BTEC Entry 3/Level 1 Health and Social Care Teaching Book ......BTEC E3/L1 Health and Social Care...

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BTEC E3/L1 Health and Social Care

1

Unit 8Investigating rights andresponsibilities at work

Unit overview Credits: 1

This unit introduces the learner to the concept of rights, helping them to understand that everyone has the right to be treated fairly and with respect whilst they are in the workplace, whilst also working in a safe and secure environment. The unit also allows learners to explore what other rights they have at work.

Learners will realise that although they have these rights, their rights will not always be respected by individuals including employers and employees in the workplace. Therefore learners will explore the wide range of laws and legislation that can protect them in the workplace as well as the responsibilities that the employer has toward them, which should be beneficial to the learner.

Unit 8 also focuses on the topic of equality of opportunity. Learners will be encouraged to draw upon their own thoughts and experiences with the help of any work placements (although this is not a mandatory part of the unit) to gain an understanding of how to avoid disrespecting an individual or breaking their rights.

Although this unit has links with Unit 1: Investigating rights and responsibilities at work for Entry Level 3 and in some areas the content is similar, it should be noted that the criteria between the two levels and units differ in their expectations of what they wish the learner to cover. Opportunities to address Unit 1 criteria are highlighted in the Scheme of work and the Assessment grid, for your reference.

On completion of this unit, learners will:

LO1 Understand what ‘rights’ and ‘responsibilities’ are

LO2 Understand how to respect the rights of individuals

LO3 Know laws that can protect the rights of employees

LO4 Know that employers have certain responsibilities


BTEC Entry 3/Level 1 Health & Social CareUnit 8 Investigating rights and responsibilities at work

Delivery guidanceWhilst teaching this unit, you may discover that the learners have a basic knowledge of the content due to their previous experiences. However, this knowledge base will need to be teased out of the learner as they may not have the confidence to realise that they already have this awareness. The activities that you choose within the class can make all the difference.

A range of activities should be used to spark and promote the learners’ interests. Activities such as photo stories, role plays, worksheets, and spider diagrams could also be considered to assist teaching and learning as well as the activities given in this delivery guidance. In addition, activities should be used to accompany rather than replace the teaching. The use of the activities alone is not enough to give the learners a full understanding of the unit.

External links

This unit would benefit from external links with the vocational sector. These links could be developed in many ways, such as guest speakers and work placements. You could also try to make your assignments as vocational as possible, as this will help to engage the learners’ interests. This can take two forms: the learner acquiring the vocational language and skills by using these terms and skills regularly in class, in assignments and on work placement; or setting the assignment within a strong vocational context such as researching a job role whilst on placement.

Functional skills

The specification will offer guidance on how functional skills can be embedded in your delivery of each unit. The most appropriate skill to embed within this unit is English, as a lot of the activities suggested in the Student Book require the learner to communicate with other individuals in the class and produce elements of written work. This in turn could also incorporate ICT as you could ask the learner to word process their assignment work.

LO1 – Understand what rights and responsibilities are

This unit starts by introducing learners to the range of different rights that individuals have. This includes rights as users of health and social care services (see topic: Our basic human rights) and as employees in the workplace (see topic: Rights at work). It may be useful for learners to think about what the term ‘rights’ means before discussing what rights we have.

An activity that could be useful here is ‘snowballing’. Snowballing is where learners work individually, in pairs, and as part of groups. To start the activity, individual learners write down what they think the term ‘rights’ means. They then work with a partner and agree on the meaning of the word ‘rights’. The pairs are put into small groups where they share their definitions and agree on one meaning between them. Finally, these definitions are written on the board and can be discussed as a whole class.

The number of stages you use to do this is up to you. If you are looking for a quick activity ask learners to do this on an individual basis and then feedback. If you have more time, you could keep increasing the group size.

BTEC Entry 3/Level 1 Health & Social Care


Unit 8 Investigating rights and responsibilities at workBTEC Entry 3/Level 1 Health & Social Care

Work experience

Learners may benefit from embarking on a work placement whilst studying this unit (although this is not a specific requirement of the unit). Work experience within health and social care is relatively easy to arrange especially if strong links are developed with local care settings. The evidence required for many of the criteria can be generated from good work experience. Evidence can also be usefully generated from learners’ part-time work if in a relevant care setting. For example, learners could be given tasks to find out about the laws and legislation that the placement follows. A work placement diary would also be a useful method to record how individuals use the service and how the employees have had their rights promoted and respected.

