BTEC 90 credit Diploma Unit(s): 3 Staff: NMx Course: in Health & Social Care Unit No. of Health, Safety & Security Level: 3 no(s): weeks:

Week Teaching aims and learning outcomes with reference to the Homework/independent Assessment & Ref. to specification: topic outline, unit coverage Resources & LRC beginning Learning Model study monitoring

Induction Day (for one year / first year) Induction – see induction Week 1 programme Find newspaper articles Homework IWB New Parents’ Welcome 18th All students will be able to : about H SS Textbooks  Find the spec, identify the PC Myths challenge Complete report. Paper & pens for  Explain expectations Pick 1 setting, group work CT RL TW SM EP IE  Identify/describe/ analyse hazards Work sheet re hazards describe/explain the Post its  describe/ explain the grading criteria/spec service user group and  identify/ describe/ analyse a variety of settings identify/ explain 10 Iwb 1 Understand potential hazards in  identify/ describe/ analyse a variety of service users risks/hazards Pc Text books  identify/ describe/ analyse a variety of individuals in Hazards @ health and social care Obs settings Hazards: relating to the physical environment, Q & A Healthy Working  Differentiate between risk & hazard Brookfield Product Lives equipment, infections, substances, working http://www.healthyworkinglives.com/a Written Work dvice/workplace-hazards/hazardous- conditions, working practices, security systems Nursery Discussion substances Setting: types, eg residential care, hospital, day  work in pairs/ small groups TW SM EP Week 2  quiz IE EP RL care, pre-school, infant school, childminder, clinic,  presentation CT surgery, any location where an individual receives care services (including in own home or the students will present their findings of a walk around college and the potential hazards they find CT SM EP TW community); public environment, eg retail area, swimming pool, public park, sports ground, beach, extension – look at the hazards and start to consider how these might be lessened transport Individuals: those receiving care; workers in a BTEOTLASWBAT setting: care staff (based in setting, visiting setting), Describe/ explain/ analyse hazards support staff (eg caterers, cleaners, administrative), Explain/ evaluate the consequences of hazards visitors (eg relatives, friends, volunteers) Link hazards and service users Users of health and social care services: as relevant to setting, eg patients, older people,  physical environment, people with learning disabilities, young people,  equipment, young children, babies, those with physical disability or sensory impairment, people with mental health  infections, problems  substances,

 working Practices

 Security systems

Mock - set Describe/ explain/ analyse how settings can be made safe

Describe how legislation is made Small group work/ individual work on assignments/ Q & A

Week 2 test Week 3 CT RL TW SM EP IE BTEOTLASWBAT Work sheet re hazards IWB Textbooks Paper & pens for Describe how legislation is made Work on action plan group work 1 Understand potential hazards in Work on presentation Post its Small group work/ individual work on assignments/ Q & health and social care A Work on Assignment Hazards: relating to the physical environment, 3.1 Iwb Pc BTEOTLASWBAT equipment, infections, substances, working Text books conditions, working practices, security systems Healthy Working Mock 3.1 - Due in Setting: types, eg residential care, hospital, day Lives http://www.healthyworkinglives.com/a care, pre-school, infant school, childminder, clinic, Understand/ Identify/ explain/ evaluate how they can improve dvice/workplace-hazards/hazardous- substances surgery, any location where an individual receives their work Sythesise this information to create an action plan to improve care services (including in own home or the their work community); public environment, eg retail area, swimming pool, public park, sports ground, beach, Set Assignment 3.1 transport Describe/explain how legislation is produced Individuals: those receiving care; workers in a Analyse whether legislation is a cure all setting: care staff (based in setting, visiting setting), support staff (eg caterers, cleaners, administrative), Describe/explain/ Analyse the HASAWA visitors (eg relatives, friends, volunteers) Create presentation about a given piece of legislation Users of health and social care services: as from: relevant to setting, eg patients, older people,  Food Safety Act, people with learning disabilities, young people,  Food Safety (General Food Hygiene) Regulations, Manual Handling Operations Regulations, young children, babies, those with physical disability  Reporting of Injuries, Diseases and Dangerous Occurrences Regulations or sensory impairment, people with mental health (RIDDOR),  Data Protection Act, problems  Management of Health and Safety at Work Regulations, 1 Understand potential hazards in health and social  Care Homes Regulations, care  Control of Substances Hazardous to Health Regulations (COSHH),  Civil Contingencies Act 2004, 2 Know how legislation, policies and  Care Minimum Standards (various supplements) procedures promote health, safety and Small groups/ pairs security in health and social care Using text books rather than web settings Legislation and guidelines: relevant sections for home country, eg Health and Safety at Work Act, Food Safety Act, Food Safety (General Food Hygiene) Regulations, Manual Handling Operations Regulations, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR), Data Protection Act, Management of Health and Safety at Work Regulations, Care Homes Regulations, Control of Substances Hazardous to Health Regulations (COSHH), Civil Contingencies Act 2004, Care Minimum Standards (various supplements)

