This fully editable lesson on Gregory’s Constructivist Theory of Perception introduces students to the concept of perception as an active process shaped by past experiences, knowledge, and expectations. Aligned with the AQA GCSE Psychology Specification, this resource explores Gregory’s key ideas, such as inference, visual cues, and the role of nurture in perception, while critically evaluating the theory’s strengths and limitations. Key Features: Comprehensive Lesson Slides: These slides outline the main principles of Gregory’s constructivist theory, highlighting the active role of inference and visual cues in perception. Concepts such as mistaken hypotheses and visual illusions are explained using examples like the Müller-Lyer illusion and Segall et al.’s cultural research, making the material relatable and engaging for students. Interactive Think-Pair-Share activities encourage deeper discussion on the influence of past experiences on perception. Interactive Activities: Students engage in defining key terms, answering Check-it Questions, and analysing cultural differences in perception using studies like Hudson (1960). Tasks such as interpreting ambiguous images and discussing nurture’s role in shaping perception foster critical thinking and active learning. Evaluation and Assessment: The lesson includes exam-style questions and a structured evaluation worksheet. Students assess the theory by weighing its strengths, such as cultural evidence, and limitations, including its inability to account for innate perception. Activities such as PEE paragraphs help students articulate and structure their evaluation of the theory effectively.

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 fully editable lesson on Non-Verbal Communication examines the crucial role of non-verbal cues in interpersonal interactions, with a focus on cultural differences and universal expressions. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson guides students in understanding how gestures, facial expressions, and other non-verbal signals impact communication in various contexts. Key Features: Comprehensive Lesson Slides: The slides cover essential aspects of non-verbal communication, including types of non-verbal cues such as kinesics, oculesics, proxemics, and facial expressions. Students explore how non-verbal communication shapes first impressions and facilitates cross-cultural interactions, drawing on key studies like Ekman’s research on universal facial expressions. Visual aids and structured explanations illustrate the role of non-verbal cues in both personal and professional settings. Interactive Activities: Engaging “Do Now” and “Extension” prompts encourage students to consider the role of non-verbal cues in digital communication versus face-to-face interactions. Scenario-based questions, such as advising Mimi on the importance of non-verbal cues in a job interview, allow students to apply theories and concepts practically. Additional discussions focus on how facial expressions convey universal emotions, facilitating an understanding of both cultural universals and differences in non-verbal communication. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to help students critically assess theories on non-verbal communication. Evaluation worksheets address strengths and limitations of Ekman’s research, covering aspects like the biological basis of emotions and the influence of cultural norms on expression. Exam-style questions reinforce understanding, prompting students to explain findings in cross-cultural studies and apply knowledge of universal facial expressions.

This vibrant and editable poster bundle on SMART Goals is perfect for helping A-Level psychology students understand the principles of goal-setting and motivation. The first poster breaks down each component of the SMART framework (Specific, Measurable, Attainable, Relevant, Timely), with explanations grounded in Locke and Latham’s Goal-Setting Theory (1990) and its application in cognitive-behavioural therapy (CBT). The second poster provides a practical example, showing how a vague goal can be transformed into a SMART goal, reinforcing the importance of clarity and precision in goal-setting. This resource is ideal for use in psychology classrooms, but its flexible design makes it suitable for other subjects too, encouraging students across disciplines to set and achieve their goals. Includes: A breakdown of SMART Goals with psychology-based explanations. An example of how to convert a vague goal into a SMART goal. Editable, high-quality visuals suitable for print or digital presentation. Versatile design that can be adapted for use in various subjects. Perfect for psychology lessons, this resource also works well as a general classroom poster for promoting effective goal-setting in any subject area!

