Scheme of Work 2010 / 2011
THINK ACTIVE! WHAT ARE THE LEARNERS DOING?
Module / Unit Title:
A2 Psychology – PSYB3
Course Overview:
Two units are studied at A2 psychology:
 PSYB3 unit: Moral development, schizophrenia and mood disorders
and forensic psychology.
 PSYB4 unit: Perspectives in psychology, issues and debates and
research methods.
Learning Outcomes:
Prepared by:
Lesley Walker
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Lesson Duration:
2 x 1.5 hrs
1 x 2hrs
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Start Date:
13th September 2010
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End Date:
21st June 2011
To introduce students to topic in developmental psychology.
To give students an understanding of methods used in developmental
psychology and options.
To provide students with knowledge of empirical research and its
relationship to theory.
To develop critical and evaluative skills in relations to theory and
research in developmental psychology and options.
To enable an appreciation of practical applications of theories and
research.
To develop an appreciation of how science works in developmental
psychology and options.
To encourage appreciation of the contrasting and complementary
aspects of different approaches in psychology.
To build on knowledge of research methods and statistics acquired in
previous units.
Assessment Details:
Two externally assessed written exams
 PSYB3: 2 hrs duration - 28th January 2011 (AM) (17th June 2011)
 PSYB4: 2 hrs duration - 21st June 2011 (PM)
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EVERY CHILD MATTERS FRAMEWORK:
Being healthy
Staying safe
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Examples in the teaching and learning environment of the classroom for psychology:
o To promote positive attitudes about healthy eating through ensuring that any rewards
of sweets given are healthy.
o Encouraging students to walk the stairs to the classroom rather than take the lifts.
o To promote a positive attitude reflecting anti-drugs and anti-smoking and sexual
health when these opportunities may appear in psychological application, for
example depression and schizophrenia, both which look at the impact of drugs and
their use in the treatment of mental health.
o To maintain college policy of no food and drinks to be taken into the classroom,
however water in a bottle can be brought in for health reasons to help learners.
o Be aware and vigilant in recognising signs of personal stress and helping to develop
strategies to manage it such as being knowledgeable in referring a student to an
appropriate source of help and/or discussing with students their ‘difficulties’ in a
confidential and appropriate manner. Also make it clear when covering the topic of
atypical psychology that teachers are not experts in the field.
o Provide support for students who are concerned about any aspect of their health or
welfare, and particularly address the learning of psychology in the context of how
they should not apply it to themselves in a negative way as some topics can be seen
as threatening, such as Freud’s Oedipus complex which indicates that boys under
the age of 5 who are deprived of a father in later life can become homosexual.
o Adopt college procedure that clearly demonstrates an ethos of zero tolerance to
bullying and harassment and effectively deal with any indications in classroom.
o Adopt college procedure for dealing with anti-social behaviour and adequate security
to prevent it.
o Ensure all students wear their lanyard ID cards.
o Record and report any serious incidents occurring in the classroom.
o Chase up attendance which can be an indication of problems at college and/or home.
o Be fully aware of fire evacuation procedures and ensure clear display of procedure is
in the classroom.
o Ensure that vulnerable students are identified and the named member of staff to be
contacted is known.
o Ensure that consent forms and risk assessment are undertaken for any psychology
trips/events taking place outside of the classroom.
Enjoying and achieving:
Making a positive contribution:
Achieving economic wellbeing:
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o Ensure appropriate usage of the internet and that students are aware of the risk of
internet grooming.
o Ensure that the success of students work is recognised, such as posters displayed
on the walls.
o Support learners with poor behaviour and attendance through, this can be achieved
through liaising with their tutor.
o Plan and monitor learner’s personal and academic development, examples of this
can be achieved by comprehensive feedback of work, ILP, reports and evaluation.
o Meet the needs of potentially underachieving groups; an example of this can be
achieved through buddying-up system and ALS and diagnostic tests.
o Encourage psychology students from different blocks to link with each other.
o Buddying-up system for A2 to AS students.
o Consulting students about key decisions that affect them and take into account their
views, this can be demonstrated by finding out what they want from their psychology
course.
o Psychology lessons to help develop the skills and behaviour needed for economic
well-being such as skills to ensure effective studying or working life and examples of
this are ensuring punctuality, attendance, and generic study skills in the classroom.
o Provide understanding of access to higher education advice and up-to-date
knowledge in the area of psychology of careers and university course in order to help
facilitate this.
o Support students in their applications to university in the area of psychology.
o Establish links with higher education institutions to promote progression in the area of
psychology.
