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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 Abnormality Topic SOW 1
  • 2. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 1 DEFINING ABNORMALITYLesson 1 To know the „deviation from IWB P1 – What do we PPT 1-4: Intro unit and PPT 11: Go Concept diagram social norms‟ definition of mean by normal? A definitions of abnormality through 3 abnormality range of examples of examples of PPT 5-6: Go over „Deviation things that could be mental disorders To understand how different from Social Norms‟ and get considered abnormal, and ask students types of abnormal behaviour students to make own list of but for different reasons to identify ways in can be described as deviating what they consider to deviate (e.g. v.tall person, which each of from social norms, but also from social norms. Compare Hitler). Images/text these people some of the problems with lists and use to show how hard it can be moved around on deviate from their explanations is to decide what is abnormal the IWB to locate the social norms and what is just eccentric. Be able to describe and different examples at evaluate deviation from social varying distances from PPT 7-9: Go over evaluation norms as a definition of the normal/abnormal points and explain examples to abnormality. dividing line. highlight problems e.g. Calvin Use to highlight some of PPT 10: Students should start a the issues with defining, concept diagram for notes on all diagnosing and deciding three definitions. when to treat abnormality.Lesson 2 To know the „failure to PPT 1: show depression PPT 3-6: Go through key points Give example case Completed concept function adequately‟ and case study – ask of failure to functions study and get diagram „deviation from ideal mental students whether this adequately, with evaluation students to apply health‟ definitions of person is „deviant‟ in points. Students can complete definition to abnormality any way. Ask what some concept diagram as you go. explain why it‟s of the characteristics are abnormal. To understand how these PPT 7-9: Do the same for that this person would definitions can be used in deviation from ideal mental have to suggest they are different ways to define health. „abnormal‟ abnormal behaviour Try to get students to To be able to describe and focus on suffering and evaluate all the definitions of inability to cope day to abnormality day. Use to intro failure to function adequatelyLesson 3 Consolidation: 1. Students should practise applying the definitions – show clips of OCD sufferer and Hannibal Lecter on You Tube. In groups/pairs students should try to explain why their behaviour is abnormal using the different definitions. They should discuss which definition fits best with each example. 2. Students should work through Example Questions.doc – essay question can be completed for H/W 2
  • 3. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 1 APPROACHES TO PSYCHOPATHOLOGYLesson 4 To know the 4 different IWB: Show grid of 4 PPT 1-4: Intro the different PPT 7: show picture of Completed ¼ of approaches to approaches. Students approaches. Explain how they the Yorkshire Ripper – the notes table psychopathology should re-arrange the are different to definitions and ask pupils for statements into the how they differ from each biological explanations To understand how correct approach. Use to other. for his schizophrenia. approaches are different to prompt memories of definitions PPT 5: Students should set up cognitive, behavioural A3 notes table. To be able to describe and and physiological & to evaluate the biological into psychodynamic PPT 6: Go over Biological approach Approach Students to take notes.Lesson 5 To know the principles of the Brainstorm – what do PPT 1-5: Go through the key PPT 7: Go over Completed notes Psychodynamic Approach students already know concepts of Freuds theories. limitations and take and 2nd part of about Freud? See what Students should take notes as notes. summary table To understand how the foundation there is to you go. psychodynamic approach build on. Do students explains mental disorders Students should then take have awareness of some down details of one of Freud‟s To be able to describe and of the terminology? case studies – either Anna O or evaluate the psychodynamic Little Hans approach PPT 6: Go over the key principles – Students should note these in their overview table.WEEK 2 APPROACHES TO PSYCHOPATHOLOGYLesson 6 To know the principles of the IWB: mix & match PPT P1-2: Go over the main PPT 4: Show examples Completed 3rd Behaviourist Approach terminology. Students principles of the behaviourist case study. Students part of summary should decide which approach. Students should must write own table – check To understand how the definition goes with take notes as you go. explanation of Surita‟s ability to apply Behaviourist approach which type of behaviour using the knowledge in explains mental disorders conditioning. Ask behavioural approach plenary as well. To be able to describe and students to try and think PPT 3: Go over limitations – Extension: try to evaluate the Behaviourist of their own examples of students to take notes again explain the same approach how someone may be behaviour using the conditioned to display biological approach. abnormal behaviour through these different methods. 3
  • 4. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 2 APPROACHES TO PSYCHOPATHOLOGYLesson 7 To know the principles of the Watch YouTube clip PPT P1-2: Go over the main PPT 4: Show Completed 4th part Cognitive Approach from Oprah show on principles of the cognitive examples of faulty of summary table – body dismorphia. Ask approach. Students should thinking. Students check ability to To understand how the students where they take notes as you go. must identify and apply knowledge in Cognitive approach explains think the problem lies explain the cognitive plenary as well. mental disorders with the sufferer. Try to distortion being To be able to describe and bring out the suggestion PPT 3: Go over limitations – illustrated and evaluate the Cognitive that there is something students to take notes again explain how it is approach wrong with the affecting behaviour sufferer‟s thinkingLesson 6 To know two different types Memory check – what PPT 1-2: Go over the key Students should Completed of chemotherapies were the two drugs points about how anti- answer the exam worksheet students learnt about in psychotic and antidepressant style questions on the To understand how different relation to stress and drugs work. Students to take sheet – to outline 2 mental disorders can be how did they work? notes on the worksheet strengths & 2 If lesson is short – treated by different drugs weaknesses can do ECT What were some PPT 3-4: Go over the strengths To be able to describe and YouTube at the end good/bad points. and limitations. evaluate the use of of this lesson chemotherapy to treat Explain how these can mental disorders be used as anti-anxiety drugs 4
  • 5. TEACHING OBJECTIVES STARTER MAIN & EXTENSION PLENARY ASSESSMENTWEEK 2Lesson 7 To know how ECT is used to Video on YouTube on IWB P1: go over how ECT IWB P3: Complete a Completed notes treat mental disorders ECT - ask students works. Students can draw „compare & contrast‟ and question afterwards what it their own labelled diagram table for biological & answered To understand the strengths involves and some of the or write notes psychological and limitations of ECT problems associated with treatments IWB P2: go over the To be able to describe and it. strengths & limitations of evaluate the use of ECT to ECT. Students should then treat mental disorders answer the question “Evaluate ECT as a way of treating mental health problems”Lesson 8 5
  • 6. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENTWEEK 3Lesson 9WEEK 3Lesson 10Lesson 11 6
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