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 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

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 Selman’s work on Perspective-taking Perspective-taking Research (1971; 1976) - Procedure and Findings Selman’s Stages of Development (1976) Level 0 - Socially Egocentric Level 1 - Social Information role-taking Level 2 - Self-reflective role-taking Level 3 - Mutual role-taking Level 4 - Societal and conventional role-taking Summary Table of Selman’s Levels of Perspective-taking Activity: Spenny and Lauren’s Computer time Later Developments to Selman’s Theory Evaluation worksheet Evaluation points Exam practice with Mark Scheme: Planning 8 Mark with Application 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: What is Stress? Video: What is General Adaptation Syndrome? The General Adaptation Syndrome (Seyle, 1936) Stage 1: Alarm Reaction Stage 2: Resistance Stage 3: Exhaustion Acute Stress: Sympathomedullary Pathway (SAM Pathway) Chronic Stress: The Hypothalamic-pituitary-adrenal system (HPA Axis) Video: 2-Minute Neuroscience - The HPA Axis The Effects of Cortisol Negative Feedback Loops Activity: Complete the Diagram Exam Practice Question with Mark Scheme: MCQ, Application, Outline Questions Evaluation worksheet Evaluation points Exam Practice Question with Mark Scheme: Evaluation 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: What are Daily Hassles? Primary and Secondary Appraisal Life Changes, Daily Hassles and Illness Research into Daily Hassles: Kanner et al. (1981) Exam Question with Mark Scheme: Application Question Evaluation worksheet Evaluation points Exam Question with Mark Scheme: Evaluation question Activity: Quick Quiz 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: Social Support Video: Understanding Biofeedback Types of Social Support (Schaefer et al., 1981) Instrumental Social Support Emotional Social Support Esteem Social Support Research into Social Support (Cohen et al., 2015) Evaluation worksheet Evaluation point Exam Practice with Mark Scheme: 16 Mark Essay with Application Using and quoting the STEM Activity: Essay scaffold Plenary: Consolidation question Activity: Topic reflection

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 Short-Term Memory vs. Long-Term Memory Episodic Memory Semantic Memory Procedural Memory Declarative vs. Non-Declarative Memories Activity: Key Term Match 4 Episodic, Semantic or Procedural? Video: The Case Study of Clive Wearing Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Exam Practice with Mark Scheme: Research Methods Question (Case Studies) 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 GCSE (9-1) Religious Studies B specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Video: Basic Beliefs of Islam - Prophets Risalah The Chanel of Communication The Prophets of Islam Activity: Summary worksheet Prophet Adam Prophet Ibrahim and his son Ismael Prophet Musa Prophet Dawud Prophet Isa Prophet Muhammed - The Seal of The Prophets Exam Practice Questions (a) and (b) Questions Plenary: Consolidation Activity 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 included: Key questions Video: What is Obesity? Genetic Explanations Family Studies Polygenic Determination Neural Explanations Serotonin Dopamine Exam practice: 16 Mark Questions - A01 Paragraph Mark scheme Possible content Evaluation worksheet Evaluation points Exam practice: 16 Mark Questions - A03 Paraagraph Mark Scheme Possible Evaluation Plenary: Discussion prompt

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 Rusbult’s Investment Model Satisfaction and Comparison with Alternatives Investment Size Satisfaction versus Commitment Relationship Maintenance Mechanisms Activity: Annotate the Diagram of Rusbult’s Investment Model Activity: Concepts - Working on it Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: 8 Mark Question 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.

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 included: Key Questions Self-Disclosure in Virtual Relationships Reduced Cues Theory The Hyperpersonal Model Absence of Gating Activity: Do virtual relationships lead to more or less self-disclosure? Exam Practice: Application Question with Mark Scheme Evaluation worksheet Evaluation points Exam Practice: Planning 16 Mark Essays Plenary video: The Science of Online Dating

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Learning objectives Activity: Stroop Test Introduction to Willingham’s Theory Factual Knowledge Precedes Skill The Importance of Praise and Effort Important for Building Knowledge Strategies to Support Development: Cognitive, Physical and Social Development Exam Practice with Mark Scheme: Application questions Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Evaluation Question 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 fully editable lesson explores the impact of disrupting biological rhythms, focusing on the effects of shift work and jet lag. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson helps students understand how modern lifestyle factors can desynchronise circadian rhythms and the potential health consequences. Key Features: Comprehensive Lesson Slides: The lesson covers how biological rhythms are disrupted by factors such as shift work and jet lag. Students will learn about the role of endogenous pacemakers (internal body clocks) and exogenous zeitgebers (external cues such as light) in regulating circadian rhythms. Key studies, including Davis et al. (2001) on shift work and Cho et al. (2000) on jet lag, are discussed, providing insights into the effects of misaligned biological rhythms on health, performance, and well-being. Interactive Activities: Engages students with a “Do Now” activity that prompts them to reflect on the consequences of disrupted sleep schedules. Throughout the lesson, Think-Pair-Share discussions encourage students to consider real-world scenarios, such as the experiences of night-shift workers and frequent travellers. Case studies like “Sam the Policewoman” provide opportunities for students to apply their knowledge of pacemakers and zeitgebers to practical examples, fostering critical thinking. Assessment Materials: Includes exam-style questions with model answers to assess students’ understanding of the effects of shift work and jet lag. Students will evaluate research, discuss strategies for minimising the negative impacts (such as forward shift rotation and light management), and critically engage with the evidence, helping them develop the analytical skills required for psychology exams.

