and learners could choose two other
conditions to include. The leaflet should include details of common medicines used in
the treatment of the chosen cardiovascular conditions and the potential side effects
of each medicine. The patient information leaflet should consist of no more than two
sides of A4 and should include signposting information for patients with
cardiovascular conditions.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least five different common conditions affecting the
cardiovascular system, using their own words and including all the relevant
information. The conditions described must include congestive heart failure,
hypertension and hyperlipidaemia (AC3.1)
2 provide details of how common medicines are used in the treatment of at least
five cardiovascular conditions (which need to be the same conditions described for
AC3.1), giving reasons, examples and/or evidence to support the points made
(AC3.2)
3 give reasons why common side effects may occur with medicines used to treat
cardiovascular conditions (which need to be the same medicines explained for
AC3.2), referring to examples and/or evidence to support the points made (AC3.3).

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Learning outcome 4: Understand the advice individuals need to manage their
condition
An example of a suitable assignment to cover this learning outcome could be
presentation slides with supporting speaker notes. The presentation would need to
cover either one respiratory or one cardiovascular condition and should be designed
to be delivered to an individual patient or group of patients diagnosed with the
condition. Information should be provided in a patient-appropriate format and should
cover the safe use of their medicines, monitoring requirements and management of
their condition. Examples of patient advice and counselling topics, such as inhaler
technique and blood pressure monitoring can be found in the content for this
learning outcome. Learners would not be required to deliver the presentation.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to individuals about their
medicines and devices, giving reasons and examples to support the points made
(AC4.1)
2 provide details of the information that must be given to individuals about the
management of their condition, giving reasons and examples to support the points
made (AC4.2)

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Textbooks
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Greenstein B, Greenstein A – Concise Clinical Pharmacology
(Pharmaceutical Press, 2006) ISBN 9780853695769
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Page C – Crash Course: Pharmacology, 5th edition (Elsevier, 2018)
ISBN 9780702073441
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

Journals
British Journal of Pharmacology (British Pharmacological Society/Wiley-Blackwell)
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
The British Medical Journal (BMJ Publishing Group Ltd)
The Pharmaceutical Journal (Pharmaceutical Press)

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Websites
www.asthma.org.uk/ Asthma UK
www.bhf.org.uk/ British Heart Foundation
www.brit-thoracic.org.uk/document- British Thoracic Society
library/clinical-
information/asthma/btssign-asthma-
guideline-quick-reference-guide-2016/
cks.nice.org.uk/#?char=A NICE Clinical Knowledge Summaries
www.nhs.uk/conditions/asthma/diagnosis/ NHS: Asthma
www.nhs.uk/conditions/cardiovascular- NHS: Cardiovascular Disease
disease/#
www.nhs.uk/conditions/chronic- NHS: COPD
obstructive-pulmonary-disease-copd/
www.nhs.uk/conditions/heart-failure/NHS NHS: Heart Failure
www.pharmaceutical- Pharmaceutical Journal article on asthma
journal.com/learning/learning- and COPD
article/knowing-the-differences-between-
copd-and-asthma-is-vital-to-good-
practice/11085597.article

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Unit 14: Medicinal and Non-medicinal
Treatments for Malignant
Diseases and Musculoskeletal
Conditions

Level: 3

Credit value: 6
Guided Learning Hours: 40

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of human cells and the musculoskeletal system and to
learn about the main medicines and treatments of malignant diseases and
musculoskeletal conditions. Learners will develop an understanding of how to advise
individuals on the effective management and treatment of associated conditions and
learn about preventative measures for malignant diseases.
In this unit, you will explore the structure, types and functions of human cells, blood
and tissue, as well as looking at the structure and function of the musculoskeletal
system. This will provide a platform for you to make links between cell
changes/malignancies and how medicines and other therapies interact with them,
including possible side effects. You will learn about common musculoskeletal
conditions, related medicines and their side effects. In your role as a pharmacy
technician, this unit will give you the underpinning knowledge required to be able to
provide valid information to individuals on preventative measures and/or
management of their condition.
It is recommended that learners complete learning outcome 1
(‘Understand different types of human cells and tissue’) before attempting the other
pharmacology units or Unit 11: Biological Principles for Pharmacy Technicians, as this
learning outcome provides a basis for much of the knowledge and understanding in
those units.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand different 1.1 Describe the structure of human Structure of human cells: cell membrane,
types of human cells cells nucleus, cytoplasm, mitochondria, rough and
and tissue smooth endoplasmic reticulum, Golgi body,
1.2 Describe the cells in human blood
lysosomes
1.3 Describe the main types of human
Human blood: erythrocytes (red blood cells),
tissue
leucocytes (white blood cells)
1.4 Explain the functions of the main
Human tissue: epithelial, connective, muscle,
types of human tissue
nerve
2 Understand the 2.1 Describe the structure of the Musculoskeletal system: bones, muscles,
musculoskeletal system musculoskeletal system cartilage, tendons, ligaments, membranes, joints
2.2 Explain how the structure of the Function: the physiology and pathology relating
musculoskeletal system relates to its to movement, support, protection, blood cell
function production, storage of minerals (e.g. calcium)

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 Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe the behavioural differences Common malignant diseases: breast cancer,
medicines and between normal and malignant cells leukaemia, melanoma, lymphoma, myeloma,
therapies are used in prostate cancer, testicular cancer, cervical cancer,
3.2 Describe common malignant
the treatment of bowel cancer
diseases
malignant diseases Common medicines: refer to the current edition
3.3 Explain how common medicines are
of the British National Formulary (BNF) and other
used in the treatment of malignant
reliable sources for details of common medicines
diseases
and treatments, including agents and their
3.4 Explain the reasons why common actions, benefits and limitations and
side effects may occur with contraindications for the diseases listed
medicines used to treat malignant
Common side effects: refer to current edition of
diseases
British National Formulary (BNF) and other
3.5 Describe how other therapies are reliable sources for common side effects of
used in the treatment of malignant medicines for the diseases listed
diseases
Other therapies: targeted, tumour necrosis
factor, gene therapy, radio-pharmaceuticals

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Learning outcomes Assessment criteria Content
4 Understand how 4.1 Describe common conditions Common conditions: arthritis (e.g. osteoarthritis,
medicines are used in affecting the musculoskeletal system rheumatoid arthritis), osteoporosis, scoliosis,
the treatment of gout, soft tissue conditions
4.2 Explain how common medicines are
musculoskeletal
used in the treatment of Common medicines: refer to the current edition
conditions
musculoskeletal conditions of the British National Formulary (BNF) and other
reliable sources for details of common medicines
4.3 Explain the reasons why common
and treatments, including agents and their
side effects may occur with
actions, benefits and limitations, and
medicines used to treat
contraindications for the conditions listed
musculoskeletal conditions
Common side effects: refer to current edition of
British National Formulary (BNF) and other
reliable sources for common side effects of
medicines for the conditions listed

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 Learning outcomes Assessment criteria Content
5 Understand the advice 5.1 Describe the preventative measures Condition: malignant disease; musculoskeletal
individuals need to that can be provided to individuals in Preventative measures: screening programme,
manage their condition identifying possible malignant self-examination
diseases
Information: dosage, frequency, storage, care,
5.2 Explain the information that must be non- compliance, relevant contraindications and
given to individuals about their any other appropriate information (e.g. take
medicines medicine with food), precautions, blood tests
5.3 Explain the information that must be Management of their condition: treatment
given to individuals about pathways, self-care, self-monitoring, signposting
management of their condition to information, resources and organisations,
attendance at regular health checks,
understanding actions of different prescribed
medicines, changes to lifestyle

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
● for AC3.2 learners must describe leukaemia, lymphoma and myeloma and one
from either breast cancer, melanoma, prostate cancer, testicular cancer, cervical
cancer or bowel cancer
● for AC4.1 learners must describe arthritis (osteoarthritis and rheumatoid arthritis)
and osteoporosis and one from either scoliosis, gout or soft tissue.

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Learning outcome 1: Understand different types of human cells and tissue
An example of a suitable assignment to cover this learning outcome could be to
produce a guide for new pharmacy technicians, introducing different types of human
cells and tissue. The guide will need to include detailed descriptions of the structure of
human cells including the common organelles. It should also include descriptions of
the different cells found in human blood. The guide should include explanations of
the types and function of tissue found in the human body including epithelial,
connective, muscle and nerve tissue. Learners may wish to include labelled diagrams
to support their descriptions.

Learning outcome 2: Understand the musculoskeletal system

An example of a suitable assignment to cover this learning outcome could be to
produce a workbook on the structure and function of the musculoskeletal system for
new and established pharmacy technicians to complete as part of their CPD. The
workbook will need to include detailed descriptions of the structure of the human
musculoskeletal system, ensuring that all components are referenced. Learners will
then need to explain how the structure of the musculoskeletal system relates to its
function, focusing on the physiology and pathology relating to movement, support,
protection, blood cell production, storage of minerals (e.g. calcium). Learners may
wish to include labelled diagrams to support their descriptions.
To satisfy the assessment criteria for these learning outcomes, learners will:
1 give a clear account of the structure of human cells, using their own words and
including all the relevant information (AC1.1)
2 give a clear account of the cells in human blood, using their own words and
including all the relevant information (AC1.2)
3 give a clear account of the main types of human tissue, using their own words and
including all the relevant information (AC1.3)
4 provide details of the functions of the main types of human tissue, giving reasons
and examples to support the points made (AC1.4).
5 give a clear account of the structure of the musculoskeletal system, using their
own words and including all the relevant information (AC2.1)
6 provide details of how the structure of the musculoskeletal system relates to its
function, giving reasons and examples to support the points made (AC2.2).

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Learning outcome 3: Understand how medicines and therapies are used in the
treatment of malignant diseases
An example of a suitable assignment to cover this learning outcome could be an
information leaflet for new staff, covering leukaemia, lymphoma, myeloma and a
choice of one other – breast cancer, melanoma, prostate cancer, testicular cancer,
cervical cancer or bowel cancer. The leaflet will need to explain the behavioural
differences between normal and malignant cells before describing the four malignant
diseases. It should also include signposting to relevant agencies. The leaflet will then
need to provide details of how common medicines are used in the treatment of the
chosen malignant diseases. Learners will need to refer to the current edition of the
British National Formulary (BNF) and other reliable sources for details of common
medicines and treatments, including agents and their actions, benefits and limitations,
and contraindications for the diseases referenced. The leaflet will need to explain why
common side effects may occur with these medicines. Finally, the leaflet will need to
describe how two other therapies, such as radiopharmaceuticals and gene therapy,
are used in the treatment of each of the malignant diseases. Learners may wish to
consider how personalised drugs are used in the treatment of malignant diseases.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the behavioural differences between normal and malignant
cells, using their own words and including all the relevant information (AC3.1)
2 give a clear account of common malignant diseases, including leukaemia,
lymphoma and myeloma and one from either breast cancer, melanoma, prostate
cancer, testicular cancer, cervical cancer or bowel cancer, using their own words
and including all the relevant information (AC3.2)
3 provide details of how common medicines are used in the treatment of the
malignant diseases described under AC3.2, giving reasons, examples and/or
evidence to support the points made (AC3.3)
4 give reasons why common side effects may occur with the medicines used to treat
the malignant diseases described under AC3.2, using examples and/or evidence to
support the points made (AC3.4)
5 give a clear account of how two other therapies are used in the treatment of each
of the malignant diseases described under AC3.2, using their own words and
including all the relevant information (AC3.5).

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Learning outcome 4: Understand how medicines are used in the treatment of
musculoskeletal conditions
An example of a suitable assignment to cover this learning outcome could be a
conference-style information poster to be displayed in the pharmacy. The poster will
need to include relevant labelled diagrams to depict the common musculoskeletal
areas affected by osteoarthritis, rheumatoid arthritis, osteoporosis and a choice of
one other – scoliosis, gout or soft tissue conditions. Narrative sections below the
diagrams will need to describe all of the identified diseases. The poster will also need
to provide details of how common medicines are used in the treatment of the
diseases. Learners will need to refer to the current edition of the British National
Formulary (BNF) and other reliable sources for details of common medicines and
treatments, including agents and their actions, benefits, limitations, and
contraindications for the diseases referenced. The leaflet will need to explain why
common side effects may occur with these medicines.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of common conditions affecting the musculoskeletal system,
including arthritis (osteoarthritis and rheumatoid arthritis) and osteoporosis and
one from either scoliosis, gout or soft tissue conditions, using their own words and
including all the relevant information (AC4.1)
2 provide details of how common medicines are used in the treatment of
musculoskeletal conditions, giving reasons, examples and/or evidence to support
the points made (AC4.2)
3 give reasons why common side effects may occur with the medicines used to treat
the musculoskeletal conditions described under AC4.1, using examples and/or
evidence to support the points made (AC4.3).

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Learning outcome 5: Understand the advice individuals need to manage their
condition
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet. The leaflet would need to describe preventative measures
(screening programmes and self-examination) used to identify malignant diseases.
The leaflet should also include a generic information section related to common
medicines, covering dosage, frequency, storage, care, non-compliance, relevant
contraindications and any other appropriate information (e.g. take medicine with
food), outlining precautions and identifying relevant blood tests. The final section of
the leaflet will need to cover management of conditions, including treatment
pathways, self-care, self-monitoring, signposting to information, resources and
organisations, attendance at regular health checks, understanding actions of different
prescribed medicines and changes to lifestyle.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the preventative measures that can be provided to
individuals in identifying possible malignant diseases, using their own words and
including all the relevant information (AC5.1)
2 provide details of the information that must be given to individuals about their
medicines, giving reasons and examples to support the points made (AC5.2)
3 provide details of the information that must be given to individuals about
management of their condition, giving reasons and examples to support the points
made (AC5.3).

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Textbooks
Bennett P, Brown M – Clinical Pharmacology, 12th edition (Elsevier, 2018)
ISBN 9780702073281
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
Jenkins J – Rheumatoid Arthritis: A self-help guide to getting on with your life, 3rd edition
(How To Books, 2011) ISBN 9781845284633
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Roberts A – The Complete Human Body: The Definitive Visual Guide, 2nd edition
(Dorling Kindersley, 2016) ISBN 9780241240458
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

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Journals
Journal of Pharmacy Technology (https://uk.sagepub.com/en-gb/eur/journal-of-
pharmacy-technology/journal202240)
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal

Websites
www.medicines.org.uk/emc electronic Medicines Compendium
www.nhs.uk/conditions/nhs-health- NHS Health Checks
check/

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Unit 15: Microbiology for Pharmacy
Technicians

Level: 3

Credit value: 5
Guided Learning Hours: 30

Unit summary
The aim of this unit is to give learners underpinning knowledge of the fundamental
principles of microbiology as they relate to the work of a pharmacy technician.
You will learn about the relationship between structures and functions in bacteria,
viruses, protozoa and microscopic fungi, how microorganisms are classified and
methods of identifying their presence. You will learn about how microorganisms
reproduce, and how chemical and physical factors can affect their growth, including
how different growth media can be used. You will explore the infections that can be
caused by pathogenic microorganisms, and how they can be transmitted. You will
learn how and why the growth of microorganisms can be monitored to study
diseases, and the ways in which they can be handled to prevent contamination and
infection. This will also assist you in your role of antibiotic stewardship.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe methods used to classify Methods: binomial nomenclature; light and
structure, function and microorganisms electron micrographs, morphology, Gram staining
classification of
1.2 Explain how the structure of Microorganisms: bacteria, viruses, microscopic
microorganisms
microorganisms relates to their fungi, protozoa
function Structure: size, shape, cell arrangements, cellular
structure including genetic material and ability to
reproduce without a host
2 Understand factors 2.1 Describe growth and reproduction Growth and reproduction: binary fission,
affecting microbial of microorganisms asexual reproduction, budding, growth curves,
growth nutrition
2.2 Explain the chemical and physical
factors that affect the growth of Physical factors affecting growth: pH,
microorganisms temperature, osmotic and atmospheric pressure
2.3 Explain the use of different growth Chemical factors affecting growth: water,
media oxygen, carbon, nitrogen, phosphorous, other
elements
Growth media: liquid, semi-solid,
selective/differential, enriched

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 Learning outcomes Assessment criteria Content
3 Understand how the 3.1 Explain methods of monitoring the Monitoring microbial growth: environmental/
growth of growth of microorganisms people/product sampling; swabs, media plates,
microorganisms is bacterial counts
3.2 Explain methods of controlling the
monitored and
growth of microorganisms Control: basic principles of hygiene including
controlled hand washing and sanitisation; disinfectants,
antiseptics, sterilisation methods, aseptic
technique, use of personal protective equipment.
4 Understand 4.1 Identify infections caused by Infections: bacteria, viruses, microscopic fungi,
transmission of pathogenic microorganisms protozoa
infection
4.2 Explain the process of transmission Process of transmission: transmission cycle;
of infections airborne, direct contact, indirect contact

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Essential information for tutors and assessors

Essential resources
Ideally, learners should have access to a laboratory equipped with the materials to
carry out microbiological experiments, such as autoclaves, incubation equipment,
growth media and associated glassware/equipment. Where this is not possible, the
use of technology to allow learners to experience laboratory experiments, for
example through videos or Skype®, or ready-prepared packs of experiments sent to
the learner's workplace are acceptable alternatives.
Access to a library containing suitable microbiology textbooks, online learning
resources and relevant online/print journals would also be ideal for learners, but
where this is not possible, technology should be used to give learners access to an
acceptable range of learning resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand the structure, function and classification of
microorganisms
An example of a suitable assignment to cover this learning outcome could be a report
about each type of microorganism listed in the unit content, exploring the structure,
function and classification methods for each.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least three methods used to classify microorganisms,
using their own words and including all the relevant information (AC1.1)
2 provide details of how the structure of at least three types of microorganism (to
include bacteria, virus and at least one other) relates to their function, giving
reasons and examples to support the points made (AC1.2).

