<p>This lesson covers the ‘Minority Influence and Social change’ as part of the Year 1 social influence section. It includes; Minority influence with reference to consistency, commitment and flexibility. The role of social influence processes in<br /> the role of social change.<br /> It would take around 4 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers ‘Obedience’ as part of the Year 1 social influence section.<br /> It would take around 4 double lessons to deliver. It includes; Obedience as investigated by Milgram. Situational variables affecting obedience including proximity, location and uniform, as investigated by Milgram. Explanations for obedience: agentic state and legitimacy of authority. Dispositional explanation for obedience: the authoritarian personality. Explanations of resistance to social support and locus of control.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers ‘Virtual relationships’ as part of the Year 2 relationships topic.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and advice.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers ‘Conformity’ as part of the Year 1 social influence section. It includes; Types of conformity: internalisation, identification and compliance. Explanations for conformity: informational social influence and normative social influence. Variables affecting conformity including group size, unanimity and task difficulty as investigated by Asch. Conformity to social roles as investigated by Zimbardo.<br /> It would take around 4 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers part 3 of the Year 1 research methods section. It includes; Descriptive statistics: measures of central tendency – mean, median, mode; calculation of mean, median and mode; measures of dispersion; range and standard deviation; calculation of range; calculation of percentages; positive, negative and zero correlations, Presentation and display of quantitative data: graphs, tables, scattergrams, bar charts, Distributions: normal and skewed distributions; characteristics of normal and skewed distributions, Introduction to statistical testing; the sign test, The role of peer review in the scientific process, The implications of psychological research for the economy.<br /> It would take around 5 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers ‘Eyewitness testimony’ as part of the Year 1 memory section.<br /> It would take around 3 double lessons to deliver. It includes; Factors affecting the accuracy of Eye witness testimony: misleading information including leading questions, post event discussion and anxiety. Improving the accuracy of EWT including the use of the cognitive interview.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Nomothetic-Idiographic debate’ as part of the Year 2 issues and debates section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Introduction to Attachments’ as part of the Year 1 attachment section. It includes; Caregiver-infant interactions in humans: reciprocity and interactional synchrony, The role of the father, Stages of<br /> attachment as identified by Schaffer, Animal studies of attachment: Lorenz &amp; Harlow.<br /> It would take around 3 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Biological approach to OCD’ as part of the Year 1 psychopathology section. It includes; the biological approach to explaining OCD: genetic and neural explanations. Biological approach to treating OCD:<br /> drug therapy.<br /> It would take around 2 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers 'Ethical Implications’ as part of the Year 2 issues section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers 'Culture bias’ as part of the Year 2 issues section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Gender bias’ as part of the Year 2 issues and debates section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Cognitive approach to Depression’ as part of the Year 1 psychopathology section. It includes; the cognitive approach to depression: Beck’s negative triads and Ellis’ ABC model, Cognitive approach to treating depression: cognitive behavioural therapy including challenging irrational thoughts.<br /> It would take around 2 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Nature-Nurture debate’ as part of the Year 2 issues and debates section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Free will-Determinism debate’ as part of the Year 2 issues and debates section.<br /> It would take around 1 double lesson to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p>Remote Learning Update<br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Explanations of Attachments’ as part of the Year 1 attachment section.<br /> It includes; Explanation of attachment: Learning theory, Bowlby’s monotropic theory. The concepts of a critical period and an internal working model. Ainsworth’s strange situation. Types of attachment: secure, insecure-avoidant, insecure-resistant. Cultural variations in attachment including Van Ijzendoorn.<br /> It would take around 3 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Influence of Attachments’ as part of the Year 1 attachment section.<br /> It includes; Bowlby’s theory of maternal deprivation, Romanian orphan studies: effects of institutionalisation, Influence of early attachment on childhood and adult relationships, including the role of an internal working model.<br /> It would take around 3 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Behavioural approach to Phobias’ as part of the Year 1 psychopathology section. It includes; The behavioural approach to explaining phobias; the two process model. The behavioural approach to treating<br /> phobias: systematic desensitisation including relaxation and use of hierarchy; flooding.<br /> It would take around 2 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Models of Memory’ as part of the Year 1 memory section. It includes; Short-term memory and long-term memory. Features of each store: coding, capacity, duration. The multi-store model of memory, sensory register, STM and LTM, including features of each store. the working memory model: central executive, phonological loop, visuo-spatial sketchpad and episodic buffer. Features of the model: coding and capacity. Types of Long term memory.<br /> It would take around 5 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers part 1 of the Year 1 research methods section. It includes; Aims, stating aims, the difference between aims and hypotheses, Hypotheses: directional and non-directional, Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables, Experimental method: Types of experiment, laboratory and field experiment; natural and quasi experiments, Demand characteristics and investigator effects, Experimental designs: repeated measures, independent groups, matched pairs, Control: random allocation and counterbalancing, randomization and standardization, Pilot studies and the aims of piloting, Ethics, including the role of the British Psychological Society’s code of ethics; ethical issues in the design and conduct of psychological studies; dealing with ethical issues in research.<br /> It would take around 5 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>

<p>This lesson covers the ‘Explanations of Forgetting’ as part of the Year 1 memory section. It includes; : Explanations for forgetting: proactive and retroactive interference, retrieval failure due to absence of cues.<br /> It would take around 2 double lessons to deliver.<br /> It consists of a powerpoint and a student work booklet.<br /> There are a range of activities and questions included for students to complete throughout with a knowledge check at the end to assess understanding.<br /> There is also a focus on exam question construction and model paragraphs.<br /> There are two versions of the booklet; student and teacher. For the student booklet, there are blank spaces throughout and students need to copy down any text written in bold/colour on the powerpoints in their booklets. I find that this helps students remember key terms and phrases. The teacher copy is already filled in. Alternatively, this could also be used for students if time was limited.</p> <p>These lessons are especially good for non-specialist or NQT teachers.</p> <p><em>Remote Learning Update</em><br /> I believe that these resources are suitable for remote learning. I have been delivering the powerpoints via a virtual classroom (or a pre-recorded voice over) and have just simply added in some interactive quizzes from various external platforms.<br /> I have been giving the students the teacher version of the booklet so that they have suitable notes that link specifically to the lesson although some students still prefer to use the student version and make their own notes.</p>