Cultural Competence in Care

Overview

This 60-minute lesson is the fourteenth in a 20-lesson Year 11 unit on Understanding Human Development. It focuses on the vital skill of cultural competence in health and social care settings, aligning with the National Curriculum for England’s Health and Social Care programme. Students will explore how recognising and respecting cultural diversity improves care delivery, promotes equality, and meets statutory requirements.

---

National Curriculum Links and Learning Objectives

Curriculum References

• Health and Social Care (RSL/Skills for Work/School-Based Curriculum Strand):

  • Developing effective communication and interpersonal skills
  • Understanding the effects of cultural and social diversity on care
  • Working within legal and ethical frameworks including Equality Act 2010

• Personal, Social, Health and Economic Education (PSHE) Programme of Study:

  • Developing respectful relationships
  • Recognising and challenging discriminatory behaviours

Learning Objectives

By the end of this lesson, students will be able to:

1. Define cultural competence and explain its significance in health and social care.
2. Identify cultural factors that influence health beliefs, behaviours, and care needs.
3. Analyse how cultural competence supports equality, diversity, and legal duties in care provision.
4. Demonstrate communication strategies to work effectively with diverse service users.

---

Resources Needed

• Whiteboard and markers
• Printed case studies/scenarios depicting culturally diverse clients
• Video clip: Role-play of culturally competent care (pre-selected)
• A3 ‘Cultural Competence Framework’ handouts
• Equality Act 2010 summary sheets
• Reflection journal/notebooks for students

---

Lesson Structure

1. Introduction (10 minutes)

Activity: Starter Discussion

• Pose the question: "Why might understanding culture be important in health and social care?"
• Invite students to share ideas; list responses on the board under themes: beliefs, communication, respect, legal issues, etc.
• Clarify ‘cultural competence’ with a class-generated definition, then formalise it as “The ability of health and social care practitioners to understand, communicate with and effectively interact with people across cultures.”

Teacher Notes:
Relate to real-world examples familiar to students (e.g., dietary requirements, religious practices). Refer to Equality Act 2010 duties here briefly.

---

2. Exploring Cultural Factors (15 minutes)

Activity: Group Case Study Analysis

• Divide class into 5 pairs; hand out printed cases showing different cultural scenarios (e.g., language barrier, religious beliefs affecting treatment, family involvement preferences).
• Each pair reads and identifies key cultural factors and potential care adaptations needed.
• Pairs present highlights in a 1-minute summary.

Assessment: Observe and note understanding via pair presentations, and guide if any misconceptions arise.

---

3. Video Role-play & Discussion (10 minutes)

Activity: Watch pre-selected video role-play highlighting cultural competence in action.

• Students note examples of culturally competent communication and actions.
• Facilitated discussion afterwards: What did the care worker do well? What could be improved?

Teacher emphasis: Link discussion back to National Curriculum outcomes — communication skills and equality duties.

---

4. Cultural Competence Framework (15 minutes)

Activity: Framework Walkthrough

• Distribute handouts of a simple ‘Cultural Competence Framework’ outlining:

  1. Self-awareness
  2. Respect for cultural differences
  3. Effective communication
  4. Inclusive care planning
  5. Ongoing learning

• Use guided questioning to walk students through each element with real-life examples.

• Individually, students write a brief reflection on which element they find most challenging and why.

---

5. Plenary and Reflective Assessment (10 minutes)

Activity: ‘Think-Pair-Share’ reflective task

• Students think about how today's learning will affect their future practice or outlook.
• Share their thoughts in pairs.
• A few volunteers share with whole class.

Assessment: Collect reflection journals/notebooks at end for formative assessment of understanding and attitudinal development.

---

Differentiation and Inclusion

• Clear case studies with supporting prompts for students needing additional scaffolding.
• Language support for EAL learners using simplified vocabulary and visuals.
• Challenge extension: Research local community cultures and suggest additional culturally sensitive practices.

---

Cross-Curricular Links

• Citizenship: Rights and responsibilities under equality laws.
• English: Communication skills and vocabulary development.
• Religious Education: Understanding beliefs affecting healthcare choices.

---

Homework / Further Learning

Ask students to research a culture different from their own and prepare a short presentation on how health beliefs might influence care preferences, citing at least one legal or ethical consideration.

---

End of Lesson