Ancillary landscape table - Pearson qualifications



Component 2: Health and Social Care Services and ValuesDelivery of this componentStudents will start this component by learning about the wide range of health and social care services. This links closely to Component 1 because they will learn about health and social care services that are available for individuals across all the life stages. Sometimes, although services may be available, there can be barriers for some individuals in accessing them. Students will explore barriers that some individuals face and will learn how these barriers may be overcome.Individuals who access health and social care services are often vulnerable and it is for this reason that a set of values exists. Students will learn how to adopt compassionate and caring behaviours and will learn to apply these values to individuals who are using health and social care services. Students will learn about the importance of reviewing their practice, which will help them to develop and improve their skills in relation to upholding care values.Student access to real health or social care environments would be preferable, but it is recognised that this may not be possible for many students. It is for this reason that many opportunities have been given for students to practise and demonstrate their skills using role play with realistic ponent 2 could be taught alongside Components 1 and 3; this would enable students to effectively demonstrate application of care values while having a maximum knowledge base.Assessment guidanceThis unit is internally assessed. Teachers should provide students with an assignment brief at the end of a period of learning. For Component 2, it is recommended that the first assignment is given after the delivery of Learning aim A and the second assignment after the delivery of Learning aim B. It should be made clear to students when they are undertaking formal assignments on which they will be assessed and graded that they must work independently to demonstrate own knowledge and understanding.Assignment briefs should have a vocational context and therefore it is advisable that they are introduced through case studies. Questions should be clear and unambiguous, enabling students to apply their learning and achieve all criteria listed in the component.Pearson provides authorised briefs available on the Pearson qualifications website but these may be adapted to meet local needs and the individual needs of students. Students may present their evidence through written tasks, oral presentation supported by questioning or a combination of these. Where oral presentations or questioning and role play are used, students must be adequately prepared and teachers must consider how they can clearly present evidence on which they base their decisions, for example, video or audio recording and/or detailed notes against ponent titleHealth and Social Care Services and ValuesGuided learning hours36Number of lessons36Duration of lessons1 hourLessonTopic from specificationSuggested activitiesClassroom resourcesLearning aim A: Understand the different types of health and social care services and barriers to accessing themLearning aim A1: Health and social care services1Primary care[Component 2, A1, Health and social care services]Introductory activity: Students write a list of reasons they may go to see their doctor (GP).Main session activities:Students learn that primary care (e.g. GPs, dentists and pharmacists) is usually the first point of contact within the NHS.Teacher gives overview of the various primary care providers and explains their roles.In groups, students are given one primary care service to research. (If possible, each group should have a different service.)Students then create a scenario to show how the service has helped an individual. If time available and if they are willing, some groups could role play their scenario.Teacher leads a feedback session on students’ work.Plenary activity: Students make a list of all the primary care services that they have accessed themselves.Access to the internet2Secondary and tertiary care[Component 2, A1, Health and social care services]Introductory activity: In pairs, students discuss what kind of specialist they would consult for conditions relating to: the heart; joints and bones; eyes; and mental health issues. Teacher could direct them to a useful website that may help them find out more.Main session activities:Teacher gives definitions of secondary and tertiary care, with examples of services that are provided.Students then design a hospital. Working in six groups, each researches one of the following specialist areas: cardiology; dermatology; neurology; orthopaedics; palliative care; and psychiatry. They keep organised notes that they can share when the whole class comes together to discuss the overall design of the hospital.Plenary activity: In pairs, students list other secondary or tertiary specialist departments or areas they would see in a hospital or community and compare with services provided in their local area.A website that outlines the specific names of health specialists in the UK, e.g. nhs.uk/pages/home.aspx (students will need to key in search terms such as ‘eye specialist’ or ‘heart specialist’ to get to the answer); this website can also be used during research for the main session activitiesLarge roll/piece of paper to be used as an outline of a hospitalMarker pensOther craft materials3Allied health professionals[Component 2, A1, Health and social care services]Introductory activity: Students work individually to create a mind map that illustrates all the allied health professionals (AHPs) they can think of. Teacher runs a feedback session and lists AHPs on the board.Main session activities:Teacher explains the AHPs’ role with brief definition showing a short video clip outlining AHP careers. Students note down the roles they find interesting.Students in small groups research one AHP they have chosen, but teacher guides to ensure no duplications. Teacher reminds students to think about examples of adults and children, hospital and community.Groups work on what their AHP might do each day, then use it as the scenario, to add to the hospital design from previous lesson. (Extra departments may need adding to the design.)Teacher explains, giving examples, that clinical support staff support the AHPs.Plenary activity: Students write a comment that