students are reminded of the evolutionary approach and are asked to explain three odd behaviours or biological phenotypes e.g. why do peacocks have large tails? Why do we sneeze? Why do hostages develop strong positive feelings for their capturer? Students then take part in a class blind folded taste test: Sugar, honey, chilli, salt, PTC, crisps ensuring there are no allergies. this should provoke discussion. Students use their text book, carousel work sheets and the PowerPoint to fill in their evaluation sheet. The end of the lesson should be used to discuss what they have found out.

Students are introduced to the course content. Students complete a quiz in which they complete a likert scale as a class based upon pictures of food. This often provokes discussion around high fat content, cultural, learnt and possibly evolutionary explanations to their personal preferences. Teacher runs through the AO1 points related towards Neophobia before students complete an exam question.

Psychology AQA A -Students are introduced to the levelled mark scheme. -discuss command words to questions and sort an essay card sort into points, evidence and evaluation. Students reassemble the cards into an essay (Outline and evaluate the role of learning for food preference). Higher students will realise the flexibility they have in forming paragraphs. -Students are given an example section from "Discuss the evolutionary theory to food preference" and are then asked to finish the evaluative points. -Students peer mark using levelled mark scheme. Homework: Students use all the rules to write "Outline and evaluate the role of neural and hormonal mechanisms in eating behaviour.

A whole AS/Year 1 AQA A Scheme of Work related to Topic 1: social Influence. PowerPoints, Class tasks, Work sheets and end of topic test is included. The SOW is based around the AS/1 Complete companion Cardwell & Flanagan, L1: What is Conformity: Students re-enact Asch's famous study with an unknowing student from another class.. L2: Evaluation of Asch's study L3: Explaining conformity: Students complete a group cheat sheet on 1 of 4 different explanations of conformity and share. Emphasis of the duel processing model is made. L4: Stanford Prison experiment: students use articles and real footage to introduce the role of social roles. L5: Obedience: Independent work and real footage is used to gain insight into the procedure and findings of Milgram's study. L6: Essay: Students are introduced to writing extended essays using PEEL. Students re-assemble an essay that unfortunately been cut up into pieces... L7: variations of Milgram's study: Students are introduced to the effects of other situational factors and evaluate. L8: Explanations of Obedience: Agentic state and Legitimate Authority L9: Authoritarian Personality: Students complete the F-scale and are introduced to dispositional factors of obedience. L10: Resisting social influence L11: Locus of control L12 and 13: Students watch a copy of 12 angry men to illustrate concepts so far and introduce minority influence L14: Students complete a end of topic test. Model answers for self reflection are provided.

A complete research methods unit based around the new AQA A AS level syllabus. Fifteen lessons including PowerPoints (with lesson instructions), class activities, worksheets, articles and homeworks. (based around the AS complete companion AS/1 Fourth edition Cardwell & Flanagan) 1) Forming a Hypothesis (using a simple reaction time experiment) 2) Control Vs realism (introduction to the scientific method and vocabulary) 3) Experimental problems (introduction to demand characteristics and investigator effects) 4)Experimental Design (card sort of the designs and evaluations) 5) Sampling methods (class 'sampling pizza rotation task) 6) Types of experiment (Natural Vs Quasi) 7) Observation studies- Students design an observational experiment 8 + 9 ) Ethical issues (Students discuss the most unethical psychological experiments in history using a card sort) 10) Self reports (introduction to questionnaires and interviews) 11) Constructing a questionnaire 12) Central tendency (more lecture style) 13) Correlation studies (students collect data regarding themselves and spot trends) 14)Inferential testing (students practice the S-test) 15) Peer review