Key legislation and codes of practice which relate to equality, diversity and inclusion in adult social care are examined, together with ways of challenging discrimination. Learners are also provided with knowledge regarding sources of support and information on the subjects. Summary of Learning Outcomes: On completion of this unit a learner should: 1. Understand the importance of diversity, equality and inclusion 2. Know how to work in an inclusive way 3.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
Engage in personal development in health & social care Unit aim The unit develops the concepts of personal development and reflective practice which are fundamental to adult social care roles. This unit is aimed at those who are interested, or new to, working in social care settings with adults. Credit 2 Level 3 Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand how to reflect on practice in adult social care.
Promote Good Practice in Handling Information in Health and Social Care Settings. WORK BOOK-Unit 1(SHC 31) Unit 1 (SHC 31)- Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit aim: This unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Credit value-3 Level 3 This workbook covers the following elements: Learning outcomes: There are four learning outcomes to this unit1. Understand why effective communication is important in the work setting 2.
The government also introduced Skills for Life in 2001 which is a strategy to improve adult literacy and numeracy skills. Other services available include; “Information, Advice and Guidance (IAG) services have a pivotal role to play in delivering the Skills Strategy. They promote the benefits of learning, help individuals to address and overcome the barriers to learning, and support them in making realistic and well informed choices.” (The National Policy Framework and Action Plan, 2012) You also have student services, advice and guidance, teaching assistants, financial aid, etc. All of these will help to give everybody an equal opportunity to access the same level of learning experience. It’s also equally important to know your own limitations and know when and where to access support both for yourself and your
Level 3 Diploma in health and social care Learners Name: Assessors Name: Unit 4222-303 (SHC 33) Promote equality and inclusion in health, social care or children’s and young people’s settings (SHC 33) Level: 3 Credit value: 2 UAN: Y/601/1437 Unit aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. Learning outcomes There are three learning outcomes to this unit. The learner will: •Understand the importance of diversity, equality and inclusion •Be able to work in an inclusive way •Be able to promote diversity, equality and inclusion Guided learning hours It is recommended that 8 hours should be allocated for this unit, although patterns of delivery are likely to vary. KNOWLEDGE QUESTIONS WORKBOOKLET Outcome 1 Understand the importance of diversity, equality and inclusion 1.
HSC027 Contribute to Health & Safety in Health & Social Care Unit Reference Code: HSC027 QCF Diploma Level: 2 Credit Value: 4 Guided Learning Hours: 33 Unit Accreditation Number: R/601/8922 Unit Purpose & Aim: This unit is aimed at those working in a wide range of Health & Social Care settings such as; Nursing Homes, Residential Homes, Hospitals, Supported Housing, Schools, Day Care & Domiciliary Care. This unit provides the learner with the knowledge and understanding of how to contribute to health and safety in health & social care settings. Learner Instructions: Please answer the following questions as one method of providing evidence to demonstrate your knowledge as well as competencies. Other methods of evidence may include; A Reflective Account, Case Studies & 2 Observations. Learning Outcomes: The learner will: 1) Be able to provide support for personal care safely Assessment Criteria The learner can: 1.1.1 Identify Legislation relating to general health and safety in a health & social care setting The principal act who generally cover the settings relating to health and social care is HASAWA – Health and Safety at Work Act 1974 which was updated with many sets of regulation as the following: Health and Safety First Aid Regulations-1981, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR)-1995, Manual Handling Operations Regulations – 1992, Management of Health and Safety at Work Regulations (MHSW) – 1999, Control of Substances Hazardous to Health Regulations (COSHH) – 2002.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Introduction to duty of care in health, social care or children’s and young people’s settings SHC 24 2 1 9 28/02/2015 H/601/5474 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children and young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. Learning Outcomes The learner will: 1 Understand the implications of duty of care Assessment Criteria The learner can: 1.1 Define the term “duty of care” 1.2 Describe how the duty of care affects own work role Exemplification Duty of Care includes the concepts: to keep individuals safe to keep individuals free from harm to give choice The work role could be that of a carer, support worker, health care assistant. 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Dilemmas include: The individual may want privacy in the bathroom but it is not safe for them to be left alone as their mobility is poor; The individual is diabetic and wants to eat cake and sweets; The individual wants to live independently but does not have the necessary abilities for this to happen; All individuals in the setting want to go to bed at 10pm. Rights include: choice independence 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification privacy.
Unit 4(SHC 34) Unit 4 (SHC 34)- Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings. Unit aim: This unit considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit value-1 Level 3 This workbook covers the following elements: Learning outcomes: There are three learning outcomes to this unit1. Understand how duty of care contributes to safe practice. 2.
Lynn Cox Assignment 7 State the different assessment methods available and explain the ones you would use for your subject area, including reference to initial assessment. State the types of assessment records you would complete and why. A variety of assessment methods are used within the NVQ Childcare courses I teach and assess. As an assessor, observation is the best method of assessment and within the Level 2 course lot’s of evidence for performance is collected this way. Directly witnessing a learner’s competence gives good proof of interaction and communication skills, ability to work with children and adults, familiarity of setting etc.