Resource Overview: Title: Spooky Psychology: Creepy Experiments and Ethical Dilemmas Audience: A-level and secondary school psychology students Focus: This engaging, Halloween-themed lesson explores five famous psychological studies with ethically controversial designs. Activities: Students will analyse the research methodologies and ethical issues of each study, developing their understanding of research design and the importance of ethics in psychological studies. Content Breakdown: PowerPoint Presentation: A detailed overview of five “spooky” studies: Randy Gardner’s Sleep Deprivation Experiment, Phineas Gage, The Monster Study, David Reimer, and Rosenhan’s Pseudopatient Study. Student Worksheet: Structured tasks guiding students to analyse both the research methodology and ethical concerns for each study. Teacher Answer Key: A comprehensive guide with suggested answers for class discussions or marking. Key Features: Engaging and thematic content, perfect for October Halloween lessons. Focuses on critical thinking and ethical considerations in psychological research. Includes reflection questions to encourage deeper analysis of the lessons learned from ethically controversial studies. Adaptable for both classroom teaching and independent learning.

This fully editable lesson delves into the key concepts of decision-making in groups, focusing on groupthink, group polarisation, and the risky shift. Students will explore how these group processes influence decision-making in both social and organisational settings, with particular emphasis on how group membership can shape individual identity and behaviour. Designed using the** OxfordAQA International A-level Psychology (9685)** specification, this resource helps students critically assess how group dynamics can lead to extreme or poor decisions. Key Features: Comprehensive Lesson Slides: Covers the main processes involved in group decision-making, including groupthink, group polarisation, and the risky shift. The slides incorporate research and studies, such as Janis (1982) on groupthink and Stoner (1961) on the risky shift. Students will analyse these concepts with a focus on real-world applications, such as jury decisions, corporate board strategies, and government policies. Interactive Activities: Engages students with a “Do Now” activity that prompts them to reflect on how they might behave differently in a group versus as an individual. Structured questions assess understanding of core concepts, such as the difference between normative and informational social influences. Activities like Think-Pair-Share and class discussions on real-life cases (e.g., Bay of Pigs) help students connect the theories to practical examples. Assessment Materials: Includes exam-style questions and PEEE (Point, Evidence, Explanation, Evaluation) paragraphs for evaluating research into groupthink and group polarisation. Model answers guide students in effectively applying theoretical knowledge to scenario-based questions, particularly in contexts like workplace decision-making and organisational settings.

This fully editable lesson focuses on the concepts of social facilitation and social loafing, exploring how the presence of others can either enhance or hinder performance, and how group dynamics influence individual effort. Designed using the OxfordAQA International A-level Psychology (9685) specification, students will learn key theories and engage in applied examples, particularly in workplace and organisational settings. Key Features: Comprehensive Lesson Slides: Covers the principles of social facilitation and social loafing, highlighting studies by Triplett (1897) and Ringelmann (1913). The slides explain essential concepts such as audience and co-action effects in social facilitation, along with key factors contributing to social loafing, such as diffusion of responsibility and the sucker effect. Additionally, students will analyse the impact of group processes on decision-making, productivity, and individual identity. Interactive Activities: Engages students with a “Do Now” activity prompting them to consider how understanding group processes could improve teamwork in the workplace. Structured questions throughout the lesson assess comprehension of key concepts, such as the difference between the audience and co-action effects in social facilitation. Students will also participate in Think-Pair-Share discussions and apply their knowledge to real-life scenarios, such as analysing the performance of actors in a group setting. Assessment Materials: Includes exam-style questions with model answers, helping students to evaluate research on social facilitation and social loafing. Students will critically assess the strengths and limitations of these theories, considering cultural differences and the practical implications in various contexts such as the workplace.

This fully editable lesson covers key sleep disorders, including insomnia and narcolepsy, exploring their symptoms, causes, and treatments. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides an in-depth understanding of sleep disorders, with real-world applications and case studies. Key Features: Comprehensive Lesson Slides: The lesson covers major sleep disorders such as insomnia and narcolepsy, detailing their symptoms, underlying causes (e.g., neurotransmitters like orexin in narcolepsy), and various treatment options (e.g., CBT for insomnia, stimulant medications for narcolepsy). The slides also include relevant research, such as Gregory et al. (2006) on the role of circadian rhythms in insomnia, providing insights into the biological and psychological aspects of these disorders. Interactive Activities: Engages students through a multiple-choice quiz (MCQ) where they can hold up A, B, C, or D cards to answer questions related to sleep disorders, such as identifying symptoms of narcolepsy or treatments for insomnia. The quiz serves as a quick assessment tool, allowing students to consolidate their understanding of key concepts. The lesson also includes case studies, such as Imran’s experience with insomnia, which encourages students to apply their knowledge by explaining real-life scenarios using psychological theory. Assessment Materials: Includes exam-style questions with model answers to assess students’ ability to describe and evaluate research into sleep disorders. Questions cover key areas such as symptoms of insomnia, genetic and personality factors in insomnia, and evaluating research on narcolepsy, helping students prepare for exam-level analysis and evaluation of sleep disorders.

