Plenary activity (homework task): Students research local hospital translator services and electronic applications to support language barriers for service users. 12 Geographical barriers Introductory activity: Students explain how they arrived at school today, what Access to the internet time they left home, transport used and duration. Teacher leads a class session [Component 2, A2, Google Maps or other street map options for comparisons to be made to elicit who lives closest and who lives farthest Barriers to accessing Mobile phone application, if appropriate or away. services] computer Main session activities: Teacher explains that some individuals live a distance from accessing services using student’s geographical locations for this. Some individuals – live close, but journeys are not always easier. In groups of three or four, students consider the scenario of a service user – travelling from home to a hospital clinic appointment and uncertain whether to use public transport or drive. Students research the appropriate option based on journey and arrival times. Groups feed back results and compare. Teacher leads a discussion on different areas people live and accessibility to services. Students are invited to share friends/relatives with geographical accessibility challenges from rural/urban locations. Plenary activity (homework task): Students research the journey from their own home to their local GP surgery, optician, dentist and hospital using public transport and/or car. 13 Intellectual barriers Introductory activity: Students create a mind map of people who may find Access to the internet reading complicated documents difficult for example, those with varying ranges – Information from the National Literacy Trust on [Component 2, A2, of learning disabilities. They compare their ideas with a partner and possibly the improving readability can I assess the Barriers to accessing ‘How class. readability of my document or write more services] clearly’, e.g. Main session activities: A document by Care Quality Commission to Teacher explains why some people have intellectual disabilities, e.g. because assess readability, to complain about a ‘How of a genetic inheritance, misuse of substances during pregnancy and health or social care service’, e.g. childhood illnesses. Students are asked how having an intellectual disability may affect health and access to services and suggest who could help.
Plenary activity (homework task): Students research local hospital translator services and electronic applications to support language barriers for service users. 12 Geographical barriers [Component 2, A2, Barriers to accessing services] Introductory activity: Students explain how they arrived at school today, what time they left home, transport used and duration. Teacher leads a class session for comparisons to be made to elicit who lives closest and who lives farthest away. Main session activities: Teacher explains that some individuals live a distance from accessing services – using student’s geographical locations for this. Some individuals live close, but journeys are not always easier. In groups of three or four, students consider the scenario of a service user – travelling from home to a hospital clinic appointment and uncertain whether to use public transport or drive. Students research the appropriate option based on journey and arrival times. Groups feed back results and compare. Teacher leads a discussion on different areas people live and accessibility to services. Students are invited to share friends/relatives with geographical accessibility challenges from rural/urban locations. Plenary activity (homework task): Students research the journey from their own home to their local GP surgery, optician, dentist and hospital using public transport and/or car. Access to the internet Google Maps or other street map options Mobile phone application, if appropriate or computer 13 Intellectual barriers [Component 2, A2, Barriers to accessing services] Introductory activity: Students create a mind map of people who may find reading complicated documents difficult – for example, those with varying ranges of learning disabilities. They compare their ideas with a partner and possibly the class. Main session activities: Teacher explains why some people have intellectual disabilities, e.g. because of a genetic inheritance, misuse of substances during pregnancy and childhood illnesses. Students are asked how having an intellectual disability may affect health and access to services and suggest who could help. Access to the internet Information from the National Literacy Trust on improving readability ‘How can I assess the readability of my document or write more clearly’, e.g. A document by Care Quality Commission to assess readability, ‘How to complain about a health or social care service’, e.g.
btectechaward-hsc-sow-comp2.docx