BTEC Entry 3/Level 1 Health and Social Care Teaching Book ......BTEC E3/L1 Health and Social Care...
Transcript of BTEC Entry 3/Level 1 Health and Social Care Teaching Book ......BTEC E3/L1 Health and Social Care...
1© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC E3/L1 Health and Social Care
1
Unit 8Investigating rights andresponsibilities at work
Unit overview Credits: 1
This unit introduces the learner to the concept of rights, helping them to understand that everyone has the right to be treated fairly and with respect whilst they are in the workplace, whilst also working in a safe and secure environment. The unit also allows learners to explore what other rights they have at work.
Learners will realise that although they have these rights, their rights will not always be respected by individuals including employers and employees in the workplace. Therefore learners will explore the wide range of laws and legislation that can protect them in the workplace as well as the responsibilities that the employer has toward them, which should be beneficial to the learner.
Unit 8 also focuses on the topic of equality of opportunity. Learners will be encouraged to draw upon their own thoughts and experiences with the help of any work placements (although this is not a mandatory part of the unit) to gain an understanding of how to avoid disrespecting an individual or breaking their rights.
Although this unit has links with Unit 1: Investigating rights and responsibilities at work for Entry Level 3 and in some areas the content is similar, it should be noted that the criteria between the two levels and units differ in their expectations of what they wish the learner to cover. Opportunities to address Unit 1 criteria are highlighted in the Scheme of work and the Assessment grid, for your reference.
On completion of this unit, learners will:
LO1 Understand what ‘rights’ and ‘responsibilities’ are
LO2 Understand how to respect the rights of individuals
LO3 Know laws that can protect the rights of employees
LO4 Know that employers have certain responsibilities
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BTEC Entry 3/Level 1 Health & Social CareUnit 8 Investigating rights and responsibilities at work
Delivery guidanceWhilst teaching this unit, you may discover that the learners have a basic knowledge of the content due to their previous experiences. However, this knowledge base will need to be teased out of the learner as they may not have the confidence to realise that they already have this awareness. The activities that you choose within the class can make all the difference.
A range of activities should be used to spark and promote the learners’ interests. Activities such as photo stories, role plays, worksheets, and spider diagrams could also be considered to assist teaching and learning as well as the activities given in this delivery guidance. In addition, activities should be used to accompany rather than replace the teaching. The use of the activities alone is not enough to give the learners a full understanding of the unit.
External links
This unit would benefit from external links with the vocational sector. These links could be developed in many ways, such as guest speakers and work placements. You could also try to make your assignments as vocational as possible, as this will help to engage the learners’ interests. This can take two forms: the learner acquiring the vocational language and skills by using these terms and skills regularly in class, in assignments and on work placement; or setting the assignment within a strong vocational context such as researching a job role whilst on placement.
Functional skills
The specification will offer guidance on how functional skills can be embedded in your delivery of each unit. The most appropriate skill to embed within this unit is English, as a lot of the activities suggested in the Student Book require the learner to communicate with other individuals in the class and produce elements of written work. This in turn could also incorporate ICT as you could ask the learner to word process their assignment work.
LO1 – Understand what rights and responsibilities are
This unit starts by introducing learners to the range of different rights that individuals have. This includes rights as users of health and social care services (see topic: Our basic human rights) and as employees in the workplace (see topic: Rights at work). It may be useful for learners to think about what the term ‘rights’ means before discussing what rights we have.
An activity that could be useful here is ‘snowballing’. Snowballing is where learners work individually, in pairs, and as part of groups. To start the activity, individual learners write down what they think the term ‘rights’ means. They then work with a partner and agree on the meaning of the word ‘rights’. The pairs are put into small groups where they share their definitions and agree on one meaning between them. Finally, these definitions are written on the board and can be discussed as a whole class.
The number of stages you use to do this is up to you. If you are looking for a quick activity ask learners to do this on an individual basis and then feedback. If you have more time, you could keep increasing the group size.
