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Unit 2 – Equality, diversity and rights in health and social careDELIVERY GUIDEVersion 1
Cambridge TECHNICALS LEVEL 3
HEALTH AND SOCIAL CARE
ocr.org.uk/healthandsocialcare
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CONTENTS
Introduction 3
Related Activities 4
Key Terms 5
Misconceptions 6
Suggested Activities:
Learning Outcome (LO1) 7
Learning Outcome (LO2) 8
Learning Outcome (LO3) 9
Learning Outcome (LO4) 11
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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.
OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.
We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.
Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.
If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected].
Please note
The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.
Assessment guidance can be found within the Unit document available from www.ocr.org.uk.
The latest version of this Delivery Guide can be downloaded from the OCR website.
UNIT AIMEveryone is different and everyone has rights. Promoting equality and respecting diversity and rights in health, social care and child care environments is essential in today’s very diverse society. Whatever role you have, or aspire to, in health, social care or child care, an effective practitioner must be able to provide care that meets the needs of individuals and that supports their rights. Many individuals who use health, social care or child care environments can be vulnerable and dependent on others; this means that practitioners’ attitudes, values and prejudices can significantly affect the quality of care individuals who require care or support experience.
This unit will help you to understand the implications of diversity on practice and also the effects of discriminatory practice on individuals who require care or support. You will also gain an appreciation of how legislation and national initiatives can support and promote anti-discriminatory practice.
Strategies used to promote equality, respect diversity and support individuals’ rights will be examined. You will develop your ability to recognise both good practice, and discriminatory practice, in care situations. You will develop your judgement and decision making skills to choose appropriate responses to care situations and determine a course of action to promote the equality, diversity and rights of individuals in care settings.
OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.
English Maths Work
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2016 Suite• New suite for first teaching September 2016• Externally assessed content• Eligible for Key Stage 5 performance points from 2018• Designed to meet the DfE technical guidance
Unit 2 Equality, diversity and rights in health and social care
LO1 Understand concepts of equality, diversity and rights and how these are applied in the context of health, social care and child care environments
LO2 Understand the impact of discriminatory practices on individuals in health, social care and child care environments
LO3 Understand how current legislation and national initiatives promote anti-discriminatory practice in health, social care and child care environments
LO4 Understand how equality, diversity and rights in health, social care and child care environments are promoted
To find out more about this qualification please go to: http://www.ocr.org.uk/qualifications/cambridge-technicals-health-and-social-care-level-3-certificate-extended-certificate-foundation-diploma-diploma-05830-05833-2016-suite
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This unit (Unit 2) Title of suggested activity Other units/LOs
LO1 Promoting equality, diversity and rights: support networks and advocacy
Unit 1 Building positive relationships in Health and Social Care
LO1 Understand relationships in health, social care or child care environments
LO1 Exploring diversity: challenging stereotypes, labelling and prejudice
Unit 1 Building positive relationships in Health and Social Care
LO2 Understand the factors that influence the building of relationships
LO3 Identifying the legislation that promotes anti-discriminatory practice
Unit 6 Personalisation and a person-centred approach to care
LO1 Understand personalisation in health and social care
The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Health and Social Care units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.
RELATED ACTIVITIES
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KEY TERMS
Explanations of the key terms used within this unit, in the context of this unit
Key term Explanation
Discrimination When a person is treated differently on the basis of a personal characteristic, e.g. race, gender, religion, having a disability. Discrimination can be direct or indirect. Indirect discrimination occurs when a person is discriminated against as a result of organisational policies and practices.
Diversity Diversity aims to respect and value people’s differences and to promote inclusion so that everyone is able to make a contribution.
Equality Equality is built on two core principles: equal treatment and equal opportunity. Treating people equally means that people should not experience discrimination on the basis of who they are or where they were born, what they believe or whether they have a disability. Every individual should have an equal opportunity to make the most of their life and talents.
Harassment Behaviour that intends to violate the dignity of a person with a protected characteristic or that intends to intimidate or offend them.
Positive action Taking steps to support those with protected characteristics to overcome barriers to participation so they have the same chances as everyone else.
Protected characteristics
These were introduced by the Equality Act (2010) as characteristics that must not be used as a basis for discrimination: age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion and belief; sex; and sexual orientation.
Rights Human rights are basic rights and freedoms that apply to everyone. They were set out by the United Nations after the Second World War and are enshrined in UK law in the Human Rights Act (1998) and The Equality Act (2010).
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Some common misconceptions and guidance on how they could be overcome
What is the misconception? How can this be overcome? Resources which could help
The belief that equality means that people should be treated exactly the same way
Learners need to understand that to achieve equality, some individuals may need to be treated differently in order to have an equal opportunity.
