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 Video: How does memory work? Activity: Memory test What is coding? Research on coding: Baddeley’s Research (1966a, 1966b) Activity: Digit span test Capacity of STM Jacob’s research (1887) Video: The Magical number 7, plus or munis 2 Miller’s Research (1956) Capacity of LTM Duration of STM Peterson and Peterson’s Research (1959) Duration of LTM Bahrick’s Research: Yearbook study (1975) Exam Practice: Short answer question, MCQ with Mark Scheme Evaluation worksheet Evaluation points 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 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 Retrieval Failure The Encoding Specificity Principle (ESP) Context-Dependent Forgetting Godden and Baddeley’s (1975) Research State-Dependent Forgetting Carter & Cassaday’s (1998) Research Activity: Concepts - That Stinks! with answers Exam Practice: Short Answer Question with Mark Scheme Evaluation worksheet Evaluation points Exam Practice: Evaluation 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 jb_resources@outlook.com. Reviews and feedback are always welcome.

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 Interference theory Types of Interference Retroactive and Proactive Interference Video: Proactive and Retroactive Interference Key study: McGeoch & Mcdonald (1931) Activity: Proactive or Retroactive Interference? Activity: Check Your Knowledge Questions Evaluation worksheet Evaluation points Exam Practice: Short answer, 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.

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 Observational Design Structured ObservatiOns Unstructured Observations Behavioural Categories Sampling Methods: Continuous Recording, Event Sampling, Time Sampling Activity: Evaluation Questions Evaluation Points Exam Practice with Mark Scheme: Observational Design 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 covered in this Lesson: Key Questions Gender Dysphoria The DSM-V Criteria for Gender Dysphoria Biological Explanations for GD: Brain Sex Theory Research Supporting Brain Sex Theory Genetic Factors Social-Psychological Explanations Psychoanalytic Explanations Cognitive Explanations Video: The Male and Female Brain Evaluation worksheet Evaluation points Exam Practice Questions with Mark Scheme: Atypical Gender Development 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 covered in this Lesson: Key Questions Video: Why did the 2011 London Riots happen? De-individuation and Anonymity How does de-individuation lead to aggression? Conditions of De-individuation The Role of Self-Awareness Research: Dodd et al. (1985) Evaluation worksheet Evaluation points Activity: Application Scenario - Help not Harm Exam Practice with Mark Scheme: Planning 16 Questions with Application 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 covered in this Lesson: Key Questions Desensitisation Research on Desensitisation: Weisz and Earls (1995) Disinhibition Cognitive Priming Research on Cognitive Priming: Greitemeyer (2006) Video: The ‘No Russian’ Controversy Activity: Concepts - Selena Get’s Educated Exam Practice with Mark Scheme: Short answer Question Evaluation worksheet Evaluation points Activity: Concepts - Arthur’s Turn Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation Question Activity: Topic Recap

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 Vygotsky’s Theory of Cognitive Development Cultural Differences in Cognitive Abilities The Zone of Proximal Development (ZPD) Scaffolding Five Aspects of Scaffolding (Wood et al., 1976) Strategies for Scaffolding (Wood et al, 1976) Evaluation worksheet Evaluation points Video: Piaget vs. Vygotsky Activity: Comparing Piaget and Vygotsky’s Cognitive Theories of Development Exam Practice with Mark Scheme: Planning a 16 Mark Essay with Application Plenary: Consolidation Question

