Life Stage Case Studies

Overview

In this lesson, you will use case studies to apply PSHE knowledge about development across the lifespan, considering how needs, rights, relationships, health and wellbeing can change at different life stages.

Learning intentions

• Students will be able to analyse realistic case studies to explain development across the lifespan.
• Students will be able to identify key factors that influence health, wellbeing and choices at different stages of life.
• Students will be able to discuss how relationships and support systems affect people’s wellbeing.
• Students will be able to propose appropriate, safe and realistic support for different scenarios.

Success criteria

• I can describe how physical, emotional, social and cognitive development may differ across life stages.
• I can explain how family, community, and services can help meet wellbeing needs.
• I can identify risks to health and wellbeing in a case study and suggest suitable responses.
• I can communicate ideas clearly and respectfully, using subject vocabulary.

Curriculum links

• Relationships and sex education themes: healthy relationships, respect, consent, and support.
• Health and wellbeing: making informed choices, managing risk, and understanding health needs.
• Living in the wider world: rights, responsibilities, and accessing help and services.
• PSHE discussion skills: respectful dialogue and considering multiple viewpoints.

Lesson structure (60 minutes)

1. 0–5 min: Starter—lifespan quicksort

• Students match short scenario prompts to rough life-stage categories (e.g., early years, adolescence, adulthood, later life) and justify one choice in a sentence.
• Teacher collects 3–4 reasons to surface misconceptions (e.g., “development is the same for everyone”).

2. 5–12 min: WALT and outcomes + vocabulary focus

• Teacher shares WALT for the lesson and reviews key terms needed for case-study analysis (e.g., development, wellbeing, support network, risk, safeguarding).
• Students underline the two terms they personally find hardest and note where they will use them today.

3. 12–30 min: Case study analysis in groups

• Class is split into four groups; each group receives a different case study card representing a life stage (adolescence, early adulthood, parenting/adulthood, later life).
• Groups complete a structured planning sheet: “What’s happening?”, “What needs are present?”, “What influences are shown?”, “What could help, and why?”
• Teacher circulates using prompts about wellbeing, rights, and safe support.

4. 30–42 min: Gallery share—solutions debate

• Groups rotate to view other case studies and add one “best support idea” and one “possible risk if ignored.”
• Teacher facilitates a brief whole-class debate on how support may differ across life stages while still respecting rights and autonomy.

5. 42–52 min: Individual check—written case response

• Students choose one case study (their own or another they viewed) and write a short response:
• 1 paragraph explaining key developmental needs,
• 1 paragraph explaining support options (who/what/why),
• a final sentence identifying one risk and how to reduce it.
• Encourage clear referencing to the case details only (no over-general statements).

6. 52–58 min: Reflect—would you change anything?

• Students do a “one improvement” reflection: What would they add if this person’s circumstances were different (e.g., disability, language barriers, poor access to services)?
• Link back to inclusive, realistic support.

7. 58–60 min: Exit ticket

• Students answer: “Name one factor that influences development across the lifespan and one type of support that can help.”

Resources

• Four printed case study cards (one per life stage) with prompts and safe, age-appropriate scenarios
• Case study analysis sheet with headings: needs, influences, support, risk
• Gallery feedback sheets or sticky notes
• Short prompt cards for the lifespan quicksort starter
• Highlighters and pens (or accessible alternatives)
• Student writing frame for the individual check
• Teacher prompts for circulation (question stems about wellbeing, risks, rights, support)
• Dyslexia-friendly text version of case studies (chunked layout) and optional audio reading (teacher read-aloud)

Assessment

• Formative assessment through group analysis quality and teacher questioning during circulation.
• Summative-in-mini format: individual written response judged against the success criteria (development needs, support options, risk awareness).
• Exit ticket used to identify misconceptions and plan the next lesson.

Differentiation

• Support for learners who need it:
• Provide a simplified version of each case study with shorter sentences and underlined key details.
• Offer a sentence starter bank for “needs”, “influences” and “support” sections.
• Allow use of the writing frame for the individual check.
• Challenge/extension for advanced learners:
• Ask them to compare two life stages using a “similarities and differences” table and justify with evidence from the case.
• Require one “why might professional help be needed?” point, linked to safeguarding and risk reduction.
• EAL support:
• Pre-teach a small set of essential words used in the frame (development, wellbeing, support network, risk).
• Permit answers using diagrams/short bullet points before converting to a paragraph.
• SEN/dyslexia support:
• Dyslexia-friendly reading options: chunked text, increased spacing, and teacher read-aloud.
• Allow responses orally first or using a scribing option for the written paragraph plan.