Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
Suggested Course Outline and Activities for Unit 4
Uncovering Psychology has been written for the new study design by experienced practising psychology teachers. It offers teachers a
comprehensive approach to tackling the new study design. It also offers many practical activities that are supported by analytical and
comprehension questions in order to prepare students for assessment tasks and examinations.
The following course outline has been constructed to help teachers plan their course and lessons in a structured and easily accessible
manner.
Given there are so many variations in the way schools structure their VCE programme, this outline has been structured as a suggested
number of weeks to be spent on each topic rather than a number of lessons. It works to an average of 7-8 weeks per term (this accounts for
interruptions to classes such as camps and sports days, and also accounts for examination weeks when there are no classes running). This is
offered to teachers as a guide only and is in no way meant to dictate the manner in which Uncovering Psychology is to be used.
Note that Area of Study 2 (Mental Health) contains a number of optional topics. The outline provides details for each of these topics
(covering chapters 14-16), and teachers should determine which one to use with their classes.
We hope you find this useful.
The Uncovering Psychology Author Team
Cambridge University Press
-1-
© Sargent et al. 2011
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES
Area of Study One:
Chapter 8:
Behaviours not dependent

Read pages 337–342.
LEARNING
Theories of learning and
on learning

Complete activity 8.3
(approx. 7 weeks)
the neural basis of

Students create a specific list of behaviours not dependent on
memory
learning and write into their notes. This will be helpful for their exam
(approx. 1 week)
revision.
Mechanisms of learning

Read pages 342–352.

Complete activities 8.4, 8.5, 8.6, 8.7

Students create a human model/representation of a synapse
releasing neurotransmitters and write a paragraph explaining this
representation.
Chapter 9:
Applications of, and

Read pages 353–401.
Theories of learning:
comparisons of, learning

Complete activities 9.1, 9.2
Conditioning
theories

Students develop five examples of classical conditioning scenarios.

Students go online and find examples on YouTube of classical
(approx. 4 weeks)
conditioning

Cambridge University Press
-2-
Complete activities 9.4, 9.5, 9.6, 9.7, 9.8.
© Sargent et al. 2010
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES

Students design a program that a psychologist could use to help
someone overcome a taste aversion using one of the applications of
classical conditioning (flooding, graduated exposure, aversion
therapy)

Students complete activities 9.9, 9.10, 9.11. 9.12, 9.13, 9.14, 9.15,
9.16, 9.17, 9.19

Students go online and find examples of YouTube videos that
demonstrate operant conditioning principles. They then write a
paragraph explaining them in terms of the key processes involved in
operant conditioning.

Complete activity 9.20

Students devise and present role plays that demonstrate the
difference between classical and operant conditioning.
The extent to which ethical

Read pages 364–365
principles were applied to

Complete activity 9.3
classic research

Students redesign Watson’s experiment ensuring that all ethical
investigations into learning,
considerations are met
including John Watson’s
‘Little Albert’ experiment
Cambridge University Press
-3-
© Sargent et al. 2010
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES
Chapter 10:
Observational, insight and

Read pages 404–413.
Theories of learning:
latent learning

Complete activities 10.1, 10.2, 10.3, 10.4, 10.5
Cognitive learning

Students summarise Bandura’s Bobo doll experiment
(approx. 2 weeks)

Students go online and investigate the differences between gender
and aggressive acts displayed in Bandura’s experiment

Students create a role play demonstrating the five steps involved in
observational learning.
Area of Study Two:
Chapter 11:
Concepts of normality and

Read pages 417–425.
MENTAL HEALTH
Mental health, mental
differentiation of mental

Complete activities 11.1, 11.2, 11.3, 11.4
(approx. 8 weeks)
illness and the
health from mental illness

Students think of own examples to differentiate between mental
health and mental illness
biopsychosocial
framework
Systems of classification of

Read pages 425–434.
(approx. 1 week)
mental conditions and

Complete activities 11.6, 11.7, 11.9
disorders

Students evaluate each way of classifying mental health and
disorders in terms of their strengths and limitations
Use of a biopsychosocial

