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This resource contains: starter activity on previous topics plus possible answers; explanation and examples of animal research/models; strengths and limitations of using animal research/models; ethical considerations when using animals in psychological research; psychological evidence including some from the four contexts; model answers; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity, 3-Brain imaging techniques, 4-Neurotransmission, 5-Chemical messengers, 6-Genetic inheritance, 7-Biological reductionism, and 8-Diathesis-stress model - TES resources available on TES. Other resources will be available soon for the cognitive and sociocultural approaches.

This resource contains: starter activity on previous topics plus possible answers; explanation and examples of diathesis-stress model; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); modal answer; evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity, 3-Brain imaging techniques, 4-Neurotransmission, 5-Chemical messengers, 6-Genetic inheritance, and 7-Biological reductionism - TES resources available on TES. Other biological resources will be available soon: 9-Animal research/model

This resource contains: starter activity on previous topics plus possible answers; explanation and examples of biological reductionism; strengths and limitations of biological reductionism; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); one examplar answer; evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity, 3-Brain imaging techniques, 4-Neurotransmission, 5-Chemical messengers, and 6-Genetic inheritance - TES resources available on TES. Other biological resources will be available soon: 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: starter activity on previous topics plus possible answers; explanation and examples of genetic inheritance such as altruism and Trivers’ parental investment; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity, 3-Brain imaging techniques, 4-Neurotransmission, and 5-Chemical messengers - TES resources available on TES. Other biological resources will be available soon: 6-Genetic inheritance 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: starter activity plus possible answers; explanation and examples of chemical messengers with a focus on neurotransmitters AND hormones; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. Some of the psychological evidence used for this lesson are the same for other lessons in order to limit the number of studies learned. For instance, Fisher et al. can be found for chemical messengers and brain imaging techniques. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity, 3-Brain imaging techniques, 4-Neurotransmission - TES resources available on TES. Other biological resources will be available soon: 5-Chemical messengers 6-Genetic inheritance 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: starter activity on previous topics plus possible answers; explanation and examples of neurotransmission; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. Some of the psychological evidence used for this lesson are the same for other lessons in order to limit the number of studies learned. For instance, Fisher et al. is in neurotransmission and brain imaging techniques. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation, 2-Neuroplasticity and 3-Brain imaging techniques - TES resources available on TES. Other biological resources will be available soon: 5-Chemical messengers 6-Genetic inheritance 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: starter activity on neuroplasticity and localisation plus possible answers; explanation and examples of brain imaging techniques with a focus on MRI and FMRI; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. Some of the psychological evidence used for this lesson are the same for other lessons in order to limit the number of studies learned. For instance, Maguire et al. is in the localisation, neuroplasticity and brain imaging techniques. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation and 2-Neuroplasticity - TES resources available on TES. Other biological resources will be available soon: 4-Neurotransmission 5-Chemical messengers 6-Genetic inheritance 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: starter activity on localisation plus possible answers; explanation and examples of neuroplasticity; psychological evidence including some from the four contexts; exam questions (including 4-mark and 6-mark questions); evaluation toolbox including the acronyms CLEAR, GRAVE and TEACUP and their corresponding tier-3 vocabulary. Some of the psychological evidence used for neuroplasticity are the same for localisation in order to limit the number of studies learned. This resource fits the new 2025 syllabus specifications. It compliments my 1-Localisation - TES resource available on TES. Other biological resources will be available soon: 3-Brain imaging techniques 4-Neurotransmission 5-Chemical messengers 6-Genetic inheritance 7-Biological reductionism 8-Diathesis-stress model 9-Animal research/model

This resource contains: explanations and examples of localisation; psychological evidence including some from the four different contexts; exam questions (4-mark and 6-mark questions from Paper 1); evaluation toolbox containing acronyms CLEAR, GRAVE and TEACUP with the according tier-3 terminology. It was created to fit the requirements of the new syllabus starting in 2025. Each of my resources ensures to limit the number of psychological evidence by using them in more than one section. For instance, Maguire et al. will be used for localisation AND neuroplasticity.

This resource is printable revision cards each containing 1-an assessment question, 2-a bank of specialist vocabulary and 3-an example answer. 15 revision cards cover all the assumptions of Component 1. In the future, more questions will be available. Perfect for students struggling with essay writing. It can also be used to stretch high-ability students.

This resource provides support on how to find the right level of measurement (nominal, ordinal, interval or ratio) by giving a series of questions and examples through an infographic representation.

This resource is to teach all steps needed to conquer inferential statistics. It also contains fully developed answers, so teachers with less experience can easily teach the topic. It can also be used by students as a revision activity prior to the assessment. Topics contained on this resource: -levels of measurement -experimental designs -types of hypothesis -tests of difference or correlation -how to choose the right inferential statistic test -past exam questions -five original questions with fully developed answers

This resource contains pictures associated with evidence present in the Component 1: Past to Present with the answers. It can be differentiated and challenge can be added to the activity. It can be used as a starter or revision activity. It follows Eduqas/WJEC A-Level Psychology.

This resources containing 36 questions per component (108 questions in total) which can be used as a starter or revision activity. It can used in group activity or independently. The questions are based on the curriculum content of Eduqas Sociology A-Level.

This resource is to support students with their Unit 3 Criminology Controlled Assessment while limiting plagiarism. It contains check list of what to include for each AC, starting sentence and online resources. It is linked to my personal help website which encourages independent research, again limiting plagiarism.

Having taught Eduqas Psychology for 8 years, I have created this list of questions that will prepare your students for their Component 1 exam. While not exhaustive, it will provide your students the skills to answer most questions that could be present on the assessment.

This resource contains the exemplar answers to the following Eduqas Psychology questions: 1.Describe the cognitive assumption: internal mental processes. 2.Describe the cognitive assumption: computer analogy. 3.Describe the cognitive assumption: schemas. 4.Using the cognitive assumptions, explain the formation of relationships. They are my original work and are based on the exam requirements allowing students to access full marks. They also include further readings not available in the endorsed Eduqas Psychology textbook.