A lesson to outline and evaluate the Policeman Doll study. There are two potential independent tasks (comic strip differentiated) and a summary task

A two part lesson to first outline and then evaluate Gibson’s Direct Theory

A lesson which helps students to outline and evaluate the cognitive interview. This includes a handout briefly summarising the cognitive interview, an evaluation matching task which students are required to identify the relevant point, evidence and explanation, an application task linked to a video clip of an incident as well as an exam question (with answer).

A lesson which helps students outline and evaluate retrieval failure. This include a presentation which outline the key points of the theory. A handout which include 2 studies (Godden and Baddeley & Carter and Cassaday) and some evaluation prompts (with answers) to help students develop their own evaluation points. There is also a set of quiz quiz trade cards that might be useful for revision of interference theory and retrieval failure (useful as a plenary or starter next lesson)

This is a 1-2 hour lesson which should help students outline Asch's original study and 3 variations (group size, unanimity and task difficulty) as well as to evaluate Asch. This includes a powerpoint and a student handout/worksheet which provides them with key information and activities to complete during the lesson. In addition to this there is a 'blankety blank' style quiz/game to help students review the content of the lesson. Excellent as a plenary or a starter the following lesson to review the content.

A powerpoint presentation which includes links to videos and activities to outline and apply behaviourism to H&SC. This include both classical and operant conditioning

The lesson starts with a review of basic research methods such as ethical guidelines, hypothesis, types of experiments, research design using 'numbered heads together'. (instructions in slide 'notes') An interactive powerpoint presentation to outline each of the 5 sampling methods required by AQA (Random, Opportunity, Volunteer, Stratified and Systematic). This is followed by an application task (worksheet provided) and an evaluation matching task (worksheet provided) both with accompanying answer

A lesson which includes a powerpoint and student worksheet. This helps students to understand/review Piaget's Stages of Cognitive Development and the Biological Perspective (including Gesell's Theory of Maturation, Influence of Genetics and the influence of nervous system and endocrine system). At the end of the lesson students review the nature nurture debate and apply their knowledge of this onto the psychological perspectives

A lesson which helps students to understand what working in partnership and the holistic approach is and also to discuss possible strengths and weaknesses with each of these. The lesson which could last between 1-2 hours includes video links (Victoria Climbe and Baby P) to discuss multi-agency workings and previous failures, matching task to identify strengths and weaknesses of working in partnership and some exam questions with a brief 'writing frame' and some suggested answers.

This lesson should take place after learning all four definitions (failure to function adequately, deviation from ideal mental health, statistical infrequency and deviation from social norms). It is designed to help students consolidate/review their knowledge of all four definitions. The lesson begins with a matching task with requires students to identify whether the evaluation points are strengths or weaknesses and more importantly which definition of abnormality they relate to. The students are required to complete an application task which requires them to read scenarios and identify which definition of abnormality would deem the behaviour abnormal and why. There are then two application style exam questions with answers (for self-assessment). Finally students one of two activities to review all definitions. ‘Numbered heads together’: (groups of 4 and ask them to number themselves 1-4. Put one of the questions on the powerpoint up and give students 1 minute to dicuss. Finally, select a number at random and one person in each group must offer some feedback. Quiz Quiz Trade: These are pre-prepared flashcards (see attached) with a question and answer. The aim is to have students work in pairs/groups to ask questions and answer questions. When they are the ‘question master’ their role is to check the respondents answer and to prompt for more information when needed.

A two-part lesson lasting between 1-5-2 hours. The first powerpoint (skills to work in these areas) helps students to learn and apply their knowledge of the 6C’s. The first task is a mindmap to ‘learn/review’ what the 6C’s are. This is followed up by an article from nursingtimes.net (6C’s story of the Month) where students have to find examples of each of the 6C’s demonstrating their ability to apply their knowledge. Finally students compare the 6C’s to the RCN principles of nursing practice to identify similarity and differences. Lesson two uses powerpoint two (working practices). This starts with a definition of key terms e.g. regulation, policy and procedure and then explains how these affect working practice. The final task is an independent research task which requires students to use the internet to review examples of poor practice (e.g. Mid-Staffordshire Hospital Trust, Jessica Chapman & Holly Wells as well as Victoria Climbe & Baby P. The powerpoint includes prompts, suggested websites and answers.

This is a fully resourced revision lesson to help students outline and evaluate experimental design and sampling techniques. This is predominately a student led lesson with a range of activities such as think-pair-share, matching task, exam questions, and quiz quiz trade.

A student-centered lesson provided for revision of ‘working memory model’ Question and Answers ’ Loop’: This helps students to review the key aspects of the WMM (AO1).The answers provided (on page 2 of the document) were printed, cut stuck up around the room. Students were then given the questions and had to find the relevant answers. There is answer sheet provided. Revision Map: This helps students to review key aspects of WMM (AO1/AO3) requiring students to answer a series of short-answer questions to review the model. There are some suggested answers written in brief. They could then be asked to write an essay (or create an essay plan) for a 16 mark question “Dicuss research into Working Memory Model” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theory Cloze Activity: A ‘model’ essay which has key terms missing to help students to engage with specialist vocabulary within WMM and help consolidate their understanding.

There are student-centered lesson to help revise theories of forgetting (interference theory & retrieval failure. Matching Task: A list of statements which outlined (APFC) each of the 4 studies (McGeoch & McDonald, Schmidt et al, Godden & Baddeley, Carter and Cassaday) that students had to identify. Revision Map- A set of short answer questions which helps students to review/consolidate key aspects of ‘theories of forgetting’ through a series of short answer exam questions. Following this activity they could then complete a 16 mark exam question “Discuss theories of Forgetting with reference to the scenario” Quiz Quiz Trade (Flashcards) which review theories of forgetting (AO1/AO3) which students use to test each other on the key aspects of the theories.

A revision lesson/aid for students once the perception unit has been taught.This is best completed on A3 paper. It comes with suggested answers.

A revision resource/lesson for students to complete at the end of Social Influence. Some suggested answers are provided

A 2 hour lesson to define conformity and outline and evaluate Asch’s study

A lesson to outline and evaluate Authoritarian Personality

A two hour lesson to outline and evaluate agency theory followed by an outline of social factors of obedience (authority, culture & proximity

An outline of social and dispositional factors affecting conformity.