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1. Scheme of Work: Year 12 PSYA 2 (AQA A) Assessment objectives: AO1: Candidates should be able to:Assessment Objectives: (a) recognise, recall and show understanding…
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  • 1. Scheme of Work: Year 12 PSYA 2 (AQA A) Assessment objectives: AO1: Candidates should be able to:Assessment Objectives: (a) recognise, recall and show understanding Develop knowledge and understanding of concepts, theories and studies in relation to of psychological concepts, theories & research Biological and Social Psychology, and Individual Differences (b) select, organise and communicate relevant Develop skills of analysis, evaluation and application in relation to Biological and Social information in their written work Psychology, and Individual Differences Develop knowledge and understanding of Research Methods associated with these areas of AO2: Candidates should be able to: psychology (a) analyse and evaluate Psychological Develop knowledge and understanding of ethical issues associated with these areas of concepts, theories and research psychology (b) apply their knowledge to explain orKnowledge and understanding of Research Methods should be developed through: analyse unfamiliar situations (c) assess the validity, reliability and Undertaking practical research activities involving collection, analysis and interpretation of credibility of psychological research qualitative and quantitative data Analysis and evaluation of studies relevant to each area of psychology in this unit. AO3: Candidates should be able to:Topics Covered: (a) describe ethical, safe and skilful practical Biological psychology, including stress as a bodily response and stress in everyday life techniques and processes, selecting Social psychology, including social influence and social influence in everyday life appropriate qualitative and quantitative Individual Differences, including defining and explaining psychological abnormality and methods treating abnormality (b) know how to make, record and communicate reliable and valid observations and measurements with appropriate precisionPupil Outcomes: and accuracy, through using primary and All students will be able to describe concepts, theories and studies in relation Biological and Social secondary sources Psychology, and Individual Differences (c) analyse, interpret, explain and evaluate the All students will be able to analyse, evaluate and apply their knowledge of concepts, theories and methodology, results and impact of others‟ studies in relation to Biological and Social Psychology, and Individual Differences experimental and investigative activities in a All students will be able to apply their knowledge of research to investigating unfamiliar situations variety of ways. BRobertson Psychology PSYA2 Stress Topic SOW 1
  • 2. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 1 STRESS AS A BODILY RESPONSELesson 1 Know the definitions of stress PPT1: Discuss the M1: Do the stroop stress activity PPT5: Go over and stressor statement: “I am so in order to see the direct what they are stressed!” physiological effect of a stressor going to study and Understand the difference relate activities to between acute and chronic - What do you M2. Do StressQuestionnaire.pdf the different parts stress and how there are mean? M3: PPT4 – discuss their results of the unit individual differences in stress - How do you in groups: Are their stress responses feel? behaviours similar? What is Be able to give examples of making them stressed? How do - Is it same for different stressors and both they cope? everyone? physiological and behavioural PPT 5 – use activity to introduce stress responses the interactive nature of stressLesson 2 Know the physiological IWB: Use the example M1: PPT: Go over the parts of IWB: students Completed responses to acute and of encountering a dog to the acute stress response. should rearrange summary tables chronic stress get students thinking Students should complete the the key terms in Homework: Can about some ways in overview sheet summarising the order to show Understand the role of you 4.1 on Page 119 which the body main parts of the SAM system each system different organs, glands and responds to acute stress. accurately hormones in the stress M2: PPT: Go over the parts of response the chronic stress response. Students should complete the Be able to describe the overview sheet summarising the physiological responses to main parts of the HPA system acute and chronic stressLesson 3 Know what gender differences Split class into pairs and M1: Students should consolidate Key word tennis – Check ability to there are in the stress give them 2 minutes to their understanding of the stress in pairs students answer response prepare a demonstration responses from the previous should play word consolidation of one of the stress lesson by answering the tennis using the questions Understand the role of responses. Pick a pair to questions in key words they oxytocin in the stress Completed gender demonstrate to the class ConsolidationQuestions.doc have covered on response difference question the stress M2: The class should read the Be able to describe and response. article on Taylor in evaluate the bodily response GenderDifferences.doc. Discuss to stress what the gender difference is, and why it happens. Answer question. Extension: find 2 further gender differences from the article, and describe them using relevant research 2
