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1. Scheme of Work: Year 12 PSYA 1 (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 1 (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 Cognitive Psychology and Developmental Psychology (b) select, organise and communicate relevant • Develop skills of analysis, evaluation and application in relation to Cognitive Psychology and information in their written work Developmental Psychology • Develop knowledge and understanding of Research Methods associated with these areas of AO2: Candidates should be able to: psychology (a) analyse and evaluate Psychological concepts, theories and research • Develop knowledge and understanding of ethical issues (b) apply their knowledge to explain or Knowledge and understanding of Research Methods should be developed through: analyse unfamiliar situations • Direct study of Research Methods (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 the Cognitive and Developmental Psychology AO3: Candidates should be able to: content of this unit. (a) describe ethical, safe and skilful practical Topics Covered: techniques and processes, selecting appropriate qualitative and quantitative • Cognitive psychology, including memory and eyewitness testimony methods • Developmental psychology, including early social development, attachment and the effects of (b) know how to make, record and day care communicate reliable and valid observations • Research methods, in the context of the topic areas. and measurements with appropriate precision and accuracy, through using primary and Pupil Outcomes: secondary sources (c) analyse, interpret, explain and evaluate the • All students will be able to describe concepts, theories and studies in relation to Cognitive and methodology, results and impact of others’ Developmental Psychology experimental and investigative activities in a • All students will be able to analyse, evaluate and apply their knowledge of concepts, theories and variety of ways. studies in relation to Cognitive and Developmental Psychology • All students will be able to apply their knowledge of research to investigating unfamiliar situations BRobertson Psychology PSYA1 Memory Topic SOW 1
  • 2. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 1 EXPLANATIONS OF ATTACHMENT Lesson 1 Know the main focus of IWB P1: What is IWB P3: Introduce the two IWB P4: Students Completed summary Development Psychology developmental different explanations of should have a go tables psychology? Go through attachment. Hand out overview at the questions Know the difference between main points. sheet, and get students to copy written in red – learning theory and the underlying philosophy into try to apply their evolutionary theory IWB P2: Introduce topic their sheets knowledge of of attachment – give Understand how learning classical operant students 2 minutes to IWB P4: Introduce difference theory uses classical and conditioning to think of questions that between classical and operant operant conditioning to explain other psychologists could try conditioning. explain attachment behaviour. to answer on this topic. Show you tube video explaining Be able to describe the Use questions to classical conditioning. learning theory explanation of introduce some of the attachment Explain how this relates to topics they will be attachment. Point out the learning about. conditioned/unconditioned responses and stimuli Task: students fill in details on summary sheet Introduce operant conditioning. Ask which student have dogs – ask them to explain how they train their dog. Use this to introduce operant conditioning. Explain how this relates to attachment. Point out the primary and secondary reinforcers. Task: students fill in details in summary sheet 2
  • 3. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 1 EXPLANATIONS OF ATTACHMENT CONT… Lesson 2 Know the strengths and Show a short video of Give out the details of Plan and then write, Completed essay weaknesses of the learning Harlow’s research on Schaffer & Emerson (1964) “Outline and Evaluate theory explanation www.youtube.com Ask students to read the the learning theory Understand how Harlow’s Ask students – does this study, and highlight any explanation of monkey research highlights a support or challenge points that challenge the attachment” Homework: weakness with the learning learning theory? Learning Theory theory explanation explanation. Ensure extended Explain how it writing question is Be able to evaluate the challenge’s the theory Get feedback. complete learning theory explanation of Read the strengths and attachment weaknesses section on p35. Complete the strengths and weaknesses section of the summary table. Lesson 3 Know the evolutionary theory PPT: Look at cute baby PPT 6: Go though the key Learning theories in Completed of attachment pictures – ask what they parts of Bowlby’s theory pictures. Go through the summary table have in common. Plenary.ppt and ask Understand how attachment Task: students should read students to explain what is innate and adaptive Try to draw out an p36-37 and complete the parts of the different ‘ahhh’ response and summary table. Be able to describe the explanations are that go explain what this means evolutionary theory with the different – i.e. a natural response explanation of attachment pictures. to social releasers Lesson 4 Know supporting research for Short a short video of Get students to revisit the Plan and write for Completed Bowlby’s Explanation Lorenz’s goslings on Schaffer & Emerson study, homework: summary table www.youtube.com and highlight points that Understand how the research Homework: support Bowlby’s theory. “Discuss one support’s Bowlby’s theory Ask students – does this explanation of Ensure both support or challenge Get Feedback. Be able to evaluate Bowlby’s attachment” (use p39 of extended writing Bowlby’s theory? theory Get students to read the Flanagan) questions are Explain how it supports Hodges & Tizard study and complete the theory get feedback as to whether it supports / challenges Bowlby’s theory. Task: complete the strengths & weaknesses section (Use p38-39) 3