Learning outcome 2: Understand factors affecting microbial growth

An example of a suitable assignment to cover this learning outcome could be write-
ups of laboratory investigations into the factors affecting the growth and reproduction
of microorganisms. Learners will need to supplement these write-ups with additional
information about factors affecting growth and reproduction that they have not
investigated. This should include at least one growth curve.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of growth and reproduction of microorganisms, using their
own words and including all the relevant information (AC2.1)
2 provide details of at least three chemical (to include water, oxygen and at least
one other) and at least three physical factors that affect the growth of
microorganisms, giving reasons and examples to support the points made (AC2.2)
3 provide details of the use of at least three different growth media, giving reasons
and examples to support the points made (AC2.3).

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Learning outcome 3: Understand how the growth of microorganisms is
monitored and controlled

Learning outcome 4: Understand transmission of infection

An example of a suitable assignment to cover these learning outcomes could be an
information booklet or presentation on the monitoring, transmission and control of
microorganisms in the pharmacy. Learners will need to outline methods of
monitoring microbial growth, along with how and why microbial growth can and
should be controlled.
To satisfy the assessment criteria for these learning outcomes, learners will:
1 provide details of at least four methods of monitoring the growth of
microorganisms, giving reasons, examples and/or evidence to support the points
made (AC3.1)
2 provide details of at least five methods of controlling the growth of
microorganisms, giving reasons, examples and/or evidence to support the points
made (AC3.2).
3 state at least eight infections caused by pathogenic microorganisms. At least two
must be caused by bacteria, at least two by viruses, at least two by microscopic
fungi and at least two by protozoa (AC4.1)
4 provide details of the process of transmission of infections, giving reasons,
examples and/or evidence to support the points made (AC4.2).

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Textbooks
Barer M, Irving W – Medical Microbiology: A Guide to Microbial Infections: Pathogenesis,
Immunity, Laboratory Investigation and Control, 19th edition (Elsevier, 2018)
ISBN 9780702072000
Denyer S, Hodges N, Gorman S, Gilmore B (editors) – Hugo and Russell’s Pharmaceutical
Microbiology, 8th edition (Wiley, 2011) ISBN 9781444330632
Hillis, D et al – Life: The Science of Biology, 11th edition (W H Freeman, 2017)
ISBN 9781319010164
Madigan M – Brock Biology of Microorganisms, 15th edition (Pearson, 2018)
ISBN 9781292235103

Journals
Biological Sciences Review (Hodder Education)
The Pharmaceutical Journal (Royal Pharmaceutical Society)

Websites
microbiologysociety.org/education- Teaching and learning resources
outreach/resources.html from the Microbiology Society
www.nhs.uk/ National Health Service
www.nuffieldfoundation.org/practical-biology Practical experiments that include
microbiology

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Unit 16: Actions and Uses of
Medicines

Level: 3

Credit value: 9
Guided Learning Hours: 60

Unit summary
This unit gives learners basic information and concepts to help them understand in
general terms how medicines work.
In this unit, you will explore pharmacokinetics and pharmacodynamics to understand
how they influence the actions and uses of medicines. You will learn about the modes
of action of medicines and their uses, including why medicines are administered via
different routes in the body.
You will research drug interactions and medicines optimisation to understand how
individual patient factors can influence the use of medicines. This unit also gives you
the opportunity to understand how to use pharmacy resources to research
pharmaceutical and medicinal information in order to deal with pharmaceutical
queries. You will use a range of pharmacy resources to identify the importance of
evidence-based medicine in ensuring the safe and effective use of medicines.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe the modes of actions of Modes of action: drug actions at receptor sites,
principles of how medicines on the human body agonists and antagonists, partial agonists,
medicines work in the competition, reversibility, enzymes and ion
1.2 Explain the reasons for using different
human body channels with common examples, non-specific
routes for the administration of
drug action, genetic mechanisms
medicines
Pharmacology: routes by which drugs are
1.3 Explain how medicines are processed
delivered to the body including oral, rectal,
by the body
injectable, transdermal, inhaled, advantages and
1.4 Explain how the approaches to disadvantages of each route
personalised medicines may support
Processed:
the management of an individual’s
health Pharmacodynamics: route by which drugs travel
through the body to the site of action, factors that
influence the amount of drug that reaches the
site of action and the final fate of therapeutic
agents, influence of factors such as absorption,
metabolism, excretion
Continued on next page

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Learning outcomes Assessment criteria Content
Continued from previous page
Pharmacokinetics: clearance; volume of
distribution; half-life; Lethal Dose 50% (LD50),
bioavailability; protein binding; clearance by the
liver and kidneys; how dosage regimens are
designed; purpose of therapeutic drug
monitoring.
Approaches: diagnoses, intervention, drug
development, usage, issues

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 Learning outcomes Assessment criteria Content
2 Understand the uses 2.1 Describe the common dosage Interactions: chemical incompatibilities,
and limitations of regimens for drug-drug and drug- nutrition/drug incompatibilities, genetic factors
medicines food interactions causing incompatibilities, pharmacokinetics and
pharmacodynamics, additive and antagonistic,
2.2 Evaluate how individual factors
concentration and reduction
affect successful medicinal and
treatment optimisation Common adverse interactions: St John’s Wort,
grapefruit juice, Seville oranges, limes, pomelos,
2.3 Evaluate how medicine factors affect
green leafy vegetables, dairy products, fibre,
successful medicine optimisation
liquorice, foods containing tyramine, monoamine
oxidase inhibitors (MAOIs)
Individual factors:
Demographic factors: age, gender, ethnicity,
lifestyle
Social factors: lifestyle, employment, education,
housing, income
Physiological factors: liver and renal impairment,
allergies, altered body surface
Medicine factors: side effects, route of
administration, clinical trials, adverse drug
reactions (ADRS)

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Learning outcomes Assessment criteria Content
3 Understand the use of 3.1 Evaluate the suitability of different Suitability: current, authoritative, accurate
standard pharmacy sources of pharmaceutical Information: British National Formulary (BNF),
resources to research information for pharmaceutical other pharmaceutical texts e.g. Martindale, British
pharmaceutical queries queries Pharmacopoeia, Pharmaceutical Codex,
3.2 Explain the importance of evidence- Pharmaceutical Journal, other medical journals,
based practice for pharmacy online resources e.g. Micromedex, Medline, eBNF
professionals Evidence-based practice: definitions, benefits,
practices, research methodologies (qualitative,
quantitative)

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Essential information for tutors and assessors

Essential resources
Facilities required for this unit include learner access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and show evidence of contact with the profession and continuing
professional development in order to maintain their registration with the General
Pharmaceutical Council. Exceptions to the requirement for registration with the
General Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources, for example, the British National Formulary, Medicines Complete
and the Electronic Medicines Compendium (eMC). There may be online library resources
available through learners’ education provider.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand the principles of how medicines work in the
human body
An example of a suitable assignment to cover this learning outcome could be an
information booklet for fellow pharmacy professionals that explains the modes of
action of medicines on the human body. The information booklet would need to cover
how the body processes medicines and the reasons for different administration
routes. The booklet should provide information on how medicines optimisation can
be achieved by personalising patient medicines in support of an individual’s health.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least six modes of actions of medicines on the human
body, using their own words and including all the relevant information (AC1.1)
2 give reasons for using different routes for the administration of medicines, using
examples and/or evidence to support the points made (AC1.2)
3 provide details of how medicines are processed by the body, giving reasons and
examples to support the points made (AC1.3)
4 provide details of how the approaches to personalised medicines may support the
management of an individual’s health, giving reasons, examples and/or evidence
to support the points made (AC1.4).

Learning outcome 2: Understand the uses and limitations of medicines

An example of a suitable assignment to cover this learning outcome could be
presentation slides with supporting speaker notes, designed to be delivered to fellow
pharmacy professionals. The presentation would need to cover both drug-drug
interactions and drug-food interactions. In addition, learners would need to consider
and present information on both individual and medicinal factors that affect
successful medicine optimisation. Learners could also address adverse drug reactions,
pharmacovigilance and the Yellow Card Scheme. Learners would not be required to
deliver the presentation.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the common dosage regimens for drug-drug and drug –
food interactions, using their own words and including all the relevant information
(AC2.1)
2 review information about how at least three individual factors (at least one
demographic, one social and one physiological) affect successful medicinal and
treatment optimisation, drawing on evidence and relevant data to come to a
conclusion (AC2.2)
3 review information about how at least three medicine factors affect successful
medicine optimisation, drawing on evidence and relevant data to come to a
conclusion (AC2.3).

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Learning outcome 3: Understand the use of standard pharmacy resources to
research pharmaceutical queries
An example of a suitable assignment to cover this learning outcome could be a
pharmacy resources database in a format of the learner’s choosing (for example
Word, Excel or PowerPoint). The database would need to list different resources that
provide suitable pharmaceutical information, with supporting information for each
resource identifying its advantages and disadvantages. Alongside the resources
database, learners would need to produce a short report, based on their findings
when researching pharmacy resources for the database, on evidence-based medicine
and its importance in pharmacy practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 review the suitability of different sources of pharmaceutical information for
pharmaceutical queries, drawing on evidence including strengths, weaknesses,
relevant data and information to come to a conclusion (AC3.1)
2 provide details of the likely impacts of the use of evidence-based practice by
pharmacy professionals, giving reasons, examples and/or evidence to support the
points made, and coming to a conclusion as to how important evidence-based
practice is for pharmacy professionals (AC3.2).

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Textbooks
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Blenkinsopp A, Blenkinsopp J, Duerden M – Symptoms in the Pharmacy: A Guide to the
Management of Common Illnesses, 8th edition (Wiley-Blackwell, 2018)
ISBN 9781119317968
Dodds L (editor) – Drugs in Use: Case Studies for Pharmacists and Prescribers, 5th edition
(Pharmaceutical Press, 2013) ISBN 9780857110916
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Nathan A – Non-Prescription Medicines, 4th edition (Pharmaceutical Press, 2010)
ISBN 9780853698869
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses
18th edition (Mosby, 2019) ISBN 9780323554732

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Journals
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases

Websites
www.bnf.nice.org.uk/ British National
Formulary online
broughttolife.sciencemuseum.org.uk/broughttolife/ Background to the
themes/controversies/thalidomide need for
pharmacovigilance
www.england.nhs.uk/medicines/medicines-optimisation/ NHS England
Medicines
Optimisation
www.gov.uk/guidance/implementing-the-falsified-medicines- Information about
directive-safety-features the Falsified
Medicines Directive
www.medicines.org.uk/emc electronic Medicines
Compendium
www.nice.org.uk/guidance/ng5/chapter/Introduction NICE Medicines
Optimisation
www.rpharms.com/Portals/0/RPS%20document RPSBG Medicines
%20library/Open%20access/Policy/ Optimisation: Good
helping-patients-make-the-most-of-their-medicines.pdf Practice Guidance
https://yellowcard.mhra.gov.uk/the-yellow-card-scheme/ The MHRA’s Yellow
Card Scheme

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Unit 17: Medicinal and Non-medicinal
Treatments for Central
Nervous System Conditions

Level: 3

Credit value: 6
Guided Learning Hours: 30

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the central nervous system and the medicines used
in the treatment of related conditions. The unit also addresses how anaesthesia and
pain are treated and managed. Finally, learners will acquire the knowledge that a
pharmacy technician needs in order to advise individuals on the effective
management and treatment of associated conditions.
In this unit you will explore the structure and function of the central nervous system,
before examining associated disorders, common treatment medicines and their side
effects. You will then have the opportunity to study how medicines and non-medicinal
treatments are used in the treatment of mental ill health. The unit addresses the
complex nature of the human central nervous system firstly through the analgesic
ladder, by focussing on the treatment and management of pain, and then moving
deeper into pain and control centres, which will develop your understanding of how
both general and local anaesthetics operate, including possible side effects. Linking all
of these to the role of the pharmacy technician, you will then have the opportunity to
demonstrate your knowledge of the advice that individuals will need to manage
conditions relating to the central nervous system, mental ill health and pain.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the central 1.1 Describe the structure of the central Structure: brain (cerebrum, cerebellum, pons,
nervous system nervous system medulla), spinal cord (spinal nerves, plexa),
neurons (sensory, motor, relay),
1.2 Explain how the structure of the
neurotransmitters (dopamine, serotonin)
central nervous system relates to its
function Function: the physiology and pathology relating
to the initiation and transmission of the nerve
impulse, sympathetic and parasympathetic
control, receptors, effectors, reflex arc

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Learning outcomes Assessment criteria Content
2 Understand how 2.1 Describe conditions affecting the Conditions: epilepsy, Parkinson’s Disease,
medicines are used in central nervous system attention deficit hyperactivity disorder (ADHD)
the treatment of
2.2 Explain how common medicines are Common medicines: refer to the current edition
conditions of the
used in the treatment of central of the British National Formulary (BNF) and other
central nervous system
nervous system conditions reliable sources for details of common medicines
including agents and their actions, benefits and
2.3 Explain the reasons why common
limitations and contraindications for the
side effects may occur with
conditions listed
medicines used to treat central
nervous system conditions Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe forms of mental ill health Forms of mental ill health: anxiety, bipolar,
medicines and non- sleep, eating, depression, psychosis (e.g.
3.2 Explain how common medicine and
medicinal treatments schizophrenia, delusional disorders, mania),
non-medicinal treatments are used
are used in the addiction, trauma, dementia
in the treatment of mental ill health
treatment of mental ill
Common medicine and non-medicinal
health 3.3 Explain the reasons why common
treatments: refer to the current edition of the
side effects may occur with
British National Formulary (BNF) and other
medicines and non-medicinal
reliable sources for details of common medicines
treatments used to treat mental ill
including agents and their actions, benefits and
health
limitations and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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Learning outcomes Assessment criteria Content
4 Understand how 4.1 Explain how the analgesic ladder is Analgesic ladder: the need for regular pain
medicines are used in applied in pharmacy practice control and the pain ladder, reasons for adjuvant
the treatment and drugs; limitations of analgesia, different types of
4.2 Explain how common medicine and
management of pain pain (acute, chronic, referred, nociceptive,
non-medicinal treatments are used
neuropathic, sensory hypersensitivity), causes of
in the management of pain
pain
4.3 Explain the reasons why common
Common medicine and non-medicinal
side effects may occur with
treatments: refer to the current edition of the
medicines used in the treatment and
British National Formulary (BNF) and other
management of pain
reliable sources for details of common medicines
including agents and their actions, benefits and
limitations and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
5 Understand how 5.1 Explain the requirement for General anaesthesia: concept of general
medicines are used in combination drug use in general anaesthesia, stages of anaesthesia, combination
anaesthesia anaesthesia drug use (intravenous anaesthetics, inhalation
5.2 Explain the benefits and limitations of anaesthetics, anti-muscarinic, anxiolytic,
the different administration routes for analgesia, antiemetic, perioperative drugs, muscle
local anaesthetics relaxants, reversal)

5.3 Explain the reasons why common Local anaesthesia: routes of administration
side effects may occur following the including epidural intrathecal and intravenous
administration of anaesthetics regional anaesthesia, use of vasoconstrictors and
action of local anaesthetic
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed
6 Understand the advice 6.1 Explain the information that must be Condition: central nervous system; mental ill
individuals need to given to individuals about their health; pain
manage their condition medicines Information: dosage, frequency, storage, care,
6.2 Explain the information that must be contraindications, other appropriate information,
given to individuals about e.g. take medicine with food
management of their condition Management: treatment pathways, self-care,
self-monitoring, signposting to other information,
resources and organisations, attendance at
regular health checks, understanding actions of
different prescribed medicines, changes to
lifestyle

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
● for AC2.1 learners must describe epilepsy and Parkinson’s disease
● for AC3.1 learners must describe addiction, dementia and depression.

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Learning outcome 1: Understand the central nervous system
An example of a suitable assignment to cover this learning outcome could be the
completion of a worksheet. Learners would need to correctly label a diagram of the
central nervous system, indicating where the brain (cerebrum, cerebellum, pons,
medulla), spinal cord (spinal nerves, plexa), neurons (sensory, motor, relay) and
neurotransmitters (dopamine, serotonin) are situated. Learners would then need to
indicate the function of the central nervous system by explaining the physiology and
pathology relating to the initiation and transmission of the nerve impulse,
sympathetic and parasympathetic control, receptors, effectors and reflex arc. Reasons
and examples would need to be provided as supportive commentary to demonstrate
knowledge.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the central nervous system, using their own
words and including all the relevant information (AC1.1)
2 provide details of how the structure of the central nervous system relates to its
function, giving reasons and examples to support the points made (AC1.2).

Learning outcome 2: Understand how medicines are used in the treatment of

conditions of the central nervous system
An example of a suitable assignment to cover this learning outcome could be an
information chart for patients on epilepsy and Parkinson’s disease, with the first
column containing a description of these central nervous system conditions, the
second column explaining common medicines used in their treatment, and the third
column explaining common side effects that occur with these medicines. Examples
and/or evidence will need to be included to support points made in the second and
third columns, and clear reference to the most up-to-date BNF should be
demonstrated.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of epilepsy and Parkinson’s disease, using their own words
and including all the relevant information (AC2.1)
2 provide details of how common medicines are used in the treatment of epilepsy
and Parkinson’s disease, giving reasons, examples and/or evidence to support the
points made (AC2.2)
3 give reasons why common side effects may occur with medicines used to treat
epilepsy and Parkinson’s disease, using examples and/or evidence to support the
points made (AC2.3).

