Welcome! I am a Business, Economics and Psychology teacher working in London, examining for GCSE & A-Level and providing high quality resources so your students can enjoy and thrive in the study of these beautiful subjects. Positive reviews are much appreciated. School purchase orders can be emailed to zee.tes@hotmail.com - Zee
Welcome! I am a Business, Economics and Psychology teacher working in London, examining for GCSE & A-Level and providing high quality resources so your students can enjoy and thrive in the study of these beautiful subjects. Positive reviews are much appreciated. School purchase orders can be emailed to zee.tes@hotmail.com - Zee
In this lesson, learners develop their understanding on eyewitness testimony with a focus on anxiety.
We start by looking at some crime scene images to hook into a discussion on the impact of anxiety on eyewitness testimony, we then look at a range of research including the weapon focus effect and Yerkes-Dodson law. Evaluation task and follow-up discussion, videos, MCQs, true or false questions, 16 mark exam style question with indicative points, peer-assessment grid so students can reflect on WWW/EBI and make relevant improvements, we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Eyewitness testimony - anxiety
NEW UNIT ASSESSMENTS FOR 2021-22
Brand new practice assessments, designed to build confidence, this bundle comes with:
A 30 minute/30 mark assessment for each unit
A full mark scheme with model answers for each unit
Interactive PDFs + standard versions so they can be completed digitally or printed out
PowerPoints with model answers for the essay context questions (to go through with class)
Concise case studies like the real exam so students can focus on extracting the context and applying it in their answers
All case studies are from 2021, relevant and relatable to GCSE students
Theme 1 assessments gradually build up in difficulty i.e. 9 markers are introduced in 1.3 and the first 12 mark is introduced in 1.4 - to build confidence which is anticipated to be particularly important this year
Written by an experienced examiner for Edexcel GCSE Business
Units assessments are also available separately in the shop.
In this double lesson, we focus on resistance to social influence including dispositional reasons (locus of control) and situational reasons (social support). We start by completing Rotter’s questionnaire so students get an idea of where they stand on the locus of control continuum. We go through the theory, some video clips, true or false style questions, 4 mark exam style question with answer, evaluation activity.
In the second part of the lesson we look at the London riots in 2011 to illustrate resistance to social influence through social support. We recap Asch and Milgram’s studies which highlights social support as an important factor in resistance. Finally, we work on developing essay writing skills plus a 16 mark question. We finish off with a debate, MCQ and box plenary.
Colourful, concise and engaging slides!
Thank you
In this lesson, learners are introduced to two key animal studies of attachment - Lorenz and Harlow. We start with a ‘Do now’ retrieval task to recap knowledge from the last few lessons. We look at both key studies, with video clips to ensure engagement and understanding of these important studies. Followed by a summary task, debate, evaluation task, MCQs and true or false, a 16 mark exam style question with indicative points to help students produce a well written answer. Peer assessment grid so students can reflect on WWW and EBI before making improvements to their responses. We finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
In this lesson, learners are introduced to genetic factors in aggression, we start by discussing whether we are born with aggression in us or whether it is learned as we grow up. We look at research into the MAOA gene, MAOA variants, XYY genotype. Various videos to engage learners in these different areas, an evaluation task, a short exam style question with a model answer. MCQs, debate task and we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Genetic factors in aggression
In this lesson, learners are introduced to evolutionary explanations of aggression, we start by looking at the adaptive nature of aggression and how we may have used aggression in the past. We look at the concept of sexual jealousy, cuckoldry, aggression in males vs females and mate retention strategies. A 4 mark exam style question with indicative points, evaluation discussion and task, MCQs, 16 marker writing practice, peer assessment grid to identify WWW and EBI with students’ responses. We end with a box plenary and kahoot quiz.
Colourful, concise and engaging slides!
Thank you
Evolutionary explanations of aggression
In this lesson, learners are introduced to ethological explanations of aggression. We start by discussing what Ethology is and Lorenz’ work. We look at the adaptive nature of aggression, ritualistic aggression, innate releasing mechanisms, fixed action patterns and Tinbergen’s stickleback experiment. Videos, evaluation task, MCQs, box plenary and a kahoot quiz to end with.
