This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Activity: Digit Span Test Lesson Objectives/outcomes The Multi-Store Model of Memory Key Terminology for Today’s Lesson Sensory Memory Short-Term Memory (STM) The Role of Rehearsal Long-Term Memory (LTM) Activity: Draw a Diagram of the MSM Activity: Concepts - Zachary’s Phone Number Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Evaluation Question with Model Answer Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Activity: Memory Game Video: How Does Memory Work? Encoding Visual Encoding Acoustic Encoding Semantic Encoding Other Encoding Activity: Key Term Match 1 Types of Memories Encoding, Storage and Retrieval Retrieval Activity: Key Term Match 2 Activity: Concepts - Ezra Revising Exam Practice with Mark Scheme: Application Question Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Episodic Memory Semantic Memory Procedural Memory Declarative vs. Non-Declarative Memories Activity: Key Term Match 4 Episodic, Semantic or Procedural? Video: The Case Study of Clive Wearing Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Exam Practice with Mark Scheme: Research Methods Question (Case Studies) with Model Answer Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Activity: Key Term Match 3 Baddeley’s Research (1966) Baddeley’s Findings (1966) Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Research Methods Question on Lab Studies Plenary: Consolidation Question Optional: Brandimonte’s Research To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This fully editable lesson on Culture as a Factor Affecting Perception introduces students to the influence of cultural background on perceptual processes and interpretation. Aligned with the AQA GCSE Psychology Specification, this resource explores how beliefs, norms, and experiences shape perception, supported by key studies such as Hudson’s (1960) research on depth cues and Deregowski’s (1972) study on perspective in images. It critically evaluates the impact of culture on perceptual set, highlighting strengths and limitations in cross-cultural research. Key Features: Comprehensive Lesson Slides: The slides outline the role of culture in shaping perception, emphasising perceptual set and visual cues. They introduce Hudson’s and Deregowski’s studies, encouraging students to evaluate cultural differences in interpreting visual information. Activities include analysing ambiguous images and exploring how upbringing influences interpretation. Interactive Activities: Students engage in Think-Pair-Share tasks, defining key terms, discussing perceptual differences, and analysing cultural interpretations of visual stimuli. Application tasks include an exam-style scenario question where students evaluate how culture shapes perception using a real-world example. Evaluation and Assessment: The lesson includes structured evaluation worksheets and exam-style questions. Students critically assess strengths and limitations of cross-cultural research, such as language barriers and outdated methods, and practise applying their knowledge through scenario-based exam questions.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Morals and Morality Moral Development Exam Practice with Mark Scheme: Short Answer Question Moral Development Activity: Discussion - The Heinz Dilemma Piaget’s Theory of Moral Development (1932) Kohlberg’s Theory of Moral Development (1958) Exam Practice with Mark scheme: Application Question Criticisms of Piaget’s/Kohlberg’s Theory Damon on Developing a Moral Self (1999) Activity: Nativist-Nurture Continuum What Can Help Children to Develop a Moral Understanding? Activity: Apply it - Suki, Andi and Bee Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Learning objectives Activity: Stroop Test Introduction to Willingham’s Theory Factual Knowledge Precedes Skill The Importance of Praise and Effort Important for Building Knowledge Strategies to Support Development: Cognitive, Physical and Social Development Exam Practice with Mark Scheme: Application questions Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Background: The Impact of Parent Praise on Child Motivation Activity: Key Term Match Praise and Gender Gunderson et al.'s Research (2013): Aims, Procedure, Results, Conclusions Exam Practice with Mark Scheme: Multiple Choice Question (MCQ) Evaluation worksheet Evaluation points Activity: AFL Quiz on Gunderson et al’s Research (2013) Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives Piaget’s Explanation of Understanding The World Schemas/Schemata Disequilibrium and Equilibrium How Learning Takes Place: Assimilation and Accommodation Activity: Summary Table of Piaget’s Theory of Cognitive Development Activity: Apply it - Schemas at The Zoo Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application, Evaluation Questions Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Introduction to Mindset Theory by Carol Dweck Fixed and Growth Mindset: Ability and Effort Key Points Experimental Evidence (Muller and Dweck, 1998) Video: Carol Dweck - The Effect of Praise on Mindsets Exam Practice with Mark Scheme: Application, Short Answer Questions Evaluation worksheet Evaluation points Activity: Mindset Theory MCQ Quiz Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Recap: Piaget’s Four Stages of Cognitive Development Background: Egocentrism and the Three Mountains Task Video: Egocentrism and Perspective Taking The Three Mountains Task: Aims, Procedure, Equipment, Ways of Questioning the Child, Results, Conclusions Exam Practice with Mark Scheme: Application Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Piaget’s Stages of Development Sensorimotor Stage (birth to 2 years) Pre-operational Stage (2 to 7 years) Video: A Typical Child on Piaget’s Conservation Tasks Video: Egocentricism and Perspective Taking Concrete Operational Stage (7 to 12 years) Formal Operational Stage (12+ years) Video: Piaget’s Stages of Cognitive Development Activity: Key Term Match Exam Question with Mark Scheme: Application Question Activity: Using Piaget’s Stages in Education Summary Worksheet Using Piaget’s Stages in Education Implications for Teaching Plenary: Consolidation question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Early Brain Development Timeline Lesson Objectives What is Developmental Psychology? Video: How baby’s brain develop… Development of the Midbrain, Forebrain and Hindbrain Activity: Key Term Match Development of The Cerebellum and Medulla Exam Practice with Mark Scheme: Short answer question, Application question Building Neural Connections from Birth Plenary: Consolidation Question Optional Activity: Modelling Early Brain Development with Play Dough To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions The Role of Mirror Neurons Video: Dr. Dan Siegel - Explains Mirror Neurons Mirror Neurons and Intention Mirror Neurons and Perspective-taking Mirror Neurons and Human Evolution Mirror Neurons and Autism Spectrum Disorder (ASD) Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning 16 Mark Essays with Application Activity: Cognition and Development Topic Review Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions The Genetic Basis of Schizophrenia Family Studies Gottesman’s Research (1991) Candidate Genes (Ripke et al., 2014) The Dopamine Hypothesis Hyperdopaminergia in the Subcortex Hypodopaminergia in the Subcortex Summarising The Dopamine Hypothesis Neural Correlates of Negative Symptoms Neural Correlates of Positive Symptoms Evaluation worksheet Evaluation points Exam Practice: Essay Question with Mark Scheme Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Video: Treating Schizophrenia with CBT Cognitive Behavioural Therapy (CBT) How does CBT help sufferers? CBT - A Case Example Family Therapy How does Family Therapy help Sufferers? Token Economies Tokens Rewards Activity: Check Your Knowledge Questions Evaluation worksheet Evaluation points Exam practice: 8 Mark Question with Mark Scheme Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions The Interactionist Approach The Diathesis-Stress Model Video: How does the diathesis-stress model explain Sz? Meehl’s Model Modern Understanding of Diathesis Modern Understanding of Stress Treatment According to the Interactionist Model Activity: Check Your Knowledge Questions Evaluation worksheet Evaluation points Exam practice: Structuring 16 Mark Essay Questions Mark Scheme Example Structure Plenary: Topic Review

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Video: Schizophrenia with question sheet Key Fact about Schizophrenia Classification of Schizophrenia: The DSM-5 and ICD-10 Positive Symptoms: Hallucinations, Delusions Negative Symptoms: Avolition, Speech Poverty Activity: Positive vs Negative Symptoms of Schizophrenia Summary of Positive, Negative and Cognitive Symptoms Video: What is it like to live with Schizophrenia? Evaluation worksheet Evaluation points Exam practice: Short answer, Evaluation Question with Mark Scheme Plenary: If this is the answer, what is the question?

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Key Assumptions of the Humanistic Approach Psychology and Free Will Maslow’s Hierarchy of Needs Self-actualisation The Self and Congruence Incongruence Congruence Conditions of Worth vs. Unconditional Positive Regard Video: Roger’s Person-Centred Approach to Counselling Activity: Key Term Define Exam Practice with Mark Scheme: Multi-Choice Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: 16 Mark Essay with Application Examiner Commentary Activity: Essay Planning Activity Plenary: Consolidation activity To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Drug Therapies for Schizophrenia Typical Antipsychotics How do Typical Antipsychotics work? Atypical Antipsychotics Clozapine Risperidone Activity: Summary - Typical vs. Atypical Antipsychotic drugs Evaluation worksheet Evaluation points Exam practice: 8 Mark Question with Mark Scheme Video: Schizophrenia - what’s in my head? Plenary: Consolidation question