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Learning outcome 3: Understand how medicines and non-medicinal treatments
are used in the treatment of mental ill health
An example of a suitable assignment to cover this learning outcome could be a quick
reference guide sheet about addiction, dementia and depression for staff in practice
in the form of a flow chart. Each of the conditions should be clearly headed at the top
of the A4 sheet, with a succinct, valid description underneath. Continuing down the
chart (graphics such as arrows should be used) details of common medicines used to
treat these three conditions will need to be provided, with clear reference to examples
and evidence from the BNF. The final stage of the flow chart should list and explain
common side effects associated with the medicines listed, with clear reference to
examples and evidence from the BNF.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of addiction, dementia and depression, using their own words
and including all the relevant information (AC3.1)
2 provide details of how common medicine and non-medicinal treatments are used
in the treatment of addiction, dementia and depression, giving reasons, examples
and/or evidence to support the points made (AC3.2)
3 give reasons why common side effects may occur with the medicines and non-
medicinal treatments used to treat addiction, dementia and depression, giving
reasons, examples and/or evidence to support the points made (AC3.3).

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Learning outcome 4: Understand how medicines are used in the treatment and
management of pain
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in the pharmacy. The poster would need to describe how the
analgesic ladder is applied in pharmacy practice by outlining the need for regular pain
control and the pain ladder, reasons for adjuvant drugs, limitations of analgesia,
different types of pain (acute, chronic, referred, nociceptive, neuropathic, sensory
hypersensitivity) and causes of pain. The poster will also need to provide three
examples of commonly used medicines and three examples of common non-
medicinal treatments used in pain management. Clear reference to examples and
evidence from the BNF will need to be included. Alongside the examples of commonly
used medicines, the poster will need to include a section to explain why common side
effects could affect individuals taking these medicines, again with clear reference to
examples and evidence from the BNF.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of how the analgesic ladder is applied in pharmacy practice, giving
reasons, examples and/or evidence to support the points made (AC4.1)
2 provide details of how three common medicines and three common non-
medicinal treatments are used in the management of pain, giving reasons,
examples and/or evidence to support the points made (AC4.2)
3 give reasons why common side effects may occur with the medicines used in the
treatment and management of pain identified under AC4.2, using examples and/or
evidence to support the points made (AC4.3).

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Learning outcome 5: Understand how medicines are used in anaesthesia
An example of a suitable assignment to cover this learning outcome could be a short
question and answer sheet. The first section of the question and answer sheet could
ask learners to answer questions on the use of combination drugs in general
anaesthesia (or a ‘true or false’ layout could be used) correctly and will need to include
the concept of general anaesthesia, stages of anaesthesia and combination drug use
(intravenous anaesthetics, inhalation anaesthetics, anti-muscarinic, anxiolytic,
analgesia, antiemetic, perioperative drugs, muscle relaxants and reversal). The next
section of the question and answer sheet will need to focus on the benefits and
limitations of the different administration routes for local anaesthetics, to include
references to epidural intrathecal and intravenous regional anaesthesia, use of
vasoconstrictors and action of local anaesthetic. Finally, the question and answer
sheet will need to address the reasons why common side effects may occur following
the administration of anaesthetics. Learners will need to make clear references to the
BNF and should be encouraged to provide relevant examples and evidence
throughout.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the requirement for combination drug use in general
anaesthesia, giving reasons, examples and/or evidence to support the points
made (AC5.1)
2 provide details of the benefits and limitations of the different administration
routes for local anaesthetics giving reasons, examples and/or evidence to support
the points made (AC5.2)
3 give reasons why common side effects may occur following the administration of
anaesthetics, using examples and/or evidence to support the points made (AC5.3).

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Learning outcome 6: Understand the advice individuals need to manage their
condition
An example of a suitable assignment to cover this learning outcome could be an
information leaflet for new staff to use as a reference point. The leaflet will need to
focus on the three related areas covered in this unit (the central nervous system,
mental ill health and pain). Section 1 will need to focus on the information that must
be given to individuals regarding the medicines they take for these disorders,
including the dosage, frequency, storage, care, contraindications and other
appropriate information (e.g. take medicine with food). Relevant reasons and
examples will need to be included to support the points made. Section 2 will need to
focus on the information that must be given to individuals regarding management of
their condition, including treatment pathways, self-care, self-monitoring, signposting
to other information, resources and organisations, attendance at regular health
checks, understanding actions of different prescribed medicines and changes to
lifestyle. Again, relevant reasons and examples will need to be included to support the
points made.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to individuals on their
medicines, giving reasons and examples to support the points made (AC6.1)
2 provide details of the information that must be given to individuals on
management of their condition, giving reasons and examples to support the points
made (AC6.2).

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Textbooks
Allman K, Wilson I, O’Donnell A – Oxford Handbook of Anaesthesia, 4th edition
(Oxford University Press, 2016) ISBN 9780198719410
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Crossman R – Neuroanatomy: An Illustrated Colour Text, 4th edition
(Churchill Livingstone, 2010) ISBN 9780702030864
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
Kinsella C, Kinsella C – Introducing Mental Health: A Practical Guide, 2nd edition
(Jessica Kingsley Publishers, 2015) ISBN 9781849055963
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Roberts A – The Complete Human Body: The Definitive Visual Guide, 2nd edition
(Dorling Kindersley, 2016) ISBN 9780241240458
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

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Journals
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal
The Pharmacist – www.thepharmacist.co.uk/

Websites
www.bnf.org/ BNF online
www.britishpainsociety.org/static/uploads/ Pain management in
resources/files/pmp2013_main_FINAL_v6.pdf adults
www.evidence.nhs.uk/search?q=non+ Non-pharmacological pain
pharmacological+pain+management management

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Unit 18: Medicinal Methods for the
Prevention, Protection from
and Treatment of Infections

Level: 3

Credit value: 6
Guided Learning Hours: 40

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the blood, and how infections are prevented
through the use of vaccines and anti-microbial agents. The unit also covers how
medicines and immunological products are used to manage infections. Finally,
learners will acquire the knowledge that a pharmacy technician needs in order to
advise individuals on the effective management and treatment of associated
conditions.
In this unit you will explore the structure and function of human blood, and how this
knowledge supports your understanding of common infections and the medicines
used to treat them. You will study a range of common infections, including fungal
infections, infestations, bacterial infections such as tuberculosis, urinary tract
infections (UTI) and lower respiratory tract infections, and viral infections such as
influenza, common cold, herpes simplex and human immunodeficiency virus (HIV).
Associated symptoms will also be covered.
Linking this knowledge to your role as a pharmacy technician, you will then explore
the common medicines used to treat these infections and their side effects. You will
also learn about the role and choice of anti-microbials in the control of infections.
Moving on to the uses of commonly available immunological products, you will study
the general principles of vaccination to include vaccination and immune response, the
reasons for immunisation and immunisation schedules. You will also look at the UK
diseases covered by vaccination and their symptoms, the reasons for vaccination, the
vaccines and antisera available and the limitations for the use of each. The care of
immunological products such as records, storage, transport, disposal etc will be
explored, in addition to the use of immunoglobulins.
Finally, you will gain the required knowledge to provide individuals with essential
information on the medicines they take, as well as how to manage their own health.

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It is recommended that learners do not attempt this unit until they have completed
the following:
● The first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much
of the knowledge and understanding in this unit.
● Unit 15: Microbiology for Pharmacy Technicians. Unit 15 provides a basis for the
knowledge and understanding in learning outcomes 2 and 3 of this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe the structure of blood Structure: leucocytes (white cells), erythrocytes
function of blood (red cells, platelets, blood types
1.2 Explain how the structure of blood
relates to its function Function: the physiology and pathology relating
to carrying oxygen, clotting, defence; optimum
levels
2 Understand how 2.1 Describe common infections and Common infections: bacterial (tuberculosis,
medicines are used in their associated symptoms urinary tract infections (UTI), lower respiratory
the treatment of tract infection, conjunctivitis, impetigo, cellulitis),
2.2 Explain how common medicines are
infections viral (influenza, common cold, herpes simplex,
used to treat infections
human immunodeficiency virus (HIV)), fungal
2.3 Explain the reasons why common (aspergillosis, candidiasis, nail and skin fungal
side effects may occur with infections), protozoal (malaria), infestations
medicines used to treat infections (roundworm, tapeworm and threadworm), sepsis
Common medicines: refer to the current edition
of the British National Formulary (BNF) and other
reliable sources for details of common medicines
including agents and their actions, benefits and
limitations and contraindications for the
conditions listed

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 Learning outcomes Assessment criteria Content
2.4 Explain the role of anti-microbials in Common side effects: refer to current edition of
the control of infections British National Formulary (BNF) for common
medicines and treatments for the conditions
2.5 Explain factors that influence the
listed
selection of antimicrobial medicines
Anti-microbials: anti-microbial resistance (AMR),
anti-microbial stewardship (AMS), allergies,
implications for over-use, over-prescribing of
antibiotics, classes of antibiotics, how antibiotics
work; prophylaxis
Factors:
Individual: renal function, hepatic function, age,
pregnancy, lactation, allergy, host defence
mechanism, conditions of the nervous system
Non-individual: local factors at site of action, cost,
pharmacokinetics

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Learning outcomes Assessment criteria Content
3 Understand the uses of 3.1 Explain the general principles of General principles of vaccination: vaccination
commonly available vaccination and immune response, reasons for immunisation,
immunological immunisation schedule, immunisation of high-risk
3.2 Explain the use of vaccines
products groups, immunisation procedures for
3.3 Explain the care of immunological international travel, immunisation procedures in
products the event of pandemics
3.4 Explain the use of immunoglobulins Vaccines: UK vaccination schedule, diseases
covered and their symptoms, reasons for
vaccination, vaccines and antisera available and
limitations for the use of each against disease,
care of vaccines (records, storage, transport,
disposal, cold chain)
Care of immunological products: records,
storage, transport, disposal, cold chain, examples
of best practice, workplace policies
Immunoglobulins: normal immunoglobulins,
specific immunoglobulins, anti-D immunoglobulin
availability, reasons for use

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 Learning outcomes Assessment criteria Content
4 Understand the advice 4.1 Explain the information that must be Information: dosage, frequency, storage, care,
individuals need to given to individuals about their non-compliance, relevant contraindications and
manage their health medicines any other appropriate information e.g. take
medicine with food, prophylaxis, resistance.
4.2 Explain the information that must be
given to the individuals about the Management of their health: vaccinations;
management of their health infections; treatment pathways, self-care, self-
monitoring, signposting to information, resources
and organisations, attendance at regular health
checks, understanding actions of different
prescribed medicines, changes to lifestyle

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
for AC2.1 learners must describe bacterial (tuberculosis, UTI, lower respiratory tract
infection, conjunctivitis, impetigo), viral (influenza, common cold, herpes simplex),
fungal (aspergillosis, candidiasis, nail and skin fungal infections), protozoal (malaria),
infestations (roundworm, tapeworm and threadworm).

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Learning outcome 1: Understand the function of blood
An example of a suitable assignment to cover this learning outcome could be a poster
to be displayed in the pharmacy. The poster will need to include a clear account of the
structure of the four components in blood: red blood cells, white blood cells, platelets
and plasma. The function of each will need to be explained, to include the physiology
and pathology relating to carrying oxygen, clotting, defence and optimum levels. A list
of blood types should also be included, all supported with valid evidence.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of blood, using their own words and including
all the relevant information (AC1.1)
2 provide details of how the structure of blood relates to its function, giving reasons
and examples to support the points made (AC1.2).

Learning outcome 2: Understand how medicines are used in the treatment of

infections
An example of a suitable assignment to cover this learning outcome could be the
development of an information booklet for new pharmacy technician staff. The
information leaflet will need to be comprehensive and must include clear descriptions
of the following:
● bacterial infections (tuberculosis, UTI, lower respiratory tract infection,
conjunctivitis and impetigo)
● viral infections (influenza, common cold and herpes simplex)
● infections (aspergillosis, candidiasis, nail and skin fungal infections)
● protozoal infections (malaria)
● infestations (roundworm, tapeworm and threadworm).
After each description as above, details of the common medicines used to treat each
infection need to be added, to include all common side effects. Examples from
practice and credible evidence (e.g. BNF) need to be included to support all points
made.
To complete the information leaflet, a section on the role of anti-microbial treatments
to control infections needs to be included. Anti-microbial resistance (AMR),
anti-microbial stewardship (AMS), allergies, implications for over-use, over-prescribing
of antibiotics, classes of antibiotics, how antibiotics work and prophylaxis should be
explained. The safe use of anti-microbial treatments needs to be addressed by
discussing the factors to be considered prior to selection, as set out in the content.
Reasons, examples and credible evidence will need to be included to support all
points made.

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To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of common infections and their associated symptoms,
including bacterial (tuberculosis, UTI, lower respiratory tract infection,
conjunctivitis, impetigo), viral (influenza, common cold, herpes simplex), fungal
(aspergillosis, candidiasis, nail and skin fungal infections), protozoal (malaria), and
infestations (roundworm, tapeworm and threadworm). Learners need to use their
own words and include all the relevant information (AC2.1)
2 provide details of how common medicines are used to treat the infections
described under AC2.1, giving reasons, examples and/or evidence to support the
points made (AC2.2)
3 give reasons why common side effects may occur with the medicines used to treat
the infections described under AC2.1, using examples and/or evidence to support
the points made (AC2.3).
4 provide details of the role of anti-microbials in the control of infections, giving
reasons, examples and/or evidence to support the points made (AC2.4)
5 provide details of factors that influence the selection of antimicrobial medicines,
giving reasons, examples and/or evidence to support the points made (AC2.5).

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Learning outcome 3: Understand the uses of commonly available immunological
products
An example of a suitable assignment to cover this learning outcome could be an ‘at a
glance’ advice sheet for pharmacy staff. The advice sheet could be set out in a chart
style, with boxes containing the following information:
● general principles of vaccination – vaccination and immune response, reasons for
immunisation, immunisation schedule, immunisation of high-risk groups,
immunisation procedures for international travel and immunisation procedures in
the event of pandemics
● use of vaccinations – UK vaccination schedule, diseases covered and their
symptoms, reasons for vaccination, vaccines and antisera available and limitations
for the use of each against disease; this box should also include the care of
vaccines – records, storage, transport, disposal and cold chain.
● care of immunological products – records, storage, transport, disposal and cold
chain. Examples of best practice and workplace policies will need to be briefly
described here.
● immunoglobulins – normal immunoglobulins, specific immunoglobulins, anti-D
immunoglobulin availability and reasons for use needs to be discussed in this final
section.
Reasons, examples and credible evidence will need to be included to support all
points made.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the general principles of vaccination, giving reasons, examples
and/or evidence to support the points made (AC3.1)
2 provide details of the use of vaccines, giving reasons, examples and/or evidence to
support the points made (AC3.2)
3 provide details of the care of immunological products, giving reasons, examples
and/or evidence to support the points made (AC3.3)
4 provide details of the use of immunoglobins, giving reasons, examples and/or
evidence to support the points made (AC3.4).

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Learning outcome 4: Understand the advice individuals need to manage their
health
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet focusing on four different infections chosen from those
addressed in learning outcome 2: one bacterial, one viral, one fungal and one
protozoal. For each of the four infections, information will need to be provided on the
relevant medicines, including dosage, frequency, storage, care, non-compliance,
relevant contraindications and any other appropriate information (e.g. take medicine
with food), prophylaxis and resistance. The final section of the leaflet will need to
focus on advice for individuals to help manage their own health and should include
vaccinations; infections; treatment pathways, self-care, self-monitoring, signposting to
information, resources and organisations, attendance at regular health checks,
understanding actions of different prescribed medicines and changes to lifestyle.
Reasons, examples and credible evidence are to be included to support all points
made.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to individuals about their
medicines, giving reasons and examples to support the points made (AC4.1)
2 provide details of the information that must be given to the individuals about the
management of their health, giving reasons and examples to support the points
made (AC4.2).

