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Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching The Behavioural Approach to Treating Phobias under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe, apply, and evaluate systematic desensitisation and flooding as behavioural treatments for phobias, including the principles of classical conditioning, and to consider appropriateness and effectiveness in context. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson guides students through the behavioural therapies used to treat phobias. Students build AO1 knowledge through structured explanations and diagrams, apply understanding through real-life case scenarios, and develop AO3 evaluation skills through worksheet tasks, challenge prompts, and exam-style questions. What’s Included: Fully Editable Lesson Slides – Covers systematic desensitisation and flooding in depth, including core processes such as the fear hierarchy, relaxation techniques, counterconditioning, and immediate exposure. Includes visual diagrams, retrieval starters, and applied examples (e.g. Emily’s cat phobia and Tommy’s fear of birds). Think, Pair, Share Activities – Stimulate reflection on when and why certain therapies may be more appropriate, and ethical considerations related to distress and consent. Case Study Application Task – Students apply the key concepts of behavioural therapies to a fictional case study involving ailurophobia (fear of cats), developing their AO2 and diagnostic reasoning. Evaluation Worksheet – Printable task for exploring key strengths and limitations of systematic desensitisation and flooding. Stretch column prompts encourage students to deepen their explanations. Exam Practice Questions – Includes realistic 4- and 6-mark questions aligned with the 2025 format, along with structured prompts and model answers to build exam technique. Plenary and Extension Tasks – End-of-lesson stretch prompts encourage critical thinking, reinforce key terms, and support higher-level evaluation. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Clinical Psychology and Mental Health Covers updated sub-topic: The Behavioural Approach to Treating Phobias Supports AO1, AO2, and AO3 with clear modelling, applied case work, and structured evaluation Encourages use of diagnostic reasoning and ethical awareness in therapy selection Suitable for classroom delivery, independent learning, cover lessons, or revision

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching The Behavioural Approach to Explaining Phobias under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe, apply, and evaluate the two-process model of phobia acquisition and maintenance, including classical and operant conditioning, and to consider alternative explanations. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson guides students through Mowrer’s two-process model, helping them understand how phobias are learned and maintained. Students build AO1 knowledge through clear diagrams and explanations, apply learning to real-world examples, and develop AO3 evaluation skills through structured discussion and exam-style practice. What’s Included: Fully Editable Lesson Slides – Introduces classical and operant conditioning as explanations of phobias. Includes clear flow diagrams, retrieval starters, case examples (e.g. fear of dogs), and step-by-step breakdowns of conditioning processes. Think, Pair, Share Activities – Prompts students to reflect on whether all phobias can be explained by learning theory, and how behaviourism may ignore biological or cognitive influences. Case Study Application Task – Students apply the two-process model to a case study involving Zelda’s phobia of dogs, developing AO2 skills and diagnostic reasoning. Evaluation Worksheet – Printable activity to help students analyse key strengths and limitations of the behavioural explanation, including the role of avoidance behaviour, biological preparedness, and alternative theories. Exam Practice Questions – Includes a 4-mark explanation task, a 6-mark application task, and model student answers with scaffolds to build exam confidence. Plenary and Extension Tasks – Encourage critical thinking and stretch higher-attaining learners with challenge questions and summary prompts. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Clinical Psychology and Mental Health Covers updated sub-topic: The Behavioural Approach to Explaining Phobias Supports AO1, AO2, and AO3 objectives with structured modelling, application, and evaluation Encourages use of diagnostic language and case-based reasoning, as required by the updated specification Suitable for classroom teaching, independent learning, cover work, or revision

