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Currently Lead in Psychology and Child Development. As I create lesson resources they are uploaded as a PowerPoint with all essential resources included.

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Currently Lead in Psychology and Child Development. As I create lesson resources they are uploaded as a PowerPoint with all essential resources included.
RO18 LO1.1 Factors affecting the decision to have children Cambridge National Child Development
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RO18 LO1.1 Factors affecting the decision to have children Cambridge National Child Development

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Includes PowerPoint on the various factors that affect the decision to have children. PowerPoint includes key terms and a brainstorm your ideas activity, Information on each factor which affects the decision to have children is provided. Students have to then sort the advantages and disadvantages of both being a younger parent and being an older parent from the examples shown on the powerpoint. Powerpoint then provides information on the remaining factors to affect the decision to have children. Student then are presented with a question which they should answer using the style of a peel structure: point, evidence, explanation and link to question: Explain and Evaluate a wide range of factors that affect the decision to have children, include reference to ‘relationship between partners’, ‘finance’, parental age and ‘peer pressure/social expectations’ and ‘genetic counselling for hereditary diseases’. Five questions based on learning then provided to students and they are to answer on whiteboards/scrap paper. Homework included. Progress grids included. Follows Cambridge National level 1/2 R018. Learning outcome 1.1 Understand reproduction and the roles and responsibilities of parenthood: The wide range of factors that affect the decision to have children.
AQA A-level psychology Approaches revision session: Social learning theory: key terms 7181/7182
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AQA A-level psychology Approaches revision session: Social learning theory: key terms 7181/7182

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*Session does not include information of either of Bandura’s research studies but includes information on key terminologys/concepts based on his research and looks at application skills preparing students for exam questions. Revision session based on Social learning theory, specifically the key terminologies/concepts based on Bandura’s research. Starter actvity is a match up activity. Students are provided with key terms from each of the approaches required in the specification for year 12. Social learning theory, cognitive approach, biological approach, behaviourist approach and the origins of psychology. Students sort the terms out and match them with the correct approach which they are relevant to. More able students should attempt to identify any key terms that are not provided for each approach (later shown on powerpoint in green) and attempt to explain as many as they can from each approach. ( I provided match up activity in envelope). Next activity students write as much information: key terms and explanations as they can about Social learning theory. They are not to write anything about Bandura’s procedures, findings or evaluations. This is a timed activity of two minutes. They are then to pass to another student who has a time limit of a minute. The next student adds any additional information, corrects any inaccuracies and elaborates on any information/key terms provided. This is repeated another two times, with another two students with a reduced amount of time for each student. Feedback to the class to discuss knowledge of the approach. Powerpoint shows feedback from the sample materials examiners reports for 2017 and 2016. This links in with the next exam question task which is focused on application and knowledge of key terminology. Task sheet handed to students which includes task instructions, scenario and exam question worth 6 marks. TASK INSTRUCTIONS Write brief definitions in each of the boxes containing the key terms. Read the scenario carefully. Underline parts of the scenario you think demonstrate the key terms. Use as many of the key terms in your answer. Exam question: Explain how Mick’s recent weight gain can be explained by Social learning theory. (6 marks) I allow students time for each instruction and then allow time to answer the question. Student friendly mark scheme is then provided which includes table with description of a level and marks that can be awarded and also possible content and possible application points. These are quite detailed to allow students to peer assess and award a mark to their answers but also so students can use to answer it again to gain full marks. Session is concluded with five true/ false questions with students using whiteboards/scrap paper to share their answers.
Key factors when choosing equipment for children from 1 to 5 years (Feeding and travelling) RO19 LO2
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Key factors when choosing equipment for children from 1 to 5 years (Feeding and travelling) RO19 LO2

