LYNN WATSON – HEALTH AND SOCIAL CARE DEPARTMENT
SCHEME OF WORK FOR EDEXCEL LEVEL 3 DIPLOMA
To achieve this award students are required to produce a portfolio of evidence to cover all of the assessment criteria. This portfolio is assessed throughout the course and internally verified in preparation for the external verifier’s first. There is no external test. The grade awarded is pass or fail.
Date -week / Unit of Award
Assessment Objectives / Student Activities / Equality and Diversity / Differentiation / Key Resources
1
SHC34 / INDUCTION
Duty of Care / Induction to course, units and LRC.
Completion of initial assessments.
Completion of vocational skills scan
Completion of ILP
Ask learners to bring organisational handbooks with all policies next week
Code of Practice Quiz – learners to work in small groups
Learning/Reflective Diary
Complete sheet in preparation for weeks 3/4 / Look at results of initial assessment and plan any future lessons around identified needs.
Looking at code of practice – learners highlight areas of promotion of equality and diversity / Explain and reassure students concerned about assessments.
Assist students to relate skills scan to own area of practice
Divide into groups according to experience / Students’ course handbook
Students log book
Initial assessments
Skills Scan
Code of Practice guide
C of P quiz
Learning Log Book/Diary
2
SHC34 / Duty of Care / Accountability See DVDs on: -
- Safeguarding
- Confidentiality
- Boundaries
Conflicts/Dilemmas – solutions and seeking advice. Learners to work alone to identify an area of conflict/dilemma. Tie into: -
Managing risk – link to learners’ organisational policies and legislation, CofP, – Work in pairs to identify what should be in policies etc.
Complaints and agreed procedures (stages) to support individuals to make a complaint – case study
Assignment
Learners reminded to bring OP policies and handbooks in next week / Identify situations in various workplaces (dementia unit, learning disability homes, supported living). Discuss how to maintain independence balanced against responsibility to keep safe
Learners encouraged to support service users with making complaints / Encourage learners to contribute and access DVDs from LRC/home
Support learners to identify areas
Work with learners where identified need
Work 1-2-1 with learners / SCIE DVD
Course handbook
Website
Learners org. policies & procedures
CofP, NMCS
Case studies
Assignment
3
HSC25 / Role of the H&SC worker / Board blast – what roles are there in H&SC? Watch SCIE DVD then Group discussion on differing relationships
Worksheet – differences in relationships.Learners to work alone
Scope of the job role – board blast. Work in small groups. Learners to use JD and diary from week 1 to assist with essay
Learners reminded to bring worksheet back next week / Learners encouraged to show respect for all levels of workers including overseas.
Discuss how we respect other workers’ and individuals’ diversity / Work with less experienced learners
Offer extra resources for research / White board
Worksheet
White board, Code of Practice, Flip Chart Sheets, Pens
4
HSC25 / Role of the H&SC worker / Revisit worksheet – Working in Partnership with others (sharing info, boundaries, need to know etc).
Agreed ways of working (see scope). Learners to work in pairs and use OPs and Legislation to identify methods. Feedback to group.
Resolving conflicts – role play exercise.
Set homework to produce a guide for dealing with conflict
Power sharing and empowerment – teacher talk French and Raven
Assignment / Promote respect for diversity shown in overseas carers.
Learners encouraged to discuss and promote the equality, diversity and inclusion of the individuals they work with. This is relevant throughout the entire course / Pair up according to experience
Work with learners who are uneasy
Support 1-2-1 where needed / LRC. Legislation information
Role play sheets
Handout
Theory book
5 / Portfolio session / Portfolio session
Meet assessors
Tutor to work 1-1 with students to complete tasks
ERR book
Learners to bring OP for equality and inclusion next week. / Work 1-1 – tutor and assessors
Work with tutor / Logbooks, Portfolio, Paperwork
ERR books
6
SHC33 / Equality and Inclusion / Definitions – learners to work alone to complete worksheet.
