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: Learning Theory: Cupboard Love Theory Recap: Classical Conditioning Video: Pavlov’s Dog and Classical Conditioning Classical Conditioning and Attachment Recap: Operant Conditioning Key Terminology Operant Conditioning as an Explanation for Attachment Attachment as a Secondary Drive Activity 1: Concepts - Cheska’s Choice Evaluation worksheet Evaluation points Activity 2: Concepts - Cheska’s Choice Exam Practice with Mark Scheme: Planning 8 Mark 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.

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

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 What is Self-Disclosure? Social Penetration Theory Breadth and Depth of Self-Disclosure Reciprocity of Self-Disclosure Activity: Summary worksheet Activity: Application Task Evaluation worksheet Evaluation points Activity: Apply Self-Disclosure Theory to the Dates 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 Questions Video: What is Depression? Diagnostic Features of Depression Depression in the DSM-V Behavioural Characteristics of Depression Activity Levels Disruption of Sleep and Eating Behaviour Aggression and Self-harm Emotional Characteristics of Depression Lowered Mood Anger Lowered Self-esteem Cognitive Characteristics of Depression Poor Concentration Dwelling on The Negative Absolutist Thinking Video: What does depression feel like? Activity: Behavioural, Emotional or Cognitive? Exam Practice with Mark Scheme: Application Question, Short answer 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.

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 Topic overview: Cognition and Development Defining Cognitive Development Piaget’s Theory of Cognitive Development Schemas: Unit’s of Knowledge The Motivation to Learn: Disequilibrium and Equilibrium How Learning Takes Place: Assimilation and Accommodation Activity: Concepts - Schemas at The Zoo (with answers) Exam Practice with Mark Scheme: Short answer question Activity: Evaluation worksheet Evaluation points Activity: Key Term Match Plenary: Consolidation Question

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/outcomes The Theory of Reconstructive Memory Memory is Inaccurate Reconstruction Social and Cultural Influences Effort After Meaning Activity: Concepts - Memory in the Office Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question, Evaluation Question Model answers 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.

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/outcomes Activity: Memory Test - War of The Ghosts Replication Bartlett’s War of The Ghosts Study Aim, Method, Findings and Conclusions Example Reproduction by Bartlett’s Participant Exam Practice with Mark Scheme: Short Answer Question 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.

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 Anorexia Nervosa? About Anorexia Nervosa Video: Causes, effects and on the brain, and recovery Genetic Explanations for Anorexia Twin Studies and Anorexia Candidate genes Genome-wide association studies (GWAS) Neural explanation for Anorexia Serotonin Dopamine Evaluation worksheet Evaluation points Exam practice: 16 Mark Essay Question Mark Scheme Student response with commenary Plenary: Applying issues and debates to biological explanations for Anorexia Nervosa

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 Importance of Physical Attractiveness The Halo Effect The Matching Hypothesis (Walster et al., 1966) Video: The Matching Hypothesis Activity: Discussion Questions Evaluation worksheet Evaluation points Exam practice: 8 Mark Question with Mark Scheme Plenary: Brain Dump

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 Filter theory Level 1: Social Demography Level 2: Similarity in Attitudes Level 3: Complementarity Activity: Annotate the Filter Theory Diagram Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: 16 Mark Question with Application Modelling: Using the STEM effectively Activity: Planning Activity 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 Social Exchange Theory Rewards, Costs and Profits Comparison Level (CL) Comparison Level for Alternatives (CLalt) Stages of Relationship Development Activity: Concepts - You Scratch My Back? Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points 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.