Scheme of Work

Cambridge International AS & A Level

Psychology 9990
For examination from 2024
© Cambridge University Press & Assessment 2022 v4
Cambridge Assessment International Education is part of Cambridge University Press & Assessment. Cambridge University Press & Assessment is a department of
the University of Cambridge.

Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their
own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within a
centre.
Contents
Introduction .................................................................................................................................................................................................................................................. 4
1. Introduction to AS Level content and Research Methods ....................................................................................................................................................................... 8
2. Biological approach ............................................................................................................................................................................................................................... 14
3. Cognitive approach ................................................................................................................................................................................................................................ 20
4. Learning approach ................................................................................................................................................................................................................................. 27
5. Social approach ..................................................................................................................................................................................................................................... 33
6. Issues and debates................................................................................................................................................................................................................................ 40
Specialist Option 1: Clinical Psychology.................................................................................................................................................................................................... 42
Specialist Option 2: Consumer Psychology .............................................................................................................................................................................................. 60
Specialist Option 3: Health Psychology ..................................................................................................................................................................................................... 79
Specialist Option 4: Organisational Psychology ........................................................................................................................................................................................ 96
Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. You can choose what approach to take and you know the nature of
your institution and the levels of ability of your learners. What follows is just one possible approach you could take and you should always check the syllabus for the
content of your course.
Suggestions for independent study (I) and formative assessment (F) are included. Throughout the scheme of work we have included reference to the Sustainability
Development Goal (SDG 3 Good Health and Wellbeing), if and where relevant and applicable. Please be aware that the topic of sustainability is not explicitly part of
this syllabus and will not be directly assessed in the examinations.
Opportunities for differentiation are indicated as Extension activities; there is the potential for differentiation by resource, grouping, expected level of outcome, and
degree of support by teacher. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class.

Key concepts
This scheme of work is underpinned by the assumption that Psychology is a scientific discipline and, as such, is conducted using rigorous research methods. The
key concepts are highlighted as a separate item in the new syllabus. Reference to the key concepts is made throughout the scheme of work using the key shown
below:
Key Concept 1 (KC1) – Nature versus nurture
Key Concept 2 (KC2) – Ethics
Key Concept 3 (KC3) – Research methods
Key Concept 4 (KC4) – No one view of psychology is definitive
Key Concept 5 (KC5) – Relevance of psychology in contemporary society

4
 Scheme of Work
Guided learning hours
Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are
designed around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on
local practice and your learners’ previous experience of the subject. The table below give some guidance about how many hours are recommended for each topic.

Subject content Suggested teaching time (hours / % of the course)

Introduction to Cambridge AS Level content and Research Methods It is recommended that this should take about 36 hours / 20% of the AS Level course.

Biological approach It is recommended that this should take about 36 hours / 20% of the AS Level course.

Cognitive approach It is recommended that this should take about 36 hours / 20% of the AS Level course.

Learning approach It is recommended that this should take about 36 hours / 20% of the AS Level course.

Social approach It is recommended that this should take about 36 hours / 20% of the AS Level course.

Specialist Option 1: Clinical Psychology

Specialist Option 2: Consumer Psychology

Choose two from the four specialist options, each should take about 90 hours / 50% of
the A Level course.
Specialist Option 3: Health Psychology

Specialist Option 4: Organisational Psychology

Resources
You can find the endorsed resources on the Endorsed resources tab of the syllabus page on our public website
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, teachers should refer to the specimen assessment materials.
Teaching tools – designed to help you to deliver interactive classroom activities and engage learners.
Tools to support remote teaching and learning – to find out about and explore the various online tools available for teachers and learners.

5
Scheme of Work
School Support Hub
The School Support Hub is a secure online resource bank and community for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format. If you are unable to use Microsoft Word you can download Open Office free
of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.

6
 Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
This scheme of work provides some ideas and suggestions of how to cover the content of the syllabus. The following features help guide you through your course.

Learning objectives help your learners by making it Suggested teaching activities give you lots of
clear the knowledge they are trying to build. Pass ideas about how you can present learners with
these on to your learners by expressing them as ‘We new information without teacher talk or videos.
are learning to / about…’. Try more active methods which get your
learners motivated and practising new skills.
Syllabus ref. and
Learning objectives Suggested teaching activities
Key Concepts (KC)

Data Collection: Learners can identify, Learners create a questionnaire on some aspect of school life and share ideas. (I)
Self Reports explain and evaluate the
Introduce the idea of closed and open questions and ensure learners can generate Independent
use of different types of
samples of each. Learners swap and complete each other’s and return and analyse study (I) gives
KC3 questions in self-reports.
Extension activities provide your results. your learners
more able learners with further the opportunity
Extension activity: learners suggest strengths and weaknesses of using
challenge beyond the basic content of to develop their
questionnaires and tabulate including issues relating to the type of data collected and
the course. Innovation and own ideas and
the media used (paper and pencil/online).
independent learning are the basis of understanding
these activities. Extension activity: learners consider the use of interviews to investigate the same without direct
issue. Consider the implications of telephone and face-to-face interviews and the input from you.
similarities and differences between questionnaires and the different types of
interviews, ensuring learners appreciate the differences between structured, semi-
Sustainability Development Goals (SDG) structured and unstructured interviews and evaluate each.
references to a focus on sustainability.
Video to support the construction of good questions for questionnaires available here:
www.youtube.com/watch?v=7onVHIkS1YY
A self-assessment exercise for self-reports can be accessed at:
www.youtube.com/watch?v=7onVHIkS1YY (F) assessment (F) is on-going assessment
Formative
Past papers, Past
specimen papers and mark schemes which informs you about the progress of your learners.
and specimen papers
are available for you to download at: Don’t forget to leave time to review what your learners
www.cambridgeinternational.org/support Using these
Past/specimen papers and mark schemes
have learnt, you could try question and answer, tests,
are available to download at www.cambridgeinternational.org/support
resources with your learners allows you to check their quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
progress and give them confidence and understanding. activities can be found in the scheme of work.

7
Scheme of Work

1. Introduction to AS Level content and Research Methods

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

General Learners gain an Conduct initial learner assessment: what they know; what they expect; why they are studying psychology, etc.
introduction/expectati understanding of what
Use this opportunity to discuss learning styles and psychometric tests and ask them to complete the
ons/engagement they already know,
www.learning-styles-online.com/inventory/
what they can expect
to learn and how they Learners carry out some independent research and prepare a presentation on a key characteristic that will be
are responsible for covered or provide supplementary reading/study during the course (e.g., theories of dreaming (Dement and
their learning. Kleitman); autism and Asperger’s syndrome (Baron-Cohen); phobias (Saavedra and Silverman); Pavlov’s dogs
and the Case of Little Albert (Learning approach); Kitty Genovese (Piliavin). (I)

Research methods Learners can describe, Ask learners what they know about conducting experiments from their IGCSE courses and ask them to list the
explain and apply the essential elements or processes.
• Correlations main features of
• Hypotheses and Extension activity: learners imagine the equivalent parts when conducting psychology experiments and then
experimentation,
aims introduce the concept of a laboratory study.
hypotheses,
• Variables correlations and Write the word ‘hypothesis’ and explain the relationship between the aim and the hypothesis of an experiment.
KC3 variables. Ask learners what associations/understanding they have of this key term. Introduce the concept of a null and
alternate hypothesis if needed or review learners’ existing understanding of this.
Learners develop an appropriate hypothesis and null-hypothesis for an area of study of their choice and ask
them to share.
Explain ‘an independent variable’ and ‘a dependent variable’ and introduce the concept of operationalisation.
Learners identify the independent variable and the dependent variable in different examples of experiments or
scenarios and whether each has been operationalised or not.
Explain the concepts and differences between ‘a directional (one-tailed) hypothesis’ and a ‘non-directional (two-
tailed) hypothesis’. Generate some examples to display and learners identify whether each is directional or non-
directional and explain how they decided which was which. More information and examples can be found at:
www.verywellmind.com/what-is-a-hypothesis-2795239
Introduce the concepts of a field experiment and a natural experiment. Using one of these, learners create their
own hypothesis and null-hypothesis; explain (and justify) whether it is a one or a two-tailed hypothesis; whether
they are expecting a positive or a negative correlation and demonstrate effective operationalisation of the
variables. Peer review each in turn.

8
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners generate (or provide them with) examples of data that demonstrate a positive correlation and others a
negative correlation and create diagrams with differing strengths / coefficients and explain them. (I)
Extension activity: learners recreate diagrams for each in their notes and suggest correlations which could
apply to each and label the co-variables (measured variables) in the respective diagrams, reinforcing the new
terminology. Share the positive correlations between the number of murders in the UK and the sales of ice-
cream and using a ‘Think-pair-share’ (TPS) activity ask them to consider the relationship between the two co-
variables.
Learners create a table of strengths and weaknesses and populate, including lack of causality and the 3rd
variable problem and generate ideas of other 3rd variables than could create similar correlations (positive or
negative). (I)
Learners generate a glossary of research methods terms in their notes and test each other on meanings and
definitions of these key concepts and terminology as they are covered in the course. Two websites will help in
this task:
• www.tutor2u.net/psychology/reference/research-methods-key-term-glossary
• www.simplypsychology.org/research-methods.html
Learners complete this self-assessment: www.tutor2u.net/psychology/reference/correlations-revision-quiz (F)

Research methods Learners can describe, Explain the concepts of ‘validity’ and ‘reliability’.
explain and identify
• Experiments Extension activity: learners suggest how we can ensure validity and reliability in psychological research.
issues affecting the
• Experimental Reiterate the importance of evaluating psychological research with these concepts in mind.
validity and reliability
design of experiments. Discuss the importance of controlling variables to enhance validity, explaining the significance of extraneous,
• Controlling of uncontrolled, participant and situational variables and how they can distort validity.
variables
• Validity Explain the importance of the necessity of replicating experimental research to check the reliability and the
• Reliability validity of the research. Consider ways that research could be unreliable and share key terms, including; types of
• Replicability reliability that can be tested – inter-rater reliability/inter-observer, split half and test-retest for learners to capture
• Standardisation in their notes/glossaries.

KC3 Write the term ‘standardisation’ and ask learners what this means and how it can be used to enhance the validity
and reliability of research in turn. Refer back to correlations covered previously and explain the connection
between the two.
Return to the different types of experiments. Learners consider examples of the various extraneous variables that
would need to be controlled in each case. Learners create tables (or bullet points) and consider the strengths and

9
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

weaknesses of each type considering the ability to control variables, standardise and replicate each in turn and
share ideas. Supplement/correct as necessary.
Explain ‘experimental conditions’ in relation to the IV and share an example of a study with two or three
conditions. Issue learners with coloured counters, describe and explain the differences between experimental
designs, namely independent measures, matched pairs and repeated measures respectively. Using the
counters, introduce the concepts of:
• counterbalancing
• random allocation
• order effects – both fatigue and practice.
Display the remaining key concepts and relate each to the class discussion including ecological validity;
population validity; objectivity / subjectivity. Learners add to their glossaries.
Categorise the different types of validity covered so far into ‘internal’ and ‘external’ validity. Introduce the concept
of ‘demand characteristics’ (with examples) and learners consider whether this would be classified as an internal
or external validity issue. Learners add ‘demand characteristics’ into their tables.
Extension activity: share some novel research ideas (from previous research conducted). Learners use the key
features of the experimental method to design two different experiments, using two different experimental
methods to investigate two of the research questions displayed and share.
Learners select two and divide class to identify and evaluate the strengths, weaknesses, validity issues and
reliability issues. Supplement/correct as necessary. (F)
Learners complete some self- assessment activities: www.tutor2u.net/psychology/reference/variables-revision-
quiz (F)

Research methods Learners can describe, Ask learners what they know and understand of quantitative and qualitative data.
explain and evaluate
Types of data Extension activity: learners generate examples of each and share these. They then consider the strengths and
quantitative and
KC3 weaknesses of quantitative and qualitative data and tabulate these in their notes.
qualitative data and
conduct some data Hand out some quantitative data, ask each group to calculate the mean, the median and the mode as a measure
analysis. of central tendency and identify the range and explain how this measure of spread is connected to the measures
of central tendency.
Extension activity: assign each group to construct either a bar chart, a histogram and a scatter graph
respectively and use the data and display. Explain ‘normal distribution’ and ask learners whether the data they
have analysed represents a ‘normal distribution’. A good description explaining the difference between a bar
chart and a histogram is available at: https://stattrek.com/statistics/charts/histogram.aspx?Tutorial=AP

10
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Display a table of results from a study to show how the mean and standard deviation are displayed.
Learners complete some self-assessment activities:
www.tutor2u.net/psychology/reference/types-of-data-revision-quiz
www.tutor2u.net/psychology/reference/descriptive-statistics-revision-quiz (F)

Research methods Learners will Share some scenarios with learners which reflect different types of sampling (including random sampling,
understand the opportunity sampling, and volunteer sampling, etc). Learners identify the differences and evaluate each type of
Sampling of
different types of sampling strategy. Learners label each scenario with the appropriate sampling strategy and tabulate strengths
participants
sampling. and weaknesses.
KC3
Learners add ‘generalisability’ and ‘representative’ to their glossary and connect back to the concept of validity.
The connection between the sample and the population can be found here:
www.simplypsychology.org/sampling.html
Learners complete complete this self- assessment activity: www.tutor2u.net/psychology/reference/sampling-
revision-quiz (F)

Data Collection: Self Learners can identify, Learners create a questionnaire on some aspect of school life and share ideas. (I)
Reports explain and evaluate
Introduce the idea of closed and open questions and ensure learners can generate samples of each. Learners
the use of different
KC3 swap and complete each other’s and return and analyse results.
types of questions in
self-reports. Extension activity: learners suggest strengths and weaknesses of using questionnaires and tabulate including
issues relating to the type of data collected and the media used (paper and pencil/online).
Extension activity: learners consider the use of interviews to investigate the same issue. Consider the
implications of telephone and face-to-face interviews and the similarities and differences between questionnaires
and the different types of interviews, ensuring learners appreciate the differences between structured, semi-
structured and unstructured interviews and evaluate each.
Video to support the construction of good questions for questionnaires available here:
www.youtube.com/watch?v=7onVHIkS1YY
A self-assessment exercise for self-reports can be accessed at: www.youtube.com/watch?v=7onVHIkS1YY (F)

11
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Data Collection: Learners can identify, Extension activity: in groups learners conduct observational research during a breaktime, explaining that
Observations describe explain and different groups can conduct the research in different ways, using structured, unstructured, participant and non-
evaluate the use of participant techniques as well as combinations of these.
KC3
different types of
Learners share what each group did (the features) and challenges they experienced and based on these,
observations.
learners can generate strengths and weaknesses of each in turn. Learners review issues relating to validity and
reliability, and assess which techniques are the most valid and reliable, and why.
Share scenarios and learners identify which type of observation would be the most suited to the scenario and
introduce the concepts of overt and covert observations, considering the strengths and weaknesses of these and
add to their previous notes on evaluation. Learners review the use of laboratory and field studies in psychological
research and design a laboratory study using observation, conclude with a discussion on the strengths and
weaknesses of naturalistic and controlled observations.
A self-assessment activity for observations can be accessed at:
www.tutor2u.net/psychology/reference/observational-techniques-revision-quiz (F)

Case Studies Learners can describe This research method is covered as introductory material for Saavedra and Silverman; (button phobia) under
and explain case Learning approach in the syllabus.
KC3
studies and when and
why they are used in
psychological
research.

Longitudinal studies Learners can describe This research method is covered in the evaluation of Hölzel et al. (mindfulness and brain scans) under Biological
and explain approach in the syllabus.
KC3
longitudinal studies
and when and why
they are used in
psychological
research.

Ethics Learners can describe Generate a variety of procedures from research that raises ethical issues (e.g., asking children to watch violent
and explain the ethical videos, following customers through a shopping mall, observing passengers on a train without their knowledge,
KC2
guidelines in relation to asking adults to ‘shock’ another participant, testing chimpanzees, electrocuting dogs to see how they react, etc.
KC3 both human and non- ensuring each ethical issue has been included). Learners rank them from ethically ‘least’ to ‘worst’ and justify
human subjects. their responses. Learners consider which ethical issues have been raised and list each in their notes with a

12
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

description and consider what reasons for each to be broken and to what extent (consider the cost: benefit
analysis in each case).
More information and definitions on ethics can be accessed at: www.simplypsychology.org/Ethics.html
A self- assessment activity on ethics can be accessed at: www.tutor2u.net/psychology/reference/research-
ethics-revision-quiz (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

13
Scheme of Work

2. Biological approach

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Biological approach Learners understand Learners share their present understanding of brains, hormones, genetics and evolution.
– introduction that behaviour,
Share an accessible and interactive set of resources outlining the main areas and functions of the brain available
cognition and
KC4 at: www.education.com/lesson-plan/learn-about-the-brain/ (I)
emotions can be
KC5 explained in terms of Extension activity: learners consider how they might investigate the brain and either set as a research activity
the working of the to explore different types of brain scans and share back or work through a set of slides outlining the main brain
brain and the effect of scans available at:
hormones, genetics https://docs.google.com/presentation/d/12MhNG17Iz4ALK_p6K2Hr3cNt7Nos7r8K/edit#slide=id.p1
and evolution and that
biological factors can Learners can watch a provocative TedTalk, ‘The most important lesson from 83,000 brain scans’ by Daniel
explain similarities and Amen available at: www.youtube.com/watch?v=esPRsT-lmw (I)
differences between
people.

Dement and Learners understand Share the video available at: www.youtube.com/watch?v=Y-8b99rGpkM as a starter activity for the class on the
Kleitman (sleep and the importance of value of sleep and the importance of the research on sleep.
dreams) – sleep, research into
Learners give presentations on the background theories of sleeping and dreaming are shared and discussed.
introduction sleep and different
(I)(F)
theories of sleeping
KC5
and dreaming. Learners look up ultradian rhythms and then sleep cycles on the internet and draw in their notes. Go through the
sleep cycle and introduce use of the Electroencephalography (EEG) to determine the stages of sleep and rapid
eye movement (REM) and non-rapid eye movement (N-REM) sleep – checking for previous knowledge and
understanding. (I)
SDG 3

Dement and Learners can describe Extension activity: display the overall aim of the study on the board and learners design an experiment to
Kleitman (sleep and sleep cycles and investigate the relationship between sleeping and dreaming using the EEG to determine the levels of sleep.
dreams) – the study explain difficulties of
Break down the overall aim into the three hypotheses and divide them between the groups and repeat design
investigating sleeping
KC3 activity and share responses.
and dreaming.
Hand out a summary of the study available at: www.holah.karoo.net/dement.htm. Learners compare the original
Learners can describe
study with their experiments and evaluate each difference in turn. Learners complete the activities to help them
and explain the aim,
engage with the material.
the hypotheses, the

14
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

methodology and the Learners create an ‘organogram’ (diagram that shows the structure of an organisation), representing the overall
findings of the study. aim, the three hypotheses and the results relating to each.
Learners develop In pairs, share a past Paper 1 (for example, 9990 Jun 2020 Paper 11) and ask learners to work through the
examination skills. questions, modifying each as if it was focussed on Dement and Kleitman and prepare an appropriate mark
scheme. Share questions and suggested responses. Respond to any discrepancies relating to content or
Learners can
assessment objectives.
consolidate the
material and self- Learners complete a recall activity which can be accessed at:
assess their ability to https://quizizz.com/admin/quiz/619f49648cf168001df4cd0d/sleep-and-dreams (F)
recall the necessary
There are a number of revision activities that can be accessed on Quizlet available at:
detail.
• https://quizlet.com/548112936/dement-and-kleitman-flash-cards/
• https://quizlet.com/548471606/dement-and-kleitman-flash-cards/
• https://quizlet.com/547640934/dement-and-kleitman-flash-cards/
A set of flashcards learners can use to self-test on their ability to recall the material is available at:
https://drive.google.com/file/d/1I1t1YMUjWQIGZ24945Ts0Ocnv2bhzkcD/view (F)

Dement and Learners can identify, Display the following issues (covered in Research Methods) and ask learners, in pairs, to identify whether it is a
Kleitman (sleep and describe and explain strength or a weakness and then describe and explain each from the Dement and Kleitman study: Ecological
dreams) – evaluation strengths and Validity; Population Validity; Replicability; Generalisability; Ethics; The Use of Quantitative Data; The Use of
weaknesses of the Technical Equipment; Demand Characteristics; The Experimental Design (and any others) and record their ideas
KC3
original study. in their notes. (F)
Each pair shares their ideas with another pair. Answer any questions or concerns and supplement any gaps as
necessary.
Share the methodological issues and debates as follows:
• the application of psychology to everyday life
• individual and situational explanations
• nature versus nurture
• the use of children in psychological research
• the use of animals in psychological research.
Ask learners which are relevant to the Dement and Kleitman study and ask them to explain:
• the application of psychology to everyday life
• individual and situational explanations.

15
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Hassett et al. Learners understand Set the following key questions for initial class discussion:
(monkey toy the background to the 1. Is there a difference between the toys that young boys and young girls play with?
preferences) – study. 2. Do boys play with ‘boy’ toys and girls play with ‘girl’ toys because of gender socialisation?
introduction 3. What would be considered ‘boy’ toys and ‘girl’ toys and why?
Learners and describe
• Nature versus and explain the factors Clarify understanding of ideas and terms.
nurture that contribute to the
Introduce the idea of ‘Nature’ and ‘Nurture’ and let learners look up definitions of the nature/nurture debate and
nature nurture debate
KC1 include in their notes in their own words. Learners create two columns and generate ideas of factors falling under
with appropriate
each and share.
KC2 examples.
Learners watch a good starter BBC video to introduce the key issue available at:
KC4 Learners and describe
www.youtube.com/watch?v=nWu44AqF0iI
and explain the ethics
KC5 of using non-human Share ideas generated from watching the video concerning socialisation and stereotyping and discuss in relation
subjects in to the nature nurture debate, including natural differences between girls and boys. (I)
psychological
research. Extension activity: display the Key Question for a TPS activity - What might we conclude if we found that male
and female monkeys also had different toy preferences?
Watch the short BBC video clip together, available at: www.youtube.com/watch?v=Bm9xXyw2f7g and again,
share responses. Ask learners how the data was collected and how it could have been ‘more scientific’ in
relation to reliability, validity, objectivity, replicability.
Extension activity: display the Key Question for a TPS activity – Was the study ethical? What ethical issues do
we need to consider when using non-human subjects in psychological research?
Learners progress through the quizlet available at: https://quizlet.com/gb/638542904/ethical-issues-using-
animals-in-research-flash-cards/ outlining the key issues of the ethics relating to the use of animals in
psychological research and self-test their ability to recall the relevant material.
Learners reconsider the ethics of the study just seen in light of their new understanding of the ethics relating to
the use of animals in psychological research. (F)
Watch a final video available at: www.youtube.com/watch?v=8mvZ4EbPbME combining content from both
previous videos and a discussion of the nature nurture debate. (I)
Learners watch an excellent video available at: www.youtube.com/watch?v=ikBi6qc6C90
which considers whether gender is a biological or social construct and also introduces other psychological
theories, congenital adrenal hyperplasia (CAH) and the Hassett et al (2008) study. (I)
Learners can access an extremely detailed and supported outline of the nature/nurture debate available at:
www.simplypsychology.org/naturevsnurture.html (I)

16
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Engage learners with a kahoot activity covering the ethics relating to the use of animals in research available at:
https://create.kahoot.it/share/the-ethics-of-the-use-of-animals-in-research/16a18d9f-7284-4179-a0bc-
a135a9926ed9 (F)

Hassett et al. Learners can identify Direct learners to the original study available at: www.ncbi.nlm.nih.gov/pmc/articles/PMC2583786/ or
(monkey toy and describe the aim, https://drive.google.com/file/d/1RglZXQmba7Lwgjn5r7y89mOBe68OYft8/view?usp=sharing
preferences) – the the sample, the
Learners create a table based on how they would describe a piece of scientific research (aim, sample,
study method, the results
method/procedure, results and conclusion) and identify and summarise the essential details from the study into
and the conclusion of
KC3 their notes.
the Hassett et al
(2008) study. This could be peer reviewed for accuracy/accountability. (F)
In pairs, learners take it in turns to talk for a minute about the study in order to consolidate their learning, their
partner picking up any missing detail and where they left off in order to complete the study.
Without referring to past papers, learners try and recall the types of questions they generated in their previous
class and self-assess their ability to answer them using the Hassett et el (2008) material. (F)
Learners create revision tools of their choice for the class using a variety of resources such as multiple-choice
questions (PPT/Slides/Docs); a new quizlet; flashcards; or a free online crossword maker, for example:
https://worksheets.theteacherscorner.net/make-your-own/crossword/ (I)

Hassett et al. Learners can identify, Extension activity: in pairs or groups, learners mind map as many evaluative issues as they can identify in the
(monkey toy describe, explain and study and share with the rest of the class.
preferences) – evaluate the strengths
Learners identify at least two strengths and two weaknesses regarding the following issues:
evaluation and weaknesses of the
research conducted. • the use of animals for psychological research
KC2 • the use of quantitative data
KC5 • the use of observation as a data collection technique
• individual and situational explanations
• nature versus nurture.
Introduce learners to the concepts(s) of individual differences and individual explanations and ask them to
identify any examples of differences of behaviours between the monkeys in the study. Learners consider how
these findings could be applied to everyday life and the implications of the research. Learners reflect on their
own views relating to gender socialisation.

17
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Hölzel et al. Learners can Ask learners about their previous knowledge/experience of yoga or meditation techniques and share
(mindfulness and understand the experiences/outcomes. Learners record their initial thoughts about the value of yoga and meditation in relation to
brain scans) – background to the mental and physical well-being.
introduction study in relation to the
Learnerd give a presentation on Mindfulness Based Stress Reduction techniques (allocated at the beginning of
use of yoga and
KC5 the course) which can be peer reviewed.
meditation for mental
and physical well- Learners review their diagrams of the brain from their previous classes and look up and add the locations and
being. functions of the following areas of the brain:
• the frontal; parietal; occipital and temporal cortices
• the limbic system including the amygdala; the posterior cingulate cortex
• the hippocampus.
Learners can engage in some pre-reading at: www.forbes.com/sites/alicegwalton/2015/02/09/7-ways-meditation-
can-actually-change-the-brain/?sh=3d41f1731465 as introductory material. (I)
Learners can watch a video on the research in this area which can be accessed at:
www.youtube.com/watch?v=m8rRzTtP7Tc&t=503s (I)
SDG 3

Hölzel et al. Learners can describe Share a copy of the original research available at: www.ncbi.nlm.nih.gov/pmc/articles/PMC3004979/ or
(mindfulness and and explain the https://drive.google.com/file/d/1Lew1EZgbR3vlSUDCpobpQK1WAnU5_THg/view
brain scans) – the research conducted.
with learners and working through the research together, ask them to:
study
• summarise the participants and identify all the controls, explaining each in turn
KC2 • identify any ethical issues and why they are important
KC3 • summarise the method/intervention into manageable sized chunks
• summarise the FFMQ and consider aspects relating to validity and reliability
• record the data collection scanning schedules and techniques
• identify the key elements of the analysis to ensure statistical significance.
Extension activity: discuss the most important results and the most effective way to record and capture them.
Support learners in understanding the features of both scans and the bar chart and learners replicate the bar
chart referring to the increases of GMC regarding the key regions in their notes.
Extension activity: learners review and reflect on their initial thoughts regarding yoga and meditation and
whether these have changed following their understanding of the study. Capture the conclusions of the study’s
findings and direct their attention to the differences between results and conclusions.

