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 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 How to Compare Approaches Activity: Comparison Summary Table Comparing the Biological Approach to the Behaviorist Approach Model Comparison Paragraph Exam practice: Comparison Essays Comparing the Cognitive Approach to the Psychodynamic Approach Structuring Comparison Essays Exam practice with Mark Scheme: Comparison Essay Mark scheme Model Comparison Paragraph 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 The Behavioural Treatment of Phobias Treatment 1: Systematic Desensitisation The Anxiety Hierarchy Relaxation Techniques are Taught Exposure to Phobic Stimulus Treatment 2: Flooding Activity – Concepts Ailurophobia (Fears of cats) Evaluation points Evaluation worksheets 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.

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

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 Atavistic Form: A Historic Approach to Offending Lombroso’s Research Atavistic Characteristics Activity: Serial Killers and The Atavistic Form Video: Eugenics - The movement that inspired the holocaust Evaluation worksheet Evaluation points Exam practice with Mark Scheme: Evaluation Question Model Answer 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 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 Video: Klinefelter’s Syndrome About Klinefelter’s Syndrome Effects of an Extra X Chromosome Psychological Characteristics of Klinefelter’s Syndrome Video: Turner’s Syndrome About Turner’s Syndrome Physical Characteristics of Turner’s Syndrome Psychological Characteristics of Turner’s Syndrome Exam Practice Question with Mark Scheme: Atypical Sex Chromosome Patterns 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 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

This lesson was created using the GCSE (9-1) Religious Studies B specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Overview of The Six Beliefs, The Quran and Hadith Video: The 6 Main Beliefs in Islam Activity: Summary Worksheet Tawhid - The Oneness of Allah Malaikah - Belief in The Angels Kutub - Belief in The Holy Books Risalah - Belief in The Prophets of Allah Al-Qadr - Allah’s Decree Akhirah - The Day of Judgement The Importance of The Six Beliefs for Sunni Muslims Exam Practice Questions (a) and (b) Questions Plenary: Consolidation Activity 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 GCSE (9-1) Religious Studies B specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Video: Basic Beliefs of Islam - Prophets Risalah The Chanel of Communication The Prophets of Islam Activity: Summary worksheet Prophet Adam Prophet Ibrahim and his son Ismael Prophet Musa Prophet Dawud Prophet Isa Prophet Muhammed - The Seal of The Prophets Exam Practice Questions (a) and (b) Questions Plenary: Consolidation Activity 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 is designed for the AQA A-Level Specification (June 2019), focusing on Minority Influence within the topic of Social Influence. It explores how a minority can impact the beliefs and behaviors of the majority through the processes of consistency, commitment, and flexibility. With engaging activities, critical evaluations, and research-based examples such as Moscovici’s blue-green slide study, students will develop a thorough understanding of minority influence in social settings. Key Features: Comprehensive Lesson Slides: Introduces students to key concepts of minority influence, including the roles of consistency, commitment, and flexibility. Real-world examples like the Civil Rights Movement and LGBTQ+ rights are used to illustrate the power of minority influence in driving social change. Interactive Activities: Includes a variety of engaging activities, such as a “Do Now” prompt, think-pair-share discussions, and case studies. Students analyze how minority groups can lead to internalization and long-lasting attitude changes using concepts like the snowball effect and deeper processing. Research-Based Insights: Provides a detailed analysis of Moscovici’s blue-green slide study, explaining how consistency in a minority’s viewpoint can lead to greater influence. Research from Wood et al. and Martin et al. is also used to highlight key findings on minority influence. Assessment Materials: Features exam practice questions that challenge students to apply their understanding of conformity and minority influence to hypothetical scenarios. For example, they are asked to explain how a small group of students could convince their peers to adopt an environmentally-friendly initiative using the key principles of minority influence. Critical Evaluation: Students are encouraged to critically evaluate the strengths and limitations of research into minority influence, including the artificial nature of tasks like identifying the color of slides and the challenges of studying minority influence in real-world settings. This resource is ideal for both classroom teaching and independent study, equipping students with a comprehensive understanding of how minority groups can drive social change and influence majority opinions.

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.

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 Genetic Basis of Schizophrenia Family Studies Gottesman’s Research (1991) Candidate Genes (Ripke et al., 2014) The Dopamine Hypothesis Hyperdopaminergia in the Subcortex Hypodopaminergia in the Subcortex Summarising The Dopamine Hypothesis Neural Correlates of Negative Symptoms Neural Correlates of Positive Symptoms Evaluation worksheet Evaluation points Exam Practice: Essay Question with Mark Scheme 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 Philosophical roots Wilhelm Wundt Controlled Methods Freud’s Psychodynamic Approach The Behaviourist Approach The Humanistic Approach The Cognitive Approach Social Learning Theory the Biological Approach Cognitive Neuroscience Activity: Summarising the Approaches Worksheet: Timeline Activity Video: Is Psychology a Science? The Emergence of Psychology as a Science Exam practice: 8 Mark Question with Mark Scheme 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 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: Bowlby’s Monotropic Theory Video: Psychology Unlocked - Bowlby’s Attachment Theory What is Monotropy? Social Releasers and The Critical Period Internal Working Model Evaluation worksheet Evaluation points Activity: Key Term Define Exam Practice with Mark Scheme: 16 Mark Question with Application Activity: Planning 16 Mark Essays 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 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 The Aims of Piloting Exam Questions with Mark Scheme: Pilot Studies Control Groups and Conditions Exam Practice with Mark Scheme: Control Conditions Single-Blind Procedures Double-Blind Procedures Exam Practice With Mark Scheme: Single-blind and Double-blind Procedure 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 Circadian Rhythms Video: How does your body know what time it is? The Sleep/Wake Cycle Siffre’s Cave Studies (1962; 1972) Aschoff & Wever’s WWII Bunker Study (1976) Folkard et al.'s Cave Study (1985) Activity: Summary worksheet Evaluation worksheet Evaluation Exam Practice with Mark Scheme: 8 Mark Question with Application Model Answer 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 Key Assumptions of Behaviourism Classical Conditioning (CC) Pavlov’s Research CC Key Terminology Operant Conditioning (OC) Video: The difference between classical and operant conditioning OC Key terminology Activity: Key term Match Skinner’s Research Evaluation worksheet Evaluation points Exam practice: Short answer, Evaluation Questions with Mark Schemes 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 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 Key assumptions from the Behaviourist Approach Mowrer’s Two-Process Model (1960) Activity: Classical Conditioning Fear Acquisition via Classical Conditioning Phobia Maintenance via Operant Conditioning Activity: Concepts - Zelda’s Fear of Dogs Exam Practice with Mark Scheme: Application Question Evaluation worksheet Evaluation points Video: How fear drove human evolution 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 Developing a Research Question Aims Hypotheses Types of Hypotheses Activity: Directional or Non-directional? Deciding which Hypothesis to use Conducting an Experiment The Independent (IV) and Dependent Variables (DV) Operationalisation of Variables Activity: Define the Key Terminology Exam Practice Questions with Mark Scheme Plenary: Consolidation Question