This fully editable lesson focuses on the different stages and characteristics of sleep, including both non-REM (NREM) and REM sleep. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson explores the nature of sleep, the biological rhythms that regulate it, and key research findings. Key Features: Comprehensive Lesson Slides: The lesson covers the different stages of sleep, from light NREM sleep to deep slow-wave sleep and REM sleep. Students will learn how each stage is characterised by unique brainwave patterns and physiological changes, with a focus on EEG readings. Key studies, including the work of Aserinsky and Kleitman (1953), are highlighted, providing insight into how sleep cycles operate as ultradian rhythms. The lesson also addresses the role of circadian rhythms and neurotransmitters in sleep regulation. Interactive Activities: Students engage in a “Do Now” activity that prompts them to consider how sleep deprivation affects their body. The lesson includes a detailed summary activity where students complete a chart outlining the stages of NREM and REM sleep. Additionally, the lesson incorporates a quiz using ABCD cards to assess understanding, allowing for instant feedback and class discussion on the key differences between the stages of sleep. Assessment Materials: Includes exam-style questions with model answers that assess understanding of NREM and REM sleep. Questions prompt students to explain differences between sleep stages, interpret EEG data, and identify key features of REM sleep such as muscle paralysis and vivid dreaming. This encourages critical thinking and exam readiness.

This fully editable lesson covers key sleep disorders, including insomnia and narcolepsy, exploring their symptoms, causes, and treatments. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides an in-depth understanding of sleep disorders, with real-world applications and case studies. Key Features: Comprehensive Lesson Slides: The lesson covers major sleep disorders such as insomnia and narcolepsy, detailing their symptoms, underlying causes (e.g., neurotransmitters like orexin in narcolepsy), and various treatment options (e.g., CBT for insomnia, stimulant medications for narcolepsy). The slides also include relevant research, such as Gregory et al. (2006) on the role of circadian rhythms in insomnia, providing insights into the biological and psychological aspects of these disorders. Interactive Activities: Engages students through a multiple-choice quiz (MCQ) where they can hold up A, B, C, or D cards to answer questions related to sleep disorders, such as identifying symptoms of narcolepsy or treatments for insomnia. The quiz serves as a quick assessment tool, allowing students to consolidate their understanding of key concepts. The lesson also includes case studies, such as Imran’s experience with insomnia, which encourages students to apply their knowledge by explaining real-life scenarios using psychological theory. Assessment Materials: Includes exam-style questions with model answers to assess students’ ability to describe and evaluate research into sleep disorders. Questions cover key areas such as symptoms of insomnia, genetic and personality factors in insomnia, and evaluating research on narcolepsy, helping students prepare for exam-level analysis and evaluation of sleep disorders.

This fully editable lesson focuses on the restoration theories of sleep and the role of sleep in memory consolidation. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson explores how sleep aids in physical and brain recovery as well as its impact on different types of memory. Key Features: Comprehensive Lesson Slides: The lesson covers key restoration theories proposed by Oswald (1966) and Horne (1980), explaining how REM and NREM sleep serve different restorative functions. Students will learn about the role of sleep in brain recovery, supported by case studies like those of Peter Tripp and Randy Gardner, and examine how sleep deprivation affects cognitive and physical functioning. Additionally, the lesson explains the role of REM and NREM sleep in memory consolidation, differentiating between declarative and procedural memory, and features studies by Karni et al. (1994) and Walker et al. (2002). Interactive Activities: Engages students through a “Do Now” activity that prompts them to think about the effects of sleep deprivation on the brain and body. The lesson also features “Check it” questions that assess understanding, such as explaining the differences between Oswald’s and Horne’s models, evaluating the findings from sleep deprivation studies, and analysing the role of sleep in memory consolidation. Think-Pair-Share discussions and application questions throughout the lesson encourage deeper engagement with the material. Assessment Materials: Includes exam-style questions with model answers, such as describing and evaluating the restoration theory of sleep, and explaining how motivation can affect performance during sleep deprivation. These materials help students apply theoretical knowledge and prepare for evaluation questions in exams, focusing on both strengths and limitations of the restoration theories.

This fully editable lesson explores the evolutionary explanations for the functions of sleep, focusing on how ecological factors, predator-prey relationships, and energy conservation influence sleep patterns across species. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides a detailed understanding of sleep’s adaptive role in survival. Key Features: Comprehensive Lesson Slides: The lesson covers key evolutionary theories of sleep, including the predator-prey hypothesis by Meddis (1975) and the hibernation theory by Webb (1982). Students will learn how factors such as an animal’s size, ecological niche, and predator-prey status affect sleep duration. The lesson includes research by Allison and Cicchetti (1976) and Lesku et al. (2005), highlighting how correlational studies have shaped our understanding of the relationship between brain mass, sleep duration, and REM sleep. Interactive Activities: Students engage with a “Do Now” activity that prompts them to think critically about whether sleep is always beneficial for animals. The lesson also features “Check it” questions throughout to assess understanding, including tasks that ask students to explain ecological niches, evaluate research findings, and critically assess the limitations of correlational and captivity-based studies. Assessment Materials: Includes exam-style questions with model answers, such as explaining evolutionary functions of sleep and identifying limitations of using animal studies to investigate sleep. These assessment materials guide students in applying their knowledge to real-world examples and prepare them for answering both application and evaluation questions on this topic.