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 do people diet? What is dieting? The Spiral Model Ironic process theory Restraint, disinhibition and The Boundary Model Discussion questions Exam practice: Short answer questions with Mark Scheme Evaluation worksheet Evaluation points Video: Katie Hopkins gains weight to prove a point Exam practice: Evaluation question with Mark Scheme Activity: End of Topic Review Plenary: Discussion 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: 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 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 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 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 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 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

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 Workplace Stress explores the causes and consequences of stress in the workplace, aligned with the OxfordAQA International A-Level Psychology (9685) specification. This resource equips students to critically evaluate models of workplace stress and their impact on employee well-being and performance. Key Features: Comprehensive Lesson Slides: Students are introduced to key models, including Karasek’s Job Demand-Control Model and Demerouti et al.'s Job Demands-Resources (JD-R) Model. Concepts are unpacked through clear explanations, real-world examples, and engaging Think-Pair-Share activities, such as applying the models to case studies like Mr Taylor’s Taxis or discussing the impact of individual differences like locus of control on workplace stress. Interactive Activities: The resource includes “Do Now” tasks to encourage initial engagement (e.g., identifying causes of workplace stress), group discussions to assess job control’s impact, and structured evaluation tasks, such as comparing the strengths and limitations of stress models. Activities incorporate application-based learning to deepen understanding. Evaluation and Assessment Materials: Students use worksheets to identify strengths and limitations of workplace stress theories and complete PEEE (Point, Evidence, Explanation, Evaluation) paragraphs to practice critical evaluation. Exam-style practice questions, such as a 9-mark essay on the JD-R model, foster analytical skills. Structured tasks also guide students in comparing models and their implications.

This fully editable lesson on Job Characteristics and Well-Being provides a comprehensive overview of key theories of workplace motivation and satisfaction. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this resource equips students to critically evaluate how job characteristics influence employee motivation and well-being. Key Features: Comprehensive Lesson Slides: The slides introduce students to Herzberg’s Two-Factor Theory, Hackman and Oldham’s Job Characteristics Theory (JCT), and Warr’s Vitamin Model. These theories are broken down with clear explanations, practical examples, and engaging Think-Pair-Share activities, such as discussing how hygiene and motivator factors apply to personal experiences or evaluating the balance of job characteristics in real-world roles. Interactive Activities: This resource includes “Do Now” tasks to prompt initial engagement (e.g., exploring factors leading to dissatisfaction in the workplace), structured evaluation activities to critique the limitations of the theories, and Think-Pair-Share prompts, such as assessing the significance of autonomy in job satisfaction. Evaluation and Assessment Materials: Students will use worksheets designed for identifying strengths and limitations of each theory and structured PEEE paragraphs to practice critical evaluation. Additionally, the resource includes exam-style practice questions, such as a 12-mark essay prompt to evaluate one or more theories of job motivation and satisfaction, fostering application and analytical skills.

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 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 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.

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 fully editable lesson on Group Membership Effects explores how group belonging shapes individual behaviour, with a focus on deindividuation and in-group/out-group dynamics. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson provides insights into the psychological processes that drive behaviours within groups, helping students understand how social identities impact attitudes and actions. Key Features: Comprehensive Lesson Slides: The slides detail foundational concepts in group psychology, including deindividuation and in-group/out-group effects. Students explore how deindividuation leads to a loss of self-awareness and increases the likelihood of extreme behaviours, as illustrated by classic studies like Zimbardo’s Stanford Prison Experiment and Sherif’s Robbers Cave Experiment. Visual aids and structured explanations help students grasp the implications of group membership in real-world contexts, such as workplaces and social environments. Interactive Activities: Thought-provoking “Do Now” prompts and Think-Pair-Share discussions engage students, encouraging them to reflect on their own group affiliations and how these may influence their behaviour. Scenario-based questions, like analysing why Ken from the burger restaurant has negative feelings toward workers in the neighbouring pizza restaurant, allow students to apply theories such as deindividuation and social identity theory to practical examples. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to help students critically assess theories on group membership. Evaluation worksheets explore the strengths and limitations of deindividuation and social identity theory, addressing aspects like cultural influences and ethical considerations. Exam-style questions further reinforce understanding, challenging students to apply theoretical concepts to real-life situations where group dynamics shape behaviour.

This fully editable lesson on Decision-Making in Groups explores the psychological processes that shape group decisions, with a focus on concepts such as group polarisation, risky shift, and groupthink. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson provides insights into how group dynamics can lead to extreme, risky, or biased outcomes, impacting real-world settings like juries and organisational teams. Key Features: Comprehensive Lesson Slides: The slides cover essential theories of group decision-making, detailing concepts such as group polarisation, the risky shift phenomenon, and groupthink. Students learn how these processes influence collective behaviour, with real-world examples like jury decisions and political deliberations. Visual aids and case studies, such as Janis’ analysis of historical policy failures, help illustrate how group dynamics affect decision-making. Interactive Activities: Engaging activities, including “Do Now” prompts and structured Think-Pair-Share discussions, encourage students to consider why individuals may act differently in groups than alone. Scenario-based questions and extensions, such as analysing the factors influencing extreme decision-making in climate change discussions, allow students to apply theories of group polarisation and risky shift to practical contexts. Additional questions contrast online and offline group settings, examining how factors like anonymity impact polarisation. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks, enabling students to critically evaluate group decision-making theories. Evaluation worksheets cover strengths and limitations of groupthink, group polarisation, and risky shift, addressing aspects like cultural variability, empirical challenges, and the influence of group cohesiveness. Exam-style questions reinforce understanding, challenging students to explain factors that influence group decisions and analyse real-world examples where group processes led to poor outcomes.

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.