Promoting Health Equity

Overview

This 60-minute lesson is designed for Year 13 Health and Social Care Science students, centred on understanding key concepts relating to promoting health equity and inclusion within health and social care settings. The session aligns precisely with the National Curriculum for England’s Health and Social Care framework, emphasising the development of conceptual knowledge, analytical skills, and reflective practice necessary for progression into higher education or employment in health and social care sectors.

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National Curriculum Links

• Study Component: Health and Social Care Science (KS5)
• Relevant Standards:
  • Care Values and Communication: Understand the importance of equality, diversity, and inclusion in care settings.
  • Health and Wellbeing: Analyse factors affecting health and wellbeing, including social determinants.
  • Legislation and Policy: Evaluate how policy and legislation underpin best practice to promote health equity.
• Skills Development: Critical thinking, collaborative communication, ethical awareness, and reflective evaluation.

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Learning Objectives

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

1. Define and explain the key concepts of equality, diversity, inclusion, and health equity within health and social care.
2. Analyse case studies that demonstrate barriers and facilitators to equitable health outcomes.
3. Discuss the impact of legislation and policy (e.g., Equality Act 2010, Health and Social Care Act 2012) on promoting inclusive care environments.
4. Reflect on the ethical considerations and personal attitudes that influence care delivery.
5. Demonstrate understanding through participation in a formative quiz and reflective journal entries.

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Resources

• Printed case study booklets illustrating diverse health and social care scenarios.
• Extracted articles from reputable UK health policy publications (copies provided).
• Projector and screen for multimedia presentations.
• Video clip (5 minutes) on “Real-life challenges in inclusive care” (embedded in presentation).
• Quiz sheets and reflective journal templates.
• Whiteboard and markers.

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Lesson Structure

Time	Activity	Description	Differentiation & Inclusion
0-5m	Starter: Concept Mapping	Students individually write down what they already know about “Equality, Diversity, Inclusion”. Then share key points as a group to generate a class mind map on the whiteboard.	Visual learner support via mind map; verbal learners encouraged to share ideas aloud.
5-15m	Multimedia Input	Show the video clip highlighting real-life barriers to equitable care followed by a brief presentation summarising definitions and relevant legislation.	Pause periodically for quick 1-minute pair discussions.
15-30m	Case Study Group Work	Students break into 5 groups (5 students each). Each group receives a different case study illustrating health equity challenges (e.g., racial bias, accessibility issues, cultural sensitivity). Groups identify key issues, relevant legislation, and propose inclusive solutions.	Mixed ability groups; worksheets provide guided questions to scaffold learning.
30-40m	Whole Class Discussion	Groups present their findings. Class discusses similarities/differences across cases, linking back to key legislation and care values. Teacher facilitates critical questioning to deepen analysis.	Encourage quieter students by asking open questions; use visual prompts on whiteboard.
40-50m	Formative Quiz	Short written quiz (10 questions) covering key concepts and legislation. Students answer individually to assess understanding in real-time.	Opportunity to ask clarifying questions after quiz completion.
50-60m	Reflective Journal & Plenary	Students complete a short reflective journal entry on “How will understanding health equity influence my future care practice?”. Teacher reads samples and provides feedback. Conclude with summary of key takeaways.	Reflection prompts adapted for varying literacy levels; offer sentence starters.

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Assessment Methods

• Formative Quiz: Immediate feedback on knowledge of key definitions, legislation, and concepts.
• Group Work Evaluation: Teacher observes group interaction, reasoning, and application of concepts.
• Reflective Journal: Assessment of personal insight, ethical reasoning, and ability to connect theory with practice.

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Teacher’s Tips for Impact

• Use real UK-based examples and current news stories on health inequalities to make content relevant and engaging.
• Emphasise emotional intelligence and empathy in discussions to connect students personally with the topics.
• Encourage use of correct terminology aligned to the National Curriculum to build subject literacy.
• Consider follow-up lessons on policy, communication skills, and strategies to tackle discrimination in care settings.
• Integrate ongoing peer and self-assessment to promote learner autonomy and critical reflection.

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This lesson plan delivers a rich, interactive learning experience that meets and excites Year 13 Health and Social Care learners while strictly adhering to the statutory requirements and skills outlined in the National Curriculum for England.