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 Thomas Kuhn’s Theory of Paradigms and Paradigm Shifts (1962) Activity: Concepts - Psychology as a Science Theory Construction and Hypothesis Testing Video: Karl Popper, Science & Pseudoscience Popper’s Theory of Falsifiability (1934) Replicability Objectivity and The Empirical Method Exam Practice Questions with Mark Scheme: Features of Science 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 covered in this Lesson: Links to Public Journal Articles Key Questions Psychological Reports Anatomy of a Psychological Report Abstract Example Abstract Introduction Method Results Discussion Referencing Referencing Examples Activity: Anatomy of a Psychological Report Exam Practice Questions with Mark Scheme: Reporting Psychological Investigations Plenary: Consolidation Question

This fully editable lesson on Piaget’s Theory of Conservation introduces students to key concepts in cognitive development, focusing on conservation as a milestone in children’s thinking. Aligned with the AQA GCSE Psychology Specification, this resource explores Piaget’s research and McGarrigle and Donaldson’s ‘Naughty Teddy’ study, assessing how children’s ability to conserve develops with age. The lesson includes engaging activities, critical thinking tasks, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide clear explanations of Piaget’s theory of conservation and his research methods. Students explore how conservation ability develops, with examples such as volume, number, and mass tasks. The lesson also introduces McGarrigle and Donaldson’s ‘Naughty Teddy’ study, outlining its aim, method, findings, and conclusions. The slides include evaluation points, discussing methodological strengths and weaknesses, including ecological validity and experimental control. Interactive Activities: Students engage in Do Now tasks and thought-provoking discussions on how psychologists study children’s cognitive abilities. Activities include summarising McGarrigle and Donaldson’s study, matching key concepts with their definitions, and evaluating Piaget’s conservation tasks in relation to alternative research findings. Exam Practice and Assessment: Students complete an exam-style question assessing their understanding of conservation research. Structured evaluation worksheets guide students in identifying strengths and weaknesses of the studies, such as issues of experimental validity and the influence of demand characteristics. Tasks help students develop strong AO1 and AO3 responses, refining their ability to apply knowledge to exam-style questions.

This fully editable lesson on Motivation as a Factor Affecting Perception introduces students to how motivational states influence perception, particularly through hunger and food-related stimuli. Aligned with the AQA GCSE Psychology Specification, this resource explores how perceptual set can be altered by deprivation, focusing on Gilchrist and Nesberg’s (1952) study. The lesson highlights key strengths and limitations, including the study’s controlled methodology and ethical concerns regarding participant discomfort. Comprehensive Lesson Slides: The slides outline how motivation impacts perceptual processes, such as how hunger increases sensitivity to food images. Gilchrist and Nesberg’s (1952) study is presented step-by-step, covering its aim, procedure, findings, and conclusions. Students are guided to evaluate the study using the GRAVE framework (Generalisability, Reliability, Application, Validity, and Ethical issues) and are prompted to assess whether the study’s results generalise to real-world contexts. Interactive Activities: Students engage in Think-Pair-Share discussions, application tasks, and group activities to analyse and evaluate the study. Tasks include evaluating the research method, designing alternative experiments, and summarising the findings to consolidate understanding. Worksheets scaffold responses for 9-mark essay-style questions, with AO1 (knowledge) and AO3 (evaluation) breakdowns to guide students through exam practice. Evaluation and Assessment: Structured worksheets encourage students to assess strengths, such as controlled conditions and reliability, alongside weaknesses, like low ecological validity and ethical concerns. Ethical debates focus on whether food deprivation, even with informed consent, might cause undue discomfort. Model answers and scaffolding for essay-style exam questions allow students to develop critical evaluation skills

This fully editable lesson on Early Brain Development introduces students to the foundational stages of brain development, focusing on the brain stem, cerebellum, thalamus, and cortex. Aligned with the AQA GCSE Psychology Specification, this resource explores how both genetic factors (nature) and environmental influences (nurture) shape brain development. The lesson integrates interactive activities, key terminology matching, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide detailed explanations of brain structures, including their roles in movement, balance, sensory processing, and survival functions. Key topics include the nature-nurture debate, neural tube formation, and the development of the forebrain, midbrain, and hindbrain. The slides also examine the impact of prenatal experiences like smoking and maternal infections on brain development. Interactive Activities: Students are engaged through Do Now tasks and class discussions, such as debating whether genetic or environmental factors play a stronger role in brain development. Activities include summarising the stages of brain development, exploring case studies like DeCasper and Spence (1986), and matching key terms with their definitions to reinforce comprehension. Exam Practice and Assessment: Multiple-choice questions assess understanding of brain structures and the influence of nature and nurture. Worksheets scaffold students’ responses for structured evaluation, focusing on how genetic and environmental factors interact in brain development. The plenary encourages students to reflect on and raise questions about brain development.

