Level 2
Unit No:
Guided learning hours:
24 hours

Assessment Guidance

Portfolio of Evidence


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


Understand the importance of social inclusion.

Benefits of the individual participating in their own community may include:

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

Benefits to the community of being socially inclusive may include:

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

Assessment Criteria

  • 1.1
    Explain the benefits to the individual of actively participating in their own community.
  • 1.2
    Explain the benefits to the community as a whole of being socially inclusive.


Understand social exclusion.

Ways people are excluded from their community may include:

  • shunned
  • abused
  • alienation.

Groups of people who may be at risk may include:

  • elderly - no longer perceived as being valuable to the community
  • minority groups - perceived that they do not belong in the country
  • homeless - perceived as having no money and therefore not worthy.

Consequences of social exclusion to the community may include:

  • divided communities
  • local violence
  • gangs.

Assessment Criteria

  • 2.1
    Describe ways in which individuals can be excluded from their communities.
  • 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.


Know how social inclusion is promoted.

Legislation to promote social inclusion may include the Equality Act 2010.

Organisations that promote and support inclusion may include:

  • 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.

Assessment Criteria

  • 3.1
    Identify legislation which aims to promote and support social inclusion.
  • 3.2
    Outline organisations or services which promote and support social inclusion and the methods that they use.


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

Ways person-centred approach can help support inclusion may include:

  • 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.

Ways to access and engage in activities may include:

  • 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.

Way to increase an individual's confidence so they can play a positive role in the community may include:

  • finding out what they are good at
  • finding out what they enjoy doing and making appropriate activity suggestions.

Assessment Criteria

  • 4.1
    Outline ways in which person-centred practice can help support an individual to be included.
  • 4.2
    Describe how to support an individual to access and engage in activities within their community.
  • 4.3
    Describe ways to increase an individual’s confidence so that they can play a positive role in their community.