would encourage people to train to be an AHP. Their comments are added to the hospital design from the previous lesson. Board/interactive boardA list of all AHPs. A helpful website, e.g. nhsprofessionals.nhs.uk/Pages/Allied-Health-Professionals.aspxVideo clip of careers within AHPs in the UK, e.g. watch?v=jFOwn_lzX2s (search for: ‘Independent health care – careers for allied health professionals in the UK’)A website on careers with AHPs in the UK, e.g.healthcareers.nhs.uk/i-am/considering-or-university/studying-be-allied-health-professional (search for: ‘Studying to be an allied health professional’)Craft materials and large sheets of paper4Services for children and young people[Component 2, A1, Health and social care services]Introductory activity: Students learn that sometimes children and young people need support from a social care worker. Then they create a mind map around what they feel would make a good social care worker.Main session activities:Students learn about three kinds of care support for children and young people: foster care; residential care; and youth work. They discuss who might access each type of support.In pairs, students read three scenarios – each one looking at one of the forms of support already mentioned. They research one form of support, look at the difficulties a young person may encounter with that support, then role play the scenario.Teacher puts students into groups to discuss further the benefits of this kind of support.Plenary activity (homework task): Students refer to the other two scenarios and suggest the positives and negatives of the service.Specification and/or notes relating to:Component 1, A1, ‘Human growth and development across life stages’The three activity scenarios, which could be printed or displayed (when needed) on a board5Services for adults or children with specific needs[Component 2, A1, Health and social care services]Introductory activity: Students give one example of a learning disability, sensory disability and a long-term health problem. Teacher gives help or guides students to a useful website for further research.Main session activities:Teacher guides students to develop the introductory activity to provide a range of examples. Responses are shared on a board.Teacher defines residential, respite and domiciliary care and then gives an overview of how each could support individuals with specific needs.Students look at the example of three individuals who have specific needs (Down’s syndrome, sensory loss and cerebral palsy). They find more about the potential needs and then research the suitability of types of social care services for them.Teacher facilitates group and or class feedback session.Plenary activity: Students research local providers of services that could meet the above individuals’ needs.Specification and/or notes relating to:Component 1, A2, ‘Factors affecting growth and development’A boardInternet access with guidance for using relevant sites to research information about local support optionsThe NHS Choices website (nhs.uk) for background information 6Services for older adults[Component 2, A1, Health and social care services]Introductory activity: Students make a list of activities they would find difficult if they could not use one of their arms. They are prompted to think about activities from waking until bedtime.Main session activities:Students learn that sometimes older people need help with everyday activities. Teacher leads a thought shower to contribute ideas about why older people might need extra support – for example, medical problems such as stroke, Parkinson’s disease and dementia.Teacher explains that older people have choices and reminds students of definitions and descriptions for ‘domiciliary care’ and ‘residential care’.Students study a short case study of an older individual requesting information about care options. (This could be presented as an email, which they could read.) Students in groups agree how they would respond to the request for information.Plenary activity: Individually, students write a polite reply to the individual, giving options for care, plus the advantages and disadvantages of those options, plus the things the individual may find difficult at first. Specification and/or notes relating to:Component 1, A2, ‘Factors affecting growth and development’7Informal social care[Component 2, A1, Health and social care services]Introductory activity: Teacher introduces a scenario around an older person who cannot see very well. The person’s grandson visits her after school each day. Students suggest what he might do to help while he is there.Main session activities:Teacher explains the definition of an informal carer then shows a short video clip of a young carer who also goes to school.Students create a poster showing made-up people who are informal carers (e.g. friends, relatives and neighbours). Students describe what the carer does, how they support individuals and why they should be nominated for ‘Informal carer of the month’ award.Students view the other posters and nominations and then vote on who will be the ‘Informal carer of the month’.Plenary activity: Teacher displays lessons covered in A1, asks students to create a mind map of what they have learned so far and guides the session explaining parts students are unsure of. Perhaps a meeting could also be arranged with a Young Carer (through the Young Carers Services).Video clip such as Fixers UK ‘A day in the life of a young carer’, e.g. watch?v=ofFatYwBh-gA document ‘Facts about carers 2015’ by Carers UK giving background facts on carers in the UK (informal carers), e.g. for-professionals/policy/policy-library/facts-about-carers-2015Poster paperCraft materialsWebsite giving details of Young Carer services (e.g. young-carers-services - part of The Children’s Society)Learning aim A: Understand the different types of health and social care services and barriers to accessing themLearning aim A2: Barriers to accessing services8Physical barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students mind map their thoughts about what difficulties they would face if they were a wheelchair user. They think about the journey to school and recreational activities like going to the cinema.Main session activities:Students learn that some areas are difficult for people to access because they cannot walk or balance properly. They may be a wheelchair user or use a mobility scooter.Working in