A visit or a work placement to a local residential or nursing home could be arranged to enable the learner to shadow a member of staff carrying out their day to day activities. Learners could be set particular topics or questions to consider whilst shadowing a member of staff, such as: what tasks/jobs do they do every day? How did the staff show they respected the rights of the individuals who use the service?

This activity could also be used for other criteria, particularly 3.1, by simply changing the focus of the questions/observations.

Useful teaching resources for this topic include:

www.acas.org.uk

Arbitration service, advice on health and well being at work

www.advice.org.uk

Citizen’s Advice Bureau.

In the topic, Responsibilities, learners are introduced to what their responsibilities may be when working in a health or social care setting. This criterion can be quite difficult for the learners as they need to understand that different job roles have different responsibilities, however, some job roles have a number of responsibilities in common.

A good way to familiarise learners with responsibilities is to look at different job adverts of specific job roles and identify and explain the responsibilities that the job role has. Job adverts could be found in newspapers or websites, or learners could find job adverts to bring in to use in class.

Alternatively, you could use the following example.

Wanted: A health care support worker is required to work in a busy hospital environment. You will be working with all age groups, abilities and disabilities. You will be responsible for helping patients to wash, bath, dress, eat and visit the toilet, assisting patients with disabilities in getting around or in everyday tasks and generally ensuring patients are comfortable.

You will need to be caring, friendly and respectful, as well as being able to get on with lots of different types of people. You will need to be able to identify when someone needs help or assistance even if the patient cannot ask for help themselves.

You will also need to be aware of different laws that relate to the rights of employees and users of the service.



It would be useful for learners to complete the activity before attempting the activity: You decide in the Student Book.

Useful websites for this learning outcome and related assessment criteria include:

www.direct.gov.uk/en/RightsAndResponsibilities/Yourrights

General rights and responsibilities in the workplace including rights for people with disabilities, carers, older people and young people

www.standards.dfes.gov.uk/schemes2/ks4citizenship/cit10/10q2

Schemes of work for KS4 citizenship – Unit 10: Rights and Responsibilities in the world of work.

LO2 – Understand how to respect the rights of individuals

Learners need to be familiar with the different terms used to describe the factors that can affect an individual’s rights (see topic: Factors affecting rights of individual ). Although learners may show understanding of these terms during the lesson, it is likely that they will have forgotten the meaning of these terms or get them confused with one another by the following lesson.

It is a good idea to recap the meanings at the start of a lesson by asking learners to match the following terms: stereotype; discrimination; culture; factors, to definitions and examples to check their understanding.

Furthermore, using case studies that you have created that give examples of factors that affect individuals and their rights, gives learners the opportunity to identify and explain the factors affecting the rights of the individuals. This can then flow into the next criterion as learners could provide suggestions of how the individuals in the case studies could have their rights respected.

You could revisit the case study: Kamill and ask learners to make a list of how the residential home could respect Kamill’s rights (as well as other employees and residents in the hospital).

Other examples of how to respect others, either individuals using the service, or learner’s workmates, are introduced in the Student Book topic: Respecting others.

LO3 – Know laws that can protect the rights of employees

The Student Book introduces the topic: Laws that protect you at work. Laws and legislation can be very difficult for learners to grasp and so it is imperative that laws are covered in a way that is fun, whilst giving a basic outline of the content of the law. Laws are regularly changed and amended and your knowledge may need to be updated in order to remain accurate. Although the Sex Discrimination Act, Race Relations Act and Disability Discrimination Act are not individually referred to in the specifications, it may also be worth bringing these to the attention of the learners.

You could expand on the information in the Student Book, to talk about how the Disability Discrimination Act, Race Relations Act and Sex Discrimination Act are all laws that aim to reduce the amount of discrimination experienced by people with disabilities, different ethnicities, different genders and sexualities. The three laws make it illegal to discriminate in these areas, meaning that any public places like shops or public services such as transport should be available to everyone. Health and social care treatment or jobs are usually not allowed to be decided on these factors, protecting individuals from being discriminated against.




A class debate could be a useful method of engaging learners and stimulating discussion as to whether the laws really do their job. Ask learners to consider the following questions:

1. Do they stop discrimination and people being treated unfairly?

2. Do they enable everyone to access health and social care services?

3. Do they protect the users of the services and the employees?

4. What would you do differently?

Posters, leaflets, presentations and case studies are all useful techniques for ensuring that the learners have taken on board the information, producing literature or information that others can learn from, whilst demonstrating to you that they understand the content.

