Principles of Care Review

Overview

This 60-minute PSHE review lesson consolidates and applies students’ learning from Unit 3, focusing on core principles of care and how they show up in real situations. Students will discuss, justify decisions, and reflect on person-centred care.

Learning intentions

• WALT review the key principles of care and explain how they guide safe, respectful support.
• WALT apply principles of care to case scenarios and justify the best responses.
• WALT evaluate how communication, consent, privacy and safeguarding responsibilities fit together in practice.

Success criteria

• I can name the main principles of care and describe what each one means in practice.
• I can apply at least three principles of care to a scenario and give reasons for my choices.
• I can explain how consent and confidentiality affect what a carer can and cannot do.
• I can reflect on what I would do differently to improve the quality of care.

Curriculum links

• PSHE: relationships and health—how to keep people safe, respect rights and promote wellbeing.
• PSHE: living in the wider world—ethical behaviour, responsibility, and managing risk safely.
• Safeguarding and wellbeing—recognising harm and knowing that concerns must be acted on appropriately.
• Communication and teamwork—using respectful language and taking others’ views seriously.

Lesson structure (60 minutes)

1. 0–5 min: Starter—“Care Principle Snapshots” Students choose one principle of care (e.g., dignity, respect, person-centred approach, consent, confidentiality, safeguarding) and write a one-sentence explanation. Teacher circulates and selects 3–4 responses to share.

2. 5–15 min: Quick retrieval—Unit 3 mini-quiz Teacher runs a rapid quiz (mixed formats: short answer and multiple choice). Students work in pairs, then teacher confirms answers. Emphasis is on accuracy of definitions and links to real practice.

3. 15–30 min: Discussion carousel—“Where do we see it?” Set up 4 stations with prompts on care principles in everyday contexts (healthcare, support services, caring roles). Small groups rotate, add evidence from what they learned, and respond to a challenge question at each station (e.g., “How would consent change the response?”). Teacher listens for reasoning, not just keywords.

4. 30–45 min: Scenario application—“Best response” Students receive one longer case study in a worksheet (or projected). In groups of 3–4, they identify:

• the person’s needs and preferences
• which principles of care apply
• what they would do first, next and why Teacher prompts students to justify choices using specific principles (at least three).

5. 45–55 min: Share and challenge—“Agree/Challenge panel” Groups present briefly. Class uses a structured discussion method: one student summarises the decision, another challenges a step respectfully, and the presenter revises if needed. Teacher uses questions like: “What principle is most important here and why?” “What are the risks if confidentiality is breached?”

6. 55–60 min: Reflection exit ticket—“My next improvement” Students complete an exit ticket: one thing I learned/remembered, one principle I will apply more consistently, and one question I still have. Teacher checks for misconceptions about consent/confidentiality/safeguarding.

Resources

• Unit 3 principle cards (dignity, respect, person-centred care, consent, confidentiality/privacy, communication, safeguarding, cultural sensitivity/equality)
• Quick-retrieval quiz (paper or slide)
• 4 station prompt sheets for carousel discussion
• One scenario case study worksheet (age-appropriate, college-life or care-setting based)
• Reflection exit ticket template
• Timer for rotations and presentations
• Display of “discussion rules” (respect, evidence-based, challenge ideas not people)
• Dyslexia-friendly sentence starters and simplified checklist for scenario task
• Optional audio recording of instructions/case study for students who benefit

Assessment

• Formative: teacher checks accuracy during mini-quiz and station contributions, noting misconceptions.
• Formative: group scenario work assessed using a teacher rubric focus (principles used, justification quality, consent/confidentiality/safeguarding accuracy).
• Summative (light touch): exit ticket reviewed for understanding and next-lesson targets.

Differentiation

• Support: provide a principle word bank plus sentence starters (“This principle matters because…”, “A safer choice would be…”) and a simplified scenario version with key details highlighted.
• Support: allow students to role-play a short communication exchange (consent check, reassurance, explanation) using prepared prompts.
• Extension: require advanced learners to include ethical trade-offs (e.g., balancing confidentiality with safeguarding duties) and propose two alternative responses with a justified best option.
• EAL/SEN: use visual cues (icons for consent, confidentiality, safeguarding), allow bilingual support for key definitions, and offer a choice of response format (spoken, written, or diagram-based for the carousel notes).
• Dyslexia-friendly reading options: teacher reads the scenario aloud; provide text in clear fonts, short paragraphs, and offer an audio version; allow additional time for reading and writing.