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Characteristics of Phobias under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe, apply, and evaluate the behavioural, emotional and cognitive characteristics of phobias, and to distinguish between normal fear responses and phobic disorders using DSM-5 diagnostic criteria. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to the key clinical characteristics of phobias. Students are supported in developing strong AO1, AO2 and AO3 skills through clinical case studies, DSM-5 diagnostic tasks, applied examples, and guided evaluation discussions. What’s Included: Fully Editable Lesson Slides – Covers all characteristics in detail (behavioural, emotional, cognitive), with clear explanations, real-life clinical examples, and DSM-5 criteria. Includes retrieval questions, consolidation tasks, case file activities, and structured AO3 prompts aligned with 2025 expectations. Think, Pair, Share Activities – Interactive prompts help students explore key concepts, such as distinguishing fear from phobia, understanding irrational beliefs, and recognising unreasonable emotional responses. Case Study Application Tasks – Students apply the DSM-5 criteria to clinical scenarios involving specific phobias (e.g. arachnophobia, social phobia, agoraphobia), supporting development of AO2 application skills. Consolidation Worksheet – Printable resource allowing students to summarise behavioural, emotional, and cognitive characteristics, and compare fear vs phobia definitions. Exam Practice Questions – Includes a 2-mark short answer exam-style question with clear mark scheme and model answer focused on behavioural characteristics. Plenary & Review Tasks – Recaps key concepts, encourages retrieval practice and consolidates knowledge of phobia characteristics in preparation for assessment. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Clinical Psychology and Mental Health Covers updated sub-topic: The Characteristics of Phobias Supports AO1, AO2 and AO3 skills with clear application, description and evaluation opportunities Includes DSM-5 diagnostic criteria application as required in the 2025 specification Provides ready-to-teach content for classroom delivery, independent study, revision, or cover lessons

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching The Four Definitions in the Field of Mental Health under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe, apply, and evaluate the four definitions used in clinical psychology: deviation from ideal mental health, deviation from social norms, failure to function adequately and statistical infrequency . If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to key ways abnormality is defined in clinical practice. Students are supported in developing strong AO1, AO2 and AO3 skills through real-world case studies, guided discussion, applied tasks, and structured evaluation activities. What’s Included: Fully Editable Lesson Slides – Covers all four definitions in detail, with clear explanations, clinical examples (e.g. OCD, phobias, antisocial personality disorder, hoarding disorder), and applied case studies. Includes retrieval activities, consolidation tasks, and AO3 evaluation points aligned with 2025 expectations. Think, Pair, Share Activities – Interactive prompts help students explore key concepts, such as whether Jahoda’s ideal mental health criteria are realistic, how cultural norms vary, and why abnormality can be difficult to define. Case Study Application Tasks – Students apply each definition to real-life scenarios involving anxiety disorders, psychosis, obsessive-compulsive behaviours and intellectual disability, encouraging deeper AO2 thinking. Evaluation Worksheets – Printable tasks where students identify strengths and limitations of each definition, practise AO3 skills, and prepare for exam-style evaluation questions. Exam Practice Question – Application-based 6-mark question on hoarding disorder, written in AQA 2025 stem format. Includes a model Level 3/4 answer with clear reference to statistical infrequency, deviation from social norms, and failure to function adequately. Plenary Review Task – Students revisit the case studies to consolidate understanding of which definitions apply in different scenarios. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Clinical Psychology and Mental Health Covers the updated sub-topic Definitions in the Field of Mental Health Supports AO1, AO2 and AO3 skills development with structured application and evaluation Includes up-to-date research examples, cultural considerations, and ethical issues Provides ready-to-teach content for classroom delivery, cover lessons, independent study, or revision

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Minority Influence under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe the processes of consistency, commitment and flexibility in minority influence, understand how these lead to internalisation and social change, and evaluate supporting and contradictory research such as Moscovici’s blue-green slide study. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson explores how individuals or small groups can influence the majority through key behavioural styles. Students are supported in developing strong AO1, AO2 and AO3 skills through real-world examples (e.g. Martin Luther King Jr.), structured research summaries, discussion tasks, and critical evaluation activities. What’s Included: Fully Editable Lesson Slides – Covers all required content on the processes of minority influence (consistency, commitment, flexibility), how these lead to internalisation, and the snowball effect. Includes real-world case studies, definitions, exam-style questions, and visual summaries. Think, Pair, Share Questions – Engaging prompts such as “Why does minority influence often lead to internalisation?” and “How might synchronic and diachronic consistency differ in practice?” help students apply key ideas and practise AO2 thinking. Moscovici’s Blue-Green Slide Study Summary – Clear outline of the procedure, findings, and significance of the classic 1969 study. Includes follow-up questions and a suggested model answer to aid understanding of control groups, percentages, and experimental design. Evaluation Worksheet – A printable resource where students identify whether AO3 points are strengths or limitations, and explain why. Ideal for group discussion, homework or exam prep. Exam Practice Questions – Application-based 7-mark question about a student campaign for change. Includes a model Level 3 and Level 4 response with examiner commentary for peer marking or guided discussion. Plenary Discussion Task – Students debate which factor is more important for minority influence: commitment or flexibility. This encourages critical thinking and cross-comparison of key ideas. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Social Influence: Minority Influence Explores consistency, commitment and flexibility as key processes of minority influence and their role in social change Covers internalisation and the snowball effect as required by the updated spec Provides clear research evidence (e.g. Moscovici, Martin et al., Wood et al.) and evaluation of methodological and real-world limitations Develops AO1, AO2 and AO3 through scenario tasks, model answers and retrieval questions