Hölzel et al. Learners are able to Learners identify all the relevant research methods used in the study and the related strengths and weaknesses
(mindfulness and describe, explain and as a revision exercise under the following categories:

18
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

brain scans) – evaluate longitudinal • lab studies

evaluation studies. • self-reports/psychometric tests
• Longitudinal Learners are able to • independent measures design and allocation of participants
studies describe, explain and • ethics.
• Use of technical evaluate the use of Learners create paragraphs to capture the strengths and weaknesses of longitudinal studies and practice the
equipment technical equipment. ‘PEEL’ structure to effectively identify, explain, illustrate and link each strength and weakness to this study in
KC2 relation to tests/tasks, the scoring of the DV; the frequency/interval between testing times; re-contacting of
participants (for repeated testing) and the controls/standardisation measures.
KC3
Learners repeat the process above independently for the use of technical equipment and guide, supplement and
KC5 check for understanding. Learners list all the reasons why this process could be considered useful and reasons
which could detract from its usefulness. (I)
Divide the class into groups and distribute a variety of specimen Paper 2 questions and ask learners to use the
format of the questions to check the knowledge, understanding and exam techniques to effectively answer the
three biological studies they have covered to date. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

19
Scheme of Work

3. Cognitive approach

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Cognitive approach – Learners can explain Learners create a diagram of how a computer works and consider the analogy that their mind works ‘like a
background the essential features computer’. See if they can identify any strengths or weaknesses of adopting that model.
of the cognitive
KC4 Learners generate and list various mental processes/mental aspects.
approach.
Share a video on the emergence and justification for the cognitive approach. Learners can add anything new to
their notes which can be accessed at: www.youtube.com/watch?v=VcaAVWtP48A
Learners can access a fairly straightforward write-up of the Cognitive approach at:
www.tutor2u.net/psychology/reference/the-cognitive-approach and a more detailed and extensive description
available at: www.simplypsychology.org/cognitive.html (I)

Andrade (doodling) – Learners undertake Explain to the class you will conduct a study about cognitive processes. Randomly divide the class into two
introduction experiential activities groups and separate across two sides of the classroom (based on the experimental conditions in the Andrade
so they can explain: study) and issue instructions (on paper, as in the study) so each group does not receive the instructions of the
Research methods
• Participation in an other groups. Play a pre-recorded telephone message (as outlined in the appendix of the study). Continue to
• Research design experiment. follow the procedure as outlined in the study. Collect the response sheets.
• Types of data Share the pre-recorded ‘telephone conversation’ available at: https://drive.google.com/file/d/19e7XhT-
• Demand gSF4CR7OqN5DgDnE_Z4vP1tQ-/view
characteristics
• Ethics Explain that they have just participated in the experiment that they are just about to study. Redistribute the
• Variables response sheets across the two groups, explaining the difference and learners can mark each others and share
• Reliability the results on the board. Analyse the results across the conditions and see if those who doodled were better able
• Random to remember the names than those who didn’t. Use this activity to reinforce the strengths and weaknesses of
allocation quantitative data.

KC2 Discuss how learners felt about being deceived and why it was necessary. Revise the concept of ‘demand
characteristics’ and ensure learners have added it to their glossaries.
KC3
KC5

Andrade (doodling) – Learners can describe Share the original study at: http://pignottia.faculty.mjc.edu/math134/homework/doodlingCaseStudy.pdf or
the study and explain the key
https://drive.google.com/file/d/1DsFh_qj1JyJxDiZ9ZPI6fy7UVoGglubC/view for learners to read through.
aspects of the
KC3
research including the Learners tabulate the results to support their learning and recall of these across the conditions. Engage learners
aim; the sample; the in some metacognition and consider how they will attempt to remember this data. (I)

20
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

method; results and Learners complete a range of comprehension questions which can be accessed at:
conclusion. https://docs.google.com/document/d/1LvPCin0PiO_vOrB7YGRf-pxfBBNygxwbSnVYX-Sto3A/edit (F)

Andrade (doodling) – Learners reinforce Learners create a table/spreadsheet headed ‘keeping ethical guidelines’ (this could be hand written, or online in
evaluation their ability to Docs/Sheets, etc.) with the seven ethical issues along the top and all 12 studies down the left side and reviewing
recognise ethical all the research studied previously, consider which ethical guidelines were followed (or not) and indicate with a
• Psychometric issues and guidelines tick or a cross and a comment as to which were kept (or not) and why/how, etc. (I)
tests in psychological
• Application of Learners identify the independent and dependent variables and comment about how valid and reliable the
research.
psychology to experiment was on a scale of 1 to 10 and justify their responses.
everyday life Learners understand
Share Specimen Papers 1 and 2 on the board and refer learners to some of the short (1), (2) and (3) mark
the use of
KC2 answer questions. They should go through the study again and create their own short ‘knowledge and
psychometric tests and
understanding’ questions following the style of the specimen papers.
KC3 can recognise and
illustrate the strengths Introduce the concept of ‘a psychometric test’ and learners include this term in their glossary. Mind map the
and weaknesses strengths and weaknesses of psychometric tests and record as appropriate.
respectively.
Extension activity: learners consider the application of this research to everyday life and individual and
Learners can apply situational explanations. Organise a competition to identify four other strengths or weaknesses of the research
their knowledge of and share on the board (they cannot repeat an issue already identified) and reward the winning group. Correct
Research Methods to and discuss any anomalies and learners capture the points in their notes.
novel research and
evaluate the research. Learners create a revision activity – a crossword, a true/false activity; some multiple-choice questions, a mind-
map or poster, etc. (one they have not done before) from the study. (I)
Extension activity: learners discuss who these findings/conclusions may be useful to and how and why. They
should be able to present their ideas/suggestions to the rest of the class. This should add valuable ideas to their
notes as they are effectively evaluating the study.

Baron-Cohen et al. Learners gain Share the presentation on neurodiversity (from Neurodiversity Celebration Week 2024) available at:
(eyes test) – knowledge and www.neurodiversityweek.com/powerpoint-presentations or
introduction understanding of https://docs.google.com/presentation/d/1ecHTGUS2XAFoS0GhcGDTmfdOr2m7hv68/edit?usp=sharing&ouid=11
autism, Asperger’s 3405531117926988408&rtpof=true&sd=true modifying for the needs of your learners. Use the slides to engage
KC5
syndrome and the learners’ previous knowledge and critical thinking concerning labelling (strengths and weaknesses) as well as
Theory of Mind. ‘myth-busting.
Learners participate to Q&A: Respond to any questions regarding neurological differences that may be shared, e.g., the difference
be able to explain the between Autism and Asperger’s syndrome.
difference between the
original test and the

21
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

revised version. Discuss the importance of using ableist language and recognising how and why this might have changed.
Guidance and resources for which can be found at:
https://drive.google.com/drive/folders/1lhzC3g2t_AjHyhrfAvdiZMWMDS6_NGc8?usp=sharing
Learners share what they understand about the concept of empathy and look up and discuss definitions,
recording one accordingly.
Introduce the Theory of Mind using the Sally-Anne Test (if necessary, demonstrate) using a video of the Sally-
Anne Test for children on the autistic spectrum and make a note of any ableist language available at:
www.youtube.com/watch?v=QjkTQtggLH4
Learners consider and discuss ways to identify autism spectrum disorder in adults. Introduce the idea of ‘reading
the mind in the eyes’ test and how that relates to some of the possible signs of autism.
Learners work through the mock-up/sample of the original eyes test available at
https://docs.google.com/presentation/d/1uFlzZ-
RU7FUi0Irwo27ZQk_H4lLipxmh/edit?usp=sharing&ouid=113405531117926988408&rtpof=true&sd=true and
share/compare results. Challenge learners, through questioning, some of the recognised problems and issues of
the original test.
Learners work through the revised version available at: https://s3.amazonaws.com/he-assets-
prod/interactives/233_reading_the_mind_through_eyes/Launch.html and record their individual scores. (I)
Learners identify as many differences between the two tests as they can and document.
Extension activity: learners can access other similar cognitive ability tests (including an empathy quiz) available
at: https://greatergood.berkeley.edu/quizzes/ and consider the strengths and weaknesses of psychometric tests
generally. (I)
Note: reinforce that such tests are not definitive measures of empathy or social intelligence, but an indicative tool
that reveals one aspect of social cognition which can vary widely among individuals.
SDG 3

Baron-Cohen et al. Learners can describe Learners review the differences between the original and the revised version of the test from the previous lesson.
(eyes test) – the and explain the key (F)
study terms, the background,
Share the original research available at:
the key features and
KC3 https://docs.autismresearchcentre.com/papers/2001_BCetal_adulteyes.pdf or
the findings of the
https://drive.google.com/file/d/16pH2Sz-d0JnfKle-amw2dZAup8nLE-NN/view.
study.
Learners consider the different groups of participants and make predictions regarding their performance
respectively. Compare these with the actual results and analyse what this means.

22
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a set of flashcards they can use later including:

• the problems with the original test (page 242)
• the sample groups (page 243)
• the procedure ((page 243)
• the Eyes Test Development (page 244)
• the Predictions (page 244)
• the results (page 244).
Flashcards can be created electronically using these websites: www.kitzkikz.com/flashcards/ or
https://quizlet.com/create-set
In pairs, learners share ways they can use the flashcards to effectively support their learning. (F)

Baron-Cohen et al. Learners can identify Learners retest themselves using their flashcards from the previous activity. In pairs/groups, learners identify any
(eyes test) – and explain a range of strengths and weaknesses regarding the use of psychometric tests.
evaluation strengths and
Learners consider how the participants might have performed these tests if they were unwell that day and
weaknesses of the
KC5 consider ways that could mitigate against this temporal effect. (F)
study and the use of
psychometric tests in Learners consider the ethics of the test’s basic assumption that emotions are universally recognisable through
psychological facial expressions, (not accounting for cultural differences or neurodiverse ways of processing) may lead to
research. labelling and bias. (F)
Reintroduce the concept of PEEL paragraphs (Point, Explanation, Evidence, Link).
Extension activity: using a template, learners populate the table with two strengths and two weaknesses. (I)
They share their responses and feedback, develop and share again before marking.
Ask learners who the findings/conclusions may be useful to, including an explanation of how and why. Remind
learners of the need to use ableist language appropriately, they should present their ideas/suggestions to the
class. This will help them to add valuable ideas to their notes. Repeat using the issue of individual and situational
explanations.
Learners review their notes on reliability and go through the expectations of the Paper 1 evaluation questions.
Learners should plan/prepare a response to the following sample Paper 1 question:
‘Evaluate the study by Baron-Cohen et al. (eyes test) in terms of two strengths and two weaknesses. At least
one of your evaluation points must be about reliability’. (10 marks) (I)
Learners self-assess their ability to recall the material using multiple choice questions on the study:
https://docs.google.com/presentation/d/1x6o1-TNsJVNrFNidYYKaCEDQUqxpcjn_/edit#slide=id.p1 (F)

23
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

More resources are available at: www.neurodiversityweek.com/introduction and

www.neurodiversityweek.com/resource-hub

Pozzulo et al 2011 – Learners learn and Extension activity: learners recall some of their earliest memories and think about how they might check both
introduction understand the the validity and reliability of their memories.
concepts of memory;
The use of children Display the slides for a ‘memory activity’ from:
the fallibility of memory
in psychological https://docs.google.com/presentation/d/1IFUgxhy9zzvmAHue93Mjz2TeB5tcgS8E/edit#slide=id.p1 and ask
including
research learners to recall the words they have just seen and demonstrate the unreliability of our memory and the role of
reconstructive and
schema in coding and our retrieval of memories.
KC4 false memories and
the power of Share the video: www.youtube.com/watch?v=VTF7FUAoGWw of Loftus and Pickrell’s, ‘Lost in the Mall,’ study
suggestion. on the formation of false memories to demonstrate how susceptible we are to the power of suggestion.
Learners understand Draw a model of reconstructive memory and demonstrate how new information or expectations can alter
the advantages and someone’s memory and the legal implications that recognise the fallibility of eye-witness testimonies as evidence
disadvantages of in the criminal justice system. Learners list as many differences between adults and children as they can and
investigating issues share ideas. Lead discussion towards the experience of childhood and any psychological differences and add.
effecting children.
Learners consider what problems psychologists might experience when studying children and show a video clip
of a replication of Piaget’s conservation experiment available at: www.youtube.com/watch?v=MpREJIrpgv8 and
describe the behaviour of the children and create a list of challenges they can identify. Supplement with the
advantages children present when being studied.
Learners consider how fallible is a child’s memory in exercising their eye-witness testimony in relation to
identifying suspects in a ‘lineup’ exercise, what problems might the children and the advocates might experience
when using children as witnesses in criminal prosecutions.

Pozzulo et al 2011 – Learners can describe Share the following terms in relation to lineup parades:
the study and explain the • correct identification
background to the • correct rejection
KC2
study, the aim of the • false positives
KC3 research, the sample, • test for mastery.
method, results and
KC5 their explanations and Learners consider the cognitive processes involved in the participation of lineups. Consider both types of lineups
articulate a conclusion. – target present & target absent lineups, discuss and list.
Learners consider the social factors when participating in a line up. Consider both types of lineups – target
present & target absent lineups, discuss and list.

24
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Consider which might exert a greater or a lesser influence in each of the two types of line-ups. Learners could be
organised into groups and create a decision tree/flow diagram capturing how the different factors might impact
on lineup judgments and share with the rest of the class. (F)
Extension activity: discuss why children make more false positives than adults (70%:34%) when the target isn’t
present in the lineup.
Learners consider the difference between recognising a cartoon character and a human character in relation to
target-present and target-absent lineups.
Share 2 video clips introducing the 2 cartoon characters used in the research:
Dora the Explorer: www.youtube.com/watch?v=N33ldfKwdLs
Go Diego Go: www.youtube.com/watch?v=P3vvJq8QeZ8
Learners make predictions for both adults and children for both human faces and cartoon faces and target
present & target absent lineups and create a ‘rough’ table and tabulate their predictions accordingly.
Share the original study available at: www.researchgate.net/publication/251280429_The_Culprit_in_Target-
Absent_Lineups_Understanding_Young_Children%27s_False_Positive_Responding or
www.academia.edu/6776965/The_Culprit_in_Target_Absent_Lineups_Understanding_Young_Children_s_False
_Positive_Responding
Learners complete a template capturing the aim and the sample and memorise accordingly. Share verbally with
their respective classmate. (F)
Support learners through the materials in order:
1. Cartoon Watching and Demographic Form
2. Human Face Targets
3. Human Face Foils
4. Cartoon Face Targets
5. Cartoon Face Foils
Check for understanding in each case. Discuss issues relating to standardisation and controls and identify where
appropriate and list as appropriate.
Continue on with ‘lineup presentation’ and then ask learners to consider the rest in light of the method/procedure
and create a flow diagram (or equivalent) and capture in their notes.
Support learners through the results outlines in Table 1, checking for understanding for both target-present and
target absent lineups in turn.

25
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Organise a quick revision evaluating quantitative data. Learners tabulate the results into one table for
comparison and ask them to identify and discuss any similarities and differences with their initial predictions,
particularly any surprises/significant discrepancies. Discuss the findings in relation to the cognitive and social
factors at play.
Learners make suggestions of ways in which interviewers could reduce social pressures to reduce chances of
incorrect rejection and false positive judgements with child witnesses and read through the ‘elimination lineup
procedure’ designed to reduce the social demands and focus on the cognitive factors when participating in
lineups under the section ‘Implications’.

Pozzulo et al 2011 – Learners reinforce Learners recall the strengths and weaknesses of using quantitative data from the previous class and the findings
evaluation their ability to evaluate and to illustrate the points they raise to practice the PEE(L) format for an ‘evaluate’ question. (F)
research and articulate
KC2 Learners identify and discuss other evaluative issues and list and then arrange in the order of their importance in
their ideas using a
relation to the outcomes/results of the study (e.g. use of repeated measures etc).
KC3 range of issues.
Extension activity: pairs/groups of learners present the following evaluative issues (differentiate for ability):
KC5
• the usefulness/application of the research
• individual and situational explanations
• the ethical issues raised in the study
• the experimental method and design
• the use of children in psychological research
• the external validity of the study (including the ecological validity and population validity).
• the internal validity of the study (including standardisation, control and demand characteristics)
• the reliability of the study
• any other evaluative issues identified.
Learners share their ideas in turn and record their results. Learners generate a variety of revision tools they can
use in future classes. (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

26
 Scheme of Work

4. Learning approach

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learning approach – Learners understand Learner presentations on:

introduction and can explain the • Pavlov’s dogs
assumptions and key • Little Albert
The learning
characteristics of the • Behaviourism (I)
approach and the
learning approach
behaviourist Learners create a document, leaflet or a poster outlining the behaviourist perspective, classical and operant
based on the
perspective conditioning. Information on these can be accessed at the following sites (though not exclusively) and there are a
behaviourist multitude of videos available on the same: (I)
KC3
perspective, classical • www.simplypsychology.org/behaviorism.html
KC4 and operant • www.verywellmind.com/major-branches-of-psychology-4139786#toc-behavioral-psychology
conditioning and • https://courses.lumenlearning.com/adolescent/chapter/behavioral-approach/
understand social • www.tutor2u.net/psychology/reference/learning-approaches-the-behaviourist-approach
learning theory.
• www.sites.google.com/a/bromsgrove.in.th/psychology/home/the-as-level/edexcel-as-level/the-learning-
Learners gain greater approach
understanding of
social learning theory
(SLT) and its
importance and
relevance.

Bandura et al Learners practise their Share the video available at: www.verywellmind.com/albert-bandura-biography-1925-2795537 introducing Social
(aggression) – skills at designing Learning Theory and ask learners to draw from their own experience, skills they have learnt by alluding to the
introduction experiments, concepts introduced in the video.
incorporating the
KC2 Learners generate explanations for why people start smoking and share responses. (I)
necessary level of
KC3 detail. Watch ‘children see, children do’ campaign available at: www.youtube.com/watch?v=KHi2dxSf9hw and reiterate
the relevance of the research in this area.
KC5
Extension activity: using their knowledge of research methods, learners design an experiment to investigate
the extent to which children learn through observation and imitation. This should include details of the sample,
ethics, method, experimental conditions, the independent and dependent variables (differentiate according to
ability on how much guidance is given) and share ideas in turn.

27
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Bandura et al Learners can describe Explain the study briefly and hand out a summarised version of the study available at:
(aggression) – the and explain the www.holah.karoo.net/bandurastudy.htm. The original study can be accessed at:
study sample and the https://media.thuze.com/MediaService/MediaService.svc/...
conditions of the
KC3 Work through every section systematically, engaging learners with the material in the following ways:
experiment.
• Learners create a tree diagram of the sample and how they were allocated across the conditions –
Learners can identify emphasising the three independent variables and the matched pairs design.
and explain the • Refer learners to the pre-test and consider how this was used as a control for pre-existing levels of
controls effected in the aggression.
study. • Learners continue reading and underline as many controls as they can in the procedure.
Learners assess their • Learners consider the challenges of observing 72 children through a one-way mirror for 20 minutes
ability to recall the each.
relevant detail of the • Learners design their own behavioural checklists and use role play to use and test it.
study. • Learners create a table (four columns), with each column capturing one of the four main hypotheses.
• They should read the study to find the results specific to each of the hypotheses and insert them into
their tables.
Learners can create flashcards at: www.kitzkikz.com/flashcards/ or using: https://quizlet.com/create-set based on
the predictions, the controls, the stages of the procedure, the results, etc. (I)
Learners create a true/false exercise on the major learning points from the previous lesson and learners peer-
assess their ability to recall the salient facts. (F)

Bandura et al Learners can describe Learners complete the self-assessment activity available at: www.holah.karoo.net/banduramultiple.htm to test
(aggression) – and explain the their ability to recall the salient details. (F)
evaluation results, relate them to
Learners recall the four predictions and the respective findings. (F)
Social Learning
• Nature versus Theory and apply Learners categorise each in relation to the nature versus nurture debate and discuss. Add/indicate these into
nurture debate them. their table of results.
• Application of
psychology to Learners practise their Extension activity: learners consider the extent to which results overall support or reject SLT.
everyday life evaluation skills and
can identify and Extension activity: using previous knowledge and understanding and the PEEL template/table, learners
KC1 evaluate the study, identifying and illustrating the strengths and weaknesses. Ensure all the major strengths and
illustrate the major
evaluative issues weaknesses are present including the application of psychology to everyday life; individual and situational
KC2 explanations; the nature versus nurture debate and the use of children in psychological research and
evident in the study.
KC3 appropriately illustrated with study related material.
KC5 Extension activity: learners discuss and consider the implications of these findings in relation to:
a) Parenting
b) TV censorship

28
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

c) Education.
and share ideas regarding the application of these findings to everyday life.
Learners complete a Paper 1 question where they have to evaluate a study on the basis of two strengths and
two weaknesses. They should complete this in timed conditions and pass to a partner for peer marking exercise.
(F)
Extension activity: learners look through a specimen/sample Paper 1 and Paper 2 and devise five of their own
questions using the Bandura study on aggression.
Learners complete some sample test questions available at:
https://docs.google.com/document/d/1qlxt7bgKOoTll7BCcsqiB9M5CNEhu0DA/edit?rtpof=true&sd=true (F)
Learners complete some multiple-choice questions available:
https://docs.google.com/document/d/1mVVeLrf7ibCOc03XRWGYpj0Ro_B1kc6z/edit?rtpof=true&sd=true (F)

Fagen et al. Learners can describe Learners revise/recall:

(elephant learning) – and explain how • Pavlov’s dogs
introduction conditioning can be • Behaviourism
used for learning. • The ethical guidelines for the use of animals in psychological research
KC2
Learners can describe, from their previous classes and consider the ethical guidelines that would need to be met to study elephants. (F)
KC3
explain and evaluate
KC4 the ethics of using Learners consider all the ways that could be used to teach elephants including punishment, negative
animals in reinforcement and positive reinforcement respectively. Introduce the concepts of primary, secondary
psychological reinforcement and different schedules of reinforcement and learners generate examples of each.
research.

Fagen et al. Learners can describe Share the original study available at: www.ncbi.nlm.nih.gov/pmc/articles/PMC4772407/ or
(elephant learning) – and explain the aim, https://drive.google.com/file/d/1imm7oym1iqeQyWjgHnkUuJe4agOr7nGE/view with learners and read though
the study the sample, the the introduction/background highlighting the benefits of using secondary positive reinforcement (SPR) with
procedure, the data elephants.
KC2
collection and results
Learners read through the section ‘Animals, Housing and Care’ and categorise and describe the ethical issues
KC3 of the study.
relating to the elephants in the study.
In pairs, learners create a flow chart representing the training methodology and sequence for the elephants using
rough paper, and insert descriptions/labels as ‘drop-down menus’ for each part of the flow-chart/diagram until
they have captured each element (and the key terms) appropriately. Once all the necessary components are in

29
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

place, learners recreate the flow chart on a separate piece of paper to aid recall (this can be repeated at different
intervals).
Learners can insert a final, ‘neat’ rendition of the flow chart/sequence into their notes. (I)
Learners identify all the controls embedded into the training schedule and check for understanding/accuracy. (F)
Learners list or tabulate the three major dependent variables used for data collection purposes with their
appropriate descriptions and ‘pass’ rates.
Learners capture the results replicating either the table or the chart/graph for each of the following:
1. Duration and number of training sessions to pass.
2. Relative difficulty: Average sum of all offers prior to achieving a pass.
3. Total minutes of training for each elephant.
4. Mean % correct among all elephants (pass rate) for all tasks.
Considering ‘ways/techniques’ they can use to recall them later.
Learners identify one example of individual differences manifested by the elephants for each set of results.
Extension activity: divide learners to debate, ‘To what extent was the use of SPR effective in training elephants
to participate in trunk-washing behaviours?’ and argue for each side of the debate.
Learners create a conclusion, ‘To what extent was the use of SPR effective in training elephants to participate in
trunk-washing behaviours?’ and justify these.

Fagen et al. Learners can evaluate Learners consider what could be considered the dependent and independent variables in the research
(elephant learning) - the study using a conducted and share and justify. (F)
evaluation range of criteria.
Extension activity: learners read through the section, ‘Discussion’ and list at least 5 problems identified by the
KC1 researchers. Differentiate by outcome according to the range of problems encountered by the researchers – high
ability learners should encompass a wider range of problems.
KC2
Extension activity: dividing learners (using differentiation as appropriate), allocating each grouping to evaluate
KC3
the research based on the following criteria:
KC5 • the use of quantitative data
• the use of controls in psychological research
• individual and situational explanations
• the nature/nurture debate
• the use of animals in psychological research
• the application of psychology to everyday life.

30
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners share and peer review.

Distribute past or specimen papers and divide the paper according to ability and learners generate appropriate
questions and answers for the different examination questions that could be posed based on the study. (I)(F)

Saavedra and Learners can describe Learner presentation on phobias and OCD which can be peer reviewed (based on earlier allocation of
Silverman (button and explain the presentation titles). (I)
phobia) – Behaviourist approach
Use the resultant Q&A/discussion to introduce the classification of phobias available at:
introduction can be used to explain
www.theravive.com/therapedia/Specific-Phobia-DSM--5-300.29-(ICD--10--CM-Multiple-Codes) by the diagnostic
phobias.
• Case studies and statistical manual (DSM). Ask learners if anyone has first-hand knowledge of a phobia and is willing to share
• Action research Learners can describe, their experience.
explain and evaluate
KC5 Extension activity: learners suggest how classical conditioning could be used to explain phobias and share
the use of case studies
ideas. In pairs discuss how classical and operant conditioning could explain a phobia of buttons.
in psychological
research. Learners look up a definition of:
• a case study in psychology
• action research and include in their notes.
Discuss reasons/conditions why case studies might be used. Highlight key features of case studies (including the
participant/unit; the content of information collected; the use of two or more techniques for data collection for the
detailed analysis/interpretation/triangulation of the data collected) and begin to brainstorm possible strengths and
weaknesses and create a table for such in their notes.
Look up some famous case studies in Psychology and summarise to share with the rest of class during the next
lesson. (I)
SDG 3

Saavedra and Learners can describe Introduce the difference between the two concepts of ‘fear’ and ‘disgust’ (using learners’ suggestions if possible)
Silverman (button and explain the and how they manifest themselves in the continuance of a phobia.
phobia) – the study sample and the
Introduce and differentiate between the two different types of learning, e.g. expectancy resulting in fear and
interventions used to
KC3 evaluative resulting in disgust. Share the video of the phobia of baked beans to reinforce learning which can be
cure a young boy of
accessed at: www.youtube.com/watch?v=3Y8VKs3__cA
KC5 his phobia.
Share the original study available at:
www.aicepsych.com/uploads/4/3/7/6/43769695/lea_2_case_study_disgust_and_a_specific_phobia.pdf or
https://drive.google.com/file/d/1_R2NpK-SSpwAoKhMatjDwovBf1vKKwr0/view. Learners read the
introduction/background to the study, highlighting any vocabulary or issues they need assistance in
understanding. Learners summarise the following:

31
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

a) the sample
b) origin of the phobia
c) problems experienced as the phobia progressed
d) duration of the phobia
e) difference between his specific phobia and the symptoms of OCD
Extension activity: learners generate ideas about possible ways to help the young boy recover from his phobia
and assess/incorporate previous learning.
Share a video available at: www.youtube.com/watch?v=lMZ5o2uruXY of a conventional treatment of a specific
phobia (systematic desensitisation) about a woman who was treated for a phobia of feathers. Learners apply
what they have seen in the video to help the boy suffering from his button phobia.
Go through the Intervention Procedure and Result (Behavioural Exposures) section explaining how the treatment
was administered and what recordings were measured and the difficulties experienced by the boy and
psychologists treating their patient. Learners record examples of the Disgust/Fear hierarchy and capture the
graph of results in their notes.
Extension activity: learners discuss how the young boy’s responses were different from the woman with the
phobia of feathers and share.
Continue reading through Intervention Procedure and Result (Disgust Imagery and Cognitions) section and
check for understanding and capture the second graph of results for comparison.

Saavedra and Learners can describe, Extension activity: divide the class into working groups and allocate the following tasks:
Silverman (button explain and evaluate a) The types of data that were recorded and the advantages and disadvantages of each
phobia) - evaluation the research b) The data collection tools that were used and the advantages and disadvantages of these
conducted against a c) The ethical issues in carrying out the research/treatment
KC1
variety of evaluative d) To what extent did they find the study ‘useful’.
KC2 issues. e) Issues of validity and reliability
KC3 Groups share their deliberations with the rest of the class. Ask learners whether this study supports the nature or
the nurture side of the debate and check for understanding.
KC5
Learners identify examples of any qualitative data collected and use them to develop an essay plan on the
strengths and weaknesses of using qualitative data in psychological research. (F)
Learners complete their ethics table/spreadsheet for the last two studies. (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

32
 Scheme of Work

5. Social approach

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Social approach Learners understand Create and hand out various ‘scenarios’ (e.g., helping an old man/women/child cross the road at night/in the
and can explain the morning/midday on your own/with a couple of friends/in a large crowd, etc.) Learners predict how people might
KC4
assumptions and key behave and compare responses. Then change a key character or location in the scenario and ask them what
KC5 characteristics of the impact the change might make and why.
social approach.
Share a brief overview of the Social approach available at:
https://docs.google.com/presentation/d/1xgxka3PejIyOW5jcrRX4PnFyn5aUufDu/edit#slide=id.p1 (I)

Milgram (Obedience) Learners can describe Learner give presentations on the concepts of Obedience, Compliance and Authority outlining the similarities
– introduction and explain the and the differences between them (as one of the allocated presentations from the beginning of the course) and
background and some which is peer reviewed. (I)
KC5
of the key
Learners make a few predictions about ‘how many people would?’ against a number of findings from
terms/concepts.
investigations on initially:
• Asch (1951) with a video available at: www.youtube.com/watch?v=NyDDyT1lDhA and an outline
available at www.simplypsychology.org/asch-conformity.html and then obedience, e.g.
• Hofling’s study (1966) – an outline is available at: www.simplypsychology.org/hofling-obedience.html.
• Sheridan and King (1972) – an outline is available at: http://hoaxes.org/Top/ecomments/4755,
• Slater et al (2006) – an abstract is available at:
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0000039.
Show Darren Brown’s recent version available at www.youtube.com/watch?v=y6GxIuljT3w of the study and
explain to learners they are going to study Milgram’s original experiment. (I)

Milgram (Obedience) Learners can describe Extension activity: using a typescript copy of Milgram’s original article available at:
– the study and explain the www.baymeadowscharter.org/ourpages/auto/2018/8/9/56608223/Milgram.pdf
background to the
KC3 With the scripts for the various characters/stooges conduct a role play, prepare and hand out scripts and pair
study, the sample and
word combinations to learners (with stage directions) for the roles of ‘Experimenter’, ‘Mr. Wallace’ and
KC5 the selection strategy
‘Participant’ and let learners role play the ‘scenario’ with Mr. Wallace being seated outside the classroom door.
adopted and the
Observe the discomfort of the Participant and have a class discussion on observations and feelings once the role
findings/ explanations
play is over.
of the study.

