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.

Homework chart/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 Cambridge Nationals level 1/2 Child Development. RO18, Learning outcome two (2.1,2.2,2.3,2.4,2.5 and 2.6)-Understand antenatal care and preparation for birth I have one 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!

Different types of memory lesson presentation on different types of memory. Video clips included and planning for progress grids. Follows AQA GCSE specification psychology: Cognition & Behaviour from teaching 2017.

Unit title: Understand the equipment and nutritional needs of children from birth to five years. This is a straight forward student friendly instructions/guidance to assist students when planning their coursework. This includes guidance on task one and covers LO1 and LO2 only. (Key equipment required from birth to twelve months and key equipment required for children aged one to five years). I have created in into this way as it is easy to spilt the coursework into tasks and we complete task one straight after teaching LO1 and LO2. Students will then be taught LO3. Included in the booklet is Simple guidance on what is required from task one R019 coursework which room one and two explained separately. Also: 1) Marking criteria command words and definitions. 2) marking criteria for LO1(room one) and LO2 (room two) 3) A possible layout example (can follow another format) 4) Check lists for students to check the content of their coursework for each type of equipment for both LO1 and LO2.

Facts about what Psychology is and a quick snapshot of approaches.

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

Homework chart/stretch and challenge/assessment preparation 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 assessment preparation. Based on Cambridge Nationals level 1/2 Child Development. RO19, Learning outcome three and four. Mat based on two LO's as I teach those and then move onto the second part of the assessment. Know the nutritional guidelines & requirements for children aged from birth to five years Be able to investigate & develop feeding solutions for children from birth to five years. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back. 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 latter part of 2.4 from the AQA specification 8182 Can you believe what you see? Explanations for visual illusions: Ambiguity, misinterpreted depth cues, fiction, size constancy. Examples of visual illusions: The Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Illusions slide shown on PowerPoint for studnets to discuss as a starter activity. Information provided on size constancy and students required to create their own example. Information provided on misinterpreted depth cues and image included to assist students whilst they explain what it is. Information and images provided to explain ambiguity and fiction. Images displayed on PowerPoint for The Ponzo illusion, The Necker Cube, The Kanizsa Triangle, The Muller Lyer illusion and Rubin’s vase. Students are to copy the diagrams into their exercise books and allow room around them to explain afterwards. Students then complete a table. from the PowerPoint with the visual illusion in, they are to match the visual illusions to the exlanations they learnt above.Challenge is for student to explain why each one matches with its explanation. Explanations then provided for each of the visual illusion images. Students use this information to explain in the space left earlier around their own images. 3 marks worth of apply it exam style questions. Information on visual constancies provided and the Amnes room linked. Video included to support explanation. Students should make notes on constancies and how the Amnes room works. Final activity can also be used as homework, to design a poster explaining visual illusions, challenge has an exam question linked in with the poster. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Compare and Evaluate the reasons for how visual illusions work with clear explanation and examples included and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.4 Can you believe what you see? Paper one: Cognition and behaviour

Includes PowerPoint on the various factors that affect the decision to have children. PowerPoint includes key terms and a brainstorm your ideas activity, Information on each factor which affects the decision to have children is provided. Students have to then sort the advantages and disadvantages of both being a younger parent and being an older parent from the examples shown on the powerpoint. Powerpoint then provides information on the remaining factors to affect the decision to have children. Student then are presented with a question which they should answer using the style of a peel structure: point, evidence, explanation and link to question: Explain and Evaluate a wide range of factors that affect the decision to have children, include reference to ‘relationship between partners’, ‘finance’, parental age and ‘peer pressure/social expectations’ and ‘genetic counselling for hereditary diseases’. Five questions based on learning then provided to students and they are to answer on whiteboards/scrap paper. Homework included. Progress grids included. Follows Cambridge National level 1/2 R018. Learning outcome 1.1 Understand reproduction and the roles and responsibilities of parenthood: The wide range of factors that affect the decision to have children.

Lesson power point on essential content A1. Genetic inheritance, including inherited conditions and predisposition to other conditions. This covers 2-3 lessons in total. Students to identify the physical and lifestyle factors that effect health on each of the images: Diet. Ill health, personal hygiene, exercise, genetic inheritance and substance misuse. Students should justify why each one can effect an individuals health.Students are to discuss any conditions that they are aware of that are inherited. Students are then to identify the genetic conditions from images provided: cystic fibrosis, downs syndrome and Huntington’s disease.I recommend videos to introduce the conditions in the lesson. Included in notes on the power point. Students to have a discussion on how cystic fibrosis and downs syndrome effects PIES. (physical, intellectual, emotional and social development). Random students chosen to feed back discussions. Students are to create an informational flyer on one of the conditions. They should include provide symptoms, any positive and negative effects it has on health, how it effects PIES, treatment and steps to take to improve the persons life chances. I would suggest students have access to textbooks or the internet to gather further information on each. I also recommend the following video to show how some people may be able to see positive features in having some of the conditions. https://www.youtube.com/watch?v=sJLSj43nSiI Teacher explains predisposition to the class. Students to note down a definition of the key term. Students should also compare inheritance of a condition to predisposition of a condition. Students to choose a condition and research it with the same content as the previous activity. Symptoms of the three conditions shared with students and class discussion focuses on treatments and ways to improve life chances. Doctor Doctor role play activity: Students can use the symptom flash card for any of the four predisposed conditions. (included) Students are to go to the doctor (who has researched the relevant condition) with their symptoms. The ‘doctor’ needs to discuss the condition with the patient and from the information from their research activity explain the positive and negative effects on their health that the condition could have. The ‘doctor’ should then recommend how the patient can improve their life chances. Students will then swop roles with a different predisposed condition. Students should record any information they require. Test your knowledge questions worth 8 marks and homework to write a diary entry discussing an average day living with the condition and how it affects PIES.

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 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 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.

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.

Lesson PowerPoint which covers 2.2 from the AQA specification 8182 how we perceive. Introduction video, learning objectives shared through progress grid, key terms included, explanation of depth cues through slide and mini video. Information on monocular depth cues and examples shown. Activity to then design their own monocular depth cue for each, height in plane, relative size, occlusion and linear perspective through diagrams. Information on binocular depth cues through video and slide and activity for students to demonstrate this through looking at pencil/finger both individually and in pairs. Ten minutes worth of exam style questions and worksheet to test learning included. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain how we perceive with reference to visual cues and constancies, monocular depth cues and convergence, Apply knowledge to answer exam questions accurately​. Follows AQA GCSE psychology 8182 LO: 2.2 How do we perceive. Paper one: Cognition and behaviour

powerpoint to provide students with information regarding DofE

Summary pages for GCSE aggression. Includes key points on each explanantion; biological, psychodynamic and social learning theory. includes ways to reduce aggression for each theory and key studies Bandura 1965 and Huesmann et al (1983) Sub headers included key studies which students should also know for each explanantion.