nd Week 4 2 Oct Open Evening BTEOTLASWBAT Work on Assignment P1 explain potential CT RL TW SM EP IE Give the presentations, take notes from the presentations of 3.1 hazards and the harm IWB others, ask questions, be able to give appropriate answers that may arise from Textbooks Find articles discussing Paper & pens for 2 Know how legislation, policies and when H & S laws/ P & each in a health or social group work procedures promote health, safety and Describe/ Explain/ evaluate the purpose of P & P P fail care setting Post its security in health and social care In a setting, link to laws. [IE2; IE3; IE4; CT3; SM3; Begin to synthesise the legislation with P & P and settings EP4] Describe/ Explain/ evaluate how they promote the safety Legislation and guidelines: relevant sections for P2 outline how of individuals in health and social care settings home country, eg Health and Safety at Work Act, legislation, policies and procedures Food Safety Act, Food Safety (General Food Hygiene) Write a paragraph describing/ discussing / evaluating one Regulations, Manual Handling Operations Regulations, piece of legislation relating to health, safety Reporting of Injuries, Diseases and Dangerous and security influence Occurrences Regulations (RIDDOR), Data Protection Peer marking of the work health and Act, Management of Health and Safety at Work social care settings Regulations, Care Homes Regulations, Control of [IE2; IE3; IE4; SM3] Substances Hazardous to Health Regulations M1 describe how health (COSHH), Civil Contingencies Act 2004, Care Minimum and safety legislation, Standards (various supplements) policies and procedures promote the safety of individuals in health and social care settings

Obs Q & A Product Written Work Discussion CT RL TW SM EP IE Assignment 3.1 DUE MONDAY P1 explain potential IWB Work on Mock Textbooks 2 Know how legislation, policies and hazards and the harm Paper & pens for BTEOTLASWBAT procedures promote health, safety and Work sheet that may arise from group work Post its security in health and social care Describe/ explain/ evaluate how legislation, policies and each in a health or social procedures relating to health, safety and security care setting settings influence health and social care settings Legislation and guidelines: relevant sections for [IE2; IE3; IE4; CT3; SM3; EP4] home country, eg Health and Safety at Work Act, describe / explain/ evaluate how health and safety Food Safety Act, Food Safety (General Food Hygiene) legislation, policies and procedures promote the safety of P2 outline how Regulations, Manual Handling Operations Regulations, individuals in health and social care settings legislation, policies and Reporting of Injuries, Diseases and Dangerous procedures Occurrences Regulations (RIDDOR), Data Protection Mock - set LO2 relating to health, safety Act, Management of Health and Safety at Work Week 5 Organise trip to park for LO3 and security influence Regulations, Care Homes Regulations, Control of health and Substances Hazardous to Health Regulations social care settings (COSHH), Civil Contingencies Act 2004, Care Minimum [IE2; IE3; IE4; SM3] Standards (various supplements) M1 describe how health and safety legislation, policies and procedures promote the safety of individuals in Obs Q & A Product Written Work Discussion Week 6 CT RL TW SM EP IE Finish mock Obs IWB Q & A Textbooks BTEOTLASWBAT Work on Assignment Product Paper & pens for 3.2 Written Work group work Inset day – Tuesday Mock - Due in Discussion Post its 2 Know how legislation, policies and BTEOTLASWBAT procedures promote health, safety and Understand/ Identify/ explain/ evaluate how they can improve P2 outline how security in health and social care their work legislation, policies and Sythesise this information to create an action plan to improve procedures settings their work relating to health, safety Legislation and guidelines and security influence : relevant sections for Set Assignment 3.2 home country, eg Health and Safety at Work Act, health and Food Safety Act, Food Safety (General Food Hygiene) social care settings Regulations, Manual Handling Operations Regulations, [IE2; IE3; IE4; SM3] Reporting of Injuries, Diseases and Dangerous M1 describe how health Occurrences Regulations (RIDDOR), Data Protection and safety legislation, Act, Management of Health and Safety at Work policies and procedures Regulations, Care Homes Regulations, Control of promote the safety of Substances Hazardous to Health Regulations individuals in (COSHH), Civil Contingencies Act 2004, Care Minimum Standards (various supplements)