33
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners share one thing from the previous lesson and check their previous knowledge and understanding of the
Holocaust. Show video clips available at: www.youtube.com/watch?v=7TqJFp4y4zo from the original study and
ask them to describe the participants they view.
Extension activity: share either an abridged version of the study or the original version available at:
www.holah.karoo.net/milgramstudy.htm or
https://drive.google.com/file/d/1DaPmu5ke8KJxlZCrnYJAmz1cuDP4EqkI/view
(differentiate) on the background, the sample, the method and procedure and learners read, checking on their
individual levels of accuracy and understanding.
Extension activity: share the results and learners create graphs or tabulate them (differentiate) both
numerically and by percentage in their notes (under quantitative data) and generate a discussion/evaluation
about the use of quantitative data and the conclusions that can be drawn.
Learners consider the conflicts experienced by the participants and introducing the idea of the agentic state
details of which can be accessed from: www.simplypsychology.org/milgram.html. Relate the findings back to
their initial predictions concerning obedience and discuss and explain the differences.
Learners recall the behaviours/distress of the participants and list their recall/observations (under qualitative
data), supplementing any gaps. (F)
Learners recall the conflicts discussed earlier and whether these ‘explain’ the behaviours and list under
‘Explanation’, linking the conflicts with the behaviours. (F)
Return to Milgram’s nine situational factors that contributed to the high levels of obedience. Learners rate their
own perceived susceptibility to each rank them in order of most to least and list their ‘Top 5’.

Milgram (Obedience) Learners can evaluate Learners complete some of the exercise available on: www.holah.karoo.net/milgram.htm to self-assess their
– evaluation various components of ability the study related details; knowledge and understanding. (F)
the study against a
KC2 Extension activity: using previous evaluation tables, learners try to identify the strengths and weaknesses of
variety of evaluative
the study and capture those that are specific to conducting laboratory studies (see extension below) in a
KC3 issues.
separate table.
KC5
Extension activity: learners discuss whether this is better described as a controlled observation rather than a
lab study and explain why.
Extension activity: learners deliberate about which findings can be attributed to an individual explanation and
which can be attributed to a situational explanation. Learners create a mnemonic to help them remember the
nine situational variables that Milgram argued contributed to the participants’ high levels of obedience.

34
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners prepare a response to the following question: ‘Evaluate the use of restricted samples in Milgram’s study
on obedience’, which could be peer marked or graded. (F)
Learners discuss how these findings might be useful to ‘who’ and ‘how’ and share ideas and suggestions.
Explain that Milgram received considerable criticism considering the ethical issues raised. In pairs ask learners
to reflect on the arguments that could be raised for and against the ethical issues and capture their ideas using a
table available at: https://docs.google.com/document/d/17oVGnBdu8I1KYNzElM_dEnDRrcWf2pH3/edit to
support this exercise.
Learners prepare a revision activity (mind-map or poster, multiple choice questions, True/False activity or an
online crossword, etc.). (I)
Extension activity: learners explore the recent study conducted by Slater and compare the effects of using a
virtual environment available at: http://psychologyexplainstheworld.yolasite.com/virtual-reality-and-milgram.php
in practical and ethical terms. (I)

Perry et al (personal Learners are able to Learners group up in different parts of the classroom depending on their friendship groups, categorised by
space) identify, describe and intimate, close, social, etc.
explain personal space
– introduction Ask for a few volunteers to participate in a personal space activity and then ask them to let you know when they
and personal space
start to feel any discomfort as you approach them and have another classmate measure the distance, stressing
KC5 invasion.
the importance of being honest (e.g. not responding to demand characteristics/competition) in order to generate
Learners are able to valid results. Ask other classmates from their intimate, personal, social and acquaintance groups to also
conduct some approach them and measure the distances before they start to experience feelings of discomfort and record.
descriptive statistics Repeat with as many volunteers as available.
calculations and
Learners conduct the necessary descriptive statistics, tabulate their results and create a bar chart to display their
present.
data.
Learners present on (1) E.T. Hall’s theory of personal space and (2) the hormone oxytocin and (3) empathy
respectively (as one of the allocated presentations from the beginning of the course) which are peer reviewed.
Compare the class’s results with the predictions made by E.T. Hall and discuss any similarities and differences.
(I)
Extension activity: learners consider how oxytocin and/or empathy might be related to personal space and
share ideas/capture ideas on flip chart paper for future reference.
Extension activity: learners read through the introduction to the study available at:
https://academic.oup.com/scan/article/10/1/3/1630959?login=true or

35
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

https://drive.google.com/file/d/1miiJPjjBZe70UuC9m_5SIhS6PKzS20q3/view and be prepared to present to their

peers at the beginning of the next class.
Learners can access information on personal space at: http://psychology.iresearchnet.com/social-
psychology/self/personal-space/... and more information about oxytocin at:
www.yourhormones.info/hormones/oxytocin/ (I)

Perry et al (personal Learners are able to Learner(s) present the background/introduction of the Perry et al (personal space) study and follow on with a
space) – the study describe and explain class discussion. Add any further thoughts/predictions to the flip chart papers from the previous class.
the study conducted
KC2 Share the sample with learners and ask them to record the characteristics of the sample and the ethical
by Perry et al on
measures put into place. Learners explain how the sample was divided into the two conditions and identify the
KC3 personal space.
type of experiment. (I)
KC5
Extension activity: learners consider other ways the sample could have been divided and consider the
implications of using the median instead of using cut-off points regarding the participants’ scores on the
Interpersonal Reactivity Index (IRI).
Learners can take the Interpersonal Reactivity Index (IRI) at:
https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/EMPATHY-InterpersonalReactivityIndex.pdf
(I)
Learners continue progressing through the original study:
• Recording how the oxytocin was administrated (recording all controls).
• The assessment of their levels of empathy using the IRI.
• Experiment 1 – the use of the modified and computerised comfortable interpersonal distance paradigm
(CID) and summarise the various trials based on stranger, friend authority figure and ball. Explain how
learners can interpret the diagram (Fig. 1).
• Experiment 2 – choosing rooms. Display the image of Fig. 2 without the text beneath and learners see if
they can spot any similarities and differences. Summarise the various trials regarding the differences in
the layout/arrangement of the rooms.
Learners identify the three independent variables being tested for each experiment and ask them to make
predictions on a basis of 3 x 3 factors.
Display Table 1. Learners identify the largest differences between the groups and the conditions. Share the
results relating to the CID. They should consider the best way to capture the most important results to aid
revision and recall in the future. Negotiate and capture. Compare the results with the class’ predictions and
discuss any similarities and differences. Learners should then capture Fig. 3 into their own notes.

36
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Then capture Fig. 4 into their own notes and list a couple of examples of significant and non-significant results
regarding the ‘choosing rooms’ experiment and the correlation between the two experiments.
Consider what conclusions they can draw from the findings, regarding levels of trait empathy, levels of
administered oxytocin and individual differences.

Perry et al (personal Learners can identify, Learners identify as many strengths and weaknesses as they can about the study and share ideas. Ensure they
space) – evaluation describe, explain and have considered the use of quantitative data and verbally assess their ability to identify appropriate results from
evaluate the research the study to illustrate their responses. (F)
KC2
conducted by Perry et
Learners recall all the other psychometric tests they have covered to date and identify all the similarities and
KC3 al on personal space.
differences between these and the IRI.
KC5
Learners test each other on their ability to recall the strengths and weaknesses of using psychometric tests in
psychological research. (F)
Extension activity: learners compare these with the use of technical equipment and consider the advantages
and disadvantages of using computerised technology against psychometric tests and capture (with appropriate
illustrative detail) in their notes.
Learners consider how useful these findings are and whether oxytocin should be administered to individuals
struggling with issues relating to social deficits or anxieties and debate and draw conclusions.
Extension activity: engage in a discussion of their interpretation of the CID results and suggest ideas of what
the researchers could do to further their investigations concerning these.

Piliavin et al (subway Learners can Learners consider the factors that might encourage/discourage helping behaviour from their experience and list.
Samaritans) – recognise and Ask them to consider some local/international charitable appeals and consider which they think are the most
introduction appreciate the factors effective and why – again, list down the attributes of the successful appeals. Different activities on altruism can
that encourage/ be accessed at: www.psychlotron.org.uk/resources/social/AQA_A2_altruism_discussionstim.pdf and
KC5
discourage helping www.psychlotron.org.uk/resources/social/A2_AQA_altruism_bystandersituations.pdf
behaviour.
Learners look up or find and read through a recent article available at: https://slate.com/human-
Learners can describe interest/2015/07/i-was-attacked-on-the-d-c-metro-no-one-helped-me.html and identify possible reasons for
and explain the helping or not helping in such circumstances. Again, consider what factors might have made the bystanders
background to the responses different. (I)
study and the key
Learners give presentations on the murder of Kitty Genovese which is critiqued by peers. (I)(F)
terms associated with
it. Share an extract from an article in the New York Times available at:
https://drive.google.com/file/d/1jUdnVJdV81Bzn2LTfpWjx2sp0NfWRJfK/view?usp=sharing

37
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

based on the murder of Kitty Genovese and learners identify all the features of the story that might have
encouraged/discouraged intervention (and what types of intervention) that might have saved Kitty.
Share the video demonstrating the bystander effect available at: www.youtube.com/watch?v=z4S1LLrSzVE
without the potential aspect of ‘danger to self’ and ask learners to comment on reasons for bystander apathy and
helping behaviour. Learners create a table in their notes for costs and rewards for helping and not helping. Start
creating a glossary of ‘Key Terms’ relating to this study.
Explain the impact of the murder on social psychologists and show a video clip of a rendition of the Darley and
Latane’s ‘smoke filled room’ study at: www.youtube.com/watch?v=KE5YwN4NW5o and attempts made to
explore diffusion of responsibility, bystander apathy and pluralistic ignorance under laboratory conditions and
add the concepts to their glossary of key terms.

Piliavin et al (subway Learners can describe Learners define key terms from the previous lesson. (F)
Samaritans) – the and explain the
Explain the aim of the Piliavin study available at:
study background, the key
www.miamikillianhs.com/ourpages/auto/2011/9/28/55941483/AICE%20Piliavin%20Good%20samaritanism%20st
terms, the sample,
KC3 udy.pdf or https://drive.google.com/file/d/1iJosB_VFt6EpHoeSP6W-WIwaHmGlRtiH/view to enhance the
method and the
ecological validity of previous research in this area and share/present the sample and method of the study.
KC5 findings of the study.
There is an abridged version of the Piliavin study available at: www.holah.karoo.net/piliavin.htm
Learners can describe
Explain the 2 x 2 conditions (race – black/white and condition – cane/drunk) and ask them (with leading
and explain the
questions and possible %) to make some predictions regarding the levels of helping behaviour and capture for
explanations of the
future reference.
findings of the study
and can apply them to Learners create and populate a ‘template’ comprising of ‘Aim; Sample; Method; Results’ and check for levels of
novel situations. accuracy and sufficient detail. Compare the results with their initial predictions and discuss any similarities or
differences.
Learners understand
and can explain and Engage learners in a metacognition activity and ask them to reflect on how they will remember the results and
apply the Arousal: share ideas.
Cost/Reward Model to
Learners recall the features of successful charitable campaigns and factors affecting helping behaviour. Show
novel situations.
the Arousal: Cost/Reward model outlined at: www.holah.karoo.net/piliavinstudy.htm and explain in general
terms.
Extension activity: learners list examples of arousal (or not). They can then deliberate on costs of helping/not
helping and rewards for helping/not helping and share to compile a general list in their notes.
Extension activity: create/reissue from previous session a number of scenarios (differentiate according to
ability) and learners apply the model to predict helping behaviour. Ask each pair to generate another scenario
and pass to their classmates for consideration and reflection.

38
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners self-assess ability to define terms from the beginning of the class and using the activities available at:
www.holah.karoo.net/piliavin.htm (F)

Piliavin et al (subway Learners can identify Learners identify key characteristics of field experiments (supplement where necessary) and tabulate their
Samaritans) – and illustrate strengths strengths and weaknesses having reviewed the table concerning laboratory studies and listing any new
evaluation and problems psychological terms in their glossary of terms. (F)
associated with using
KC2 Learners identify key characteristics of using observation as a data collection tool (supplement where necessary)
field experiments and
and tabulate their strengths and weaknesses having reviewed the table concerning laboratory studies and listing
KC3 observation to conduct
any new psychological terms in their glossary of terms. (F)
psychological
KC5
research. Learners then try to evaluate the Piliavin study using all the evaluative issues covered so far and identify the
illustrative points they would use to support each point in turn ensuring they can recognise all the elements
necessary to construct ‘PEEL’ paragraphs. Ensure they have considered the ethics, applications, individual and
situational explanations in their evaluative paragraphs.
Create some examination type questions for learners so that they can self-assess their knowledge,
understanding and examination skills. (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

39
Scheme of Work

6. Issues and debates

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Introduction Learners become Learners identify two examples for each issue listed below from the studies covered in the AS Level material.
familiar with the key
(See the syllabus for Learners consider why each is important to consider and how these have influenced experimental method,
issues and debates at
the relevant issues design and ethical decisions:
A Level and can recall
and debates for each • the application of psychology to everyday life
the key issues and
topic.) • individual and situational explanations
debates from AS
Level. • nature versus nurture
• the use of children in psychological research
• the use of animals in psychological research.
Learners look up and learn definitions for the following issues and debates to consider for the A Level material:
• cultural differences
• reductionism versus holism
• determinism versus free-will
• idiographic versus nomothetic. (I)
Extension activity: learners consider why each could be important to consider and how these might influence
experimental method, design, data collection tools and ethical decisions.

Cultural bias Learners can describe, Learners share what they uncovered about cultural differences and sources of cultural bias. Learners share any
explain and identify examples of cultural differences or ethnocentrism they came across in their research. Learners consider (TPS)
KC3
issues associated with how cultural differences and bias could manifest itself in conducting research or the validity or reliability of
KC5 cultural differences. psychological research or the interpretation of the results and share ideas.
Learners design a study from a choice of investigations including perception, personal space, attitudes to
challenge/conformity or aggression, etc. and identify where cultural differences or bias could make a difference
to the decisions they made.
Learners generate ways to consider cultural differences and counter cultural bias at the various stages of the
research and can make notes of the necessary key terms and concepts available at:
www.psychologistworld.com/issues/cultural-differences-psychology

Reductionism versus Learners can describe Learners find definitions of reductionism from various sources and produce a definition that encompasses all the
holism and explain and definitions they find. This can form the definition they use throughout the A Level part of the course. (I)
reductionism and
Explore the definition of Holism.
holism and the
implications for these

40
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

in psychological Extension activity: what are the benefits and drawbacks of looking as something holistically rather than from a
research. reductionist perspective?

Determinism versus Learners can describe, Share a short video capturing the essential issues of this debate which can be accessed at:
free-will explain and identify www.youtube.com/watch?v=uLWa1znMRAQ.
issues associated with
Learners find definitions for Determinism, Soft Determinism and Free Will. Compare them for similarities and
determinism and free-
differences.
will and the
implications for these Initiate a class discussion on Free Will. Discuss any examples from their AS Level studies that show Free
in psychological Will/Determinism.
research.

Idiographic versus Learners can describe, Display two images, available at:
nomothetic explain and identify https://drive.google.com/file/d/140N2WTLvzznQy9Ub85aCYqEcA5NmXCtx/view and
issues associated with https://drive.google.com/file/d/1lIiSKAel7bK8YYtzIL-qYaExDShK9LFn/view in succession outlining the key
adopting an issues of the approaches checking for understanding.
idiographic or
Learners read through the website: https://moviecultists.com/is-the-humanistic-approach-idiographic-or-
nomothetic approach
nomothetic and make any necessary notes. (I)
and the implications
for these in
psychological
research.

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

41
Scheme of Work

Specialist Option 1: Clinical Psychology

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Definitions of Learners have an Introduce learners to this topic and each sub-section in turn and generate discussion about its importance, and
abnormality understanding and an why it should concern us, extrapolating previous knowledge and understanding of the key issues and concepts.
appreciation of the
General introduction Allocate a number of presentations on specific items from the syllabus depending on the number of learners in
objectives and
to clinical psychology the class, e.g., the case studies of Prof. John Nash; Little Albert and Little Hans, different types of phobias,
expectations of the
impulse control disorders and OCD, Electro-convulsive therapies (ECT). (I)
KC5 unit.
Learners define abnormality and share their ideas with the rest of the class. Consider their suggestions in light of
Learners can describe,
smoking, having an IQ of 120, base-jumping, etc. and refine their ideas further. Categorise their ideas under
explain and apply the
themes as close to the ‘models’ as possible.
various definitions of
abnormality. Give learners the worksheet ‘What do we mean by abnormal?’ available at:
http://psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitionscases.pdf. Learners discuss their
responses.
Show the presentation available at:
http://psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitionscases.pdf on defining
abnormality. Learners match the four definitions with their ideas on the board.
Pass around the worksheet available at:
http://psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitionscases.pdf on ‘Applying definitions
of abnormality’ and learners apply the definitions to the various scenarios.
Learners can download (by clicking on the link) and listen to the ‘psyCast’ introducing Clinical Psychology. (I)
SDG 3

Abnormality Learners can Learners look up ICD-11 and answer some questions. Check the diagnostic criteria for the named abnormalities,
classification understand and schizophrenia, unipolar and bipolar disorder; impulse control disorders, anxiety and fear-related disorders and
systems appreciate the obsessive-compulsive disorders.
problems with defining
KC5 Extension activity: learners generate examples on post-it notes of issues or behaviours that may be difficult to
and diagnosing
categorise under the four definitions and cluster them together for later comparison.
abnormality.
Give learners the worksheet about problems of defining abnormality available at:
www.psychlotron.org.uk/resources/abnormal/AS_AQA_abnormality_definitioncounterexamples.pdf for reading
and responding.

42
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: learners explain how they might ‘classify’ abnormality. Ask learners what criteria they might
use to distinguish one abnormality from another. Learners consider what questions they might ask a potential
patient (what information might they consider important).
Introduce learners to the DSM 5 factsheets available at:
www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/dsm-5-fact-sheets and learners conduct
some research by looking at different sites and sharing commonalities. Ensure they check out the new disorders.
Share a set of flashcards available at: www.cram.com/flashcards/explaining-assessing-and-classifying-
abnormality-3000547. Learners devise a revision game using the cards and explain any new terminology as it
arises. (F)
Learners can download (by clicking on the link) and listen to the podcast ‘psyCast’ on defining abnormality. (I)
SDG 3

Models of Learners can describe, Learners watch an introductory video available at: www.youtube.com/watch?v=XB3An8aYbps (I)
abnormality explain the models of
Introduce learners to the cognitive model of abnormality by downloading a presentation on the cognitive model of
abnormality, identify
KC5 abnormality by clicking on the link.
the assumptions on
which each are based Give each learner a cognitive model activity sheet available at:
and evaluate the www.psychlotron.org.uk/resources/abnormal/AQA_AS_abnormal_cognitivemodel.pdf
medical/ biological
model. Learners recall aspects of the Behaviourist approach and suggest how it might be related to abnormality. (F)
Learners recall what they learnt about the Behaviorist approach from their AS Level notes and share a
presentation available at: https://docs.google.com/presentation/d/... to reinforce the key points. (F)
Learners discuss what they may have learnt or know about Freud and the Psychodynamic approach and share
an introductory presentation available at: https://docs.google.com/presentation/d...

1.1 Schizophrenia – Show a short video on schizophrenia available at: www.youtube.com/watch?v=74vTftboC_A. Learners look
introduction through the site available at: www.webmd.com/schizophrenia/schizophrenia-symptoms#1 about details of the
symptoms of schizophrenia, indicating which are positive and which are negative.
KC5
Learners watch the video at: www.youtube.com/watch?v=ESNpR8jgRSU and use this with the worksheet at:
https://docs.google.com/document/u... to identify the positive and negative symptoms displayed.
Learners look up the case study of John Nash and record enough illustrative material to effectively evaluate case
studies using this illustrative detail.

43
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners look up psychotic disorders at: www.webmd.com/schizophrenia/guide/mental-health-psychotic-

disorders and takes notes as appropriate. Other information on psychosis can be found at:
www.medicinenet.com/psychotic_disorders/article.htm
Learners describe and explain the difference between psychosis and schizophrenia using the information they
have read. (F)
SDG 3

1.1 Schizophrenia Learners present about the diagnostic criteria of schizophrenia according to ICD-11. (I)
1.1.1 Diagnostic Extension activity: learners consider the strengths and weaknesses of the classification of Schizophrenia using
criteria for ICD-11.
schizophrenia
Extension activity: learners think about how psychologists might investigate these symptoms and share their
Key Study: Freeman ideas and consider the methodological and ethical considerations in turn.
et al, (2003), Can
Introduce the research by Freeman available at:
virtual reality be used
https://drive.google.com/file/d/18GubSMUcZoA6N4s2FXdfC8ioL6-UjBd_/view?usp=sharing
to investigate
persecutory on using virtual reality to assess symptoms of schizophrenia and scroll through to summarise the aim, sample,
ideation? methodology, data collection tools and the findings in relation to psychosis.
KC3 Learners evaluate the research by Freeman against the following criteria:
KC5 • use of technical equipment
• Self-Reports
• making generalisations from their findings
• applications from their findings
• individual and situational explanations
• the use of case studies
Learners recall issues relating to the idiographic versus nomothetic debate and identify which research covered
so far falls within each type.
Recommend learners watch relevant films, for example, A Beautiful Mind, or any other. (I)
Learners use Specimen Paper 4 to create examination questions on the Freeman et al study and swap within
the classroom. (F)
SDG 3

1.1 Schizophrenia Learners respond to the evidence captured in the worksheet on genetic evidence at:
http://psychlotron.org.uk/resources/abnormal/AQA_A2_abnorm_schizgenetic.pdf for schizophrenia. (I)(F)

44
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity (optional): refer learners to some research on the biological/genetic explanation available at:
1.1.2 Explanations of
www.psychyogi.org/gottesman-and-shields-1972-biological/ and ask them to record the key elements of the aim,
schizophrenia
sample, method, data collection tools, results and conclusions and evaluate the study in relation to one
KC1 evaluative issue and determinism. (I)
KC3 Progress through a presentation on the Dopamine Hypothesis available at:
https://docs.google.com/presentation/d/1GzUmWnT8VeNwyIXKlxdsi6M0KkfuyAyA/edit?rtpof=true&sd=true
KC5
Two worksheets that can be used to consolidate the learning in this section can be accessed at:
https://drive.google.com/file/d/1j5izE4nP4QlBlzb-N1DX52VLX9KFYY6i/view?usp=sharing
and on brain structure: https://drive.google.com/file/d/14CSspVOKdKeZCFEzCwxJw3-TMEZH-
55D/view?usp=sharing
Share and progress through a presentation on the Cognitive Explanations available at:
https://docs.google.com/presentation/d/1TmsYYRbIedrLdevHBrIc-KnWnE2vtsYh/edit?rtpof=true&sd=true.
Learners identify aspects of the following debates in each model and consider which side of the debate the
evidence supports:
• individual and situational explanations
• nature versus nurture
• reductionism versus holism
• determinism versus free-will
• idiographic versus nomothetic.
Learners can access an excellent summary of a variety of the issues relating to the symptoms and explanations
at: http://psychtutor.weebly.com/schizophrenia.html (I)
Learners use Specimen Paper 3 Question 4 to describe and evaluate each explanation of schizophrenia covered
so far. (F)
SDG 3

1.1 Schizophrenia Learners can describe, Extension activity: ask learners, considering the biological explanations covered previously, what would drugs
explain and evaluate have to do to help people manage the symptoms of schizophrenia. Discuss and explain the process of
1.1.3 Treatment and
various treatments suppressing the neurotransmitter receptors for dopamine.
management of
devised including
schizophrenia Share the notes available at:
biochemical
http://psychlotron.org.uk/resources/abnormal/AQA_A2_abnorm_treatmentsbionotes.pdf concerning drug
KC2 (antipsychotics and
treatments for reference purposes and the website: http://psychtutor.weebly.com/schizophrenia.html and
atypical
KC3 respond to any discrepancies and questions.
antipsychotics) and

45
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

electro-convulsive Extension activity: watch the video clip, ‘How do antipsychotics work and how effective are medications for
KC4
therapy (ECT). Schizophrenia and Psychosis?’ available at: www.youtube.com/watch?v=PgaQCEztfNs
KC5
Extension activity: learners look up anti-psychotics and investigate one typical and one atypical drug, listing
their benefits and their negative side-effects.
Learners list characteristics of typical and atypical antipsychotics. (F)
Learner presentation on ECT and watch the video clip on the administration of ECT at:
www.youtube.com/watch?v=9L2-B-aluCE (I)
Learners try and find one piece of research on the efficacy of ECT and evaluate the summary/abstract. (I)
Extension activity: learners consider the ethical issues of administering ECT to patients with psychotic
disorders.
Learners look up CBT available at: https://revisepsychology.wordpress.com/2011/06/06/pyschological-therapies-
cognitive-behavioural-therapy/ and ensure they can distinguish between those aspects which are cognitive and
those aspects considered behavioural and how the two relate to each other.
Share some research on CBT, e.g. Sensky et al (2002) at:
https://scholar.google.com/scholar_url?url=https://jamanetwork.com...
and ask learners to progress through the quizlet at: https://quizlet.com/498243587/sensky-et-al-2000-flash-cards
Learners should be able to identify the:
• Type of research methodology
• Type of research design – use this opportunity to focus on their ability to describe and evaluate the main
features of randomised control trials.
• The IV and DV
• The data collection tools
• The type of data collected
• The degree to which variables are controlled
• The strengths and weaknesses of each in turn. (F)
Extension activity: learners create a table/mind map using the following characteristics namely, idiographic
versus nomothetic; experiments; longitudinal studies; generalisations from findings and ethics and identify how
the material covered in this section relates to each in turn.
Learners generate Paper 3 questions for schizophrenia and refer to the mark scheme. Support learners in
explaining how the assessment objectives should be met and learners plan a response for both part a) and b). (I)
Learners swap their questions and do a peer review. (F)
SDG 3
46
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

1.2 Mood (affective) Learners can describe, Learners give presentations on unipolar and bipolar depression and learners share personal testimonies of
disorders: depressive explain and evaluate previous/personal experience as appropriate. (I)
disorder (unipolar) different types of mood
Learners look up and present what they found out about the diagnostic criteria of unipolar and bipolar depression
and bipolar disorder affective disorders
according to ICD-11 and the differences noticed between unipolar and bipolar depression. (I)
including unipolar and
1.2.1 Diagnostic
bipolar depression and Extension activity: learners create a tool that would allow doctors to try and diagnose unipolar and bipolar
criteria for mood
how it can be depression effectively, justifying what questions they would ask.
(affective) disorders
diagnosed and
measured. *Learners complete Becks Depression Inventory (BDI) at: www.ismanet.org/doctoryourspirit/pdfs/Beck-
KC2
Depression-Inventory-BDI.pdf and, once complete, explain the BDI and compare learners’ ideas with the BDI.
KC3
Extension activity: learners assess the validity of possible responses to the BDI and the strengths and
KC4 weaknesses of the data collected. Extend this evaluation to an evaluation of the psychometric tool incorporating
revision of psychometric tests generally.
KC5
Extension activity (optional): more able learners could look at the research reflecting cultural differences
conducted by, for example:
• Furnham and Malik (1984) at: https://journals.sagepub.com/doi/10.1177/002076409404000203;
• Payne (2012) at: https://psycnet.apa.org/record/2012-28309-001 and
• Lin et al (1985) at: www.ncbi.nlm.nih.gov/pmc/articles/PMC1646334/pdf/amjph00285-0062.pdf and
report back their findings to class for a general appreciation of cultural differences relating to the
symptomatic expression of major depressive disorders (MDD).
Learners consider the following debates and and methodology issues including individual and situational
explanations, cultural differences, quantitative and qualitative data, psychometrics and validity and share ideas in
class for note taking purposes.
*Be mindful of scoring and comparing of scores and possible concerns about depression and self-diagnosis.
SDG 3

1.2 Mood (affective) Learners can describe, Learners give presentations on biological explanations and cognitive explanations (as appropriate) are shared
disorders: depressive explain and evaluate and peer assessed. (I)
disorder (unipolar) different explanations
Extension activity: learners think about how they might find out if there is a genetic link to unipolar or bipolar
and bipolar disorder mood (affective)
depression and share ideas.
disorders.
1.2.2 Explanations of
Share the research by Oruc et al (1997) available at: www.researchgate.net/profile/Christine-Van-
mood (affective)
Broeckhoven/publication/13886590_Association_analysis_of_the_5-HT2C_receptor_and_5-
disorders: depressive
HT_transporter_genes_in_bipolar_disorder/links/5ab0d2d6a6fdcc1bc0be73fd/Association-analysis-of-the-5-
disorder (unipolar)

47
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

HT2C-receptor-and-5-HT-transporter-genes-in-bipolar-disorder.pdf and ask learners to read through together

Oruč, et al (1997),
identifying the aim, sample, method, data collection method, results and conclusions.
Association analysis
of the 5‐HT2C Learners can reinforce their recall of the study using the quizlet at: https://quizlet.com/in/320102766/62-
receptor and 5‐HT explanations-biological-oruc-et-al-flash-cards/. Learners identify any initial evaluative strengths and weaknesses
transporter genes in and to share and record. (I)(F)
bipolar disorder
Learners review the cognitive model of abnormality and predict/develop a cognitive explanation for abnormal
KC1 affect. Show the presentation on the cognitive explanation of depression at:
www.slideshare.net/Jjanpsychology/cognitive-approach-to-abnormality-as and share ideas, focusing on Beck’s
KC3
Cognitive Triad.
KC4
Give each learner the worksheet on Beck’s Cognitive Theory of Depression at:
KC5 http://psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_moodcognitivebeck.pdf and ask each learner
to complete the assignment at the end and share with the class. (I)(F)
Show an introduction (downloadable file) to Seligman’s theory of learned helplessness.
Learners generate examination questions on it based on sample/specimen papers and share/peer review. Check
for appropriateness and clear up any discrepancies. (I)(F)
Learners develop a revision game of their choice (could include bingo, cards for matching, dominoes, findings
pairs, etc.) to capture the key issues and debates relevant to this material including nature versus nurture,
reductionism versus holism, determinism versus free-will, experiments and reliability. (I)(F)
Extension activity: learners consider both sides of the debate, ‘This house believes that depression is a
response to environmental stressors’ and consider the arguments/theories and evidence they would use to
support and/or refute the various positions.
Learners reinforce and self-assess their understanding and ability to recall the material in this section using a
quizlet at: https://quizlet.com/550821241/oruc-1997-flash-cards/ (F)
SDG 3

1.2 Mood (affective) Learners can describe, Learners ‘trial’ one of the revision games/activities developed during the previous lesson and evaluate. (F)
disorders: depressive explain and evaluate
Extension activity: learners suggest different treatments for depression using biological and psychological
disorder (unipolar) various treatments for
explanations and share ideas.
and bipolar disorder depression including
chemical/drugs Learner presentations on biological treatments and cognitive restructuring (as appropriate) are shared and peer
1.2.3 Treatment and
(tricyclics, MAOIs, assessed. (I)
management of
SSRIs), CBT and
mood (affective) An introductory video can be shared about anti-depressants generally along with side effects and incorporating
REBT.
disorders individual differences at: www.webmd.com/depression/how-different-antidepressants-work.

