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1. Section 2 AS OverviewUnits / topic overview Key DatesTerm 1 RM: experiment types. RM: experiment types. RM: design features. RM: considerations. RM: data analysis. RM:…
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  • 1. Section 2 AS OverviewUnits / topic overview Key DatesTerm 1 RM: experiment types. RM: experiment types. RM: design features. RM: considerations. RM: data analysis. RM: data presentation. Memory: models of Term 4 Social influenceTerm 2 memory Models of memory Social influence Memory in everyday Social influence life Memory in everyday Social influence life Developmental: Stress attachment Attachment Stress Attachment in Stress everyday life Attachment in Stress everyday life. Revision Term 5 StressTerm 3 Exam week Stress Abnormality Exam week Abnormality Abnormality Abnormality Social influence Social influence
  • 2. Section 3 week by week scheme Lesson/topi Learning objectives Learning activities and resources Learning outcomes and PLTS, SEAL & FS PSHE/ CZ/ ECM c PPs VAK MIs identified formal assessment Key words links You can either take a lesson by lesson or points topic by topic approach Research CT IE RL PSHETerm 1 week 1 methods: Outline the key features of a Outline the 3 types of experiment All: should identify methods range of research methods which type of SEAL: SS, SA, M CZ: and using table on whiteboard – discuss experiment is outlined FS: L N ID, CTE, AR, IRA techniques. used in psychology research. examples of each (relate to memory by answering Describe different types of questions in textbook. ECM: Candidates will and early social development). experimental and correlational BH, SS, EA, PC, be expected to Students identify strengths and methods for obtaining Most: should be able to EWB demonstrate limitations of each experiment using recall and explain the knowledge and research data. textbooks to write notes – teacher led advantages and PSHE (EWAFC): understanding Understand and explain the disadvantages of each 2.1 self of the advantages and disadvantages sheet or on board a table. experiment type development following of a range of data collection through Q&A. 2.2 exploration research methods. Students to write key words in key methods, their Some: should complete PSHE (PW): Explain what is meant by a word booklet. a correlational analysis 1.1 Personal advantages correlation. using data and excel identities. and program with little or 1.5 diversity Recognise different types of Application: students to look at page weaknesses: no teacher assistance. 2.1 critical • Experimental correlation. 83 (cat book) and answer whether reflection method, Outline how correlation is 2.2 decision studies were field or lab experiments. including measured and understand making and laboratory, how to design a correlation managing risk field and study. Explain the advantages Assess: Jarvis book page 80/81 – 2.3 developing thinking critically about psychology relationships and natural and disadvantages of working with experiments correlation. questions. others. • Studies using a correlational Students to refer to page 85 (cat analysis book) and answer Q’s. Discuss as a class.
  • 3. Teacher to outline correlations, withexamples for illustration. Students tocontribute examples and draw ownscatter graphs. Students should thencalculate the correlation coefficient oftheir scatter graph.Teacher to go through +ves/-ves ofcorrelational analysis. Students tothen recall from memory to enter intoa table, using one colour, and thenusing another colour to fill in theblanks when doing round robinexercise.Students within class to do “do ityourself 3.14”, first on board as aclass to gather data, then oncomputers using excel.IQ6 IQ5 SE5 SE3 C1 C2 C4 RD2RD4 V A K LI, BK, LM
  • 4. Lesson/topi Learning objectives Learning activities and resources Learning outcomes and PLTS, SEAL & PSHE/ CZ/ c PPs VAK MIs identified formal assessment points FS ECM links You can either take a lesson by lesson or Key words topic by topic approach Research All: demonstrate PLTS: CT SM PSHETerm 1 week 2 Starter: key term test based on last week. methods Describe the key features of understanding of open EP Methods Main: and closed questions CZ: observational methods of data and Group discussion of observations. Students through writing their SEAL: SS, SA, ID, CTE, techniques. collection. own on whiteboards. M AR, IRA to contribute examples of what cannot be Define, describe and choose FS: L N Candidates will observed. different types of Most: can show through ECM: be expected to Teacher to discuss with students using observational method. discussion and Q and A BH, SS, EA, demonstrate advantages and PC, EWB knowledge and Explain the advantages and whiteboard the two kinds of observation. disadvantages of understanding disadvantages of different Students to hear example then provide their questionnaires. PSHE of the observational methods. own. Students to identify strengths and (EWAFC): following Understand the use of