BTEC First Health & Social Care – BTEC Level 2 First Unit 2 – Assessment Resource Pack
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BTEC First Health & Social Care – BTEC Level 2 First Unit 2 – Assessment Resource Pack

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This free sample unit from our BTEC First Health and Social Care Assessment Resource Pack for the 2010 specification examines ‘Individual rights in Health and Social Care’. It introduces learners ...

This free sample unit from our BTEC First Health and Social Care Assessment Resource Pack for the 2010 specification examines ‘Individual rights in Health and Social Care’. It introduces learners to the issues of diversity, and how the underlying principles of ethical health and care practice may be used to promote anti-discriminatory/anti-bias approach.

Our BTEC Level 2 First Assessment Resource Pack provides assignments for Unit 2 in addition to assignment guidance for tutors. You can also find a section at the end of the Unit containing sample learner work and assessor comments providing additional support and information for your BTEC candidates.

You can find more free sample material for BETC Level 2 First Health & Social care here http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/BTEC/BTECLevel2FirstHealthandSocialCare/ISBN/TeachingResources/BTECLevel2HealthAssessmentPack.aspx

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BTEC First Health & Social Care – BTEC Level 2 First Unit 2 – Assessment Resource Pack BTEC First Health & Social Care – BTEC Level 2 First Unit 2 – Assessment Resource Pack Document Transcript

  • BTEC Level 2 Health and Social Care Assessment Resource PackUnit 2 Individual Rights inHealth and Social CareUnit overview Credits: 5 Cert / Ex Cert / DipThis unit introduces learners to issues of diversity, and how the underlying principles of ethicalhealth and care practice may be used to promote an anti-discriminatory/anti-bias approach.An understanding of the rights of each individual is essential for learners who are interested ingaining future employment in the health or social care sectors. This understanding will also be ofuse to learners who aspire to progress on to Level 3 qualifications in Health and Social Care. It isrecommended that this unit is taught early on in the course.Topics introduced in this unit are developed further in Unit 6 Cultural Diversity in Health andSocial Care and the assignments that follow combine assessment for the whole of Unit 2 withsome of the assessment requirements for Unit 6. This is not essential and the two units can also Tbe assessed separately. However, the combination provides learners with some understandingof how information relates to more than one area of the course. The assignments in this pack aresuggestions only. AFPrepare learners for assessment by inviting them to discuss their own experiences of health andsocial care services, and those of their family, with regard to rights and equal treatment. Learnerswho are undertaking Unit 5 Vocational Experience in a Health or Social Care Setting should beencouraged to reflect upon their experiences and observations. Preparatory discussions will alsoneed to cover definitions of terms and the reasons for an anti-discriminatory/anti-bias approach tohealth and social care. Learner groups in areas which do not include numbers of individuals fromminority ethnic groups will benefit from the experience of visiting speakers. RAssignments for this unit DThe following ready-made assignments are available in this Pack. Assignment Learning outcomes Assessment Summary and grading criteria A1 Equality in Unit 2 LO1 Know Unit 2, P1 Learners produce an information booklet society factors that contribute Unit 6, P1 to identify factors which contribute to the to a diverse and equal equality of individuals in society. society Evidence: information booklet A2 Individuals Unit 2 LO2 Unit 2, P2 Learners write information sheets to explain have rights Understand the individual rights of people who use principles which health and social care services, linking their underpin the support work with observations of the delivery of given to individuals support and care in a nursing home. Evidence: information sheets A3 Letters to Unit 2 LO2 Unit 2, P3, Learners write two letters to the editor of the editor Understand M1, D1 a newspaper about health and social care principles which provision for young adults. Unit 6, P3, underpin the support Evidence: two letters M2, D1 given to individuals 13 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Sport Assessment Resource Pack Unit 6 LO1 Know diversity of individuals in society Unit 6 LO3 Understand factors that influence the equality of opportunity for individuals in society Assignment guidance for tutors A1 Equality in society Unit 2 P1 and Unit 6 P1 For this assignment, learners are required to produce an information booklet to remind staff working in a medical centre of the factors which contribute to equality and diversity (Unit 2, P1). T This criterion can be co-assessed with P1 of Unit 6 Cultural Diversity in Health and Social Care, identify social, cultural and political factors that create diversity within society, as shown in the readymade assignment. P1 of Unit 2 asks learners to identify those factors which contribute to the AF equality of individuals in society. P1 of Unit 6 is more specific in naming the factors required. It is essential therefore, that learners are fully guided with regard to the requirements of both criteria, if the units are combined for assessment. You will need to ensure that learners have included sufficient course content to meet both of the pass criteria, but have remained within the descriptor ‘identify’ to prevent overproduction of work. To prepare your