CT RL TW SM EP IE BTEOTLASWBAT Work on Assignment Obs IWB Q & A Textbooks Recap hazard / risk 3.2 Product Paper & pens for Describe/ explain hazard / risk Find examples of risk Written Work group work Understand/ describe/ explain/ evaluate the purpose of a risk assessments Discussion Post its assessment 3 Be able to implement a risk Understand/ describe/ explain/ evaluate how to carry out a risk assessment assessment P3 carry out a risk assessment in Risk assessment: hazard identification, potential severity Demonstrate how to carry out a risk assessment In small groups/ a health or social care of harm resulting from each hazard, likelihood/ pairs setting probability of each hazard causing harm, critical controls, Understand/ describe/ explain/ evaluate how to Calculate [IE1; IE2; IE3; CT3; SM3; eg HACCP in food safety EP3] Calculating the degree of risk the degree of risk : likelihood of something M2 assess the hazards happening, scale of 1 to 5 (1 is not very likely; low Week 7 Understand/ describe/ explain/ evaluate how to Control identified in the health or risk, 3 moderate risk, 5 means very possible or even the risk: social care setting probable) D1 make recommendations Controlling the risk: deciding what needs to be done to Understand/ describe/ explain/ evaluate the purpose of in reduce or remove the risk Monitoring how the risk is being controlled relation to identified hazards Monitoring how the risk is being controlled: taking to minimise the risks to the precautions to reduce risk; clear instructions from health Understand/ describe/ explain/ evaluate the purpose of service user group and safety officer Reappraising the risk: Reappraising the risk: risk reduction; regular evaluations by the health and safety officer Demonstrate how to carry out a complete risk assessment n small groups/ pairs

Work on the mock in small groups/ pairs

HALF TERM Assignment 3.2 DUE Finish Assignment 3.2 Obs IWB Q & A Textbooks CT RL TW SM EP IE BTEOTLASWBAT Research for Product Paper & pens for assignment Written Work group work 3 Be able to implement a risk Discussion Post its Work in small groups on the mock in small groups/ pairs assessment Support each other in completing the mock Interview a H & S person? P3 carry out a risk CT RL TW SM EP IE assessment in Discuss the mock in small groups, students will advise each a health or social care 4 Understand priorities and responses in other on what they have completed. dealing with incidents and emergencies setting [IE1; IE2; IE3; CT3; SM3; Incidents and emergencies: types, eg incidents of Mock will be a presentation, based around the documents produced EP3] suspected/actual abuse, accidents, exposure to BTEOTLASWBAT M2 assess the hazards infection/ chemicals, spillages, intruders, aggressive Understand/ Identify/ explain/ evaluate how they can improve identified in the health or and dangerous encounters, fire, major disaster (eg their work social care setting flood, loss of water supply, civic emergency), other Sythesise this information to create an action plan to improve D1 make recommendations their work in Week 8 critical incidents Responses: maintaining respect and dignity; relation to identified hazards minimising risk, accessing support for the incident or to minimise the risks to the emergency, working in partnership (eg with Set Assignment 3.3 service user group emergency services); others, eg dealing with suspected abuse, dealing with disclosure of abuse, role of first aid, evacuation procedure, reporting of accidents, follow-up review of critical incidents and emergencies, accessing support for own emotional reactions after an emergency Priorities: when dealing with incidents and emergencies, eg ensuring safety of people, property, environment, review of policies and procedures following critical incidents, implementing improvements for the future