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LO2. The first of LO2 (2.1) Including PowerPoint on both feeding and travelling equipment for children aged one to five years. Key terms included. Progress grids build into PowerPoint's and on separate document. Research task for travelling equipment for part of the lesson requires use of computer. Homework also included. Follows Cambridge National level 1/2 Child Development. Unit R019: LO2.1 (First half)
Nutritional guideline and requirements for children from birth to five years RO19 LO3 (3.2)
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Nutritional guideline and requirements for children from birth to five years RO19 LO3 (3.2)

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PowerPoint covering approximately three lessons on L03.2 Activities included are a leaflet design, complete the function and sources of micronutrients sheet and design a poster. Also included is progress grid. Covers macronutrients: protein, fats and carbohydrates, Micronutrients: Vitamin A, B group, C, D, E, K, Minerals: Calcium, Iron and Sodium Chloride and additional dietary requirements: Fibre and Water. Follows Cambridge National Level 1/2 R019 LO3 (3.2).
Btec First CPLD: Unit eight: Introduction to Working in the Early Years Sector: Revision mat
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Btec First CPLD: Unit eight: Introduction to Working in the Early Years Sector: Revision mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit eight: Introduction to Working in the Early Years Sector. Learning aims A, and B: A) Investigate the role of workers in different types of early years settings. B) Explore roles, responsibilities and careers in the early years sector. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!
AQA GCSE Psychology 2.6 What factors affect our perception (perceptual set & expectations)
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AQA GCSE Psychology 2.6 What factors affect our perception (perceptual set & expectations)

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Lesson Point which covers the first part of 2.6 from the AQA specification 8182 what factors affect our perception? Recap activity on compare and contrast key features from Gregorys constructive theory and Gibson’s direct theory of perception. Information then provided on what perceptual set is and links expectation as a factors that affects our percepetional set. Uses the duck-rabbit example. Paired activity. Students label theirselves either A or B and follow instructions to be participates in a short version of Bruner & Minturn’s perceptual set study (1955) Descriptive information then shown to students for the key study and students to transfer information in their own words to a key study sheet (provided). Information is that shared for evaluation points for the study. Students continue to transfer the information to the key study sheet in their own words. Instructions on slide for the second mini experiment where students again follow instructions on the slides following student A and student B instructions. This experiment shows expectation through the rat man illusion. Homework is a possible exam question on Bruner & Minturn’s oerceptual set study for 9 marks. Progress grid includes the following learning outcomes: Identify, Describe, Explain, Evaluate and Apply knowledge to answer exam questions accurately. Follows AQA GCSE psychology 8182 LO: 2.6 what factors affect our perception? Paper one: Cognition and behaviour
Btec First: CPLD unit 3: The Princples of Early Years Practice revision/ stretch and challenge mat
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Btec First: CPLD unit 3: The Princples of Early Years Practice revision/ stretch and challenge mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit three: The Principles of Early Years Practice, Learning aims A, B, C and D: A) Understand the importance of inclusive practice in early years B) Explore ways in which early years settings implement inclusive practice C) Understand how children are empowered in early years settings D) Understand the importance of the key person approach in supporting children’s development. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!
Btec First CPLD: Unit six: Supporting Children's Language and Literacy Development: Activity Mat
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Btec First CPLD: Unit six: Supporting Children's Language and Literacy Development: Activity Mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit six: Supporting Children’Language and LiteracyDevelopment. Learning aims A, B and C: A) Understand how to support children’s language development B) Understand how to support children’s reading development C) Understand how to support children’s writing development Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house! Preview Files included (1)
Btec First CPLD unit five Health & Safety in Early Years Settings stretch & challenge/revision mat
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Btec First CPLD unit five Health & Safety in Early Years Settings stretch & challenge/revision mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit five: Health and Safety in the Early Years Settings, Learning aims A and B: A) Understand accident prevention in early years settings. B) Understand infection control in early years settings. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!
CPLD Btec First: Unit four: Promoting Children's Positive Behaviour: Stretch & Challenge mat
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CPLD Btec First: Unit four: Promoting Children's Positive Behaviour: Stretch & Challenge mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit four: Promoting Children’s Positive Behaviour. Learning aims A, B and C: A) Understand factors that affect children’s behaviour. B) Understand how adults in early years settings promote children’s positive behaviour. C) Understand how adults supprt children’s behaviour in early years settings. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!
Btec First CPLD: Unit Seven: Making Healthy Food Choices for Children: Stretch & Challenge mat
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Btec First CPLD: Unit Seven: Making Healthy Food Choices for Children: Stretch & Challenge mat