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Textbooks
Bain B – A Beginner’s Guide to Blood Cells, 3rd edition (Wiley Blackwell, 2017)
ISBN 9781119367734
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Clendon J, Munns A – Community Health and Wellness: Primary Health Care in Practice,
5th edition (Churchill Livingstone, 2015) ISBN 9780729541756
Denyer S, Hodges N, Gorman S, Gilmore B (editors) – Hugo and Russell’s Pharmaceutical
Microbiology, 8th edition (Wiley, 2011) ISBN 9781444330632
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Naidoo J, Wills J – Foundations for Health Promotion, 4th edition
(Public Health and Health Promotion) (Elsevier, 2016) ISBN 9780702054426
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Roberts A – The Complete Human Body: The Definitive Visual Guide, 2nd edition
(Dorling Kindersley, 2016) ISBN 9780241240458
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Wilson J – Infection Control in Clinical Practice, 4th edition (Bailliere Tindall, 2012)
ISBN 9780702049569
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

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Journals
Journal of Pharmacy and Pharmacology –
www.onlinelibrary.wiley.com/journal/20427158
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal

Websites
www.gov.uk/government/organisations/public-health- Public Health England
england
www.hps.scot.nhs.uk/ Health Protection Scotland
www.publichealth.ie/ Public Health Ireland
www.publichealthwales.wales.nhs.uk/ Public Health Wales

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Unit 19: Medicinal Treatments for
Endocrine, Gynaecological
and Genitourinary Conditions

Level: 3

Credit value: 6
Guided Learning Hours: 40

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the endocrine, lymphatic and genitourinary systems
and the medicines that are used to treat and manage them. Learners will acquire the
knowledge that a pharmacy technician needs in order to provide advice to individuals
for effective management and treatment of associated conditions.
In this unit, you will have the opportunity to study a range of body systems and
associated medicines to enhance your role. To begin, you will learn about the
structure and function of both the endocrine and lymphatic systems, before moving
on to the genitourinary system. Here you will study the structure of the urinary
system and how it regulates body fluids. You will then explore the structure and
function of the male and female reproductive system, fertilisation, stages of
development and birth.
Linking all this knowledge to your role as a pharmacy technician, you will study
common conditions affecting these body systems and the medicines used to treat
them, including common side effects. Finally, you will gain the knowledge required to
provide individuals with essential information on the medicines they take, as well as
how to manage their own health.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Describe the structure of the Structure: lymphatic vessels, lymph nodes,
lymphatic system lymphatic system spleen
1.2 Explain how the structure of the Function: the physiology and pathology relating
lymphatic system works to achieve its to drainage of tissue fluid and formation of lymph
function
2 Understand the 2.1 Describe the structure of the Structure: hypothalamus, pituitary gland, thyroid,
endocrine system endocrine system parathyroid, pancreas, adrenal medulla, adrenal
cortex, gonads
2.2 Explain how the structure of the
endocrine system works to achieve its Function: the physiology and pathology relating
function to the production of hormones, secretion of
hormones, regulating the metabolism,
homeostasis and endocrine control and feedback

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 Learning outcomes Assessment criteria Content
3 Understand the 3.1 Describe the structure of the urinary Structure of the urinary system: kidneys,
genitourinary system system nephron, ureters, urethras, bladder
3.2 Explain how the structure of the Regulation: the physiology and pathology
urinary system assists the regulation relating to filtration, absorption, urine production,
of body fluids storage and release, electrolyte and pH balance
3.3 Describe the structure of the Structure of the reproductive system:
reproductive system Male: testis, epididymis, scrotum, sperm, duct,
3.4 Explain how the structure of penis, accessory glands
reproductive system supports its Female: ovary, oviducts, uterus, vagina, external
function genitalia, mammary glands
3.5 Describe foetal development Function: the physiology and pathology relating
to how the production of gametes, hormonal
regulation of sperm production in males, female
ovarian and menstrual cycles, fertilisation,
pregnancy, birth, lactation
Foetal development: fertilisation, stages of
development (trimesters), birth

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Learning outcomes Assessment criteria Content
4 Understand how 4.1 Describe common conditions Common conditions:
medicines are used in affecting the endocrine system Thyroid: hypothyroidism, hyperthyroidism.
the treatment of
4.2 Explain how common medicines are Pancreas: diabetes, hypoglycaemia, pancreatitis.
endocrine conditions
used in the treatment of endocrine
conditions Sex hormones: excess and deficiency, oestrogen;
progesterone; menopause, hormone
4.3 Explain the reasons why common replacement therapy, male sex hormones and
side effects may occur with antagonists.
medicines used to treat endocrine
conditions Hypothalamic and pituitary: adrenal insufficiency,
Cushing’s syndrome, Addison’s disease.
Infertility.
Common medicines: refer to the current edition
of the British National Formulary (BNF) and other
reliable sources for details of common medicines
including agents and their actions, benefits and
limitations and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
5 Understand how 5.1 Describe common conditions of the Common conditions: menorrhagia, polycystic
medicines are used in gynaecological system ovary syndrome (PCO), fibroids, pelvic
the treatment of inflammatory disease (PID), endometriosis,
5.2 Explain how common medicines are
gynaecological infertility
used in the treatment of
conditions
gynaecological conditions Common medicines: refer to the current edition
of the British National Formulary (BNF) and other
5.3 Explain the reasons why common
reliable sources for details of common medicines
side effects may occur with
including agents and their actions, benefits and
medicines used to treat
limitations and contraindications for the
gynaecological conditions
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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Learning outcomes Assessment criteria Content
6 Understand how 6.1 Describe common conditions Genito-urinary system: urinary retention:
medicines are used in affecting the genitourinary system urinary incontinence and nocturnal enuresis,
the treatment of benign prostatic hyperplasia (BPH), erectile
6.2 Explain how common medicines are
genitourinary dysfunction. Infections of the genitalia: sexually
used in the treatment of genitourinary
conditions transmitted diseases, bacterial vaginosis (BV)
conditions
Common medicines: refer to the current edition
6.3 Explain the reasons why common
of the British National Formulary (BNF) and other
side effects may occur with
reliable sources for details of common medicines
medicines used to treat of
for the conditions listed including agents and
genitourinary conditions
their actions, benefits and limitations and
contraindications
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
7 Understand how 7.1 Explain how medicines are used in Obstetrics: termination of pregnancy, induction
medicines are used in obstetrics of labour, management of complications of
obstetrics labour, pre-eclampsia and eclampsia
7.2 Describe the main methods of
contraception Main methods of contraception: hormonal
(combined, progestogen-only), spermicidal
contraceptives, intra-uterine devices (IUD), intra
uterine systems (IUS), emergency contraception
(hormonal and IUD). Use, limitations and side
effects
Refer to current edition of British National
Formulary (BNF) for common drug treatments,
devices and barrier methods of contraception

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Learning outcomes Assessment criteria Content
8 Understand the advice 8.1 Explain the information that must be Conditions: endocrine; gynaecological;
individuals need to given to individuals about their genitourinary
manage their medicines Information: dosage, frequency, storage, care,
conditions
8.2 Explain the information that must be non-compliance, relevant contraindications and
given to individuals about the any other appropriate information e.g. take
management of their condition medicine with food
Management of their condition: treatment
pathways, self-care, self-monitoring, signposting
to other information, resources and
organisations, attendance at regular health
checks, understanding actions of different
prescribed medicine, changes to lifestyle

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Essential information for tutors and assessors

Essential resources
 Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to computers and to a library with a range of relevant
books, journals and electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
For AC4.1 at least one item of content highlighted in bold and two items of content
highlighted in italics must be covered in assessment.
Thyroid: hypothyroidism, hyperthyroidism.
Pancreas: diabetes, hypoglycaemia, pancreatitis.

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Sex hormones: excess and deficiency, oestrogen; progesterone; menopause, hormone
replacement therapy, male sex hormones and antagonists.
Hypothalamic and pituitary: adrenal insufficiency, Cushing’s syndrome Addison’s
disease.
Tumours of endocrine glands
Infertility
For AC5.1 learners must describe menorrhagia plus one other condition
For AC6.1 and AC6.2 learners must describe erectile dysfunction, chlamydia plus one
other condition.
An example of a suitable assignment to cover all of the learning outcomes in this unit
could be presentation slides for pharmacy staff, including all of the information
required below, with a delivery time of approximately 15 minutes – though there is no
need for learners to deliver the presentation. Graphical images should be used, but
these will need to be supported by explanatory text/narrative. It is essential that
relevant examples are used and that credible evidence is utilised to support all points
made. The learner may wish to order the slides in the presentation differently from
the order of the learning outcomes – for example, learning outcome 4 could follow
immediately after learning outcome 2 and learning outcome 6 could follow
immediately after learning outcome 3. For ease of reference by the assessor, it is
advisable that each slide indicates the number of the learning outcome that the
information relates to.

Learning outcome 1: Understand the lymphatic system

To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the lymphatic system, using their own
words and including all the relevant information (AC1.1)
2 provide details of how the structure of the lymphatic system works to achieve its
function, giving reasons and examples to support the points made (AC1.2).

Learning outcome 2: Understand the endocrine system

To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the endocrine system, using their own
words and including all the relevant information (AC2.1)
2 provide details of how the structure of the endocrine system works to achieve its
function, giving reasons and examples to support the points made (AC2.2).

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Learning outcome 3: Understand the genitourinary system
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the urinary system, using their own words
and including all the relevant information (AC3.1)
2 provide details of how the structure of the urinary system assists the regulation of
body fluids, giving reasons and examples to support the points made (AC3.2)
3 give a clear account of the structure of the reproductive system, using their own
words and including all the relevant information (AC3.3)
4 provide details of how the structure of reproductive system supports its function,
giving reasons and examples to support the points made (AC3.4)
5 give a clear account of foetal development, using their own words and including all
the relevant information (AC3.5).

Learning outcome 4: Understand how medicines are used in the treatment of

endocrine conditions
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of the following common conditions affecting the endocrine system:
o at least one from
- thyroid: hypothyroidism, hyperthyroidism
- pancreas: diabetes, hypoglycaemia, pancreatitis.
o at least two from
- sex hormones: excess and deficiency, oestrogen; progesterone; menopause,
hormone replacement therapy, male sex hormones and antagonists
- hypothalamic and pituitary: adrenal insufficiency, Cushing’s syndrome
Addison’s disease
- tumours of endocrine glands
- infertility (AC4.1).
2 provide details of how common medicines are used in the treatment of the
endocrine conditions described under AC4.1, giving reasons, examples and/or
evidence to support the points made (AC4.2)
3 give reasons why common side effects may occur with the medicines used to treat
the endocrine conditions described under AC4.1, using examples and/or evidence
to support the points made (AC4.3).

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Learning outcome 5: Understand how medicines are used in the treatment of
gynaecological conditions
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of menorrhagia plus one other common condition of the
gynaecological system (AC5.1)
2 provide details of how common medicines are used in the treatment of the
gynaecological conditions described under AC5.1, giving reasons, examples and/or
evidence to support the points made (AC5.2)
3 give reasons why common side effects may occur with the medicines used to treat
the gynaecological conditions described under AC5.1, using examples and/or
evidence to support the points made (AC5.3).

Learning outcome 6: Understand how medicines are used in the treatment of

genitourinary conditions
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of three common conditions affecting the genitourinary system, to
include erectile dysfunction, chlamydia plus one other condition (AC6.1)
2 provide details of how common medicines are used in the treatment of the
genitourinary conditions described under AC6.1, giving reasons, examples and/or
evidence to support the points made (AC6.2)
3 give reasons why common side effects may occur with the medicines used to treat
the genitourinary conditions described under AC6.1, using examples and/or
evidence to support the points made (AC6.3).

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Learning outcome 7: Understand how medicines are used in obstetrics
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of how medicines are used in three different scenarios in
obstetrics, giving reasons, examples and/or evidence to support the points made
(AC7.1)
2 give a clear account of the main methods of contraception, using their own words
and including all the relevant information (AC7.2).

Learning outcome 8: Understand the advice individuals need to manage their

conditions
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to individuals about their
medicines, giving reasons and examples to support the points made (AC8.1)
2 provide details of the information that must be given to individuals about the
management of their condition, giving reasons and examples to support the points
made (AC8.2).

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Textbooks
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Roberts A – The Complete Human Body: The Definitive Visual Guide, 2nd edition
(Dorling Kindersley, 2016) ISBN 9780241240458
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
White B, Porterfield S – Endocrine and Reproductive Physiology (Mosby Physiology
Monograph Series with Student Consult Online Access), 4th edition (Mosby, 2012)
ISBN 9780323087049
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

Journals
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal

Websites
www.bnf.org/products/bnf-online/ BNF online services
www.nhs.uk/ Public health information service

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Unit 20: Medicinal Treatments for
Sensory Organ Conditions

Level: 3

Credit value: 5
Guided Learning Hours: 30

Unit summary
The aim of this unit is for pre-registration trainee pharmacy technicians to develop
knowledge and understanding of the sensory organs and the medicines used to treat
related medical conditions. Learners will acquire the knowledge that a pharmacy
technician needs in order to provide advice to individuals for effective management
and treatment of associated conditions.
In this unit, you will study the structure and function of the sensory organs: eyes, ears,
mouth, nose and skin. You will explore the common conditions and diseases, such as
glaucoma, otitis media, gingivitis, rhinitis and eczema, related to each of these organs.
You will learn about the medicines used to treat these conditions and the common
side effects of the medicines. You will then have the opportunity to translate this
knowledge into credible advice for individuals in the community.
It is recommended that learners do not attempt this unit until they have completed
the first learning outcome from Unit 14: Medicinal and Non-medicinal Treatments for
Malignant Diseases and Musculoskeletal Conditions. Learning outcome 1 from Unit 14
(‘Understand different types of human cells and tissue’) provides a basis for much of
the knowledge and understanding in this unit.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand sensory 1.1 Describe the structure of the body’s Sensory organs: eyes, ears, mouth, nose, skin
organs sensory organs Function: the physiology and pathology relating
1.2 Explain how the structure of each to how sensory organs function
sensory organ relates to its function
2 Understand how 2.1 Describe common conditions and Common conditions and diseases: glaucoma
medicines are used in diseases affecting the eye (closed and open angled, steroid induced),
the treatment of eye conjunctivitis (infective and allergenic), tear
2.2 Explain how common medicines are
conditions deficiency (tired or dry eyes), inflammatory
used in the treatment of eye
disorders, blepharitis, scleritis, stye, ’red eye’
conditions
Common medicines: refer to the current edition
2.3 Explain the reasons why common
of the British National Formulary (BNF) and other
side effects may occur with
reliable sources for details of common medicines
medicines used to treat eye conditions
including agents and their actions, benefits and
limitations and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe common conditions Common conditions: otitis externa, otitis media,
medicines are used in affecting the ear ear wax, labyrinth disorders.
the treatment of ear
3.2 Explain how common medicines are Common medicines: refer to the current edition
conditions
used in the treatment of ear of the British National Formulary (BNF) and other
conditions reliable sources for details of common medicines
including agents and their actions, benefits and
3.3 Explain the reasons why common
limitations and contraindications for the
side effects may occur with
conditions listed
medicines used to treat ear conditions
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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Learning outcomes Assessment criteria Content
4 Understand how 4.1 Describe common conditions of the Common conditions: gingivitis, mouth ulcer,
medicines are used in oropharynx sore throat (viral / bacterial), herpes
the treatment of
4.2 Explain how common medicines are Common medicines: refer to the current edition
oropharynx conditions
used in the treatment of oropharynx of the British National Formulary (BNF) and other
conditions reliable sources for details of common medicines
including agents and their actions, benefits and
4.3 Explain the reasons why common
limitations and contraindications for the
side effects may occur with
conditions listed
medicines used to treat oropharynx
conditions Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
5 Understand how 5.1 Describe common conditions of the Common conditions: rhinitis (including allergic),
medicines are used in nose nasal congestion, staphylococcal infections
the treatment of nose
5.2 Explain how common medicines are Common medicines: refer to the current edition
conditions
used in the treatment of nose of the British National Formulary (BNF) and other
conditions reliable sources for details of common medicines
including agents and their actions, benefits and
5.3 Explain the reasons why common
limitations and contraindications for the
side effects may occur with
conditions listed
medicines used to treat nose
conditions Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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Learning outcomes Assessment criteria Content
6 Understand how 6.1 Describe common dermatological Common dermatological disorders: eczema
medicines are used in conditions (including infected), psoriasis, acne, rosacea,
the treatment of dandruff, fungal infections (e.g. athlete’s foot,
6.2 Explain how common medicines are
dermatological onychomycosis, ringworm), infestations (e.g. lice,
used in the treatment of
conditions scabies), warts, verrucas, allergic rashes, bacterial
dermatological conditions
infections (e.g. impetigo)
6.3 Explain the reasons why common
Common medicines: refer to the current edition
side effects may occur with
of the British National Formulary (BNF) and other
medicines used to treat
reliable sources for details of common medicines
dermatological conditions
including agents and their actions, benefits and
limitations and contraindications for the
conditions listed
Common side effects: refer to current edition of
British National Formulary (BNF) for common
medicines and treatments for the conditions
listed

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 Learning outcomes Assessment criteria Content
7 Understand the advice 7.1 Explain the information that must be Condition: eye; ear, oropharynx; nose;
individuals need to given to the individual about their dermatological
manage their condition medicines Information: dosage, frequency, storage, care,
7.2 Explain the information that must be non-compliance, relevant contraindications and
given to the individual about the any other appropriate information e.g. take
management of their condition medicine with food
Management of their condition: treatment
pathways, self-care, self-monitoring, signposting
to other information, resources and
organisations, attendance at regular health
checks, understanding actions of different
prescribed medicines, changes to lifestyle

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Essential information for tutors and assessors

Essential resources
Learners undertaking this qualification will need access to a pharmacy, a registered
pharmacist and other members of the pharmacy team to act as supervisors or
mentors. These are part of the requirements for registration with the General
Pharmaceutical Council.
Staff delivering this unit should be occupationally competent and registered with the
General Pharmaceutical Council. They should have recent experience of pharmacy
practice and be able to demonstrate evidence of continuing professional
development in order to maintain their registration with the General Pharmaceutical
Council. Exceptions to the requirement for registration with the General
Pharmaceutical Council may apply in Northern Ireland.
Learners will need access to a library with a range of relevant books, journals and
electronic resources.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

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Unit assessment requirements
This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.
Learners are required to cover all the content and:
● for AC2.1, glaucoma (closed and open angled, steroid induced), conjunctivitis
(infective and allergenic), tear deficiency (tired or dry eyes), inflammatory disorders,
scleritis, stye, ’red eye’
● for AC3.1, otitis externa, otitis media, ear wax, labyrinth disorders.
● for AC4.1, gingivitis, mouth ulcer, sore throat (viral/bacterial), herpes
● for AC5.1, rhinitis (including allergic), nasal congestion, staphylococcal infections
● for AC6.1, eczema (including infected), psoriasis, acne, rosacea, dandruff, fungal
infections (e.g. athlete’s foot, onychomycosis, ringworm), infestations (e.g. lice, scabies),
warts, verrucas, allergic rashes, bacterial infections (e.g. impetigo)
All content highlighted in bold and at least one item from the content highlighted in
italics must be covered in assessment.

