Overview

Duration: 120 minutes
Class Size: 25 students
Age Group: 16-19 years (Year 12-13)
Curriculum Context: International Baccalaureate (IB) - aligned with NCFE Level 3 Extended Diploma in Health and Social Care
Country: United Kingdom

Aim

To provide students with comprehensive knowledge and understanding of safeguarding in health and social care settings, focusing on types of abuse, relevant UK legislation, and organisational policies and procedures, fulfilling IB learner profiles and core competencies.

IB Curriculum Alignment

IB DP Subject: Health or Social and Cultural Anthropology / Individuals and Societies (connections to global citizenship and ethics)
TOK Link: Examining ethical implications and knowledge frameworks within safeguarding
IB Learner Profile: Caring, Principled, Knowledgeable, Reflective
IB Approaches to Learning (ATL): Critical thinking, Communication, Social skills, Self-management
Global Context: Identities and Relationships & Fairness and Development

Learning Objectives

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

Identify and explain different types of abuse (physical, emotional, sexual, financial, neglect).
Analyse key UK safeguarding legislation relevant to health and social care, including the Care Act 2014, Children Act 1989/2004, Safeguarding Vulnerable Groups Act 2006, Mental Capacity Act 2005, and Equality Act 2010.
Describe organisational policies and procedures that protect individuals from abuse and promote safeguarding.
Evaluate scenarios to determine appropriate safeguarding responses based on legislation and best practice.
Reflect on their own responsibility and ethical considerations in safeguarding vulnerable individuals.

Resources

Whiteboard, markers
Projector and laptop (for slides and videos)
Printed scenario cards (5 different safeguarding case studies)
Copies of key legislation summaries (simplified)
Safeguarding policies outline sheet
Student notebooks and pens

Lesson Breakdown

Time	Activity	Description	IB ATL Skills	Assessment Focus
0-10 min	Introduction & Starter Activity	- Icebreaker: Students write anonymous responses to “What does safeguarding mean to you?” on sticky notes, placed on board. - Teacher reviews and clusters similar ideas to create a working class definition.	Communication, Social Skills	Informal formative: participation and prior knowledge check
10-30 min	Types of Abuse Exploration	- Present concise definitions with real-life examples. - Watch a 5-minute video vignette illustrating types of abuse in social care. - In pairs, students discuss which types of abuse were shown and why.	Critical Thinking, Communication	Formative: Pair discussion, oral reasoning
30-50 min	Legislation Deep Dive (Group Jigsaw)	- Students split into 5 groups; each group assigned one UK legislation to research using teacher-provided summaries. - Guided worksheet questions: purpose, key protections, relevance. - Groups prepare a short 3-min presentation explaining their legislation to the class.	Research skills, Collaboration, Communication	Formative: Group presentations, content accuracy
50-65 min	Break & Reflective Pause	- Students write a short personal reflection on how the legislation protects vulnerable people. - Emphasis on ethical considerations and personal responsibility.	Self-management, Reflection	Formative: Written reflection collected
65-85 min	Policies and Procedures Case Study	- Teacher presents a typical safeguarding policy document outline. - Students analyse a provided organisational safeguarding procedure. - Whole-class discussion: Why are procedural safeguards vital? How do they enforce legislation?	Critical Thinking, Communication	Formative: Class discussion participation
85-110 min	Scenario-Based Safeguarding Workshop	- In groups, students receive different safeguarding scenarios (e.g., suspected neglect, financial abuse). - Groups assess incidents, identify abuse type, relate legislation and policy, and propose response steps. - Groups role-play reporting concerns to a safeguarding lead.	Problem Solving, Collaboration, Communication	Summative: Group scenario reports & role-play assessed on understanding and application
110-120 min	Summary & Exit Quiz	- Quickfire quiz (5 questions) using mini whiteboards or oral responses. - Recap key terms, legislation, and safeguarding procedures. - Teacher clarifies misconceptions.	Recall, Self-assessment	Formative: Quiz results & verbal feedback

Detailed Teaching Notes & Prompts

Starter Activity Prompt:

“In your own words, how would you define safeguarding? Why is it crucial in health and social care?”

Types of Abuse Discussion Prompts:

“How might emotional abuse differ in impact from physical abuse?”
“Why can financial abuse sometimes go unnoticed?”

Legislation Jigsaw Support Questions:

What is the main aim of the Act?
Which individuals does it protect?
How does this legislation affect practice in health and social care?
Give an example scenario to illustrate the legislation in action.

Policies and Procedures Discussion Prompts:

“What might happen if staff do not follow safeguarding procedures?”
“How do policies ensure legal compliance and ethical care?”

Scenario Workshop Guidance:

Encourage students to refer explicitly to legislation and policy to justify their response.
Emphasise confidentiality, how to recognise signs, who to report to, and urgency of response.

Assessment Suggestions

Formative:
- Participation in discussions and reflections
- Group presentations and peer feedback
- Exit quiz for immediate knowledge check
Summative:
- Written scenario analysis: Students produce a brief report analysing a safeguarding case incorporating legislation and policy.
- Role-play assessment: Students demonstrate clear understanding of reporting procedures and communication skills in safeguarding contexts.

Differentiation & Inclusion

Provide legislation summaries in accessible language.
Pair EAL or SEN students with strong peers for activities.
Use multimedia and varied teaching methods (visual, auditory, kinaesthetic).
Allow extra time for note-taking or reflection if needed.

Extension Ideas

Investigate international safeguarding frameworks for comparative understanding.
Invite a local safeguarding lead or social worker for a Q&A session.
Debates on ethical dilemmas within safeguarding (e.g., balancing confidentiality with safety).

This lesson plan not only integrates the NCFE Level 3 Extended Diploma content but also embeds the IB learner profile attributes and key ATL skills. The varied, student-centred activities engage learners actively, encouraging critical reflection and application — essential for safeguarding competence in future health and social care professionals.

Safeguarding Essentials

Teaching Instructions