Read pages 434–441.
framework as an approach

Complete activities 11.10, 11.11
to considering physical and

Each student in the class to think of an example of health or well
mental health
being and explain how it can be explained according to the BPS
model. Compile as a class and discuss.
Cambridge University Press
-4-
© Sargent et al. 2010
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES
Chapter 12:
Application of a

Read pages 442–476.
Applying a
biopsychosocial framework

Complete activities 12.1, 12.2, 12.3, 12.4, 12.7, 12.9, 12.10, 12.11,
biopsychosocial
to understanding the
framework: the stress
relationship between stress
and wellbeing
and physical and mental
(e.g. completing an alphabet maze before and after intense physical
relationship
wellbeing
exercise)
(approx. 1 week)
12.12, 12.13, 12.14, 12.15

Students complete an ERA on the effects of stress on performance

Students undertake a relaxation session

Students trace outlines of their bodies onto butcher’s paper and
highlight changes that occur when the sympathetic NS is activated
(on one side) and when the parasympathetic NS is activated (on the
other side). Hand around classroom for a visual reminder.

Students write a list of what they do to help manage their stress.
Share lists around classroom in a discussion.
Chapter 13:
Application of a

Read pages 477–504.
Applying a
biopsychosocial framework

Complete activities 13.1, 13.3, 13.5, 13.6, 13.7, 13.8, 13.10
biopsychosocial
to understanding and

Students research a famous person with a phobia and devise a
framework: Anxiety
managing simple phobia as
disorders and specific
an example of an anxiety
(simple) phobias
disorder
treatment plan that incorporates the BPS model
(approx. 1 week)
Cambridge University Press
-5-
© Sargent et al. 2010
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES
Chapter 14:
Application of a

Read pages 506–536.
Applying a
biopsychosocial framework

Complete activities 14.1, 14.3, 14.4, 14.6, 14.8, 14.9, 14.10, 14.12
biopsychosocial
to understanding major

Students complete a flowchart summary of Seligman’s experiment
framework: Major
depression and its
depression
management
on learned helplessness

(approx. 2 weeks)
Students go online and research different websites available for to
help people who experience depression

Students write treatment plan using the BPS model for an
adolescent experiencing major depression
OR
Cambridge University Press
Chapter 15:
Application of a

Read pages 537–560.
Applying a
biopsychosocial framework

Complete activities 15.1, 15.3, 15.5, 15.6, 15.7, 15.8, 15.10, 15.12
biopsychosocial
to understanding of

Students outline a treatment plan using the BPS model for someone
framework: Pathological
addictive disorder
gambling
(gambling) and its
(approx. 2 weeks)
management
who experiences pathological gambling

Students create a poster that could be displayed in a pokies venue
that alerts people to when their gambling may become problematic
-6-
© Sargent et al. 2010
Uncovering Psychology VCE Units 3&4 Teacher CD-ROM
Unit 4 – Course Outline
AREA OF STUDY
CHAPTER/ TOPIC
ASPECT OF TOPIC
SUGGESTED ACTIVITIES
OR
Chapter 16:
Application of a

Read pages 563–597
Applying a
biopsychosocial framework

Complete activities 16.2, 16.3, 16.5, 16.6, 16.7, 16.8, 16.9, 16.10,
biopsychosocial
to understanding of
framework:
psychotic disorder
Schizophrenia
(schizophrenia) and its
(approx. 2 weeks)
management
16.11, 16.12, 16.15

Students devise a management plan using the BPS model for
someone who experiences schizophrenia

Students find and watch a movie that involves a major character
with schizophrenia (e.g.: A Beautiful Mind, Benny and Joon, Angel
Baby, Donnie Darko, What about Bob? etc) and evaluate them in
terms of their accuracy. Do these movies explain schizophrenia at
all? Do they use the BPS model?
Cambridge University Press
-7-
© Sargent et al. 2010