*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 map for RO18,learning outcome one: Understand reproduction & the roles and responsibilities of parenthood. This resource is accessible for students as they are simple mind maps but they cover everything on the specification for the RO18 LO1. 1.1 The wide range of factors that affect the decision to have children 1.2 Pre-conceptive health 1.3 Roles and responsibilities of parenthood 1.4 Recognise and evaluate methods of contraception, their efficiency and reliability 1.5 The structure and function of male and female reproductive systems I use the map at the end of the topic and get students to expand and elaborate adding their own information. It is 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 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 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 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 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 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.

Revision clock activity for unit two: Promoting Children’s Development Through Play 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 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.