Ethical Considerations

Overview

Unit: Understanding Human Development
Lesson Number: 15 of 20
Duration: 60 minutes
Class Size: 10 students
Age Group: Year 11 (15-16 years)
Curriculum Link: National Curriculum for England - Health and Social Care (KS4)
Subject Context: This lesson is designed for students studying Health and Social Care, focusing on ethical considerations within this sector, aligning with the statutory requirements for PSHE and Citizenship under the National Curriculum.

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Learning Objectives

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

• Identify key ethical principles relevant to health and social care, including confidentiality, consent, dignity, and safeguarding, as outlined in the Health and Care Professions Council (HCPC) standards and the NHS Constitution.
• Analyse common ethical dilemmas faced by professionals in health and social care settings.
• Evaluate potential consequences of different ethical decisions using real-world case studies.
• Reflect on the importance of ethical behaviour in promoting positive outcomes for individuals receiving care.

National Curriculum Links:

• Health and Social Care statutory framework (KS4) — Understand the values and principles underpinning health, social care, and early years services.
• Citizenship Programme of Study (KS4) — Developing skills of enquiry and communication by discussing and debating ethical issues.
• PSHE Association Programme of Study (KS4) — Recognising and managing moral dilemmas and dilemmas around health and wellbeing.

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Resources

• Whiteboard and markers
• Projector and laptop
• Printed copies of two anonymised case studies presenting ethical dilemmas in health and social care
• Ethical principles handout summarising confidentiality, consent, dignity, safeguarding, and professional conduct (tailored for year 11 level)
• “Ethics Wheel” diagram (large print for group activity)
• Assessment worksheets
• Reflection journals or exercise books

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Lesson Structure

1. Starter (10 minutes)

• Activity: Quickfire Discussion
  • Write “Ethics” on the board.
  • Ask students to brainstorm words or ideas they associate with ethical behaviour in health and social care. Capture responses.
  • Introduce a short, real-life vignette:
    “A nurse overhears a confidential conversation about a patient’s condition.”
  • Ask students to quickly jot down what ethical issues this may raise.
• Purpose: Activate prior knowledge, engage interest, and introduce the topic context.

2. Introduction to Ethical Principles (10 minutes)

• Present and explain key ethical principles in health and social care:
  • Confidentiality
  • Consent
  • Dignity and Respect
  • Safeguarding vulnerable individuals
  • Professional integrity and conduct
• Use the handout to provide clear definitions and examples relevant to students’ age and comprehension level.
• Refer to the HCPC Standards of Conduct, Performance and Ethics (simplified) and NHS Constitution core values.

3. Main Activity - Case Study Analysis (25 minutes)

Step 1: Group Work (15 minutes)

• Divide the class into two groups of five.
• Each group is given an anonymised case study presenting an ethical dilemma (e.g., confidentiality vs safeguarding, consent in an emergency context).
• Groups use the “Ethics Wheel” diagram to map out:
  • The ethical principles involved
  • Possible actions/solutions
  • Likely outcomes (positive/negative)
• Groups prepare a 3-minute summary explaining their dilemma and proposed resolution.

Step 2: Class Sharing and Discussion (10 minutes)

• Groups present their findings.
• Teacher facilitates a class discussion, encouraging students to question and reflect on the complexity of ethical decision-making.
• Highlight that ethical dilemmas often have no perfect solution but require balancing competing principles with empathy and professionalism.

4. Plenary & Assessment (10 minutes)

• Activity: Ethical Dilemma Written Reflection
  • Each student completes a worksheet answering:
    • Which ethical principle do you think is most important in your case study? Why?
    • How would you feel if you were the professional in that situation?
    • What might be the consequences of choosing one action over another?
• Collect worksheets for formal assessment and feedback.

5. Homework / Extension Task (Optional)

• Research the Caldicott Principles and write a short paragraph on their importance to patient data confidentiality.
• Reflective journal entry: “Think of a time when you or someone you know faced a difficult decision. What principles guided the choice?”

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Differentiation

• For learners needing support: Provide simplified case studies and a glossary of key vocabulary. Use guided questions during group work.
• For higher ability learners: Challenge them to identify potential conflicts between multiple principles and consider legal frameworks influencing ethical decisions.

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Assessment Criteria

• Demonstrates understanding of key ethical principles in health and social care.
• Analyses ethical dilemmas effectively with reference to real-life scenarios.
• Communicates ideas clearly in both group discussion and written reflections.
• Reflects upon the consequences of ethical decisions critically and empathetically.

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Teacher’s Notes and Tips

• Emphasise that ethics in health and social care is not about “right or wrong” answers but understanding the complexity and human side of care decisions.
• Encourage respectful debate and empathy during discussions.
• Adapt case studies or add local context to increase relevance and engagement.
• Use the ethical principles handout as ongoing reference material for the unit.

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This approach not only meets but enriches the National Curriculum requirements by incorporating discussion, critical thinking, empathy, and practical application of ethical principles within health and social care—preparing year 11 students for further study or vocational pathways.