surveys weaknesses of observation through taking Some: Create a leaflet 2.1 self research and interviews in psychological giving instructions on developmen notes from Jarvis book page 88 & 91. how to conduct an t methods, their research. interview, demonstrating 2.2 advantages Know the difference between Students to answer questions in Jarvis book knowledge of different exploration and types of questions and an open and closed question. weaknesses: page 88. objectivity. PSHE (PW): • Observational Be able to construct open and 1.2 personal techniques closed questions. identitie Be able to explain the Students to answer scenarios questions. • Self-report s. techniques advantages and disadvantages 1.5 diversity including of questionnaires and Teacher to outline questionnaires and 2.1 critical interviews using actual example of reflection questionnaire interviews. 2.2 decision and interview Describe the key features of questionnaire (Are you a type A?) and making and • Case studies the case study method. explain interviews using whiteboard. managing Understand and explain the risk advantages and disadvantages 2.3 Students design and test their own developing of case studies. questionnaires based on suggestions on relationships page 93 of Jarvis book. and working with others. Students to fill in table of +ves/-ves using
  • 5. page 96 of Jarvis book.Students to explain what they think aninterview is. Students to argue thedifferences between an interview andquestionnaire, and its positives andnegatives. Write on whiteboard.Teacher to explain and define the two typesof interview. Students to provide examplesof their own (5 or six questions).Students to apply knowledge to thinkingcreatively section (Jarvis page 94).Teacher to discuss what a case study is byshowing video clip of Clive Wearing. Askstudents to deduce from the video whatthey think a case study is and what it isn’t.Students to refer to page 101 of cat book tofill in table for +ves/-ves of case studies.Application/assess: students to answercritical questions Jarvis book page 98.Homework: students to answer questions 4-6 page 101 cat book (3.22)IQ6 C4 C2 RD4 IQ5 IQ1 SE4 V A K LI, LM,INTRA, INTER
  • 6. Lesson/topic Learning objectives Learning activities and resources Learning outcomes PLTS, SEAL & PSHE/ CZ/ You can either take a lesson by lesson or topic by PPs VAK MIs identified and formal FS ECM links topic approach assessment points Key wordsTerm 1 Week 3 RM: Formulate and recognise Starter: key words test on previous week. All: state a testable PLTS: IE EP TW PSHE investigation an experimental, hypothesis through design. prose. SEAL: SS, SA, CZ: alternative, and null Teacher to explain what an aim is. M ID, CTE, AR, Candidates should hypothesis. Then open to the class what a hypothesis is. Most: distinguish FS: L N IRA be familiar with the Formulate and recognise a between various following features of Teacher to validate on board. Teacher to types of hypothesis ECM: investigation design: directional and non- explain the various types of hypothesis. through completion BH, SS, EA, PC, directional hypothesis. • Aims Application/assess: Give students a of a worksheet. EWB • Hypotheses, Understand that at the including directional end of your research worksheet on hypotheses – students to Some: analyse what PSHE (EWAFC): and non-directional investigation you will write their own directional, non-directional makes a “good” 2.1 self • Experimental either accept or reject the and null hypotheses. hypothesis through development discussion. 2.2 exploration design (independent null hypothesis. Assess: cat book page 75 questions 3.5(1a- groups, repeated Understand repeated 1f). All: show PSHE (PW): measures and measures design, the understanding of 1.3 personal matched observation studies identities. independent groups Students to work in three groups on the pairs) by designing a record 1.5 diversity • Design of design and the matched three different design types. Students will sheet of behaviours 2.1 critical naturalistic pairs design. used. reflection be given worksheet with what they need to observations, Understand and explain 2.2 decision find out about. They will then gather Most: conduct making and including the the advantages and development and disadvantages of each of information and present back to the class. research and managing risk Students to use computers and Jarvis book demonstrate 2.3 developing use of the designs. understanding of relationships and behavioural Understand how to design pages 74-76 to aid them. Students must how research works working with categories questionnaires, interviews include an explanation and advantages and through prose. others. • Design of and naturalistic disadvantages of each. questionnaires and Some: can represent observations. graphically strengths interviews Define and formulate Application/assess: students to answer and limitations of • Operationalisation independent and questions on page 76 & 77 in Jarvis book. observations and link of variables, dependent variables. it to ecological including validity. independent and Understand the impact of Designing: discuss two types of behavioural dependent variables. extraneous variables on