Feedback to group
Discrimination – effects of/Equality Act/Stereotypes – gDVD (Raymond)
Legislation (and stereotyping)
Cultural work – use LRC to research
Learners to research workplace practice for inclusion next week / Promote e & d through discussion
Inclusive practice ensure learners understand and avoid discriminatory remarks.
Learners reminded to balance responsibilities and not make assumptions / Work 1-2-1 if needed
Give website addresses
Ensure all learners can view DVD
Identify cultures where learners cannot / Worksheets
Handbooks
SMART board, Pens
Internet, LRC, handbooks
SCIE resources
LRC, handbooks, workplace information
7
SHC33 / Equality and Inclusion / Present cultural research topic to rest of group.
Group to evaluate each presentation and give feedback
Models of inclusive practice – Teacher presentation (to include reflection and empowerment)
Discrimination – how can we challenge it to promote change
Learners to use OP for inclusion for this task
Assignment / Learners supported to discuss various faiths/religions as presented by others within group
Give learners handout of inclusive practice devised by Peter Bates - Mental Health Consultant
Learners to produce a report on inclusion / Assist learners to set up IT where needed
Work with learners to provide appropriate feedback
Encourage all learners to contribute
Work 1-2-1 with learners / SMART board, pens
Feedback forms, pens
Large posters for stereotyping activity
OP policies, handbooks, legislation
Assignment workbook
8
SHC36 / Person Centred Approaches / Values game – group exercise
Group discussion on PC approaches to care planning – to include reference to theories (e.g. Carl Rogers, Tom Kitwood, Maslow).
Task – learners to work in pairs to complete worksheet in Role Play situation(see 1 & 2)
Values in complex or sensitive situations (see final part of 2)
Consent – Mental Capacity Act – what to do when it can’t be established(see 3). Do we use advocates? – board blast to establish factors which can influence capacity. Learners to write short report. Revisit Scie video – Raymond. See Emily video.
Active participation – empowering. Teacher presentation (See 4). (Maslow)
Learners to research motivation theories LRC and produce information sheet for rest of group (each learner to do different research – photocopy for rest of group)
Learners to bring in OP for risk assessment next week / Identify and connect situations to individuals they work with
Encourage learners to respect individuals’ needs and wishes when care planning
Encourage learners to respect individual’s own decisions and not persuaded towards learners own
Discuss how we support people without mental capacity to make decisions
Examine how we can encourage motivation within individuals.
Promote advocacy as a promotion of social inclusion and equality / Encourage all learners. Give examples
Pair up according to experience
Work 1-2-1 with learners where needed
Support with report
Encourage learners to cross reference empowerment from previous units
If needed identify motivational theorists and give links to websites / Game
Notes, theories, internet
Worksheet, white board. pens
Information sheet. White board, pens
SMART board
Scie video
Teacher notes
Give website links. Motivation information sheet
9
SHC36 / Person Centred Approaches / Informed choices (being aware of risks) – to include supporting individuals to challenge decisions. Discussion and board blast.
Risk assessment – different uses, rights & responsibilities, accountability, regular revision.
Learners to produce letter to SU – using chosen scenario. Highlight links to unit 33 and recap.
(use enabling risk notes)
Well-being – (links self-esteem, identity and self-image – emotional literacy etc.). LRC for research on emotional literacy – also link to Maslow and week 8 (values etc.)
Healthy lifestyle task – learners to produce guidance for service users after evaluating/appraising each choice (advs and disads). Plan task in pairs(Use notes part 7)
Assignment
Learners to bring in OP for confidentiality next week / Highlight opportunities for equality and inclusion. Link this to Equality Act and anti discriminatory practice
Encourage learners to support and understand individuals’ rights to take calculated risks
Learners to promote self-esteem by encouragement of individuals
Learners to respect choices despite risks posed by individuals’ choices / Identify appropriate scenario for each learner
Scenario dependent upon workplace/role
Supply web links as appropriate
Pair up according to experience
Support learners who need extra time. / Scenarios, white board, pens
LRC
Examples of guidance
Assignment workbook
10
SHC31 / Promote Communication / How do we communicate
(is it always effective?) – board blast
How does communication affect relationships at work – Tuckman’s group interaction theory? Group to discuss. *Learners to research theory then produce essay with * below.