48
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share a second video at: www.dnatube.com/video/5870/How-does-SSRIs-and-MAO-Inhibitors-Work about how

KC3
SSRIs and MAO inhibitors work and then a second video concerning stimulating serotonin at:
KC4 www.youtube.com/watch?v=qMsWtP3VS3Q
KC5 Learners create a table of different chemicals or drugs that can be used to treat/manage depression covering
details of their name, their market name, what type of drug they are, how they work, any side-effects and any
specific research related to their effectiveness. (I)
Learners look up the differences between CBT and REBT from the cognitive model of abnormality and develop
role plays demonstrating a therapist using either CBT or REBT for depression and present each to the class for
comment. (F)
Divide the class into groups and allocate each of the following for discussion and peer review as follows:
application to everyday life; individual and situational explanations; reductionism versus holism: determinism
versus free-will and generalisations from findings.
Learners review Specimen Papers 3 and 4 and generate some examination style questions on depression and
create a marking scheme for each. (F)
Learners respond to examination style questions as appropriate. Sample questions can be generated from the
specimen papers. (I)
SDG 3

1.3 Impulse control Learners can identify Learners present what they found out about the kleptomania; pyromania and gambling disorder respectively and
disorders different types of include one case study in each of their presentations. (I)
impulse control
1.3.1 Diagnostic Learners read through a case study for gambling disorder at:
disorders and apply
criteria for impulse https://link.springer.com/content/pdf/10.1007%2Fs11469-017-9845-9.pdf (I)
definitions as well as
control disorders
identify key Share a video of an awareness campaign on gambling addiction at: www.youtube.com/watch?v=Svq3uSDyUVI
KC3 characteristics and and ask learners what they know or understand about addictions or impulse control disorders already. Ask them
diagnostic criteria and to name any that they are aware of (such as pyromania, kleptomania, etc.).
KC4 measurement tools.
Learners look the diagnostic criteria according to ICD-11 for each of these and record in their notes.
KC5
Learners share their presentations with their classmates for future reference.
Learners test each other’s ability to be able to recall these sufficiently. (F)
Share the Kleptomania Symptom Assessment Scale (K-SAS) at:
https://drive.google.com/file/u/2/d/1TgrJP50TdZlGH2cAbTjUvXFda3znQVF7/view?usp=sharing

49
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

and ask learners to evaluate the scale.

Extension activity (optional): learners look up one piece of research based on the validity or reliability of the K-
SAS and share with the class.
Learners consider this material in light of idiographic versus nomothetic approaches, the use of questionnaires,
the strengths and weaknesses of case studies, the use of quantitative and qualitative data and objective and
subjective data with illustrative examples in each case.
Learners review Specimen Papers 3 and 4 and design and create questions based on this material and share for
testing purposes. (I)(F)
SDG 3

1.3 Impulse control Learners can describe, Learners can read about the history of the dopamine hypothesis at:
disorders explain and evaluate https://medsafe.govt.nz/profs/PUArticles/Dopamine.htm#:~:text=Pathological%20gambling%20is%20part%20of,
theories concerning movement%2C%20is%20associated%20with%20reward and make notes to describe and explain this biological
1.3.2 Explanations of
the causes of impulse explanation.
impulse control
control disorders
disorders Learners consider and share how classical conditioning and operant conditioning can be used to explain an
including the
impulse control disorder relating to the initiation, maintenance and relapse.
KC3 biochemical,
behavioural, cognitive Extension activity: learners conduct research using Google Scholar to find support for this explanation and
KC4 and explanations. share so the class can evaluate the findings and decide which is the strongest research support. (I)
KC5
Learners identify the cognitions that might be involved in impulse control disorder and to suggest ways of helping
those from a cognitive perspective.
Learners look up Miller’s feeling-state theory and record the details, an abstract is available at:
https://journals.sagepub.com/doi/10.1177/1534765610365912#:~:text=Impulse%2Dcontrol%20disorders%20suc
h%20as,become%20linked%20with%20specific%20behaviors.
Extension activity (optional): learners can look up some research on the application of Miller’s feeling-state
theory as a treatment for Impulse Control Disorders, available at:
https://connect.springerpub.com/content/sgremdr/6/4/159.
Learners consider:
• how these explanations could be used to develop treatments
• which explanations can be considered individual and which are situational
• issues relating to the nature versus nurture debate
• how reductionism versus holism may be relevant
• which explanations relate to determinism versus free-will.

50
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners review Specimen Papers 3 and 4 and design and create questions based on this material as
appropriate and share for testing purposes. (I)(F)
SDG 3

1.3 Impulse control Learners can describe, Learner presentation(s) on different methods for managing and treating impulse control disorders are peer
disorders explain and evaluate assessed (if appropriate). (I)
various treatments and
1.3.3 Treatment and Learners visit the website Harbinger’s Mental Health Problem Solver at: www.newharbinger.com/psychsolve and
ways to manage
management of work through the site as if they were suffering from a substance Impulse Control Disorder. They should
impulse control
impulse control summarise the various treatments, though particularly the biomedical treatments. (I)
disorders including
disorders
biological treatments Share the research by Grant et al (2008) available at: https://pubmed.ncbi.nlm.nih.gov/18581096/ or
KC3 and psychological
therapies. https://drive.google.com/file/d/1SmYvcG9ZsOAX_GmOGdWxv3d8ZK4wn3Hv/view
KC4
Learners record the aim, sample, method, data collection tools, results and conclusion.
KC5
Extension activity: learners evaluate the study with respect to research method and design and justify with the
appropriate illustrative material. Check for understanding and accuracy.
Learners can compare this biological treatment with other biomedical therapies for kleptomania at:
https://pubmed.ncbi.nlm.nih.gov/16910369/ (I)
Extension activity: learners evaluate the use of drugs to treat pathological gambling compared to psychological
therapies already covered.
Extension activity: learners try and apply any psychological therapies already covered in relation to impulse
control disorders. Check for understanding and accuracy.
Extension activity: learners consider how individuals could use classical and operant condition (aversion
therapy) to help manage impulse control disorders and share and build up ideas in class.
Share the concept of covert sensitisation and the abstract of Glover et al (2011) study at:
https://pubmed.ncbi.nlm.nih.gov/4052670/ and in more detail through the use of a quizlet at:
https://quizlet.com/561420851/treatment-management-cognitive-behavioural-covert-sensitisation-glover-2011-
flash-cards/ (I)
Extension activity: Learners think about how individuals might be able to employ ‘imaginal desensitisation’ and
what that might involve from their previous AS learning (Saavedra and Silverman, button phobia). Share some
research in this area, e.g. Blaszczynski and Nower (2003) at: www.semanticscholar.org/paper/Imaginal-
Desensitisation-Blaszczynski-Nower/21969f87544644ac21276644f0bbf4d1baf5bafd and again access to a more

51
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

detailed learning activity for this research available at https://quizlet.com/561421328/treatment-management-

cognitive-behavioural-imaginal-desensitation-blaszcynski-nower-2003-flash-cards/
Learners capture the key elements of the aim, sample, method, data collection tools, results and conclusion and
practice their evaluation skills and share ideas. (I)
Learners discuss which treatments/therapies they think:
• would be the easiest to apply and why
• are more reductionist/holistic and why
and which research they think:
• is more idiographic/nomothetic and why
• is more generalisable and why (ensuring they have considered the validity of the data collected through
the use of interviews)
Extension activity: learners design an experiment to investigate which psychological treatment would be the
most effective in treating a particular impulse control disorder of their choice.
Learners share their experiments and each pair evaluate each design, identifying one strength or weakness or
making a recommendation to improve it. (F)
Learners choose to create a series of ten multiple-choice questions, a crossword or a true/false activity on the
various explanations of addiction and impulse control disorders. (I)
Learners review Specimen Papers 3 and 4 and design and create questions based on this material as
appropriate and share for testing purposes. (I)(F)
Learners can access most of the material for this section, summarised for revision purposes available at:
https://miadoesalevels.wordpress.com/2018/10/10/icd-and-non-substance-addictive-disorder/ (I)

1.4 Anxiety disorders Learners can describe Display a poster/flow chart available at:
and fear-related and explain types of http://psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_PhobiaOCDDiagnosis_AdvanceOrganiser.pd
disorders anxiety and fear f of anxiety disorders (phobia and OCD diagnosis advance organiser) and take learners through the flow chart as
related disorders, their an introduction to both types of anxiety disorders.
1.4.1 Diagnostic
diagnostic criteria and
criteria for anxiety Learners share previously allocated presentations on a variety of anxiety disorders and fear-related disorders
ways to measure
disorders and fear- including generalised anxiety disorder (GAD), agoraphobia and a number of specific phobias including blood-
them.
related disorders injection-injury phobia. (I)
KC3 Learners look up the diagnostic criteria (ICD-11) for the anxiety disorders and fear-related disorders covered in
the presentation and record.
KC4
Learners review Specimen Papers 3 and 4 and design and create questions using the material covered so far
KC5
where appropriate. (I)(F)

52
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners think about how they would consider measuring anxiety disorders and fear-related disorders using a
variety of question types and share. Distribute a ‘Fear Questionnaire’ from:
https://drive.google.com/file/d/1HCG9LMoXMhJl3muBVc-9PVnvINvorMVk/view for reference purposes and
learners evaluate this tool.
Learners look up information on Generalised Anxiety Disorder assessment (GAD-7) at:
www.corc.uk.net/outcome-experience-measures/generalised-anxiety-disorder-assessment-gad-
7/#:~:text=The%20Generalised%20Anxiety%20Disorder%20Assessment,over%20the%20past%20two%20week
s and its development (details available at:
https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/410326) and make notes as appropriate.
Share a link (www.hiv.uw.edu/page/mental-health-screening/gad-7) for learners to access GAD-7 online to work
through or a paper version (from https://adaa.org/sites/default/files/GAD-7_Anxiety-updated_0.pdf) and discuss
the strengths and weaknesses in class. (I)
Extension activity: learners consider Blood and Injection/Injury Phobias and why the measure would need to be
different from GAD-7 (and explain, if necessary).
Share some research conducted on the development, validity and reliability of the blood injection phobia
inventory (BIPI), e.g. Mas et al (2010) from www.redalyc.org/pdf/167/16713758008.pdf and ask learners to:
1. Find a description of the BIPI
2. Find the aim, sample, method, data collection tools, results and conclusion
3. Identify any evaluative issues of interest
Learners recall issues relating to various data collection methods, in particular, the use of questionnaires and
psychometrics, the differences and issues related to subjective and objective data as well as validity and
reliability.
SDG 3

1.4 Anxiety disorders Learners can describe Learner presentation(s) on different explanations of anxiety disorders and fear related disorders (as appropriate)
and fear-related and explain are shared and peer assessed. (I)
disorders explanations of anxiety
Show the presentation available at:
and fear related
1.4.2 Explanations of www.psychlotron.org.uk/resources/abnormal/A2_AQA_abnormal_phobiasgenetic.ppt on the biological models
disorders and can
fear-related disorders (both genetic and biochemical) of phobias.
describe, explain and
KC1 evaluate supporting Extension activity: learners consider how they might investigate whether anxiety disorders and fear related
research in this area. disorders have a biological explanation based on their previous knowledge and design a study. Learners
KC3
consider which they thought was the most effective study and why.
KC4

53
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners look up a summary of Ost’s findings (www.psychtutor.weebly.com/anxiety-disorders-phobias.html)

KC5
about the genetic causes of blood-injury phobias or the original abstract can be accessed at:
https://pubmed.ncbi.nlm.nih.gov/1537975/ and ask them to capture the essential elements of aim, sample,
method, data collection tools, results and conclusions.
Learners consider the strengths and weaknesses of adopting the biological approach to explain anxiety
disorders and fear related disorders and use the detail from Ost’s study to illustrate their points.
Display a poster/flow chart from:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_PhobiaBehaviourist_AdvanceOrganiser.pdf
of the behaviourist approach to phobias and use to check understanding.
Learners consider and complete a worksheet at:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_behExplanationsAnalysis.pdf on different
types of learning explaining anxiety disorders and fear related disorders. (F)
Share a video on Watson’s study of Little Albert accessible at: www.youtube.com/watch?v=9hBfnXACsOI
Extension activity: learners try and recall as much as they can about Watson’s study of Little Albert and relate
the stages of creating the phobia to flow chart on display and the learning covered in the sheet.
Show a presentation from:
https://docs.google.com/presentation/d/1hKG5_0ZA7JNSIF5X04fmAXhWeZll57CM/edit on how anxiety
disorders and fear related disorders are learnt and reinforced through conditioning.
Extension activity: learners explain all phobias covered so far and generate a class discussion.
Share/display a flowchart at: https://drive.google.com/file/d/18fXbscYLbs4qEmUfR_Z6EOnyg3EJEJbn/view
outlining the formation and maintenance of anxiety disorders and fear related disorders from a psychodynamic
perspective.
Learners work through the content at: www.holah.karoo.net/freud.htm on the case study of Little Hans where
they can find a summary, a more detailed description as well as some self-assessment tools to check their recall
and understanding. (I)(F)
Then consolidate learners’ understanding using a worksheet at:
https://drive.google.com/file/d/1dp9XJsB9L8Q7VyCzDnevN7-99oxsjbUm/view (I)
Introduce the concept of temporal validity and discuss whether the Little Hans case study suffers from a lack of
temporal validity or not. Discuss the findings in relation to cultural differences in relation to different family types
and parenting styles.

54
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a table in their notes with the three explanations and the following issues and debates: nature
versus nurture, determinism versus free-will, case studies, longitudinal studies and validity and comment on
each in turn. Learners discuss and supplement any additional.
Learners review Specimen Papers 3 and 4 and design and create questions based on this material as
appropriate and share for testing purposes. (I)(F)
Learners play some of the games dedicated to anxiety disorders and fear related disorders at:
www.quizlet.com/16090307/anxiety-disorders-flash-cards/ (I)
SDG 3

1.4 Anxiety disorders Learners can describe, Extension activity: divide learners into three groups allocating one explanation covered in the previous section
and fear-related explain and evaluate to each group and ask them to suggest a possible treatment for an anxiety disorder or fear related disorder and
disorders different treatments for design an experiment to test how effective it might be and share their deliberations with the rest of the class.
anxiety disorders Respond and give feedback.
1.4.3 Treatment and
including behavioural
management of Explain the concept of hierarchical tables and learners create their own hierarchical tables for an anxiety disorder
therapies, CBT and
anxiety disorders and or fear related disorder of their choice and share examples and comment on the ethics of such a treatment. (I)
applied tension and
fear-related disorders
the related research. Learners recall what they remember about the woman who was treated for a phobia of feathers from the
KC3 previous year. Replay the video at: www.youtube.com/watch?v=lMZ5o2uruXY if needed and ask learners if they
can identify how systematic desensitisation was employed.
KC4
Show the video at: www.youtube.com/watch?v=co7BWWoF-5I of using virtual simulations and learners revise
KC5
systematic desensitisation and explain the psychological basis on which it can be justified.
Learners make notes using the information available at: www.simplypsychology.org/Systematic-
Desensitisation.html on systematic desensitisation. (I)
Learners can self-assess their understanding using the learning activities found in the worksheet on behaviourist
treatments at:
www.psychlotron.org.uk/resources/perspectives/behaviourist/ANY_behaviourism_deconditioning.pdf (F)
Extension activity: learners watch the rest of the series of Part 4 Primal Fears BBC Explorations Storyteller
Media, available on YouTube. (I)
Learners review CBT and generate examples of the types of interactions practitioners may have with their
patients when using CBT to treat anxiety and fear related disorders. Allow volunteers to role play. (F)
Show the video featuring a man using CBT to treat a 40-year phobia of baked beans at:
www.youtube.com/watch?v=3Y8VKs3__cA

55
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: learners explain why CBT may not be sufficient for a blood-injection phobia and stretch until
the realisation that relaxation would not be appropriate course of action due to the fainting aspect. Ask them to
suggest what therapists could suggest to overcome this problem.
Share some instructions available at: www.anxietycanada.com/sites/default/files/AppliedTension.pdf or
https://drive.google.com/file/d/17PYkpqQcHqgHvdH-kiccre2wW9O3pxjY/view in using ‘Applied Tension’ to
combat fainting and let learners experience the technique first hand and comment on their experiences.
Share the key study conducted by Chapman and DeLapp (2013) from:
www.researchgate.net/publication/258207982_Nine_Session_Treatment_of_a_Blood-Injection-
Injury_Phobia_With_Manualized_Cognitive_Behavioral_Therapy_An_Adult_Case_Example on Nine Session
Treatment of a Blood-Injection-Injury Phobia and ask learners to capture the aim, sample, method, data
collection tools, results and conclusions and identify strengths and weaknesses.
Learners review the material covered so far and consider idiographic versus nomothetic approaches and
explanations; the use of case studies and self-reports, longitudinal studies and the ability to make
generalisations from the findings of the research conducted.
Play a bingo game by writing 16 words associated with phobias from which learners select 10. Learners need to
match definitions to the words to cross out their key terms and win. This could also be done as pair-work. (F)
Learners review the material on anxiety disorders and fear related disorders and play the role of examiner,
generating one question for each section of a Paper 4. They can then pass these around the class for other
learners to attempt. (F)
Learners create a mind-map of the explanations and treatments for anxiety disorders and fear related disorders.
(I)
Learners prepare an essay plan for testing under examination conditions about what psychologist have learnt
about the explanations of anxiety disorders and fear related disorders. (F)
Learners respond to some examination style questions under timed conditions. (I)(F)
SDG 3

1.5 Obsessive- Learners can describe Learners present what they found out about the diagnostic criteria obsessive compulsive disorder according to
compulsive disorder and explain the ICD-11. (I)
(OCD) diagnostic criteria for
Extension activity (optional): learners read through the article at: www.dailymail.co.uk/tvshowbiz/article-
OCD and describe,
1.5.1 Diagnostic 381802/The-obsessive-disorder-haunts-life.html about David Beckham’s battle with obsessive/compulsive
explain and evaluate
criteria for obsessive- disorder (OCD). (I)
various tools used to
compulsive disorder
measure OCD and can
KC3 describe, explain and

56
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

evaluate case studies Hand out a clinical description sheet available at:
KC4
of OCD. www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDdiagnosis.pdf on OCD. Pay
KC5 particular attention to the definitions and differences between obsessions and compulsions.
Share an interactive activity at:
https://docs.google.com/presentation/d/1sFWerYyYUjilNWRbWwpNYIGZss7J76EY/edit#slide=id.p1 with a pre-
test and which distinguishes between obsessions and compulsions.
Learners look up and download the case study on Charles conducted by Rappaport (189) at:
http://psychtutor.weebly.com/anxiety-disorders-ocd.html and evaluate, paying attention to the strengths and
weaknesses of case studies and longitudinal studies.
Learners look up the Maudsley Obsessive Compulsive Inventory (MOCI) at:
www.sjdm.org/dmidi/Maudsley_Obsessive_Compulsive_Inventory.html and record the description in their notes.
Share the Yale-Brown Obsessive-compulsive Scale at: www.addictionsandrecovery.org/tools/obsessive-
compulsive-disorder-test-yale-brown-ocd-scale-ybocs.pdf. Learners identify the main difference between the two
assessment tools.
Learners should complete an evaluative paragraph based on each of the following evaluative issues interviews,
case studies, quantitative and qualitative data, psychometrics, and validity. Share for peer marking. (F)
Extension activity (optional): learners watch Extreme OCD Camp Episode 2 of the 2013 BBC Three
Documentary Trekking into the American forest to manage treatment resistant OCD available at:
www.youtube.com/watch?v=ywMsMjGF_nw (I)
SDG 3

1.5 Obsessive- Learners can describe, Learners watch the video on OCD from: www.youtube.com/watch?v=KOami82xKec. (I)
compulsive disorder explain and evaluate
Learner presentations on different explanations for obsessive/compulsive disorder are shared and peer
(OCD) various explanations
assessed. (I)
for OCD including
1.5.2 Explanations of
biomedical; cognitive; Extension activity: divide learners across the four explanations for OCD and ask them to respond to the
obsessive-
behavioural and ‘explaining’ assignments on the worksheet at:
compulsive disorder
psychodynamic www.psychlotron.org.uk/resources/abnormal/A2_AQB_abnormal_anxiety_OCDdexplainingtreatingactivity.pdf
KC1 explanations. ‘Explaining and Treating OCD’ to present back to the class.
KC3 Learners take notes by watching the video from: www.youtube.com/watch?v=yxXx4Yz62vE based on the
biological explanations including both biochemical and genetic explanations accompanied by a description of the
KC4
key issues available at: www.tutor2u.net/psychology/reference/ocd-explained
KC5

57
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Display a poster/flowchart on the faulty thinking behind OCD as a cognitive explanation of OCD from:
www.psychlotron.org.uk/newResources/atypical/AS_AQB_anxiety_OCDCognitive_AdvanceOrganiser.pdf
Extension activity: learners create a short role play/script capturing the exchange between an OCD patient and
their therapist.
Learners create a set of flashcards with information from: www.ocduk.org/ocd/what-causes-ocd. (I)
Extension activity: learners summarise each to share with the rest of the class along with their thoughts about
the following issues and debates: individual and situational explanations, nature versus nurture, reductionism
versus holism, determinism versus free-will and idiographic versus nomothetic.
SDG 3

1.5 Obsessive- Learners can describe, Learner presentations on different treatments of obsessive/compulsive disorder are shared and peer assessed.
compulsive disorder explain and evaluate (I)
(OCD) biological and
psychological Set up a ‘WebQuest’ to answer the question: ‘What kinds of medications may help OCD?’ using the following
1.5.3 Treatment and
treatments and
management of websites:
therapies for OCD.
obsessive- • www.iocdf.org/about-ocd/treatment/meds/
compulsive disorder • www.webmd.com/mental-health/understanding-obsessive-compulsive-disorder-treatment
KC3 • www.ocduk.org/medication
• www.nhs.uk/mental-health/conditions/obsessive-compulsive-disorder-ocd/treatment/ (good for side-
KC4 effects)
KC5 Learners consider the strengths and weaknesses of treating OCD using medication and share.
Extension activity: learners consider the psychological therapies they studied previously and how they might be
adapted to treating OCD and share ideas.
Display the image of exposure and response prevention (ERP) at:
www.chelseacameroncounselling.com/blog/2020/10/17/ocd and learners interpret the picture and the possible
therapy.
Learners can access the relevant information from: www.mcleanhospital.org/essential/everything-you-need-
know-about-exposure-and-response-prevention-
therapy#:~:text=What%20Is%20Exposure%20and%20Response,remove%20distressing%20situations%20and%
20thoughts and do some note taking about ERP. (I)
Learners read through the supporting research, e.g. conducted by Lehmkuhl et al (2008) available from:
www.ncbi.nlm.nih.gov/pmc/articles/PMC3709869/ and ask them to capture the essential details of the aim,
sample, method, data collection tools, results and conclusions and identify evaluative issues.

