Revision materials for the end of Unit 2: I found that doing a mixture of tests, revision activities and getting students to have a go at their own revision materials was the best way to revise. It kept it fun, engaging and mixed up! My students found the Key Theorists Quick Revision Sheet very useful for learning them all so I gave them all a copy and laminated one for the classroom wall. This really came in handy with the lollypop game I played with them all (put the names of the theorists on a lollypop stick and they have to explain who that theorist is and what the theory is about. Make sure you give the lollypop sticks out randomly). I had a student on results day say that she hated this game at the time but after receiving her A grade- she couldn’t thank me for it enough as it really did WORK! Give it a whirl!

Level 3 Criminology Independent Study Pack I have put together a booklet using power point. It contains a variety of activities and exercises to encourage students to work from home. I have tried to vary activities as much as possible; there are case studies, exam questions, cut and stick exercises and lots more. I hope this helps. I am getting my students to email me portions of it once completed.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 3: Understand Causes of Criminality AC3.2 Evaluate the Effect of Criminological Theories Students must consider the strengths and weaknesses for each theorist that they have covered earlier in Unit 2. I have included some example criticisms and students must come up with some of their own by completing the grids. I have also included some example exam questions.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 4: LO 4: Understand causes of policy change AC4.2 Explain how social changes affect policy development This section considers how policy has been influenced by social changes and attitudes in society. There are quite a few topics under this section which could come up in the exam (I discussed a few things with my class to start with early in the lesson). I focus on two main areas in this lesson (same sex relationships and women’s rights) so that they can see how I examine the social change and then the policy development that goes with it. As homework, I set my class the task of researching 4 other topic areas of their own along with the up-skirting activity. Hope this helps.

These resources are aimed at Level 3 students who study Health and Social Care. This particular assignment builds on the existing knowledge that students will have from previous lessons (see my other lessons on Tes). I have provided an exact breakdown of what needs to go in Assignment 4. My lesson here is more of an action plan to help students put together a treatment plan for their patient. This assignment is very in-depth so my lesson resources gives them a template and case studies to help them get started. In my lesson we chose one of the provided case studies and ran through the booklet together.

These resources are aimed at level 3 students studying BTEC Health and Social Care. These resources cover the P7 and D3 assessment criteria in relation to the roles and responsibilities of members within a multi-disciplinary care team. The activities provided helps to prepare students for writing their assignment. Resources contain; mind maps, information, missing word activities etc. I have also included a "start me off" model framework - my students always like to know "what it should look like" so I have found that this helps them to get started.

The attached resources are aimed at Level 3 BTEC Health and Social Care students. The lessons contain information and engaging activities that allow students to learn the subject material as well as preparing them for their coursework assignment. I have also included a "help sheet" that my students found very useful as it helped them to break down the assignment criteria.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 1: Understand the Process of Criminal Investigations AC1.2: Assess the usefulness of investigative techniques in criminal investigations The resources start with a peer assessment of AC1.1 (this acts as a nice starter activity and gets students thinking about the structure of their controlled assessment). The resources then show students how to “assess” the usefulness of investigative techniques through a class activity. The class activity consists of three case studies where students are expected to put themselves in the situation of an investigator (I printed the cases studies out on laminate and then got students to sit in groups and make posters). The students must decide what techniques would be better suited to the case at hand. This really helped my students to tackle AC1.2 with more confidence and they came out of the lesson with a clearer idea on how to actually “assess”. I have also included an instruction booklet that students can use as guidance for their practice controlled assessment. I tend to send the booklet power point to reprographics and they staple it into a booklet format for me :). My students like this as they have a clear idea of how to set their work out. PLASE NOTE -that the Brian Keating DNA case study activity mentioned on the power point is FREE and is available to ALL to use on the Napier Press website.

The resources attached are for Post-16 students who are studying A Level Law. The content can also be adapted and used for BTEC students. The exam question on the power point is taken from a sample paper that OCR have published on their website. This lesson provides a case study which helps students to understand the idea of why ADR plays an important role within our Civil Justice System.

