This fully editable lesson on Computer-Mediated Communication (CMC) explores the nature and impact of digital communication on interpersonal interactions, particularly within professional settings. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson helps students understand how electronic devices affect social exchanges and relationships, covering both advantages and limitations of digital communication. Key Features: Comprehensive Lesson Slides: The slides provide a thorough introduction to CMC, detailing its main features and effects on social interactions. Students learn about various forms of CMC—such as email, social media, and video calls—and examine core concepts like self-disclosure and ‘gating’. Visual aids and real-world examples help students grasp the psychological and social implications of CMC, such as reduced non-verbal cues and changes in communication style. Interactive Activities: Engaging “Do Now” prompts invite students to reflect on their experiences with electronic communication and consider its differences from face-to-face interactions. Think-Pair-Share discussions and structured extension questions encourage critical thinking on topics like the long-term impact of CMC on relationships and its role in fostering or hindering social connections. Students explore scenarios involving CMC, such as using email for professional feedback, to contextualize theoretical concepts. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to deepen students’ critical analysis skills. Evaluation questions address the strengths and limitations of email communication, covering points like accessibility, non-verbal cue absence, egocentrism, and the ‘online disinhibition effect’. Additionally, exam-style questions provide practical application opportunities, such as explaining the benefits of face-to-face communication over email in specific scenarios.

This fully editable lesson on Social Facilitation and Social Loafing examines the impact of group processes on individual performance, emphasising how the presence of others can either enhance or hinder productivity. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson guides students in understanding the factors that influence behavior within group settings, especially in organisational and educational contexts. Key Features: Comprehensive Lesson Slides: The slides provide an in-depth exploration of social facilitation and social loafing, introducing foundational theories and key studies such as Triplett’s (1897) cycling experiment and Ringelmann’s (1913) rope-pulling study. Through structured content, students examine how these theories apply to real-world scenarios, highlighting factors like task complexity and group size that impact individual effort and group productivity. Interactive Activities: Engaging “Do Now” questions and Think-Pair-Share discussions encourage students to consider the implications of group dynamics in different settings. Structured activities include analysing scenarios where social facilitation and social loafing are evident, such as Kai and Tyler’s performances in a school drama production, allowing students to apply theories using the PEE (Point, Evidence, Explanation) format. Extension questions further challenge students to differentiate between online and face-to-face group interactions. Evaluation Points and Assessment Materials: The lesson includes PEEE (Point, Evidence, Explanation, Evaluation) tasks and exam-style questions to support critical analysis. Evaluation tasks cover strengths and limitations of social facilitation and social loafing, addressing aspects like individual differences, cultural relativity, and practical applications in workplace productivity. Additional questions on social loafing explore the influence of group size and accountability measures, providing students with structured opportunities to deepen their evaluative skills.

This fully editable lesson on Decision-Making in Groups explores the psychological processes that shape group decisions, with a focus on concepts such as group polarisation, risky shift, and groupthink. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson provides insights into how group dynamics can lead to extreme, risky, or biased outcomes, impacting real-world settings like juries and organisational teams. Key Features: Comprehensive Lesson Slides: The slides cover essential theories of group decision-making, detailing concepts such as group polarisation, the risky shift phenomenon, and groupthink. Students learn how these processes influence collective behaviour, with real-world examples like jury decisions and political deliberations. Visual aids and case studies, such as Janis’ analysis of historical policy failures, help illustrate how group dynamics affect decision-making. Interactive Activities: Engaging activities, including “Do Now” prompts and structured Think-Pair-Share discussions, encourage students to consider why individuals may act differently in groups than alone. Scenario-based questions and extensions, such as analysing the factors influencing extreme decision-making in climate change discussions, allow students to apply theories of group polarisation and risky shift to practical contexts. Additional questions contrast online and offline group settings, examining how factors like anonymity impact polarisation. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks, enabling students to critically evaluate group decision-making theories. Evaluation worksheets cover strengths and limitations of groupthink, group polarisation, and risky shift, addressing aspects like cultural variability, empirical challenges, and the influence of group cohesiveness. Exam-style questions reinforce understanding, challenging students to explain factors that influence group decisions and analyse real-world examples where group processes led to poor outcomes.

This fully editable lesson on Cultural Differences in Personal Space delves into the impact of spatial boundaries on social interactions, highlighting how cultural norms shape interpersonal distances. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson guides students in understanding the biological and cultural factors that influence personal space preferences. Key Features: Comprehensive Lesson Slides: The slides cover foundational aspects of personal space, introducing Edward T. Hall’s proxemics theory and his four zones of interpersonal distance (intimate, personal, social, and public). Students explore cultural variations in personal space requirements, such as differences between individualist and collectivist societies. Visual aids and real-life examples help illustrate the social implications of spatial boundaries in various cultural contexts. Interactive Activities: Thought-provoking “Do Now” prompts engage students in reflecting on their own personal space preferences, while extension questions encourage them to consider whether personal space is biologically or culturally driven. Structured Think-Pair-Share discussions on scenarios involving personal space in crowded settings and social contexts allow students to apply proxemics theory practically, deepening their understanding of cultural differences. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to support critical evaluation. Students examine limitations of personal space research, including over-reliance on laboratory-based studies and the overlooked role of vertical space. Recent advances in virtual reality technology, which offer more realistic insights, are also discussed. Exam-style questions allow students to assess the strengths and limitations of proxemics and consider biological influences on personal space behaviours.