groups, students carry out a physical access audit of their own school area for an individual who uses a wheelchair or mobility scooter (include school grounds if appropriate; alternatively, narrow down to just one area of the school per group). Groups report their findings to the class and answer any questions from other students.Plenary activity (homework task): Students carry out an access audit of their own home in preparation for a visit from a person with mobility difficulties.9Sensory barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students close their eyes for 2 minutes while teacher introduces lesson and moves around class. After 2 minutes, students discuss in pairs how they felt not seeing what was going on. Each pair feeds back one point to the class.Main session activities:Teacher explains the problems of accessing services for people with sensory difficulties (sight/hearing impaired).Students watch a video clip on someone losing their sight. In the classroom or a hall, students in groups of three assign one person to be blindfolded and led by the other two to an area. (Teacher gives safety instructions before start of activity.) Teacher discusses how to support a sight impaired person. Students make notes.In the same groups, one student wears ear plugs/headphones while the other two give simple instructions such as buying online. Teacher discusses how to support a hearing impaired person. Students make notes.Plenary activity: Students think about and discuss how health and social care services make it easier for two people who are either sight impaired or hearing impaired.Interactive boardClean blindfolds; alternatively, students can use an item of their own such as a scarfClean ear plugs or headphones; alternatively students can use their ownA video clip on sight impairment by the Royal National Institute of Blind People (RNIB), e.g. ‘Going blind: RNIB and sight loss advisers’, watch?v=fkWDwjJO0_k 10Social, cultural and psychological barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Teacher writes the words ‘social’, ‘cultural’ and ‘psychological’ on the board. Students write down words or statements that relate to each of these words.Main session activities:Students learn that there can be many reasons why some people do not wish to, or cannot access facilities because of social, cultural and psychological reasons. Teacher generates ideas and writes them on the board. For example, someone who finds a lump on their body may fear the outcome and so not explore what it is. Someone who is stressed or has mental health issues may feel there is a stigma attached.In groups of four, students discuss ideas around potential social, cultural and psychological barriers and reasons why individuals might have difficulty accessing services.In the same groups, students create a poster showing potential social, cultural and psychological barriers to accessing services and ideas of how the barriers could be overcome.Each group presents their poster to a different group or to the class for feedback.Plenary activity: Each student gives feedback on a sticky note to the group who presented their poster to them. Students make two positive points and one that would have made it better.Specification and/or notes relating to:Component 3, A1, ‘Factors affecting health and well-being’Craft materialsPoster paperSticky notesDictionaryAccess to the internet11Language barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students make a list of modern slang words, e.g. ‘hashtag’, then share with the class. Teacher gives examples of old-fashioned words, e.g. bunkum (nonsense) and discusses how many students understand them.Main session activities:Teacher introduces the concept of how difficult it can be for individuals who do not speak or understand English. Individual students are invited to contribute experiences from their family where a member does not fully understand English. They could also talk about language impairments – for example, people who find it difficult to talk because of an impairment such as a stutter. (This is also a good example of a psychological barrier to accessing help.) In groups, students answer questions on a scenario about a person who is pregnant and accessing maternity services but understands little English.Teacher guides class feedback and then a group role-play activity covering the experience of the individual in the case study.Plenary activity (homework task): Students research local hospital translator services and electronic applications to support language barriers for service users.Websites giving recent UK teenage slang, e.g. (search for: ‘22 Pieces Of Teenage Slang Explained By British Mums’) and (search for: ‘Dinter, bitz and gwop: a guide to British youth slang in 2016’)12Geographical barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students explain how they arrived at school today, what time they left home, transport used and duration. Teacher leads a class session for comparisons to be made to elicit who lives closest and who lives farthest away.Main session activities:Teacher explains that some individuals live a distance from accessing services – using student’s geographical locations for this. Some individuals live close, but journeys are not always easier.In groups of three or four, students consider the scenario of a service user – travelling from home to a hospital clinic appointment and uncertain whether to use public transport or drive. Students research the appropriate option based on journey and arrival times.Groups feed back results and compare.Teacher leads a discussion on different areas people live and accessibility to services. Students are invited to share friends/relatives with geographical accessibility challenges from rural/urban locations.Plenary activity (homework task): Students research the journey from their own home to their local GP surgery, optician, dentist and hospital using public transport and/or car.Access to the internetGoogle Maps or other street map optionsMobile phone application, if appropriate or computer13Intellectual barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students create a mind map of people who may find reading complicated documents difficult – for example, those with varying ranges of learning disabilities. They compare their ideas with a partner and possibly the class.Main session activities:Teacher explains why some people have