Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on AQA GCSE Psychology 8182, Development topic (3.1-3.3) I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on AQA GCSE Psychology 8182, Memory topic (1.1-1.3) I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Homework chart/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on AQA GCSE Psychology 8182, Research Methods topic (4.1-4.8) I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!

Lesson Point which covers the second part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on Bruner and Minturn’s perceptual set study (1955). Students to write down all inforamtion they can recall on the study with a 2 minute time allowance. Students pass work to the right and add any missing or additional information they can to the sheet with a 1 minute time allowance. The sheet is passed on twice and time reduced by half both times. Students asked to draw a pig and then discuss their results. Slides then provide information for culture and perceptual set and drawing task cab be linked into learning. Students then apply learning to exam question (3 marks) based on culture and perceptual set. State the emotions activity to introduce emotions and motivation and perceptual set. Slides then show information for emotion and motivation on perceptual set. Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Mini task linked to research methods in between for a three minutes. Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Design your own study on motivation activity. When designed study they are required to state the aim, hypotheses and method (to link in research methods) Homework/extension choices are a possible exam question on Gilchrist and Nesberg’s perceptual set study for 9 marks or to create a revision mat on perception with required content stated. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour

Lesson Point which covers the latter part of 2.4 from the AQA specification 8182 Can you believe what you see? Explanations for visual illusions: Ambiguity, misinterpreted depth cues, fiction, size constancy. Examples of visual illusions: The Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Illusions slide shown on PowerPoint for studnets to discuss as a starter activity. Information provided on size constancy and students required to create their own example. Information provided on misinterpreted depth cues and image included to assist students whilst they explain what it is. Information and images provided to explain ambiguity and fiction. Images displayed on PowerPoint for The Ponzo illusion, The Necker Cube, The Kanizsa Triangle, The Muller Lyer illusion and Rubin’s vase. Students are to copy the diagrams into their exercise books and allow room around them to explain afterwards. Students then complete a table. from the PowerPoint with the visual illusion in, they are to match the visual illusions to the exlanations they learnt above.Challenge is for student to explain why each one matches with its explanation. Explanations then provided for each of the visual illusion images. Students use this information to explain in the space left earlier around their own images. 3 marks worth of apply it exam style questions. Information on visual constancies provided and the Amnes room linked. Video included to support explanation. Students should make notes on constancies and how the Amnes room works. Final activity can also be used as homework, to design a poster explaining visual illusions, challenge has an exam question linked in with the poster. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Compare and Evaluate the reasons for how visual illusions work with clear explanation and examples included and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.4 Can you believe what you see? Paper one: Cognition and behaviour

Lesson Point which covers the first part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on compare and contrast key features from Gregorys constructive theory and Gibson’s direct theory of perception. Information then provided on what perceptual set is and links expectation as a factors that affects our percepetional set. Uses the duck-rabbit example. Paired activity. Students label theirselves either A or B and follow instructions to be participates in a short version of Bruner & Minturn’s perceptual set study (1955) Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Instructions on slide for the second mini experiment where students again follow instructions on the slides following student A and student B instructions. This experiment shows expectation through the rat man illusion. Homework is a possible exam question on Bruner & Minturn’s oerceptual set study for 9 marks. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour

Lesson Point which covers the first part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on Gibson’s Direct theory of perception Explanation for Gregory’s constructive theory: Ambiguity, including key terms: perceptual hypotheses, infer, visual cues and mistaken hypotheses and nuture. Paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a red piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Students are then to describe/explain Greogry’s theory from the information provided. Ket terms included for students to include. Test yourself exam style questions provided for students: 10 marks worth of apply it exam style questions. Progress grid includes the following learning outcomes: Identify, Describe, Explain and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

