51����

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Factors Affecting the Accuracy of Eyewitness Testimony (EWT) section of the Memory topic under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with the AQA 2025 specification, which retains leading questions and post-event discussion as key explanations affecting the accuracy of EWT. If you’re looking for the 2019 specification version of this topic, please visit my shop. What’s Included: Fully Editable Lesson Slides – Covers leading questions and post-event discussion in clear, student-friendly language with embedded visuals, relatable examples, and key research (Loftus & Palmer, 1974; Gabbert et al., 2003). Includes “Think, Pair, Share” prompts and “Two Truths and a Lie” activities to boost engagement and understanding. Evaluation Worksheet – Supports AO3 skill development through scaffolded prompts focusing on ecological validity, individual differences, real-world applications, and methodological criticisms such as demand characteristics. Evaluate It Task – A differentiated and interactive activity where students sort evaluation points as strengths, limitations, or both, then rank them by importance. Great for group discussion and deepening critical thinking. Exam Practice Questions – Includes an AQA-style 3-mark question with a model answer. Ideal for retrieval tasks, classwork, or homework to reinforce AO1 understanding of Loftus & Palmer’s study. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA’s 2025 A-Level Psychology spec for the Memory topic Includes required explanations of both leading questions and post-event discussion Features key supporting research and applied classroom discussion prompts Reinforces AO1, AO2, and AO3 through retrieval activities, structured evaluation, and exam practice AQA-style exam questions follow updated assessment objectives and mark scheme standards

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Memory topic under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 spec changes, which retain Retrieval Failure as a key explanation for forgetting in long-term memory (LTM), including context-dependent and state-dependent cues and key supporting research. If you’re looking for the 2019 specification version of this topic, please visit my shop. What’s Included: Fully Editable Lesson Slides – Covers retrieval failure with clear explanations of context-dependent and state-dependent forgetting. Includes engaging visuals, real-world examples, and key research studies (Godden & Baddeley, 1975; Carter & Cassaday, 1998; Aggleton & Waskett, 1999). Features structured Think-Pair-Share activities and “Two Truths and a Lie” retrieval checks to boost student understanding and engagement. Evaluation Worksheet – Supports AO3 skills development through structured prompts and extension questions. Students analyse the strengths and limitations of retrieval failure using studies, ecological validity, and the testability of the Encoding Specificity Principle. “That Stinks!” Activity Sheet – Applies retrieval failure to real-life memory cues (e.g., smells) through the Aggleton & Waskett (1999) study. Includes discussion questions and application to memory in dementia. Exam Practice - Includes two AQA-style questions (4-mark AO2 application + 4-mark AO3 evaluation) with model answers. Perfect for classwork, retrieval tasks, or homework. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA’s 2025 A-Level Psychology spec for the Memory topic Includes both context- and state-dependent forgetting, as required Features required research evidence and links to everyday forgetting Strengthens AO1, AO2, and AO3 through active learning, scaffolded evaluation, and applied exam practice Exam-style questions formatted using current AQA assessment objectives and mark scheme standards

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Memory topic under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 spec changes, which retain Interference Theory as a core explanation for forgetting in long-term memory (LTM), including the distinction between proactive and retroactive interference. If you’re looking for the 2019 specification version of this topic, please visit my shop. What’s Included: Fully Editable Lesson Slides - Explains retroactive and proactive interference with memorable examples and visuals. Covers key research including McGeoch & McDonald (1931) and Baddeley & Hitch (1977), and includes Think-Pair-Share activities to deepen understanding. Evaluation Worksheet - Builds AO3 skills with structured prompts to assess methodological strengths, ecological validity, and the role of cues in retrieval (e.g. Tulving & Psotka, 1971). Exam Practice - Includes AQA-style questions (3-mark AO1 and 2-mark AO3) with model answers, ideal for lesson review, homework, or retrieval practice. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA’s 2025 A-Level Psychology spec for Memory Includes proactive and retroactive interference with required research evidence Supports AO1, AO2, and AO3 through clear explanations, real-world applications, and evaluation Exam-style questions are formatted to reflect current AQA mark schemes and expectations

