This document outlines a unit on equality, diversity and rights in health and social care. It provides learning outcomes focused on describing frameworks for global goals of sustainable development and gender equality. It also explains practitioner responsibilities regarding whistleblowing. The document includes activities like discussing gender inequality, analyzing Care Quality Commission reports, and explaining how self-awareness can influence care delivery. Practitioners must report poor practice and are legally protected for whistleblowing.

1. Unit HSC M1
Equality, diversity and rights in
health and social care
Week 3

2. Time to Think………….
Timer

3. Learning Outcomes
• Describe the framework of the Global
Goals for Sustainable Development.
• Outline one global topic, gender equality.
• Explain the responsibilities of the health
and social care practitioner in relation to
whistleblowing

4. Recap
What does diversity mean?

5. Global Goals
• The Global Goals for Sustainable
Development are a plan developed by the
United Nations and agreed upon by 193
world leaders to work towards achieving
by 2030 :
• i. Fight global inequality.
• ii. End extreme poverty.
• iii. And respect our planet
• Global Goals

6. Discuss
• What does gender equality mean?
• Do you think there is gender inequality in
the world?
In August 2015, 21 women in the whole world were
heads of state or heads of government out of 193
countries in the world
– that’s a gender ratio of 11 : 89 women : men

7. Who am I?
• Once upon a time, there was a young girl who loved going to
school. However, she lived in an area where some political
leaders didn’t want her to go to school. They used to attack the
schools and try to stop girls going to school.
• So one day this young girl, who was only eleven years old at the
time, started to make speeches and write blogs saying that girls
should be allowed to go to school as well.
• However, the people in power, who didn’t want girls to go to
school, wanted to frighten her to stop her telling people these
things. They knew lots of people around the world were listening
to what she was saying, so they made it clear that they would
harm her if she kept saying these things.
• The young girl did not stop saying her opinions. So one day, when
she was fourteen years old, a man came onto the bus when she
was on her way back from school and shot her. The bullet hit her
head. Luckily, this young girl did not die.

8. Inspirational
• Nobel Peace Prize 2014

9. Have you met your
objectives?

10. Creative Task
• To show our class diversity cut out two
hands and write on them your name and
something about you that makes you
unique.

11. Approaches to challenge discrimination
Whistleblowing
• Whistleblowing is the term used to describe when a
practitioner tells someone about a concern over a
colleague who demonstrates poor practice.
• This concern can range from a colleague who is negligent
and putting service users in danger to a colleague who is
bullying or abusing service users.
• The practitioner who is whistleblowing must not ignore
poor practice, they have a duty to report their concerns.

12. Have you met your
objectives?

13. Unit HSC M1
Equality, diversity and rights in
health and social care
Computer
Session

14. Time to think………..
• Words from the letters in
discrimination

15. Learning Outcomes
• Summarise the main duties of the Care
Quality Commission (CQC)

16. Recap
• Name a piece of legislation in relation to
equality, diversity and inclusion.

17. Individual Tasks- Computer
Room
• Put together a FactSheet on the duties
and main responsibilities of Care Quality
Commission (CQC).
• Use the Care Quality Commission website
to look up a care home.
• You then need to complete a course on
Health Education England

18. Unit HSC M1
Equality, diversity and rights in
health and social care
Day 2

19. Time to think………..
• Word square- All that you have to do is
make dictionary words of any length from
the letters in the grid – the bigger the
better! The only restriction is that the word
must contain the central letter.
V
LR
TA E
L

20. Learning Outcomes
• Explain the responsibilities of the health
and social care practitioner in relation to
whistleblowing
• Interpret a report from the CQC
• Recognise the importance of CQC and
their role in promoting a consistent
approach in providing high-quality care
• Describe two approaches to challenge
discrimination

21. • Practitioners must report the poor practice
that they have witnessed to their supervisor
or named member of staff responsible for
safeguarding.
• It is good practice to write up your concerns
and give full details of the event or events.
• If you whistle blow you are legally protected
and will be fully supported by your supervisor
or manager.
• Share your concerns with the Care Quality
Commission (CQC) or Ofsted.
Whistleblowing
Read the article