BTEC Entry 3/Level 1 Health & Social Care
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Unit 8 Investigating rights and responsibilities at workBTEC Entry 3/Level 1 Health & Social Care
Work experience
Learners may benefit from embarking on a work placement whilst studying this unit (although this is not a specific requirement of the unit). Work experience within health and social care is relatively easy to arrange especially if strong links are developed with local care settings. The evidence required for many of the criteria can be generated from good work experience. Evidence can also be usefully generated from learners’ part-time work if in a relevant care setting. For example, learners could be given tasks to find out about the laws and legislation that the placement follows. A work placement diary would also be a useful method to record how individuals use the service and how the employees have had their rights promoted and respected.
A visit or a work placement to a local residential or nursing home could be arranged to enable the learner to shadow a member of staff carrying out their day to day activities. Learners could be set particular topics or questions to consider whilst shadowing a member of staff, such as: what tasks/jobs do they do every day? How did the staff show they respected the rights of the individuals who use the service?
This activity could also be used for other criteria, particularly 3.1, by simply changing the focus of the questions/observations.
Useful teaching resources for this topic include:
www.acas.org.uk
Arbitration service, advice on health and well being at work
www.advice.org.uk
Citizen’s Advice Bureau.
In the topic, Responsibilities, learners are introduced to what their responsibilities may be when working in a health or social care setting. This criterion can be quite difficult for the learners as they need to understand that different job roles have different responsibilities, however, some job roles have a number of responsibilities in common.
A good way to familiarise learners with responsibilities is to look at different job adverts of specific job roles and identify and explain the responsibilities that the job role has. Job adverts could be found in newspapers or websites, or learners could find job adverts to bring in to use in class.
Alternatively, you could use the following example.
Wanted: A health care support worker is required to work in a busy hospital environment. You will be working with all age groups, abilities and disabilities. You will be responsible for helping patients to wash, bath, dress, eat and visit the toilet, assisting patients with disabilities in getting around or in everyday tasks and generally ensuring patients are comfortable.
You will need to be caring, friendly and respectful, as well as being able to get on with lots of different types of people. You will need to be able to identify when someone needs help or assistance even if the patient cannot ask for help themselves.
You will also need to be aware of different laws that relate to the rights of employees and users of the service.
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BTEC Entry 3/Level 1 Health & Social CareUnit 8 Investigating rights and responsibilities at work
It would be useful for learners to complete the activity before attempting the activity: You decide in the Student Book.
Useful websites for this learning outcome and related assessment criteria include:
www.direct.gov.uk/en/RightsAndResponsibilities/Yourrights
General rights and responsibilities in the workplace including rights for people with disabilities, carers, older people and young people
www.standards.dfes.gov.uk/schemes2/ks4citizenship/cit10/10q2
Schemes of work for KS4 citizenship – Unit 10: Rights and Responsibilities in the world of work.
LO2 – Understand how to respect the rights of individuals
Learners need to be familiar with the different terms used to describe the factors that can affect an individual’s rights (see topic: Factors affecting rights of individual ). Although learners may show understanding of these terms during the lesson, it is likely that they will have forgotten the meaning of these terms or get them confused with one another by the following lesson.
It is a good idea to recap the meanings at the start of a lesson by asking learners to match the following terms: stereotype; discrimination; culture; factors, to definitions and examples to check their understanding.
Furthermore, using case studies that you have created that give examples of factors that affect individuals and their rights, gives learners the opportunity to identify and explain the factors affecting the rights of the individuals. This can then flow into the next criterion as learners could provide suggestions of how the individuals in the case studies could have their rights respected.
You could revisit the case study: Kamill and ask learners to make a list of how the residential home could respect Kamill’s rights (as well as other employees and residents in the hospital).
Other examples of how to respect others, either individuals using the service, or learner’s workmates, are introduced in the Student Book topic: Respecting others.
LO3 – Know laws that can protect the rights of employees
The Student Book introduces the topic: Laws that protect you at work. Laws and legislation can be very difficult for learners to grasp and so it is imperative that laws are covered in a way that is fun, whilst giving a basic outline of the content of the law. Laws are regularly changed and amended and your knowledge may need to be updated in order to remain accurate. Although the Sex Discrimination Act, Race Relations Act and Disability Discrimination Act are not individually referred to in the specifications, it may also be worth bringing these to the attention of the learners.
