Ethical choices when a partner changes the plan
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| permission scope | 授权范围 | shòu quán fàn wéi |
| participant choice | 参与者选择 | cān yù zhě xuǎn zé |
| trade-off/treɪd ɒf/ | 权衡 | quán héng |
| data minimization | 数据最小化 | shù jù zuì xiǎo huà |
| revised agreement | 修订后的约定 | xiū dìng hòu de yuē dìng |
| ethical judgement | 伦理判断 | lún lǐ pàn duàn |
The activity can continue without the film
- A fictional team prepares a craft workshop with a community centre. The centre initially agrees to a short demonstration film. Before the session, it asks the team not to record participants. One pupil says the film is needed for a strong portfolio.
- The workshop purpose is helping participants try the craft. The film is one proposed record, not the purpose itself. Reconsider the record with the partner and school before continuing; this case describes a classroom proposal, not an approved CAS experience.
What is the workshop purpose in this case?
The proposed film is evidence, not the activity’s purpose.
Check what was actually agreed
- Permission scope 授权范围 describes the action and use that were agreed. Permission to film a demonstration does not automatically cover filming participants or posting the film publicly. Check the approved plan instead of assuming that all uses are included.
- The centre's new request changes the planned recording. Tell the responsible adult and coordinator, pause that part of the plan, and agree what remains appropriate. Do not pressure the partner to accept recording for the pupil's convenience.
Agreement to film a demonstration automatically permits public filming of participants.
Check the specific action, use and approved plan.
Preserve a meaningful choice
- Participant choice 参与者选择 means people can express a preference about taking part. A workshop visitor should not have to appear in a pupil's record simply to access the activity. Follow the centre's and school's approved participation process.
- Ask the partner how people can join, pause or choose another approved task without being singled out. A polite invitation can still create pressure if refusing it has an unfair consequence. Consider the situation from the participant's position.
Which arrangement best preserves participant choice?
Taking part should not be made dependent on appearing in the pupil’s record.
Compare alternatives by their effects
- The team proposes two alternatives: photograph only its own prepared materials before the session, or write an account of the instruction changes afterwards. Discuss whether these can support the learning claim without recording participants.
- A trade-off 权衡 is a choice between effects that cannot all be maximized at once. A film may show a demonstration clearly, but that does not override the recording restriction. Compare relevance, access, privacy and partner agreement, then obtain the required school approval.
Match the planning issue to its relevant check.
A useful alternative must respect the boundary and still serve the activity and evidence purpose.
Keep only evidence you need
- Data minimization 数据最小化 means choosing evidence that uses no more personal information than its purpose needs. Draft instructions, the pupil's materials and an approved supervisor account may support particular actions without naming visitors.
- A name-free image can still identify someone through a face, voice or setting. Check the proposed evidence with the responsible adult. The class must not collect real participant data to complete this fictional exercise.
Which statements about evidence are justified?
Choose relevant evidence and check remaining identifying information.
Act on a change instead of hiding it
- A revised agreement 修订后的约定 records what changed, who must approve it and what the team will now do. Give each pupil a clear task: update instructions, prepare materials or check the agreed recording boundary with the adult.
- If recording already occurred contrary to the new plan, stop using or sharing it and tell the responsible adult. Follow the school's approved handling process; do not invent a deletion policy, secretly keep a copy or claim the issue never happened.
The recording plan changes. What should the pupil do?
Make the change explicit and obtain the appropriate approval before action.
Reflect on the reason for your decision
- An ethical judgement 伦理判断 explains whose interests are affected and why one action is more appropriate. “We did not make the film” describes an action. Explain the partner's request, the pressure a participant might face, the alternative chosen and its limits.
- Credit teammates' separate roles. If the workshop has not taken place, write that the revised plan is still a proposal. A good explanation does not turn planned action into evidence that participants benefited.
A revised proposal proves the workshop has already benefited participants.
Planned action is not evidence that the experience happened or had an effect.
Review with the people involved
- After an actual approved session, the partner may provide appropriate feedback on whether the instructions helped. Report mixed results and agree a useful next step. Evidence about one session does not establish benefit for every future participant.
- The school decides how authentic experiences and evidence support its CAS programme requirements. Online practice can develop planning and reflection; it cannot approve an experience, certify a learning outcome or replace the coordinator's review.
Which reflection explains an ethical decision?
Explain affected interests, reasons, the alternative and its limits.
Who reviews real CAS experiences and programme requirements?
The website practises reasoning and cannot certify programme completion.
The pupil recognizes that the film was a proposed record, while the workshop's purpose was helping visitors try a craft. The centre's request changes what may be recorded. The team pauses filming, informs its responsible adult and proposes evidence from its own materials and an approved account of the instruction changes. It checks that participation does not depend on being recorded. The pupil can explain the affected interests and why the alternative fits the purpose, but cannot yet claim a successful workshop: the revised plan still needs approval and actual action.
A portfolio preference does not override a partner's changed request. Removing names does not automatically make a recording anonymous, and an agreed plan does not prove that an experience occurred.
Keep the purpose clear, respect the agreed boundary, preserve participant choice and explain the reasons for an approved change.