Week 9 BTEOTLASWBAT Obs IWB CT RL TW SM EP IE Q & A Textbooks Product Paper & pens for Understand/ describe/ explain how to dispose of a variety of 4 Understand priorities and responses in Written Work group work types of waste Discussion Post its dealing with incidents and emergencies Link to hazards coverd in lo1 Incidents and emergencies: types, eg incidents of Understand/ describe/ explain how to deal with intruders/ suspected/actual abuse, accidents, exposure to aggressive people P3 carry out a risk Understand/ describe/ explain how to deal with intruders/ infection/ chemicals, spillages, intruders, aggressive assessment in aggressive people a health or social care and dangerous encounters, fire, major disaster (eg Understand/ describe/ explain how to deal with accidents, setting flood, loss of water supply, civic emergency), other exposure to infection/ chemicals, spillages, fire, major disaster (eg flood, loss of water supply, civic emergency) [IE1; IE2; IE3; CT3; SM3; critical incidents EP3] Responses: maintaining respect and dignity; minimising risk, accessing support for the incident or Understand/ describe/ explain responses to a variety of incidents/ M2 assess the hazards accidents including : emergency, working in partnership (eg with identified in the health or  maintaining respect and dignity; emergency services); others, eg dealing with social care setting  minimising risk, suspected abuse, dealing with disclosure of abuse, D1 make recommendations  accessing support for the incident or emergency in role of first aid, evacuation procedure, reporting of  working in partnership (eg with emergency relation to identified hazards accidents, follow-up review of critical incidents and services); to minimise the risks to the emergencies, accessing support for own emotional  role of first aid, service user group reactions after an emergency  evacuation procedure, Priorities: when dealing with incidents and Obs  reporting of accidents, emergencies, eg ensuring safety of people, property, Q & A  follow-up review of critical incidents and Product environment, review of policies and procedures emergencies, Written Work following critical incidents, implementing Discussion  accessing support for own emotional reactions after improvements for the future P4 explain possible an emergency (?Jan ) priorities and some will be able to evaluate their responses and priorities responses when dealing with two particular complete scenarios and discuss these incidents or incidents of suspected/actual abuse will be completed in year emergencies in a health 2 within unit 11 or social care setting. [IE1; IE3; IE4; EP3; EP6] M3 discuss health, safety or security concerns arising from a specific incident or emergency in a health or social care setting. D2 justify responses to a particular incident or emergency in a health or social care setting.

Week 10 Inset day - Friday Assignment 3.3 DUE Obs IWB Q & A Textbooks Mock LO4 Product Paper & pens for Written Work group work CT RL TW SM EP IE Complete the mock in the lessons in pairs Discussion Post its 4 Understand priorities and responses in P4 explain possible

dealing with incidents and emergencies priorities and Incidents and emergencies: types, eg incidents of responses when dealing suspected/actual abuse, accidents, exposure to BTEOTLASWBAT with two particular infection/ chemicals, spillages, intruders, aggressive Understand/ Identify/ explain/ evaluate how they can improve incidents or and dangerous encounters, fire, major disaster (eg their work emergencies in a health Sythesise this information to create an action plan to improve flood, loss of water supply, civic emergency), other their work or social care setting. critical incidents [IE1; IE3; IE4; EP3; EP6] Responses: maintaining respect and dignity; M3 discuss health, safety minimising risk, accessing support for the incident or or security concerns emergency, working in partnership (eg with arising from a specific emergency services); others, eg dealing with incident or suspected abuse, dealing with disclosure of abuse, emergency in a health or role of first aid, evacuation procedure, reporting of social care setting. accidents, follow-up review of critical incidents and D2 justify responses to a emergencies, accessing support for own emotional particular incident or reactions after an emergency emergency in a health or Priorities: when dealing with incidents and social care setting. emergencies, eg ensuring safety of people, property, environment, review of policies and procedures following critical incidents, implementing Set Assignment 3.4 improvements for the future