This fully editable lesson on Piaget’s Theory of Cognitive Development introduces students to key concepts of cognitive growth, focusing on schemas, assimilation, accommodation, and stages of development. Aligned with the AQA GCSE Psychology Specification, this resource explores how children’s thinking evolves through interaction with their environment and developmental stages. The lesson integrates engaging activities, critical thinking tasks, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide detailed explanations of Piaget’s key theories, including the processes of assimilation and accommodation, and the concept of schemas. Key topics include the differences between child and adult cognition, a brief introduction to Piaget’s stages of cognitive development, and the influence of these stages on children’s learning processes. The slides also critically evaluate Piaget’s work, discussing its impact on education and cultural limitations. Interactive Activities: Students are engaged through Do Now tasks and thought-provoking questions, such as exploring how cultural differences might influence cognitive development. Activities include summarising Piaget’s stages, discussing real-life applications like activity-based learning in classrooms, and matching key terms with their definitions to reinforce comprehension. Exam Practice and Assessment: Students are provided with an exam-style question to assess their understanding of Piaget’s theory. Tasks include structured evaluation questions to identify strengths and weaknesses, such as the role of research evidence and criticisms of cultural bias. Worksheets guide students in explaining concepts like assimilation and accommodation and developing critical responses using the AO1 and AO3 criteria.

This fully editable lesson on Expectation as a Factor Affecting Perception introduces students to the impact of prior knowledge, context, and expectation on interpreting ambiguous stimuli. Aligned with the AQA GCSE Psychology Specification, this resource explores perceptual set through the lens of Bruner and Minturn’s (1955) study. The lesson evaluates how context influences perception and examines key strengths and limitations of the study, including methodological control and artificiality. Comprehensive Lesson Slides: The slides detail how expectation shapes perceptual processes, focusing on Bruner and Minturn’s (1955) study. The study is outlined with its aim, procedure, findings, and conclusions, including its use of ambiguous figures (e.g., the B/13 stimulus). Students are guided to evaluate the study using structured frameworks, such as identifying generalisability and reliability issues, while discussing context-driven perception. Interactive Activities: Engaging tasks include Think-Pair-Share discussions, where students analyse real-life implications of perceptual set. Activities such as summarising Bruner and Minturn’s study and applying concepts to everyday scenarios help consolidate understanding. Worksheets provide scaffolding for answering 9-mark exam-style questions, breaking down AO1 (knowledge) and AO3 (evaluation) elements for structured responses. Evaluation and Assessment: Students explore the controlled conditions and replicability of the study, alongside limitations like low ecological validity and artificial tasks. Structured worksheets prompt evaluation of real-world applicability and participant variables affecting the study. Debates on the use of ambiguous figures in research encourage critical thinking about ethical and methodological considerations.

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 Self-Report Design Designing Questionnaires Likert Scales Rating Scales Fixed Choice Option Designing Interviews Designing one-to-one interviews Writing Good Questions Overuse of Jargon Emotive Language and Leading Questions Double-barrelled Questions with Double Negatives Activity: Poorly Written Questions Exam Practice with Mark Scheme: Self-Report Design 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 covered in this Lesson: Key Questions Neural Mechanisms in Aggression Video: 2-minute Neuroscience on The Limbic System The Limbic System The Amygdala Gospic et al. (2011) - The Ultimatum Game The Role of Serotonin Key Research: Serotonin and Aggression Hormonal Mechanisms in Aggression Testosterone and Aggression Key Research: Testosterone and Aggression Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Neural Mechanisms in Aggression Activity: Complete the Double Whopper 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Twin Studies in Psychology Coccaro et al.'s (1997) Research Adoption Studies The MAOA Gene The Low MAOA Variant (The Warrior Gene) Video: The ‘Warrior Gene’ Gene-environment (GxE) Interactions Activity: If this is the answer… What is the question? Exam Practice with Mark Scheme: Planning an 8 Mark Question Evaluation worksheet Evaluation points Activity: Complete the Double/Triple Whopper 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Ethology Konrad Lorenz (1903 - 1989) Adaptive Functions of Aggression Ritualistic Aggression Innate Release Mechanisms (IRMs and FAPs) Video: The Male Three-spined Stickleback Fish Tingergen’s Research (1961) Video: Footage from Tinbergen’s Experiment Lea’s Six Features of FAPs Exam Practice with Mark Scheme: Ethological Explanations of Aggression Evaluation worksheet Evaluation points Plenary: Consolidation Question Bonus Activity: Nature-Nurture Continuum

