Development Theories

Overview

In this lesson, you will explore key theories of human development (such as Piaget and Erikson) and learn how they can be used to explain patterns of change across the lifespan. You will apply ideas to a short case study and begin preparing for a presentation in this 12-lesson unit.

Learning intentions

WALT: We are learning to understand key theories of human development and use them to explain stages of development in real-life scenarios.

• Students will identify what each theory claims about development.
• Students will describe key stages in at least two theories.
• Students will apply theory to interpret a case study’s development.
• Students will communicate understanding clearly in a shared summary document.

Success criteria

• I can summarise the main idea of Piaget and Erikson in my own words.
• I can explain at least three key stages (across one or more theories).
• I can apply a theory to a case study by linking evidence to stage/age-related expectations.
• I can contribute to a shared document that accurately summarises theories.

Curriculum links

• Relationships and Sex Education: understand how people develop and change over time and what influences behaviour.
• Health and wellbeing: use knowledge to make informed choices and understand support needs.
• Citizenship-style PSHE skills: discussion, respectful listening, and evaluating evidence.
• Personal development focus: recognising that development is shaped by both internal and external factors.

Lesson structure (60 minutes)

1. 0–5 min: Starter — WALT recap + question

• Display WALT and ask: “What do you think development theories are for—predicting, explaining, or supporting?”
• Students do a 1-minute silent write, then share one idea with a partner.

2. 5–15 min: Video engagement — “Spot the theory”

• Watch a short video introducing development theories (kept age-appropriate and non-clinical).
• Students record: one key term they hear and one “claim about development” they notice.

3. 15–30 min: Build knowledge — Group theory carousel

• Split class into small groups; each group covers one theory focus (e.g., Piaget stages, Erikson psychosocial stages).
• Groups discuss guiding prompts: What changes over time? What drives change? What stage comes next?
• Teacher circulates with challenge questions (e.g., “What would this theory predict you’d see at this age?”).

4. 30–40 min: Transformation — Case study application

• Give a short, fictional case (teen moving schools; developing identity; learning preferences; peer relationships).
• In groups, students match 2–3 observations from the case to one theory, naming the relevant stage(s) and explaining the link.

5. 40–52 min: Shared document — Build a “Theory to Evidence” summary

• Students add to a shared document using a template: Theory | Key stage(s) | What it says | Evidence from case | Limitations/what else might influence development.
• Teacher prompts accuracy and fairness: development is not “fixed”; environment and individuality matter.

6. 52–57 min: Presentation planning — quick independent preparation

• Students choose a theory for their independent presentation (could include those covered today).
• They complete a mini plan: aim (what they will explain), 3 bullet facts, 1 stage example, 1 case link.

7. 57–60 min: Recall and review — Exit ticket

• Exit ticket: “One theory idea I understand better now” and “One question I still have.”
• Teacher collects to inform lesson 2 of 12.

Resources

• Short video clip introducing development theories (paper-based or projector-supported)
• Case study handout (one-page, fictional; includes age cues and behaviours/contexts)
• Theory carousel cards (Piaget and Erikson summaries with stage prompts)
• Shared document (teacher-managed) with “Theory to Evidence” template
• Highlighters/markers for evidence linking
• Timer and discussion sentence starters (e.g., “The case suggests… because…”)
• Draft template for independent presentation planning
• Dyslexia-friendly reading options: audio version of case study; simplified print version with larger font and clear headings
• Optional: word bank for key terms (e.g., “stage,” “identity,” “cognitive development,” “social relationships”)

Assessment

• Formative checks during carousel discussions and teacher questioning for stage understanding.
• Group case study application assessed against accuracy of stage identification and quality of evidence linking.
• Exit ticket used to identify misconceptions and shape next lesson’s focus.

Differentiation

• Support: provide simplified theory summaries with fewer bullet points; offer sentence starters for linking evidence to stages; allow audio reading of the case study.
• Support: pre-select stage options for the case study (students choose and justify) if needed.
• Challenge: ask advanced learners to include a “limitation” or alternative explanation (e.g., culture, environment, individual differences) in the shared document.
• EAL/SEN: use visual stage timelines and dual-language support if available; confirm understanding with short oral checks rather than only written answers.

Assessment-ready success criteria for individual work (use throughout)

• Students can state the core claim of each chosen theory.
• Students can explain at least one stage in a clear sequence.
• Students can justify a stage choice using evidence from the case study.