Welcome to JB Resources on TES!
At JB Resources, our mission is to empower educators and students with top-tier educational materials specifically crafted for GCSE and A-Level Psychology. Our comprehensive collection is designed to cater to the diverse needs of the classroom, ensuring each lesson is interactive, thorough, and up-to-date. From complete topic bundles to individual lessons, we provide resources that make learning both enjoyable and effective.
Welcome to JB Resources on TES!
At JB Resources, our mission is to empower educators and students with top-tier educational materials specifically crafted for GCSE and A-Level Psychology. Our comprehensive collection is designed to cater to the diverse needs of the classroom, ensuring each lesson is interactive, thorough, and up-to-date. From complete topic bundles to individual lessons, we provide resources that make learning both enjoyable and effective.
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 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 latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications.
Key content covered in this Lesson:
Key Questions
The Idiographic Approach
The Nomothetic Approach
Examples of the Idiographic Approach: Humanistic Psychology
Examples of the Nomothetic Approach: Behaviourist, Cognitive and Biological Approach
Does the psychodynamic approach take an idiographic or nomothetic approach?
Exam practice with Mark Scheme: Short Answer Question
Evaluation worksheet
Evaluation points
Activity: Lesson Summary Worksheet
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.
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
Activity: Thinking about Gender Differences
Gender Schema Theory (Martin & Halverson)
Video: What is a Schema?
Gender Schema acquired with Gender Identity
Schema Direct Behaviour and Self-understanding
In-groups and Out-groups
Exam Practice with Mark Scheme: Gender Schema Theory
Evaluation worksheet
Evaluation points
Activity: Check Your Knowledge 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
Gender Dysphoria
The DSM-V Criteria for Gender Dysphoria
Biological Explanations for GD: Brain Sex Theory
Research Supporting Brain Sex Theory
Genetic Factors
Social-Psychological Explanations
Psychoanalytic Explanations
Cognitive Explanations
Video: The Male and Female Brain
Evaluation worksheet
Evaluation points
Exam Practice Questions with Mark Scheme: Atypical Gender Development
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
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
Kohlberg’s Theory
Stage 1: Gender Identity
Stage 2: Gender Stability
Stage 3: Gender Constancy
Summary of Kohlberg’s Cognitive Theory of Gender Development
Activity: Questioning children at different ages
Exam Practice Questions with Mark Scheme: Kohlberg’s Theory
Evaluation Activity
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 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
Vygotsky’s Theory of Cognitive Development
Cultural Differences in Cognitive Abilities
The Zone of Proximal Development (ZPD)
Scaffolding
Five Aspects of Scaffolding (Wood et al., 1976)
Strategies for Scaffolding (Wood et al, 1976)
Evaluation worksheet
Evaluation points
Video: Piaget vs. Vygotsky
Activity: Comparing Piaget and Vygotsky’s Cognitive Theories of Development
Exam Practice with Mark Scheme: Planning a 16 Mark Essay 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
Theory of Mind
Intentional Reasoning Tasks
False Belief Tasks
The Sally-Anne Task (Baron-Cohen et al., 1985)
Video: What is Autism?
Sally-Anne Studies, ToM and Autism Spectrum Disorder (ASD)
Testing Older Children and Adults
Exam Practice with Mark Scheme: Short answer, Application questions
Evaluation worksheet
Evaluation points
Exam Practice with Mark Scheme: 6 Mark question
Model answer
Plenary: Consolidation question
This fully editable lesson is designed for the AQA A-Level Specification (June 2019), focusing on Social Change within the context of Social Influence. The lesson explores how processes like minority influence, conformity, and obedience contribute to societal shifts in beliefs and behaviors. Using real-world examples and research-based activities, students will gain a comprehensive understanding of how social influence can drive change.
Key Features:
Comprehensive Lesson Slides: The slides cover the six key processes involved in social change, including drawing attention, consistency, deeper processing, the augmentation principle, the snowball effect, and social cryptomnesia. Real-world examples such as the Civil Rights Movement and LGBTQ+ activism are used to illustrate each process.
Interactive Activities: Includes a “Do Now” task to engage students, as well as a summary activity where students outline the six steps of social change and apply them to historical or modern social movements. The task also encourages students to apply lessons from obedience and conformity research, such as normative and informational social influence, to real-life examples like tackling the obesity crisis.
Research-Based Insights: The lesson draws on key studies from social influence research, such as Milgram’s obedience study and Moscovici’s blue-green slide experiment, to show how these concepts relate to social change. Students are encouraged to critically evaluate the strengths and limitations of these studies.
Assessment Materials: Features exam practice questions, including short-answer questions on social change and how social influence processes contribute to it. Students are also asked to apply their knowledge of these processes to real-world scenarios like government campaigns on health issues, such as obesity.