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: Why did the 2011 London Riots happen? De-individuation and Anonymity How does de-individuation lead to aggression? Conditions of De-individuation The Role of Self-Awareness Research: Dodd et al. (1985) Evaluation worksheet Evaluation points Activity: Application Scenario - Help not Harm Exam Practice with Mark Scheme: Planning 16 Questions 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Evolutionary Theory Natural Selection Evolutionary Psychology Sexual Jealousy as an Evolutionary Explanation of Human Aggression Wilson & Daly’s Research (1996) - Mate Rentention Strategies Domestic Abuse Activity: Evaluating Interviews Shackelford et al.'s Research (2005)- Intimate Partner Violence Activity: Evaluating Questionnaires Evolutionary Explanations of Bullying Exam Practice with Mark Scheme: Application Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Evaluation Question Activity: Writing Double and Triple Whopper Paragraphs 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 covered in this Lesson: Key Questions Dispositional Explanations for Institutional Aggression in Prisons The Importation Model (Irwin and Cressey, 1962) Research: DeLisi et al. (2011) Situational Explanations for Institutional Aggression in Prisons The Deprivation Model (Clemmer, 1958) Research: Steiner (2009) Activity: Apply it Task Video: A Day in Jail Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Short Answer Question, Planning 16 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Social Learning Theory Direct and Indirect Learning Observational Learning Vicarious Reinforcement Cognitive Control of Aggressive Behaviour Self-Efficacy Video: Bandura’s Bobo Doll Study (1961) Activity: Cycles of Violence Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning 16 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 me on **jb_resources@outlook.com **(responses are usually very prompt). Key content covered in this Lesson: Key Questions The Frustration-Aggression Hypothesis Activity: Apply it Task Research: Green et al. (1968) The Role of Environmental Cues Research: Berkowitz and LePage (1967) The Weapon Effect Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning an 8 Mark 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Desensitisation Research on Desensitisation: Weisz and Earls (1995) Disinhibition Cognitive Priming Research on Cognitive Priming: Greitemeyer (2006) Video: The ‘No Russian’ Controversy Activity: Concepts - Selena Get’s Educated Exam Practice with Mark Scheme: Short answer Question Evaluation worksheet Evaluation points Activity: Concepts - Arthur’s Turn Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation Question Activity: Topic Recap

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 Effects of Computer Games on Aggression Experimental Studies Correlational Studies Longitudinal Studies Meta-Analyses Exam Practice with Mark Scheme: The Effects of Computer Games on Aggression Video: Are Violent Video Games Bad For You? Evaluation points Evaluation Activity: Getting Critical 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 covered in this Lesson: Key Questions Selman’s work on Perspective-taking Perspective-taking Research (1971; 1976) - Procedure and Findings Selman’s Stages of Development (1976) Level 0 - Socially Egocentric Level 1 - Social Information role-taking Level 2 - Self-reflective role-taking Level 3 - Mutual role-taking Level 4 - Societal and conventional role-taking Summary Table of Selman’s Levels of Perspective-taking Activity: Spenny and Lauren’s Computer time Later Developments to Selman’s Theory Evaluation worksheet Evaluation points Exam practice with Mark Scheme: Planning 8 Mark with Application 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 me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Early Research on Knowledge of the Physical World Violation of Expectation (VOE) Experiments Procedure Findings Other VOE Studies Baillargeon’s Theory of Infant Physical Reasoning Activity: Concepts - Children’s understanding Physical Properties Exam Practice with Mark Scheme: Short answer question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning 16 Mark Questions Plenary: Consolidation Question