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Resistance to Social Influence under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe social support and locus of control as explanations for resistance, apply research findings, and critically evaluate their effectiveness and limitations. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson explores how situational (e.g. having an ally) and dispositional (e.g. personality traits like locus of control) factors help individuals resist pressures to conform or obey. Students are supported in developing strong AO1, AO2, and AO3 skills through guided discussion, scenario-based tasks, retrieval questions, and structured evaluation activities. What’s Included: Fully Editable Lesson Slides – Covers all required content on social support and locus of control. Includes clear definitions, real research examples (Asch, Milgram, Holland, Twenge), symbolic illustrations, and engaging discussion prompts. Think, Pair, Share Questions – Thought-provoking prompts throughout the lesson encourage active student engagement and AO2 thinking. Includes scenario-based and real-life application questions. AO2 Concepts Task – Locus of Control in Action – Students analyse two fictional characters (Asgarth and Hyacinth) to identify their locus of control and predict who will resist social pressure. Includes a model answer for class discussion. Check-In Questions – Mid-lesson formative assessment slides that check students’ understanding of key terms, explanations, and research. Fully editable and timed for 2-minute review bursts. Evaluate It Task – Interactive activity where students classify AO3 statements as strength, limitation, or both. Includes a challenge question exploring the interaction between personality and situational factors. Evaluation Worksheet – Printable worksheet for identifying and explaining AO3 points related to social support and locus of control. Can be used for group work, homework, or revision. Exam Practice Questions – Includes a 4-mark AO1 question and an 8-mark extended writing question (outline and evaluate locus of control). Scaffolded with planning space and model paragraph examples. Plenary Discussion Task – Students link resistance to social influence with other psychological approaches, encouraging cross-topic connections and deeper understanding of individual behaviour.

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Adorno’s Authoritarian Personality as a dispositional explanation for obedience under the AQA A-Level Psychology (2025 Specification). It has been fully updated to reflect the revised requirements, which expect students to describe Adorno et al.’s research into the F-scale, explain how dispositional factors influence obedience, and evaluate the strengths and limitations of this theory. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson explores how personality traits rooted in upbringing and early socialisation — such as rigid thinking, submission to authority, and hostility toward perceived inferiors — may predispose individuals to obey. Students are supported in building strong AO1, AO2, and AO3 skills through guided content, interactive activities, and structured evaluation practice. What’s Included: Fully Editable Lesson Slides – Comprehensive coverage of Adorno’s theory and research, including: • Key traits of the authoritarian personality • Origins in strict parenting and conditional love • The F-scale and findings from Adorno’s 1950 study • Application to obedience and prejudice • Links to Milgram & Elms (1966) • Student-friendly layout, visuals, and retrieval tasks Think, Pair, Share Tasks – Discussion prompts linking personality to behaviour, psychodynamic concepts, and broader approaches in psychology. MCQ Quiz – Multiple-choice recap activity to test students’ understanding of key facts (e.g. what the F in F-scale stands for, characteristics of high scorers, research findings). Evaluate It Task – Students sort statements into strength, limitation, or both, followed by a moral challenge question on responsibility and personality. Evaluation Worksheet – Printable worksheet where students apply AO3 skills to critique the theory using key evidence and counterarguments. Includes an extension linking to Social Identity Theory. Exam Practice Questions – • 4-mark outline question with space for scaffolding • 8-mark discuss question with model paragraphs, evaluation structure, and planning grid Plenary Discussion Prompt – “Is the F-scale a valid way to measure obedience?” encourages students to consolidate learning and reflect critically. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Social Influence: Obedience Includes the F-scale, Adorno et al. (1950), and Milgram & Elms (1966) as required knowledge Develops AO3 skills through evaluation of correlational methods, political bias, and alternative explanations Engages students with interactive, scaffolded tasks to improve retrieval and exam confidence Provides structured support for 4- and 8-mark exam-style questions with model answers and evaluation practice