Barriers & overcoming them – worksheet – students work alone. To include how we access support.
Meeting communication needs – teacher presentation (Assisting Communication) and group discussion.
Argyle’s theory of communication cycle – learners to research with * above for essay
Confidentiality – revisit confidentiality, DPA. Maintaining confidentiality in everyday situations.
Assignment
Learners to bring in OP for record keeping next week
For learners doing 3029 give form regarding a service user’s specific communication needs / Discuss how to communicate with individuals who cannot speak
Show respect for less experienced carers
Discuss language, ability and cultural differences,
What aids are available to assist communication – discuss
Learners – respect confidentiality – when is it appropriate to break confidentiality? / Encourage all learners to contribute
Provide possible web links
Work 1-2-1 where necessary
Encourage learners to make notes for reference for assignment
Provide web links
Provide spare copies if needed / White board, pens
LRC
Worksheet
Pen and paper
LRC and websites
Learner portfolios for information
Assignment workbook
11 / Portfolio Week / Meeting with assessors.
Arrange observations
Revisit ERR
12
HSC38 / Good Practice in Handling Information / Legislation
- DPA
- Freedom of Information
- Equality Act 2010
- Organisational policy for confidentiality
- Quiz
Security/accessing information and maintaining records (ACES)
Learners to produce factsheet/guide for new carer (see part 3 of notes for what to include)
Assignment
Ask students to bring in JD and/or PS for next week / Learners encouraged to show respect for individuals’ choices – link to Mental Capacity Act and not making assumptions
Guide must include how to show respect for culture, language or disabilities / Provide website addresses
Website address
Pair group according to experience
Encourage all students to contribute
Assist with ideas and show example / Internet, handbooks
White board, worksheet/quiz
White board, SMART board
Information on producing a guide
Assignment workbook
13
SHC32 / Engage in Personal Development / Duties/Responsibilitiesand expectations (contractual) Groupdiscussionsee notes 1 pg 50
Legal Requirementsregarding updating ( H & SC Act) – pair work to identify requirements
Reflective Practice (and self evaluation) – Kolb, Gibb – teacher presentation and group ideas. Group to then complete worksheet alone
Values and Beliefs – group to work alone to identify influences
SWOT analysis & Personal Development Plan – complete worksheets following discussion
Learning Styles and Opportunities. Group discussion
Revisit learning diary/log
Assignment as homework
Students to bring in OP for Health & Safety next week / Link to Code of Practice and requirements of H&SC Act, Equality Act to maintain dignity of individuals’ diversity
Learners encouraged to show respect for others’ values and beliefs and not make assumptions or stereotype individuals / Give students time to make notes before feeding to group
Pair up according to experience/ability
Work 1-2-1 where identified needs
Work with individual students
Give helpful hints, website addresses
Assist students to locate website for VARK
Help students with any questions / White board, SMART board
H &SC Act – hardcopy and Internet, COP
Worksheet
SMART board – Kolb sheet, worksheet
Information sheet
Worksheet
Intranet
Internet
Personal diary/log
14
HSC37 / Promote Health & Safety / Legislation – HASAWA –
- COSHH
- RIDDOR
- Management of H&S Regs
- First Aid
- MHOR
- To include PPE
COSHH risk assessment task
Hazardous substances homework
Infection Control
Manual Handling
Produce a H & S map of organisation(homework)
Learners to identify location of H&S notices at work / Work 1-2-1 with each student where needed
Students to work in pairs if necessary
Give websites, encourage to use handbook
Work as a group ensure all students are contributing
Show example of expectations / Internet
Fact sheets
Handbook
Explanatory notes – could be handouts for group
COSHH products. Worksheet
Internet, handbooks
Information sheet
Information and worksheet
Paper for task
15
HSC37 / Promote Health & Safety / Procedures for responding to emergencies (health and other)
College H & S Officer to take
Dealing with accidents and sudden illness –worksheet task
Reducing the spread of infection
Group discussion and handwashing activity
Risk assessment – discuss HSE’s 5 steps to RA. Set homework task – Hazards and Risks
Stress management – theories and coping strategies
Signs, symptoms, triggers of stress – how to manage stress
Assignment
Learners to look for serious failures in health care / Promote awareness of signs and symptoms of ethnic minority groups / Remind students to be aware of skin irritations/dermatitis etc
Work 1-2-1 with students / Smart board
Worksheet
Smart board, internet
Handwashing equipment
Worksheet
Theories, Smart board
Theory information sheets
Assignment workbooks
16 / Catch up week / Students to work during lesson on work outstanding from previous weeks
Update reflective diaries
Choose optional units / Work 1-2-1 with all students / Internet
Handbooks
17 / Health enquiries for Safeguarding Unit / Use LRC to research health enquiries and mistakes made.
