Teacher of Psychology and Sociology. Examiner of AQA A-Level Psychology. All resources are tried and tested.
As of 2025 I have decided to mindfully work through each of my resources and make them easy to pick up and use for other teachers. I will slowly but surely be adding them to this page.
Please leave a review and send me an email. I will send you a resource of the same price for free :) thrivesocialscience@gmail.com
Teacher of Psychology and Sociology. Examiner of AQA A-Level Psychology. All resources are tried and tested.
As of 2025 I have decided to mindfully work through each of my resources and make them easy to pick up and use for other teachers. I will slowly but surely be adding them to this page.
Please leave a review and send me an email. I will send you a resource of the same price for free :) thrivesocialscience@gmail.com
This is a tried and tested resource that students can work through for revision or set homework tasks. Whilst it is useful to any teacher of Sociology, it follows the AQA specification for the A-Level Families and Households topics:
Theories of the family
Couples
Social Policy
Changing Family Patterns
Family Diversity
Demography
Childhood
It is a task focused booklet as opposed to a content overview worksheet. Students are given prompts to direct their revision.
Worksheet to be printed on A3 - double sided.
This document contains:
**1. Key term and evidence bank for ‘Theories of the Family’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key term and evidence bank for ‘Changing Family Patterns’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’ **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
Key term / social policy / evidence bank
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions / social policies & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
Topics included:
Theories of the Family
Demography
Childhood
Couples
Family Diversity
Changing Family Patterns
Social Policy
Worksheets can be used in line with teaching or as revision and recap of previous learning.
Whether you are a teacher or student these will help you get ready for the exams.
:)
This document contains:
**1. Key term and evidence bank for ‘Demography’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key term and evidence bank for ‘Childhood’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’ **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
‘Learning Loop’ revision activity for the ‘Attachment’ unit in Paper 1, Psychology AQA. Created using the AQA specification, mark schemes and approved textbooks. I use this document at the end of the unit, to consolidate student understanding:
The first grid = teacher copy. Arrows show the correct direction that the ‘loop’ should take
The second grid = student copy. Print on A3 and cut along the dotted line.
How to use:
Part of a whole class or large group activity. It is an engaging for all to take part in and play with their peers. Each student will be consolidating their knowledge as although they only need to answer for the cards they have, they need to silently answer all of the questions to ensure they have the correct card.
Independent revision. Students create the loop, and check against the model copy.
Differentiate by completing activity in pairs, or giving particular students more cards.
As I usually teach this unit around Easter time (and with the link to eggs being hatched in the Lorenz study) it can also be used as an ‘easter egg hunt’ theme.
This document contains:
‘Learning Loop’ revision activity for the ‘Social Influence’ unit in Paper 1, Psychology AQA. Created using the AQA specification, mark schemes and approved textbooks. I use this document at the end of the unit, to consolidate student understanding:
The first grid = teacher copy. Arrows show the correct direction that the ‘loop’ should take
The second grid = student copy. Print on A3 and cut along the dotted line.
How to use:
Part of a whole class or large group activity. It is an engaging for all to take part in and play with their peers. Each student will be consolidating their knowledge as although they only need to answer for the cards they have, they need to silently answer all of the questions to ensure they have the correct card.
Independent revision. Students create the loop, and check against the model copy.
Differentiate by completing activity in pairs, or giving particular students more cards.
A knowledge checklist for both AS-Level and A-Level Approaches of Psychology
The checklist follows the AQA specification and allows students to tick / shade the boxes on the right when they are confident on each assessment objective: A01 (outline) A02 (Apply) A03 (Evaluate)
I provide this to students at the beginning of the unit and teach each section in the order given, which also allows students to have an idea of what is ahead. Can also be used after teaching the topic to reflect on students knowledge and direct areas for improvement.
This document contains:
‘Learning Loop’ revision activity for the ‘Approaches’ unit in Paper 2, Psychology AQA. Created using the AQA specification, mark schemes and approved textbooks. I use this document at the end of the unit, to consolidate student understanding:
The first grid = teacher copy. Arrows show the correct direction that the ‘loop’ should take
The second grid = student copy. Print on A3 and cut along the dotted line.
