I have included a variety of resources here which will help to get the students thinking about what eating disorders are.
Additionally, a mini project which could potentially be done at the end of the unit to see how much they have learnt. However, you could use these resources in several different ways.
Hope you find these helpful and please feel free to comment with anything you feel you could improve these resources.
These are all the past paper questions from 2011-2013 broken down into the key topic area's so that students can work through the questions, topic by topic rather than by paper.
I hope this helps, any comments are greatly appreciated.
This includes all the approaches students need to learn for the new AS and A level AQA spec. The workbook is suggested to reinforce learning after teaching or as a homework resource.
For the old AQA spec I have made a separate booklet.
This booklet is useful for challenging the A/A* students. It provides context for learning a key skill at A2 and gets them to read more widely.
I hope this helps and any comments would be greatly appreciated
I made this originally for my 1st Year Degree Students, so it is not officially for any particular exam board and parts of it are complex. However may be a useful resource for A and A* students which they could read and do over summer to get a more in depth understanding of the biological approach.
It includes: Neurons, The Brain, The Visual System, Colour Vision, Brain Damage and Neuroplasticity
Hope this helps! Please comment if you feel I could improve resource some how any feedback would be really useful!
Includes the following approaches: Behavioural, Biological, Cognitive, Evolutionary and Psychodynamic.
This is an activities document which will get them thinking about the approaches in a more general way so that they can apply them to anything.
This includes a range of ability tasks. A good thing to get the A level students to do over the holidays
Additionally, the first half is a critical evaluations document which explains what it is and how they can apply it to their work.
Hope this helps, please let me know if anything can be improved, any feedback would be appreciated
This booklet contains higher level reading including exerts from Journals and news articles which would be appropriate for gifted and talented students and A-A* students.
I suggest using it as a extra resource that they could get on with at home to boost their wider reading. However you could also go over it together as a class.
Any feedback would be really helpful.
A way of recognising all of the extra work that students do within psychology.
On each double page, there is idea's of how to get merits e.g. suggested extra reading, video's or independent trips to museums or places of interests as well as a place to collect merits. Each square represents a stamp/sticker or tick.
Your school will probably identify different things that could be used as forms of recognition, so please feel free to adapt this as you feel fit or ask if you would like me to create another double spread.
A fill in the gaps task to get students thinking about the general key features of biopsychology.
I found this helpful for the beginning of year 13 to get the students thinking about how the approaches can be used to explain a variety of psychological conditions
Flip teaching has been shown to be a real success in the US and now the UK has joined in on this. This resource could be used as a homework task before their first OCD lesson, or you could use it in class as a starter activity.
Hope this helps and any comments would be greatly appreciated
Includes a lesson based on the biological approach and Social Learning theory.
Based around the real-life example of the London Riots in 2011.
Also uses the a level approaches booklet which can be found in my resources list.
Any feedback on improvements etc. is greatly appreciated.
Using the burger structure, I have created a worksheet to help students to think of generic activities which they can use throughout the exam. This is to show them that they don't need to learn specific evaluations, they can make generic burgers more specific.
This resource uses the well known board game to help your students revise. Students are each given a counter with space to write their name on, then roll the dice and move round the board. Students have to hand in the answers to the question before they can move on. The first player to make it round the board wins!