Colourful, concise and engaging slides!
Thank you
Ethological explanation of aggression
In this lesson, learners develop their understanding on memory with a focus on coding, capacity and duration of memory.
We start by discussing the difference between capacity and duration in a memory context, we then look at research into coding, capacity and duration with their respective evaluations. Two further memory experiments to engage learners. Evaluation task and follow-up discussion, video, MCQs, true or false questions, 16 mark exam style question with indicative points, self assessment grid so students can reflect on WWW/EBI and make improvements and we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Coding, capacity, duration of memory - Memory
This double lesson introduces learners to Bowlby’s monotropic theory of attachment. We start with a ‘crack the code’ stater to introduce some of the key terms such as monotropy and social releasers. We then introduce John Bowlby and his theory including the key terms involved.
Followed by a mini quiz of true or false questions, a kinaesthetic ‘walk around the class’ task to gather evaluation points, a 16 mark exam style question with indicative points to help students produce a well written answer in timed conditions, model paragraphs included. Peer assessment grid so students can reflect on WWW and EBI before making improvements to their responses. We finish with a debate question and a box plenary.
Colourful, concise and engaging slides!
Thank you
NEW UNIT ASSESSMENTS FOR 2021-22
Brand new practice assessments, designed to build confidence, this bundle comes with:
A 30 minute/30 mark assessment for each unit
A full mark scheme with model answers for each unit
Interactive PDFs + standard versions so they can be completed digitally or printed out
PowerPoints with model answers for the essay context questions (to go through with class)
Concise case studies like the real exam so students can focus on extracting the context and applying it in their answers
All case studies are from 2021, relevant and relatable to GCSE students
Written by an experienced examiner for Edexcel GCSE Business
Units assessments are also available separately in the shop.
In this lesson, learners are introduced to the first biological explanation of offending - a historical approach looking at Lombroso’s atavistic form.
We start by looking at some images to judge whether we can identify criminals from appearance only. We then look into Lombroso’s theory, research and findings from his examination of skulls. Video, true or false, MCQs, evaluation task and discussion, PEEL paragraph practice, exam style question with indicative points, kahoot quiz and we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Biological explanation - an historical approach (atavistic features)
In this lesson, learners develop their understanding in dealing with offending behaviour with a focus on behaviour modification.
We start by discussing how behaviour can be modified or improved in prisons, leading into a discussion on token economies, how to create successful token economies in prison, staff training that is required. Students can work together to create a token economy for their school. Evaluation task and follow-up discussion, MCQs, video, true or false questions, PEEL paragraph practice and we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Dealing with offending behaviour: Behaviour modification in custody
In this lesson, learners develop their understanding in dealing with offending behaviour with a focus on anger management.
We start by discussing what makes us angry and how we deal with it. We then look at anger management techniques and the 3 stages involved. We also look at research into the effectiveness of this. 6 mark exam style A02 question, evaluation task and follow-up discussion, MCQs, anger management test, true or false questions, PEEL paragraph practice, kahoot quiz and we finish with a box plenary.
Colourful, concise and engaging slides!
Thank you
Dealing with offending behaviour: Anger management
In this lesson, learners are introduced to dealing with offending behaviour with a focus on custodial sentencing.
We start by discussing the objective and purpose of prisons, we then look at what custodial sentencing is and its four main objectives. We look at the impact of custodial sentencing on mental health of prisoners, rates of recidivism, economic impact of reoffending and rehabilitation. A short exam style question and answer, true or false questions, evaluation task and follow-up discussion, MCQs, PEEL paragraph practice, debate task, videos and we end with a box plenary.
Colourful, concise and engaging slides!
Thank you
Dealing with offending behaviour: Custodial sentencing
This lesson introduces learners to a basic income statement, we break down an example of a pizza shop and look at their revenues, costs, gross and net profit to build a basic income statement which can be for GCSE or an introduction to A Level income statements.
A task for Eastenders fan to create an income statement for Ian Beale’s fish & chip shop, figures are given and students are to build the income statement. Another task for the Arjee Bharjee restaurant. All answers on the powerpoint slides.
Colourful, concise and engaging slides!
Thank you - - Please leave a review if you are happy with the download :)
