NVQ Level 5 Champion Equality, Diversity and Inclusion

Activity Brief

HSC

Number

11

Task Type:

Reflective account

Level:

5

Pathway:

ALL

Date reviewed:

04/04/2019

Task Name:

Champion Equality, Diversity and Inclusion

Description of Task:

A reflective account to demonstrate your knowledge and understanding.

Approx. 1700 Words

Scope of Task

The following areas are to be covered / discussed / referred to in your answers:

· Barriers to equality and inclusion.

· Areas of responsibility.

· Impact of legislation.

· Challenging discrimination.

· Effectiveness of systems in place.

· Propose improvements to address gaps or shortfalls in systems and processes.

· Informed choice

· Ethical issues

· Individual capacity and its effect on informed choice

· Managing risks and balancing rights

Values

Equality

Diversity

Inclusion

Core Skills

Literacy

British Values

The rule of law

Legislation

Individual Liberty

Informed choice.

Legislation

Equality Act 2010

Equality Act 2010: Chapter 1 (Protected Characteristics) Chapter 2 (Prohibited Conduct) and Chapter 3 (Services and Public Functions)

General Data Protection Regulation 2016

Data Protection Act 2018

Gender Recognition Act 2004

Resources to help you:

QCS Resources:

Use your learner login in to access QCS policies.

PE03 Equality and Diversity policy and procedure.

Webinar and Tutorial Resources:

https://attendee.gotowebinar.com/recording/7744375354788284673?assets=true

Additional resources

www.skillsforcare.org.uk

https://www.britishcouncil.org/organisation/how-we-work/equality-diversity-inclusion

https://www.cqc.org.uk/guidance-providers/regulations-enforcement/regulation-11-need-consent

Task Questions

To write a reflective account you should answer the questions below by discussing them, stating how well you and your policies work, discussing what you do well, what could be improved.

· Discuss the following points, giving examples from your practice to enhance your answers .

· Please read the guide at the bottom of the brief to support you.

· There is a list of books and useful websites at the end of the brief.

· Please also refer to the unit amplification on the standards sent to you when joining the course.

· This activity brief covers knowledge only.

1. Discuss different models of practice that underpin equality, diversity and inclusion. Include in detail your own role and responsibilities in relation to this (1.1).

2. Discuss the different barriers to equality and inclusion and analyse the potential effects these in relation to your own role (1.2).

3. Discuss the legislation surrounding equality, diversity and inclusion and analyse the impact that each piece of legislation has on your service (1.3).

4. Discuss your systems and processes that promote equality and inclusion or reinforce discrimination and exclusion. Use examples from your practice and reflect on how well you feel those systems work (3.1).

5. Discuss dilemmas that may arise when balancing rights with a duty of care (4.1).

6. Discuss your understanding of the principles of informed choice and explain how this is implemented in your service (4.2).

7. Discuss how an individual’s capacity has an effect on their informed choice. If possible, use examples of when this has been an issue and reflect on how you dealt with this using your current systems (4.3).

NB: If you are taking the adult or children and young people’s pathway, please refer to the legislation and regulations related to your pathway.

Evidence sheet

Learner Name

Evidence Reference

Activity (X)

RA

QA

X

PD

AS

WS

Evidence Continuation Sheet

Assignment Guide/Outline

This guide is to help you research and complete Unit 3. Where possible you should enhance it with examples from, and reflection on your own practice.

1) Different models.

You could include:

· Person-centred planning

· Outcome based practice

· Informed choice

2) Barriers.

You could include:

Discuss the impact each of the following would have on the service and users:

· Lack of communication between various partnerships

· Different agendas within partnerships

· Lack of understanding (policy, procedure, legislation or conditions)

· Lack of resources and funding

3) Legislation:

· Equality Act 2010

· Equality Act 2010: Chapter 1 (Protected Characteristics) Chapter 2 (Prohibited Conduct) and Chapter (Services and Public Functions)

· General Data Protection Regulation 2016

· Data Protection Act 2018

· Gender Recognition Act 2004

4) Discuss your own practice.

5) Discuss your own practice.

6) Informed choice.

To make an informed choice, the service user must be provided with all available information.

This should include:

· Involving others

· Risk assessment

· Alternatives to achieve the same thing

7) Individual capacity.

Areas to include:

· Assessment of capacity

· Things that can impact on capacity

· Fluctuating capacity

· Risk assessment

· Partnership working

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom. Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant. Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below. For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf. Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

1. Always show when you have used a quote by placing it in speech marks: “...................”

2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks. It is also common to italicise the longer quote. This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010).

3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).

4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will. You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own. Paraphrasing is a good way to demonstrate understanding and have the content marked, but remember that the paragraph must include the author’s details. ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010).

5. The reference list at the end of your activity must be in alphabetical order. This makes it easy to find a particular reference from the text.

“In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)”

avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....”

Examples of the main types of references

· Websites (the website address should be underlined).

· Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow [Accessed 10 April 2010].

· Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

· Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table

Unit

Assessment Criteria

Unit

Assessment Criteria

3 (P&H)

1.1, 1.2, 1.3, 3.1, 4.1, 4.2, 4.3.