This fully editable lesson on Non-Verbal Communication examines the crucial role of non-verbal cues in interpersonal interactions, with a focus on cultural differences and universal expressions. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson guides students in understanding how gestures, facial expressions, and other non-verbal signals impact communication in various contexts. Key Features: Comprehensive Lesson Slides: The slides cover essential aspects of non-verbal communication, including types of non-verbal cues such as kinesics, oculesics, proxemics, and facial expressions. Students explore how non-verbal communication shapes first impressions and facilitates cross-cultural interactions, drawing on key studies like Ekman’s research on universal facial expressions. Visual aids and structured explanations illustrate the role of non-verbal cues in both personal and professional settings. Interactive Activities: Engaging “Do Now” and “Extension” prompts encourage students to consider the role of non-verbal cues in digital communication versus face-to-face interactions. Scenario-based questions, such as advising Mimi on the importance of non-verbal cues in a job interview, allow students to apply theories and concepts practically. Additional discussions focus on how facial expressions convey universal emotions, facilitating an understanding of both cultural universals and differences in non-verbal communication. Evaluation Points and Assessment Materials: The lesson includes structured PEEE (Point, Evidence, Explanation, Evaluation) tasks to help students critically assess theories on non-verbal communication. Evaluation worksheets address strengths and limitations of Ekman’s research, covering aspects like the biological basis of emotions and the influence of cultural norms on expression. Exam-style questions reinforce understanding, prompting students to explain findings in cross-cultural studies and apply knowledge of universal facial expressions.

This fully editable lesson on Need Theory explores the dynamics of job motivation and satisfaction, highlighting how intrinsic and extrinsic factors drive behaviour in the workplace. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this lesson equips students with the knowledge to critically evaluate motivational theories and apply them in organisational contexts. Key Features: Comprehensive Lesson Slides: These slides provide a detailed overview of Need Theory, including core concepts such as intrinsic and extrinsic motivation, Maslow’s Hierarchy of Needs, and McClelland’s Theory of Needs. Real-world examples, interactive Think-Pair-Share questions, and visuals aid students in understanding how workplace factors influence employee motivation and satisfaction. Interactive Activities: Students engage with “Do Now” prompts to reflect on personal experiences of motivation and explore its factors. Structured extension questions and discussions encourage deeper thinking about how needs differ across individuals and cultures, helping students connect theoretical ideas to practical scenarios. Evaluation and Assessment Materials: The lesson includes an evaluation worksheet for analysing the strengths and limitations of Need Theory, with tasks structured around the PEEE (Point, Evidence, Explanation, Evaluation) format. Exam-style questions challenge students to apply Need Theory to realistic workplace situations, ensuring thorough preparation for assessments.

This fully editable lesson on Cognitive Theories of Job Motivation and Satisfaction delves into the internal thought processes influencing workplace behaviour. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this resource equips students with the tools to critically assess how cognitive perspectives explain job motivation and satisfaction. Key Features: Comprehensive Lesson Slides: These slides present a detailed exploration of cognitive theories of motivation, such as Expectancy Theory (Vroom), Goal-Setting Theory (Locke and Latham), and Equity Theory (Adams). Key concepts are supported with real-world examples, interactive Think-Pair-Share questions, and clear visual aids. Students will understand the relationship between effort, outcomes, and perceptions in workplace motivation. Interactive Activities: Includes “Do Now” tasks to engage students from the start, such as identifying rewards that motivate personal effort. Additional Think-Pair-Share questions and class discussions encourage critical thinking, such as evaluating the role of fairness or goal-setting strategies in job performance. Evaluation and Assessment Materials: The resource includes worksheets to analyse strengths and limitations of each theory, structured extension tasks (e.g., the impact of goal-setting on employee well-being), and practice questions aligned with exam-style prompts. For example, students apply theories like Goal-Setting to practical scenarios, such as improving supermarket operations.

This fully editable lesson on Job Characteristics and Well-Being provides a comprehensive overview of key theories of workplace motivation and satisfaction. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this resource equips students to critically evaluate how job characteristics influence employee motivation and well-being. Key Features: Comprehensive Lesson Slides: The slides introduce students to Herzberg’s Two-Factor Theory, Hackman and Oldham’s Job Characteristics Theory (JCT), and Warr’s Vitamin Model. These theories are broken down with clear explanations, practical examples, and engaging Think-Pair-Share activities, such as discussing how hygiene and motivator factors apply to personal experiences or evaluating the balance of job characteristics in real-world roles. Interactive Activities: This resource includes “Do Now” tasks to prompt initial engagement (e.g., exploring factors leading to dissatisfaction in the workplace), structured evaluation activities to critique the limitations of the theories, and Think-Pair-Share prompts, such as assessing the significance of autonomy in job satisfaction. Evaluation and Assessment Materials: Students will use worksheets designed for identifying strengths and limitations of each theory and structured PEEE paragraphs to practice critical evaluation. Additionally, the resource includes exam-style practice questions, such as a 12-mark essay prompt to evaluate one or more theories of job motivation and satisfaction, fostering application and analytical skills.