Week 11 Assignment work to complete 3.4 Obs IWB CT RL TW SM EP IE Q & A Textbooks Product Paper & pens for 4 Understand priorities and responses in Written Work group work dealing with incidents and emergencies Discussion Post its Incidents and emergencies: types, eg incidents of P4 explain possible suspected/actual abuse, accidents, exposure to priorities and infection/ chemicals, spillages, intruders, aggressive responses when dealing and dangerous encounters, fire, major disaster (eg with two particular flood, loss of water supply, civic emergency), other incidents or critical incidents emergencies in a health Responses: maintaining respect and dignity; or social care setting. minimising risk, accessing support for the incident or [IE1; IE3; IE4; EP3; EP6] emergency, working in partnership (eg with M3 discuss health, safety emergency services); others, eg dealing with or security concerns suspected abuse, dealing with disclosure of abuse, arising from a specific role of first aid, evacuation procedure, reporting of incident or accidents, follow-up review of critical incidents and emergency in a health or emergencies, accessing support for own emotional social care setting. reactions after an emergency D2 justify responses to a Priorities: when dealing with incidents and particular incident or emergencies, eg ensuring safety of people, property, emergency in a health or environment, review of policies and procedures social care setting. following critical incidents, implementing improvements for the future

Obs IWB Q & A Textbooks Product Paper & pens for Week 13 Written Work group work Discussion Post its

Obs Q & A Week 14 Product Written Work Discussion Creative thinkers (CT)

This is about generating and exploring ideas, making original connections. It involves trying different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Learners will demonstrate the following:

CT 1- generate ideas and explore possibilities CT 2- ask questions to extend their thinking CT 3- connect their own and others’ ideas and experiences in inventive ways CT 4- question their own and others’ assumptions CT 5- try out alternatives or new solutions and follow ideas through CT 6- adapt ideas as circumstances change

Independent enquirers (IE)

This is about processing and evaluating information in investigations, planning what to do and how to go about it. It is about making informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. Learners will demonstrate the following:

IE 1- identify questions to answer and problems to resolve IE 2- plan and carry out research, appreciating the consequences of decisions IE 3- explore issues, events or problems from different perspectives IE 4- analyse and evaluate information, judging its relevance and value IE 5- consider the influence of circumstances, beliefs and feelings on decisions and events IE 6- support conclusions, using reasoned arguments and evidence Reflective learners (RL)

This is about the learner evaluating their own strengths and limitations, setting realistic goals with criteria for success. It involves monitoring their own performance and progress, inviting feedback from others and making changes to further their learning. Learners will demonstrate the following:

RL 1- assess themselves and others, identifying opportunities and achievements RL 2- set goals with success criteria for their development and work RL 3- review progress, acting on the outcomes RL 4- invite feedback and deal positively with praise, setbacks and criticism RL 5- evaluate experiences and learning to inform future progress RL 6- communicate their learning in relevant ways for different audiences

Team workers (TW)

Learners work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Learners will demonstrate the following:

TW 1- collaborate with others to work towards common goals TW 2- reach agreements, managing discussions to achieve results TW 3- adapt behaviour to suit different roles and situations, including leadership roles TW 4- show fairness and consideration to others TW 5- take responsibility, showing confidence in themselves and their contribution TW 6- provide constructive support and feedback to others

Self managers (SM)

This is about learners organising themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Learners will demonstrate the following:

SM 1- seek out challenges or new responsibilities and show flexibility when priorities change SM 2- work towards goals, showing initiative, commitment and perseverance SM 3- organise time and resources, prioritising actions SM 4- anticipate, take and manage risks SM 5- deal with competing pressures, including personal and work-related demands SM 6- respond positively to change, seeking advice and support when needed SM 7- manage their emotions, and build and maintain relationships

Effective participators (EP)

This is about learners actively engaging with issues that affect them and those around them. They play a full part in the life of their workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Learners will demonstrate the following:

EP 1- discuss issues of concern, seeking resolution where needed EP 2- present a persuasive case for action

EP 3- propose practical ways forward, breaking these down into manageable steps EP 4- identify improvements that would benefit others as well as themselves EP 5- try to influence others, negotiating and balancing diverse views to reach workable solutions EP 6- act as an advocate for views and beliefs that may differ from their own