You could expand on the information in the Student Book, to talk about how the Disability Discrimination Act, Race Relations Act and Sex Discrimination Act are all laws that aim to reduce the amount of discrimination experienced by people with disabilities, different ethnicities, different genders and sexualities. The three laws make it illegal to discriminate in these areas, meaning that any public places like shops or public services such as transport should be available to everyone. Health and social care treatment or jobs are usually not allowed to be decided on these factors, protecting individuals from being discriminated against.
BTEC Entry 3/Level 1 Health & Social Care
5© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 8 Investigating rights and responsibilities at workBTEC Entry 3/Level 1 Health & Social Care
A class debate could be a useful method of engaging learners and stimulating discussion as to whether the laws really do their job. Ask learners to consider the following questions:
1. Do they stop discrimination and people being treated unfairly?
2. Do they enable everyone to access health and social care services?
3. Do they protect the users of the services and the employees?
4. What would you do differently?
Posters, leaflets, presentations and case studies are all useful techniques for ensuring that the learners have taken on board the information, producing literature or information that others can learn from, whilst demonstrating to you that they understand the content.
LO4 – Know that employers have certain responsibilities
Employers’ responsibilities are introduced in the Student Book topics: Equality of opportunity and Confidentiality. In order to get learners to understand the concept of employers and employees having their own responsibilities within the work place, class activities would really benefit from being strongly vocationally led and related directly to the work place.
Guest speakers could be invited from local health and social care organisations to discuss their responsibilities, and worksheets or handouts could be completed with regard to this as learners need only ‘identify employer responsibilities’, therefore no detailed descriptions or explanations are required. The answers from these worksheets or handouts could be used by learners to create word searches or crosswords for other members of the class to complete. This shows you the two individual learners’ understanding: the learner who created the activity and also the learner who has completed the activity.
Useful websites for this learning outcome and criteria include:
www.tuc.org.uk
Trades Union Congress websites with downloadable leaflets about rights at work
www.worksmart.org.uk/rights
A TUC run website with information about rights at work (paternity and maternity leave, paid holiday etc).
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BTEC Entry 3/Level 1 Health & Social CareUnit 8 Investigating rights and responsibilities at work
Assessment gridThe following grid will show you the assessment criteria that should be met in this unit against the activities in the student book that contribute. The grid also suggests the types of evidence that you might gather for each criterion.
E3 – Unit 1: Investigating rights and responsibilities at work
Assessment criteria Activity in Student Book that covers it
Evidence that could be offered Student book page
1.1 Identify aspects of working life where they have rights
Activity: Your rights
Case study: Should men and women be treated differently at work?
Activity: Being a manager of a day care centre
List of rights.
Responses to the questions based on the case study.
Written evidence of advice.
Witness statement of role play and participation in class discussion.
Written evidence collected from a work placement or trip could also be used here.
3
5
5
2.1 Describe how the rights of others can be respected
Case study: Tabatha and Marley
Responses to the questions based on the case study.
11
3.1 Identify aspects of working life where they must fulfil certain responsibilities
Activity: You decide Completion of job adverts for two job roles.
Written evidence collected from a work placement or trip could also be used here.
7
4.1 Identify sources of help within the workplace
Activity: Sources of help and advice
Written lists of sources of support.
Written evidence collected from a work placement or trip could be used here.
6
BTEC Entry 3/Level 1 Health & Social Care
7© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 8 Investigating rights and responsibilities at workBTEC Entry 3/Level 1 Health & Social Care
L1: Unit 8 Investigating rights and responsibilities at work
Assessment criteria Activity in Student Book that covers it
Evidence that could be offered Student book page
1.1 Explain what ‘rights’ are
Activity: Your rights
Case study: Should men and women be treated differently at work?
Activity: Being a manager of a day care centre
List of rights and leaflet of rights.
Responses to the questions based on the case study.
Written evidence of advice.
Witness statement of role play and participation in class discussion.
Written evidence collected from a work placement or trip could also be used here.
3
5
5
1.2 Explain what ‘responsibilities’ are
Activity: You decide Completion of job adverts for two job roles.
Written evidence collected from a work placement or trip could also be used here.
