What are sensation and perception (2.1) Lesson presentation on what is sensation and perception. Brainstorm sensation, key terms, information on what sensation and perception is and the difference between them. Explain the difference between sensation and perception question. Crash course video on what sensation and perception is included (10 minutes) Duck-rabbit illusion question and an apply it question. Lesson concludes with 5 true/false questions. Planning for progress grid included and homework which asks to research and take key notes of key visual illusions. Follows AQA GCSE specification psychology: 8182; Cognition & Behaviour from teaching 2017.

Three lessons: Processes of memory How memories are encoded and stored Different types of memory All resources such as video clips and handout included. Follows AQA GCSE psychology teaching from 2017

lesson power point with video clip & progress grid included. First lesson following AQA spec teaching from 2017.

Lesson presentation on how memories are encoded and stored with planning for progress grid included. Second lesson on memory following AQA GCSE psychology Cognition & Behaviour teaching from 2017 specification.

lesson presentation, starter activity, worksheets and planning for progress grid etc. Follows AQA GCSE psychology Cognition & behaviour specification: Teaching from 2017.

gcse aqa psychology revision/summary cards for nvc

lesson presentation and resources for structures of memory Multi store model of memory and its features Follows AQA gcse psychology teaching from 2017.

Structures of memory presentation and resources Evaluation of the multi store model of memory Follows AQA gcse psychology teaching from 2017

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 two: Promoting Children’s Development Through Play, Learning aims A, B and C: A) Understand how play promotes children’s developmetn in early years settings B) Understand how different play oppurtunities promote children’s development C) Understand how play is structured in early years settiings to promote 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!

lesson presentation, worksheet and planning for progress grid. lesson follows aqa gcse psychology specification, teaching from 2017.

Revision clock activity for unit four: Promoting Children’s Positive Behaviour Students are to include as many 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 Btec First: Children’s Play, Learning and Development. Preview

*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.

Includes PowerPoint on factors to consider when choosing equipment for children from one to five years. Includes progress grid and homework Follows Cambridge National level 1/2 R019 Learning Outcome 2.2

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!

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)

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!