Unit 1: Human Lifespan Development - Scheme of work ...



Scheme of Work

Guided learning hours (GLH): 30

Number of lessons: 30

Duration of lessons: 1 hour (This document is editable to allow you to change session length to suit the variation in your centre).

Learners should spend lesson time and non-supervised time working on assignments.

This scheme of work is provided as a suggestion only of how the teaching of these two units could be combined to give you a starting point to help you make the most of your planning time; other units could be combined. Customise this document by adding your own activities/lesson ideas to the ‘Activities’ column.

|Lesson |Unit content* |Activities |Links to other|Resource checklist |

| | | |units | |

|Learning aim A: Explore human growth and development across life stages |

|1 |Unit introduction |Teacher/tutor-led introduction: Introduce the unit, outline the nature of the learning aim and the number of |All |Pens and paper |

| | |assignments that learners will be expected to complete | |Whiteboard |

| | |Class activity: Introduce the concept of life stages | | |

| | |Individual active learning activity: Ask learners to write down what they think they will be covering in the | | |

| | |context of Learning Aim A and Learning Aim B and identify what information they think they will need to know.| | |

| | | | | |

| | |Class activity: As a group, discuss learners’ initial understanding of human lifespan development relating to| | |

| | |the Learning Aims. Record learners’ expectations around what they hope to learn/need to find out. You can | | |

| | |revisit these later on during different periods of learning to see if these have been met/are clearer. | | |

|2 |Topic A.1 The different life stages people |Teacher/tutor presentation: Introduce Learning Aim A. Explain that this is an externally assessed unit and |All |Whiteboard |

| |pass through during the life course |how learners will be assessed. | | |

| | |Paired activity: Learners to list the major events that are likely to happen in the future lives of those in | | |

| |Introduction and life stages |the infancy stage. | | |

| | |Lead a whole group feedback session, asking each pairing in turn to contribute an event. You could capture | | |

| | |the events using a timeline on the whiteboard. | | |

| | |Whole group activity: Discuss what family means to learners. List different family members on the whiteboard | | |

| | |(mother, aunt, grandfather, younger brother, etc). Ask learners to discuss how different combinations | | |

| | |socialise together. | | |

|3–4 |Topic A.1 The different life stages people |Small group activity: Learners to discuss the major skills infants are likely to have mastered by the age of |All | |

| |pass through during the life course |two. Groups could record their findings using a table, spider diagram or poster format. | | |

| |Infancy (0-2 years) |Whole group activity: Ask each group to feed back their findings to the wider group. Discuss learners’ | | |

| | |conclusions. | | |

| |Topic A.2 Key aspects of human growth and |Small group work: Discuss activities for groups of infants or young children that would encourage them to | | |

| |development at each life stage |share. Identify three reasons why sharing in this way is important. | | |

| | |Whole group activity: Ask each group to feed back their findings to the wider group. Discuss learners’ | | |

| |Physical development |conclusions. | | |

| |Intellectual/cognitive development | | | |

| |Emotional development | | | |

| |Social development | | | |

|5–6 |Topic A.1 The different life stages people |Small group work: Discuss the types of games you played as children. How did they help promote PIES |All |Paper and pens |

| |pass through during the life course |development? Do boys’ and girls’ games differ when it comes to development? | |Access to ICT |

| |Early childhood (3-8 years) |Whole group activity: Discuss learners’ conclusions. | |Children’s catalogues |

| | |Whole group work: Discuss the types of activity a child might need to do to develop his fine and gross motor | |Resources to build |

| |Topic A.2 Key aspects of human growth and |skills once they reach the age of three. | |activity, as required, |

| |development at each life stage | | |such as cotton wool, |

| | | | |papers with different |

| |Physical development | | |textiles, cardboard, |

| |Intellectual/cognitive development | | |scissors, glue |

| |Emotional development | | | |

| |Social development | | | |

|7–8 |Topic A.1 The different life stages people |Paired activity: Identify two physical changes which happen to boys and to girls during adolescence. |All | |

| |pass through during the life course |Whole group activity: Discuss why some teenagers start to disagree with their parents more in adolescence | | |