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching The Working Memory Model under the AQA A-Level Psychology (2025 Specification). It has been fully updated to meet the AQA 2025 requirements, which continue to emphasise key components of working memory and application of research evidence to support theoretical understanding. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to Baddeley & Hitch’s (1974) Working Memory Model through structured explanations, accessible examples, and engaging evaluation. It supports retrieval practice, critical thinking, and AO3 development through well-sequenced activities and exam-focused tasks. What’s Included: Fully Editable Lesson Slides – Covers the structure and function of the Working Memory Model, including the central executive, phonological loop, visuo-spatial sketchpad, and episodic buffer. Features engaging visuals, Think–Pair–Share prompts, video link, and model answers. Diagram Completion Task – Helps students actively consolidate key terms and features by labelling the WMM diagram and summarising functions of each component. Evaluation Worksheet – Builds AO3 skills with research-based strengths and limitations (e.g., Shallice & Warrington, Baddeley et al., Braver et al.) and prompts students to practise writing short evaluation points. Exam Practice Worksheet – Includes AQA-style short answer, application, and evaluation questions with space for student responses and a model answer bank to support peer/self-assessment. How This Resource Reflects the 2025 Specification Changes: Fully aligned with the updated AQA 2025 requirements for the Memory topic. Emphasises the detailed structure of the WMM, including clear distinctions between components and supporting research. Supports assessment objectives AO1, AO2, and AO3 with integrated exam-style practice. Includes all named studies retained in the new spec (e.g., Baddeley, Shallice & Warrington) to ensure teaching is fully exam-relevant.

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Memory topic under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with AQA’s 2025 spec changes, which place greater emphasis on the distinction between short-term memory (STM) and long-term memory (LTM), while retaining a clear focus on core studies relating to coding, capacity, and duration. If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to foundational memory concepts through classic research and structured evaluation. It supports retrieval practice, critical thinking, and exam technique using engaging and accessible activities. What’s Included: Fully Editable Lesson Slides – Covers key concepts and research on: Coding (Baddeley), Capacity (Jacobs and Miller), Duration (Peterson & Peterson; Bahrick) with structured notes, engaging visuals, and model answers. Summary Worksheet – Helps students consolidate AO1 content in a clear, revision-friendly format. Evaluation Worksheet – Develops AO3 skills through guided evaluation of research methodology, validity, and real-world relevance. Evaluate It Task – Interactive activity where students categorise evaluation points as strengths, limitations, or both, followed by an applied EXT challenge where they design a memory app based on key research findings. Exam Practice – Includes AQA-style short answer questions, multiple-choice recall tasks, and model responses aligned with updated mark schemes. How This Resource Reflects the 2025 Specification Changes: Fully aligned with the updated AQA 2025 requirements for the Memory topic. Emphasises the clarified distinctions between STM and LTM in terms of coding, capacity, and duration. Supports assessment objectives AO1, AO2, and AO3 through integrated tasks and exam-style practice. Includes named studies still listed in the spec (e.g. Baddeley, Peterson & Peterson, Bahrick) to ensure all content is relevant and exam-ready.

Updated for AQA 2025 Spec – Teaching from SEPTEMBER 2025 onwards This resource is designed for teaching the Memory topic under the AQA A-Level Psychology (2025 Specification). It has been fully updated in line with the AQA’s 2025 spec changes, which clarify the distinction between short-term and long-term memory and retain a clear focus on the Multi-Store Model of Memory (MSM). If you’re looking for the 2019 specification version of this topic, please visit my shop. This fully editable lesson introduces students to the structure and function of the MSM, including the sensory register, short-term memory, and long-term memory, supported by research from Atkinson & Shiffrin (1968) and key supporting and challenging studies. It promotes critical engagement with theoretical models and supports exam technique through structured evaluation and practice questions. What’s Included: Fully Editable Lesson Slides - Covers the structure, processes, and assumptions of the MSM, including encoding, capacity, and duration in each store. Research evidence from Atkinson & Shiffrin (1968), Glanzer & Cunitz, and case studies such as HM and KF are included to promote analysis. Summary Worksheet - Helps students consolidate AO1 content through structured recall and visual mapping. Evaluation Worksheet - Develops AO3 skills with scaffolded support to evaluate the MSM using research, methodology, and alternative theories. Exam Practice - Includes AQA-style short answer and extended writing questions with model responses, ideal for retrieval practice and assessment preparation. How This Resource Reflects the 2025 Specification Changes: Fully aligned with AQA’s updated 2025 requirements for the Memory topic Focuses on the Multi-Store Model including all three stores and key processes (attention, rehearsal, transfer) Integrates named studies such as Atkinson & Shiffrin, Glanzer & Cunitz, and case study evidence (e.g. HM) Builds AO1, AO2, and AO3 skills through engaging activities and exam-focused tasks

