Diversity in Care

Overview

In this lesson, students explore how diversity shapes people’s experiences of health and social care. They apply learning to propose practical, respectful strategies that meet diverse needs.

Learning intentions

• WALT identify diverse needs in health and social care settings.
• WALT suggest strategies to meet those needs fairly and effectively.
• WALT reflect on how culture, identity, and lived experience can affect access to care.
• WALT communicate ideas clearly in discussion and role-play.

Success criteria

• I can describe ways diverse backgrounds may create different needs in care.
• I can identify barriers to access or understanding and link them to specific needs.
• I can propose at least three strategies that are inclusive and realistic.
• I can write a brief, thoughtful reflection using evidence from class activities.

Curriculum links

• Health and well-being: relationships, rights, responsibilities, and respecting diversity.
• British values: mutual respect and tolerance through discussion of fairness and inclusion.
• PSHE skills: evaluating information, making reasoned decisions, and communicating respectfully.
• Citizenship focus: understanding how communities vary and how services should respond.

Lesson structure ({total minutes})

1. 0–5: Starter—Recall and connect

• Students spend 2 minutes writing quick answers: “What does diversity mean in health and social care?” and “Why does it matter?”
• Teacher takes 3–4 responses and links to the unit focus on inclusive provision.

2. 5–15: Case study hook—Engage

• In pairs, students read a short anonymised case scenario (provided by teacher) about a person using services and having needs shaped by identity, language, religion, disability, or family structure.
• Pairs complete a 3-box prompt: “Needs”, “Possible barriers”, “What good support looks like”.

3. 15–25: Build knowledge—Group discussion

• Groups of four compare their 3-box answers and decide which needs are most urgent and why.
• Teacher guides whole-class discussion using prompts such as: “How might staff communication affect trust?” and “What could be done differently without stereotyping?”

4. 25–40: Transformation—Role-play

• Groups prepare a 2-minute role-play: care worker/clinician communicates with a service user who has specific diverse needs (teacher assigns roles).
• Each role-play must include: one inclusive communication strategy, one adjustment to information/consent support, and one way to ensure dignity and choice.
• Class “notices and wonders” feedback: 1 strength and 1 improvement suggestion per group.

5. 40–48: Shared model—Turning strategies into actions

• Teacher consolidates strategies on the board (e.g., accessible information formats, interpreter support when needed, cultural humility, checking understanding, flexible appointments, care plans that respect preferences).
• Students choose one strategy and write a sentence explaining how it meets a identified need.

6. 48–58: Independent learning—Research task

• Students research a marginalised group in health care (teacher suggests options: e.g., people experiencing homelessness, refugees/asylum seekers, Gypsy/Roma communities, people with learning disabilities, LGBTQ+ people, older people with sensory impairments).
• They collect: one challenge to care access, one example of respectful practice, and one question they still have. Use class-provided guidance on evaluating sources (no web links required; print resources or offline articles only).

7. 58–60: Exit ticket—Reflect

• Students answer: “One diverse need I hadn’t considered before is… and the strategy I would use is…”
• Teacher checks for misconceptions and notes topics for marking.

Resources

• Teacher-prepared anonymised case study handout(s)
• Role-play cards with personas and care scenarios
• Strategy prompt sheet (communication, access, dignity, consent support)
• Research pack (offline articles/extracts) about a marginalised group
• Reflection template for a short reflective paragraph
• Timer and simple feedback slips (“strength + improvement”)
• Board/flipchart for consolidating strategies
• Dyslexia-friendly option: audio-recorded case scenario and readable font worksheets

Assessment

• Formative: observation of group discussion and role-play (inclusive communication, accurate identification of needs, practical strategies).
• Summative: reflective essay submitted in the next lesson or at end of session if time allows (must link needs → barriers → strategy).
• Exit ticket: checks individual understanding of diverse needs and inclusive actions.

Differentiation

• Support: sentence starters for the 3-box task (“Their needs might include…”, “A barrier could be…”, “Support could look like…”).
• Support: role-play scripts with optional lines; allow students to choose a smaller speaking role.
• Challenge: require advanced groups to justify strategies using care principles (dignity, respect, choice) and anticipate unintended consequences (e.g., stereotyping, tokenism).
• EAL: provide key phrases bank (e.g., “I want to check…”, “Can I explain…”, “Would you prefer…”) and allow responses in first language for planning.
• SEN/dyslexia: audio versions of case text; colour overlays for worksheets if available; allow use of a mind-map instead of full sentences for research notes.

Extension (optional)

• Advanced learners write an “inclusive care checklist” for one chosen setting (GP, hospital ward, social care support) and add one strategy specifically for informed consent and shared decision-making with diverse service users.