Changes We All Experience

Year Group

Year 2

Duration

45 minutes

Class Size

30 students

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National Curriculum Links

Subject area: Science – Biology: Animals, including humans
Relevant Programme of Study statements:

• Identify, name, draw and label the basic parts of the human body and say which part is associated with each sense.
• Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
• Notice that animals, including humans, have offspring which grow into adults.
• Describe and compare the observable features of different stages of growth.

(Statutory requirement for Y2: Animals, including humans - The national curriculum for England)

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Learning Objectives (WALT)

• WALT understand that all humans go through stages of growth and change.
• WALT recognise and describe the main phases of human life (baby, toddler, child, teenager, adult, elderly).
• WALT appreciate that growth is a natural process everyone experiences.

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Success Criteria

I will be successful if:

• I can name the main stages of human growth.
• I can describe what babies, toddlers, children, teenagers, adults and elderly people can do.
• I can explain why changes happen naturally as we grow up.
• I can show respect and empathy for all age groups.

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Key Vocabulary

• Growth
• Baby
• Toddler
• Child
• Teenager
• Adult
• Elderly
• Change
• Development

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Resources

• Projector/resources to show the "05.02.26 Growing up ppt.pptx" slides (key images included)
• Large laminated human lifecycle chart (from baby to elderly)
• Age-related vocabulary cards (dyslexia-friendly fonts, coloured backgrounds)
• Whiteboards and pens
• "My Growth Journey" worksheet (see Differentiation section)
• Soft ball or 'talking stick' for discussion
• Age-appropriate books/photos showing different life stages (simple captions)

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Lesson Outline

1. Introduction (5 mins)

• Engage:
  Start by holding up a picture of a baby and ask, “Who is this? - Do you know what this little person can and can’t do yet?”
• Brief recap on senses and body parts from previous learning.
• Explain today: “We are going to learn about how we all grow and change just like this baby.”
• Show the ‘Growing Up’ human life stages chart.

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2. Main Teaching & Class Discussion (15 mins)

• Step through the lifecycle stages using the PowerPoint slides:

  • Baby: What can babies do, what do they need help with?
  • Toddler: Learning to walk and more independence.
  • Child: Starting school, learning new things.
  • Teenager: Body changes, starting to become more independent.
  • Adult: Working and responsibilities.
  • Elderly: Slowing down, enjoying hobbies, and community help.

• Interactive Q&A:
  Use the soft ball as a ‘talking stick’ to encourage sharing one thing they know or wonder about each stage.

• Highlight how everyone goes through these stages – it’s universal.

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3. Group Activity: “Growth Timeline” (15 mins)

• Split the class into 6 small groups; assign each group one stage of life.
• Provide vocabulary cards and the "My Growth Journey" worksheet tailored for each stage with pictures and simple text (using dyslexia-friendly fonts).
• Groups discuss and write/draw:
  • What can a person at your stage do?
  • What help might they need?
• Groups present one fact about their stage to the class.

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4. Reflection & Empathy Circle (5 mins)

• Gather students in a circle.
• Each student says one positive thing about growing up or about any age group.
• Emphasise respect and caring for people in all stages.

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5. Plenary / Assessment (5 mins)

• True or False quiz using student whiteboards:
  • “A baby can run very fast.” (False)
  • “Teenagers go through body changes.” (True)
  • “Elderly people usually stop working.” (True)
• Review success criteria and self-assessments using thumbs up/down.

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Differentiation

For SEND and dyslexic learners:

• Use dyslexia-friendly reading materials: Clear fonts, simple sentences, colour-coded cards.
• Provide verbal instructions and one-to-one support where needed.
• Use visuals extensively (pictures, symbols).
• Allow oral rather than written responses if needed.

For EAL learners:

• Pre-teach key vocabulary with pictures.
• Use gestures and demonstrations.

For advanced learners:

• Extension activity: Create a simple diary entry imagining a day as a teenager or elderly person – include feelings and activities.
• Research and share something interesting about one stage (e.g., what do adults do at work?).

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Cross-Curricular Links

• Literacy: Developing speaking and listening skills during the group presentations.
• PSHE: Understanding ourselves and others, promoting respect and empathy for different life stages.
• Art: Drawing activities on the worksheet.

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Assessment

• Informal assessment through questioning during the circle and quiz activities.
• Observation of group work and presentations.
• Review children’s completed worksheets for understanding of stages and characteristics.

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Homework (Optional)

• Ask children to talk to a family member about how they have changed since they were a baby and share one thing they learned in the next lesson.

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Notes for Teachers

• Use the ‘05.02.26 Growing up ppt.pptx’ as visual focal points – adjust pace for student engagement.
• Celebrate all contributions and reinforce that every stage is important and special.

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By focusing on the shared natural experience of growth, this plan aligns with the National Curriculum requirements while using engaging discussion, group work, and inclusive materials tailored for young learners.