  • 4. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 2 TYPES OF ATTACHMENT Lesson 5 Know Ainsworth’s research on www.davidsonfilms.com IWB: Go over the key Recreate the strange Check student’s attachment parts of strange situation situation – students ability to recreate Show short video on should classify the the strange situation Understand how Ainsworth’s Ainsworth – use to intro Task: Students should attachment style of the and to identify the research demonstrated 3 Strange Situation. create a storyboard ‘baby’ different attachment different types of attachment showing different stages Key Question – “What is types of strange situation – Be able to describe the the strange situation?” ‘strange situation’ IWB: Go over the findings. Task: students should write a 25 words description of each of the three attachment types Ainsworth found. Lesson 6 Know different types of IWB P1: Go over the 3 IWB P2: students do their Go over the answers to Completed research Observation different types of own observation – use to the research methods methods questions observation. Students introduce the need to use questions Understand how copy into their glossary. observational techniques observational techniques are used Students should look at IWB P3: go over different the two Ainsworth studies behaviour techniques, Be able to identify what type on P40 and decide what then students do of observational method or types of observation they questions 3.14 on Page 87 technique is being used in are. research Lesson 7 Know different methods of Look at the Festinger cult IWB P2: Show the Students start to plan Check the students’ recording behaviour observation study. Use to different examples of their own reports of their categories recap on different coding systems for observational investigations features of observations recording behaviour investigation Understand some of the Homework: covered in last lesson. Use categories. different decision that need to Complete an last question to introduce be made when designing IWB P3: Go through the observation the need to create coding observational research observational study that systems for recording students are to carry out. Be able to apply knowledge of behaviour categories. Explain the different different observation considerations needed. techniques to designing and carrying out an observational investigation 4
  • 5. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 2 TYPES OF ATTACHMENT Lesson 8 Know validity and reliability Brainstorm different IWB P1: go through key Page 91 Question 5 Homework: Write issues with observations problems that students points about external & parts a) – f) – students up an evaluation may expect to encounter internal validity in relation should answer the section for their own Understand how to improve when carrying out an to observations. Introduce questions and then go observation the validity and reliability of observation – try to link the concept of reliability – through together with practical observations these problems to validity students to copy definition the group. Be able to apply knowledge of into their glossary. designing observation by IWB P2: Students should carrying out an observation then work in their groups to discuss issues that they may have with validity and reliability with their own observations Lesson 9 Know 4 evaluation points for IWB P1: look at two IWB P2: Go over points Quick debate: split Homework: Ainsworth example scenarios. In for and against class into 2 sides – one ‘Discuss research pairs, answer the Ainsworth’s research for and one against into different types Understand how Ainsworth questions by applying Ainsworth. Give 5 of attachment’ (P43) can be evaluated in terms of Students should then their knowledge of the minutes to prepare validity and reliability complete the commentary Strange Situation their argument and on Ainsworth on Be able to write sustained then 2 minutes to Get feedback – use to “Evaluating the Strange commentary on research into present and argue. recap the Strange Situation.doc”, using hints different types of attachments Students must not Situation on the board for guidance read off sheets 5
  • 6. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 3 CULTURAL VARIATIONS IN ATTACHMENT Lesson 10 Know the difference between PPT 1: 2 minute paired PPT 2: Introduce PPT 4: Talk about Completed research an individualist and thinking time: “Is difference between other findings. notes collectivist culture attachment the same individualist & collectivist Students add to notes between all cultures?” culture. Ask students to and write conclusion. Understand how attachment think of examples. Ask styles differ within and Get feedback. Make sure students for how between cultures students are clear that differences in attachment culture is not the same as Be able to describe different styles might link in to country. research on cultural variations these cultural differences. in attachment Students should take notes PPT 3: Van Ijzendoorn & Kroonenberg – describe study. Ask students if they can spot similarities / differences. Students then write up details and draw graph to show findings. Lesson 11 Know 3 other cross cultural PPT 1: On an A3 sheet PPT 2: Students need to PPT 5: Introduce Completed mind studies of attachment students should start a find the 3 other studies students to their essay maps “Cross Cultural Research listed and find out their task for next lesson. Understand what problems into Attachment” and results. Get feedback from Give them some time are associated with using the start one branch for Van class, andthey can then to talk about the Strange Situation to study Ijzendoorn & add the info to the mind question and get attachment in other cultures. Kroonenberg. map feedback about ideas Be able to describe and as to what should go in Use to introduce what PPT 3 & 4: Go over the two evaluate cross-cultural it. they’ll look at this lesson problems with cross research into attachment cultural research – students should add these points to their mind maps Lesson 12 Consolidation: Student should write paired essays in 20 minutes on “Discuss cross cultural research of attachment” After 20 minutes go through what you want them to look for in their essays and show examples on IWB (CrossCulturalEssay.ppt) Students should swap essays with another pair, mark each other’s and set targets. 6