Date
What topic(s) and
learning objectives
will be covered?
What will learners
do?
How will learning be
checked?
Key / Basic
Skills:
What resources
are needed?
What
Independent
Learning/
Homework will
be set?
13.09
Link
to
Spec
3.3.3
(1) Overview of moral
development.
Describe Piaget’s theory
of moral development:
premoral, moral realism
and moral relativism.
Apply Piaget’s stages to
moral behaviour.
Explain the use of moral
comparison stories
(2) Evaluation of
Piaget’s moral
comparison technique.
Evaluation of Piaget’s
theory of moral
development.
Match the Piaget’s terms
and definitions.
Apply Piaget’s stages of
moral development.
Take notes.
Discussion of the correct
definitions and terms.
Discussion of answers to
stem questions.
Communication
Literacy
Power point slides
Scissors and glue
Definition
3 x activity sheets
Go over Piaget’s
stages.
Mix and match exercise of
terms and definitions.
Application of stages to
stem question.
Summary of Nelson’s
research study in 30 words.
Create a mind map of
Piaget’s theory.
Take notes.
Quiz on Piaget’s theory of
moral development.
In pairs: diamond ranking
and cards sorted into order
of complexity.
Application and analysis of
Kohlberg’s stages to the
Heinz dilemma.
Create a cartoon of
Kohlberg’s stages.
Discussion of the correct
terms and definition.
Discussion of the answers to
stem questions.
Feedback on Nelson’s study
to include word count.
Discussion of mind map (peer
review)
Communication
Literacy
Numeracy
Power point slides
Felt tip pens and
paper
2 x activity sheets
Research
Kohlberg's three
levels and six
stages.
Scores obtained from the
quiz.
Justification of the order of
diamond ranking.
A&Q of application – students
and feedback the analysis of
their stage.
Explain their cartoon
drawings to each other/class.
Communication
Literacy
Presentation
(3) Describe Kohlberg’s
theory of moral
development.
Apply Kohlberg’s theory
to moral behaviour.
Explain the use of moral
dilemma stories.
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Power point slides
Quiz (and answers)
Heinz dilemma
1 x activity sheets
Definition cards
Diamond ranking
Discuss
individually with
students where
they at: AS grade
Assignment 1
(application to
stem questions: 14
marks)
20/09
(4) Evaluation of
Kohlberg’s theory of
moral development.
Compare Piaget and
Kohlberg’s theories of
moral development.
(5) Describe Gilligan’s
ethics of care.
Discuss the difference
between boys and girls.
Evaluate Gilligan’s ethics
of care.
27.09
(6) Describe Eisenberg’s
theory of moral
development.
Apply Eisenberg’s theory
of moral development.
Evaluate Eisenberg’s
theory of moral
development.
Compare Eisenberg and
Kohlberg’s theories of
moral development.
(7) Create an answer to
a 12 mark essay
question to develop A01
and A02 skills.
Understand how to use a
mark scheme.
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Application of Kohlberg’s
theory of moral
development.
Take notes.
Create a mind map.
Test on evaluation.
Complete a comparison
table.
Kohlberg word search.
Complete a table on care
and justice definitions
Summarise Gilligan and
Attanucci’s research into
sex differences.
Identify limitations of
Gilligan’s work (with
Kohlberg).
Take notes.
Gilligan fill in the blank
sheet.
Apply Eisenberg’s theory to
stem question.
Comparison of Kohlberg
and Eisenberg’s theories.