learners, provide examples of similar booklets to give guidance on layout and R content. These may include health and personal care leaflets obtainable from pharmacies, GP and dental surgeries. Learners may need guidance with regard to format and it is recommended that ICT be used to produce the work in order to support the achievement of Functional Skills ICT Level 2. D Preparation for assessment could also include supported internet searches and visits to relevant settings such as a multicultural community centre or an advice centre. Note: Learners should be advised firmly that they should not use pictures/photographs of any individual using a service nor of any individual that would mean they could be identified. Also, learners should be informed that use of representations of people which could be viewed as discriminatory or insulting are unacceptable, even if the intention is otherwise. Please note that it is not compulsory to combine these two units. Centres may prefer to deliver and assess Unit 2 as an individual unit. Ideas If Unit 6 is being assessed as demonstrated in the ready-made assignment learners could extend their work by discussing how discriminatory practice may be avoided, Unit 6, M2, and assessing the possible effects of discrimination on the physical, intellectual and social health/ wellbeing of individuals Unit 6, D1. Unit 2, P1 could be addressed on its own as an introduction to Unit 2; learners are asked to identify the factors that contribute to equality in society. This criterion invites learners to begin to consider those issues which contribute to the multicultural composition of the UK in the 21st century.14 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Sport Assessment Resource Pack P1 of Unit 2 asks the learner to identify factors that contribute to equality of individuals in society. These factors include relevant legislation which protects individuals from discrimination and ensures that they are treated equally, and non-discriminatory practice with regard to the way health and social care services are delivered, meeting the needs of individuals rather than assuming that everyone’s needs may be met in the same way. P1 of Unit 6 asks learners to identify those factors which create diversity or differences within society, for example the diverse cultures and social customs in modern Britain. Learners could begin by identifying different cultures, customs and beliefs, (Unit 6, P1) and then go on to identify the legislation and practices which ensure that individuals with differences are protected from discriminatory practice and are treated equally and fairly. As both Unit 2, P1 and Unit 6, P1 are asking for similar information teachers should ensure that learners are referred to the requirements of the content of each unit under the relevant Learning Outcomes (LO1 for unit 2 and LO 1 for unit 6). Links could also be made with P3 of Unit 6, explain factors that may influence the equality of opportunity for individuals. A2 Individuals have rights Unit 2 P2 T In this assignment learners are asked to explain the rights of individuals who use a nursing home. Learners must refer to examples in order to fully demonstrate their understanding of the relevance of individual rights to health and social care delivery. The assignment could be presented as AF information sheets which will support the development of learners’ writing skills and also the achievement of Level 2 Functional Skills English. Learners could seek examples of similar information from organisations such as Age UK or Dementia UK. The local branch of the Equality and Human Rights Commission would also be a potential source of information and examples. Learners: R • should be advised on the use of accurate spelling and grammar and the need to write in complete sentences • should have access to the relevant sections of the unit specification from Edexcel to ensure D sufficient Unit coverage in their work • could be advised to produce their work using ICT to support the achievement of Level 2 Functional Skills ICT and also to encourage a professional approach to presentation. P2 asks for an explanation which requires written prose, explaining the rights and how they may affect an individual’s experience of a service. The learner work must be clearly linked with ethical practice in health and social care, giving examples. Ideas Work for, P2 could be extended to cover P3, explain the principles and values which underpin the support for individuals who use services (thus enabling individuals to have their rights met). The individual rights should be clearly linked with health and social care services and learners could be advised to provide examples from either personal experience, case studies taken from health or care magazines or relevant television programmes. Learners could further extend their work by discussing the principles and values which underpin support for individuals who use services (M1) and assessing how the principles and values which underpin health and social care relate to the promotion of rights of individuals (D1). This assignment could be modified to link with work learners are doing for Unit 5 Vocational Experience in a Health or Social Care Setting. 