How to use:
Part of a whole class or large group activity. It is an engaging for all to take part in and play with their peers. Each student will be consolidating their knowledge as although they only need to answer for the cards they have, they need to silently answer all of the questions to ensure they have the correct card.
Independent revision. Students create the loop, and check against the model copy.
Differentiate by completing activity in pairs, or giving particular students more cards.
This document contains:
**1. Key term and evidence bank for ‘Family Diversity’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’. **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability
students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
1. Key term and evidence bank for ‘Couples’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’.
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key terms glossary for the ‘Attachment’ topic within the AQA A-Level Psychology specification (Paper 1) **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions as we move through the topic. To achieve the top grade’s, students should memorise and use these key terms within their answers.
**2. Quiz of 20 key terms to assess students knowledge + teacher copy with answers
**
I give students a date to which all key term definitions should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz in timed conditions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key terms glossary for the ‘Approaches’ topic within the AQA A-Level Psychology specification (Paper 2) **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions as we move through the topic. To achieve the top grade’s, students should memorise and use these key terms within their answers.
**2. Quiz of 20 key terms to assess students knowledge + teacher copy with answers
**
I give students a date to which all key term definitions should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz in timed conditions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
‘Learning Loop’ revision activity for the ‘Changing Family Patterns’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households. Created using the AQA specification, mark schemes and approved textbooks. I use this document at the end of the chapter, to consolidate student understanding:
*The first grid = teacher copy. Arrows show the correct direction that the ‘loop’ should take
The second grid = student copy. Print on A3 and cut along the dotted line.*
How to use:
Part of a whole class or large group activity. It is an engaging for all to take part in and play with their peers. Each student will be consolidating their knowledge as although they only need to answer for the cards they have, they need to silently answer all of the questions to ensure they have the correct card.
Independent revision. Students create the loop, and check against the model copy.
Differentiate by completing activity in pairs, or giving particular students more cards.
This document contains:
**1. Key term and evidence bank for ‘Social Policy’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’. **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the social policy summaries & key thinker views as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all policy summaries & key thinker views should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘Which policy matches each definition?’ and 10 ‘Who said what?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key terms glossary for the ‘social influence’ topic within the AQA A-Level Psychology specification (Paper 1) **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions as we move through the topic. To achieve the top grade’s, students should memorise and use these key terms within their answers.
**2. Quiz of 10 key terms to assess students knowledge + teacher copy with answers
**
I give students a date to which all key term definitions should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz in timed conditions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
Consolidation booklets for each of the paper one topics:
Attachment
Social Influence
Psychopathology
Memory
How I use the resource:
Set each booklet for students to work though independently, with a specific date for completion.
Choose a ‘tricky’ 16-marker from a past paper and set this for the students to answer in timed / exam conditions, within the lesson. This helps to build confidence in knowing that although a question may be worded differently, the summary plan that has been produced, can still be applied.
Use as a starter / plenary whereby students give their consolidation for a particular section, to a partner. Each then takes it in turns to verbally recite to the other, without looking at the page. The student holding their partners consolidation page can prompt for understanding if they forget a section.
A knowledge checklist for Social Influence of Psychology
The checklist follows the AQA specification and allows students to tick / shade the boxes on the right when they are confident on each assessment objective: A01 (outline) A02 (Apply) A03 (Evaluate)
I provide this to students at the beginning of the unit and teach each section in the order given, which also allows students to have an idea of what is ahead. Can also be used after teaching the topic to reflect on students knowledge and direct areas for improvement.
A knowledge checklist for the Attachment unit of Psychology
The checklist follows the AQA specification and allows students to tick / shade the boxes on the right when they are confident on each assessment objective: A01 (outline) A02 (Apply) A03 (Evaluate)
I provide this to students at the beginning of the unit and teach each section in the order given, which also allows students to have an idea of what is ahead. Can also be used after teaching the topic to reflect on students knowledge and direct areas for improvement.