This fully editable lesson on Piaget’s Theory of Conservation introduces students to key concepts in cognitive development, focusing on conservation as a milestone in children’s thinking. Aligned with the AQA GCSE Psychology Specification, this resource explores Piaget’s research and McGarrigle and Donaldson’s ‘Naughty Teddy’ study, assessing how children’s ability to conserve develops with age. The lesson includes engaging activities, critical thinking tasks, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide clear explanations of Piaget’s theory of conservation and his research methods. Students explore how conservation ability develops, with examples such as volume, number, and mass tasks. The lesson also introduces McGarrigle and Donaldson’s ‘Naughty Teddy’ study, outlining its aim, method, findings, and conclusions. The slides include evaluation points, discussing methodological strengths and weaknesses, including ecological validity and experimental control. Interactive Activities: Students engage in Do Now tasks and thought-provoking discussions on how psychologists study children’s cognitive abilities. Activities include summarising McGarrigle and Donaldson’s study, matching key concepts with their definitions, and evaluating Piaget’s conservation tasks in relation to alternative research findings. Exam Practice and Assessment: Students complete an exam-style question assessing their understanding of conservation research. Structured evaluation worksheets guide students in identifying strengths and weaknesses of the studies, such as issues of experimental validity and the influence of demand characteristics. Tasks help students develop strong AO1 and AO3 responses, refining their ability to apply knowledge to exam-style questions.

This fully editable lesson on Piaget’s Theory of Cognitive Development introduces students to key concepts of cognitive growth, focusing on schemas, assimilation, accommodation, and stages of development. Aligned with the AQA GCSE Psychology Specification, this resource explores how children’s thinking evolves through interaction with their environment and developmental stages. The lesson integrates engaging activities, critical thinking tasks, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide detailed explanations of Piaget’s key theories, including the processes of assimilation and accommodation, and the concept of schemas. Key topics include the differences between child and adult cognition, a brief introduction to Piaget’s stages of cognitive development, and the influence of these stages on children’s learning processes. The slides also critically evaluate Piaget’s work, discussing its impact on education and cultural limitations. Interactive Activities: Students are engaged through Do Now tasks and thought-provoking questions, such as exploring how cultural differences might influence cognitive development. Activities include summarising Piaget’s stages, discussing real-life applications like activity-based learning in classrooms, and matching key terms with their definitions to reinforce comprehension. Exam Practice and Assessment: Students are provided with an exam-style question to assess their understanding of Piaget’s theory. Tasks include structured evaluation questions to identify strengths and weaknesses, such as the role of research evidence and criticisms of cultural bias. Worksheets guide students in explaining concepts like assimilation and accommodation and developing critical responses using the AO1 and AO3 criteria.

This fully editable lesson on Early Brain Development introduces students to the foundational stages of brain development, focusing on the brain stem, cerebellum, thalamus, and cortex. Aligned with the AQA GCSE Psychology Specification, this resource explores how both genetic factors (nature) and environmental influences (nurture) shape brain development. The lesson integrates interactive activities, key terminology matching, and exam practice to consolidate understanding. Comprehensive Lesson Slides: The slides provide detailed explanations of brain structures, including their roles in movement, balance, sensory processing, and survival functions. Key topics include the nature-nurture debate, neural tube formation, and the development of the forebrain, midbrain, and hindbrain. The slides also examine the impact of prenatal experiences like smoking and maternal infections on brain development. Interactive Activities: Students are engaged through Do Now tasks and class discussions, such as debating whether genetic or environmental factors play a stronger role in brain development. Activities include summarising the stages of brain development, exploring case studies like DeCasper and Spence (1986), and matching key terms with their definitions to reinforce comprehension. Exam Practice and Assessment: Multiple-choice questions assess understanding of brain structures and the influence of nature and nurture. Worksheets scaffold students’ responses for structured evaluation, focusing on how genetic and environmental factors interact in brain development. The plenary encourages students to reflect on and raise questions about brain development.

