Perception Sensation and perception content Learning objectives Suggested hours Learning activities and resources The difference between sensation and Understand the concepts of sensation and perception. Understand key concepts from research methods topic. 1 Introduce and explain the concepts of sensation and perception or use this Students to draw up a table with all the different senses and examples of the types of information that we receive through each of them. In pairs, students design an experiment to test if one sense can influence our perception of the information received from another sense. This is probably easiest to do with vision and taste or smell and taste. Homework: students could go on to carry out their experiments. This could either be one shorter piece of homework, or a longer piece of homework in which they work on all the elements of designing an experiment and use some of the required mathematical skills to write up their results. .
Visual illusions Specification content Learning objectives Suggested Learning activities and resources Explanations for visual illusions: ambiguity, depth cues, fiction, size constancy. Examples of visual illusions: the the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Understand why and how ambiguity, misinterpreted depth cues, fiction and size constancy cause visual illusions. Identify and describe the Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube illusions. 1 Introduce the concepts of ambiguity, misinterpreted depth cues, fiction and size constancy. clip explaining Ames room. Students to identify which of these cognitive strategies is behind the way we perceive each of the named illusions. Draw up a table matching cognitive strategies with illusions. Students to identify which cognitive strategy is behind the other illusions that they have brought in. (More than one cognitive strategy may be involved for some illusions.) Synoptic link: the 1 minute 40 seconds of this makes a connection between visual illusions, a factor affecting perception (ie culture) and the variation in recognition of colours (language, thought and communication topic).
Factors affecting perception content Learning objectives Suggested hours Learning activities and resources Bruner and Minturn’s of perceptual set. Perceptual set and the effects of expectation on perception. Understand and be able to evaluate Bruner and Minturn’s study of perceptual set. Understand the concept of perceptual set and how expectation affects perception. Understand key concepts from research methods topic. 1–2 Replicate Bruner and Minturn’s perceptual set study. Mind map/list evaluation of Bruner and Minturn’s study in pairs. Use Bruner and Minturn’s study to reinforce learning of key terms and research methods concepts such as hypothesis, IVs and DV and experimental designs. Use class results from replicated study to reinforce learning of data handling concepts such as graphs, mean, median, mode and range eg collect together class results and display so that students can individually draw a graph of the results. In pairs, students design an experiment to test perceptual set and the effects of expectation on perception. Homework: students could go on to carry out their experiments. This could either be one shorter piece of homework, or a longer piece of homework in which they work on all the elements of designing an experiment. The effects of culture, Understand and be able to evaluate 2 Introduce and explain Gilchrist and Nesberg’s study of motivation.
A basic knowledge of brain development, from simple neural structures in the womb, of brain stem, thalamus, cerebellum and cortex, reflecting the development of autonomic functions, sensory processing, movement and cognition. Understand early development of the brain, including the brain stem, thalamus, cerebellum and cortex. Understand the early development of autonomic functions, sensory processing, movement and cognition. 1–2 Introduce each of the named areas of the brain. Synoptic link: also introduce other areas of the brain that are covered in the Brain and neuropsychology topic ie neurons, synapses, frontal lobe, temporal lobe, parietal lobe and occipital lobe. Introduce and explain early brain development or use this Introduce and explain concepts of autonomic functions, sensory processing, movement and cognition. Students to research early brain development and the early development of autonomic functions, sensory processing, movement and cognition. Students to construct a timeline (with illustrations if possible) of early stages of brain development and early development of autonomic functions, sensory processing, movement and cognition. This could be done individually or small groups could create posters. Homework: students to research ways in which a mother can influence the brain development of her unborn child (eg diet, stress, alcohol or drug use). The roles of nature and nurture. Understand the roles of nature and nurture in human development. 1 Introduce and explain concepts of nature and nurture. Students to discuss in pairs how research might be done into the roles of nature and nurture in human development. Ideas fed back into a wider class discussion. Students to consider in pairs the ethics and other issues (eg generalisation) related to using twins, newborn babies and animals in psychological research. Class discussion/debate: Which is most influential in our brain development – nature or nurture? Why? (Research from homework task is relevant here.)
