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Currently Lead in Psychology and Child Development. As I create lesson resources they are uploaded as a PowerPoint with all essential resources included.

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Currently Lead in Psychology and Child Development. As I create lesson resources they are uploaded as a PowerPoint with all essential resources included.
RO18 LO2.1 The roles of the different health professionals supporting the pregnant mother
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RO18 LO2.1 The roles of the different health professionals supporting the pregnant mother

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Includes PowerPoint on the roles of the different health professionals supporting the pregnant mother. PowerPoint includes a match up activity of key terms, information on each health professional and test it questions based on learning. Homework included. Progress grids included. Follows Cambridge National level 1/2 R018. Learning outcome 2.1 Understand antenatal care & preparation for birth: The roles of the different health professionals supporting the pregnant mother.
revision/stretch & challenge mat RO18 LO3 postnatal checks, postnatal provision & conditions
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revision/stretch & challenge mat RO18 LO3 postnatal checks, postnatal provision & conditions

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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 three(3.1,3.2,3.3, and 3.4)-Understand postnatal checks, postnatal provision and conditions for development. 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!
RO18 LO2.5 The choices available for delivery. Cambridge National Child Development
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RO18 LO2.5 The choices available for delivery. Cambridge National Child Development

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Includes PowerPoint on the choices available for delivery. PowerPoint includes information on each chouce; hospital birth, home birth, domino scheme and private hospital and research activities. Students will need access to internet to complete research activities or paper based information on the choices for delivery. There is a compare and contrast activity based on home and hospital births, questions to test students knowledge based on learning and homework. Progress for learning grid included. Information sheet on hospital and home births included. Also included a 50 minute video based on options available for delivery. Follows Cambridge National level 1/2 R018. Learning outcome 2.5 Understand antenatal care & preparation for birth: The choices available for delivery.
AQA GCSE Psychology 2.6 What factors affect perception (culture and motivation) Gilchrist & Nesberg
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AQA GCSE Psychology 2.6 What factors affect perception (culture and motivation) Gilchrist & Nesberg

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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
Perception: 2.4 Can you believe what you see (visual illusions and constancies) AQA GCSE psychology
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Perception: 2.4 Can you believe what you see (visual illusions and constancies) AQA GCSE psychology

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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
AQA GCSE Psychology 2.6 What factors affect our perception (perceptual set & expectations)
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AQA GCSE Psychology 2.6 What factors affect our perception (perceptual set & expectations)

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Lesson Point which covers the first part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on compare and contrast key features from Gregorys constructive theory and Gibson’s direct theory of perception. Information then provided on what perceptual set is and links expectation as a factors that affects our percepetional set. Uses the duck-rabbit example. Paired activity. Students label theirselves either A or B and follow instructions to be participates in a short version of Bruner & Minturn’s perceptual set study (1955) 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). 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. Instructions on slide for the second mini experiment where students again follow instructions on the slides following student A and student B instructions. This experiment shows expectation through the rat man illusion. Homework is a possible exam question on Bruner & Minturn’s oerceptual set study for 9 marks. 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
RO18 LO2.6 The stages of labour & methods of delivery, including pain relief Cambridge National
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RO18 LO2.6 The stages of labour & methods of delivery, including pain relief Cambridge National

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Includes PowerPoint on the stages of labour & the methods of delivery, including pain relief. PowerPoint includes information on each stage; First, second and third. Link to a reccomended video also on the pp for the third stage of labour, Students are then given task to complete: Design a leaflet explaining labour to an expecting parent.  It should explain what to expect during labour.   Include the key terms: birth canal, contractions, crowning, dilate, and transition stage.  Include ways that a birthing partner could help the women during labour. Information provided on the methods of delivery for forceps and venthouse and there is a compare and contrast activity based on these methods. Information then provided on c sections. PP then focuses on the type of pain relief. Information provided on each one and a test your knowledge 10 minutes worth of exam questions to check progress. Another leaflet activity based on pain relief is then given to students: Design a leaflet explaining the different types of pain relief available.  It should explain what to expect from each type of pain relief.   Include the key terms: Entonox, pethidine, epidural anaesthetic, TENS, waterbirth.  Include an advantage for each and a disadvantage for each.  Suggest who each one would be suitable for Progress for learning grid included. Follows Cambridge National level 1/2 R018. Learning outcome 2.6 Understand antenatal care & preparation for birth: The stages of labour and the methods of delivery, including pain relief.
Brain & neuropsychology revision clock AQA GCSE psychology 8182
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Brain & neuropsychology revision clock AQA GCSE psychology 8182

