51����

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 Cognitive Theory: Restraint Theory Cognitive Control Paradoxical outcome Disinhibition The Boundary Model Zone of Biological Difference (ZBD) Normal eaters vs. Restrained eaters Exam practice: Short answer question with Mark Scheme Evaluation worksheet Evaluation points Exam practice: Evaluation questions with Mark Scheme Plenary: Application 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 What do people diet? What is dieting? The Spiral Model Ironic process theory Restraint, disinhibition and The Boundary Model Discussion questions Exam practice: Short answer questions with Mark Scheme Evaluation worksheet Evaluation points Video: Katie Hopkins gains weight to prove a point Exam practice: Evaluation question with Mark Scheme Activity: End of Topic Review Plenary: Discussion 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 The Cognitive Theory of Anorexia Nervosa Distrubed Perception of Body Overestimation of Body Size Key Study: Don Williamson et al. (1993) Irrational Beliefs Perfectionism Cognitive Inflexibility Exam practice: Short answer question with Mark Scheme Evaluation worksheet Evaluation points Exam practice: Evaluation question Video: Eating and Body Dysmorphic Disorders (Crash course psychology) Plenary: Discussion prompt

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 Video: Anorexia’s childhood roots (CBS news) Family Systems Theory Enmeshment Overprotectiveness Rigidity Conflict Awareness Autonomy and Control Activity: A01 summary activity with Worksheet Exam practice: Short Answer question, 8 Mark Question Exam technique: How to use the Scenario to answer the question Mark scheme Evaluation worksheet Evaluation points Plenary: Discussion prompt

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 Video: What is Obesity? Genetic Explanations Family Studies Polygenic Determination Neural Explanations Serotonin Dopamine Exam practice: 16 Mark Questions - A01 Paragraph Mark scheme Possible content Evaluation worksheet Evaluation points Exam practice: 16 Mark Questions - A03 Paraagraph Mark Scheme Possible Evaluation Plenary: Discussion prompt

This fully editable lesson explores the impact of disrupting biological rhythms, focusing on the effects of shift work and jet lag. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson helps students understand how modern lifestyle factors can desynchronise circadian rhythms and the potential health consequences. Key Features: Comprehensive Lesson Slides: The lesson covers how biological rhythms are disrupted by factors such as shift work and jet lag. Students will learn about the role of endogenous pacemakers (internal body clocks) and exogenous zeitgebers (external cues such as light) in regulating circadian rhythms. Key studies, including Davis et al. (2001) on shift work and Cho et al. (2000) on jet lag, are discussed, providing insights into the effects of misaligned biological rhythms on health, performance, and well-being. Interactive Activities: Engages students with a “Do Now” activity that prompts them to reflect on the consequences of disrupted sleep schedules. Throughout the lesson, Think-Pair-Share discussions encourage students to consider real-world scenarios, such as the experiences of night-shift workers and frequent travellers. Case studies like “Sam the Policewoman” provide opportunities for students to apply their knowledge of pacemakers and zeitgebers to practical examples, fostering critical thinking. Assessment Materials: Includes exam-style questions with model answers to assess students’ understanding of the effects of shift work and jet lag. Students will evaluate research, discuss strategies for minimising the negative impacts (such as forward shift rotation and light management), and critically engage with the evidence, helping them develop the analytical skills required for psychology exams.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives Piaget’s Explanation of Understanding The World Schemas/Schemata Disequilibrium and Equilibrium How Learning Takes Place: Assimilation and Accommodation Activity: Summary Table of Piaget’s Theory of Cognitive Development Activity: Apply it - Schemas at The Zoo Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application, Evaluation 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 jb_resources@outlook.com. Reviews and feedback are always welcome.

This lesson was created using the Edexcel GCSE Specification although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Piaget’s Stages of Development Sensorimotor Stage (birth to 2 years) Pre-operational Stage (2 to 7 years) Video: A Typical Child on Piaget’s Conservation Tasks Video: Egocentricism and Perspective Taking Concrete Operational Stage (7 to 12 years) Formal Operational Stage (12+ years) Video: Piaget’s Stages of Cognitive Development Activity: Key Term Match Exam Question with Mark Scheme: Application Question Activity: Using Piaget’s Stages in Education Summary Worksheet Using Piaget’s Stages in Education Implications for Teaching 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.

Bring some Halloween-themed fun into your psychology lessons with this engaging and thought-provoking resource! Designed for secondary school students (Key Stage 4-5), this free activity will have your students analysing infamous psychological studies that pushed the boundaries of ethical research. Perfect for introducing topics such as research methodology, ethics, and the historical evolution of psychological guidelines. What’s included: Student Worksheet: Analyse five ‘spooky’ studies (Randy Gardner’s Sleep Deprivation, Phineas Gage, The Monster Study, David Reimer Case, and Rosenhan’s Pseudopatient Study) through the lens of research methodology and ethics. Teacher Answer Key: A comprehensive guide to support your lesson, with detailed explanations of the studies’ research design, ethical considerations, and discussion points. Reflection Questions: Encourage students to think critically about the impact of these studies on modern ethical standards in psychology.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Activity: Key Term Match 3 Baddeley’s Research (1966) Baddeley’s Findings (1966) Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Research Methods Question on Lab Studies Plenary: Consolidation Question Optional: Brandimonte’s Research 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives Short-Term Memory vs. Long-Term Memory Episodic Memory Semantic Memory Procedural Memory Declarative vs. Non-Declarative Memories Activity: Key Term Match 4 Episodic, Semantic or Procedural? Video: The Case Study of Clive Wearing Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question Exam Practice with Mark Scheme: Research Methods Question (Case Studies) with Model Answer 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson Objectives/outcomes Activity: Murdock's Memory Test Primacy and Recency Effects Murdock's Serial Position Curve Study (1962) Aim, Method, Findings and Conclusions How Findings Support to Multi-Store Model Activity: Evaluation worksheet Evaluation Points Exam Practice with Mark Scheme: Extended Response Question Mark Breakdown Activity: Marking Student Answers 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 AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes The Theory of Reconstructive Memory Memory is Inaccurate Reconstruction Social and Cultural Influences Effort After Meaning Activity: Concepts - Memory in the Office Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Application Question, Evaluation Question Model answers 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.

This lesson was created using the AQA GCSE Specification (published December 2016) although content and activities may be useful for other specifications. Key content covered in this Lesson: Lesson objectives/outcomes False Memories Loftus and Pickrell’s Study (1995): Aim, Method, Results, Conclusions Video: Are all of your memories real? Activity: Class Discussion - A Positive Application? Activity: Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Short answer questions, 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 jb_resources@outlook.com.