Integrity in Action

Overview

Subject: Social Sciences – Work Education
Year Level: Year 10
Syllabus Focus: NSW Work Education Years 7–10 Syllabus
Content Area: Core 6 – Workplace Rights and Responsibilities
Topic Focus: Identifying principles of ethical behaviour and practices in the workplace, including values such as integrity, trust and accountability.
Duration: 55 minutes
Class Size: 7 students

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Learning Intentions

By the end of this lesson, students will:

• Understand and define core workplace values including integrity, trust, and accountability.
• Identify the importance of ethical behaviour in real-world business contexts.
• Evaluate ethical challenges in workplace scenarios.
• Work collaboratively to propose ethical solutions to workplace dilemmas.

Success Criteria

Students will demonstrate their learning by:

• Contributing to group discussions and activities.
• Analysing a case study and identifying key ethical concerns.
• Presenting recommendations based on core ethical values.

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Curriculum Links

NSW Work Education Years 7–10 Syllabus

• Core 6: Workplace rights and responsibilities
  Outcome:

  Students identify and discuss legal and ethical requirements in the workplace, rights and responsibilities of employers and employees, and principles of ethical behaviour such as integrity, trust, and accountability.

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Materials Required

• Whiteboard and markers
• Printed scenario cards (provided below)
• Large sheets of butchers' paper
• Sticky notes
• Textas (markers)
• Timer or watch
• Student notebooks and pens

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Lesson Sequence

Starter: Ethical Snapshot (10 minutes)

Purpose: To activate prior knowledge and introduce key ethical principles.

Activity: Keyword Brainstorm (5 mins)

• On the whiteboard, write the words Integrity, Trust, and Accountability.
• Ask students to quickly share words or ideas that come to mind when they hear each.
• Record ideas around each word.
• Introduce quick working definitions, e.g.:
  • Integrity – Doing the right thing, even when no one is watching.
  • Trust – Reliance on the honesty and reliability of others.
  • Accountability – Taking responsibility for actions and decisions.

Think-Pair-Share (5 mins)

• Pose the question: “Why do you think these values are necessary in a workplace?”
• Students reflect silently, jot notes.
• Pair with another student and share their thoughts.
• Select 1–2 students to share ideas with the class.

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Main Activity: Ethical Decision-Making Challenge (30 minutes)

Purpose: To apply ethical reasoning to realistic workplace scenarios using group collaboration and critical thinking.

Step 1: Ethical Workplace Scenario Cards (5 mins)

Distribute case scenario cards to 3 pair groups. Each card presents a short workplace dilemma based on real Australian business contexts.

EXAMPLES OF SCENARIOS:

Scenario A – Late Reports at Lexi Logistics
An employee repeatedly fails to submit reports on time, affecting team productivity. Others are covering for them. Management is unaware.

Scenario B – TikTok Troubles at Café Kindred
A part-time staff member posts videos online mocking customers while wearing the café uniform.

Scenario C – Dodgy Accounting at TradeMates
An intern discovers a manager is skimming petty cash for personal use, but they were told “it’s just how things are done here.”

Student groups read their card aloud and briefly discuss.

Step 2: Group Analysis (15 mins)

On butcher’s paper, students collaboratively answer:

1. What are the key ethical issues?
2. Which core values are being tested (integrity, trust, accountability)?
3. What are two possible actions someone could take?
4. What would be the most ethical course of action, and why?

Encourage students to appoint a note-taker and a spokesperson.

Step 3: Mini-Presentations (10 mins)

Each group presents their scenario and ethical solution to the class (2–3 minutes each). Invite brief, respectful peer feedback.

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Consolidation: ‘Ethics Wall’ Reflection (10 minutes)

Purpose: To personalise learning and prompt individual reflection.

Distribute sticky notes.

Prompt:

“Write one example of how you would show INTEGRITY, TRUST or ACCOUNTABILITY in a future workplace.”

Students add their sticky note to the classroom ‘Ethics Wall’ (a poster or wall space dedicated to workplace values).

Allow volunteers to read a few aloud and explain their idea.

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Extension Activity (Optional/Homework)

Interview a Worker Task
Students are to interview a working adult (e.g., parent, relative, or family friend) about the role of ethics in their workplace. Questions might include:

• What does integrity mean in your role?
• Have you seen examples where accountability was really important?
• How does your workplace promote trust?

Students bring back a 100-word summary for discussion in the next lesson.

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Assessment for Learning (AfL)

• Observation of group discussions and presentations.
• Exit ticket-style sticky note – checking understanding of core values.
• Ongoing questioning and peer feedback during presentations.

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Differentiation Strategies

• Small class size allows for tailored support.
• Mixed-ability grouping for scenario activities promotes peer scaffolding.
• Visual cues (butcher’s paper and sticky notes) support different learning styles.
• Glossary of keywords provided if necessary for EAL/D learners or students with literacy needs.

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Teacher Reflection Questions (Post-Lesson)

• Did students demonstrate understanding of ethical workplace behaviour?
• Were they able to link core values to real-world situations?
• How effectively did they collaborate?
• Were any additional supports needed?

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End of Lesson Wrap-Up (Optional Quote for Discussion)

“Ethics is knowing the difference between what you have a right to do and what is right to do.”
— Potter Stewart, former U.S. Supreme Court Justice

Use this for final discussion or as a prompt for students to write in their notebooks.

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Prepared by: AI Assistant – Designed to exceed expectations for dynamic, interactive learning.

Aligned to: NSW Work Education Years 7–10 Syllabus
Version: Term 2, 2024