7
2.1 Explain the factors that may affect the rights of individuals
Case study: Kamill
Activity: Who do you want to be?
Responses to the questions based on the case study.
Written responses to the questions.
9
9
2.2 Explain how to respect the rights of individuals
Case study: Tabatha and Marley
Responses to the questions based on the case study.
11
3.1 Identify laws that can protect employee rights
Activity: Tell us the law Poster that tells employees of the different laws that protect them whilst they are at work.
Alternate ways of producing this evidence could include presentation of information of the laws to other learners in one of the following formats: posters, leaflets, presentations or the use of case studies. It may be necessary to video the presentation.
13
4.1 Identify employer responsibilities in regard to:
• Fulfilling a contract
• Health and safety
• Equal opportunities and prevention of discrimination.
Activity: What would you do? Case study: Clare and Kirsty Activity: What’s the problem?
Written evidence of advice.
Witness statement of participation in class discussion.
Responses to the questions based on the case study.
List of breaches of confidentiality.
Written solutions to overcome the confidentiality breaches.
Additional evidence could be produced through accurate answers to tutor set questions when listening to guest speaker talk about their responsibilities in their job role.
15
16
17
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Unit 8 Investigating rights and responsibilities at work
BTEC Entry 3/Level 1 Health & Social Care
Sche
me
of w
ork
Uni
t 8:
Inve
stig
atin
g r
ight
s an
d r
esp
ons
ibili
ties
at
wo
rkB
road
aim
:
Tuto
r(s)
:
SB =
Stu
den
t b
oo
k
Aca
dem
ic y
ear:
Num
ber
of
wee
ks: 5
Dur
atio
n o
f se
ssio
n: 2
ho
urs
Cre
dit
s: 1
Wee
kLe
arni
ng
out
com
es
Tuto
r ac
tivi
tyLe
arne
r ac
tivi
tyR
eso
urce
sA
sses
smen
t cr
iter
ia a
nd
func
tio
nal s
kills
1E
3 an
d L
1 LO
1:
Und
erst
and
w
hat
‘rig
hts’
and
‘re
spo
nsib
ilitie
s’
are
E3
E3
L1
E3
and
L1
E3
and
L1
Intr
od
uce
the
top
ic o
f rig
hts
and
resp
ons
ibili
ties
Brie
f int
rod
uctio
n in
to w
hat
the
unit
will
co
nsis
t o
f and
wha
t th
e le
arne
rs w
ill b
e st
udyi
ng
Tuto
r to
exp
lain
wha
t a
right
is
usi
ng t
he d
efini
tions
on
the
bo
ard
as
a g
uid
e
Bo
ard
sto
rm a
ll th
e rig
hts
the
lear
ners
can
thi
nk o
f. C
lass
d
iscu
ssio
n o
f the
se r
ight
s.
Cla
ss fe
edb
ack
and
dis
cuss
ion
on
case
stu
dy
Cla
ss to
com
ple
te th
e ac
tivity
to
get
her.
Ver
bal
feed
bac
k an
d d
iscu
ssio
n, e
nsur
ing
that
ev
eryo
ne in
the
clas
s ca
n ha
ve a
sa
y an
d p
ut fo
rwar
d th
eir i
dea
s.
Gro
up w
ork
to
try
and
defi
ne w
hat
a rig
ht is
. Gro
ups
to w
rite
thei
r an
swer
s o
n th
e w
hite
bo
ard
.
Lear
ners
to
thi
nk a
bo
ut t
he r
ight
s th
at t
hey
have
in s
oci
ety
and
at
wo
rk, a
nd t
o li
st a
s m
any
as t
hey
can
thin
k o
f
Lear
ners
to
mak
e a
leafl
et t
hat
info
rms
user
s o
f hea
lth a
nd s
oci
al
care
ser
vice
s o
f the
ir b
asic
rig
hts
Co
mp
lete
the
cas
e st
udy:
Sho
uld
m
en a
nd w
om
en b
e tr
eate
d
diff
eren
tly a
t w
ork
?
