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To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions The Importance of Physical Attractiveness The Halo Effect The Matching Hypothesis (Walster et al., 1966) Video: The Matching Hypothesis Activity: Discussion Questions Evaluation worksheet Evaluation points Exam practice: 8 Mark Question with Mark Scheme Plenary: Brain Dump

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Filter theory Level 1: Social Demography Level 2: Similarity in Attitudes Level 3: Complementarity Activity: Annotate the Filter Theory Diagram Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: 16 Mark Question with Application Modelling: Using the STEM effectively Activity: Planning Activity Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the latest AQA A-Level Specification (published June 2019) although content and activities may be useful for other specifications. Key content covered in this Lesson: Key Questions Social Exchange Theory Rewards, Costs and Profits Comparison Level (CL) Comparison Level for Alternatives (CLalt) Stages of Relationship Development Activity: Concepts - You Scratch My Back? Exam Practice with Mark Scheme: Short Answer Question Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Plenary: Consolidation Question To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact jb_resources@outlook.com. Reviews and feedback are always welcome.

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions What are Chromosomes? How sex is determined using SRY (sex-determining region Y) Hormones Testosterone Oestrogen Oxytocin Exam Practice Questions with Mark Scheme: Chromosomes and Hormones Evaluation Points Video: David Reimers Exam Practice Question with Mark Scheme: Evaluation Question Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Activity: Thinking about Gender Differences Gender Schema Theory (Martin & Halverson) Video: What is a Schema? Gender Schema acquired with Gender Identity Schema Direct Behaviour and Self-understanding In-groups and Out-groups Exam Practice with Mark Scheme: Gender Schema Theory Evaluation worksheet Evaluation points Activity: Check Your Knowledge Questions Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Freud’s Psychodynamic Theory Psychosexual Development: The Psychosexual Stages Summary table of the Five Psychosexual Stages The Oedipus Complex The Electra Complex Identification and Internalisation Exam Practice Questions with Mark Scheme: Psychodynamic Explanations of Gender Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning 8 Mark Questions Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Key Concepts: Defining Sex and Gender Sex and Gender Diagram Gender Identity Disorder Sex-role Stereotypes Activity: Sex-role Stereotypes Research into Sex-role Stereotyping: Ingalhalikar et al.'s MRI Study (2014) Video: The Guevedoces The Unusual Case of the Batista Boys Exam Practice Question with Mark Scheme: Sex and Gender Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Video: Social Learning Theory in 4 Minutes Class discussion: How can SLT Explain this trend? Applying SLT to Gender Development Direct Reinforcement Differential Reinforcement Indirect Reinforcement Identification and Modelling Mediational Processes Concepts: Lily and Millie Exam Practice Questions with Mark Scheme: Social Learning Explanation of Gender Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Culture and Gender Roles Video: The Ancient Origin of Sexual and Gender Identity Cultural Differences: Margaret’s Mead’s Research (1935) Cultural Similarities: Buss et al.'s (1995) Research on Mate Preference The Media and Gender Roles Rigid Stereotypes Information Giving Methods: Notel, Unitel and Multitel (Williams et al., 1986) Exam Practice with Mark Scheme: Culture and Media Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: 16 Mark Essay with STEM Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Gender Dysphoria The DSM-V Criteria for Gender Dysphoria Biological Explanations for GD: Brain Sex Theory Research Supporting Brain Sex Theory Genetic Factors Social-Psychological Explanations Psychoanalytic Explanations Cognitive Explanations Video: The Male and Female Brain Evaluation worksheet Evaluation points Exam Practice Questions with Mark Scheme: Atypical Gender Development Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Defining Androgyny Measuring Androgyny Activity: Complete the BSRI The Bem Sex Role Inventory (BSRI) Activity: Evaluation worksheet Evaluation points Exam Practice Question with Mark Scheme: Androgyny and The BSRI Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content covered in this Lesson: Key Questions Video: Klinefelter’s Syndrome About Klinefelter’s Syndrome Effects of an Extra X Chromosome Psychological Characteristics of Klinefelter’s Syndrome Video: Turner’s Syndrome About Turner’s Syndrome Physical Characteristics of Turner’s Syndrome Psychological Characteristics of Turner’s Syndrome Exam Practice Question with Mark Scheme: Atypical Sex Chromosome Patterns Evaluation worksheet Evaluation points Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Discussion Activity: Reasons for Relationship Breakdown (Duck, 1992) Key Questions Duck’s Phase Model of Relationship Breakdown Phase 1: Intra-psychic Phase Phase 2: Dyadic Phase Phase 3: Social Phase Phase 4: Grave-dressing Phase Exam Practice: Short Answer Question with Mark Scheme Evaluation worksheet Evaluation points Exam practice: Evaluation question with Mark Scheme Plenary: Consolidation Question

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Self-Disclosure in Virtual Relationships Reduced Cues Theory The Hyperpersonal Model Absence of Gating Activity: Do virtual relationships lead to more or less self-disclosure? Exam Practice: Application Question with Mark Scheme Evaluation worksheet Evaluation points Exam Practice: Planning 16 Mark Essays Plenary video: The Science of Online Dating

To request lessons, provide feedback or if you have had any issues opening any resources of my resources, please feel free to contact me on jb_resources@outlook.com (responses are usually very prompt). Key content included: Key Questions Parasocial Relationships Video: Understanding Parasocial Relationships Activity: Case Study - Justin Bieber Obsession Levels of Parasocial Relationships Entertainment-social Intense-personal Borderline Pathological The Absorption-Addiction Model The Attachment Theory Explanation Evaluation Worksheet Evaluation Points Exam Practice: 8 Mark Question with Mark Scheme Plenary: Discussion prompts

This fully editable lesson on Gibson’s Direct Theory of Perception introduces students to a foundational explanation of how we perceive the world directly from environmental information, without the need for prior experience. Aligned with the AQA GCSE Psychology Specification, this resource explores Gibson’s key concepts, such as the optic array, optic flow patterns, and motion parallax, while critically evaluating the theory’s strengths and limitations. Key Features: Comprehensive Lesson Slides: The slides cover the main principles of Gibson’s theory, highlighting how perception happens directly through environmental cues like texture gradients and optic flow. Real-world applications, such as pilots relying on visual cues during World War II, are used to illustrate the theory. Interactive elements include Think-Pair-Share activities, encouraging students to evaluate the nature of perception and compare Gibson’s ideas to other theories. Interactive Activities: Students engage in a variety of tasks, including defining key terms, answering Check-it Questions, and analyzing concepts like motion parallax with relatable examples, such as observing moving objects from a train window. These activities support active learning and deeper understanding of the material. Evaluation and Assessment: The lesson includes exam-style questions and a dedicated evaluation worksheet. Students assess Gibson’s theory by identifying its real-world relevance, such as its explanation of everyday perception, and its limitations, such as its inability to explain perceptual errors like visual illusions. Structured tasks like PEE paragraphs enable students to practice critical thinking and articulate well-supported arguments.

This fully editable lesson on Visual Illusions introduces students to the fascinating ways perception can be tricked, equipping them with a deep understanding of concepts such as size constancy, depth cues, ambiguity, and fiction. Aligned with the AQA GCSE Psychology Specification, this resource delves into how visual illusions work and their implications for understanding the brain’s interpretation of sensory information. Key Features: Comprehensive Lesson Slides: The slides explore how visual illusions manipulate perception through phenomena like the Müller-Lyer illusion, the Ponzo illusion, ambiguous figures, and fictional shapes like the Kanizsa Triangle. Students engage with clear explanations and illustrative examples, including diagrams and links to video content. Think-Pair-Share activities challenge students to consider the psychological significance of visual illusions, such as their use in understanding neurological conditions. Interactive Activities: The lesson starts with a Do Now activity encouraging students to reflect on the study of illusions in psychology. Hands-on tasks, such as identifying the Ponzo illusion in escalator images, allow students to apply their knowledge. Students also explore how the brain “fills in” gaps in fictional illusions and switches interpretations in ambiguous ones. Assessment Materials: A variety of exam-style questions help students consolidate their learning, including sketching the Müller-Lyer illusion and explaining how depth cues contribute to misperceptions. Students are encouraged to discuss how illusions reveal the brain’s processes and apply their understanding to real-world contexts, such as architecture and design.