58
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Compare this therapy with that investigated by Lovell et al (2006) at:

www.ncbi.nlm.nih.gov/pmc/articles/PMC1626332/ on the treatment of obsessive-compulsive disorder using
telephone administered cognitive-behavioural therapy and repeat the process.
Learners can consolidate their learning for both therapies using a quizlet at:
https://quizlet.com/416883087/psychological-therapies-for-ocd-flash-cards/ (I)(F)
Ensure that all learners are able to evaluate the material covered in relation to individual and situational
explanations; cultural differences; use of children in research; case studies and reliability.
Learners review Specimen Papers 3 and 4 and design and create questions based on this material as
appropriate and share for testing purposes. (I)(F)
SDG 3

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

59
Scheme of Work

Specialist Option 2: Consumer Psychology

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

2. Consumer Learners have an Extension activity: Learners list as many evaluative issues as they can remember from the AS Level material
behaviour understanding and an and create a table of the advantages and disadvantages of each which they can use to evaluate the research
appreciation of the conducted in the A Level material.
General introduction
objectives and
to psychology and Introduce learners to this topic and generate discussion about its importance and consider each sub-section in
expectations of this
consumer behaviour turn, extrapolating previous knowledge and understanding of the key issues and concepts.
unit about consumer
psychology. Allocate a number of presentations on specific items from the syllabus depending on the number of learners in
the class and on the interest articulated out of the previous discussions, e.g., each presents on one of the
mistakes in Pasevic’s research on the psychology of menu design, different heuristics. (I)
Learners take photos of any restaurants they visit over the next few weeks with regards layouts, seating
arrangement, interior décor and lighting and menu design to consider when they discuss menu design. (I)

2.1 The physical Learners can describe Learners mind map various physical aspects of their environment and suggest how each may affect user
environment and explain different experience and behaviour and relate to consumers. Mind map different types of consumers, products, goods and
aspects of the physical services. Decide on a number of variables to be assessed in the field (including exterior and interior features)
2.1.1 Retail store
environment, how and the class agrees to visit various establishments (within the week as appropriate to situation/logistics) and
design
these can be used and report back to the class. Use the activity to discuss issues about equipment required, data collection, inter-rater
KC3 how they relate to reliability, etc. (I)
consumer experience
KC5 Learners share findings following their field research and draw conclusions from their own experience and record
and behaviour,
findings/ideas in their notes.
including storefront
and window displays; Learners predict the results for the following three hypotheses:
landscaping layout. H1. Having a positive influence on consumers’ mood (a: pleasure, b: arousal).
H2. Having a positive influence on consumers’ liking of the external environment.
H3. Having a positive influence on consumers’ patronage intentions.
With regards landscaping (vegetation) and window displays and share ideas.
Learners recall the different hypotheses learnt including null hypotheses and alternative directional (one-tailed)
and non-directional (two-tailed) hypotheses and create one of each for H1, H2 and H3 and check for accuracy of
application.
Share the study by Mower et al (2012) at:
https://drive.google.com/file/d/1pkrk3rDhzLQ3VQCM6DBRdTXpN6ttmhef/view (or any other) and learners
identify the aim, sample, method, results and conclusions from their research. Using their research, learners

60
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

consider how small store owners could apply their findings regarding clothes store and, by extension, other types
of stores.
Learners consider the major strengths and weaknesses and try to identify a minimum of two of each and explain
and illustrate each.
Learners describe the different layouts of various retail environments that are familiar to them. Share or display
images of grid, freeform and racetrack layouts available at www.simpleconsign.com/blog/store-layout/ and
identify which layout best fits the stores they have identified. They then create diagrams in their notes of each
and consider the advantages and disadvantages of each as they go along. (I)
Extension activity: learners think about how preference for different layouts might be identified and design an
appropriate study and share plans. Generate a class vote on the best research design. Learners consider how
website designers might try to recreate virtual store layouts based on the real store interior designs. Share the
layouts with their virtual equivalents at: www.researchgate.net/figure/Store-layouts-in-conventional-and-virtual-
retailing-14_fig1_267928207 or https://drive.google.com/file/d/1paUeHE0oSF_LxX2BA6VfaihsmP3sPJ9b/view
Then recreate the diagrams and suggest a virtual layout equivalent to the racetrack design. Display the image
(Fig. 4) from: www.semanticscholar.org/paper/THE-DESIGN-OF-HYBRID-VIRTUAL-STORE-LAYOUT-
(HVSL)%3A-A-Mukhlish-Masudin/a32f7eeca428335a34c8edb841ba98979eea79c8 and ask them to amend as
necessary.
Share/display the laboratory research conducted by Vrechopoulous et al (2004) available at:
http://j.pelet.free.fr/publications/comparaison_brick_&_mortar_ecommerce/Virtual_store_layout_an_experimental
_comparison_in_the_context_of_grocery_retail.pdf and capture the main elements, the aim, sample, method,
results and conclusions of their research.
Learners evaluate the study in relation to each of the following:
• the use of restricted samples
• the use of self-reports
• the type of data collected
• experimental design
• the usefulness of the findings
• cultural differences.
Learners can progress through a quizlet on the Vrechopoulos et al. (2004) at:
https://quizlet.com/511088760/vrechopoulos-et-al-2004-flash-cards/ (F)
Extension activity (optional): a variety of environmental retail variables (including external, interior, layout and
point of purchase) can be accessed from the meta-analysis available at:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.461.1063&rep=rep1&type=pdf

61
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

2.1 The physical Learners can describe Learners conduct some related background research on influencing behaviour using music available at:
environment and explain, evaluate www.youtube.com/watch?v=q6JmPO37bAw&list=PUVTT1g2Td5-838dVDbB9JnA&index=96. (I)
and apply research
2.1.2 Sound and Learners share experiences and preferences of music in shops and restaurants and to consider what retailers
carried out on the
consumer behaviour are trying to achieve in the use of the music in the retail environment and have a class discussion. Consider both
effects of music and
strengths and weaknesses.
KC3 noise on consumer
behaviour in various Learners consider how they could investigate the effects of music in restaurants focusing on how background
KC5
settings. music influences the amount spent on food and drink. Focus on elements of conducting valid research and
learners suggest another element to the research design, starting with the DV, until each learner has added their
suggestion to create a complete piece of research which could be conducted.
Share/display the article about North’s study (2003) from the Daily Mail at: www.dailymail.co.uk/news/article-
198777/Diners-spend-classical-music.html
Give learners the original study by North et al (2003) at:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.952.6476&rep=rep1&type=pdf or the abstract at
https://journals.sagepub.com/doi/abs/10.1177/0013916503254749 on playing classical music in restaurants and
learners summarise the key aspects into their notes and evaluate the research. (I)
Extension activity: learners consider the different explanations offered by the researchers and which they
consider to be the most likely in relation to the research findings and what further research would need to be
conducted to verify which explanation was correct.
Learners consider cultural differences relating to the creation of an ‘an upmarket atmosphere’ which primes
contextually appropriate, congruent behaviour – namely, increased purchase intentions’ and discuss.
Learners describe airline food and how noise may influence taste. Look up reasons why sound and noise may
affect the perception of food taste using a variety of search suggestions and share findings to the rest of the
class.
Share the research by Woods et al (2011) at:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1075.5384&rep=rep1&type=pdf on the ‘Effect of
background noise on food perception’ or www.ljudskolan.se/wp-content/uploads/2015/07/Effect-of-background-
noise-on-food-perception.pdf or any other related research (see below) and learners capture the aim, sample,
method, results and conclusions of their research.
Extension activity (optional): other research on Noise is available at:
www.researchgate.net/publication/286172252_Noise_and_its_impact_on_the_perception_of_food_and_drink
and its impact on the perception of food and drink.
Learners evaluate one or both studies (differentiate as appropriate) in relation to:
• individual and situational explanations

62
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

• reductionism versus holism

• determinism versus free-will
• generalisations from findings
• validity.
Each learner creates a revision activity (an online crossword, flashcards, True/False exercise, multiple-choice
questions or any other), ensuring all key concepts and both studies have been covered. (I)

2.1 The physical Learners can describe Watch the video clip on ‘The role of ambiance and environment on consumer behaviour at:
environment and explain Mehrabian https://pt.coursera.org/lecture/arts-heritage/3-4-the-role-of-ambience-and-environment-on-consumer-behavior-
and Russell’s DEnwb (from 02.15 if short on time).
2.1.3 Retail
pleasure-arousal-
atmospherics Learners recall and share learning points from the video clip and to apply what they understand of the PAD
dominance (PAD)
model to the 4 studies previously covered and share. (F)
KC3 model and the effects
of odour and crowding Share a second video clip at: www.coursera.org/lecture/neuromarketing-toolbox/3-3-self-report-measure-77L52
KC5 on shopper pleasure- (also revising self-reports) and learners make notes as they view video and then discuss the use of pictures to
arousal-dominance. accommodate cultural differences.
Learners add definitions for PAD at:
https://en.wikipedia.org/wiki/PAD_emotional_state_model#:~:text=The%20PAD%20emotional%20state%20mod
el,Dominance%20to%20represent%20all%20emotions to their glossary of terms.
Display/share an image of a 12- item PAD self-report grid at: www.researchgate.net/figure/12-item-PAD-
questionnaire-for-expression-annotation-and-evaluation_tbl3_221622046 and learners complete the self-report
capturing their current emotional state and then, with two different colours, ask then to imagine their emotional
state at a music concert they would be keen to attend and visiting one of their favourite shops or places (café,
worship etc) and compare their scores. This can also be accessed at: https://drive.google.com/file/d/1a77O-
sLWx25uqrqFMx227-CuNqMZvNI7/view
Share the article, ‘Does your brand smell’ at: https://drive.google.com/file/d/1D-
e99nLnCWxotMHgNqURyD8z8ozdCvrS/view and ask for thoughts and previous experiences – check
understanding regarding connection between smell and emotion. (I)
Extension activity: learners consider whether crowding diminishes their desire to go shopping and why.
Generate a discussion on the following questions:
• Does the type of shop make any difference to this effect?
• Could individual differences affect the extent to which crowding diminishes customer satisfaction?
• Does the anticipation of crowding reduce or enhance the effects of crowding?
• What is the difference between social density and spatial density?

63
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share two studies investigating the effects of odour and crowding on consumer behaviour, using the PAD
framework, e.g. Chebat and Michon (2003) at:
www.academia.edu/15579874/Impact_of_ambient_odors_on_mall_shoppers_emotions_cognition_and_spendin
g_A_test_of_competitive_causal_theories...
and Machleit et al. (2000) study 1 and 2 at:
www.researchgate.net/publication/237237132_Perceived_Retail_Crowding_and_Shopping_Satisfaction_What_
Modifies_This_Relationship
or https://drive.google.com/file/d/1_TfEp_S0RvnHHMAqwfKOVb36LTDDVS95/view
Learners capture the key elements, namely, Aim; Sample; Method; Results; Conclusion into their notes for future
reference and to highlight the PAD elements in each case.
Discuss the strengths and weaknesses of each study across a range of issues (including application to everyday
life, cultural differences, questionnaires, quantitative and qualitative data, objective and subjective data) and give
learners time to capture these in their notes under each study respectively.
Distribute a Specimen Paper 3 and 4 for learners to create examination style questions. These can be swapped
for self-assessment, peer assessment or an end of topic test, etc. (I)(F)

2.2 The Learners can describe, Learners draw a sketch map of their route from home to school if appropriate (or of school) and discuss and
psychological explain and evaluate compare maps, experiences, challenges etc.
environment research into
Discuss the decision making processes that go into ‘wayfinding’ and display an example available at:
wayfinding in shopping
2.2.1 Environmental https://docs.google.com/presentation/d/0B9OC6UVTttDjR2NfenRTcTNUT2c/edit?resourcekey=0-
malls.
influences on UbXTo8ipUy0heDYf83pz4Q#slide=id.p1 and discuss.
consumers Learners can describe,
Extension activity: learners share previous knowledge and experience of wayfinding (and cognitive maps) of a
explain and evaluate
KC3 local/familiar shopping mall. Learners can consider what signage or type of information (visual, descriptive, floor
research into
plans etc.) is useful/not useful.
KC5 consumer spatial
movement patterns Use the activity to recall/revise the various layouts described in the previous section on retail store design and
and behaviours in how layout could impact on the consumer’s ability to navigate in a shopping mall.
shopping malls.
Share/distribute a ‘Designing Better Maps Research activity sheet at:
https://docs.google.com/document/d/0B9OC6UVTttDjaGxnUTJhcVBCX28/edit?resourcekey=0-P5G5GOrztJkm-
9IlT5bv4Q (I)
Extension activity: learners consider different ways of investigating ‘wayfinding’ in shopping malls and share
ideas, considering the strengths and weaknesses of each in turn.

64
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share examples of research conducted on ‘wayfinding in shopping malls’, e.g. A case study, ‘Factors affecting
wayfinding – A Case Study in a Shopping Mall’ by Dogu and Erkip (2000) at:
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.920.208&rep=rep1&type=pdf
Extension activity (optional): an alternative field study can be accessed at:
www.academia.edu/15528432/Lost_in_a_mall_the_effects_of_gender_familiarity_with_the_shopping_mall_and_
the_shopping_values_on_shoppers_wayfinding_processes
Capture the key elements, namely, Aim; Sample; Method; Results; Conclusion into their notes for future
reference as appropriate.
Extension activity: ensure learners are able to identify aspects relating to application of the findings to everyday
life, field experiments, reductionism versus holism, idiographic versus nomothetic, questionnaires,
generalisations from findings and reliability.
Learners can look up the multitude of research into individual differences concerning cognitive maps and
wayfinding available on the internet and share and discuss findings in class. (I)
Extension activity: return learners to the methods they suggested in the previous activity about investigating
wayfinding in shopping malls and ask them to consider (TPS) the use of technical equipment such as video or
tracking systems and the appropriate strengths and weaknesses for such an investigation. Share ideas.
Extension activity: learners create a set of ‘shopping scenarios’ (for example, a learner popping in for a loaf of
bread on the way home; a young couple out for the weekly groceries shop; a parent taking their family shopping
before the beginning of school term, etc.) and capture as many as possible.
Extension activity: learners discuss how these different consumers might navigate their way around the
shopping mall and what factors or decisions would contribute to the routes they chose and why.
Share the key ‘types’ from the Gil et al (2009) study, namely, specialist, native, tourist, explorer, raider and ask
learners to try and match the label with the closest shopping scenario they have considered.
Share the Gil et al (2009) study with learners which can be accessed:
https://discovery.ucl.ac.uk/id/eprint/1399218/1/036_Gil_Tobari_Maia_Rose_Penn.pdf or
https://drive.google.com/file/d/1xFKr75T49SE5QuG6w84pIA-86yQS4T21/view
Learners list the three research questions asked, record the aim; sample; ethics; data collection tools;
respectively and then to notes the results; how the data was analysed and the types of trip and clusters (and
descriptions) found.

65
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: explain why the researchers did NOT find the ‘types of trips’ useful as they were too
dependent upon the layout of the specific shops and considered the spatial behaviour patterns and identified
clusters based on type of shopper instead.
Learners self-assess their predictions regarding their matches of shopping scenarios with the clusters they
identified. Learners create their own ‘approximate’ diagrams in their notes reflecting the spatial patterns identified
with the type of shopper. (F)
Learners create a table and record two or three characteristics of each type of shopper for future reference. (I)
Learners consider any strengths and weaknesses they can identify and to consider how the research could be
used to illustrate the following issues and debates:
• reductionism versus holism
• idiographic versus nomothetic
• questionnaires
• generalisations from findings
• reliability.
Learners respond to the Gil shopper type quiz at:
https://docs.google.com/presentation/d/1Me0j7r3FsqWVrzHGS0S8fuVmZk_xJ2tr/edit#slide=id.p1 and self-
assess their ability to identify the different spatial behaviours. (F)
Learners create a revision tool for the two or three studies covered in this section, e.g., creating quizzes using
online tools, crosswords, True and False statements, multiple-choice questions and differentiate according to
ability, detail and outcome. (I)

2.2 The Learners can describe Learners share the pictures they took from their visits to restaurants (or access online versions) and comment on
psychological and explain menu the design of the menus and the layout and spacing for each establishment. Ask learners what they like/dislike
environment features of menu about each and justify their choices. (I)
design and the positive
2.2.2 Menu design Share the research on eye movement patterns, framing and common menu mistakes captured by Pavesic
and negative impacts
psychology (2005), available at: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1000&context=hospitality_facpub
of this.
or https://drive.google.com/file/d/1yYNUyQDzSzimTN6m24BqLVD48g9-Nh2q/view
KC3
Learners can describe,
Learners share their presentations on their allocated ‘mistakes’ from the Pasevic (2005) research as previously
KC5 explain and evaluate
allocated. (I)
ways to study menu
design. Extension activity: groups of learners identify any of the mistakes amongst their samples and explain why they
think a mistake has been made and what would need to be done to correct it.
Learners can describe
and explain the effect Identify which they consider to be the two most important applications to everyday life and why and capture in
of primacy and their notes. Learners think about how the location of a food item in a menu might affect its consumption and to
recency and menu

66
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

item position on menu share their ideas – which items would be purchased more and why. Ensure that the ‘primacy’ and recency’
item choice and can effects have been considered within the class discussion.
describe, explain and
Extension activity: learners brainstorm how they might test how the location of a food item in a menu might
evaluate research into
affect its consumption and to share their ideas.
this.
Share the research conducted by Dayan and Bar-Hillel (2011): Primacy, Recency and Menu item position
Learners can describe
available at: http://journal.sjdm.org/11/11407/jdm11407.html or
and explain the effect
https://drive.google.com/file/d/1hfpEIxf4t1YCPMZkHjffSXYzBxJZZXRX/view and learners evaluate and illustrate
of food name on menu
their points based on:
item choice and can
describe, explain and • use of restricted samples
evaluate research into • experimental method and design
this. • the application of their findings
• ethics
• objective and subjective data
Share the school’s menu (or something equivalent) and learners try rename items on the menu to make them
sound healthier, more expensive, more exotic, etc.
Extension activity: learners apply their learning about an effective research design from their last class and
apply it to test the effect of food names on menu item choice.
Share some research on food name on menu item choice, e.g. Lockyer (2006) available at:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.425.6151&rep=rep1&type=pdf
Extension activity (optional): learners look at alternative research by Wansink et al. (2005), available at:
www.academia.edu/19778972/How_descriptive_food_names_bias_sensory_perceptions_in_restaurants or
https://drive.google.com/file/d/1BTcaQjZO7ETUQe91mNcUTw1XipNgeFZ9/view and learners compare the
results, paying particular attention to the components of PAD (as a revision/ consolidation exercise).
Learners consider any cultural and individual differences from the responses as well as any applications to
everyday life and practice their evaluation of field experiments, objective and subjective data, generalisations
from findings and validity.

2.2 The Learners can describe Ask for volunteers to experiment how close they can be to each other (and you) before feeling uncomfortable
psychological and explain the and ask them to recall what they learnt from the study by Perry et al (2015) at:
environment various definitions and www.ncbi.nlm.nih.gov/pmc/articles/PMC4994841/ on personal space from their AS Level classes. (F)
theories of personal
2.2.3 Consumer The rest of the learners think about what factors may affect how comfortable we are and list on the board. Using
space.
behavior and the idea of ‘concentric circles’, learners create a model of personal space.
personal space Learners can describe,

67
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

explain and evaluate Display an image of proxemics zones: http://image.slidesharecdn.com/edwardhallproxemictheoryintimatezone-1-

KC3
research into theories 130228171206-phpapp02/95/edward-hall-proxemic-theory-intimate-zone-1-2-638.jpg?cb=1362071562 or watch
KC5 of personal space in a a video at: www.youtube.com/watch?v=nm-VzJZXDBc and learners capture the same into their notes.
restaurant setting.
Display the following terms, ‘overload’, ‘arousal’ and ‘behaviour constraint’ and ask learners to consider the
Learners can describe relationship between these and personal space using a quizlet at: https://quizlet.com/431508403/personal-
and explain the social space-theories-of-personal-space-overload-arousal-behavioural-constraint-flash-cards/
psychology of
Extension activity: refer learners to their photos of the seating arrangements at the various restaurants they
defending a space in a
visited and ask them to comment about the personal space issues captured in the various pictures.
queue.
Share the research on space at restaurant tables by Robson (et al (2011) at:
http://scholarship.sha.cornell.edu/articles/126/ and learners record the aim, sample, method, results and
conclusion and then evaluate this research in relation to:
• the usefulness of the findings
• individual differences
• experimental method and design
• individual and situational explanations
• cultural differences
• observations
• quantitative and qualitative data
• ethics.
Extension activity: class discussion about queuing using when, where, why, what, who questions in relation to
consumers. Ask learners about the behaviours they have noticed in response to ‘queue jumping’ and share.
Learners consider the motivations for the behaviours they have witnessed.
Share the video on the psychology of queuing at: www.youtube.com/watch?v=fhbUFKt7tzA and an introduction
to the research into queuing.
Learners look up some of the research mentioned in the video or access Milgram’s study at:
https://drive.google.com/file/d/11zefr6_AcTAOFhAwvkfXFOqraWwpsIwf/view and make notes. (I)
Two quizlets that learners could use to self-appraise their knowledge of the study can be accessed at:
https://quizlet.com/576439536/the-psychological-environment-personal-space-defending-place-in-a-queue-
milgram-et-al-flash-cards/ or https://quizlet.com/431552853/personal-space-defending-your-place-in-a-queue-
flash-cards/ (F)
Ensure learners can identify the individual and situational explanations; cultural differences, observations;
quantitative and qualitative data and the ethics associated with the research into queuing they consider.
Distribute a Specimen Papers 3 and 4 for learners to use the material covered so far to create examination style
questions. These can be swapped for self-assessment, peer assessment or an end of topic test, etc. (I)(F)
68
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

2.3 Consumer Learners can describe Display a set of slides focusing on the choice of a restaurant at:
decision-making and explain https://docs.google.com/presentation/d/19ecIQxZ9PMahF0zmk2UTMVhhD69ZiVTg/edit#slide=id.p1 based on a
explanations and number of attributes and learners consider how they might decide on which restaurant to select.
2.3.1. Consumer
examples of utility
decision-making Describe and explain the three models of decision-making, using the examples generated by learners where
theory, satisficing,
appropriate and a summary paper of these models (and more), accessible at:
KC3 prospect theory.
www.decisionanalyst.com/whitepapers/decisionmaking/ or
KC5 Learners can describe https://drive.google.com/file/d/1GSElW7UUll88YFLZfO2wJDMLLvf0SnyV/view
and explain examples
Learners summarise the characteristics of each model in their notes.
of compensatory, non-
compensatory and Explain that when making decisions, depending upon the scenario, we may make use of any or all of them when
partially compensatory considering our choices. Share some videos outlining Prospect Theory that can be accessed at:
strategies of decision https://psychologyconcepts.com/prospect-theory/ or www.youtube.com/watch?v=sM91d5I36Po
making.
Create and a display an organisational chart using PowerPoint of each of the three decision making strategies
Learners can describe using a summary at: www.decisionanalyst.com/whitepapers/decisionmaking/ for reference. These should then
and explain strategies be broken down into the seven specific strategies which should be explained in turn. Learners record the chart in
applied to internet their notes, summarising the explanation for each. (I)
shopping, focusing on
Extension activity: learners evaluate how much effort goes into thinking about which product/service to buy
website design and
when comparing the following goods and services: chewing gum, a laptop, where to eat on Saturday, what to
can describe, explain
have at the school canteen for lunch, a shirt, a phone, breakfast cereal, a film provider subscription. Share a
and evaluate
visual resource to support learners through this exercise at:
supporting research.
https://docs.google.com/presentation/d/1ztMdCbyEersipu4Di0GDxiWY1mBt_wYZ/edit#slide=id.p1.
Learners try and recall all the restaurants they have discussed so far. Ask them what they would consider if they
had to decide where to eat tonight and to try and explain how that effects their decision.
Explain how/why both exercises relate to consumer decision-making and explain ‘Consideration’ and
‘Involvement’.
Learners should self-assess their learning using some flashcards at: https://drive.google.com/file/d/1a-
SyCPZM4_Wwnuo2rpjtA35kRx01YNa_/view capturing these models and strategies.
Extension activity (optional): share the research available at:
www.researchgate.net/publication/263157379_Consumer_Decision_Making_on_the_Web_A_Theoretical_Analy
sis_and_Research_Guidelines or https://drive.google.com/file/d/1CU_ImhiFu03sSFvOjHdZ6hUrCpDmRtya/view
and divide the research across the class so that each pair/group of learners reads through and explains the
various influences to the rest of the class and connects it back to previous learning in each case. List the various
factors learners consider the most important and justify their choices. (F)

69
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners recall the details and findings of the research conducted by Vrechopoulos et al. (2004) on virtual layout
design with regards effectiveness and satisfaction etc. as a revision exercise. Learners look at abstracts on
further research conducted in this area, e.g. Jedetski et al (2002) at:
www.researchgate.net/publication/3419464_How_Web_site_decision_technology_affects_consumers and
learners record the details and findings. (F)
Divide the class into groups and ask each to share evaluations based on the following issues: application to
everyday life; cultural differences; reductionism versus holism; determinism versus free-will and idiographic
versus nomothetic approaches.

2.3 Consumer Learners can describe Learners look up definitions of heuristics and to record one in their notes. (I)
decision-making and explain a variety
Watch the video at: https://study.com/academy/lesson/heuristics.html outlining the availability,
of heuristics and can
2.3.2 Choice representativeness and base-rate heuristics.
describe, explain and
heuristics
evaluate research into Learners summarise each heuristic in their notes and, in pairs, develop examples of each to share with the class.
KC3 heuristics. Capture the best examples on the classroom wall for future reference.
KC5 Learners can describe, Display a ‘2 for the price of 1’ image on the board as learners enter class and ask what other ‘points of sale’
explain and evaluate promotions they have encountered recently and where. Learners guess what kind of impact or difference these
research into promotions might make.
heuristics.
Extension activity: learners explain why such promotions might make any difference using the cognitive biases
already covered and share ideas. Share an abstract for some research, e.g. Wansink et al (1998) at:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2474803 as background to the research.
Learners identify strengths or weaknesses concerning the research from the abstract. The original study can be
accessed at: https://drive.google.com/file/d/1YB8Tn4FeRH74gV9nHYL2BkJ-FbTqmDcA/view
Extension activity: divide the class into five and allocate lab studies to two groups, field experiments to two
groups and the last group to design a study to investigate effective strategies to counter such promotions.
Groups share ideas and evaluate them based on the use of experimental method. All learners should create a
null hypothesis, as well as a one-tailed and a two tailed hypothesis for their experiment.
Extension activity: learners consider other ways marketers could take advantage of cognitive biases in decision
making and share ideas.
Using an example of research on the use of heuristics on decision making, e.g. del Campo (2016), available at:
https://link.springer.com/article/10.1007/s11573-016-0811-y, or
https://drive.google.com/file/d/1zaR9d5xpGv0P9Yem9FLARn0Be44uivm4/view share the five styles of decision-
making mentioned in the introduction and learners interpret the heuristics employed in each case. Check their
responses and then share the four research questions and learners make some initial predictions based on their
understanding so far.

70
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share the research with learners and ask them to identify all the IVs, controls and the DV, the types of data
collected, and the characteristics of the samples employed. Learners choose the most effective way to record
the results and share ideas. (I)
Extension activity: learners interpret Fig. 3 and 4. and discuss. Capture overall results against the initial
research questions for ease of reference/revision in the future.
Learners identify and summarise cultural differences in both design of research tools and results, application to
everyday life, individual and situational explanations, experiments, quantitative and qualitative data and objective
and subjective data. Then learners can repeat the evaluation exercise using the Wansink et al (1998), study.
Learners generate Paper 3 and Paper 4 exam questions and then share as a self-assessment exercise in class
or for homework. (I)(F)
Learners answer Paper 3 and Paper 4 questions to assess their understanding. (F)

2.3 Consumer Learners can describe, Extension activity: share some ‘Thinking Fast and Slow’ questions with learners and consider their responses.
decision-making explain and evaluate A range can be accessed at: https://blog.neuronation.com/en/how-fast-do-you-think-find-out-with-these-5-
the Dual – Processing questions-2/ or www.vanityfair.com/news/2011/12/kahneman-quiz-201112
2.3.3 Mistakes in
Thinking Model.
decision making Show the video of an outline of Daniel Kahneman available at: www.youtube.com/watch?v=KyM3d4gQGhM
Learners can describe,
KC3 Share the extract of Shleifer’s article/review concerning System 1 and System 2, available at:
explain and evaluate
https://scholar.harvard.edu/sites/scholar.harvard.edu/files/shleifer/files/kahneman_review_jel_final.pdf or
KC5 research into
https://drive.google.com/file/d/1Qli0oEcQ3JIHBd1FLG4paItMecEj8b4b/view and learners read through and
consumer cognitive
summarise the information in their notes, identifying the characteristics of System 1 and System 2.
processing.
Learners discuss whether they have ever participated in a taste trial at a supermarket, etc. and share their
experiences. Explain that the class will also engage in a mock taste trial and set up a small taste trial in class
(though in preparation, have the trials ready and switch the contents of the ‘trial tastes’ in the sample containers)
to replicate the taste trial mentioned in the study and swap the preferences between the two tastings reflected in
the procedure of the study.
Discuss, debrief and explain the study conducted by Hall et al. (2010) which can be accessed at:
www.researchgate.net/publication/45269903_Magic_at_the_marketplace_Choice_blindness_for_the_taste_of_ja
m_and_the_smell_of_tea, https://img3.reoveme.com/m/b7086af24b873595.pdf or
https://drive.google.com/file/d/1SDA9ljH-ETKFc-kuZr8n4HuNIU8c_Vgz/view
Learners share evaluative issues, including:
• ethics
• validity
• restricted samples of the study.

