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.

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© Pearson Education Ltd 2014.

Lesson / Unit content* / Activities / Links to other units / Resource checklist
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 assignments that learners will be expected to complete
●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. / All / ●Pens and paper
●Whiteboard
2 / Topic A.1 The different life stages people pass through during the life course
  • Introduction and life stages
/ ●Teacher/tutor presentation: Introduce Learning Aim A. Explain that this is an externally assessed unit and 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 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. / All / ●Whiteboard
3–4 / Topic A.1 The different life stages people pass through during the life course
  • Infancy (0-2 years)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Small group activity: Learners to discuss the major skills infants are likely to have mastered by the age of two. Groups could record their findings using a table, spider diagram or poster format.
●Whole group activity: Ask each group to feed back their findings to the wider group. Discuss learners’ conclusions.
●Small group work: Discuss activities for groups of infants or young children that would encourage them to 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’ conclusions. / All
5–6 / Topic A.1 The different life stages people pass through during the life course
  • Early childhood (3-8 years)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Small group work: Discuss the types of games you played as children. How did they help promote PIES development? Do boys’ and girls’ games differ when it comes to development?
●Whole group activity:Discuss learners’ conclusions.
●Whole group work: Discuss the types of activity a child might need to do to develop his fine and gross motor skills once they reach the age of three. / All / ●Paper and pens
●Access to ICT
●Children’s catalogues
●Resources to build activity, as required, such as cotton wool, papers with different textiles, cardboard, scissors, glue
7–8 / Topic A.1 The different life stages people pass through during the life course
  • Adolescent (9-18 years)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Paired activity: Identify two physical changes which happen to boys and to girls during adolescence.
●Whole group activity: Discuss why some teenagers start to disagree with their parents more in adolescence than in childhood.
●Small group work: Discuss if 17 is old enough for someone to decide their curfew time.
●Small group work: Discuss whether it’s acceptable for teenagers to receive family planning advice/treatment without their parents’/carers’ consent or knowledge.
●Whole group work: Ask groups to debate each other on the two points.
●Whole group discussion: Feed back on the role plays and learners’ conclusions. / All
9–10 / Topic A.1 The different life stages people pass through during the life course
  • Early adulthood (19–45 years)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Small group work: Discuss how and why the social life of a person who is 22 may be different from someone who is 42.
●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 for them. Consider:
  • how it will affect their working and social lives
  • how it will benefit their emotional development
  • how it will affect their relationship
  • whether their family life would be different if they were a heterosexual married couple?
  • Whole group activity: Discuss learners’ conclusions.
/ All
11–12 / Topic A.1 The different life stages people pass through during the life course
  • Middle adulthood (46–65 years)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Paired activity: List the benefits and negatives of being in middle adulthood.
●Whole group activity: Discuss learners’ conclusions.
●Paired activity: Discuss what is meant by ‘empty nest syndrome’.
●Whole group activity: Give learners some practice exam questions. Discuss learners’ approach to the questions, their time management and the level of content they recorded against each question. / All / ●Practice exam questions
13–14 / Topic A.1 The different life stages people pass through during the life course
  • Later adulthood (65+)
Topic A.2 Key aspects of human growth and development at each life stage
  • Physical development
  • Intellectual/cognitive development
  • Emotional development
  • Social development
/ ●Paired activity: List the reasons why older people find puzzles interesting. How might it promote intellectual development?
●Whole group activity: Discuss learners’ conclusions.
●Small group work: Give learners a case study and ask them to complete a series of questions about it.
●Whole group activity: Discuss learners’ conclusions.
●Individual activity: Learners find pictures of older people and sort them in a positive and negative presentation categories. Research arranged activities for older adults.
●Learners interview fiveolder people and ask them what activities they like to keep active in each of these areas.
●Whole group activity: Discuss learners’. Learners to draw up a programme of events to keep an older person in their area occupied and happy for a week / All / ●Old magazines/access to ICT
●Scissors
●Access to ICT
15-17 / Revision session
Summary of learning aim and revision
Preparation for test
Note: this revision session should not make up part of the GLH for this unit. / ●Teacher/tutor presentation:Summary of learning to date.
●Teacher/tutor input:Prepare a list of questions for learners to answer that will help them revise knowledge and understanding for learning aim.
●Teacher/tutor input: Discuss the examination, e.g. examination conditions, the length of test, types of questions.
●Teacher/tutor input: Provide sample examination paper (or questions) and lead a discussion around them. / ●Sample examination paper/questions
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 human growth and development
/
  • Teacher/tutor introduction: Introduce Learning Aim B.
●Whole group activity: Discuss the factors which may have contributed to a sports person (e.g. David Beckham, Jessica Ennis-Hill) being so successful. Consider physical, environmental, cultural, life stages, etc. Record 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. / All / ●Paper and pens
●Access to ICT
●Whiteboard
20 / Topic B.2 Social, cultural and emotional factors that affect human growth and development / ●Whole group activity: Ask learners what are the social, cultural and emotional factors affecting growth and development and record them on the whiteboard.
●Paired activity: Identify two positive and two negative ways celebrities/parents/school teachers are role 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. / All / ●Whiteboard
●Flip charts for presentations
21 / Topic B.3 Economic factors that affect human growth and development
/ ●Paired activity: Learners pick a wealthy celebrity they are both interested in and who often appears in the 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. / All / ●Access to ICT
22-23 / Topic B.4 Physical environment factors that affect human growth and development / ●Individual activity: Learners draw a mind map showing the positives and negatives of living in different 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. / All / ●A4 paper and pens
24 / Topic B.5 Psychological factors that affect human growth and development
/ ●Small group activity:Discuss possible help and support friends might be able to offer a young person who has 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. / All
25 / Topic B.6 The expected life events that can affect human growth and development and the positive and negative effects of the events on growth and development: / ●Small group work: Consider how the physical, intellectual, emotional and social development of a person might be affected by:
  • starting/leaving school
  • getting a full-time job
  • moving in with a partner
  • retiring from work.
  • Whole group activity: Discuss learners’ conclusions.
/ All / ●
26 / Topic B.7 The unexpected life events that can affect human growth and development and the effects of the events on personal growth and development and that of others: / ●Small group work: Consider how the physical, intellectual, emotional and social development of a person might be affected by:
  • being promoted at work
  • 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.
/ All
27 / Topic B.8 Understanding how to manage the changes caused by life events:
/ ●Individual activity: Learners produce a PowerPoint® presentation to show the support that can be given by one of the groups of people in the case of a (i) positive (ii) negative life event.
  • Whole group activity: Discuss learners’ conclusions.
/ All / ●Access to ICT
28-30 / Revision session
Summary of learning aim and revision
Preparation for test
Note: this revision session should not make up part of the GLH for this unit. / ●Teacher/tutor presentation: Introduce basic exam preparation techniques – what you need to know, how to approach the paper, how to structure answers, etc.
●Whole group activity: Discuss learners’ conclusions.
●Teacher/tutor presentation: Summarise learning aims and learning covered.
●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. / All
All

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© Pearson Education Ltd 2014.