HM Government (2010) ‘The Equality Strategy: Building a Fairer Britain’: http://www.gov.uk/government/publications/equality-strategy--7
This report defines the key concepts and sets out the actions the government is taking to promote equality, diversity and rights.
MISCONCEPTIONS
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SUGGESTED ACTIVITIESLO No: 1
LO Title: Understand concepts of equality, diversity and rights and how these are applied in the context of health, social care and child care environments
Title of suggested activity Suggested activities Suggested timings Also related to
Introducing the unit: exploring key terms
In groups, learners could write a definition of equality on a large sheet of paper and pin these up in the classroom. Tutors could then introduce learners to the concept of equality as defined by the government or the Equality and Human Rights Commission. The learners could compare and contrast their own definitions with the official ones and discuss differences.
The learners could brainstorm a list of ways that people are diverse and share as a group. Tutors could add to the class list any protected characteristics the learners have omitted.
1 hour
Exploring diversity: challenging stereotypes, labelling and prejudice
Tutors could ask learners to suggest reasons why it is important to learn about equality and diversity, e.g. in order to understand how they themselves should be treated and how they should treat others.
Learners could work in small groups to discuss stereotypes, labelling and prejudice that they have experienced or seen in relation to people with protected characteristics. Learners could be given a choice of how to present insights from the group work to the class, e.g. role play, first-person written accounts of an incident from the perspective of the person being discriminated against.
1.5 hours Unit 1 LO2
What are our rights? Learners could be given an independent project to investigate ‘What are our rights?’ Their work could be presented as e.g. a report, PowerPoint, or poster. It could include information about the work of the United Nations and the Human Rights Act (1998). The Equality and Human Rights Commission website is a good source of information. See http://www.equalityhumanrights.com
3 hours
Equality and Britain today: what are the implications for health and social care?
See Lesson Element How fair is Britain?
This lesson element aims to develop learners’ understanding of the links between equality, diversity and rights and the implications of this for health and social care.
They will learn which groups are not receiving equal treatment and equal opportunities in Britain today and how this is leading to inequality for some people in our society.
They will apply their understanding of human rights to the inequalities that exist in society and will learn how health and social care professionals promote equality, diversity and rights.
3 hours
Promoting equality diversity and rights: support networks and advocacy
Learners could investigate in groups the support networks that promote equality and diversity. Tutors could allocate learners a particular group to investigate, e.g. people with a learning disability, people with mental health conditions, parents of children with a disability, older people, people with a brain injury. Alternatively, tutors could allocate groups different advocacy services to investigate, e.g. SEAP, MENCAP, BILD, MIND, Headway. Learners could present how their organisation or group promotes equality, diversity and rights. See http://www.seap.org.uk; http://www.mencap.org.uk; http://www.bild.org.uk; http://www.mind.org.uk; http://www.headway.org.uk
3 hours Unit 1 LO1
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LO No: 2
LO Title: Understand the impact of discriminatory practices on individuals in health, social care and child care environments
Title of suggested activity Suggested activities Suggested timings Also related to
Introducing key terms: discrimination and discriminatory practice
Learners could explore the meaning of discrimination by discussing in small groups incidences of discrimination they have seen or experienced. Learners should feel able to explore, discuss, challenge and form their own opinions and values.
1 hour
Learning to recognise discriminatory practices
There are many examples reported by the media about cases of discriminatory practice in health, social care and child care settings. (For examples see: http://www.theguardian.com/society/2006/jun/10/equality.health; http://www.communitycare.co.uk/2007/08/29/social-worker-wins-discrimination-case-against-gscc/; http://www.bbc.co.uk/news/health-18407768, http://www.telegraph.co.uk/news/health/9171551/Discrimination-denying-care-home-residents-hospital-access-study-suggests.html). Learners could describe the discrimination that is being reported and explain how the practice was discriminatory, e.g. the basis of the discrimination, the type of discrimination and the characteristics of the individuals affected. Feed back to the class and share learning experiences e.g. through creating presentations or displays.
2 hours
Exploring who is affected by discriminatory practice
Learners could be given opportunities to talk to people who receive care and support. If they are able to talk to people (e.g. about their lives, likes and dislikes, daily routines) they should develop an understanding of the impact of discriminatory practices on individuals. They should be encouraged to reflect on the lives of people they talk to and recognise how the people they meet have experienced discrimination. They should also reflect on times when their own attitudes are challenged.
2 hours
Understanding the impact of discriminatory practice on individuals
Learners could write a first-person account of a real life incident of discriminatory practice which they have read about. They should include what happened, what their response was, how they felt and what they would like to change or happen as a result of the incident.
3 hours
Challenging perceptions Learners could create a campaign leaflet to highlight a form of discrimination. The leaflet should aim to challenge perceptions. See the Changing Faces organisation’s website for powerful examples of how people can work to change attitudes: http://www.changingfaces.org.uk.