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Social-Psychological Factors in Obedience under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe the agentic state and legitimacy of authority, explain their role in obedience, and critically evaluate their usefulness with reference to supporting research, real-world examples, and ethical implications. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces the agentic state, agentic shift, autonomous state, moral strain, binding factors, and legitimacy of authority — including how these processes help explain high levels of obedience in classic and real-life contexts. Students build their AO1, AO2, and AO3 skills through structured retrieval, guided application tasks, and engaging evaluation activities. What’s Included: Fully Editable Lesson Slides – Covers all required theory and terminology (agentic/autonomous states, moral strain, binding factors, legitimacy of authority, destructive authority). Includes real-world links to Milgram’s study and the My Lai Massacre, plus built-in questions, retrieval, and exam practice. Think, Pair, Share Tasks – Students apply core concepts to Milgram’s research through scaffolded discussion questions and moral dilemmas to deepen AO2 understanding. Evaluate It Task – Students categorise evaluation points as strengths, limitations, or both. Includes a challenge question on determinism vs free will. My Lai Application Worksheet – Printable task where students apply social-psychological obedience theories to a real-life atrocity. Supports deeper AO2 development with model answer included. AO3 Evaluation Worksheet – Extended writing task asking students to explain strengths and limitations using evidence and research (e.g. Hofling et al., Blass & Schmitt, cross-cultural studies). 4-Mark AO2 Exam Question Task – Application-based exam-style question with suggested bullet-point answer for peer or whole-class feedback. Plenary Slide – Reflective discussion on how understanding these obedience processes can help prevent destructive authority in the real world. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Social Influence: Explanations of Obedience Covers agentic state and legitimacy of authority in depth, with accurate and student-friendly definitions Evaluates key concepts using contemporary and historical research (e.g. Hofling, Blass & Schmitt, Mantell, Mandel) Connects theory to real-world examples and moral responsibility Supports exam preparation with structured AO1/AO2/AO3 development, model answers, and evaluation scaffolds

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Milgram’s Situational Variables under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the revised requirements, which expect students to describe Milgram’s variation studies (proximity, location, uniform), explain their impact on obedience, and critically evaluate the methodology and implications of these findings. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson explores how simple changes in the situation — such as the physical presence of an authority figure or the prestige of the location — influenced obedience levels in Milgram’s follow-up experiments. Students are supported in building strong AO1, AO2, and AO3 skills through guided practice, application tasks, and structured evaluation activities. What’s Included: Fully Editable Lesson Slides – Covers all required content on Milgram’s situational variables: proximity, location, and uniform. Includes real obedience data, accessible visuals, student-friendly summaries, and a plenary discussion on situational explanations. Higher or Lower Activity – Engaging starter or consolidation task where students predict whether obedience would increase or decrease in each variation and explain their reasoning. AO2 Application Task – Scenario-based question where students apply Milgram’s findings to real-world behaviour (e.g. obeying a security guard). Includes a bullet point model answer for quick marking or class discussion. Evaluate It Task – Students sort evaluation statements into strength, limitation, or both. Includes a Challenge question on how the findings could help design systems to reduce blind obedience. Evaluation Worksheet – Printable activity where students identify and explain AO3 points related to Milgram’s variation studies. Includes an EXT task linking to Asch’s study for further retrieval practice. Summary Worksheet – Students complete a table summarising each variation and its effect on obedience levels, followed by a graphing task. Great for visual learners or as a homework follow-up. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 content under Social Influence: Obedience Includes detailed descriptions of proximity, location, and uniform variations Develops evaluation skills using research (e.g. Bickman, Orne & Holland) and concepts like internal validity and ethical concerns Integrates real-world application through AO2 scenario tasks and challenge questions Supports exam skills with 4-mark question practice, model responses, and structured retrieval