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Learning outcome 1: Understand sensory organs
An example of a suitable assignment to cover this learning outcome could be an
information leaflet to be displayed in the pharmacy. The leaflet should contain clear
illustrations that depict the structure of each sensory organ, accompanied by
explanatory text outlining their functions. Credible references will be required to
support all material.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of the structure of the body’s sensory organs, using their own
words and including all the relevant information (AC1.1)
2 provide details of how the structure of each sensory organ relates to its function,
giving reasons and examples to support the points made (AC1.2).

Learning outcome 2: Understand how medicines are used in the treatment of

eye conditions
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet explaining glaucoma and one other condition/disease of
the eye. Learners will need to give details of the medicines commonly used to treat
these conditions, including side effects that may occur. Credible references are
required to support all material, along with relevant examples from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of two common conditions/diseases affecting the eye. This must
include glaucoma (closed and open angled, steroid induced) and one from:
conjunctivitis (infective and allergenic); tear deficiency (tired or dry eyes);
inflammatory disorders; scleritis. (AC2.1)
2 provide details of how common medicines are used in the treatment of the eye
conditions described under AC2.1, giving reasons, examples and/or evidence to
support the points made (AC2.2)
3 give reasons why common side effects may occur with the medicines used to treat
the eye conditions described under AC2.1, using examples and/or evidence to
support the points made (AC2.3).

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Learning outcome 3: Understand how medicines are used in the treatment of
ear conditions
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet that explains otitis media and one other condition/disease
of the ear. Learners will need to give details of the medicines commonly used to treat
these conditions, including the side effects that may occur. Credible references are
required to support all material along with relevant examples from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of two common conditions affecting the ear. This must include otitis
media and one from: otitis externa; ear wax; labyrinth disorders (AC3.1)
2 provide details of how common medicines are used in the treatment of the ear
conditions described under AC3.1, giving reasons, examples and/or evidence to
support the points made (AC3.2)
3 give reasons why common side effects may occur with the medicines used to treat
the ear conditions described under AC3.1, using examples and/or evidence to
support the points made (AC3.3).

Learning outcome 4: Understand how medicines are used in the treatment of

oropharynx conditions
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet that explains mouth ulcers and one other
condition/disease of the mouth. Learners will need to give details of the medicines
commonly used to treat these conditions, including side effects that may occur.
Credible references are required to support all material along with relevant examples
from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of two common conditions of the oropharynx. This must include
mouth ulcer and one from: gingivitis; sore throat (viral/bacterial); herpes (AC4.1)
2 provide details of how common medicines are used in the treatment of the
oropharynx conditions described under AC4.1, giving reasons, examples and/or
evidence to support the points made (AC4.2)
3 give reasons why common side effects may occur with the medicines used to treat
the oropharynx conditions described under AC4.1, using examples and/or
evidence to support the points made (AC4.3).

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Learning outcome 5: Understand how medicines are used in the treatment of
nose conditions
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet that explains nasal congestion and one other
condition/disease of the nose. Learners will need to give details of the medicines
commonly used to treat these conditions, including side effects that may occur.
Credible references are required to support all material along with relevant examples
from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of two common conditions of the nose. This must include nasal
congestion and one from: rhinitis (including allergic); staphylococcal infections
(AC5.1)
2 provide details of how common medicines are used in the treatment of the nose
conditions described under AC5.1, giving reasons, examples and/or evidence to
support the points made (AC5.2)
3 give reasons why common side effects may occur with the medicines used to treat
the nose conditions described under AC5.1, using examples and/or evidence to
support the points made (AC5.3).

Learning outcome 6: Understand how medicines are used in the treatment of

dermatological conditions
An example of a suitable assignment to cover this learning outcome could be a
patient information leaflet that explains eczema and one other condition/disease of
the skin. Learners will need to give details of the medicines commonly used to treat
these conditions, including side effects that may occur. Credible references are
required to support all material along with relevant examples from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account, using their own words and including all the relevant
information, of four common dermatological conditions. This must include eczema
(including infected) and three from: psoriasis; acne; rosacea; fungal infections (e.g.
athlete’s foot, onychomycosis, ringworm); infestations (e.g. lice, scabies); warts;
verrucae; allergic rashes; bacterial infections (e.g. impetigo) (AC6.1)
2 provide details of how common medicines are used in the treatment of the
dermatological conditions described under AC6.1, giving reasons, examples and/or
evidence to support the points made (AC6.2)
3 give reasons why common side effects may occur with the medicines used to treat
the dermatological conditions described under AC6.1, using examples and/or
evidence to support the points made (AC6.3).

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Learning outcome 7: Understand the advice individuals need to manage their
condition
An example of a suitable assignment to cover this learning outcome could be a leaflet
providing information to individuals related to their medicines (only medicines
referenced in the previous learning outcomes for this unit need be included). The
leaflet will need to include details of dosage, frequency, storage, care, non-
compliance, relevant contraindications and any other appropriate information (e.g.
take medicine with food).
The following section will need to describe how individuals might manage their
condition, such as treatment pathways, self-care, self-monitoring, signposting to other
information, resources and organisations, attendance at regular health checks,
understanding actions of different prescribed medicines and changes to lifestyle.
Credible references will be required to support all material, along with relevant
examples from practice.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the information that must be given to the individual about their
medicines, giving reasons and examples to support the points made (AC7.1)
2 provide details of the information that must be given to the individual about the
management of their condition, giving reasons and examples to support the points
made (AC7.2).

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Textbooks
Bennett P, Brown M – Clinical Pharmacology,12th edition (Elsevier, 2018)
ISBN 9780702073281
Dorling Kindersley – BMA New Guide to Medicines and Drugs, 10th edition
(Dorling Kindersley, 2018) ISBN 9780241317617
Harman R and Mason P (editors) – Handbook of Pharmacy Healthcare, 2nd edition
(Pharmaceutical Press, 2002) ISBN 9780853695073
Janson Cohen B, Hull K – Memmler's The Human Body in Health and Disease,
14th edition (Lippincott Williams and Wilkins, 2018) ISBN 9781496380500
McGavock H – How Drugs Work, 4th edition (CRC Press, 2015) ISBN 9781785230776
Neal M – Medical Pharmacology at a Glance, 8th edition (Wiley-Blackwell, 2015)
ISBN 9781118902400
Rang H, Dale M, Ritter J, Flower R et al – Rang & Dale’s Pharmacology, 9th edition
(Elsevier, 2019) ISBN 9780702074486
Roberts A – The Complete Human Body: The Definitive Visual Guide, 2nd edition
(Dorling Kindersley, 2016) ISBN 9780241240458
Stringer J – Basic Concepts in Pharmacology: What You Need to Know for Each Drug Class,
5th edition (McGraw-Hill, 2017) ISBN 9781259861079
Walker R, Whittlesea C – Clinical Pharmacy and Therapeutics, 6th edition (Elsevier, 2018)
ISBN 9780702070129
Wecker L – Brody’s Human Pharmacology: Mechanism-Based Therapeutics, 6th edition
(Elsevier, 2018) ISBN 9780323476522
Willihnganz M, Gurevitz S, Clayton B – Clayton’s Basic Pharmacology for Nurses,
18th edition (Mosby, 2019) ISBN 9780323554732

Journals
Live Science – www.livescience.com/60752-human-senses.html
MIMS (Monthly Index of Medical Specialities) (Haymarket Group, published monthly)
NICE journals and databases – www.nice.org.uk/about/what-we-do/evidence-
services/journals-and-databases
Pharmaceutical Journal – www.rpharms.com/publications/pharmaceutical-journal

Websites
www.bnf.org/products/bnf-online/ British National Formulary online services
www.nhs.uk/ Public health information service

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Unit 21: Principles of Safe
Manufacture of Quality
Medicines in the
Pharmaceutical Environment

Level: 3

Credit value: 10
Guided Learning Hours: 70

Unit summary
The aim of this unit is to provide pre-registration trainee pharmacy technicians with
the knowledge and understanding to be able to work safely in the pharmaceutical
manufacturing environment. It is important that pharmacy technicians can calculate
formulae and have an awareness of a range of techniques used to produce safe and
accurate products.
This unit is designed to give learners an insight into the complex and varied aspects of
the work involved in medicines preparation and manufacture. You will consider the
preparation and manufacture of medicines in order to develop an understanding of
the need to work in a systematic and auditable way according to Standard Operating
Procedures. The unit also covers the principles behind quality assurance of medicines.
The unit aims to provide you with an appreciation of pharmaceutical and other factors
that can result in inaccuracy and poor-quality medicines and understand the harm
that could result to the health of individuals.
In this unit you will develop your understanding of the legislation and Standard
Operating Procedures that govern all areas relating to the preparation and
manufacture of medicines, and those governing clinical trials.
Accuracy and adherence to procedure are central to your work as a pharmacy
technician. You will gain an understanding of the different types of manufacturing and
a range of environments for pharmaceutical manufacture, with their individual
requirements. You will understand the importance of hygiene and the sources of
different types of contamination and the potential consequences linked to these
areas.
You will also explore the different types of documentation required in each of the
manufacturing environments for all the different processes to ensure that a valid
audit trail is maintained.

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Learning outcomes and assessment criteria
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment
criteria outline the requirements that the learner is expected to meet to achieve the learning outcomes and the unit.

Learning outcomes Assessment criteria Content

1 Understand the 1.1 Explain why pharmaceutical Legislation and standards: Medicines Act 1968;
governance preparation and manufacture is highly Human Medicines Regulations 2012; licensing and
requirements for the controlled by legislation and requirements process; EU Directive on Good
manufacture of standards Manufacturing Practice for Human Medicinal
pharmaceutical Products; Rules and Guidance for Pharmaceutical
1.2 Explain how legislation governs the
products Manufacturers and Distributors and current
manufacture and supply of clinical
appendices there of (Orange guide); Quality
trial materials
Assurance of Aseptic Preparation Services
1.3 Outline the roles and responsibilities (current edition) EL(97) 52; Good Distribution
of key personnel in pharmaceutical Practice; Good Automated Manufacturing Practice
preparation and manufacture (GAMP)
1.4 Explain why it is important to have a Clinical trial: purpose, design of trials; different
robust recording system in pharmacy types of trials; phases of trials, good clinical
preparation and manufacturing practice (GCP) and clinical trials regulation;
1.5 Explain the difference between protection of the public; Investigational Medicinal
preparation and manufacture Products (IMPs)

1.6 Describe the use of documentation Continued on next page

in the preparation and manufacture of
medicines

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 Learning outcomes Assessment criteria Content
Continued from previous page
Key personnel: Roles and responsibilities of
Qualified Person (QP); production manager;
Quality Assurance (QA) Manager; Regional QA
Officer; quality controller; Accountable
Pharmacist; Authorised pharmacist; accredited
product approver
Preparation and manufacture: non-sterile;
extemporaneous products; sterile and aseptic;
large batch production: scaling up of quantities;
scaling up of methods of manufacture; scaling up
of packaging and transport operations
Documentation: certificates of analysis and
conformity; data integrity; documentation and
system control in pharmacy manufacturing: Local
Standard Operating Procedures; working
procedure manuals, batch worksheets or records
and associated documents; storage, distribution
and transport of pharmaceutical products;
dispensing units

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Learning outcomes Assessment criteria Content
2 Understand the 2.1 Explain why different environments Good Manufacturing Practice applied in
importance of are used for pharmaceutical preparation and manufacturing areas;
maintaining manufacturing preparation versus manufacturing: the difference
environments for between extemporaneous and named patient
2.2 Explain the importance of hygiene in
pharmaceutical dispensing items and licensed manufacturing;
pharmaceutical manufacture
manufacture in relation how this is implemented in the workplace
to Good 2.3 Explain the importance of the
Different environments must include:
Manufacturing following in the manufacture of
classification of cleanrooms and support rooms;
Practice (GMP) pharmaceutical products:
classification of isolators; air handling units; High
● process design Efficient Particulate Air (HEPA) filters; essential
● workflow requirements for sterile, non-sterile and
aseptically prepared products in the
2.4 Discuss the different sources of
manufacturing environment, fabric and fittings of
contamination which could be
buildings, layout of preparation areas
present in a manufacturing
environment Hygiene and its potential effects on environment,
products and therefore safety of individuals
2.5 Explain the potential consequences
of different sources of contamination Sources of contamination: particles;
within pharmaceutical manufacturing microorganisms; chemical/cross contamination

2.6 Describe the importance of planned Potential consequences: failed batches; harm to
preventative maintenance in individuals; waste; cost; delay to treatment;
pharmaceutical manufacturing reputation
Planned preventative maintenance: use and
scheduled maintenance to premises and
equipment

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2.7 Describe the procedures for Preparing the environment: environmental
preparing the environment for the monitoring and recording of results in relation to:
manufacture of medicines product quality; safe parameters of the clean
room; cleaning; changing procedures
2.8 Explain the difference between sterile,
non-sterile and aseptic techniques in
the manufacturing of pharmaceutical
products

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Learning outcomes Assessment criteria Content
3 Understand how 3.1 Describe the different types of Types of pharmaceutical products: eye drops,
medicines are pharmaceutical products injections; antibiotic reconstitutions; cytotoxic
manufactured products; monoclonal antibodies (MABs),
3.2 Describe different pharmaceutical
advanced therapy medicinal product (ATMP);
manufacturing techniques
parenteral nutrition (PN); radiopharmaceutical
3.3 Explain the use of different products; CIVAS (Centralised Intravenous Additive
equipment in the manufacturing Service); syringe drivers; gene therapy,
environment radiopharmacy; extemporaneous products
3.4 Outline the governance in relation to Pharmaceutical manufacturing techniques:
the principles of labelling and mixing; size reduction; doubling up; filtration;
packaging asepsis
3.5 Explain the importance of correctly Equipment: practical use of autoclaves, stills,
labelling and packaging mixing equipment, filling and sealing equipment,
pharmaceutical products pumps, unidirectional air flow and isolator
3.6 Describe the different methods of cabinets, filters
sterilisation Labelling and packing: in line with legislation

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 Learning outcomes Assessment criteria Content
4 Understand how to 4.1 Explain the importance of performing Calculations for: weights; volumes; percentages;
perform calculations for accurate calculations ratios; dilutions; displacement values; small
pharmaceutical quantity calculations; concentration; use of
4.2 Explain how to calculate accurate
formulae formulae for extemporaneous dispensing
dosages and quantities for
individuals in accordance with Dosages and quantities for individuals based
prescriptions on: age, weight, surface area and blood volume;
quantity of medicine based on number of
prescribed doses and time intervals
5 Understand the 5.1 Explain the role of the following in Pharmaceutical Quality Systems (PQS):
principles of pharmaceutical quality systems: implementation of Quality Management;
pharmaceutical quality philosophy or operations management; process
● quality assurance
systems in the control, process validation, personal validation,
manufacture of ● quality control product definition, specifications, safe systems,
pharmaceutical 5.2 Describe how manufactured products corrective and preventative actions (CAPA),
products are tested for quality continuous improvement record keeping; health
and safety reporting procedures; validation, e.g.
5.3 Describe types of validation that are
broth and process validation
carried out in pharmaceutical
manufacturing Continued on next page

5.4 Discuss safe systems and error

reduction strategies in the context of
medicines manufacture

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Learning outcomes Assessment criteria Content
5.5 Describe different audit processes in: Continued from previous page
● licensed units Quality assurance: standards in the dispensing
or manufacturing process, master formulae and
● unlicensed units
worksheets, official standards relating to
containers, raw materials and finished products,
quality and product specifications; product
contamination by personnel, environment and
personnel monitoring; shelf life and stability
testing; statutory requirements on quality of
pharmaceutical raw materials and formulated
products; packaging, labelling and quarantine of
completed products, release procedure; batch
reconciliation and product recall procedures;
quality assurance issues particular to large scale
production manufacture
Quality control: contamination or impurities in
pharmaceutical materials and formulated
products, their sources and control; in-process
testing, degradation of pharmaceutical products;
chemical analysis of raw materials and final
products; reasons for product sampling and
reliability, sterility and pyrogen testing
Continued on next page

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 Learning outcomes Assessment criteria Content
Continued from previous page
Types of validation: operator validation; process
validation; change validation; transfer validation
Audit processes: Medicines and Healthcare
products Regulatory Agency (MHRA); EL(97)52
Aseptic Dispensing in NHS Hospitals

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Essential information for tutors and assessors

Essential resources
Learners undertaking this unit will require access to a pharmacy fulfilling the
requirements of the General Pharmaceutical Council. Learners undertaking this
qualification as part of the requirements for registration with the General
Pharmaceutical Council should have access to a registered pharmacist and, if possible,
other members of the pharmacy team to act as support or mentors. All health and
safety requirements must be met.
Staff delivering this unit should be competent, experienced and registered with the
General Pharmaceutical Council. They should have current experience of pharmacy
practice and show evidence of continuing professional development in order to
maintain their registration with the General Pharmaceutical Council. Exceptions to the
requirement for registration with the General Pharmaceutical Council may apply in
Northern Ireland.
Learners will need access to a range of resources including Standard Operating
Procedures, relevant books, journals and websites.
Ideally, learners will be able to experience working within a manufacturing unit or be
given the opportunity to visit one.