This fully editable lesson on Expectation as a Factor Affecting Perception introduces students to the impact of prior knowledge, context, and expectation on interpreting ambiguous stimuli. Aligned with the AQA GCSE Psychology Specification, this resource explores perceptual set through the lens of Bruner and Minturn’s (1955) study. The lesson evaluates how context influences perception and examines key strengths and limitations of the study, including methodological control and artificiality. Comprehensive Lesson Slides: The slides detail how expectation shapes perceptual processes, focusing on Bruner and Minturn’s (1955) study. The study is outlined with its aim, procedure, findings, and conclusions, including its use of ambiguous figures (e.g., the B/13 stimulus). Students are guided to evaluate the study using structured frameworks, such as identifying generalisability and reliability issues, while discussing context-driven perception. Interactive Activities: Engaging tasks include Think-Pair-Share discussions, where students analyse real-life implications of perceptual set. Activities such as summarising Bruner and Minturn’s study and applying concepts to everyday scenarios help consolidate understanding. Worksheets provide scaffolding for answering 9-mark exam-style questions, breaking down AO1 (knowledge) and AO3 (evaluation) elements for structured responses. Evaluation and Assessment: Students explore the controlled conditions and replicability of the study, alongside limitations like low ecological validity and artificial tasks. Structured worksheets prompt evaluation of real-world applicability and participant variables affecting the study. Debates on the use of ambiguous figures in research encourage critical thinking about ethical and methodological considerations.

This fully editable lesson on Motivation as a Factor Affecting Perception introduces students to how motivational states influence perception, particularly through hunger and food-related stimuli. Aligned with the AQA GCSE Psychology Specification, this resource explores how perceptual set can be altered by deprivation, focusing on Gilchrist and Nesberg’s (1952) study. The lesson highlights key strengths and limitations, including the study’s controlled methodology and ethical concerns regarding participant discomfort. Comprehensive Lesson Slides: The slides outline how motivation impacts perceptual processes, such as how hunger increases sensitivity to food images. Gilchrist and Nesberg’s (1952) study is presented step-by-step, covering its aim, procedure, findings, and conclusions. Students are guided to evaluate the study using the GRAVE framework (Generalisability, Reliability, Application, Validity, and Ethical issues) and are prompted to assess whether the study’s results generalise to real-world contexts. Interactive Activities: Students engage in Think-Pair-Share discussions, application tasks, and group activities to analyse and evaluate the study. Tasks include evaluating the research method, designing alternative experiments, and summarising the findings to consolidate understanding. Worksheets scaffold responses for 9-mark essay-style questions, with AO1 (knowledge) and AO3 (evaluation) breakdowns to guide students through exam practice. Evaluation and Assessment: Structured worksheets encourage students to assess strengths, such as controlled conditions and reliability, alongside weaknesses, like low ecological validity and ethical concerns. Ethical debates focus on whether food deprivation, even with informed consent, might cause undue discomfort. Model answers and scaffolding for essay-style exam questions allow students to develop critical evaluation skills

This fully editable lesson on Emotion as a Factor Affecting Perception introduces students to how emotional responses influence perceptual processes, such as attention and interpretation. Aligned with the AQA GCSE Psychology Specification, this resource explores perceptual defence and how anxiety-provoking stimuli can delay recognition. The lesson focuses on McGinnies’ (1949) study, which investigates the impact of emotional arousal on perception, highlighting strengths and limitations in its findings. Comprehensive Lesson Slides: The slides outline how emotions shape perception, emphasising perceptual defence and its effect on recognising stimuli. McGinnies’ (1949) study is used to demonstrate emotional influences, encouraging students to evaluate the strengths and weaknesses of the research, such as its use of galvanic skin response (GSR) as an objective measure and concerns about ecological validity. Interactive Activities: Students participate in Think-Pair-Share discussions, analyse emotional influences on perception, and complete application tasks based on exam-style questions. Tasks include summarising McGinnies’ study and evaluating perceptual defence with real-world examples. Evaluation and Assessment: Structured evaluation worksheets guide students in assessing strengths and limitations of McGinnies’ study, including debates over whether delayed recognition reflects embarrassment rather than defence mechanisms. Assessment materials also include 9-mark essay-style questions with model answers and scaffolding.

This fully editable lesson on Culture as a Factor Affecting Perception introduces students to the influence of cultural background on perceptual processes and interpretation. Aligned with the AQA GCSE Psychology Specification, this resource explores how beliefs, norms, and experiences shape perception, supported by key studies such as Hudson’s (1960) research on depth cues and Deregowski’s (1972) study on perspective in images. It critically evaluates the impact of culture on perceptual set, highlighting strengths and limitations in cross-cultural research. Key Features: Comprehensive Lesson Slides: The slides outline the role of culture in shaping perception, emphasising perceptual set and visual cues. They introduce Hudson’s and Deregowski’s studies, encouraging students to evaluate cultural differences in interpreting visual information. Activities include analysing ambiguous images and exploring how upbringing influences interpretation. Interactive Activities: Students engage in Think-Pair-Share tasks, defining key terms, discussing perceptual differences, and analysing cultural interpretations of visual stimuli. Application tasks include an exam-style scenario question where students evaluate how culture shapes perception using a real-world example. Evaluation and Assessment: The lesson includes structured evaluation worksheets and exam-style questions. Students critically assess strengths and limitations of cross-cultural research, such as language barriers and outdated methods, and practise applying their knowledge through scenario-based exam questions.