*Session does not include information of either of Bandura’s research studies but includes information on key terminologys/concepts based on his research and looks at application skills preparing students for exam questions. Revision session based on Social learning theory, specifically the key terminologies/concepts based on Bandura’s research. Starter actvity is a match up activity. Students are provided with key terms from each of the approaches required in the specification for year 12. Social learning theory, cognitive approach, biological approach, behaviourist approach and the origins of psychology. Students sort the terms out and match them with the correct approach which they are relevant to. More able students should attempt to identify any key terms that are not provided for each approach (later shown on powerpoint in green) and attempt to explain as many as they can from each approach. ( I provided match up activity in envelope). Next activity students write as much information: key terms and explanations as they can about Social learning theory. They are not to write anything about Bandura’s procedures, findings or evaluations. This is a timed activity of two minutes. They are then to pass to another student who has a time limit of a minute. The next student adds any additional information, corrects any inaccuracies and elaborates on any information/key terms provided. This is repeated another two times, with another two students with a reduced amount of time for each student. Feedback to the class to discuss knowledge of the approach. Powerpoint shows feedback from the sample materials examiners reports for 2017 and 2016. This links in with the next exam question task which is focused on application and knowledge of key terminology. Task sheet handed to students which includes task instructions, scenario and exam question worth 6 marks. TASK INSTRUCTIONS Write brief definitions in each of the boxes containing the key terms. Read the scenario carefully. Underline parts of the scenario you think demonstrate the key terms. Use as many of the key terms in your answer. Exam question: Explain how Mick’s recent weight gain can be explained by Social learning theory. (6 marks) I allow students time for each instruction and then allow time to answer the question. Student friendly mark scheme is then provided which includes table with description of a level and marks that can be awarded and also possible content and possible application points. These are quite detailed to allow students to peer assess and award a mark to their answers but also so students can use to answer it again to gain full marks. Session is concluded with five true/ false questions with students using whiteboards/scrap paper to share their answers.

Mind maps for the research methods topic for GCSE psychology. This resource is accessible for students as they are simple mind maps but they cover everything on the AQA specification for the research methods topic. Experimental method Sampling methods Non-experimentall methods Case studies Observation studies Correlation Ethics Data Handling I use the maps at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.

Lesson Point which covers the latter part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on description/explanantion of Gregory’s Direct theory of perception and paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a green piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Explanation for culture and perception as a strength of Gregory’s constructive theory of perception. Then explanations of limitations. First, visual illusions not a usual example on everyday life, explanantion on Muller-Lyer illusion questioned and Gregory’s theory not explaining how perception started. PowerPoint then focuses on the exam question Describe and evaluate Gregory’s constructive theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. I then get students to peer assess each others work using the mark scheme provided. Compare and contrast activity of Gibson’s direct theory and Gregory’s constructive theory activity at the end of powerpoint is useful for students to understand the differences between them. Homework activity included: Explain what a top-down and bottom up theory is. Link these to Gibson’s direct theory of perception and Gregory’s constructive theory of perception. Progress grid includes the following learning outcomes: Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

Lesson PowerPoint on factors that affect memory. Includes interference, context and false memories. included exam questions from textbook. Video clips, activities, homework and planning for progress grids included. Follows AQA GCSE psychology 8182, Cognition & behaviour.

Lesson PowerPoint which covers 2.2 from the AQA specification 8182 how we perceive. Introduction video, learning objectives shared through progress grid, key terms included, explanation of depth cues through slide and mini video. Information on monocular depth cues and examples shown. Activity to then design their own monocular depth cue for each, height in plane, relative size, occlusion and linear perspective through diagrams. Information on binocular depth cues through video and slide and activity for students to demonstrate this through looking at pencil/finger both individually and in pairs. Ten minutes worth of exam style questions and worksheet to test learning included. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain how we perceive with reference to visual cues and constancies, monocular depth cues and convergence, Apply knowledge to answer exam questions accurately​. Follows AQA GCSE psychology 8182 LO: 2.2 How do we perceive. Paper one: Cognition and behaviour

Lesson PowerPoint which introduces the topic of behaviour and covers 2.1 from the AQA specification 8182 Sensation & Perception. A few visual illusion slides to introduce topic. learning objectives shared through progress grid, brainstorming activity of what is sensation. Key terms included, explanation of sensation, perception and the distinction between the two. Link to a video clip which explains the content and a compare the differences question.. Homework is to research visual illusions for the following lesson. Homework and progress grid included. Duck/rabbit illusion shared, apply it exam questions (5 marks) to answer and a quick true false quiz Progress grid includes the following learning outcomes: Identify, describe and explain sensation and perception​, Explain the distinction between the sensation and perception​. Follows AQA GCSE psychology 8182 LO: 2.1 What are sensation and perception Paper one: Cognition and behaviour.

