A 2 part lesson (approx 2 hours) that covers 'issues that affects access learning aim B2. The first lessons starts with a review of 'Settings in HSC' from the previous lesson (learning aim B1). Then students are required to use the student textbook to summarise referrals e.g. self-referral, third party referral and professional referrals for which there are prompts to help support students notes. Following this there is a short video and teacher led powerpoint to outline 'assessment'. Finally, there is a handout and 'transformation' task for students. This requires them to represent eligibility criteria using pictures and symbols. There is an additional application task to end the lesson and review eligibility criteria. The second lessons (powerpoint '2. Barriers to Service') starts with an exam questions to review lesson one with some sentence starters for supporting students if needed and some suggested answers from the mark scheme for self-assessment. Then students are required to work independently to create a mindmap of barriers that affect access using the student textbook. Then students need to work in pairs to identity which barriers might affect specific service users the most. Finally, students complete an exam question (mark scheme attached for self assessment) to consolidate their understanding of 'barriers affecting access'.

A lessons in which students will learn about interference theory (outline and evaluate) There are a number of activities embedded within the powerpoint including a summary of studies, research methods based questions and an application style essay.

A brief powerpoint and matching task to enable students to be aware of the key roles of social care professionals including social workers, youth workers, support workers, care assistant and care manager

Students will be able to outline and evaluate the theory of sexual selection. This includes 2 powerpoints (one which outlines the theory and the other that evaluates the theory). There are a number of activities embedded. The final activity requires students to have access to page 119 of the green hair girl book (research methods application questions)

A complete lesson with powerpoint (with activities included), handout and 'variable cards'. By the end of the lesson students should be able to identify independent, dependent and extraneous variables. They should also be aware of the types of hypothesis and how to write a fully operationalised hypothesis.

The lesson starts with a review of basic research methods such as ethical guidelines, hypothesis, types of experiments, research design using 'numbered heads together'. (instructions in slide 'notes') An interactive powerpoint presentation to outline each of the 5 sampling methods required by AQA (Random, Opportunity, Volunteer, Stratified and Systematic). This is followed by an application task (worksheet provided) and an evaluation matching task (worksheet provided) both with accompanying answer

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 which outlines key humanist theories such as Maslow and Rogers as well as introducing students to idiographic and nomothetic methods of study. The lesson includes a card sort task, video, mini discussion tasks.

A basic powerpoint/lesson which helps students understand learning aim A2 (Biological, e.g. understanding developmental norms, understanding genetic predisposition to certain illnesses or health-related behaviours.) This includes a number of activities including discussions to review & build upon prior knowledge (from unit 1), paired research task and some text book based work (using the Pearson Endorsed Student Text Book 1)

A lesson which helps students apply their knowledge of both the psychodynamic and humanist perspectives to H&SC. This helps students understand learning aim A2 (Psychodynamic, e.g. understanding challenging behaviour, understanding and managing anxiety AND Humanistic, e.g. empathy, respecting other individuals, active listening.) There are a range of activities including videos and application style tasks.

A full lesson which helps students achieve learning aim A2 (Application of the Cognitive, e.g. supporting individuals with learning difficulties, supporting individuals with emotional problems/depression/post-traumatic stress disorder) This lesson has a range of activities including videos, application tasks and independent research

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.

A lesson which outlines how to empower individuals within a H&SC setting such as promoting individualised care, promoting rights to dignity & independence, supporting beliefs, cultures and preferences. The attached powerpoint outlines all key information and the lesson ends with an exam question to put their learning into practice.

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.

A fully resourced lesson to outline and evaluate two definitions of abnormality (Failure to Function Adequately, and Deviation from Ideal Mental Health) The lesson starts with a ‘teacher outline’ of Failure to Function Adequately. Students then consolidate and apply their understanding of the definition through watching the video of Denise (Hoarder.mp4). Then there is a short student task and teacher outline for ‘Deviation from Ideal Mental Health’. Students then consolidate their understanding by transforming the content into pictures and symbols (using student handout AO1). To help students evaluate the definition there are some discussion prompts on the powerpoint followed by an independent matching task. As a plenary and/or homework task students are asked to review ‘The Naked Rambler’ and apply their knowledge of these two definitions (and potentially others) to this situation

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.

A student-centered lesson provided for revision on Explanations of Obedience Revision Map: This helps students to review key aspects of Explanations of Obedience such as Agentic State, Legitimacy of Authority and Authoritarian Personality (AO1/AO3) requiring students to answer a series of short-answer questions to review the model. There are some suggested answers written in brief. They could then be asked to write an essay (or create an essay plan) for a 16 mark question “Discuss explanations of obedience, referring to the scenario” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theories

A 2 part lesson to introduce Unit 5 and also to learn content related to equality, diversity and discrimination. A range of student centered activities are included, such as a video to grasp both definitions and examples of some key terms, student research task (computers/IT access required) and a matching task. Also included is ‘guidance sheets’ (and powerpoint) on how to complete P1/M1/D1. As a centre we used the old case studies (i.e. Nusrat, Maria etc) for students to complete a practice assignment for this criteria.