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Extension/stretch and challenge mat which can be used in lessons as a filler activity or plenary or given as a homework mat over several lessons. Could also be used as a revision tool. Based on Pearson’s BTEC First Children’s play, learning and development. Teaching from 2017 Activities focused on content from unit seven:Making Healthy Food Choices for Children. Learning aims A, and B: A) Understand the importance of a balanced diet to meet the nutritional needs of children from birth to eight years. B) Understand how adults can support children’s dietary needs. Suggestion: Have a copy of all three slides printed and laminated on display and then I print out slides two and three back to back and the image which indicates the activity matches up to the activity instructions on the back of it. Students seem to enjoy the challenge of completing a row, corners or full house!
Cambridge National Child Development RO18 LO1 revision mind map
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Cambridge National Child Development RO18 LO1 revision mind map

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Mind map for RO18,learning outcome one: Understand reproduction & the roles and responsibilities of parenthood. This resource is accessible for students as they are simple mind maps but they cover everything on the specification for the RO18 LO1. 1.1 The wide range of factors that affect the decision to have children 1.2 Pre-conceptive health 1.3 Roles and responsibilities of parenthood 1.4 Recognise and evaluate methods of contraception, their efficiency and reliability 1.5 The structure and function of male and female reproductive systems I use the map at the end of the topic and get students to expand and elaborate adding their own information. It is also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.
Paper one Cognition & Behaviour mind maps
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Paper one Cognition & Behaviour mind maps

4 Resources
Mind map of the topics included in cognition and behaviour paper 1 for GCSE psychology. These resources are accessible for students as they are simple mind maps but they covers everything on the AQA specification: Memory Perception Development Research Methods I use the maps at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.
AQA GCSE psychology research methods revision mind maps
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AQA GCSE psychology research methods revision mind maps

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Mind maps for the research methods topic for GCSE psychology. This resource is accessible for students as they are simple mind maps but they cover everything on the AQA specification for the research methods topic. Experimental method Sampling methods Non-experimentall methods Case studies Observation studies Correlation Ethics Data Handling I use the maps at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.
GCSE AQA psychology perception  revision mind map 8182
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GCSE AQA psychology perception revision mind map 8182

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Mind map of the perception topic for GCSE psychology. This resource is accessible for students as it is a simple mind maps but covers everything on the specification for the perception topic. I use the map at the end of the topic and get students to expand and elaborate adding their own information. They are also useful to introduce a topic, but also to help the students organise their notes and revision. This is useful to all students but particularly those who struggle with organising their notes and information. Suggestion: print on A3 paper to allow students enough room to elaborate.
Cognition & behaviour: paper one revision clocks AQA GCSE psychology 8182
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Cognition & behaviour: paper one revision clocks AQA GCSE psychology 8182

4 Resources
Revision clock activities for memory, perception, development and research methods. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.
Perception revision clock AQA GCSE pschology cognition and behaviour
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Perception revision clock AQA GCSE pschology cognition and behaviour

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Revision clock activity for perception. Students are to include as many psychological key terms and as much detailed information as they can for each sub header in each section of the clock. They are to only allow only 5 minutes per section. Keeps students motivated through revision and students are required to summarise key information. Suggestion: print back to back on A3 paper as allows more space for students information and revision notes. Follows AQA GCSE psychology 8182: Teaching from 2017.