3 hours
SUGGESTED ACTIVITIES
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LO No: 3
LO Title: Understand how current legislation and national initiatives promote anti-discriminatory practice in health, social care and child care environments
Title of suggested activity Suggested activities Suggested timings Also related to
Identifying the legislation that promotes anti-discriminatory practice
Learners could be introduced to the range of recent legislation and initiatives that are listed in the teaching content relating to equality, diversity and rights.
In preparation for the group work to follow, tutors could give guidance about where they can find information about the legislation and initiatives. For example see:
The Care Act (2014)https://www.gov.uk/government/publications/care-act-2014-statutory-guidance-for-implementationhttp://www.scie.org.uk/care-act-2014
The Health and Social Care Act (2012)https://www.gov.uk/government/publications/health-and-social-care-act-2012-fact-sheets
The Equality Act (2010)http://www.equalityhumanrights.com/private-and-public-sector-guidance/education-providers/secondary-education-resources
The Mental Capacity Act (2005)/The Children Act (2004)/The Data Protection Act (1998) – search at:https://www.gov.uk/
National initiativeshttp://www.cqc.org.ukhttp://www.equalityhumanrights.com/private-and-public-sector-guidance
1 hour Unit 6 LO1
Identifying and presenting key aspects of legislation relating to supporting rights
See Lesson Element Identifying and presenting key aspects of legislation relating to supporting rights
This lesson element develops learners’ understanding of how current legislation and national initiatives promote anti-discriminatory practice in health and social care.
Learners research a particular piece of the relevant legislation and summarise the key points. They should highlight how individuals’ rights are supported and protected by the legislation and present and share their work with each other.
5 hours
SUGGESTED ACTIVITIES
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Title of suggested activity Suggested activities Suggested timings Also related to
Understanding the impact of legislation on practice in health and social care
To investigate how the legislation is implemented in practice learners could access practice frameworks and guidelines for practitioners which are available on the Care Quality Commission website: http://www.cqc.org.uk.
They could speak with health and social care professionals about the impact of legislation on their work, e.g. how they implement a person-centred approach in their work.
2 hours
Understanding the impact of legislation on services
Learners could compare equality policy documents from a variety of health and social care organisations. They could ask for these when on work placement. They should identify and comment on the similarities and differences. They should also highlight how the legislation impacts the organisation, e.g. staff selection and interview practices must comply with the Equality Act.
1 hour
Understanding the impact of legislation on people receiving health and social care
Learners could talk to people receiving health or social care about how their rights are protected by law. They could produce a report about a person they have spoken to which describes the person; outlines the reasons why they are receiving health or social care; explains how the legislation aims to protect their rights; and reflects on why the legislation is necessary in order for this person to have equality. Finally they should consider what more could be done to promote equality for the person they have spoken to.
2 hours
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LO No: 4
LO Title: Understand how equality, diversity and rights in health, social care and child care environments are promoted
Title of suggested activity Suggested activities Suggested timings Also related to
Analysing situations in health and social care settings
Tutors could utilise case studies of situations arising in practice to support learners to develop their understanding about what constitutes:• Good practice• Discriminatory practice• Appropriate courses of action to promote equality, diversity and rights.
Useful resources: http://www.cqc.org.uk; http://www.pre-school.org.uk; http://www.nice.org.uk
3 hours
Perspectives of professionals Learners could interview people working in health and social care and child care settings to find out how their practice promotes equality and diversity. Learners should develop a list of questions prior to carrying out the interview that are designed to encourage professionals to give examples of how they work with people on a daily basis to promote equality and diversity. Questions might include:• How do you support people that you work with to have equal opportunities?• What examples of inequalities do individuals that require your care and support experience?• Can you give an example of when you have provided care or support to an individual who has
different beliefs from you? What are the challenges of this and how do you overcome them?
2 hours
Focusing on best practice
See Lesson Element Focusing on best practice
This lesson element develops learners’ understanding of the elements that constitute best practice in health and social care environments. Using case studies of practice they will learn to recognise good practice and discriminatory practice.
1.5 hours
Putting it into practice Learners could work in groups to write and perform role plays demonstrating discriminatory or best practice. This could lead to group discussions after the performances about why the practice observed was discriminatory/best practice and how best practice could be/was promoted. Examples could be: a wheelchair user applying for a job they have the capability to perform if some workplace adaptations could be made; a person with learning difficulties living in a residential home who doesn’t enjoy the craft activities provided at the home but enjoys team sports.
3 hours
Reflecting on practice Learners could write a reflective diary during work placements that focuses on how equality, diversity and rights are promoted in the practices that they observe or take part in.
2 hours
SUGGESTED ACTIVITIES
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