  • 3. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 1 STRESS AND THE IMMUNE SYSTEMLesson 4 Know the way in which stress Quick think activity: IWB P1: Go over key terms IWB: P3: Students Completed mind can affect the immune system How can psychologists relating to the immune should look at the map investigate the effects of system. Students should example of „Rick‟ and try Understand how acute and Check ability to stress on the immune take notes on the key terms, to apply their knowledge chronic stress can affect the apply knowledge to system? make sure they are clear by explaining how his immune system in different „Rick‟ scenario about the link between situation will affect his ways cortisol and the immune immune system, and Be able to describe how system. problems with trying to different types of stress will give an accurate IWB: P2: Go through the 4 affect the immune system explanation different ways in which stress can affect the immune system. Students should read P120 of the textbook and identify a study to go with each point in the mindmap. Students should then complete the mindmap. Extension students should find a current research study into the link between stress and illness, and record details of the studyOptional Possible extra lesson activity: Practical investigation of the effects of stress on the immune system. Students could do a natural experiment, comparing illness before and after a stressful time. They need to decide how they will measure illness and then compare the score before and after the stressful time. Or they could do a correlation analysis to see if there is a relationship between chronic stress and illness. Group able/gifted students together and encourage them to come up with an original idea for research 3
  • 4. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 2 STRESS AND ILLNESSLesson 5 Know research studies IWB: Show diagram of M1: go over research into the Students should Completed essay on relating to the link between body with all the effects relationship between stress create either a public relationship stress and illness of SNS activation. Ask and cardiovascular disorders health warning between stress and pupils what other poster or advert illness Understand how stress can M2: Students should complete disease they can think of about the dangers of cause cardiovascular and the essay on the link between that may be caused by stress. psychiatric disorders stress and illness using details constant SNS activation. from this and previous lesson. Group able/gifted Be able to describe and Scaffolded essay provided for students together evaluate the extent to which a most students – most able link has been found between students should complete stress and illness essay without scaffoldingWEEK 2 STRESS AND LIFE EVENTSLesson 6 Know the relationship Students should PPT 1 & 2: Go over how life Talk time – use the Completed notes on between life events and stress complete the mini stress events are related to stress & online timer and in Holmes & Rahe and rating scale and discuss go through Holmes & Rahe. pairs, students need Rahe et al. Understand how the SRRS difficulties with Students should take notes. to talk to each other was developed and used to developing a universal for 2 minutes about study this relationship Students should calculate their scale. stress and life change own stress score Be able to describe Rahe‟s Use to introduce Pair able / gifted research into Life change and PPT 3: Go over Rahe‟s 1970 Holmes and Rahe‟s students together stress study. Students should take SRRS notes. Most able students should add additional details from the textbook.Lesson 7 Know 1 strength and 4 PPT1: Do a brainstorm PPT2: Explain one strength of Do the Daily Hassles Check student notes weaknesses with the Life of what students know the approach – students do and Uplifts Homework: Change Approach to stress about the Life Change cloze activity using P125 Questionnaire Approach – get details Questions on PPT 4 Understand how the research Extension: Explain the on the SRRS and Rahe‟s can be used in a positive way background of Kenneth research Ask students why Williams‟ suicide, and how his Understand why the they think uplifts case supports the research approach may lack validity have been added. PPT3: Go over key evaluation Be able to evaluate the Life points – students should take Change Approach notes PPT4: Students should then read about daily hassles on P125 and answer questions. 4
  • 5. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 2 STRESS AND DAILY HASSLES/UPLIFTSLesson 8 Know the difference between IWB: Ask students to give IWB: Group task – in Students should brief Move around groups life change, daily hassle and as many differences as groups of four, students each other on their checking progress daily uplift they can between life should take on one topic notes in preparation events and daily hassles, each out of: research on for the test next lesson Understand how research and daily hassles and life events, evaluating shows the link between life uplifts. research on life events, changes, daily hassles, daily research on daily hassles, uplifts and stress Students should note evaluating research on down the differences Be able to describe and daily hassles. For each evaluate research on life topic, students should change, daily hassles and prepare a brief and uplifts memorable set of notes, write 3 test questions to be used for a test next lesson. Split able / gifted students between groups and encourage leadership 5
  • 6. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENTWEEK 3 REVIEW WEEK DAILY HASSLESLesson 9 Consolidation & 10 1. Do test using questions from previous lesson – students should peer mark the tests. 2. Do practical activity: students create their own daily hassles and/or life events scales. Students must make sure that they follow the guidelines for designing a good questionnaire (P94) and could use suggestions given on P127. Able and gifted students should work together and create a more complex questionnaire – e.g. one that combines both daily hassles and uplifts While students work on tasks, see students independently for quick review.WEEK 3 WORKPLACE STRESSLesson 11 Know Marmot‟s research into Students should read the M1: Students should Do essay plan for Completed workplace stress Bradford & Bingley case complete the „Describing essay on P129. description and study and highlight: Workplace Stress‟ table by evaluation table. Understand how workload picking out four research and control at work can What was the problem findings related to the Set as homework contribute to stress What changes were made topic, and try to write a Homework Be able to describe and conclusion for each. Whether the changes Outline & evaluate evaluate research into worked Go over answers with the contribution of 2 workplace stressors students or more factors to stress in the M2: Students should find workplace (12 4 problems with the marks) P129 research on P129 – get ideas from students. They should then complete the table on the worksheet. Extension: look at summary of European Health & Safety Agency‟s report at: osha.europa.eu/publicatio ns/factsheets/8 Design a study to satisfy requirements of the report. 6