Critical Evaluation: Students critically evaluate the role of minority influence, conformity, and obedience in social change, exploring factors like normative social influence and disobedient role models. They also examine research evidence, including Nolan et al.’s study on energy consumption, which highlights how social norms can lead to behavior change.
This lesson resource is ideal for classroom instruction and independent study, providing a detailed look at the processes that drive societal shifts and how social influence theories can be applied to modern-day social movements.
This fully editable lesson focuses on the different types of biological rhythms, including circadian, infradian, and ultradian rhythms, as well as the roles of endogenous pacemakers and exogenous zeitgebers in regulating these processes. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides a thorough understanding of biological rhythms with real-life examples and engaging activities.
Key Features:
Comprehensive Lesson Slides: Covers the essential types of biological rhythms, including circadian (e.g., the sleep-wake cycle), infradian (e.g., the menstrual cycle), and ultradian rhythms (e.g., REM and NREM sleep cycles). The slides also explain the roles of endogenous pacemakers, such as the suprachiasmatic nucleus, and exogenous zeitgebers, like light, in regulating these cycles. The lesson explores how disruptions to these rhythms can lead to disorders like Seasonal Affective Disorder (SAD) and sleep disturbances.
Interactive Activities: Engages students through a “Do Now” activity that asks them to identify examples of circadian rhythms in everyday life, followed by Think-Pair-Share discussions on biological rhythms’ impact on behavior and physiological processes. The lesson also includes matching key terms and concepts to reinforce learning. Students will apply their understanding to questions like how body clocks influence daily functioning and the effects of environmental cues like light on our internal clocks.
Assessment Materials: Includes exam-style questions with model answers to evaluate understanding of biological rhythms. These questions ask students to differentiate between circadian, infradian, and ultradian rhythms, describe the role of exogenous zeitgebers, and assess the strengths and weaknesses of using case studies to study biological rhythms.
This bundle was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications.
The two lessons included in this bundle are:
Lombroso’s Atavistic Form Theory
Genetic and Neural Explanations
Please refer to individual lessons for further details of included content.
This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications.
Key content covered in this Lesson:
Key Questions
What is Self-Disclosure?
Social Penetration Theory
Breadth and Depth of Self-Disclosure
Reciprocity of Self-Disclosure
Activity: Summary worksheet
Activity: Application Task
Evaluation worksheet
Evaluation points
Activity: Apply Self-Disclosure Theory to the Dates
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 latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications.
Key Questions
Video: What is Depression?
Diagnostic Features of Depression
Depression in the DSM-V
Behavioural Characteristics of Depression
Activity Levels
Disruption of Sleep and Eating Behaviour
Aggression and Self-harm
Emotional Characteristics of Depression
Lowered Mood
Anger
Lowered Self-esteem
Cognitive Characteristics of Depression
Poor Concentration
Dwelling on The Negative
Absolutist Thinking
Video: What does depression feel like?
Activity: Behavioural, Emotional or Cognitive?
Exam Practice with Mark Scheme: Application Question, Short answer 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 jb_resources@outlook.com.
Reviews and feedback are always welcome.
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
Types of Observations
Naturalistic and Controlled Observations
Covert and Overt Characteristics
Participant and Non-participant Observations
Activity: Identify the Type of Observations
Activity: Evaluation Table
Evaluation Points
Exam Practice with Mark Scheme: Observational Techniques
Video: On Being Sane in Insane Places - Rosehan’s Hospital Experiment
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
Topic overview: Cognition and Development
Defining Cognitive Development
Piaget’s Theory of Cognitive Development
Schemas: Unit’s of Knowledge
The Motivation to Learn: Disequilibrium and Equilibrium
How Learning Takes Place: Assimilation and Accommodation
Activity: Concepts - Schemas at The Zoo (with answers)
Exam Practice with Mark Scheme: Short answer question
Activity: Evaluation worksheet
Evaluation points
Activity: Key Term Match
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:
Drug Therapy
Benzodiazepines (BZs)
Mode of Action of BZs
GABA
Video: 2-Minute Neuroscience Benzodiazepines
Exam Practice with Mark Scheme: Short answer question
Beta Blockers
Video: Beta Blockers
Mode of Action of Beta Blockers
Exam Practice with Mark Scheme: Short answer question
Activity: Concepts - Do I need Drugs?
Evaluation worksheet
Evaluation points
Exam Practice with Mark Scheme: 8 Mark Question
Activity: Writing Double Whopper Paragraphs for Evaluations
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:
Video: Biofeedback
What is Biofeedback?
The Biofeedback Concept
The Training Procedure
Research into Biofeedback (Davis, 1986)
Exam Practice with Mark Scheme: Application question
Evaluation worksheet
Evaluation points
Exam Practice with Mark Scheme: Planning 16 Mark Essays
Example Plan
Plenary: Discussion prompt