Assessment
This unit is internally assessed. To pass this unit, the evidence that the learner
presents for assessment must demonstrate that they have met the required standard
specified in the learning outcomes and assessment criteria.
The assessment for this unit should draw on learning from the unit and be designed
in a way that enables learners to meet all the assessment criteria.
Centres are free to choose their own forms of written evidence for this unit as long as
they enable learners to produce suitable and sufficient evidence to meet the stated
standard of the assessment criteria and achieve the learning outcomes. Regardless of
the source of evidence used, learners will need to meet the standards stated below
for each learning outcome.

Unit assessment requirements

This unit must be assessed in line with the Skills for Health Assessment Principles and
the Pearson qualification assessment strategy.

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Learning outcome 1: Understand the governance requirements for the
manufacture of pharmaceutical products
An example of a suitable assignment to cover this learning outcome could be a report
that reviews the legislation and guidelines relating to pharmacy manufacturing and
aseptic processing. Learners will need to name and explain examples of at least six
pieces of legislation or guidelines that govern the manufacture of pharmaceutical
products, and then discuss how they are applied in practice and why pharmaceutical
manufacturing is so highly controlled. Learners could also reference specific
legislation such as radiation protection when preparing radiopharmaceuticals.
The following will need to be included in the report:
● relevant UK and European legislation and guidelines (including a clear explanation
of the difference between preparation and manufacturing)
● clinical trials legislation (including a flowchart to show stages and phases; it may
also be useful to address the purpose and management of clinical trials in this
context)
● the roles and responsibilities of at least five key personnel.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give reasons why pharmaceutical preparation and manufacture is highly controlled
by legislation and standards, using examples to support the points made.
Reference must be made to at least six pieces of legislation and standards (AC1.1)
2 provide details of how legislation governs the manufacture and supply of clinical
trial materials, giving reasons and examples to support the points made (AC1.2)
3 set out the main roles and responsibilities of at least five key personnel in
pharmaceutical preparation and manufacture (AC1.3)
4 give reasons why it is important to have a robust recording system in pharmacy
preparation and manufacturing, using examples to support the points made
(AC1.4)
5 provide details of the difference between preparation and manufacture, giving
reasons and examples to support the points made (AC1.5)
6 give a clear account of the use of documentation in the preparation and
manufacture of medicines, using their own words and including all the relevant
information (AC1.6).

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Learning outcome 2: Understand the importance of maintaining environments
for pharmaceutical manufacture in relation to Good Manufacturing Practice
(GMP)
An example of a suitable assignment to cover this learning outcome could be a plan
for a unit in which pharmaceuticals can be prepared. The design should consider
clean room requirements: the different environments and techniques used for
pharmaceutical manufacturing, materials, fixtures, fittings and equipment.
Learners will need to add accompanying notes to explain and discuss the different
sources of contamination and how the unit will minimise these in order to produce a
product of high quality. Learners will need to include details on the potential
consequences of the different sources of contamination, the importance of basic and
personal hygiene and planned preventative maintenance (PPM).
To satisfy the assessment criteria for this learning outcome, learners will:
1 give reasons why different environments are used for pharmaceutical
manufacturing, using examples to support the points made (AC2.1)
2 give reasons why hygiene is important in pharmaceutical manufacture, using
examples to support the points made and showing understanding of how hygiene
relates to the safety of individuals (AC2.2)
3 give reasons why process design and workflow are important in the manufacture
of pharmaceutical products, using examples to support the points made (AC2.3)
4 discuss in detail at least three different sources of contamination which could be
present in a manufacturing environment, showing understanding of ways to
minimise each of these sources of contamination (AC2.4)
5 provide details of the potential consequences of at least three different sources
of contamination within pharmaceutical manufacturing, giving reasons and
examples to support the points made (AC2.5)
6 give a clear account of the importance of planned preventative maintenance in
pharmaceutical manufacturing, using their own words and including all the
relevant information (AC2.6)
7 give a clear account of the procedures for preparing the environment for the
manufacture of medicines, using their own words and including all the relevant
information (AC2.7)
8 provide details of the difference between sterile, non-sterile and aseptic
techniques in the manufacturing of pharmaceutical products, giving reasons and
examples to support the points made (AC2.8).

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Learning outcome 3: Understand how medicines are manufactured
An example of a suitable assignment to cover this learning outcome could be batch
sheets for manufacturing each of six different pharmaceutical products. Learners will
need to include a formula for the required quantity, equipment needed, instructions
for manufacture, critical checks and the requirements of packaging and labelling and
the principles for these. Learners will also need to describe aseptic technique and the
different methods of sterilisation required for some of these products. Some
consideration could be given to specialised workstations used for the preparation of
immunological and genetic materials.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give a clear account of at least six different types of pharmaceutical products,
including all the relevant information about each (AC3.1)
2 give a clear account of at least four different pharmaceutical manufacturing
techniques, using their own words and including all the relevant information
(AC3.2)
3 provide details of the use of at least five different types of equipment in the
manufacturing environment, giving reasons and examples to support the points
made (AC3.3)
4 set out the main points of the governance in relation to the principles of labelling
and packaging (AC3.4)
5 give reasons why the correct labelling and packaging of pharmaceutical products is
important both on manual and automated systems, using examples to support the
points made (AC3.5)
6 give a clear account of the different methods of sterilisation, using their own words
and including all the relevant information (AC3.6).

Learning outcome 4: Understand how to perform calculations for

pharmaceutical formulae
An example of a suitable assignment to cover this learning outcome could be a
selection of sample worksheets for a variety of products. Learners would need to
calculate accurate quantities and dosages for each product, explaining the possible
consequences of any errors made on this documentation.
To satisfy the assessment criteria for this learning outcome, learners will:
1 give reasons why performing accurate calculations is important, using examples to
support the points made (AC4.1)
2 provide details of how to calculate accurate dosages and quantities for individuals
in accordance with prescriptions, giving reasons and examples to support the
points made (AC4.2).

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Learning outcome 5: Understand the principles of pharmaceutical quality
systems in the manufacture of pharmaceutical products
An example of a suitable assignment to cover this learning outcome could be a chart
with accompanying notes to describe the different types of products made in aseptic
units. Where possible, learners should use examples from their own workplace.
The chart will need to include the following:
● the type of product and how it is tested for quality
● how the critical parts of the production process are validated (process, equipment,
environment and operators)
● why validation is important in aseptic preparation.
Learners will need to add notes to the chart to explain the role of quality assurance
and quality control in pharmaceutical quality systems, discuss safe systems and error
reduction strategies, and describe audit processes for licensed and unlicensed units.
To satisfy the assessment criteria for this learning outcome, learners will:
1 provide details of the role of quality assurance and quality control in
pharmaceutical quality systems, giving reasons and examples to support the
points made (AC5.1)
2 give a clear account of how manufactured products are tested for quality, using
their own words and including all the relevant information (AC5.2)
3 give a clear account of at least three types of validation that are carried out in
pharmaceutical manufacturing, using their own words and including all the
relevant information (AC5.3)
4 discuss in detail safe systems and error reduction strategies in the context of
medicines manufacture, showing understanding of the strengths, weaknesses and
other relevant factors relating to these systems and strategies (AC5.4).
5 give a clear account of the different audit processes in licensed units and
unlicensed units, using their own words and including all the relevant information
(AC5.5).

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Textbooks
Beaney A – Quality Assurance of Aseptic Preparation Services: Standards Handbook,
5th edition (Royal Pharmaceutical Society, 2016) ISBN 9780857113078
MHRA (Medicines Healthcare and Products Regulatory Authority) – Rules and Guidance
for Pharmaceutical Manufacturers and Distributors 2017 (The Orange Guide) 10th edition
(Pharmaceutical Press, 2017) ISBN 9780857112859

Documents
EudraLex – Volume 4 Good Manufacturing Practice (GMP) guidelines –
ec.europa.eu/health/documents/eudralex/vol-4
The supply of unlicensed medicinal products “special” MHRA guidance note 14 –
www.gov.uk/government/publications/supply-unlicensed-medicinal-products-specials

Relevant legislation
The Medicines Act 1968 – www.legislation.gov.uk/ukpga/1968/67
The Human Medicines Regulations –
www.legislation.gov.uk/uksi/2012/1916/contents/made
The Medicines for Human Use (Clinical Trials) Regulations 2004 –
www.legislation.gov.uk/uksi/2004/1031/contents/made

European legislation
Directive 2001/83/EC (Human medicines) – ec.europa.eu/health/sites/health/files/
files/eudralex/vol-1/dir_2001_83_consol_2012/dir_2001_83_cons_2012_en.pdf
Directive 2003/94/EC (Good manufacturing practice) – ec.europa.eu/health/sites/
health/files/files/eudralex/vol-1/dir_2003_94/dir_2003_94_en.pdf
Directive 2011/62/EU (Falsified medicines directive) – ec.europa.eu/health/
sites/health/files/files/eudralex/vol-1/dir_2011_62/dir_2011_62_en.pdf
Directive 2001/20/EC (Clinical trials) – ec.europa.eu/health/sites/
health/files/files/eudralex/vol-1/dir_2001_20/dir_2001_20_en.pdf

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Websites
www.ema.europa.eu/en European Medicines
Agency
www.gov.uk/government/organisations/medicines-and- Medicines and
healthcare-products-regulatory-agency Healthcare products
Regulatory Agency
pasg.nhs.uk NHS Pharmaceutical
Aseptic Group
www.sps.nhs.uk Specialist Pharmacy
Service
www.tset.org.uk Technical Specialist
Education and Training

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12 Further information and useful publications

Key publications
● Access arrangements and reasonable Adjustments
(Joint Council for Qualifications (JCQ))
● A guide to the special consideration process (JCQ)
● A guide to recruiting learners onto Pearson qualifications (Pearson)
● Centre guidance: Dealing with malpractice and maladministration in vocational
qualifications (Pearson)
● Centre Guide to Quality Assurance – Pearson NVQs/SVQs and Competence-based
qualifications (Pearson)
● Collaborative and consortium arrangements for the delivery of vocational qualifications
policy (Pearson)
● Delivery Guidance and Quality Assurance Requirements – NVQs/SVQs and Competence-
based qualifications (Pearson)
● Enquiries and appeals about Pearson vocational qualifications and end point
assessment policy (Pearson)
● Equality, diversity and inclusion policy (Pearson)
● Recognition of prior learning policy and process (Pearson)
● Suspected malpractice in examinations and assessments – Policies and procedures
(Joint Council for Qualifications (JCQ))
● Guidance for reasonable adjustment and special consideration in vocational internally
assessed units (Pearson)
● UK Information Manual (Pearson).
● Use of languages in qualifications policy (Pearson).
Further information and publications on the delivery and quality assurance of
competence-based qualifications are available on our website.
To order publications, please go to the resources page of our website.
For books, software and online resources for UK schools and colleges please go to:
www.pearsonschoolsandfecolleges.co.uk

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13 Professional development and training

Professional development and training

Pearson supports customers with training related to our qualifications. This support is
available through a choice of training options offered on our website.
The support we offer focuses on a range of issues, such as:
● planning for the delivery of a new programme
● planning for assessment and grading
● developing effective assignments
● building your team and teamwork skills
● developing learner-centred learning and teaching approaches
● building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website. You can request
centre-based training through the website or you can contact one of our advisers in
the Training from Pearson UK team via Customer Services to discuss your training
needs.

Training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory
events through sector-specific opportunities to detailed training on all aspects of
delivery, assignments and assessment. We also host some regional network events to
allow you to share your experiences, ideas and best practice with colleagues in your
region.
Regional support: our team of Regional Quality Managers, based around the country,
are responsible for providing quality assurance support and guidance to anyone
managing and delivering NVQs/competence-based qualifications. The Regional
Quality Managers can support you at all stages of the standard verification process as
well as in finding resolutions of actions and recommendations as required.
To get in touch with our dedicated support teams please visit our website at
qualifications.pearson.com/en/support/contact-us.html
Online support: find the answers to your questions in Knowledge Base, a searchable
database of FAQs and useful videos that we have put together with the help of our
subject advisors to support you in your role. Whether you are a teacher,
administrator, Assessment Associate (AA) or training provider, you will find answers to
your questions. If you are unable to find the information you need, please send us
your query and our qualification or administrative experts will get back to you.

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14 Contact us

To get in touch with us, please visit our ‘Contact us’ pages for Pearson Work Based
Learning customers:
http://qualifications.pearson.com/en/support/support-for-you/work-based-learning/
contact-us.html

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Annexe A: Assessment Principles for the Level 3 Diploma in the
Principles and Practice for Pharmacy Technicians

1. Introduction
This is a nationally recognised qualification by Ofqual / Qualifications Wales. The
qualification is based on National Occupational Standards and is recognised by the
statutory regulator, the General Pharmaceutical Council (GPhC), as meeting the Initial
Education and Training Standards for Pharmacy Technicians (October 2017).
This qualification has been designed to confirm occupational competence for
pharmacy technicians working in a pharmacy setting. The qualification meets the
requirements of the pharmacy regulator and meets employer need in England and
Wales. On completion of the qualification and subject to regulatory requirements, it
will enable the learner to register with the GPhC as a pharmacy technician.
This qualification also meets the Skills for Health Qualification Design Criteria.

2. Assessment requirements/strategy
This qualification must be assessed in line with the Awarding Organisation
qualification assessment strategy as well as in line with Skills for Health Assessment
Principles for Occupational Competence (v4 November 2017).
This qualification consists of both skills units and knowledge units. All units are
mandatory. This qualification will be graded pass or fail.
Learners are permitted to use one piece of evidence to demonstrate knowledge, skills
and understanding across different assessment criteria and/or different units. This
qualification should incorporate holistic assessment for the units where appropriate.

2.1 Skills-based units

The primary method of assessment for the skills-based units is observation in the
workplace by the assessor. Across the qualification’s skills-based units there must be
at least three observations which cover the required skills. Evidence should be
generated over a period of time to show consistent performance. Expert witness
testimony may be used where it is difficult for an assessor to observe aspects of
practice. Expert witness testimony is NOT a substitute for the requirement of three
observations by the assessor across the qualification.
At any time during assessment the assessor observes unsafe practice, the assessment
will be stopped immediately.
Where the assessment activity involves individuals using pharmacy services, consent
should be sought from the individual/patient that they are happy for the assessor to
be present and this should be recorded by the assessor.

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Learners will be expected to achieve all learning outcomes and assessment criteria.
Where learners are not able to achieve the skills-based learning outcomes in their
usual place of employment (e.g. a custodial setting), the training provider and
employer must ensure that the learner is given opportunities to achieve the learning
outcomes in a work placement or another suitable setting. This may include
simulation. Prior to starting the qualification, an assessment of the learner’s
employment setting should be carried out by the training provider and employer to
identify such gaps.
There are additional evidence requirements for some of the skills units (marked with
an * in Appendix 1) which must be met.

2.2 Knowledge-based units

For knowledge-based units, evidence will be assessed using internally set, internally
marked written assignments. The Awarding Organisation will provide sample
assignments and assessment guidance to centres. The assignments will be internally
quality assured, then subject to externally quality assurance sampling by the Awarding
Organisation.
Centres must also carry out regular standardisation activities as part of the ongoing
quality assurance of assessment decisions within the assignments used for
knowledge-based units and assignments should be refreshed over time.

2.3 Re-takes for knowledge-based units

Learners will be given maximum of four weeks to complete each assignment. If the
learner does not pass the assignment on the first attempt, they will be given a
maximum of two further opportunities to re-take the assessment criteria that they
failed on the first attempt. Re-takes should be submitted within two weeks (for each
re-take).
Centres should use recording documentation to record assignment re-take results
and feedback.

2.4 Additional assessment methods

In addition to the evidence requirements set out in each unit, a range of assessment
methods have been identified for the qualification units which may include evidence
generated using the following:
● Question and answer sessions based on the learner’s workplace activities
● Learner’s own personal statements/reflections
● Professional discussion
The additional assessment methods above should NOT be used instead of or in place
of the stated assessment methodology in each unit.

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The additional assessment methods provide the opportunity for different learning
styles and individual needs of learners to be taken into account. If centres are
proposing to use an assessment method that is not included within the
recommended list, centres should contact the External Quality Assurer with full details
of the proposed method which will need formal approval from the Awarding
Organisation before it can be used.

3. Roles and Responsibilities in the Assessment Process

3.1 Assessors
Assessors must:
● be a registered Pharmacist or a registered Pharmacy Technician who is
occupationally competent in the area of practice to which the unit being assessed
applies
● hold or be working towards the appropriate Assessor qualification. Assessors
holding legacy qualifications must be able to demonstrate that they are assessing
to current standards
● have credible experience which is clearly demonstrable through continuing
learning and development.

3.2 Internal Quality Assurers

Internal Quality Assurers (IQA) must:
● be a registered Pharmacist or a registered Pharmacy Technician
● it is crucial that internal quality assurers understand the nature and context of the
assessors’ work and that of their candidates due to the critical nature of the work
and the legal and other implications of the assessment process
● have a working knowledge of pharmacy and/or GP dispensing settings, the
regulation, legislation and codes of practice for the service (where applicable) at
the time any assessment is taking place
● occupy a position that gives them authority and resources to co-ordinate the work
of assessors, provide authoritative advice, call meetings as appropriate, visit and
observe assessments and carry out all the other internal quality assurance roles
● hold or be working towards an appropriate Internal Quality Assurance
qualification. Internal quality assurers holding legacy qualifications must be able to
demonstrate that they are working to current standards
● have undertaken the appropriate assessor qualification identified by the regulator
and practised as an assessor prior to undertaking the internal quality assurer role
It is recognised that internal quality assurers are expected to verify the assessment
process and not reassess the evidence provided.

