Supporting an Individual to be Part of a Community

Overview

Framework:
RQF
Level:
Level 2
Unit No:
K/505/2449
Credits:
3
Guided learning hours:
24 hours

Assessment Guidance

Portfolio of Evidence

Aim

This unit helps the learner understand the difference between social inclusion and social exclusion. It considers how the service user can take on a positive role in the community but also considers groups that may be subject to social exclusion.

Unit Learning Outcomes

1

Understand the importance of social inclusion.

Assessment Criteria

  • 1.1
    Explain the benefits to the individual of actively participating in their own community.

    1.1: Benefits to the individual, for example:

    • know people from previous activities
    • know the environment
    • feel a sense of belonging
    • familiarity
  • 1.2

    Explain the benefits to the community as a whole of being socially inclusive.

    1.2: Benefits to the community, for example:

    • everyone feels responsible for the care of their community
    • people get to know one another, which can help to protect their community
    • generates pride
    • a more powerful voice when trying to get things done
    • respect for each other 
2

Understand social exclusion.

Assessment Criteria

  • 2.1

    Describe ways in which individuals can be excluded from their communities.

    2.1: Excluded, for example:

    • shunned
    • abused
    • alienation
    • fear of infection
  • 2.2
    Identify groups of people who are at risk of social exclusion and state why this is the case.
  • 2.3

    Describe the consequences of social exclusion for individuals and for communities.

    2.3: Consequences, for example:

    • divided communities
    • local violence
    • gangs
3

Know how social inclusion is promoted.

Assessment Criteria

  • 3.1

    Identify legislation which aims to promote and support social inclusion.

    3.1: Legislation, for example:

    • Equality Act 2010
  • 3.2

    Outline organisations or services which promote and support social inclusion and the methods that they use.

    3.2: Organisations or services, for example:

    • Department for Education
    • Equality and Human Rights Commission
    • Office for Standards in Education (Ofsted)
    • Action for Children
    • Alliance for inclusive education
    • British Institute of Human Rights
4

Know how a health and social care practitioner can support the inclusion of individuals in their community.

Assessment Criteria

  • 4.1

    Outline ways in which person-centred practice can help support an individual to be included.

    4.1: Ways in which person-centred practice can help support an individual, for example:

    • everyone is respected and cared for as an individual
    • they are involved in decision-making about their care
    • service users make the final decision as far as possible
    • individual needs are catered for
  • 4.2

    Describe how to support an individual to access and engage in activities within their community.

    4.2: How to support an individual to access and engage in activities, for example:

    • ensuring physical access
    • know what the activities are about and discussing with the service user if they feel it is appropriate
    • encourage a current participant to go with the service user on the first few occasions or meet them on arrival
    • visit the venue before going with the service user to find out if it is appropriate to recommend it
  • 4.3

    Describe ways to increase an individual’s confidence so that they can play a positive role in their community.

    4.3: Ways to increase an individual’s confidence, for example:

    • finding out what they are good at
    • finding out what they enjoy doing and making appropriate activity suggestions
    • helping them understand digital ways to interact with others