TWO LESSONS! I taught this as lesson 1 and 2 of the language scheme of work. It gives students a good insight into the difference between communication and language as well as the functions of animal communication and how that differs to human communication. Activities include a practical starter, carousel activity, whiteboard plenaries, drawing venn diagrams and reference to exam style questions through a differentiated plenary.

This pack was designed to give to students as an intervention tool to be used at home, during form time, during detention etc. in order to improve their knowledge of the perception topic of the new specification. It includes all content named in the specification with student activities built in throughout and 'literacy boost' pointer to aid their understanding of key terms.

Two to three lessons covering behavioural assumptions and the evaluation of them. Content includes main assumptions of behaviourism, classical conditioning and operant conditioning, Skinner and Pavlov’s research as well as AO1 and AO3 of reductionism as a key debate. Activities include gap fills, mini whiteboard questioning, building evaluation paragraphs. Additional Pavlov’s dog worksheet included.

Two, potentially three lessons covering the main assumptions of the biological approach and evaluation of it. Content includes: genotype, phenotype, twin studies and concordance rates, neurochemical, neuroanatomical, central nervous system, evolution. In addition, the AO1 and AO3 of determinism is included Activities include note taking, exam style questions with mark scheme and model answer, mini whiteboard plenaries and building evaluation paragraphs.

Resource includes exam style questions ranging from 1 mark 'identify' questions to 9 mark 'describe and evaluate' essays including associated mark schemes. Please note these mark schemes are not generated by AQA but were produced by myself as a result of hours of research looking at specimen papers and mark schemes relating to the new specification. This has involved my interpretation of mark schemes for questions that do not appear on the specimen paper on their website.

The lesson covers theories of perception from a revision perspective. Whiteboards are used to initially check student understanding of the theories before they are given a learning mat with all the information they need to answer an essay question on each theory. Students work their way around the room, questioning each other on the information on the learning mat before choosing from a set of differentiated activities ranging from mild to extra hot with the main aim of answering, in some capacity the essay "Outline and evaluate Gregory's constructivist theory of perception".

Resource aimed at the AQA GCSE Psychology specification. This resource include two student responses to the question “Outline and evaluate Gibson’s direct theory of perception (9 marks)” with a simplified mark scheme for students to use. The “suggested content” section of the mark scheme is blank for students to use their notes to complete. Worked well as a pre-assessment lesson to introduce essay skills.

Whole lesson (power point and activity worksheet) exploring the contribution of Wundt to the development of Psychology and Psychology as a science. Lesson includes outline and evaluation of both Wundt and Psychology as a Science as well as exam practice, model answers and reference to exam mark schemes.

Student worksheet and treasure hunt cards allowing student's to develop their knowledge of Gibson's theory. Riddles will need adapting to areas specific to the individual school.

Student work booklet detailing each of the four factors affecting perception with activities and example questions to attempt throughout.

A lesson covering AO1 and AO3 of Gregory's constructivist theory. Highly student led with activities including mix and match, fill in the blanks and colour coded elaboration.

A lesson covering monocular and binocular depth cues including application to new situations. Activities include practical starter, fill in the blanks, worksheet and differentiated exam style questions.

Lesson covering Gregory's theory of illusions and applying knowledge to Ponzo and Hering illusions. Lesson includes differentiated application of knowledge to relevant exam questions and helpful and handy hints on how to remember Gregory's theory. Includes whole class live writing activity with model answers.

Lesson explaining stereopsis with a mini practical for the students to carry out to experience stereopsis. Activities looking at different types of illusions and examples of these illusions, how Gestalt explains illusions and evaluation of Gestalt. Includes analysis of scenario, gap fills and a mini practical

Lesson detailing localization of brain function. The lesson introduces the basics of the brain, hemispheres etc then guides students through a student led carousel before bringing the class back together to evaluate. Includes mini plenaries to assess ongoing understanding and mini practical.

Lesson explaining split brain research including Sperry. Includes note to take, independent evaluation activities and 3 possible essays for students to plan individually in groups or as a class.

Whole lesson looking at discussion of the neurochemical explanation (AO1/2 in separate lesson). Includes pupil led recap of AO1 content and opportunities for live class modelling, group evaluation and peer teaching. Can be made easier by providing students with a copy of the textbook evaluation for them to sue to form a burger evaluation paragraph rather than being entirely student led.

Lesson covering the outline of the neurochemical explanation of addiction (desensitisation hypothesis and nicotine regulation model). Includes flipped learning activity (to be given the lesson before), group activity, class activity, information slide for notes, application to scenarios and whiteboard knowledge reviews with answers.

Basic, to the point, no frills revision powerpoint covering the whole of the social influence content. I used this in afterschool revision with Y13 over a period of weeks to recap the year 1 content.