Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit eight: Introduction to Working in the Early Years Sector. Learning aims A, and B: A) Investigate the role of workers in different types of early years settings. B) Explore roles, responsibilities and careers in the early years sector. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit seven:Making Healthy Food Choices for Children. Learning aims A, and B: A) Understand the importance of a balanced diet to meet the nutritional needs of children from birth to eight years. B) Understand how adults can support children’s dietary needs. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit six: Supporting Children’Language and LiteracyDevelopment. Learning aims A, B and C: A) Understand how to support children’s language development B) Understand how to support children’s reading development C) Understand how to support children’s writing development Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house! Preview Files included (1)

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit four: Promoting Children’s Positive Behaviour. Learning aims A, B and C: A) Understand factors that affect children’s behaviour. B) Understand how adults in early years settings promote children’s positive behaviour. C) Understand how adults supprt children’s behaviour in early years settings. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit five: Health and Safety in the Early Years Settings, Learning aims A and B: A) Understand accident prevention in early years settings. B) Understand infection control in early years settings. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Lesson Point which covers the second part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on Bruner and Minturn’s perceptual set study (1955). Students to write down all inforamtion they can recall on the study with a 2 minute time allowance. Students pass work to the right and add any missing or additional information they can to the sheet with a 1 minute time allowance. The sheet is passed on twice and time reduced by half both times. Students asked to draw a pig and then discuss their results. Slides then provide information for culture and perceptual set and drawing task cab be linked into learning. Students then apply learning to exam question (3 marks) based on culture and perceptual set. State the emotions activity to introduce emotions and motivation and perceptual set. Slides then show information for emotion and motivation on perceptual set. Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Mini task linked to research methods in between for a three minutes. Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Design your own study on motivation activity. When designed study they are required to state the aim, hypotheses and method (to link in research methods) Homework/extension choices are a possible exam question on Gilchrist and Nesberg’s perceptual set study for 9 marks or to create a revision mat on perception with required content stated. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit three: The Principles of Early Years Practice, Learning aims A, B, C and D: A) Understand the importance of inclusive practice in early years B) Explore ways in which early years settings implement inclusive practice C) Understand how children are empowered in early years settings D) Understand the importance of the key person approach in supporting children’s development. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Lesson Point which covers the first part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on compare and contrast key features from Gregorys constructive theory and Gibson’s direct theory of perception. Information then provided on what perceptual set is and links expectation as a factors that affects our percepetional set. Uses the duck-rabbit example. Paired activity. Students label theirselves either A or B and follow instructions to be participates in a short version of Bruner & Minturn’s perceptual set study (1955) Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Instructions on slide for the second mini experiment where students again follow instructions on the slides following student A and student B instructions. This experiment shows expectation through the rat man illusion. Homework is a possible exam question on Bruner & Minturn’s oerceptual set study for 9 marks. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour

Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit two: Promoting Children’s Development Through Play, Learning aims A, B and C: A) Understand how play promotes children’s developmetn in early years settings B) Understand how different play oppurtunities promote children’s development C) Understand how play is structured in early years settiings to promote children’s development Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Revision/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017. Focuses on unit one: Patterns of Child Development and learning aims A, B and C: A) Understand growth and development in children B) Understand the characteristics of children’s development from birth up to eight years C) Understand how adults in early years settings can support children’s development. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!

Summary pages for GCSE aggression. Includes key points on each explanantion; biological, psychodynamic and social learning theory. includes ways to reduce aggression for each theory and key studies Bandura 1965 and Huesmann et al (1983) Sub headers included key studies which students should also know for each explanantion.

Lesson Point which covers the latter part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on description/explanantion of Gregory’s Direct theory of perception and paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a green piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Explanation for culture and perception as a strength of Gregory’s constructive theory of perception. Then explanations of limitations. First, visual illusions not a usual example on everyday life, explanantion on Muller-Lyer illusion questioned and Gregory’s theory not explaining how perception started. PowerPoint then focuses on the exam question Describe and evaluate Gregory’s constructive theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. I then get students to peer assess each others work using the mark scheme provided. Compare and contrast activity of Gibson’s direct theory and Gregory’s constructive theory activity at the end of powerpoint is useful for students to understand the differences between them. Homework activity included: Explain what a top-down and bottom up theory is. Link these to Gibson’s direct theory of perception and Gregory’s constructive theory of perception. Progress grid includes the following learning outcomes: Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

Lesson Point which covers the first part of 2.5 from the AQA specification 8182 what is constructive perception? Recap activity on Gibson’s Direct theory of perception Explanation for Gregory’s constructive theory: Ambiguity, including key terms: perceptual hypotheses, infer, visual cues and mistaken hypotheses and nuture. Paired activity for students to demonstrate negative after affect. Students a timer (60 seconds timing), a sheet of A4 plain paper and a red piece of paper cut into a circle . (other bright coloured paper will work equally as well). After paired activity the link to Gregory’s theory and visual illusions is explained. Students are then to describe/explain Greogry’s theory from the information provided. Ket terms included for students to include. Test yourself exam style questions provided for students: 10 marks worth of apply it exam style questions. Progress grid includes the following learning outcomes: Identify, Describe, Explain and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.5 What is constructive perception? Paper one: Cognition and behaviour

