Teacher introduces the principles of growth and development in infancy: ‘top to toe’ (from head down) and ‘inner to outer’ (large movements to finer movements). Plenary activity (homework task): Students discuss with or adults who know them well, their age when they first reached milestones such as sitting, crawling, walking, cycling, controlling a pencil and building with blocks. 4 Physical development: infancy and early childhood, gross and fine motor skills and growth patterns [Component 1, A1, PIES growth and development in the main life stages] Introductory activity: Students discuss their own development, e.g. when they could first walk and ride a bike. Main session activities: Teacher defines the term milestones and introduces: growth patterns in infancy and early childhood how children follow the same sequence of development but not always at the same rate how development starts from the head and moves down the body. Students watch a video clip of children at play using gross and fine motor skills. A teacher-led discussion covers their physical development. Students work in pairs to research and individually record key gross and fine motor milestones up to 8 years old. Plenary activity (homework task): Students observe infants and/or children (in their own family or on television) to review their acquisition of gross/fine motor skills. Video clips that detail infant observation, which can be useful for discussing gross and fine motor skills, e.g. several video clips of children 3 to 5 years at play produced by the Department of Education: development resource books (see ‘Resources’) Interactive whiteboard Access to the internet 5 Physical development in adolescence and adulthood: growth patterns and primary and secondary sexual characteristics Introductory activities: Students in groups discuss the statement: ‘When does childhood end and adolescence begin?’ ‘Kevin Becomes a Teenager: BBC Comedy’ a video clip that shows the change in behaviour/attitudes as Kevin reaches 13 years (or any similar-themed video): Interactive whiteboard
11 Social development in infancy and early childhood: formation of relationships with others and socialisation process [Component 1, A1, PIES growth and development in the main life stages] Introductory activity: Students watch a video clip that explains how play develops in infancy and early childhood. Main session activities: Teacher illustrates different types of play on the video clip. Students out further research on solitary, parallel and cooperative or social play. Students in pairs produce an advice sheet for parents on how they should expect their children’s play to develop in infancy and early childhood. Plenary activity: Students in groups illustrate the relationships that will be formed between infants and children over the infant and early childhood life stages. A video clip that simply explains the stages of play and how children develop skills in socialisation Check the appropriateness of any video clips before use. A good source for cooperative play is the Early Years Foundation Stage series produced by the Education Department Child development resource books (see ‘Resources’) Interactive whiteboard Computers/software printers to produce advice sheet 12 Social development in adolescence and stages of adulthood: formation of relationships with others and socialisation process Revision of Learning aim A1 [Component 1, A1, PIES growth and development in the main life stages] Introductory activity: Students quickly jot down friends and relations, noting the life stage at which they began. They are reminded of the development of relationships in infancy and early childhood. Main session activities: Students take part in a teacher-led discussion on relationships formed in adolescence up to adulthood. Students work to draw an outline of self in the centre of a sheet of paper, then draw links to everyone they have friendships/relationships with – showing formal/informal relationships in different colours. Students in groups discuss: How were friendships formed? What is the difference between formal and informal relationships? and How different relationships form in later life? Students in their groups complete a table to show types of relationships often formed at different life stages from adolescence up to later adulthood. Interactive whiteboard H&SC resource books (see ‘Resources’) Access to the internet
events that may happen at different times, e.g. marriage. A spokesperson from each group joins another student group to compare the information. Plenary activity: Students work in groups to identify life events that may happen that are unexpected. 22 Types of life events through the life stages that may be expected or unexpected. Types of life events: physical events to include accident and injury and ill health [Component 1, B1, Different types of life event] Introductory activity: Students are given definitions of three types of life event: physical events; relationship changes; and life circumstances. They then share examples of each type. Main session activities: Students discuss a list of life events, feeding back on whether the life events are expected, unexpected or both. More able students identify circumstances when/why life events may be expected, unexpected or both. Students identify the type of life events (physical events, relationship changes or life circumstances) against the list. Students consider physical events: types of illness, accident or injury that may impact on a person’s development, e.g. acute, chronic or mental illness, types of accidents/injuries that may be life-changing. Students in groups research and discuss possible effects of illness or injury to a real or fictitious individual. Plenary activity (homework task): Students interview a family member or friend, who has experienced accident/injury or ill health, about how they were affected. Examples of a real-life case such as a teenager injured on the Smiler ride at Towers in 2015, Simon Weston who was badly burnt in the Falklands War or a description of a fictitious television character H&SC resource books (see ‘Resources’) Access to the internet 23 Types of life events: relationship changes, entering into relationships, marriage, divorce, parenthood and bereavement Introductory activity: Students work independently to identify events relating to relationship changes. Teacher writes examples on the board, adds any they missed, then summarises the types of life events and introduces tasks. Main session activities: A range of scenarios available to show on an interactive whiteboard or to be printed out
[Component 1, B1, Different types of life event] Students in small groups respond to scenarios of individuals experiencing different types of relationship changes from different stages of life. Students then share their responses in a teacher-led discussion and are prompted to think about the positive and negative impacts of each scenario. Plenary activity: As a whole class, students share their responses and attempt to identify potential positive and negative effects. 24 of life events: life circumstances, moving house, starting school, new job, exclusion from education, redundancy, imprisonment and retirement [Component 1, B1, Different types of life event] Introductory activity: Teacher introduces the types of life circumstances that can affect growth and development. Students share memories of moving house or getting a part-time job – including how the events affected their lives. Main session activities: Students a video clip about individuals experiencing exclusion. They write down how each individual responded to the event. Using ‘hot-seating’, selected students are given a ‘character’ and life event. Other students ‘interview’ them using questions relating to how the event may have impacted on their character. More able students can think of their own questions but other students may need to be given questions or prompts. Students watch a video clip on individuals coping with redundancy. They write down the effects and work in groups to discuss how redundancy has impacted on the individual. Plenary activity (homework task): Students link the impact of redundancy on the individual to PIES. A video of three individuals’ experiences of exclusion and the effects on them, e.g. ‘Avoiding Exclusion’: Alternatively, a case on exclusion by Barnardo’s is available in an information booklet ‘Not Present and Not Correct’: www.barnardos.org.uk A video clip that shows an individual speaking about the effects of redundancy, e.g. on (search for ‘Coping with Redundancy’) 25 of life events: life circumstances, moving house, starting school, new job, exclusion from education, redundancy, imprisonment, retirement and impact on PIES Introductory activity: Teacher to recap one of the scenarios from Lesson 23 or 24 and the identified positive and negative effects. Make links as an example to areas of development (PIES). Main session activities: A list of life circumstances that can be displayed on an interactive whiteboard during feedback
Man on the Moon, available from: − a clip on Age UK’s website that outlines loneliness and lack of social interaction in older age. Once we were young, available from: − a video clip by Age Concern Exmouth that shows factors affecting the development in later adulthood and the negative and positive effects. PSHE and citizenship, available from: − a series of short PSHE and citizenship clips (under ‘Healthy lifestyles’) produced for a young audience to stimulate thought and discussion. Talking twin babies – part 1, available from: – a clip that shows babies clearly communicating but not yet using words. Teen self-esteem, available from: – a clip of teenage self-esteem and how to talk about self-esteem.