Unit 309 Promoting Equality, Diversity, Inclusion and Human Rights in Adult Care Settings/Services Assignment Brief
| Qualification | City & Guilds Level 3 Diploma in Adult Care (England) (3096-31) 610/0789/4 |
| Unit number: | 309 |
| Unit Title | Promoting equality, diversity, inclusion and human rights in adult care settings/services |
| Unit Level: | 3 |
| Unit credit value: | 3 |
| Assessment type: | Portfolio of evidence |
| Guided Learning Hours (GLH) | 18 |
| Aims: | This unit is aimed at those working in a wide range of services. It provides the learner with the knowledge and skills required to implement and promote equality, diversity, inclusion and human rights and how this is linked with values and behaviours expected of an adult care worker. |
Learning Outcome
The learner will:
LO1 understand influences on working practices to promote equality, diversity, inclusion and human rights
Assessment criteria
The learner can:
AC1.1 identify current legislation, codes of practice and policy linked with equality, diversity, inclusion and human rights
AC1.2 explain how legislation, policies and codes of practice apply to and influence own work role
AC1.3 explain how external factors influence own work role in relation to equality, diversity, inclusion and human rights
LO2 understand the importance of equality, diversity, inclusion and human rights within own work setting/service
Assessment criteria
The learner can:
AC2.1 define the meaning of:
a. diversity
b. equality
c. inclusion
d. discrimination
e. unconscious bias
f. protected characteristics
g. human rights
AC2.2 explain the relevance to own practice of:
a. diversity
b. equality
c. inclusion
d. discrimination
e. unconscious bias
f. protected characteristics
g. human rights
AC2.3 explain how inclusive practice and cultures promote equality, diversity, inclusion and human rights within own work setting/service
AC2.4 explain how the promotion of equality, diversity, inclusion and human rights can lead to improved outcomes for individuals
AC2.5 describe how own service promotes equality, diversity, inclusion and human rights
AC2.6 describe own role in promoting equality, diversity inclusion and human rights
LO3 know how to promote equality, diversity, inclusion, and human rights
Assessment criteria
The learner can:
AC3.1 explain the potential effects of discrimination on:
a. individuals
b. those who inflict discrimination
c. the wider community and society
AC3.2 analyse how unconscious bias may affect own and others’ behaviours
AC3.3 describe how to respond to and challenge discrimination in a way that promotes positive change
AC3.4 explain how to report and record any discriminatory or excluding behaviour within own work setting/service
LO4 be able to work in an inclusive way
Assessment criteria
The learner can:
AC4.1 demonstrate interaction with individuals and others in a way that respects their lifestyle, beliefs, culture, values and preferences
AC4.2 promote a culture that supports inclusive practices
AC4.3 reflect on own practice in promoting equality, diversity, inclusion and human rights
AC4.4 make recommendations for developing own practice in promoting equality, diversity, inclusion and human rights
Supporting Information
Evidence Requirements
For LO1, LO2, LO3, evidence can include assignment tasks, reflective accounts, questioning and professional discussion.
For LO4, evidence must include direct observation, which may be supported by witness testimony where applicable. Expert witness testimony may be permitted where observation by the assessor is inappropriate due to the work setting or a particular individual’s situation, this will need to be agreed by the EQA.
AC4.3 and AC4.4 may be linked to and assessed alongside the Continuous Development unit.
Please refer to the Assessment section of this Handbook for full details.
Unit Guidance
AC1.2 Legislation: these must relate to equality, diversity, inclusion, discrimination and human rights
AC1.3 External factors: these may include, but are not limited to, societal movements and campaigns or periods in modern history
Individual: a person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for
AC2.6 Own role in promoting: this may include the learner’s role:
- Within their team, workplace or organisation
- Within networks of practice
- Within the community
- Supporting or advising other professionals with regards to reasonable adjustments for individuals
AC3.2 and AC4.1: Others: in this context, this refers to everyone a worker is likely to come in to contact with, including:
- Individuals accessing care and support services
- Carers, loved ones, family, friends of those accessing care and support services
- Colleagues and peers
- Managers and supervisors
- Professionals from other services
- Visitors to the work setting
- Members of the community
- Volunteers
AC3.2 Learners need to consider in detail their own potential for unconscious bias and how this could impact on their practice
AC3.4 Learners must explain how to report and record any discriminatory or excluding behaviour and to whom
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