This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Early Brain Development Timeline Lesson Objectives What is Developmental Psychology? Video: How baby’s brain develop… Development of the Midbrain, Forebrain and Hindbrain Activity: Key Term Match Development of The Cerebellum and Medulla Exam Practice with Mark Scheme: Short answer question, Application question Building Neural Connections from Birth Plenary: Consolidation Question Optional Activity: Modelling Early Brain Development with Play Dough 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes False Memories Loftus and Pickrell’s Study (1995): Aim, Method, Results, Conclusions Video: Are all of your memories real? Activity: Class Discussion - A Positive Application? Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Short answer questions, Evaluation 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.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes Context Godden and Baddeley’s Study (1975): Aim, Method, Results, Conclusions Activity: Concepts - Hamza’s Exam Evaluation points Exam Practice with Mark Scheme: Extended Response Question 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.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes Interference Theory McGeoch and McDonald’s Study (1931): Aim, Method, Findings, Conclusions Types of Interference: Proactive and Retroactive Interference Video: Proactive and Retroactive Interference Activity: Proactive or Retroactive Interference? Evaluation points Exam Practice with Mark Scheme: Extended Response Question 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.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes The Theory of Reconstructive Memory Memory is Inaccurate Reconstruction Social and Cultural Influences Effort After Meaning Activity: Concepts - Memory in the Office Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question, Evaluation Question Model answers 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.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes Activity: Memory Test - War of The Ghosts Replication Bartlett’s War of The Ghosts Study Aim, Method, Findings and Conclusions Example Reproduction by Bartlett’s Participant Exam Practice with Mark Scheme: Short Answer Question 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 jb_resources@outlook.com.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives/outcomes Activity: Murdock's Memory Test Primacy and Recency Effects Murdock's Serial Position Curve Study (1962) Aim, Method, Findings and Conclusions How Findings Support to Multi-Store Model Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Extended Response Question Mark Breakdown Activity: Marking Student Answers 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 free, editable resource is designed for A Level Psychology students to enhance their evaluation skills using the GRAVE method (Generalisability, Reliability, Applications, Validity, Ethical Issues). The resource includes a detailed summary sheet and a blank worksheet, guiding students through key questions for each component of GRAVE. It helps students critically assess psychological studies, ensuring they understand sample representation, experimental control, real-world applications, variable influences, and ethical considerations. Ideal for classroom use or independent study, this resource supports comprehensive and structured evaluation practice.

Enhance your understanding of the Multi-Store Model of Memory with this detailed, editable PowerPoint diagram. This free resource visually explains the three key components: Sensory Memory, Short-Term Memory (STM), and Long-Term Memory (LTM), along with the processes of encoding, storage, and retrieval. Ideal for GCSE and A Level Psychology students, this diagram helps clarify how information moves through different memory stores and the factors that influence memory retention. Download now to support your learning and teaching of cognitive psychology concepts. Perfect for customization to fit your specific teaching needs!

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Activity: Digit Span Test Lesson Objectives/outcomes The Multi-Store Model of Memory Key Terminology for Today’s Lesson Sensory Memory Short-Term Memory (STM) The Role of Rehearsal Long-Term Memory (LTM) Activity: Draw a Diagram of the MSM Activity: Concepts - Zachary’s Phone Number Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Evaluation Question with 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Episodic Memory Semantic Memory Procedural Memory Declarative vs. Non-Declarative Memories Activity: Key Term Match 4 Episodic, Semantic or Procedural? Video: The Case Study of Clive Wearing Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Exam Practice with Mark Scheme: Research Methods Question (Case Studies) with 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Activity: Key Term Match 3 Baddeley’s Research (1966) Baddeley’s Findings (1966) Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Research Methods Question on Lab Studies Plenary: Consolidation Question Optional: Brandimonte’s Research 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Activity: Memory Game Video: How Does Memory Work? Encoding Visual Encoding Acoustic Encoding Semantic Encoding Other Encoding Activity: Key Term Match 1 Types of Memories Encoding, Storage and Retrieval Retrieval Activity: Key Term Match 2 Activity: Concepts - Ezra Revising 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.

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 - Predestination Key Points from the Video Al-Qadr: Predestination Are Al-Qadr and Free Will compatible? What do Shia Muslims Believe about Al-Qadr? The Importance of Belief in Al-Qadr for 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 - Angels Malaikah - The Belief in Angels The Chanel of Communication Qualities of The Malaikah What do Angels look like in Islam? Key Angels mentioned in The Qur’an Other Angels mentioned in The Qur’an Angel Jibril Angel Mikha’il Activity: Summary worksheet The Important of Angels for Muslims Exam Practice Questions (a) and © 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 in Islam - Holy Books Kutub: Belief in The Holy Books The Chanel of Communication Activity: Summary Worksheet The Noble Qur’an The Sahifah (Schools of Ibrahim) The Injil (The Gospel) The Zabur (Psalms) The Tawrat (The Torah) The Important of The Holy Books for 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.