This fully editable lesson on Gregory’s Constructivist Theory of Perception introduces students to the concept of perception as an active process shaped by past experiences, knowledge, and expectations. Aligned with the AQA GCSE Psychology Specification, this resource explores Gregory’s key ideas, such as inference, visual cues, and the role of nurture in perception, while critically evaluating the theory’s strengths and limitations. Key Features: Comprehensive Lesson Slides: These slides outline the main principles of Gregory’s constructivist theory, highlighting the active role of inference and visual cues in perception. Concepts such as mistaken hypotheses and visual illusions are explained using examples like the Müller-Lyer illusion and Segall et al.’s cultural research, making the material relatable and engaging for students. Interactive Think-Pair-Share activities encourage deeper discussion on the influence of past experiences on perception. Interactive Activities: Students engage in defining key terms, answering Check-it Questions, and analysing cultural differences in perception using studies like Hudson (1960). Tasks such as interpreting ambiguous images and discussing nurture’s role in shaping perception foster critical thinking and active learning. Evaluation and Assessment: The lesson includes exam-style questions and a structured evaluation worksheet. Students assess the theory by weighing its strengths, such as cultural evidence, and limitations, including its inability to account for innate perception. Activities such as PEE paragraphs help students articulate and structure their evaluation of the theory effectively.

This fully editable lesson on Gibson’s Direct Theory of Perception introduces students to a foundational explanation of how we perceive the world directly from environmental information, without the need for prior experience. Aligned with the AQA GCSE Psychology Specification, this resource explores Gibson’s key concepts, such as the optic array, optic flow patterns, and motion parallax, while critically evaluating the theory’s strengths and limitations. Key Features: Comprehensive Lesson Slides: The slides cover the main principles of Gibson’s theory, highlighting how perception happens directly through environmental cues like texture gradients and optic flow. Real-world applications, such as pilots relying on visual cues during World War II, are used to illustrate the theory. Interactive elements include Think-Pair-Share activities, encouraging students to evaluate the nature of perception and compare Gibson’s ideas to other theories. Interactive Activities: Students engage in a variety of tasks, including defining key terms, answering Check-it Questions, and analyzing concepts like motion parallax with relatable examples, such as observing moving objects from a train window. These activities support active learning and deeper understanding of the material. Evaluation and Assessment: The lesson includes exam-style questions and a dedicated evaluation worksheet. Students assess Gibson’s theory by identifying its real-world relevance, such as its explanation of everyday perception, and its limitations, such as its inability to explain perceptual errors like visual illusions. Structured tasks like PEE paragraphs enable students to practice critical thinking and articulate well-supported arguments.

This fully editable lesson on Visual Illusions introduces students to the fascinating ways perception can be tricked, equipping them with a deep understanding of concepts such as size constancy, depth cues, ambiguity, and fiction. Aligned with the AQA GCSE Psychology Specification, this resource delves into how visual illusions work and their implications for understanding the brain’s interpretation of sensory information. Key Features: Comprehensive Lesson Slides: The slides explore how visual illusions manipulate perception through phenomena like the Müller-Lyer illusion, the Ponzo illusion, ambiguous figures, and fictional shapes like the Kanizsa Triangle. Students engage with clear explanations and illustrative examples, including diagrams and links to video content. Think-Pair-Share activities challenge students to consider the psychological significance of visual illusions, such as their use in understanding neurological conditions. Interactive Activities: The lesson starts with a Do Now activity encouraging students to reflect on the study of illusions in psychology. Hands-on tasks, such as identifying the Ponzo illusion in escalator images, allow students to apply their knowledge. Students also explore how the brain “fills in” gaps in fictional illusions and switches interpretations in ambiguous ones. Assessment Materials: A variety of exam-style questions help students consolidate their learning, including sketching the Müller-Lyer illusion and explaining how depth cues contribute to misperceptions. Students are encouraged to discuss how illusions reveal the brain’s processes and apply their understanding to real-world contexts, such as architecture and design.