  • 7. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 3 PERSONALITY & STRESSLesson 12 Know Friedman and Students should complete M1: Get students to use Students should Completed character Rosenman‟s research into the personality quiz to the key characteristics of a compare their answers description Type A & B personalities identify whether they are Type A and Type B with a mode answer. Check student ability more Type A or type B personality by Using the assessment Understand how Type A to assess their own personality. constructing a description criteria, recap with personality traits can work. of A Type A person and students about how to contribute to stress Ask students which type Type B person achieve the best marks of Personality they think Be able to describe and for description and is more affected by stress Get students to share evaluate research into evaluation and why. descriptions – they should personality and stress read them out and see if Description should be others can identify the DETAILED and personality Evaluation should be IN DEPTH. M2: Timed activity outline research into the Students should make link between personality note of any & stress in 150 words in 8 improvements they minutes. They then need could make. to do the same for evaluation in 150 words in 8 minutes Extension: students can go to the www.queendom.com website and try the personality tests online. 7
  • 8. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENTWEEK 4 COPING METHODSLesson 13 Know two different methods IWB P1: Brainstorm: IWB P2: Mind map of the key IWB P2: Application Completed of coping with stress characteristics of the two question – students mindmap How do members of the coping approaches. Students should look at the Understand how emotion- class cope with stressful Check students should also add 2 research scenario and explain focused coping and problem- situations? – Try to can apply studies of their choice and what is going one, and focused coping are different group according to knowledge – relevant evaluation points. what coping whether they are show them a Be able to describe and approaches Rick could emotion or problem model answer to evaluate two different use. focused. help (IWB P3) methods of coping with stress STRESS MANAGEMENTLesson 14 IWB P1-2: Show IWB P3: Go through the IWB P3-4: Go through Completed notes. Understand what stress example of “Jane”. Use different phases of SIT. example SIT inoculation training is and Check students to introduce the idea Students to take notes on each programme for exam why it is classed as a cognitive can apply that stress is the result stage. stress. Students should behavioural therapy concepts in of our own thought pair up as psychologist Extension: Give extract from plenary. processes rather than and client and devise Know three the three main a journal article by external stressors – and their own SIT phases of stress inoculation Meichenbaum, from which therefore to manage programme for a therapy: conceptualisation, they should add details to their stress you can use CBT. particular stressor. skills acquisition and notes and add info about application Go through CBT and get different areas where SIT has students to answer the been used. Be able to describe and apply question: “What is the concepts of stress CBT?” inoculationLesson 15 Know what Hardiness PPT1: Give students PPT 2-3: Go through strengths PPT 7: Ask students to Completed Training involves three think time & weakness with SIT. Students decide which evaluation notes questions to recap SIT, to take notes as you go along. statements apply to and compare/ Understand the difference and start to think about SIT, Hardiness contrast between Hardiness Training PPT 4-6: Intro Hardiness evaluation points Training or both. paragraph and Stress Inoculation Training – go through different parts. Students They should then write Be able to describe and should try to apply it to the a compare and evaluate two methods of example of exam stress contrast paragraph stress management about them both. 8
  • 9. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENTWEEK 4 PHYSIOLOGICAL STRESS MANAGEMENT METHODSLesson 16 Know two different PPT 1: What‟s the PPT 2: Go through info on Students should Completed table physiological treatments for difference? Brainstorm Benzodiazepines. Students complete the last 3 Homework: stress with students the should then read through text columns in the table in difference between the book and pick out 6 key points. Drug Treatments.doc Can You? 4.10 Understand the difference words „psychological‟ between Benzodiazepines and Compare with students using Compare with table on Qs 1-4 and „physiological‟. Link Beta Blockers the board. PPT 4. these to the different Be able to describe and stress treatments and PPT 3: Go through info on evaluate physiological coping methods Beta Blockers. Students should methods of stress (physiological – emotion then read through text book management. focused coping, and pick out 6 key points. psychological – problem focused coping) Compare with students using the board. Students should complete first column in the table in Drug Treatments.doc Show video of Heather Ashton – ask what problem she highlights and with what drug. Ask students to look at strengths and weakness and decide which drug comes out better and why.Lesson 17 9
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