  • 7. research and know how to category recording techniques. Givecontrol them. students a scenario and ask them to create a coding system and behaviour checklist for same scenario. Designing a questionnaire/interview: students to get into pairs or small groups and follow number 3.12 page 95 cat book. Teacher to discuss the practice of good questions and good questionnaires – students to create leaflet for homework. Explain variables using PowerPoint on whiteboard. Discuss use of IV and DV. Students to fill in scenario worksheet to identify the IV/DV. Teacher to discuss what Operationalising variables is, and why it is done. Students to refer back to previous worksheet and operationalise variables. Students to answer q’s page 73 in Jarvis book. Students to answer q’s page 74 in Jarvis book for homework. IQ6 IQ5 SE5 SE3 C1 C2 C4 RD2 RD4 V A K LI, BK, LM
  • 8. Lesson/topic Learning objectives Learning activities and resources Learning outcomes PLTS, SEAL & PSHE/ CZ/ ECM You can either take a lesson by lesson or topic by PPs VAK MIs identified and formal FS links topic approach assessment points Key words RM: PLTS: IE EP TW PSHETerm 1 week 4 Understand the concept Starter: key word test on previous weeks. investigation and reasoning behind a All: describe IV and SEAL: SS, SA, design. DV. Give examples M CZ: pilot study. Teacher to explain what an EV is. Students Candidates should in each through FS: L N ID, CTE, AR, Be able to control to use worksheet and look at scenarios and prose and completing IRA be familiar with the extraneous variables. identify possible EV’s. worksheet. following features of ECM: investigation design: Understand the concepts Students to use cat book page 78/79 to take Most: analyse the BH, SS, EA, PC, of reliability and validity. notes and fill in worksheet about the . Pilot studies experimental method EWB • Control of Understand what is meant different types of EV’s. and +ves/-ves extraneous variables by and recognise a target through worksheet PSHE (EWAFC): Students to then put notes away and and prose. 2.1 self • Reliability and population. answer page 79 q’s 3.7 (should be printed development validity Understand what is meant on paper or board so students can’t cheat). Some: identify and 2.2 exploration • Awareness of the by the term sampling. apply knowledge of British Psychological Recognise and describe sampling and target PSHE (PW): Society (BPS) Code different types of Teacher to outline what reliability is in population through 1.4 personal of Ethics psychological terms. Students to complete completing identities. sampling. • Ethical issues and worksheets and 1.5 diversity ways in which Understand the worksheet to demonstrate understanding. through prose. 2.1 critical psychologists deal advantages and Teacher to outline how to assess reliability, reflection with them disadvantages of different students to take notes. All: identify key 2.2 decision • Selection of types of sampling. ethical issues making and Teacher to outline what validity is in through prose and managing risk participants and Understand ethical issues psychological terms. Teacher to explain Q&A. 2.3 developing sampling and ways in which relationships and techniques, internal and external validity. Students to psychologists deal with Most: list ethics and working with including random, take notes. explain how they can others. them. opportunity and Be familiar with the code Students split into groups and round robin be dealt with through volunteer sampling exercise on the four types of validity using prose. of ethics issued by the • Demand Jarvis book page 108. British Psychological Some: apply characteristics and Society. knowledge of ethics investigator effects Define the terms “demand Ethics: teacher to outline what ethics are. to real life
  • 9. characteristics” and Teacher to provide the key ethics needed experiences by“investigator effects” and analysing scenarios. and students to attempt to provide abe able to describe definition. Class discussion on which istechniques for controlling more appropriate.them. Students to use page 114 of Jarvis book to answer questions on same page about ethics and apply their knowledge. Students to be put into groups to create mini talk/presentation on a particular ethic, how to deal with it and its limitations and then present back to class so remainder can fill in worksheet/notes. (page 73 cat book). Direct students to BPS website (web address on page 72 cat book). Homework: page 71 of cat book questions 3.2 Sampling techniques: split students into groups and then further split to research the four sampling types and jigsaw method their notes. Assess: page 116 Jarvis book questions. Homework: page 93 cat book, research questions 3.17. Demand characteristics and investigator effects and order effects: link back to various EV’s – scenario/worksheet test. Refer students to page 79 of Jarvis book; students should create standardised