Lesson PowerPoint which covers 2.3 from the AQA specification 8182 Direct perception. Introduction video, learning objectives shared through progress grid, key terms included, explanation of Gibson's direct theory of perception Recap of information on monocular depth cues and motion parallax introduced through information and video. Information on combining cues and a 3 mark exam question based on the information. Information on the importance of nature. I then ask students to describe/explain Gibson's direct theory and provide with key terminology to include in their explanation. Ten minutes worth of exam style questions and worksheet based on Gibson and Walk's cliff research with young children. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain Gibson's theory of perception with reference to motion parallax and nature​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover affordances and evaluation of Gibson in a separate PowerPoint as altogether it takes more than one lesson. Paper one: Cognition and behaviour

Lesson PowerPoint which covers the latter part of 2.3 from the AQA specification 8182 Direct perception. Recap of motion parallax and combining cues and a 5 minute activity for students to recap information on monocular depth cues. Scenic drive video shown to students for a set time and students are to identify types of cues that they can see during the video being played. I recommend Teacher then can question students on examples and get them to explain why it shows particular depth cues. Information on affordances and examples provided to students. Students then to create their own example of an object and its possible affordances. Information provided for a strength of Gibson’s direct theory of perception being that it was based on pilots and has ecological validity. Another strength visited being Gibson and Walks supporting research and the role of nature. PowerPoint then focuses on the exam question Describe and evaluate Gibson’s direct theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. Progress grid includes the following learning outcomes: Evaluate Gibson’s theory of perception using key terminology, clear points, explanations and paragraphs.​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover the basics of Gibson’s direct theory of perception in a separate PowerPoint as altogether it takes more than one lesson. Depending on how much time you spend covering the exam technique will depend on how long the content will cover. Paper one: Cognition and behaviour

What are sensation and perception (2.1) Lesson presentation on what is sensation and perception. Brainstorm sensation, key terms, information on what sensation and perception is and the difference between them. Explain the difference between sensation and perception question. Crash course video on what sensation and perception is included (10 minutes) Duck-rabbit illusion question and an apply it question. Lesson concludes with 5 true/false questions. Planning for progress grid included and homework which asks to research and take key notes of key visual illusions. Follows AQA GCSE specification psychology: 8182; Cognition & Behaviour from teaching 2017.

Eye catching PowerPoint which engages students with the subject. Includes activities which can be used in future lessons and help sheets for evaluating key studies and theories. Specific psychology lead learner badges engages peer support and differentiation.

Different types of memory lesson presentation on different types of memory. Video clips included and planning for progress grids. Follows AQA GCSE specification psychology: Cognition & Behaviour from teaching 2017.

Lesson presentation with activity resources and planning for progress grid. Follows AQA psychology specification from 2017.

Lesson Point which covers the first part of 5.1 from the AQA specification 8182 what is conformity? Students to guess the new topic based on the three images provided. Students are to do this by guessing letters within the topic through hangman. Students who can guess correctly should justify how they reached the conclusion. Powerpoint highlights what the students need to know for 5.1 from the specification. Learning objectives shown through planning for progress grids. (PFP) Domino activity: Students to discuss with their shoulder partner which definition matches up to the key term. They should justify their choices made and be prepared to justify why. Students are then to ensure they have a copy of the key terms in their exercise books/revision books. Conformity is then explained through examples and explanation of normative and informational conformity provided. Students should create their own example of both informational social influence and normative social influence. Social factors that affect conformity are introduced and students should select if they are factors that affect normative or informational conformity. Dispositional factors are also explained. Students to complete the table in their books as shown on the powerpoint as a useful revision resource. Evaluation points for each factor affectuing conformity are shared. Students are then to attempt the application question worth four marks from a given scenario: Explain one social factor which would of affected your choice to go rollerblading. Refer to the scenario in your answer. (4 marks) Five true or false questions. Two questions based on learning are completed before students leave and homework is set. Consider the following scenes and explain using your knowledge of conformity: (scenes on powerpoint). Exam question plan provided on powerpoint for a 89 marker: Describe and evaluate social factors that affect conformity Please note that Asch’s line study is not included on this powerpoint, however this is available on another powerpoint in my shop. Follows the AQA specification 8182. Paper two: Social Context and Behaviour.