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1. Social Sciences Faculty Scheme of Work 2008-9 Subject AS Psychology Key Stage/ Year Year 12 Topic / PSYA2: Biological Psychology: Stress Unit Learning Objectives…
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  • 1. Social Sciences Faculty Scheme of Work 2008-9 Subject AS Psychology Key Stage/ Year Year 12 Topic / PSYA2: Biological Psychology: Stress Unit Learning Objectives Activities/ TLS Resources Assessment Additional Skills/ Cross (see also lesson plans) curricular links To build and develop the skills of: AO1 – • Use whiteboard to mind • Stress response • Gapped • Develop study Knowledge and map “what is stress?”. worksheet (in key handout on skills e.g. note- Understanding of how • Use Adobe on whiteboard studies booklet) stress taking, science works, AO2 – of the stress response – response organisation Application of students make an • Adobe pdf on knowledge and informational poster on stress response • Responses to • Develop ICT understanding of the HPA axis and the SAM (put on student specimen skills e.g. science and how pathway. shared drive for exam downloading science works and AO3 • Use whiteboard to mind access) questions resources from – how science works. map the effects and VLE and finding Relating to PSYA2 – illnesses that can be • A3 paper/felt-tip • Quick-fire web resources Biological Psychology – caused by stress.). Explain pens knowledge Stress – The body’s Kiecolt-Glaser using key tests • Recognising response to stress, studies booklet – students • Cardwell signs of stress including the pituitary- find methodological and textbook (application for adrenal system and ethical issues and feed examination the them back onto • Podcasts on stress!) sympathomedullary whiteboard stress (on VLE) pathway in outline. Stress-related illness
  • 2. and the immune system. To build and develop the skills of: AO1 – • Students complete SRRS • SRRS (already • PowerPoint • Develop study Knowledge and compiled by Holmes and provided in stress presentation skills e.g. note- Understanding of how Rahe – feed their scores workbook) taking, science works, AO2 – back onto whiteboard. • Assessment organisation Application of • Do they uncover any • Whiteboard questions knowledge and methodological/ethical from student • Develop ICT understanding of issues with the • Revision cue workbook skills e.g. science and how questionnaire? cards downloading science works and AO3 • EMBED Correlational • Responses to resources from – how science works. analysis from research • Access to ICT specimen VLE and finding Relating to PSYA2 – methods (scatter graphs suite PowerPoint/ exam papers web resources Biological Psychology – and coefficients) Publisher and Word Stress – Life changes • Read through Holmes and • Quick fire and daily hassles. Rahe using the key studies knowledge Personality factors, booklet – students cut tests including Type down the study to less behaviour. Workplace than 50 words and make a stress revision cue card. • Students read through DeLongis study in booklet – what methodological issues can they find with Daily Hassles? • Feed these back - students create PowerPoint revision cue
  • 3. cards (upload to student shared drive and VLE for public access) • Are you Type A? Students complete the questionnaire in workbook. • Feed back onto whiteboard who is Type A/ B – does it have face validity? • Friedman and Rosenman – read through study in booklet – students find methodological and ethical issues and feed these back onto whiteboard. • They must then design a presentation on Marmot (1997) – which will be fed back to the class group. To build and develop the skills of: AO1 – • How do students cope • COPE scale • Assessment Knowledge and with stress? Use worksheet (in key questions • Develop ICT Understanding of how whiteboard to brainstorm studies booklet) from student skills e.g. science works, AO2 – all their strategies. workbook downloading Application of • Link these in with the • PowerPoint on resources from knowledge and COPE scale (Carver, 1989, approach/avoida • Responses to VLE and finding understanding of pg169). nt coping (put on specimen web resources science and how
  • 4. science works and AO3 • Explain the difference student shared exam papers • Develop study – how science works. between drive and VLE for skills e.g. note- Relating to PSYA2 – approach/avoidant coping public access) taking, Biological Psychology – using PowerPoint on • Quick fire organisation Stress – Distinction whiteboard. Explain knowledge between emotion- problem- focused and • A3 paper/felt-tip tests focused and problem- emotion-focused coping pens focused approaches to using PowerPoint on coping with stress. whiteboard. Which is the • Cardwell Psychological and more effective strategy? textbook physiological methods • Mind map the studies on of stress management, the whiteboard – students • Podcasts on including Cognitive use A3 paper. stress (on VLE) Behavioural Therapy • Physiological methods of and drugs. stress management – explain biofeedback using Adobe on whiteboard. • Students have worksheet on biofeedback – highlight and make key notes from text. • Mind map the drug families using whiteboard. • Explain Stress Inoculation Training using Adobe on Smart board. • Give students A3 gapped handout on stress inoculation – students fill in the gaps.
  • 5. • Explain hardiness training using Adobe on Smart board. Mind map the methodological/ethical issues on the whiteboard. HoD notes: All students are provided with a PSYA2: Stress workbook – this includes the basis of their notes and provides activities and opportunities for assessment. All documents provided to students that are electronic will be made available for re-printing both on the student shared drive and on the Psychology page of the VLE. All students will also be provided with the specimen examination paper for PSYA2 in which they can practice their assessments. It is presumed that the Stress aspect of PSYA2 will be delivered between 6th January 2009 and 9th March 2009 (approx. 8 weeks of teaching). Social Influence will be divided and delivered by all 3 teachers. It is presumed that this will be delivered between 16th March and 20th April 2009 (approx. 4 weeks of teaching divided between all). There should be 2 weeks of consolidation and revision from 27th April -11th May 2009, ready for their external examinations on 13th May 2009 and 15th May 2009
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