An overview of how motivation affects perception with an emphasis on outlining and evaluating the key study (Gilchrist & Nesburg) n.b. A choice of a comic strip OR summary sheet as the student/independent task.

This lesson should take place after learning all four definitions (failure to function adequately, deviation from ideal mental health, statistical infrequency and deviation from social norms). It is designed to help students consolidate/review their knowledge of all four definitions. The lesson begins with a matching task with requires students to identify whether the evaluation points are strengths or weaknesses and more importantly which definition of abnormality they relate to. The students are required to complete an application task which requires them to read scenarios and identify which definition of abnormality would deem the behaviour abnormal and why. There are then two application style exam questions with answers (for self-assessment). Finally students one of two activities to review all definitions. ‘Numbered heads together’: (groups of 4 and ask them to number themselves 1-4. Put one of the questions on the powerpoint up and give students 1 minute to dicuss. Finally, select a number at random and one person in each group must offer some feedback. Quiz Quiz Trade: These are pre-prepared flashcards (see attached) with a question and answer. The aim is to have students work in pairs/groups to ask questions and answer questions. When they are the ‘question master’ their role is to check the respondents answer and to prompt for more information when needed.

A fully resourced lesson covering 2 definitions of abnormality. The starter requires students to organise the card sort into behaviours/characteristics that are abnormal or normal with a justification. Then the powerpoint outlines the key aspects of each of these definitions allowing students.Students then organise the behaviours again but to include some justification using the content which they have learned. A short application task requires students to apply their knowledge of the two definitions (from page 135 of the green hair girl book). The final task helps students to evaluate the two definitions. This starts with two discussion tasks in which students consider the strengths and weaknesses of each definition and then they are provided with a framework (evaluate-student handout) to help complete this using the powerpoint.

A student-centered lesson provided for revision of ‘Asch & Milgram Variations’. Students were given a choice of 5 activities to complete (with the idea being they would complete at least 2 of these. The ‘powerpoint’ provided outlines these options e.g. matching task, exam questions, QQT, independent revision etc. Revision Notes: These are the key aspects of the studies & variations which students could use to either assist with their completion of the matching task or to help with their independent revision if required Matching Task (Matching Task Answers): This is a card sort activity to help students to review their understanding of the key studies and variations (AO1). Students working in pairs are provided with the ‘name’ of the study/variation ‘description/procedure’ and ‘finding’ and have to match these three aspects. The answers are provided in a separate document (see attached) and on the powerpoint to allow the class to self/peer assess if needed. Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the studies and variations (AO1 and AO3) A small selection of mostly short answer questions related to each of the topics. These begin with simpler ‘knowledge’ based questions and end with more application style questions. There are mark schemes attached which could be used for self/peer/teacher assessment.

This is a fully resourced revision lesson to help students outline and evaluate experimental design and sampling techniques. This is predominately a student led lesson with a range of activities such as think-pair-share, matching task, exam questions, and quiz quiz trade.

A student-centered lesson provided for revision of ‘working memory model’ Question and Answers ’ Loop’: This helps students to review the key aspects of the WMM (AO1).The answers provided (on page 2 of the document) were printed, cut stuck up around the room. Students were then given the questions and had to find the relevant answers. There is answer sheet provided. Revision Map: This helps students to review key aspects of WMM (AO1/AO3) requiring students to answer a series of short-answer questions to review the model. There are some suggested answers written in brief. They could then be asked to write an essay (or create an essay plan) for a 16 mark question “Dicuss research into Working Memory Model” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theory Cloze Activity: A ‘model’ essay which has key terms missing to help students to engage with specialist vocabulary within WMM and help consolidate their understanding.

A student-centered lesson provided for revision on Explanations of Obedience Revision Map: This helps students to review key aspects of Explanations of Obedience such as Agentic State, Legitimacy of Authority and Authoritarian Personality (AO1/AO3) requiring students to answer a series of short-answer questions to review the model. There are some suggested answers written in brief. They could then be asked to write an essay (or create an essay plan) for a 16 mark question “Discuss explanations of obedience, referring to the scenario” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theories

There are student-centered lesson to help revise theories of forgetting (interference theory & retrieval failure. Matching Task: A list of statements which outlined (APFC) each of the 4 studies (McGeoch & McDonald, Schmidt et al, Godden & Baddeley, Carter and Cassaday) that students had to identify. Revision Map- A set of short answer questions which helps students to review/consolidate key aspects of ‘theories of forgetting’ through a series of short answer exam questions. Following this activity they could then complete a 16 mark exam question “Discuss theories of Forgetting with reference to the scenario” Quiz Quiz Trade (Flashcards) which review theories of forgetting (AO1/AO3) which students use to test each other on the key aspects of the theories.

A lesson to outline & evaluate Darwin’s Theory of Non-Verbal Communication which includes:- knowledge retrieval starter independent task using illuminate textbook discussion tasks application task find the fiction task from a ‘model answer’

A lesson to explain synaptic transmission this includes:- knowledge retrieval starter video teacher modelling of drawing synapse OR use a pre-animated one framework for students to use to outline synaptic transmission independent task to outline excitation, inhibition & summation short answer/mini-whiteboard quiz to review content

A lesson to outline and evaluate Hebb’s theory which includes:- knowledge retrieval starter video to outline plasticity independent task to summarise theory using illuminate textbook application task with suggested answers find the fiction essay - model essay with 14 errors (plenary or hwk task) Optional TED talks video

A two hour lesson / 2 one hour lessons which cover the differences between animal & human communication followed by Von Frisch Bee Study. The first lesson on animal Vs. human communication include:- Knowledge Retrieval Starter Discussion task video task Independent written task The second lesson on Von Frisch includes;- video of study (two provided) comic strip framework OR written study framework evaluation matching task application task homework exam questions

Three one hour lessons on Non-Verbal Communication. This includes eye contact, body language, posture. The first lesson on eye contact includes:- knowledge retrieval starter discussion tasks video task student activity to demonstrate how eye contact interferes with conversation 5.exam questions with mark scheme for self-assessment The second lesson on body language includes:- knowledge retrieval starter discussion tasks independent task - create a poster homework task based around research methods with self-assessment mark scheme provided The third lesson on posture includes:- knowledge retrieval starter discussion & video task application tasks exam questions with mark scheme for self-assessment

A revision resource/lesson for students to complete at the end of Social Influence. Some suggested answers are provided

A knowledge organiser for students to complete on language thought and communication. This should be printed back to back and A3. Suggested answers are provided

Two 1 hour lessons on brain structure and localisation Lesson one on brain structure outlines lobes of the brain and their function and includes:- knowledge retrieval starter independent task video task application style question with answers for self-assessment Lesson two on brain localisation includes knowledge retrieval starter independent task application task videos on Wernicke & Broca’s aphasia exam question with answers for self-assessment

A lesson to outline neuropsychology & brain scans (including some AO3) which includes knowledge retrieval starter discussion/teacher led outline of cognitive neuropsychology independent task to summarise brain scans using textbook mini-plenary matching task application task (based on research methods)

A lesson to outline and evaluate Penfield’ study which includes: knowledge retrieval starter videos independent task - complete summary framework of study application task

Two 1 hour lesson to outline the divisions of the nervous system and the fight or flight response Lesson one: nervous system includes:- knowledge retrieval starter Optional video to outline the nervous video independent task (with framework to support students) short answer/mini-whiteboard plenary application task Lesson two: Role of the ANS & Fight or Flight response knowledge retrieval starter discussion task/ independent task to oultine the response marking exercise homework exam questions (with mark scheme for self-assessment)