Lesson on Pre-conception health from learning outcome one. (1.1) Powerpoint provides key terms which students need to be familiar with and a brainstorm your ideas and discussion activity. Powerpoint provides information on diet, exercise, healthy weight, the dangers of smoking, recreational drugs and alcohol and up to date immunisations. Progress grid included throughout so students can see what is required of the information shown. Five true/false questions are provided based on learning which students answer using a whiteboard/ scrap paper. Homework is also included. Follows the Cambridge National Level 1/2: RO18 Learning outcome one: 1.1. Understand reproduction and the roles and responsibilities of parenthood: Pre- conception health.

PowerPoint covering approximately three lessons on L03.2 Activities included are a leaflet design, complete the function and sources of micronutrients sheet and design a poster. Also included is progress grid. Covers macronutrients: protein, fats and carbohydrates, Micronutrients: Vitamin A, B group, C, D, E, K, Minerals: Calcium, Iron and Sodium Chloride and additional dietary requirements: Fibre and Water. Follows Cambridge National Level 1/2 R019 LO3 (3.2).

Extension/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 Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit five: Health and Safety in the Early Years Settings, Learning aims A and B: A) Understand accident prevention in early years settings. B) Understand infection control in early years settings. Suggestion: Have a 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 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.

Lesson Point which covers the first part of 5.1 from the AQA specification 8182 what is conformity? Students to guess the new topic based on the three images provided. Students are to do this by guessing letters within the topic through hangman. Students who can guess correctly should justify how they reached the conclusion. Powerpoint highlights what the students need to know for 5.1 from the specification. Learning objectives shown through planning for progress grids. (PFP) Domino activity: Students to discuss with their shoulder partner which definition matches up to the key term. They should justify their choices made and be prepared to justify why. Students are then to ensure they have a copy of the key terms in their exercise books/revision books. Conformity is then explained through examples and explanation of normative and informational conformity provided. Students should create their own example of both informational social influence and normative social influence. Social factors that affect conformity are introduced and students should select if they are factors that affect normative or informational conformity. Dispositional factors are also explained. Students to complete the table in their books as shown on the powerpoint as a useful revision resource. Evaluation points for each factor affectuing conformity are shared. Students are then to attempt the application question worth four marks from a given scenario: Explain one social factor which would of affected your choice to go rollerblading. Refer to the scenario in your answer. (4 marks) Five true or false questions. Two questions based on learning are completed before students leave and homework is set. Consider the following scenes and explain using your knowledge of conformity: (scenes on powerpoint). Exam question plan provided on powerpoint for a 89 marker: Describe and evaluate social factors that affect conformity Please note that Asch’s line study is not included on this powerpoint, however this is available on another powerpoint in my shop. Follows the AQA specification 8182. Paper two: Social Context and Behaviour.

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.

Lesson on RO19 LO2.2 Key factors to consider when choosing equipment for children one to five years. Power point shows recap of factors that need to be considered when choosing equipment. Students are to provide a definition for four, explanation for two and provide an example for one. Information shown for: Age-appropriateness Safety: marks, checks, flammability and stability Design/ergonomics Cost & durability/durable materials Hygiene & cleanliness Apply it scenario provided and question to check students understanding. Five test your understanding questions and four stretch and challenge questions. Homework provided on the final slide of the power point. Follows Cambridge National Child Development Level 1/2 Child Development. RO19: LO2.2:Understand the key factors when choosing equipment for children from one to five years.

Revision clock activities for RO18 Learning outcome two: Health and wellbeing for child development: Understand antenatal care & preparation for birth. One clock included for each of the assessment criteria from 2.1-2.6 2.1 The roles of the different health professionals supporting the pregnant mother 2.2 The importance of antenatal & parenting classes 2.3 Routine checks carried out at an antenatal clinic, including scans 2.4 Specialised diagnostic tests 2.5 The choices available for delivery 2.6 The stages of labour & the methods of delivery, including pain relief 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 two: Health and wellbeing for child development: Understand antenatal care & preparation for birth.

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 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 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 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!

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, Research Methods topic (4.1-4.8) 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/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 one and two. Mat based on two LO's as I teach those and then move onto the first part of the assessment before teaching LO 3 & 4. Understand the key factors when choosing equipment for babies from birth to twelve months. Understand the factors to consider when choosing equipment for children from birth to twelve months. Understand the key factors when choosing equipment for babies from one to five. Understand the factors to consider when choosing equipment for children from one to five. 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!

What are sensation and perception (2.1) Lesson presentation on what is sensation and perception. Brainstorm sensation, key terms, information on what sensation and perception is and the difference between them. Explain the difference between sensation and perception question. Crash course video on what sensation and perception is included (10 minutes) Duck-rabbit illusion question and an apply it question. Lesson concludes with 5 true/false questions. Planning for progress grid included and homework which asks to research and take key notes of key visual illusions. Follows AQA GCSE specification psychology: 8182; Cognition & Behaviour from teaching 2017.