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3.3 Expert witnesses
The use of expert witness testimony is encouraged as a contribution to the provision
of performance evidence presented for assessment. The role of the expert witness is
to submit evidence to the assessor as to the competence of the learner in meeting the
unit. This evidence must directly relate to learner’s performance in the work place
which has been seen by the expert witness.
The expert witness must be either:
● a registered Pharmacist or a registered Pharmacy Technician who is occupationally
competent and knowledgeable in the area of practice to which the unit being
assessed applies
The expert witness must have:
● a working knowledge of units on which their expertise is based
● credible experience which is clearly demonstrable through continuing learning and
development.
Centres are responsible for ensuring that all expert witnesses are familiar with the
standards for those units for which they are to provide expert witness testimony. They
must also understand the centre’s recording requirements and will need guidance on
the skills required to provide evidence for the units. It is not necessary for expert
witnesses to hold an assessor qualification because the qualified assessor makes all
assessment decisions about the acceptability of evidence regardless of source. This
would include expert witness testimony.

3.4 Co-ordinating and Lead Assessors

In order that the requirements for occupational competence of assessors and expert
witnesses can be met while allowing flexibility of delivery, candidates may have more
than one assessor or expert witness involved in the assessment process.
Where more than one assessor is involved in the qualification there must be a named
assessor who is responsible for the overall co-ordination of the assessment for each
candidate. This person will be responsible for integrating, planning and directing the
assessment for the whole qualification. Where more than one assessor is involved in a
unit, there must be named assessor who is responsible for the overall coordination of
the assessment for that unit. The lead assessor must ensure that the best use is made
of all available evidence and will make the final judgment of competence in each unit
where other assessors have been involved. It is expected that all assessors will work
closely with internal quality assurers to ensure standardised practice and judgments
within the assessment process.

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3.5 External Quality Assurers
External Quality Assurers (EQA) must:
● be a registered Pharmacist or a registered Pharmacy Technician
● have working knowledge of pharmacy and/or GP dispensing settings, the
regulation, legislation and codes of practice for the service (where applicable) at
the time any assessment is taking place
● hold, or be working towards, the appropriate external verifier qualification as
identified by the qualifications regulators. External quality assurers holding legacy
qualifications must be able to demonstrate that they are assessing to current
standards
● have credible experience which is clearly demonstrable through continuing
learning and development
External quality assurers who are not yet qualified against the appropriate
competences but have the necessary occupational competence and experience, can
be supported by a qualified external quality assurer who does not necessarily have
the occupational expertise or experience.
External Quality Assurers will monitor the centre's processes and practice to ensure
they meet the Awarding Organisation, qualification and regulatory requirements. The
EQA will also provide support to centre staff and give advice and guidance to facilitate
improvements.

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Appendix 1
Structure of the qualification
This qualification contains 21 mandatory units. Learners must complete all 21 units to
achieve the qualification.

Unit Unit title Level Credit TUT

identifier
A Principles of Person-Centred Approaches for 3 5 50
Pharmacy Technicians
B Principles of Health and Safety for Pharmacy 3 2 20
Technicians
C Personal Development for Pharmacy 3 5 50
Technicians
D Principles of health promotion and well- 3 5 50
being in pharmacy services
E Contribute to service improvement in the 3 6 60
delivery of pharmacy services
F Principles for the management of 3 8 80
pharmaceutical stock
G Undertake medicines reconciliation and 4 12 120
supply *
H Assemble and Check Dispensed Medicines 4 8 80
and Products *
I Receive, validate and issue prescriptions * 3 10 100
J Chemical Principles for Pharmacy 3 3 30
Technicians
K Biological Principles for Pharmacy 3 4 40
Technicians
L Medicinal and non-medicinal treatments for 3 5 50
gastrointestinal and nutritional conditions
M Medicinal treatments for cardio-respiratory 3 6 60
conditions
N Medicinal and non-medicinal treatments for 3 6 60
malignant diseases and musculoskeletal
conditions

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 Unit Unit title Level Credit TUT
identifier
O Microbiology for Pharmacy Technicians 3 5 50
P Actions and Uses of Medicines 3 9 90
Q Medicinal and non-medicinal treatments for 3 6 60
central nervous system conditions
R Medicinal methods for the prevention, 3 6 60
protection from and treatment of infections
S Medicinal treatments for endocrine, 3 6 60
gynaecological and genitourinary conditions
T Medicinal treatments for sensory organ 3 5 50
conditions
U Principles of safe manufacture of quality 3 10 100
medicines in the pharmaceutical
environment
Total 132 1320
There are additional evidence requirements for some of the skills units (marked with
an *) which must be met.

Appendix 2
Staff qualification requirements

# Role Staff qualifications

#1 Assessment of ● Assessors must be GPhC registered and occupationally
Competence competent in the area of practice to which the unit being
assessed applies.
● Hold or be working towards the appropriate Assessor
qualification.
● Have credible experience which is clearly demonstrable
through continuing learning and development.
#2 Assessment of ● As for ‘Role #1’
Knowledge ● Or have credible qualifications and experience which is
clearly demonstrable through continuing learning and
development.

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 # Role Staff qualifications
#3 IQA for ● Must be GPhC registered and understand the nature and
Competence context of the assessors’ work and that of their
candidates
● Have a working knowledge of pharmacy and/or GP
dispensing settings, the regulation, legislation and codes
of practice for the service (where applicable) at the time
any assessment is taking place
● Occupy a position that gives them authority and
resources to co-ordinate the work of assessors, provide
authoritative advice, call meetings as appropriate, visit
and observe assessments and carry out all the other
internal quality assurance roles
● Have undertaken the appropriate assessor qualification
and hold or be working towards an appropriate Internal
Quality Assurance qualification.
#4 IQA for ● As per Role #3
Knowledge
● Or have credible qualifications and experience which is
clearly demonstrable through continuing learning and
development.
● Occupy a position that gives them authority and
resources to co-ordinate the work of assessors, provide
authoritative advice, call meetings as appropriate, and
carry out internal quality assurance roles
#5 Sign-off of the ● Must be GPhC registered and understand the nature and
qualification context of the assessors’ work and that of their
candidates
● Have a working knowledge of pharmacy and/or GP
dispensing settings, the regulation, legislation and codes
of practice for the service (where applicable) at the time
any assessment is taking place
● Occupy a position that gives them authority and
resources to co-ordinate the work of assessors, provide
authoritative advice, call meetings as appropriate, visit
and observe assessments and carry out all the other
internal quality assurance roles
● Have undertaken the appropriate assessor qualification
and hold or be working towards an appropriate Internal
Quality Assurance qualification.

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Useful links
● General Pharmaceutical Council, Standards for the initial education and training of
pharmacy technicians, October 2017
● General Pharmaceutical Council, Guidance on tutoring and supervising pharmacy
professionals in training, August 2018
● General Pharmaceutical Council, Initial education and training of pharmacy
technicians: evidence framework, April 2018
● Skills for Health Assessment Principles
http://www.skillsforhealth.org.uk/images/standards/qcf/Assessment%20of%20Co
mpetence%20-%20SfH%20Assessment%20Principles%20November%2017.pdf
● Health Education England https://www.hee.nhs.uk/

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Annexe B: Template good character reference form

This form must be completed and signed by an official with direct responsibility for
the learner, such as the learner’s tutor, course director or line manager.

Learner name:

Centre or employer
name:

Date learner registered

or commenced
employment:

Date learner left centre

or employment:
I certify that, to the best of my knowledge, this learner is of good character and has
suitable attributes to train as a pharmacy technician.
(Please use the space below to add any relevant information in support of the
above statement.)

Official signature:

Official name:

Date:

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Annexe C: Template self-declaration for health form

This form must be completed and signed by the learner.

Learner name:

Date of declaration:

I have a health condition that may affect my ability to train as a pharmacy

technician (Please tick YES or NO in the boxes below)

YES NO

Please provide the information Please sign and date the form
requested below (using extra sheet(s)
if necessary) and sign and date the
form
Details of your health condition, including any diagnosis and symptoms

Date of diagnosis

Date of the most recent episode or occurrence

Details of the advice or treatment you received following the most recent episode
or occurrence

How does the health condition affect your ability to do the regular tasks you will
need to do in your role as a pre-registration trainee pharmacy technician?

FOR CENTRE USE: Describe actions to be taken to support the learner in their role

Learner signature:

Learner name:

Date:

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Annexe D: Mapping of the IET and NOS to the qualification content

The grid below maps the General Pharmaceutical Council Initial Education and Training (IET) Standards for Pharmacy Technicians
and the National Occupational Standards (NOS) to the content covered in the Pearson BTEC Level 3 Diploma in the Principles and
Practice for Pharmacy Technicians.

BTEC competence- IET references Indicative NOS references

based units

1 Principles of GPhC LO1 – Involve, support and enable every person Pharm02 Provide an effective and responsive
Person-Centred when making decisions about their health, care and pharmacy service
Approaches for wellbeing – Does Pharm03 Respond to pharmaceutical queries
Pharmacy GPhC LO2 – Optimise a person’s medication to achieve and requests for information
Technicians the best possible outcomes – Does CFAM&LBA7 Promote equality of opportunity,
GPhC LO3 – Listen to the person, understand their needs diversity and inclusion
and what matters to them – Does SCDHSC0024 Support the safeguarding of
GPhC LO4 – Give the person all relevant information in a individuals
way they can understand, so they can make informed SCDHSC0035 Promote the safeguarding of
decisions and choices – Does individuals
GPhC LO5 – Advise people on the safe and effective use
of their medicines and devices – Does
GPhC LO6 – Obtain relevant information from people,
including patients and other healthcare professionals -
and use it appropriately – Does

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based units

1 Principles of GPhC LO7 – Recognise and value diversity, and respect

Person-Centred cultural differences – making sure that every person is
Approaches for treated fairly whatever their values and beliefs – Does
Pharmacy
GPhC LO12 – Understand how to safeguard people,
Technicians
particularly children and vulnerable adults – Knows how
continued GPhC LO15 – Understand how to work within the local,
regional and national guidelines and policies – Knows
how
GPhC LO16 – Respond effectively to complaints, incidents
and errors and in a manner which demonstrates person-
centred care – Does
GPhC LO30 – Confirm the suitability of a person’s
medicines for use – Does
GPhC LO31 – Accurately retrieve and reconcile
information about a person’s medicines – Does
GPhC LO32 – Assess a person’s present supply of
medication and order appropriate medicines and
products – Does
GPhC LO34 – Receive requests for medicines, including
prescriptions, and check for their validity, safety and
clarity, taking action to deal with any problems – Does
GPhC LO36 – Accurately assemble prescribed items –
Does

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based units

1 Principles of GPhC LO39 – Issue prescribed items safely and effectively

Person-Centred and take action to deal with discrepancies – Does
Approaches for
GPhC LO40 – Carry out an accuracy check of dispensed
Pharmacy
medicines and products – Does
Technicians
GPhC LO50 – Communicate and work effectively with
continued members of the multi-disciplinary team – Does
2 Principles of GPhC LO15 – Understand how to work within the local, SCDHSC0032 Promote health, safety and
Health and regional and national guidelines and policies – Knows security in the work setting
Safety for how
Pharmacy
GPhC LO18 – Take personal responsibility for health and
Technicians safety of themselves and others and follow up any
concerns about the workplace which might put them at
risk – Does
GPhC LO43 – Safely and legally dispose of medicines and
other pharmaceutical products – Knows how
GPhC LO44 – Respond appropriately to medical
emergencies, including providing first aid – Knows how
GPhC LO48 – Understand the principles of risk
management – Knows how

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BTEC competence- IET references Indicative NOS references
based units

3 Personal GPhC LO19 – Demonstrate leadership skills within their GEN12 Reflect on and evaluate your own
Development for scope of practice as a trainee – Does values, priorities, interests and effectiveness
Pharmacy GPhC LO20 – Recognise when their performance or the SCDHSC0023 Develop your own knowledge
Technicians performance of others is putting people at risk and and practice
respond appropriately – Does SCDHSC0033 Develop your practice through
GPhC LO21 – Raise concerns even when it is not easy to reflection and learning
do so – Does
GPhC LO22 – Act openly and honestly when things go
wrong – Does
GPhC LO23 – Effectively use a variety of methods,
including feedback, to regularly monitor and reflect on
practice, skills and knowledge – Does
GPhC LO24 – Carry out a range of relevant continuing
professional development (CPD) activities – Does
GPhC LO25 – Reflect and act on feedback or concerns,
thinking about what can be done to prevent something
happening again – Does
GPhC LO52 – Take part in the learning and development
of others – Does
GPhC LO53 – Prioritise time and resources effectively to
achieve objectives – Does

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based units

4 Principles of GPhC LO1 – Involve, support and enable every person Pharm02 Provide an effective and responsive
Health when making decisions about their health, care and pharmacy service
Promotion and wellbeing – Does
HT2 Communicate with individuals about
Well-being in
GPhC LO4 – Give the person all relevant information in a promoting their health and wellbeing
Pharmacy
way they can understand, so they can make informed
Services PHP13 Provide information to individuals,
decisions and choices – Does
groups and communities about promoting
GPhC LO10 – Effectively promote healthy lifestyles using health and wellbeing
available resources and evidence-based techniques – PHP15 Encourage behavioural change in
Knows how
people and agencies to promote health and
GPhC LO11 – Be able to provide public health advice and wellbeing
recommend recognised health screening or public health
PHP16 Work in partnership with others to
initiatives – Knows how
promote health and wellbeing and reduce
risks within settings

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BTEC competence- IET references Indicative NOS references
based units

5 Contribute to GPhC LO1 – Involve, support and enable every person Pharm02 Provide and effective and
Service when making decisions about their health, care and responsive pharmacy service
Improvement in wellbeing – Does
the Delivery of
GPhC LO3 – Listen to the person, and understand their
Pharmacy
needs and what matters to them – Does
Services
GPhC LO4 – Give the person all relevant information in a
way they can understand, so they can make informed
decisions and choices – Does
GPhC LO5 – Advise people on the safe and effective use
of their medicines and devices – Does
GPhC LO6 – Obtain relevant information from people –
including patients, carers and other healthcare
professionals – and use it appropriately – Does
GPhC LO8 – Adapt information and communication to
meet the needs of particular audiences – Does
GPhC LO9 – Apply the principles of information
governance and ensure patient confidentiality – Does
GPhC LO14 – Recognise and work within the limits of
their knowledge and skills, and refer to others when
needed – Does
GPhC LO16 – Respond effectively to complaints, incidents
and errors and in a manner which demonstrates person-
centred care – Does

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based units

5 Contribute to GPhC LO17 – Use information to make effective decisions

Service – Does
Improvement in GPhC LO22 – Act openly and honestly when things go
the Delivery of wrong – Does
Pharmacy
Services GPhC LO25 – Reflect and act on feedback or concerns,
thinking about what can be done to prevent something
continued happening again – Does
GPhC LO26 – Provide a safe, effective and responsive
pharmacy service – Does
GPhC LO34 – Receive requests for medicines, including
prescriptions, and check for their validity, safety and
clarity, taking action to deal with any problems – Does
GPhC LO45 – Identify and respond effectively to errors
and near misses – Does
GPhC LO46 – Apply the principles of clinical governance –
Does
GPhC LO47 – Understand the principles of audit and
quality-improvement strategies and how to implement
recommendations effectively – knows how
GPhC LO50 – Communicate and work effectively with
members of the multidisciplinary team – Does

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based units

6 Principles for the GPhC LO15 – Understand how to work within the local, PHARM12 Order Pharmaceutical Stock
Management of regional and national guidelines and policies – Knows PHARM13 Receive Pharmaceutical Stock
Pharmaceutical how
Stock PHARM14 Maintain Pharmaceutical Stock
GPhC LO27 – Take personal responsibility for the legal,
safe and efficient supply of medicines – Does PHARM15 Supply Pharmaceutical Stock

GPhC LO33 – Order, receive, maintain and supply

medicines and other pharmaceutical products safely,
legally and effectively – Knows how
GPhC LO43 – Safely and legally dispose of medicines and
other pharmaceutical products – Knows how
7 Undertake GPhC LO1 – Involve, support and enable every person PHARM29 Retrieve and reconcile information
Medicines when making decisions about their health, care and about an individual’s medicines
Reconciliation wellbeing – Does PHARM33 Order medicines and products for
and Supply GPhC LO2 – Optimise a person’s medication to achieve individuals
the best possible outcomes – Does
GPhC LO3 – Listen to the person, and understand their
needs and what matters to them – Does
GPhC LO6 – Obtain relevant information from people –
including patients, carers and other healthcare
professionals – and use it appropriately – Does
GPhC LO7 – Recognise and value diversity, and respect
cultural differences – making sure that every person is
treated fairly whatever their values and beliefs – Does

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7 Undertake GPhC LO8 – Adapt information and communication to

Medicines meet the needs of particular audiences – Does
Reconciliation GPhC LO9 – Apply the principles of information
and Supply governance and ensure patient confidentiality – Does
continued GPhC LO13 – Apply professional judgement in the best
interests of people – Does
GPhC LO14 – Recognise and work within the limits of
their knowledge and skills, and refer to others when
needed – Does
GPhC LO15 – Understand how to work within the local,
regional and national guidelines and policies – Knows
how
GPhC LO16 – Respond effectively to complaints, incidents
and errors and in a way that demonstrates person-
centred care – Does
GPhC LO17 – Use information to make effective decisions
– Does
GPhC LO21 – Raise concerns even when it is not easy to
do so – Does
GPhC LO22 – Act openly and honestly when things go
wrong – Does

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BTEC competence- IET references Indicative NOS references
based units