15 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack A3 Letters to the editor Unit 2 P3 M1 D1 Unit 6 P3 M1 D1 This assignment will assess learners’ understanding of the principles and values which underpin ethical delivery of health and social care (Unit 2). It will also assess their understanding of factors which may influence the equality of opportunity of individuals who use health and social care services, how discriminatory practice may be avoided and the possible effects on individuals of discrimination (Unit 6). The assignment takes the form of letters to a local newspaper editor: learners have been invited to write to the editor, to inform them of how principles are implemented in the care setting in which they work. Alternative scenarios for the assignment could include: • a day centre for adults of all ages with mental health issues • a mother and baby unit for adolescent girls. Examples of suitable formats may be drawn from letters written to care or health magazines on a variety of related topics. Learners will require guidance with regard to the production of a formal letter. You may choose to involve ICT staff in the delivery of this task. It would be appropriate to provide learners with examples of what is meant by the phrase ‘complex physical needs’ either by the use of DVDs, observation of relevant television programmes or use of case studies from care and health magazines. T As the assignment integrates grading criteria from two units, it is essential that learners are provided with clear guidance with regard to the full coverage of both. Integration of assessment of these two units can help to strengthen learners’ understanding of the vocational ethos of the qualification. AF This will also prevent repetition of core content and reduce learner disaffection with assessment in general. Letter one (Unit 2: P3, M1 and D1) The learner must explain to the newspaper editor how the underpinning principles and values provide support for the young adults in the residence to achieve P3. To achieve M1, learners R will also need to discuss each of the principles and values in more detail. Their discussion might consider the extent to which contradictions may arise, for example ensuring safety and security yet offering freedom of choice; or conflicts between rights and responsibilities. The operative verb for D1 is ‘assess’ and for a distinction criterion, this will require learners to make judgements about the D importance of the principles and values relative to the promotion of rights of individuals. Ideally, learners should integrate the assessment aspects for D1 within the discussion required for M1. Letter two (Unit 6: P3, M2 and D1) This part of the assignment assesses some of the criteria for Unit 6 Cultural Diversity in Health and Social Care and while it is not essential to assess Unit 6 alongside Unit 2, the format will provide a logical progression for learners, linking the information and demonstrating how the implementation of rights can lead to equality of opportunity for users of services. The scenario has been extended in the assignment to state that the newspaper editor is so impressed by the letter that he has asked for a further one to be written. The learner must explain factors that may influence the equality of opportunity for the young adults within the setting, discuss how discriminatory practice can be avoided when delivering support and assess the possible effects of discrimination on the physical, intellectual, emotional and social health/wellbeing of the young adults. If learners are being assessed for both Unit 2 and Unit 6, then they should be fully aware of the content requirements for both units.16 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack A1 Equality in society BTEC Level 2 Health and Social Care Unit 2 Individual Rights in Health and Social Care Unit 6 Cultural Diversity in Health and Social Care Learner name Assessor name Date issued Deadline Scenario You are a receptionist at your local health centre. The medical staff have decided that it would be useful to display information about equality and diversity to remind staff of the T importance of this. The practice manager has asked you to produce an information booklet to remind staff of the factors which contribute to equality and diversity. AF In this assignment you will have the opportunity to provide evidence towards the following criteria: R Unit 2 P1 identify factors that contribute to the equality of individuals in society Unit 6 P1 identify social, cultural and political factors that create diversity within society D TASK 1 – Different but equal Unit 2 P1 and Unit 6 P1 Produce an information booklet. This should identify the factors that contribute to both the equality of individuals in society and the social, cultural and political factors that create diversity in society. Include all of the following in your work to gain a pass: Social factors: culture, ethnicity, faith, gender, sexuality, age and family structure Political factors: the role of legislation, policy, the welfare state and the delivery of health and social care services Equality: a definition of non-discriminatory practice, a definition of discriminatory practice with examples of stereotyping, labelling and prejudice Diversity: a definition of diversity with examples of ethnicity, religious beliefs, secular beliefs and disability Biological factors: physical features and disabilities such as learning disabilities and physical disabilities. 1 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 1 Communication in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack Guidance: ● You must set out your work clearly ● You should use ICT for a more professional presentation ● Do not overcrowd your booklet ● Do not include identifiable photographs/pictures of individuals ● Check with your tutor that you are not using information which could cause offence. Useful sources of information Student pages 28–37 may be useful for this assignment. Your tutor will have a list of other sources of information that you can use for this assignment. Evidence checklist Task 1 information booklet T AF R D2 © Pearson Education Ltd 2010. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack A2 Individuals have rights BTEC Level 2 Health and Social Care Unit 2 Individual Rights in Health and Social Care Learner name Assessor name Date issued Deadline Scenario You have obtained employment in a nursing home for older people with mental health issues. Your college wants to promote Vocational qualifications and has decided to offer a prize for the best information sheets on individual rights in health and social care. To enter the competition, you must have recently completed your BTEC Level 2 Health and Social Care. The information sheets will be published online and the prize will be £200 T AF and a trip to London to have tea with the Prime Minister and other members of his Cabinet at number 10 Downing Street. You have decided to enter the competition and your information sheets will based on your observations of the delivery of support and care in the nursing home. In this assignment you will have the opportunity to provide evidence towards the following criteria: R P2 explain the individual rights of people who use services D TASK 2 – Individual rights P2 Produce a set of information sheets that explain the individual rights of the people who use the nursing home based on the scenario above. To meet P2, you must include all of the following individual rights: ● to be respected ● to be treated equally and not discriminated against ● to be treated as an individual ● to be treated in a dignified way ● to be allowed privacy ● to be safeguarded from danger and harm ● to be allowed access to information about themselves ● to be able to communicate using their preferred methods of communication and language ● to be supported in a way that meets their needs and takes account of their choices. You may wish to order your information sheets according to the list above. 3 © Pearson Education Ltd 2010. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 1 Communication in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack Guidance: ● remember to refer to information provided by your teacher ● set out your work clearly ● remember to use paragraphs for each topic ● reference all sources that you have used during your assignment. Useful sources of information Student pages 38–39 may be useful for this assignment. Your tutor will have a list of other sources of information that you can use for this assignment. Evidence checklist TASK 1 Information sheets on individual rights T AF R D4 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack A3 Letters to the editor BTEC Level 2 Health and Social Care Unit 2 Individual Rights in Health and Social Care Unit 6 Cultural Diversity in Health and Social Care Learner name Assessor name Date issued Deadline Scenario You are a care worker at the Rebecca Rose Residence for young adults who have complex physical needs. Your manager has been contacted by a local newspaper editor who would like to write a series of articles about health and social care provision for young adults. Your manager knows that you have excellent writing skills and has asked you to help. T AF In this assignment you will have the opportunity to provide evidence towards the following criteria: Unit 2 P3 explain the principles and values which underpin the support for individuals who use R services M1 discuss the principles and values which underpin support for individuals who use services D1 assess how the principles and values which underpin health and social care relate to the D promotion of rights of the individual Unit 6 P3 explain factors that may influence the equality of opportunity for individuals M2 discuss how discriminatory practice can be avoided D1 assess the possible effects of discrimination on the physical, intellectual, emotional and social health/wellbeing of individuals TASK 1 – Letter One Unit 2 P3, M1, D1 (Note: This task addresses criteria for Unit 2 only.) Write a letter to the editor introducing yourself as a care worker at the residence and including the following information: a) an explanation and discussion of the principles and values which underpin the support for individuals at the residence (P3, M1) b) an assessment of how those principles and values relate to the promotion of the rights of each of the residents (D1) 5 © Pearson Education Ltd 2010. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 1 Communication in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack Ethical considerations In order to achieve P3 and M1, you must include the following:  right-to-life  social justice  a person-centred approach  the expectations of individuals receiving the service  empathy  honesty  adherence to codes of practice and policies. Worker responsibilities In order to achieve P3 and M1, you must include the following:  provision of active support to enable people who use services to communicate their needs, views and preferences  use of communication to support diversity, inclusion and promote equality of opportunity T  confidentiality  disclosure  dealing with tensions between rights and responsibilities AF  the importance of accurate recording, storage and retrieving of information, (including electronic methods)  filing correctly and securely  requirements of the Data Protection Act 1998 and the Freedom of Information Act 2005. R To achieve D1 you must assess how the principles and values in the two lists above relate to four of the individual rights listed below:  to be respected D  treated equally and not discriminated against  treated in a dignified way  allowed privacy  safeguarded from danger and harm  able to communicate in a way that meets their needs and takes account of their choices. Evidence checklist Task 1 principles and values which underpin support relating principles and values to individual rights6 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack TASK 2 – Letter two Unit 6 P3 M2 D1 (Note: This task addresses the criteria for Unit 6 only.) The editor is very impressed with your letter and has