Piaget’s theory Specification content Learning objectives Suggested hours Learning activities and resources Piaget’s Theory of Cognitive Development including concepts of assimilation and accommodation. The four stages of development: sensorimotor, pre-operational, concrete operational and formal operational. Understand Piaget’s Theory of Cognitive Development. Understand the concepts of assimilation and accommodation. Understand the four stages of development. Understand key concepts from research methods topic. 2 Introduce Piaget with this Introduce and explain concepts of assimilation and accommodation (and schemas) or use this Students to work in pairs and come up with their own examples of how an existing schema may need to assimilate and accommodate new information. Introduce and explain the four stages of development, key features of each stage and Piaget’s tasks for identifying level of development in each stage. This can be done by using short video clips or by demonstrating the actual tasks. (1) Sensorimotor and object permanence, use this – may also lead to a discussion of ethics. (2) Pre-operational and egocentricity, use this (3) Concrete operational and conservation, use this (4) Formal operational. Ask students questions or give them tasks that test their ability to solve problems by applying logic in an abstract way. Students to create their own tasks or questions.
The effects of learning on development Specification content Learning objectives Suggested hours Learning activities and resources Dweck’s Mindset Theory of learning: fixed mindset and growth mindset. The role of praise and self-efficacy beliefs in learning. Understand and be able to evaluate Dweck’s Mindset Theory of learning. Understand the role of praise and beliefs in learning. 1–2 Introduce Dweck’s Mindset Theory of learning and concepts of fixed and growth mindset and the role of praise in learning with this , particularly the first 5 minutes and 40 seconds. Students to time individually thinking about their own mindsets and how they help themselves to develop more of a growth mindset. Introduce and explain the role of self-efficacy beliefs in learning or use this Synoptic link: coping effectively with challenges is a characteristic of a mental healthy person (Psychological problems topic). Students to work in small groups to create posters or presentations helping others to understand the importance of developing a growth mindset and increasing their sense of self-efficacy. Homework: students to research different learning styles and if possible identify their preferred learning style. Learning styles including verbalisers and visualisers. Willingham’s Learning Theory and his criticism Understand learning styles including verbalisers and visualisers. Understand and be able to evaluate Willingham’s Learning Theory. 1 In small groups, students discuss different learning styles and their own learning style preference. Introduce and explain concepts of verbalisers and visualisers and students to discuss in groups which style they mainly use. Introduce Willingham’s Learning Theory with this (may be an appropriate time to introduce concept of normal distribution – Research methods topic). discussion/debate: do you agree with Willingham? Why/why not? How could we evaluate his theory?
of learning styles. Research methods It is important that research methods, data handling and mathematical skills are not seen as an entirely separate area of the specification. The following sections of the research methods topic can be selected and taught at any time throughout the course. Hypotheses and of variable Specification content Learning objectives Suggested hours Learning activities and resources Independent and dependent variables. Understand independent and dependent variables. 1/2 Explain what is meant by independent and dependent variables. Students identify the IVs and DVs in examples of experiments on a Class discussion: does listening to music make you study better? Why/why not? In pairs, students discuss how they could carry out an investigation into music and memory to find out if what they believe is true? What would the IVs and DV be in their study? Formulation of testable hypotheses including null hypothesis and alternative hypothesis. Be able to formulate testable hypotheses – including null hypothesis and alternative hypothesis. 1/2 Explain how to combine IVs and DV to create a hypothesis – give examples of a null hypothesis and an alternative hypothesis. Explain what makes a DV testable and give examples of things that cannot be tested, eg better, worse. Students write a testable hypothesis for each experiment on the sheet used above. In pairs, students to write a hypothesis for their investigation into music and memory.
