Lesson Point which covers the second part of 5.1 from the AQA specification 8182 Asch’s line study. Powerpoint highlights what the students need to know for 5.1 from the specification in regards to description and evaluation of Asch’s study. Learning objectives shown through planning for progress grids. (PFP) Students recap as much information on the topic area as possible and pass along when instructed. The aim is to have a detailed set of notes on all key factors that affect conformity by the end of the activity. Students to add and amend information where necessary. The students pass along three times. Instructions on slide. Discussion activity: Students to discuss with each other the points on the board and make sure they support one another so that they are confident with their knowledge on each topic area. Aim and methods shown on slides for Asch’s line study. Students to either fill out each section of the study into a key study sheet or inn their exercise books. Clear notes should be present for each section. Three minute exam questions based on research methods which are linked to Asch’s key study. (hypothesis and experiment design focus). Short time allowed to discuss students predictions and then slides show the results and conclusion. Students to complete the information on their key study sheet or in their exercise books. Evaluation points to the study are shared on the slides and students to take notes. Exam question (9 marks) is shown and broken down for students showing marks awarded for description, evaluation and approximate number of words. Two minutes allowed for planning time. Plan is then shared and then students allowed 9 minutes to answer the 9 mark exam question. Students could then peer assess if required. Homework is shared and is to design a research study that investigates conformity, separated in three tasks (4 marks). includes challenge task (5 marks). Five questions based on learning are completed before students leave. (based on instructions and ethics). Please note that basic information on conformity and factors that affects conformity are not included in this lesson and are available on a separate lesson. (part one 5.1 What is conformity) Follows the AQA specification 8182. Paper two: Social Context and Behaviour.

Lesson Point which covers the first part of 5.1 from the AQA specification 8182 what is conformity? Students to guess the new topic based on the three images provided. Students are to do this by guessing letters within the topic through hangman. Students who can guess correctly should justify how they reached the conclusion. Powerpoint highlights what the students need to know for 5.1 from the specification. Learning objectives shown through planning for progress grids. (PFP) Domino activity: Students to discuss with their shoulder partner which definition matches up to the key term. They should justify their choices made and be prepared to justify why. Students are then to ensure they have a copy of the key terms in their exercise books/revision books. Conformity is then explained through examples and explanation of normative and informational conformity provided. Students should create their own example of both informational social influence and normative social influence. Social factors that affect conformity are introduced and students should select if they are factors that affect normative or informational conformity. Dispositional factors are also explained. Students to complete the table in their books as shown on the powerpoint as a useful revision resource. Evaluation points for each factor affectuing conformity are shared. Students are then to attempt the application question worth four marks from a given scenario: Explain one social factor which would of affected your choice to go rollerblading. Refer to the scenario in your answer. (4 marks) Five true or false questions. Two questions based on learning are completed before students leave and homework is set. Consider the following scenes and explain using your knowledge of conformity: (scenes on powerpoint). Exam question plan provided on powerpoint for a 89 marker: Describe and evaluate social factors that affect conformity Please note that Asch’s line study is not included on this powerpoint, however this is available on another powerpoint in my shop. Follows the AQA specification 8182. Paper two: Social Context and Behaviour.

Revision clock activity for psychological problems. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for the brain & neuropsychology topic. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for Language, thought & communication. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for the social influence topic. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

*Session does not include information of either of Bandura’s research studies but includes information on key terminologys/concepts based on his research and looks at application skills preparing students for exam questions. Revision session based on Social learning theory, specifically the key terminologies/concepts based on Bandura’s research. Starter actvity is a match up activity. Students are provided with key terms from each of the approaches required in the specification for year 12. Social learning theory, cognitive approach, biological approach, behaviourist approach and the origins of psychology. Students sort the terms out and match them with the correct approach which they are relevant to. More able students should attempt to identify any key terms that are not provided for each approach (later shown on powerpoint in green) and attempt to explain as many as they can from each approach. ( I provided match up activity in envelope). Next activity students write as much information: key terms and explanations as they can about Social learning theory. They are not to write anything about Bandura’s procedures, findings or evaluations. This is a timed activity of two minutes. They are then to pass to another student who has a time limit of a minute. The next student adds any additional information, corrects any inaccuracies and elaborates on any information/key terms provided. This is repeated another two times, with another two students with a reduced amount of time for each student. Feedback to the class to discuss knowledge of the approach. Powerpoint shows feedback from the sample materials examiners reports for 2017 and 2016. This links in with the next exam question task which is focused on application and knowledge of key terminology. Task sheet handed to students which includes task instructions, scenario and exam question worth 6 marks. TASK INSTRUCTIONS Write brief definitions in each of the boxes containing the key terms. Read the scenario carefully. Underline parts of the scenario you think demonstrate the key terms. Use as many of the key terms in your answer. Exam question: Explain how Mick’s recent weight gain can be explained by Social learning theory. (6 marks) I allow students time for each instruction and then allow time to answer the question. Student friendly mark scheme is then provided which includes table with description of a level and marks that can be awarded and also possible content and possible application points. These are quite detailed to allow students to peer assess and award a mark to their answers but also so students can use to answer it again to gain full marks. Session is concluded with five true/ false questions with students using whiteboards/scrap paper to share their answers.

Mind maps for the research methods topic for GCSE psychology. This resource is accessible for students as they are simple mind maps but they cover everything on the AQA specification for the research methods topic. Experimental method Sampling methods Non-experimentall methods Case studies Observation studies Correlation Ethics Data Handling I use the maps at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Mind map of the development topic for GCSE psychology. This resource is accessible for students as it is a simple mind maps but covers everything on the specification for the development topic. I use the map at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Mind map of the perception topic for GCSE psychology. This resource is accessible for students as it is a simple mind maps but covers everything on the specification for the perception topic. I use the map at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Mind map of the memory topic for GCSE psychology. This resource is accessible for students as it is a simple mind maps but covers everything on the specification for the memory topic. I use the map at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Revision clock activity for research methods. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for development. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for perception. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Revision clock activity for memory. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.

Lesson Point which covers the second part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on Bruner and Minturn’s perceptual set study (1955). Students to write down all inforamtion they can recall on the study with a 2 minute time allowance. Students pass work to the right and add any missing or additional information they can to the sheet with a 1 minute time allowance. The sheet is passed on twice and time reduced by half both times. Students asked to draw a pig and then discuss their results. Slides then provide information for culture and perceptual set and drawing task cab be linked into learning. Students then apply learning to exam question (3 marks) based on culture and perceptual set. State the emotions activity to introduce emotions and motivation and perceptual set. Slides then show information for emotion and motivation on perceptual set. Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Mini task linked to research methods in between for a three minutes. Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Design your own study on motivation activity. When designed study they are required to state the aim, hypotheses and method (to link in research methods) Homework/extension choices are a possible exam question on Gilchrist and Nesberg’s perceptual set study for 9 marks or to create a revision mat on perception with required content stated. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour