There are student-centered lesson to help revise theories of forgetting (interference theory & retrieval failure. Matching Task: A list of statements which outlined (APFC) each of the 4 studies (McGeoch & McDonald, Schmidt et al, Godden & Baddeley, Carter and Cassaday) that students had to identify. Revision Map- A set of short answer questions which helps students to review/consolidate key aspects of ‘theories of forgetting’ through a series of short answer exam questions. Following this activity they could then complete a 16 mark exam question “Discuss theories of Forgetting with reference to the scenario” Quiz Quiz Trade (Flashcards) which review theories of forgetting (AO1/AO3) which students use to test each other on the key aspects of the theories.

A student-centered lesson provided for revision of ‘Asch & Milgram Variations’. Students were given a choice of 5 activities to complete (with the idea being they would complete at least 2 of these. The ‘powerpoint’ provided outlines these options e.g. matching task, exam questions, QQT, independent revision etc. Revision Notes: These are the key aspects of the studies & variations which students could use to either assist with their completion of the matching task or to help with their independent revision if required Matching Task (Matching Task Answers): This is a card sort activity to help students to review their understanding of the key studies and variations (AO1). Students working in pairs are provided with the ‘name’ of the study/variation ‘description/procedure’ and ‘finding’ and have to match these three aspects. The answers are provided in a separate document (see attached) and on the powerpoint to allow the class to self/peer assess if needed. Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the studies and variations (AO1 and AO3) A small selection of mostly short answer questions related to each of the topics. These begin with simpler ‘knowledge’ based questions and end with more application style questions. There are mark schemes attached which could be used for self/peer/teacher assessment.

This is a fully resourced revision lesson to help students outline and evaluate experimental design and sampling techniques. This is predominately a student led lesson with a range of activities such as think-pair-share, matching task, exam questions, and quiz quiz trade.

A knowledge organiser for students to complete on language thought and communication. This should be printed back to back and A3. Suggested answers are provided

A lesson to outline neuropsychology & brain scans (including some AO3) which includes knowledge retrieval starter discussion/teacher led outline of cognitive neuropsychology independent task to summarise brain scans using textbook mini-plenary matching task application task (based on research methods)

A revision resource (one hour lesson/homework) for students to review the content for brain and neuropsychology Best printed on A3 Suggested Answers included

A revision resource to be done in a one hour lesson or for homework Best printed on A3 suggested answers also provided

A knowledge organiser to help students review research methods for GCSE Psychology Best printed in A3 & suggested answers included

A revision lesson/aid for students once the perception unit has been taught.This is best completed on A3 paper. It comes with suggested answers.

A revision resource/lesson for students to complete at the end of Social Influence. Some suggested answers are provided

A useful revision aid (knowledge organiser) for students to complete at the end of the unit or for revision. Best when printed on A3. Suggested answers are also provided

A revision resource/lesson once development has been taught. Suggested answers are included.

A full lesson (1-2 hours) - powerpoint and accompanying worksheet This lesson:- outlines key terms such as probability, significance, type I & II errors. shows students how to use critical value tables & report the results of a statistical test Offers opportunities for students to practice this skills & to self-assess their work (answers provided)

A (2 hour) lesson which explains how to select and justify a statstical/inferential test. This starts with an introduction of levels of measurement before going through how to justify a test e.g. Chi Squared, Mann Whitney U, Spearman Rho, Wilcoxon, unrelated t-test, related t-test, Pearson r. There is a ppt which goes through this alongside a handout for students.

This resource includes 2-3 hours worth of activities to enable students to outline and evaluate Zimbardo study. Lesson 1: A powerpoint and video link (approx 30-40 mins) for students to gain a good understanding of the Zimbardo study. Lesson 2: A review of the video and a detailed handout of the Zimbardo study followed by a 'bingo' style activity for students to review their knowledge. Lesson 3: A powerpoint, matching activity and model essay which helps students to be able to evaluate. Students will then consolidate their knowledge through a 'spot the mistakes' activity which when complete gives them a 'model essay' which they can create their own essay plan from.

A lesson to outline and then evaluate 2 explanations of obedience. A number of activities are included starting with a discussion based around the Nuremberg trials. This is then followed up with some teacher input and then an associated cloze activity for students. Students then complete an application style exam question (suggested answers attached). Finally there is an evaluation task where students need to use prompts to complete 'effective evaluation'. Finally students consolidate their knowledge with 'dominos' to review key terms for both the outline and evaluation of the theories. A suggested homework to review the My Lai Massacre is also included.

Resources for 2+ lessons which outlines STM and LTM memory (capacity, coding, duration) as well as research into these. The first lesson includes a powerpoint ('coding and capacity') and handouts ('jacobs and baddeley' and 'evaluation grid P,E,E'). The second lesson includes a powerpoint 'duration of STM and LTM' and handout 'research duration of STM and LTM' The powerpoints have a number of activities embedded. The lessons are excellent for student engagement with both of them requiring students to be active participants in experiments to replicate many of these studies.

There are powerpoints and appropriate handouts for 2 one hour lessons. The first to outline and apply knowledge of MSM and the second to evaluate MSM. The powerpoints have a range of activities and instructions included. There are a number of resources to support the lesson including a video of Clive Wearing, application tasks (with answers) and an essay plan (and model 12 mark answer).

A fully resourced lesson covering 2 definitions of abnormality. The starter requires students to organise the card sort into behaviours/characteristics that are abnormal or normal with a justification. Then the powerpoint outlines the key aspects of each of these definitions allowing students.Students then organise the behaviours again but to include some justification using the content which they have learned. A short application task requires students to apply their knowledge of the two definitions (from page 135 of the green hair girl book). The final task helps students to evaluate the two definitions. This starts with two discussion tasks in which students consider the strengths and weaknesses of each definition and then they are provided with a framework (evaluate-student handout) to help complete this using the powerpoint.

This lesson should take place after learning all four definitions (failure to function adequately, deviation from ideal mental health, statistical infrequency and deviation from social norms). It is designed to help students consolidate/review their knowledge of all four definitions. The lesson begins with a matching task with requires students to identify whether the evaluation points are strengths or weaknesses and more importantly which definition of abnormality they relate to. The students are required to complete an application task which requires them to read scenarios and identify which definition of abnormality would deem the behaviour abnormal and why. There are then two application style exam questions with answers (for self-assessment). Finally students one of two activities to review all definitions. ‘Numbered heads together’: (groups of 4 and ask them to number themselves 1-4. Put one of the questions on the powerpoint up and give students 1 minute to dicuss. Finally, select a number at random and one person in each group must offer some feedback. Quiz Quiz Trade: These are pre-prepared flashcards (see attached) with a question and answer. The aim is to have students work in pairs/groups to ask questions and answer questions. When they are the ‘question master’ their role is to check the respondents answer and to prompt for more information when needed.