Revision/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017. Focuses on unit one: Patterns of Child Development and learning aims A, B and C: A) Understand growth and development in children B) Understand the characteristics of children’s development from birth up to eight years C) Understand how adults in early years settings can support children’s development. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Lesson Point which covers the first part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on Gibson’s Direct theory of perception Explanation for Gregory’s constructive theory: Ambiguity, including key terms: perceptual hypotheses, infer, visual cues and mistaken hypotheses and nuture. Paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a red piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Students are then to describe/explain Greogry’s theory from the information provided. Ket terms included for students to include. Test yourself exam style questions provided for students: 10 marks worth of apply it exam style questions. Progress grid includes the following learning outcomes: Identify, Describe, Explain and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

Lesson Point which covers the latter part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on description/explanantion of Gregory’s Direct theory of perception and paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a green piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Explanation for culture and perception as a strength of Gregory’s constructive theory of perception. Then explanations of limitations. First, visual illusions not a usual example on everyday life, explanantion on Muller-Lyer illusion questioned and Gregory’s theory not explaining how perception started. PowerPoint then focuses on the exam question Describe and evaluate Gregory’s constructive theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. I then get students to peer assess each others work using the mark scheme provided. Compare and contrast activity of Gibson’s direct theory and Gregory’s constructive theory activity at the end of powerpoint is useful for students to understand the differences between them. Homework activity included: Explain what a top-down and bottom up theory is. Link these to Gibson’s direct theory of perception and Gregory’s constructive theory of perception. Progress grid includes the following learning outcomes: Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

Lesson PowerPoint which covers 2.3 from the AQA specification 8182 Direct perception. Introduction video, learning objectives shared through progress grid, key terms included, explanation of Gibson's direct theory of perception Recap of information on monocular depth cues and motion parallax introduced through information and video. Information on combining cues and a 3 mark exam question based on the information. Information on the importance of nature. I then ask students to describe/explain Gibson's direct theory and provide with key terminology to include in their explanation. Ten minutes worth of exam style questions and worksheet based on Gibson and Walk's cliff research with young children. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain Gibson's theory of perception with reference to motion parallax and nature​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover affordances and evaluation of Gibson in a separate PowerPoint as altogether it takes more than one lesson. Paper one: Cognition and behaviour

Lesson PowerPoint which covers the latter part of 2.3 from the AQA specification 8182 Direct perception. Recap of motion parallax and combining cues and a 5 minute activity for students to recap information on monocular depth cues. Scenic drive video shown to students for a set time and students are to identify types of cues that they can see during the video being played. I recommend Teacher then can question students on examples and get them to explain why it shows particular depth cues. Information on affordances and examples provided to students. Students then to create their own example of an object and its possible affordances. Information provided for a strength of Gibson’s direct theory of perception being that it was based on pilots and has ecological validity. Another strength visited being Gibson and Walks supporting research and the role of nature. PowerPoint then focuses on the exam question Describe and evaluate Gibson’s direct theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. Progress grid includes the following learning outcomes: Evaluate Gibson’s theory of perception using key terminology, clear points, explanations and paragraphs.​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover the basics of Gibson’s direct theory of perception in a separate PowerPoint as altogether it takes more than one lesson. Depending on how much time you spend covering the exam technique will depend on how long the content will cover. Paper one: Cognition and behaviour

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit two: Promoting Children’s Development Through Play, Learning aims A, B and C: A) Understand how play promotes children’s developmetn in early years settings B) Understand how different play oppurtunities promote children’s development C) Understand how play is structured in early years settiings to promote children’s development Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

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.

lesson presentation, worksheet and planning for progress grid. lesson follows aqa gcse psychology specification, 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 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 unit six: Supporting Children’s Language & Literacy Development Students are to include as many 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 Btec First: Children’s Play, Learning and Development. Preview

Revision clock activity for unit seven: Making Healthy Food Choices for Children. Students are to include as many 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 Btec First: Children’s Play, Learning and Development.

Revision clock activity for unit eight: Introduction to Working in the Early Years Sector. Students are to include as many 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 Btec First: Children’s Play, Learning and Development.

Revision clock activity for unit five: Health and Safety in Early Years Settings Students are to include as many 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 Btec First: Children’s Play, Learning and Development. Preview

Revision clock activity for unit four: Promoting Children’s Positive Behaviour Students are to include as many 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 Btec First: Children’s Play, Learning and Development. Preview

Revision clock activity for unit three: The Principles of Early Years Practice Students are to include as many 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 Btec First: Children’s Play, Learning and Development.

Lesson on Pre-conception health from learning outcome one. (1.1) Powerpoint provides key terms which students need to be familiar with and a brainstorm your ideas and discussion activity. Powerpoint provides information on diet, exercise, healthy weight, the dangers of smoking, recreational drugs and alcohol and up to date immunisations. Progress grid included throughout so students can see what is required of the information shown. Five true/false questions are provided based on learning which students answer using a whiteboard/ scrap paper. Homework is also included. Follows the Cambridge National Level 1/2: RO18 Learning outcome one: 1.1. Understand reproduction and the roles and responsibilities of parenthood: Pre- conception health.

Lesson on the roles and responsibilities of parenthood for learning outcome one (1.3) Powerpoint includes key terms that students need to be familiar with and then an idea brainstorm and discussion activity. Information on primary needs are provided and students are to discuss any additional needs that they think there may be. Students are then shown images that may be either primary or addditional needs. Students write on whiteboards/scrap paper which they think the answer is. (my students draw a red or green brain to indicate either one) Students then shown table on the powerpoint with an example completed for the primary need of clothing and how the parental role/rewsponsibility meets this need. Students then need to complete their own table for each primary and then additional need, stating how they are met by the roles and responisibilities of parenthood. Discussion activity on ‘why aren’t all needs primary’ and then a ranking activity for each of the primary needs. Students should justify their choices of ranking comparing and evaluating them. Case study sceanrio provided and students provided the following question to answer: How do you think this information impacts on the role and responsibilities of Sylvester’s parents with regard to providing for her primary care needs? Homework on powerpoint is for students to create their own case study showing primary/additional needs either not being met or being met. Follows Cambride National level 1/2. RO18 LO1 (1.3) Understand reproduction and the roles and responsibilities of parenthood: Roles and responsibilities of parenthood.

Lesson on Recognising and evaluating methods of contraception, their efficienct and reliabilty from learning outcome one (1.4) Cambridge Nattional level1/2 Powerpoint shows the two types of contraception: barrier and hormonal methods and starter activity is a discussion for student on ‘when should we start thinking about contraception’ with feedback to the teacher. Types of contraception are written in different styles on slide eight and student are given 60 seconds to study them. After the 60 seconds students are given the same amount of time to recall as many as they can that were displayed. More able students should attempt to explain how some of the methods work. Information is then provided, first on barrier methods and then on hormonal methods of contraceptives. Students are then shown a table which lists the methods of contraceptives and students are to complete their own stating the pro’s and con’s for each method. ( I also print out some handouts on each method from the internet- NHS site is quite good for them) More able and less able tables provided. Next activity is to apply their knowledge by creating an informational poster: Instructions: Decide what factors the poster will incorporate Decide what information will be given about each factor Design the poster Use words like – where, when, how, who etc Pleanry is to discuss and show the rest of the table/nearby students one anothers posters. Follows Cambridge Nationals RO18 learning outcome one (1.4) Understand reproduction & the roles & responsibilities of parenthood: To recognise and evaluate methods of contraception, their efficiency and reliability.