contacted the manager asking if they would allow you to write a second letter. You must include all of the following: a) An explanation of the factors that could influence equality of opportunity for the residents P3. You should include four of the factors from the list of social, cultural and political factors:  influences of ethnicity  religious beliefs  social class  gender  sexuality  age  T family structure  disabilities. AF In order to achieve P3, you should refer to all of the following materials:  equipment  visual displays  activities  toys and books that provide positive images of gender and race. R You should also refer to all roles of the following media:  books D  leaflets  newspapers  magazines  television  internet. Please also note that it is important to avoid stereotyping when producing your letter. b) A discussion of how discriminatory practice is avoided by staff at the residence M2 and an assessment of the possible effects of discrimination on all areas of each individual’s health D1. In order to achieve M2, you should include all of the following discriminatory practices:  prejudice  discrimination  stereotyping  labelling. 7 © Pearson Education Ltd 2010. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 1 Communication in Health and Social Care BTEC Level 2 First Health and Social Care Assessment Resource Pack In order to achieve D1, you should include all of the effects of discrimination on an individual’s health/wellbeing:  physical  intellectual  emotional  social. You should refer to three of the following list of influences on non-discriminatory practice:  individual worker responsibilities  institutional responsibilities  working with colleagues  working with users of the services. Evidence checklist Task 2 factors which influence equality of opportunity how the residence avoids discriminatory practice T assessment of the possible effects of discrimination AF Useful sources of information R Student pages 40–46 may be useful for this assignment. Your tutor will have a list of other sources of information that you can D use for this assignment.8 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack Sample learner work and assessor comments Commentary for tutors Sample learner work and assessor comments follow for assignment A3 Letters to the editor (Unit 2 P3, M1, D1 and Unit 6 P3, M2, D1). The learner has incorporated the relevant Pass, Merit and Distinction criteria into one piece of writing, which is seen as good practice, rather than presenting work separately for each task. Learners should be encouraged to produce an enriched piece of writing wherever possible in order to enable progression of writing skills. It is evident that the learner is prepared to undertake independent research in order to produce a good standard of work. She has achieved Merit grades previously but this is the first time she has achieved any of the Distinction criteria. The learner tends to repeat herself at times and her work for the higher grades can lack depth, points which she is working hard to correct. The learner has been advised to include direct references in order to justify her strong opinions. The work clearly goes further than P3 for Unit 2 Individual Rights in Health and Social Care, which asks the learner to explain the principles and values that underpin the support for T individuals who use services; it has been extended into a discussion of the principles and values (M1) and an assessment of how these relate to the promotion of rights of individuals (D1), and for Unit 6 Cultural Diversity in Health and Social Care, an explanation of the factors that may AF influence the equality of opportunity for individuals. This has been extended into a discussion of how discriminatory practice can be avoided (M2) and an assessment of the possible effects of discrimination on the wellbeing of individuals (D1). This learner work is of a standard expected when a learner is achieving Distinction criteria at Level 2 because the evidence for Unit 2 P3, M1, D1 and Unit 6 P3, M2, D1 is thorough. Note: This assignment is the third of three for this unit (see the assignments listed on page XX). The other unit R assignments would need to be completed before the learner’s work can be graded and an overall unit grade awarded. Meeting local needs D The scenario may be adapted to relate to settings within your local area for example, a nursing home or a day centre for older people, or a hostel for homeless people, should this make the assignment more relevant for your learners. 17 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 First Sport Assessment Resource Pack Sample learner work for A3 Letters to the editor Task 1 Mr J Kay The Weekly News 223-225 Great Hampton Street London S3 W14 16th October, 2010 Dear Mr Kay I have been asked to write to you about the way we provide support and care and the Rebecca Rose Residence in Waterby Avenue Smithston. Our residence is home for eight young adults who have a different physical needs which need our support so that they can have a good quality of life. Our residents come from a range of different ethnic backgrounds and all live together as a family. Comment: Good beginning, Sara. You have I will discuss the issues under separate headings. set your letter in the context of the scenario. Ethical considerations: At the Rebecca Rose residence, we realise that all of our residents T have a right to life and to be recognised as full human beings however their disability may affect them. This means that we always speak directly to them not over their heads to carers and do our best to make sure that they have all of their needs met. This means that AF we are showing respect for the resident, recognising their right to be treated in a dignified way, as adults who have understanding and opinions which should be noted. We make sure are involve all of our residents in all activities and routines. We also understand that our residents have a full right to live and be happy, and are able to reach their full potential whatever that may be. We believe in equality and therefore we don’t have favourites and we make sure that our residents receive all of the Assessor’s comment: This is evidence towards P3 of Unit 2, benefits provided by the residence as we R you have explained how ethical considerations are put into understand that everyone is entitled to these. practice in the residence. We don’t judge residents on their past behaviour but take each day as a fresh start, recognising each resident as an individual who is just as important as all of the others. D We don’t allow our personal preferences to affect the way we treat each individual. Each individual is able to participate in all that we do, we do not discriminate because more support is needed, we offer equal opportunities for participation to all residents because this is their right. We take a person-centred approach to support which means that we involve individuals in decisions about planning and delivery. We involve individuals in matching key workers with them in order to help development and progress. We include particular activities in our daily plan so that the day is based on each person as well as the group. We recognise the right of individuals to have certain expectations about the to delivery of services and we try always to meet these, and to discuss with the individuals any expectations which cannot be met and the reasons why. We use empathy in our daily work to see the world from the view of each resident, recognising the difficulties they have in daily life and working towards ensuring that life is as satisfactory as it can be for each one. We are always honest with our residents and we do not accept rude behaviour which upsets the rest of the group. We are also honest about expectations of life and future. The policies of the Rebecca Rose residence are all created in line with the General Social Care Council codes of practice for Assessor’s comment: This is employees and employers. Our policies and procedures are matched evidence towards P3 of Unit 2 – against the codes of practice and reviewed on a regular basis. This Good reference to codes of practice makes sure that delivery of support and care is ethical and meets the requirements I have already discussed. By being honest, we are showing respect for the individual by not patronising them Assessor’s comment: This is and treating them like children who could not understand. evidence towards P3 of Unit 2 – well done Sarah18 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack Sample learner work for A3 Letters to the editor Workers responsibilities: At the Rebecca Rose residence we take our responsibilities seriously as we realise that everyone must work Assessor’s comment: This together to provide ethical support for the residents and also for is evidence towards M1 of each other as members of the team. If one of use fails to meet our Unit 2 partially met; you responsibilities then the whole team could fail and our residents have begun to discuss the importance of ethical would suffer because of this. We provide active support for our residents by holding regular meetings where residents can tell everyone their views on things are run at Rebecca Rose. We also support people in completing questionnaires to give us feedback on the service we provide. We do not tell residents what to wear or what time to go to bed or even when they should use the toilet. This allows them to be treated in a dignified way, with respect. All of the staff are able to use British sign language and several speak different languages which mean residents can communicate their needs and also have ordinary conversations in the home. Some of our residents use electronic speaker boards and we have all had training so that we can make sure that everything is working. These allow residents to communicate Assessor’s comment: This is in a way which meets their needs and doesn’t force them into using ways evidence towards D1 of Unit 2, an that they would have difficulty with. These methods also allows T assessment of how principles and individuals to express their choices so that we can think about them values relate to individual rights. when we are organising the day. We always knock and get permission before entering a residents room and we never join in private conversations between AF residents or residents and visitors unless we are invited too. We believe in allowing privacy and showing respect to our young Assessor’s comment: This is evidence towards adults. We treat them equally which means that they receive M1 of Unit 2, a discussion of how principles different treatment in order to meet all of their needs. and values can lead to equal treatment. We ensure that all equipment is working correctly the maintenance man checks this everyday and we take all precautions to protect our residents from danger and harm. All staff have CRB checks and are monitored on a regular basis to make sure that they know R what to do and not putting the residents in danger through poor practice. All staff and visitors sign in and out and entrance to the residence is by entering a code into the door system. Anyone who doesn’t have the code must ring the bell. D By having these stepss we are protecting the residents from Assessor’s comment: This is evidence towards D1, danger and harm but does not stop them from taking part in daily life. an assessment of how the We also make sure that all records are accurate and are stored safely in a principles and values promote locked cupboard. We never leave confidential information where