This fully editable lesson on Computer-Mediated Communication (CMC) explores the nature and impact of digital communication on interpersonal interactions, particularly within professional settings. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson helps students understand how electronic devices affect social exchanges and relationships, covering both advantages and limitations of digital communication. Key Features: Comprehensive Lesson Slides: The slides provide a thorough introduction to CMC, detailing its main features and effects on social interactions. Students learn about various forms of CMC—such as email, social media, and video calls—and examine core concepts like self-disclosure and ‘gating’. Visual aids and real-world examples help students grasp the psychological and social implications of CMC, such as reduced non-verbal cues and changes in communication style. Interactive Activities: Engaging “Do Now” prompts invite students to reflect on their experiences with electronic communication and consider its differences from face-to-face interactions. Think-Pair-Share discussions and structured extension questions encourage critical thinking on topics like the long-term impact of CMC on relationships and its role in fostering or hindering social connections. Students explore scenarios involving CMC, such as using email for professional feedback, to contextualize theoretical concepts. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to deepen students’ critical analysis skills. Evaluation questions address the strengths and limitations of email communication, covering points like accessibility, non-verbal cue absence, egocentrism, and the ‘online disinhibition effect’. Additionally, exam-style questions provide practical application opportunities, such as explaining the benefits of face-to-face communication over email in specific scenarios.

This fully editable lesson on Cognitive Theories of Job Motivation and Satisfaction delves into the internal thought processes influencing workplace behaviour. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this resource equips students with the tools to critically assess how cognitive perspectives explain job motivation and satisfaction. Key Features: Comprehensive Lesson Slides: These slides present a detailed exploration of cognitive theories of motivation, such as Expectancy Theory (Vroom), Goal-Setting Theory (Locke and Latham), and Equity Theory (Adams). Key concepts are supported with real-world examples, interactive Think-Pair-Share questions, and clear visual aids. Students will understand the relationship between effort, outcomes, and perceptions in workplace motivation. Interactive Activities: Includes “Do Now” tasks to engage students from the start, such as identifying rewards that motivate personal effort. Additional Think-Pair-Share questions and class discussions encourage critical thinking, such as evaluating the role of fairness or goal-setting strategies in job performance. Evaluation and Assessment Materials: The resource includes worksheets to analyse strengths and limitations of each theory, structured extension tasks (e.g., the impact of goal-setting on employee well-being), and practice questions aligned with exam-style prompts. For example, students apply theories like Goal-Setting to practical scenarios, such as improving supermarket operations.

This fully editable lesson on Need Theory explores the dynamics of job motivation and satisfaction, highlighting how intrinsic and extrinsic factors drive behaviour in the workplace. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson equips students with the knowledge to critically evaluate motivational theories and apply them in organisational contexts. Key Features: Comprehensive Lesson Slides: These slides provide a detailed overview of Need Theory, including core concepts such as intrinsic and extrinsic motivation, Maslow’s Hierarchy of Needs, and McClelland’s Theory of Needs. Real-world examples, interactive Think-Pair-Share questions, and visuals aid students in understanding how workplace factors influence employee motivation and satisfaction. Interactive Activities: Students engage with “Do Now” prompts to reflect on personal experiences of motivation and explore its factors. Structured extension questions and discussions encourage deeper thinking about how needs differ across individuals and cultures, helping students connect theoretical ideas to practical scenarios. Evaluation and Assessment Materials: The lesson includes an evaluation worksheet for analysing the strengths and limitations of Need Theory, with tasks structured around the PEEE (Point, Evidence, Explanation, Evaluation) format. Exam-style questions challenge students to apply Need Theory to realistic workplace situations, ensuring thorough preparation for assessments.

This fully editable lesson on Cultural Differences in Personal Space delves into the impact of spatial boundaries on social interactions, highlighting how cultural norms shape interpersonal distances. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson guides students in understanding the biological and cultural factors that influence personal space preferences. Key Features: Comprehensive Lesson Slides: The slides cover foundational aspects of personal space, introducing Edward T. Hall’s proxemics theory and his four zones of interpersonal distance (intimate, personal, social, and public). Students explore cultural variations in personal space requirements, such as differences between individualist and collectivist societies. Visual aids and real-life examples help illustrate the social implications of spatial boundaries in various cultural contexts. Interactive Activities: Thought-provoking “Do Now” prompts engage students in reflecting on their own personal space preferences, while extension questions encourage them to consider whether personal space is biologically or culturally driven. Structured Think-Pair-Share discussions on scenarios involving personal space in crowded settings and social contexts allow students to apply proxemics theory practically, deepening their understanding of cultural differences. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to support critical evaluation. Students examine limitations of personal space research, including over-reliance on laboratory-based studies and the overlooked role of vertical space. Recent advances in virtual reality technology, which offer more realistic insights, are also discussed. Exam-style questions allow students to assess the strengths and limitations of proxemics and consider biological influences on personal space behaviours.