Co
mp
lete
the
act
ivity
: Bei
ng
man
ager
of a
day
car
e ce
ntre
Bo
ard
Stud
ent
Bo
ok
Mat
eria
ls n
eed
ed t
o m
ake
leafl
ets:
Pap
er o
f ass
ort
ed c
olo
urs
Pens
/pen
cils
of a
sso
rted
co
lour
s
Mag
azin
es t
o c
ut o
ut
1.1
Exp
lain
wha
t rig
hts
are
FS: C
om
ple
ting
the
ac
tivity
: Yo
ur r
ight
s w
ill
help
sho
w re
adin
g, w
ritin
g,
spea
king
, lis
teni
ng a
nd
com
mun
icat
ion
skill
s
FS: C
lass
dis
cuss
ion
will
he
lp t
o s
how
Eng
lish
Func
tiona
l ski
lls
9© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 8 Investigating rights and responsibilities at workBTEC Entry 3/Level 1 Health & Social Care
Wee
kLe
arni
ng
out
com
es
Tuto
r ac
tivi
tyLe
arne
r ac
tivi
tyR
eso
urce
sA
sses
smen
t cr
iter
ia a
nd
func
tio
nal s
kills
2E
3 LO
3: K
now
la
ws
that
ca
n p
rote
ct
the
right
s o
f em
plo
yees
L1 L
O1
E3
L1
Tuto
r-le
d c
lass
dis
cuss
ion
on
the
mea
ning
of t
he t
erm
‘re
spo
nsib
ilitie
s’
Feed
bac
k o
f ind
ivid
ual
resp
ons
ibili
ties
Feed
bac
k fr
om
cla
ss o
f in
form
atio
n fo
und
in ji
gsa
w
Feed
bac
k o
f cla
ss w
ork
Lear
ners
to
wo
rk in
sm
all g
roup
s to
d
iscu
ss t
he re
spo
nsib
ilitie
s th
at t
hey
have
Gro
up a
ctiv
ity: L
eane
rs t
o d
iscu
ss
the
job
role
s an
d re
spo
nsib
ilitie
s d
iffer
ent
heal
th a
nd s
oci
al c
are
emp
loye
es h
ave
Co
mp
letio
n o
f act
ivity
: Yo
u d
ecid
e
Bo
ard
Diff
eren
t d
escr
iptio
ns o
f gen
eral
he
alth
and
so
cial
car
e jo
b ro
les
Stud
ent
bo
ok
FS: C
lass
dis
cuss
ion
will
he
lp t
o s
how
sp
eaki
ng a
nd
liste
ning
ski
lls
3.1
Iden
tify
law
s th
at c
an
pro
tect
em
plo
yee
right
s
1.2
Exp
lain
wha
t ‘re
spo
nsib
ilitie
s’ a
re
3E
3 an
d L
1 LO
2:U
nder
stan
d
how
to
resp
ect
the
right
s o
f in
div
idua
ls
L1
E3
L1
Bo
ard
sto
rm w
ith a
dis
cuss
ion
the
fact
ors
aft
er t
he g
roup
w
ork
Cla
ss fe
edb
ack
of c
ase
stud
y an
d a
ctiv
ity
Cas
e st
udy:
Tab
atha
and
M
arle
y co
mp
lete
d a
s a
clas
s to
get
her
Lear
ners
to
rese
arch
law
s an
d
leg
isla
tions
that
can
pro
tect
the
right
s o
f em
plo
yees
. Thi
s co
uld
b
e se
t as
ho
mew
ork
.