This fully editable lesson focuses on the restoration theories of sleep and the role of sleep in memory consolidation. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson explores how sleep aids in physical and brain recovery as well as its impact on different types of memory. Key Features: Comprehensive Lesson Slides: The lesson covers key restoration theories proposed by Oswald (1966) and Horne (1980), explaining how REM and NREM sleep serve different restorative functions. Students will learn about the role of sleep in brain recovery, supported by case studies like those of Peter Tripp and Randy Gardner, and examine how sleep deprivation affects cognitive and physical functioning. Additionally, the lesson explains the role of REM and NREM sleep in memory consolidation, differentiating between declarative and procedural memory, and features studies by Karni et al. (1994) and Walker et al. (2002). Interactive Activities: Engages students through a “Do Now” activity that prompts them to think about the effects of sleep deprivation on the brain and body. The lesson also features “Check it” questions that assess understanding, such as explaining the differences between Oswald’s and Horne’s models, evaluating the findings from sleep deprivation studies, and analysing the role of sleep in memory consolidation. Think-Pair-Share discussions and application questions throughout the lesson encourage deeper engagement with the material. Assessment Materials: Includes exam-style questions with model answers, such as describing and evaluating the restoration theory of sleep, and explaining how motivation can affect performance during sleep deprivation. These materials help students apply theoretical knowledge and prepare for evaluation questions in exams, focusing on both strengths and limitations of the restoration theories.

This fully editable lesson explores the evolutionary explanations for the functions of sleep, focusing on how ecological factors, predator-prey relationships, and energy conservation influence sleep patterns across species. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides a detailed understanding of sleep’s adaptive role in survival. Key Features: Comprehensive Lesson Slides: The lesson covers key evolutionary theories of sleep, including the predator-prey hypothesis by Meddis (1975) and the hibernation theory by Webb (1982). Students will learn how factors such as an animal’s size, ecological niche, and predator-prey status affect sleep duration. The lesson includes research by Allison and Cicchetti (1976) and Lesku et al. (2005), highlighting how correlational studies have shaped our understanding of the relationship between brain mass, sleep duration, and REM sleep. Interactive Activities: Students engage with a “Do Now” activity that prompts them to think critically about whether sleep is always beneficial for animals. The lesson also features “Check it” questions throughout to assess understanding, including tasks that ask students to explain ecological niches, evaluate research findings, and critically assess the limitations of correlational and captivity-based studies. Assessment Materials: Includes exam-style questions with model answers, such as explaining evolutionary functions of sleep and identifying limitations of using animal studies to investigate sleep. These assessment materials guide students in applying their knowledge to real-world examples and prepare them for answering both application and evaluation questions on this topic.

This fully editable lesson focuses on the different stages and characteristics of sleep, including both non-REM (NREM) and REM sleep. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson explores the nature of sleep, the biological rhythms that regulate it, and key research findings. Key Features: Comprehensive Lesson Slides: The lesson covers the different stages of sleep, from light NREM sleep to deep slow-wave sleep and REM sleep. Students will learn how each stage is characterised by unique brainwave patterns and physiological changes, with a focus on EEG readings. Key studies, including the work of Aserinsky and Kleitman (1953), are highlighted, providing insight into how sleep cycles operate as ultradian rhythms. The lesson also addresses the role of circadian rhythms and neurotransmitters in sleep regulation. Interactive Activities: Students engage in a “Do Now” activity that prompts them to consider how sleep deprivation affects their body. The lesson includes a detailed summary activity where students complete a chart outlining the stages of NREM and REM sleep. Additionally, the lesson incorporates a quiz using ABCD cards to assess understanding, allowing for instant feedback and class discussion on the key differences between the stages of sleep. Assessment Materials: Includes exam-style questions with model answers that assess understanding of NREM and REM sleep. Questions prompt students to explain differences between sleep stages, interpret EEG data, and identify key features of REM sleep such as muscle paralysis and vivid dreaming. This encourages critical thinking and exam readiness.

This fully editable lesson explores the impact of disrupting biological rhythms, focusing on the effects of shift work and jet lag. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson helps students understand how modern lifestyle factors can desynchronise circadian rhythms and the potential health consequences. Key Features: Comprehensive Lesson Slides: The lesson covers how biological rhythms are disrupted by factors such as shift work and jet lag. Students will learn about the role of endogenous pacemakers (internal body clocks) and exogenous zeitgebers (external cues such as light) in regulating circadian rhythms. Key studies, including Davis et al. (2001) on shift work and Cho et al. (2000) on jet lag, are discussed, providing insights into the effects of misaligned biological rhythms on health, performance, and well-being. Interactive Activities: Engages students with a “Do Now” activity that prompts them to reflect on the consequences of disrupted sleep schedules. Throughout the lesson, Think-Pair-Share discussions encourage students to consider real-world scenarios, such as the experiences of night-shift workers and frequent travellers. Case studies like “Sam the Policewoman” provide opportunities for students to apply their knowledge of pacemakers and zeitgebers to practical examples, fostering critical thinking. Assessment Materials: Includes exam-style questions with model answers to assess students’ understanding of the effects of shift work and jet lag. Students will evaluate research, discuss strategies for minimising the negative impacts (such as forward shift rotation and light management), and critically engage with the evidence, helping them develop the analytical skills required for psychology exams.

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 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 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: 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 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: 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.