  • 10. instructions for one of the two studiesprovided. Explain to students how critical itis to do this and why.Pilot studies: teacher to outline what a pilotstudy is and students to contribute todiscussion as to why we do it. Students towork in pairs or individually and plan a pilotstudy using information provided on page105 of Jarvis book.IQ6 IQ5 SE5 SE3 C1 C2 C4 RD2 RD4VAKLI, BK, LM
  • 11. Lesson/topic Learning objectives Learning activities and resources Learning PLTS, SEAL & FS PSHE/ CZ/ ECM You can either take a lesson by lesson or PPs VAK MIs identified outcomes and Key words links topic by topic approach formal assessment points RM: data CT IE RL PSHETerm 1 week 5 Distinguish between quantitative Starter: key word test on previous analysis and qualitative data. All: through a SEAL: SS, SA, M weeks. table show FS: L N CZ: Candidates Know what is meant by the term analysis of a ID, CTE, AR, IRA should be “measures of central tendency” Teacher to explain difference between given familiar with the and understand what they tell us. questionnaire ECM: following quantitative and qualitative data – (positives and BH, SS, EA, PC, Be able to define mean, median features of data students provided with worksheet to negatives). EWB and mode and know when to use analysis, identify these. presentation and them. Most: through Q PSHE (EWAFC): interpretation: Be able to give an advantage and and A identify the 2.1 self • Presentation disadvantage of the mean, median Students to contribute what mean, limitations of development and mode. median and mode is. Teacher to point some measures 2.2 exploration and of central interpretation of Know what is meant by the term out when it is appropriate to use each tendency and PSHE (PW): quantitative data “measures of dispersion”. one, and some of their limitations – dispersion. 1.5 personal including graphs, Be able to define the range and identities. students to take notes. Teacher to scattergrams and standard deviation and know Some: 1.5 diversity tables explain that these are measures of demonstrate 2.1 critical when to use them. central tendency and to explain understanding of reflection • Analysis and Understand what the range and measures of 2.2 decision interpretation of meaning. quantitative standard deviation indicate about central tendency making and Teacher to explain that we also have by working out managing risk data. Measures a set of data. Know an advantage and measures of dispersion – give mean, median etc 2.3 developing of central through a relationships and tendency disadvantage of each. definition. Teacher to explain range worksheet. working with including Be able to select appropriate and standard deviation – NB: students others. median, mean, graphs to illustrate research data. do not have to be able to calculate mode. Measures Be able to interpret what a graph standard deviation but do need to of dispersion is telling us about the data. know what it means and shows. including ranges and standard Students to use cat book page 80 to deviation take notes on advantages/disadvantages of range &
  • 12. standard deviation.Students to complete cat book page 80questions 3.8 (possible homework).Teacher to give students a list of data(Students to complete the Jungtypology test onwww.humanmetrics.com) and ask themto put it into the various visual displays(table, bar chart, line graph, scattergram).Students to answer question 5 from q’s3.8 (page 80 cat book).IQ6 IQ3 IQ2 SE5 SE3 C1 C2 C4 RD2RD4 V A LI, LM,
  • 13. Lesson/topic Learning objectives Learning activities and resources Learning outcomes and PLTS, SEAL & FS PSHE/ CZ/ ECM You can either take a lesson by lesson or topic PPs VAK MIs identified formal assessment Key words links by topic approach points RM: data PLTS: CT SM EP PSHETerm 1 week 6 Be able to describe the Starter: key words test from previous analysis techniques available to All: Should identify SEAL: SS, SA, M week. what type of FS: L N CZ: Candidates should analyse qualitative data. correlation is shown by ID, CTE, AR, IRA be familiar with Understand what is meant Main: completing a the following by content analysis. worksheet. ECM: features of data Correlation interpretation: students BH, SS, EA, PC, Know how to undertake analysis, to be presented with various graphs Most: should complete EWB simple qualitative analysis. presentation and and are to identify which type of questions in textbook interpretation: Be able to interpret on co-efficients PSHE (EWAFC): correlation and correlation correlation is displayed. without teacher 2.1 self • Analysis and interpretation of coefficients. Teacher to explain what a correlation assistance. development co-efficient is. Students to graphically 2.2 exploration correlational data. Some: will complete a Positive and display various co-efficients within a content analysis with PSHE (PW): negative graph. little or no teach
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