Best for
Environmental, school, community, technology, or policy dilemmas where students must weigh several kinds of impact.
Social Sciences / Critical Thinking • Years 9–10 • Lesson 4 scaffold
Ethical Framework Chart
Use this chart to compare a decision through more than one ethical lens. Strong decisions consider consequences, rights, fairness, relationships, and kaitiakitanga before reaching a recommendation.
What to print
Print one chart per student or group. Students can complete the stakeholder section together, then split the ethical lenses across pairs before combining their thinking.
- Choose a dilemma with at least two possible decisions.
- Require evidence for each lens, not just personal preference.
- Invite students to change their view when a lens reveals something important.
Kaiako planning snapshot
- Use length: 25-35 minutes for one dilemma; 50 minutes for group presentations.
- Grouping: Individuals complete the first page; groups compare lens judgements.
- Prep: Select a decision with real trade-offs and avoid scenarios with an obvious single answer.
- Teaching move: Ask “who carries the cost?” and “who gains the benefit?” before students choose a side.
Resources already provided
- Five ethical lens summaries
- Stakeholder mapping frame
- Decision matrix
- Recommendation sentence frame
- Support and extension options
All student scaffolds are provided. Kaiako only need to supply or choose the dilemma under discussion.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning to analyse decisions through more than one ethical lens.
- We are learning to identify who is affected by a decision and how.
- We are learning to justify a recommendation using evidence and values.
Paearu Angitu / Success Criteria
- I can explain at least three ethical lenses in my own words.
- I can identify benefits, harms, rights, responsibilities, and relationships in a dilemma.
- I can make a balanced recommendation and name its strongest trade-off.
Curriculum integration / Te Marautanga alignment
This chart supports Social Studies Phase 3 by asking students to compare perspectives, use evidence, and explain a reasoned conclusion about a civic or community decision.
- TM-SS-3-D1: Explore perspectives, use evidence to form conclusions, and share ideas: Compare systems, map decisions, present new solutions.
He anga matatika / Ethical lenses
An ethical lens is a way of asking, “what should guide this decision?” No single lens answers every dilemma. In Aotearoa, ethical decision-making should also consider whakapapa, place, mana, and responsibilities to people and te taiao.
Consequences
Which option creates the most benefit and the least harm? Who gains and who carries the cost?
Rights and responsibilities
What rights need protection? What duties do people, groups, or decision-makers have?
Fairness and justice
Is the decision fair? Does it reduce harm for groups who have carried more than their share?
Relationships and mana
How will this decision affect trust, dignity, whānau, hapori, and the quality of future kōrero?
Kaitiakitanga
What does this decision ask us to protect for future generations and for te taiao?
Practical wisdom
What can actually be done well, monitored, and improved if the first attempt is not perfect?
1. Define the dilemma
The decision we are considering is:
The main options are:
Option A:
Option B:
Other / compromise:
2. Stakeholder map
People directly affected
People indirectly affected
Groups whose voices may be missing
Te taiao / future generations
3. Decision matrix
Use short evidence notes. A “strong” lens means the option fits that lens well; a “weak” lens means there is a serious concern or missing evidence.
| Lens | Option A evidence | Option B evidence | Which option is stronger? |
|---|---|---|---|
| Consequences | |||
| Rights and responsibilities | |||
| Fairness and justice | |||
| Relationships and mana | |||
| Kaitiakitanga | |||
| Practical wisdom |
4. Final recommendation
My recommendation is:
The strongest ethical reason is:
The biggest trade-off or risk is:
To reduce that risk, decision-makers should:
Tautoko / Support
- Use only three lenses first: consequences, fairness, and kaitiakitanga.
- Give sentence stems: “This lens matters because...”, “The affected group is...”.
- Allow drawings or stakeholder icons before students write full explanations.
Whakawhānui / Extension
- Add a third compromise option and test whether it solves the strongest concern.
- Interview a whānau or community member about which lens they would prioritise.
- Write a short advisory statement that explains why the recommendation is ethical but not perfect.
Self-check before I make my recommendation
- I have named more than one group affected by the decision.
- I have used evidence, not only my first opinion.
- I have considered te taiao and future generations where relevant.
- I can explain the best reason against my own recommendation.
- I have suggested a way to reduce harm or improve fairness.