All resources were used for a 2hr GCSE taster session. Taster 1: Students are introduced to psychology through the discussion of gifs to form a definition. Students are introduced to the course and complete a diamond 9 activity designed to get students discussing their justification for their thought processes. Taster 2: students focus on how psychologists investigate topics using different theories. students investigate the research question “What causes evil behaviour?” After discussing how ‘evil’ could be operationalised (e.g. aggression, selfish acts that lead to harm, lack of empathy), students complete a rotation task in which they are introduced to a number of theories (including milgram, conditioning, social learning, and brain scanning). The off specification topics can be used to enthuse students regarding the new subject.

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

Students arrive to the lesson with a food diary of the last few days. The piece of work is to highlight highly palatable foods and low fat foods. Students can use their diary to explain why they might have higher fat foods due to an evolutionary advantages. Teacher run through slides related to parental and peer influence before students fill in a table of relevant evaluative points using the cat textbook edition 4. Students watch a series of television adverts and figure out who the target audience is and how it relates to influences food preference. Students use their knowledge to complete a summary homework

A nice way to finish off the Year for Year 12 students. A range of topics including: Psychologists in the Sun (disguised psychologists in which students need to identify) Disney disorders (characters and their possible mental health issues) Localisation of the brain (match) Peer question round As well as traditional: Food and drink (multiple choice) Summer knowledge (multiple choice) Music round (resource was made in 2017!)

One of my favourite units from the GCSE course! In this lesson students are introduced to the difference between sensation and perception through the use of optical illusions and video clips. Students complete the lesson with a range of exam style questions.

Certainly one of my favourite units from the GCSE course! In this lesson students are introduced to the concept of moncular (linear perspective, occlusion, relative size, and height in plane) and binocular cues (retinal disparity and convergence. These are covered in two lessons (I taught it as a double). Students are introduced to the concepts via gifs, diagrams and tasks. Students watch a range of videos and complete exam style questions. Although the lessons work well without the AQA Psychology textbook (Spikey red haired chap), its addition supplements the lesson well.

Students are introduced to the odd thought of experiment of whether a baby would walk off a cliff or would be able to perceive a large fall. Students then asked how they would investigate… quickly you will introduce Gibson & Gibson’s Cliff edge experiment! This resource includes two lessons The first lesson introduces students to the main concepts of the theory. In the second lesson students are given a summary of the theoy and asked to write questions that would allow other students to find the answers from the sheet (Found at the end of the PowerPoint). Students are then introduced to three evaluation PEC points and asked to complete a table. An extension is included involving a series of exam quesitons.

A topic students love- optical illusions will create a lot of discussion! Students are introduced to a range of visual illusions covered in the AQA specification. Students are shown descriptions, examples and videos highlihgting Muller lyer illusion, Kaniza triangle, and the Necker cube. Students fill in a summary table they can stick in their books. Although this lesson can work without any other resources, lower ability students may wish to supplement this resource with the AQA Psychology textbook (Red spikey haired chap).

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.

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.

Two PowerPoints that run through the AO1 and AO3 aspects of the biological explanation of Anorexia. Students use the information and Cat textbook edition 4 to complete an evaluative table for the first lesson and follow the PowerPoint and complete the essay sheet for the second lesson.

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.

PowerPoint runs through the definition of obesity, evidence supporting each theory and evaluative points. Students become experts on one theory and share their knowledge to the class.

Students are asked a quick quiz in relation to andro-centrism, alpha and beta bias, and examples to support those ideas. Students attempt two exam questions related to gender bias focusing on the different expectation within a 2 mark explanation and a 3 mark explanation Students are introduced to the evaluative points related to gender bias. Students complete the A3 essay sheet which has a basic structure (AO1 points already written) students evaluate to demonstrate their understanding.

Students are given a picture of biological systems and asked to consider the range of factors the body regulates e.g. pH of blood, sugar levels, temperature etc Students are re-introduced to homoeostasis and negative feedback before completing a diagram related to the negative feedback loop of hunger and satiation. Students use the cat book edition 4 to consider evaluative points and complete A3 summary sheet

Students are introduced to diets by watching the history of diets. After running through the three AO1 theories students research one evaluative point each to share to the class. Students use their understanding to complete the essay sheet.

Students recap key definitions from last lesson before attempting two short exam questions. Students look through model answers to make improvements and discuss possible marks. Teacher runs through evaluative points for determinism based on page 47. Students complete a summary evaluation table Students demonstrate their knowledge by completing the structured essay sheet.

A PowerPoint covering AO1 points related to family systems theory and AO3 evaluative points. Students complete tasks related to the mark scheme and writing effective evaluative points.

Students complete a treasure hunt activity to remind themselves of key terminology. This resource includes a mid term and end of term mini test of 24 marks.

students organise themselves into teams and write two questions using the three topics they have learnt so far (gender, eating behaviour and aggression) to use in the peer question round. Each team takes it in turns to choose a round. 1_ Peer question 2) Christmas knowledge 3) Ding dong slurp slurp (remembering studies to names) 4) Give us some figgy pudding (Christmas related eating behaviour questions) 5) Christmas music round 6) Christmas food and drink 7) 12.00 days of christmas (12 days of christmas and research method questions) 8) Santa and his elves (Psychology explanations round) 9) TV and movies 10) Bearded psychologists (Psychologists disguised with festive beards) Merry christmas!