Learning Partnerships, Unit Catalogue 2008/09 |
AS10145 Equalities 1 |
| Credits: 5 |
| Level: Certificate |
| Semester: 1 at City of Bristol College |
| Semester: 1 at Norton Radstock College |
| Semester: 1 at Swindon College |
| Assessment: CW 55%, OT 45% |
| Requisites: |
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Aims: The aims of this unit are to ensure that the student will learn:
* An understanding of equalities and participation. * To develop an understanding of how equalities impacts on current aspects of social policy, and how social policy impacts on the notion of equality. * Ways of promoting anti-discriminatory practices within young people's settings and the effects of informal learning in enabling choices to be made. Learning Outcomes: By the end of this unit students will have learnt: * Effects of discrimination and inequality and ways of eliminating discrimination from young people's settings * Relevant legislation and identify the effectiveness of its implementation within a range of settings and within current social policy theory. * Ways of ensuring that all situations are ethically secure * Roles of organisations in eliminating exclusion and ensuring equalities and participation to enable an effective young people's service * How to support the rights of young people to enable inclusiveness and participation and to respect their own decisions and choices. Skills: During the unit students will gain the following skills: * How to accurately define equality and participation * Identify a range of methods to eliminate inequality and promote an inclusive service. * How to implement relevant legislation * Discuss current social policy theory. * Discuss how a range of activities will aid promotion of inclusiveness and participation. Content: This unit concentrates on: * Equality and participation * Methods to address inequality * Legislation, policies and procedures * Key features of social policy. * Rights and responsibilities of individuals and organisations * Case studies and recorded incidents that were supported by legislation * Ethics. |