This document outlines the expectations, learning outcomes, and activities for a unit on equality, diversity and rights in health and social care. It includes: - Expectations for student behavior and preparation for class. - Learning outcomes related to defining key terms like equality, diversity, and inclusion, and legislation promoting anti-discrimination. - Small group tasks to define terms and discuss disability inclusion. - Discussions of barriers to equality and the Equality Act of 2010's protected characteristics. - Suggested home learning tasks on supporting those with hearing impairments.

1. Unit HSC M1
Equality, diversity and rights in
health and social care
5th September
2016

2. Department Expectations
Housekeeping (toilets, fire drill, register)
Bags under desks neatly
Water only on your tables
Paper and pen at the ready
Phones away and on silent mode
Respect everyone at all times
Uniform and lanyard

3. Time to Think………….
• Words from the letters in
• inspirational
Timer
Nick

4. Learning Outcomes
• Describe the terms equality, diversity and
inclusion and why they are important in
health and social care.
• Identify a physical and sensory disability
• Explain how to work in an inclusive way

5. Small Group Task
What is the definition of :
1. Equality
2. Diversity
3. Inclusion
Give examples to support your
definition

6. Equality / Inequality
• Equality is about treating people fairly, regardless of
their differences, by ensuring they have access to the
same opportunities as others. It also means being able
and supported to reach your potential.
• Inequality is when people aren’t given equal
opportunities and rights. They are treated unfairly and
experience discrimination.

7. Inclusion
Inclusion
Inclusion is about accepting people regardless
of their differences

8. Diversity
• Diversity is about variety. Respecting
differences and valuing everyone.
• Care settings reflect the diversity of the
population.
• Working with and getting to know a diverse
range of people enables health and social
care workers to develop their knowledge
and understanding of different ways of
thinking, living and the reasons for different
behaviours.

9. Have you met your
objectives?

10. Reflect-Disability
• Valuing and including disabled SERVICE
USERS in all activities, services and
places should be embedded throughout
our society.

11. Have you met your
objectives?

12. Individual needs
Complete the sentences –
• To meet my individual needs you need
to…………………
• Respecting my wishes shows
that……………
• Treating me the same as everyone else is
demonstrating to me that………….

13. ILRC Induction
• Information Learning Resource Centre

14. Unit HSC M1
Equality, diversity and rights in
health and social care
6th September
2016

15. Time to think………..
• A calorie is a unit of measurement.
• How many calories in a banana?
• How many calories in Big Mac?

16. Learning Outcomes
• Describe in detail one legislation relating
to equality, diversity and inclusion.
• Summarise how national initiatives
promote anti-discriminatory practice
• Discuss the importance of the legislation
that underpins inclusion for organisations
and services

17. Board Blast
• Can you name any legislation, policies,
codes of practice relating to equality ,
diversity and inclusion.

18. ICT Paired Task
• You will be given a legislation to research
and you need to produce a PowerPoint
with information on.
• A reference must be included on your
PowerPoint.
• PowerPoint to be emailed to
Stephanie.couper@fareham.ac.uk

19. Key Term
• What does Protected Characteristics
mean?
This term describes different groups of
people in our community.

20. PM Session

21. Have you met your
objectives?

22. Feedback
• People differ in respect of their:-
Diet
Religious faith
Need for modesty and dignity
Communication
Feedback from Home Learning Task

23. Kahoot

24. Unit HSC M1
Equality, diversity and rights in
health and social care
7th September
2016

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

26. Paralympics

27. Learning Outcomes
• Describe barriers to equality and inclusion
• Outline the barriers to inclusion including
subjects around the protected
characteristics
• Demonstrate PowerPoint presentations
relating to legislation

29. Equality Act 2010
• Nine Protected Characteristics

30. Equality Act 2010
• Makes it law that public bodies, like
schools, must encourage good
relations and ensure everyone has
equality of opportunity!
• This helps to make sure everyone has
an equal chance to make the most of
their lives and talents!

31. • It's the difference

32. What could be a barrier to
EQUALITY and INCLUSION
Board Blast

33. What could be a barrier to
EQUALITY and INCLUSION
• Discrimination
• Poor quality of care from service providers
• Being provided with the wrong services or
medication.
• Not being given choice
• Feeling isolated because family lives abroad
• Incorrect signposting to services
• Lack of resources, interpreters, specialist
equipment.

34. Inclusive Practice
How do health and social care practitioners contribute
to inclusive practice?
Moral Code- A set of rules/guidelines that an
organisation outlines to ensure standards of behaviour
employees exhibit is correct
Ethical code- To ensure behaviour is professional
and fair
Code of conduct- Made to outline behaviour and
attitudes at work. Code of Conduct for Healthcare
Support Workers and Adult Social care Workers in
England .

35. Reflect
• Skills for Health

36. Unit HSC M1
Equality, diversity and rights in
health and social care
8th September
2016

37. Starter
• Put together the jigsaw.

38. Learning Outcomes
• Describe how learning about cultures and
religions develops an inclusive society
• Outline and describe behaviours that may
contribute to inclusive practice.

39. Recap
• Name one of the protected characteristics
under The Equality Act 2010.

40. Different cultures
Knowledge of individuals
beliefs and cultures is
important in developing
an inclusive practice.

41. Active Learning
• Use your inclusive umbrella to describe
how as a practitioner you contribute to
inclusive practice with examples.

42. How do we make an
inclusive environment?
• Attitudes in the environment
• Equipment we use
• Resources we provide
• How we access the environment
• Removing barriers

43. Have you met your
objectives?

44. Home Learning Task
• How can YOU support people with a
hearing impairment and what charities
offer support to people who are deaf.
• Learn how to sign your own name using
British Sign Language