22. Group activity
• Discuss how you would feel if you suspected poor
practice and needed to whistle blow on a
colleague?
• Consider:
• Policies and procedures
• Your working relationship with your supervisor or
named member of staff for safeguarding
• Your working relationship with the colleague you
were reporting
• The service users who were in danger of harm or
abuse because of poor practice.
Individual Task
Write a paragraph answering the following:-

23. Have you met your
objectives?

24. Small Group Activity
• Let’s look at reports recently carried out by
the Care Quality Commission (CQC)
• Produce a mind map showing :-
• The name of the organisation the report is
about
• Overall rating
• Points highlighted by the CQC relating to
equality, diversity and inclusion

25. Feedback
In text- (Care Quality Commission Name of Establishment, date)
Bibliography - Care Quality Commission Name of Establishment. (
Date of report )

26. Have you met your
objectives?

27. I am a ROLE MODEL
What would make you a good role model when challenging discrimination?

28. How to challenge
discrimination
Training
Service providers need to make sure their
setting is promoting equality and diversity and
to do this their staff need to be trained
appropriately. Care companies, early years
settings and health care establishments all
need to send their staff on regular training.

29. Kahoot!
• Quiz Time

30. Have you met your
objectives?

31. Unit HSC M1
Equality, diversity and rights in
health and social care
Day 3

32. Time to Think…………
• Times Table Bingo

33. Learning Outcomes
• Describe how a practitioners own values
can influence delivery of care
• Explain how a professional relationship is
different from a personal relationship

34. Inspirational!
• Shanntol Ince
Energy within

35. Recap
• What does whistleblowing mean?

36. Understand discrimination
• Individual Task- read the case study and
answer the questions.

37. Care Assistant
• A day in the life of a Care Assistant
• What skills and qualities do you need to do
this job?

38. Have you met your
objectives?

39. Why is a working relationship
different from a personal
relationship?

40. Individual Task
• Why is being impartial an important part of
promoting equality?
• What a paragraph to answer the question.

41. Have you met your
objectives?

42. Unit HSC M1
Equality, diversity and rights in
health and social care
Day 4

43. Monday Visit
• Visit to Lockswood Age Concern Monday
25th September.
• Lockswood Age Concern. Centre Way,
Locks Heath, Southampton, SO31 6DX
• Arrival 10.15 in uniform with lanyard.

44. Armchair Aerobics!
• She wears Red Feathers

45. Learning Outcomes
Describe the meaning of the term self-
awareness.
Explain how self-awareness can affect
delivery of care
Describe interaction with individuals that
respects their beliefs, culture, values and
preferences.

46. Recap-ICT session
• Care Quality Commission
• Feedback from yesterdays activity
Care Quality Commission

47. What is self-awareness
• Self-awareness is not only the
fundamental skill underpinning reflective
practice. It also is crucial for understanding
and developing good interpersonal skills
and building therapeutic relationships with
patients / clients and their families
(Bulman & Schutz 2004).
Self-Awareness

48. Who are you?
• Knowing your own strengths, weaknesses,
vulnerabilities ,thoughts and feelings is a
big step towards knowing who you really
are.
• Complete an individual awareness wheel

49. Question
• How can Self- awareness influence
delivery of care?

50. Have you met your
objectives?

51. Discussion
• Beverley has been taking her 4-year-old son
Linton to the local playgroup. Linton has
autism and can behave in unpredictable and
unusual ways.
• After a few weeks, the person in charge of
the playgroup says that other parents have
concerns about his behaviour, and that
perhaps it would be better if she took Linton
to a specialist playgroup.

52. Case Study
• The health and social care practitioner
provides separate activities for boys and
girls during play therapy.
Play Therapy

53. Employment skills
• What skills would you need to be a play
therapist?
• empathy and an open and friendly manner
• resilience and insight for working with children in
emotional distress
• good spoken and written communication skills
• a broad knowledge of child development
• a good understanding of the different ways
children communicate their feelings
• an honest and sincere respect for children
• a flexible and motivated approach to work
• the ability to work with difficult behaviour or
facts, without making judgements

54. Directed Study Task
Go onto the course Oracle page and watch the
Clickview clip under the heading The Principles of
Person Centred Care.
Put together a report titled:-
The Principles of Person Centred Care
Use the information in the clip to define and give
examples.
Hand-in date Tuesday 26th
September