This is a revision lesson. It is designed to help students to calculate and report the findings of the sign test as well as define and answer questions relating to type I and type 2 errors. This is a fully resourced lesson with both a presentation and student handout. The lesson starts with definitions of key terms e.g. statistical testing and probability. The powerpoint then provides a step-by-step demonstration of how to calculate the sign test and how to report the findings of the statistical test. Then students are given 2 examples of studies which require them to calculate the sign test and report their findings. An extension task is provided which requires students to report the findings of 3 other studies using the sign test. Finally students are given a definition of a type 1 and type 2 error, with 3 exam-style questions to complete(suggested answers in the ‘notes’ box on the powerpoint.

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 two-part lesson lasting between 1-5-2 hours. The first powerpoint (skills to work in these areas) helps students to learn and apply their knowledge of the 6C’s. The first task is a mindmap to ‘learn/review’ what the 6C’s are. This is followed up by an article from nursingtimes.net (6C’s story of the Month) where students have to find examples of each of the 6C’s demonstrating their ability to apply their knowledge. Finally students compare the 6C’s to the RCN principles of nursing practice to identify similarity and differences. Lesson two uses powerpoint two (working practices). This starts with a definition of key terms e.g. regulation, policy and procedure and then explains how these affect working practice. The final task is an independent research task which requires students to use the internet to review examples of poor practice (e.g. Mid-Staffordshire Hospital Trust, Jessica Chapman & Holly Wells as well as Victoria Climbe & Baby P. The powerpoint includes prompts, suggested websites and answers.

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 basic/brief powerpoint which gives an overview of ‘accountability’ to professional bodies such as GMC/NMC/HCPC etc.

Students will learn what the roles of each health care professional has including doctors, specialist doctors, occupational therapist, care assistant, nurse, midwives. This will also outline the health care settings in which each of these work within. A powerpoint presentation (with activities and suggested answers) and matching task is included for the lesson.

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 student-centered lesson provided for revision of ‘working memory model’ Question and Answers ’ Loop’: This helps students to review the key aspects of the WMM (AO1).The answers provided (on page 2 of the document) were printed, cut stuck up around the room. Students were then given the questions and had to find the relevant answers. There is answer sheet provided. Revision Map: This helps students to review key aspects of WMM (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 “Dicuss research into Working Memory Model” Quiz Quiz Trade (Flashcards): These are flashcards provided for students to help students test each other on key aspects of the theory Cloze Activity: A ‘model’ essay which has key terms missing to help students to engage with specialist vocabulary within WMM and help consolidate their understanding.

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

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 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.

A lesson to outline & evaluate Darwin’s Theory of Non-Verbal Communication which includes:- knowledge retrieval starter independent task using illuminate textbook discussion tasks application task find the fiction task from a ‘model answer’

A lesson to explain synaptic transmission this includes:- knowledge retrieval starter video teacher modelling of drawing synapse OR use a pre-animated one framework for students to use to outline synaptic transmission independent task to outline excitation, inhibition & summation short answer/mini-whiteboard quiz to review content

A lesson to outline and evaluate Hebb’s theory which includes:- knowledge retrieval starter video to outline plasticity independent task to summarise theory using illuminate textbook application task with suggested answers find the fiction essay - model essay with 14 errors (plenary or hwk task) Optional TED talks video

A simple one hour lessons which outlines and evaluates James-Lange’s theory knowledge retrieval starter discussion/independent task to outline the theory evaluation framework ‘cloze exercise’ for students to have a model 4 mark outline

Two 1 hour lessons. The first outlines & evaluates the Sapir Whorf Hypothesis. This includes:- knowledge retrieval starter Video to introduce the theory teacher led notes/discussion application task discussion & independent written task for AO3 The second lesson outlines our view of the world i.e. recognition of colour & recall of events. This includes:- practical activities to demonstrate research into this area link back to Sapir Whorf (i.e. how this research can be used to evaluate Sapir Whorf) 9 mark exam question on Sapir Whorf

A two hour lesson / 2 one hour lessons which cover the differences between animal & human communication followed by Von Frisch Bee Study. The first lesson on animal Vs. human communication include:- Knowledge Retrieval Starter Discussion task video task Independent written task The second lesson on Von Frisch includes;- video of study (two provided) comic strip framework OR written study framework evaluation matching task application task homework exam questions

Three one hour lessons on Non-Verbal Communication. This includes eye contact, body language, posture. The first lesson on eye contact includes:- knowledge retrieval starter discussion tasks video task student activity to demonstrate how eye contact interferes with conversation 5.exam questions with mark scheme for self-assessment The second lesson on body language includes:- knowledge retrieval starter discussion tasks independent task - create a poster homework task based around research methods with self-assessment mark scheme provided The third lesson on posture includes:- knowledge retrieval starter discussion & video task application tasks exam questions with mark scheme for self-assessment

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