Life stages health needs

Overview

In this lesson, students explore how health and social care needs change across the life course, and how services may differ for different age groups. They will use the language of rights, needs, and access to discuss realistic support scenarios.

Learning intentions

WALT: Students will be able to identify key health and social care needs across different life stages and explain why these needs vary. WALT: Students will evaluate how appropriate services and support can help people maintain wellbeing and independence.

Success criteria

• I can describe likely health and social care needs for at least three life stages.
• I can explain how changes in age can affect risk, mobility, communication, or support needs.
• I can match a scenario to the most suitable type of support (health, social care, or both).
• I can justify my choices using evidence from class discussion and prior learning.

Curriculum links

• Personal, Social, Health and Economic education: relationships, health and wellbeing, and managing risks and support.
• British values in PSHE: respectful discussion of health needs and fair access to care.
• Health education: understanding physical and mental health, wellbeing, and where to get help.
• Careers and life choices: planning for long-term support, services, and rights in health/social care contexts.

Lesson structure (60 minutes)

1. 0–5 min | Starter discussion

• Students write two questions they still have about health or social care needs in different life stages.
• Teacher collects answers on the board and groups them into themes (physical health, mental wellbeing, independence, support/access).

2. 5–12 min | Mini-lesson: the life course

• Teacher explains how health needs can change with ageing, major life transitions, disability, and shifting social roles.
• Students highlight on a provided handout: “needs” vs “services” vs “barriers to access” (e.g., cost, stigma, mobility, communication, waiting times).

3. 12–24 min | Life stage stations (interactive)

• In small groups of 3–4, students rotate through three short scenario cards: an early life stage, an adult life stage, and an older age stage.
• For each station, they identify: the main health needs, the social care needs, and one barrier that might affect access.
• Teacher prompts with questions: “What could worsen the need?” “What would improve independence?”

4. 24–35 min | Whole-class debrief + key vocabulary

• Groups share one station each; teacher records common needs and links them to suitable support types (health services, social care, community services, or integrated support).
• Students add a one-sentence justification for each need: “Because… (change in life stage)… therefore… (support type).”

5. 35–48 min | Matching task: ‘Best fit’ support

• Students individually complete a “best fit” table: life stage scenario → needs → recommended support type(s) → reason.
• They must include at least one factor about wellbeing (physical or mental), and at least one access factor (e.g., communication needs, support at home, safeguarding, or respite).

6. 48–55 min | Reflection and exit ticket

• Students choose one life stage and write a short paragraph: “If support is not provided, what might happen over time? If support is provided, what improves?”
• Exit ticket: one thing they can now explain confidently, and one question they would ask a professional.

7. 55–60 min | Quick check for understanding

• Teacher uses cold-call or voluntary responses to ask 3 fast questions:
• “Give one health need and one social care need for older adults.”
• “What barrier might affect access for adults with long-term conditions?”
• “Why do needs change across the life course?”

Resources

• Scenario cards for three life stages (teacher-prepared, age-appropriate, non-graphic)
• Life course handout with columns: needs / services / barriers
• Best fit table worksheet (scenario → needs → support type → reason)
• Highlighters or sticky notes for grouping themes
• Presentation/whiteboard for collecting student questions and key terms
• Sentence starters for justifications (e.g., “This suggests… because…”)
• Teacher feedback checklist aligned to success criteria
• Dyslexia-friendly reading copies: reduced text density versions and audio-capable alternatives

Assessment

• Formative assessment through station outputs and whole-class debrief contributions.
• Summative-in-class evidence via the “best fit” table and exit ticket justification.
• Teacher listens for correct matching of needs to appropriate support types and clear reasoning using life-stage factors.

Differentiation

• Support: provide a partially completed template for the “best fit” table with prompts (needs stems, support stems, example barriers).
• Support: allow students to discuss ideas first with a partner, then write using sentence starters.
• Challenge/extension (built in): require advanced students to include both a physical and a mental wellbeing factor, and consider how barriers could be addressed.
• EAL/SEN: use clear, consistent language, key term bank (needs, services, barrier, wellbeing, independence), and allow visual support (icons for health/social care).