71
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a visual display of their choice capturing the main points (including as many evaluative issues as
they can identify and illustrate) of the study and share. Identify and display the most effective. (I)
Learners share their previous knowledge about the unreliability of cognitive processes and memory suggest how
it could be used or applied for purposes of marketing or advertising.
They could also and review the questions in a Paper 3, Question 1 and generate their own sample questions
(with appropriate mark schemes) based on this subject matter. (I)(F)
Display the following key words:
• consumer behaviour
• advertising
• reproductive memory
• reconstructive memory
• consumer experience
• false information cues.
Learners share previous knowledge, understanding and association. Respond to any gaps in knowledge.
Learners look up ‘types of interference in memory’, looking at a range of search options and share their findings,
capturing both proactive and reactive interference (with examples). Ask them to consider how interference could
affect products and brands and share ideas along with any previous experience. (I)
Learners record/list:
• other types of forgetting that can occur and
• the formation and modification of scheme
• the cognitions related to Cognitive Learning Theory for background and context.
Share some research in this area, e.g. Burke and Srull (1988) which can be accessed at:
www.researchgate.net/publication/24098550_Competitive_Interference_and_Consumer_Memory_for_Advertisin
g or https://drive.google.com/file/d/1TZ1MoNp78LOaOOY8NrObXvbIm6vaRaiP/view and divide the class into
groups of three, one learner reading through one of the three experiments conducted and feeding back to their
team, recording the important details as they go.
Extension activity: each group to reach a conclusion after considering and synthesising the results of the three
experiments and share for discussion and consolidation.
Learners review both studies and identify as many evaluative issues as they can, ensuring they include
application to everyday life; individual and situational explanations; determinism versus free-will: experiments:
interviews and reliability.
Learners create ten questions of increasing difficulty or complexity (based on the subject matter in this section)
and ask for volunteers to play or compete. (F)

72
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners can use past papers to assess their understanding of this concept. (F)

2.4 The product Learners can describe, Learners suggest reasons why (or why not) a consumer might want an item gift wrapped and share ideas.
explain and evaluate
2.4.1 Packaging and Learners comment on brands and packaging that they particularly like or dislike and ask them to download
the factors of
positioning of a pictures and images to display in class and comment on.
appearance and
product
presentation of a Share the ‘gift wrapping’ clip at: www.youtube.com/watch?v=QmemOAnbQls in ‘Love Actually’ and learners
KC3 product and supporting comment on actions and behaviours of the characters involved using their observation.
research.
KC5 Learners recall the strengths and weaknesses of using observation as a data collection method and consider a
different data collection tool to investigate what consumers believe to be the important aspects about gift
wrapping and share. (F)
Learners read the article on the Basics of Packaging Research at:
www.decisionanalyst.com/whitepapers/packaging/ (I)
Extension activity (optional): alternative supporting research is available at:
https://pure.bond.edu.au/ws/portalfiles/portal/27890144/To_wrap_or_not_wrap.pdf and learners can compare
their key findings as corroborating evidence.
Show some videos, case studies and reasoning conducted by Marketing Sciences Unlimited at: www.marketing-
sciences.com/packaging-research/
Share the research by Becker et al (2011) on ‘Tough Package, Strong Taste’ available at:
www.academia.edu/7156477/Tough_package_strong_taste_The_influence_of_packaging_design_on_taste_imp
ressions_and_product_evaluations or https://drive.google.com/file/d/10HyAyCaBJP91Cq7xKwxFPE_PLl-
L8p5q/view and learners identify the key concepts, aim, sample, method, data collection tools, results and
conclusions. Learners share ideas regarding the strengths and weaknesses of the study and add to their notes.
Extension activity: learners discuss why chewing gum, sweets and chocolate are usually situated by the tills at
supermarkets and to check their ideas against the research available. Learners then consider the long rows of
similar products in supermarkets and hypothesise:
a) where consumers spend the longest time looking
b) which areas they might consider the ‘best’ area
c) how these variables might be investigated.
Share the abstract of the research conducted by Atalay et al (2012) at:
www.researchgate.net/publication/256061265_Shining_in_the_Center_Central_Gaze_Cascade_Effect_on_Prod
uct_Choice (some background to this type of research can be accessed at
www.acrwebsite.org/volumes/v40/acr_v40_12067.pdf on attention and shelf position and learners read through
the same, capture the main elements of the research, i.e. aim, sample, method, data collection tools, results and
conclusions and evaluate in terms of:

73
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

• the use of technical equipment

• the control of variables
• the use of quantitative data
• the validity of the findings
• the usefulness/applicability of the findings.
Learners create wall chart/mind maps relating the subject matter in this section to the following issues and
debates, namely; reductionism versus holism, determinism versus free-will, generalisations from findings,
objective and subjective data and validity and display the best examples for future use.

2.4 The product Learners can describe, Extension activity: divide the class into groups of three and allocate one type of sales technique
explain and evaluate (customer/competitor/product focused) to each of the groups to research and present on.
2.4.2 Selling the
various techniques
product Learners include any competing/conflicting ideas/strategies/research and attempt to resolve them in their
involved in selling
presentations and consider the effect of each on the buyer-seller relationship.
KC3 products and the
research support. Learners can access general information (not exclusive) at:
KC5
• www.marketingdonut.co.uk/sales/sales-techniques-and-negotiations
• www.learnmarketing.net/orientations.htm
• www.mindtheproduct.com/product-focused-vs-customer-focused-product-management-
what%E2%80%99s-the-difference/
• www.businessmanagementideas.com/buyer-seller-relationship/buyer-seller-relationship-in-business-
markets/17634 (I)
Learners can access information on a customer-focused sales technique:
• https://remoteworkmate.com/small-business/competitor-focused-strategy/
• https://oroinc.com/orocrm/blog/6-strategies-to-improve-your-customer-focused-
approach/#:~:text=A%20customer%2Dfocused%20brand%20places,customer%20satisfaction%20at%2
0all%20times (I)
Learners can access information on a product-focused sales technique:
• https://smallbusiness.chron.com/techniques-productbased-sales-approach-65085.html
• https://remoteworkmate.com/small-business/competitor-focused-strategy/ (I)
Learners can access information on competitive strategy:
https://books.google.co.ke/books... (I)
Presentations are peer reviewed by learners and appropriate notes are made following each presentation on
each strategy. (F)

74
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: briefly discuss ‘ambiguity’ and ask learners whether some people may not mind ambiguity
as much as others. Learners consider the effects of ambiguous messages when communicating about a product
and what effect that might have on sales and share.
Share the research conducted by Kardes et al (2007) at:
www.communicationcache.com/uploads/1/0/8/8/10887248/the_role_of_the_need_for_cognitive_closure_in_the_
effectiveness_of_the_disr.....pdf on ‘disrupt then reframe’, a type of Interpersonal influence technique and
learners record the aim, sample, method, data collection tools, results and conclusions.
Learners summarise the major findings in their notes and evaluate the study in relation to:
• experimental design
• validity
• individual differences.
Learners design their own DTR investigation and share with class members. Learners can access other
research to help generate some ideas, available at: www.acrwebsite.org/volumes/v37/acr_v37_15208.pdf, or
example, set up and a bake sale (or equivalent), creating two conditions DTR and a control and compare the
sales at the end of the session. (I)
Groups present on ‘Ways to Close a Sale’ (if appropriate – see above).
Learners look up Cialdini’s six ways to close a sale at: https://worldofwork.io/2019/07/cialdinis-6-principles-of-
persuasion/ and prepare an essay entitled, ‘The most effective strategies for closing a sale are …’ They should
evaluate the various strategies they include and draw a conclusion. Various websites to support learners with
their research can be accessed at: www.wikihow.com/Close-a-Sale (I)
Using question and answer, ensure learners can effectively describe and explain how to apply each strategy;
recognise and relate findings to cultural differences; be able to argue what could be considered deterministic
versus individual exercising free-will; which research adopts an idiographic versus nomothetic approach and the
advantages and disadvantages of field experiments. (F)
Learners create ten questions of increasing difficulty or complexity (based on the subject matter in this section)
and ask for volunteers to play or compete as appropriate. (F)
Learners can use past papers to assess their understanding of this concept. (F)

2.4 The product Learners can describe, Display an image available at: https://neostrom.in/ekb-model/ of the Engel Kollat Blackwell model of buyer
explain and evaluate decision-making and ask learners to comment and discuss.
2.4.3 Buying the
the decisions
product Learners access information on the five stages of the model for note taking purposes so they can describe and
regarding whether to
explain each stage in turn using: https://neostrom.in/ekb-model/ (I)
KC3

75
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

purchase and the Extension activity: learners consider what factors shape these items, and why different types of personality can
KC5
research support. produce different decision-making or other factors such as deciding where to buy including reasons for store
choice and demographics such as age and gender and engage in some class discussion, listing ideas and
making predictions.
Share some research in this area, e.g. Sinha et al (2002) ‘Deciding where to buy: Store Choice Behaviour of
Indian Shoppers’ available at:
www.researchgate.net/publication/242774352_Deciding_Where_to_Buy_Store_Choice_Behaviour_of_Indian_S
hoppers and learners capture the essential components of the aim, sample, method, data collection tools, results
and conclusions and any immediate evaluative issues in their notes.
Learners look up definitions of post-purchase cognitive dissonance and record in their own words. (I)
Learners discuss whether they have ever experienced post-purchase cognitive dissonance and share examples.
They consider the factors that can increase or reduce dissonance and to share ideas as a class.
Share some research in this area that learners can use to explore these ideas more fully, for example, Nordvall
(2014), ‘Consumer Cognitive Dissonance Behaviour in Grocery Shopping’ at:
http://article.sapub.org/10.5923.j.ijpbs.20140404.03.html and learners capture the essential components of the
aim, sample, method, data collection tools, results and conclusions and any immediate evaluative issues in their
notes.
Extension activity: learners evaluate both pieces of research and the key concepts with regards to: cultural
differences, reductionism versus holism, idiographic versus nomothetic, objective and subjective data and issues
effecting validity. Check for accuracy and understanding and ability to meet assessment objectives.
Share some sample examination questions to assess learner understanding. (F)

2.5 Advertising Learners can describe, Learners identify all the different types of advertising media they can think of and divide the class so that each
explain and evaluate group and explore the strengths and weaknesses of each and present to the rest of the class.
2.5.1 Types of
various types of
advertising and Capture all ideas on a mind-map to display on the class wall for future reference. Some informative websites:
advertising and media
advertising • www.knowthis.com/types-of-advertising-media/ad-media-intro/
used and the factors to
techniques • www.knowthis.com/advertising/advertising-intro/
consider when
KC3 promoting a product as • www.yourarticlelibrary.com/advertising/9-types-of-advertising-media-available-to-an-advertiser/25870/
well as the techniques • www.bizmove.com/marketing/m2j4.htm
KC5 Use the opportunity to discuss individual differences, ethics and vulnerability, applicability, etc.
employed along with
the supporting Display an image of the original Yale Model of Communication at:
research. https://i0.wp.com/marketbusinessnews.com/wp-content/uploads/2018/05/Five-Ws-of-
Communication.jpg?w=1013&ssl=1 and learners apply it to an number of advertisements or campaigns of which

76
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

they are aware and explain its effectiveness. Once you have stopped displaying the image, ask learners to
recreate the same in their notes with the best illustrative example.
Extension activity: in pairs, learners develop their own advertising strategy using the model with a product of
their own choice and share with their peers for review and feedback.
Share a second image of the Yale model at: www.researchgate.net/profile/Dianna-
Stone/publication/222660095/figure/fig1/AS:305226818048000@1449783152128/Yale-model-of-
communication-and-persuasion-based-on-Janis-Hovland-1959.png and learners consider how the effectiveness
of advertising might be objectively measured and generate some ideas whilst revising the strengths and
weaknesses of objective data. Remind them of the use of eye-tracking techniques when considering menu
design and how something similar could be used to assess media advertising.
Share some research in this area, for example, Ciceri et al (2020) at: https://research-
api.cbs.dk/ws/portalfiles/portal/60829643/jesper_clement_et_al_a_neuroscientific_method_for_assessing_effecti
veness_of_digital_vs_print_ads_acceptedversion.pdf and learners record the key concepts under investigation,
aim, sample, method, data collection tools, result and conclusions and obvious strengths and weaknesses they
recognise.
Learners think about what they have heard about the 4 Ps of effective marketing at:
https://socialmediaweek.org/blog/.... and share previous knowledge. Learners watch the video at
www.youtube.com/watch?v=Mco8vBAwOmA and make notes, illustrating each component using a product of
their own choice.
Extension activity: divide the class into four groups and learners design a field experiment to investigate the
effect of one component (compared to a second component of their choice). Ask learners to use a variety of
rating scales; forced/fixed choice as their data collection method and to demonstrate their application of the
experimental method as well as describe and evaluate the use of rating scales and share ideas in turn.
Still in groups, learners consider and discuss the following issues and debates: application to everyday life,
cultural differences, objective and subjective data, generalisations from findings and validity. Learners look
through specimen/past examination papers and create their own questions using the material just covered.
These could be used for self-assessment or peer-assessment. (I)(F)

2.5 Advertising Learners can describe, Consumer Personality: Share the study on advertising and consumer personality by Snyder and Bono (1985)
explain and evaluate at: www.researchgate.net/profile/Kenneth-
2.5.2 Advertising –
various factors that Debono/publication/232484481_Appeals_to_Image_and_Claims_About_Quality_Understanding_the_Psycholog
consumer interaction
influence effective y_of_Advertising... focusing on Study 3. Check for understanding of key terms and learners capture the key
KC2 advertising and the elements; aim, sample, method, data collection tools, results and conclusions and evaluate the research using
research support.
KC3

77
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

application to everyday life, determinism versus free-will and the use of self-reports, quantitative and qualitative
KC5
data and validity.
Product Placement: Learners imagine they are the marketing teams for the following items, and they have an
opportunity to ‘place’ these items in a number of films. Ask learners which films they would choose to try and
effectively promote these products and how they would be positioned/used in the films they chose – and justify
their answers. The items could include: a cowboy hat, a set of high-quality coloured pencils, an expensive brand
of coffee, a medium-priced all-weather watch, a pair of sneakers or an office chair.
Extension activity: learners share what they know about product placement in films and whether they think it is
an effective advertising strategy. Learners then consider and look up related issues such as mere exposure and
reminders or frequencies of exposure and reconsider product placement once again.
Learners design an experiment to investigate the effectiveness of using placement in films to:
a) enhance the brand
b) increase sales. (F)
Share the abstract of the research on Product Placement in Films, conducted by Auty and Lewis (2004) at:
https://onlinelibrary.wiley.com/doi/abs/10.1002/mar.20025 and learners evaluate with respect to the following
issues: use of children in research, determinism versus free-will, self-reports, quantitative and qualitative data
and validity. Learners complete some examination questions to check accuracy of recall and understanding.
(I)(F)

2.5 Advertising Learners can describe, Learners discuss what brands they remember from their childhood and whether they still have an impact on their
explain and evaluate desire to buy.
2.5.3 Brand
issues relating to
awareness and Share the study on brand recognition in children by Fisher (1991) at: https://pubmed.ncbi.nlm.nih.gov/1956101/
brand awareness and
recognition. and capture the aim, sample, method, data collection tools, results and conclusions and evaluate the research
recognition amongst
using five evaluative issues including the use of children in psychological research, ethics and the use of
KC3 different groups and
experiments.
the research support.
KC5
Share the study on effective slogans by Kohli et al (2007) at:
www.researchgate.net/publication/4885479_Got_slogan_Guidelines_for_creating_effective_slogans and capture
the aim, sample, method, data collection tools, results and conclusions and evaluate the research using five
evaluative issues including validity and the use of case studies.
Past paper questions on advertising could be used to assess learner understanding. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

78
 Scheme of Work

Specialist Option 3: Health Psychology

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

3. The patient- Learners can describe Learners state what they consider ‘health’ to mean and share responses. Go through the syllabus content for this
practitioner and explain various topic and respond to any questions and comments. Identify/allocate possible opportunities for learners to
relationship definitions of health. research and present on particular topics, for example, consulting styles, Munchausen Syndrome, types of non-
adherence or pain, pain or stress management strategies, aspects of positive psychology. (I)
3.1.1 Practitioner and
patient interpersonal Look up definitions and consult the WHO Constitution at: www.who.int/about/governance/constitution
skills
Consider the goals of health psychologists and share.
KC3
Using the relevant summaries of some of the studies available at: https://prezi.com/vq1t8ih0z2fs/copy-of-health-
KC5 psychology/,%20%20, learners can skim through and identify some of the evaluative issues they are familiar with
from the AS course which they will need to consider as they progress through the course:
• the application of psychology to everyday life
• individual and situational explanations
• nature versus nurture
• the use of children in psychological research
• cultural differences
• reductionism versus holism
• determinism versus free-will
• idiographic versus nomothetic. (I)
Extension activity: learners describe the ‘perfect’ health practitioner (nurse/doctor) and create a class list/poster
to display on the wall.
SDG 3

3. The patient- Learners can Learners think about all the ways we communicate with each other and list in their notes ensuring they correctly
practitioner understand and categorise between verbal and on-verbal communication. Consider how important each is in relation to Health
relationship explain different Psychology.
means of
3.1.1 Practitioner and Replicate part of the McKinstry and Wang (1991) at:
communication used
patient interpersonal www.ncbi.nlm.nih.gov/pmc/articles/PMC1371685/pdf/brjgenprac00066-0008.pdf study in to non-verbal
by health practitioners
skills communications in the patient-practitioner relationship for learners as a starter activity. A copy of the paper
as they interact with
including the actual photographs as used can be found at: https://drive.google.com/file/d/1oJfnjMHrBveVXy-
KC3 patients and practise
v5VcRu_8cyL5hqw_p/view
their evaluation skills
KC5
when considering

79
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

some of the research Ask them to rate each picture on the same 0−5 scale that was used in the real study and compare the
in this area. distribution of results with the actual results (all can be found using the above link).
Extension activity: in groups, learners skim through the study and produce a leaflet to be circulated to General
Practitioners (GPs) giving them advice on how to ‘improve their non-verbal communications with their patients’.
These can be displayed on the classroom wall.
Learners capture the main details of the study (the aim, sample, method, results and conclusions) in their notes
for future reference/revision purposes.
Based on the McKinlay (1975) study at:
https://drive.google.com/file/d/1WFQeJO_u0AO1e4vyVMFkHmmIN2N4rqgz/view create eight sentences that
have one medical term in it (e.g. rhesus or canula) and present these to your learners.
Extension activity: learners attempt to define the medical terms used in each sentence and assess how well
they have done. They could collect more data using the same eight sentences for homework or from other
learners at your school during lunchtime or breaks. All data can be collected and then a poster can be created
presenting the main findings and highlighting advice that could be given to GPs about their verbal
communication skills.
Show the video at: www.youtube.com/watch?v=OnSK4KfCdSk on patient-practitioner relationship and gather
feedback on each section on what learners would suggest needs to be done to improve the patient-practitioner
relationship.
Refer learners back to the two studies and ask them to add the following evaluative issues to those identified in
the previous session as follows: idiographic versus nomothetic research; experiments; questionnaires;
quantitative data and generalisations from the findings.
SDG 3

3.1 The patient- Learners can describe, Extension activity: learners complete a ‘Think-pair-share’, (TPS) to consider how important the relationship and
practitioner illustrate and evaluate communication style is in relation to making a correct (or not) diagnosis and share ideas in a class discussion.
relationship various practitioner
Extension activity: learners imagine visiting a practitioner and envisage the stages of a medical consultation
styles and can explain
3.1.2 Patient and and the styles that could be adopted by the practitioner. Ask them to consider the barriers to making a correct
how effective different
practitioner diagnosis diagnosis due to patient and practitioner variables in relation to both validity and reliability.
styles are.
and style
Learners could consider six stages of a patient-practitioner consultation as outlined at: www.myhsn.co.uk/top-
Learners can describe
KC3 tip/how-doctors-make-a-diagnosis-in-5-steps. Consider each stage in relation to making a good diagnosis,
and explain
focusing on aspects related to disclosing information to the practitioner, particularly when divulging potentially
KC5 practitioner diagnosis,
sensitive and embarrassing details (generate some examples) either verbally or via a questionnaire sent
the errors that can be
previously online.
made as well as the
manner in which
80
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

information is Learners look up Type 1 and Type 2 errors at: www.scribbr.com/statistics/type-i-and-type-ii-

disclosed. errors/#:~:text=What%20are%20Type%20I%20and,hypothesis%20when%20it's%20actually%20false using
different phrases and share findings. Ask learners how this might occur in practitioner diagnosis.
Extension activity (optional): share the video of Rosenhan’s 1973 study as an example of the unreliability of
practitioners’ diagnosis at: www.youtube.com/watch?v=j6bmZ8cVB4o (I). Ask learners what could practitioners
do to improve the validity or reliability of diagnosis.
Ask learners to consider how practitioners should present their diagnosis effectively and record ideas in their
notes. Ask them to apply what they have learnt from the McKinlay (1975) study from the previous section.
Consider having to present a difficult medical diagnosis. Some information is available at:
https://docs.google.com/presentation/d/1aNigtUL83-
9aPhQ_B1cau80Uc2XwMmEq/edit?usp=sharing&ouid=113405531117926988408&rtpof=true&sd=true or
https://consultqd.clevelandclinic.org/how-to-deliver-a-difficult-medical-diagnosis/
Share the study by Savage and Armstrong (1990) at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC1664199/pdf/bmj00203-0032.pdf or
https://drive.google.com/file/d/1th4jpnv83FNexz4YRx5vvgxv21KdCxZc/view?usp=sharing
or a summary is available at: https://alevelpsychologycie.wordpress.com/2018/01/04/savage-and-armstrong-
1990/#:~:text=The%20results%20suggest%20that%20the,subjective%20improvement%20one%20week%20late
r.
or learners can use the presentation available at:
https://docs.google.com/viewer?a=v&pid=sites&srcid=YnJvbXNncm92ZS5pbi50aHxwc3ljaG9sb2d5fGd4OjYwYT
hlOGZjNmUxNDRmZmY and evaluate the study slide by slide with a reminder/revision activity on the strengths
and weaknesses of randomized control trials.
Learners consider what they have learnt so far in relation to:
• application to everyday life
• individual and situational explanations
• cultural differences
• determinism versus free-will
• validity.
SDG 3

3.1 The patient- Learners can explain Learners list as many reasons as they can think of as to why people may delay seeking medical help or misuse
practitioner reasons individuals medical services and share with the class.
relationship may delay in seeking

81
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

medical help or misuse Share the abstract of the of the Safer et al (1979) study at: https://pubmed.ncbi.nlm.nih.gov/759741/ or notes at
3.1.3 Misusing health
health services. https://alevelpsychologycie.wordpress.com/2018/01/04/safer-et-al-1979/ and learners summarise and learners
services
evaluate. There are two quizlets learners can use at: https://quizlet.com/521842862/safer-et-al-1979-flash-
KC2 cards/?src=set_page_csr%20and and https://quizlet.com/521294232/safer-et-al-flash-cards/.
KC3 Learners look up images for the Health Belief Model – a number can be accessed by downloading
https://drive.google.com/file/d/1w5ybKQUY5qy_np3LCKgN_d1OxIuwwHpV/view?usp=sharing and draw a
KC5 diagram in their notes. Learners identify possible alternatives to delaying to seek medical advice or treatment
and try and generate examples for each reason identified. (I)
Some ideas are available at: www.verywellmind.com/health-belief-model-
3132721#:~:text=Recap,action%2C%20and%20self%2Defficacy.
Ask if learners have any previous knowledge or understanding of Munchausen Syndrome or ask learner to
present on Munchausen Syndrome for a general introduction. (I)
Learners describe and explain ‘malingering’ and look up a definition if necessary. A good definition/explanation
can be accessed at: www.ncbi.nlm.nih.gov/books/NBK507837/#....
Learners summarise the characteristics and diagnostic features of Munchausen Syndrome, some information for
which can be accessed at: www.theravive.com/therapedia/factitious-disorder-dsm...
Share the details of a case study conducted by Aleem and Ajarim (1995) available at:
www.researchgate.net/publication/6246086_Munchausen_syndrome_-
_presenting_as_immunodeficiency_A_case_report_and_review_of_the_literature/link/0fcfd50c18d5986ff200000
0/download or summarised versions available at: https://prezi.com/i/zdxffxph26hs/aleem-and-ajarim-health-
psychology/ or https://alevelpsychologycie.wordpress.com/2018/01/04/misusing-health-services/
Learners identify the differences between malingering and Munchausen for what they have covered so far and to
create a table capturing their ideas and add illustrative examples as appropriate.
Extension activity (optional): share an article on a case of Munchausen by proxy which can be accessed at:
www.theguardian.com/uk/2007/dec/06/ukcrime.health.... or www.theguardian.com/uk-news/2023/jun/20/lucy-
letby-playing-god-when-she-attacked-killed-babies-court-hears
Learners consider the material on misusing health services in light of:
• reductionism versus holism
• idiographic versus nomothetic
• interviews
• case studies
• generalisations from findings.

82
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners can self-assess their ability to recall the details of the research by using the quizlet available at:
https://quizlet.com/345039856/aleem-and-ajarim-munchausen-syndrome-1995-flash-cards/ (F)
Revise the concepts and studies at: www.slideshare.net/benvel52/a-level-psychology-and-health-lecture-20141

3.2 Adherence to Learners recreate a diagram of the Health Belief Model (F)
medical advice
Using the model, learners think about why patients may or may not adhere to medical advice (and attribute to a
3.2.1 Types of non- psychological approach if appropriate).
adherence and
Extension activity: learners consider the different types of non-adherence and generate as many as possible in
reasons why patients
class. Consider the implications/consequences/costs (for all stakeholders) of non-adherence and see if they can
do not adhere
find any other types of problems caused.
KC3
List types, problems and reasons generated so far for future reference as a table in their notes or for display in the
KC5 classroom. (I)
Revisit the reasons for non-adherence and learners identify any ‘rational’ reasons they can see and highlight.
Share research on rational non-adherence, e.g. Laba et al (2012) at:
https://bmcprimcare.biomedcentral.com/articles/10.1186/1471-2296-13-61%20 or
www.researchgate.net/publication/227707133_Understanding_rational_non-
adherence_to_medications_A_discrete_choice_experiment_in_a_community_sample_in_Australia...
Learners find the eight rational factors identified by the researchers in their study. Capture the important
components into their notes, namely, the aim, sample, method, data collection tools, results and conclusions.
Identify any major evaluative issues while doing so and share with the class.
Refer learners back to their diagrams of the Health Belief Model and go through each factor from the Laba et al
(2012) study and discuss how the model explains the decision making.
Consider any aspect so far not covered that may impact on decisions regarding adherence and supplement
information and understanding with examples if needed. Identify challenges in the model to adherence.
Learners recall which episodes in this video at: www.youtube.com/watch?v=OnSK4KfCdSk might have
encouraged higher degrees of adherence (watch the clip again if necessary) and list strategies medical
practitioners can use to generate compliance, (application to everyday life).
Extension activity: divide the class into groups and ask one learner in each (differentiate as appropriate) to
consider the research covered in relation to individual and situational explanations; reductionism versus holism;
idiographic versus nomothetic and generalisations from findings respectively and share as appropriate.