| |Adolescent (9-18 years) |than in childhood. | | |

| | |Small group work: Discuss if 17 is old enough for someone to decide their curfew time. | | |

| |Topic A.2 Key aspects of human growth and |Small group work: Discuss whether it’s acceptable for teenagers to receive family planning advice/treatment | | |

| |development at each life stage |without their parents’/carers’ consent or knowledge. | | |

| | |Whole group work: Ask groups to debate each other on the two points. | | |

| |Physical development |Whole group discussion: Feed back on the role plays and learners’ conclusions. | | |

| |Intellectual/cognitive development | | | |

| |Emotional development | | | |

| |Social development | | | |

|9–10 |Topic A.1 The different life stages people |Small group work: Discuss how and why the social life of a person who is 22 may be different from someone who|All | |

| |pass through during the life course |is 42. | | |

| |Early adulthood (19–45 years) |Whole group work: Discuss learners’ conclusions. | | |

| | |Small group work: Discuss the impact on a married gay couple’s life if a friend becomes a surrogate mother | | |

| |Topic A.2 Key aspects of human growth and |for them. Consider: | | |

| |development at each life stage |how it will affect their working and social lives | | |

| | |how it will benefit their emotional development | | |

| |Physical development |how it will affect their relationship | | |

| |Intellectual/cognitive development |whether their family life would be different if they were a heterosexual married couple? | | |

| |Emotional development |Whole group activity: Discuss learners’ conclusions. | | |

| |Social development | | | |

|11–12 |Topic A.1 The different life stages people |Paired activity: List the benefits and negatives of being in middle adulthood. |All |Practice exam questions |

| |pass through during the life course |Whole group activity: Discuss learners’ conclusions. | | |

| |Middle adulthood (46–65 years) |Paired activity: Discuss what is meant by ‘empty nest syndrome’. | | |

| | |Whole group activity: Give learners some practice exam questions. Discuss learners’ approach to the | | |

| |Topic A.2 Key aspects of human growth and |questions, their time management and the level of content they recorded against each question. | | |

| |development at each life stage | | | |

| | | | | |

| |Physical development | | | |

| |Intellectual/cognitive development | | | |

| |Emotional development | | | |

| |Social development | | | |

|13–14 |Topic A.1 The different life stages people |Paired activity: List the reasons why older people find puzzles interesting. How might it promote |All |Old magazines/access to |

| |pass through during the life course |intellectual development? | |ICT |

| |Later adulthood (65+) |Whole group activity: Discuss learners’ conclusions. | |Scissors |

| | |Small group work: Give learners a case study and ask them to complete a series of questions about it. | |Access to ICT |

| |Topic A.2 Key aspects of human growth and |Whole group activity: Discuss learners’ conclusions. | | |

| |development at each life stage |Individual activity: Learners find pictures of older people and sort them in a positive and negative | | |

| | |presentation categories. Research arranged activities for older adults. | | |

| |Physical development |Learners interview five older people and ask them what activities they like to keep active in each of these | | |

| |Intellectual/cognitive development |areas. | | |

| |Emotional development |Whole group activity: Discuss learners’. Learners to draw up a programme of events to keep an older person in| | |

| |Social development |their area occupied and happy for a week | | |

|15-17 |Revision session |Teacher/tutor presentation: Summary of learning to date. | |Sample examination |

| |Summary of learning aim and revision |Teacher/tutor input: Prepare a list of questions for learners to answer that will help them revise knowledge | |paper/questions |

| |Preparation for test |and understanding for learning aim. | | |

| |Note: this revision session should not make|Teacher/tutor input: Discuss the examination, e.g. examination conditions, the length of test, types of | | |

| |up part of the GLH for this unit. |questions. | | |

| | |Teacher/tutor input: Provide sample examination paper (or questions) and lead a discussion around them. | | |

|Learning aim B: Investigate factors that affect human growth and development and how they are interrelated |

|18–19 |Topic B.1 Physical factors that affect |Teacher/tutor introduction: Introduce Learning Aim B. |All |Paper and pens |

| |human growth and development |Whole group activity: Discuss the factors which may have contributed to a sports person (e.g. David Beckham, | |Access to ICT |