it could individual rights. be seen and we never share information about one resident with another. This shows respect for the residents and their privacy. We also use a password when storing records on the computer, and change this regularly for security. We do not leave a screen full of information for anyone to read. In other words, we keep to the rules laid down by the Data Protection Act 1998. We follow the rules in the Freedom of Information act 2005 by allowing residents to read information about themselves Assessor’s comment: This and provide these in a format which they can understand. I hope that is evidence towards M1 for you can see from my letter that we deliver ethical support at Unit 2, discussion of the the Rebecca Rose Residence. underpinning principles and Yours sincerely, Comment: A good effort, Sara. P3, M1 Sara Levinson and D1 have been met in full for Unit 2. You have applied the scenario to the assessment and grading criteria; please Sara Levinson see my comments on the feedback sheet. 19 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack Sample learner work for A3 Letters to the editor Task 2 Mr J Kay The Weekly News 223-225 Great Hampton Street London S3 W14 23rd October, 2010 Dear Mr Kay You have asked me to write about the cultural diversity in the residence and how we make sure that everyone is treated equally. As I did in my last letter I will answer your queries section by section as you may find this easier to turn into articles for your newspaper. I am going to write about the factors which could influence equality for our residents, the ways in which we avoid discriminating residents and also the possible effects of discrimination on resident’s health. Assessor’s comment: Nice Social, cultural and political factors and discriminatory practice: introduction, Sara, setting the scene Our residents come from a variety of different backgrounds and some and giving reasons for the letter. T have cultural requirements which are connected to their ethnicity and/ or religious beliefs. We make sure that we understand the dietary requirements of everyone, our chefs are trained and we buy our food from places which ensure that animals are killed in ways which AF support the religious and cultural beliefs of our residents. This Assessor’s comment: This is evidence makes sure that everyone is able to enjoy their food and feel well. towards P3 for Unit 6, explanation of factors Not providing appropriate food would mean that we were that may influence equality of opportunity. discriminating against some people and stopping their right to a healthy diet which meets their needs and preferences. We take time to find out about each resident so that we do not make assumptions or stereotype them from our Assessor’s comment: This is evidence R towards M2 for Unit 6 – discussion of how experience of one person from that group or from people discriminatory practice may be avoided. we have seen on the television or read about in newspapers. We recognise that some requirements are specific to genderand therefore care is always delivered by D a member of staff of the same gender to save embarassment for the individual and to make sure that they receive the care needed. We respect the family structure of all our residents, the family is important and helps to define identity. Assessor’s comment: This is evidence towards Families are always involved in planning support for each resident P3 for Unit 6, reference to factors that may influence equality of opportunity. as they are part of the team. We do not make judgements as this could result in unequal treatment for the resident. We also recognise that our residents are young adults and we treat them with respect, valuing their opinions and not ignoring their opinions because they have not lived as long as some of the staff. We are encouraged to examine our attitudes towards different groups so that we do not discriminate by treating people differently because of any of the factors I have mentioned. Some of our residents have disruptive behaviour and we are careful not to label them as difficult or invent names for them attached to their behaviour. We recognise them as individuals who may challenge us but who are more than their Assessor’s comment: This is evidence towards M2 for behaviour, they are humans. Unit 6, reference to the avoidance of discriminatory practice. The effects of discrimination on an individual’s health/wellbeing Discrimination can affect people in all sorts of different ways, none of them good. For example, people may miss out on personal care if they feel that their needs are not met. Also, prejudice and poor attitudes can mean that staff do not notice when people are unwell until they are seriously ill and are at risk. We may think we know about a person’s physical abilities and assume that they can20 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack Sample learner work for A3 Letters to the editor do less than they can when it is who are not offering the right opportunities. Poor communication can mean that someone is ill but stereotyping could make us think that the individual comes from a quiet group and not realise that they are ill. This can also be the case where someone is depressed and becoming withdrawn, there is a difference between being quiet and depression and we should not allow prejudice to confuse us. Whatever a person’s ability to learn, we should offer opportunities which match their needs or they may become bored and angrl. It is important to provide opportunities for residents to join in with social activities by providing ones which they are interested in and do not offend their religious beliefs and preferences. For example, a visit to the local pub might not fit someone with a very strong religion. But we should not