intellectual disabilities, e.g. because of a genetic inheritance, misuse of substances during pregnancy and childhood illnesses.Students are asked how having an intellectual disability may affect health and access to services and suggest who could help.Teacher explains that access can be made worse because of complicated use of written language.Students are given two short pieces of text ? one complicated and one part of an easy read document. They compare the two and discuss as a class how the use of images to support text would make a document easier to understand.Plenary activity: Students write a short set of instructions that would be easy for an individual who finds reading challenging to understand. Access to the internetInformation from the National Literacy Trust on improving readability ‘How can I assess the readability of my document or write more clearly’, e.g. .uk/about/faqs/710_how_can_i_assess_the_readability_of_my_document_or_write_more_clearlyA document by Care Quality Commission to assess readability, ‘How to complain about a health or social care service’, e.g. 14Resource barriers for service providers[Component 2, A2, Barriers to accessing services]Introductory activity: Students research what services a hospital might provide and think about how much these would cost. They draw up a large chart listing the services and could perhaps use fake money under the headers to indicate possible amounts.Main session activities:Teacher explains health and social care services need resources such as money, materials and staff in order to function.Students are asked what activities staff in care homes do for residents to be ready in the morning. What resources are needed in the morning?Teacher introduces a scenario about a new care home resident who has arranged an optician’s appointment but the care staff cannot accompany her. In groups, students consider the resident’s feelings and suggest ways to overcome this.Students are prompted to give more examples of problems of accessing services because of staff shortages or lack of resources.Plenary activity: In pairs, students discuss resources that might be in short supply which could affect the efficient delivery of health and social care services.15Financial barriers[Component 2, A2, Barriers to accessing services]Introductory activity: Students write a list of what they believe is free on the NHS and what has to be paid for.Main session activities:Teacher explains that most people need to contribute to dental, eye and social care costs. Even though some services are provided by the NHS, charges can be costly and social care entitlement is ‘means tested’, which means that most people have to pay for their care. Care over a long period of time – for example if a person has had a stroke – will become very costly.Students use the internet to find out who is exempt from NHS and care charges.Working in groups of three or four, students read a scenario for an individual who needs to pay for care costs. They calculate the cost of care in a home for one month (checking with local providers, if possible) and research who may qualify for free care.Students recommend an optician service and glasses for the individual and explain the rationale behind their choice.Plenary activities:Students make notes of ‘other costs’ when accessing services, e.g. travel.As homework, students create a mind map of barriers to accessing services with two examples to overcome each barrier.Access to the internetExplanation of NHS dental services and costs on NHS Choice website, e.g. nhs.uk/NHSEngland/AboutNHSservices/dentists/Pages/nhs-dental-charges.aspx (search for: ‘NHS dental services explained’)16Learning aim A: assessment practice[Component 2, A1 and A2, Understand the different types of health and social care services and barriers to accessing them]End of learning aim formal assignmentIntroductory activity: Students are guided to give examples of primary, secondary and tertiary care giving two barriers that exist for each.Main session activities:Students are given a scenario around a child who is unwell and needs to access health services. Include specific circumstances that would impact on their ability to access them.Students research and present information about suitable services and assess how well the service would meet their needs. Students then focus on a specific health service for which barriers exist. They make justified suggestions for how they could overcome these barriers.Teacher gives students tips to successfully complete the assignment – e.g. read carefully, highlight and plan.Plenary activity (homework task): Students use the scenario and provide positives/negatives of each service. Students describe potential barriers of access to a service and give justified suggestions for ways of overcoming them.17Learning aim A: assessment practice[Component 2, A1 and A2, Understand the different types of health and social care services and barriers to accessing them]End of learning aim formal assignmentIntroductory activity: Students recap definitions for foster, residential, domiciliary and informal care, giving one example of an individual who might access them.Main session activities:Students read a scenario around an older person who has a range of social care needs, e.g. they may have had a stroke. It includes specific circumstances that would impact on their ability to access them.Students research and present information about suitable services. They assess how well the service would meet their needs. Teacher then guides them to focus on a specific social care service for which barriers exist. Students make justified suggestions for how they could be overcome.Plenary activity: Students peer-assess a partner’s work, identifying two positive points and one area for development.18Preparation for assignment[Component 2, A1 and A2, Understand the different types of health and social care services and barriers to accessing them]End of learning aim formal assignmentIntroductory activity: Students mind map how to produce a successful assignment.Main session activities:Students are reminded that the assignment is formal and that it must be their own work. They should be warned of anything that might constitute plagiarism, and reminded of the correct use of sources – i.e. they should not include word-for-word source material and claim it as their own work. They should list all the sources they have used. Teacher