Lesson Point which covers the latter part of 2.4 from the AQA specification 8182 Can you believe what you see? Explanations for visual illusions: Ambiguity, misinterpreted depth cues, fiction, size constancy. Examples of visual illusions: The Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Illusions slide shown on PowerPoint for studnets to discuss as a starter activity. Information provided on size constancy and students required to create their own example. Information provided on misinterpreted depth cues and image included to assist students whilst they explain what it is. Information and images provided to explain ambiguity and fiction. Images displayed on PowerPoint for The Ponzo illusion, The Necker Cube, The Kanizsa Triangle, The Muller Lyer illusion and Rubin’s vase. Students are to copy the diagrams into their exercise books and allow room around them to explain afterwards. Students then complete a table. from the PowerPoint with the visual illusion in, they are to match the visual illusions to the exlanations they learnt above.Challenge is for student to explain why each one matches with its explanation. Explanations then provided for each of the visual illusion images. Students use this information to explain in the space left earlier around their own images. 3 marks worth of apply it exam style questions. Information on visual constancies provided and the Amnes room linked. Video included to support explanation. Students should make notes on constancies and how the Amnes room works. Final activity can also be used as homework, to design a poster explaining visual illusions, challenge has an exam question linked in with the poster. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Compare and Evaluate the reasons for how visual illusions work with clear explanation and examples included and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.4 Can you believe what you see? Paper one: Cognition and behaviour

Lesson PowerPoint which covers the latter part of 2.3 from the AQA specification 8182 Direct perception. Recap of motion parallax and combining cues and a 5 minute activity for students to recap information on monocular depth cues. Scenic drive video shown to students for a set time and students are to identify types of cues that they can see during the video being played. I recommend Teacher then can question students on examples and get them to explain why it shows particular depth cues. Information on affordances and examples provided to students. Students then to create their own example of an object and its possible affordances. Information provided for a strength of Gibson’s direct theory of perception being that it was based on pilots and has ecological validity. Another strength visited being Gibson and Walks supporting research and the role of nature. PowerPoint then focuses on the exam question Describe and evaluate Gibson’s direct theory of perception (9 marks). The slide shows annotation of the exam question breaking the marks down to A01 and A03 and descriptions for each of the two LO are included. Mark scheme for A01 and A03 features are included. Top tips shared with students on how to achieve higher marks. Example answers are included. I print one copy out for students to annotate and discuss with an agreed mark in pairs using the mark scheme provided, then I provide an the annotated version and discuss the answers with them suggesting areas for improvement. Students are to plan what content they will put in the 9 mark answer and separate it into the A01/A03 features. Students then have 9 minutes in assessment conditions to answer the question using the plan they made previously. Progress grid includes the following learning outcomes: Evaluate Gibson’s theory of perception using key terminology, clear points, explanations and paragraphs.​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover the basics of Gibson’s direct theory of perception in a separate PowerPoint as altogether it takes more than one lesson. Depending on how much time you spend covering the exam technique will depend on how long the content will cover. Paper one: Cognition and behaviour

Lesson PowerPoint which covers 2.3 from the AQA specification 8182 Direct perception. Introduction video, learning objectives shared through progress grid, key terms included, explanation of Gibson's direct theory of perception Recap of information on monocular depth cues and motion parallax introduced through information and video. Information on combining cues and a 3 mark exam question based on the information. Information on the importance of nature. I then ask students to describe/explain Gibson's direct theory and provide with key terminology to include in their explanation. Ten minutes worth of exam style questions and worksheet based on Gibson and Walk's cliff research with young children. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain Gibson's theory of perception with reference to motion parallax and nature​ Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.3 Direct perception. I cover affordances and evaluation of Gibson in a separate PowerPoint as altogether it takes more than one lesson. Paper one: Cognition and behaviour

Lesson PowerPoint which covers 2.2 from the AQA specification 8182 how we perceive. Introduction video, learning objectives shared through progress grid, key terms included, explanation of depth cues through slide and mini video. Information on monocular depth cues and examples shown. Activity to then design their own monocular depth cue for each, height in plane, relative size, occlusion and linear perspective through diagrams. Information on binocular depth cues through video and slide and activity for students to demonstrate this through looking at pencil/finger both individually and in pairs. Ten minutes worth of exam style questions and worksheet to test learning included. Can also be used as homework if required. Progress grid includes the following learning outcomes: Identify describe and explain how we perceive with reference to visual cues and constancies, monocular depth cues and convergence, Apply knowledge to answer exam questions accurately​. Follows AQA GCSE psychology 8182 LO: 2.2 How do we perceive. Paper one: Cognition and behaviour

Lesson PowerPoint which introduces the topic of behaviour and covers 2.1 from the AQA specification 8182 Sensation & Perception. A few visual illusion slides to introduce topic. learning objectives shared through progress grid, brainstorming activity of what is sensation. Key terms included, explanation of sensation, perception and the distinction between the two. Link to a video clip which explains the content and a compare the differences question.. Homework is to research visual illusions for the following lesson. Homework and progress grid included. Duck/rabbit illusion shared, apply it exam questions (5 marks) to answer and a quick true false quiz Progress grid includes the following learning outcomes: Identify, describe and explain sensation and perception​, Explain the distinction between the sensation and perception​. Follows AQA GCSE psychology 8182 LO: 2.1 What are sensation and perception Paper one: Cognition and behaviour.

Homework chart/stretch and challenge/assessment preparation mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as assessment preparation. Based on Cambridge Nationals level 1/2 Child Development. RO20, Learning outcome one. Understand the physical, intellectual and social developmental norms from birth to five years. 1.1 The development norms from birth to five years. I have one copy of all three slides printed and laminated on display and then I print out slides two and three back to back. The image which indicates the activity matches up to the activity instructions on the back of it. students seem to enjoy the challenge of completing a row, corners or full house!