LO4 – Know that employers have certain responsibilities

Employers’ responsibilities are introduced in the Student Book topics: Equality of opportunity and Confidentiality. In order to get learners to understand the concept of employers and employees having their own responsibilities within the work place, class activities would really benefit from being strongly vocationally led and related directly to the work place.

Guest speakers could be invited from local health and social care organisations to discuss their responsibilities, and worksheets or handouts could be completed with regard to this as learners need only ‘identify employer responsibilities’, therefore no detailed descriptions or explanations are required. The answers from these worksheets or handouts could be used by learners to create word searches or crosswords for other members of the class to complete. This shows you the two individual learners’ understanding: the learner who created the activity and also the learner who has completed the activity.

Useful websites for this learning outcome and criteria include:

www.tuc.org.uk

Trades Union Congress websites with downloadable leaflets about rights at work

www.worksmart.org.uk/rights

A TUC run website with information about rights at work (paternity and maternity leave, paid holiday etc).



Assessment gridThe following grid will show you the assessment criteria that should be met in this unit against the activities in the student book that contribute. The grid also suggests the types of evidence that you might gather for each criterion.

E3 – Unit 1: Investigating rights and responsibilities at work

Assessment criteria Activity in Student Book that covers it

Evidence that could be offered Student book page

1.1 Identify aspects of working life where they have rights

Activity: Your rights

Case study: Should men and women be treated differently at work?

Activity: Being a manager of a day care centre

List of rights.

Responses to the questions based on the case study.

Written evidence of advice.

Witness statement of role play and participation in class discussion.

Written evidence collected from a work placement or trip could also be used here.

3

5

5

2.1 Describe how the rights of others can be respected

Case study: Tabatha and Marley


11

3.1 Identify aspects of working life where they must fulfil certain responsibilities

Activity: You decide Completion of job adverts for two job roles.


7

4.1 Identify sources of help within the workplace

Activity: Sources of help and advice

Written lists of sources of support.

Written evidence collected from a work placement or trip could be used here.

6




L1: Unit 8 Investigating rights and responsibilities at work

Assessment criteria Activity in Student Book that covers it

Evidence that could be offered Student book page

1.1 Explain what ‘rights’ are

Activity: Your rights

Case study: Should men and women be treated differently at work?

Activity: Being a manager of a day care centre

List of rights and leaflet of rights.



Witness statement of role play and participation in class discussion.


3

5

5

1.2 Explain what ‘responsibilities’ are

Activity: You decide Completion of job adverts for two job roles.


7

2.1 Explain the factors that may affect the rights of individuals

Case study: Kamill

Activity: Who do you want to be?


Written responses to the questions.

9

9

2.2 Explain how to respect the rights of individuals

Case study: Tabatha and Marley


11

3.1 Identify laws that can protect employee rights

Activity: Tell us the law Poster that tells employees of the different laws that protect them whilst they are at work.

Alternate ways of producing this evidence could include presentation of information of the laws to other learners in one of the following formats: posters, leaflets, presentations or the use of case studies. It may be necessary to video the presentation.

13

4.1 Identify employer responsibilities in regard to:

• Fulfilling a contract

• Health and safety

• Equal opportunities and prevention of discrimination.

Activity: What would you do? Case study: Clare and Kirsty Activity: What’s the problem?


Witness statement of participation in class discussion.


List of breaches of confidentiality.

Written solutions to overcome the confidentiality breaches.

Additional evidence could be produced through accurate answers to tutor set questions when listening to guest speaker talk about their responsibilities in their job role.

15

16

17


Unit 8 Investigating rights and responsibilities at work


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Unit 8 Investigating rights and responsibilities at work

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g t

he

com

ple

ted

rese

arch

as

a cl

ass

will

hel

p t

o s

how

sp

eaki

ng a

nd li

sten

ing

sk

ills

4.1

Iden

tify

emp

loye

r re

spon

sib

ilitie

s in

reg

ard

to:

• fu

lfilli

ng a

co

ntra

ct

• he

alth

and

saf

ety

• eq

ual o

pp

ort

uniti

es

and

pre

vent

ion

of

dis

crim

inat

ion


BTEC Entry 3/Level 1 Health and Social Care Teaching Book ......BTEC E3/L1 Health and Social Care...

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Transcript of BTEC Entry 3/Level 1 Health and Social Care Teaching Book ......BTEC E3/L1 Health and Social Care...