suggests they make notes to plan their response and informs students of the process for assessment and feedback/dates for submission and return.Students complete the assignment under supervision.Plenary activity: Teacher checks understanding of key terminology, key dates and process.Pearson authorised assessment brief or brief produced and verified by school 19Preparation for assignment[Component 2, A1 and A2, Understand the different types of health and social care services and barriers to accessing them]End of learning aim formal assessmentIntroductory activity: Students are reminded assessment is formal and must be their own work. Teacher suggests making notes to plan responses and informs the process for assessment, feedback and submission dates/return. Teacher checks understanding of key terminology, dates and process.Main session activity:Students complete their assignment under supervision.Plenary activity: Students create a mind map of how they feel now they have finished this assessment. They share their mind map with a partner and identify positive feelings to share with class.Pearson authorised assessment brief or brief produced and verified by schoolWriting materials and/or a computer for word processingLearning aim B: Demonstrate care values and review own practiceLearning aim B1: Care values20Empowering and promoting independence [Component 2, B1, Care values]Introductory activity: Students define the words ‘empower’ and ‘independence’. They check their understanding against a dictionary. Teacher leads brief session on understanding.Main session activities:Students give examples how they are empowered and what independence they have as young people and students.Teacher explains that in health and social care ‘care values’ mean practitioners can empower/promote independence for individuals. Discussion might reveal examples.Teacher introduces reasons why service users can lose independence. Students give examples, which are written on the board. Teacher explains people with limited abilities can maintain their independence with the right tools.In groups, students work on a scenario of a person who loses independence. They research equipment that could help. They then role play a similar scenario to give them practice at demonstrating care values around empowerment.Students create a poster of their findings and feed back to class.Plenary activity: Students imagine they only have the use of a couple of fingers on just one hand. They research computer and other equipment that would help them to continue learning.Access to the internetShort videos on empowerment and independence from, e.g., the Social Care Institute for Excellence (.uk/socialcaretv/video-player.asp?v=choice-and-control and .uk/socialcaretv/video-player.asp?v=practical-assistance)Dictionary21Respect for others[Component 2, B1, Care values]Introductory activity: Students think about what ‘respect’ means for them and give an example of when they have shown respect for another person – e.g. letting someone on the bus before them.Main session activities:Teacher reinforces that in health and social care services, respect must be shown to all individuals.Teacher develops a thought shower around the different people we may support – e.g. young, older, different beliefs and mental health differences. Responses are listed on the board. Students are asked how we can demonstrate respect for these groups of people.Working individually, students answer questions about scenarios around respecting others’ beliefs and backgrounds.Teacher leads a discussion on, e.g. faith and age differences, to identify good practice and suggest further ways to show respect.Students then role play a scenario around respect to give them practice at demonstrating care values.Plenary activity: Students speak to an older person to find how life was for them when they were young. Then they list three examples of how they can respect older people’s views. 22Maintaining confidentiality[Component 2, B1, Care values]Introductory activity: Students identify the kind of information that some people might like to keep private. Teacher draws out a range of issues – e.g. personal information about relationships, gender preference, money, health, political beliefs, religion, perhaps even age.Main session activities:Teacher thought showers information carers might know about service users and writes example on the board.Using the examples, groups suggest how a vulnerable person could be in danger if their confidential information were to get into the wrong hands.Students produce a leaflet that could be used by new staff in a health or care setting that explains how to maintain confidentiality.Students then role play a scenario to give them practice at demonstrating confidentiality, and what may happen if confidentiality is not kept.Plenary activity: Students make notes about how to keep information secure when using social media. They should also research and make notes about how confidentiality can be maintained through locked filing cabinets, password protection and so on.BoardCraft materials23Preserving dignity[Component 2, B1, Care values]Introductory activity: In pairs, students list situations that they find embarrassing, e.g. going to the toilet or getting changed for PE.Main session activities:Teacher explains that dignity is about recognising the sensitive situations that individuals may be in when receiving care.Students are asked to contribute ideas around the kinds of situations that are sensitive to service users and then suggest how carers can preserve a person’s dignity.Students read a scenario demonstrating how care workers were sensitive to an individual’s end-of-life situation and promoted good practice. Students recognise areas of good practice and role play the scenario.Plenary activity: Students give examples of how dignity could be demonstrated to the following people receiving care: children; adolescents; older people; and those with mental health problems.Short videos on dignity from, e.g., the Social Care Institute for Excellence (.uk/socialcaretv/video-player.asp?v=personal-hygiene; .uk/socialcaretv/video-player.asp?v=privacy)24Effective communication [Component 2, B1, Care values]Introductory activity: Students write down a list of methods we use to communicate with people. Teacher writes feedback on the board and discusses each point, linking to health and social care examples.Main