Create a crossword.
Take notes.
Discussion of answers to
application questions.
Answer to test Kohlberg.
Present mind maps to class
A&Q on comparisons
between Kohlberg and
Piaget.
Communication
Literacy
Presentation
Power point
Kohlberg test sheet
1 activity sheet
Comparison sheet
Learn the moral
reasoning in each
of Kohlberg’s
stages.
Discussion of word search.
Q&A on care and justice.
Present summaries of
Gilligan and Attanucci’s
research.
Q&A of the limitations of
Gilligan’s work.
Communication
Literacy
Numeracy
Presentation
Word search
Power point
2 x activity sheets
Create a mind
map of Gilligan’s
theory.
Discussion of answers.
Checking of comparison with
answer sheet.
Students to leave the
crossword answers blank and
hand in for next lesson
starter.
Communication
Literacy
Fill in the blank sheet
Power point
1 x activity
1 x activity with
answer sheet of
comparisons
Crossword grid
Assignment 2
(gender
differences: 12
marks)
Complete created
crosswords.
Plan an essay using A01
and A02 marks.
Write an essay using A01
and A02 marks.
Revise essay using A01
and A02 marks.
Students check each other’s
answers.
Teacher assesses individual
work at each stage.
Assessed through their first
recorded mark, and then
marked again, after
improvement.
Essay writing
Communication
Literacy
Essay question:
Eisenberg
21 statements
Mark scheme
White board/pen
Find out what is
meant by personal
gain, equality,
merit and
benevolence
(Damon).
(8) Describe Damon’s
research into distributive
justice.
Evaluate Damon’s
research into distributive
justice
4.10
Link
to
spec
(9) Describe ways of
investigating moral
development (moral
dilemmas and moral
comparisons).
Evaluate ways of
investigating moral
development.
(Create moral dilemmas
for each different theory
of moral development).
(10) Describe the
psychodynamic
approach to moral
development.
Explain the role of the
superego.
Evaluate the
psychodynamic
approach to moral
development.
(11) Consolidation and
revision of moral
development.
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Review of the stages of
moral development.
Take notes.
Application of ages to stem
questions and research.
Discussion of differences
between other researchers.
Group activity to produce a
task.
Group activity to collect
information on other group’s
task.
Time to ask for clarification
from other students.
Filling in blank sheet of
areas.
Written test.
Correct review of the stages
Discussion of answers to
stem questions.
Q&A of application.
Q&A on differences between
other researchers.
Communication
Literacy
Review of the stages.
Power point
2 x activity sheet
Revise for mock
exam.
Peer review of tasks
produced.
Q&A of content in tasks.
Score of the test.
Communication
Literacy
Team work
4 tasks (one for each
group)
Blank sheet
Power point
Timer
Assignment 3
(ways of studying
moral
development)
Questions to Damon’s
research into distributive
justice.
Write down what they can
remember about Freud.
Pairs: 4 prepared questions
on psychodynamic.
Application to stem
question.
Sort cards for evaluation of
psychodynamic approach.
Take notes.
Group work to complete
revision resource/challenge.
Evaluate revision resource.
Complete what I can
do/can’t do, need to do
action plan for moral
development.
Discussion of answers to
Damon’s distributive justice.
Group feedback of discussion
of previous knowledge of
Freud. What’s important to
moral development?
Discussion of answer to
prepared questions.
Justification to stem question.
Presentation of their
completed sorted cards.
Communication
Literacy
Presentation
1 x activity sheet
Prepared question
card
1 x activity stem sheet
Blank sheet and sort
cards
Glue
Power point
Revision
Produce a revision resource
for moral development.
Students to peer review the
revision resource of other
groups.
Target setting of what
students need to do.
Communication
Literacy
Peer review
Paper
Felt tips
Glue
Challenge/instructions
Peer review sheets
What to do sheets
Revision
(12) Overview of
forensic psychology.
Define crime.
Assess way of measuring
crime.
11.10
18.10
(13) Describe
geographical and
typology offender
profiling.
