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This fully editable lesson is designed for the AQA A-Level Specification (June 2019), focusing on Milgram’s Research into Obedience (1963). This lesson explores the procedures, findings, and ethical considerations of Milgram’s study, offering critical insights into why individuals obey authority figures even when asked to perform morally questionable actions. Key Features: Comprehensive Lesson Slides: Provides detailed explanations of Milgram’s aim, procedure, and findings, including the famous “shock experiment” and its implications for understanding obedience to authority. Interactive Activities: Includes a “Do Now” task to engage students in thinking about why people obey authority figures, as well as “Think-Pair-Share” discussions on the ethical issues and validity of Milgram’s research. Assessment Materials: Offers practice exam questions such as evaluating the methodology of Milgram’s study and discussing the ethical issues involved. Model answers and structured evaluation worksheets are included to support students’ exam preparation. Ethical and Methodological Evaluation: Students are guided to critically evaluate Milgram’s study, focusing on both its methodological strengths (such as control and replicability) and its ethical challenges (such as deception and psychological harm). Discussion extends to modern ethical standards and how they emerged partly as a result of Milgram’s research. This resource is perfect for both classroom teaching and independent study, allowing students to deeply explore the complexities of obedience, authority, and the ethical responsibilities of psychological research.

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 Key Assumptions of Behaviourism Classical Conditioning (CC) Pavlov’s Research CC Key Terminology Operant Conditioning (OC) Video: The difference between classical and operant conditioning OC Key terminology Activity: Key term Match Skinner’s Research Evaluation worksheet Evaluation points Exam practice: Short answer, Evaluation Questions with Mark Schemes 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 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 Background information Observational learning Modelling and Identification The Role of Mediational Processes Vicarious Reinforcement Video: Bobo Doll Experiment 1 Bandura’s findings Activity: Application scenario Exam practice with Mark Scheme: Short answer question 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 jb_resources@outlook.com. Reviews and feedback

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 Philosophical roots Wilhelm Wundt Controlled Methods Freud’s Psychodynamic Approach The Behaviourist Approach The Humanistic Approach The Cognitive Approach Social Learning Theory the Biological Approach Cognitive Neuroscience Activity: Summarising the Approaches Worksheet: Timeline Activity Video: Is Psychology a Science? The Emergence of Psychology as a Science Exam practice: 8 Mark Question with Mark Scheme 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 jb_resources@outlook.com. Reviews and feedback are always welcome.

This fully editable lesson examines the roles of endogenous pacemakers and exogenous zeitgebers in regulating biological rhythms, particularly focusing on the sleep-wake cycle and related research studies. Designed using the OxfordAQA International A-level Psychology (9685) specification, this lesson provides in-depth coverage of key concepts and research findings. Key Features: Comprehensive Lesson Slides: Covers the principles of endogenous pacemakers, such as the suprachiasmatic nucleus (SCN), and exogenous zeitgebers, including the role of light in resetting biological rhythms. The slides explain how these systems interact to regulate circadian rhythms and explore key studies, including Michel Siffre’s Cave Study (1975) and Stephan and Zucker’s research (1972) on the effects of SCN damage. Students will gain insight into how biological rhythms operate and the consequences of disruptions in these systems. Interactive Activities: Engages students with a “Do Now” activity, asking them to consider how their body might adapt if isolated from light and clocks for several days. The lesson also includes a comparison table that encourages students to evaluate the methodological strengths and weaknesses of Siffre’s and Stephan and Zucker’s studies. Think-Pair-Share discussions and structured questions throughout help students apply their understanding to real-life examples, such as the impact of light on sleep patterns. Assessment Materials: Includes exam-style questions with model answers, asking students to describe and evaluate research into circadian rhythms. Students will critically assess the strengths and limitations of key studies and evaluate ethical issues, such as the use of animals in research and the long-term psychological effects on human participants. This helps students develop skills needed for higher-level evaluation in psychology exams.

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/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.

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 Experimental Design Repeated Measures Design Evaluating Repeated Measures Design Independent Groups Design Evaluating Independent Groups Design Matched Pairs Design Example of a Matched Pairs Design Evaluating Matched Pairs Design Video: Experimental Design Activity: Independent Groups, Repeated Measures of Matched Pairs? Exam Practice Questions with Mark Scheme Plenary: Consolidation Question