session activities:Teacher asks who might need extra help with communication?In groups, students research how the following people could be supported with communication, e.g. individuals who: speak a different language; are hearing impaired or sight impaired; have learning disabilities. Teacher tries to ensure that each group receives a different individual to research.Students present their information as a poster and share to the class with peer feedback and suggestions. They discuss positive and negative points of the methods they have suggested. This could become a class discussion, if time allows.Students then role play a scenario around someone who needs help with communication to give them practice at demonstrating care values.Plenary activity (homework task): Students observe a range of individuals communicating and note the different methods of communication. They answer questions for each type: Was the communication effective? Why? How could it be improved?Short videos on communication from, e.g., the Social Care Institute for Excellence (.uk/socialcaretv/video-player.asp?v=communication)Interactive boardAccess to the internetWebsites for background information on main session activity, such as:RNIB, .uk/Action on Hearing Loss, .ukBritish Sign Language, british-sign.co.uk/Makaton Charity, 25Safeguarding and duty of care[Component 2, B1, Care values]Introductory activity: Teacher asks students what they would do if they saw someone being unkind to another person. Students then write a list of examples of unkind treatment, which can be shared in class during a feedback session.Main session activities:Teacher reinforces that users of care services are vulnerable and ask students to explain why.Teacher explains individuals are at risk of abuse and the different types of abuse. In pairs, students focus on one abuse giving examples of how a person is abused. Teacher leads a discussion to feed back.Teacher leads a thought shower identifying warning signs of abuse and explains that any suspicions must be reported.Students read a scenario about a person with learning disabilities showing signs of abuse discovered by their care worker.Teacher asks for reasons for suspecting the abuse and what the worker should do.Students are reminded that people with learning disabilities or problems with memory are vulnerable to abuse.Students then role play a similar scenario to give them practice at demonstrating care values.Plenary activity: Students write a note outlining how someone with dementia can be safeguarded and protected. 26Promoting anti-discriminatory practice [Component 2, B1, Care values]Introductory activity: In pairs, students write a definition of the word ‘discrimination’ on a sticky note. They can use an online dictionary if they need to. All notes are then stuck on a board or wall for students to read.Main session activities:Teacher leads a discussion on who may be discriminated against. They introduce the protected characteristics of the Equality Act 2010 and give examples of discriminatory behaviour.In pairs, students make notes about the potential effects of discrimination. In a class discussion, the teacher builds on students’ ideas.Teacher gives examples of positive workplace practice.In groups, students produce a poster that could be used in a young person’s setting for a campaign to fight discrimination. The poster should include information about behaviours that positively welcome differences, tolerances and support for an individual who experiences discrimination.Students then role play a scenario that demonstrates appropriate care values through anti-discriminatory practice.Plenary activity: Using the internet, students research their local hospital to see how it prevents discrimination in its service – for example, by providing interpreters and facilities to worship.Short videos on social inclusion from, e.g., the Social Care Institute for Excellent (.uk/socialcaretv/video-player.asp?v=social-inclusion) may be useful here to demonstrate a range of anti-discriminatory practice.Access to the internetCraft materials and large sheets of paper for making a posterSticky notesDictionary27Applying care values in a compassionate way[Component 2, B1, Care values]Introductory activity: Student are asked to write points on how others would describe their character.Main session activities:Teacher introduces the reasons for bringing focus on compassionate ways of working in health and social care. Students watch a video clip of a hospital failing compassionate care values and the results this had on patient care.In groups, students read a scenario around a vulnerable person who is having domiciliary care at home with visits from various practitioners. The individual and the family wish to create a poster that reminds workers visiting about how the person should be cared for in a compassionate way.Plenary activity: Students are guided to self-assess their own poster then peer-assess a selection of posters by the class. Access to the internetA short video clip by Channel 4 News outlining the failings of a hospital in mid-Staffordshire to care properly for its patients – sparking a review of patient care within the NHS, e.g. watch?v=3XeYUlOp07Q (search for: ‘The worst scandal in the history of the NHS’)Craft materials and poster paperLearning aim B: Demonstrate care values and review own practiceLearning aim B2: Reviewing own application of care values28Working together[Component 2, B2, Reviewing own application of care values]Introductory activity: Using a list of care values, students give one example of a health and care worker and how they would demonstrate each of the care values.Main session activities:Teacher explains the role of staff training and updating around care values and how service user feedback can improve future care.Students give examples of the types of positive and negative feedback that service users could give; they could be prompted with further examples.In pairs, students design a leaflet aimed at staff of all levels in a health or social care setting of their choice. The leaflet explains what the care values are and how they could be applied in that particular setting.Plenary activity: Students adapt their leaflets to a different type of setting. Teacher explains that although the same values exist they may be applied in different ways.Roles within health and social care can be found in Lessons 1 to 3Health and social