How to Write J/618/5293 Person-centred Approaches Tasks
Short answer: For J/618/5293, write Task 1 as a practical guidance document aimed at new staff, covering every assessment criterion under its own heading, and write Task 2 as a short briefing report that moves from what went wrong, to the law on consent, to the steps staff must take. Use hypothetical examples, cite UK sources, and tick off all ten Task 1 criteria and four Task 2 criteria before you submit.
Many learners on the OTHM Level 3 Foundation Diploma in Health and Social Care lose time on this unit because the brief reads like an essay but asks for two workplace documents. Because the unit is graded Pass or Fail, a missing criterion matters more than polished prose. This guide explains what the markers are looking for and how to organise your work. You can compare the structure with our model extract for reference only, and read the full assignment brief alongside it.
What the unit is really asking for
The scenario places you in a care setting called Ryemoor, where new staff need guidance on person-centred approaches. Task 1 is a guidance document of about 1,500 words for induction or training. Task 2 is a briefing report to all staff after personal care was carried out without an individual’s permission. The audience is the point. You are not proving to a tutor that you know the theory; you are showing that you can explain it to a colleague on their first week.
Assessment criteria map
Treat the criteria as your outline. A simple table in your planning notes stops you drifting.
| Criterion | What to show | Suggested heading |
|---|---|---|
| 1.1 | Define person-centred values | What person-centred values mean |
| 1.2 | How values underpin practice | Values in daily practice |
| 1.3 | Why care plans are central | The role of the care plan |
| 1.4 | Factors contributing to wellbeing | Supporting wellbeing |
| 2.1 | Ways to understand preferences, wishes and needs | Getting to know the person |
| 2.2 | Ways to put values into practice | Putting values into action |
| 2.3 | Reviewing practice as needs change | Reviewing and adapting |
| 4.1 | Principle of active participation | What active participation means |
| 4.2 | Ways of ensuring it | Making participation happen |
| 4.3 | Agreeing how to implement it with an individual | Agreeing participation together |
| 3.1 to 3.4 | Consent: when, capacity factors, establishing, and what to do if unclear | One section per criterion in Task 2 |
Notice that the criteria are not in numerical order across the two tasks. Criteria 4.1 to 4.3 sit in Task 1 and 3.1 to 3.4 sit in Task 2, so check carefully which document each one belongs to.
Step-by-step approach
- Read the brief twice and highlight each command word: define, explain, describe, review.
- Allocate your 1,500 words. Roughly 130 to 150 words per criterion in Task 1 keeps you inside the limit.
- Choose your format. Use a title, short purpose statement, headings by criterion, and a one-line practical prompt at the end of each section.
- Draft in the voice of an experienced colleague writing for new starters, using “you” or “staff” rather than “I”.
- Add one hypothetical individual, for example “Mr A”, and return to him across sections so the document feels connected.
- Write Task 2 as a briefing: situation, what went wrong, the legal and policy position, required actions.
- Cite properly in Harvard style and check the word count excludes references and appendices, as the brief allows.
Task 1: guidance that sounds like guidance
The Care Certificate, Standard 5, names eight person-centred values: individuality, independence, privacy, partnership, choice, dignity, respect and rights (Skills for Care, 2025). Use that wording when you define values for criterion 1.1, then link each value to behaviour for 1.2. Care Quality Commission (no date a) guidance on Regulation 9 expects care to be designed with the person and to reflect their preferences, which gives you a regulatory reason for the values.
For wellbeing in 1.4, section 1 of the Care Act 2014 gives a recognised list: dignity, physical and mental health, protection from abuse and neglect, control over day-to-day life, participation in activities, social and economic wellbeing, relationships, suitable accommodation and contribution to society (Care Act, 2014). Be accurate that it is a local authority duty, and then explain why providers use the same breadth when planning support.
For care plans in 1.3, explain that the plan records needs, preferences and risks, and that it is written with the individual. NICE (2018) recommends actively involving people in decisions that affect them, so you can show that involvement is guidance and not just good manners.
Active participation examples
Active participation is often confused with simply asking a person whether they are happy. It means supporting the person to take part in their own care and daily life as far as they can. These examples are illustrative, not drawn from real individuals.
| Situation | Passive approach | Active participation |
|---|---|---|
| Mealtimes | Staff choose and serve food | Mr A picks from a menu and prepares part of his breakfast |
| Personal care | Staff complete every step | Mrs B washes what she can; staff assist with the rest |
| Care planning | Plan completed after the meeting | Individual attends the review and agrees goals |
| Activities | Fixed timetable for all | Individual helps decide what is offered |
For 4.3, show a short conversation process: ask what the person wants to do, agree specific actions, record them, tell the team, and review.
Task 2: structuring the consent briefing
A briefing report is short, direct and action-led. A reliable structure is shown below.
- Situation. State in neutral terms that personal care was provided without the individual’s permission.
- Why it matters. Link to dignity, rights and the person’s trust.
- The law and standards. Regulation 11 says care and treatment must only be provided with the consent of the relevant person (Care Quality Commission, no date b).
- Criteria 3.1 to 3.4. Cover when consent is needed, capacity factors, how to establish consent and what to do when it cannot be readily established.
- Actions. Training, recording, supervision and audits.
