Hero image

Nciik's Shop

Average Rating2.60
(based on 27 reviews)

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

117Uploads

39k+Views

9k+Downloads

Currently Lead in Psychology and Child Development. As I create lesson resources they are uploaded as a PowerPoint with all essential resources included.
RO18 LO1.2 Pre-conception health: Cambridge Nationals Child Development
nciiknciik

RO18 LO1.2 Pre-conception health: Cambridge Nationals Child Development

(1)
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.
Nutritional guideline and requirements for children from birth to five years RO19 LO3 (3.2)
nciiknciik

Nutritional guideline and requirements for children from birth to five years RO19 LO3 (3.2)

(0)
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).
Btec First CPLD unit five Health & Safety in Early Years Settings stretch & challenge/revision mat
nciiknciik

Btec First CPLD unit five Health & Safety in Early Years Settings stretch & challenge/revision mat

(0)
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!
Paper one Cognition & Behaviour mind maps
nciiknciik

Paper one Cognition & Behaviour mind maps

4 Resources
Mind map of the topics included in cognition and behaviour paper 1 for GCSE psychology. These resources are accessible for students as they are simple mind maps but they covers everything on the AQA specification: Memory Perception Development Research Methods 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.
Perception revision clock AQA GCSE pschology cognition and behaviour
nciiknciik

Perception revision clock AQA GCSE pschology cognition and behaviour

(0)
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.
Memory revision clock AQA GCSE psychology cognition and behaviour 8182
nciiknciik

Memory revision clock AQA GCSE psychology cognition and behaviour 8182

(0)
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.
AQA GCSE Psychology: Social Influence 5.1 What is conformity
nciiknciik

AQA GCSE Psychology: Social Influence 5.1 What is conformity

(0)
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.
AQA GCSE Psychology:  Social Influence 5.1 Asch's line study 8182
nciiknciik

AQA GCSE Psychology: Social Influence 5.1 Asch's line study 8182

(0)
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.
RO19 LO2.2 Key factors to consider when choosing equipment for children one to five years
nciiknciik

RO19 LO2.2 Key factors to consider when choosing equipment for children one to five years

(0)
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.
RO18 LO2 Understand antenatal care & preparation for birth revision clock activities 2.1-2.6
nciiknciik

RO18 LO2 Understand antenatal care & preparation for birth revision clock activities 2.1-2.6

(0)
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.
Paper 2 AQA GCSE psychology revision clocks (social influence, Language, thought & communication, brain & neuropsychology & psychological problems)
nciiknciik

Paper 2 AQA GCSE psychology revision clocks (social influence, Language, thought & communication, brain & neuropsychology & psychological problems)

4 Resources
Revision clock activities for social influence, language, thought & communication, brain & neuropsychology & 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.
Unit two revision clock activity: Promoting Children's Development Through Play: Btec First CPLD
nciiknciik

Unit two revision clock activity: Promoting Children's Development Through Play: Btec First CPLD

(1)
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
nciiknciik

Homework chart/stretch & challenge mat Perception AQA GCSE Psychology

(0)
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
nciiknciik

homework/stretch & challenge mat GCSE AQA Development psychology

(0)
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
nciiknciik

Homework chart/stretch and challenge mat memory GCSE AQA Psychology

(0)
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 mats/revision mats GCSE Psychology 8182 Cognition & behaviour
nciiknciik

Homework mats/revision mats GCSE Psychology 8182 Cognition & behaviour

4 Resources
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!
homework chart/stretch & challenge mat AQA GCSE Psychology 8182  Research Methods
nciiknciik

homework chart/stretch & challenge mat AQA GCSE Psychology 8182 Research Methods

(0)
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!
Memory as an active process 8182 Cognition & behaviour AQA GCSE psychology
nciiknciik

Memory as an active process 8182 Cognition & behaviour AQA GCSE psychology

3 Resources
Lesson PowerPoint and resources on The Theory of Reconstructive Memory, including the concept of ‘effort after meaning’. Bartlett’s War of the Ghosts study. Factors affecting the accuracy of memory, including interference, context and false memories. Activities, homework and planning for progress grids included. AQA GCSE psychology 8182 specification: Cognition & behaviour 3.1.1
Homework/asessment preparation mat  RO19 LO1 & 2 equipment & factors to consider birth- 5 years
nciiknciik

Homework/asessment preparation mat RO19 LO1 & 2 equipment & factors to consider birth- 5 years

(0)
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 & percecption; 2.1  8182 AQA GCSE psychology; Cognition and behaviour
nciiknciik

What are sensation & percecption; 2.1 8182 AQA GCSE psychology; Cognition and behaviour

(0)
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.