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Milgram’s Research into Obedience (1963) under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 specification changes, which require students to understand Milgram’s original obedience study, explain findings and conclusions, evaluate methodological and ethical issues, and consider Social Identity Theory (SIT) as an alternative explanation. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson explores Milgram’s classic study through accessible summaries, real-world application, and structured evaluation. Students are supported to build strong AO1 and AO3 skills through scaffolded activities, peer discussion, retrieval practice and exam-style questions. What’s Included: Fully Editable Lesson Slides – Covers Milgram’s aim, procedure, prods, findings, and conclusions. Includes discussion-based “Think, Pair, Share” tasks, a SIT comparison, ethical guidance content, and a plenary on methodological improvement. Social Identity Theory Slides – Two clear and student-friendly slides explain and apply SIT as an alternative explanation, fully aligned with 2025 spec expectations. Evaluate It Task – Interactive activity where students sort statements as strength, limitation, or both. Includes a challenge question on how modern ethical guidelines would impact the study. Evaluation Worksheet– Printable worksheet allowing students to develop AO3 skills by identifying and explaining evaluation points with optional extension task for paragraph building. Concepts Sheet: Ethical Guidance – A clear and accessible breakdown of how modern ethical principles (e.g., informed consent, deception, right to withdraw) apply to Milgram’s study, with suggested answers for class or homework discussion. Exam-Style Practice Question – 4-mark AO3 evaluation task with a model answer and slide prompts to support student responses. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 requirements for Social Influence: Obedience Includes Milgram’s procedure, findings, conclusion, and evaluation Integrates Social Identity Theory as a named alternative explanation Develops AO1 and AO3 skills through interactive and written tasks Promotes ethical awareness and real-world application through discussion and exam-style questions

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching Asch’s Research (1951, 1955) under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 specification changes, which require students to understand Asch’s original line judgement study, explain variables affecting conformity (group size, unanimity, and task difficulty), and critically evaluate the methodology and ethics of the research. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to Asch’s influential research into conformity through clear summaries, engaging visuals, and structured evaluation. The resource supports critical thinking, application, and exam technique with interactive activities, peer discussion, and scaffolded AO1 and AO3 support. What’s Included: Fully Editable Lesson Slides – Introduces Asch’s original study and key findings, followed by detailed coverage of the 1955 variations (group size, unanimity, task difficulty). Includes Think, Pair, Share tasks, class discussions, application tasks, and a plenary on ethics. *** ‘Asch by Numbers’** Activity – A retrieval task where students identify how numerical information links to core features of the study (e.g., 123 participants, 36.8% conformity rate, 12 critical trials). Evaluation Worksheet – Students identify and explain limitations of Asch’s study using evidence, with an EXT question encouraging full paragraph development of AO3 skills. Evaluate It Task – Students sort evaluation statements into strengths, limitations, or both, and respond to an ethical challenge question on deception in research. Information Sheet: Asch’s Variation Experiments (1955) – Summarised content for group size, unanimity, and task difficulty variations with embedded tasks to consolidate AO1 knowledge and explanation. Exam-Style Practice Question – A 6-mark question focusing on the three variables affecting conformity, supported by slide prompts and model outline points. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA 2025 requirements for Social Influence: Conformity Covers Asch’s original study and variation studies (named in the 2025 spec) Encourages critical evaluation of validity, ethics, and generalisability Promotes AO1, AO2, and AO3 skills through a blend of retrieval, discussion, and exam-style questions Offers relatable application tasks to demonstrate understanding of conformity in real-life contexts

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Types and Explanations of Conformity under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 specification changes, which require students to distinguish between different types of conformity (compliance, internalisation) and explain conformity using both normative social influence (NSI) and informational social influence (ISI). If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to foundational concepts in social influence through accessible explanations, real-life examples, and structured evaluation. It supports critical thinking, retrieval practice, and exam technique through a range of interactive and written tasks. What’s Included Fully Editable Lesson Slides – Covers key definitions, types of conformity (compliance, internalisation), and explanations (ISI and NSI), with embedded Think, Pair, Share tasks, class discussion, and a short video activity. Key Term Match Activity – Interactive retrieval task matching AO1 key terms to definitions. Evaluation Worksheet – Develops AO3 skills through guided evaluation of conformity research (e.g., Lucas et al., McGhee & Teevan, Asch, Perrin & Spencer), with a structured EXT question and model answer. Evaluate It Task – Students categorise evaluation points as strengths, limitations, or both, then apply knowledge to a real-world campaign challenge. Concepts: Real-Life Application Task – Focuses on Schultz et al. (2008) towel study with guided question on NSI vs ISI. How This Resource Reflects the 2025 Specification Changes: Fully aligned with updated AQA 2025 requirements for Types and Explanations of Conformity Includes the clarified definitions of conformity and social influence, including real or imagined pressure Supports AO1, AO2, and AO3 through varied tasks and integrated exam-style practice Incorporates named studies listed in the 2025 spec (e.g., Asch, Lucas, McGhee & Teevan) Provides opportunities for application and evaluation in realistic, relatable contexts