Mental Capacity Act principles
Criteria 3.2 and 3.4 are easier if you know the five principles in section 1 of the Mental Capacity Act 2005 (Mental Capacity Act, 2005a).
| Principle | Short explanation for staff |
|---|---|
| Presumption of capacity | A person must be assumed to have capacity unless it is established that they lack it |
| Support to decide | All practicable steps must be taken before treating someone as unable to decide |
| Unwise decisions | An unwise decision does not by itself mean lack of capacity |
| Best interests | Acts for a person who lacks capacity must be done in their best interests |
| Less restrictive option | Consider whether the purpose can be achieved in a way less restrictive of rights and freedom |
For capacity factors, explain that a person lacks capacity only where they cannot make a decision because of an impairment of, or disturbance in the functioning of, the mind or brain (Mental Capacity Act, 2005b). Section 3 then asks whether the person can understand, retain, use or weigh the information, and communicate the decision (Mental Capacity Act, 2005c). Mention practical influences such as delirium, pain, hearing loss and the way information is presented, which are the kind of factors a care worker can actually spot.
Mark-maximising checklist
- Every one of the 14 criteria has its own clearly labelled section.
- Task 1 reads as guidance for new staff, with practical prompts.
- Task 2 reads as a briefing report with a title, purpose and actions.
- Word count for Task 1 stays within 1,500 words, excluding references.
- Legislation and standards are named accurately and referenced in Harvard style.
- Examples are hypothetical and contain no real names or identifying details.
- Both explicit and implied consent are explained, with a caution about assuming.
- Your reference list matches your in-text citations.
Common mistakes
- Writing a generic essay. Markers expect a document that new staff could actually use.
- Missing a criterion. On a Pass or Fail unit, one gap can mean a resubmission.
- Confusing implied and explicit consent. Implied consent comes from actions, such as offering an arm; it never covers a person who hesitates or withdraws.
- Treating capacity as all-or-nothing. It is decision-specific.
- Blaming individuals in Task 2. A briefing report corrects practice without naming staff.
- Using real service users. Keep everyone hypothetical.
Student pain points
Learners often tell us they run out of words in Task 1 because ten criteria feel like too many. The fix is to write tight, practical sentences and use a table where it saves space. Another common worry is tone: guidance should sound confident and plain, not like a literature review. If you also need to see how a neighbouring unit is handled, our information booklet guide shows a similar audience-first approach, and the HSC304 person-centred care brief is a useful comparison.
About the expert
Aila Gomes completed a Nursing Degree from the University of London. Aila writes essays, case studies and reports on health-related subjects, works as a full-time lecturer in a nursing school, and has worked with Students Assignment Help UK for 7 years.
Frequently asked questions
How long should the guidance document be?
The brief sets about 1,500 words for Task 1, excluding diagrams, references and appendices. Check your centre’s guidance for Task 2, and keep it concise.
Do I need to reference in Harvard style?
Yes. Cite the legislation, regulator pages and standards you use, and list them at the end with an accessed date.
Can I use real examples from my workplace?
No. Use hypothetical individuals such as “Mr A” and avoid any real names or identifying information.
What is the difference between consent and capacity?
Consent is the person’s agreement to an act. Capacity is the ability to make that particular decision. Valid consent needs capacity, information and freedom from pressure.
What does Pass or Fail grading mean for my approach?
You must meet every criterion. Depth beyond that does not raise a grade, so prioritise complete coverage and accuracy over extra detail.
Where can I see a worked structure?
Our equality, diversity and rights sample shows how a criterion-led answer is laid out, and the J/618/5293 extract linked above applies the same approach to this unit.
If you want tailored support with this unit, see our person-centred care assignment help page, explore health and social care assignment help, or read what other learners say in our student reviews.
References
- Care Act (2014) Section 1: Promoting individual well-being. Available at: https://www.legislation.gov.uk/ukpga/2014/23/section/1 (Accessed: 25 October 2026).
- Care Quality Commission (no date a) Regulation 9: Person-centred care. Available at: https://www.cqc.org.uk/guidance-providers/regulations-enforcement/regulation-9-person-centred-care (Accessed: 25 October 2026).
- Care Quality Commission (no date b) Regulation 11: Need for consent. Available at: https://www.cqc.org.uk/guidance-providers/regulations-enforcement/regulation-11-need-consent (Accessed: 25 October 2026).
- Mental Capacity Act (2005a) Section 1: The principles. Available at: https://www.legislation.gov.uk/ukpga/2005/9/section/1 (Accessed: 25 October 2026).
- Mental Capacity Act (2005b) Section 2: People who lack capacity. Available at: https://www.legislation.gov.uk/ukpga/2005/9/section/2 (Accessed: 25 October 2026).
- Mental Capacity Act (2005c) Section 3: Inability to make decisions. Available at: https://www.legislation.gov.uk/ukpga/2005/9/section/3 (Accessed: 25 October 2026).
- National Institute for Health and Care Excellence (2018) People’s experience in adult social care services: improving the experience of care and support for people using adult social care services (NG86). Available at: https://nice.org.uk/guidance/ng86/resources/peoples-experience-in-adult-social-care-services-improving-the-experience-of-care-and-support-for-people-using-adult-social-care-services-pdf-1837698053317 (Accessed: 25 October 2026).
- Skills for Care (2025) Care Certificate standards (March 2025). Available at: https://www.skillsforcare.org.uk/resources/documents/Developing-your-workforce/Care-Certificate/Care-Certificate-Standards/Care-Certificate-standards-March-2025.pdf (Accessed: 25 October 2026).