| | |Jessica Ennis-Hill) being so successful. Consider physical, environmental, cultural, life stages, etc. Record| |Whiteboard |

| | |answers on the whiteboard. | | |

| | |Small group activity: Identify physical features that are inherited from our parents. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

| | |Paired activity: Look at the negative factors of binge drinking, smoking, drugs talking, etc. on growth and | | |

| | |development. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

|20 |Topic B.2 Social, cultural and emotional |Whole group activity: Ask learners what are the social, cultural and emotional factors affecting growth and |All |Whiteboard |

| |factors that affect human growth and |development and record them on the whiteboard. | |Flip charts for |

| |development |Paired activity: Identify two positive and two negative ways celebrities/parents/school teachers are role | |presentations |

| | |models to young people. | | |

| | |Paired activity: Research the types of social groups and activities which are available in your local | | |

| | |community to help support older people meet others and socialise. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

| | |Whole group activity: Learners take turns to present what they have decided. | | |

|21 |Topic B.3 Economic factors that affect |Paired activity: Learners pick a wealthy celebrity they are both interested in and who often appears in the |All |Access to ICT |

| |human growth and development |news and discuss the positives and negatives of having such a high level of income. Learners decide which | | |

| | |social class category they belong to and prepare a six-slide PowerPoint® presentation to show the rest of the| | |

| | |class. | | |

| | |Whole group activity: Pairs present to the class. | | |

|22-23 |Topic B.4 Physical environment factors that|Individual activity: Learners draw a mind map showing the positives and negatives of living in different |All |A4 paper and pens |

| |affect human growth and development |areas, such as a city centre, busy town, suburb and the countryside. For each area, there should be one | | |

| | |branch for the home belonging to a wealthy family, and another branch for the home being rented or owned by a| | |

| | |family with a low income. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

|24 |Topic B.5 Psychological factors that affect|Small group activity: Discuss possible help and support friends might be able to offer a young person who has|All | |

| |human growth and development |just had an argument with their best friend. | | |

| | |Small group activity: Role play the situation. | | |

| | |Whole group activity: Learners to present role plays. | | |

| | |Whole group activity: Discuss learners’ role plays and feed back. | | |

|25 |Topic B.6 The expected life events that can|Small group work: Consider how the physical, intellectual, emotional and social development of a person might|All | |

| |affect human growth and development and |be affected by: | | |

| |the positive and negative effects of the |starting/leaving school | | |

| |events on growth and development: |getting a full-time job | | |

| | |moving in with a partner | | |

| | |retiring from work. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

|26 |Topic B.7 The unexpected life events that |Small group work: Consider how the physical, intellectual, emotional and social development of a person might|All | |

| |can affect human growth and development |be affected by: | | |

| |and the effects of the events on personal |being promoted at work | | |

| |growth and development and that of others: |imprisonment | | |

| | |being excluded from school. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

| | |Individual activity: Research information on a chosen life event, such as marriage, divorce, unemployment, | | |

| | |redundancy, death, having children, moving away from home and retirement. Find out what the current trends | | |

| | |and statistics are for the life event. Present the information as an article. | | |

|27 |Topic B.8 Understanding how to manage the |Individual activity: Learners produce a PowerPoint® presentation to show the support that can be given by one|All |Access to ICT |

| |changes caused by life events: |of the groups of people in the case of a (i) positive (ii) negative life event. | | |

| | |Whole group activity: Discuss learners’ conclusions. | | |

|28-30 |Revision session |Teacher/tutor presentation: Introduce basic exam preparation techniques – what you need to know, how to |All | |

| |Summary of learning aim and revision |approach the paper, how to structure answers, etc. |All | |

| |Preparation for test |Whole group activity: Discuss learners’ conclusions. | | |

| |Note: this revision session should not make|Teacher/tutor presentation: Summarise learning aims and learning covered. | | |

| |up part of the GLH for this unit. |Teacher/tutor input: Prepare a list of questions for learners to answer that will help them revise knowledge | | |

| | |and understanding for the learning aim. | | |

| | |Teacher/tutor input: Provide sample examination paper and lead a discussion about it. | | |

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Health and Social Care

Unit 1: Human Lifespan Development

BookTitle

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