Assessor’s comment: This is evidence for D1 assume that they do not like going out or they could for Unit 6, assessment of the possible effects of become withdrawn and unhappy leading to depression. discrimination on an individual’s wellbeing. The influences of staff, the organisation and work with users of the service/materials and the role of the media Our organisation has a responsibility to work in a ant-discriminatory way by ensuring that all policies and procedures are designed in ways which make sure of this. One way is to make sure that they follow the guidelines set down by the General Social Care Council Codes of Practice and also laws about discrimination. The organisation does provide equipment to enable individuals to communicate T and join in with everyday life such as electronic speaker boards, hearing aids and aids which allow independence such as electronic wheelchairs and special cutlery and crockery. We have a library which contains books which provide positive images of people from different ethnic groups and both AF genders, doing ordinary, everyday activities. There are stories which are relevant to our residents but do not patronise them or treat them as children. We also provide leaflets Assessor’s comment: This is in large print, braille and several languages on information which is useful evidence towards M2, avoidance of to our residents. We are aware of the influence of the media in leading discriminatory practice seen here. individuals to stereotype groups, for example on television in newspapers and on the internet. Some magazines have stereotypical images of both men and women and we do not allow these. It is also the responsibility of each member of staff to ensure that the rules of the R organisation are followed when providing support and care for our residents by making sure that they understand them and also by going to training sessions when it is offered. It is important to form professional relationships with individuals so that we don’t discriminate or treat them unequally without realising this. Sometimes poor practice comes from lack of knowledge rather than being deliberate but D the results are the same. Working with individuals and showing a genuine interest in their wellbeing can help use to meet the needs of each of our residents and support their Assessor’s comment: achievement of potential, we all do have potential. Effects of positive practice I do hope that your newspaper does not discriminate by stereotyping, labelling on showing negative images of people who make up our diverse society Mr Kay. We at the Rebecca Rose Residence celebrate diversity and benefit from this I hope that you will too. Yours sincerely Assessor’s comment: Well done, Sara. Sara Levinson P3, M2 and D1 have been met in full for Unit 6, please see my feedback. Sara Levinson 21 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
  • Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social Care Assessment Resource Pack Assessor’s comments BTEC Level 2 Extended Certificate Qualification Assessor name Ruth Clarke in Health and Social Care Unit 2 Individual Rights in Health and Social Care Unit number and titles Learner name Sara Levinson Unit 6 Cultural Diversity in Health and Social Care Assignment title A3 Letters to the editor Unit Criteria To achieve the criteria the evidence must show that the learner Achieved? is able to: explain the principles and values which underpin the support for 2 P3 Y individuals who use services discuss the principles and values which underpin support for 2 M1 Y individuals who use services assess how the principles and values which underpin health and 2 D1 Y social care relate to the promotion of rights of individuals T explain factors that may influence the equality of opportunity for 6 P3 Y individuals 6 M2 discuss how discriminatory practice can be avoided Y AF assess the possible effects of discrimination on the physical, 6 D1 Y intellectual, emotional and social health/wellbeing of individuals Learner feedback I really found this assignment interesting to do because it related to a setting which was like my work experience. I never really thought about how discrimination can affect people, this made me think. The assignment was hard, it took a long time to write but I’m proud of the way it turned out. R Assessor feedback Well done, Sara. An overall good piece of work which clearly meets the assessment and grading criteria. D Unit 2: P3 – you have provided an explanation of the underpinning principles and values relating to the support of individuals and extended this into a discussion for M1. D1 – there is an assessment of the relation between principles, values and the promotion of rights. You have repeated yourself at times; do be careful of this, Sara. You could have assessed the relation to the rights of individual in more depth in places but overall you have met D1, well done. Unit 6: P3 – everything is included and explained, but the explanation regarding materials etc is lacking in depth and just meets the pass. M2 – you have discussed how discriminatory practice is avoided in the residence, again more depth in future tasks would prepare you for progress onto Level 3. D1 – there is assessment of the possible effects of discrimination; be careful to justify your strong opinions by including facts. Try to include a bibliography as, again, this is preparation for Level 3 and will also enable you to justify your opinions more fully. Action plan • add more depth of discussion when assessing points – see me for help if you need this • proof read work to note repetition • justify opinions with facts • include references. Assessor signature Ruth Clarke Date 29.11.11 Learner signature Sara Levinson Date 03.12.1122 © Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.