care settings are mentioned in the early part of the componentCraft materials and poster paper29Making mistakes[Component 2, B2, Reviewing own application of care values]Introductory activity: Students think about when they have made a mistake at school or at home. In pairs, they make a list of potential mistakes that health and social care workers could make.Main session activities:Teacher explains that health and social care staff can make mistakes but it is important to own up. Teacher links owning up to the care value of safeguarding individuals and duty of care.In pairs, students work on a scenario about a worker – helping addicts. Pressures at home lead the worker to demonstrate negative behaviour.Students reflect on his behaviour and suggest how he should have behaved.Students role play the scenario in their pairs to show how the worker should have behaved. Time allowing, some pairs show their role play to the class.Teacher explains what to do if carers make a mistake at work.Plenary activity: Students identify a mistake they have made, maybe from the ‘Getting Started’ activity. They reflect on what they would do differently if it were to happen again. 30Reviewing own application of care values[Component 2, B2, Reviewing own application of care values]Introductory activity: Students write two lists: one list of things they are good at; and one list of things they find difficult or lack skills.Main session activities:Students are introduced to the reasons for self-assessment, own strengths and areas for development. Teacher stresses importance of honesty and gives an example of self-assessment relating to care values (for example, owning a mistake and its implications).Students are guided to practise self-assessment – i.e. by gathering information such as a list of care values and ideas of how they should be demonstrated. They create two mind maps relating to their self-assessment and from these, a table, on which they can expand their ideas.Teacher reminds students that all self-assessment information in a health and social care context is confidential.Plenary activity: In pairs, students discuss the benefits of self-assessing skills in relation to practising of care values. Self-assessment templates – two vertical columns headed:Strengths: The values I have confidence in demonstrating (give reasons why)Areas for development: The values I do not feel confident yet in demonstrating (give reasons why)31Receiving feedback[Component 2, B2, Reviewing own application of care values]Introductory activity: Students reflect on recent feedback they have received. Students also note how the feedback made them feel and whether, largely, they agreed with it.Main session activities:Students learn the purpose and value of feedback and how feedback should be given.Students read a scenario about a care worker about to receive feedback about a mistake she has made more than once. They then role play the scenario.Other students are invited to give feedback on the content of their role play.Plenary activity: In pairs, students discuss the value of feedback when working in health and social care. Teacher leads a class discussion for ideas to be shared.32Using feedback[Component 2, B2, Reviewing own application of care values]Introductory activity: Students think about recent feedback where there were areas to improve – perhaps from an assignment or course work. They note how they felt receiving this feedback.Main session activities:Teacher explains the process of action planning that incorporates SMART (Specific, Measurable, Achievable, Realistic, Time-related) goal setting. Students study an example of an action plan relating to developing care values.Teacher hands out templates for students to create their own action plan based on a self-assessment of a recent assignment/project.Plenary activity: In pairs, students discuss how developing an action plan would help them to develop in a health and social care career. Action plan template – five columns headed:GoalTo be achieved byActionReview dateEvaluation 33Learning aim B: practice for assignment[Component 2, B1 and B2, Demonstrate care values and review own practice]Introductory activity: Students to recap four health and social care settings using the seven care values (Lessons 20 to 26) giving two examples of how each care value is applied. Teacher gives examples of difficulties upholding care values and how they are overcome.Main session activities:Teacher recaps key points of the requirements of the assignment.Students are given a scenario of a young child who is admitted to hospital. The scenario incorporates a safeguarding issue. The student, as a health care worker, is settling her in. Teacher plans a role play where the student can demonstrate the care values and then guides self-assessment.Teacher provides feedback.Plenary activity: Students are guided on self-assessment and feedback to reflect on the positives given and the areas they need to develop. Assignment practice scenario ? health care34Learning aim B: practice for assignment[Component 2, B1 and B2, Demonstrate care values and review own practice]Introductory activity: Teacher guides students to recap the purpose of self-assessment and feedback and mentions how an action plan could develop their practice.Main session activities:Teacher creates a scenario around an older person who has just moved into residential care – including an issue around safeguarding. Students role play the care worker who is helping her to settle into her new surroundings.Students self-reflect.Teacher provides feedback.Plenary activity: Students reflect on their performance and compare to previous sessions’ feedback and practice.Assessment practice scenario – social care35Learning aim B: assessment practice[Component 2, B1 and B2, Demonstrate care values and review own practice]End of learning aim formal assignmentIntroductory activity: Students are reminded the assignment is formal and must be their own work. Teacher suggests students make notes to plan response, inform the process for the assignment/feedback and dates for submission/return. Teacher checks understanding of key terminology, dates and processes.Main session activity:Students complete the assignment under supervision.Plenary activity: Students draw an emoji showing how they feel now they have completed this assessment; they explain why they chose to express themselves in this way.Pearson approved