This fully editable lesson on Job Characteristics and Well-Being provides a comprehensive overview of key theories of workplace motivation and satisfaction. Aligned with the OxfordAQA International A-Level Psychology (9685) specification, this resource equips students to critically evaluate how job characteristics influence employee motivation and well-being. Key Features: Comprehensive Lesson Slides: The slides introduce students to Herzberg’s Two-Factor Theory, Hackman and Oldham’s Job Characteristics Theory (JCT), and Warr’s Vitamin Model. These theories are broken down with clear explanations, practical examples, and engaging Think-Pair-Share activities, such as discussing how hygiene and motivator factors apply to personal experiences or evaluating the balance of job characteristics in real-world roles. Interactive Activities: This resource includes “Do Now” tasks to prompt initial engagement (e.g., exploring factors leading to dissatisfaction in the workplace), structured evaluation activities to critique the limitations of the theories, and Think-Pair-Share prompts, such as assessing the significance of autonomy in job satisfaction. Evaluation and Assessment Materials: Students will use worksheets designed for identifying strengths and limitations of each theory and structured PEEE paragraphs to practice critical evaluation. Additionally, the resource includes exam-style practice questions, such as a 12-mark essay prompt to evaluate one or more theories of job motivation and satisfaction, fostering application and analytical skills.

This fully editable lesson on Visual Cues and Constancies equips students with an understanding of how the brain interprets movement, distance, and object positions using visual cues and constancies. Aligned with the AQA GCSE Psychology Specification, this resource provides students with a robust exploration of monocular and binocular depth cues and their application to real-life scenarios. Key Features: Comprehensive Lesson Slides: Students are introduced to the role of visual cues and constancies in perception, including depth cues such as retinal disparity and convergence. The slides incorporate clear explanations, diagrams, and examples, alongside engaging Think-Pair-Share activities like discussing the importance of convergence in activities such as sports and reading. Interactive elements include real-life scenarios, such as why we don’t bump into objects as toddlers do. Interactive Activities: The lesson begins with a “Do Now” activity, asking students to reflect on the challenges of depth perception when using one eye, encouraging initial engagement. Practical tasks, such as testing retinal disparity by observing the “jump” of an object when alternating between eyes, help students experience the concepts firsthand. Students also examine images demonstrating monocular depth cues (e.g., occlusion, linear perspective) and apply their knowledge to interpreting real-life visual scenes. Assessment Materials: Students consolidate their understanding through a structured worksheet that requires them to fill in descriptions for key terms like binocular and monocular depth cues. Exam practice questions, such as outlining a binocular depth cue and applying it to a scenario involving an eye patch, provide opportunities for students to develop AO1 and AO2 skills. The plenary task encourages reflective discussion, linking the concepts of visual cues to professions such as driving, architecture, and sports.

This fully editable lesson on Emotion as a Factor Affecting Perception introduces students to how emotional responses influence perceptual processes, such as attention and interpretation. Aligned with the AQA GCSE Psychology Specification, this resource explores perceptual defence and how anxiety-provoking stimuli can delay recognition. The lesson focuses on McGinnies’ (1949) study, which investigates the impact of emotional arousal on perception, highlighting strengths and limitations in its findings. Comprehensive Lesson Slides: The slides outline how emotions shape perception, emphasising perceptual defence and its effect on recognising stimuli. McGinnies’ (1949) study is used to demonstrate emotional influences, encouraging students to evaluate the strengths and weaknesses of the research, such as its use of galvanic skin response (GSR) as an objective measure and concerns about ecological validity. Interactive Activities: Students participate in Think-Pair-Share discussions, analyse emotional influences on perception, and complete application tasks based on exam-style questions. Tasks include summarising McGinnies’ study and evaluating perceptual defence with real-world examples. Evaluation and Assessment: Structured evaluation worksheets guide students in assessing strengths and limitations of McGinnies’ study, including debates over whether delayed recognition reflects embarrassment rather than defence mechanisms. Assessment materials also include 9-mark essay-style questions with model answers and scaffolding.