83
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Groups create an examination question based on the types of questions in the sample or past papers on all the
evaluative issues covered and share into a class ‘question bank’ for use later. (I/F)
SDG 3

3.2 Adherence to Learners can describe Extension activity: learners review the different types of adherence and the Health Belief Model and mind map
medical advice and explain various different ways to measure adherence/non-adherence and share. Identify quantitative and qualitative data as well
ways you could as objective and subjective data and check for understanding.
3.2.2 Measuring non-
measure adherence
adherence Some ideas can be accessed at: https://medicine.musc.edu/departments/family-
and the problems with
medicine/research/rcmar/medication-adherence
KC3 each in turn.
In pairs, play a ‘Consequences’ style game where each learner writes down a strength or weakness of a self-
KC5 Learners can examine
report and passes it on until all ideas/examples have been exhausted. The game is traditionally played by writing
the difference between
the words on paper and folding the paper to hide the previous words before passing it to the next player. (F)
subjective and
objective measures. Each pair considers the implication of the strengths or weaknesses of the other measures identified in relation to
adherence/non-adherence. Reviewing what they have previously covered in patient-practitioner consultation
styles, identify the type of interview used for a medical consultation and evaluate semi-structured interviews. (F)
Learners look up the stages of a clinical interview and compare and record in their notes. (I)
Extension activity: ensure learners can respond to these key questions:
• How generalisable are findings concerning adherence generated by self-reports?
• What are other more valid ways we could measure adherence?
Share the study by Riekart and Drotar (1999) on subjective measures at: https://pubmed.ncbi.nlm.nih.gov/10379140/
and learners predict the results.
Learners progress through a quizlet at: https://quizlet.com/385744147/riekart-and-droter-1999-subjective-self-
reports-flash-cards/ until they are confident they have a good grasp of the important details, namely, aim, sample,
method, data collection tools, results and conclusions and then ask them to create PEEL paragraphs based on the
major strengths and weaknesses identified. Add a class discussion on the strengths and weaknesses of postal
questionnaires specifically.
Share key studies on objective measures focusing on pill counting and medication dispensers, e.g., by Chung
and Naya (2000) at: https://pubmed.ncbi.nlm.nih.gov/11001076/.
Learners conduct some online research on ‘using biological measures including blood and urine samples to
measure medication compliance’ and record and share their findings. Learners create a table capturing each in
relation to validity and reliability.
Learners identify evaluative issues from the research available and create a mind-map capturing the evaluative
issues and the appropriate illustrative material. Ensure they have considered how findings could be applied; the

84
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

idiographic or nomothetic approach of the research and the quantitative and qualitative data generated in each
case.
Learners create flashcards for the research and respective findings and evaluative issues for consolidation and
future revision purposes. (I)
SDG 3

3.2 Adherence to Learners can describe Learners review all the material covered so far and consider different ways to improve adherence. Ensure the
medical advice and explain various following individual behavioural techniques such as contracts, prompts, customising treatment have been
ways adherence could included and considered. Learners consider different groups of people, older adults, middle aged adults, young
3.2.3. Improving
be improved amongst adults, adolescents and children.
adherence
different groups.
Share ideas and learners peer review suggestions and try to reach consensus about the three most preferred
KC3
strategies. (F)
KC5
Learners create a table with the target group, the intervention/technique (with some description) and ask them to
practice their research skills and find some psychological research support (name, year and finding) for each in
turn and add that to the third column of their tables. (I)
Distribute some research into improving adherence in children including a study, e.g. Chaney et al (2004) at:
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.1309&rep=rep1&type=pdf or
https://drive.google.com/file/d/1tDTRgnkLpEy7yswqOwpSxyuLNspqwANe/view and learners capture the
essential components of the study, the aim, sample, method, data collection methods, results and conclusions
and recall the ethical issues involved in using children in psychological research.
Share the study conducted by Yokley and Glenwick (1984) at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC1307948/pdf/jaba00033-0037.pdf or
https://drive.google.com/file/d/1NSrOjwkv788yETnnvhhc5t4qLmQ3YubY/view and learners capture the essential
components of the study, the aim, sample, method, data collection methods, results and conclusions.
Ask learners to recall the strengths and weaknesses of using postal questionnaires from their previous class and
ask them to consider any strengths and weaknesses of using them that could apply to the Yokley and Glenwick
(1984) research. (F)
Learners should evaluate each study in turn, assessing whether the findings support or challenge the
recommendations made by the class, and if not, why not.
Each learner responds to a Paper 3 question, which is peer marked and then creates a second Paper 3 question
with an appropriate marking scheme for sharing. (F)

85
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a crossword using an online crossword maker at:

https://worksheets.theteacherscorner.net/make-your-own/crossword/ or www.puzzle-maker.com/CW on the
material covered so far. (I)
Focus on a Paper 3, Question 6(b) and explain the structure and expectations and ask each learner to draft a
paragraph on the focused discussion aspect (e.g. objective and subjective measures) using appropriate detail
from the studies. (F)
Select and focus on a Paper 4, Section B (a) question and learners match their recommendations with the
relevant research and focus on the degree of detail required to attain full marks. (F)
Learners create two more ‘evaluative paragraphs’ based on the use of children in research, experiments,
questionnaires, generalisations from findings or validity respectively. (I)(F)
Learners should attempt a range of questions from past papers on adherence to medical advice to assess their
understanding. (F)
SDG 3

3.3 Pain Learners are able to Divide learners into groups to prepare presentations (with examples and handouts) on the following:
describe and explain • organic pain
3.3.1 Types and
different types of pain, • acute pain
theories of pain.
describe, explain and • chronic pain
KC3 evaluate different • psychogenic pain
theories of pain and • congenital analgesia
KC5 some research into • episodic analgesia
types of pain.
Each group presents and receives feedback.
Extension activity (optional): share an article from The Guardian at:
www.theguardian.com/lifeandstyle/2011/mar/19/i-feel-other-peoples-pain about a woman with mirror-touch
synaesthesia and generate discussion about different types of pain. (I)
Learners watch this short video clip on mirror therapy for phantom limb pain available at:
www.youtube.com/watch?v=6Vkb2iz5Ue0.
Learners describe and explain the use of case studies for psychological research (from their AS learning) and to
also identify two strengths and two weaknesses prior to reading the case study below. (F)
Share an example of some research conducted on the same, e.g. a case study by MacLachlan et al (2004) at:
www.mirrorboxtherapy.com/10.maclachlan.pdf or https://drive.google.com/file/d/1vck-
UcPqeexSX4TIBCJqjKn0IOKcp_yy/view

86
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

As learners progress through the study, ask them to highlight all the aspects, advantages and disadvantages in
the study they had already alluded to, describing the participant, the treatment, both qualitative and quantitative
data, triangulation of methods, the results of the therapy over time to enable them to effectively illustrate their
evaluation of the study later on.
Extension activity: each learner creates their own revision activities to come back to the study on a later
occasion and to support their ability to recall it effectively.
Share an introduction to the two main theories of pain namely, the specificity theory and gate control theory. This
can be done using a variety of resources though there is a fairly straightforward presentation at:
https://docs.google.com/presentation/d... that could be used for this.
Share a matching exercise at: www.holah.karoo.net/alevel/gatematch.htm on gate theory mentioned on the last
slide at:
Consider both theories in light of the following issues:
• individual and situational explanations,
• nature versus nurture,
• reductionism versus holism,
• determinism versus free-will. (F)
SDG 3

3.3 Pain Learners are able to Extension activity: learners talk about how we measure pain in everyday life whether it is our own or someone
describe and explain else’s and evaluate each in turn. They review a clinical interview from their previous class and list the stages of
3.3.2 Measuring pain
and evaluate various it, generating sample questions that would be appropriate when conducting a clinical interview to assess pain.
KC3 ways pain can be Ask if volunteers would like to role play the interview for the rest of the class.
measured.
KC5 Show a video on pain assessment at: www.youtube.com/watch?v=4uNnLd_oWf8 and learners identify what was
asked, how it was asked and the different types of pain management referred to.
Display hard copies of each type of scale which are available (amongst others) at: www.verywellhealth.com/pain-
scales-assessment-tools-... and the McGill Pain Questionnaire (short form) at:
https://drive.google.com/file/d/1QJpgIu-2mk2fLeJXFN3rokXkQBd7Tyu7/view between the groups and ask them
to identify any strengths and weaknesses and try and order the scales in terms of perceived validity and justify
their responses.
Learners can read through a review study at: https://pubmed.ncbi.nlm.nih.gov/21621130/ comparing the four
main scales used. (I)
Share the key study conducted by Brudvick et al (2016) at: https://pubmed.ncbi.nlm.nih.gov/27797872/ and
learners record the key details regarding the aim, sample, method, data collection tools, results and conclusions

87
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

as well as any immediate evaluative issues they recognise. Ensure they have considered the following issue:
idiographic versus nomothetic approaches, quantitative and qualitative data, interviews, observations,
psychometrics, generalisations from findings.
Show an image of the University of Alabama Birmingham (UAB) pain assessment tool at: www.garysturt.free-
online.co.uk/health/pain2.htm and learners capture two or three items and how they are measured and make a
list of the rest.
Learners conduct a ‘web-quest’ using the site: www.garysturt.free-online.co.uk/health/pain2.htm and capture one
piece of research conducted for each type of assessment tool. (I)
Learners respond to a specimen Section C question on a pain assessment tool of their choice. (F)
Learners pair up with another learner who chose a different tool. Hand out the mark scheme or show it on the
board and ask each learner to mark their partner’s work. (F)
Learners construct evaluative paragraphs choosing the appropriate assessment tool to illustrate the following
evaluative issues: idiographic versus nomothetic; quantitative and qualitative data; interviews; the use of
observations and psychometrics as well as the generalisations which can be made. (F)

3.3 Pain Learners can describe, Learners list all the ways they are aware of to minimise or manage pain and share.
explain and evaluate Learners can read the section on Managing and controlling pain (page 7) at:
3.3.3 Managing and
various ways to https://nvdiaries.weebly.com/uploads/7/9/6/5/79657776/pain.pdf which covers chemical, psychological and
controlling pain
manage and control alternative approaches to the control of pain. (I)
KC3 pain and the
Learners present on the different psychological and alternative treatments as allocated previously,
supporting research on
KC5 encompassing cognitive strategies attention diversion; non-pain imagery and cognitive redefinition and
the same.
acupuncture; stimulation therapy/TENS which can be peer reviewed. (I)(F)
A presentation available at: https://docs.google.com/presentation/d/1D3fX5isP-
TgQMFbMP_dp8b_SEWAVB3lL/edit#slide=id.p1 that covers most of the techniques can be modified/used as
learners progress through the content to either introduce or reinforce that material as required.
Learners conduct some research and find one finding for each of the psychological treatments outlined above. (I)
Learners create Paper 3 type questions on controlling pain based on application to everyday life; cultural
differences; reductionism versus holism; determinism versus free-will; idiographic versus nomothetic and
objective and subjective data where appropriate. (I)
To consolidate understanding, learners make their own ‘card sort’ activity with the name of each pain
control/management technique on one card, a short description on a second card and a strength and a
weakness on a third card. Learners can make cards in groups and share them. (I)(F)

88
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a 10 true and false statement exercise for future revision purposes and share with their
classmates. (I)(F)
Learners create Paper 3 questions (not already attempted previously) and pass on to another pair to respond to.
Collate how many different questions were generated and consider the scope of these. (F)
Learners create flash cards for the four or more findings they would use to respond to a Paper 4 question and
use these to test each other on recall and structuring a written response appropriately. (I)
Learners complete a variety of examination style questions within timed conditions. (F)
SDG 3

3.4 Stress Learners can explain Create a ‘blank’ copy of the Selye GAS model and provide learners with all relevant terminology (e.g. Alarm
the physiology of reaction, perceived stressor, Resistance Stage, Exhaustion Stage, body is mobilised, resources are very limited,
3.4.1. Sources of
stress and describe, etc.).
stress
explain and evaluate
Allow learners to work out the GAS ‘for themselves’ as it is a logical model to enhance cognitive processing.
KC3 the major causes of
Present the actual model on the whiteboard or a handout so learners can check their accuracy. (I)
stress and can
KC5 evaluate the research Learner’s presentation (previously allocated) on the effects of stress on health for peer review and feedback.
on each. Some information for these can be accessed at: www.camh.ca/en/health-info/mental-illness-and-addiction-
index/stress#:~:text=When%20stress%20becomes%20overwhelming%20and,complaints%20such%20as%20m
uscle%20tension. (I)
Each learner to read through and check against the Social Readjustment Rating Scale at:
www.simplypsychology.org/SRRS.html and analyse their scores. Ask learners if they agree with the ratings given
by Holmes and Rahe (1967) and decide to list 5 examples of items/ratings. (I)
Extension activity: show a short video at: www.youtube.com/watch?v=Kmvb_fa-558 and learners consider
what type of stress was evident in the clip. Learners make suggestions regarding other factors within the
workplace that could cause stress. Share some research based on workspace stress such as Chandola et al
(2008) at: https://pubmed.ncbi.nlm.nih.gov/18216031/ about work as a cause of stress and capture the aim,
sample, method, data collection tools, results and conclusions and evaluate.
Learners read the section on ‘Stress’ (from pages 9–31) at:
https://nvdiaries.weebly.com/uploads/7/9/6/5/79657776/detailed_health_psychology_text.pdf. (I)
Learners discuss and predict which personality type might be more vulnerable to stress and why. Ask them to
consider what strategies could be adopted to reduce susceptibility from stress related illness.

89
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners complete a Type A/B Personality Test at: https://openpsychometrics.org/tests/AB.php and score and
analyse.
Learners look at research by Friedman and Rosenman (slide 55):
www.simplypsychology.org/personality-a.html#:~:text=imagination%20and%20creativity.-
,Empirical%20Research,eight%20and%20a%20half%20years and evaluate the research in terms of of individual
differences and identify two other evaluative issues they could consider.
Extension activity: display the following issues: individual and situational explanations, reductionism versus
holism, determinism versus free-will, idiographic versus nomothetic and generalisations from findings and initiate
a class discussion, clarifying the issues and asking learners describe and explain each in turn.
Learners can consolidate their learning and understand the match between the subject matter and the
assessment objectives but creating their own Paper 3 and Paper 4 questions using the material from this section
which can then be used for a variety of assessment activities. (I/F)
SDG 3

3.4 Stress Learners can describe, Learners review each piece of research covered so far and consider how stress was measured and identify two
explain and evaluate strengths and two weaknesses for each. (I)
3.4.2 Measures of
different ways to
stress Consider more valid, objective, physiological measures of stress and share an example of research in this area
measure stress and
using Wang et al (2005) at: www.pnas.org/doi/10.1073/pnas.0503082102 and capture the essential components
KC3 can evaluate the
of the study, the aim, sample, method, data collection methods, results and conclusions as well as any
research on each.
KC5 immediate evaluative issues they recognise, including subjective and objective data, validity and reliability.
Share a second piece of research involving physiological measures, for example, the study conducted by Evans
and Wener (2007) at: www.sciencedirect.com/science/article/abs/pii/S0272494406000636 and capture the
essential components of the study, the aim, sample, method, data collection methods, results and conclusions.
Learners identify how stress was measured and evaluate the study with regards to validity, subjective versus
objective measures and reliability.
Learners see what they can recall from their research conducted on Type A and B personalities and the data
collection tool used. Share a paper version of a Type A and B Personality Test at:
https://drive.google.com/file/d/1tpDgtpWxIvEDMXp-POQR5gtBbwdGqdj7/view for their records. (F)
Learners think about what they can recall from their research conducted on Holmes and Rahe’s life events
questionnaire and the data collection tool used. Share a paper version of the questionnaire at:
www.stress.org/wp-content/uploads/2019/04/stress-inventory-1.pdf or
https://drive.google.com/file/d/1yA8u1mIf1BUZclDA8UyI1rASG-nejKI_/view?usp=sharing for their records. (F)

90
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners recall all the evaluative issues relating to questionnaires and psychometric tests (being careful to
differentiate between the two) and use each measure to illustrate the points identified appropriately. Ensure they
have considered validity and reliability and check for accuracy. (F)
Learners mind-map research on stress, incorporating the findings from the research, the measures used and the
strengths and weaknesses of each. (I)
Learners consolidate their learning and understand the match between the subject matter and the assessment
objectives by creating their own Paper 3 and Paper 4 questions using the material from this section. (I)(F)
SDG 3

3.4 Stress Learners can describe, Learners think about what activities they can use to manage or reduce stress and ask them to choose an activity
explain and evaluate from a booklet on Stress Reduction Activities for Students at:
3.4.3 Managing
different ways to https://drive.google.com/file/d/1P8ddbeow7joHzKZlATUGo-W5kxRNKwxv/view. Complete at least one at the
stress
manage stress and beginning or end of each class.
KC2 can evaluate the
Learners see what they can recall about relaxation in managing or controlling pain and ask whether it could have
research on each.
KC3 relevance in the management and control of stress induced migraines.
KC5 Focus on the research on biofeedback Budzynski et al (1969) at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC1311072/ or
https://drive.google.com/file/d/1qKgmerNA4lSSPyvnTlyoongfFvKKq1m7/view?usp=sharing and capture the
essential components of the study, the aim, sample, method, data collection methods, results and conclusions.
Learners identify how stress was managed and evaluate the study with regards to application to everyday life,
individual and situational explanations, determinism versus free-will, generalisations from findings and ethics.
Read through the study on Relaxation and Imagery in the treatment of breast cancer by Bridge et al (1988) at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC1835041/pdf/bmj00310-0033.pdf. Learners identify how stress was
managed and evaluate the study with regards to application to everyday life, individual and situational
explanations, determinism versus free-will, generalisations from findings and ethics.
Extension activity: learners work in pairs. Each pair creates a letter to send to a ‘Problem Page’ of a
newspaper or magazine, explaining that they are in a lot of stress (the letter can describe the type of stress, the
cause, etc.). Each pair then writes a ‘response’ from the ‘Agony Aunt’ from the problem page, giving advice
about how to improve the situation themselves or what might happen if they receive help. The ‘letter’ and
‘response’ are typed on separate pieces of paper and all learners’ contributions are pooled. Members of the
class then try to work out which responses, other than their own, belong to which letters.
Focus on key questions, ‘Why does James Bond/Jason Bourne/Jack Bauer never seem to get stressed?’ and
‘What does inoculation mean?’.

91
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Refer learners to the implementation of Stress Inoculation Training (SIT) available at:
https://docs.google.com/presentation/d/1SuV3FMNW2ZJeqrGYipBp8rsH6sfgJTlW/edit?usp=sharing&ouid=1134
05531117926988408&rtpof=true&sd=true and ask them to capture the three phases in their workbooks. Each
group can develop a SIT programme for managing a stressful situation of their choice. Learners consider how
SIT could be applied to working in dangerous environments and discuss.
Learners prepare flashcards on the preferred studies/findings/tests, etc. (I)Share a Specimen Paper 3 and Paper
4 and learners create questions based on the material in this section and share. (I)(F)
Focus on an ‘Evaluate’ Paper 4 question and check all learners could answer it effectively with the flashcards
available – giving time to those who need to ‘create another’ to do so. (F)
Learners arrange their flashcards to help them answer the question: Evaluate what have psychologists found out
about:
• psychological therapy: biofeedback, including a study, e.g. Budzynski et al. (1969).
• use of imagery to reduce stress (exemplified by the following key study).
• preventing stress: three phases of stress inoculation training. (F)
Share responses and learners mark their peers’ work, checking for understanding of both content and
assessment criteria. (F)
SDG 3

3.5 Health promotion Learners can As a revision exercise, learners recreate the diagram of the Health Belief Model and learners self-assess. (F)
understand, explain
3.5.1. Strategies for Ask learners what aspect they would focus on if they had to design a health promotion or campaign and share
and evaluate different
promoting health ideas.
strategies used in
KC1 health promotion and Learners discuss what health promotion campaigns they are aware of and then steer the discussion to any HIV
can apply each in turn. awareness campaigns. Consider what the campaign tried to make the ‘audience’ do/not do and open
KC2
discussions on the focus of the change was and how effective it was? Show a very old health campaign video at:
KC3 www.youtube.com/watch?v=mSmaWEK_rD4 and open discussions on what the strategy was.
KC5 Extension activity: fear arousal practical activity for the classroom: divide learners into three groups and based
on Janis and Feshbach (but do not reveal the study to them prior to this exercise) – they must create an advert
about dental hygiene with each group getting a different ‘level of fear’:
1. Group 1 must use high levels of fear (e.g., imagery of decaying teeth)
2. Group 2 must use moderate levels of fear
3. Group 3 must use minimal levels of fear
The brief – They have been recruited from the health department of your local government or equivalent to
produce a leaflet getting people to visit their dentists regularly. Each group can present their findings and

92
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

learners can discuss which appears to work best at getting people to visit their dentist more often. They can then
put it into the context of the use of fear in advertising and health promotion.
Run through a presentation of the Janis and Feshbach study at:
https://docs.google.com/presentation/d/1svo5xljm9Zr31jabKw2qcptPfQcSFPJ1/edit#slide=id.p1 and learners
capture the aim, sample, method, data collection tools, results and conclusions and evaluate. An online
summary can be accessed at: http://psychyogi.org/janis-i-and-feshbach-s-1953-fear-arousal/
Learners think about providing information so that people know how to improve their health and why/why not that
might be an effective health promotion strategy. Ask them to consider the Health Belief Model as they consider
their responses. Share some research in this area, for example, Lewin et al (1992) at:
https://pubmed.ncbi.nlm.nih.gov/1349062/ and learners capture the aim, sample, method, data collection tools,
results and conclusions and evaluate.
Learners consider the following issues and, following a class discussion, add their ideas to their respective
evaluation sections. Relevant issues and debates and methodology for this topic include: individual and
situational explanations, cultural differences, longitudinal studies, objective and subjective data, ethics.
Learners can create/respond to a sample Paper 3 or Paper 4 question using the Lewin study (1992) about
providing information packages concerning coronary heart disease. (F)
SDG 3

3.5 Health promotion Learners can describe Learners brainstorm all the benefits of promoting health and then any challenges that could be experienced. Ask
various health them to reflect on the Health Belief Model.
3.5.2 Health
promotion schemes in
promotion in schools Consider how they might encourage healthy eating amongst primary school aged children and share ideas.
schools and worksites
and worksites Share the homepage of Food Dudes at: www.fooddudes.ie/about-food-dudes/ and allow learners to navigate
and can describe,
around the site. (I)
KC2 explain and evaluate
the research Hand out the original study by Tapper et al (2003) at:
KC3 conducted in this area. www.researchgate.net/publication/282300112_The_food_dudes_to_the_rescue or
KC5 https://drive.google.com/file/d/1pGS06eTG_N3KnAfbv66Lj8P8HMp4pmGe/view?usp=sharing and learners skim
through the document highlighting the aim, the method, the sample and the main results.
Learners consider how they might promote safety measures in dangerous environments and share ideas again.
Share the abstract and access to the full research of the longitudinal study conducted by Fox et al (1987) at:
www.ncbi.nlm.nih.gov/pmc/articles/PMC1286011/ or
https://drive.google.com/file/d/11GhMGf6Do2nr3V8oTNhsn2_oE-tinaiJ/view?usp=sharing in dangerous work
environments and learners capture the aim, sample, method, data collection tools, results and conclusions and
evaluate.

93
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners consider the following issues and, following a class discussion, add their ideas to their respective
evaluation sections. Relevant issues and debates and methodology for this topic include use of children in
research, experiments, longitudinal studies, quantitative and qualitative data, generalisations from findings.
Learners can create/respond to a sample Paper 3 or Paper 4 question using both the studies about health
promotion in schools and worksites. (F)
SDG 3

3.5 Health promotion Learners can describe Learners recreate or refer back to their diagrams of the Health Belief Model – identify where or how individual
various individual differences may impact on the model. Learners share any knowledge or previous experience they may have
3.5.3 Individual
differences that can concerning individual differences and responses to behaviour change. (F)
factors in changing
affect an individual’s
health beliefs Extension activity: learners think about why individuals may disregard positive health advice and what they
response to health
understand unrealistic optimism could mean and what might cause it and discuss.
KC2 promotion and
campaigns. Share some research on individual differences regarding responses to behaviour change for example, the
KC3
abstract of the that conducted by Weinstein (1980) at: https://psycnet.apa.org/record/1981-28087-001 or the
Learners can describe,
KC5 original study available at:
explain and evaluate
https://drive.google.com/file/d/1Kw_UqNK4Tb3bKOsaEqOWIlS21eBKYeuw/view?usp=sharing on unrealistic
the research
optimism and learners capture the aim, sample, method, data collection tools, results and conclusions and
conducted on
evaluate.
individual differences
which affect an Learners self-assess their knowledge and understanding using the flashcards and quizzes available at:
individual’s response https://quizlet.com/379580310/weinstein-1980-flash-cards/.
to health promotion
Learners present on the Pleasant Life, the Good Life, and the Meaningful Life (allocated previously) as outlined
and campaigns.
by Martin Seligman. (I)
Share some research conducted in this area, for example, Seligman (2004) at:
https://intranet.newriver.edu/images/stories/library/Stennett_Psychology_Articles/Can_Happiness_Be_Taught.pd
f or https://drive.google.com/file/d/1FTXeoq4n-N9_QpCCklajK9eavo6vZSKy/view?usp=sharing.
Depending upon the size of the class, divide the paper between learners and each has to describe and explain
the ideas/content of their respective section to the other learners. Capture accordingly.
Extension activity (optional): learners explore more about Positive psychology at: www.pursuit-of-
happiness.org/history-of-happiness/martin-seligman-psychology/
Learners discuss what recommendations they would make concerning the implementation of Positive
Psychology within a school setting. (I)

94
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: learners design a study to test the effectiveness of the implementation strategies used to
embed Positive Psychology into a school curriculum.
Learners peer review the suggestions made and decide on the best implementation strategy and the best
research design. (F)
Share the key study/research by Shoshani and Steinmetz (2014) at:
https://drive.google.com/file/d/1zI_qWgqddZoTlbnlPVde6PL4-PCsu8gS/view?usp=sharing
Learners look through Section 1.2 Promoting Positive Mental Health in School children and read about
interventions to improve subjective wellbeing in schools already. Learners record the aims; the sample and the
control group; the data collection tools used (and when); the method/programme implementation; the results
(idiographic and nomothetic) and the conclusions drawn as well as the identified strengths and weaknesses. (I)
Initiate further classroom discussion evaluating both Seligman (2004) and Shoshani and Steinmetz (2014) in
terms of generating and using correlational data; individual and situational explanations; cultural differences;
idiographic versus nomothetic explanations; the use of psychometrics and the generalisations from the findings.
Learners use both Seligman (2004) and Shoshani and Steinmetz (2014) to generate a range of examination
questions found in Paper 3 and Paper 4 and share. (I)(F)
Learners respond to a variety of related examination questions from specimen/past papers which focus on
individual factors in changing health beliefs. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

95
Scheme of Work

Specialist Option 4: Organisational Psychology

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Organisational Learners have an Learners list as many evaluative issues as they can remember from their AS material and create a table of the
Psychology – understanding and an advantages and disadvantages of each.
introduction appreciation of the
Introduce learners to the section in the syllabus covering Organisational Psychology and generate discussion
objectives and
about each sub-section.
expectations of this
course in organisational Allocate a number of presentations on specific items from the syllabus depending on the number of learners in
psychology. the class (e.g. different leadership styles, conflict resolutions styles, etc.).

4.1 Motivation to work Learners can describe Learners consider their most basic needs, then their ‘less basic’ needs and identify any other needs they might
and explain needs- have. Highlight the difference between intrinsic and extrinsic needs/motivation.
4.1.1 Needs theories
based theories of
Show an image of Maslow’s Hierarchy of Needs at: www.researchgate.net/figure/Maslows-Hierarchy-of-
KC3 motivation including the
Human-Needs-Expanded_fig2_301698819 and learners build their own hierarchies (with examples from an
Hierarchy of Needs and
KC5 organisational perspective) in their notes. Information on Maslow’s Hierarchy of Needs can be found at:
Acquired Needs and
www.simplypsychology.org/maslow.html
how each might be
applied. Extension activity: learners brainstorm how you might use Maslow’s Hierarchy of Needs to investigate an
individual’s needs, to generate some questions and to consider any difficulties a researcher might encounter in
developing a scale to test an individual’s needs and share in a class discussion.
Look through some research based on generating such a scale based on Maslow’s theory, e.g. Saeednia
(2011) at:
www.researchgate.net/publication/251713933_Generating_a_scale_measuring_hierarchy_of_basic_needs or
https://drive.google.com/file/d/1uapC8b8z_CbyhwjIo9JNkj5T3SE7L6dS/view
Learners progress through the various stages, scale construction/pilot study, then the trial stage for checking
the validity and reliability of the scale and then the testing stage in turn and record the strengths and
weaknesses identified.
Pass around information on achievement, power and affiliation at: www.businessballs.com/improving-
workplace-performance/david-mcclelland-achievement-motivation/ and learners can consider each description
in light of the attributes of their peers. Learners mind map how each theory might be applied in an
organisational setting to improve motivation and share.
Learners consider the following evaluative issues in relation to the two theories and the two questionnaires:
individual and situational explanations; cultural differences; determinism versus free-will and validity.

96
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

4.1 Motivation to work Learners can describe Learners state what they know about goal setting and ask them to consider the difference between
and explain Locke’s participative goal setting and being allocated goals.
4.1.2 Cognitive
Goal Setting theory and
theories Share information about goal setting from: www.mindtools.com/pages/article/newHTE_87.htm and the four
Vroom’s Expectancy
aspects to goal setting theory.
KC3 Theory and several
studies about the Learners set three personal goals for themselves by the end of the year using the characteristics of effective
KC5 implementation of goal goal setting using a template for Effective Goal Setting at: www.smart-goals-guide.com/free-goal-setting-
setting theory. worksheets-forms-and-templates.html
Learners conduct some personal research (for example using www.grin.com/document/65341) on the
application of goal setting theories.
Show and image of Vroom’s Expectancy Theory at: https://i.ytimg.com/vi/LFt3Ag9HlRM/maxresdefault.jpg and
learners create their own examples of applying Expectancy Theory at school, highlighting each aspect in each
case across valence, expectancy and instrumentality and share using information at:
www.managementstudyguide.com/expectancy-theory-motivation.htm on Vroom’s Expectancy theory.
Extension activity: learners mind map how the theory might be applied in the workplace and make any
necessary cross-references to goal setting theory (or other theories whenever possible).
Share RSA video, ‘Drive’ by Dan Pink at: www.youtube.com/watch?v=u6XAPnuFjJc and learners identify all
the motivational theories they have covered so far. (F)
Learners consider these two cognitive theories considering individual and situational explanations, cultural
differences, reductionism versus holism, determinism versus free-will and adopting idiographic versus
nomothetic approaches. (I)

4.1 Motivation to work Learners can describe Learners recall the difference between intrinsic and extrinsic motivation and suggest possible intrinsic and
and explain the extrinsic rewards and create a table incorporating workplace related examples of each and a column to include
4.1.3. Motivators at
differences between any research-based findings concerning each. (F)
work
intrinsic and extrinsic
Show the video ‘Play the Motivation Game’ at: www.youtube.com/watch?v=ayDEt_Ix2lw and learners see if
KC3 motivation and rewards
they agree with the rewards outlined. (F)
with examples.
KC5
Extension activity: learners look up research on examples of specific intrinsic and extrinsic rewards in the
Learners can describe
workplace and complete the third column of the table above.
and explain the use of
motivators in the Learners look up some of the problems associated with using extrinsic motivators in the workplace at:
workplace and the https://futureofworking.com/extrinsic-motivation-in-the-workplace/
advantages and
disadvantages of each.