assignment36Learning aim B: assessment practice[Component 2, B1 and B2, Demonstrate care values and review own practice]End of learning aim formal assignmentIntroductory activity: Students are reminded the assignment is formal and must be their own work. Teacher suggests students make notes to plan response, inform the process for assessment/feedback (including dates) and checks understanding of key terminology, dates and process.Main session activities:As role play – students are given time to plan by looking at the list of care values, make brief notes what they could say or do that help demonstrate each care value and use as prompt, if necessary, during assessment.Students complete the assignment under supervision.Plenary activity: In pairs, students create a mind map showing how they can use the learning gained from Component 2 in future learning and life. They feed back to the class.Pearson approved assignmentPrinted list of care values for students to study:empowering and promoting independencerespectmaintaining confidentialitypreserving dignityeffective communicationsafeguarding and duty of carepromoting anti-discriminatory behavioursResourcesIn addition to the resources listed below, publishers are likely to produce Pearson-endorsed textbooks that support this qualification. Check the Pearson website () for more information as titles achieve endorsement.Websites.uk ‘Home page’, Action on Hearing Loss – a resource that provides support to people with hearing loss.british-sign.co.uk/ ‘Home page’, British Sign Language – a valuable resource that provides online tools and resources on sign language. ‘22 Pieces Of Teenage Slang Explained By British Mums’, BuzzFeed – a resource where the users of Mumsnet try and understand what their teenage children are saying.healthcareers.nhs.uk/i-am/considering-or-university/studying-be-allied-health-professional ‘Studying to be an allied health professional’, Health Careers – a good resource that provides an overview of anyone thinking of a career as an AHP..uk/about/faqs/710_how_can_i_assess_the_readability_of_my_document_or_write_more_clearly ‘How can I assess the readability of my document or write more clearly?’ National Literacy Trust ? a valuable resource that will enable individuals to assess the readability of text; a useful tool to develop English skills. ‘Home page’, Makaton Charity ? a good resource explaining Makaton and which provides training, support and advice.nhsprofessionals.nhs.uk/Pages/Allied-Health-Professionals.aspx ‘Allied health professionals’, NHS Professionals – a valuable resource providing information on AHPs.nhs.uk/Conditions/social-care-and-support-guide/Pages/services-for-children-and-young-people.aspx ‘Children and young people’s services’, NHS Choices ? a useful resource that explains a range of children and young people’s services. ‘Caring for Jasmine – meet the family’ gives an insight to family experience of caring for a child with additional needs.nhs.uk/NHSEngland/AboutNHSservices/dentists/Pages/nhs-dental-charges.aspx ‘NHS dental services explained’, NHS Choices ? useful to raise awareness of costs applied to NHS services, also a good resource to develop maths skills.nhs.uk/pages/home.aspx ‘Home page’, NHS Choices ? a useful resource which offers a wide range of information around health as well as links to sources of advice, care and support.nhs.uk/Livewell/Childrenwithalearningdisability/Pages/Whatislearningdisability.aspx ‘What is a learning disability’, NHS Choices ? a resource that gives a clear overview of common learning disabilities that individuals may experience..uk/ ‘Home page’, Royal National Institute of Blind People – a resource that provides support for people with sight loss. ‘Dinter, bitz and gwop: a guide to British youth slang in 2016’, The Conversation – a good resource that explains youth slang..uk/socialcaretv/video-player.asp?v=choice-and-control and .uk/socialcaretv/video-player.asp?v=practical-assistance Short video on empowerment and independence from the Social Care Institute for Excellence.uk/socialcaretv/video-player.asp?v=communication.uk/socialcaretv/video-player.asp?v=personal-hygiene; .uk/socialcaretv/video-player.asp?v=privacy Short video on dignity from the Social Care Institute for Excellence.uk/socialcaretv/video-player.asp?v=social-inclusion Short video on social inclusion from the Social Care Institute for Excellent – may be useful here to demonstrate a range of anti-discriminatory practice.young-carers-services Part of the Children’s society website which gives details of Young Carer services TextbooksBarrow, S. Respecting the religious and cultural needs of patients, Unknown, nd, available from: gmw.nhs.uk/download.cfm?doc=docm93jijm4n901.pdf&ver=1686 ? an easy to read resource that provides comprehensive guidance about how to support the needs of individuals from a range of cultures.Care Quality Commission, How to complain about a health or social care service, Care Quality Commission, 2014, available from: .uk/sites/default/files/documents/20140210_6642_cqc_how_to_complain_leaflet_final_web.pdf ? a useful document to assess readability, as it is intended to be in an easy to read format.Carers UK, Facts about carers 2015, Carers UK 2015, available from: for-professionals/policy/policy-library/facts-about-carers-2015 – a digest and analysis by Carers UK on all key research and statistics about carers in the UK.Department for Education and Skills, Young people’s guide to care matters: green paper, DfES, nd, available from: .uk/consultations/downloadableDocs/carematters%20final%20easy%20read%20version.pdf – an easy to read helpful resource that aims to listen to young people’s views about children and young people’s services.DVDs and videosA day in the life of a young carer, available from: – a video clip by Fixers UK on young carers.Going blind: RNIB and sight loss advisers, available from: – a video clip by RNIB on advice for sight loss.Independent health care – careers for allied health professionals in the UK, available from: – a video clip by the Association of Independent Healthcare Organisations of careers for AHPs.The worst scandal in the history of the NHS, available from: – a video clip by Channel 4 News outlining the failings of a hospital in mid-Staffordshire to care properly for its patients – sparking a review of patient care within the NHS. ................
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