Presentation of discovery to group during lesson.
Homework task – to write up in neat
Learners to bring OP on safeguarding next week / Identify appropriate websites for research. Encourage students to use sector magazines.
18
HSC24 / Principals of Protection
(Safeguarding) / Abuse to include
- Types
- Signs and symptoms
- Contributing factors
- Actions to take if abuse is suspected
- Methods to reduce risk
Use Action on Abuse DVD and workpack
Questions 1 – 12 of assignment as homework / Students reminded that it is not only women who are subjected to spousal abuse
Students reminded to not make assumptions
Beware of bullying – because of protected characteristics! / Students to work in pairs (study buddy) / Worksheet on abuse.
Handout DoH
SMART board
Scenario sheet
Case study sheet. Handout
Quiz sheet
Elder abuse pack
Assignment workbook
19
HSC24 / Principals of Protection
(Safeguarding) / National policies and local systems
Legislation
Roles of the different agencies
Spotting abuse scenarios
Assignment – question 13 onwards / Beware of not making assumptions or belittling / Work in pairs according to experience
Work 1-2-1 with students where needed / Worksheet. Information sheets on laws etc.
Smart board task
Question sheets
20
IC01
IC02 / Infection Control and Prevention / Roles and responsibilities - PPE
Legislation
Prevention, control and risks
Personal Hygiene
Causes of Infection (bacteria, viruses, fungi and parasites)
Transmission of infection
21
HSC028 / Move and Assist Individuals / Anatomy and Physiology
Risks (skin etc) & actions to take
Equipment
Legislation (risk assessment)
Infection Control
Sources of Information & Support
Assignment
22 / Portfolio / Time for learners to discuss progress with tutors and assessors.
Look at reflective logs/diaries
Questions
23
HSC3029
SSOP3.2 / Specific Communication Needs
Promote Awareness of Sensory Loss / Learner’s own role & practice – it’s impact
Forms of communication other than formal language – how do we identify needs and equipment? The importance of ensuring aids are set up and working correctly.
Promote communication between individuals and others?
Use forms identified at week 11 – presentations and group discussion
Assignment
24
HSC3047 / Support the use of Medication in Social Care Settings / Legislation including classification and policies
Conditions, adverse reactions and types of medication
Roles and responsibilities
Principles and ethics involved including risk assessment
Administration strategies
Recording and Reporting
Assignment
25
HSC3022 / Support Individuals to Live at Home / Principles of supporting individuals to live at home
Planning support
Accessing and selecting resources and facilities with individuals and in partnership to introduce the services
Reviewing support provided
26
HSC3013 / Services and Facilities / Barriers to accessing services and facilities
Selecting services and facilities
Supporting individuals to access services and facilities
Supporting individuals to review services and facilities provided
27
28 / Specific optional units / To be agreed with students
29 / Specific optional units / To be agreed with students
30 / Course Evaluation