Unit 1 Changing Awareness of Crime Learning Outcome 1: Understand how crime reporting affects the public perception of criminality Assessment Criteria: AC1.5 Explain the impact of media representation on public perception of crime Please find attached Level 3 resources for the new specification of Criminology. These resources have been created for post-16 students who are studying the Applied Certificate and Diploma in Criminology. They are suitable for both WJEC and Eduqas exam boards. The lessons includes the following LO: Identify the key impact of media representations on the public perception of crime (using basic key words) [E-C] Explain the impact of media representation on the public perceptions of crime (key words and explaining it with full paragraphs) [C-B] Describe, clearly and with detail, the impact of a range of media representations on the public perception of crime (key words, full paragraphs and examples) [B-A] The resources attached include both a teacher power point presentation and a student activity booklet. This means that students can follow the lesson easily and the assessment criteria which they are completing is clear. I have designed these booklets so that students feel more guided when it comes to the formal controlled assessment. They can follow the subject material and extend their own learning through the key term homeworks and case studies. I have linked the lessons to the “Mr and Mrs S” Exam Board Assignment Brief but you can tailor the lessons to any brief that you have selected for your students. Remember that students must acknowledge the assignment brief but not make it all about the assignment brief. They must focus on meeting the assessment criteria set out by the exam board. Enjoy!

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 1: Understand the Process of Criminal Investigations AC1.1 Evaluate the Effectiveness of the Roles of Personnel involved in Criminal Investigations You will find a useful structure for students to follow on the attached power point. It really helps if you get students to complete the summer homework booklet also available on TES under Introduction to Unit 3.

These resources contain a lesson power point and an activity booklets for students to complete along side the lesson. This lesson is aimed at Level 3 BTEC Health and Social Care students for Unit 8-Psychological Perspectives. This explains the "Behaviourist Perspective". This lesson can also be adapted and used for A Level Psychology.

Please find attached lesson resources for the "Behaviourist Perspective" on Classical Conditioning. This lesson was used for Level 3 Health and Social Care students for the P1 M1 assignment task in Unit 8. However, this lesson can also be adapted and used for the studies in A Level Psychology lessons. The resources contain both a lesson power point and a work booklet that students can fill in along side the lesson.

Please find attached resources for a Career Lesson. I delivered this lesson to a class of Y7 pupils who thoroughly enjoyed looking at the example career posters and deciding which career path best suited that particular professional. I allowed the students to work in teams and gave each table a career poster to work with. Please also find attached a ‘help sheet’ for the written task, a mind map and a spelling activity related to careers- can’t beat a bit of SPAG!!

The resources attached are for Level 3 Health and Social Care Students. Attached is both a lesson power point and a work booklet that can be printed off, stapled together and given to students who can work through it during lesson. The booklets contain activities such as missing words, questions, a case study and tables to help them understand how to meet the criteria for the assignment. Please see TES for other resources I have created on the Physiological Disorders Unit.

The resources include both a lesson and work booklet on Bandura and his study on behaviour. This lesson can be adapted to any post-16 class who need to learn about Bandura's study and research findings.

The attached resource is a help activity sheet along with case studies that students can fill in and then use to write up their M2 assignment.

The resources attached contain a power point lesson and an activity booklet that students can use during the lesson. I print the booklet out and staple it together so that my students can work through it as I teach the lesson. It also means they can leave the lesson knowing exactly how to set their coursework assignment out. I have also attached a help sheet for the case study as students tend to find those tricky. These resources are aimed at Level 3 BTEC students who are studying the New Spec.

Unit 1 Changing Awareness of Crime Learning Outcome 1: Understand how crime reporting affects the public perception of criminality Assessment Criteria 1.3: Explain the consequences of unreported crime The lessons includes the following LO: Identify the consequences of unreported crime (E-C) Grade) Explain the consequences of unreported crime using some examples (C-B Grade) Describe clearly the consequences and the effect that unreported crime has on both the individual and society, using examples (B-A Grade) Please find attached Level 3 resources for the new specification of Criminology. These resources have been created for post-16 students who are studying the Applied Certificate and Diploma in Criminology. They are suitable for both WJEC and Eduqas exam boards. The resources attached include both a teacher power point presentation and a student activity booklet. This means that students can follow the lesson easily and the assessment criteria which they are completing is clear. I have designed these booklets so that students feel more guided when it comes to the formal controlled assessment. They can follow the subject material and extend their own learning through the key term homeworks and case studies. The student booklet includes: A dark figure of crime triangle to complete/case studies/ripple effect diagram to fill in with ideas/broken window theory exercise and much more. I have linked the lessons to the “Mr and Mrs S” Exam Board Assignment Brief but you can tailor the lessons to any brief that you have selected for your students. Remember that students must acknowledge the assignment brief but not make it all about the assignment brief. They must focus on meeting the assessment criteria set out by the exam board. Enjoy!