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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: **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: **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.

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: ‘Learning Loop’ revision activity for the ‘Memory’ unit in Paper 1, GCSE 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.

AQA Social Influence revision grid, designed to recap the whole unit. Includes prompts for students to ‘brain dump’ their understanding of obedience, conformity, minority influence and resisting social influence. To be printed on A3 - double sided. Completed summary. Key knowledge (blue text) strengths (green) weaknesses (red) Within a revision session, I give students a set amount of time to complete one section, before going through the completed summary. Students are then able to add any detail that they couldn’t remember in a different colour, to direct where they should focus revision.

AQA Approaches revision grid, designed to recap the whole unit. Includes prompts for students to ‘brain dump’ their understanding of the origins of psychology, approaches and comparison of approaches. To be printed on A3 - double sided. Completed summary. Key knowledge (blue text) strengths (green) weaknesses (red) Within a revision session, I give students a set amount of time to complete one section, before going through the completed summary. Students are then able to add any detail that they couldn’t remember in a different colour, to direct where they should focus revision.

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.