Lifespan Development

Overview

Lesson 6 in the unit “Unlocking Psychological Theories” builds students’ understanding of developmental psychology by comparing key lifespan perspectives from Erikson and Piaget, and applying them to a stage-based timeline task. Students have previously explored how psychological theories explain behaviour; today they focus on how theories map to development across time.

Learning intentions

• WALT compare different developmental theories using Erikson and Piaget as examples.
• WALT analyse what each theory focuses on (social-identity vs cognitive development).
• WALT organise evidence from notes into a clear timeline of Erikson’s stages.
• WALT explain how developmental stages can be used to interpret real-life changes during adolescence and adulthood.

Success criteria

• I can identify the main focus of Erikson’s theory and Piaget’s theory.
• I can compare at least two similarities and two differences between Erikson and Piaget.
• I can prepare a timeline showing Erikson’s stages with correct age ranges and key themes.
• I can justify my timeline choices using brief references to what each stage is about.

Curriculum links

• Social Sciences (Psychology): develop understanding of how psychological ideas explain human development and behaviour across the lifespan.
• NCEA-style research and thinking: use evidence from class learning to support conclusions and show comparisons between theories.
• Key competency: Thinking—organise information into a timeline and make connections between theories.
• Key competency: Communication—use clear explanations and stage labels appropriate for Year 13.

Lesson structure (60 minutes)

1. 0–5 min · Starter prompt. Teacher writes: “Why might a teenager think differently from a child, even when they feel the same emotions?” Students free-write for 2 minutes, then share in pairs.

2. 5–15 min · Direct teach: Erikson vs Piaget snapshot. Teacher summarises Erikson (identity vs social-emotional development) and Piaget (cognitive stages). Students complete a quick comparison chart: “Erikson focuses on…, Piaget focuses on…”

3. 15–25 min · Guided comparison activity. Teacher models one comparison sentence: “Erikson suggests…, whereas Piaget suggests…” Students work in groups to add 2 similarities and 2 differences, using sentence starters provided.

4. 25–45 min · Timeline build (Erikson). Teacher distributes a blank Erikson timeline template (stages + age range boxes) and colour-coding key (identity themes). Students create a timeline showing all stages, ensuring the adolescent stage is labelled clearly, and add 1 short “what it looks like” example for each stage.

5. 45–55 min · Quick teachback: apply to an adolescence scenario. Teacher reads a short case scenario (e.g., identity choices, peer pressure, future planning). Students choose 2 Erikson stages and 1 Piaget stage and explain how each theory would interpret changes (60–90 second spoken response per group).

6. 55–60 min · Exit ticket. Students answer: “One similarity between Erikson and Piaget is… One difference is…” and submit their final comparison sentence.

Resources

• Erikson timeline worksheet (with stage names, age ranges, theme prompts)
• Comparison chart handout (similarities/differences, sentence starters)
• Colour pencils or highlighters (visual learners)
• Case scenario card (adolescence-focused)
• Student notebooks or digital doc for working
• Timer and group number cards
• Reference sheet of Erikson and Piaget stage summaries (teacher-made, no internet links)

Assessment

• Teacher circulates during the Erikson timeline build, checking for correct stage order, age ranges, and key themes.
• During group comparison, teacher listens for accurate similarities/differences and purposeful theory language.
• Exit ticket checks whether students can produce one similarity and one difference clearly (formative assessment for next lessons).

Differentiation

• Visual learners: colour-code stages on the timeline and use icons (e.g., identity symbol for Erikson adolescent stage).
• Sentence starters: provide scaffolds for comparison statements (“Both theories suggest… / In contrast…”).
• Support: provide a partially completed timeline for students needing guidance (e.g., stage names filled, students add age ranges and brief examples).
• Extension: challenge students to add a short note: “How would the scenario change if the person’s cognitive development matched a different Piaget stage?”
• EAL/SEN: allow responses in pairs first (then one person writes/speaks), and encourage use of key terms on the provided reference sheet.