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Revision clock activity for the brain & neuropsychology 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.
LEVEL 1/2 BTEC TECH AWARD IN HEALTH & SOCIAL CARE: Inherited conditions and predisposition to others
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LEVEL 1/2 BTEC TECH AWARD IN HEALTH & SOCIAL CARE: Inherited conditions and predisposition to others

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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.
Homework mats/revision mats GCSE Psychology 8182 Cognition & behaviour
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Homework mats/revision mats GCSE Psychology 8182 Cognition & behaviour

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Homework charts/stretch and challenge mats 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 AQA GCSE Psychology 8182, Memory, Perception, Development and research methods. 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!
Key equipment to be considerd for babies from birth to 12 months (clothing and footwear) RO19 LO1.1
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Key equipment to be considerd for babies from birth to 12 months (clothing and footwear) RO19 LO1.1

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Lesson power points and resources for lessons on key equipment to be considered for babies from birth to 12 months for clothing and footwear. Clothing and footwear: Nappies, Day-care, Outerwear and nightwear Includes resources required and homework. Practical activity involves making a nappy with terry towelling nappy. If unavailable this can be done with cut up material into rectangles/squares. Progress for learning grid provided. Follows Cambridge National level 1/2 Child Development. Unit R019: LO1.1
RO18 LO1 Reproduction & the roles & repsonsibilities of parenthood revision clock activities 1.1-1.5
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RO18 LO1 Reproduction & the roles & repsonsibilities of parenthood revision clock activities 1.1-1.5

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Revision clock activities for RO18 Learning outcome one: Health and wellbeing for child development: Understand reproduction & the roles & responsibilities of parenthood. One clock included for each of the assessment criteria from 1-4 and two included for assessment criteria 1.5. 1.1 The wide range of factors that affect the decision to have children 1.2 Pre-conception health 1.3 Roles & responsibilities of parenthood 1.4 Recognise & evaluate the methods of contraception, their efficiency & reliability 1.5 The structure & function of male & female reproductive systems 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 Cambridge National Level 1/2: Learning outcome one: Health and wellbeing for child development: Understand reproduction & the roles & responsibilities of parenthood.
Unit two revision clock activity: Promoting Children's Development Through Play: Btec First CPLD
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Unit two revision clock activity: Promoting Children's Development Through Play: Btec First CPLD

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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.
Homework chart/stretch & challenge mat  Perception AQA GCSE Psychology
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Homework chart/stretch & challenge mat Perception AQA GCSE Psychology

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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 AQA GCSE Psychology 8182, Perception topic (2.1-2.6) 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!
homework/stretch & challenge mat GCSE AQA Development psychology
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homework/stretch & challenge mat GCSE AQA Development psychology

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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 AQA GCSE Psychology 8182, Development topic (3.1-3.3) 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!
Homework chart/stretch and challenge mat memory GCSE AQA Psychology
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Homework chart/stretch and challenge mat memory GCSE AQA Psychology

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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 AQA GCSE Psychology 8182, Memory topic (1.1-1.3) 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!
Revision mat/stretch and challenge mat R018 LO2 Child Development (Antenatal Care & prep for birth)
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Revision mat/stretch and challenge mat R018 LO2 Child Development (Antenatal Care & prep for birth)

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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!