Extraneous variables. Understand extraneous variables. 1/2 Introduce and explain extraneous variables or use this Class discussion: what extraneous variables would you need to consider in your investigations into music and memory? Sampling methods Specification content Learning objectives Suggested hours Learning activities and resources Target populations. Samples and sampling methods (random, opportunity, systematic and stratified) and how to select samples using these methods. Strengths and weaknesses of each sampling method. principles of Understand target populations. Understand the sampling methods and how to select samples using these methods. Understand strengths and weaknesses of each named sampling method. Understand principles of sampling as applied to scientific data. 1 Explain what is meant by target population and sample. Students to identify the target population in examples of experiments on a sheet. Students divide up into four groups and each group takes a different sampling technique. They research their method and find out what the strengths and weaknesses of their method are. Students then present their method to the rest of the class, and the class adds each method to a summary mind map. In pairs, students decide which sampling method will be used in their investigation into music and memory. Present students with scientific findings that have been generated a range of sampling techniques and encourage them to evaluate each example. Include examples of poor sampling strategies. Students are placed in teams and complete a quiz into identifying the target population, sampling method and the advantages and disadvantages of different methods.
sampling as applied to scientific data. Designing research Specification content Learning objectives Suggested hours Learning activities and resources Experimental methods (laboratory, field and natural experiments). Understand each of the named experimental methods, including strengths, 1 Explain each of the experimental methods. Class discussion: what do you think the strengths and weaknesses of each experimental method might be? How might that influence researchers when they are choosing which experimental method to use? What types of research might they each be most/least suitable for?
Strengths and weaknesses of interviews and and what types of research they are suitable for. and interviews, including strengths, weaknesses and suitability. Understand key concepts from research methods topic. Working in small groups, students design a questionnaire with both open and closed questions to investigate the following: whether people believe that TV programmes and video games are violent and whether this affects the aggression levels in young people. Class discussion: what do you think the strengths and weaknesses of questionnaires might be? What types of research might they each be most/least suitable for? Explain the difference between a structured, semi-structured and an unstructured interview. Students then work in small groups to research each interview type more fully and then create a class presentation/demonstration on how to conduct a structured, semi-structured or an unstructured interview and what the strengths and weaknesses and suitability of each interview type are. Homework: students carry out the questionnaire they designed. This could either be one shorter piece of homework with just one or two participants, or a longer piece of homework with more participants and the use of some of the required mathematical skills to write up their results. Case studies: strengths and weaknesses of case studies and what types of research they are suitable for. Understand the method of case studies, including strengths, weaknesses and suitability. 1 In small groups, discuss what kinds of behaviours produced by individuals would be of interest to psychologists. Explain the case study method. Students then research an individual who has been studied the case study method (eg Genie, HM, Clive Warring, Little Hans or Phineas Gage). Students then present their findings to the rest of the class. Create a poster about the use of the case study method, which includes an explanation of the method, one example and strengths, weaknesses and suitability. Observation studies Understand observation 1 Explain the observation method and the difference between a naturalistic, controlled and participant observation.
Data handling Quantitative and qualitative data and primary and secondary data Specification content Learning objectives Suggested Learning activities and resources The difference between quantitative and qualitative data. The difference between primary and secondary data. Understand the difference between quantitative and qualitative data. Understand the difference between primary and secondary data. 1/2 Explain quantitative, qualitative, primary and secondary data and give students examples of each. In pairs, students to write their own examples and then read them out to the class who need to identify which type of data it is. Computation and descriptive statistics Specification content Learning objectives Suggested hours Learning activities and resources
Recognise and use expressions in decimal and standard form. Ratios, fractions and percentages. Estimate results, find arithmetic and use an appropriate number of significant figures. Mean, median, mode and range. Recognise and use expressions in decimal and standard form. Recognise and use ratios, fractions and percentages. Be able to estimate results, find arithmetic and use an appropriate number of significant figures. Understand and calculate mean, median, mode and range. 1 Introduce and explain what the named forms of computation and descriptive statistics are and how to use them – or use videos such as those below: After each explanation or video, provide students with data that they can practice with. Students complete a chart into how the mean, median, mode, range and percentages are calculated and calculate these for the data from their investigation into memory and music. Interpretation and display of quantitative data Specification content Learning objectives Suggested hours Learning activities and resources Frequency tables and diagrams, bar charts, Understand how to present data graphically using 1 Using power point, show examples of each form of data display and explain each one or use this