Evaluate the usefulness
of offender profiling.
(14) Describe
physiological and
biological explanations of
crime.
Evaluate physiological
and biological
explanations of crime.
(15) Describe the
psychodynamic
explanation of crime.
Evaluate the
psychodynamic
explanation of crime.
(16) Define learning and
SLT explanations of
crime.
Evaluate learning and
SLT explanations of
crime.
(17) Describe Eysenck’s
criminal personality.
Evaluate Eysenck’s
criminal personality.
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Mock exam under exam
conditions.
Results from mock exam.
Discussion on what criminal
acts are influenced by.
Assess the evidence for
ways of measuring crime.
Build up a profile using
typology and geographical
approaches.
Evaluate the effectiveness.
Written answer/Q&A
Drawing images to
represent the physiological
explanations.
Identification of the crimes
committed by an offender.
Difference between
physiological and genetic
transmissions
Completing T&F quiz.
Analysis of superego types.
Take notes for comparison
with biological.
Crossword based on
psychodynamic explanation.
Application of learning
theories to stem question.
Complete EPI to establish
personality.
Construction of an essay
linking biological
explanations and criminal
personality.
Provide criticisms of ways of
investigating crime.
Discussion of profile.
Summarise the research.
Communication
Literacy
Mock exam
Find out some
official statistics on
crime
Worksheet on
criminal acts/ways of
investigating crime
Peer review
Offender profiling
task
Assignment 4
Describe offender
profiling
Describing the images.
Scoring the identification of
crimes committed by an
offender and discussion of
how accurate physiological
theories are.
Presenting findings of genetic
transmission.
Scoring T&F quiz.
Applying superego to types of
crime.
Presenting at least two
differences between
biological and
psychodynamic.
Answers to crossword.
Correct application of theories
to stem question.
Creative
Presentation
Artist easel of
theories
Offenders and their
crime
Genetic transmission
worksheet.
True or false quiz
Bring in criminal
pictures
Exam questions
Worksheet
Find ‘cultures’ of
crime from media
sources.
Application
exam
Crossword.
Worksheet
Assignment 5
Explanations of
Offending
Identification of EPI
characteristics.
Essay plan discussion.
Personality
inventory.
EPI inventory.
Essay plan.
Mind map of
explanations of
offending.
(18) Describe the
effectiveness of custodial
sentencing.
Justify the use of noncustodial sentencing as
an alternative to custodial
sentencing.
Assess the effectiveness
of recidivism rates on
sentencing.
Define the roles of custodial
sentencing.
Listing alternatives to
custodial sentencing.
Summarising research into
the effectiveness of
custodial sentencing.
Matching up correctly the
roles of custodial sentencing.
Discussion of alternatives to
custodial sentencing.
Presentation of effectiveness
summaries.
Matching definition
exercise
Research into the
effectiveness of
custodial sentencing.
Video of electronic
tagging.
Assignment 6
Treatment of
offenders
HALF TERM (25th October)
1.11
(19) Describe the types
of treatment of offenders.
Evaluate the types of
treatment of offenders.
(20) Compare the
explanations and
treatments of offenders.
Link to
spec
(21) Mock exam on
moral development and
forensic psychology.
8.11
(22) Overview of mood
disorders and
schizophrenia
Identify the symptoms
and diagnosis of
schizophrenia.
(23) Describe biological
explanations of
schizophrenia.
Evaluate the biological
explanations of
schizophrenia.
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Assessing the treatment
programmes through writing
a letter to a newspaper.
Presentation of written letter.
Literacy
Treatment
programme
worksheets
Revision of topic
areas covered
Revision of forensic
psychology.
Use of past paper and mark
scheme answers.
Mock exam.
Answers to exam questions
and self assessment through
mark scheme.
Exam questions
Self assessment
Past papers
Mark schemes
Revision of topic
areas covered
Mock exam.
Exam practice
Exam questions
Application of definitions to
case studies.
Evaluating the limitations of
diagnosis.
Discussion of diagnosis via
definitions.