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: 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: 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 fully editable lesson focuses on the different types of biological rhythms, including circadian, infradian, and ultradian rhythms, as well as the roles of endogenous pacemakers and exogenous zeitgebers in regulating these processes. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides a thorough understanding of biological rhythms with real-life examples and engaging activities. Key Features: Comprehensive Lesson Slides: Covers the essential types of biological rhythms, including circadian (e.g., the sleep-wake cycle), infradian (e.g., the menstrual cycle), and ultradian rhythms (e.g., REM and NREM sleep cycles). The slides also explain the roles of endogenous pacemakers, such as the suprachiasmatic nucleus, and exogenous zeitgebers, like light, in regulating these cycles. The lesson explores how disruptions to these rhythms can lead to disorders like Seasonal Affective Disorder (SAD) and sleep disturbances. Interactive Activities: Engages students through a “Do Now” activity that asks them to identify examples of circadian rhythms in everyday life, followed by Think-Pair-Share discussions on biological rhythms’ impact on behavior and physiological processes. The lesson also includes matching key terms and concepts to reinforce learning. Students will apply their understanding to questions like how body clocks influence daily functioning and the effects of environmental cues like light on our internal clocks. Assessment Materials: Includes exam-style questions with model answers to evaluate understanding of biological rhythms. These questions ask students to differentiate between circadian, infradian, and ultradian rhythms, describe the role of exogenous zeitgebers, and assess the strengths and weaknesses of using case studies to study biological rhythms.

This fully editable lesson examines the roles of endogenous pacemakers and exogenous zeitgebers in regulating biological rhythms, particularly focusing on the sleep-wake cycle and related research studies. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides in-depth coverage of key concepts and research findings. Key Features: Comprehensive Lesson Slides: Covers the principles of endogenous pacemakers, such as the suprachiasmatic nucleus (SCN), and exogenous zeitgebers, including the role of light in resetting biological rhythms. The slides explain how these systems interact to regulate circadian rhythms and explore key studies, including Michel Siffre’s Cave Study (1975) and Stephan and Zucker’s research (1972) on the effects of SCN damage. Students will gain insight into how biological rhythms operate and the consequences of disruptions in these systems. Interactive Activities: Engages students with a “Do Now” activity, asking them to consider how their body might adapt if isolated from light and clocks for several days. The lesson also includes a comparison table that encourages students to evaluate the methodological strengths and weaknesses of Siffre’s and Stephan and Zucker’s studies. Think-Pair-Share discussions and structured questions throughout help students apply their understanding to real-life examples, such as the impact of light on sleep patterns. Assessment Materials: Includes exam-style questions with model answers, asking students to describe and evaluate research into circadian rhythms. Students will critically assess the strengths and limitations of key studies and evaluate ethical issues, such as the use of animals in research and the long-term psychological effects on human participants. This helps students develop skills needed for higher-level evaluation in psychology exams.

This fully editable lesson on Sensation and Perception explores the fundamental differences between how we sense and interpret the world around us, aligned with the AQA GCSE Psychology Specification. This resource equips students with an understanding of key concepts and theories, as well as their application to real-life scenarios. Key Features: Comprehensive Lesson Slides: Students are introduced to the key differences between sensation (receiving sensory input) and perception (interpreting this input). The slides provide clear explanations, real-world examples, and visual aids, including engaging Think-Pair-Share activities such as debating Gregory’s Constructivist Theory and Gibson’s Direct Theory. Students also analyse examples like visual illusions and the “Fear or Love?” scenario to deepen their understanding. Interactive Activities: This resource features dynamic tasks, such as “Do Now” activities to encourage initial engagement (e.g., identifying and reflecting on the five senses and their importance). Visual illusions like the Müller-Lyer illusion and Rubin’s Vase allow students to explore how perception can be influenced by context, while real-life scenarios like interpreting fear or attraction help bridge theory and application. Assessment Materials: Students consolidate their understanding through structured tasks, including worksheets that differentiate between sensation and perception and short-answer exam practice questions. The plenary task challenges students to consider the reliability of perception in broader contexts, encouraging reflective discussion.

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 Activity: Recap Quick Quiz Psychodynamic Explanations Activity: Psychodynamic Approach Recap Questions with Answers The Inadequate Superego Blackburn’s three types of Superego to explain criminality The weak superego The deviant superego The over-harsh superego Activity: Concepts – Harry, Barry and Gary Video: Bowlby’s Theory of Attachment Maternal Deprivation Theory Affectionless Psychopathy Bowlby’s 44 Thieves Study Exam practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points 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.