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: What is Aversion Therapy? Aversion Therapy: Counter-conditoning Aversion Therapy for Alcohol Addiction using Disulgram Aversion Therapy for Gambling Addiction using Electric shocks Covert sensitisation Covert sensitisation for Nicotine Addiction Exam practice: Short answer question, Application question Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: Brain dump

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: CBT Aims of CBT Functional analysis Skills Training Cognitive restructuring Specific skills Social skills Activity: Discussion questions Evaluation worksheet Evaluation points Exam practice: 16 Mark Essay with Application Using the STEM in your answer Mark scheme Activity: Essay planning Structuring 16 mark essays with application Plenary: Lesson reflection

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: Nicotine - What is nicotine? The desensitisation hypothesis Video: Tobacco addiction The Dopamine Hypothesis The Nicotine Regulation Model Withdrawal, Dependence and Tolerance Exam practice: Short answer question, Application question Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: The desensitisation hypothesis

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 Operant Conditioning Positive Reinforcement Negative Reinforcement Cue Reactivity Exam practice: Application questIon Evaluation worksheet Evaluation points Exam practice: Essay planning practice Plenary: Define the Key Terms

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: The addicted brain Drug Therapy for Addiction Three types of Drug Therapy Aversives Agonists Antagonists Drug Therapy for Nicotine Addiction: Nicotine Replacement Therapy (NRT) Video: Can gambling addiction be treated with medication? Drug therapy for Gambling addiction: Naltrexone A01 Summary activity Exam practice: Short Answer Questions Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: If this is the answer, what is the 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 Risk Factors in the Development of Addiction Genetic Vulnerability Genetic Mechanisms: D2 Receptor, Enzyme CYP2A6 Stress: Childhood Trauma, sensitive period Personality: Hostility, APD and Impulsivity Family Influences: PerceIved parental approval, Exposure Peers: Rule-breaking norms, Attitudes and opportunity A01 Summary activity Exam practice: MCQs, Short answer question Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: Consolidation video - Risk factors for drug use/abuse

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 What is gambling addiction? Signs and symptoms of gambling addiction? Video: A gambling addiction story Vicarious reinfrocement Direct positive and negative reinforcement Partial reinforcement Variable reinforcement Cue reactivity Activity: Key Term Define Exam practice: Short Answer Question Evaluation worksheet Evaluation points Exam practice: Evaluation worksheet Plenary: Inside the Brain of a Gambling Addict

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 Expectancy Theory Cognitive biases Video: Gambler’s Fallacy Four types of Cognitive Biases Research into Cognitive Biases: Griffiths et al. (1994) Self-efficacy A01 Summary questions Evaluation worksheet Evaluation points Exam practice: 8 Mark Question with Mark Scheme Plenary: Lesson reflection

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 Topic outline Video: What is addiction? Describing addiction: Substance use disorder in the DSM-V Stigma of addiction What is addiction? Physical Dependence Tolerance Withdrawal Symptoms Video: What does withdrawal feel like? Exam practice: MCQs, short answer questions Plenary: Application - Is it addiction?

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 Theory of Planned Behaviour (Ajzen 1985; 1991) Personal Attitudes Subjective Norms Percieved Behavioural Control Video: The Theory of Planned Behaviour Summary ot TPB Activity: Application to smoking Exam practice: Short answer question Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: Complete the TPB diagram

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 Assumptions of the Model The Six Stages of Behavioural Changes Stage 1: Precontemplation stage Stage 2: Contemplation stage Stage 3: Preparation stage Stage 4: Action stage Stage 5: Maintenance stage Stage 6: Termination stage Table summary activity Exam practice: Application question Evaluation worksheet Evaluation points Exam practice: Evaluation question Plenary: Addiction 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 Preference for Sweetness Preference for Saltiness Preference for Fats/High-calorie foods Neophobia Taste Aversion Discussion questions Exam practice: Short answer question Mark scheme Evaluation worksheet Evaluation points Exam practice: 8 Mark Question Mark scheme Plenary: Discussion prompt