Plenary activity (homework task): Students research local hospital translator services and electronic applications to support language barriers for service users. 12 Geographical barriers [Component 2, A2, Barriers to accessing services] Introductory activity: Students explain how they arrived at school today, what time they left home, transport used and duration. Teacher leads a class session for comparisons to be made to elicit who lives closest and who lives farthest away. Main session activities: Teacher explains that some individuals live a distance from accessing services – using student’s geographical locations for this. Some individuals live close, but journeys are not always easier. In groups of three or four, students consider the scenario of a service user – travelling from home to a hospital clinic appointment and uncertain whether to use public transport or drive. Students research the appropriate option based on journey and arrival times. Groups feed back results and compare. Teacher leads a discussion on different areas people live and accessibility to services. Students are invited to share friends/relatives with geographical accessibility challenges from rural/urban locations. Plenary activity (homework task): Students research the journey from their own home to their local GP surgery, optician, dentist and hospital using public transport and/or car. Access to the internet Google Maps or other street map options Mobile phone application, if appropriate or computer 13 Intellectual barriers [Component 2, A2, Barriers to accessing services] Introductory activity: Students create a mind map of people who may find reading complicated documents difficult – for example, those with varying ranges of learning disabilities. They compare their ideas with a partner and possibly the class. Main session activities: Teacher explains why some people have intellectual disabilities, e.g. because of a genetic inheritance, misuse of substances during pregnancy and childhood illnesses. Students are asked how having an intellectual disability may affect health and access to services and suggest who could help. Access to the internet Information from the National Literacy Trust on improving readability ‘How can I assess the readability of my document or write more clearly’, e.g. A document by Care Quality Commission to assess readability, ‘How to complain about a health or social care service’, e.g.
Plenary activity: Students draw an emoji showing how they feel now they have completed this assessment; they explain why they chose to express themselves in this way. 36 Learning aim B: assessment practice [Component 2, B1 and B2, Demonstrate care values and review own practice] End of learning aim formal assignment Introductory activity: Students are reminded the assignment is formal and must be own work. Teacher suggests students make notes to plan response, inform the process for assessment/feedback (including dates) and checks understanding of key terminology, dates and process. Main session activities: As role play – students are time to plan by looking at the list of care values, make brief notes what they could say or do that help demonstrate each care value and use as prompt, if necessary, during assessment. Students complete the assignment under supervision. Plenary activity: In pairs, students create a mind map showing how they can use the learning gained from Component 2 in future learning and life. They feed back to the class. Pearson approved assignment Printed list of care values for students to study: empowering and promoting independence respect maintaining confidentiality preserving dignity effective communication safeguarding and duty of care promoting anti-discriminatory behaviours Resources In addition to the resources listed publishers are likely to produce Pearson-endorsed textbooks that support this qualification. Check the Pearson website ( for more information as titles achieve endorsement. Websites ‘Home page’, Action on Hearing Loss – a resource that provides support to people with hearing loss. ‘Home page’, British Sign Language – a valuable resource that provides online tools and resources on sign language. ‘22 Pieces Of Teenage Explained By British Mums’, BuzzFeed – a resource where the users of Mumsnet try and understand what their teenage children are saying.