This fully editable lesson is designed for the AQA A-Level Specification (June 2019), focusing on Social Change within the context of Social Influence. The lesson explores how processes like minority influence, conformity, and obedience contribute to societal shifts in beliefs and behaviors. Using real-world examples and research-based activities, students will gain a comprehensive understanding of how social influence can drive change. Key Features: Comprehensive Lesson Slides: The slides cover the six key processes involved in social change, including drawing attention, consistency, deeper processing, the augmentation principle, the snowball effect, and social cryptomnesia. Real-world examples such as the Civil Rights Movement and LGBTQ+ activism are used to illustrate each process. Interactive Activities: Includes a “Do Now” task to engage students, as well as a summary activity where students outline the six steps of social change and apply them to historical or modern social movements. The task also encourages students to apply lessons from obedience and conformity research, such as normative and informational social influence, to real-life examples like tackling the obesity crisis. Research-Based Insights: The lesson draws on key studies from social influence research, such as Milgram’s obedience study and Moscovici’s blue-green slide experiment, to show how these concepts relate to social change. Students are encouraged to critically evaluate the strengths and limitations of these studies. Assessment Materials: Features exam practice questions, including short-answer questions on social change and how social influence processes contribute to it. Students are also asked to apply their knowledge of these processes to real-world scenarios like government campaigns on health issues, such as obesity. Critical Evaluation: Students critically evaluate the role of minority influence, conformity, and obedience in social change, exploring factors like normative social influence and disobedient role models. They also examine research evidence, including Nolan et al.’s study on energy consumption, which highlights how social norms can lead to behavior change. This lesson resource is ideal for classroom instruction and independent study, providing a detailed look at the processes that drive societal shifts and how social influence theories can be applied to modern-day social movements.

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 Questionnaires Example Questionnaire: The MADRE (The Mannheim Dream Questionnaire) Open and Closed Questions Evaluation points: Questionnaires Exam Practice with Mark Scheme: Questionnaires Interviews Unstructured Interviews Structured Interviews Semi-structured Interviews Evaluation points: Interviews Activity: Questionnaires or Interviews? Exam Questions with Mark Scheme: Interviews 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 The Role of Mirror Neurons Video: Dr. Dan Siegel - Explains Mirror Neurons Mirror Neurons and Intention Mirror Neurons and Perspective-taking Mirror Neurons and Human Evolution Mirror Neurons and Autism Spectrum Disorder (ASD) Evaluation worksheet Evaluation points Exam Practice with Mark Scheme: Planning 16 Mark Essays with Application Activity: Cognition and Development Topic Review Plenary: Consolidation Question

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 Key assumptions from the Behaviourist Approach Mowrer’s Two-Process Model (1960) Activity: Classical Conditioning Fear Acquisition via Classical Conditioning Phobia Maintenance via Operant Conditioning Activity: Concepts - Zelda’s Fear of Dogs Exam Practice with Mark Scheme: Application Question Evaluation worksheet Evaluation points Video: How fear drove human evolution 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 The Behavioural Treatment of Phobias Treatment 1: Systematic Desensitisation The Anxiety Hierarchy Relaxation Techniques are Taught Exposure to Phobic Stimulus Treatment 2: Flooding Activity – Concepts Ailurophobia (Fears of cats) Evaluation points Evaluation worksheets 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.

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 Video: Defining Disorders Diagnosis in Psychology: The DSM-V Specific Phobias in the DSM-V Phobia Prevalence in the UK Trypophobia Activity: Fear or Phobia Video: Khan Academy - Phobias Behavioural Characteristics of Phobias Panic Avoidance Endurance Emotional Characteristics of Phobias Anxiety Fear Unreasonable Emotional Response Cognitive Characteristics of Phobias Selective Attention to the Phobic Stimulus Irrational Beliefs Cognitive Distortions Exam Practice with Mark Scheme: Application 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 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 The Cognitive Approach Key Assumptions Theoretical Models Computer Models Video: Are brains like computers? The Role of Schema Example of a schema for a chair The Emergence of Cognitive Neuroscience Exam practice with Mark Scheme: Short answer questions Evaluation worksheet Evaluation points Exam practice 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 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 Key assumptions of the Biological Approach The Brain vs. The Mind The Genetic Basis of Behaviour Twin Studies Video: What identical twins separated at birth teach us about genetics Genotype and Phenotype Genotype Phenotype Activity: Apply it - Phenylketonuria (PKU) Evolutionary and Behaviour Exam practice: Application Question Evaluation worksheet Evaluation points Exam practice: Comparison Essay with Mark Scheme Example Comparison Paragraph 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 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 How to Compare Approaches Activity: Comparison Summary Table Comparing the Biological Approach to the Behaviorist Approach Model Comparison Paragraph Exam practice: Comparison Essays Comparing the Cognitive Approach to the Psychodynamic Approach Structuring Comparison Essays Exam practice with Mark Scheme: Comparison Essay Mark scheme Model Comparison Paragraph 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 What is Self-Disclosure? Social Penetration Theory Breadth and Depth of Self-Disclosure Reciprocity of Self-Disclosure Activity: Summary worksheet Activity: Application Task Evaluation worksheet Evaluation points Activity: Apply Self-Disclosure Theory to the Dates 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 Evolutionary Theory Sexual Selection Anisogamy Inter-Sexual Selection Intra-Sexual Selection Activity: Key Terminology Activity: Concepts - Three Relationships Evaluation Questions Evaluation Points Exam Practice with Mark Scheme: Evaluation Question Plenary: Consolidation Activity 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.