97
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Explain the concept of Performance Related Pay (PRP) and consider the justifications for it and list the
justifications for such a system.
Share pieces of research that demonstrate the inconclusive findings concerning PRP and learners match
those in support of PRP and those who consider it damaging.
Extension activity (optional): review the work summary of research about the major drawbacks of instituting
PRP in the workplace which is available at: www.alfiekohn.org/article/best-results-forget-bonus/
Learners look up Deci and Ryan’s self-determination theory and make notes of the three main aspects to this
social-cognitive theory namely, autonomy, competence and relatedness. Learners can read the abstract of the
key research conducted by Landry et al (2019), which is available at:
https://pubmed.ncbi.nlm.nih.gov/31385612/
And then the full research, focusing on study 1, available at: https://selfdeterminationtheory.org/wp-
content/uploads/2021/02/2020_LandryZhangEtAl_ApplyingSDT.pdf.
Learners should ensure good mastery of the aim, sample, method, results and conclusions generated from
study 1. Learners demonstrate their understanding by suggesting applications of the results in a workplace
setting and check and compare their ideas to those under the section, ‘Practical Implications’.
Learners consider the use of self-reports, 7-point Likert scale and strengths and weaknesses of correlational
analyses.
Learners create a table and identify examples of each of the following from what they have learnt about
motivators at work: individual and situational explanations, reductionism versus holism, determinism versus
free-will, idiographic versus nomothetic and making generalisations from findings.

4.2 Leadership and Learners can describe Learners present on different leadership theories as allocated at the beginning of the course including:
management and explain the • Great Man/person theory (universalist/dispositional theories)
following theories of • Charismatic Leadership
4.2.1 Traditional and
leadership and • Transformational Leadership
modern theories of
management: • Behavioural theories of leadership (Iowa State, Ohio State and Michigan State. (I)
leadership
• traditional
KC3 universalist and Some information on each can be accessed at:
behavioural theories • Great Man Theory – www.villanovau.com/resources/leadership/great-man-theory/
KC5 • Charismatic Leadership – www.wgu.edu/blog/charismatic-
• modern adaptive
leadership theories leadership2103.html#:~:text=Charismatic%20management%20or%20leadership%20is,everyone%20th
at%20works%20for%20them.
• Transformational Leadership – www.langston.edu/sites/default/files/basic-content-
files/TransformationalLeadership.pdf
• Behavioural Theories – www.slideshare.net/ishajoshi503/ohio-michigan-state-theories-of-leadership

98
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners recall the concept of temporal validity and ask them to consider these theories in relation to temporal
validity and usefulness.
Display a diagram of Adaptive Leadership for one minute, available at:
https://dmalloyadaptiveleadership.weebly.com/uploads/9/4/9/7/9497767/model_of_apat_lead_(p261).png and
conduct a memory activity by asking learners to recreate the diagram. Display it a second time to see how well
they remembered it.
Show the video at: www.youtube.com/watch?v=I0h31k6hSn4 or use a leaflet at
www.scribd.com/document/402968189/Practice-of-Adaptive-Leadership-Heifetz-et-al-EBS-pdf on adaptive
theory and learners summarise and take notes and make a mind-map capturing the key elements. (I)
Learners can self-assess their understanding and ability to recall the necessary detail by progressing through a
set of slides available at:
https://docs.google.com/presentation/d/1pOO9pXh4mwVI1JyZDG1eMq06gmXleKoZ/edit?usp=sharing&ouid=
113405531117926988408&rtpof=true&sd=true
Learners should consider how to apply these theories and recognise individual and situational explanations,
nature versus nurture, reductionism versus holism and making generalisations from findings/theories.

4.2 Leadership and Learners can describe, Learners can complete two self-assessment tests on their leadership style, the first available at:
management explain and evaluate a http://people.uncw.edu/nottinghamj/documents/slides6/Northouse6e%20Ch11%20Authentic%20Survey.pdf
number of leadership and a second at www.bumc.bu.edu/facdev-medicine/files/2010/10/Leadership-Matrix-Self-Assessment-
4.2.2. Leadership
styles and research Questionnaire.pdf and bring to the class for discussion. (I)
styles
conducted on
Learner presentations (allocated previously) on leadership styles including:
KC3 leadership styles.
• autocratic/authoritarian
KC5 • permissive/laissez-faire
• consultative
• participative/democratic.
Learners create a table describing each style, covering the following factors:
• decision-making
• motivation
• communication
• relationship between the leader and the followers. (I)
Share an image of Muczyk and Reimann’s 4 leadership styles available at:
https://docs.google.com/presentation/d/1iKXELrk-Gb-
D5slImWOJw1w8TcLNTBWD/edit?usp=sharing&ouid=113405531117926988408&rtpof=true&sd=true.

99
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Learners create a table/grid to display the four styles identified by Muczyk and Reimann. (I)
Show the video on Scouller talking about his book, three Levels of Leadership at:
www.youtube.com/watch?v=uC0NX7CxEq0 and its application on leadership development.
Identify a suitable link/source of information learners can use to read through and make personal notes, for
example: https://expertprogrammanagement.com/2019/06/three-levels-of-leadership-model/ (I)
Learners list leaders they admire and the leadership traits or behaviours they exhibit. Engage in a class
discussion about the genders of the leaders they have identified and the traits they demonstrate and consider
how a number of familiar women leaders are perceived and described and the challenges they face in
reaching leadership and managerial positions.
Share the key study on leadership style and gender conducted by Cuarado et al (2008) at:
www.researchgate.net/profile/Isabel-Cuadrado-
Guirado/publication/51405388_Women%27s_Access_to_Managerial_Positions_An_Experimental_Study_of_L
eadership_Styles_and_Gender/links/0c960527a5b4b5498d000000/Womens-Access-to-Managerial-Positions-
An-Experimental-Study-of-Leadership-Styles-and-Gender.pdf or
https://drive.google.com/file/d/1UEUKCd6qZnQF5yGKeXMVPGrFP2vvgNJ-/view?usp=sharing
Learners look up and explain ‘Congruity Theory’ (on page 57 of the original study) in their own words, list the
four hypotheses, the sample, the method, the operationalisation of the variables, the data collection tools used
and the results.
Extension activity: learners read through the ‘Discussion’ section and initiate a class discussion on the key
themes as well as the major strengths and weaknesses of the study itself they identified.
Learners evaluate the theories they have covered so far using the following evaluative issues:
• application to everyday life
• individual and situational explanations
• reductionism versus holism
• idiographic versus nomothetic
• generalisations from findings.

4.2 Leadership and Learners can describe, Learners review their ideas on the relationship between leaders and followers from their previous classes and
management explain, analyse, apply discuss. (F)
and evaluate various
4.2.3 Leaders and Extension activity: learners think about how researchers might investigate this aspect of leadership and
models on how leaders
followers share ideas. Ask them to create items for a questionnaire on the same and create both open and closed
and followers interact
questions as well as some rating scales and revise the strengths and weaknesses of using each type of
KC3 with each other,
question.
including the:

100
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

KC5 • Measuring Share a ‘Sample Group Report’ available at:

leadership using the https://drive.google.com/file/d/1xoMBaZ409yZdKFqmvFEtD5xiRi1LFQ8o/view based on the Leadership
Leadership Practices Inventory (LPI). Learners record the five practices of exemplary leadership and and solicit comments
Practices Inventory including any strengths and/or weaknesses they have identified.
• Followship (Kelley, Generate a discussion on:
1988).
• the strengths and weaknesses of self-reports using the LPI as an example,
• the strengths and weaknesses of 360° feedback and any potential biases that could be present,
• the assumptions/theories on which the LPI is based
Learners evaluate each aspect in turn.
Learners consider the characteristics of a ‘good follower’ and then work through Kelley’s research (1988) at:
https://hbr.org/1988/11/in-praise-of-followers on effective followers and, as they go through the paper, identify
a definition of followership, the two dimensions of followship and make notes on the five followership styles.
Learners then can create a variety of revision resources to share and use as follows. This could include a
spider diagram; a ‘prezi’ or presentation, a poster, flashcards or a crossword.
Learners then consider the debates and methodology for this topic which should include application to
everyday life; cultural differences; idiographic versus nomothetic; self-reports and psychometrics.
Learners create either a set of multiple-choice questions or a crossword on the material that has been covered
so far. (I)

4.3 Group behaviour Learners can describe Engage learners to consider the differences between groups and teams.
in organisations and explain the
Learners create a mind-map regarding the following questions (and share with the rest of the class):
difference between
4.3.1. Group • What attributes make a team an effective team?
groups and teams; the
development and • What stages do groups of individuals need to go through to become an effective team?
stages of group
decision-making • What different roles or functions need to be fulfilled for a team to be effective?
development, various
KC3 team roles and how to Share the website: www.mindtools.com/pages/article/newLDR_86.htm and the embedded video about
identify them. Tuckman’s theory about group development and hand out a diagram available at:
KC5
Learners can describe www.salvationarmy.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
and explain the _Tuckmans_Team_Development_Model.pdf outlining the stages and suggested strategies for implementation.
processes and Review the responses about roles and compare these to Belbin’s roles outlined in a short video at:
importance of the www.youtube.com/watch?v=-efhOLVgEvM.
various stages of group
decision making and Hand out information about Belbin’s team roles and learners assimilate the information and test each other on
his theory and examples of his roles. (I/F)
Information about Belbin can be accessed from the following websites:

101
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

the problems and • www.changingminds.org/explanations/preferences/belbin.htm

pitfalls encountered. • https://en.wikipedia.org/wiki/Team_Role_Inventories
• www.belbin.com/about/belbin-team-roles
Learners consider which roles they think they take on in some of the teams they are members of and consider
the same for other members of the class and share. Hand out Belbin’s Team Inventory at: www.belbin.ie/wp-
content/uploads/2014/08/BELBINUK-Self-PerceptionInventory+CompletionGrid.pdf for learners to read
through and complete. (I)
Learners think about what stages a team should go through to effectively reach a good decision concerning a
particular problem and share.
Learners conduct some internet research and search (differentiate by ability):
• a definition for ‘groupthink’
• the symptoms of ‘groupthink’
• the explanations for ‘groupthink’
• the negative outcomes of ‘groupthink’ with at least one historical example
• the strategies that can be employed to avoid ‘groupthink’
• some possible remedies for ‘groupthink’
Learners capture this research in their notes for checking. (I/F)
Information on Groupthink can be accessed form the following websites:
• www.mindtools.com/pages/article/newLDR_82.htm
• www.valuebasedmanagement.net/methods_janis_groupthink.html
• www.verywellmind.com/what-is-groupthink-2795213
• https://corporatefinanceinstitute.com/resources/careers/soft-skills/groupthink-decisions/
• www.psychologytoday.com/intl/basics/groupthink
Learners create a table capturing Forsyth’s list or types of cognitive limitations and errors at
https://en.wikipedia.org/wiki/Group_decision-making (scroll down to the relevant section) and learners
complete the table with their own examples/illustrations. (I)
Learners discuss how they might apply their findings to everyday life, which theories relate to individual and
situational explanations; reductionism versus holism; idiographic versus nomothetic explanations as well as
making generalisations from the theories/findings. (I)
Learners choose a revision task/activity to create for the rest of the class to use for revision purposes in the
future, including flashcards, crosswords, multiple choice questions, quizlets, kahoots, etc. (I)

102
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

4.3 Group behaviour Learners can describe Learners look up the definitions of the following key concepts and create a set of flashcards / other revision
in organisations and explain the social tool:
factors effecting • social facilitation
4.3.2 Individual and
individual and group • social loafing
group performance
performance and can • drive theory
KC3 describe, explain and • evaluation apprehension or stereotype threat
evaluate research • social impact theory
KC5 conducted in this area. • social identity theory
• individualistic and collectivist cultures. (I)
Learners discuss how they feel when conducting group work and one member doesn’t ‘pull their weight’ and
lets the rest of the group members down by not completing the tasks assigned to them. Share the abstract of
the research conducted by Earley (1993) at: https://psycnet.apa.org/record/1993-31515-001. Learners record
the major findings and consider the cultural differences and the determinism vs free-will debate.
Share the key study on looking at concentration levels when being monitored conducted by Claypoole and
Szalma (2019) with a focus on experiment 1 available at: https://sciences.ucf.edu/psychology/perl/wp-
content/uploads/sites/29/2019/08/Claypoole-Szalma-2019-Electronic-performance-monitoring-sustained-
attn_Social-facilitation-for-modern-applications.pdf or
https://drive.google.com/file/d/1UTpt_SUb2mPeROXVGSigey0JumXddoH2/view?usp=sharing
Learners identify jobs that required sustained levels of concentration or vigilance where lapses in concentration
could lead to serious consequences and share ideas.
Learners identify for experiment 1, the aims; the sample; the method including the conditions; the tasks; the
procedure and the results they generated relating to correct detections; false alarms and response time and
the conclusions drawn in relation to social facilitation. Learners should reflect on how the findings of this study
might be applied to a working environment, as well as cultural differences, determinism versus free-will,
idiographic versus nomothetic, quantitative and qualitative data.
Share specimen/sample questions and ask learners in pairs to generate some examination questions in the
style for both Paper 3 and Paper 4 and then swap with another pair and answer their questions. (F)

4.3 Group behaviour Learners can describe Learners review the video from www.mindtools.com/pages/article/newLDR_86.htm previously shown about
in organisations and explain the types, Tuckman’s team development and identify potential sources of conflict and then add other suggestions of
sources and conflict from either an organisational or an interpersonal perspective. Ensure all causes and types of conflict
4.3.3 Conflict at work
management of conflict, have been covered and understood.
KC3 both personal and
Learners source evidence to support their suggestions, highlighting the importance of currency, etc. (I)
interpersonal in the

103
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

KC5 workplace and can Learners complete a personal online conflict resolution style questionnaire at: https://psycho-
describe, explain and tests.com/test/conflict-mode or a paper version available at: https://advising.ecu.edu/wp-content/pv-
evaluate research uploads/sites/315/2020/07/M8L4-Conflict-Management-Questionnaire.pdf (I)
conducted in this area.
Learners compare their scores and discuss. Look up Thomas-Kilmans five conflict resolution styles at:
https://inside.6q.io/conflict-behavior-strategies/ and summarise into their notes. Consider the strengths and
weaknesses of using questionnaires and identify which may be relevant to the test just undertaken.
Learners carry out introductory reading about bullying in the workplace at: https://inside.6q.io/how-to-deal-with-
workplace-bullying-conflict/ (I)
Share the research paper on bullying in the workplace by Einarsen (1999) at:
www.researchgate.net/publication/247932874_The_nature_and_causes_of_bullying_at_work or
https://drive.google.com/file/d/1l43nlXjACKJZhVB3bjkL0GFkvHyuynMH/view so that each individual learner
summarises a section and reports back to their respective group. Ask each group to identify and share
evaluative issues, with appropriate illustrative support.
Learners create Paper 3 questions on group behaviour in organisations. (I)

4.4 Organisational Learners can describe Learners create a checklist with a Likert scale and walk around the school having identified four very different
work conditions and explain physical places/locations and consider the following variables:
and conditions and • illumination,
4.4.1 Physical work
describe, explain and • temperature (+ °C),
conditions
evaluate research. • noise (+Db),
KC3 • motion (vibration),
KC5 • pollution and
• aesthetic factors
Learners rate and comment on each in turn. Learners compare scores and analyse.
Progress through a presentation at: https://docs.google.com/presentation with some research concerning a
variety of physical working conditions. The presentation can be handed out to learners and used as a
learning/revision exercise by folding the presentation back on itself and trying to get learners try to remember
the slides in turn.
Learners look up the ‘Hawthorn Effect’ and its origins and make notes. Ask learners to evaluate the Elton Mayo
research according to determinism versus free-will, experiments, questionnaires, longitudinal studies and
quantitative and qualitative data and temporal validity. (I)
Learners look up all the key terms alluded to and create a mind map incorporating each with the appropriate
meanings. There is a presentation that covers many of these aspects at:
https://drive.google.com/file/d/1DhcAouLXDE9AMqSt7wRLmn0KAFHtyV2A/view. (I)

104
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share the more recent research concerning the Hawthorn Effect by Kompier (2006) about debunking the
concept and the factors that may be at play. An abstract is available at:
https://pubmed.ncbi.nlm.nih.gov/17091208/ and the full research available at:
https://repository.ubn.ru.nl/bitstream/handle/2066/55442/55442.pdf?sequence=1 or
https://drive.google.com/file/d/1jPhD-V8egmCeHtG89SwPVJK6bofyxI2y/view?usp=sharing
Ask learners to recall the psychological working conditions covered previously. (F)
Ask learners what they think about the strengths and weaknesses of open plan offices and discuss.
Extension activity: share the justifications for using open-plan office by sharing/displaying an article in the
Guardian at: www.theguardian.com/politics/2008/oct/14/labour-gordonbrown
Share Oldham and Brass’ study (1979) at: www.jstor.org/stable/2392497?seq=1#fndtn-
page_scan_tab_contents and learners evaluate, the abstract, considering the use of experiments,
questionnaires, longitudinal studies and quantitative and qualitative data.
Learners create Paper 3 questions on physical and psychological working conditions respectively. (I)

4.4 Organisational Learners can describe Learners discuss what they know about shift work and different shifts. Display key concepts on the board
work conditions and explain different (including rapid rotation and slow rotation, on-call and flexitime, etc.) and learners look up definitions to insert
patterns of shift work into their notes. Check for accuracy and understanding.
4.4.2. Temporal
including rapid rotation
conditions of work Show a presentation to introduce the main areas of concern about shift work from:
theory (e.g.,
environments www.youtube.com/watch?v=OQeWkPLjOMY
metropolitan rota and
KC3 continental rota) and Learners make presentations (with accompanying hand-outs) on the following:
slow rotation theory. • the metropolitan rota
KC5
Learners can describe, • the continental rota
explain, analyse, apply • slow rotation theory
and evaluate research outlining the advantages and disadvantages of each. Learners decide which system they would put into place
on the effects of shift and justify their choice. (I)
work on health and
accidents. Extension activity (optional): learners use the internet to try and find one piece of research on each or, ask
each learner to look up one of the following and share the research findings with the rest of the class and
record the valuable findings, for e.g.:
• Knutsson (2003) https://academic.oup.com/occmed/article/53/2/103/1519795
• Jamal et al (1997) www.researchgate.net/publication/226856417_Shiftwork_burnout_and_well-
being_A_study_of_Canadian_Nurses
• Health and Safety Executive (2005) www.hse.gov.uk/research/rrpdf/rr318.pdf
• Bohle et al (1998) https://espace.library.uq.edu.au/view/UQ:144362

105
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

• Pirola https://aasm.org/journal-sleep-rotating-shift-workers-have-lower-levels-of-serotonin/ (I)

Learners respond to a ‘Chinese whispers’ type of activity on what type of shift work system would you
implement and why. Each learner writes down a suggestion and their neighbour must expound the benefits
and then support with psychological research. (F)
Share the research conducted by Gold et al (1994 at:
https://ajph.aphapublications.org/doi/epdf/10.2105/AJPH.82.7.1011 and learners record the essential
components including the aim, sample, method, data collection tools, results and conclusions.
Some slides at: https://docs.google.com/presentation/d/13bSv-UzPYTHn_7tt4tD6j2GzuO6iQ1-
Y/edit#slide=id.p1 might also be useful for this.
Learners evaluate the research by Gold et al (1992) and ensure they have considered application to everyday
life, determinism versus free-will, questionnaires, quantitative and qualitative data and validity.
Learners respond to a sample Paper 4, Evaluate question and hand in for teacher marking. Evaluate what
psychologists have found out about:
• design of work: shiftwork: rapid rotation and slow rotation, on-call and flexitime including definitions and
examples of each.
• effects of shiftwork on health and accidents, including a study, e.g. Gold et al. (1992). (F)
SDG 3

4.4 Organisational Display an image of Chapanis’ operator-machine system at: www.yorku.ca/mack/cogain-f1.jpg and learners
work conditions imagine calling someone on the phone. They should then describe, in sequence, how they would have
operated their phones and the responses made by the phone based on the diagram.
4.4.3 Health and
safety Extension activity: learners apply the diagram to other operated machinery and try and identify where, how
and why errors and accidents could occur.
KC3
Extension activity: learners read through a summary/handout at: www.eolss.net/sample-chapters/c18/e6-43-
KC5
37-06.pdf covering the different aspects of operator-machine systems.
Write up four types of human error on the board (Riggio’s commission, omission, timing and sequence) and
explain each in turn. Learners share their findings and decide which type of error occurred in each case. (I/F)
Learners generate/look up one example of each for inclusion in their notes. (I)
Extension activity (optional): share a paper on Human Error: Models and Management at:
www.bmj.com/content/320/7237/768 on distinguishing between human and organisational errors and the
Swiss Cheese Model of accidents in an organisational setting.

106
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Share the study by Fox et al (1987) at: www.ncbi.nlm.nih.gov/pmc/articles/PMC1286011// on the

implementation of a token economy system and ask learners to capture the key elements including the aim,
sample, method results and conclusion and evaluate.
Extension activity: allocate a famous technological disaster to each learner to research why the disaster
occurred and ask them to share with the class during the next lesson. (I)
Share the key study on the monitoring of accidents and risk events by Swat (1997) at:
https://onlinelibrary.wiley.com/doi/abs/10.1539/joh.39.100.
Learners capture the key elements including the aim, sample, method results and conclusion and evaluate
using the relevant issues and debates and methodology for this topic which include individual and situational
explanations: idiographic versus nomothetic explanations: the use of longitudinal studies, objective and
subjective data and generalisations from findings. (I)
Sample questions that can be used as individual or group exercises or assessment activities. (F)

4.5 Satisfaction at Learners can describe, Learners try recall any findings from any research they have conducted or covered in previous classes
work explain, evaluate and affecting satisfaction. (F)
apply various theories
4.5.1. Theories of job Ask learners what makes them satisfied, whether at home or at school, and generate ideas on post-it notes
concerned with
satisfaction and share on one side of a display board. Repeat the exercise for factors that make them dissatisfied and
satisfaction at work,
compare the two sides of the board. See if the factors identified can be categorised and ask learners if they
KC3 including:
could make a theory from their findings.
• Herzberg’s 2-factor
KC5
theory Extension activity: learners consider how we might find out how satisfied people were about their work and
• Hackman and evaluate each suggestion in turn in relation to validity and reliability. Learners imagine what adults might
Oldham’s Job perceive to contribute to their satisfaction at work and list.
Characteristic theory
Display a diagram of Herzberg’s 2-factor theory at:
• Job design https://courses.lumenlearning.com/wmintrobusiness/chapter/reading-two-factor-theory/ and learners capture in
their notes, explaining the difference between Motivators and Hygienes in turn. Information about this can be
accessed at: www.managementstudyguide.com/herzbergs-theory-motivation.htm
Share a short video on Hackman and Oldham’s Job Characteristic theory at:
www.youtube.com/watch?v=oxxQuCTVgqY. Share a diagram of Hackman and Oldham’s Job Characteristic
model from www.researchgate.net/figure/Hackman-and-Oldhams-Job-Characteristics-Model-
1980_fig1_248906385 and learners recreate with description and explanations in their notes.

107
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Check learners can distinguish between job characteristics and psychological states. Ask learners what
employers could do to apply the theory in the work place and focus the discussion onto techniques of job
design, including enrichment, rotation and enlargement and learners incorporate into their notes.
Share/distribute some research on the techniques of job design, for e.g., Belias and Sklikas (2013) at:
www.researchgate.net/publication/260288949_ASPECTS_OF_JOB_DESIGN or
https://drive.google.com/file/d/1xzuiflyjuCSyB76yMNR_TlqyNK8mnfW_/view and learners read through the
paper and summarise into their notes.
Learners review what they have covered in this section and how the theories:
• could be applied to everyday life
• demonstrate any cultural differences
• manifest reductionism or holism
• could be classified as idiographic versus nomothetic
• could be generalised.
Learners create sample examination questions on this topic and then swap and share in class. (F)

4.5 Satisfaction at Learners can describe, Extension activity: learners develop a questionnaire to test the existence of the five characteristics of
work explain, evaluate Hackman and Oldham’s Job Characteristic model. Revisit evaluating self-report measures and try to create a
various methods to standardised class version.
4.5.2. Measuring job-
measure satisfaction at
satisfaction Learners look up the eight categories or conditions used by Walton to assess the quality of working life and to
work.
generate closed, open and scaled questions for each and share ideas. (I)
KC3
Divide the class into two and distribute half with the Job Descriptive Index at:
KC5
http://homepages.se.edu/cvonbergen/files/2012/12/A-Measure-of-Job-Satisfaction1.pdf or
https://drive.google.com/file/d/1wX0l27EqPYWcqdwVVB6ln2WyVhWBXawb/view and the other half with the
Quality of Working Life Questionnaire (QWL) at: www.scribd.com/doc/30542683/Questionnaire-on-Quality-of-
Work-Life or https://drive.google.com/file/d/1Wu8OXUBcTKbZtwSXBJl_Nmk160N9D5d1/view
Each learner to administer their questionnaire to two or three workers/employees. Group learners based on
their questionnaires and ask them to:
a) tabulate their findings
b) share their experiences of their administration of the questionnaire and any conclusions reached.
c) prepare a presentation on the questionnaire including issues relating to individual and situational
explanations; quantitative and qualitative data; psychometrics; validity and reliability.
d) create a revision activity of their choice about their questionnaire.
Use the presentations as an opportunity to discuss and evaluate the use of self-reports, ratings scales,
individual and situational explanations, quantitative and qualitative data, psychometrics, validity, reliability.

108
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Extension activity: considering some of the findings generated, learners make suggestions about improving
the job design for their respondents.
Learners create two sets of flashcards based on the two questionnaires. (I)

4.5 Satisfaction at Learners can describe, Learners think up reasons that might justify sabotage in the workplace. Ask them to look up some examples of
work explain and evaluate work place sabotage at: www.hr.com/SITEFORUM...
some examples of and
4.5.3 Attitudes to work Share the abstract and the beginning of the research by Giacolone and Rosenfeld (1987) at:
research concerning
www.researchgate.net/publication/225980993_Reasons_for_Employee_Sabotage_in_the_Workplace or
KC3 attitudes to work
https://drive.google.com/file/d/1r2BcivHanQs7whJKQgnO4STryvjKqVIu/view and learners list the causes of
including:
KC5 workplace sabotage.
• workplace sabotage
• absenteeism Learners list the categories identified by the researchers and record the main elements of the research
• organisational including the aim, sample, method, data collection tools, results and conclusions and to identify any strengths
commitment. or weaknesses concerning any of these aspects as they progress through the study. (I)
Learners mind map behaviours in the workplace that might indicate dissatisfaction at the workplace and
prepare a spectrum/scale from ‘lateness’ to ‘absenteeism’ to ‘turnover’ with any other behaviour identified
appropriately placed on the spectrum.
Learners brainstorm and list reasons why employees (or learners) might be absent from work (or school).
Display Table 1. (page 293) from the research by Blau and Boal (1987) at: http://cinik.free.fr/chlo/doc... or
https://drive.google.com/file/... on absenteeism and turnover and learners create a table in their notes
capturing the four ‘cells’ hypothesized with their accompanying descriptions and labels.
Extension activity: learners consider how the four conditions could be measured and design a study that
would test the predications in the workplace and share.
Learners evaluate the model and consider the relevant issues and debates and methodology such as
application to everyday life, individual and situational explanations, reductionism versus holism, idiographic
versus nomothetic explanations and generalisations from findings. (I)
Extension activity (optional): learners look at research conducted by the researchers to test their model
which is available at:
www.researchgate.net/publication/247569649_Using_Job_Involvement_and_Organizational_Commitment_Int
eractively_to_Predict_Turnover
Extension activity: learners mind map reasons why employees may remain committed to organisations (even
if dissatisfied) and look up other models of organisational commitment and learners match their suggestions

109
Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

with the three components of the model which can be accessed at:
https://en.wikipedia.org/wiki/Organizational_commitment.
Learners create flashcards on the various concepts covered in the section (e.g., with the component/concept
on one side and a definition, detail and description on the other). (I)
Learners generate possible examination questions on all the material covered in this section and share for the
other learners to self-assess their ability to describe, explain and evaluate. (I)(F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)

110
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

© Cambridge University Press & Assessment 2022 v4 (updated September 2024)