Lesson explaining split brain research including Sperry. Includes note to take, independent evaluation activities and 3 possible essays for students to plan individually in groups or as a class.

Whole lesson looking at discussion of the neurochemical explanation (AO1/2 in separate lesson). Includes pupil led recap of AO1 content and opportunities for live class modelling, group evaluation and peer teaching. Can be made easier by providing students with a copy of the textbook evaluation for them to sue to form a burger evaluation paragraph rather than being entirely student led.

Lesson covering the outline of the neurochemical explanation of addiction (desensitisation hypothesis and nicotine regulation model). Includes flipped learning activity (to be given the lesson before), group activity, class activity, information slide for notes, application to scenarios and whiteboard knowledge reviews with answers.

Exam style questions relating to the nonverbal elements of the specification as well as human and animal communication

Two lessons work of content covering the body language section of the new GCSE specification. Powerpoint includes activities to develop AO1, AO2 and AO3 skills including analysis of visual and written scenarios, differentiated evaluation and an independent approach to AO1 knowledge. Students are then given a creative literacy based task encouraging them to further apply their knowledge.

This lesson covers the content students need to know for the new AQA GCSE 9-1 Psychology specification. The lesson uses a range of student led activities to discover the structure and function of the three different types of neuron, the key features of a neuron and their functions. Activities include whiteboard starter, carousels, mix and match, exam style application questions and an interactive progress checking plenary.

This pack was designed to give to students as an intervention tool to be used at home, during form time, during detention etc. in order to improve their knowledge of the perception topic of the new specification. It includes all content named in the specification with student activities built in throughout and 'literacy boost' pointer to aid their understanding of key terms.

The lesson covers theories of perception from a revision perspective. Whiteboards are used to initially check student understanding of the theories before they are given a learning mat with all the information they need to answer an essay question on each theory. Students work their way around the room, questioning each other on the information on the learning mat before choosing from a set of differentiated activities ranging from mild to extra hot with the main aim of answering, in some capacity the essay "Outline and evaluate Gregory's constructivist theory of perception".

Three lessons worth of content covering the main assumptions and evaluation of the psychodynamic approach. Lessons cover all content required by the spec including: conscious and unconscious mind, tripartite theory of personality, defence mechanisms and the psychosexual stages. (includes additional worksheet that could be given as revision). A variety of activities are included including a fun practical starter, fill in the gaps, mix and match activities, whiteboard plenaries, homework activity, relatable videos to support key assumptions, scenarios to encourage students to develop their AO2 skills and some practice at writing short exam style questions (complete with model answer).

Two, potentially three lessons covering the main assumptions of the biological approach and evaluation of it. Content includes: genotype, phenotype, twin studies and concordance rates, neurochemical, neuroanatomical, central nervous system, evolution. In addition, the AO1 and AO3 of determinism is included Activities include note taking, exam style questions with mark scheme and model answer, mini whiteboard plenaries and building evaluation paragraphs.

Resource includes exam style questions ranging from 1 mark 'identify' questions to 9 mark 'describe and evaluate' essays including associated mark schemes. Please note these mark schemes are not generated by AQA but were produced by myself as a result of hours of research looking at specimen papers and mark schemes relating to the new specification. This has involved my interpretation of mark schemes for questions that do not appear on the specimen paper on their website.

A booklet aimed at Y11 but appropriate to students in any key stage that discusses what makes effective revision and why. (I have also used this with Y12 and Y13) Students are guided through a process of organising and prioritising their subjects/topics before they are introduced to the strategies that are most effective methods of revision and why (research supported) It ends with a copy of the GCSE Edexcel Psychology specification for students to use to RAG rate and create their priority list. This could quite easily be adapted for any specification of any subject.

One to two lessons introducing students to Piaget’s theory of cognitive development. This/these student led lesson(s) include key word mix and match, fill in the gap, cut and stick as well as practical activities to allow children to discover Piaget’s stages and his amain assumptions of schema development, egocentrism and conservation. Assessment comes in the form of mini whiteboard activities as well as written AO2 scenario based questions with model answers.

Content spanning two lessons that guide students through the process of informed revision and strategies to avoid losing silly marks in exams. The powerpoint and resources walks students through the process of revision from using the specification to identify areas of strengths and areas for development, production of revision resources, strategies to understand and address the question and a large number of exam style questions to apply their knowledge to.

A 30 mark assessment covering the divisions of the nervous system, neurons, synaptic transmission and James-Lange theory of emotion given as a mid topic assessment. Questions are in the style of those reflected in the specimen paper and includes multiple choice, labelling diagrams, 4 and 6 mark application questions and a 9 mark essay. Mark scheme included.

1-2 lessons worth of content covering the knowledge needed to address the brain structure and function sections of the AQA GCSE Neuropsychology specification. Lesson includes whiteboard recap of Hebb’s theory of learning, engaging starter to hook students into brain structure and function, a series of five varied student led activities including reading and highlighting, emphasising key term definitions, a carousel activities to label and annotate the brain and an AO2 application based question with scaffolded helpsheet for weaker students. Progress is assessed through key thinking and discussion questions periodically throughout the lesson in addition to whole class whiteboard activities, a return to the starter activity to allow students to apply their new knowledge and, as mentioned previously, application of knowledge to exam style questions.

Pack preparing students for A Level Psychology. The purpose is to give students a head start, encourage a curiosity and interest in the subject, promote subject recruitment. Includes: What is Psychology? Why should I study Psychology? What will I study at A Level? (AQA specification) Career prospects Recommended resources Additional resources - Netflix, books, films etc Introduction to research methods - types of experiment, sampling and ethics. Introduction to social influence - Conformity, conformity to social roles and obedience. All websites are hyperlinked and corresponding QR codes included for ease.

This resource is aimed at the GCSE AQA Psychology specification. This is an engaging and fully differentiated resource that include regular recap of important prior knowledge from a variety of topics as well as student led tasks that address AOs 1-3.

Observation ready lesson covering the synaptic transmission content of the new AQA GCSE 9-1 specification. Activities include label neuron recap task, thought provoking starter and four independent student tasks that allow students to work at a pace and level that is appropriate to them and their needs. Tasks include gap fills, labelling a synapse, differentiated tasks for explaining the process of synaptic transmission and exam questions differentiated by support. This was used during an observation with students ranging from grade 3 to grade 9 and excellent feedback was received.