  • 7. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 4 REVIEW WEEK DISRUPTION OF ATTACHMENT Lesson 14 Know effects of physical and IWB P1: Give students IWB P2: Introduce research by IWB P4: Give the Completed emotional disruption of some fact about Robertson & Robertson. students 2 scenarios – research notes attachment children’s hospital in they need to suggest Students should read through Check ability to the 1950’s – ask them to considerations people Understand how research in the details of two of their case analyse the discuss whether should make when this area has brought about studies and pick out the scenarios. children’s hospitals choosing a residential changes in institutional care differences between them. have changed and why. nursery & ways in for children Students should answer the which the disruption Be able to describe and questions about John & Jane of attachment can be evaluate research into the on the IWB. minimised. disruption of attachment IWB P3: Use the case studies to highlight some of the effects of the disruption of attachment and how effects can be minimised. Students should answer the questions on the IWB. Lesson 15 Know the ‘Genie’ case study Watch the BBC Horizon special on Genie. Students should complete the notes Completed and understand it shows the sheets as they watch the video. research notes effects of privation Go over the questions that students had to complete at the end. Be able to describe and evaluate the ‘Genie’ case study Lesson 16 Know what privation is IWB P1: show the key Ask students if they think any IWB P3: Students Completed mind parts of the mind map of the other effects applies to should think about the map and notes Understand how privation they will be doing in the the ‘Genie’ case. Go over applications of this and institutionalisation can lesson – ask which ‘Deprivation Dwarfism’ and research – how many affect children effect the ‘Genie’ case add to mind map. useful applications can Be able to describe and highlighted. they think of? Go over Hodges & Tizard – use evaluate research on privation Get students to to intro attachment disorder. complete the Add to mind map ‘Intellectual IWB P2: go over evaluation Underfunctioning’ points for Hodges & Tizard section and Genie. Answer questions. Lesson 17 Consolidation: Students can work in pairs on some practice questions. Students can use their notes and have to highlight those that they are not sure about. Prize for students who do the best job. CARRY OUT PROGRESS REVIEWS 7
  • 8. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 5 FAILURE TO FORM ATTACHMENT Lesson 18 Know research studies of the IWB P1: Students should IWB P2: Go through the IWB P3: Students Completed summary effects of institutionalisation read through the Rutter table that students need should brainstorm as table study of Romanian to complete. This will a group as many Understand how children are orphans. They need to enable them to go back applications as they affected by decide what it tells us about over the research covered can think of for institutionalisation, privation the effects of the previous week. research into and disruption of attachment institutionalisation and disruption of Be able to describe and how it relates to the Hodges attachment evaluate research into these and Tizard study. effects DAY CARE Lesson 19 Know the effects of day care IWB P1: Intro day care and IWB P2: go over the main IWB P3: students Completed research on social development ask students for personal arguments for and against should identify the notes opinions and experiences day care. Highlight the strongest (most Understand how these effects fact that they refer to supported) argument can be positive and negative Try to elicit positives and social development, from each side. negatives Be able to describe the effects aggression and peer Brainstorm ideas of day care on social relationships. about why results development Students should read may differ (intro P52-53 and find mediating factors to supporting evidence for be covered in the up each of the points coming lessons) Lesson 20 Know evaluation points for IWB P1:Go back over the M1: use the IWB P3: Show Completed research research relating to Day Care NICHD study correlationizer to do a students a final study notes quick correlation between – ask them why it Understand why correlational Students should identify 2 months in child care and could be used to research is problematic strengths with the research number of friends. Use to provide commentary (hint: they should at PP Be able to evaluate research explain why correlation in this debate details and sample size) that claims day care increases does not mean causation. Get them to put the aggression and research that Add these under their notes M2: complete evaluation study in their notes claims day care increases points for the NICHD and and conclude. sociability for Increased Sociability research 8
  • 9. TEACHING OBJECTIVES STARTER MAIN PLENARY ASSESSMENT WEEK 5 DAY CARE CONT… Lesson 19 Consolidation Students to write a timed essay: Outline and evaluate research into the effects of day care on social development (e.g. aggression, peer relations) 12 marks. Structure given in the IWB. Students should peer mark. Lesson 20 Know the implications of Brainstorm any practical IWB P1: Go thorough Create a leaflet Completed leaflets attachment and child care applications they could table – do attachment advertising a day care research remember from discussion first, and students establishment – using in previous lessons on should complete their psychologically based Understand how research has attachment own table, answering information to led to practical applications questions highlight why they for improving child care offer high quality day procedures Then go through Day care Care & students Be able to describe the complete table implications 9
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