Cambridge TECHNICALS LEVEL 3 HEALTH AND …

1 unit 2 equality , diversity and rights in HEALTH and social careDELIVERY GUIDEV ersion 1 Cambridge TECHNICALS LEVEL 3 HEALTH AND social TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 22 CONTENTSI ntroduction 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 Cambridge TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 233 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.

2 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 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 The latest version of this Delivery Guide can be downloaded from the OCR AIME veryone is different and everyone has rights.

3 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 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.

4 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 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.

5 English Maths WorkCAMBRIDGE TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 242016 S u i t e 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 guidanceUnit 2 equality , diversity and rights in HEALTH and social careLO1 Understand concepts of equality , diversity and rights and how these are applied in the context of HEALTH , social care and child care environmentsLO2 Understand the impact of discriminatory practices on individuals in HEALTH , social care and child care environmentsLO3 Understand how current legislation and national initiatives promote anti-discriminatory practice in HEALTH , social care and child care environmentsLO4 Understand how equality , diversity and rights in HEALTH , social care and child care environments are promotedTo find out more about this qualification please go to: TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 25 This unit ( unit 2)Title of suggested activityOther units/LOsLO1 Promoting equality , diversity and rights: support networks and advocacyUnit 1 Building positive relationships in HEALTH and social CareLO1 Understand relationships in HEALTH , social care or child care environmentsLO1 Exploring diversity.

6 Challenging stereotypes, labelling and prejudiceUnit 1 Building positive relationships in HEALTH and social CareLO2 Understand the factors that influence the building of relationshipsLO3 Identifying the legislation that promotes anti-discriminatory practiceUnit 6 Personalisation and a person-centred approach to careLO1 Understand personalisation in HEALTH and social careThe 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 ACTIVITIESCAMBRIDGE TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 26 KEY TERMSE xplanations of the key terms used within this unit , in the context of this unitKey termExplanationDiscriminationWhen a person is treated differently on the basis of a personal characteristic, race, gender, religion, having a disability.

7 Discrimination can be direct or indirect. Indirect discrimination occurs when a person is discriminated against as a result of organisational policies and aims to respect and value people s differences and to promote inclusion so that everyone is able to make a 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. HarassmentBehaviour that intends to violate the dignity of a person with a protected characteristic or that intends to intimidate or offend actionTaking steps to support those with protected characteristics to overcome barriers to participation so they have the same chances as everyone characteristicsThese 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 rights are basic rights and freedoms that apply to everyone.

8 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). Cambridge TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 27 Some common misconceptions and guidance on how they could be overcomeWhat is the misconception?How can this be overcome?Resources which could helpThe belief that equality means that people should be treated exactly the same wayLearners need to understand that to achieve equality , some individuals may need to be treated differently in order to have an equal Government (2010) The equality Strategy: Building a Fairer Britain : report defines the key concepts and sets out the actions the government is taking to promote equality , diversity and TECHNICALS IN HEALTH AND social CARELEVEL 3 unit 28 SUGGESTED ACTIVITIESLO No:1LO Title:Understand concepts of equality , diversity and rights and how these are applied in the context of HEALTH , social care and child care environmentsTitle of suggested activitySuggested activitiesSuggested timingsAlso related toIntroducing the unit : exploring key termsIn groups, learners could write a definition of equality on a large sheet of paper and pin these up in the classroom.

9 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 hourExploring diversity: challenging stereotypes, labelling and prejudice Tutors could ask learners to suggest reasons why it is important to learn about equality and diversity, in order to understand how they themselves should be treated and how they should treat 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, role play, first-person written accounts of an incident from the perspective of the person being discriminated hoursUnit 1 LO2 What are our rights?

10 Learners could be given an independent project to investigate What are our rights? Their work could be presented as 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 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.