Discussion of the limitations
of diagnosis.
Application
5 case studies
Find an article of a
famous person
with schizophrenia
or depression
Learn definitions
and diagnosis
criteria
Quiz on definitions.
Investigating how genetics
is studied.
Using research for
evaluation of genetics
Answers to quiz.
Discussion of investigative
techniques and research.
Summarising
T or F quiz
Research studies
Look up biological
treatments of
schizophrenia
15.11
22.11
29.11
(24) Describe the
cognitive explanations of
schizophrenia.
Evaluate the cognitive
explanations of
schizophrenia.
(25) Describe the sociocultural explanations of
schizophrenia.
Evaluate the sociocultural explanations of
schizophrenia.
(26) Describe the
treatments of
schizophrenia.
Test on biological
explanation.
Explaining cognitive and
comparison to biological.
Answers to test
Discussion of comparison.
Exam practice
Test
Worksheet
Assignment 7
Explanation of
schizophrenia
Crossword of symptoms.
Assess labelling theory and
family dysfunctions through
mind map.
Answers to crosswords.
Presentation of mind map.
Analysis
Crossword
Video: Rosenhan
What treatments
are available for
schizophrenia?
Create exam questions and
mark scheme to reflect
description of treatments.
Peer review of answers.
Self-assessment
Exam questions
Mark scheme
Handout
(27) Evaluate the
treatments of
schizophrenia.
Planning and answering an
essay to evaluate the
treatments of schizophrenia.
Essay to be assessed.
Exam practice
Exam questions
Mark scheme
Handout
(28) Explain the role of
community care in
schizophrenia.
Review the explanations
and treatments of
schizophrenia.
(29) Define the
symptoms and diagnosis
of mood disorders
including SAD.
Planning and answering an
essay to evaluate the role of
community care.
Assessing how it differs
from other treatments.
Produce a mind map.
Produce an essay answer
with comparison.
Visual
Exam practice
Past papers and
mark scheme
Find out
information on the
role of the
community
Find out a media
article where role
in the community
has failed
Find an article on
depression
How depressed are you?
Listing characteristics of
depression.
Distinction between different
types of depression.
Market place
Assessment by test
Scoring Beck Depression
Inventory
Discussion of characteristics
and types of depressions.
Application
Beck Depression
Inventory
Worksheet
Assignment 8
Treatment of
schizophrenia
Test score
Q&A
Discussion
Presentation of the findings of
the effectiveness of mood
disorder.
Communication
Worksheet of each
explanation
Communication
Worksheets
Revise
explanations of
mood disorders
Revise evaluation
of mood disorders.
(30) Describe the
explanations of mood
disorders.
(31) Evaluate the
explanations of mood
disorders.
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Create a table assessing
the effectiveness of the
explanations of mood
disorders.
6.12
13.12
(32) Describe the
biological treatments of
mood disorders.
Evaluate the biological
treatments of mood
disorders.
(33) Describe the
cognitive treatments of
mood disorders.
Evaluate the cognitive
treatments of mood
disorders.
Mock exam mood
disorders/schizophrenia
Revision
Revision
Revision
Revision
Revision
Market place and
completing test.
Watch ECT video.
Presentation of the findings of
the biological treatments.
Test core.
Communication
Worksheets
Assignment 9
Explanations of
mood disorders
Market place and
completing test.
Comparison with biological
approach essay.
Presentation of the findings of
the cognitive treatments.
Test score.
Answer to essay
Communication
Exam practice
Worksheets
Revision for mock
exam
Mock exam
Mock exam
Exam practice
Past papers
Mark scheme
Revision
Use of past papers and mark schemes
Notes and folders
Revision booklets
EXMAS HOLIDAYS (20th December – 4th January)
4.01
11.01
18.01
Revision
Revision
Mock exam (2hrs)
Revision
Revision
Revision
Exam:
Use of past papers and mark schemes
Notes and folders
Revision booklets
[AM] 21st January 2011: 2hr written paper (PSYB3)
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