Equality, diversity, inclusion, and human rights

Overview

Framework:
RQF
Level:
Level 2
Unit No:
L/651/1513
Credits:
2
Guided learning hours:
19 hours

Assessment Guidance

Assessment guidance:

Assessment decisions for skills-based learning outcomes must be made during the learner’s normal work activity.

Skills-based assessment must include direct observation as the main source of evidence and must be carried out over an appropriate period of time.

Any knowledge evidence integral to skills-based learning outcomes may be generated outside of the work environment, but the final assessment decision must show application of knowledge within the real work environment.

Aim

This unit will show learners how to access information and support to understand the importance of equality, diversity, inclusion and human rights to work in an inclusive way when providing care.

Unit Learning Outcomes

4.1

Understand the importance of equality, diversity, inclusion, and human rights

Assessment Criteria

  • a)

    Explain what is meant by:

    • human rights
    • protected characteristics
  • b)

    Describe what is meant by discrimination and the potential effects on individuals and others

  • c)

    Explain how practices that support equality, diversity, inclusion, and human rights reduce the likelihood of discrimination

  • d)

    Explain what is meant by:

    • disability hate crime
    • mate crime
    • and bullying
  • e)

    Explain how to recognise, challenge and report discrimination in line with their employer’s policies and procedures, in a way that encourages positive change

4.2

Be able to work in an inclusive way 

Assessment Criteria

  • a)

    Identify the key concepts of the legislation and codes of practice relating to equality, diversity, inclusion, and human rights and how these apply to their own role and practice

  • b)

    Describe approaches and practices which support culturally appropriate care

  • c)

    Demonstrate how to interact with individuals and others in a way that respects their lifestyle, beliefs, culture, values, and preferences

4.3

Be able to access information, advice and support about equality, diversity, inclusion, and human rights

Assessment Criteria

  • a)

    Identify a range of sources, including those made available by their employer, with information, advice and support about equality, diversity, inclusion, and human rights

  • b)

    Explain how and when to access information, advice and support about equality, diversity, inclusion, and human rights