Lifespan Theories

Overview

This lesson continues “Unlocking Psychological Theories” by focusing on developmental psychology across the lifespan. Students compare Erikson and Piaget and then create an Erikson stage timeline linking theory to real-life examples relevant for Year 13.

Learning intentions

• WALT compare different developmental theories (Erikson and Piaget) and explain how they view development.
• WALT analyse how development can be understood across childhood through to adulthood using stage-based models.
• WALT apply Erikson’s psychosocial stages to create a clear, accurate timeline.
• WALT use evidence from notes/class discussion to support key claims about theory and application.

Success criteria

• I can compare Erikson and Piaget by explaining what each theory focuses on (psychosocial vs cognitive development) and how they structure stages.
• I can produce an Erikson timeline that shows the correct stages and key “conflict/crisis” for each life period.
• I can add brief applications (1–2 examples) for at least three stages to show how the theory could be seen in real life.
• I can check accuracy by cross-referencing class resources and revising my timeline accordingly.

Curriculum links

• Social Sciences: developing understanding of how people and societies develop by using psychological theories as lenses to interpret human behaviour.
• Research and critical thinking: selecting and using relevant information to explain ideas clearly and accurately.
• Key competencies: thinking (comparing theories and making connections), communication (explaining claims), and managing self (organising timeline work).

Lesson structure (60 minutes)

1. 0–5 min · Retrieval hook. Teacher displays two prompt cards: “Erikson =?” and “Piaget =?” and asks for quick written responses. Students do silent retrieval in notebooks, then share one idea with a partner.

2. 5–15 min · Mini-lesson: Lifespan perspectives. Teacher provides a concise recap: Erikson’s psychosocial crises across the lifespan; Piaget’s cognitive development stages focused on how thinking changes with age. Students complete a 2-column comparison sheet (Erikson / Piaget) with at least two similarities and two differences.

3. 15–25 min · Guided compare: “Theory to lens” discussion. Teacher models using one hypothetical scenario (e.g., identity choices, moral reasoning, role change) and asks how each theory would interpret it. Students label the scenario using both theories in three short bullet points: “Erikson might say…” and “Piaget might say…”

4. 25–40 min · Success task introduction: Erikson timeline. Teacher explains the timeline expectations: include all Erikson stages, the life period range, and the central conflict/crisis; add one brief application example for at least three stages. Students plan their layout (paper or slides) and draft stage order and headings only first, waiting for teacher checks.

5. 40–52 min · Independent creation + teacher conferencing. Teacher circulates with a checklist: accuracy of stage names, correct ordering, clarity of conflict/crisis, and legibility. Students create the timeline using visual supports (icons, colour-coding, arrows) and add applications where chosen stages fit real-life contexts.

6. 52–57 min · Peer accuracy check. Teacher pairs students and gives a “2 Stars and a Wish” peer checklist focused on correctness and completeness. Students swap timelines and check: are all stages present, are conflicts labelled, and is at least three applications added?

7. 57–60 min · Exit ticket. Teacher collects one sentence answers on the board: “One key difference between Erikson and Piaget is…” and “One stage/concept I understand better now is…” Students submit answers as an exit ticket.

Resources

• Erikson stage timeline template (printed and one blank version for extension)
• Comparison sheet (Erikson vs Piaget)
• Colour pens/highlighters or digital annotation tools
• Scenario cards (2–3 short hypothetical prompts)
• Classroom theory notes or summary handout (no new content beyond what has been taught)
• Timer and teacher checklist for conferencing

Assessment

• Formative: teacher observation using a short checklist during drafting (stage accuracy and comparison understanding).
• Formative: comparison sheet (similarities/differences) checked for completeness and correct focus.
• Summative-for-learning: timeline quality using the success criteria (accuracy, clarity, and applications).
• Exit ticket: checks conceptual distinction between Erikson and Piaget.

Differentiation

• Visual learners: colour-code stages by life period; use icons (e.g., school, work, relationships) and arrows to show progression across the lifespan.
• Support for learners needing structure: provide a filled-in stage order “starter strip” and sentence starters for applications (e.g., “In this stage, someone may experience…”).
• EAL / language support: allow application examples in simpler sentences; provide key vocabulary cards (identity, trust, autonomy, intimacy, generativity, integrity).
• Extension: students add an “evidence link” box for one stage (a brief claim about how a modern context could reflect the crisis, e.g., identity online, transition to work) and justify in 1–2 sentences.
• SEN (organisation/time): offer a one-page timeline template with fixed spacing to reduce layout demands; allow use of digital slides if handwriting is a barrier.