Gro
up w
ork
on
iden
tifyi
ng fa
cto
rs
that
can
affe
ct t
he r
ight
s o
f in
div
idua
ls
Co
mp
lete
cas
e st
udy:
Kam
ill
Co
mp
lete
the
act
ivity
Co
mp
lete
cas
e st
udy:
Tab
atha
and
M
arle
y
Lear
ners
to
rese
arch
law
s an
d
leg
isla
tions
tha
t ca
n p
rote
ct t
he
right
s o
f em
plo
yees
Bo
ard
Stud
ent
bo
ok
Mat
eria
ls n
eed
ed t
o m
ake
bro
chur
es:
Pap
er o
f ass
ort
ed c
olo
urs
Pens
/pen
cils
of a
sso
rted
co
lour
s
Mag
azin
es t
o c
ut o
ut
2.1
Exp
lain
the
fact
ors
tha
t m
ay a
ffect
the
rig
hts
of
ind
ivid
uals
1.2
Exp
lain
wha
t ‘re
spo
nsib
ilitie
s ar
e’
2.1
Exp
lain
the
fact
ors
tha
t m
ay a
ffect
the
rig
hts
of
ind
ivid
uals
2.2
Exp
lain
ho
w t
o re
spec
t th
e rig
hts
of i
ndiv
idua
ls
FS: R
esea
rchi
ng la
ws
and
le
gis
latio
n w
ill h
elp
sho
w
read
ing
ski
lls
10© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 8 Investigating rights and responsibilities at work
Wee
kLe
arni
ng
out
com
es
Tuto
r ac
tivi
tyLe
arne
r ac
tivi
tyR
eso
urce
sA
sses
smen
t cr
iter
ia a
nd
func
tio
nal s
kills
4L1
LO
3
L1
Tuto
r-le
d d
iscu
ssio
n in
tro
duc
ing
the
diff
eren
t la
ws
and
leg
isla
tion
that
can
pro
tect
em
plo
yee
right
s us
ing
the
re
sear
ch fr
om
last
ses
sio
n/ho
mew
ork
Usi
ng t
he re
sear
ch fr
om
last
se
ssio
n/ho
mew
ork
and
tut
or-
led
d
iscu
ssio
n, c
om
ple
te t
he a
ctiv
ity:
Tell
us t
he la
w. L
earn
ers
to p
rod
uce
a p
ost
er in
form
ing
em
plo
yees
of
the
diff
eren
t la
ws
and
leg
isla
tion.
Bo
ard
Stud
ent
bo
ok
Mat
eria
ls n
eed
ed t
o m
ake
po
ster
s:
Larg
e A
1/A
2 p
ost
er p
aper
of a
sso
rted
co
lour
s
Pens
/pen
cils
of a
sso
rted
co
lour
s
Mag
azin
es t
o c
ut o
ut
FS: D
iscu
ssin
g t
he
com
ple
ted
rese
arch
as
a cl
ass
will
hel
p t
o s
how
sp
eaki
ng a
nd li
sten
ing
sk
ills
3.1
Iden
tify
law
s th
at c
an
pro
tect
em
plo
yee
right
s
5L1
LO
4: K
now
th
at e
mp
loye
rs
have
cer
tain
re
spo
nsib
ilitie
s
L1
Rec
ap o
n th
e te
rm
‘resp
ons
ibili
ties’
and
dis
cuss
ho
w it
rela
tes
to t
he w
ork
pla
ce
Feed
the
gro
up w
ork
of
activ
ity: W
hat
wo
uld
yo
u d
o?,
b
ack
to t
he c
lass
Intr
od
uce
the
conc
ept
of c
onfi
den
tialit
y an
d it
s im
po
rtan
ce u
sing
the
cas
e st
udy
to h
elp
Feed
bac
k o
f the
act
ivity
: W
hat’s
the
pro
ble
m?
Gro
up w
ork
co
mp
letio
n o
f the
ac
tivity
: Wha
t w
oul
d y
ou
do
?
Co
mp
letio
n o
f cas
e st
udy:
Cla
re
and
Kirs
ty
Lear
ners
to
ind
ivid
ually
co
mp
lete
th
e ac
tivity
: Wha
t’s t
he p
rob
lem
?
Bo
ard
Stud
ent
bo
ok
FS: D
iscu
ssin
g t
he
com
ple
ted
rese
arch
as
a cl
ass
will
hel
p t
o s
how
sp
eaki
ng a
nd li
sten
ing
sk
ills
4.1
Iden
tify
emp
loye
r re
spon
sib
ilitie
s in
reg
ard
to:
• fu
lfilli
ng a
co
ntra
ct
• he
alth
and
saf
ety
• eq
ual o
pp
ort
uniti
es
and
pre
vent
ion
of
dis
crim
inat
ion
BTEC Entry 3/Level 1 Health & Social Care