7 Undertake GPhC LO26 – Provide a safe, effective and responsive

Medicines pharmacy service – Does
Reconciliation GPhC LO27 – Take personal responsibility for the legal,
and Supply safe and efficient supply of medicines – Does
continued GPhC LO30 – Confirm the suitability of a person’s
medicines for use – Does
GPhC LO31 – Accurately retrieve and reconcile
information about a person’s medicines – Does
GPhC LO32 – Assess a person’s present supply of
medicines and order appropriate medicines and
products – Does
GPhC LO33 – Order, receive, maintain and supply
medicines and other pharmaceutical products safely,
legally and effectively – Knows how
GPhC LO42 – Recognise adverse drug reactions and
interactions and respond appropriately – Does
GPhC LO43 – Safely and legally dispose of medicines and
other pharmaceutical products – Knows how
GPhC LO45 – Identify and respond effectively to errors
and near misses – Does
GPhC LO46 – Apply the principles of clinical governance –
Does

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7 Undertake GPhC LO49 – Demonstrate effective team working – Does

Medicines GPhC LO50 – Communicate and work effectively with
Reconciliation members of the multidisciplinary team – Does
and Supply
continued
8 Assemble and GPhC LO14 – Recognise and work within the limits of PHARM09 Assemble prescribed items
Check their knowledge and skills, and refer to others when PHARM28 Undertake the final accuracy check
Dispensed needed – Does of dispensed medicines and products
Medicines and GPhC LO18 – Take personal responsibility for health and
Products safety of themselves and others and follow up any
concerns about the workplace which might put them at
risk – Does
GPhC LO20 – Recognise when their performance or the
performance of others is putting people at risk and
respond appropriately – Does
GPhC LO21 – Raise concerns even when it is not easy to
do so – Does
GPhC LO22 – Act openly and honestly when things go
wrong – Does
GPhC LO25 – Reflect and act on feedback or concerns,
thinking about what can be done to prevent something
happening again – Does

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8 Assemble and GPhC LO26 – Provide a safe, effective and responsive

Check pharmacy service – Does
Dispensed
GPhC LO27 – Take personal responsibility for the legal,
Medicines and
safe and efficient supply of medicines – Does
Products
GPhC LO36 – Accurately assemble prescribed items –
continued Does
GPhC LO37 – Apply pharmaceutical principles to the safe
and effective formulation, preparation and packaging of
medicines and products – Knows how
GPhC LO40 – Carry out an accuracy check of dispensed
medicines and products – Does
GPhC LO41 – Accurately perform pharmaceutical
calculations to ensure the safety of people – Does
GPhC LO45 – Identify and respond effectively to errors
and near misses – Does
GPhC LO46 – Apply the principles of clinical governance –
Does
GPhC LO49 – Demonstrate effective team working – Does
GPhC LO50 – Communicate and work effectively with
members of the multidisciplinary team – Does
GPhC LO51 – Check their own and others’ work effectively
– Does

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9 Receive, Validate GPhC LO3 – Listen to the person, and understand their PHARM7 Receive Prescriptions
and Issue needs and what matters to them – Does PHARM8 Confirm Prescription Validity
Prescriptions GPhC LO4 – Give the person all relevant information in a PHARM10 Issue Prescribed Items
way they can understand, so they can make informed
decisions and choices – Does
GPhC LO5 – Advise people on the safe and effective use
of their medicines and devices – Does
GPhC LO6 – Obtain relevant information from people –
including patients, carers and other healthcare
professionals – and use it appropriately – Does
GPhC LO8 – Adapt information and communication to
meet the needs of particular audiences – Does
GPhC LO9 – Apply the principles of information
governance and ensure patient confidentiality – Does
GPhC LO13 – Apply professional judgement in the best
interests of people – Does
GPhC LO14 – Recognise and work within the limits of
their knowledge and skills, and refer to others when
needed – Does
GPhC LO17 – Use information to make effective decisions
– Does

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9 Receive, Validate GPhC LO26 – Provide a safe, effective and responsive

and Issue pharmacy service – Does
Prescriptions GPhC LO27 – Take personal responsibility for the legal,
continued safe and efficient supply of medicines – Does
GPhC LO34 – Receive requests for medicines, including
prescriptions, and check for their validity, safety and
clarity, taking action to deal with any problems – Does
GPhC LO35 – Effectively use systems to support the safe
supply of medicines – Does
GPhC LO39 – Issue prescribed items safely and effectively
and take action to deal with discrepancies – Does
GPhC LO42 – Recognise adverse drug reactions and
interactions and respond appropriately – Does
GPhC LO46 – Apply the principles of clinical governance –
Does
GPhC LO49 – Demonstrate effective team working – Does

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10 Chemical GPhC LO28 – Understand the basic principles of biology, PHARM11 Prepare extemporaneous
Principles for microbiology, physiology, and chemistry – Knows how medicines
Pharmacy GPhC LO37 – Apply pharmaceutical principles to the safe PHARM17 Manufacture and assemble
Technicians and effective formulation, preparation and packaging of medicinal products
medicines – Knows how
PHARM19 Prepare aseptic products
GPhC LO38 – Ensure quality of ingredients to produce
PHARM20 Prepare documentation and
and supply safe and effective medicines and products – materials for the manufacture and assembly
Knows how of medicinal products
PHARM21 Prepare documentation and
materials for the production of aseptic
products
PHARM23 Check documentation and
materials prior to the preparation of aseptic
products
11 Biological GPhC LO28 – Understand the basic principles of biology, PHARM17 Manufacture and Assemble
Principles for microbiology, physiology and chemistry – Knows how Medicinal Products
Pharmacy
Technicians

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based units

12 Medicinal and GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Non-medicinal available resources and evidence-based techniques – pharmacy service
Treatments for Knows how
PHARM02 Provide an effective and
Gastrointestinal
GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
and Nutritional
recommend recognised health screening or public health
Conditions PHARM03 Respond to pharmaceutical
initiatives – Knows how
queries and requests for information
GPhC LO28 – Understand the basic principles of biology,
PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM10 Issue prescribed items
conditions – Knows how PHARM28 Undertake the final accuracy check
of dispensed medicines and products
PHARM29 Retrieve and reconcile information
about an individual’s medicines
PHARM31 Confirm the suitability of an
individual’s medicine for use and ensure
sufficient supply
PHARM33 Order medicines and products for
individuals

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13 Medicinal GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Treatments for available resources and evidence-based techniques – pharmacy service
Cardio- Knows how
PHARM02 Provide an effective and
respiratory GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
Conditions recommend recognised health screening or public health
PHARM03 Respond to pharmaceutical
initiatives – Knows how
queries and requests for information
GPhC LO28 – Understand the basic principles of biology,
PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how
medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM09 Assemble prescribed items
conditions – Knows how PHARM10 Issue prescribed items
PHARM28 Undertake the final accuracy check
of dispensed medicines and products
PHARM29 Retrieve and reconcile information
about an individual’s medicines
PHARM31 Confirm the suitability of an
individual’s medicine for use and ensure
sufficient supply
PHARM32 Assist in the issuing of prescribed
items
PHARM33 Order medicines and products for
individuals

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14 Medicinal and GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Non-medicinal available resources and evidence-based techniques – pharmacy service
Treatments for Knows how
PHARM02 Provide an effective and
Malignant GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
Diseases and recommend recognised health screening or public health
Musculoskeletal PHARM03 Respond to pharmaceutical
initiatives – Knows how
Conditions queries and requests for information
GPhC LO28 – Understand the basic principles of biology,
PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how
medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM10 Issue prescribed items
conditions – Knows how PHARM28 Undertake the final accuracy check
of dispensed medicines and products
PHARM29 Retrieve and reconcile information
about an individual’s medicines
PHARM31 Confirm the suitability of an
individual’s medicine for use and ensure
sufficient supply
PHARM33 Order medicines and products for
individuals

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15 Microbiology for GPhC LO28 – Understand the basic principles of biology, PHARM 08 Confirm prescription validity
Pharmacy microbiology, physiology, and chemistry – Knows how PHARM 10 Issue prescribed items
Technicians GPhC LO37 – Apply pharmaceutical principles to the safe PHARM 17 Manufacture and assemble
and effective formulation, preparation and packaging of medicinal products
medicines and products – Knows how
PHARM 19 Prepare aseptic products
PHARM 20 Prepare documentation and
materials for the manufacture and assembly
of medicinal products
PHARM 21 Prepare documentation and
materials for the production of aseptic
products
PHARM 23 Check documentation and
materials prior to the preparation of aseptic
products
PHARM 28 Undertake the final accuracy
check of dispensed medicines and products

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16 Actions and GPhC LO2 – Optimise a person’s medication to achieve PHARM11 Prepare extemporaneous
Uses of the best possible outcomes – Does medicines, Knowledge and Understanding
Medicines GPhC LO3 – Listen to the person, understand their needs PHARM17 Manufacture and assemble
and what matters to them – Does medicinal products, Knowledge and
Understanding
GPhC LO5 – Advise people on the safe and effective use
of their medicines and devices – Does PHARM19 Prepare aseptic products,
Knowledge and Understanding
GPhC LO6 – Obtain relevant information from people,
including patients and other healthcare professionals - PHARM20 Prepare documentation and
and use it appropriately – Does materials for the manufacture and assembly
of medicinal products, Knowledge and
GPhC LO29 – Understand the basic pharmacological
Understanding
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM21 Prepare documentation and
conditions – Knows how materials for the production of aseptic
products, Knowledge and Understanding
GPhC LO30 – Confirm the suitability of a person’s
medicines for use – Does PHARM23 Check documentation and
materials prior to the preparation of aseptic
GPhC LO31 – Accurately retrieve and reconcile
products, Knowledge and Understanding
information about a person’s medicines – Does
GPhC LO32 – Assess a person’s present supply of
medication and order appropriate medicines and
products – Does
GPhC LO34 – Receive requests for medicines, including
prescriptions, and check for their validity, safety and
clarity, taking action to deal with any problems – Does

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based units

16 Actions and GPhC LO36 – Accurately assemble prescribed items –

Uses of Does
Medicines GPhC LO39 – Issue prescribed items safely and effectively
continued and take action to deal with discrepancies – Does
GPhC LO40 – Carry out an accuracy check of dispensed
medicines and products – Does
GPhC LO42 – Recognise adverse drug reactions and
interactions and respond appropriately – Does
17 Medicinal and GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Non-medicinal available resources and evidence-based techniques – pharmacy service
Treatments for Knows how
PHARM02 Provide an effective and
Central Nervous GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
System recommend recognised health screening or public health
Conditions PHARM03 Respond to pharmaceutical
initiatives – Knows how queries and requests for information
GPhC LO28 – Understand the basic principles of biology,
PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM09 Assemble prescribed items
conditions – Knows how PHARM10 Issue prescribed items
PHARM28 Undertake the final accuracy check
of dispensed medicines and products

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17 Medicinal and PHARM29 Retrieve and reconcile information

Non-medicinal about an individual’s medicines
Treatments for PHARM31 Confirm the suitability of an
Central Nervous individual’s medicine for use and ensure
System sufficient supply
Conditions
PHARM32 Assist in the issuing of prescribed
Continued items
PHARM33 Order medicines and products for
individuals
18 Medicinal GPhC LO10 – Effectively promote healthy lifestyles using PHARM02 Provide an effective and
methods for the available resources and evidence-based techniques – responsive pharmacy service
Prevention, Knows how
PHARM03 Respond to pharmaceutical
Protection from GPhC LO11 – Be able to provide public health advice and queries and requests for information
and Treatment recommend recognised health screening or public health
of Infections PHARM04 Provide advice on non-prescribed
initiatives – Knows how
medicines and products
GPhC LO28 – Understand the basic principles of biology,
PHARM08 Confirm prescription validity
microbiology, physiology and chemistry – Knows how
PHARM09 Assemble prescribed items
GPhC LO29 – Understand the basic pharmacological
principles that apply to the use of medicines in relation to PHARM10 Issue prescribed items
disease processes and the treatment of identified clinical PHARM28 Undertake the final accuracy check
conditions – Knows how of dispensed medicines and products

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18 Medicinal PHARM29 Retrieve and reconcile information

methods for the about an individual’s medicines
Prevention, PHARM31 Confirm the suitability of an
Protection from individual’s medicine for use and ensure
and Treatment sufficient supply
of Infections
PHARM33 Order medicines and products for
Continued individuals
19 Medicinal GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Treatments for available resources and evidence-based techniques – pharmacy service
Endocrine, Knows how
PHARM02 Provide an effective and
Gynaecological GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
and recommend recognised health screening or public health
Genitourinary PHARM03 Respond to pharmaceutical
initiatives – Knows how
Conditions queries and requests for information
GPhC LO28 – Understand the basic principles of biology, PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how
medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM09 Assemble prescribed items
conditions – Knows how PHARM10 Issue prescribed items
PHARM28 Undertake the final accuracy check
of dispensed medicines and products
PHARM29 Retrieve and reconcile information
about an individual’s medicines

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19 Medicinal PHARM31 Confirm the suitability of an

Treatments for individual’s medicine for use and ensure
Endocrine, sufficient supply
Gynaecological PHARM32 Assist in the issuing of prescribed
and items
Genitourinary
Conditions PHARM33 Order medicines and products for
individuals
Continued
20 Medicinal GPhC LO10 – Effectively promote healthy lifestyles using PHARM01 Assist with the provision of a
Treatments for available resources and evidence-based techniques – pharmacy service
Sensory Organ Knows how PHARM02 Provide an effective and
Conditions GPhC LO11 – Be able to provide public health advice and responsive pharmacy service
recommend recognised health screening or public health PHARM03 Respond to pharmaceutical
initiatives – Knows how
queries and requests for information
GPhC LO28 – Understand the basic principles of biology,
PHARM04 Provide advice on non-prescribed
microbiology, physiology and chemistry – Knows how medicines and products
GPhC LO29 – Understand the basic pharmacological
PHARM08 Confirm prescription validity
principles that apply to the use of medicines in relation to
disease processes and the treatment of identified clinical PHARM09 Assemble prescribed items
conditions – Knows how PHARM10 Issue prescribed items
PHARM28 Undertake the final accuracy check
of dispensed medicines and products

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20 Medicinal PHARM29 Retrieve and reconcile information

Treatments for about an individual’s medicines
Sensory Organ PHARM31 Confirm the suitability of an
Conditions individual’s medicine for use and ensure
Continued sufficient supply
PHARM32 Assist in the issuing of prescribed
items
PHARM33 Order medicines and products for
individuals
21 Principles of GPhC LO28 – Understand the basic principles of biology, PHARM20 Prepare documentation and
Safe microbiology, physiology and chemistry – Knows how materials for the manufacture and assembly
Manufacture of of medicinal products
GPhC LO37 – Apply pharmaceutical principles to the safe
Quality and effective formulation, preparation and packaging of PHARM17 Manufacture and assemble
Medicines in the medicines and products – Knows how medicinal products
Pharmaceutical
Environment GPhC LO38 – Ensure quality of ingredients to produce
and supply safe and effective medicines and products –
Knows how
GPhC LO41 – Accurately perform pharmaceutical
calculations to ensure safety of people – Does
GPhC LO47 – Understand the principles of audit and
quality-improvement strategies and how to implement
recommendations effectively – Knows how

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Annexe E: Setting effective assignments

Setting the number and structure of assignments

In setting your assignments, you need to work with the learning outcomes and
assessment criteria in each unit, and the assessment guidance in each unit gives an
indication of the number and type of assignments that you should use.
In designing your own assignment briefs you should bear in mind the following
points.
● The number of assignments for a unit must not exceed the number of learning
outcomes in the unit. However, you may choose to design assignments covering
more than one learning outcome, for example to create a single assignment for
the whole unit.
● You may also choose to combine all or parts of different units into single
assignments, provided that all units and all their associated learning outcomes are
fully addressed in the programme overall. If you choose to take this approach, you
need to make sure that learners are fully prepared so that they can provide all the
required evidence for assessment and that you are able to track achievement in
the records.
● A learning outcome must always be assessed as a whole and must not be split into
two or more tasks.
● The assignment must be targeted to the learning outcomes but the learning
outcomes and their associated criteria are not tasks in themselves. Criteria are
expressed in terms of the outcome shown in the evidence.
● You do not have to follow the order of the learning outcomes of a unit in setting
assignments, but later learning outcomes often require learners to apply the
content of earlier learning outcomes and they may require learners to draw their
learning together.
● As assignments provide a final assessment, they will draw on the content for the
learning outcomes. The content is compulsory. The evidence for assessment need
not cover every aspect of the content as learners will normally be given particular
examples, case studies or contexts in their assignments. For example, if a learner
is explaining how common medicines are used in the treatment of a particular
condition, then they will address all the relevant range of content that applies in
that instance.

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Annexe F: Glossary of verbs used in the assessment criteria for
knowledge and understanding

Define
Specify exactly the meaning, nature or scope of something. The use of correct
terminology is expected.
Describe
Give a clear account in their own words, including all the relevant information (e.g.
qualities, characteristics or events, etc.). Description shows recall and in some cases
application. Normally requires breadth of content coverage
Explain
Provide details and give reasons, examples and/or evidence to support an argument
or point
Outline
A description setting out the main characteristics or points; write a clear description
but without going into too much detail
Compare
Explains the similarities and differences and/ or advantages and disadvantages of two
main factors that relate to a situation. This may include saying which is best and why
Assess
Considers all the factors/ events/ concepts that apply to a situation to identify those
that are most relevant and arrive at a conclusion
Review
Formally assesses work that has been produced. This is to make judgements about
whether ideas are good and to make suggestions about improvements and changes.

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April 2020

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