OBSERVATION READY LESSON. This lesson looks into the Yuki’s study of emoticon’s and includes a variety of differentiated activities to develop student’s AO1, 2 and 3 skills. This lesson was observed by SLT and very positive feedback received. Activities include: practical emoticon judgement task, fill in the gap activity, built in questions throughout, AO2 application question plus modelled answer, differentiated AO3 activity with 4 differentiated options, a variety of stretch and challenge activities embedded and highlighted throughout.

Suitable as an introductory lesson to the perception topic of the new AQA GCSE. The PowerPoint goes through the difference between sensation and perception and includes activities such as fill in the blanks, AfL whiteboard tasks and a practical activity to demonstrate how once sense influences the perception of another.

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.

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.

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".

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.

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.

Lesson covering Penfield’s study of the interpretive cortex. Lesson includes an activity to recap prior relevant knowledge, engaging starter to hook students in, relevant video clip and a series of student led activities to allow students to work at their own pace in order to outline as well as evaluate Penfield’s study. Progress checks are implemented throughout through the use of thinking and discussion targeted questioning and white board checks. The evaluation activity is differentiated to allow less able students to independently access the activity.

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.

This resource is aimed at the GCSE AQA Psychology specification. This is an engaging and fully differentiated resource that include regular recap of important prior knowledge from a variety of topics as well as student led tasks that address AOs 1-3.

Full lesson on the nervous system for the AQA GCSE Psychology 9-1 specification. Lesson inlcudes the structure and function of the nervous system including central, peripheral, autonomic and somatic systems. Activities include interactive starter, independent working, mini whiteboard plenaries, application and exam style questions with model answers and a return to the starter activity to show progress.

This lesson covers the content students need to know for the new AQA GCSE 9-1 Psychology specification. The lesson uses a range of student led activities to discover the structure and function of the three different types of neuron, the key features of a neuron and their functions. Activities include whiteboard starter, carousels, mix and match, exam style application questions and an interactive progress checking plenary.

1-2 lessons worth of content covering the knowledge needed to address the brain structure and function sections of the AQA GCSE Neuropsychology specification. Lesson includes whiteboard recap of Hebb’s theory of learning, engaging starter to hook students into brain structure and function, a series of five varied student led activities including reading and highlighting, emphasising key term definitions, a carousel activities to label and annotate the brain and an AO2 application based question with scaffolded helpsheet for weaker students. Progress is assessed through key thinking and discussion questions periodically throughout the lesson in addition to whole class whiteboard activities, a return to the starter activity to allow students to apply their new knowledge and, as mentioned previously, application of knowledge to exam style questions.

Resource appropriate for the AQA GCSE Psychology specification. This is a flipped learning activity/homework for students to complete at home/independently. Resource explains the aims of cognitive neuroscience including examples from individuals with mental health disorders, stroke and neurological damage. A concise explanation and evaluation of each scanning technique is also included.

Observation ready lesson covering the synaptic transmission content of the new AQA GCSE 9-1 specification. Activities include label neuron recap task, thought provoking starter and four independent student tasks that allow students to work at a pace and level that is appropriate to them and their needs. Tasks include gap fills, labelling a synapse, differentiated tasks for explaining the process of synaptic transmission and exam questions differentiated by support. This was used during an observation with students ranging from grade 3 to grade 9 and excellent feedback was received.

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.

A 30 mark assessment covering the divisions of the nervous system, neurons, synaptic transmission and James-Lange theory of emotion given as a mid topic assessment. Questions are in the style of those reflected in the specimen paper and includes multiple choice, labelling diagrams, 4 and 6 mark application questions and a 9 mark essay. Mark scheme included.

Introductory lessons in the development unit developing student knowledge of early brain development. Students are engaged through wholly student led tasks developing their knowledge of key terms, key brain areas and the influence of nature vs nurture. Experience teaching these lessons (2x50 minutes) highlighted the fact that it is meant to challenge the most able through the use of extended reading and newspaper articles but can be easily differentiated down with weaker students only completing some of the nature/nurture tasks. The thinking and discussion questions can be used as plenary/starter to assess progress between lesson 1 and 2.